Robert Brooke, Professor of English, directs the Nebraska Writing Project and edits the Studies in Writing and Rhetoric monograph series. He has published over thirty articles and three books in Composition/Rhetoric, including the Braddock Award article "Underlife and Writing Instruction" and Writing and Sense of Self: Invitations to a Writer’s Life (NCTE, 1991). His recent research has focused on rural education, as represented in his 2003 book Rural Voices: Place-Conscious Education and the Teaching of Writing (Teachers College Press/National Writing Project). He teaches composition theory, literary nonfiction, and in the Nebraska Writing Project.
Frankie Condon is an Associate Professor and the Faculty Coordinator of the Writing Center at UNL. She is an author of The Everyday Writing Center: A Community of Practice along with Anne Ellen Geller, Michele Eodice, Elizabeth Boquet, and Meg Carroll. Her work also appears in the Writing Center Journal, College Teaching, and Junctures: The Journal for Thematic Dialogue. Frankie has served as Chair of the Midwest Writing Centers Association, Conference Chair of the International Writing Centers Association Conference 2005, and as a Board Member of the International Writing Centers Association. She teaches writing center theory and practice, race and rhetoric, and writing.
Amy Goodburn is Professor of English and Women's and Gender Studies and Associate Dean for Faculty in the College of Arts and Sciences. She is the author of Making Teaching and Learning Visible, Inquiry into the College Classroom and coeditor of Composition, Pedagogy, and the Scholarship of Teaching. She has also published widely in journals including Composition Studies, JAC, English Education, and WPA, and numerous edited collections. She teaches composition, rhetoric, literacy, and English education, and co-coordinates UNL’s Peer Review of Teaching Project.
June Griffin is an Associate Professor of Practice in the Department of English and Faculty Coordinator of the William H. Thompson Scholars Program. She has published articles on textual coherence, student revision practices, and electronic portfolios. Her current work and research involves learning transfer, college access, and online writing instruction.
Deborah Minter is Associate Professor of English. She edited Composition, Pedagogy and the Scholarship of Teaching (Boynton/Cook, 2002) with Amy Goodburn. Her work has appeared in College English, Michigan Journal of Community Service Learning, Pedagogy, and Literature and Medicine as well as several edited collections. She teaches writing, composition theory and pedagogy, and rhetoric.
Shari Stenberg is associate professor English and coordinator of the Faculty Leadership for Writing Initiative (FLWI). She is the author of Professing and Pedagogy: Learning the Teaching of English (NCTE). Shari has also published articles on teacher development and critical-feminist pedagogies in College English, Composition Studies, and The Journal of Basic Writing, as well as in edited collections. She teaches writing, composition theory and pedagogy, and feminist rhetoric.
