Contributors
- Contributors
Elizabeth Brewer is assistant professor of English at Central Connecticut State University and the director of composition. She coauthored the 2012 Arts and Humanities volume of the SAGE Reference Series on Disability and has published in Composition Studies, Disability Studies Quarterly, Kairos, and WPA Journal.
Paul T. Corrigan teaches literature and writing at Southeastern University in Lakeland, Florida. In addition to work in literary studies, he has published essays on teaching in such venues as Pedagogy, Reader, College Teaching, International Journal for the Scholarship of Teaching and Learning, Chronicle of Higher Education, and TheAtlantic.com. He writes and edits an academic blog, Teaching & Learning in Higher Ed. He lives in the Peace River Watershed, where he walks to work. More information on his work can be found on his website: paultcorrigan.com.
Kay Halasek is associate professor of English at Ohio State University, where she also directs the University Institute for Teaching and Learning. Her past work includes A Pedagogy of Possibility: Bakhtinian Perspectives on Composition Studies (1999) and pieces in Written Communication, Rhetoric Society Quarterly, College English, Composition Studies, WPA Journal, Computers and Composition, and Journal of General Education.
Tayana L. Hardin is assistant professor of African American literature at the University of Denver. Her teaching interests include pedagogy, feminist criticism, and American literary history. As a teacher, she uses critical and creative writing methods and various modes of performance to enhance students' literary experience. She is the 2017 recipient of the University of Denver's William T. Driscoll Master Educator Award.
Shelli Homer is an adjunct instructor in the Department of Letters at Mira-Costa College in Oceanside, California, and the English program at San Diego City College. Her pedagogy is driven by inquiry, both at the course design stage and in helping students develop their own lines of questioning. She incorporates texts that play with form and genre to expose students to unfamiliar writing that challenges and expands their understandings of literature. [End Page 573]
Brianne Jaquette is a Fulbright Scholar with the Fremmedspråksenteret in Norway. Her two main pedagogical goals are to encourage students to see themselves at the center of their own learning and to contribute to an environment where individual courses/classroom experiences are not isolated events but part of a larger learning community.
Jeraldine R. Kraver is professor of English and director of the English Education Program at the University of Northern Colorado. She has published variously on American literature (South Atlantic Review, Southern Literary Journal), teacher education (Currents in Teaching and Learning, English Journal), pedagogy (Teaching American Literature), teaching with graphic novels (SANE), and Holocaust education (PRISM).
Kate Levin received a PhD in comparative literature and literary theory from the University of Pennsylvania with a dissertation that explored the influence of female readers on the rise of the eighteenth-century British novel. She taught in the English department and First-Year Seminar program at Barnard College in New York City for seventeen years, where she helped develop a year-long writing-intensive literature survey class called Reinventing Literary History: Women and Culture. She currently works as an academic adviser at the Macaulay Honors College/City College of New York. She has published articles on a wide range of topics, including eighteenth-century writers, Shakespeare, and feminist pedagogy.
Nora McCook is assistant professor of writing at Bloomfield College. She researches literacy volunteers, volunteer preparation, and service learning. Her work has appeared in Literacy in Composition Studies.
Fernando Sánchez is assistant professor of English in professional writing at the University of St. Thomas in Saint Paul, Minnesota, where he teaches courses on research methods, spatial rhetorics, and first year composition. His research interests include diverse publics in technical communication, healthcare rhetoric, and design as well as issues related to communicating across disciplines. His scholarship has appeared in Writing Program Administration, Trans-Scripts, Composition Studies, Computers and Composition, Journal of Technical Writing and Communication, and WAC Journal and in the collection Writing Programs, Collaborations, and Partnerships: Working across Boundaries (edited by Alice Myatt and Lyneé Gaillet, 2016). [End Page 574]
Chester Scoville is assistant professor in the teaching stream, Department of English and Drama, University of Toronto Mississauga. He teaches courses in...
