My research interests include collaborative writing, new media, fan studies, collective intelligence, and authorship and audience. I’m currently revising an article for resubmission titled, “Hypersocial-Interactive Writing: An Audience of Readers-as-Writers,” in which I construct the hypersocial-interactive model of writing to account for reader and writer roles in meaning-making on a wiki. I offer this analytical tool as a way to improve our ability to describe audience in wiki writing and perhaps writing in other contexts.

My Computers and Composition article “Erasing Property Lines: A Collaborative Notion of Authorship and Textual Ownership on a Fan Wiki” (2011) asserts that successful collaborative writing on WoWWiki is a result of writers sharing common “habits of mind,” and collaboration can be disrupted by those who hold more author-centric perspectives of textual ownership. My dissertation—completed in the UW-Madison English department’s Composition and Rhetoric program in 2010—A Hypersocial-Interactive Model of Writing: 
Collaboration, Conversation, and Composition in an Online Fan Community of Writers, developed an understanding of how the interaction of wiki technology and the social practices of the WoWWiki community shape collaborative online composition.

Among other jobs, I have worked as a cable television cameraman, construction worker, Alaskan fisherman, as well as a dishwasher and paperboy (both jobs with pretty good tips!). Between my BFA and BS, I studied Persian-Farsi at the Defense Language Institute during my service as a military intelligence “voice and signal communications interceptor and analyst” in the U.S. Army. In addition to my studies at UW-Madison, I was also a student at Northern Michigan University (BFA 96; BS,02; MA, 04), where I studied Art & Design (drawing; painting; graphic design; film and digital video production) and English (creative writing, literature, and composition) and spent a lot of time on the trails of the U.P. and along the shores of Lake Superior XC skiing, mountain biking and hiking. These days, I’m exploring Western NY, often on my recently rebuilt 1987 Schwinn Le Tour.

Ph.D., English with a Specialization in Composition and Rhetoric, 2010
University of Wisconsin-Madison
Distributed Minor in New Media and Games, Learning, and Society

Dissertation: ”A Hypersocial-Interactive Model of Wiki Writing: Collaboration, Conversation, and Composition in an Online Fan Community of Writers.” Director: Professor Deborah Brandt; Committee: Professors Michael Bernard-Donals, Jon McKenzie, Morris Young, Constance Steinkuehler, Kurt Squire

M.A., English with a Specialization in Writing Studies
Northern Michigan University, 2004

B.S., English
Northern Michigan University, 2002

Certificate, Persian-Farsi, Basic
Defense Language Institute, 1998

B.F.A., Film & Video
Northern Michigan University, 1996

RESEARCH & TEACHING INTERESTS

• New Media Studies & Literacies
• Collaborative Writing & Learning
• Literacy & Writing Studies
• (Online) Writing Center Theory & Practice
• Qualitative & Online Research Methodologies
• Fan Studies & Participatory Culture
• Academic Service-Learning

ACADEMIC APPOINTMENTS 

Director, Writing & rhetoric Across the Curriculum & Director, The Learning Commons, Quest University Canada, 2012-present

Assistant Professor, Department of English, St. John Fisher College, 2010-present

• Core Faculty, Interdisciplinary Minor in Digital Cultures and Technologies

Graduate Teaching Assistant, Department of English, University of Wisconsin-Madison, August 2004-2010

• Coordinator, The Online Writing Center, Department of English, University of Wisconsin, 2008-2009
• Coordinator, Outreach, The Writing Center, Department of English, University of Wisconsin, 2009-2010

Graduate Teaching Assistant, Department of English, Northern Michigan University, August 2002-May 2004
Writing Tutor, Writing Center, Department of English, Northern Michigan University, August 2001-May 2002

GRANTS, FELLOWSHIPS, AWARDS

• Learning Circle Travel Award, St. John Fisher College, Summer 2012. This grant was awarded to support a project including travel to the New Media Consortium Conference to support the development of the new major in Digital Cultures & Technologies, the writing of a “Fisher Horizon Report,” and faculty development presentations.
• Faculty Research Grant. St. John Fisher College, Summer 2011. This award was granted in support my book project.
• HASTAC Scholar (competitive), 2009-2010. A fellowship awarded to support participation in the Humanities, Arts, Sciences, and Technology Advanced Collaboratory, including hosting discussions and writing blog posts regarding new media technologies and literacies.
• KAIROS Service Award (competitive), May 2009. This competitive national award was for ongoing—sustainable—dedication to supporting and investing in technological literacy as well as demonstrating a commitment to community-building and collaborative authorship. DoIT Engage Adaptation Award (with Scot Barnett & Annette Vee) (competitive), UW-Madison, 2008-2009. This competitive award funded a collaborative wiki writing project for one section of Intermediate Composition
• Vilas Travel Grant Award (competitive), March 2009.
• Graduate Research Network Travel Grant (competitive), Computers and Writing, Athens, GA, May, 2008.
• Vilas Travel Grant Award (competitive), March 2008.
•  Technology Fellowship (competitive), Department of English, UW-Madison, 2005-2006. This competitive award enabled me to do research on writing and new media and technology theory and pedagogy as well as serve as a technology consultant to the department.
• Education Award (competitive), Marquette County Conservation District, 1995. Awarded for a Water Conservation design project.

PUBLICATIONS

• Erasing Property Lines: A Collaborative Notion of Authorship and Textual Ownership on a Fan Wiki. ”Computers and Composition.” 28.1. 2011.
• Ruby-Slippers, Flying-Monkeys, and Coordinating Conjunctions: A Journey Down the Yellow Brick Road of Grammar Instruction, [http://www.bedfordstmartins.com/lore-fa03/digressions/index.htm ''LORE'']. Bedford/St. Martin’s, Fall 2003.

Works In Progress

• Hypersocial-Interactive Writing: An Audience of Readers-as-Writers.
• Patterns of Collaborative Talk of Warcraft Wiki-Writers.
• Fork U!: The Implications of Share-and-Share-Alike in Wiki Communities
• Collaboratively Reading Warcraft
• “Rhetoric Course Assessment.” Writing and Rhetoric Across the Curriculum at Quest University Canada.

“Writing WoWWiki: Collaboration, Conversation, and Composition in an Online Community of Writers.”

This book-in-progress argues that the affordances of the wiki have created conditions in which different values and beliefs about text production and ownership are necessary. In a situation in which writers and readers can, and often must, take on both identities, contributors need to acquire a similar mindset if their collaborations are to succeed. The book closely considers, for example, how collaborative practices and the wiki emerge out of the social web and illustrates how writing practices on WoWWiki are both technologically and socially inflected. The technological (i.e., the design of MediaWiki) and the social (i.e., the community’s norms) work together to shape writing practices and blur the line between what it means to be a writer and reader—redefining key terms in writing studies such as audience and authorship. Accordingly, the book argues for a hypersocial-interactive model of wiki-mediated writing that augments past, print-based, models of audience and notions of authorship in a time and context where writers are many. 7 chapters projected. 5 drafted to date.

CONFERENCE PRESENTATIONS

• “Toward a More Comprehensive Theory of Audience: The Hypersocial-Interactive Model of Writing.” Computers & Writing Conference, North Carolina State University, May 2012.
• “Portals of Participation: Wikis and a Writing-Reader Model of Audience.” Conference on College Composition and Communication Annual Convention, St. Louis, March 2012.
• “Clash of the Mindsets: A Writing-Reader Model of Audience.” Computers & Writing Conference, University of Michigan, May 2011.
• “A Hypersocial-Interactive Model of Wiki-Writing.” Qualitative Research Network, College Composition and Communication Annual Convention, Atlanta, April 2011.
• “Audience Interactive 2.0: Wiki Readers-as-Writers.” Computers and Writing, Purdue University, May 2010.
• “’Habits of Mind’: A More Collaborative Notion of Authorship and Textual-Ownership.” Conference on College Composition and Communication Annual Convention, Louisville, March 2010.
• “The Wiki-Way: Wiki-Mediated Constructions of Authorship and Patterns of Collaborative Composition.” CCCC, San Francisco, March 2009.
• “There Can Be Only One: Conflicting Notions of Authorship in Online Collaborative Writing.” Watson Conference, Louisville, October 2008.
• “Writing WoWWiki: Open Source Knowledge Production in a Fan Community and Its Implications for Writing Instruction in the 21st Century.” Computers and Writing, University of Georgia, May 2008.
• “Don’t Bite the n00bs!: Collective Networks & Collaborative Composition in WoWWiki.” CCCC, New Orleans, March 2008.
• “Conceptualizing a Space for Learning 2.0: Striking a Balance Between Teaching Technical Skills and Cultural Competencies in a New Media Writing Classroom.” Computers and Writing, Wayne State University, May 2007.
• “Writing with Wikipedia.” WiscWiki 2007. UW-Madison. April 2007.
• “(Mis)Uses of Argument: The Toulmin Model of Argumentation in Contemporary Composition Textbooks.” Michigan Academy of Science, Arts, & Letters, Oakland University, Rochester, March 2006.
• “Experiential and Reciprocal Learning in the Academic Service-Learning First-Year Composition Classroom.” A Celebration of Student Research and Creative Works, Northern Michigan University, April 2004.
• “Toward a Paperless Classroom: Submitting and Grading Assignments Using WebCT’s Assignment Dropbox and MS Word.” Faculty Showcase, Northern Michigan University, March 2004.
• “Experiential Writing and Service-Learning.” Michigan Academy of Science, Arts, & Letters Annual Meeting, Grand Valley State University, Grand Rapids, March 2004.
• “Connections Generating Learning: Service-Learning and First-Year Composition.” Michigan Council of Teachers of English, Lansing, October 2003.
• “The Road Not Taken, Yet: A Former Writing Tutor’s Tale of Changed Views Regarding the Relationships between Students and Tutors/Teachers and the Importance of Writing Centers.” CCCC, New York, March 2003.

WORKSHOPS & TALKS 

• “Research of Wikis and Collaborative Writing.” Third-Friday Faculty Research Presentations. St. John Fisher College, April 2011.
• “Research Methods in Writing Studies.” Writing Fellows Program. UW-Madison, October 2009.
• “Fan Gamer Production Around Games.” [http://www.humanities.wisc.edu/events/special-events.html#HumanitiesNOW:GameOn! Humanities NOW: Game On! The Culture of Video Games], Center for the Humanities, UW-Madison, May 2009.
• “Online Resources for Writing Studies Research.” Composition & Rhetoric Colloquium, UW-Madison, November 2008.
• “AVT: A Powerful New Medium for Online Writing Center Consultations.” (with Brad Hughes and Annette Vee) Ongoing Education Session, Writing Center, UW-Madison, November 2008.
• “The Writing Technology Wiki: Writing Engage Grant Proposals and Planning for Project Sustainability.” English 201 Staff Meeting, UW-Madison, November 2008.
• “Writing the Dissertation Proposal.” Composition & Rhetoric Colloquium, UW-Madison, November 2007.
• “In the trenches: Reflections on Being a Grad Student in Composition & Rhetoric.” Video conference. Northern Michigan University, November 2007.
• “Do I Really Teach Writing?” Composition & Rhetoric Colloquium, UW-Madison, October 2007.
• “Plagiarism, Appropriation, Sampling.” Scot Barnett’s English 201, Intermediate Composition: Problems of Authorship: Autonomy, Ownership, Creativity. October 2007.
• “Learn(ing)@UW: The Basics.” English 100 Instructor Orientation, UW-Madison, August 2007.
• “It’s Not All Linear Text Anymore: The Least We Should All Know to Help Writing Center Students Compose Multimodal Texts in New Media Landscapes.” (with Rachel Azima, Scot Barnett, and Brad Hughes) Ongoing Education Session, Writing Center, UW-Madison, May, 2007.
• “Writing New Media & Participatory Culture in Intermediate Composition.” Department of English Board of Visitors. UW-Madison, May 2007.
• “Writing New Media and Participatory Culture.” World Premiere of the New Computer Classroom, Writing Center, February 2007.
• “Mystified by modules? Disoriented by the drop box?: Learn@UW Course Management Software Tutorial.” UW-Madison, September 2006.
• “Learn@UW and Technology Resources for Teaching.” English 201 Instructor Orientation, UW-Madison, August 2006.
• “Scholarly Publishing: Online.” Composition and Rhetoric Colloquium, UW-Madison, September 2005.

TEACHING

Course Designed and Taught

St. John Fisher College 

• English 425: Senior Seminar: “Becoming a Writing Researcher,” Spring 2011
• English 382: Digital Literacies, Spring 2011, Fall 2012
• English 380: Visual Rhetoric, Fall 2010, Spring 2012
• English 361: Writing with New Media, Fall 2011
• English 355: Special Topics in Professional Writing, Spring 2013
• English 259: Argument and Persuasion: Introduction to Rhetoric, Spring 2012
• English 255: Introduction to Professional Writing, Fall 2011
• English 199: Research-Based Writing, Spring semesters
• English 101: First Year Writing, Fall semesters

University of Wisconsin-Madison

• EN 201: Intermediate Composition
  • Web Writing & Participatory Culture, Spring 2008
  • Writing New Media & Participatory Culture, Fall 2006 & Spring 2007
• EN 100: First-Year Composition
  • Cool, Culture, Technology and Identity, Fall 2005 & Spring 2006
  • Writing About Academic Writing, Spring 2005
  • Reading and Writing the Just War Tradition, Fall 2004

Northern Michigan University

• EN 111: First-Year Composition
  • Service-Learning & Academic Writing, Fall 2003 – Spring 2004
  • Popular Culture & Academic Writing, Spring 2003
  • Introduction to College Writing and Research, Fall 2002

Writing Center Teaching  

University of Wisconsin-Madison

• Face-to-face and online (synchronous & asynchronous), 2005-2010
• “Writing Statements of Current & Future Research,” 2010
• “Writing Critical Reviews of Nonfiction Books and Articles” class, Fall 2009 (2x)
• “Dissertator’s Primer” class, 2007-2008 (8x)
• Ongoing Educations Sessions (professional development workshops), Spring 2007 & Fall 2008
• “AVT: A Powerful New Medium for Online Writing Center Consultations.” (with Brad Hughes and Annette Vee)
• “It’s Not All Linear Text Anymore: The Least We Should All Know to Help Writing Center Students Compose Multimodal Texts in New Media Landscapes.” (with Rachel Azima, Scot Barnett, and Brad Hughes)
• Writing Center Outreach, Fall 2007
• “Writing Fulbright Application Essays” class, Fall 2006

Northern Michigan University
Undergraduate Writing Tutor, Fall 2001-Spring 2002

Additional Teaching Experience

University of Wisconsin-Madison

PEOPLE Program: Writing in Academic Communities, Summer 2008, Designed college preparatory course and taught one, three-week section with 15 high school students

Northern Michigan University

EN 110: Good Books (Guest Lecturer) Frank Herbert’s ”DUNE”, Spring 2004

SERVICE

Profession

• Ride2CW Organizer and Fundraiser/Rider for Graduate Research Network Travel Grants, Computers & Writing Conference, NCSU, 2012
• Graduate Research Network Discussion Leader, Computers & Writing Conference, NCSU, 2012
• KAIROS Service Award Judge, Computers & Writing Conference, NCSU, 2012
• Organizer, Ephemera Project, Computers & Writing Conference, NCSU, 2012
• Graduate Research Network Discussion Leader, Computers & Writing Conference, Univ. of Michigan, 2011
• Ride2CW Fundraiser/Rider for Graduate Research Network Travel Grants, Computers & Writing Conference, Univ. of Michigan, 2011
• Organizer, Ephemera Project, Computers & Writing Conference, Univ. of Michigan, 2011
• KAIROS Service Award Judge, Computers & Writing Conference, Purdue, 2010.

St. John Fisher

• Major in Digital Cultures and Technologies Sub-Committee (A&S), 2011-. Ongoing service as one of four members currently working with various schools and departments to identify the major’s objectives and develop its curriculum. In addition, we are seeking the input of local business and organization leaders to identify in-demand skills and competencies.
• Educational Technologist Search Committee (College), 2011. Served to English departement and DCT minor representative is search for and selection of candidate for College’s new Ed. Technologist.
• Minor in Digital Cultures and Technologies Committee (A&S), 2010-. Ongoing service including curriculum develop, event coordination, marketing, and recruitment
• Writing Curriculum Committee (English Dept.), 2010-. Ongoing service including curriculum develop and revision. Completed first year of assessment project, assessing learning goals for Writing Concentration courses as well as outcomes (included survey and focus group with graduating seniors).
• English Department Gateway & Capstone Course Evaluation Subcommittee, 2011-2012. Service focused on evaluating the objectives of these courses.
• Learning Community Assessment Committee, 2011-2012. Service focused on evaluating whether LC goals were being met in student work.

UW-Madison 

• Tech Committee, English Department, 2008-10
• UW-Madison Project Bamboo Advisory Committee, Graduate Student Representative, 2008-10
• Technology Consultant & Web Designer, English Department, 2005-2010
• Web/Email List Administrator, Composition and Rhetoric PhD Program, 2005-2010
• New Graduate Student Mentor, UW Composition & Rhetoric Program, 2005-2006
• English Department Teaching Committee, 2006-2007
• Blogging Consultant to Department of Instructional Technology (DoIT) and L&S Learning Support Services, 2007
• Games, Learning, and Society Conference Committee, 2006
• Instructional Technology Consultant for First-Year and Intermediate English Composition, 2006-2009

ADMINISTRATIVE EXPERIENCE

• Coordinator, Writing and Rhetoric Across the Curriculum, Quest University Canada, 2012-present.
• Co-Director, Learning Commons, Quest University Canada, 2012-present.
• Coordinator, Outreach, The Writing Center, University of Wisconsin-Madison, August 2009-August 2010.
  • Trained graduate student writing instructors in the principles of outreach (based on our readings of outreach-related literature); giving brief introductions to Writing Center Services in courses across the curriculum; and co-teaching units on writing with instructors in various disciplines
  • Coordinated outreach requests for classroom visits
  • Designed and implemented new record-keeping procedures
• Coordinator, Online Writing Center, University of Wisconsin-Madison, August 2008-August 2009.
  • Trained graduate student writing instructors for both (asynchronous) email and (synchronous) chat teaching
  • Managed and updated the Writing Center’s websites and mail accounts
  • Developed web media and designed publicity materials, including blog, screencasts, YouTube channel, and iTunesU site
  • Coordinated requests for email and chat instruction
  • Worked with department and campus IT staff
• Leader,Ongoing Education Workshops and Staff Training, Writing Center, Spring 2007-2010.
  • Conducted workshops for fellow Writing Center TAs on topics such as online writing center pedagogy and working with new media/multimodal texts
• Web/Email List Administrator, Composition and Rhetoric PhD Program, 2005-2010.
  • Designed, managed, and updated the program’s website and email lists
  • Worked with faculty and students to manage program information

PROFESSIONAL AFFILIATIONS

Current Affiliations 

• Association of Internet Researchers (AoIR)
• Conference on College Composition and Communication
• Modern Language Association
• National Council of Teachers of English

Past (Lapsed) Affiliations 

• Michigan Council of Teachers of English
• Humanities, Arts, Science, & Technology Advanced Collaboratory (HASTAC)
• Rhetoric Society of America

(Revised June 2012)

• Erasing Property Lines: A Collaborative Notion of Authorship and Textual Ownership on a Fan Wiki. ”Computers and Composition.” 28.1. 2011.
• Ruby-Slippers, Flying-Monkeys, and Coordinating Conjunctions: A Journey Down the Yellow Brick Road of Grammar Instruction, [http://www.bedfordstmartins.com/lore-fa03/digressions/index.htm ''LORE'']. Bedford/St. Martin’s, Fall2003.

Revise and Resubmit

• Hypersocial-Interactive Writing: An Audience of Readers-as-Writers. Submitted Sept. 2011.

Works In Progress

• Patterns of Collaborative Talk of Warcraft Wiki-Writers.
• Fork U!: The Implications of Share-and-Share-Alike in Wiki Communities

“Teaching/Learning Facebook with Generation-E: What elder populations can teach us about learning and digital literacies.”
An article-length consideration of a service-learning project focused on undergraduates teaching local elders to use Facebook to connect with friends and family. Preliminary drafting begun; 2nd course project to take place Spring 2013. Projected completion date: August 2013.

“Writing WoWWiki: Collaboration, Conversation, and Composition in an Online Community of Writers.”
This book-in-progress argues that the affordances of the wiki have created conditions in which different values and beliefs about text production and ownership are necessary. In a situation in which writers and readers can, and often must, take on both identities, contributors need to acquire a similar mindset if their collaborations are to succeed. The book closely considers, for example, how collaborative practices and the wiki emerge out of the social web and illustrates how writing practices on WoWWiki are both technologically and socially inflected. The technological (i.e., the design of MediaWiki) and the social (i.e., the community’s norms) work together to shape writing practices and blur the line between what it means to be a writer and reader—redefining key terms in writing studies such as audience and authorship. Accordingly, the book argues for a hypersocial-interactive model of wiki-mediated writing that augments past, print-based, models of audience and notions of authorship in a time and context where writers are many. 7 chapters projected. 5 drafted to date.

My initial efforts are found long ago in my Master’s thesis study of academic service-learning in first- year composition. In these courses, my students chose to work with one of roughly a dozen non-profit community agencies and organizations. My goal then, as now, was to create experiential learning opportunities in which students would juxtapose the academic writing they did in our course with that they did for and with the non-profits. In this way, they might come to understand how writing was organized by circumstance—valued within particular contexts and communities—and this would hopefully lead to the acquisition of meta-knowledge.

I continue this emphasis. For example, in my current first-year writing courses, I ask students to research writing in communities. For several years, I have used a writing-about-writing framework (I’m currently using Wardle and Downs’ textbook, Writing About Writing). In addition to students learning about Writing Studies concepts and theories, in English 101—the Fall requirement of Fisher’s two-course sequence—I ask students to research writing in their majors by interviewing professors and students, examining scholarly articles in that discipline, and locating any resources about writing in that discipline (e.g., handbooks and writing center websites). In 199, I have designed it in accordance with my interests and expertise, but as with 101, students research writing. In this case, writing in online communities.

My point with this narrative is that my teaching of digital and visual literacies my interests in helping students acquire powerful literacies by going beyond our classroom and its texts and genres. For example, in teaching Facebook to elders, students were forced to closely examine elements of Facebook most had never considered before. For instance, just what are Facebook’s privacy policies and how do these settings work? What are the conditions under which someone would choose to “mes- sage”someone else, post a “status update,” and “comment” on someone else’s status update? Anwering questions such as these required students to reflect on their experiences using Facebook and compare those experiences with their classmates. This knowledge, then, was instrumental in designing effective lessons for the elders. In addition, what did it mean when an elder tried to set up his profile and found that he could not add the year he started work at Kodak? We discovered that Facebook’s drop-down menu for occupations only goes as far back as 1951. Building on this example, we could discuss for whom Facebook was primarily designed. This kind of critical analy- sis is precisely what I value in a powerful literacy. Students clearly had more developed technical and rhetorical proficiencies than (all but one of) the elders with whom we worked, but by looking so closely at Facebook, students acquired the ability to critique their own experiences with this ubiquitous technology.

Students’ reactions to the project were overwhelmingly positive. Some built personal connections with the elders: “I thoroughly enjoyed this project, as a whole, and not only did I learn a heck of a lot more about Facebook than I had ever imagined, but I also made eight new friends, not to mention one really special friend in Helen. We will keep in touch.” Other students have used the experience to help them find jobs: “This project has already allowed me to talk about the ways I can articulate and teach technology to non-users. I recently applied to a couple of jobs that were looking for applicants with the ability to be proficient with technology and have experience working with users who might have limited technical knowledge.” This student learned how to shape his discourse for his audience context, a rhetorical skill we hope our students develop— a valuable workplace as well as life skill acquired through a project asking him to critically understand/engage a discourse concerning Facebook.

Be it interviewing a professor to demystify disciplinary conventions, studying writing in online communities, working with elders to help them learn Facebook, what I value as a writing teacher has been (and continues to be) for my students to acquire powerful literacies.

FACEBOOK FOR EVERYONE

Image Source: L. Marie

SERVICE

Profession

• Ride2CW Organizer and Fundraiser/Rider for Graduate Research Network Travel Grants, Computers & Writing Conference, NCSU, 2012
• Graduate Research Network Discussion Leader, Computers & Writing Conference, NCSU, 2012
• KAIROS Service Award Judge, Computers & Writing Conference, NCSU, 2012
• Organizer, Ephemera Project, Computers & Writing Conference, NCSU, 2012
• Graduate Research Network Discussion Leader, Computers & Writing Conference, Univ. of Michigan, 2011
• Ride2CW Fundraiser/Rider for Graduate Research Network Travel Grants, Computers & Writing Conference, Univ. of Michigan, 2011
• Organizer, Ephemera Project, Computers & Writing Conference, Univ. of Michigan, 2011
• KAIROS Service Award Judge, Computers & Writing Conference, Purdue, 2010.

St. John Fisher

• Major in Digital Cultures and Technologies Sub-Committee (A&S), 2011-. Ongoing service as one of four members currently working with various schools and departments to identify the major’s objectives and develop its curriculum. In addition, we are seeking the input of local business and organization leaders to identify in-demand skills and competencies.
• Educational Technologist Search Committee (College), 2011. Served to English departement and DCT minor representative is search for and selection of candidate for College’s new Ed. Technologist.
• Minor in Digital Cultures and Technologies Committee (A&S), 2010-. Ongoing service including curriculum develop, event coordination, marketing, and recruitment
• Writing Curriculum Committee (English Dept.), 2010-. Ongoing service including curriculum develop and revision. Completed first year of assessment project, assessing learning goals for Writing Concentration courses as well as outcomes (included survey and focus group with graduating seniors).
• English Department Gateway & Capstone Course Evaluation Subcommittee, 2011-2012. Service focused on evaluating the objectives of these courses.
• Learning Community Assessment Committee, 2011-2012. Service focused on evaluating whether LC goals were being met in student work.

UW-Madison 

• Tech Committee, English Department, 2008-10
• UW-Madison Project Bamboo Advisory Committee, Graduate Student Representative, 2008-10
• Technology Consultant & Web Designer, English Department, 2005-2010
• Web/Email List Administrator, Composition and Rhetoric PhD Program, 2005-2010
• New Graduate Student Mentor, UW Composition & Rhetoric Program, 2005-2006
• English Department Teaching Committee, 2006-2007
• Blogging Consultant to Department of Instructional Technology (DoIT) and L&S Learning Support Services, 2007
• Games, Learning, and Society Conference Committee, 2006
• Instructional Technology Consultant for First-Year and Intermediate English Composition, 2006-2009

NMU
Co-Founded Northern Michigan University’s Graduate Student Association, 2003-2004

Computers & Writing Resources by Rik Hunter is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. (The following page links are mirrored in the header.)
[The lists here have not been updated from copying over from my wiki. Working on it. Also, please email me with any additional links!]

Centers and Institutes
Professional Organizations
Journals
Book Publishers/Series
Digital Scholarship
Research Resources
Bibliographies/Readings
Media (about digital media and culture) 
Teaching with Digital Media
Email Lists
Conferences
New/Social Media Projects
Game Studies
Visual Rhetoric
Funding