Dragan Huterer is a Professor of Physics and Associate Chair for the Graduate Program at the University of Michigan. His research focuses on cosmology, particularly dark energy and large-scale structure, utilizing data from the Dark Energy Survey (DES) and the Dark Energy Spectroscopic Instrument (DESI) collaborations. He earned his Ph.D. from the University of Chicago (2001) and B.S. from MIT (1996). His work explores the nature of dark energy through cosmological probes like Type Ia supernovae, galaxy clustering, and cosmic microwave background anisotropies. Key contributions include co-leading DESI's first-year cosmological analysis, revealing unprecedented constraints on dark energy and neutrino masses. He also investigates the statistical isotropy of the universe and authored the textbook A Course in Cosmology: From Theory to Practice . Awards include the Friedrich Wilhelm Bessel Research Award (2019) and the Chambliss Astronomical Writing Award (2025). He has advised numerous graduate and undergraduate students, and his funding includes DOE, NSF, and NASA grants. Current projects include the Michigan Cosmology Summer School and leadership in the DESI Collaboration.
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.
Dr. Simon A. Morrison is a Senior Lecturer in the Division of Communication, Screen & Performance within the Faculty of Arts, Humanities and Social Sciences at the University of Chester. He serves as Programme Leader for the Music Journalism degree, which he helped design, build and deliver from its first cohort in 2014. With 25 years of experience as a writer, broadcaster, and academic, Morrison brings extensive industry knowledge to his teaching and research, having worked as a music journalist reporting from locations worldwide including Beijing, Brazil, Moscow, and Marrakech. Dr. Morrison holds a PhD from the University of Leeds (completed 2018), an MA from the University of Manchester (1995-1997), and a BA Hons from the University of Manchester (1989-1992). Prior to his position at Chester, he worked as an Associate Lecturer at Manchester Metropolitan University (2012-2014) and as a Visiting Lecturer at Leeds University (2011-2013). His academic journey follows a substantial career in media where he presented TV for Rapture TV, hosted radio shows in Ibiza, produced and presented for Kiss Radio, and appeared on BBC Breakfast and BBC 5 Live. Dr. Morrison's research centers on the intersection of words and music , with particular focus on Popular Music , Musico-Literary Intermediality , and Electronic Dance Music Culture . His work explores how music subcultures, particularly rave and dance music scenes, are represented in literature and journalism. He examines the connections between different countercultural movements, notably drawing parallels between the Beat Generation writers and contemporary 'Chemical Generation' authors who write about club culture. His research also investigates the relationship between music journalism and subcultural movements across different historical periods. His recent publications reveal a clear trajectory connecting historical dance music developments across continents and eras. Morrison's work traces the evolution of electronic dance music from its American roots in Chicago and Detroit through its transatlantic journey to Europe and back again, examining how cultural exchange shaped musical innovation. His analyses of Pink Floyd demonstrate how rock bands interact with media landscapes, while his investigations of music journalism document the changing nature of music criticism in digital eras. The recurring theme across his scholarship is the examination of how subcultural experiences are translated into written form, whether through journalism, fiction, or academic analysis. Dr. Morrison actively supervises undergraduate dissertation projects and Negotiated Study production projects across all three years of undergraduate study. He has successfully supervised an MRes project to completion and examined PhDs (including one internal and two external, one being an Australian PhD by Artefact & Exegesis). He has served as an External Examiner for Music Journalism programs at Southampton Solent University (2016-2019) and BIMM London, Birmingham and Manchester (2016-2020). His teaching spans modules including Introduction to Journalism, Live Journalism, Dancing About Architecture: Popular Music Media, Histories and Technologies, The Cultural Politics of Music Journalism, The Politics of Social Media, Magazine Publishing and Music PR and Promotional Writing.
Cate Almon is an Associate Professor in the Department of English at Temple University's College of Liberal Arts , where she has taught since 2014. She also serves as the Associate Director of the First Year Writing Program. Her research focuses on student retention , plagiarism , and language assessment for English Language Learners (ELLs). Expertise : First Year Writing, Plagiarism, Retention, Linguistics Contact : calmon@temple.edu Her work explores intersections of academic integrity, linguistic diversity, and institutional support systems. Notably, she has published on topics like textual borrowing ethics, ELL college persistence, and linguistic factors in academic engagement, with presentations at conferences such as the Symposium on Second Language Writing and Interactions and Interfaces Linguistics Conference.
Daniel Collins serves as an Associate Professor in the English department at Guttman Community College, where he has taught for two years across the First-Year Program (Reading and Writing, Composition I) and Liberal Arts and Sciences Program of Study (Introduction to Humanistic and Philosophical Thought, Composition II, Capstone). His research focuses on composition studies and digital writing pedagogy , particularly the integration of generative AI tools in writing instruction. This is exemplified by his course Self-Representation in a Digital Age , which foregrounds AI-assisted writing practices and digital identity exploration. Collins actively contributes to CUNY-wide writing initiatives through membership in the Teaching Courses on the Commons group (264 members) and the CUNY Developmental and ESL Writing Collaboration (C-DEWC), where he collaborates on developmental writing best practices across the university system.
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.
Dr. Geoffrey L. Herman serves as the Severns Teaching Professor in the School of Computing and Data Science at the University of Illinois at Urbana-Champaign. He earned his Ph.D. in Electrical and Computer Engineering from UIUC as a Mavis Future Faculty Fellow and completed postdoctoral research at Purdue University's School of Engineering Education. His research focuses on understanding how students learn engineering and computing concepts and developing systemic approaches to improve teaching methods in higher education. With over $7 million in research funding and more than 120 peer-reviewed publications, his work spans educational technology, cognitive aspects of learning, and faculty development initiatives. His recent publications demonstrate a consistent focus on evidence-based instructional practices, assessment methodologies, and collaborative learning approaches, with particular emphasis on computer science education, proof writing tools like Proof Blocks, and mastery learning techniques. These works collectively advance the understanding of effective educational strategies in STEM fields. IEEE Education Society Mac Van Valkenburg Early Career Teaching Award Scott H. Fisher Computer Science Teaching Award Best paper award in the first 50 years of the ACM Special Interest Group, Computer Science Education As a mentor, Dr. Herman guides graduate students interested in engineering and computing education research, focusing on designing better instruction. He also works with undergraduates on improving educational experiences through platforms like PrairieLearn. His leadership extends to founding the Grainger College of Engineering's Strategic Instructional Innovations Program, which has secured millions in external funding. He serves on the Computer Research Association Education committee and as associate editor for the Journal of Engineering Education. Dr. Herman leads national workshops on professional development for computer science teaching faculty and has created peer mentoring networks through the Teaching Professionals Program, significantly impacting faculty development in engineering education.
Rubén Lluc Comas Forgas is a Full Professor at the University of the Balearic Islands (UIB) in the Department of Applied Pedagogy and Educational Psychology . He holds a European PhD in Educational Sciences from UIB (2009) and has served as a visiting researcher at institutions including the University of East Anglia, Liverpool John Moores University, Panteion University, Autonomous University of Yucatán, and Stockholm University. Current research focuses on Academic Integrity , Research Integrity , Scientific Communication , Educational Uses of ICT , and Environmental Education . He leads multiple EU-funded projects (e.g., AI-UpskillED , CHARLIE ) and national initiatives like Academic Integrity in Initial Teacher Training (MCI-AEI-ERDF). His recent publications analyze the impact of generative AI on academic writing, predatory journals in education sciences, and plagiarism trends among Spanish students. He collaborates with the Research Group on Academic Integrity (GRIAC) and Education for Sustainability (GREAS) .
Ethan King is an Assistant Professor in the Writing and Rhetoric Program within the English Department at the University of Virginia, teaching courses including 'Writing About Attention and Distraction' and 'Writing in the Age of Generative AI' with an emphasis on process-based pedagogy and student-centered learning. His educational background includes: Ph.D. in English from Boston University (2022) with a Graduate Certificate in Teaching Writing M.A. in English from the University of Virginia (2015) B.A. in English and Classics from the University of Wisconsin-Milwaukee (2012) King's research centers on intersections of modernism and infrastructural development, examining how transportation networks, urban forms, and spatial systems shape literary narratives in works by William Faulkner and James Joyce. His pedagogical work focuses on innovative writing instruction, particularly integrating generative AI tools in first-year composition to enhance critical thinking about attention economies and digital literacy. His recent publications (2015-2025) reveal a consistent methodological thread connecting infrastructural analysis with modernist aesthetics, spanning rural Southern roads in Faulkner, Dublin's urban topography in Joyce, and contemporary writing pedagogy. This body of work demonstrates interdisciplinary engagement with spatial theory, literary ethics, and digital humanities. King's scholarly recognition includes: GenAI Tier Grant from Brandeis University (2024-2025) John W. Hunt Scholarship from the William Faulkner Society (2022) International James Joyce Foundation Scholarship (2022) He actively contributes to academic discourse through conference presentations at major venues including MLA, CCCC, and International James Joyce Symposia, often addressing infrastructure's role in literature and AI's impact on writing education. While specific advisees aren't listed, his grant-funded projects and panel co-organizations (e.g., 'Hotel Cosmopolitan' at ACLA) indicate mentorship engagement. King operates within UVA's Writing and Rhetoric Program, collaborating on curriculum development for contemporary writing challenges.
Michelle Crow is a Senior Lecturer at Cornell University and Director of the English Language Support Office within the John S. Knight Institute for Writing in the Disciplines. She is affiliated with the College of Arts and Sciences and supports multilingual graduate and professional students across all ten colleges at Cornell. PhD in Composition-Rhetoric with specialty in ESL writing, University of New Hampshire, 2006 Former Associate Professor of English, Bridgewater State University Founding Director, English Language Support Office, Cornell Founding Chair, Association for Writing Across the Curriculum (AWAC) Co-Founder, Consortium on Graduate Communication Her research focuses on Writing Across the Curriculum (WAC), graduate writing support, and pedagogy for multilingual writers. She has pioneered sustainable models for WAC programs and developed frameworks for supporting non-native English speakers in academic writing. Her work bridges composition theory, program administration, and practical pedagogy in higher education contexts. Her publications include influential books such as Sustainable WAC , Supporting Graduate Writers , and WAC and Second Language Writers . These works highlight trends in interdisciplinary writing support, curriculum development, and inclusive pedagogy, particularly for multilingual graduate students. Her scholarship appears in leading journals like Across the Disciplines , The WAC Journal , and Composition Studies . Scientific Awards: Presidential Award for Excellence in Collaboration to Improve Teaching (2010, BSU) Presidential Award for Distinguished Teaching (2012, BSU) Distinguished Fellow of the Association for Writing Across the Curriculum (2021, AWAC) Best WAC Monograph Award (2021, WAC Clearinghouse) Michelle Crow has led major initiatives in writing program development, including founding the Association for Writing Across the Curriculum and co-developing national standards such as the INWAC Statement of WAC Principles. She has secured recognition through institutional and national awards, reflecting her impact on teaching and program leadership. Her work continues to shape graduate communication support and WAC infrastructure across institutions. She directs the English Language Support Office at Cornell, a central hub providing writing and speaking consultations for multilingual graduate students, postdocs, and professionals. The office operates under the Knight Institute and collaborates across disciplines to promote inclusive academic communication.
Meghan Allen is the Associate Head of Undergraduate Affairs and Associate Professor of Teaching in the Department of Computer Science at the University of British Columbia (UBC). She specializes in computer science education, with a focus on inclusive pedagogy, curriculum design, and teaching methodologies. Her work addresses challenges faced by English Language Learners (ELLs), non-majors, and diverse student populations in STEM education. Allen has taught numerous introductory computer science courses, including CPSC 107, 110, 121, and 210, emphasizing practical programming skills and systemic program design. Allen's research spans autograding innovations, student engagement strategies, and the efficacy of online learning tools. She has co-authored studies on technical writing in CS, universal design principles for accessibility, and the role of experiential learning in software engineering education. Her work is informed by partnerships with students and faculty in Scholarship of Teaching and Learning (SoTL). Awards: Incredible Instructor Awards; UBC CS Teaching Award (2007); multiple TA Teaching Awards. Leadership: Oversees undergraduate affairs in the UBC CS Department, including course coordination and academic policies. Publications: 15+ peer-reviewed articles on education innovation, including recent works on autograding systems and ELL support strategies. Her office is located in the ICCS Building room 243, and she actively contributes to departmental initiatives like the CPSC 110 Challenge Exam process. Allen advocates for inclusive curricula and has pioneered strength-based evaluation approaches to improve student outcomes.
Christie Toth is an Associate Professor in the Department of Writing & Rhetoric Studies at the University of Utah . Her research focuses on two-year college composition studies, transfer student writing experiences, writing assessment and placement, settler colonial studies, and tribal college writing instruction. Education: PhD in Education from the University of Michigan (2014) MA in English from Portland State University (2008) BA in Anthropology from Bowdoin College (2004) Research Interests center on equity in writing assessment, transfer student literacy sponsorship, and the intersection of settler colonial studies with writing pedagogy. She advocates for transformative practices in community college-university partnerships and guided pathways reforms. Recent Publications explore writing placement equity, transfer student experiences, and the role of two-year colleges in shaping writing studies. Her work emphasizes social justice frameworks and systemic reform. Scientific Awards include the Robert A. Goldberg Endowed Prize in the Humanities (2024), Best Book Award from the Council of Writing Program Administrators (2022), and multiple teaching and leadership accolades from the University of Utah and national organizations. Grants supported initiatives like the Transfer Student Success Fellowship and Martha Bradley Evans Teaching Fellowship, focusing on writing studies and pedagogical innovation.
Bryce Westlake is an Associate Professor in the Department of Justice Studies within the College of Social Sciences at San Jose State University. He is a leading researcher in digital forensics and child sexual abuse material detection, with significant contributions to both forensic science education and alternative sexuality studies. Education: Ph.D. in Criminology from Simon Fraser University (2015) Master's degree in Criminology from Simon Fraser University Bachelor of Arts degree in Psychology and Sociology (double major) from University of British Columbia Dr. Westlake's research spans two primary areas with significant societal impact. In digital forensics, he focuses on developing automated tools to detect, collect, analyze, and match child sexual abuse material disseminated online. His work involves international collaboration with researchers, law enforcement agencies, and government partnerships to create more effective detection systems. In his secondary research area, he explores alternative sexuality, particularly BDSM communities, conducting multi-phasic, kink-positive studies examining health and safety within these communities. His research aims to destigmatize participation through a deeper understanding of the social and emotional enrichment practitioners receive from activities. His recent publications demonstrate a clear trend toward increasingly sophisticated technical approaches to combating child sexual exploitation while simultaneously advancing understanding of alternative sexual practices. The technical publications focus on biometric identification, file structure analysis, and ethical web scraping methods, while his BDSM-related work emphasizes community safety, education pathways, and mental health benefits. This dual focus positions him uniquely at the intersection of technology, law enforcement, and human sexuality research. Scientific Awards: The Storytellers Award (Social Sciences and Humanities Research Council) - April 2014 Canadian Graduate Scholarship (Social Science and Humanities Research Council) - May 2012 Dr. Westlake has been heavily involved in developing the forensic science program at SJSU, creating six undergraduate courses, revising two graduate courses, and introducing one graduate course. In Fall 2020, he created and implemented a new concentration in digital evidence (computer forensics) for forensic science majors - one of the first in-person digital forensic bachelor of science degrees in the United States meeting FEPAC standards. He has developed and directs the Silicon Valley Digital Forensics Laboratory, which began accepting students for internships in Fall 2024. He was awarded a three-year $497,948 grant from the National Science Foundation in 2023 to study 'Training digital forensics examiners through hands-on education investigating live criminal investigations.' Through the Silicon Valley Digital Forensics Laboratory and partnerships with criminal justice agencies (district attorneys offices, law enforcement agencies, etc.), Dr. Westlake provides students with training and practical experience conducting digital forensic investigations from start (evidence collection) to finish (report writing and testimony). He also co-hosted the first annual Child Sexual Abuse Reduction Research Network workshop in Adelaide Australia in December 2023.
Ji-young Shin serves as an Assistant Professor in the Teaching Stream within Education Studies at the University of Toronto Mississauga's Department of Language Studies. Her position integrates teaching, research, and practical application in language education with emphasis on assessment innovation and technology integration. Her academic credentials include: PhD in English / Second Language Studies & ESL from Purdue University, USA MS in Educational Psychology & Research Methodology from Purdue University, USA MA in Teaching English to Speakers of Other Languages (TESOL) from Hankuk University of Foreign Studies, South Korea BA in English Education (Japanese minor) from Hankuk University of Foreign Studies, South Korea Shin's research program focuses on language assessment, corpus linguistics, and technology-mediated pedagogy. She employs mixed methods with quantitative emphasis, utilizing corpus-informed computational analysis and latent-trait modeling complemented by qualitative discourse analysis. Her work addresses critical gaps in second language acquisition, educational measurement, and digital learning environments, particularly regarding AI applications and test validation across diverse language contexts. Her publication trajectory from 2017-2025 demonstrates consistent innovation in language assessment methodologies and technology integration. Key themes include AI-powered chatbots for L2 Korean instruction, online vocabulary testing for Spanish, and corpus-based writing pedagogy. Her work shows increasing focus on artificial intelligence applications and cross-linguistic validation studies, reflecting evolving priorities in language education research. Shin has secured competitive research funding including: Global Classrooms Grant (2025–2026) for VR-enhanced intercultural competence Black, Indigenous, and/or Racialized Scholar Grant (2025–2026) for cross-border AI language learning IRCC Engage3 Project (2022–2024) as Co-PI on VR/AI educational advancement Advancement Fund Plus (2022) for generative AI in teacher education British Council Award (2019) for technology-mediated assessment development She teaches advanced courses including 'The Future of Ed Tech: Active Learning Classrooms and Artificial Intelligence' (EDS285) and supervises community-based experiential learning (EDS388). Her grant portfolio indicates active supervision of research assistants and collaboration with international teams focused on AI implementation and assessment validation. Current projects explore generative AI for language learning across diverse contexts and virtual reality applications in teacher education. While specific laboratory infrastructure isn't documented, her collaborative publications with researchers across Korea, Spain, and the United States suggest participation in international research networks focused on language assessment technology and corpus applications.
Karen Adkins is a Professor of Philosophy at Regis College, dedicated to teaching and mentoring undergraduate students. Her research focuses on gossip as an epistemic concept, feminist theory, philosophy of emotions, and social philosophy. She authored the book Gossip, Power, Epistemology: Knowledge Underground (Palgrave 2017) and has published widely in journals like Hypatia and Social Epistemology . Her work also appears in popular media such as the New York Times T Magazine . Dr. Adkins teaches courses in philosophy, first-year writing, and integrative core subjects like Justice and Meaning. She has advised hundreds of students through Regis' First-Year Experience program and directed service-learning initiatives. Her community engagement includes chairing The Blue Bench board (supporting sexual assault survivors) and over a decade of involvement as a Reading Buddy in local schools. Academically, she has chaired multiple departments (Philosophy, Women’s and Gender Studies, Classical and Modern Languages, History/Politics/Political Economy) and committees like the Regis College Committee on Rank & Tenure. She co-edits Social Philosophy Today and has reviewed manuscripts for journals, the NEH, and Polity Press. Her recent articles explore themes like online shaming, migration discourse ethics, and institutional gossip dynamics. She emphasizes community engagement, academic service, and bridging scholarly work with public outreach.
