Scott Lloyd DeWitt is an Associate Professor and Vice Chair of Rhetoric, Composition, and Literacy in the Department of English at The Ohio State University, where he also has served as Director of the Digital Media Project and Director of the First-Year Writing Program. An OSU Alumni Association Distinguished Teaching Award recipient, DeWitt directed the Battelle Endowment Institute for New Media and Writing Studies in 2004. With H. Lewis Ulman and Cynthia Selfe, he has edited a collection of exhibits from the Digital Archive of Literacy Narratives called Stories that Speak to Us. His book Writing Inventions: Identities, Technologies, Pedagogies (SUNY 2002) won the 2003 Computers and Composition Distinguished Book Award, and he is currently examining a corpus of 5000+ pieces of student writing for a book called The Optimistic Turn: Authentic Contexts for Peer Review in Composition Instruction. He serves as Director of DMAC.
Jonathan Buehl (Associate Professor and Director of Business and Technical Writing) researches and teaches courses on technical writing, scientific writing, and research methods. He is the author of Assembling Arguments: Multimodal Rhetoric and Scientific Discourse (University of South Carolina Press). His essays have appeared in College Composition and Communication and Technical Communication Quarterly. With Alan Gross, he edited Science and the Internet: Communicating Knowledge in a Digital Age (forthcoming, Baywood Publishing Company, Inc.). He is part of the DMAC Faculty Team.
Kay Halasek’s areas of scholarly publication include rhetorical theory; composition theory, history, and pedagogy. She’s co-editor of Landmark Essays on Basic Writing, author of A Pedagogy of Possibility and co-author of two writing textbooks. Her recent publications focus on eLearning, particularly massive distance education in MOOCs. She currently directs the University Institute for Teaching and Learning. She is part of the DMAC Faculty Team.
Ben McCorkle teaches courses in composition, rhetoric, literary publishing, and digital media studies primarily on The Ohio State University’s Marion campus. He is the author of the book Rhetorical Delivery as Technological Discourse: A Cross-Historical Study, as well as several articles in publications including Computers and Composition Online, Rhetoric Society Quarterly, and Composition Studies. He also serves as the co-director of the Digital Archive of Literacy Narratives (DALN). He is part of the DMAC Faculty Team.
Margaret Price’s research interests within rhetoric and composition include discourse analysis, disability studies, and digital composition. Her book Mad at School: Rhetorics of Mental Disability and Academic Life was published by University of Michigan Press in 2011. Price also publishes scholarly articles, creative essays, fiction, and poetry in venues including College Composition and Communication, Profession, Disability Studies Quarterly, Bitch: Feminist Response to Pop Culture, and Ms. magazine. She is part of the DMAC Faculty Team.
Lauren Squires conducts research on English language variation, sociolinguistic perception, and language and media. Lauren is particularly interested in how notions of “standard” English are produced and reinforced across communicative contexts, how they manifest in real-time language processing, and what this tells us about the structure of linguistic and social knowledge. She is also interested in mass media discourse and ideologies of language. Lauren has published articles in Language in Society; Journal of Sociolinguistics; Language, Cognition, and Neuroscience; American Speech; Journal of English Linguistics; Journal of Linguistic Anthropology; and Discourse, Context, & Media. Her book chapters also appear in several edited volumes. She serves on the editorial boards of Discourse, Context, & Media and the Language and Computers book series (Brill), and she is the incoming Review Editor for Journal of English Linguistics. She is part of the DMAC Faculty Team.
Christa Teston studies material-discursive methods for navigating uncertainty. To do this, she analyzes written, visual, statistical, and other embodied tactics for manufacturing evidence in technoscientific and biomedical domains. Christa also directs the department’s business and technical writing program while teaching undergraduate and graduate courses in rhetorics of science and medicine, rhetoric and community service, and digital media. Her monograph, Bodies in Flux: Scientific Methods for Negotiating Medical Uncertainty, is forthcoming from University of Chicago Press. She is part of the DMAC Faculty Team.
Erin Kathleen Bahl is a doctoral candidate in the English department at the Ohio State University studying digital media, composition, and folklore. Her research investigates the possibilities that new media and digital technologies offer for creating knowledge and telling stories. Her work has been published in Composition Studies, Humanities Journal, Harlot of the Arts, Signs and Media, Showcasing the Best of CIWIC/DMAC, and Computers and Composition (print and online). She’s excited to return this year as Associate Director of DMAC.
Gavin P. Johnson is a PhD student in Rhetoric, Composition, and Literacy at Ohio State. His research investigates the intersections of Composition & Digital Media Pedagogy and Queer Rhetorics & Literacies. He is particularly interested in the idea of rhetorical invention as queer possibility in digital and pedagogical spaces. His research “Grades as a Technology of Surveillance: Normalization, Big Data, and the Teaching of Writing” was recently accepted for publication, and he is the winner of the 2017 CCCC Gloria Anzaldúa Rhetorician Award, which is a national award that recognizes scholars whose research “participates in the making of meaning out of sexual and gender minority experiences.” At DMAC 2017, he is a Technology and Instruction Consultant and will also give a presentation titled “Pairing College Writing Instruction and Community Engagement: How and Why,” which will focus on teaching community engagement in the Literacy Narratives of Black Columbus course.
Sherita V. Roundtree is a doctoral candidate in the Rhetoric, Composition, and Literacy program at The Ohio State University (OSU). She holds degrees in English, Secondary Education from Salisbury University (BA) and in Composition and Rhetoric from the University of Nebraska, Lincoln (MA). She has taught several versions of first-level writing courses, facilitated community workshops, and co-taught a graduate teacher training course. Additionally, Sherita has served as a graduate associate assistant for the Minor in Professional Writing, the First-year Writing Program, and the Digital Media Project (DMP). Sherita’s research lies at the intersections of Composition Studies, Black women’s rhetorics, writing program administration, and service learning initiatives. Specifically, her dissertation focuses on Black women graduate teaching assistants’ (GTAs) teaching efficacy and pedagogical approaches in first- and/or second level composition courses. When she is not dissertating, Sherita spends her time as an organizing member of Digital Black Lit and Composition (DBLAC) expanding and strengthening the organization’s connection to Black graduate students in fields related to English Studies. She is a Technology and Instruction Consultant for DMAC 2017.
Jacinta Yanders is a PhD candidate in the Department of English. She most often studies contemporary media trends and representations of race, gender, and sexuality in media. Her previous work includes presentations and writings on topics such as the intertwining of television and social media, representations of the Black Lives Matter Movement and police brutality on television, and the reconfiguration of the Syfy network as a potential space for progressive representations. Jacinta is currently working on her dissertation which analyzes the impact on narrative construction and audience reception that occurs when television remakes change elements of characters’ identities. Additionally, Jacinta is deeply invested in pedagogical pursuits, most recently with a particular emphasis on critical pedagogy, digital pedagogy, and what Dr. Kevin Gannon refers to as radical hope. Previous classes taught by Jacinta include Documentary in the U.S. Experience, Digital Media Composing, Introduction to Film, and First Year Composition. She is a Technology and Instruction Consultant for DMAC 2017.
Michael Blancato is an English PhD candidate at Ohio State. He received a BA in English and a BS in psychology from the University of Florida in 2009. He continued his studies at Temple University, where he received an English MA in 2011. Michael locates his research and teaching interests broadly in the fields of rhetoric, composition, and literacy. More specifically, his work focuses on labor issues in composition classrooms, online writing pedagogy, and service learning pedagogy. He is currently working on a dissertation that uses theoretical models from Hannah Arendt to explore the ways material social practices and conditions enable and constrain possibilities for undergraduate students to see their writing efforts as constructive work and/or public action.His work can be found in Computers and Composition, Scholar Electric, Bright Lights Film Journal, and the Digital Archive of Literacy Narratives blog. He is a Studio Consultant for DMAC 2017.
Sam Head wants to live in a world where students’ writing can have real impacts and purposes, where teaching comes with chocolate, and where his daughters’ rhetoric about bedtime doesn’t affect him too much. As a Ph.D. student in Rhetoric, Composition, and Literacy at Ohio State University, his research includes how to teach students about audience using social media and how to figure out ways in which students can use their writing skills in engaging and authentic contexts. When he’s not lesson planning, studying social media, or grading papers, he’s most likely playing pretend with his two daughters (their dress-up collection is quite extensive now), singing loudly at church (mostly tenor), or spending quality time with his wife (often in DIY house projects, cooking, or reading young adult literature together). He is a Studio Consultant for DMAC 2017.
Chad Iwertz is a PhD Candidate in rhetoric, composition, and literacy at the Ohio State University, where he teaches courses in composition, disability studies, and digital media. He also works for the Second Year Writing Program and the Digital Media Project here at Ohio State. Chad’s research focuses on methodologies of transcription and their ties to captioning as rhetorical, social, and cultural practice. His work can be found in Computers and Composition, Peitho, HĀSTAC, Teaching with Writing, Willamette Valley Voices, and The Sigma Tau Delta Review. He is a Studio Consultant for DMAC 2017.
Sean Kamperman is a fourth-year PhD student at Ohio State. His research explores the intersections of rhetoric, digital composition, literacy studies, and disability studies. He’s taught courses in digital media composing, first-year writing, and second-year writing. In Spring 2017, Sean received the English Department’s Walborn Award for Excellence in Digital Media & English Studies Instruction for a project utilizing digital mapping as a critical analysis tool in a disability studies-themed course. He is very interested in how digital writing tools offer composers ways of working around systems of oppression. In particular, his teaching and research seeks to explore and enact broad accessibility as a guiding ethic. He is a Studio Consultant for DMAC 2017.
Cynthia Lin is a PhD. candidate of the School of the Teaching and Learning and finishing her study this summer (Yeah!). Her dissertation project explores second language students’ learning experiences in three different First-Year Writing courses. She did her Concept 60 on her study last year, and is looking forward to “reviewing, learning and sharing” her takeaways with DMAC people this year. She is a Studio Consultant for DMAC 2017.
Paula Miller is a PhD candidate in Rhetoric, Composition, and Literacy at The Ohio State University. Building on her background as a writing center director, she is interested in understanding how collaborative literacy practices in makerspaces can influence the ways we think about both pedagogical and classroom design in composition studies. She is currently working on several projects on peer review in digital spaces in addition to her makerspace research. In her free time, she likes making stuff and plucking on her ukulele. She is a Studio Consultant for DMAC 2017.
Brenda Brueggemann recently joined the English Department at the University of Connecticut as Professor and Aetna Endowed Chair of Writing; she is also UConn’s Director of the First-Year Writing Program. She was a Buckeye (yes, right here at THE Ohio State University) for 21 years! Her research focuses on disability and deaf studies in the humanities, particularly in (a) tango with writing studies. Lately she’s been thinking about captioning and art (two distinct representational and interpretive acts) while also pondering the potential for captioning as art (combined). She is a Presenter at DMAC 2017.
Khirsten L. Echols Khirsten L. Echols is a doctoral candidate at the University of Louisville. She holds degrees in English Language and Literature from Tougaloo College (BA) and Composition, Rhetoric, and English Studies from the University of Alabama (MA). Since 2013, she has taught a range of introductory and advanced courses in Composition, Business and Technical Writing, Literature, and University Orientation. She also has one year of experience as an editor of Cardinal Compositions, U of L’s digital and print student writing publication, and as a Writing Across the Curriculum consultant at Kentucky State University. Khirsten’s research lies at the intersections of cultural rhetorics, namely African American rhetoric, historiography, and digital humanities. Specifically, her work is centered on HBCU communities and the rhetorical affordances of institutional narratives for revisionist presentations of HBCU histories. She is a Presenter at DMAC 2017.
Jeff Grabill serves Michigan State University as the Associate Provost for Teaching, Learning, and Technology. He is a Professor of Rhetoric and Professional Writing. His research focuses on how digital writing is associated with citizenship and learning, and that work has been located in community contexts, in museums, and in classrooms at both the K-12 and university levels. Grabill is also a co-founder of Drawbridge, an educational technology company. In his role as Associate Provost, Dr. Grabill is responsible for guiding the development of technology-enhanced instruction on campus via his role as Director of the Hub for Innovation in Learning and Technology and his leadership of teaching professional development through the Academic Advancement Network. He is a Presenter at DMAC 2017.
Zach Harvat is a PhD candidate in English at The Ohio State University. He specializes in 20th/21st c. American literature, queer theory/queer of color critique, LGBTQ literature, and video game studies. His dissertation examines how American queer cultural production—including literature, film, television, video games, and comics—engages with history in the wake of the AIDS epidemic, drawing on theorizations of the ludic from video game studies and postmodernism to help understand how queer subjects interact playfully with history through affective and temporal strategies beyond trauma or melancholia. At Ohio State, he has helped to develop courses in video game studies within the department and he has worked with faculty across departments to create an interdisciplinary undergraduate minor in game studies. He received his MA from The Ohio State University in 2015 and his BA from The University of Tulsa in 2013. He is a Presenter at DMAC 2017.
John Jones is an Assistant Professor of Professional Writing and Editing at West Virginia University. His primary research areas are digital rhetoric and writing, digital culture, and professional and technical communication. In his research, John has investigated the revision practices of Wikipedia editors, community formation on Twitter, and the influence of network structures on writing and persuasion. He is currently working on a number of projects exploring the effects of computational processes on writing and rhetoric as they relate to wearable devices and digital culture. Since 2009 John has been a featured contributor to DMLCentral.net where he blogs about education, digital literacy, and writing. He is a Presenter at DMAC 2017.
Drew Sweet is a PhD student in English at The Ohio State University, where he also received both his B.A. and M.A. in English. He specializes in the study of narrative across periods and media, especially the 19th century novel, film and television, and video games. His work centers on the structures and experiences of narrative and ludic forms of spatial representation. Together with Zachary Harvat, he co-developed a second-level writing course devoted to the analysis of video games, contributed to a proposal for an entry-level English course on game studies, and served on a committee for the formation of an interdisciplinary minor in game studies at Ohio State. He is a Presenter at DMAC 2017.
Amy Spears has been the Manager of the Digital Media Project in the Department of English at OSU since 2007. Prior to that she combined her tech skills and her English and film production degree as a web communications specialist and a User Interface specialist for several organizations. She has also served as Vice President of the board of directors of the Women’s Flat Track Derby Association for the past 2 years, and has been involved with growing the sport of roller derby for over a decade. She is the Manager of OSU’s Digital Media Project (DMP).
See the staff archive for the staff listings for previous DMAC Institutes (2015-2016).