Associate Professor of Writing and Rhetoric at Syracuse University. Executive Director, New City Community Press; Director, Teachers for a Democratic Culture.

In Class Politics: The Movement for a Students Right To Their Own Language , I examined how composition has attempted to align itself with progressive movements for social and political change. In doing so, I tried to understand how issues of class, race, and language formulated a definition of the professional field which simultaneously argued for its political efficacy but professionalized it away from community partnerships from actual political work. [ more . . . ]

Linda Adler-Kassner is Associate Professor of English and Director of First-Year Writing at Eastern Michigan University, where she teaches first-year writing and graduate courses in composition pedagogy and research. With Susanmarie Harrington, she is co-author of Basic Writing as a Political Act: Public Stories about Writing and Literacy and co-editor of Questioning Authority: Stories Told in School. With Greg Glau, she is co-editor of The Bedford Bibliography for Teachers of Basic Writing. Her research has also appeared in edited collections and journals, including Journal of Basic Writing, College Composition and Communication, WPA Journal, and College English. She is a former co-chair of the Conference on Basic Writing and currently Vice President of the Council of Writing Program Administrators.

Hannah Ashley is an Associate Professor of Composition and Rhetoric at West Chester University and the Director of Writing Zones 12.5, a university-secondary schools partnership. Writing Zones runs writing centers in high schools which are open to all students, while particularly supporting low-to-middle income students, students of color and ESL students with their aspirations toward higher education. [ more . . . ]

Nora Bacon is an associate professor of English and the Writing Program Administrator at the University of Nebraska at Omaha.  She has been involved in community-based writing since 1989, when she and a colleague piloted the Community Service Writing program at Stanford University.  As she watched students make the adjustment to new expectations in their writing for nonprofits, Nora developed an interest in the relationship between school and non-school writing; her studies of writers’ transitions have appeared in Writing the Community, College Composition and Communication, and the Michigan Journal of Community Service Learning. [ more . . . ]

Assistant Professor of Writing and Rhetoric at Syracuse University . PhD Pennsylvania State University.

As a scholar:
I work at the intersections of technical communication, african american rhetoric and technology issues more broadly defined in order to examine questions of access. How can African Americans and other groups who have been systematically marginalized from the technologies, economics, politics, education, and other structures that make up American life gain a meaningful, equitable, just access to those structures and technologies? [ more . . . ]

Melody Bowdon is an Associate Professor of English at the University of Central Florida. Her research and teaching focus on community impacts of service-learning, particularly in technical and professional communication. She has completed several funded research projects to assess community and student outcomes of service-learning and civic engagement across the state of Florida and serves as Senior Research Fellow for Florida Campus Compact. Dr. Bowdon is co-author ofService-Learning in Technical and Professional Communication with Blake Scott. She co-edited the Spring 2005 special issue of Reflections on service-learning in professional communication with Jim Dubinsky and has been a member of the editorial board since 2004. [ more . . . ]

Jan Cohen-Cruz is Director of Imagining America and University Professor at Syracuse University.
She is a scholar, practitioner, and teacher of grassroots, socially-grounded, and activist art. She wrote Local Acts: Community-Based Performance in the U S, edited Radical Street Performance, and, with Mady Schutzman, co-edited Playing Boal: Theatre, Therapy, Activism and A Boal Companion: Dialogues on Art and Cultural Politics. As a professor at NYU Tisch School of the Arts from the late 1980s until 2007, Cohen-Cruz produced community-based arts projects with students including one on community gardens, directed by Cornerstone Theater's Sabrina Peck, and another on gentrification, co-directed by Urban Bush Woman's Jawole Willa, Jo Zollar and NYU Experimental Theatre Wing's Rosemary Quinn. [ more . . . ]

Associate professor of writing and rhetoric and citizen of the  Cherokee Nation, Ellen Cushman is currently researching Cherokee  language and identity in relation to technology use. Over the past four years, she and her students have collaborated with the Cherokee Nation to develop educational websites on Cherokee history. Her next book projects include an ethnography on Cherokee cultural  
perseverance and an illustrated history with Tom Holm (Cherokee and Creek) called Native American History for Beginners.

Tom Deans teaches at the University of Connecticut and directs the University Writing Center. He has written two books, Writing Partnerships: Service-Learning in Composition and Writing and Community Action: A Service-Learning Rhetoric and Reader. He also likes to think, teach and write about American pragmatism, composition theory, rhetoric, Shakespeare, writing across the disciplines, and prose style. He was part of launching Reflections through the CCCC Committee on Service-Learning and Community Literacy and has been involved with it ever since.

Professor of Rhetoric adb Co-Director, Center for University Outreach at Carnegie Mellon University

My early work concentrated on studying cognitive processes in writing and bringing a strategic, problem-solving approach to writing instruction. Motivated by the need for a more integrated social-cognitive approach to writing, my recent research has focused on how writers construct negotiated meaning in the midst of conflicting internal and social voices. [ more . . . ]

Eli C. Goldblatt was born in 1952 in Cleveland, Ohio, and grew up on Army posts in the U.S. and Germany. After earning his B.A. at Cornell University and working in farming, manufacture, and carpentry jobs, he attended Case-Western Reserve Medical School in 1975-76. He taught science, math, and English for six years in an urban alternative high school in Philadelphia, traveled in Mexico and Central America in 1980, and received an M. Ed. and certification in biology from Temple in 1982. He finished both an M.A. in literature (1984) and a Ph.D. in composition studies (1990) at the University of Wisconsin-Madison. He is currently the Director of First-Year Writing and an associate professor of English at Temple University.  [ more . . . ]

Assistant Professor of Reading and Language Arts and Inclusive Elementary & Special Education at Syracuse University.

As a language arts expert, Montero brings the unique talent of oral and written fluency in four languages (English, French, Spanish and Finnish) to the School of Education. Montero completed her undergraduate work in France and Canada. She holds a Ph.D. degree in reading education from the University of Georgia, Athens, Georgia.

Patricia E. O'Connor, Ph.D., holds her doctorate in sociolinguistics from Georgetown University. At Georgetown University she is an Associate Professor in the Department of English, former Senior Research Fellow of the Center for Social Justice, and former Associate Director of the Georgetown University Writing Program. For over 20 years she directed GU Prison Outreach Programs. She also has served as faculty advisor for GU students' Demeter Educational Project for Women in Substance Abuse Recovery since 1995. In December 2004 O’Connor was named a Mitsubishi Unsung Heroine for her work in substance abuse treatment centers and prisons.  Currently, Dr. O’Connor is researching life stories of those in recovery from drug and alcohol abuse, interviewing those in treatment centers about their experiences of addiction and about their hopes for recovery. [ more . . .]

Nick Pollard is Research Coordinator for Occupational Therapy in the Centre for Health and Social Care Research and is a Senior Lecturer in Occupational Therapy. He was appointed to this post in September 2003.Nick graduated as an occupational therapist in 1991 from Derby School of Occupational Therapy. He gained a BA in Communication Studies from Sheffield City Polytechnic in 1979, an MA in Psychiatry, Philosophy and Society in 1996 from the University of Sheffield and an MSc in Occupational Therapy in 2001 from Sheffield Hallam University . He has a Post Graduate Certificate in Education from Sheffield City Polytechnic in 1986 as well as a Diploma in Radio Journalism from Falmouth Technical College in 1982. [ more . . .]

I teach students from various backgrounds. I entered the field of teaching, specifically teaching rhetoric and composition, late in life. I’d had other work experiences before I re-entered college to complete my bachelor’s degree. Whether or not indecision about what course of study to follow led to the acquisition of a master’s degree in Composition Studies and later a doctoral degree in Rhetoric, Composition, and the Teaching of English, I will not know; however, I find that my life’s experiences and former work experiences enrich my views of teaching. My initial incentive to return to school to become a teacher stemmed from issues at the local school attended by my own children. [ more . . . ]

Barbara Roswell has been teaching writing and women's studies at Goucher College for over twenty years, where she often integrates community engagement into her courses. At Goucher, Barbara has directed the Writing Program, the Writing Across the Curriculum Program, the Writing Center, and the First Year Seminar Program.  With Nora Bacon, Barbara served as the founding editor of Reflections, which she had the privilege of editing from 1999-2007.   Barbara is the author of Reading, Writing and Gender (Eye on Education, 2001) and has published articles in Educational Assessment, Applied Measurement in Education, Assessing Writing, and Writing Center Journal and book chapters on service-learning pedagogy, composition and reading disability. [ more . . . ]

Lori Shorr served in Pennsylvania’s Rendell administration as Special Assistant to the Secretary of Education for the Commonwealth of Pennsylvania and in that capacity lead the administration’s work in aligning academic expectations between high school and post-secondary education.  Her work at the state included dual enrollment, transfer and articulation, the Governor’s Commission on College and Career Success, and others initiatives.  She is currently Vice President of Policy and Planning at Philadelphia Youth Network, a nationally-recognized non-profit which manages 24 million dollars of investments from government, industry and the foundations community to effect systems change and serve over 10,000 disenfranchised Philadelphia youth through direct programming. [ more . . . ]

Amy Rupiper Taggart is an Assistant Professor of English at North Dakota State University in Fargo, soon to become the administrator of NDSU’s first-year writing program (Fall 2008). She is a writing studies specialist who teaches a range of undergraduate and graduate courses in writing and literacy studies, including Literacy, Culture, and Identity and Community Engagement in Composition Studies. In her research she focuses primarily on community engagement practices in higher education, particularly as they inform writing instruction. Her articles have appeared in the Michigan Journal of Community Service Learning, Reflections, and several collections, including Writing Groups Inside and Outside the Classroom.  [ more . . . ]

Adrian Wurr is Assistant Professor of English Assistant Director of Service-Learning at the University of North Carolina at Greensboro, where he teaches undergraduate and graduate courses in applied linguistics . His research interests include Teaching English to Speakers of Other Languages (TESOL), second language writing, assessment, curriculum development, program administration, experiential education, and literacy instruction. He has published numerous scholarly articles in the U.S. and abroad on reading and writing theory, service-learning, and TESOL. He co-edited Learning the Language of Global Citizenship: Service-Learning in Applied Linguistics (Anker, 2007) and the special issue of Reflections (6.1) “Exploring Diversity in Community-Based Writing and Literacy Programs.”