JESSIE L. MOORE is director of the Center for Engaged Learning and professor of English: Professional Writing & Rhetoric at Elon University. She previously coordinated Elon’s first-year writing program and professional writing & rhetoric program. She received her Ph.D. and M.A. in English – Rhetoric and Composition from Purdue University.

Jessie leads planning, implementation, and assessment of the Center’s research seminars, which support multi-institutional inquiry on high-impact pedagogies and other focused engaged learning topics. Her recent research examines transfer of writing knowledge and practices, multi-institutional research and collaborative inquiry, writing residencies for faculty writers, the writing lives of university students, and high-impact pedagogies. Her work has appeared in Computers and Composition, Written Communication, Composition Forum, Journal of Faculty Development, Journal on Centers for Teaching & Learning, TESOL Journal, and in edited collections. She co-edited Critical Transitions: Writing and the Question of Transfer (2016) with Chris Anson.

Jessie has served on the Executive Committee for the Conference on College Composition and Communication (CCCC), as the elected Secretary of CCCC, as U.S. Regional Vice President of the International Society for the Scholarship of Teaching and Learning (ISSOTL), and on the Board for the Carolinas Writing Program Administrators. Learn more about her work at jessiemoore.net.

Randy Bass is Vice Provost for Education and Professor of English at Georgetown University, where he leads the Designing the Future(s) initiative and the Red House incubator for curricular transformation. For 13 years he was the Founding Executive Director of Georgetown’s Center for New Designs in Learning and Scholarship (CNDLS).

Randy has been working at the intersections of new media technologies and the scholarship of teaching and learning for nearly thirty years, including serving as Director and Principal Investigator of the Visible Knowledge Project, a five-year scholarship of teaching and learning project involving 70 faculty on 21 university and college campuses. In January 2009, he published a collection of essays and synthesis of findings from the Visible Knowledge Project under the title, “The Difference that Inquiry Makes,” (co-edited with Bret Eynon) in the digital journal Academic Commons (January 2009: http://academiccommons.org).

Bass is the author and editor of numerous books, articles, and electronic projects, including recently, “Disrupting Ourselves: the Problem of Learning in Higher Education” (Educause Review, March/April 2012). He is currently a Senior Scholar with the American Association for Colleges and Universities.

Linda Adler-Kassner is associate dean of undergraduate education and professor of writing studies at University of California Santa Barbara. At UCSB and elsewhere, she works with faculty and students on issues around identification of threshold concepts and the roles that those concepts play in learning and teaching. Her most recent book, co-edited with Elizabeth Wardle, is Naming What We Know: Threshold Concepts of Writing Studies. She is currently associate chair of the Conference on College Composition and Communication and is a past president of the Council of Writing Program Administrators. 

Brooke Barnett is a Professor in the School of Communications and Associate Provost for Inclusive Community at Elon University. Her books include Multidisciplinary Approaches to Communication Law Research, Media coverage of crisis: The war on terror and the wars in Iraq, The Press and Terrorism: An Uneasy relationship, An Introduction to Visual Theory and Practice in the Digital Age and Intersectionality in Action: A Guide for Faculty and Campus Leaders for Creating Inclusive Classrooms and Institutions. 

Diane E. Boyd is the director of the Biggio Center for the Enhancement of Teaching and Learning at Auburn University in Auburn, AL. Trained as an 18th-century British literature scholar, she has been working with colleagues in educational development for the last 15 years. Her publications in the field focus on course re-design for significant learning, amplifying learner and colleague motivation, and Threshold Concepts in teaching and learning. 

Nicolette Clement graduated from the University of Central Florida in August 2015 with a Bachelor of Science in Nursing. She is currently a registered nurse on a women’s medical-surgical unit in Jacksonville, Florida. 

Rebecca Frost Davis is the Director for Instructional and Emerging Technology at St. Edward’s University in Austin, TX. Her work focuses on the intersections of digital pedagogy and liberal education.  She is co-editor (with Matthew K. Gold, Katherine D. Harris, and Jentery Sayers) of Digital Pedagogy in the Humanities: Concepts, Models, and Experiments, an open-access, curated collection, being published by the MLA (forthcoming 2016), of downloadable, reusable, and remixable pedagogical resources for humanities scholars interested in the intersections of digital technologies with teaching and learning. 

Dana Lynn Driscoll is an Associate Professor of English at Indiana University of Pennsylvania where she teaches courses in the Composition and TESOL Doctoral program on teaching writing, writing center and writing program administration, research methods. She also serves as the head mentor for new teachers of writing. Her research interests include writing centers, writing transfer and learning theories, teacher professional development, research methodologies, writing assessment, and writing across the curriculum. She has published in numerous journals including Writing Center Journal, Across the Disciplines, Writing Program Administration, Assessing Writing, Teaching and Learning Inquiry, Computers and Composition and Composition Forum.

Cecilia Maxine Dube is an academic development practitioner with more than twenty years’ experience teaching academic literacies at undergraduate level, first at the University of Zimbabwe and then at the University of Johannesburg (UJ). She is a published writer with several co-authored articles in refereed journals, as well as a co-authored textbook on academic literacy which is now in its second edition. Although Ms Dube is now retired, her ties with UJ continue: she has been a Senior Research Associate with the institution’s Academic Development Centre since 2013. 

Alison Farrell is Teaching Development Officer in the Centre for Teaching and Learning, Maynooth University (Ireland) where she is also Head of the University’s Writing Centre. She has been directly involved in education since 1994 and has worked in a wide range of pedagogical areas at all levels.  She is a founding member and current co-chair of the Irish Network for the Enhancement of Writing (INEW).  She is also the founder of the Summer Writing Institute For Teachers (SWIFT).  Her research interests include composition and enquiry, literacy, academic writing and collaboration.   

Peter Felten is assistant provost for teaching and learning, executive director of the Center for Engaged Learning, and professor of history at Elon University (US). His publications include the co-authored books The Undergraduate Experience (2016) and Engaging Students as Partners in Learning and Teaching (2014), and the co-edited Intersectionality in Action (2016). He is president-elect of the International Society for the Scholarship of Teaching and Learning, and co-editor of the International Journal for Academic Development. 

Mary Goldschmidt is a former writing program director and educational developer. Her experience includes implementing a Writing in the Disciplines (WID) program, teaching composition and literature, and conducting a broad range of faculty development initiatives. Her current research examines optimal design in self-regulated learning instruction for promoting intrinsic motivation and engagement among students in the general education curriculum. With colleagues in psychology, exercise science, and nursing, she is also currently writing a self-reflective examination of a year-long faculty learning community that explored the practice of “Slow Teaching.” 

Gwen Gorzelsky is Executive Director of The Institute for Learning and Teaching (TILT) and Associate Professor of English at Colorado State University. She has published articles in College Composition and Communication, College English, Reflections, JAC, JAEPL, and other venues, as well as The Language of Experience: Literate Practices and Social Change (University of Pittsburgh Press, 2005). Her research interests include writing instruction, learning transfer, metacognition, and literacy learning, particularly uses of literacy for personal and social change. 

 Carol Hayes is an Assistant Professor of Writing at The George Washington University, where she teaches in the University Writing Program and has served in several administrative positions. She currently directs the GW Writing Center. Her research within writing studies focuses on writing transfer, public writing, and writing centers. 

Ed Jones directs the basic writing program and coordinates assessment in the English Department at Seton Hall University. His areas of scholarly interest are knowledge transfer, the effect of race and class on self-beliefs and writing achievement, and issues related to administering a writing program. Since 1999, he has been involved with and helped lead the New Jersey Writing Alliance, an organization that builds bridges between college and secondary composition educators. 

Sandra Kane teaches in the Intensive English Language Institute at Worcester State University. She previously coordinated and taught academic literacies courses at the University of Johannesburg in South Africa, where she also directed the university writing center. 

Francois Masuka is Director of International Student and Faculty Scholar Services at Elon University. 

Kevin Morrison is the Director of the International Center at Macalester College, where he also advises students on study away program selection and assists in the development and implementation of the Center’s orientation and returnee programming. 

Woody Pelton has been the Dean of Global Education at Elon University in North Carolina, since 2009.  Prior to Elon Woody was the Director of the International Center at Winthrop University (2006-09) and was Special Assistant to the President for International Programs at Saginaw Valley State University from 1992- 2006.  Before moving into Higher Education, Woody worked as an attorney in Washington, DC from 1984 – 1992, as an education advisor for the UN High Commission for Refugees serving the Vietnamese Boat People in a refugee camp off the cost of Malaysia, and as Peace Corps Volunteers (ESL instructors) in Morocco. 

Liane Robertson is Associate Professor of English at William Paterson University of New Jersey, where she directs the Writing Across the Curriculum program. Her current research explores writing transfer across multi-institutional contexts, especially the role of particular content in advanced writing courses and its impact on students’ ability to transfer knowledge and practice into a range of writing situations. Her recent work is featured in Writing Across Contexts: Transfer, Composition, and Sites of Writing and Naming What We Know: Threshold Concepts of Writing Studies.  

Steve Salchak is Assistant Professor of Writing in The Women’s Leadership Program at George Washington University. His research focuses on how to best utilize the first-year as both a transition from high school to college and as a foundation for long-term growth as a writer.  Though his teaching and research he is working with partners in the United States, Ireland, Bangladesh, and South Africa to support improved learning and teaching and to help build the capacity of local partners to incorporate writing instruction into their curricula. 

Kara Taczak is Teaching Assistant Professor at the University of Denver. Her research centers on the transfer of knowledge and practices: her current project, The Transfer of Transfer Project, examines the efficacy of the Teaching for Transfer curriculum in multiple courses across multiple institutional sites. This research is the second phase of research reported on in her co-authored book, Writing Across Contexts, which was awarded the 2015 CCCC Research Impact award. Taczak’s other publications have appeared in Composition Forum, Teaching English in a Two-Year College, and Across the Disciplines. 

Elizabeth Wardle is Professor and Director of the Roger and Joyce Howe Center for Writing Excellence at Miami University (OH). She was Chair of the Department of Writing and Rhetoric at the University of Central Florida (UCF), and Director of Writing Programs at UCF and University of Dayton. These experiences fed her interest in how students learn and repurpose what they know in new settings. With Doug Downs, she is the co-author of Writing about Writing. With Linda Adler-Kassner, she is co-editor of Naming What We Know: Threshold Concepts of Writing Studies, winner of the CWPA Outstanding Contribution to the Discipline Award. 

Carmen Werder directs the Learning Commons at Western Washington University, including the Writing Instruction Support Program, a professional development program for faculty who teach writing across the disciplines. She also teaches courses in civil discourse and rhetoric in the Department of Communication Studies. 

Kathleen Blake Yancey, Kellogg W. Hunt Professor of English and Distinguished Research Professor at Florida State University, has served in several leadership roles, for NCTE, CCCC, and CWPA.  Immediate Past Editor of College Composition and Communication, she co-founded and co-directs the Inter/National Coalition for Electronic Portfolio Research <ncepr.org>, and she also leads a 9-site study of transfer of writing knowledge and practice < http://writingacrosscontexts.blogspot.com/>. She has authored, edited, or co-edited 13 scholarly books–including ePortfolios 2.0 and Writing across Contexts: Transfer, Composition, and Sites of Writing; the latter won the CCCC Research Impact Award and the WPA Best Book Award.