Dr. Dana Driscoll is an Associate Professor of English at Indiana University of Pennsylvania, where she teaches in the Composition and Applied Linguistics graduate program. While at Purdue, she served as the Purdue OWL’s Coordinator and Technical Coordinator. Her scholarly interests include composition pedagogy, writing centers, writing transfer and writerly development, research methodologies, writing across the curriculum, and assessment. Her work has appeared in journals such as Writing Program Administration, Assessing Writing, Computers and Composition, Composition Forum, Writing Center Journal, and Teaching and Learning Inquiry. Her co-authored work with Sherry Wynn Perdue won the International Writing Center Association’s 2012 Outstanding Article of the Year Award. She has served on the CCCC Executive Board, CCCC Research Impact Award Committee, and on numerous editorial boards.
Dr. Mary Stewart is an Assistant Professor and the Assessment Coordinator for the English Department at Indiana University of Pennsylvania. She earned her PhD in Education from University of California-Davis, with a designated emphasis in Writing, Rhetoric, and Composition Studies. She also holds an MA in Literature and a BA in English. Her research, which is primarily qualitative, focuses on collaborative and interactive learning, blended and online writing instruction, composition pedagogy, and teaching with technology. Her work has appeared in journals such as Computers and Composition, Composition Forum, The Internet and Higher Education, and Journal of Response to Writing. For more information, visit her website.
Dr. Matthew Vetter is an Assistant Professor of English at Indiana University of Pennsylvania and affiliate faculty in the Composition and Applied Linguistics PhD Program. A scholar in writing, rhetoric, and digital humanities, his research explores how technologies shape writing and writing pedagogy. Vetter’s work has appeared in College English, Composition Studies, Computers and Composition Online, the Digital Rhetoric Collaborative, Harlot, Technoculture, Pedagogy, Hybrid Pedagogy, and publications sponsored by the Wiki Education Foundation. Vetter also serves as an Associate Editor at Kairos: A Journal of Rhetoric, Technology, and Pedagogy. For more information on his work, check out Matt's digital portfolio.
Ashley Cerku earned her BA in English and Writing/Rhetoric, and her MA in Liberal Studies from Oakland University in Rochester, Michigan. She is currently the Operations Coordinator at the Oakland University Writing Center where she helps train consultants through professional development seminars and meetings as well as helps students, faculty, and staff with every stage of the writing process. She is also the Managing Editor of The Peer Review, an online, open-access, multimodal scholarly journal that promotes writing and research within the writing center field. She looks forward to continuing to work with authors on their pieces for Writing Spaces.
Brynn Fitzsimmons is a PhD student in English - Rhetoric and Composition at the University of Kansas. Her research interests include narrative rhetoric, narrative- and game-based pedagogy, community literacy, and service learning. She is the coauthor of a book chapter entitled "Teaching Wizarding Houses: Hogwarts' Case for a Learner-Centered Pedagogy," which will be included in a forthcoming collection on pedagogy in Harry Potter from McFarland.
Megan Heise is a PhD student at Indiana University of Pennsylvania in the Composition and Applied Linguistics program. She holds an MFA in Creative Writing and Poetics from Naropa University, where she taught composition and was an Associate Editor of the school’s poetics journal, Something on Paper. Her creative work has appeared in numerous online and print journals, and she has presented her scholarly work on embodied and transgressive writing at Naropa University and the University of Texas in Arlington. She has also co-facilitated workshops on the potentials of transnational feminist pedagogies within writing centers, and guest-taught modules on the poetics of displacement.
Dr. Jennifer K. Johnson teaches FYC and various upper-division writing courses in the Writing Program at UC Santa Barbara, where she also trains writing teachers. Prior to UCSB, Jennifer taught at California State University, Northridge, and at Glendale Community College. Jennifer holds a Ph.D. in Composition and the Teaching of English as a Second Language from Indiana University of Pennsylvania. Her current research interests include the training and preparation of composition teachers, genre theory, disciplinarity, and the relationship between composition and literary studies.Her work has recently been published in What We Wish We’d Known: Negotiating Graduate School by Fountainhead Press and in A Minefield of Dreams: Triumphs and Travails of Independent Writing Programs, published by Parlor Press. She also regularly presents her work at national and international writing studies conferences.
Heather A. McDonald is a Senior Professorial Lecturer within the Writing Studies Program at American University in Washington, D.C. Her scholarly interests include transference between creative writing and composition pedagogies; empathy and gratitude in pedagogy; craft/DIY production; first-year composition; and creative nonfiction. Her essay, "How to Fix Everything," was named Creative Nonfiction magazine's Best Food essay, appearing in the Spring 2011 issue. The essay was named a Notable Essay for Best American Essays 2012. Her work has also been published in The Rumpus.
Dr. John H. Whicker is Assistant Professor and Director of Composition at Fontbonne University, a small private Catholic University in Saint Louis. He is also a co-coordinator of the writing about writing (WAW) Standing Group of CCCC. His interests include transfer-focused pedagogies, transfer, and object-oriented rhetorics.
Dr. Joshua Daniel-Wariya is the current web editor for Writing Spaces. Josh is currently Assistant Professor of Rhetoric & Writing Studies at Oklahoma State University, where he teaches a variety of courses at the graduate and undergraduate level in areas such as rhetorical theory, history of rhetoric, and writing studies, and he serves as the Associate Director of Composition. In addition to his work in writing program administration, his primary research interests are digital rhetoric and game studies. His scholarly work has appeared in such journals as Rhetoric Society Quarterly, Computers and Composition, Games and Culture, and Pedagogy, as well as in a variety of books and edited collections. He is currently working on a monograph, as well as an edited collection with Dr. Lynn C. Lewis on disciplinary identity.
Delilah Pope is the current Social Media editor for Writing Spaces. She is a former editorial intern for the Oxford American magazine, a former Ronald E. McNair Scholar, and an aspiring creative and critical writer. She has presented her undergraduate capstone and McNair thesis, "Beyonce's Lemonade and The Re-appropriation of Identity" at undergraduate research conferences and is currently preparing it for journal submission. Delilah is in pursuit of graduate studies in English, where she plans to blend contemporary pop culture with traditional literary studies.