Attendees were mentored by generous faculty from around the US who provided expertise in areas directly related to undergraduate researchers’ interests. This group included:
Professor Kerrie Carsey, York College of Pennsylvania
Kerrie Carsey is an Assistant Professor of Rhetoric and Composition at York College of Pennsylvania. Her research interests include history of rhetoric, rhetorical theory, composition pedagogy, including digital pedagogy, religious rhetoric and homiletics, and history of composition.
Professor Martin Camper, Loyola University of Maryland
Martin Camper is an Assistant Professor of Writing at Loyola University Maryland, where he teaches classes in writing, rhetoric, and style. His research interests include rhetorical and argumentation theory, the history of rhetorical theory, religious rhetoric, and linguistics. His recent publications concern rhetoric in the context of Christianity, while his current book project offers a rhetorical method for understanding how people persuade each other to accept or reject particular interpretations of texts, whether the Constitution, the Bible, or a celebrity tweet. He has also conducted qualitative research on why students do (and don’t) go to office hours and on how reflection assignments help (or don’t help) students revise their own work.
Professor Emily Cope, York College of Pennsylvania
Emily Cope is an Assistant Professor of Rhetoric and Composition at York College of Pennsylvania, specializing in rhetoric, religion, and writing. She also serves as the coordinator for YCP's discipline-specific advanced written, oral, and visual communication courses. She love teaching writing and rhetoric, and while she teaches a variety of courses, in each class her goal is to empower students to make effective and ethical interventions in issues they care about. Her scholarly interests center on rhetorical education, pedagogy, public discourse, and religious rhetorics, and she is especially interested in American evangelicals' rhetorical practices and how those practices are shaped by their educational experiences. Her current projects include a qualitative study of evangelical undergraduates' academic writing and a mixed-methods study of writing teacher preparation.
Professor Cynthia Crimmins, York College of Pennsylvania
Cynthia Crimmins was a high school English teacher for 5 years prior to teaching developmental writing in higher ed. In 1995, she began working as a professional tutor and directing a Writing Center, as well as directing tutoring in content areas and providing accommodations for students with disabilities Five years ago she began working more directly with faculty to help them with their assessment processes and improving pedagogy. During her nearly 30 years as an educator, she has helped many different types of learners, from adults learning English for the first time to under-prepared urban high school students and college students in every discipline.
Professor Gabriel Cutrufello, York College of Pennsylvania
Gabriel Cutrufello's work in the rhetoric of science investigates how scientists make and sustain persuasive arguments for a variety of audiences. Currently, he is researching how graduate students in physics in the nineteenth century integrated visual data into their writing by examining student papers written for an advanced seminar. Images (tables, graphs, charts, photographs, drawings, etc) are a central part of writing for scientific audiences, and his project is attempting to fill a historical gap in the understanding of visuals and their place in scientific arguments.
Professor Dominic DelliCarpini, York College of Pennsylvania
Dominic DelliCarpini is currently the Dean of the Center for Community Engagement and The Naylor Endowed Professor of Writing Studies at York College of Pennsylvania. Before his current appointment, he served for 5 years as York College’s Chief Academic Officer, and 13 years as WPA, where he led a first-year curriculum redesign and developed a successful major in Professional Writing, now in its 12th year. DelliCarpini has served in a number of leadership positions within the national Council of Writing Program Administrators and other organizations in the discipline. He is currently an officer of the Conference on College Composition and Communication (Secretary), a WPA Consultant Evaluator, and serves on the CCCC Committees on the Writing Major and Undergraduate Research. He has also served as a WPA Executive Board member, and held leadership positions on initiatives such as the WPA Network for Media Action and the National Conversation on Writing. He also has twice led the WPA Summer Workshop, and acts as a reviewer for the WPA journal and CCC. DelliCarpini’s numerous publications and presentations have focused upon WPA work, civic engagement (including his book, Composing a Life’s Work: Writing, Citizenship, and your Occupation), writing majors, and undergraduate research in writing centers. DelliCarpini has also edited two composition textbooks: Conversations: Readings for Writers and Issues: Readings in Academic Disciplines, and is currently completing work on the 11th edition of the Prentice Hall Guide to Writin with Dr. Stephen Reid, to be published in early 2106. He serves on the Board of Directors for the York County Community Foundation and the Cultural Alliance of York County, and Chairs the Moving Plans into Action Advisory Board for Downtown, Inc. in York City.
Professor Catherine DeLazzero, Columbia University
Catherine DeLazzero is a Ph.D. candidate and instructor in English education at Teachers College, Columbia University. She also leads writing workshops for local families in her community, serves as a writing mentor for Pen America’s Prison Writing Program, and serves as a member of Community Board 7/Manhattan, where she coordinates a taskforce on inclusive playgrounds. Earlier in her career, she coordinated the Writing Center at The College of New Rochelle and taught writing at St. John’s University and high schools in the Bronx and Cape Town, South Africa. She has presented on topics related to writing pedagogy at annual conventions held by the Conference on College Composition and Communication, the National Council for the Teachers of English, the Council of Writing Programs Administrators and the International Writing Centers Association.
Professor Jenn Fishman, Marquette University
Professor Fishman is an associate professor of English (Marquette University) and rhetoric and composition scholar who keeps her plate full. Over the past fifteen years she has been involved in three longitudinal or multi-year studies of college writing: the Stanford Study (2001-6), the Embodied Literacies Project (2005-7), and Kenyon Writes (2011-13). Her scholarship spans college writing and writing research, performance, intellectual property, and mentoring, and she has edited watershed issues of two online journals: CCC Online (2012) and, with Jess Enoch, Peitho 18.1 (Fall/Winter 2015). In 2014-15 she helped found the first cross-institutional student affiliate of NCTE, MASA. Currently she is President of the Coalition of Women Scholars in the History of Rhetoric and Composition and Co-Chair of the CCCC Committee on Undergraduate Research; in 2016 she will also direct Marquette's First-Year English Program.
Professor Jennifer Follett, York College of Pennsylvania
Jennifer Follett is the Writing Center Director at York College of Pennsylvania. Her research interests include writing center tutors and their strategies, meeting the needs of students in the writing center, emotion in the writing center, and conversational analyses of tutoring sessions.
Professor Alexis Hart, Allegheny University
Professor Alexis Hart is the Director of Writing at Allegheny College in Meadville, PA, where she trains and supervises the undergraduate writing consultants in Allegheny’s Learning Commons and teaches first-year seminars and introduction to literature courses. As a military veteran turned academic, Professor Hart has always maintained an interest in civic engagement. In fact, she began her Ph.D. work at the University of Georgia while still on active duty. Her dissertation focused on the ancient Greek rhetorician Isocrates and his civic-minded pedagogy. Professor Hart’s first faculty position was at the Virginia Military Institute (VMI). While at VMI, Professor Hart began publishing on military rhetoric and civic engagement and received a grant from the CCCCs to study military veterans returning to the college writing classrooms. As the co-chair of the CCCCs Task Force on Student Veterans and a NCTE Policy Analyst for higher education in Pennsylvania, Professor Hart uses research to inform and support calls for public action.
Professor Karen Johnson, Shippensburg University
Much of Professor Johnson's research has focused on studying the effects of tutoring on writing and writers' perceptions of tutors, fellows, and tutoring strategies. She has developed several types of research designs that include pretest/posttest models, quasi-experimental research designs, and survey research. Her studies have measured the impact of tutoring on students' writing, changes in students' perceptions of tutoring over time, tutors' perceptions of training sessions, and evaluations of student learning outcomes. She enjoys studying changes that result from pretest/posttest designs and using SPSS software for her statistical analyses.
Professor Joyce Kinkead, Utah State University
Professor Joyce Kinkead began asking her students to undertake meaningful, authentic study of writing when directing the Writing Fellows Program she created at Utah State University in 1990. More than a dozen students had their work published in The Tutor's Column of Writing Lab Newsletter. Another group saw their interdisciplinary work on the design of writing centers published as a chapter in a book. For eleven years, she directed the Undergraduate Research Program at USU and is the author/editor of several books on student research, including the forthcoming Researching Writing: An Introduction to Research Methods.
Professor Jessie L. Moore, Elon University
Jessie Moore is Associate Director of the Center for Engaged Learning and an Associate Professor of Professional Writing and Rhetoric in the Department of English at Elon University. Her teaching, scholarship, and professional service move among and blend professional writing and rhetoric, high-impact learning practices (e.g., undergraduate research, study abroad, service-learning, internships, etc.), transfer of learning, writing studies, second language writing, teaching English to speakers of other languages (TESOL), and faculty development. She organizes the undergraduate researcher poster session at the Conference on College Composition and Communication (CCCC).
Professor Barbara Roswell, Goucher College
For over thirty years, Professor Roswell has been teaching writing at Goucher College, where she has also directed the Writing Program, Writing Center, First Year Seminars, and WAC. Much of the work she is most excited by engages (and connects undergraduates with) writers beyond the campus—in prisons, retirement communities, after-school programs, etc., and as editor of Reflections she enjoyed working with established and emerging scholars to foster the "the public turn" in composition. In fact, Goucher College now teaches a full college curriculum in several nearby prisons. Her dissertation focused on the construction of authority in Goucher's peer-staffed writing center, and her early research focused on writing assessment and literacy and gender. She finds there is nothing quite like the excitement of developing a research question, choosing a methodological approach, and beginning to see patterns and meaning in one's data. Barbara is the author of Reading, Writing and Gender (2002), Writing and Community Engagement (2010), and Turning Teaching Inside Out (2013).
Professor Leigh Ryan, University of Maryland
Leigh Ryan has directed the University of Maryland Writing Center for many years. In addition to articles and presentations on tutoring writing and tutor training, she wrote The Bedford Guide for Writing Tutors, now co-authored with Lisa Zimmerelli and in its 6th edition. She is especially interested in writing centers in high schools and in international settings, as well as in centers as sites for research. Recent work includes looking at professionalism in the writing center, exploring and evaluating tutoring/teaching techniques (like peer review), and considering students’ rights to their own language. Other research focuses on the antebellum south, especially archival research looking at slave resistance and literacy.
Professor Sam Waddell, York College of Pennsylvania
Sam Waddell teaches in the writing program and has presented at regional, national, and international conferences. He enjoys research that is quantitative in nature (or mixed qualitative and quantitative) because he believes that numbers are powerfully persuasive at this moment in academic time. Included in areas of research that he is most interested in are student engagement, writing centers/tutor impact in the classroom, and assessing writing.
Professor Lisa Zimmerelli, Loyola University of Maryland
Lisa Zimmerelli is Assistant Professor of Writing and Writing Center Director at Loyola University Maryland. In addition to publishing on tutor education, including the Bedford Guide for Writing Tutors with Leigh Ryan (6th edition forthcoming this winter), Lisa is currently involved in projects regarding religious identity in the writing center and writing center community engagement. Lisa has served in writing centers for 20 years, as a tutor, graduate assistant, and administrator, and is currently the Vice President of the Mid Atlantic Writing Centers Association. Lisa was the recipient of the Loyola University Maryland 2015 Faculty Award for Excellence in Engaged Scholarship.