Find Academic Supervisors

Harry DennyView profile

Professor

• Writing Center Studies
• Rhetoric
• Queer Theory
• +4 more

Harry Denny serves as Professor and Director of the Writing Lab at Purdue University's Department of English, overseeing both physical consultations and the globally accessed Online Writing Lab (OWL). His leadership shapes institutional writing pedagogy through critical engagement with identity politics and social justice frameworks. His educational foundation includes a BA in American Studies from the University of Iowa, an MA in Sociology from the University of Colorado, and a PhD in Rhetoric and Communication from Temple University. This interdisciplinary background informs his critique of power structures within academic spaces. Denny's research pioneers intersections between Writing Center Studies, Queer Theory, and Social Justice, examining how gender, sexuality, and HIV/AIDS politics manifest in writing pedagogy. He maps sociocultural dynamics in one-to-one mentoring through monographs like Facing the Center while challenging heteronormative assumptions in educational spaces. His work consistently centers marginalized voices, particularly through analyses of media representations and identity disclosure in writing centers. Recent publications reveal intensified focus on decolonial approaches and translanguaging in international writing center collaborations (Colombia/USA), alongside queer possibilities in everyday mentoring practices. This trajectory extends his lifelong commitment to dismantling oppressive structures through writing center praxis, emphasizing anti-racist programming and professional labor conditions. As Writing Lab Director, Denny cultivates Purdue's writing support ecosystem where theoretical rigor meets practical application. His team operationalizes critical frameworks through tutor training, OWL content development, and community partnerships that transform writing centers into sites of social change.

Natasha N. JonesView profile

Associate Professor

• Technical Communication
• Social Justice
• Narrative Inquiry
• +3 more

Natasha N. Jones is an Associate Professor in the Department of African American and African Studies at Michigan State University, affiliated with the College of Arts and Letters. She serves as President of the Association of Teachers of Technical Writing (ATTW) and focuses on integrating social justice into technical communication. Her research emphasizes Black feminist thought, narrative inquiry, and human-centered design methodologies. Jones holds a PhD in Technical Communication/Human-Centered Design & Engineering from the University of Washington, an MA in Technical and Professional Communication from Auburn University, and a BA in Print Journalism from Georgia State University. Her work bridges scholarship and activism through projects like the CCCC Black Technical and Professional Communication Position Statement and coalitional advocacy initiatives. Awards include the 2021 CCCC Best Book Award and multiple CCCC Best Article recognitions. Jones prioritizes centering marginalized voices in her scholarship, particularly Black women and systemically oppressed communities. Her teaching philosophy emphasizes participatory pedagogy and equity-centered design. Jones actively participates in pro-Black organizational leadership within writing studies and has contributed to special issues on Black technical communication. She balances academic rigor with creative passions for poetry, plants, and speculative fiction genres.

Eliana J. SchonbergView profile

Professor

• Writing Studies
• Writing Center Pedagogy
• Student Writing Processes
• +6 more

Eliana J. Schonberg serves as Professor of the Practice and Director of the TWP Writing Studio in Duke University's Thompson Writing Program within Trinity College of Arts & Sciences. Her leadership encompasses writing center administration, curriculum development, and interdisciplinary collaboration across Duke's academic units. Education Ph.D., University of Texas at Austin, 2006 Schonberg's research investigates student writing dispositions, self-efficacy, and knowledge transfer with particular focus on writing center dynamics. Her scholarship addresses anti-racist pedagogy implementation, multilingual writer experiences, and technology's impact on writing support, reflecting commitment to equitable educational practices. Recent work examines cross-institutional variations in writing center operations and consultant training. Analysis of her 2013-2023 publications reveals sustained investigation into writing center efficacy through mixed-methods approaches. Key trends include comparative studies of L1/L2 student experiences, assessment of digital writing platforms like WCOnline, and exploration of 'stealth' writing program integration. Her editorial work on The Writing Center Journal's 40th-anniversary issues highlights historical perspectives and transnational collaborations in the field. Grants 2021: Lead investigator for Duke Office for Faculty Advancement Seed Grant 'Increasing Racial Equity in the TWP Writing Studio,' funding anti-racist theory seminars for Writing Studio consultants Schonberg mentors students through independent studies (PSY/WRITING 293/393/394) and Literacy, Writing, Tutoring courses (EDUC/WRITING 255S), training future writing consultants while researching tutoring methodologies. Her professional service includes Duke's Faculty Curriculum on Anti-Racism (2021) and National Center for Faculty Development & Diversity's Faculty Success Program (2024). The TWP Writing Studio operates as Duke's central writing support hub under Schonberg's direction, employing faculty, graduate students, and undergraduates who provide discipline-specific writing consultation across all academic levels. The studio's focus on knowledge transfer and anti-racist pedagogy shapes its evolving consultation model.

Nicole CaswellView profile

Professor

• Emotion and Affect
• Writing Assessment
• Writing Center Theory
• +3 more

Nicole Caswell is a Professor in the English Department at East Carolina University, directing the University Writing Center. She specializes in rhetoric and composition, focusing on writing assessment, queer methodologies, and emotional labor in academic spaces. Her work bridges theory and practice, emphasizing social justice and equity in writing education. Educational Background: B.S., Kent State University M.A., Ball State University Ph.D., Kent State University Research Interests: Emotion and affect in writing practices Queer possibilities in writing assessment Writing center administration as emotional labor Anti-racist praxis in academic spaces Notable Awards: 2017 International Writing Center Outstanding Book Award 2024 CCCC Lavender Rhetorics Award Teaching & Advising: Directs the University Writing Center Teaches graduate/undergraduate courses in writing studies, research methods, and composition pedagogy Professional Contributions: Authored/co-authored key texts on writing center administration and queer assessment frameworks Advances critical methodologies addressing structural inequities in writing education

• Positive Youth Development
• Recreational Sports Management
• Coaching Education
• +4 more

Eric Legg is an Associate Professor in the School of Community Resources and Development at Arizona State University, affiliated with the Watts College of Public Service & Community Solutions and the Global Sport Institute. He holds a Ph.D. from the University of Utah, an M.S.S. from the United States Sports Academy, an M.A. from Wake Forest University, and a B.A. from the College of William & Mary. His research focuses on socio-ecological approaches to youth sport development, exploring how community experiences can maximize positive outcomes through coaching education, transformational leadership, and collaboration between non-profits and government agencies. Key themes include sense of community in sports, grit, empathy, and public-private partnerships. Legg has published extensively in journals like SCHOLE , Journal of Park & Recreation Administration , and Sport, Education, and Society , emphasizing applied research with community partners. His recent work addresses pandemic-era educational pivots, diversity in sport governance, and sport’s role in post-conflict peacebuilding. He serves as National Council Chair for the U.S. Tennis Association (USTA), chairs its Training Advisory Group, and founded the nonprofit Tennis on the Hill. Legg teaches courses on youth sport management, nonprofit assessment, and community service evaluation at both undergraduate and graduate levels.

Emily E. VirtueView profile

Associate Professor

• Educational Leadership
• Higher Education Pedagogy
• Equity Pedagogies
• +3 more

Dr. Emily E. Virtue is an Associate Professor of Educational Research and Program Director for the doctorate in Educational Leadership at Western Carolina University's College of Education and Allied Professions. She specializes in faculty preparation, equity pedagogies, and supporting conditionally-enrolled students. Her prior roles include lecturer in English and Retention and Completion Advisor at WCU, with experience in student wellness and leadership development. Educational Background: PhD in Educational Leadership from Clemson University (2019) MA in English from University of North Carolina Wilmington (2008) BA in Writing from University of Mount Union (2006) Research focuses on bridging equity-driven practices with project-based learning, teacher training for marginalized student populations, and institutional policies to support academic success. Her recent work emphasizes asset-based pedagogies and collaborative frameworks to address systemic inequities in education. Publications consistently explore themes like equity in classroom practices, the impact of learning communities, and strategies for student retention. While no specific awards are listed, her work demonstrates sustained engagement with transformative educational equity initiatives. No grants or advising roles are explicitly detailed in the provided text, though her roles suggest involvement in program coordination and policy development. She has not been associated with specific labs or research teams in the available information.

Lydia WilkesView profile

Assistant Professor

• Rhetoric and Composition
• Decolonizing Curriculum
• Generative AI in Education
• +4 more

Lydia Wilkes is an Assistant Professor and Director of Core Composition in the Department of English at Auburn University's College of Liberal Arts (CLA). Her work focuses on rhetoric and composition, decolonizing curricula, generative AI in education, and public memory studies. She actively contributes to anti-colonial pedagogical reforms and explores ethical dimensions of communication technologies. Her research interests include Indigenous narrative methodologies, sustainable writing program administration models, and the intersections of rhetoric with social issues like gun culture and disability advocacy. She has published widely on topics ranging from AI ethics in teaching to the rhetorical analysis of military discourse. Notable recent work includes exploring settler harm reduction in writing studies (2024) and examining ethical AI integration in higher education (2024). Her scholarship often bridges theoretical frameworks with practical institutional change initiatives. Wilkes currently holds no listed scientific awards but maintains an active Google Scholar profile with over two decades of publications. She advises no students listed here but oversees core composition programs at Auburn.

Jackie Hoermann-ElliottView profile

Associate Professor

• Embodied Cognition
• Writing Pedagogy
• First-Year Composition
• +6 more

Dr. Jackie Hoermann-Elliott is an Associate Professor of English, Rhetoric, and Spanish at Texas Woman's University (TWU) within the College of Arts & Sciences. She serves as Director of First-Year Composition and contributes to TWU's Health & Well-Being Initiative through movement- and mindfulness-based pedagogy. Ph.D., Rhetoric and Composition, Texas Christian University M.A., Rhetoric, Composition, and Professional Communication, Iowa State University B.A., English Literature and Language, University of Missouri-Kansas City Her research bridges embodied cognition with pedagogical innovation , focusing on how sensorimotor activities like running, yoga, and walking enhance learning. She integrates mindfulness practices into writing courses, advocating for first-year composition reforms, technical writing , and translingual pedagogy . Her work also examines gender dynamics in academic leadership and support systems for academic mothers . Recent publications explore racial geography in composition, self-efficacy for underrepresented writers, and contemplative approaches to technical writing. Awards highlight her excellence in writing program administration , service to student life , and academic leadership . She actively collaborates on OER development and global writing initiatives . Distinguished Service to Student Life Award (2025) Best Program of the Year Award (2024) Mary Mason Lyon Award for Distinguished Junior Faculty (2024) OER Fellowship (2023) TCEA's Best Paper Award (2022) Dr. Hoermann-Elliott co-develops open educational resources and co-curricular writing programs to address equity in minority-serving institutions . Her work with the Health & Well-Being Initiative links physical activity to academic performance , reflecting her personal commitment to an active lifestyle as a runner, former yoga teacher, and mother of three.

Nancy Bou AyashView profile

Associate Professor

• Rhetoric and Composition
• Translingual Literacies
• Language Policy
• +4 more

Nancy Bou Ayash is an Associate Professor specializing in rhetoric and composition, translingual literacies, and language policy at the University of Washington. Her work critiques monolingualist ideologies and advocates for translingual pedagogical practices in multilingual educational settings. She holds a B.A. in Education (TESOL/TEFL) from the American University of Beirut (2003), an M.A. in English (Applied Linguistics) from the same institution (2006), and a Ph.D. in Rhetoric and Composition from the University of Louisville (2013). Her research focuses on translingual and transcultural literacy education, language policies in multilingual contexts, and the role of translation in composition studies. Key areas include global Englishes, sociolinguistic landscapes, and curriculum design aligned with translingual orientations. She has authored influential works challenging monolingual assumptions and proposing translation as a tool for anti-racist pedagogy. Bou Ayash has received prestigious awards including the 2022 MLA Mina P. Shaughnessy Prize, 2021 CCCC Research Impact Award, and 2014 CCCC James Berlin Dissertation Award. Her recent scholarship explores translation’s role in reimagining language education and curricula. Courses taught include advanced research methodologies in rhetoric and composition.

Al HarahapView profile

Lecturer

• Writing Studies
• Critical Theory
• Cultural Studies
• +3 more

Al Harahap is a Lecturer in the Department of English at Queens College, CUNY. His research focuses on the institutionalization of writing across academic and public spheres, employing critical theory and cultural studies frameworks. He investigates writing practices through ecological/spatial theory, Foucauldian archaeology, and scalar methodologies that connect local/national/global contexts. His teaching emphasizes democratizing academic spaces for marginalized students, particularly through un/grading practices and curriculum design that address language anxieties. He advocates for public intellectualism, training students to communicate academic ideas to broader audiences. Notable talks include a 2021 plenary address on WAC's future amid coloniality and sustainability challenges. Harahap collaborates across academic and non-academic communities to co-create curricula. His work addresses urgent issues like the public epistemological crisis and systemic inequities in higher education. While no formal awards are listed, his contributions to WAC/WPA discourse and antiracist pedagogy are evident in his publications and conference engagements. His advising and grant activities remain unspecified in the text. He is affiliated with the First Year Writing Program and contributes to Queens College's English department initiatives.

Amy WanView profile

Professor

• Literacy Studies
• Citizenship Education
• Composition Theory
• +4 more

Amy Wan is a Professor and Special Assistant to the Provost for Writing in the Department of English at Queens College, CUNY. Her research focuses on literacy’s role in citizen-making, institutional change, and policy around multilingualism and international students in higher education. She has authored influential works like *Producing Good Citizens: Literacy Training in Anxious Times* (2014) and co-leads a $1.7M U.S. Department of Education grant for the Queens College AANAPISI Project (QCAP). Her teaching spans first-year writing, pedagogy workshops, and antiracist linguistic justice practices. Research interests include historical analyses of literacy’s ties to citizenship, labor policies, and contemporary global university dynamics. Her recent work addresses diversity rhetoric in U.S. higher education and the construction of the 'global university.' She co-edits collections on Asian American rhetoric and writing at CUNY. Recipient of major awards including the 2023 Braddock and 2012 Ohmann Outstanding Article Awards, her scholarship bridges composition studies, citizenship theory, and institutional policy. She facilitates workshops on antiracist writing pedagogies and designs inclusive writing assignments for multilingual students. As QCAP co-PI, her grant work supports Asian American and Native American Pacific Islander-Serving Institutions (AANAPISI) initiatives. She also contributes to initiatives like the First Year Writing Program and the MFA in Creative Writing at Queens College.

Emily MachadoView profile

Associate Professor

• Multilingual Education
• Early Childhood Literacy
• Educational Equity
• +3 more

Emily Machado is an Associate Professor in the School of Education at the University of Wisconsin-Madison. She holds a PhD in Curriculum & Instruction from the University of Illinois at Chicago (2018), an MAT in English for Speakers of Other Languages from American University (2011), and a BS in Education and Social Policy from Northwestern University (2009). Her research focuses on multilingual literacy practices in early childhood classrooms, emphasizing translanguaging pedagogies and equity-driven educational approaches. Machado advocates for culturally sustaining practices that honor students' linguistic and cultural resources, particularly in linguistically diverse settings. Her work includes exploring how young children utilize their full communicative repertoires (languages, literacies, cultural practices) in writing, and how educators can create inclusive classroom spaces. Notable contributions address liberatory pedagogies, intergenerational learning, and dismantling carceral logics in education. Machado has been recognized with awards including the Literacy Research Association's Early Career Achievement Award (2023) and multiple dissertation awards from the American Educational Research Association (2019–2020). Machado's research extends to teacher education, examining how preservice teachers enact translanguaging strategies and resist linguistic ideologies that marginalize multilingual learners. Her community-focused initiatives include intergenerational storytelling workshops and collaborations with families to center culturally sustaining practices. She actively contributes to professional development programs for educators aiming to reimagine literacy instruction through an equity lens. Awards: Literacy Research Association Early Career Achievement Award, AERA SIG Early Career Award, and multiple Outstanding Dissertation Awards Key Themes: Translanguaging, Equity in Literacy Education, Early Childhood Pedagogy, Community-Based Learning Collaborations: Partnerships with urban schools, community libraries, and intergenerational programs

• Antiracist Writing Assessment
• Social Justice in Education
• Composition Theory and Pedagogy
• +4 more

Asao B. Inoue is a Professor of Rhetoric and Composition at Arizona State University's College of Integrative Sciences and Arts. He also holds affiliate faculty status in the Mary Lou Fulton College for Teaching and Learning Innovation. His research focuses on antiracist practices in writing assessment, labor-based grading contracts, and compassion-centered pedagogy. Inoue has served as Chair of the Conference on College Composition and Communication (CCCC) and holds leadership roles in professional organizations like the Council of Writing Program Administrators (CWPA). Education: Ph.D. and M.A. from Washington State University, B.A. from Oregon State University. Research Interests: Antiracist writing assessment, social justice in education, labor-based grading, composition pedagogy, and confronting white language supremacy. Awards: Recipient of the 2017 NCTE/CCCC Outstanding Book Award for Antiracist Writing Assessment Ecologies , the 2014 CWPA Outstanding Scholarship Award, and the 2015 CWPA Best Book Award. His work Race and Writing Assessment won the 2014 NCTE/CCCC Outstanding Book Award. Publications: Over 20 book-length works and numerous articles, including Labor-Based Grading Contracts (2019) and Above the Well (2021). His recent work explores cripping grading practices and antiracist literacy narratives. Grants & Advocacy: Advocates for antiracist teaching through the Asao and Kelly Inoue Antiracist Teaching Endowment at Oregon State University. His research addresses systemic inequities in writing programs and promotes inclusive pedagogical frameworks.

Caroline Rodrigues SilvaView profile

Lecturer

• Organisational Behaviour
• Human Resource Management
• Gender Studies
• +12 more

Dr. Caroline Rodrigues Silva is a Lecturer in Human Resource Management – Organisational Behaviour at Brunel Business School, part of the College of Business, Arts and Social Sciences at Brunel University London. She is actively engaged in research and teaching with a strong focus on social justice, diversity, and critical organizational studies. Her research interests include: Prevention and response to gender-based violence Organizational diversity and inclusion, particularly racial equity Intersectional and decolonial studies in education and organizations Critical discourse and narrative analysis Gender and race pedagogy across educational levels Her recent publications reflect a commitment to challenging systemic inequalities in both academic and corporate environments. Themes across her work include sexism in business schools, the discursive construction of sugar relationships, speculative futures in business education, authoritarianism and business elites in Brazil, and the everyday practices of domestic workers. These articles demonstrate a consistent engagement with critical theory, feminist epistemologies, and anti-racist frameworks. She has been involved with international research networks such as the Decolonial Alliance in Canada and is the founder of the Nucleus of Amefrican Studies (NEA). Her teaching covers Organisational Behaviour, Gender in Organisations, Diversity in Organisations, and Critical Perspectives in Management. Dr. Rodrigues Silva holds a PhD in Business Administration from FGV EAESP (Brazil), specializing in gender, race, and class-based violence. She also holds a Master’s in Critical Discourse Analysis and a Bachelor’s in Management. She was a visiting researcher at Copenhagen Business School, focusing on diversity. She actively contributes to applied research in the third sector and corporate diversity initiatives, combining scholarly work with practical interventions in inclusion and anti-violence programs.

Christina Wright FieldsView profile

Associate Professor

• Race and Equity in Education
• Gender Studies
• Culturally Responsive Pedagogy
• +4 more

Dr. Christina Wright Fields is an Associate Professor in the School of Social and Behavioral Sciences at Marist College. As an activist-scholar and educator, she specializes in critical qualitative research examining race, gender, and equity in educational contexts. With over a decade of experience, she has developed expertise in multicultural initiatives, university program development, and bridging academic/student affairs divisions. Education PhD in Higher Education Administration from Bowling Green State University MS in Higher Education Administration with Enrollment Management from Drexel University BS in Biology with minors in African American Studies and Chemistry from Millersville University Research Focus Dr. Fields employs intersectional frameworks to analyze Black lived experiences, equity in educational administration, and social justice praxis. Her scholarship centers on culturally responsive pedagogy, critical race theory applications, and amplifying marginalized voices in K-12 and higher education through narrative methodologies. She maintains active research collaborations exploring anti-racist teaching practices and institutional transformation. Publication Analysis Recent publications demonstrate Dr. Fields' consistent focus on critical race theory, equity leadership, and Black educational experiences. Her work employs diverse qualitative approaches including narrative inquiry, digital ethnography, and collaborative autoethnography. Dominant themes include anti-racist pedagogy, faculty/student identity negotiation, institutional power structures, and community-centered educational reform across K-12 and higher education contexts. Awards and Honors NASPA Region II Distinguished Excellence in Diversity Award (2018) NASPA Excellence Award Grand Bronze Honoree (2017) ACPA Supporting Latino/a Student Success Award (2015) NASPA African American Knowledge Community KUUMBA Award (2014) ACPA Multicultural Network Student of the Year (2013) Katzner Graduate Research Award, Bowling Green State University (2013) Higher Education Administration Student Contribution Award (2013) Professional Engagement Dr. Fields mentors graduate students including R. Rifenburgh, with whom she has co-authored publications. She holds leadership roles in AACTE's Global Diversity Committee and presents regularly at major conferences including AERA, ASHE, and NCORE. No grant or lab details are provided in available materials.