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.
David Kumler is Writing Faculty in the Department of English, where he teaches composition, creative writing, American & Anglophone literature, cultural studies, and social-movement theory. A musician, artist, and scholar, he draws on interdisciplinary training in religious studies, creative writing, and American literature to explore horror, popular culture, and political resistance. Education: PhD in American Literature and Culture, University of Washington MFA in Creative Writing, The University of Alabama BA in Religious Studies, Belmont University Research Focus: Kumler’s work interrogates the nexus of popular culture, horror, political dissidence, and racial capitalism . His dissertation, Into the Seething Vortex: Occult Horror and the Subversion of the Realistic , traces how contemporary antiracist and feminist activism mobilize occult horror tropes to destabilize dominant realist narratives. His current project investigates convergences between evangelical Christianity and the horror genre during the 1980–90s Satanic Panic and the ascendancy of the religious right. Teaching: He has designed and led courses in first-year composition, multimodal composition, expository writing, creative writing, American and Anglophone literature, cultural studies, and social movement theory, emphasizing critical making and multimedia approaches to textual production.
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.
Nicole Wilkes Goldberg is a Part-time/Adjunct Faculty member in the Department of English within the College of Humanities at Brigham Young University. She teaches courses in persuasive writing and first-year composition, contributing to undergraduate writing education at BYU. Research Interests: Autoethnography Contemporary Literature Rhetoric Women's Literature Jewish American and Holocaust Literature Her scholarly work intersects with philosophical and cultural themes, particularly through presentations at the Jewish American and Holocaust Literature Symposium and the North American Levinas Society. She co-authored a paper on Joann Sfar's Klezmer , reflecting her interest in graphic narratives and Jewish identity. Scientific Engagement: Presenter, Jewish American and Holocaust Literature Symposium Presenter, North American Levinas Society Nicole earned her MA in English Literature from Brigham Young University in 2009. Prior to joining BYU, she taught and tutored at Gulf Coast Community College in Panama City, Florida. She currently balances her academic responsibilities with family life, actively teaching while raising her children.
Kaylin O'Dell is an Assistant Lecturer in the Department of English at Skidmore College, holding a B.A. from Vassar College and M.A./Ph.D. from Cornell University. Her office is located in Palamountain Hall 336 with contact via kodell@skidmore.edu. Education: B.A., Vassar College M.A., Cornell University Ph.D., Cornell University Her research centers on Old and Middle English literature within Late Antiquity and the Early Middle Ages, examining performance studies, historical reading practices, rhetorical traditions, and gender dynamics. She investigates how medieval texts reflect societal structures through interdisciplinary lenses including women's studies and digital humanities, with particular focus on pedagogical applications in composition. Publication analysis reveals consistent exploration of Old English religious texts like the Vercelli Homilies and Solomon and Saturn dialogues, emphasizing gendered experiences in early medieval England. Recent works bridge historical scholarship with contemporary digital annotation methods in composition pedagogy, showing evolving methodology from textual analysis to technology-enhanced teaching.
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.
Jane Smith is a Professor of English and Director of the Winthrop Writing Center at Winthrop University. She holds a Ph.D., M.A., and B.A. in English from Case Western Reserve University, Cleveland, Ohio. Her teaching focuses on writing classes such as first-year composition, non-fiction creative essay, composition pedagogy, tutoring pedagogy, and rhetorical theory. Dr. Smith’s research explores how contextual factors influence writing abilities and pedagogical approaches to improve writing instruction and tutoring. She co-edited Student Self-Assessment and Development in Writing (2000) and edited The Elephant in the Classroom: Race and Writing (2010). She also engages in creative writing, producing poetry. Her work emphasizes writing center theory, rhetorical theory, and the intersection of race with writing practices. She actively contributes to academic discourse through edited volumes that address pedagogical innovation and equity in writing education.
Dr. Benjamin Miller is a Lecturer and Degree Co-Director of the Bachelor of Liberal Arts and Science (BLAS) at the University of Sydney's Discipline of English and Writing. He holds a PhD in English from the University of New South Wales and a BA from the University of Wollongong. His research bridges rhetorical theory, Australian literary studies, and Indigenous studies, with a focus on how race and identity are constructed through rhetoric and performance. Key projects include studies on David Unaipon's rhetorical practices and Paul Kelly's collaborations with Aboriginal artists. Teaching responsibilities include WRIT1001, WRIT2000, and WRIT3002, with a commitment to online education technologies and first-year writing pedagogy. He's received multiple teaching awards including the 2014 Faculty Excellence in Teaching Award. His scholarly contributions appear in journals like Journal of Commonwealth Literature and ab-Original: Journal of Indigenous Studies , alongside editorial work for The Year's Work in English Studies . Professional affiliations include leadership roles with SPACLALS and ACRAWSA. Current research explores postcolonial whiteness through Paul Kelly's artistic collaborations and David Unaipon's rhetorical legacy. Supervision focuses on decolonial rhetoric and postcolonial literature, with active PhD candidates addressing critical race theory and intertextual reading approaches.
Kimberly Holst is a Clinical Professor of Law at the Sandra Day O'Connor College of Law, Arizona State University, where she teaches Legal Method and Writing and upper-level legal skills courses. She served as the Dean’s Fellow for Innovation (2023–2024) and holds leadership experience as Immediate Past President of the Legal Writing Institute and former Chair of key AALS sections. Her work bridges legal education, rhetoric, and media. Research Interests: Her scholarship centers on legal writing pedagogy , narrative and rhetoric in legal discourse , and the intersection of law with media and popular culture . She explores how storytelling shapes legal advocacy, how media influences public understanding of law, and how legal education can evolve with technology and societal change. Her recent publications reflect a strong focus on legal education innovation , AI and assessment , rhetorical timing (kairos) , and the disciplinary identity of legal writing . The articles span from foundational skills like predictive writing to advanced topics such as burden-shifting in evidence and international legal developments. Scientific Awards: Global Skills Award (2017) Rocky Mountain Legal Writing Award (2022) She actively mentors students through Independent Study (LAW 781) and supervises Teaching Assistants (LAW 735), contributing to the development of future legal professionals. Her research is widely disseminated through ASU’s Faculty Scholarship Repository and SSRN, and she presents regularly to domestic and international audiences on pedagogical techniques. Labs and Teams: While no formal lab is mentioned, Professor Holst is deeply involved in national academic communities, including the Legal Writing Institute and the Association of American Law Schools, where she contributes to shaping legal education policy and practice. She collaborates across disciplines, particularly at the intersection of law, communication, and media studies.
