Contributors
- Contributors
Rachelle Ankney is assistant professor of mathematics at North Park University in Chicago. In her general education classes, she explores how service learning and social justice topics can help students learn mathematics. She is also an advocate of writing across the curriculum, and currently teaches a section of North Park's second-year core course covering topics in ethics and instruction on writing research papers.
Miriam Marty Clark is associate professor of literature at Auburn University, where she teaches upper division and graduate courses in twentieth-century American literature. She has published on many twentieth-century writers, including William Carlos Williams, A. R. Ammons, Alice Munro, Ann Beattie, and William Trevor. She is currently completing a book on Kenneth Burke and American poetry.
Danielle A. Cordaro is a fourth-year PhD student in rhetoric and composition at Purdue University. Her research areas include writing and motivation in school settings and disability rhetoric.
Caroline Dadas is a third-year doctoral student in rhetoric and composition at Miami University of Ohio. Her research explores intersections between civic and digital rhetorics. Her article "Inventing the Election: Civic Participation and Presidential Candidates' Websites" recently appeared in Computers and Composition.
Steve Fox is associate professor of English at Indiana University – Purdue University Indianapolis, where he directs the writing program. He also directs the Hoosier Writing Project, a site of the National Writing Project. His research interests include language diversity, multigenre writing, and writing assessment. He teaches first-year writing as well as composition theory and pedagogy.
Jonathan Greenberg is associate professor of English at Montclair State University, where he teaches courses in British literature, modernism, and literary theory. His article "Why Can't Biologists Read Poetry? Ian McEwan's Enduring Love" recently appeared in Twentieth-Century Literature. He is working on a book about the place of satire and affect in modernism. [End Page 381]
Paul Hanstedt is professor of English at Roanoke College and the former director of the General Education Program. His research interests include composition and rhetoric, active learning, and institutional culture. He is also the author of a number of short stories, plays, and radio essays.
Bill Hendricks is professor of English at California University of Pennsylvania. His essays on academic labor include "Making a Place for Labor: Composition and Unions" in Writing Instruction in the Managed University (2004) and "Teaching Work: Academic Labor and Social Class" (2005). He represents his campus in the legislative assembly of the Association of Pennsylvania State College and University Faculties and at the Washington-Greene Central Labor Council, AFL-CIO.
Gary Hollis, professor at Roanoke College, received his BS in chemistry at the University of North Carolina at Chapel Hill and his PhD in chemistry from the same institution in 1988. His doctoral research centered on synthetic approaches to the milbemycins, a class of anthelmintic natural products. After initially teaching in the Department of Chemistry at William and Mary College, he joined the Roanoke College faculty in 1995. Over the years he has used a variety of teaching methods in the classroom, including several years of a lectureless, guided-inquiry approach to teaching organic chemistry.
Kathleen M. Hunzer is assistant professor of English, interim director of Written Communication, and the Film Studies program coordinator at the University of Wisconsin – River Falls. Her research focuses on nonadversarial argument in the writing classroom, collaborative learning, and teaching advanced composition. She has presented at many conferences, including MMLA and CCCC, and has published in journals such as the International Journal of Listening and Feminist Teacher.
Chuck Jackson is assistant professor of English at University of Houston –Downtown (UHD), where he teaches composition, the U.S. literature survey, and upper-division courses in twentieth-century U.S. literature and culture. His scholarship has appeared in African American Review, Journal of Popular Film and Television, Modern Fiction Studies, Faulkner Journal, Camera Obscura, and Gothic Studies. In 2008, he was a finalist for UHD's Award for Teaching Excellence. [End Page 382]
Kim Brian Lovejoy is associate professor of English at Indiana University–Purdue University Indianapolis, where he teaches undergraduate and graduate courses in the writing program. He serves as editor of the Journal of Teaching Writing. His research interests...
