2018 Bedford New Scholars Advisory Board: Biographies

Document created by Leah Rang Employee on May 22, 2018Last modified by Leah Rang Employee on Sep 6, 2018
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Andrew Hollinger (recommended by Randall Monty) is pursuing his PhD in Technical Communication and Rhetoric at Texas Tech University, and expects to finish in May 2020. He is the coordinator for first year writing at the University of Texas Rio Grande Valley. In addition to teaching in the writing program, he also teaches technical communication, and composition theory and pedagogy. His research interests include articulation theory, especially around teachers, students, and Education; writing studies; experience architecture and public rhetoric; and pedagogy.
Daniel Libertz (recommended by Jean Ferguson Carr) is pursuing his PhD in English with a concentration in composition and rhetoric at the University of Pittsburgh. He expects to finish in 2019. He teaches Writing for the Public, and he will be serving as Composition Program Assistant in 2018-2019. He has also taught Seminar in Composition at Pitt, a reading course at the United States Military Academy, composition at Howard County Community College, and English courses at the high school level. His research interests include quantitative rhetoric, public rhetoric, social media writing and algorithms, and writing program administration.
Dara Liling (recommended by Jessica Enoch) completed her MA in Rhetoric and Composition from the University of Maryland-College Park, where she also taught First Year Writing and worked as an administrator in the Writing Center. Her thesis investigated contemporary multilingual activism rhetoric, particularly visual rhetoric including lawn signs and public art, and touched on issues of cultural citizenship, identification, and linguistic landscapes. She now works as an editor at NAFSA: Association of International Educators.
Rachel McCabe (recommended by Dana Anderson) is a PhD Candidate in English at Indiana University Bloomington. She expects to finish in 2019. She teaches Analytical Reading, Writing, and Inquiry, and has taught multilingual versions of the course in the past. She also designed her own FYC theme-based course which focuses on the grotesque. She is an Assistant Director of IU’s Composition Program. Her research interests include the relationship between reading and writing, affect theory and its impact on the reading and writing process (especially when using fictional and multimodal texts), and how shock and discomfort can be utilized as pedagogical tools.
Emily Pucker (recommended by Luke Niiler) is pursuing her PhD in Rhetoric and Composition with an additional concentration in teaching English as a second language at the University of Alabama. In addition to teaching introductory and honors composition, she is also an assistant director in the university writing center. Her research interests include pedagogy and the intersection between writing instruction and second-language acquisition. She anticipates graduation in 2022.
Skye Roberson (recommended by Katie Fredlund) is pursuing her PhD in Composition Studies in the English department at University of Memphis. She is currently the graduate assistant director of the Center for Writing and Communication. Prior to that, she taught first-year writing at University of Memphis and Arkansas State University and served as a writing consultant for five years. Her research interests include feminist rhetoric, history of composition and rhetoric, labor inequality, and writing centers. Her most recent publication, “'Anonymous Was a Woman:’ Anonymous Authorship as Rhetorical Strategy” will appear in the edited collection Feminist Connections: Rhetorical Strategies from the Suffragists to the Cyberfeminists.
Cecilia D. Shelton (recommended by Dr. Michelle Eble) is pursing her PhD in Rhetoric, Writing, and Professional communication in the English department at East Carolina University. She is entering her fourth year in the fall and expects to finish in May 2019. She has more than ten years of experience teaching college writing so she has taught lots of different courses. Her favorite course was one called "Critical Writing Seminar" that married critical theories, pop culture, and writing and tried to employ a code-meshing pedagogy. Most recently, she has been teaching Writing Foundations courses (first and second year writing), Writing for Business and Industry, and Scientific Writing. Her research interests explore the intersections of cultural rhetorics and technical communication in activist work and social movement theory. She is also a 2018 CCCC Scholar for the Dream and a 2018 recipient of ECU's Diversity and Inclusion Award.
Matt Switliski (recommended by Christina Ortmeier-Hooper) is pursuing a PhD in English with a concentration in Composition at the University of New Hampshire. He expects to finish in the 2018-2019 academic year. He has taught First-Year Writing, Introduction to Creative Nonfiction, Professional and Technical Writing, and other courses. His major research interests are writing centers and creative writing. His secondary interests include response, stylistics, and craft books.
Lizbett Tinoco (recommended by Dr. Kate Mangelsdorf) completed her PhD in Rhetoric and Composition in May 2018 from the University of Texas at El Paso (UTEP). At UTEP, she was Assistant Director of the University Writing Center and taught a variety of courses, including First-Year Composition, Technical Writing, Professional Writing and Writing Program Administration. Her research interests focus on writing program administration, community colleges, writing centers, and multilingualism. She joined Texas A&M University-San Antonio as an Assistant Professor of English in the Fall of 2018.
Kristin vanEyk (recommended by Anne Ruggles Gere) is in her third year of the Joint PhD program in English and Education at the University of Michigan. Kristin taught high school English for nine years before beginning her PhD in the fall of 2016. She expects to complete her degree in 2021. Kristin teaches first year writing at the university, and is especially interested in the ways students blend register and genre to create meaning. Kristin's research interests include translingual theory and practice, critical race theory and whiteness theory, and critical feminism.

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