Dr. Trace Daniels-Lerberg is Associate Professor (lecturer) and former Associate Director of First Year Writing at the University of Utah. She teaches undergraduate and graduate courses for the Department of Writing and Rhetoric Studies. Daniels-Lerberg’s research and scholarly interests focus on rhetoric and representation of gender and race in literature, film, public and private discourses. She is editor of Forum: Issues about Part-Time and Contingent faculty, a publication of CCCC, and serves on the CCCC’s Executive Committee.
Dr. Bryna Siegel Finer is a Professor of English at Indiana University of Pennsylvania, where she serves as the Director of Undergraduate Writing Programs (general education writing and literature, university-wide and first-year writing assessment, first-year writing placement). She is a regular presenter at the Conference on College Composition and Communication; her published work has appeared in Rhetoric of Health & Medicine, Rhetoric Review, Teaching Writing in the Two-Year College, Praxis, Composition Studies, and the Journal of Teaching Writing, among others. She is the co-editor of Writing Program Architecture: Thirty Cases for Reference and Research (2017) and Women’s Health Advocacy: Rhetorical Ingenuity for the 21st Century (2019) and the co-author of Patients Making Meaning: Theorizing Sources of Information and Forms of Support in Women’s Health (2023). She is also the associate editor for the Rhetoric of Health & Medicine journal. For more information, visit her website.
Dr. Mary K. Stewart is an Associate Professor and the General Education Writing Coordinator for the Literature & Writing Studies Department at California State University, San Marcos. 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 qualitative and quantitative research focuses on collaborative learning, online writing instruction, and writing program administration. Her work has appeared in journals such as Computers and Composition, Composition Forum, The Internet and Higher Education, and Journal of Response to Writing.
Dr. Matthew Vetter is a Professor of English at Indiana University of Pennsylvania. 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, Composition Forum, Computers and Composition, Pedagogy, Rhetoric Review, and Studies in Higher Education, among other journals. His co-authored book, Wikipedia and the Representation of Reality, is available as an open access ebook from Routledge. For more information on his work, check out Matt’s digital portfolio.
Associate Editor, Strategic Planning and Digital Initiatives
Dr. Colin Charlton is Professor and Chair of the Department of Writing & Language Studies at the University of Texas Rio Grande Valley, still working at his first post-doctoral home. He graduated in 2005 with a PhD in English and a specialization in Rhetoric & Composition from Purdue University with secondary areas of study in Professional, Technical, & Digital Writing & Rhetoric and Philosophy & Cultural Studies. He is a designer, teacher, and collaborator who especially enjoys his work with transitional college writing students and future writing teachers. His research includes writing pedagogy, event theories and design thinking, and (writing program) administration. With his friends and long-time partners in thinking and writing, he co-authored Gen-Admin: Theorizing WPA Identities in the 21st Century, winner of the Council of Writing Program Administrator’s 2011-2012 Best Book Award.
Associate Editor, International Education
Dr. Rachel Buck is Assistant Professor of Writing Studies at the American University of Sharjah in the United Arab Emirates where she teaches undergraduate writing courses including FYC, Advanced Research, Communication for Engineers, and graduate courses in the TESOL program. She graduated with a PhD in Rhetoric, Composition, and the Teaching of English from the University of Arizona. Her scholarly interests include genre theory, plagiarism, Translanguaging, English for Academic Purposes (EAP), and English for Specific Purposes (ESP). Her work has appeared in Composition Forum, Currents in Teaching and Learning, Theory and Practice of Second Language Acquisition, English Language Teaching, The Asian ESP Journal, and The International Journal for Educational Integrity.
Associate Editors, Activities & Assignments Archive
Xiao Tan is a PhD candidate in Writing, Rhetorics, and Literacies at Arizona State University. She is the associate director of the Second Language Program at ASU. She also serves as the secretary of the AAAL Graduate Steering Committee and chairs the Diversity Subcommittee. Her current research interests include multimodal writing, second language writing, and teacher education. Her dissertation project is designed to help L2 students develop academic language and literacy through multimodal projects. Her work has appeared in journals such as Journal of Second Language Writing, Computers and Composition, and Journal of Global Literacies, Technologies, and Emerging Pedagogies.
Brian Ernst teaches a variety of lower and upper-division courses as a Continuing Lecturer of Composition with the Writing Program at the University of California, Santa Barbara. His research interests include rhetorical code studies and narrative design in interactive media with a focus on multimodal writing. He is also a contributor to the CCCC Wikipedia Initiative. Dr. Ernst completed his Ph.D. in Modern European History at the end of 2014.
Associate Editor, Vol. 4
Megan Heise is a PhD candidate in Composition and Applied Linguistics at the Indiana University of Pennsylvania. She holds an MFA in Creative Writing and Poetics from Naropa University, where she taught first-year 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 transmodality and refugee literacies at conferences in the U.S. and internationally. She is a member of the inaugural Coalition for Community Writing – Herstory Writing for Justice and Peace Fellowship cohort.
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.
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.
Dr. Melody Pugh is an assistant professor of English at the United States Air Force Academy where she has served as director of First Year Writing and is actively engaged in supporting writing across the curriculum efforts. Her research explores how reading and writing skills transfer between curricular and extracurricular learning environments. Her work has appeared in Pedagogy, Composition Studies, and College Composition and Communication.
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.
Analeigh E. Horton is a PhD student in Rhetoric, Composition, and the Teaching of English at the University of Arizona where she serves as Graduate Assistant Director of the Writing Program and Graduate Associate for General Education. She researches multilingual and international student experiences with writing and literacy, WAC/WID, and program administration. Analeigh is a Fulbright alumna and has taught in China, Mexico, Spain, the UK, and the US. Her work most recently appears in and Composition Forum she is the 2021 recipient of the CWPA Graduate Research Award for Writing in WPA Studies.
Web Editor, Vol. 4
Dr. Joshua Daniel-Wariya is the current web editor for Writing Spaces. Josh is currently Associate 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.
Social Media Editor, Vol. 4
Katherine Rothschild, MFA, PhD, is a Lecturer in the Program in Writing and Rhetoric at Stanford University writing and researching on feminist rhetorics, classroom social justice, and the intersection of identity and writing knowledge transfer. Her work has been published by Purdue University Press, Curriculum & Pedagogy, and Praxis, among others, and her fiction is published by Soho Press.