The Coalition for Community Writing is made up of a diverse group of committed educators and changemakers working towards a common goal of creating real local and global impact through the power of language.
Board Of Directors
Founder and Executive Director
University of Colorado Boulder
Dr. Veronica House is Associate Faculty Director for Service-Learning and Outreach in the Program for Writing and Rhetoric at the University of Colorado Boulder. As founder of the University’s Writing Initiative for Service and Engagement, she created the first service-learning Writing and Rhetoric courses for first-year students and has coordinated the Program for Writing and Rhetoric’s transformation into one of the first writing programs in the country to have integrated community-engaged pedagogies throughout its lower- and upper-division courses. She has worked with faculty at colleges and universities across the country to design community-engaged courses and programs. She is proud to serve on the Board of Directors for The Shed: Boulder County Foodshed, which promotes community education about local food. She is the author of Medea’s Chorus: Myth and Women’s Poetry Since 1950 (2014) and several articles. Her recent teaching, community work, and scholarship focus on food localization, food literacy, environmental communication, and institutionalization of community-engaged pedagogy. Veronica is the founding chair of the Conference on Community Writing and an Editor of the Community Literacy Journal.
Community College of Baltimore County
Stephanie Briggs is an assistant professor of English at the Community College of Baltimore County. She utilizes arts-based practices to foster community, social action, and compassion among students. She facilitates the Contemplative Community Circle for faculty/staff and received a Center for Contemplative Mind in Society Building Communities Grant: “Practical Empowerment: Building Contemplative Communities With Students of Color." She is also the owner of Be.Still.Move., a facilitated training program of mindful /contemplative practices for educational institutions, non-profit organizations, and corporations.
St. John's University
Steven Alvarez is assistant professor of English and Coordinator of the First-Year Writing Program at St. John's University. He specializes in literacy studies and bilingual education with a focus on Mexican immigrant communities. He teaches courses ranging from autobiographical writing, ethnographic methods, visual rhetoric, and “taco literacy,” a course exploring the foodways of Mexican immigrants in the United States. He is the author of Brokering Tareas: Mexican Immigrant Families Translanguaging Homework Literacies (State University of New York Press), an ethnographic study about how English language acquisition and literacy transformed family relations and structured educational ambitions within an emergent bilingual immigrant mentoring program in New York City. The program cultivated a sense of community and academic participation closely allied to ethnic identity, encouraging bilingualism as a political tool for—and the everyday reality of—immigrant families. His second book Community Literacies en Confianza: Learning From Bilingual After-School Programs (National Council of Teachers of English) explores two K-12 after-school programs and how to connect educators with communities in meaningful and reciprocal ways. This community literacy research builds on his research in New York City with research in Kentucky and explores the ways teachers can build relationships with emergent bilingual communities outside of school settings.
Ellen Cushman is Associate Dean of Academic Affairs, Diversity and Inclusion and Dean’s Professor of Civic Sustainability in the College of Social Sciences and Humanities at Northeastern University in Boston, MA. She served as co-editor with Mary Juzwik of Research in the Teaching of English (2012-2017) and has published books on literacy studies in an inner city community (The Struggle and The Tools, SUNY 1998) and the Cherokee Nation (The Cherokee Syllabary, University of Oklahoma Press, 2012) . She received her PhD from Rensselaer Polytechnic Institute.
Florida International University
Paul Feigenbaum is an Associate Professor in the Department of English at Florida International University and co-editor of the Community Literacy Journal. His research, teaching, and engagement interests include community literacy, public rhetoric, the science of learning and motivation, critical entrepreneurship, and the intersections between rhetoric and psychology. Prior to completing his PhD at the University of Michigan, he taught English in Uzbekistan through the Peace Corps, and he has participated in community-writing projects in various schools and communities in Detroit, Miami, and a village near Leon, Nicaragua. His scholarship has appeared in journals including College English, the Community Literacy Journal, Reflections, and Composition Forum. His first book, Collaborative Imagination: Earning Activism through Literacy Education, was published by Southern Illinois University Press in 2015.
Jenn Fishman is currently Associate Professor of English at Marquette University, where she served as Director of First-Year English. Her teaching, research and scholarship, and academic leadership reflect her interest in how people use writing to participate in different communities. Her publications, including special issues of CCC Online (2012), Peitho (2015), and Community Literacy Journal (2018), bring critical attention to student writers and their college and postgraduate communities, feminist community building in and beyond the academy, and community listening in diverse contexts. Past President of the Coalition of Feminist Scholars in the History of Rhetoric and Composition and Co-Chair of the CCCC Committee on Undergraduate Research, she is a founding member of the Literacy in Composition Studies Editorial Board and a co-author of the recently revised CCCC Position Statement on Community-Engaged Projects in Rhetoric and Composition.
Colorado State University
Tobi Jacobi is Professor of English and director of the Community Literacy Center at Colorado State University. She has coordinated the SpeakOut! Writing Workshop program since its inception in 2005, a program that served over 500 community writers in 2017. Her co-edited book Women, Writing, and Prison came out in 2014, and she is currently working on a prison literacy remix project that blends contemporary pedagogy with archival prison texts with Dr. Laura Rogers. Her essay, co-authored with student Michelle Curry, "Just Sitting in a Cell, You and Me: Sponsoring Writing in a County Jail" appears in the Fall 2017 issue of the Community Literacy Journal.
Paula Mathieu works as Associate Professor of English at Boston College where she directs the First-Year Writing Program. She teaches graduate and undergraduate courses in rhetoric, writing as social action, and writing pedagogy. She wrote Tactics of Hope: The Public Turn in English Composition, and co-edited three essay collections, including Circulating Communities, with Stephen Parks and Tiffany Roscoulp. With Diana George, she has cowritten several articles about the rhetorical power of the dissident press. She also has published on the intersections between writing and contemplative practice for the Journal of Advanced Composition (JAC) and the Journal for Expanded Perspectives on Learning (JAEPL).
James Madison University
Seán is an assistant professor in the School of Writing, Rhetoric and Technical Communication at James Madison University, and his teaching and research are situated at the intersection of community engagement and digital literacy studies. He is particularly passionate about better understanding how writing, digital media, and interdisciplinary collaboration serve to build creative university-community partnerships.
Seán currently serves as a university Entrepreneurship Faculty Fellow at JMU, and he also co-teaches an annual institute for faculty in digital humanities pedagogy. In 2017, he and collaborator Mollie Godfrey won the award for Best Community-University Project at the Conference on Community Writing for their work on “Celebrating Simms: The Story of the Lucy F. Simms School.”
University of Colorado Boulder
Michigan State University
Dawn Opel, J.D., Ph.D. is Assistant Professor of Digital Media and User Experience in the Department of Writing, Rhetoric, and American Cultures at Michigan State University. Dawn is a former nonprofit legal services attorney and clerked for the U.S. Bankruptcy Court for the Middle District of North Carolina. A participatory action researcher, she works with nonprofit, government, and health care professionals to improve workplace communication and user experience with workplace information and communication technologies. Dawn currently also serves on the Board of Directors of the Information Technology Empowerment Center (ITEC) of Lansing, Michigan.
My initial entry in the field of composition and rhetoric was to explore the history of the “Students Right To Their Own Language,” an effort to link classroom practice, institutional resources, and broad calls for social change in support of non-traditional students. As a result of this work, I have become increasingly interested in the ways in which the academy defines and relates to its surrounding communities, exploring what it might mean to draw the resources of the university into alignment with community-defined needs. It was this work that lead to the creation of New City Community Press in Philadelphia, an effort to use community publishing linked to grassroots activism - a model which was deeply indebted to the practices of the Federation of Worker Writers and Community Publishers, located in the United Kingdom.
These scholarly efforts which have been expanded through my work at Syracuse University, resulting in explorations of how service-learning and community partnership work provides a rich model to understand the nature and goals of political and social movement rhetoric in a broader global context. Most recently, this work has led to me developing an international archive of working class writing with London Metropolitian University (along with Jess Pauszek, CCR student) as well as an international collaborative with scholars in Italy and France exploring the changing nature of working class identity in a neo-liberal age.
In addition, I have worked with human rights activists in the Middle East, exploring how community partnership and publication can foster democratic activism. This work has led to my helping to create Syrians for Truth and Justice, a collaboration of Syrian activist dedicated to both reporting the human rights abuses occurring in Syria as well as documenting past abuses for the international human rights courts.
For the past fifteen years, I have been fortunate to create as well as to edit academic journals and book series, as well as found a community press. This experience has taught of the ways in which editorial work can foster an intersectional form of scholarship premised on foundational concepts of social and political justice. It has also taught me that, as a field, Composition and Rhetoric has not sufficiently acknowledged the important contributions by African American, Latino, Native American, LBGTQ, and Asian American Communities – particularly when these identities are supplemented by categories of class and gender. Nor has the field adequately published the work of individuals working in the diverse labor conditions (adjunct, non-tenure track) which mark this field or the diverse institutions (community college, tribal college, HBCUs) in which large numbers of our “writing students” enroll. Much of my work as an academic editor has been to align with the many scholars of our feld and to work hard to understand how expanding publishing frameworks can support structural intellectual changes to our intellectual and institutional structures.
As a community publication editor, I have worked to develop models which recognize the organic intellectual understanding a community brings to their daily life and to co-construct writing groups and publications which represent those insights. Part of this work has also entailed linking the publications to grass roots struggles for economic and political change. Here I believe I have come to understand how the concepts of literacy, community, and partnership can begin to articulate back to our work in the academy, as teachers, administrators, and scholars. Or at least, this is my hoped for connection between the two domains in which I undertake editorial work.
Laurie Cella is an associate professor of English at Shippensburg University. She directs the First Year Writing Program, and coordinates the First Year Experience Program with her colleague Steve Burg. She is currently at work on a book project, focused on working-class women in literature titled Radical Romance, due out from Lexington Press in Spring 2019. Much of her research and teaching is focused on community writing, community outreach, and service-learning.
Lisa Dush is an Associate Professor in DePaul University’s Department of Writing, Rhetoric, and Discourse (WRD), where she serves as Director of the MA in WRD. She teaches undergraduate and graduate courses in professional and digital writing. Much of Lisa’s teaching and research is built around efforts to partner students with Chicago-area nonprofit organizations, to together develop and deploy new media writing projects. Lisa publishes research about digital storytelling, service learning, and how digital technologies have changed writing; her 2015 article, “When Writing Becomes Content,” won the CCCC’s Richard Braddock Award.
Jen England is an Assistant Professor of English at Hamline University in Saint Paul, MN. She teaches courses in professional writing and rhetoric and first-year writing that center civic engagement and public writing. Her research brings together digital studies, environmental and sustainability rhetorics, and techno- and eco-feminism to explore how we understand ourselves, our communities, and our natural world through our relationships with various technologies. She also directs a technology and media summer camp for ‘tween girls in the local community.
Goldblatt is Professor of English at Temple University and director of New City Writing, an institute focused on community literacy in North Philadelphia. He traveled in Mexico and Central America, attended a year of medical school, and taught high school science for five years before graduate school in composition and rhetoric at the University of Wisconsin-Madison. His published works includes his most recent book, Writing Home: A Literacy Autobiography, and Because We Live Here: Sponsoring Literacy Beyond the College Curriculum, which won the 2008 National Council of Writing Program Administrators’ Best Book Award. The Conference on Community Writing presented him with the Distinguished Engaged Scholar Award in 2015, and College Composition and Communications gave him the Braddock Award for the best essay the journal published in 2017. With David Jolliffe, he is currently working on a book about non-school literacy projects in urban Philadelphia and rural Arkansas. Goldblatt’s poems have appeared over the last forty years in small literary journals and his poetry collections include Sessions 1-62, Speech Acts, Without a Trace, and the forthcoming For Instance. Goldblatt’s two books for children are Leo Loves Round and Lissa and the Moon’s Sheep.
Megan Faver Hartline
Megan Faver Hartline
Megan Faver Hartline is the Associate Director of Community Learning at Trinity College. Her scholarship examines institutional structures for community engagement, focusing on how emerging engaged scholars learn to navigate these structures. She earned a PhD in Rhetoric and Composition at the University of Louisville, and her work is published in Community Literacy Journal, Computers and Composition Online, and JAC.
University of Missouri-Columbia
Becca Hayes is the Director of Composition at University of Missouri-Columbia. Her scholarly interests meet at the intersections of cultural and queer rhetorics and community-engaged research and pedagogy. Generally, her research focuses on how communities and cultural organizations engage and sustain publics through rhetorical practices that support civic action and social justice. She has facilitated civic engagement trainings and anti-racism workshops with organizations such as AmeriCorps, YWCA, and NEW (National Education for Women’s) Leadership. She’s held fellowships with Humanities Without Walls, The Cultural Heritage Informatics Initiative, and the Eli and Edythe Broad Art Museum. Her work has appeared in Reflections: A Journal of Public Rhetoric, Civic Writing, and Service Learning with more scholarship forthcoming in edited collections and journals.
University of Oklahoma
RACHEL C. JACKSON, PH.D. (CHEROKEE), TEACHES WRITING COURSES AS A LECTURER AT THE UNIVERSITY OF OKLAHOMA. SHE IS A FORD FOUNDATION FELLOW AS WELL AS A RESEARCH FELLOW WITH THE NEWBERRY CONSORTIUM ON AMERICAN INDIAN STUDIES. SHE LEADS DIGITAL STORYTELLING WORKSHOPS ON MULTIPLE CAMPUSES AND IN COMMUNITIES HELPING PEOPLE TO CREATE MEANINGFUL MULTIMODAL STORIES FROM THEIR OWN LIVES. SHE ALSO CO-INSTRUCTS THE KIOWA CLEMENTE COURSE IN THE HUMANITIES IN ANADARKO, OKLAHOMA – A COMMUNITY-BASED COURSE THAT FOCUSES ON PERPETUATING KIOWA CULTURE AND LANGUAGE. HER WORK ALSO INCLUDES SERVING AS PROJECT DIRECTOR FOR THE NATIVE DAUGHTERS OF OKLAHOMA CURRICULUM COMPANION (UNIVERSITY OF NEBRASKA, 2015), A PROJECT FUNDED BY THE OKLAHOMA HUMANITIES COUNCIL. ADDITIONALLY, RACHEL CONTRIBUTES TO INDIGENOUS DIGITAL HUMANITIES PROJECTS, MOST RECENTLY AS A LEAD WRITER FOR THE CHICKASAW NATION’S INNOVATIVE MOBILE APPLICATION AYA – A HOMELAND JOURNEY.
University of Arkansas
David Jolliffe is professor of English at the University of Arkansas, where he is the initial occupant of the Brown Chair in English Literacy. He earned a B.A. in English, magna cum laude, from Bethany College in 1974; an M.A. in English from West Virginia University in 1980; and a Ph.D. in English from the University of Texas in 1984. A native of New Martinsville, West Virginia, Jolliffe began his career as an educator at Triadelphia High School and then at Wheeling Park High School, where he taught both English and theatre. Jolliffe has also taught at West Virginia University, Bethany, the University of Texas, the University of Illinois at Chicago, and DePaul University. At the University of Illinois at Chicago, he served as the Director of Composition, Director of the Writing Center, and Director of Writing in the Disciplines in the College of Liberal Arts and Sciences. At DePaul, he was Director of Writing Programs for one year before become the initial Director of the Interdisciplinary First-Year Program. He moved to Fayetteville in 2005 to inaugurate the work of the Brown Chair, whose mission is to promote critical and effective literacy among Arkansans in all walks of life.
The author or editor of 14 books and more than 40 articles on the history and theory of rhetoric, the teaching of writing, and the preparation of writing teachers—most recently The Arkansas Delta Oral History Project: Culture, Place, and Authenticity, published by Syracuse University Press—Jolliffe has always connected his work to the arts, particularly to theatre. His office sponsors a program called SISTA (Students Involved in Sustaining Their Arkansas), which links Arkansas High School students with University of Arkansas mentors as both parties develop proposals for community sustainability projects, and the Arkansas Studio Project, which offers arts-infused literacy-enrichment activities in secondary schools in Springdale, Arkansas. He acts regularly with The Classical Edge Theatre Company, which offers free, outdoor productions of William Shakespeare’s works in Northwest Arkansas and throughout the state, and with the Northwest Arkansas Prison Story Project, which develops and performs original plays based on the writing of incarcerated inmates. Recently, he initiated the Latin/x Youth Theatre Project and produced a new play called FOLLOW ME@TIO SAM.
Jolliffe has been actively involved with the Advanced Placement English Language and Composition Program since 1992. He served as Chief Reader for AP English Language from 2003 through 2007 and again from 2010 through 2011, and he regularly serves as a consultant to Advanced Placement Summer Institutes.
West Chester University
Ben Kuebrich is an Assistant Professor of English and Digital Journalism at West Chester University in Pennsylvania.
Arizona State University
Elenore Long's scholarship draws on a wide array of rhetorical methods to test the limits and potential of day-to-day democracy in an era marked by shrinking public resources, cultural conflict, and deferred hope. With colleagues at Carnegie Mellon University and Pittsburgh’s Community House, she developed a rhetorical model for contemporary deliberative democracy. She has tested and extended that model in other contexts, including environmental studies, human-computer interaction, and refugee resettlement initiatives. Long’s work has been featured in two issues of The Community Literacy Journal earning awards for use-inspired, publicly engaged scholarship from the Academic Council of Learned Societies (the umbrella organization of the Modern Language Association). Long is an associate professor in the Department of English at Arizona State University. Her third book—A Responsive Rhetorical Art: Artistic Methods for Contemporary Public Life—will be published by the University of Pittsburgh Press later this year.
University of Notre Dame
Connie Snyder Mick, Ph.D., is Academic Director of the Center for Social Concerns and co-director of the Poverty Studies Interdisciplinary Minor at the University of Notre Dame. Dr. Mick seeks to advance the vision of the Center for Social Concerns as a living well for social justice by helping to deepen the culture of community-engaged teaching, research, and learning across the university. She supports the scholarship of engagement through faculty consultations on engaged teaching, awarding course development grants, and directing the community engagement faculty fellows program. Dr. Mick also designed and directs the Community Engagement Faculty Institute, a three-day immersion into the theory and practice of community-engaged teaching, research, and scholarship. She holds a faculty seat on the Indiana Campus Compact Advisory Council and on the Shepherd Higher Education Consortium on Poverty Advisory Board. She currently teaches Rhetorics of Gender and Poverty, the Capstone for Poverty Studies, and Confronting Poverty: Bringing Service to Justice. Dr. Mick's research addresses the impact of engagement on student learning and community development, the role of writing in social change, the rhetorics of poverty, the ethics of storytelling in engaged learning, and the pedagogies of community engagement. She published Poverty/Privilege: A Reader for Writers, Oxford University Press (2015). Her book Good Writing: A Rhetoric and Reader for Argument, Oxford University Press, is forthcoming August 2018. Recent articles and book chapters appear in the Michigan Journal of Community Service Learning; Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture; Service-Learning: Enhancing Inclusive Education; TESOL Journal; Foundational Practices in Online Writing Instruction; and Service-Learning to Advance Access & Success: Bridging Institutional and Community Capacity.
Ohio State University
Beverly J. Moss is an associate professor of English at The Ohio State University where she specializes in composition and literacy studies. Professor Moss earned her B.A. in English from Spelman College, her M.A. in English with a specialization in rhetoric and composition from Carnegie-Mellon, and her Ph.D. in English with a specialization in rhetoric, composition, and literacy from the University of Illinois at Chicago. Her scholarly interests include examining literacy in African American community spaces, composition theory and pedagogy, and writing center theory and practice. She is the author of A Community Text Arises: A Literate Text and A Literacy Tradition in African American Churches, co-author of Everyone’s an Author (composition textbook published by W.W. Norton), editor of Literacy Across Communities, and co-editor of Writing Groups Inside and Outside the Classroom and The Best of the Independent Journals in Rhetoric and Composition 2012. Professor Moss has served on the editorial boards of College Composition and Communication and the Studies in Writing and Rhetoric series and currently is on the editorial board of the Community Literacy Journal. She is currently writing a book on the literacy practices of Phenomenal Women Incorporated, an African American women’s service and social club.
Long Island University
Deborah Mutnick is professor of English at Long Island University’s Brooklyn campus. She is author of Writing in an Alien World: Basic Writing and the Struggle for Equality in Higher Education (1996). Her work has appeared in journals, including College English, College Composition and Communication, Rhetoric Review, and Community Literacy Journal, as well as several edited volumes. Community writing projects include an NEH Digital Humanities Startup Grant for the Pathways to Freedom Digital Narrative Project, an NEH Humanities Connections Grant for the Campus-Community Urban Sustainability Program (CUSP), and a Humanities NY Action Grant for Voices of Lefferts, a community writing/publishing project. She is co-editor with Laurie Grobman of Reflections: A Journal of Public Rhetoric, Civic Writing, and Service Learning.
Texas A&M University
Jessica Pauszek is Assistant Professor of English and Director of Writing at Texas A&M University - Commerce. She is the Managing Director of New City Community Press and co-editor, with Steve Parks, of the Working and Writing for Change series through Parlor Press. Her work focuses on literacy practices in connection to labor and class identity, using archival and interview methods. Her dissertation, "Literacy and Labor: Archives, Networks, and Histories in Working-Class Communities" received honorable mention for the 2018 James Berlin Memorial Outstanding Dissertation Award and forms the basis of her work with an Emergent Researcher grant, aiming to create a transnational digital archive of working-class community writing alongside members from the Federation of Worker Writers and Community Publishers.
Montclair State University
Jessica Restaino is Associate Professor of Writing Studies, Director of First-Year Writing, and Director of Gender, Sexuality, and Women's Studies at Montclair State University. She is the author of First Semester: Graduate Students, Teaching Writing, and the Challenge of Middle Ground (SWR 2012) and co-editor (with Laurie Cella) of Unsustainable: Re-imagining Community Literacy, Public Writing, Service-Learning, and the University (Lexington 2012). Her most recent book, Surrender: Feminist Rhetoric and Ethics in Love and Illness, is forthcoming from Southern Illinois University Press in 2019. Her essays appear in journals such as Peitho, Community Literacy Journal, Composition Forum, and others.
Ohio State University
Elaine Richardson (aka Dr. E) was born in Cleveland, Ohio. An inspirational Ohio State University professor of education and author, in the tradition of Dr. Maya Angelou, Dr. E is a multi-dimensional personality—a performer, recording artist, and speaker—with an inspirational message of spiritual and educational empowerment.
She is Professor of Literacy Studies
at The Ohio State University, Columbus, where she teaches in the Department of Teaching and Learning. Her research interests include the liberation and critical literacy education of people
of the Black African Diaspora. Her books include African American Literacies (Routledge, 2003), focusing on teaching writing from the point of view of African American Language and Literacy traditions, Hiphop Literacies (Routledge, 2006), a study of Hiphop language use as an extension of Black folk traditions, and PHD (Po H# on Dope) to Ph.D.: How Education Saved My Life, (New City Community Press, 2013), an urban educational memoir that chronicles her life from drugs and the street life to the university. Richardson has also co-edited two volumes on African American rhetorical theory, Understanding African American Rhetoric: Classical Origins to Contemporary Innovations Routledge, 2003) and African American Rhetoric(s): Interdisciplinary Perspectives (Southern Illinois University Press, 2004), and one volume on Hiphop Feminism—Home Girls Make Some Noise (Parker Publishing, 2007). Among her awards, she was Fulbright lecturing researcher in the department of Literatures in English at the University of the West Indies, Mona, Jamaica (2004); Community Cultural Icon Award from the Office of Diversity and Inclusion/Frank Hale, Jr. Black Cultural Center, The Ohio State University 2013; National Council of Negro Women Community Service Award (2012), an Outstanding Woman of Columbus Award (2011), and other honors. She is founder of The Ohio State University’s Hiphop Literacies Conference. Her passion is critical community literacy working with women and girls and color and Black mother-daughter networks.
Selected endorsement of PHD to Ph.D.: How Education Saved My Life:
If Zora Neale Hurston had a god-daughter, she could be Elaine Richardson: on so many paths, she comes to these pages a deep student of life—the one who studies it up close, unguarded, and, with a musician’s ear for the song that lives in all of her experience, brings home its truths in their fearsome and freeing power.
-- Ted Lardner, Professor of English, Cleveland State University
New Mexico State University
Lauren Rosenberg is an Associate Professor in English and Writing Program Administrator at New Mexico State University. She is the author of The Desire for Literacy: Writing in the Lives of Adult Learners. Lauren’s early work in service learning and composition with newly arrived immigrant groups led to a career-long interest in the literacy practices of underrepresented populations. Her longitudinal research extends from an ongoing study of adult basic learners to a project on the writing practices of military servicemembers. Lauren has volunteered as an adult literacy tutor with individuals and at a community learning center. She has collaborated with a community partner in guiding college students to assist entrepreneurs in writing business plans. Currently, Lauren volunteers for one of her graduate students on his project to bring together farmers and agricultural scientists in the Mesilla Valley of southern New Mexico for discussion across areas of expertise.
University of California Merced
Dr. Iris Ruiz, Continuing Lecturer, Merritt Writing Program, UC Merced, California. Activities: CCCC Co-Chair, Latinx Caucus, CCCC Resolutions committee, CCCC Task Force on Standing Group Guidelines, CCCC Advancement of Knowledge Book Award Committee, NCTE Committee Against Racism and Bias, Lead Author NCTE Position Statement on Ethnic Studies, Peer Editor Rhetoric Review, WPA Journal, Constellations, and, Best of CCCC Independent Journals, Member of Latinx Caucus (2000-current). Publications: Palgrave MacMillan, titled, Reclaiming Composition for Chicano/as and other Ethnic Minorities: A Critical History and Pedagogy and Decolonizing Rhetoric and Composition Studies: New Latinx Keywords for Theory and Pedagogy and a forthcoming article in WPA Journal on race and WPA.
Position Statement: CCCC needs to continue to work toward greater inclusion of ethnic minority scholars and publications in the presentation and deliverance of the yearly conference. CCCC could benefit from letting lead scholars of color hold more featured panels and leadership positions as to foster a more inclusive environment.
George Washington University
Phyllis Ryder is an Associate Professor of Writing at the George Washington University, and an Affiliate Faculty with the Honey W. Nashman Center for Civic Engagement and Public Service.
Through both scholarship and teaching, Phyllis Ryder investigates what it means to write for social change. Her current projects analyze the rhetorics of whiteness in public and academic spaces. Her 2011 book, Rhetorics for Community Action, offers a theory for conceptualizing public writing in democracy as well as practical guidance for developing first-year writing classes with a service-learning focus. Ryder also investigates how to teach information literacy, including serendipity. Her work has been published in Rhetoric Review, JAC, Reflections, Community Literacy Journal, among others.
She serves as Director of George Washington University's Writing Center.
Donnie Johnson Sackey
University of Texas-Austin
Donnie Johnson Sackey
Rachel Wendler Shah
University of Nebraska-Lincoln
Rachael Wendler Shah
Rachael Wendler Shah is an assistant professor in the Composition and Rhetoric program at University of Nebraska-Lincoln, where her research and teaching explore community literacy, teacher education, participatory methodologies, and the ethics of university-community collaborations. In partnership with a team of local educators and community partners, she coordinates Husker Writers, a public writing collaborative of secondary and university teachers who link their curricula to promote college access pathways and community action. She also supports the National Writing Project's College Career Community Writers Program, an argument writing partnership with rural and under-resourced schools, and advises a grad-student run community literacy organization, the Writing Lincoln Initiative. She frequently co-writes with youth, students, and local teachers, and her work appears or is forthcoming in Community Literacy Journal, CCC, Reflections, TCQ, and the Michigan Journal of Community Service Learning. Her book project focuses on community perspectives of university-community partnerships.
University of Denver
Daniel Singer is a teaching assistant professor in the University Writing Program at the University of Denver where he directs the Clinic for Writing and the Public Good and teaches deliberative rhetoric and community-engaged research and writing across issue-areas. His research is on writing-to-do-good as a distinct genre ecology and rhetorical situation, focusing primarily on rhetorics of advocacy and volunteerism and on community-engaged writing pedagogies and practices (with side-interests in suasive psychology, emergent genre ecologies, and multimodal/digital composition). From northern New England, Dan lives in Aurora, Colorado with his wife and daughter and makes furniture from found materials in the off-hours.
York College of Pennsylvania
Erec Smith is an Associate Professor of Rhetoric at York College of Pennsylvania and the Associate Director for the York College Institute of Civic Arts and Humanities. He works with community entities around York, including the York YWCA and Community Radio 106.1FM York, in planning and facilitating writing workshops, film viewings and discussion, and community symposia on local issues.
From my time as an undergraduate at Wesleyan University through my graduate studies at City College and Stony Brook University, I have been interested in narrative and scientific forms of communication, which has lead me to ecological approaches to literacy: both/and approaches that are inherently interdisciplinary and that involve diverse communities. I honor this in my work by using the concept of ecological community literacies to develop projects that encourage participants to understand our human, plant, animal, and other neighbors, to understand knowledge as contextual, dynamic, and provisional; and to understand identity as constituted via relationships. In practice this means I use principles from permaculture for community writing that helps us listen closely to the many voices around us: voices that come from many disciplines and communities; that come in many languages and dialects; that come in words and images, sounds and gestures, stories and numbers; that carry traces of history; and that, hopefully, show us ways to more inclusive and just futures.
My teaching has allowed me to participate in diverse communities, including City College and the Center for Worker Education, both urban schools in Manhattan; Stony Brook University and Rowan University, in suburban settings; and Unity College, in rural Maine. I have collaborated with faculty from many disciplines via my work as founding director of the Writing Center of Stony Brook Southampton, where I helped create the Environmental Humanities major, and director of writing at Unity College, where I also served as the director of general education.
Currently, I work as the assistant director of writing for natural sciences and interdisciplinary studies at Bates College, where I collaborate with faculty and students on writing across the curriculum and writing in the community. I focus on partnerships with K-12 schools that include place-based writing, writing in school gardens, and public art, projects informed by my past service on the board of directors for Rena’s Promise International Creative Writing Camp and the RSU 20 school district. I have collaborated on public programs with the Maine Humanities Council; the Natural Resource Council of Maine; and the Belfast Poetry Festival. My work has been published in the Community Literacy Journal, PRIMUS, The Bangor Daily News, and The East Hampton Star, and I serve on the editorial board of the Community Literacy Journal.
Northern Kentucky University
Christopher Wilkey is an Associate Professor in the Department of English at Northern Kentucky University, specializing in Rhetoric and Composition. Committed to linking his professional work to community activism and social justice, Dr. Wilkey co-designs community-based writing courses and activist research projects. His community engagement work is done in Cincinnati’s Over-the-Rhine neighborhood, where he partners with a number of Over-the-Rhine community organizations on projects related to literacy education and rhetoric. His community literacy scholarship includes articles in Reflections: A Journal of Public Rhetoric, Civic Writing, and Service Learning andLiteracy in Composition Studies. He is co-editor of a collection of essays, Texts of Consequence: Composing Social Activism for the Classroom and Community published by Hampton Press. He is co-founder of the Over-the-Rhine Community Writing Collaborative, a partnership between Peaslee Neighborhood Center in Over-the-Rhine and NKU’s Department of English.
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