Lesley Bartlett earned her BA in English at Arkansas Tech University and her MA in English at the University of Kansas. Her research interests are in composition theory and pedagogy, specifically feminist rhetorics and pedagogies. Lesley’s dissertation is about teaching and writing as rhetorical performance.
Zachary Beare earned both his BA in English Literature and his MA in English Studies at Western Washington University. Before coming to the University of Nebraska-Lincoln, he spent two years teaching and directing the writing center at the University of Washington-Tacoma. Zach's work focuses on the political, ethical, and affective dimensions of teaching writing, issues of embodiment and performance, and critical (especially feminist and queer) pedagogies and rhetorics. He is also interested in various qualitative research methodologies (main content analysis, ethnography, and phenomenography).
Daniel Boster holds a BA in English from the University of Texas and a MA in English from the University of Wisconsin-Eau Claire and is currently the English department chair at Ralston High School in Omaha. In addition to his work with the Nebraska Writing Project and as a poet, he is interested in teacher narrative and social justice pedagogy. His work at UNL is focused on exploring ways to encourage teachers and students to embrace authentic writing instruction in assessment and data driven K-12 education contexts.
Alison Friedow is a Comp/Rhet PhD candidate, and her passion is teaching and learning. She completed her BA in English at the University of Nebraska-Lincoln (2004) and her MA with a focus in rhetoric and composition from Creighton University (2006). Currently, she is teaching in Japan as she finishes her dissertation, which examines interdisciplinary pedagogy as a theory and practice in Rhet/Comp and higher education. Her ongoing research interests include the role of pedagogy in teacher learning in higher education, spatial rhetorics, and the impact of globalization on the teaching of writing.
Sally Hunt earned her Bachelor of Science degree in Education and Human Sciences from the University of Nebraska-Lincoln and her Master of Education degree in Curriculum and Instruction from Doane College. She also received her initial teaching certificate in Nebraska for English 7-12. Sally’s research interest include how to create a classroom that is built around a social justice pedagogy amidst the increased demand for educational testing and data, how to create writing assignments that give students agency as they adapt, build, and construct meaning, and how to create a space where students can imagine and experiment with writing that challenges their thinking about themselves, their world, and their previous beliefs about what it means to be a writer.
Darin Jensen earned his BA in English at Bellevue University, an MA in English at Kansas State University, and an MA in Language Teaching at the University of Nebraska-Omaha. His research interests include basic and developmental writing, visual literacy, critical pedagogy and comics pedagogy in the classroom.
Katie McWain, a PhD student in Comp/Rhet, earned her BA in English and Writing from Drury University in Springfield, Missouri and her MA in English Literature and Language from the University of Missouri-Kansas City. She also designed curriculum and taught at Metropolitan Community College in Kansas City before coming to UNL. Katie’s research interests include girls’ and women’s writing (especially unpublished work), archival research, literacy studies, developmental writing, and composition theory and pedagogy—especially the interesting places where those elements intersect.
Marcus Meade earned his MA at Northwest Missouri State University where he began work in Writing Center Studies. He came to UNL to focus on Writing Center work so the primary focus of his study revolves around student athletics and writing centers. Along with that, he does research on the rhetoric of the body focused heavily through the rhetoric of athletics. Marcus also takes on "pet projects," such as the community-based writing center work he is doing with Kelly Meyer and the study of hyperbole in first-year writing he is doing with Zachary Beare.
Kelly Meyer earned her BA at McKendree University (English/Education) in southern Illinois. She earned her MA in English at the University of Missouri-St. Louis while she was teaching 8th grade English. Her research interests are literacy studies, including (but not limited to) women's literacy and multicultural literacies; writing center pedagogy and anti-racist teaching pedagogy; and teacher preparation. The early work of her comps and dissertation project revolves around the performativity of the teacher leader and organizer in service learning work in the composition classroom and writing center and activist rhetorics. Other interests she has include the development of a community writing center in Lincoln, community service, and service learning in university coursework.
Bernice Olivas is currently a third year doctoral student at the University of Nebraska. She received her BA at Boise State University and in August she earned her MA in the Teaching of English at the University of Nebraska-Lincoln where she is currently working towards her PhD. She recently spoke about issues surrounding the way autism is represented in public discourse at the 2013 CCCC Annual Convention in Las Vegas. Her research interests include critical race theory and its application in the writing classroom, disability studies and place studies. She is currently working on contributing a chapter to a book project headed by Dr. Robert Brooke about place studies.
Jessica Rivera-Mueller is a PhD. student in Composition and Rhetoric. She is a graduate of the University of Nebraska-Lincoln (MA) and Nebraska Wesleyan University (BA). Currently, Jessica is studying how scholarship focusing on student and curricular development can foster teacher development.
Erica Rogers received her BA and MA in English at the University of Nebraska-Lincoln. Currently a PhD candidate in Composition and Rhetoric, her scholarship focuses on the intersection of personal and public writing, pedagogies supporting creative self-expression as an inroad to academic writing, and Rhetoric as inquiry.
Charity Regenniter earned her bachelor’s degree in English from York College in York, Nebraska. She is currently working on an MA in Composition and Rhetoric and a certificate for the teaching of writing. Her research interests include new media, gaming theory, gender and identity theory, the rhetoric of online writing communities.
Sherita V. Roundtree earned her bachelor’s degree from Salisbury University in Salisbury, MD. Although her undergraduate degree is in English, Secondary Education, her current research interests lie within the fields of Writing Center Studies, African American literacy, and Critical Race Theory. It is her goal to research the complex, institutional roles and spaces that people of color inhabit, especially in predominately-white institutions.
Jennifer Troester earned her BA in Elementary/Special Education from UNK and her MA in Gifted Education from the University of Connecticut. She is currently working on an MA in English with an emphasis on teaching. Her interests include rural education, technology integration in education, the writing process, and place-based education.