Technical Communication & Rhetoric Professors and Supervisors | ApplySharif

جست‌وجوی استاد و پژوهشگر

استاد راهنما، استاد دانشگاه یا پژوهشگر مناسب برای مسیر پژوهشی‌تان را پیدا کنید و با او ارتباط بگیرید.

نمایش ۳۱-۴۵ از ۱٬۰۰۶ استاد راهنما

اطلاعات این پروفایل‌ها از صفحات عمومی دانشگاه‌ها جمع‌آوری شده و ممکن است به‌روز نباشد.

Sara Humphreysمشاهده پروفایل

دانشیار

University of VictoriaCanada

Sara Humphreys is an Associate Teaching Professor and ATWP 250 course coordinator in the Academic and Technical Writing Program at the University of Victoria. She actively contributes to university governance through Senate membership (2023-2026) and serves on the Canadian Association of Discourse and Writing Studies executive committee (2024-2026), while remaining active in the Faculty Association. Her educational background includes: BA from Nipissing University (completed as a mature student) MA in English from the University of Toronto PhD from the University of Waterloo specializing in Discourse and Text Analysis and Rhetoric Dr. Humphreys' research centers on how communication genres function across social contexts to accommodate, affect, oppress, and liberate diverse audiences. Her work critically examines popular video games as cultural expression, online communication forms, multiliteracies, workplace discourse, and Canadian composition practices with specific attention to supporting marginalized student populations. She investigates the intersection of Rhetorical Genre Studies, Media/Game Studies, and Writing Studies to reveal how language constructs reality and empowers agency. Her 2024 Social Sciences and Humanities Research Council Knowledge Synthesis Grant Writing & Power: Policies and Position Statements for Social Change produced a published report in January 2025, while her monograph Manifest Destiny 2.0: Genre Trouble in Gameworlds (University of Nebraska Press, 2021) established foundational work in game studies. Dr. Humphreys approaches teaching as liberation pedagogy, designing curricula to remove barriers for marginalized students and encouraging them to connect composition with their own communities, histories, and knowledges. She cultivates student responsibility as scholars and public intellectuals through critical engagement with rhetoric's transformative potential.

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Beau S. Pihlajaمشاهده پروفایل

دانشیار

Texas Tech UniversityUnited States

Intercultural Technical Communication
Technologically Mediated Professional Communication
Cultural Rhetorics
+۱ مورد دیگر

Beau S. Pihlaja is an Associate Professor in the Technical Communication & Rhetoric (TCR) program within the Department of English at Texas Tech University (TTU). He also serves as the Director of Graduate Studies for TCR since December 2022. His work examines the intersection of communication technologies and intercultural interactions in global contexts, particularly through platforms like WhatsApp in multinational environments and digitally connected classrooms. Education: PhD in Rhetoric and Composition Studies (2017), University of Texas at El Paso (UTEP) Dr. Pihlaja employs activity theory, actor-network theory, and qualitative methods (e.g., on-site observations, interviews) to analyze digital mediation in intercultural collaborations. His recent publications focus on translation/localization, ethical communication at borders, and user-centered pedagogy. His research spans hybrid teaching environments and international contexts, especially South Asia. His methodological approaches emphasize cultural rhetorics and materialist analysis, with a recurring focus on the U.S.-Mexico border as a case study. Dr. Pihlaja's work also explores how digital tools reshape professional ethics and cross-cultural understanding in multinational workplaces. Website: www.beaupihlaja.com Contact: beau.pihlaja@ttu.edu

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Daan van Knippenbergمشاهده پروفایل

استاد

Rice UniversityUnited States

Daan van Knippenberg is the Houston Endowed Professor of Management in Organizational Behavior at the Jones Graduate School of Business, Rice University. Previously, he held academic positions at Drexel University, Erasmus University Rotterdam, University of Amsterdam, and Leiden University, where he earned his Ph.D. His expertise spans leadership dynamics, diversity and inclusion strategies, team performance optimization, and creativity/innovation mechanisms. He focuses on understanding how leadership styles influence team effectiveness, particularly in diverse and crisis-prone environments. Research emphasizes: leadership authenticity and integrity, paradoxical leadership approaches, knowledge diversity impacts, and intergroup relational dynamics. He explores how organizational structures and leadership rhetoric affect collective creativity and innovation processes. His work bridges social psychology and management theory to address real-world organizational challenges. Recent articles highlight themes like leader behavior consistency, team voice dynamics, and innovation under constraints. Findings often reveal counterintuitive outcomes, such as how perceived leadership flaws can paradoxically boost certain team behaviors. No specific awards listed in current profile data. His advisory and grant activities remain unreported here. Active in advancing social identity theory applications to leadership contexts, emphasizing leader group prototypicality effects on team cohesion and performance.

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Lori Beth De Hertoghمشاهده پروفایل

دانشیار

James Madison UniversityUnited States

Lori Beth De Hertogh is an Associate Professor and Director of the WRTC Graduate Program at James Madison University (JMU), where she has been since 2016. She holds a Ph.D. in English with a specialization in Scientific and Technical Communication from Washington State University (2015), an M.A. from Appalachian State University (2008), and a B.A. from the University of Southern Mississippi (2004). Her research focuses on healthcare communication, women’s health, scientific and technical writing, content strategy, and project management. She explores feminist approaches to health communication, digital rhetorics, and participatory pedagogy. Her work frequently intersects with reproductive justice, feminist health literacy, and intersectional methodologies. Her publications include contributions to journals such as Rhetoric of Health & Medicine , Reflections , and Peitho , where she examines topics like feminist digital methodologies and rhetorics of reproductive justice. She also co-edited special issues on these themes. Her research highlights the ethical implications of health communication and the role of technology in feminist activism. No scientific awards are explicitly listed in the provided text. While her advising and grant activities are not detailed here, her work emphasizes collaborative projects and community engagement. She is affiliated with the School of Writing, Rhetoric, and Technical Communication at JMU and maintains a professional presence on LinkedIn.

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Christine Von Renesseمشاهده پروفایل

استاد

Westfield State UniversityUnited States

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.

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Janine Butlerمشاهده پروفایل

دانشیار

Rochester Institute of Technology (RIT)United States

Janine Butler serves as an Associate Professor in the Department of Liberal Studies at the National Technical Institute for the Deaf (NTID), Rochester Institute of Technology. Her teaching portfolio includes Writing Seminar, Leadership and Accessible Technology, and Science, Technology, and Values, where she emphasizes critical thinking, rhetorical strategies, and accessible communication practices for diverse learners. Dr. Butler's academic credentials span foundational and advanced studies in rhetoric and writing: BA in English (Language, Writing, and Rhetoric; minor in Philosophy), University of Maryland MA in English (Writing Studies), Montclair State University PhD in Rhetoric, Writing, and Professional Communication, East Carolina University Her research centers on captions as critical accessibility infrastructure, examining multimodal communication and embodiment through rhetorical, pedagogical, and experiential lenses. She investigates how caption design impacts Deaf and hard-of-hearing audiences across digital media, live performances, and educational contexts, advocating for socially just communication practices that center accessibility as an ongoing communal process. Analysis of her 2017-2024 publications reveals a cohesive scholarly trajectory focused on captioning's rhetorical dimensions. Her work systematically explores caption integration in video composition, live performance, and television while addressing broader implications for digital equity, multilingual accessibility, and embodied learning. This research bridges composition studies, deaf studies, and media theory, establishing captions as dynamic sites for rhetorical invention and social change. Scientific awards were not documented in the provided materials. Dr. Butler's mentorship philosophy emphasizes reciprocal learning between educator and students, reflected in her course designs that cultivate leadership through accessible technologies. While specific grant funding and advisee details remain unspecified, her Leadership and Accessible Technology course demonstrates active engagement with real-world accessibility advocacy, including legal frameworks and emerging technologies like CART services.

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Stef Aupersمشاهده پروفایل

استاد

KU LeuvenBelgium

Stef Aupers serves as Professor of Media Culture at KU Leuven's Institute for Media Studies within the Faculty of Social Sciences. His research centers on cultural sociology of media, examining meaning production, representation, and consumption in contemporary digital cultures with particular focus on conspiracy theories, game studies, and religious mediatization. His primary research domains include: Conspiracy Theory Discourse in Digital Spaces Digital Game Culture and Social Dynamics Religion-Media Intersections Popular Culture Analysis Mediatization of Modern Myth Analysis of his 2021-2025 publications reveals consistent exploration of how conspiracy theorists construct worldviews through digital platforms, the commodification of religion in gaming ecosystems, and socio-technical exclusion mechanisms. His work demonstrates methodological sophistication in analyzing YouTube/Reddit communities, audiovisual rhetoric, and epistemological boundary work between mainstream and alternative knowledge systems. Aupers actively contributes as keynote speaker, conference organizer, and academic journal reviewer, with expertise spanning media analysis, conspiracy culture interpretation, and science-religion discourse. His research provides critical frameworks for understanding contemporary digital culture's most contentious phenomena through cultural sociological lenses.

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Eric Swansonمشاهده پروفایل

استاد

University of Michigan-Ann ArborUnited States

Eric Swanson is a Professor of Philosophy and Linguistics at the University of Michigan, Ann Arbor, where he has been teaching since 2006. He serves as Placement Director and Course Scheduler for the Department of Philosophy within the College of Literature, Science, and the Arts. His office is located in Angell Hall, where he holds regular office hours for students. Dr. Swanson received his academic training from prestigious institutions: Ph.D. in Philosophy (minor in Linguistics), Massachusetts Institute of Technology, 2006 M.A. in Philosophy, Tufts University, 2001 M.A. in Slavic Languages and Literatures, Yale University, 1999 B.A. in Literature, Bard College, 1997 Professor Swanson's research spans multiple interfaces between language and philosophical domains. His current work focuses on social and political philosophy of language and metaethics, particularly examining how language force extends beyond apparent information shared among discourse participants. He has made significant contributions to understanding relationships between language and epistemology (epistemic modals and conditionals), language and metaphysics (causal talk), and language and ethics (deontic modals). His theoretical frameworks include 'constraint semantics' and 'ordering supervaluationism,' providing innovative approaches to linguistic theorizing across these domains. His recent publications reveal a trajectory moving from technical linguistic-philosophical work toward more socially and politically engaged analyses of language. The most recent articles increasingly address issues of ideology, normativity, and political dimensions of language use while maintaining rigorous formal approaches. His work consistently bridges analytic philosophy of language with broader social concerns, demonstrating how technical linguistic phenomena connect to larger questions about power, ideology, and social structure. Professor Swanson has taught a diverse range of courses from introductory philosophy to specialized graduate seminars. In Fall 2025, he will teach the graduate proseminar for first-year Ph.D. students and Philosophy 340 (Minds and Machines). His undergraduate teaching includes Introduction to Philosophy, Philosophy and Narrative, Introduction to Formal Philosophical Methods, Minds and Machines, Language and Mind, and specialized courses on Philosophy of Language with a focus on contemporary AI. At the graduate level, he has taught numerous proseminars and specialized courses on topics including metasemantics, normative language, social and political philosophy of language, underdetermination, and discourse constraints on anaphora.

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David Grantمشاهده پروفایل

استاد

University of Northern IowaUnited States

David Grant is a Professor of English at the University of Northern Iowa, affiliated with the College of Humanities, Arts, and Sciences and the Department of Languages & Literatures. His work focuses on decolonial rhetorics, environmental sustainability, and technical communication ecologies, particularly in underserved communities. He has been recognized with the 2024 CCCC Outstanding Teacher Award and serves as a UNI Service Learning Leader and Student Success Advocate. Education: Ph.D., University of Wisconsin-Madison M.A., Northern Arizona University B.A., Winona State University Research Interests: Decolonial and posthuman rhetorics Rhetorical energy and hospitality Indigenous language revitalization (Meskwaki, Dakota) Place-based writing and environmental sustainability His current projects include leading revisions of CCCC and AWAC policy statements and serving on RSA’s Publications Committee. Awards: 2024 CCCC Outstanding Teacher Award UNI Service Learning Leader Student Success Advocate Advising & Leadership: Leads initiatives to decolonize writing curricula and has co-edited Decolonial Conversations in Posthuman and New Material Rhetorics . His work bridges academic and community writing practices through service-learning and rhetorical energy frameworks. Labs/Teams: Directs the revision of AWAC’s statement on AI writing tools and collaborates with the CCCC American Indian Caucus on Indigenous rhetoric initiatives.

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Katlynne Davisمشاهده پروفایل

استادیار

University of St. ThomasUnited States

Technical and professional writing
Technical and professional communication
Social media writing and communication
+۴ مورد دیگر

Katlynne Davis is an Assistant Professor in Professional Writing at the University of St. Thomas , affiliated with the College of Liberal Arts and the English Education department. Her work bridges technical communication with digital and social platforms. Education: PhD in Rhetoric and Scientific & Technical Communication from the University of Minnesota MA in Rhetoric, Composition, & Professional Communication from Iowa State University BA in English and History from University of Wisconsin-Parkside Her research focuses on technical and professional communication in digital contexts, including social media writing, mental health rhetorics, digital labor, and audience studies. She examines how communication practices evolve in networked environments. Her publications analyze digital infrastructure, graduate student experiences in technical communication, and pedagogical approaches to digital literacy. She teaches courses on business writing, professional writing fundamentals, and usability/user experience design, emphasizing ethical communication and design justice.

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Yeqing Kongمشاهده پروفایل

استادیار

Georgia Institute of TechnologyUnited States

Yeqing Kong is an Assistant Professor of Technical Communication at Georgia Institute of Technology’s School of Literature, Media, and Communication (Ivan Allen College of Liberal Arts). Her research focuses on transnational risk communication, AI-assisted technologies, and social justice in communication. She holds a Ph.D. in Communication, Rhetoric, and Digital Media from North Carolina State University (2017-2021), an M.A. in Language and Linguistics from Lancaster University (2014-2015), and a B.A. in English from Hunan University (2010-2014). Education: Ph.D. North Carolina State University | M.A. Lancaster University | B.A. Hunan University Her research interests include corpus-assisted discourse analysis, cross-cultural communication strategies for vulnerable communities, and AI ethics in recruitment technologies. Recent work explores global health communication during the pandemic and environmental justice in crises like the Flint Water Crisis. Publications span journals like IEEE Transactions on Professional Communication and ACM conferences, focusing on technical communication, crisis management, and digital rhetoric. Her work emphasizes participatory approaches to promote equitable communication practices. Awards : Over $40,000 in grants (2017-2024), including IAC SODA Award, ACM SIGDOC grants, and HASTAC Scholar recognition. Grants and projects include AI-assisted recruiting tools and pedagogical initiatives like the Information Literacy Faculty Fellowship. She advises on technical writing pedagogy and health communication strategies, with ongoing collaborations in global media studies.

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Natasha N. Jonesمشاهده پروفایل

دانشیار

Michigan State UniversityUnited States

Natasha N. Jones is an Associate Professor in the Department of African American and African Studies at Michigan State University, affiliated with the College of Arts and Letters. She serves as President of the Association of Teachers of Technical Writing (ATTW) and focuses on integrating social justice into technical communication. Her research emphasizes Black feminist thought, narrative inquiry, and human-centered design methodologies. Jones holds a PhD in Technical Communication/Human-Centered Design & Engineering from the University of Washington, an MA in Technical and Professional Communication from Auburn University, and a BA in Print Journalism from Georgia State University. Her work bridges scholarship and activism through projects like the CCCC Black Technical and Professional Communication Position Statement and coalitional advocacy initiatives. Awards include the 2021 CCCC Best Book Award and multiple CCCC Best Article recognitions. Jones prioritizes centering marginalized voices in her scholarship, particularly Black women and systemically oppressed communities. Her teaching philosophy emphasizes participatory pedagogy and equity-centered design. Jones actively participates in pro-Black organizational leadership within writing studies and has contributed to special issues on Black technical communication. She balances academic rigor with creative passions for poetry, plants, and speculative fiction genres.

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Tiffany Kinneyمشاهده پروفایل

دانشیار

Colorado Mesa UniversityUnited States

Tiffany Kinney is an Associate Professor of English and Department Head for Languages, Literature and Mass Communication at Colorado Mesa University. She holds a PhD in Rhetoric and Composition from the University of Utah and teaches courses in professional and technical writing, composition, science writing, and rhetorical theory. PhD, Rhetoric and Composition: University of Utah MA, English: University of Oregon BS, English: Westminster College Her research focuses on marginalized rhetorics , particularly how local histories challenge dominant narratives, and on interdisciplinary strategies for teaching writing in the sciences through digital curriculum development. She emphasizes critical awareness of power in discourse and trains students to navigate and adapt genre conventions across media forms—from essays to podcasts to digital exhibits. Her recent publications span feminist rhetoric, body studies, and writing pedagogy, with contributions to journals such as Praxis: A Writing Center Journal and The Interdisciplinary Journal of Body Weight and Society , as well as edited collections on feminist rhetorical history. Her work reflects a strong commitment to interdisciplinary collaboration and inclusive communication practices. Dr. Kinney actively mentors writing groups and contributes to curriculum innovation, particularly in science writing education, though no formal advisees are listed. She collaborates across institutions to improve writing instruction and has developed tools for graduate writing support. She is involved in research teams focused on writing pedagogy and digital learning environments, contributing to the development of innovative teaching resources that bridge disciplines and media.

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Michael J. Farisمشاهده پروفایل

استاد

Texas Tech UniversityUnited States

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.

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Charles Blahousمشاهده پروفایل

استاد مهمان

Stanford UniversityUnited States

Charles Blahous is a Visiting Fellow at the Hoover Institution, part of Stanford University, specializing in domestic economic policy with a focus on retirement security, Social Security, employer-provided pensions, fiscal policy, entitlements, and healthcare reform. His professional background includes significant government service, having served as one of the two public trustees for Social Security and Medicare Programs from 2010 to 2015, deputy director of President Bush's National Economic Council from 2007 to 2009, and special assistant to the president for economic policy from 2001 to 2007. Blahous earned his PhD in computational quantum chemistry from the University of California at Berkeley and an AB from Princeton University, where he won the McKay Prize in Physical Chemistry. His academic background in science provides a unique analytical perspective to his economic policy work. His research interests span retirement security with emphasis on Social Security and employer-provided defined benefit pensions, federal fiscal policy, entitlements, demographic change, economic stimulus, financial market regulation, and health care reform. He approaches these topics with a focus on fiscal sustainability and policy realism, often challenging conventional political narratives with data-driven analysis. His work frequently addresses the long-term solvency challenges of major federal entitlement programs and the political obstacles to meaningful reform. Blahous's publications demonstrate consistent focus on entitlement program sustainability, particularly Social Security and Medicare, with recent work examining the political dynamics of fiscal policy and the practical realities of healthcare reform. His analysis often bridges technical policy details with accessible political commentary, making complex economic issues understandable to broader audiences. SmartMoney's 'Power 30' list (2005) Public Trustee for Social Security and Medicare Programs (2010-2015) Throughout his career, Blahous has advised multiple presidential administrations and congressional committees on economic policy matters. His experience spans both academic research and direct government service, giving him a comprehensive understanding of policy development from both theoretical and practical perspectives. He has testified before congressional committees on multiple occasions regarding Social Security, Medicare, and broader fiscal policy issues.

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