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Angelique M. DavisView profile

Professor

• Racial Gaslighting
• Dehumanization
• Apologies and Reparations
• +8 more

Angelique M. Davis is a Professor of Political Science in the College of Arts and Sciences at Seattle University, holding associate appointments in African and African American Studies, the Pre-Law Program, and Women, Gender, and Sexuality Studies. She joined the faculty in 2005 after practicing law and serving as a federal law clerk, specializing in the intersection of race, law, and political systems. Her educational background includes: JD from the University of Washington School of Law (1999) BA in Law and Diversity (with Honors; minor in Business Administration) from Western Washington University (1995) Professor Davis's research centers on racial gaslighting, dehumanization, reparations, and the socio-legal construction of race, examining how systemic racism evolves through legal frameworks. Her work critically analyzes apologies for historical injustices and the persistence of white supremacy in modern institutions. Her expertise spans Constitutional Law, Race & Law, Law & Gender, and International Law, with publications addressing citizenship, civic engagement, and justice systems. She explores how racial categories are politically constructed and weaponized through legislative processes and judicial interpretations. Her publication history from 2007-2019 reveals consistent thematic focus on racial justice mechanisms, with landmark work on racial gaslighting demonstrating how systemic racism manipulates reality perception. Collaborative projects with Rose Ernst dominate her output, bridging political science, law, and sociology to dissect colorblind racism in policy formation. Her scholarly impact was recognized with: 2019 Best Paper Award from the Western Political Science Association for "Racial Gaslighting" Professor Davis actively mentors scholars through Exhale Academic Writing Retreats and the National Center for Faculty Development and Diversity (NCFDD), providing structured coaching for academic productivity. Her civic engagement includes service on the Seattle Civil Service Commission (2013-2022), where she addressed institutional equity. She founded Exhale Academic Writing Retreats to combat academic burnout, creating supportive environments for scholarly writing. Her NCFDD workshops focus on sustainable academic careers, particularly for underrepresented faculty navigating institutional barriers.

Andrea EfthymiouView profile

Associate Professor

• Writing Tutor Labor
• Staff Education in Writing Centers
• Undergraduate Research Support
• +3 more

Andrea Efthymiou is an Associate Professor and Director of the Writing Center at Queens College, CUNY. She holds a dual role in teaching and administrative leadership, focusing on advanced writing courses that emphasize collaboration and advocacy. Her research explores writing tutor labor dynamics, staff education strategies, and innovative practices for supporting undergraduate researchers. Notable projects include a collaborative collection on interfaith dialogue in writing centers and studies on adoption rhetoric. Her teaching portfolio includes courses on collaborative writing practices and civic advocacy writing, equipping students with skills to analyze community advocacy organizations and engage in ethical rhetorical practices. Efthymiou’s work consistently bridges theory and practice, emphasizing equity, mentorship, and interdisciplinary collaboration. Recent publications (2021–2024) highlight themes of writing center labor, faith/secularism intersections, and lifelong writing practices. While no formal awards are listed, her prolific scholarly output reflects sustained contributions to writing studies. Advising and grant details are not specified in available texts, though her leadership roles suggest active involvement in program development and institutional initiatives.

Tehia Starker GlassView profile

Professor

• Culturally Responsive Teaching
• Educational Psychology
• Multicultural Education
• +3 more

Dr. Tehia Starker Glass is a Professor in the Department of Reading and Elementary Education at the University of North Carolina at Charlotte's College of Education. She holds a Ph.D. in Educational Psychology from the University of Nebraska-Lincoln (2008), an M.A. in Educational Technology from the University of Northern Iowa (2003), and a B.S. in Elementary Education from Bethune-Cookman University (1999). She is the first Black woman to earn tenure in UNC Charlotte's College of Education. Her research focuses on: Culturally responsive teaching self-efficacy Teacher motivational factors in diverse classrooms HBCU impact on teacher education Race dialogue preparation for educators/caregivers Instructional design for equity Her publications demonstrate strong focus on racial equity in education, critical pedagogy, and healthcare disparities affecting Black communities. Recent work examines structural barriers in teacher education and maternal health outcomes across the Black diaspora. Awards include: Bethune-Cookman 40 under 40 UNC i3 Technology Fellowship (2016) Multiple nominations for diversity and teaching awards She mentors graduate students and teaches undergraduate/graduate courses including Educational Psychology, Multicultural Education, and Curriculum Theory. Active in professional organizations (AERA, NAME) and community groups supporting racial dialogue.

Clayton SmithView profile

Professor

• International Student Experience
• Student Mentoring
• Strategic Enrollment Management
• +3 more

Dr. Clayton Smith is a Professor in the Faculty of Education at the University of Windsor . He specializes in international student experience, student mentoring, and strategic enrollment management (SEM). His research focuses on improving educational practices for culturally and linguistically diverse students, addressing microaggressions, and enhancing sense of belonging. Dr. Smith holds a Doctor of Education from Florida State University (1997), and has extensive administrative experience in higher education. Education: Ed.D., Florida State University, 1997 M.P.A., University of Maine, 1991 M.A., Drew University, 1982 B.A., University of Southern Maine, 1981 Research Interests: International student engagement and retention Mentoring teacher candidates SEM integration with equity/diversity initiatives Open educational resources (OER) Grants & Awards: Over 20 funded grants including SSHRC, Mitacs, and University of Windsor initiatives Recipient of 2016 University of Windsor Certificate of Recognition Golden Key Honor Society Honorary Member (2005) Labs/Teams: Leads the Teaching International Students Research Group , organizes annual international education conferences, and oversees the Concurrent Education Student Mentoring Program .

Janice StewartView profile

Professor

• Critical Theory
• Gender Theory
• Anti-Racist Studies
• +5 more

Janice Stewart serves as Professor of Teaching and Deputy Provost at the University of British Columbia, affiliated with the Institute for Gender, Race, Sexuality and Social Justice within the Faculty of Arts. She holds a PhD in English Literature from McGill University (2001) and teaches across both the Gender, Race, Sexuality and Social Justice program and the Critical Studies in Sexuality program. Dr. Stewart's educational background includes a doctorate from McGill University in 2001, with specialization in English Literature. Her academic journey has led her to develop innovative approaches at the intersection of pedagogy, technology, and social justice. Her research interests focus on critical theory, gender theory, anti-racist work, and Modernist literature, particularly the works of Virginia Woolf and Emily Carr. She has pioneered work in community mapping and locative media, exploring how these technologies can make visible hidden stories of place and belonging while addressing marginalization in knowledge production. Dr. Stewart's work emphasizes how increasing cultural and linguistic diversity requires broader views of literacy, positioning students as knowledge creators through flexible learning and community engagement. Her publications reveal a consistent focus on queer theory, feminist literary criticism, and the intersection of mental health with women's writing. Across her scholarly work spanning from 1993 to 2012, she has examined literary representations of sexuality, gender, and mental health, with particular attention to modernist authors like Virginia Woolf and Emily Carr. Her research demonstrates how literature engages with social justice issues, particularly regarding marginalized identities and experiences. Professor of Teaching at UBC Deputy Provost at UBC PhD in English Literature from McGill University (2001) As an educator and administrator, Dr. Stewart has focused on developing pedagogical infrastructures that build core research and intercultural competencies among diverse undergraduate students. Her leadership as Deputy Provost complements her scholarly work in educational innovation and participatory citizenship. Dr. Stewart has developed the Social Justice @UBC community mapping project, which provides students and instructors in Arts and Education courses with a digitally networked environment supporting collaborative research, networking, critical thinking, and multimedia literacy. This initiative exemplifies her commitment to creating educational spaces that challenge traditional knowledge hierarchies and include marginalized perspectives.

• Applied Linguistics
• Multilingual Writing
• Translingualism
• +4 more

Brooke Schreiber is an Associate Professor in the Department of English at Baruch College's Weissman School of Arts and Sciences, City University of New York (CUNY). Her academic appointments include coordinating the SWUFE joint degree program and serving as Associate Writing Director for the English Department Writing Program. She holds a Ph.D. in Applied Linguistics from Pennsylvania State University, an M.A. in English Language and Linguistics from the University of New Hampshire, and a B.A. in Sociology from Stanford University. Schreiber's research centers on linguistic justice, transnational writing education, and Global Englishes pedagogy. She investigates multilingual writing practices, translingual approaches, and the sociopolitical dimensions of language teaching. Her work actively challenges linguistic hierarchies and native-speaker biases through innovative pedagogical frameworks. Key research domains include: Transnational composition ethnography and joint degree programs Digital translanguaging and online intercultural exchanges Writing program administration for multilingual writers COIL (Collaborative Online International Learning) pedagogies Her publication portfolio demonstrates a consistent focus on linguistic diversity in writing education, with recent work emphasizing resistance to linguistic nationalism, ethical transnational partnerships, and decolonizing language pedagogies. Methodologically, she employs qualitative approaches including ethnography, discourse analysis, and action research across global contexts. Schreiber has received numerous honors including the Barbara Gluck Teaching Excellence Award (2022) and multiple PSC-CUNY research grants. Notable awards: Elbow Symposium for Teaching and Writing (2018) Melikian Scholar Award (2014) Gil Watz Outstanding Graduate Student Award (2014) Faculty Fellowship Publication Program (2017) She has secured significant research funding for projects including: Disrupting native-speakerism (PSC-CUNY, $5,973) Chinese-American joint degree programs (Lang Fellowship, $6,954) COIL impact studies (PSC-CUNY, $5,990) While no specific lab is mentioned, she collaborates internationally with scholars in Sri Lanka, Lebanon, China, and Serbia through COIL initiatives and transnational research teams.

Shaddai TemboView profile

Senior Lecturer

• Early Childhood Education
• Anti-Racism
• Social Justice
• +4 more

Shaddai Tembo is a Senior Lecturer in Early Childhood Studies at Bath Spa University, supporting both UK and China-based programs. He serves as Programme Leader for the Pre-School Education (China) program at Hunan University of Humanities, Science and Technology and acts as International Students Lead (UG) within the School of Education. Education: PhD in Education, University of the West of Scotland MSc in Social Science Research Methods (Sociology), University of Bristol BA (Hons) in Education: Early Years, Bath Spa University His research focuses on subjectivity and identity formation in early childhood through sociomaterial and more-than-human theories, with emphasis on anti-racism, social justice, and gender equity. Recent work examines de/colonial play habits, affective sociomaterialisation in outdoor provision, and institutional racism in early years settings. Key article themes include decolonizing pedagogy, affective encounters, and policy implications for anti-racist practice. He has published widely in Journal of Early Childhood Research , Ethnicities , and Emotion, Space and Society . Tembo contributes to academic governance via editorial boards for Journal of Early Childhood Research and Gender and Education . He received Froebel Trust funding (2022-2024) for developing an anti-racist framework within Froebelian pedagogy and co-authored practical guides for educators. Professional engagements include: Trustee, Fatherhood Institute Steering Group, MITEY Campaign Advisory roles in Froebel Trust, BERA, and ESRC-funded studies Co-convenor, Scottish Educational Research Association Early Years Network (2018-2022) He is available for research supervision and collaborates with the Bristol Early Years Forum for Anti-racist Practice and Family Music Hub as a Thought Leader.

Anis BawarshiView profile

Professor

• Rhetoric and Composition
• Rhetorical Genre Theory
• Writing Program Administration
• +5 more

Anis Bawarshi is Professor and Thomas L. & Margo G. Wyckoff Endowed Chair in the University of Washington's Department of English, where he previously directed the Program in Writing and Rhetoric for ten years and chaired the English department for six years. His career bridges administrative leadership with foundational scholarship in writing studies. His academic preparation includes: B.A. in English from California State University, Northridge (1992) M.A. in English from the University of Kansas (1995) Ph.D. in English from the University of Kansas (1999) Bawarshi's research centers on rhetorical genre theory as a framework for understanding writing's social functions. He investigates how genres serve as sites of invention, mediate knowledge transfer across contexts, and shape identity formation through writing practices. His work challenges traditional dichotomies in composition studies by emphasizing writing's role in everyday social participation and organization, with recent focus on translingual approaches and anti-racist pedagogy. Analysis of his 15 most recent publications reveals three dominant trajectories: (1) Genre theory's application to public discourse (climate petitions, Israel-Palestine debates), (2) Writing knowledge transfer across disciplines and linguistic boundaries, and (3) Critical examinations of uptake mechanisms in writing ecologies. His scholarship increasingly integrates social justice frameworks with genre studies, particularly through translingual and anti-racist lenses. His honors include: Karen Shabetai Distinguished Undergraduate Teaching Award Bawarshi has mentored 18 doctoral students whose dissertations explore writing transfer, translingualism, and genre theory across diverse contexts. Recent graduates include Hunter Little (2025) on mental disability knowledge, Joseph Anthony Wilson (2023) on transnational writing, and Sumyat Thu (2020) on raciolinguistic ideologies. He contributed to the English department's $150,000 College Spark Washington grant (2017) supporting writing initiatives. He leads the Program in Writing and Rhetoric as its former director, fostering collaborative research on writing pedagogy, and co-edits the Reference Guides to Rhetoric and Composition series, shaping national scholarship in the field through sustained editorial stewardship.

Tracee HowellView profile

Associate Professor

• Narrative Studies
• Cultural Studies
• Gender Studies
• +7 more

Dr. Tracee Howell serves as Associate Professor of English at the University of Pittsburgh at Bradford, where she has taught literature and composition since 2007. She also directs the Composition Program and the Writing Center, and coordinates the Gender, Sexuality and Women’s Studies Program. Her academic roles include serving on the Academic Integrity Board and previously acting as Executive Associate to the President for university projects and compliance. Ph.D. in English (University of Buffalo, 2001) M.A. in English (University of Buffalo, 1998) B.A. in English and Philosophy (Bryn Mawr College, 1992) Her scholarly interests span narrative theory, cultural studies, gender/media studies, and anti-racist pedagogy. She currently focuses on recovering early 20th-century Jewish American novelist Vera Caspary’s fiction and co-editing an Afrofuturism essay collection. Her 2021 publication in Peitho examines mid-life feminism through embodied perspectives. Recent work trends highlight intersections of feminist theory, graphic narrative analysis, and literacy studies. Despite no listed scientific awards, her administrative and editorial projects underscore institutional leadership. Dr. Howell’s teaching combines empowerment with skill development in writing and critical analysis.

Dong-shin ShinView profile

Associate Professor

• Second Language Acquisition
• Multimodal Literacies
• Digital Literacy
• +3 more

Dr. Dong-shin Shin holds the academic rank of Associate Professor in the Literacy and Second Language Studies program. She completed her doctoral studies in Language, Literacy, and Culture at the University of Massachusetts Amherst. Her research adopts sociocultural perspectives to investigate English Language Learners' literacy development in digital and sociocultural contexts, with a focus on academic writing, disciplinary literacies, and multimodal composition. Her work examines how digital technologies and social practices shape language learning processes, particularly in multilingual and multicultural educational settings. Key areas of interest include: - Multimodal composing pedagogies - Anti-racist language education - Heritage language maintenance in immigrant families - Online teacher professional development Collaborative research includes a federal grant Enhancing Evidence-Based Practices for English Learners (EBPs4ELs) (2021–2026), where she serves as a collaborator. This $595,874 Department of Education award focuses on developing evidence-based interventions for English Learners. Her publications span journals such as Bilingual Research Journal , Computers and Composition , and Journal of Second Language Writing , reflecting her commitment to advancing understanding of 21st-century literacy practices in diverse educational contexts.

• Critical Pedagogy
• Intersectionality
• Black Women in Higher Education
• +3 more

Dr. Chayla Haynes Davison is an Associate Professor of Higher Education Administration at Texas A&M University's College of Education and Human Development. She holds a Ph.D. from the University of Denver and a M.A. from Bowling Green State University. Her research focuses on critical and inclusive pedagogy, Black women's experiences in academia, and intersectionality. She has co-edited influential books such as Interrogating Whiteness and Relinquishing Power and Race Equity and the Learning Environment . Education: PhD Higher Education (University of Denver), MA College Student Personnel (Bowling Green State University) Her work addresses racial equity in STEM education, faculty development, and anti-racist teaching practices. She has received the 2020 Mildred Garcia Award for Exemplary Scholarship and recognition as a CIES ADSIG Emerging Scholar. Her research projects include studies on applying critical lenses to student development theory and institutional transformation. Awards: Mildred Garcia Award (2020), CIES ADSIG Emerging Scholar (2020) Dr. Davison advises doctoral students and has taught courses like College Teaching and Advanced Student Development Theory . She previously served in student affairs roles, including Director of Orientation and Family Programs. Her current work emphasizes Black Liberation methodologies and combating systemic racism in higher education.

• Women's Rhetorical Practices
• 19th Century Feminist Rhetorics
• Anti-Racist Writing Program Administration
• +3 more

Katherine Fredlund is an Associate Professor and Director of First-Year Writing in the Department of English at the University of Memphis. She holds a Ph.D. from Bowling Green State University (2012) and degrees from Saint Bonaventure University (M.A. 2008; B.A. 2006). Her research focuses on 19th-century women's rhetorical practices, feminist historiography, and anti-racist writing program administration. She actively explores intersections of GenAI with writing instruction and has published extensively on topics such as white nationalist discourse, climate change rhetoric, and activist pedagogies. Dr. Fredlund's work emphasizes collaborative anti-racist curricula and institutional change, as seen in her co-authored publications on Black Lives Matter initiatives in Writing Program Administration. She has co-edited Feminist Connections (University of Alabama Press, 2020) and serves as editor of the Writing Memphis series. Her research bridges historical rhetorical studies with contemporary digital activism, particularly through analyses of social media and far-right rhetoric. Her recent scholarship includes examining Stormfront's online white nationalist strategies and the affective dimensions of climate change debates on Twitter. She also advocates for ethical uses of AI in writing instruction, balancing technological potential with pedagogical responsibility. Dr. Fredlund's contributions span composition theory, public writing practices, and feminist historiography, reflecting a commitment to socially engaged scholarship.

Qianqian Zhang-WuView profile

Assistant Professor

• Multilingual Writing
• Translingualism
• Raciolinguistic Ideologies
• +1 more

Qianqian Zhang-Wu is an Assistant Professor of English and Director of Multilingual Writing at Northeastern University. Her research examines multilingual writing, raciolinguistic ideologies, and translingual pedagogy through social justice frameworks. Zhang-Wu's book Languaging Myths and Realities (2022) received three major awards including the CCCC Research Impact Award. She teaches courses like Advanced Writing in Technical Professions (ENGW 3302) and Writing in Global Contexts (ENGL 2760). Recognized for teaching excellence with university and national awards, she holds a PhD from Boston College and an MS Ed from the University of Pennsylvania. Current projects include Spencer Foundation-funded research on Asian American women scholars' raciolinguistic experiences.

Lindsey AlbrachtView profile

Lecturer

• Translingual Pedagogies
• Anti-Racist Education
• Student Movement Organizing
• +6 more

Lindsey Albracht is a Lecturer and Co-Director of First-Year Writing at Queens College, City University of New York, within the Department of English. Her work bridges translingual and anti-racist pedagogies, examining historical student organizing movements to reimagine language reception practices in higher education. Co-Director of First-Year Writing Doctoral Lecturer in the Department of English Research Interests include literacy, writing assessment, writing program administration, writing centers, technical writing, and critical digital pedagogy. She explores how cross-racial and multilingual student activism from the 1960s–70s informs contemporary educational frameworks. Selected Publications focus on surveillance culture in universities, critical transliteracies, and translingual ecologies. Her recent works engage with anti-racist education, institutional critique, and collaborative learning models in course-contract classrooms.

Heather LinvilleView profile

Professor

• TESOL (Teaching English to Speakers of Other Languages)
• Multilingual Education
• Language Teacher Education
• +4 more

Dr. Heather Linville is a Professor of TESOL (Teaching English to Speakers of Other Languages) in the Department of Educational Studies at the University of Wisconsin-La Crosse. Her research focuses on digital storytelling as translanguaging, advocacy for English learners (ELs), language teacher education, and social justice in education. She holds a PhD in Language, Literacy, and Culture from the University of Maryland, Baltimore County. Dr. Linville teaches courses such as Educating Multilingual Learners and TESOL Methods, emphasizing the preparation of teachers to advocate for ELs. She has lived and taught in Mexico, Panama, and Indonesia, bringing global perspectives to her work. Her recent scholarly contributions include keynote speeches at the Maryland TESOL Conference (2024) and the publication of Advocacy in English Language Teaching and Learning (2019). Dr. Linville currently serves as President-Elect of WITESOL and Chair of the Teacher Educator Interest Section for TESOL International. She has received prestigious awards, including the 2025 Eagle Teaching Excellence Award and the 2019 Fellows@50 Encore award. Dr. Linville’s work bridges theory and practice, prioritizing translanguaging strategies and social justice advocacy. Her research explores how digital storytelling can empower multilingual learners and challenge monolingual language ideologies. She actively contributes to teacher education through professional development and policy advocacy, aiming to enhance equity in language education globally.