Julia Bleakney is Director of The Writing Center, within the Center for Writing Excellence, and Associate Professor of English, at Elon University, North Carolina. At Elon, Julia co-led the Center for Engaged Learning’s 2019-2021 research seminar on Writing Beyond the University. She was co-chair of Elon’s 2022 Conference on Engaged Learning. As Director of The Writing Center, Julia mentors approximately 50 undergraduate peer consultants each year, who support the writing endeavors of fellow undergraduates, graduate students, faculty and staff, and members of the local community. In addition, she develops programs to support students in partnership with colleagues across campus. She also co-leads, with Paula Rosinski, the director of Writing Across the University, within the Center for Writing Excellence, a Disciplinary Writing Consultants program (a course-embedded consultants program) and a summer faculty development institute. Julia’s research is focused on writing center consultant education, student leadership, and writing beyond the university. Her recent publications, all coauthored, include “Rhetorical Training Across the University: What and Where Students and Alumni Learn about Writing“ (Composition Forum) “How Consultants and Faculty Perceive the Benefits of Course-Embedded Writing Consultant Programs” (WLN: A Journal of Writing Center Research); and “Tutor Talk: Do Tutors Scaffold Students’ Revisions?” (The Writing Center Journal).

Jessie L. Moore is director of the Center for Engaged Learning and professor of Professional Writing & Rhetoric at Elon University. Jessie leads planning, implementation, and assessment of the Center’s research seminars, which support multi-institutional inquiry on focused engaged learning topics. Her recent research examines engaged learning, high-impact pedagogies, the writing lives of university students and recent college graduates, and multi-institutional research and collaborative inquiry. She is the author of Key Practices for Fostering Engaged Learning: A Guide for Faculty and Staff (Stylus, forthcoming) and co-editor of Cultivating Capstones: Designing High-Quality Culminating Experiences for Student Learning (with Caroline J. Ketcham and Anthony G. Weaver, Stylus, forthcoming), Excellence in Mentoring Undergraduate Research (with Maureen Vandermaas-Peeler and Paul Miller, CUR, 2018), Understanding Writing Transfer: Implications for Transformative Student Learning in Higher Education (with Randy Bass, Stylus, 2017), and Critical Transitions: Writing and the Question of Transfer (with Chris Anson, The WAC Clearinghouse and University Press of Colorado, 2016). With Peter Felten, she edits two book series: The Stylus Publishing/Center for Engaged Learning Series on Engaged Learning and Teaching and the Center for Engaged Learning Open Access Book Series.

Paula Rosinski is director of Writing Across the University (WAU) in the Center for Writing Excellence and professor of Professional Writing & Rhetoric at Elon University. As WAU director, she led Elon’s Quality Enhancement Plan on Writing Excellence, which laid the foundation for building a sustainable culture of writing for students, faculty, and staff. She recently co-led Elon’s Center for Engaged Learning’s three-year multi-institutional research seminar on Writing Beyond the University and currently serves on the executive board of the international Association for Writing Across the Curriculum. Her recent research focuses on alumni transfer of writing strategies and rhetorical knowledge between academia and the workplace; STEM student transfer of writing and content knowledge between academic and professional contexts; how rhetorical theories and practices get reframed in multimodal environments; multimodal writing across the disciplines; supporting STEM faculty research on student and alumni writing; and Disciplinary Writing Consultants/Writing Fellows. Her scholarship has appeared in Composition Forum, Written Communication, Computers and Composition, WPA: Writing Program Administration, the Journal of the Council of Writing Program Administrators, WLN: A Journal of Writing Center Scholarship, and edited collections.

Jonathan Alexander is Chancellor’s Professor of English at the University of California, Irvine. He is the author, co-author, or co-editor of twenty-two books in the fields of rhetoric, writing studies, popular culture, and life writing.

Dominique Vola Ambinintsoa is a learning advisor and lecturer at Kanda University of International Studies (KUIS) in Chiba, Japan. She also works as a part-time lecturer for the MA TESOL program at Nagoya University of Foreign Studies (NUFS), Japan. She holds a PhD in applied linguistics, focusing on fostering learner autonomy in an EFL context (Victoria University of Wellington, New Zealand) and a Master of Education in TESOL (State University of New York at Buffalo, US). She is a co-managing editor of the Research Institute for Learner Autonomy Education’s Relay Journal and is a co-editor for an upcoming issue of the Learner Development Journal. She has a particular interest in learner autonomy, self-regulation, self-access language learning, advising in language learning, and positive psychology in education. In addition to Japan, she has had experience of teaching English in Madagascar, the United States, and New Zealand.

Olivia S. Anderson is an associate clinical professor and associate chair of educational initiatives in the Department of Nutritional Sciences in the School of Public Health at the University of Michigan. Dr. Anderson is interested in the scholarship of teaching and learning in public health education. Her research has a specific emphasis surrounding: 1) implications of the public health discipline to interprofessional education (IPE) and practice, 2) lactation education training aimed to reduce health disparities and promote population health, and 3) equitable teaching strategies for effective education especially in public health writing. Dr. Anderson teaches maternal child nutrition and professional development courses that foster public health writing and teaching skills.

Ella August, PhD, MA, MS, is a faculty member in the University of Michigan School of Public Health. She is also the founder and editor-in-chief of the non-profit organization PREPSS (Pre-Publication Support Service), which supports researchers across the globe in publishing their work in peer-reviewed journals. Dr. August holds a PhD in Epidemiology, an MS in Nutrition, an MA in Writing, and a BA in English. Her research investigates how to teach writing effectively in the health sciences as well as how to strengthen capacity for research publication in low-resource settings. She has trained hundreds of students and professional researchers over the past two decades.

Neil Baird is an associate professor of English at Bowling Green State University, where he directs the University Writing Program. His current research focuses on writing transfer, and has appeared in College Composition and Communication, WPA: Writing Program Administration, and Across the Disciplines. He is editing a special issue for Composition Forum on the discourse-based interview with Bradley Dilger,  and interviewing methods he’s used extensively to study writing transfer.

Ann Blakeslee is Professor of English and Director of the Office of Campus & Community Writing (C2W) at Eastern Michigan University. Blakeslee coordinates campus and community writing initiatives, including the University Writing Center; Writing Across the Curriculum; the Eastern Michigan Writing Project; and YpsiWrites, a community writing resource powered by EMU’s C2W, 826michigan, and the Ypsilanti District Library. EMU’s C2W also collaborates with secondary writing centers across southeast Michigan, and it partners with numerous non-profits. Blakeslee earned her Ph.D. in Rhetoric at Carnegie Mellon University and her Masters in Technical and Scientific Communication at Miami University. She is chair of the Association for Writing Across the Curriculum and Associate Publisher for Books, Monographs, and Conference Proceedings for the WAC Clearinghouse. Blakeslee’s areas of interest include writing in the disciplines and workplace, learning transfer, community writing centers, writing assessment, secondary and post-secondary partnerships, WAC-based writing centers, cognitive coaching, general education reform and assessment, faculty professional learning, development of WAC programs, qualitative research, and audience. She has been recognized for her scholarly achievements with the Society for Technical Communication Ken Rainey Award for Excellence in Research in Technical Communication and with the Association of Teachers of Technical Writing Fellows Award.

Laurie Ann Britt-Smith received her PhD from Saint Louis University, was formerly an Associate English Professor and Writing Program Administrator at the University of Detroit Mercy, and is currently the Director of the Center for Writing, which combines WAC/WID duties with teaching and oversight of the Writer’s Workshop at the College of the Holy Cross. Service includes membership on the Executive Board of Research Network Forum at the CCCCs, Chair of the Northeast Writing Across the Curriculum Consortium, and serving on the Executive Committee as Treasurer for the Association for Writing Across the Curriculum. In addition to her work and scholarship in composition studies and writing across the curriculum, she is interested in, and has published work on rhetoric(s) of social justice and the intersections of identity, public discourse, and spirituality.

Michael-John DePalma is Professor of English and Director of Professional Writing and Rhetoric at Baylor University. He teaches undergraduate and graduate courses in rhetoric, creative nonfiction, spiritual writing, persuasive writing, professional writing, and writing theory and pedagogy. His research centers on religious rhetorics, transfer, and rhetorical education. His work has appeared in journals such as College Composition and Communication, College English, Rhetoric Review, Rhetoric Society Quarterly, Computers and Composition, Composition Studies, Reflections, JAEPL, Composition Forum, the Journal of Second Language Writing, System, and several edited collections. With Jeffrey M. Ringer, he edited Mapping Christian Rhetorics: Connecting Conversations, Charting New Territories (Routledge 2015). Mapping Christian Rhetorics was awarded the 2015 Book of the Year by the Religious Communication Association. He is the author of Sacred Rhetorical Education in 19th Century America: Austin Phelps at Andover Theological Seminary (Routledge 2020). With Paul Lynch and Jeffrey M. Ringer, he is currently editing Rhetoric and Religion in the 21st Century: Towards the Achievement of Pluralism in a Post-secular Age (Southern Illinois UP).

Ryan J. Dippre is Associate Professor of English and Director of Composition at the University of Maine. He studies writing through the lifespan, writing program administration, and the teaching of writing. His book, Talk, Tools, and Texts: A Logic-In-Use for Studying Lifespan Literate Action Development, is available through the WAC Clearinghouse. He is the co-chair (with Talinn Phillips of Ohio University) of the Writing through the Lifespan Collaboration, and the series co-editor (also with Talinn Phillips) of the WAC Clearinghouse’s Lifespan Writing Research series.

Dr. Dana Lynn Driscoll is a Professor of English at Indiana University of Pennsylvania, where she directs the Jones White Writing Center and teaches in the Composition and Applied Linguistics doctoral program. Her scholarly interests include composition pedagogy, writing centers, writing transfer and writerly development, and research methodologies. She has served on the CCCC Executive Board, CCCC Research Impact Award Committee, and on numerous editorial boards in the field. She currently serves as a co-editor of Writing Spaces, an open-source textbook for college composition.

Sam graduated from the University of Edinburgh, UK, with a PhD focusing on the effects of Students as Partners initiatives on undergraduate students’ graduate attributes, sense of identity, and community.

Dr. Michelle J. Eady is an Associate Professor in Curriculum and Pedagogy in the School of Education at the University of Wollongong, New South Wales, Australia. Michelle is an ISSOTL and HERDSA Fellow, a senior Fellow of the HEA, the Vice President of Asia-Pacific ISSOTL and holds a national teaching citation for her work in quality teacher preparation. Her research interests include SOTL, Distance Learning/Synchronous Technology, Aboriginal Studies, Work Integrated Learning (WIL) and other current issues in Education. Associate Professor Eady has had the pleasure of speaking at conferences worldwide and looks forward to collaborations with colleagues who have a passion for teaching and learning.

Dr. Andrea Rosso Efthymiou is an Associate Professor of Writing Studies and Rhetoric and the Writing Center Director at Hofstra University, where she teaches rhetoric and academic writing to undergraduate students and mentors writing center tutors’ research. Andrea has been named 2021 Teacher of the Year for the Humanities and Fine Arts and 2022 Mentor of the Year at Hofstra University. Andrea’s research interests include writing centers, undergraduate research, writing program administration, and writing transfer. She chaired the 2017 National Conference on Peer Tutoring in Writing (NCPTW) and currently serves as NCPTW Treasurer. Andrea’s scholarship has appeared in Praxis: A Writing Center Journal, WLN: A Journal of Writing Center Scholarship, Writing Center Journal, and various edited collections.

Dr Alison Farrell works as Teaching Development Officer in the Centre for Teaching and Learning, Maynooth University (Ireland). In 2011 she established the University’s writing center. From 2016 – 2021 she was Management Chair of European funded COST Action “We Relate – Advancing effective institutional models towards cohesive teaching, learning, research and writing development.” From January 2019 to December 2021, she was seconded to the National Forum for the Enhancement of Teaching and Learning in Higher Education as Senior Lead for Sectoral Engagement. Alison was a participant in the Elon Research Seminar on Writing Transfer and in the Research Seminar on Writing Beyond the University. Her research interests include professional learning and collaboration.

Niamh Fortune is an Associate Professor in the Froebel Department, Maynooth University specializing in the area of literacy. Niamh is Head of Department and teaches language and literacy to undergraduate and postgraduate students in education. Niamh qualified as a primary school teacher and has a broad range of teaching experiences. Before taking on the role of Head of Department Niamh was the Program Leader in the department. Niamh is Past President of The Literacy Association of Ireland. As part of this role, she organized international Literacy conferences. Most recently Niamh was a member of the design team of the Primary Language Curriculum (2019) with the NCCA. Niamh’s research interests include the teaching of writing, reading for pleasure and literacy and play.

Brian J. Fitzpatrick is an Associate Professor at George Mason University where he teaches composition. His research is primarily focused on workplace writing, as well as online and hybrid pedagogies. He is the co-founder of the Archive of Workplace Writing Experiences and has been a recipient of the Conference on College Composition and Communication’s Emergent Researcher Award for 2017-18 and the CCCC Research Initiative Grant for 2021-22. His work has appeared in Effective Teaching of Technical Communication: Theory, Practice, and Application by WAC Clearinghouse, as well as Performance Improvement Quarterly, Double Helix, and other journals.

Alexis Hart, Professor of English and Director of Writing at Allegheny College, is the co-author of Writing Programs, Veterans Studies, and the Post-9/11 University: A Field Guide and editor of How to Start an Undergraduate Research Journal and ePortfolios@edu: What We Know, What We Don’t Know, and Everything In-Between. Her work has also appeared in CCC, Pedagogy, Writing on the Edge, Composition Forum, Scholarship and Practice of Undergraduate Research (SPUR), and several edited collections. Hart’s co-authored article “Veterans in the Writing Classroom: Three Programmatic Approaches to Facilitate the Transition from the Military to Higher Education” received the 2017 Richard Braddock Memorial Award, which is presented to the author(s) of the outstanding article on writing or the teaching of writing in the CCCC journal. This article was also featured in the Best of the Journals in Rhetoric and Composition 2018. As Director of Writing, she is responsible for training and supervising the peer writing consultants in Allegheny’s Center for Student Success and for leading faculty development related to the teaching of writing across the curriculum.

Ashley J. Holmes is Associate Professor of English and Director of Writing Across the Curriculum at Georgia State University. Her book Public Pedagogy in Composition Studies (2016) was published with the CCCC/NCTE Studies in Writing and Rhetoric series, and her articles have recently appeared in The International Journal of Students as Partners and Composition Forum. Her current book-length project, Learning on Location, explores place-based pedagogies through writing, walking/movement, and civic engagement. Holmes serves as Managing Co-Editor of Composition Forum.

Radhika Jaidev is the Director of the Centre for Communication Skills (CCS) at the Singapore Institute of Technology (SIT). While she manages the center and its day-to-day activities, she also teaches academic and technical writing as well as presentation skills to undergraduate students. One of her key responsibilities is to drive the university’s Communicating Across the Curriculum (CAC) effort, a university-wide push to embed discipline and assignment-specific writing instruction, consultation, and assessment. In keeping with this effort, she meets with content faculty to help them improve the writing outcomes and the attendant assessment rubrics of their content assignments. Her research interests include content and language-integrated learning through embedding as well as writing transfer within the university and at the workplace.

Alena Kasparkova, PhD, works at VSB-Technical University of Ostrava, Czech Republic. Educated in language teaching, coaching, environmental science, and academic writing development, she supports undergraduate and graduate students as well as her fellow academics in becoming better writers. She is active in 3 areas: Academic Writing, Writing for Publication, and Writing beyond University. She teaches academic writing to undergraduate students, and her research team are working on the development of Czech Academic Phrasebank and its use in teaching academic writing in Czech. In 2021 she co-organized the 11th Conference of the European Association for the Teaching of Academic Writing (EATAW). Since 2019 Alena has served on EATAW board and since 2022 as the editor of Journal of Academic Writing. As for Writing for Publication, Alena has contributed to the development and taught Writing for Publication courses and Writing for Publication: Teacher Training course. Concerning Writing beyond University, she aims to prepare graduates better for writing in general, and her research focuses on early alumni’s success and the strategies they apply when writing at the workplace. She was involved in the 2019-2021 research seminar on “Writing Beyond the University: Fostering Writers’ Lifelong Learning and Agency” with Elon University.

Anna V. Knutson holds a PhD in English and Education from the University of Michigan. For three years, she served as a tenure-track writing program administrator before leaving academia during the pandemic so she could live near her family in western Washington. She now works as a Senior UX Researcher at Workday, where she contributes to software development through qualitative research. Her writing studies research explores learning transfer across academic and non-academic contexts, as well as students and faculty in transition. Her scholarly research can be found in Across the Disciplines, College English, Composition Forum, Computers and Composition, Kairos, The Writing Across the Curriculum Journal, and WPA: Writing Program Administration, as well as the collections Developing Writers in Higher Education: A Longitudinal Study and Class in the Composition Classroom: Pedagogy and the Working Class. When she’s not conducting research, Anna is most likely enjoying living near her family, seeing live music, or spending time with her two pups, Biscuit and Bernadette.

Ben Lauren is an Associate Professor at the University of Miami in the Department of Writing Studies. His research broadly focuses on professional and public writing. His book Communicating Project Management: A Participatory Rhetoric for Development Teams interrogates participatory approaches to managing work, leadership, and organizational change. His recent work focuses on creative-critical scholarship, including how songwriting can contribute to the study and understanding of rhetoric.

Dr. Heather Lindenman is an Assistant Professor of English and Coordinator of the First-Year Writing Program at Elon University. Her teaching and research focus on community-engaged writing, writing transfer across contexts, and writing for social change. Her scholarship has appeared in College Composition and Communication, Community Literacy Journal, Reflections: A Journal of Community-Engaged Writing and Rhetoric, and Writing Program Administration.

Karen Lunsford is Associate Professor of Writing and Director of the Writing Program at the University of California, Santa Barbara. Her research on intellectual property issues has appeared in Kairos and in the co-authored book, The Effects of Intellectual Property Law in Writing Studies: Ethics, Sponsors, and Academic Knowledge-making (Routledge, 2020). Articles regarding the Wayfinding Project can be found in Written Communication, College English, LiCS, and Computers & Composition.

Stephen Macharia is a Lecturer and Head of the Writing Centre at Strathmore University. He holds a PhD in Communication Studies (Moi University), a Master of Arts in Linguistics Degree and a Bachelor of Education (Arts) from the University of Nairobi as well as a Specialist Diploma in Digital Communication from the Chartered Institute of Public Relations. His scholarship interests are in SoTL and Digital Communication.

Ina Alexandra Machura is a post-doctoral researcher and lecturer at Goethe University and Siegen University, Germany. She teaches discipline-specific courses in English and German Linguistics for undergraduate students as well as interdisciplinary writing-intensive courses for graduate and doctoral students in the social and life sciences. She is also developing digital open educational resources (OER) for students and faculty in post-secondary education, primarily in teacher training programs, to integrate into established programs and courses, or for independent study.  In her research, she focuses on developing pedagogies to help students engage in adaptive, recursive transfer for repurposing their knowledge and writing strategies in different contexts of work and study. She is particularly interested in intercultural work-integrated learning pedagogies that cater to the needs of super-diverse student populations and faculty.

Jennifer Mallette is an associate professor in the Department of Writing Studies at Boise State University. In addition to teaching technical communication courses, she collaborates with faculty in the College of Engineering to support student writers. Her research interests build on those collaborations, examining best practices for integrating writing into engineering curriculum to help students develop writing knowledge that will transfer beyond the university into industry positions or graduate school. As part of this research, she also explores women’s experiences in engineering settings through the context of writing, developing approaches that will enable women to have more positive experiences with collaborative work and understanding how writing impacts their professional identities in the workplace.

Travis Maynard is an Assistant Professor of English at Elon University, where he teaches in the First-Year Writing and Professional Writing and Rhetoric programs. Beyond alumni study in undergraduate major programs in writing and rhetoric, his research interests include digital multimodal composition and assemblage pedagogy in the writing classroom. His prior work has appeared in the edited collections Assembling Composition and Teaching through the Archives: Text, Collaboration, and Activism.

Jessica McCaughey, Ph.D., is an Assistant Professor in the University Writing Program at George Washington University, where she teaches academic and professional writing. In this role, Jessica has developed a growing Workplace Writing Program to help organizations improve the quality of their employees’ writing. Through this program, she has worked with teams at a variety of organizations, including Amnesty International, DC United, the US Department of Labor, the FDA, the Democracy Fund, and the American Legion, among many others. Her research focuses primarily on the transfer of writing skills from the academic to the professional realm. Jessica co-founded and co-directs the Archive of Workplace Writing Experiences.

Lilian Mina is Associate Professor of English and the Director of Composition at Auburn University at Montgomery in the United States. She is also the Vice President/President Elect of Council of Writing Program Administrators (CWPA). Her research is situated in three major areas: digital writing, writing program administration, and multilingual composition. Her research in digital writing focuses on multimodal composing, teachers’ use of digital technologies, and using social media in teaching writing. Meanwhile, her research in writing program administration is focused on professional development of writing instructors, programmatic assessment, and reflective practices in teacher training programs. Finally, her research in multilingual composition is centered around multilingual writers’ experiences and response to (digital) pedagogies in the writing classroom. Her work has appeared in prestigious journals and edited collections from university presses.

Rebecca Nowacek is a Professor of English at Marquette University, where she co-directs the Ott Memorial Writing Center. She is the author of Agents of Integration: Understanding Transfer as a Rhetorical Act, and her work has also appeared in CCC, College English, and RTE.  Her chapter in Naming What We Know, co-authored with Brad Hughes, received the IWCA Outstanding Article award. Rebecca was a Carnegie Scholar with the Carnegie Academy for the Scholarship of Teaching and Learning, a member of Elon University’s Research Seminar on Writing Beyond the University, and the 2012 recipient of Marquette’s Gettel Faculty Award for Teaching Excellence.

Dr Íde O’Sullivan is a Senior Educational Developer at the Centre for Transformative Learning at the University of Limerick (UL), where she is Curriculum Development Support Lead, steering the development of a curriculum development framework for the University. Íde teaches curriculum design and leads three scholarship modules on the Graduate Diploma in Teaching, Learning and Scholarship in Higher Education. From 2007 to 2019, Íde co-directed the Regional Writing Centre, where she led the design, delivery and evaluation of writing-support interventions at UL. She is a founding member of the Irish Network for the Enhancement of Writing, elected vice-chair of the executive committee of the Educational Developers in Ireland Network and a Senior Fellow of the Staff and Educational Development Association. Her current research focuses on curriculum design, professional development of academic staff, writing transfer, writing pedagogy and assessment, and the institutional work of writing centers.

Matthew Pavesich is Director of and Teaching Professor in the University Writing Program at Johns Hopkins University. His research and teaching spans writing pedagogy, writing program administration, and the public humanities, with publications in enculturation, the WAC Journal, Technoculture, The Journal of Basic Writing, and several edited volumes. In 2020, he won the Provost’s Innovation in Teaching award at Georgetown University.

Stacey Pigg is an Associate Professor of English and Director of the Professional Writing Program at NC State University. She researches digital and networked writing practices that shape work, learning, and engagement across professional contexts. She teaches graduate and undergraduate courses in rhetorical theory, professional communication, and digital rhetoric and writing. In her role as Director of the Professional Writing Program, Dr. Pigg works to support students across NC State in learning effective professional writing practices.

Ha Pham holds a PhD in Applied Linguistics from Victoria University of Wellington, New Zealand in 2019. She teaches EFL/ESL writing and writes materials for writing courses. Her research interests include peer feedback, academic writing, CALL, and technology-assisted L2 writing. Her publications have appeared in Computer-Assisted Language Learning and The Journal of Asia TEFL.

Dr. Jennifer Reid currently serves as Acting Assistant Vice President of Student Affairs at Marquette University, where she has also taught rhetoric and composition. Jennifer holds a Ph.D. in Educational Policy and Leadership and an M.F.A. in creative writing. Her research interests include higher education, writing related knowledge transfer, writing across and beyond the curriculum, college student development and success. She lives in Milwaukee, WI with her basset hounds Maybell and Maude and her partner Dan.

Michael Rifenburg is an associate professor of English at the University of North Georgia, USA, he serves as co-director of first-year composition and is a senior faculty fellow for scholarly writing with UNG’s Center for Teaching, Learning, and Leadership. He authored The Embodied Playbook: Writing Practices of Student-Athletes (Utah State University Press, 2018) and co-edited Pedagogical Perspectives on Cognition and Writing (Parlor Press, 2021). His next book, Drilled to Write: Becoming a Cadet Writer at a Senior Military College, is forthcoming. He is a recipient of the University System of Georgia Regents’ Scholarship of Teaching & Learning Award.

Liane Robertson is Associate Professor of English and Director of First-Year Composition at the University of South Florida. She is co-author of Writing Across Contexts: Transfer, Composition, and Sites of Writing (2014), winner of the Council of Writing Program Administrators’ Best Book Award. A recipient of the CCCC Research Impact Award, multiple CCCC Research Initiative Grants, and a CWPA research grant, her work focuses on knowledge transfer in Writing Studies, and the connections between writing knowledge and writers’ experiences, from the first- year college classroom through post-college pursuits. Her work has appeared in numerous publications, including College Composition and Communication (2019), The WAC Journal (2018), Contemporary Perspectives on Cognition and Writing (2018), Composition, Rhetoric, and Disciplinarity (2018), Understanding Writing Transfer: Implications for Transformative Student Learning in Higher Education (2017); and A Rhetoric of Reflection (2016), Naming What We Know: Threshold Concepts in Writing Studies (2015), and Composition Forum (2013). She is currently an invited researcher at the Elon University Writing Beyond the University seminar, investigating early-career writers’ knowledge and practices in a range of workplace contexts.

Jeffrey E. Saerys-Foy earned his PhD in Experimental Psychology at Stony Brook University, where he studied how people understand discourse. Currently, his research focuses on how people engage with fictional stories, and he is beginning to conduct research on students’ perceptions of antiracist writing pedagogies. He directed Quinnipiac University Writing and Critical Thinking (QUWACT) from 2016 – 2022.

Dr. Sardi is a Professor of Sociology and Women’s & Gender Studies and is the Director of the Women’s & Gender Studies Program at Quinnipiac University in Hamden, CT. Dr. Sardi is also jointly appointed as a Professor of Medical Sciences in the Frank H. Netter, MD School of Medicine. A long-time member of Quinnipiac University’s Writing and Critical Thinking (QUWACT) initiative, she also served as a faculty co-director of this program from 2018-2020. Dr. Sardi’s main research interests include the scholarship of teaching and learning, feminist theory and methodology, gender and sexualities, deviance and embodiment, and the ethics of genital cutting. She has also authored or co-authored several articles contributing to the WAC/WID literature.

Dr. Yogesh Sinha, PhD. is an Assistant Professor in the Department of English at Ohio University. He has served in a variety of positions (Professor and Associate Professor of English) within the higher and tertiary education sector in India and the MENA region. He has taught graduate and undergraduate courses in cultural studies, literature, linguistics, and professional communication. Dr. Sinha has supervised several MA theses and Ph.D. theses during his career and has broad administrative experience including head of department and research project coordinator, and ten years’ professional service on several editorial boards. He is a prolific researcher and several of his articles are on topics related to English Literature and Culture, Applied Linguistics, and Rhetoric and Communication Studies. Dr. Sinha is also the incoming Chair of the Standards Professional Council, TESOL International Association, USA.

Amanda Sturgill teaches journalism and media analytics at Elon University in North Carolina.

Kara Taczak is a Teaching Professor at the University of Denver and the current co-editor of Composition Studies. Her research centers on composition theory and pedagogy, specifically teaching for transfer. Taczak’s work appears in Writing Spaces, International Journal of Work-Integrated (IJWIL), and Composition Forum. Her co-authored book, Writing Across Contexts: Writing, Transfer, and Sites of Writing received the 2015 CCCC Research Impact Award and the 2016 CWPA Book Award.

Zan Walker-Goncalves is an Associate Professor of English and Coordinator of First- and Second-Year Composition at Franklin Pierce University. Zan received their Ph.D. in Composition and Rhetoric from University of Massachusetts, Amherst and is pursuing certification from the Summer Institute in Digital Literacy Leadership program at the University of Rhode Island. As an active member of the both the digital literacy initiatives at the university and the Diversity, Equity, and Inclusion Council, Zan has worked across the curriculum with colleagues and undergraduates to research how and why both digital literacy and DEI are central to all programs at the institution, particularly college writing and the teaching of writing. Forthcoming is their chapter, “Bridging Academic and Workplace Writing: Insights from Employers” in Writing Beyond the University: Preparing Lifelong Learners for Lifewide Writing, edited by Julia Bleakney, Jessie L. Moore, and Paula Rosinski. Most recently Walker-Goncalves presented at the Northeast Open Educational Resources Conference at UMass, Amherst, Hypflip Blend: Composing Hybrid Pedagogies on the Fly.

Melissa H. Weresh is a Dwight D. Opperman Distinguished Professor of Law at Drake University Law School. She received her B.A. from Wake Forest University and her J.D. from the University of Iowa College of Law. She is a past President of the Legal Writing Institute (LWI), a non-profit organization dedicated to improving legal writing. LWI has over 2,800 members and includes representatives from 38 different countries. Weresh is also actively involved in the Association of Legal Writing Directors and the Association of American Law Schools. She has authored numerous books and articles on legal writing pedagogy. Her research interests also include persuasion, ethics, and professionalism in legal communication.  She is interested in determining how the characteristics of a writer’s professional identity develop over the course of study in undergraduate and graduate contexts and how professional identity attributes transition from the academic context to applications beyond the university.

Carl Whithaus studies the impact of information technology on literacy practices, writing assessment, and writing in the sciences and engineering. His books include Multimodal Literacies and Emerging Genres (University of Pittsburgh Press, 2013), Writing Across Distances and Disciplines: Research and Pedagogy in Distributed Learning (Routledge, 2008) and Teaching and Evaluating Writing in the Age of Computers and High-Stakes Testing (Erlbaum, 2005).

Dr. Nadya Yakovchuk is an applied linguist with 20 years’ experience of working in academic literacies development. She is a Lecturer in Academic Writing at the University of Surrey, UK, where she acts as the Programme Leader for the Doctoral College Writing Development Programme for doctoral students and early career researchers. Nadya’s professional interests include writing and knowledge construction in the disciplines, genre-based writing pedagogy, writing transfer between academic and professional settings and Systemic Functional Linguistics applications to the teaching of academic writing. She has presented and published on academic integrity and plagiarism prevention, Academic Literacies, writer identity and voice, and student-staff partnerships. Nadya is a Senior Fellow of the Higher Education Academy and serves on the Committee of the Professional, Academic and Work-based Literacies (PAWBL) SIG of the British Association for Applied Linguistics.

Kathleen Blake Yancey, Kellogg W. Hunt Professor of English and Distinguished Research Professor Emerita at Florida State University, has served in several leadership positions, among them as President of the National Council of Teachers of English (NCTE); Chair of the Conference on College Composition and Communication (CCCC); President of the Council of Writing Program Administrators (CWPA); and President of the South Atlantic Modern Language Association (SAMLA). In 1994 she co-founded the journal Assessing Writing and co-edited it for seven years, and from 2010-2014, she served as editor of College Composition and Communication. She has also guest edited several journals, including ATD: Across the Disciplines; Computers and Composition; and South Atlantic Review. Author, editor, or co-editor of 16 scholarly books–among them Reflection in the Writing Classroom; Delivering College Composition; Writing Across Contexts: Transfer, Composition, and Sites of Writing; A Rhetoric of Reflection; and ePortfolio-as-Curriculum–she has authored co/authored over 100 articles and book chapters. She is the recipient of several awards, among them the CCCC Research Impact Award; two best book awards from CWPA; the FSU Graduate Teaching Award; the FSU Graduate Mentor Award; the Purdue Distinguished Woman Scholar Award; the CCCC Exemplar Award; and the NCTE Squire Award.