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  • Contributors

Shafinaz Ahmed earned her MA from the Division of English as an International Language at the University of Illinois at Urbana–Champaign.

Michael Bérubé is Paterno Family Professor in Literature at Penn State University. His most recent book is The Left at War (2009).

Martin Bickman is professor of English, President's Teaching Scholar, and director of service learning at the University of Colorado, Boulder, where he teaches courses in pedagogy and American literature. His latest book, Minding American Education: Reclaiming the Tradition of Active Learning, won the Outstanding Book Award for 2003 from the American Education Research Association. He also is the author of American Romantic Psychology and Walden: Volatile Truths. He edited Approaches to Teaching Melville's "Moby-Dick" and Uncommon Learning: Thoreau on Education.

Marc Bousquet is associate professor at Santa Clara University, where he teaches radical U.S. culture, Internet studies, and writing with new media. His most recent book is How the University Works: Higher Education and the Low-Wage Nation (2008). He is at work on a book about participatory culture in the United States. He serves on the national council of the American Association of University Professors, writes for the Chronicle of Higher Education Brainstorm blog, and maintains a channel at

Elizabeth Brockman is professor in the English department at Central Michigan University, where she teaches composition/composition methods courses and supervises student teachers with English majors. Brockman is the author of The Blue Guide: Written Communication for Leaders in Law Enforcement (2007) and founding co-director of the Chippewa River Writing Project. She has served as an associate editor of Pedagogy since its inaugural issue in 2001.

Sheila T. Cavanagh, professor of English at Emory University, previously served as the Masse-Martin/NEH Distinguished Teaching Professor. The author of two books and numerous articles on Renaissance literature and on pedagogy, she is also director of the Emory Women Writers Resource Project and editor of the Spenser Review. She received an MST in college teaching [End Page 263] at the University of New Hampshire in 2006 and serves as chair of the MLA Division on Teaching as a Profession.

Dànielle Nicole DeVoss is associate professor and director of the Professional Writing Program at Michigan State University. Her research interests include computer/technological literacies, feminist interpretations of and interventions in computer technologies, and intellectual property issues in digital space. DeVoss work has most recently appeared in Computers and Composition, Computers and Composition Online, and Kairos: A Journal of Rhetoric, Technology, and Pedagogy. DeVoss recently coedited, with Heidi McKee, Digital Writing Research: Technologies, Methodologies, and Ethical Issues (2007), which won the 2007 Computers and Composition Distinguished Book Award, and Technological Ecologies and Sustainability, with Dickie Selfe and Heidi McKee (2009). She is currently working on a National Writing Project book with Troy Hicks titled "Because Digital Writing Matters" and an edited collection with Martine Courant Rife and Shaun Slattery titled "Copy(write): Intellectual Property in the Composition Classroom."

Patricia Donahue is the founding director of the College Writing Program at Lafayette College, where she teaches courses in introductory and advanced writing, discourse theory and rhetoric, critical theory, and sixteenth-century literature. Her research focuses on theoretical constructions of teaching and reading and archival studies of composition. In 2004–5, she was selected to be a Carnegie Scholar in the Scholarship of Teaching to examine cross-disciplinary reading practices. In addition to her work with Mariolina Rizzi Salvatori, she coedited Reclaiming Pedagogy with Ellen Quandahl and Local Histories with Gretchen Flescher Moon. She is the current editor of Reader. Her most recent book-length project, in collaboration with Bianca Falbo, examines the intersections of pedagogy and animal studies.

Gerald Graff is professor of English and education at the University of Illinois at Chicago and the author of Clueless in Academe: How Schooling Obscures the Life of the Mind (2003) and, with Cathy Birkenstein, "They Say / I Say": The Moves That Matter in Academic Writing, a second edition of which is scheduled to appear in 2010. He was president of the Modern Language Association in 2008.

Donald E. Hall is Jackson Distinguished Professor and chair of the Department of English at...


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