Contributors
- Contributors
Frederick Luis Aldama is a professor of English at the Ohio State University in Columbus, where he teaches Chicano/a, Latino/a, and postcolonial literature and film. He is the author of several books, including Dancing with Ghosts: A Critical Biography of Arturo Islas, Postethnic Narrative Criticism, Spilling the Beans in Chicanolandia: Conversations with Artists and Writers, and Brown on Brown: Chicano/a Representations of Gender, Sexuality, and Ethnicity; he is editor of Arturo Islas: The Uncollected Works, and Critical Mappings of Arturo Islas’s Narrative Fictions. His articles and interviews have appeared in such journals as Aztlán, College Literature, Poets and Writers, World Literature Today, Cross Cultural Poetics, Lit: Literature Interpretation Theory, Lucero, Comparative Literature, Callaloo, Nepantla, Journal of Interdisciplinary Literary Analysis, American Literature, Latin American Research Review, Modern Fiction Studies, and Modern Drama.
Barry Alford teaches composition and humanities at Mid Michigan Community College. He coedited The Politics of Writing in the Two-Year College with Keith Kroll and has published articles on Bahktin and language theory, community college teaching, composition, popular culture, and writing assessment.
Eric L. Ball is an assistant professor of cultural studies at Empire State College, State University of New York, where he also chairs the Center for Distance Learning’s undergraduate program in cultural studies. His interests include examining how people mobilize and remake literary, artistic, culinary, and other traditions in order to foster socioecological change. He authored and is currently teaching an online course, Exploring Place, in which adult students from New York and around the world consider the social and ecological well-being of the places they live through inquiry into local arts, cultures, or histories.
DigiRhet.org is a collective of individuals interested in digital writing practices. The goals of the collective are to provide support for teachers, researchers, and scholars working at the intersections of writing, rhetoric, communication, and digital technologies, focusing on issues of digital composing practices, computer-mediated communication, human and computer interaction, digital literacy, information and communication technologies, and digital rhetoric.
Mike Edwards is finishing his doctorate in rhetoric and composition at the University of Massachusetts. He has coedited two editions of a textbook for first-year composition and coauthored essays on the effects of digital technologies on composition pedagogy. He writes regularly about technology, class, rhetoric, economics, and teaching at www.vitia.org. He likes cats.
Lucia Elden teaches composition and humanities at Mid Michigan Community College. She has published articles on language use and technology use in the classroom. Currently, she is the college’s portfolio assessment director and the high school liaison, connecting with local high school English teachers to improve communication and preparedness.
Michele Fero is a doctoral student in the rhetoric and writing program at Michigan State University, where she has worked as a writing center consultant and teaching assistant. She works as an assistant to the director of the critical studies in literacy and pedagogy concentration. Her current research interests include pedagogy, writing program development, graduate teacher training, and the role of social class in education.
Jacqueline Foertsch is an assistant professor of English at the University of North Texas, specializing in postwar America, and the editor of Studies in the Novel. She is the author of Enemies Within: The Cold War and the AIDS Crisis in Literature, Film, and Culture (2001) and has recently completed a book manuscript on the literature and culture of polio in postwar America. She has published on pedagogical issues in College Literature and College English.
Carolyn Fulford is a doctoral student in English rhetoric and composition and a teaching associate for the Writing Program at the University of Massachusetts, Amherst. Her research interests include writing across the curriculum and basic writing. [End Page 392]
Marshall Gregory is the Harry Ice Professor of English, Liberal Education, and Pedagogy at Butler University. He is coauthor with Ellie Chambers of Teaching and Learning English Literature (2006) and coauthor with Wayne Booth of The Harper and Row Reader and Harper and Row Rhetoric. His two most recent journal publications are “Turning Water into Wine: Giving Remote Texts Full Flavor for the Audience of Friends” (Journal of College Teaching 2005) and “Why Are Liberal Education’s Friends...
