Andrew M. Drozd is an Associate Professor of Russian at the Department of Modern Languages and Classics, University of Alabama. He serves as the Russian Program Director and Russian Minor Advisor, specializing in 19th-century Russian literature, Czech-Russian literary interrelations, and Slavic folklore. PhD, Indiana University (1995) Teaches courses: First-Year/Second-Year Russian, Russian Phonetics, Business Russian, Russian Folklore, Dostoevsky, Tolstoy, and Russian Science Fiction His research examines the intersections of Russian and Czech literary traditions during political upheavals, with a focus on Chernyshevskii’s works and their ideological impacts. Recent publications include Modern Czech Literature: Writing in Times of Political Trauma (2025) and co-edited volumes on Russian radicalism and Darwin’s reception in Russia. The 15 most recent articles reveal a trajectory from 19th-century Russian critiques of Darwinism to contemporary Czech literary analysis, spanning dialectology, intertextuality, and ideological narrative structures. Dr. Drozd’s editorial work includes Revisiting Russian Radicals (2024) and Reading Darwin in Imperial Russia (2023), alongside contributions to journals like Slavic and East European Journal and Germano-Slavica .
Yoon Sun Lee is the Anne Pierce Rogers Professor in American Literature and Professor of English at Wellesley College. She holds appointments in both the English & Creative Writing Department and Comparative Literary Studies program. Her academic career spans British Romantic literature and Asian American literary studies, with a focus on novel theory and literary criticism. Dr. Lee's research interests center on British eighteenth and nineteenth century prose fiction and Asian American literature. Her work spans British Romanticism, Asian American literature, novel theory, and literary theory. She examines how literary forms intersect with cultural, racial, and historical contexts, with particular attention to the everyday as an aspect of modernity and its significance for minority literature. Her scholarship reveals trends connecting literary realism to broader cultural and historical contexts. Lee's work demonstrates how novels contribute to racial thinking through structures of equivalence and abstract value, examining how invisible boundaries of race take shape through labor and exchange in narrative structures. Her research connects literary analysis to questions of social justice and historical understanding. Dr. Lee serves as President of the International Society for the Study of Narrative (2024) and sits on the Executive Committee of the MLA's English Romantic Forum. She co-convenes the Novel Theory Seminar at the Mahindra Center for the Humanities with Deidre Lynch and has served as a reader for the MLA's First Book Prize and James Russell Lowell Prize. As a leading researcher, she is the Principal Investigator for a $1.5 million three-year Mellon Humanities for All Times grant titled 'Transforming Stories, Spaces, Lives.' This project reflects her commitment to applying humanities scholarship to contemporary social issues and community engagement.
Charlotte Rogers is Associate Professor of Spanish at the University of Virginia, where she is a core faculty member in the Environmental Humanities, founding director of the Interdisciplinary Doctoral Fellowship in Caribbean Literatures, Arts, and Cultures, and co-founder of the Greater Caribbean Studies Network. She is also an affiliate of Latin American Studies and active faculty in the Ph.D. program in Spanish. Currently on leave for the 2024-2025 academic year, Rogers has held the Lisa Smith Discovery Chair (2020-2023) and will join the Editorial Board of the University of Virginia Press beginning in 2025. Rogers specializes in twentieth- and twenty-first-century literature, art, and culture from Latin America and the Caribbean, examining representations of the tropical Americas from decolonial and environmental humanities perspectives. Her research explores how literary texts and works of art engage with environmental change and imagine possible ecological futures. She has published extensively on Caribbean and Latin American literature, with a particular focus on the Amazon, Puerto Rico, and ecological themes. Rogers's scholarly work reveals strong trends in environmental humanities, Caribbean studies, and postcolonial ecocriticism. Her publications consistently examine the intersections of literature, ecology, and decolonial thought, with particular attention to multispecies relations, extractivism, and climate disaster. She has pioneered approaches that connect literary analysis with contemporary environmental challenges, especially in the Caribbean context. Honorable Mention: Latin American Studies Association Amazonia section Best Book Prize, 2020 As an educator and mentor, Rogers has been deeply involved in doctoral training through the Interdisciplinary Doctoral Fellowship in Caribbean Literatures, Arts, and Cultures. Her professional service includes editorial board positions for Revista de Estudios Hispánicos and ISLE: Interdisciplinary Studies in Literature and the Environment, as well as previous service on the Peer Advisory Board of PMLA (2020-2023). Beyond academia, she serves as an Ambassador for the National Aphasia Association, drawing on her personal experience as a caregiver for a loved one with primary progressive aphasia.
Pamela Cobrin is a Senior Lecturer in English at Barnard College, serving as Director of the Writing and Speaking Programs and Co-Director of the First-Year Seminar Program. She holds a Ph.D. in Performance Studies from NYU. Her work bridges performance studies, gender analysis, and educational accessibility. B.A., University of Delaware M.A., Brooklyn College Ph.D., New York University Research focuses on U.S. theatre history, national identity performance, and writing pedagogy. Recent scholarship examines 19th-century female representation in theatre and accessibility frameworks in academic writing centers. Publications span Women and Performance , Journal of Feminist Theory , and Writing Centers and Disability . Her book Taking Place analyzes women's roles in New York theatre 1880-1927. Honored with Barnard's Distinguished Teaching and Research Award Leads innovative peer-to-peer writing programs and accessibility initiatives. Oversees First-Year Seminars and collaborates with American Studies and Theatre departments. Led the Writing Fellows Program celebrated at 2025 Reunion, featuring alumnae like Erica Jong and Anna Quindlen.
Adam Pacton is an Associate Teaching Professor at Arizona State University's College of Integrative Sciences and Arts, where he serves as the Dean's Fellow for AI Literacy and Integration and the English 105 Course Coordinator in the Writers' Studio. He has been at ASU since January 2016, contributing significantly to online education through MOOCs and innovative writing instruction. Ph.D. in Rhetoric and Composition, University of Wisconsin-Milwaukee (2015) M.A. in English, East Tennessee State University (2009) B.A. in Philosophy, Marquette University (2001) His research and teaching focus on bridging personalization and scale in writing instruction. Key areas include composition theory, pedagogy, writing program administration, disability studies, and multimodal composition. He is deeply engaged in online, hybrid, and MOOC-based education, emphasizing accessibility and innovation. His recent publications and presentations reflect a strong interest in scalable writing instruction, grammar pedagogy, and inclusive composition practices. Themes across his work include educational access, peer tutoring, and the integration of technology in writing education. ASU President's Award for Innovation (2017, 2021) Society for Disability Studies Tanis Doe Prize (2013) University of Wisconsin-Milwaukee Distinguished Graduate Student Fellowship (2013) James A. Sappenfield Fellowship (2012) Dr. Pacton has advised on the development of Study Hall and Crash Course YouTube playlists and has served on multiple university committees related to composition and faculty hiring. He is also active in editorial roles, including as a reviewer for Pedagogy and copyeditor for Queen City Writers . He leads initiatives in writing assessment and curriculum development, particularly in large-scale and online contexts. He has coordinated writing programs at multiple institutions and is involved in the assessment redesign and online composition instruction. His service includes leadership in writing centers, curriculum committees, and faculty development workshops.
Mario Piattini is a Full Professor at the School of Computer Science of the University of Castilla-La Mancha (UCLM) in Spain, where he has served since 2002. He is the founder of the Alarcos research group and has held leadership roles including Director of the Mixed Center for Software Research and Development UCLM-Indra and Director of the Institute of Technologies and Information Systems (ITSI) at UCLM. He has also served as an associate professor at Universidad Complutense and Universidad Carlos III de Madrid. His educational background includes a PhD and degree in Computer Science from Universidad Politécnica de Madrid, a Psychology degree from UNED, and a Doctor Honoris Causa from Universidad de La Plata (Argentina). He holds multiple master's degrees in IT Audit, Human Resources Management, and Project Management, along with professional certifications including CISA, CISM, CRISC, CGEIT, PMP, and data governance certifications from DAMA. Professor Piattini is a leading expert in software quality, information systems, and security, with a recent strong focus on quantum computing and quantum software engineering. His research spans software engineering methodologies, data quality, AI systems, and the emerging field of quantum software development. He has been recognized as one of the top 15 scholars in systems and software engineering (2004-2008) and among the most active software engineering researchers (2010-2017). His recent publications reveal a significant shift toward quantum computing, with numerous articles on quantum software engineering, quantum-classical hybrid systems, quantum testing frameworks, and quantum software architecture. His work bridges theoretical foundations with practical engineering approaches for the emerging quantum computing paradigm. His scientific recognition includes multiple prestigious awards: Premio Nacional a la Trayectoria Profesional del Ingeniero Informático Premio Gabriel Alonso Herrera from JCCM for research trajectory Premio Grace Hooper from COIICLM Premio Aritmel from SCIE Premio FIUM from Universidad de Murcia Premio a la Trayectoria Profesional de ISACA Madrid As an academic leader, Piattini has founded several spinoff companies including Cronos Ibérica (now Alten), Kybele Consulting, Lucentia Lab, DQTeam, AQCLab (the first ENAC-accredited laboratory for software product quality and data evaluation), and I2SC. He serves as secretary of CTN71/SC7 and is a member of various ISO/IEC and UNE standardization committees, contributing significantly to software quality standards development. His research group has established AQCLab, which has been evaluating software quality for 25 years, demonstrating his long-term commitment to practical applications of software engineering research. Through his leadership in both academic and industrial contexts, Piattini has created a robust ecosystem connecting theoretical research with real-world software quality practices.
Christine von Renesse is a Professor in the Department of Mathematics at Westfield State University. She specializes in inquiry-based learning and integrates interdisciplinary connections (e.g., games, music, dance, arts) into her teaching, particularly in Mathematics for Liberal Arts courses. As a passionate advocate for STEM education reform, she co-leads the NE-COMMIT initiative and facilitates professional development workshops for K-12 and higher education faculty. Her work extends to graduate program coordination and institutional committees like Writing Across the Curriculum (WAC). Education: PhD in Mathematics (2007), University of Massachusetts Amherst M.Ed in Mathematics (2002), Technical University, Berlin Diplom in Mathematics (2001), Technical University, Berlin Her research focuses on enhancing mathematical understanding through open inquiry, with a strong emphasis on curiosity-driven pedagogy and accessibility. She has authored numerous publications on inquiry-based teaching, including collaborations on the COMMIT Network and the Discovering the Art of Mathematics project. Her NSF-funded work bridges faculty collaboration and STEM education transformation, supported by her leadership roles in initiatives like STEM-ACT. Prof. von Renesse actively contributes to academic service as a PRIMUS board member, graduate advisor, and coordinator of mathematics education programs. Her interdisciplinary approach spans from salsa dancing to proof-writing, aiming to make mathematics engaging and relevant across diverse fields.
Sharon Dean is a Professor at the University of Cincinnati specializing in American ethnic literature, women's literature, film studies, and composition pedagogy. She previously served as Acting Associate Director at the Center for Women's Studies, where she developed courses on American women writers and Black women in film. Her research focuses on African American literary traditions, cinematic representation, and pedagogical strategies. Education: Doctor of Arts from the University of Illinois (1971). Research interests span African American literature (particularly Harlem Renaissance women writers), film aesthetics in independent Black cinema, storytelling strategies in composition classes, racial impersonation in slave narratives, and comparative analysis of minstrelsy and cinematic cross-dressing. Her work frequently examines intersectional identities and cultural negotiations through literature and film. Awards include: Provost’s Award for Senior Faculty Mentor (2003) University of Cincinnati College of Evening and Continuing Education Fellowship (1997-1999) Grant leadership includes major projects like the NEH-funded 'Negative to Positive: Strategies for Using Black Film' ($150,000), FIPSE-supported Center for Women's Studies initiatives ($140,000), and curriculum development grants for first-year composition programs. Her scholarship frequently integrates community engagement with academic research.
Lewis Dimmick is a Lecturer at the College of Staten Island, part of The City University of New York (CUNY), specializing in first-year writing pedagogy and research on music subcultures. His work bridges academic writing with explorations of heavy metal, punk, and hardcore scenes, particularly in 1980s New York. He holds an MFA from New York University and a BA from the College of Staten Island. Dimmick’s debut book, This Music (2013), examines his coming-of-age in the NYC hardcore scene, blending personal narrative with cultural critique. He has published essays in Decibel Magazine and Village Voice , including analyses of figures like Tom Capone and the history of underground fanzines. His writing emphasizes democratic classroom practices and community outreach, such as mentoring in the Visible Ink program at Memorial Sloan Kettering Cancer Center. Dimmick’s research interests include the intersection of music subcultures with identity, urban life, and youth culture. His current projects include a book on his father’s death and explorations of tattoo art and drawing.
Lauren Rocha is an Associate Professor of Practice and First-Year Writing Coordinator at Merrimack College, located in Sullivan Hall. Her research focuses on gender and popular culture, exploring how media representations intersect with societal institutions. She advises graduate students and coordinates academic writing programs. Research Interests: Digital Humanities: Examining technology’s role in cultural narratives Educational Technology: Innovations in pedagogical practices Popular Culture: Analyzing media such as film, TV, and literature through gender lenses Gender Studies: Investigating identity formation, body politics, and societal norms Publications highlight critical analyses of texts like Teen Wolf , Dracula , and the Twilight series, focusing on themes of agency, identity, and cultural symbolism. No scientific awards are noted, but her work contributes to interdisciplinary dialogues in media and gender studies. Teaching and Advising: Coordinates first-year writing courses and advises students like Shannon Connolly. She also organizes the SEND trip program to Costa Rica, blending academic mentorship with experiential learning. Labs/Teams: No formal lab affiliations mentioned, though her research engages collaborative digital humanities projects.
Matthew Gabriele is a Professor in the Department of Religion and Culture at Virginia Tech's College of Liberal Arts and Human Sciences, where he has taught since 2018. His position encompasses both academic research and public engagement, with a focus on making medieval history accessible to broader audiences through traditional scholarship, media appearances, and public writing. Dr. Gabriele received his academic training at prestigious institutions: a Bachelor's degree in History from the University of Delaware (1997), followed by a Master's degree and Ph.D. in Medieval History from the University of California, Berkeley (2005). His educational background established the foundation for his expertise in medieval European history, particularly the Carolingian period and religious dimensions of medieval political life. Professor Gabriele's research centers on the intersections of religion, violence, nostalgia, and apocalypse across both medieval and contemporary contexts. His work examines historical phenomena such as the Crusades and the 'Terrors of the Year 1000,' while also investigating how medieval history is appropriated in modern discourse, including by white supremacist movements and popular culture phenomena like Game of Thrones and Dragon Age . He approaches medieval history as a lens for understanding contemporary issues of political fragmentation, religious conflict, and cultural memory. Analysis of his recent scholarly output reveals a clear trajectory focusing on Carolingian history, particularly the civil wars that led to the empire's collapse and the formation of medieval Europe. His publications increasingly bridge academic scholarship with public discourse, addressing how medieval history informs contemporary debates about political legitimacy, religious violence, and cultural appropriation. This dual focus on specialized academic research and public engagement represents a distinctive approach to medieval studies in the 21st century. Southeastern Medieval Association's Best First Book (2013) for 'An Empire of Memory: The Legend of Charlemagne, the Franks, and Jerusalem before the First Crusade' Bonnie Wheeler Teaching Prize for Medieval Studies (May 2024) Medieval Academy of America Centennial Grant (October 2024) Donald J. Bullough Fellow in Mediaeval History at the University of St. Andrews, UK (2023-24) Professor Gabriele maintains an active scholarly profile with numerous national and international speaking engagements at institutions including Harvard, Princeton, Georgetown, and the University of California-Berkeley. His public scholarship extends to regular contributions to major media outlets such as The Washington Post , The Guardian , Forbes , and Smithsonian Magazine . He has developed innovative academic programming including the Pathways Minor in Religion & Journalism and regularly organizes workshops on public medievalism, most recently a national workshop supported by the Medieval Academy of America. His collaborative work with David M. Perry, including the books The Bright Ages: A New History of Medieval Europe (2021) and Oathbreakers: The War of Brothers That Shattered an Empire and Made Medieval Europe (2024), represents a significant contribution to public-facing medieval scholarship.
Megan Siczek is the Director and Associate Professor in the English for Academic Purposes (EAP) program at George Washington University, coordinating undergraduate instruction. Her research focuses on second language writing, internationalization of higher education, and oral academic discourse socialization. She has authored two books with the University of Michigan Press: International Students in First-Year Writing: A Journey Through Socio-academic Space (2018) and an edited collection Pedagogical Innovations in Oral Academic Communication (2022). Her work addresses international student integration, global citizenship education, and curriculum development in multilingual academic contexts. Her publications span journals like Journal of Second Language Writing , TESL Canada Journal , and Compare: A Journal of Comparative and International Education . Research themes include international student agency during crises, peer review dynamics, and diagnostic assessment methodologies in EAP programs. She actively supports GW’s internationalization initiatives through academic collaborations and curricular reforms. Professor Siczek’s contributions bridge theory and practice, emphasizing the intersection of language education, global competencies, and institutional policy. Her edited volumes and collaborative projects highlight interdisciplinary approaches to fostering inclusive academic environments for multilingual learners.
Michael J. Faris is a Professor in the Department of English at Texas Tech University and serves as Department Chair. His research spans digital rhetoric, feminist and queer rhetorics, technical communication pedagogy, and writing program administration. He is Editor of Kairos: A Journal of Rhetoric, Technology, and Pedagogy . Academic Focus: Digital rhetoric, queer theory, and multimodal literacies. Editorial Role: Leads Kairos , a pioneering open-access journal in digital humanities. Key Projects: Collaborated on remediating Joyce Locke Carter's CCCC Chair's Address into an experimental video, published in Kairos (2017). Publications: Authored works on queer approaches to sex education, affect in networked writing, and critical making in rhetoric. His recent work explores queer ethics, ecocomposition, and multimodal pedagogies in first-year writing programs. Articles emphasize intersections of technology, affect, and marginalized identities. Collaborative projects like the 2016 CCCC address remediation highlight his commitment to innovative digital scholarship and graduate mentorship.
Melissa Ianetta is the Class of 1958 Professor of Communication and Executive Director of the Writing and Communication Program at the School of Literature, Media, and Communication, Georgia Institute of Technology . She has co-authored foundational texts like The Oxford Guide for Writing Tutors and received awards for editorial and leadership excellence. Education: PhD in Rhetoric and Composition, The Ohio State University Her research focuses on disciplinarity , peer tutoring , writing program administration , and academic editing , with a strong emphasis on rhetoric, communication, and pedagogical innovation. Her recent work explores postdoctoral teaching fellowships in English Studies and classical rhetorical models in writing center administration. Scientific Awards: Phoenix Award for Significant Editorial or Design Achievement (Writing Center Journal) Ron Maxwell Leadership Award (National Council for Peer Tutoring in Writing, 2020) Marion Barry Distinguished Graduate Alumni Award (Bridgewater State University, 2020) Assistant Chair of the Conference on College Composition and Communication (2024-2025) Dr. Ianetta has edited College English (2017-2022) and co-edited the Writing Center Journal . She teaches courses on peer tutoring and first-year writing seminars, integrating empirical research with writing culture. Her work bridges classical rhetoric, modern pedagogy, and interdisciplinary collaboration.
Jamie J. Baker serves as Associate Dean and Director of the Law Library and Dean's Distinguished Service Professor of Law at Texas Tech University School of Law. She oversees all Law Library operations while teaching Civil Trial: Practice & Litigation Materials, Academic Legal Writing, Intro to the Study of Law, and Legal Practice research workshops for first-year students through the Excellence in Legal Research Program. Her educational background includes a B.S. in Political Science & Public Administration from Central Michigan University, an M.L.I.S. from Wayne State University's School of Library & Information Science, and a J.D. from Western Michigan University Cooley Law School, where she was recognized as the most outstanding editor of the Cooley Law Review. Professor Baker's research centers on cognitive computing applications in legal research, legal research pedagogy, and the evolving role of law librarianship. She examines how artificial intelligence disrupts traditional legal research methods and addresses the duty of technology competence for legal professionals. Her work bridges library science and legal education, focusing on practical implementation in academic settings. Analysis of her 15 most recent publications reveals consistent focus on AI's impact on legal research, with recurring themes including algorithmic regulation, technology competence ethics, and future law library services. Her scholarship spans law reviews, book chapters, and conference presentations, demonstrating interdisciplinary engagement between legal academia and library science. ABA Blawg 100 recognition Top-Ten Blog for Information Professionals Best of the Legal Blogs by Internet Legal Researcher Most outstanding editor of Cooley Law Review As an educator, she mentors students through specialized research workshops and legal writing instruction. Her professional engagement includes frequent presentations at major conferences like the American Association of Law Schools and American Association of Law Libraries annual meetings. She previously served as a Law Librarian and Adjunct Professor at Western Michigan University Cooley Law School and worked at the Michigan Supreme Court's Friend of the Court Bureau. Her influential blog, The Ginger Law Librarian, serves as a hub for discussions on AI in legal research and modern law librarianship, reflecting her commitment to advancing the profession through technological innovation.
