Events / IWCA Collaborative @ CCCC
2018 Collaborative Presenters
Romeo Garca is an Assistant Professor in the Department of Writing and Rhetoric Studies at the University of Utah. His pedagogical practice remains focused on the visibility of marginalized students and critical approaches to working with students in institutional spaces.
Robert Mundy is an Assistant Professor of English and Writing Program Director at Pace University. His research focuses on composition studies, writing center theory and practice, and gender/masculinity studies. He has published on the intersection of gender and class, multicultural competence, masculinities in the media, and rhetoric of leadership communication, and has recently completed a coedited book project titled Out in the Center: Public Controversies and Private Struggles.
Adrian Russell, a former United States Air Force Staff Sergeant, is a Writing Center Consultant and Graduate Assistant at the University of Houston-Clear Lake, where he is pursuing an MA in Literature with a concentration in Rhetoric and Composition and a certificate in Women’s and Gender Studies. His research focuses on writing center theory, veteran, first-generation, and returning student-tutors, and the affordances of mindfulness techniques as they relate to social justice writing center missions. Adrian was one of four recipients of the 2017 IWCA Future Leader Award and nominated for the 2018 South Central Writing Centers Association Tutor of the Year Award.
Travis Webster is the Writing Center Director at University of Houston-Clear Lake. His research appears or is forthcoming in The Peer Review: Journal for Writing Center Practitioners, Writing and Composing in the Age of MOOCs, The Fountainhead X Series for Professional Development, Composition Studies, and Across the Disciplines. He was awarded a 2016 International Writing Centers Association Research Grant for his book project on LGBTQIA writing center administrators. His research and teaching interests include writing center theories, composition pedagogies, WAC/WID, tutor and graduate student mentorship, and LGBTQIA issues in writing center administration.
Lori Salem is Assistant Vice Provost at Temple University, where she has been the director of the Writing Center since 1999. Her research appears in Writing Center Journal, the Journal of Writing Program Administration, the Writing Lab Newsletter, and elsewhere. She is the recipient of “Outstanding Article” awards from IWCA and the Council on Writing Program Administration. She has served as the co-chair of the IWCA Summer Institute and as President of the Mid-Atlantic Writing Centers Association.
Wonderful Faison is a PhD candidate of the Writing, Rhetoric, and American Cultures program at Michigan State University. Her research interest include Writing Center studies, cultural rhetorics, which include rhetorics of resistance, Black Language and Black rhetoric, Class studies, and Queer Women of Color (WOC) linguistic and rhetorical practices. She is also interested in examining the use of Womanism as both method and methodology to more adequately collaborate and work with various communities of color.
Katie Levin (she/her) is a Co-Director at the Center for Writing and an Affiliate Graduate Faculty member in Literacy and Rhetorical Studies at the University of Minnesota. At the Center for Writing, her seminar for new graduate writing consultants focuses on how writing centers both are implicated in and can be resistant to systems of privilege and oppression. She participates in racial justice and gender justice activism on campus and in the Twin Cities, and, in collaboration with her colleagues, is continually seeking ways for writing center theory and practice to be more equitable and just. Currently, she is working on two qualitative research projects: one study of consultant and client use of post-session satisfaction surveys (with Sarah Selz, Meredith Steck, Amy Verrando, and Eric Wisz) and another study on the implications of what clients choose to reveal about their identities in WC data collection systems (with Kirsten Jamsen and Kristen Nichols Besel). As a past co-chair of the IWCA Collaborative, she is excited about the potential for access that comes with holding this event online.
Elijah Simmons is a Ph.D.student in Writing, Rhetoric and American Cultures at Michigan State University, where he tutors/teaches studio courses at Lyman Briggs Residential College at Michigan State University. His research interests include writing center studies, critical race theory and institutional critique. His MA thesis, Where is ma Migo? Critical Reflections on Black Embodiment in Writing Centers, examines Black embodiment in writing centers, particularly centers at predominantly white institutions while arguing that writing center studies must go beyond language difference and consider the embodied experience of writers of color.
Jasmine Kar Tang
Jasmine Kar Tang (she/her) is a Co-Director of the Center for Writing and an Affiliate Graduate Faculty member in Literacy and Rhetorical Studies at the University of Minnesota. She approaches writing center theory and practice through the lens of embodiment and equity, with particular attention to the intersection of racial justice and language rights. With her co-PI Noro Andriamanalina, she has been working on a project involving the racialized disciplining of doctoral writers of color in the U.S. nation-state. She is also developing a piece on Orientalism in the writing center. Her work has been published in Writing Center Journal and WPA. As the dramaturg for Aniccha Arts (an experimental performing arts company), Jasmine also brings her WC consultancy practice to the arts, thinking about the politics of representation on stage.
Talisha Haltiwanger Morrison
Talisha Haltiwanger Morrison is a Ph.D. Candidate in Rhetoric and Composition at Purdue University, where she tutors for the Purdue Writing Lab and teaches Professional Writing. Her research interests include writing center studies, critical race theory and intersectionality, community literacy and engagement, and disability studies. Her dissertation, Nooses and Balancing Acts: Reflections and Advice from Black Writing Tutors at Predominantly White Institutions, examines the student and tutor experiences of Black tutors at public and private PWIs, as well as their perspective on writing centers’ potential for antiracist activism.
Keli Tucker supervises a team of peer writing tutors as an English Specialist in the Success Center of Southwestern Illinois College in Belleville, Illinois.
Trixie G. Smith
Trixie G. Smith is Director of The Writing Center and the Red Cedar Writing Project at Michigan State University, as well as faculty in Writing, Rhetoric & American Cultures and the Center for Gender in Global Contexts. She has taught undergraduate courses in Writing Center Theory and Practice and Queer Studies and graduate seminars in Writing Center Theory and Administration, Queer Rhetorics, Rhetorics of Embodiment, Composition Studies, Methods of Teaching Writing, and Cultural Rhetorics. Trixie’s teaching and research are infused with issues of gender and activism even as they revolve around writing center theory and practice, writing across the curriculum, writing pedagogy, and teacher training. She has served on the IWCA Board as Representative at Large. She is also on the East Central Writing Center Association Board. Recent publications include Bridges to Writing (Fountainhead Press, 2014, with Allison Smith), The Pop Culture Zone: Writing Critically About Popular Culture, 2nd ed (Cengage, 2015, with Allison Smith). She co-edited a special issue of Across the Disciplines focused on graduate writing (Summer 2015) and a special edition of The Writing Instructor, Queer and Now (Summer 2015).
Neisha-Anne is Director of the Writing Center at American University. She has presented at the National Conference on Peer Tutoring in Writing, the Northeast Writing Center Association Conference, the Conference on College Composition and Communication, and was the keynote speaker at the 2017 International Writing Center Association Conference in Chicago, IL. In her article The Re-Education of Neisha-Anne S Green: A Close Look at the Damaging Effects of “a Standard Approach,” the Benefits of Code-meshing, and the Role Allies Play in this Work, she closely investigates her own education to evaluate both the use of code-meshing as a tool and the role others played in her reeducations. Her current research focuses on reevaluating the use of the term ally and argues instead for the use of accomplices, which she feels more accurately describes the work we should be doing in terms of social justice and languaging efforts.