Dr. Rahul Kumar is an Assistant Professor in the Department of Educational Studies at Brock University , located in St. Catharines, Ontario. His work focuses on the transformative impact of generative AI (GenAI) on education, particularly addressing challenges to academic integrity in higher education and K-12 settings. He also examines the evolving roles of faculty members within universities. Dr. Kumar’s research integrates themes such as international education, trends in higher education governance, and ethical decision-making in academic administration. He holds professional affiliations with organizations including the Canadian Association for the Study of Educational Administration (CASEA), the International Center for Academic Integrity (ICAI), and the International Artificial Intelligence in Education Society (IAIED). Research Interests: GenAI’s disruption of traditional educational practices Ethical implications of AI in grading and assessment Academic freedom and institutional governance Policy analysis for international education programs Invitational education principles in digital spaces His recent work emphasizes the 'postplagiarism' era, exploring how educators and institutions adapt to AI-generated content. He has published widely on AI ethics, academic integrity frameworks, and the future of higher education.
Dr. Michelle McGinn serves as Acting Vice-President, Research and Professor in the Department of Educational Studies at Brock University's Faculty of Education. She holds a PhD in Education from Simon Fraser University and a Research Administration certificate from Mohawk College. Her work focuses on research ethics, collaboration, mentorship, and graduate student development. She co-leads the nationally funded 'Academic Researchers in Challenging Times' project, examining social science scholars and administrators. Recent research explores pandemic impacts on early-career researchers, remote doctoral supervision, and generous scholarship models. Educations: PhD in Education, Simon Fraser University Research Administration Certificate, Mohawk College Research Interests: She investigates research collaboration dynamics, researcher development programs, ethical academic practices, and the evolving challenges faced by scholars. Her work emphasizes mentorship frameworks, scholarly writing communities, and institutional support mechanisms. Key Projects: Leads the 'Academic Researchers in Challenging Times' initiative analyzing career trajectories and institutional pressures. Co-edited the forthcoming volume The Social Production of Research: Perspectives on Funding and Gender . Professional Roles: Interim Editor-in-Chief of the Canadian Journal of Higher Education. Active in organizations like the Canadian Association of Research Administrators and International Doctoral Education Research Network.
Janelle Adsit is an Associate Professor in the English Department at Cal Poly Humboldt. She holds a Ph.D. from SUNY Albany and specializes in Creative Writing, Environmental Writing, Literary Publishing, and the histories of writing instruction. As Faculty Advisor for the Toyon Literary Magazine, she actively engages student publications. Her research explores intersections between creative writing pedagogy, labor conditions in higher education, and digital humanities. Notable publications include Unremitting Entrance (2015) and co-authored works like Writing Intersectional Identities: Keywords for Creative Writers , emphasizing inclusive curriculum design. Her recent scholarship (2017-2018) focuses on threshold concepts in creative writing education, curriculum innovation, and equity in literary studies. She critiques exclusionary tendencies in writing programs and advocates for pedagogical frameworks addressing institutional precarity. Adsit teaches courses such as English 311 (Environmental Writing), 315 (Creative Writing: Fiction), and oversees the Toyon Literary Magazine (English 460). Her work bridges traditional literary forms with contemporary digital practices, reflecting her commitment to evolving educational paradigms.
Richard E. Miller is a Professor of English at Rutgers University since 1993. His office is located at 43 (Historic) Mine Street, Room #1, College Ave Campus, with Zoom-based office hours by appointment. He specializes in writing pedagogy, higher education reform, and cultural studies. His research explores the intersection of technology, literacy, and institutional practices, emphasizing creative approaches to writing instruction and systemic educational reform. Miller has authored influential books including *As if Learning Mattered: Reforming Higher Education* (1998) and *Writing at the End of the World* (2005), which critically examine educational structures and societal challenges. His co-authored *Habits of the Creative Mind* series (2015, 2020, 2024) redefines composition pedagogy through frameworks encouraging curiosity and resilience. He also addresses privacy erosion in the digital age in *On the End of Privacy* (2019). His scholarship spans apocalyptic cultural narratives, queer writing assessment, and the role of humanities in crises. While no specific grants or awards are listed, his work demonstrates sustained engagement with educational equity and critical thinking. Miller has contributed to debates on writing program administration, digital literacy, and the future of privacy. His research maintains a balance between theoretical rigor and practical pedagogical innovation, influencing both academic discourse and classroom practices.
Danita Berg is an Assistant Professor of Communication and Humanities at Florida Institute of Technology's College of Psychology and Liberal Arts, where she also serves as Online Department Chair of Liberal Studies. Her work focuses on creative writing pedagogy, composition studies, and writing program administration. Her research examines connections between creative writing and composition studies, innovative teaching methodologies, and creative nonfiction. She has published creative works in literary journals and edited collections on writing instruction.
Tiffany N. Mitchell is a Senior Lecturer in the Department of English at the University of Tennessee at Chattanooga (UTC), where she has taught for over a decade. Specializing in First-Year Writing and Professional Writing, she integrates social justice principles into her pedagogy, fostering critical thinking and civic engagement among students. Her dedication to intersectional feminism and digital composition has established her as a respected educator in rhetoric and composition. Education MA in English, University of Tennessee, 2006 Research Interests Mitchell's research centers on rhetoric and composition, with expertise in multimodal and digital writing pedagogy. She explores how digital tools can amplify social justice messages and extend educational impact beyond physical classrooms. Her work examines feminist rhetorics, racial justice in writing instruction, and emerging applications of AI in composition studies, driven by a commitment to creating inclusive learning environments that empower students to challenge systemic inequities. Publication Trends Her scholarly trajectory since 2015 demonstrates consistent evolution from foundational multimodal composition research toward contemporary applications in crisis-responsive pedagogy and AI integration. Early publications established frameworks for multimodal assessment and infographic design, while recent work addresses pandemic-era online writing instruction and generative AI's role in composition. This progression highlights her adaptability in writing pedagogy and sustained focus on leveraging technology for social justice advocacy within educational contexts. Scientific Awards No scientific awards, fellowships, or major honors were documented in the available materials. Advising and Grants Mitchell mentors undergraduate students through First-Year Writing courses and special topics seminars like 'Rhetoric of the Black Power Movement,' emphasizing critical communication skills for academic and professional success. While no external research grants are explicitly listed, her sustained scholarly output—including book chapters, peer-reviewed articles, and conference presentations—demonstrates significant academic productivity. Her leadership as Composition Program PD Facilitator and committee chair roles further underscores her commitment to pedagogical innovation and faculty development. Labs and Teams As Department Technology Coordinator, Mitchell leads digital integration initiatives for the English curriculum while serving on the Composition Assessment Committee and Africana Studies Advisory Board. She collaborates with UTC Elder Scholars on social justice programming and contributes to campus-wide efforts through the Read to Achieve Steering Committee and Total Organizational Health Task Force, demonstrating her cross-disciplinary approach to educational leadership and community engagement.
Michael J. Hochrein is an Adjunct Professor in the Department of Justice, Law, and Security at La Roche University. He is also a consultant and instructor at HD Forensics, LLC, and a Guest Instructor for the Pennsylvania State Police Camp Cadet Program since 2003. He has extensive experience as a Special Agent with the FBI (1988–2017), including roles in the Evidence Response Team, international training, and deployments to over 14 countries. His professional memberships include the American Academy of Forensic Sciences and the International Association of Identification. Education: B.A. in Anthropology (University of Pittsburgh, 1982), Graduate Research Assistant (1983–1985), Teaching Fellow (1985–1986), and Teaching Assistant in Administration of Justice (1986–1988). He has completed numerous forensic science courses since 1988. Research interests focus on forensic anthropology, archaeology, and crime scene investigation. His work integrates field and laboratory methods for human remains recovery. His publications span forensic identification techniques, taphonomy, and multidisciplinary approaches to forensic science. He teaches courses such as Crime Scene Investigation & Forensics (CRIM3040) and Criminalistics (CRIM3041). Professional contributions include FBI Evidence Response Team methodologies, international forensic training, and collaborations with institutions like Mercyhurst University. His career emphasizes practical applications of forensic science in criminal justice contexts.
Bethany Davila is an Associate Professor and Director of Rhetoric and Writing in the Department of English Language and Literature at the University of New Mexico. She holds a PhD in English and Education from the University of Michigan. Her research focuses on raciolinguistics, critical whiteness studies, and racial linguistic justice, examining how language intersects with identity and systemic inequities. Davila has been recognized with UNM’s Outstanding Teacher of the Year Award and multiple scholarly accolades. Her work appears in prominent journals like College Composition and Communication and Written Communication , and she co-edited Defining, Locating, and Addressing Bullying in the WPA Workplace . Her forthcoming monograph, (W)riting Whiteness , addresses whiteness in writing studies. Davila’s administrative work emphasizes racial justice in writing program administration. Her research explores language ideologies, writing program dynamics, and systemic oppression in education. Recent scholarship includes analyses of 'white language supremacy' in curriculum design and institutional bullying in academic leadership. She advocates for pedagogical approaches that center linguistic diversity and equity, particularly at Hispanic-Serving Institutions like UNM. Grants and collaborations focus on creating supportive writing programs for marginalized students. Key Awards: UNM Outstanding Teacher of the Year, Multiple Scholarship Awards Administrative Roles: Director of Rhetoric and Writing, Leadership in Writing Program Administration Professional Contributions: Co-editor of critical WPA studies, Active participant in CUNY activist networks Her work bridges theory and practice, influencing both academic discourse and institutional policies. Current projects include advancing racial justice frameworks in composition studies and documenting systemic inequities in writing education.
Cecile H. Sam is an Associate Professor in the Department of Educational Leadership, Administration and Research at Rowan University's College of Education. She holds a Ph.D. in Urban Education from the University of Southern California, and has prior experience as a middle school teacher and research specialist at the University of Pennsylvania. Her research focuses on ethical leadership in educational systems, non-tenure track faculty dynamics, and the intersection of grassroots leadership with educational policy across K-20 contexts. Dr. Sam teaches in Rowan's doctoral program in Educational Leadership. Education Background: B.A. Philosophy and English, Loyola Marymount University M.A. Philosophy, Loyola Marymount University M.A. Education, Loyola Marymount University Ph.D. Urban Education, University of Southern California Research Interests: Ethics in educational leadership and policy Contingent faculty work environments Public scholarship frameworks Qualitative methodologies including Foucauldian discourse analysis Recent work emphasizes ethical mindfulness in academic practice and the role of academic communities in shaping equitable policies. Her publications analyze power dynamics in educational systems and propose frameworks for addressing ethical dilemmas through activity theory and collaborative inquiry approaches.
Paul Walker is a Professor of English at Murray State University, specializing in Professional and Technical Writing, Rhetoric, and New Media. He holds a Ph.D. from Arizona State University, with additional degrees from Northern Arizona University and Brigham Young University. His research focuses on writing pedagogy, rhetorical theory, and the intersections of new media with composition studies. Walker has received significant recognition, including the 2013 CHFA Award for Creative and Scholarly Activity and the Murray State University Outstanding Research Award. His work challenges conventional approaches to writing assessment and explores innovative methods for integrating reflective practices in education. Courses taught include critical writing, rhetoric, and professional writing, reflecting his commitment to interdisciplinary inquiry. He actively contributes to academic communities through leadership roles in the National Council of Teachers of English and the Council of Writing Program Administrators.
Sean M. Conrey is a Part-Time Lecturer in the English and Textual Studies Department at Syracuse University, with a dual appointment as Associate Director of Syracuse University Project Advance (SUPA). He holds an MFA in Poetry and a PhD in Rhetoric and Composition from Purdue University. His research focuses on rhetoric’s intersection with lived environments, place-based pedagogy, and service-oriented curricula, emphasizing socially just community engagement. He serves as an associate editor of the Concurrent Enrollment Review , contributing to equitable curriculum development and mentorship in concurrent enrollment programs. Conrey’s academic work bridges literary and environmental studies, with publications exploring medieval religious figures like Saint Columba, contemporary poetry, and rhetorical theory. His creative output includes three poetry collections, including The Book of Trees (2017), praised for its intertextual exploration of Catholic and Druidic legacies. He has taught at numerous institutions, specializing in composition, literature, and environmental humanities. His professional service includes program administration, curriculum design, and editorial work promoting academic rigor and accessibility. Conrey resides in Syracuse with his family, continuing interdisciplinary scholarship at the nexus of language, place, and education.
Trinka Messenheimer, Ed.D., serves as the Associate Dean for Student Affairs & Undergraduate Education and Professor in the School of Inclusive Teacher Education at Bowling Green State University (BGSU). Her roles include directing academic programs, overseeing undergraduate education, and contributing to institutional leadership. She holds an Ed.D. from the University of Cincinnati and M.Ed. and B.S. degrees from Kent State University. Her research interests focus on Literacy and Special Education, with particular attention to collaborative leadership, teacher education curriculum design, and inclusive education practices. She has authored studies exploring topics such as mnemonic strategies in special education, occupational stereotypes in children’s literature, and the integration of technology in teacher preparation. Messenheimer’s work emphasizes improving educational outcomes through strategic planning, professional development for faculty, and fostering inclusive learning environments. She has contributed to initiatives like Project IMPACT and Inclusive Culturally Responsive Educators, promoting equity and accessibility in teacher training programs.
Dr. Donna Nelson-Beene is an Associate Professor and Director of BG Perspective (General Education) in the Provost Office at Bowling Green State University (BGSU). She holds a Ph.D. in English with a specialization in Rhetoric and Writing from BGSU, an M.S.T. in English with a concentration in Writing from the University of Wisconsin-Stevens Point, and a B.S. in English from the same institution. Her research focuses on Writing Program Administration, Composition Pedagogy, and Faculty Development. She teaches courses such as ENG 6020: Composition Instructors' Workshop and ENG 6200: The Teaching of Writing. She has co-authored Perspectives on Academic Writing (Allyn and Bacon, 1997) and is currently working on The Teaching of Writing with Allyn & Bacon. No awards or grants are explicitly listed in the provided text. Her work emphasizes practical applications of writing theory in educational settings, including developmental writing and assessment strategies.
Gracemarie Mike Fillenwarth is an Associate Professor in the Department of Writing Arts at Rowan University, part of the Ric Edelman College of Communication & Creative Arts. She holds a Ph.D. in English with a focus on Rhetoric and Composition from Purdue University, along with a M.A. from Virginia Tech and a B.A. from King's College (PA). Her teaching focuses on technical writing, business writing, and engineering communication, including courses like Sophomore Engineering Clinic I and Introduction to Technical Writing. Her research emphasizes writing pedagogy across disciplines, second language writing, and feminist rhetorical practices. Current work examines rhetorical strategies in engineering résumés and the historical contexts of Americanization narratives. Publications include studies on remote technical communication internships, engineering résumé conventions, UX design in writing programs, and feminist rhetorical historiography. She has professional experience in technical editing and contributes to writing program administration and curriculum design. Her interdisciplinary work bridges rhetoric, pedagogy, and professional communication practices.
Yan Li is an Assistant Professor of the Practice in Writing Studies within the Thompson Writing Program at Duke University's Trinity College of Arts & Sciences, where she also serves as Interim Assistant Director of the Writing Studio. She holds a PhD from Miami University and MA from Zhejiang University. Her research bridges composition studies and second language writing, focusing on writing transfer theories, multilingual composition instruction, and genre transferability. She examines how writing skills transfer across contexts and languages, with particular emphasis on supporting multilingual writers in academic settings. Dr. Li has received funding for community-building initiatives supporting East Asian faculty advancement. Her teaching includes courses on literacy, writing tutoring, and comparative rhetoric for global audiences.
