Jenny Goransson

Jenny Goransson is a PhD candidate in the Writing and Rhetoric program at George Mason University (GMU), where she has served as an instructor for English 101 and Graduate Writing Coordinator at the Writing Center (2021–2024). She also holds an adjunct instructor role at Johns Hopkins University’s MA in Teaching Writing program, focusing on Peer Response and Writing Center theory. Her research explores writing center expansion into learning centers and mindfulness practices for teacher feedback. She collaborates with the College of Education and Human Development’s Secondary Education program and serves as a clinical coach for preservice teachers. Jenny is vice president of the Secondary Schools Writing Center Association (SSWCA) and on the editorial board of the Journal for Peer Tutoring in Secondary Schools (JPTSS).

Education: BA in English (modified with Creative Writing) from Dartmouth College; MEd in Secondary English from George Washington University (2009); National Board Certified Teacher (2015). Prior to GMU, she spent 11 years as a high school English teacher at West Springfield High School (VA), where she founded and directed the writing center for eight years. She actively participates in the secondary school writing center movement.

Research interests include writing center policy, mindfulness in education, teacher well-being, and secondary education collaboration. Her dissertation examines mindfulness strategies to support teachers providing written feedback. She has published widely on writing center evolution, learning center transitions, and teacher educator development.

Awards include National Board Certified Teacher status (2015). Her work bridges K-12 teacher training and university writing center practices, emphasizing mentorship and institutional change. She co-teaches Secondary Education 569 (English Methods 1) and contributes to teacher education through clinical coaching.