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 Assistant 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 first generation students, learning communities, and the use of digital technology. She is a co-investigator on a project which involves using web 2.0 technologies to enhance discipline-specific writing in large lecture courses.

Deborah Minter is Associate Professor and Vice Chair 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.

Joy S. Ritchie is Professor of English and Women’s Studies and Chair of English. Her books are Available Means: An Anthology of Women’s Rhetoric(s) with Kate Ronald (Univ. of Pittsburgh, 2001) and Teacher Narrative as Critical Inquiry: Rewriting the Script, with David Wilson (Teachers College Press, 2000). She and Kate Ronald are completing an edited collection, Teaching Rhetorica: Redefining Theory and Practice, featuring essays by Andrea Lunsford, Lisa Ede, Krista Ratcliffe, Wendy Hesford, Nancy Welch, and others who explore the implications for writing and rhetoric pedagogy to be found in the emerging body of women’s rhetoric(s). She has published in CCC, JAC, English Education, and in several edited collections and was awarded the James J. Kinneavy Award for the best article in JAC. Her essays on feminism and composition have been reprinted in Cross-Talk in Composition Theory, 2nd edition, and Feminism in Composition: A Critical Sourcebook. She teaches composition, rhetoric, composition theory and pedagogy, literacy studies, English education, and women ’s literature.

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.