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Sarah BrackeView profile

Professor

• Gender studies
• LGBTQ+ rights
• Reproductive rights
• +7 more

Sarah Bracke is a Professor in Sociology of Gender and Sexuality at the Faculty of Social and Behavioural Sciences, University of Amsterdam . Her work critically examines intersections of gender, sexuality, race, and secularism, particularly in European contexts. She is deeply engaged in analyzing systemic crises—capitalist, nationalist, and ecological—and their impact on marginalized communities. Current Affiliation : University of Amsterdam, Faculty of Social and Behavioural Sciences. Research Focus : Gender theory, reproductive rights, anti-LGBTQ+ mobilizations, secularism, and the political dimensions of care economies. Bracke’s research emphasizes the deliberate erosion of gender, reproductive, and LGBTQ+ rights, often highlighting transnational collaborations among far-right and mainstream political forces. She connects these issues to broader crises, including climate change, capitalist precarity, and nationalist rhetoric. Her work advocates for feminist coalitions that transcend traditional boundaries, prioritizing care ethics and collective solidarity over exclusionary frameworks. Her recent publications explore topics like the racialized dimensions of reproductive politics, the secularist underpinnings of European ‘Muslim Question’ discourse, and the role of academia in resisting oppressive systems. Although no specific awards or advisees are mentioned in the text, Bracke’s scholarship consistently bridges feminist theory, critical race analysis, and critiques of neoliberalism, urging transformative responses to global crises.

Paul LevinsonView profile

Professor

• Politics and Media
• Social Media
• Television Studies
• +5 more

Dr. Paul Levinson is a Professor at Fordham University in the Communication and Media Studies department. He holds a PhD from New York University and has taught courses such as Politics and New Media , Digital Media & Public Responsibility , and Interactive Media . His research spans media theory , social media , science fiction , and ethics of digital communication . Levinson's recent academic work focuses on robotics and AI ethics , media consolidation , and teaching methodologies during the pandemic . He is a Locus Award winner for his science fiction novel The Silk Code . His scholarship often intersects with McLuhan's media theories Alternate history frameworks Post-Covid educational models He maintains a blog, Infinite Regress , and his music career includes albums like Twice Upon a Rhyme (1972) and Welcome Up: Songs of Space and Time (2020), with remixes by QRock 639 in 2021. His work has been featured on CBS News, CNN , and NPR .

Shannon WaltersView profile

Associate Professor

• Rhetoric and Composition
• Disability Studies
• Technology Studies
• +3 more

Shannon Walters is Associate Professor of English in Temple University’s College of Liberal Arts and affiliated faculty in both the First-Year Writing Program and the Gender, Sexuality & Women’s Studies program. Since arriving at Temple in 2009 she has built an internationally recognized profile at the intersection of rhetoric-composition and disability studies. Education: PhD in English and Women’s Studies, Pennsylvania State University Research & Scholarly Focus: Walters’ scholarship fuses rhetoric and composition with disability, gender, and animal studies. Her 2014 monograph Rhetorical Touch: Disability, Identification, Haptics (University of South Carolina Press) theorizes tactile rhetorics and disabled embodiment. Ongoing projects explore neurodiverse writing pedagogies, multimodal accessibility, critical animal studies, and graphic narratives, producing articles in PMLA , JAC , DSQ , and other flagship journals. Recent Publication Trends: Across 2005-2022 Walters has published seventeen peer-reviewed pieces that collectively advance three intertwined trajectories: (1) crip/queer rhetorical theory and temporalities, (2) neurodiversity-informed composition and technical communication pedagogy, and (3) interspecies rhetorics that link disability and animal studies through comics and multimedia texts. Teaching & Mentoring: She teaches undergraduate writing (Analytical Reading & Writing, Social Issues in Literature, Women in Literature) and graduate seminars in rhetoric-composition, while regularly offering special-topics honors courses on disability and identity. No individual advisees are listed in available sources. Affiliations & Service: Walters serves as core faculty in the Gender, Sexuality & Women’s Studies program and participates actively in Temple’s interdisciplinary disability-studies community. Office: Mazur Hall 1051.

• Sociolinguistics
• Discourse Analysis
• Multilingualism
• +3 more

Janet M. Fuller is a Professor of Language and Society at the University of Groningen, Netherlands, and Chair of the Language and Society program within the Faculty of Arts. Her expertise spans Sociolinguistics, Discourse Analysis, and Multilingualism. She holds a Ph.D. from the University of South Carolina (1997), an M.A. from Freie Universität Berlin (1992), and a B.A. in Anthropology from Macalester College (1984). Fuller’s research focuses on language ideologies, migration discourses, and national belonging, particularly in Germany and the US. She has authored/co-authored influential textbooks like Introduction to Sociolinguistics and Spanish Speakers in the USA . Her recent work examines media discourses on migration and multilingual psychotherapy practices. She has held leadership roles, including Interim Chief Diversity Officer at Groningen and Director of Women’s Studies at Southern Illinois University. Awards include the 1999 Dean’s Appreciation Award and multiple grants supporting her research on bilingualism and migration. Fuller’s teaching spans undergraduate and graduate courses in Discourse Analysis, Language and Power, and Gender and Diversity research methods. She has supervised numerous theses on topics like Catalan language policy and North Korean media discourses.

Paul LynchView profile

Professor

• rhetoric of religion
• rhetorical theory
• writing pedagogy
• +3 more

Paul Lynch serves as Professor in the Department of English within Saint Louis University's College of Arts and Sciences, where he maintains an active research profile at the intersection of rhetoric and religious studies. His scholarly work focuses on rhetorical theory, writing pedagogy, and the rhetoric of religion, with particular attention to Catholic educational traditions and spiritual formation. His educational background includes: Ph.D. in English, Purdue University (2008) Lynch's research explores how religious discourse shapes pedagogical practices, examining figures like René Girard and Pope Francis through rhetorical frameworks. His recent work investigates spiritual exercises in teaching, Jesuit educational identity, and the rhetoric of Catholic institutional crisis. This research bridges theoretical rhetoric with practical applications in faith-based education and writing instruction. His publication trajectory (2015-2025) reveals consistent engagement with three core areas: Girardian rhetorical theory (12 publications), Catholic educational rhetoric (9 publications), and writing pedagogy (7 publications). Notably, his 2024-2025 works show increased focus on contemporary Catholic institutional challenges while maintaining his longstanding interest in spiritual dimensions of teaching. His scholarly recognition includes: 2023 Ignite Seminar Teacher of the Year, University Core 2018 Article of the Year Award from the Religious Communication Association 2010 James H. Korn Scholarship of Teaching and Learning Award No information is available regarding graduate student advising or research grants. Lynch contributes to Saint Louis University's mission through his scholarship on Catholic rhetorical education and spiritual formation in teaching, though no specific labs or research teams are documented in the provided materials.

Katie MillerView profile

Teaching Professor

• Writing Assessment
• Developmental Writing
• Pedagogical Use of Pop Culture
• +1 more

Katie Miller is a Teaching Assistant Professor of English and Associate Director of the Core Writing Program at the University of Nevada, Reno. She specializes in writing assessment, developmental writing, and integrating pop culture into pedagogy. Her research emphasizes ethical and antiracist practices in writing education. Education: Ph.D., English (Rhetoric and Composition), University of Nevada, Reno (2016) M.A., English (Composition), Sacramento State University (2010) B.A., English, Sacramento State University (2007) Her research explores writing assessment frameworks, the impact of legislative policies on writing programs, and queer methodologies in composition studies. She has contributed to discussions on neoliberal rhetoric in higher education and ethical listening practices in LGBTQ+ contexts. Publications span reviews in Composition Studies and WPA: Writing Program Administration , as well as analyses of writing pedagogy in Journal of Writing Assessment and Rhetoric Society Quarterly . Awards: David Heston Fenimore Distinguished Teaching Fellow of English Miller advises the Core Writing Program and teaches courses like ENG 101/102 and ENG 400 (Special Topics: Fanfiction). Her work bridges theoretical research and practical classroom applications, emphasizing equity and student-centered learning.

Christopher L. SchroederView profile

Professor

• Political economies of literacy
• Literacy philosophies
• Language policy
• +6 more

Christopher L. Schroeder is Professor of English at Northeastern Illinois University (NEIU) , where he teaches courses ranging from Cultural Linguistics to Technical Writing and Chicago Drama. His scholarship interrogates the political economies of literacy, textual circulation, and postmodern composition theory. Education Ph.D. with distinction in English, University of Louisiana, 1999 M.A. in English, University of Missouri, 1994 B.A. with honors in English, Southern Illinois University, 1992 Research Interests Schroeder’s research centers on how literacy practices are shaped by institutional and political forces. He explores the rhetorical dimensions of Chicago drama , the circulation of texts within multicultural institutions, and the legitimacy crises facing post-secondary literacy education. His work blends ethnographic methods with critical theory to illuminate power dynamics in writing classrooms. Publication Trajectory Across more than two decades, Schroeder has published monographs, edited collections, and peer-reviewed articles that span sociolinguistics, digital composition, and literacy policy. His 2011 book Diverse by Design received the 2012 CCCC Research Impact Award, underscoring his influence on national conversations about equity in literacy education. Awards & Recognition 2012 CCCC Research Impact Award Nominee, 2002 David H. Russell Award (NCTE) Heinemann College Best-Seller (2002) for ALT DIS: Alternative Discourses and the Academy Teaching & Service Professor Schroeder teaches a wide array of undergraduate and graduate courses including Cultural Linguistics , Grammars of Standard English , and Seminar in Composition Theory . He also directs the Summer Writing Institute in affiliation with the National Writing Project, mentoring K-16 educators in best practices for writing instruction.

Anna Maria JohnsonView profile

Lecturer

• Rhetorical reading and writing
• Collaborative writing
• Environmental and place-based writing
• +4 more

Anna Maria Johnson is a Lecturer in the School of Writing, Rhetoric and Technical Communication at James Madison University since 2016. Her work bridges writing pedagogy, environmental communication, and creative non-fiction. She holds an M.F.A. in Creative Writing (Vermont College of Fine Arts) and a B.A. in Studio Art (Houghton College). Her professional focuses include rhetorical reading practices, collaborative writing strategies, and environmental/place-based writing. She has designed instructional materials for environmental organizations and contributed to publications like Pedagogy and Ruminate Magazine . Her recent publications explore topics ranging from commonplace books in first-year writing classrooms to human rights in contemporary Africa. She collaborates across disciplines, notably with lichenologists and educators, producing works that merge scientific knowledge with narrative techniques.

Jessica ThompsonView profile

Professor

• Environmental Communication
• Organizational Communication
• Climate Change Resilience
• +3 more

Jessica Thompson is a Professor of Public Relations at the College of Business, Northern Michigan University. She holds a PhD in Communication from the University of Utah (2007) and an interdisciplinary graduate certificate in Adaptive Management of Environmental Systems. Environmental Communication Organizational Communication Climate Change Resilience Sustainable Development Interdisciplinary Collaboration Her research examines team and organizational communication strategies for addressing complex ecological issues like climate change resilience and sustainable development. She has worked with interdisciplinary teams studying resilience in Mongolia, ecosystem services in the Gulf of Mexico, and climate change communication capacity-building in U.S. National Parks and Wildlife Refuges. Recent publications highlight trends in place-based learning for climate engagement, interdisciplinary collaboration frameworks, and climate change communication strategies. Her 2020 edited book America’s Largest Classroom explores national parks as educational sites. No scientific awards or honors were mentioned in the provided text. Jessica Thompson has received the NMU TLAC Conference Grant (2017) to support her work in technology-enhanced academic collaboration. She mentors students in public relations and environmental communication, though specific advisees are not listed. Her research teams focus on transdisciplinary communication in projects spanning the U.S., Mongolia, and Alaska, emphasizing climate change adaptation and ecosystem resilience strategies.

Justin MandoView profile

Professor

• Environmental Rhetoric
• Science Writing
• Technical Writing
• +5 more

Dr. Justin Mando is a Professor of English and Writing Studies at Millersville University, specializing in rhetoric, environmental advocacy, and science communication. He holds a Ph.D. (2016) and M.A. (2011) in Rhetoric from Carnegie Mellon University. His research integrates environmental rhetoric, technical writing, and public sphere theory, with a focus on how place shapes argumentation in controversies like fracking. He actively advocates for clean water through leadership in a local Waterkeeper organization. Affiliations: English Department, College of Arts, Humanities and Social Sciences Teaches courses on advanced composition, technical writing, environmental advocacy, and rhetoric Research Interests: Environmental Rhetoric , Science Writing , Discourse Analysis , and Place-Based Pedagogy . Recent work includes analyzing invasive species rhetoric and public engagement in energy policy debates. His book Fracking and the Rhetoric of Place (2021) explores how communities argue through local identity. Publications span Environmental Communication , Discourse & Society , and Composition Studies , addressing topics from intellectual risk in classrooms to proximity construction in public hearings. Advocacy: Combines academic work with grassroots environmental action, particularly around Susquehanna River issues. Also engages in place-based writing through creative pieces like Mantis Move In (2022), blending personal narrative with ecological themes.

• Social Justice and Education for Democracy
• Environmental Education
• Mental Health Education
• +3 more

Dr Adrian Skilbeck is a Senior Lecturer in the Department of Education and Childhood Studies at the University of Winchester, serving as Programme Leader for the MA in Philosophy of Education. He co-convenes the Centre for Philosophy of Education with Dr Alexis Gibbs. Holding a BA in Drama and Philosophy from the University of East Anglia, an MA in Philosophy from Birkbeck College, and a PhD in Philosophy of Education from University College London, his career includes over two decades of teaching and examining in secondary schools. His research focuses on social justice in education, environmental education, mental health education, and the role of arts in pedagogy. Notable work explores climate crisis discourse, democratic anxieties in education, and Wittgensteinian approaches to critical thinking. Recent publications in the Journal of Philosophy of Education and Education Sciences reflect his interdisciplinary engagement with ethical, environmental, and democratic dimensions of education. Dr Skilbeck’s academic contributions bridge theoretical philosophy with practical educational challenges, emphasizing critical engagement and systemic responses to contemporary issues like mental health, ecological crises, and democratic citizenship.

Diana EpelbaumView profile

Associate Professor

• Writing and Rhetoric Studies
• Pedagogy
• Early American Literature
• +9 more

Diana Epelbaum is Associate Professor of Academic Writing and Director of the Academic Writing Program at Marymount Manhattan College, where she plays a key role in shaping writing pedagogy and faculty development. She is affiliated with the Department of Writing, Literature, and Language within the College of Arts and Sciences. Education: Ph.D., English, The Graduate Center of the City University of New York (CUNY) M.S., Literacy Education, Pace University B.A., English and American Literature, New York University Her research spans Writing and Rhetoric Studies , Early American Literature , History of Science , and Women's Studies , with a focus on women's natural histories in the colonial Americas and the intersection of metacognition with writing instruction. She examines how women scientists and writers contributed to ecological and scientific knowledge during the Enlightenment. Her pedagogical scholarship emphasizes classroom strategies grounded in the science of learning. Her recent publications reflect an interdisciplinary trajectory, combining literary analysis with educational innovation. Themes include pandemic-era teaching adaptations, emotional dimensions of writing, feminist literary precursors, and cognitive assessment in literacy. These works appear in specialized academic presses and journals focused on eighteenth-century studies, writing pedagogy, and interdisciplinary humanities. Scientific Awards: The New York Times 'Teachers Who Make a Difference Award' (2009) Dr. Epelbaum advises faculty development through training in metacognitive teaching and writing pedagogy. She has not advised any named students in the provided text. She has served on the review boards of XChanges: An Interdisciplinary Journal and Prompt: A Journal of Academic Writing Assignments , and as a faculty consultant and organizer for the CCCCs Writing about Writing Standing Group. She has received recognition for teaching excellence and contributes to academic discourse through editorial and organizational roles. She leads the Academic Writing Program and teaches courses such as Writ 101: Writing about Writing, AIP 324: Race and Place in Natural Histories of the Americas, and professional writing courses, including those offered at the Bedford Hills Correctional Facility, demonstrating a commitment to inclusive and socially engaged education.

Stephen J. QuigleyView profile

Teaching Professor

• Digital Rhetoric
• Digital Literacy
• Basic Coding Education
• +5 more

Stephen J. Quigley serves as a Teaching Professor in the Department of English at the University of Pittsburgh's Dietrich School of Arts & Sciences, where he teaches in the Digital Narrative and Interactive Design (DNID) Program. His academic affiliations include Homewood CEC, Pitt Cyber, Remake Learning, and the STEM Coding Lab. Quigley's research centers on digital rhetoric and basic coding education, with particular focus on craft theory applications in digital composition. His work bridges woodworking craftsmanship principles with digital pedagogy, emphasizing scaffolded learning approaches where technical skills inform theoretical development. Key projects include Open Fuego web tools for classroom coding integration and My Nature Study for environmental digital literacy. His publication portfolio demonstrates consistent contributions to digital humanities journals including Kairos , Reflections , and Computers and Composition Online . Recent work analyzes multimodal environmental education frameworks and digital archiving practices, showing strong interdisciplinary connections between rhetoric, computer science, and environmental studies. Quigley actively participates in educational technology initiatives, serving on the Senate Computing Committee and contributing to NSF-funded Computer Science for All (CSforALL) projects. His teaching portfolio spans technical communications, digital composing, usability studies, and project-based design courses that integrate writing with computational thinking.

Sara DoanView profile

Assistant Professor

• Data Visualization and Public Health
• COVID-19 Data Communication
• Vaccine Hesitancy
• +3 more

Sara Doan (she/her) is an Assistant Professor of Experience Architecture in the Writing, Rhetoric, and Cultures Department at Michigan State University’s College of Arts and Letters. Her research focuses on how expertise is communicated through user experience design, including projects on data visualization ethics, vaccine hesitancy, disability rights, and Christian nationalism in communication. She holds an ORCID identifier (0000-0003-0146-888X) and maintains a professional website at saracdoan.com . Her expertise spans interdisciplinary areas such as digital accessibility, homeschooling policy, and public health communication. Notable works include analyzing misleading COVID-19 data visualizations and co-creating public service announcements with audiences. Her pedagogical research explores feedback strategies in technical communication classrooms, emphasizing genre ecologies and collaborative learning. Doan’s publications appear in prestigious journals like the Journal of Business and Technical Communication and IEEE Transactions on Professional Communication . While no awards are explicitly listed, her work addresses critical societal issues like vaccine hesitancy and institutional trust. Advising and grant details are not detailed in the provided texts, but her research consistently integrates practical, community-oriented outcomes. Her lab or team collaborations are not specified, but her focus on ‘experience architecture’ suggests involvement in interdisciplinary design initiatives. Ongoing projects likely explore emerging communication challenges in public health and digital equity.

• 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.