Contributors to The Naylor Report
on Undergraduate Research in Writing Studies
The following group of scholars contributed to the Naylor Report, each providing to this study their perspectives on the growth and future of this key facet of the discipline. We are grateful for their generosity, knowledge, and service to the field.
Sophia Abbot is a Graduate Apprentice in the Center for Engaged Learning and a graduate student in Elon University’s Masters of Higher Education program. Since her undergraduate participation in Students as Learners and Teachers at Bryn Mawr College, she has been active in student-faculty partnerships and partnership research. Prior to graduate school, she spent three years as an academic developer and launched and led a student-faculty pedagogic partnership initiative during that time. She serves on the International Advisory Board for the International Journal for Students as Partners and is a member of the International Society for the Scholarship of Teaching and Learning (ISSOTL) Board of Directors. In her recent work, Sophia has been looking at mentorship as a form of partnership.
Heather Brook Adams is Assistant Professor of English at the University of North Carolina at Greensboro. Her research investigates discourses of gender, reproduction, and shame as well as decolonial/intersectional methodologies. Adams’s work has appeared in journals such as Rhetoric Review, Women’s Studies in Communication, Peitho, and Composition Forum as well as in various edited collections. Adams has been granted funds for implementing undergraduate research while teaching at the University of Alaska Anchorage as well as at UNC-Greensboro. In her current position, she teaches courses on contemporary rhetoric, rhetorics of health and medicine, and advocacy and argumentation.
Rebecca Day Babcock is the William and Ordelle Watts Professor at University of Texas, Permian Basin, where she teaches courses in writing and linguistics. She also serves as the Freshman English Coordinator and Director of Undergraduate Research. She has authored, co-authored, or edited several books on tutoring, writing centers, disability, and meta-research, including Researching the Writing Center, the revised edition written with Terese Thonus, and Theories and Methods of Writing Center Research, edited with Jo Mackiewicz. She has also published research in Writing Lab Newsletter, Linguistics and Education, Composition Forum, Praxis, The Peer Review, and others. She won the IWCA best article award in 2011 for her article on interpreted writing tutorials with a deaf writer, and in 2019, she received the Council of Writing Program Administrators (CWPA) Outstanding Scholarship Award for “Writing Center Directors and Diversity: A Survey,” co-authored with Sarah Banschbach Valles and Karen Keaton and published in The Peer Review.
Hannah Bellwoar is Associate Professor of English and Director of Writing at Juniata College, where she teaches professional and digital writing. Her research interests include digital literacies, undergraduate research in writing studies, professional writing and usability studies, and the rhetoric of health and medicine. Her work has been published in Kairos: A Journal of Rhetoric, Technology and Pedagogy, Harlot Journal, OneShot: A Journal of Critical Games and Play, and Technical Communication Quarterly.
Ljiljana Coklin is a lecturer in the Writing Program at the University of California, Santa Barbara. She is a co-director of the Civic Engagement track of the Professional Writing Minor and a coordinator of the Raab Writing Fellows Program, for which she is also a seminar leader and a mentor.
Emily Murphy Cope is Assistant Professor of Rhetoric and Writing Studies at York College of Pennsylvania, where she directs the integrated written, oral, and visual communication program and teaches courses focused on the history of rhetoric and research methods. Her scholarship has appeared in Rhetoric Society Quarterly and several edited collections. Beginning in 2020, Emily is a co-editor of Young Scholars in Writing.
Cynthia Crimmins, Director of the Center for Academic Innovation at York College of Pennsylvania, leads initiatives to advance high impact practices such as undergraduate research and project-based learning. From 1997–2015, she directed the Writing Center and in 2011 founded the Center for Teaching and Learning at York College. As a Teagle Assessment Scholar, she consults with colleges and universities around the country to improve student learning. At York College of Pennsylvania, Crimmins teaches first-year seminars and communication courses and mentors undergraduate researchers.
Gabriel Cutrufello is Chair of the Department of Communication and Writing and Associate Professor of Rhetoric and Composition in the Professional Writing program at York College of Pennsylvania, where he teaches courses in first-year composition, technical writing, document design, and research methods. His scholarship on the rhetoric of science has been published in Rhetoric Review, and his work on technical writing and writing-about-writing pedagogy has been published in Next Steps: New Directions for/in Writing about Writing, edited by Barbara Bird, Doug Downs, Moriah McCracken, and Jan Rieman (2019).
Dominic DelliCarpini is the Naylor Endowed Professor of Writing Studies and Dean of the Center for Community Engagement at York College of Pennsylvania. He also served as WPA for thirteen years and Chief Academic Officer for five years. His areas of research, publication, and presentation include writing and civic engagement, writing program administration, first-year writing, and writing centers as sites for undergraduate research. He is author/editor of four textbooks: The Prentice-Hall Guide for College Writers (with Stephen Reid); Composing a Life’s Work: Writing, Citizenship, and your Occupation; Issues: Readings in Academic Disciplines; and Conversations: Readings for Writing (with Jack Selzer).
Doug Downs is Associate Professor of Writing and Rhetoric at Montana State University, founder of its writing major, and Director of its Core Writing Program, 2013–18. He served as editor of Young Scholars in Writing, the national journal of undergraduate research in rhetoric and writing studies, from 2015–2019. Downs researches conceptions of writing, student reading, and writing pedagogy. With Elizabeth Wardle, he is coauthor of the textbook Writing about Writing and a foundational 2007 College Composition and Communication article on writing about writing. He is a co-editor of Next Steps: New Directions for / in Writing about Writing (2019) and has published numerous chapters and articles on first-year composition, writing pedagogy, student reading practices, and the disciplinarity of Writing Studies.
Andrea Rosso Efthymiou is Assistant Professor of Writing Studies and Rhetoric and Writing Center Director at Hofstra University. Andrea’s work on institutional mission in writing program administration and tutors’ discursive practices has appeared in various edited collections. Andrea’s research interests include sustainable mentorship of undergraduate research through tutor education and facilitating undergraduate students’ civic engagement. She is currently developing a longitudinal assessment plan to measure the impact of writing center tutors’ extended work beyond sessions, looking specifically at tutors’ writing center research, conference presentations, and publications as artifacts of undergraduate research.
Heather Falconer is Assistant Professor of Writing at Curry College and Coordinator of the Reading/Writing Enrichment program. She serves as an editor with the Perspectives on Writing book series (The WAC Clearinghouse), as well as Chair of the Research and Publications Committee for the Association for Writing Across the Curriculum. Dr. Falconer's research has appeared in Written Communication, The WAC Journal, the Journal for Research in Science Teaching, and the Journal of Hispanic Higher Education, as well as numerous edited collections.
Jenn Fishman is Associate Professor of rhetoric and composition/writing studies and a writing administrator at Marquette University. The author of more than a dozen articles and book chapters, she has edited the Research Exchange Index and issues of CCC Online, Peitho, and Community Literacy Journal. Her grant- and award-winning research centers on longitudinal projects from the Stanford Study of Writing to Kenyon Writes. Past President of the Coalition of Feminist Scholars in the History of Rhetoric and Composition, her national professional leadership includes stewardship of undergraduate research on behalf of the Conference on College Composition and Communication and the Rhetoric Society of America.
William FitzGerald is Associate Professor of English at Rutgers University-Camden, where he directs the Writing Program and the Teaching Matters and Assessment Center. He is the author, among other publications, of Spiritual Modalities: Prayer as Rhetoric and Performance (Penn State Press) and co-author/co-editor with Joseph Bizup of reference guides for the University of Chicago Press, including The Craft of Research, 4e; A Manual for Writers of Research Papers, Theses, and Dissertations, 7e; and The Student's Guide to Writing College Papers, 5e.
Jane Greer, University of Missouri Curators’ Distinguished Teaching Professor, is the editor of Girls and Literacy in America: Historical Perspectives to the Present (ABC-Clio, 2003) and, with Laurie Grobman, coeditor of Pedagogies of Public Memory: Teaching Writing and Rhetoric at Museums, Archives, and Memorials (Routledge 2015). From 2010 to 2015, she served as editor of Young Scholars in Writing, and her scholarship has appeared in College English, College Composition and Communication, Peitho, WPA Journal, and numerous edited collections. A professor of English and Women’s, Gender, and Sexuality Studies at the University of Missouri, Kansas City (UMKC), she teaches composition courses as well as classes on the rhetorical practices of girls and women. She also serves as UMKC’s Director of Undergraduate Research.
Laurie Grobman, Professor of English and women’s studies at Penn State Berks, has published two single-authored books and four coedited collections, including Pedagogies of Public Memory: Teaching Writing and Rhetoric at Museums, Archives, and Memorials (Routledge, 2015, with Jane Greer) and Undergraduate Research in English Studies (NCTE, 2010, with Joyce Kinkead). Grobman's article, “‘Engaging Race’: Critical Race Inquiry and Community-Engaged Scholarship,” received the 2018 NCTE Richard C. Ohmann Outstanding Article in College English Award. She was the 2014 Carnegie Foundation for the Advancement of Teaching Outstanding Baccalaureate Colleges Professor of the Year. Grobman's most recent book, coauthored with Dr. E. Michele Ramsey, is Major Decisions: College, Career, and the Case for the Humanities, and is forthcoming from the University of Pennsylvania Press. With her late colleague and friend, Candace Spigelman, Grobman co-founded Young Scholars in Writing: Undergraduate Research in Writing and Rhetoric in 2003. She edited the journal through 2009.
Alexis Hart, Director of Writing at Allegheny College, is the editor of How to Start an Undergraduate Research Journal (CUR, 2012), and her published work has also appeared in CUR Quarterly, College Composition and Communication, Pedagogy, Writing on the Edge, Composition Forum, and several edited collections. She serves on the editorial boards of Kairos, The Peer Review, the Journal of Veteran Studies, and the International Journal for ePortfolio, among others. As Director of Writing, she is responsible for training and supervising the peer writing consultants in Allegheny’s Learning Commons and for leading faculty development related to the teaching of writing across the curriculum.
Michelle Grue’s interdisciplinary research in education and writing draws on Black feminism to investigate diversity issues in academia. Her forthcoming article in the Journal of Multimodal Rhetoric explores rhetorical performances in the dress practices of Black women professors. Her current project focuses on the official and unofficial ways graduate students learn how to research race and gender in writing and rhetoric doctoral programs. She earned her MA at the Gevirtz Graduate School of Education at the University of California, Santa Barbara and is at the time of publishing a doctoral candidate in the same program.
Eric Hall is Professor of exercise science at Elon University. His disciplinary research interests include the importance of physical activity on mental health and exploring the short and longer-term impacts of concussions on student-athletes. Additionally, he is interested in the influence of high-impact practices on student development, as well as, the importance of high-quality mentorship in undergraduate research and other high impact practices. He has co-authored eighty research articles and six book chapters, and he is co-editor of a book on concussions in athletics. At Elon University, he has received multiple awards for his mentorship of undergraduate students and his scholarship.
Kristine Johnson is Associate Professor of English at Calvin College, where she directs the written rhetoric program and teaches courses in composition pedagogy, linguistics, and first-year writing. Her work has appeared in College Composition and Communication, WPA: Writing Program Administration, Pedagogy, Composition Studies, and various edited collections. At Xavier University, she co-founded the Xavier Journal of Undergraduate Research, and at Calvin College, she regularly collaborates with undergraduate researchers through the McGregor Undergraduate Research Program for summer research in the arts and humanities.
Joyce Kinkead is Distinguished Professor of English at Utah State University. In 2012, she was named a Fellow of the Council on Undergraduate Research, an award that recognizes her national reputation for promoting undergraduate research, the first and only humanist to be so honored. The US Professors of the Year Program designated her the Carnegie Professor for the State of Utah in 2013. She is the 2018 D. Wynne Thorne Career Researcher, the highest honor awarded to a faculty researcher at USU. As Associate Vice President for Research overseeing undergraduate research, she instituted a number of programs: University Undergraduate Research Fellows; the Utah Conference on Undergraduate Research; and Research on Capitol Hill. She has authored or edited a number of books that focus on undergraduate research, including the following: Researching Writing: An Introduction to Research Methods (2016); Undergraduate Research Offices & Programs (2012); Advancing Undergraduate Research: Marketing, Communications, and Fund-raising (2011); Undergraduate Research in English Studies with Laurie Grobman (2010); Valuing and Supporting Undergraduate Research (2003).
Alexandria Lockett is Assistant Professor of English at Spelman College. She publishes about the technological politics of race, surveillance, and access. Her work has appeared in Composition Studies, Enculturation, and Praxis as well as Black Perspectives on Writing Program Administration: From the Margins to the Center (SWR Press), Out in the Center (Utah State University Press), and Bad Ideas about Writing (West Virginia University Digital Publishing Institute). An extended biography, which contains more information about her grants, service, works-in-progress, and consulting experience is available via her portfolio at: www.alexandrialockett.com, ORCID link: https://orcid.org/0000-0002-6267-8875.
Elizabeth Kleinfeld is Professor of English and Writing Center Director at Metropolitan State University of Denver. She teaches courses on rhetoric and composition theory and practice, including authorship studies and digital rhetoric. She researches student source use, academic integrity, and ways of teaching and assessing writing that promote inclusivity and social justice. Her pedagogy and research are informed by disability studies, feminism, and social justice theory. She has co-authored a textbook on multimodal and multi-genre composition and has published articles on writing center work, digital rhetoric, and student source citation practices.
Shurli Makmillen is Assistant Professor at Claflin University in South Carolina. Her research draws from rhetorical theories of language and genre to understand a variety of literary and non-literary texts. This includes work on the ways Indigenous methodologies and knowledges are finding form in academic and legal genres. Publications along these lines have appeared in Linguistics in the Human Sciences and College Composition and Communication.
In a former life, Mike Mattison sold vacuum cleaners, fixed sump pumps, and worked on Park Avenue. For the past twenty years, though, he has been involved with writing centers, where he has been fortunate to collaborate with undergraduate advisors on a variety of research projects. He is the Director of the Writing Center, Associate Provost of Academic Support Services, and Associate Professor of English at Wittenberg University, where he teaches courses in writing center theory, composition theory, and rhetoric/grammar. He co-chaired the 2019 IWCA-NCPTW conference, and is the 2020 president of NCPTW. Two of his recent articles, in WLN: A Writing Center Journal and Praxis, were co-written with undergraduates.
Laurie McMillan is Assistant Dean in the College of Arts, Humanities, and Social Sciences at Millersville University. Her research focuses on feminist writing and rhetoric as well as composition studies. She published a composition textbook, Focus on Writing (Broadview Press, 2019), and is working on a book manuscript titled Slut Rhetoric: Social Media, Pop Culture, and Politics. She has published articles in journals such as Peitho, Feminist Media Studies, and Radical Pedagogy as well as in a number of edited collections. She is teaching less frequently now, but she has a record of supporting undergraduate research in writing studies, with mentorship occurring both inside and outside the classroom.
Jessie L. Moore is Director of the Center for Engaged Learning and Professor of English: Professional Writing and Rhetoric at Elon University. Jessie coordinates the Center’s research seminars, which support international, multi-institutional inquiry on engaged learning topics. She is the co-editor of Critical Transitions: Writing and the Question of Transfer (with Chris Anson, The WAC Clearinghouse and University Press of Colorado, 2016), Understanding Writing Transfer: Implications for Transformative Student Learning in Higher Education (with Randy Bass, Stylus, 2017), and Excellence in Mentoring Undergraduate Research (with Maureen Vandermaas-Peeler and Paul Miller, CUR, 2018).
Kim Fahle Peck is the Writing Center Director at York College of Pennsylvania, where she leads the writing tutoring and writing fellows programs and teaches courses on writing and writing center pedagogy. She currently serves as the Membership and Communication Chair of the Global Society of Online Literacy Educators (GSOLE) and the Web Coordinator for the Mid-Atlantic Writing Center Association (MAWCA), and she will serve as a co-editor of Young Scholars in Writing starting in 2020.
Patricia Roberts-Miller, Professor of Rhetoric and Writing and Director of the University of Texas at Austin University Writing Center, is the author of Rhetoric and Demagoguery (SIUP 2019), Demagoguery and Democracy (The Experiment 2017), Fanatical Schemes: Proslavery Rhetoric and the Tragedy of Consensus (U of Alabama P 2009), Deliberate Conflict: Argument, Political Theory, and Composition Classes (SIUP 2007), and Voices in the Wilderness: The Paradox of the Puritan Public Sphere (U of Alabama P 1999).
Megan Schoettler is a PhD candidate in Composition and Rhetoric and a Graduate Assistant Director of Composition at Miami University. Her research centers on feminist pedagogy and rhetorics as well as writers’ learning dispositions. At York College of Pennsylvania, Megan was an undergraduate researcher and co-facilitator of the first annual Naylor Workshop for Undergraduate Research in Writing Studies. At Miami, Megan teaches composition theory and research to college and secondary-level writing teachers and has been recognized by the English department with an Outstanding Teacher Award. Megan also serves as an Editorial Assistant for the journal Women & Language.
Jenny Olin Shanahan, PhD, is Assistant Provost for High-Impact Practices at Bridgewater State University—Massachusetts, where she supports Undergraduate Research, the Honors Program, National Fellowships, and a Research Internship program for students from underserved groups. Dr. Shanahan has co-edited five books and authored thirteen articles on undergraduate research. Her research focuses on inclusion and equity in high-impact practices for all students, excellence in mentoring undergraduate research and creative scholarship, and scaffolding research and inquiry across curricula.
Field Watts is a graduate student in chemistry at the University of Michigan, conducting discipline-based education research in collaboration with the Sweetland Center for Writing. His work is focused on the implementation and assessment of writing-to-learn pedagogies in large-enrollment STEM courses. A National Science Foundation Graduate Research Fellow, he works as a graduate student instructor within the chemistry department and as a graduate student instructional consultant within the Center for Research on Learning