Rebecca Herissone is Professor of Musicology at the University of Manchester and a leading scholar in early modern English music. She co-edits the peer-reviewed journal Music & Letters and serves on editorial boards for the Purcell Society, Musica Britannica, and the Complete Works of John Eccles. Her research focuses on seventeenth-century creativity, material culture, and the ontological dimensions of music notation. Key research areas: Early Modern Music, Creativity, Source Study, Notation, Reception Major awards: Diana McVeagh Prize (2015), Westrup Prize (2007) Her recent work includes digital humanities projects on music preservation and critical editions of Purcell's operas. She has pioneered interdisciplinary approaches connecting musicology with drama, art, and literature, and currently leads research on Purcell's posthumous reception in the eighteenth and nineteenth centuries. Her teaching spans music historiography, performance practices, and advanced source analysis.
Genesea M. Carter serves as the Associate Director of Composition and Associate Professor in the English and University Composition Program at Colorado State University. She holds a PhD from the University of New Mexico. Her research focuses on administrative systems in higher education, including curriculum design, teacher training, and workload equity, and their impact on instructors’ well-being. She also investigates how students from diverse backgrounds navigate academia, with a focus on working-class pedagogy and identity development. Her recent co-edited collection Systems Shift: Creating and Navigating Change in Rhetoric and Composition Administration (2023) addresses institutional transformation. Earlier work includes Class in the Composition Classroom: Pedagogy and the Working Class (2017), exploring socioeconomic diversity in education. Her articles span topics like digital literacy, interdisciplinary pedagogy, and critical theory in composition studies. Dr. Carter’s scholarship emphasizes equity, intersectionality, and dismantling neoliberal structures in academia. She has contributed to journals such as Composition Studies , Journal of Teaching Writing , and Open Words , and her work bridges practical administration with theoretical frameworks in rhetoric and composition.
İbrahim Dağılma is a Lecturer in Zaza Language and Literature at Bingöl University's Faculty of Arts and Sciences since 2013. He holds a Master's (2017) and PhD (2021) in Zaza Language and Literature from Bingöl University's Living Languages Institute. He previously served as a Turkish Language teacher in the Ministry of National Education and authored/co-authored Zazaki textbooks for grades 5-8 published by MEB between 2018-2019. He currently chairs the Zaza Language and Literature department and teaches courses like Modern Zaza Literature and Comparative Literary Analysis. Education: Bachelor's in Turkish Education, Dicle University (1997) Uncompleted Journalism studies at Istanbul University (2010) Master's and PhD in Zaza Studies (2017-2021) Research focuses on Zaza language preservation, modern literary movements, folklore documentation, and comparative studies between Zaza and other languages. He has published 11 books including 'Edebiyato Modern ê Zazaki' and 'Süleyman Hilmi Tunahan', and frequently presents at international conferences on topics like Zaza cultural identity and migration narratives. His recent academic work explores linguistic comparisons between Zaza and Farsi, analysis of traditional Zaza texts, and the role of folklore in educational materials. He has advised 18 undergraduate theses and participated in numerous thesis juries. His research has been published in refereed journals like Bingöl Araştırmalar Dergisi and The Journal of Mesopotamian Studies.
Justin Russell Greene serves as an Advanced Instructor in the Department of English within Virginia Tech's College of Liberal Arts and Human Sciences. With over 15 years of teaching experience across multiple institutions, he currently teaches courses in film, literature, and writing at Virginia Tech, where he has been employed since 2019. His academic journey spans various teaching positions at Virginia Tech, Hampden-Sydney College, Virginia Commonwealth University, and several community colleges. Greene earned his BA, MA, and PhD in English and Media, Art, and Text from Virginia Commonwealth University. His educational background reflects his interdisciplinary approach that bridges traditional literary studies with contemporary media and cultural analysis. He has also completed professional development certifications in Anti-Racist Teaching and Foundations of Online Teaching at Virginia Tech. His research focuses on the intersections of cinema, media, and cultural studies, with particular attention to authorship, celebrity, and gender performance. Greene examines how authors and celebrities construct their identities across various media platforms, exploring topics ranging from Quentin Tarantino's cinematic masculinity to Roxane Gay's digital presence. His work often analyzes the performative aspects of identity in contemporary culture, particularly through fashion, social media, and visual storytelling. Greene's scholarly output demonstrates a consistent focus on authorial identity construction across media platforms. His publications reveal a trajectory from examining literary authors' fashion choices to analyzing digital performances of identity on social media, and more recently to cinematic studies of directors like Quentin Tarantino and Jordan Peele. The evolution of his work reflects broader cultural shifts toward digital and visual media while maintaining a consistent theoretical framework centered on performance and identity construction. Joyce Gentry Smoot Award (2025) for Excellence in Teaching by an Instructor As an educator, Greene has served as a reader on graduate student capstones and has been actively involved in curriculum development and pedagogical innovation. He has participated in numerous professional development activities focused on writing instruction, anti-racist pedagogy, and the integration of AI in teaching. His teaching philosophy emphasizes building student confidence in writing abilities, recognizing diverse student backgrounds, and providing individualized feedback to help students develop their unique voices. Greene is currently working on projects examining Jordan Peele's Nope (2022) regarding point-of-view and gore, as well as speculative adaptations in contemporary US media. His research interests continue to evolve with cultural trends while maintaining his core focus on performance, identity, and media representation.
Sandro Zanetti, Full Professor of General and Comparative Literature at the University of Zurich's Faculty of Arts and Humanities, specializes in avant-garde research, artistic production processes, and poetics of (im)probability. He studied German, History, and Philosophy at Basel, Freiburg, and Tübingen (1993-1999), earned his PhD in 2005 at Basel's SNSF project, and held positions including Junior Professor at Hildesheim (2008-2011) and DFG network head (2010-2014). Since 2011 at UZH, he progressed from Assistant to Full Professor (2022) and serves as Co-Dean of Studies since 2021. Current affiliations: Department of General and Comparative Literature (UZH), Center for Arts and Cultural Theory (ZKK), Literary Radio Zurich Former roles: ZGW Center (2010-2022), SNF project leader (2015-2019), Co-editor of History of the Present (2016-present) His research explores: Avant-garde genealogies and postwar literary modernity Time perception and aesthetic temporality Writing as cultural technique Interdisciplinary intersections with philosophy, media studies, and art Publications reveal trends in: 2022-2024: Dada historiography, AI-generated literature, Paul Celan's late works 2019-2021: Aesthetic theory, transactuality, Barthesian concepts 2014-2017: Improvisation networks, multilingualism, collaborative writing He co-founded interdisciplinary platforms and maintains editorial roles across 15 anthologies since 2004.
Timothy Oleksiak is an Associate Professor in the Department of English at UMass Boston, specializing in rhetorical theory , queer feminist rhetorics , and rhetoric and composition pedagogy . His research explores intersections of queer theory, writing pedagogy, and digital communication, with a focus on peer review practices and power dynamics in educational settings. Education: PhD, University of Minnesota MA, The University of West Florida BS, Eastern Michigan University Research Trends: His recent publications examine themes of consent , queer generativity , and slow scholarship in writing studies. He integrates critical discourses on LGBTQ+ representation, digital culture, and affect theory into pedagogical frameworks. Scientific Awards & Service: Co-Chair, CFSHRC Taskforce on Share Values (2022-2023) Chair, Lavender Rhetoric Award Committee (2020, 2023) RSA Proposal Mentor Program (2022) CCCC Executive Committee (2021-2024) Teaching & Professional Contributions: He teaches graduate courses on queer rhetorics, peer review theory, and digital writing, alongside undergraduate courses in composition and professional writing. His editorial service spans journals like Peitho and QED , emphasizing feminist and LGBTQ+ scholarship.
Courtney Rivard is an Assistant Professor in English & Comparative Literature at the University of North Carolina, Chapel Hill, with a secondary appointment at the School of Data Science & Society. She directs the Digital Literacy and Communications (DLC) Lab, focusing on digital humanities, critical game studies, and archival rhetorics. Her research bridges rhetoric, digital methods, and social justice, examining how archives and digital tools shape narratives around race, gender, and national identity. Dr. Rivard holds a Ph.D. from the University of California, Santa Cruz (2012). Her book Layered Lives (2022) combines archival and computational methods to analyze Depression-era life histories. She has secured grants from NEH, ACLS, and UNC initiatives, supporting projects like the Critical Gaming Initiative and oral history archives on PFAS contamination. Her teaching emphasizes digital literacy and public engagement, including courses on data rhetoric, game studies, and multimodal composition. The DLC Lab hosts the Greenlaw Gameroom, a game-based classroom funded by Lenovo, fostering critical pedagogies through play. Research Labs: Digital Literacy and Communications Lab, Greenlaw Gameroom Grants: NEH, ACLS Digital Extension Grant, UNC Arts & Humanities Fellowships Key Projects: Critical Gaming Initiative, Photogrammar collaboration, “Forever Chemicals” oral history archive
Laurence Bertrand Dorléac is a Full Professor of Contemporary History (Art History) at Sciences Po Paris, affiliated with the Centre for History (CHSP). She serves as Chairperson of the Fondation Nationale des Sciences Politiques and leads the bilingual "Art and Society" seminar since 2004, publishing its newsletter. Research focuses on cultural history, art history, and political history of art Specializes in visual history, war representations, and material culture Active in editorial collaborations and international exhibitions Her recent work explores intersections of art with AI, environmental politics, and historical trauma. She supervises multiple HDR and PhD students in art history and cultural analysis. No explicit scientific awards mentioned, though her projects receive institutional support like Fondation de France. Her publications span monographs, exhibition catalogs, and interdisciplinary essays.
Nick Montfort is a Professor of Digital Media at Massachusetts Institute of Technology (MIT) and Professor II & Principal Investigator at the University of Bergen 's Center for Digital Narrative. He directs MIT's Trope Tank lab/studio and contributes to platform studies, critical code studies, and electronic literature. Ph.D. in Computer and Information Science from University of Pennsylvania (2007) M.A. in Creative Writing (Poetry) from Boston University (2001) S.M. in Media Arts and Sciences from MIT (1998) B.S./B.A. in Computer Science and Liberal Arts from University of Texas at Austin (1995) Montfort's research focuses on computational creativity and digital poetics , particularly through exploratory programming and constraint-based writing . He has developed over ten computer-generated print books and co-edited MIT Press volumes like The Future and The New Media Reader . His work bridges computer science and literary arts , emphasizing algorithmic expression and platform-specific creation. His recent computational works include All the Way for the Win (2025), written entirely in three-letter words, and collaborations like The Deletionist and Sea and Spar Between . Notable books cover interactive fiction ( Twisty Little Passages ), platform studies ( Racing the Beam ), and generative literature ( 10 PRINT ). He also co-edits the Hardcopy and Using Electricity book series. Montfort's academic contributions span digital narrative systems , creative code , and computer-generated literature . His 101 BASIC Poems and Output: An Anthology of Computer-Generated Text exemplify his focus on code as cultural artifact and algorithmic literary practice . He has presented at major conferences including ELO, C&C, and Digital Arts and Culture, addressing topics from minimalist computational poems to narrative modeling . Through collaborations with institutions like University of Bergen and MIT's Comparative Media Studies/Writing, Montfort explores digital storytelling , machine-generated poetry , and platform-specific creativity . His academic leadership includes directing the Trope Tank and co-founding Bad Quarto press.
Angela Crow is an Associate Professor at James Madison University (JMU) in the School of Writing, Rhetoric and Technical Communication, where she has served since 2012. Her research bridges literacy studies, design, and urban mobility, focusing on how communities advocate for car-free infrastructure and equitable public spaces. She explores the role of digital communication in fostering feminist interventions, particularly around cycling advocacy and street design. Her work intersects with gender studies, urban studies, and rhetorical theory. Educated at the University of Kansas (Ph.D., 1997) and Point Loma College (B.A., 1987), she has authored books on writing programs and composition studies, including Aging Literacies (2006) and Field of Dreams (2002). Recent publications analyze surveillance, privacy in digital contexts, and transportation equity. Her research often highlights marginalized voices in shaping public discourse. Research Interests: Her current projects examine embodied literacies in mobility advocacy, social media practices of grassroots movements, and the rhetoric of urban infrastructure. She critiques car-centric planning through feminist and critical frameworks, emphasizing accessibility and safety for non-car users. Her work also addresses aging populations’ digital literacies and the intersection of technology with social inequality. Publications: Her articles span rhetorical analysis of social movements, educational assessment frameworks, and the sociotechnical dimensions of writing. Recent trends include collaborations on privacy in big data and participatory design for community mobility.
Leigh Gruwell is an Associate Professor in the Department of English at Auburn University's College of Liberal Arts. She specializes in composition and rhetoric, with a focus on digital and multimodal rhetorics, feminist methodologies, and composition pedagogy. Her research explores intersections between feminist theory, material rhetorics, and digital spaces. Education: PhD in Composition and Rhetoric, Miami University (2015) MA in English, Florida State University BA in English, Florida State University Research Focus: Gruwell's work interrogates how digital technologies shape feminist rhetorical practices, particularly in contexts of harassment and ethical access. Her recent studies emphasize materialist approaches to digital rhetoric and methodological innovations in feminist research. Article Trends: Her publications span digital humanities, feminist rhetorical methodologies, and critical analyses of online spaces. Recent work (2022-2024) prioritizes trauma-informed research practices and interdisciplinary bridging of rhetorical theory. Awards/Grants: No specific awards listed, though her research demonstrates sustained innovation in feminist digital studies. Advising & Labs: Advises graduate students in composition studies and rhetoric. No dedicated lab mentioned, but collaborates on digital humanities projects and feminist pedagogy initiatives.
Kerri Kotta is a Professor of Music Theory and Head of Musicology at the Estonian Academy of Music and Theatre. She holds a PhD in Musicology (2004) and an MA in Composition (1997) from the same institution. Her research focuses on music theory, tonal analysis, Estonian music history, and contemporary composition, with special expertise in the works of Eduard Tubin and Dmitri Shostakovich. She coordinates the International Eduard Tubin Society and edits the composer's complete works. Her research interests span music theory , compositional techniques , Estonian cultural heritage , and interdisciplinary performance studies . Recent publications explore modernism in Estonian art music, Beethoven's structural rhetoric, and socio-psychological dimensions of contemporary opera. Kotta received the Reet Neimar Criticism Award (2023) for her contributions to music scholarship. She leads the project How to share the ardor? Conveying complex musical structures through animated scores (2024-2025), funded by the Estonian Ministry of Culture. Administratively, she chairs the Estonian Musicological Society (2013–present) and the International Eduard Tubin Society (2015–present), while serving on the board of the Estonian Composers Union (2022–present).
Jennifer Nish serves as Associate Professor of Rhetoric and Composition at Michigan Technological University, holding dual affiliations with the Academy of Teaching Excellence and the Institute of Computing and Cybersystems (ICC). Her interdisciplinary work critically examines power dynamics in digital activism and transnational feminist movements. Her academic credentials include: Ph.D. in English from the University of Kansas B.A. in English & Psychology from the University of Nebraska at Lincoln Dr. Nish's research centers on intersections between rhetorical practices and systems of power, with signature contributions in transnational feminist rhetoric, disability justice advocacy for Long Covid/ME communities, and digital media activism. Her monograph Activist Literacies: Transnational Feminisms and Social Media Rhetorics establishes frameworks for analyzing contemporary activism, while recent projects expand into chronic illness narratives and globalization's impact on rhetorical studies. She teaches graduate courses in Disability Studies and undergraduate Advanced Composition. Analysis of her 2016-2024 publications reveals evolving methodological priorities: early work focused on digital campaign rhetoric (e.g., Humans of New York analysis), while current research integrates crip theory with transnational feminist approaches to address disability justice in academic labor and chronic illness communities. This trajectory demonstrates increasing engagement with embodied knowledge systems and intersectional activism. As an ICC member, Dr. Nish contributes to cyber-social systems research through rhetorical perspectives on technology-mediated activism and community formation.
Kevin Moberly is an Associate Professor in the Department of English at Old Dominion University (ODU), affiliated with the College of Arts & Letters. He holds a Ph.D. in English from the University of Louisiana at Lafayette (2005), an M.A. in Creative Writing (2000), and a B.A. in English from Berry College (1995). His research focuses on medievalism, digital humanities, and computer game studies, with notable grants including a 2011 College of Arts & Letters Summer Research Fellowship ($6,000) and a 2015 Center for Learning and Teaching Faculty Innovator Grant ($3,000). Moberly’s work bridges medieval scholarship and modern digital media, addressing themes like fan culture, corporate revisionism, and virtual economies. His publications span journals such as Studies in Medievalism , Computers and Composition , and Eludamos , alongside book chapters on game studies and technical communication. He has received numerous teaching awards, including the 2010 Shining Star Teaching Award and recognition for co-organizing the 2007 Computers and Writing Online Conference. His research interests include the intersection of medieval narratives with contemporary cultural phenomena, digital pedagogies, and the rhetoric of free speech in online spaces. Moberly has contributed to initiatives like the Examining the Evolution of Gaming anthology and co-authored studies on modding in technical classrooms. His work often critiques societal structures through interdisciplinary lenses, blending literary analysis with digital media theory.
Jason Tham is an Associate Professor and Assistant Chair in the Department of English at Texas Tech University, where he teaches undergraduate and graduate courses in UX research, information design, instructional design, and digital rhetoric. His research focuses on design thinking, user experience, emerging technologies, and technical communication pedagogy. He directs the UX Research Lab and serves as faculty sponsor for the TTU Society for Technical Communication Student Chapter. PhD in Rhetoric & Scientific & Technical Communication, University of Minnesota (2019) MA in English: Rhetoric & Writing, St. Cloud State University (2014) MS and BS in Mass Communication, St. Cloud State University Tham's research explores the intersection of design thinking, immersive technologies, and equitable pedagogy. Current projects include studies on AI user experience, collaborative writing in virtual reality, and the social justice implications of design thinking methodologies. He has received awards such as the Ellen Nold Award for Computers and Composition, TTU's Excellence in Research Award, and the Frank R. Smith Outstanding Article Award. Tham serves as Vice President of the Council for Programs in Technical and Scientific Communication and will assume the editorship of Computers and Composition in 2025.
