Jacob D. Richter (he-him-his) is Assistant Director of First Year Composition and a PhD candidate in the Rhetorics, Communication and Information Design (RCID) program at Clemson University. Jacob’s research has appeared in Computes & Composition, Convergence: The International Journal of Research Into New Media Technologies, Prompt: A Journal of Academic Writing Assignments, and Textshop Experiments. He teaches First Year Composition, technical communication, and business communication courses, and is the Assistant Communications Editor for Xchanges. Jacob’s research examines rhetorical theory, composition pedagogy, and writing in digitally networked environments. He may be reached on Twitter at @Richter_Rhetor.

Tamara Issak
Pronouns: she/her/hers 

I am an assistant professor at St. John’s University in Queens, New York. I teach first-year writing classes, and I love working with students on a range of digital media assignments. I hope to develop my understanding and skills in DMAC. I am an avid public radio and podcast listener. Many years ago, I was a contributing host and producer of a radio show and also contributed to a rhetcomp-focused podcast. I am a mom of two kids ages 3 and 6 so you might see them pop in and out of our meetings. I am excited to participate in DMAC this year and to learn from/with all of you. 

Luciana Herman (she/her/hers) is a PhD student in Rhetoric and Composition at the University of Texas at El Paso (UTEP). Her research interests include cultural and digital rhetorics, literacy studies, technical communication, and user experience. Her dissertation research is directed toward patient literacy and experience in navigating healthcare spaces (physical and virtual). Luciana teaches First-Year Composition and Technical and Workplace Writing at UTEP, as well as serves as an editor in various capacities. She is excited about the DMAC experience and is looking to deepen not only her digital composition skills, but also to consider the processes by which we (as a collective) engage with digital media.

Marianne Ahokas is an adjunct faculty member at Humboldt State University in Arcata, California, where she teaches courses in composition and the English major. Her research interests include the ideological dimensions of genre and the disciplinary conventions of literary studies. She’s interested in learning how to incorporate digital composing in her courses, particularly her first-year composition classes.

Eduardo Mabilog (he/him/his) is a first year MA/PhD student in Rhetoric, Composition and Literacy at the Ohio State University. His research interests range in topics related to writing centers, anti-racism, translanguaging/codemeshing, and disability studies. Some of his past research and work has involved incorporating letter writing in the composition classroom and writing center to support translanguaging practices and audience consideration, conducting anti-racist writing center workshops, and mapping writing center conferences historical attendance. At the moment his current projects involve investigating the labor and navigational process of tutors engaging with moments related to race and racism in the writing center, recounting hostile conference experiences and the power dynamics involved for marginalized individuals, and evaluating the citation practices of citing scholars of color in basic writing scholarship. He is interested in attending DMAC to continue to learn from other’s perspectives and experiences and to consider how digital media can be a transformative space to (re)evaluate the negotiations that take place in the writing process. His photo shows him (a brown male with short black hair) standing over a counter with his head resting in his hands as he looks to the camera. 

Kristina Reardon (she/her/hers) is Associate Director of the Center for Writing at the College of the Holy Cross, in Worcester, MA, where she teaches courses, directs the Writer’s Workshop (a peer tutoring center), and provides faculty support for writing across the curriculum. She teaches courses on human rights and racial justice in digital writing and is particularly invested in teaching long-form narrative podcasting, from rhetorical analysis to students’ own forays into audio storytelling. She is currently designing ways to adapt online learning tools and digital writing into writing center sessions and is thinking about how faculty support might transition from primarily in-person sessions to digitally enhanced modes.

Felicita Arzu Carmichael (she/her/ella) is assistant professor of writing and rhetoric at Oakland University where she teaches rhetorics of race and ethnicity, contemporary issues in writing studies, and first-year writing. Her research and teaching interests include composition theory and pedagogy, technical writing, place-embodiment studies, and social justice and inclusion. Felicita is attending DMAC because she is interested in learning strategies for effectively engaging composition students who might have limited digital literacy and to use free and open-source audio and image editing software to support students in advanced writing courses.

Grant Bain (he/him/his) is an Instructor and First Year Composition Administrator in the department of English at Colorado State University. As a composition administrator, Grant is involved in developing curriculum for CSU’s first-year composition course. He is attending DMAC in order to design accessible digital assignments which would provide first-year composition students with experience in adapting their writing to new rhetorical situations while also introducing them to forms of composition they are likely to encounter in upper-level coursework and in professional rhetorical situations.

Tawny LeBouef Tullia (she/her/hers) Associate Professor, was born and raised in very south Louisiana. She studied as an artist (working primarily in analog darkroom photography) to earn her B.F.A. from the University of Louisiana at Lafayette. Tawny earned her Ph.D. in Rhetoric at Texas Woman’s University. She studies sport and rhetoric at the intersections of race and gender; building community in the classroom and professional spaces; and the affect intuitions (connaissance and conocimiento) have on our becoming(s). Her research has been published in collaborative works like “Turning Resistances into Engagement” On Teacher Neutrality: Politics, Praxis, Performativity (Utah State University Press) (in collaboration with Dr. Erika Johnson). Her research expertise include critical theory and race; rhetoric, sport, and gender studies; philosophies of becoming; and affect theory. Tawny teaches in Christian Brothers University’s English for Corporate Communications program and serves as the Writing Program Administrator at the institution. She also serves the university as a co-chair of the university’s Commission for Social Justice.

I am interested in digital composing and DMAC to learn how and when to offer our students access to multimodal, digital composing, and alternative (read mainstream) ways of expressing thought, themselves, and their community (whatever that may mean to them). I will offer what I learn during DMAC to my colleagues. I also seek to consider digital composing in dialogue with antiracist pedagogies and practices.

Simone C. Drake is the Hazel C. Youngberg Trustees Distinguished Professor of English and African American and African Studies at The Ohio State University. Her interdisciplinary research agenda focuses on how people of African descent in the Americas negotiate the intersections of race, gender, sexuality, class, and nation through the lenses of critical race, gender, and legal studies. She is the author of When We Imagine Grace: Black Men and Subject Making (University of Chicago Press 2016) and Critical Appropriations: African American Women and the Construction of Transnational Identity (Louisiana State University Press 2014, Southern Literary Studies Series); co-editor (with Dwan Henderson) of Are You Entertained?: Black Popular Culture in the Twenty-First Century (Duke University Press 2020); and numerous journal articles and book chapters. Her current book project, Becoming Educated: A Midwest Story of Race and Law, considers the intersection between law, education, visual art, and music that is presented through the lens of memoir and narrative. She consults with local secondary schools and other organizations on curriculum design, pedagogy, and cultural competence. She hopes to learn new ways of incorporating digital media and technology into her teaching, and is particularly hopeful of using these new skills to teach ENGL/AFAMAST 2367.07S: Literacy Narratives of Black Columbus.

Jared Gardner (he/him; they/them): professor in the English Department and director of the Humanities Institute at OSU. I teach widely in popular culture (film, science fiction, comics, print and media history), and I have been incorporating more digital-first composing projects into his courses at all levels. The initial success with these projects has convinced me I need to up my game pedagogically and technically to ensure that I am constructing and evaluating them in ways that serve the students and the goals of the courses as effectively as possible.

Sarah Faye (she/her) is a continuing lecturer for the University Writing Program at California University, Davis. She teaches upper-division courses in the disciplines and the professions. She is also a PhD student in Technical Communication and Rhetoric at Texas Tech University. Her research interests are in Technical Communication and social justice, and more specifically the use of technical writing by the disenfranchised. She is attending DMAC to investigate how digital composing intersects with her research interests and to improve her digital skills in general and bring them to her classes. 

Marina Ellis (she/her): I am a rising fourth year PhD student in the University of Maryland’s Language, Writing, and Rhetoric program. I am currently beginning my dissertation work that examines writing center tutors’ and Spanish speaking students’ dispositions toward literacy and multiliteracies/multimodalities and the way their dispositions affect, or not, the experiences they have in the writing center. Therefore I am attending DMAC to obtain some more useful experiences in digital composing to help with my dissertation research.

Caroline Hagood is an Assistant Professor of Literature, Writing and Publishing and Director of Undergraduate Writing at St. Francis College in Brooklyn. She has published two books of poetry, Lunatic Speaks (FutureCycle, 2012) and Making Maxine’s Baby (Hanging Loose Press, 2015) and one book-length essay, Ways of Looking at a Woman (Hanging Loose Press, 2019). Her novel, Ghosts of America, is forthcoming from Hanging Loose in 2021. Her current research projects explore the rhetoric of stand-up comedy and innovations in multimodal writing pedagogy.

Mary McDonald: Hello Everyone, I’m grateful to be in this group because I work daily with all levels of writers and feel I most need to be able to train future composition teachers well in this digital environment; I advise many faculty members as well.  I direct the Writing Center and Writing Across the Curriculum Program at Cleveland State University.  I don’t feel very confident of my digital skills!  

Kind regards, Mary

Anna Bogen: I’ve been teaching writing for over ten years and am so excited about DMAC’s potential to help me reach and engage with more students. I’m also currently a PhD student in rhetoric, composition and literacy at Ohio State, where my research interests center on academic gatekeeping, particularly in open-access institutions.  I’m hoping that DMAC will help me gain new digital skills that I can use to challenge existing barriers to student success in first-year writing, especially among those students (problematically) considered “underprepared” for college-level work. 

Courtney A. Mauck (she/her) is a PhD candidate in Rhetoric and Composition at Ohio University. She is currently working on her dissertation entitled “Critically Composing Using Snapchat” and expects to finish her degree in Spring 2022. At OU, she serves as Assistant Director of Composition and primarily teaches first-year writing courses. In her teaching, Courtney loves to include multimodal projects and is excited to further develop her skills in digital media and pedagogy by attending DMAC this year.

Jessica Citti (she/her), Ph.D., is a Writing Specialist in the Humboldt State University Learning Center, where she coordinates the Writing Studio and the DHSI Writing Fellows Program. She has fifteen years of experience as a faculty member in composition and rhetoric, as a writing center instructor, and as an academic support administrator. She is attending DMAC to explore her interests in translingualism and multimodalities, digital story-telling, and ways writing centers can support students working on multimodal compositions.

Rachel Tofteland-Trampe (she/her/hers) is an Assistant Professor in the English Department at Hamline University. She teaches courses in professional writing and rhetoric and first-year writing. Her research focuses on the intersections of digital literacies, multimodality, rhetoric, and professional and technical writing. She’s published on the user experiences of older adults taking computer classes at a community technology center and how the tutors there served as local technical communication experts. Eager to join DMAC, Rachel is looking forward to expanding her technical skills and thinking for her scholarship and teaching around community-based digital projects and critical, creative, and accessible texts.

Stacey Stanfield Anderson (she/her, Twitter @andersoncsuci) is an Assistant Professor of English, Composition Director, and Faculty Development Coordinator at California State University Channel Islands (CSUCI) in Camarillo, California, a Hispanic Serving Institution where over 60% of students are the first in their families to attend college. She is participating in the Institute to continue to explore the effective integration of digital media in writing intensives classes (including first year composition, upper division interdisciplinary writing, and professional writing), interdisciplinary scholarly collaborations, and faculty development efforts. She is particularly eager to learn more about user-based design and usability. Stacey’s research has focused on interdisciplinarity, sustainability, equitable teaching and learning conditions, and bridging the gap for underserved students in the transition from high school to college writing. She is committed to fostering a learning environment that helps students build on their cultural capital to become empowered digital citizens and effective communicators.

Tehmina Pirzada is an Assistant Professor of English at Texas A&M University at Qatar. She completed her PhD in English from Purdue University as a Fulbright fellow in 2017. Her research focuses on postcolonial studies, youth cultures, and the visual and popular cultures of South Asia. Her work has appeared in South Asian Popular Culture, Girlhood Studies: An Interdisciplinary Journal, South Asian Review, and the Journal of Language, Literature, and Culture. She teaches First-Year Writing and Technical Writing to women in engineering.

Dr. Lindy Briggette is a Professor of the Practice in Core Writing at Fairfield University in Fairfield, Connecticut. Lindy currently teaches courses in Rhetoric & Composition and supports faculty development in Fairfield’s Writing Across the Curriculum program. Her teaching and research interests intersections of feminist rhetorics and historiography, environmental rhetorics, and fandom studies as well as teaching for transfer using concepts of rhetorical ecology. Lindy has presented at conferences such as FemRhet, RSA, CCCC, and the UConn Conference on Teaching Writing. Her article, “Reading and Writing the Social Swirls of The French Chef: Social Circulation and the Fan Mail of Julia Child” will soon be published in a forthcoming edition of Peitho. Lindy earned a Ph.D. in Rhetoric & Composition from the University of Rhode Island in 2018 and also holds an M.A. in English/Composition from UMass-Boston and an M.S. in Adult Education from the University of Southern Maine.

Sean O’Sullivan (he/him): I am an Associate Professor of English at OSU; I am also a Core Faculty member in the Film Studies Program, and a Core Faculty member of Project Narrative.  My work and teaching focus primarily on film and television, and I have become increasingly interested in providing opportunities for media-driven projects for my students—especially in lieu of “traditional” final essays.  Beyond my pedagogical interest in becoming more technologically literate through DMAC, I am also keen to widen my scholarship to include work not limited to words on a page.  In 2018, I attended a two-week NEH-funded workshop on the (relatively) new form of the video essay, and I would like to expand my knowledge of digital tools and learning methods to see how I can develop existing and future videographic projects.

Jenny Patton (she, her, hers) is a Senior Lecturer at OSU who teaches courses in the Minor in Professional Writing program and other English classes. Her fall-term Career (Life) Preparation for Humanities Majors class will switch from in-person class meetings to an online asynchronous format, so she’s looking forward to learning how to make engaging videos and digital media materials for that course. A Mayo Clinic-certified wellness coach and lifelong journaler, she has posted Sunday Journal Prompts on her journaling blog (journalingwithjenny.com) for six years and hopes to create videos for a related YouTube channel for people interested in the health benefits of journaling.