\n $\"nicky$
\nNicky Adams<\/strong>
\n\u201cThere and Back Again\u201d: How DMAC Shaped the Professional Growth of Three Departmental Colleagues<\/a>\n
Nicky Adams is a full-time lecturer in English at the University of Dayton, where she teaches professional communication and coordinates the Writing Internship Program. She previously directed the writing center and taught at Wright State University, and later worked as an account manager in the Workforce Development Division of Sinclair Community College. Through her LLC, Workplace Communication Consulting, Nicky conducts professional communication training for academic and corporate clients in the Dayton area.\n<\/p><\/div>\n
\n
\n $\"erin$
\nErin Kathleen Bahl<\/strong>
\nNetworked Composing: DMAC as Community of Practice<\/a>\n
Erin Kathleen Bahl is a doctoral student at The Ohio State University studying composition, digital media, and folklore.\u00a0Her interests include the spatial organization of experience, visual interface design, and multimodal religious literacies. Her work can be found in Composition Studies<\/em> and Computers and Composition<\/em>.\n<\/p><\/div>\n
\n
\n $\"elkie$
\nElkie Burnside<\/strong>
\nLinking Message and Mode: A Case Study in Technical Training and Multimodality<\/a>\n
Elkie Burnside is an Assistant Professor of English at The University of Findlay in Ohio. Her research interests center on multimodality, rhetoric, and instructional methods in academic and professional settings. Elkie also serves as an Assistant Editor for Kairos<\/em>.\n<\/p><\/div>\n
\n
\n $\"kaitlin$
\nKaitlin Clinnin<\/strong>
\nNetworked Composing: DMAC as Community of Practice<\/a>\n
Kaitlin Clinnin is a doctoral candidate at The Ohio State University where she studies composition and digital media, especially the role of community in the writing classroom in physical and digital spaces. Her work has appeared in Technoculture<\/em> and the Journal of Global Literacies, Technologies, and Emerging Pedagogies<\/em>.\n<\/p><\/div>\n
\n
\n $\"scott$
\nScott Lloyd DeWitt<\/strong>
\nTechne in 60: The History and Practice of the Concept in 60<\/a>\n
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. His book Writing Inventions: Identites, Technologies, Pedagogies<\/em> (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<\/em>. With Cynthia Selfe he serves as Director of DMAC.\n<\/p><\/div>\n
\n
\n $\"ginger$
\nGinger Grey<\/strong>
\nDMAC One Year Later<\/a>\n
Ginger Grey received her MFA from the Inland Northwest Center for Writers and teaches English at Gonzaga University.\n<\/p><\/div>\n
\n
\n $\"jessica$
\nJessica Halliday<\/strong>
\nDMAC One Year Later<\/a>\n
Jessica Halliday holds an MFA with a focus in fiction writing from Eastern Washington University. Her fiction, nonfiction, and poetry have appeared in The Sun<\/em>, Copper Nickel<\/em>, Weber Studies<\/em>, Knockout Literary Journal<\/em>, and other periodicals. She has worked as a freelance journalist and commercial writer, and she currently teaches composition, creative writing, digital writing, and literature at Gonzaga University.\n<\/p><\/div>\n
\n
\n $\"brian$
\nBrian Harmon<\/strong>
\nTechne in 60: The History and Practice of the Concept in 60<\/a>\n
Brian Harmon is a PhD candidate in Rhetoric and Composition at The University of South Carolina. His work investigates how digital documentary methods might be deployed in classrooms as both an evaluative research method and as a pedagogical tool that might encourage and enable critical pedagogy and social advocacy. Before returning to academia, Brian worked professionally in New Zealand and China as a photographer, video producer, and creative manager for a range of commercial and social entities.\n<\/p><\/div>\n
\n
\n $\"dundee$
\nDundee Lackey<\/strong>
\nTechne in 60: The History and Practice of the Concept in 60<\/a>\n
Dundee Lackey is an Assistant Professor in the Department of English, Speech, and Foreign Languages at Texas Woman\u2019s University in Denton, TX and a graduate of Michigan State University\u2019s Rhetoric and Writing program. Her special interest areas are digital\/community literacies and she has a special love for first-year composition and multimodal pedagogy.\n<\/p><\/div>\n
\n
\n $\"tika$
\nTika Lamsal<\/strong>
\nDMACing for Writing, Research, and Professionalization: Mediations of Technology on Transnational Writing<\/a>\n
Tika Lamsal teaches at the Department of Rhetoric and Language at the University of San Francisco. His research interests include multilingual and multimodal literacies, second language writing, non-western rhetorics, and South Asian diaspora writing. His dissertation at the University of Louisville shows how immigrant refugees negotiate their ways to academic, cultural, and economic success in the U.S. by using linguistic, cultural, and multimodal resources in new contexts.\n<\/p><\/div>\n
\n
\n $\"christina$
\nChristina LaVecchia<\/strong>
\nTechne in 60: The History and Practice of the Concept in 60<\/a>\n
Christina LaVecchia is a doctoral candidate in the Department of English at the University of Cincinnati, with research interests in writing pedagogy and theory, the rhetorics of media and culture, affect, feminist theory, and writing program administration. She is currently an editorial assistant for Composition Studies<\/em>, and served as Assistant to the Directors of Composition at UC in 2010\u201311. Her Harlot<\/em> essay on the rhetorics of Modern Family<\/em> recently was reprinted in the textbook How Writing Works<\/em>, edited by Jordynn Jack and Katie Rose Guest Pryal.\n<\/p><\/div>\n
\n
\n $\"les$
\nLes Loncharich<\/strong>
\nCIWIC Through the Pines: Workshop Memories and Long-Term Professional Development<\/a>\n
Les Loncharich is an Assistant Professor at Georgia Southern University where he teaches professional and technical writing. His research involves visual composition, professional identity and development, and the arrangement of everyday artifacts as writing. Les draws, takes photographs, and walks around looking at things. An alumn of the final CIWIC workshop in 2005, Les considers the two-week learning experience much like a sojourn in paradise, if paradise has black flies.\n<\/p><\/div>\n
\n
\n $\"ben$
\nBen McCorkle<\/strong>
\nBreaking Trail: A Brief History of Visiting Scholars in DMAC<\/a>\n
Ben McCorkle is an associate professor of English at The Ohio State University at Marion, where he teaches courses on composition, the history and theory of rhetoric, literary publishing, and digital media production. He is the author of Rhetorical Delivery as Technological Discourse: A Cross-Historical Study<\/em>, published by Southern Illinois University Press. He also has published essays in various journals and edited collections, including Computers and Composition Online<\/em>, Rhetoric Society Quarterly<\/em>, and Composition Studies<\/em>.\n<\/p><\/div>\n
\n
\n $\"lynn$
\nLynn Reid<\/strong>
\nReturning Adults in the Multimodal Classroom<\/a>\n
Lynn Reid is Lecturer and Coordinator of Basic Writing at Fairleigh Dickinson University\u2019s Florham Campus and is ABD in the Composition and TESOL Program at Indiana University of Pennsylvania. She is also a member of the Executive Board for the Council on Basic Writing and has been involved in the CCCC SIG on Adult Learners since 2009. Her work primarily focuses on the intersections between Basic Writing and Computers and Writing, with an emphasis on Writing Program Administration.\n<\/p><\/div>\n
\n
\n $\"margaret$
\nMargaret M. Strain<\/strong>
\n\u201cThere and Back Again\u201d: How DMAC Shaped the Professional Growth of Three Departmental Colleagues<\/a>\n
Margaret M. Strain is a professor of English at the University of Dayton where she teaches undergraduate and graduate courses in writing, composition theory, histories of rhetoric, and Irish drama. She has edited Principles and Practices: Discourses for the Vertical Curriculum<\/em>, and with Alexis Hart, she co-edits the interviews section of Kairos<\/em>. Her work on the disciplinary rise of composition studies, research methods, oral narratives, and graduate writing instruction has appeared in Rhetoric Society Quarterly, JAC, Writing on the Edge, Composition Forum, Pedagogy<\/em>, and edited collections.\n<\/p><\/div>\n
\n
\n $\"patrick$
\nPatrick Thomas<\/strong>
\n\u201cThere and Back Again\u201d: How DMAC Shaped the Professional Growth of Three Departmental Colleagues<\/a>\n
Patrick W. Thomas is an assistant professor of English at the University of Dayton, where he teaches courses in literacy, professional writing, and composition.\n<\/p><\/div>\n
\n
\n $\"head$
\nTisha Turk<\/strong>
\nA Partial Taxonomy of Technological Professional Development<\/a>\n
Tisha Turk is an Associate Professor of English at the University of Minnesota at Morris, where she teaches courses on writing, fandom, composition studies, and narrative theory. She is working on a book about vidding and vidwatching.\n<\/p><\/div>\n
\n
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