Praxis: A Writing Center Journal • Vol. 23, No. 1 (2025)
About the Authors
Roycelin Rogers DeLeon is a full-time writing center professional and adjunct instructor with over 30 years of experience in higher education. She holds a B.A. in English and History, M.A.s in eLearning and Adult Education, and is a doctoral candidate specializing in assessment and accreditation. Her work focuses on writing center pedagogy, student success, and institutional effectiveness.
Katelyn Lentz is a student at Pfeiffer University, studying Health and Exercise Science. Her goal is to attend an occupational therapy program to earn her Master’s degree. She is involved in campus as a peer tutor and writing center consultant.
Jeffrey Warndof works as the Writing Center Assistant Director at the University of Arkansas—Fort Smith. He holds a B.F.A in Creative Writing and an M.A in TESOL from Arkansas Tech University. Since the public release of ChatGPT and other text-based generative AI programs, Jeffrey has devoted much of his attention to AI literacy and how these technologies affect the writing process and tutoring. He has presented on AI and Writing at multiple conferences and co-lead a faculty workshop. Before coming to Fort Smith, Jeffrey worked as an academic advisor at the University of Arkansas at Monticello and taught English in South Korea.
Katherine Bridgman is an associate professor of English at Texas A&M University-San Antonio where she has directed the Writing Center since 2014. Her scholarship has appeared in venues including WPA Journal, Praxis: A Writing Center Journal, Kairos, South Atlantic Review, College English, Computers and Composition, and various edited collections.
James M. Cochran (PhD) is Assistant Professor of English in the Department of Literature, Media, and Writing, the 2025–26 Winifred D. Wandersee Scholar in Residence, and Director of the Writing Program and Writing Center at Hartwick College. His research interests include pedagogies of memory, first-year writing, religion and literature, and environmental literature. His recent research appears in Revenant, Journal of Ecohumanism, Intégrité, Religion and the Arts, Word and Text, the Journal of South Texas English Studies, Open Library of Humanities, and Label Me Latina/o, as well as other edited collections.
Kara Poe Alexander (PhD) is Professor of English in Professional Writing and Rhetoric and Managing Director of the Center for Writing Excellence at Baylor University, where she has served since 2017. Her research interests include literacy studies, writing pedagogy, writing center studies, and multimodal composition. She is co-editor of Multimodal Composition and Writing Transfer (Utah State University Press) and Multimodal Composition Pedagogy (forthcoming, Utah State University Press). She has also published numerous articles in scholarly journals and edited collections.
Rachel Herzl-Betz (PhD) is Associate Professor of Humanities and the Writing Center Director at Nevada State University. Her research focuses on intersections between writing studies, intersectional accessibility, and disability justice. Her work has been published in Composition Forum, Pedagogy, Praxis: A Writing Center Journal, WLN: A Journal of Writing Center Scholarship, and Writing Centers and Racial Justice: A Guidebook for Critical Praxis.
Ricardo Ramos Duran is a Secondary Education Major with a concentration in History at Nevada State University, aiming to become a Teacher in Title I schools. He is currently a writing specialist and fellowship recipient at the Nevada State Writing Center. His research centers around identity and diversity, exploring how writing centers address the needs of students sometimes ignored at the institutional level.
Andrea Hernandez Holm (PhD) supports academic and creative writers through coaching, editing, and instructional workshops. She is owner of Corazon Research and Writing Consulting, LLC and former director of the Writing Skills Improvement Program at the University of Arizona. Andrea is a scholar and a poet.
Karen Barto holds a PhD in second language acquisition and teaching, which has informed her own multidisciplinary work. Karen served as a writing specialist at University of Arizona’s WSIP and a curriculum designer and instructor at the Center for English as a Second Language, including undergraduate and graduate academic writing courses. She is also an English Language Specialist for the U.S. Department of State where she trains TESOL and English medium instruction (EMI) professionals. As founder and director of Polymath Education based in the Netherlands, she continues to offer worldwide writing support, editing, and professional development in EMI, writing instruction, and TESOL. Karen takes a consultative approach wherever possible to foster autonomy for the learners she supports and integrates understanding of neurodiversity and AI in education to her own practice and training agenda.
Jen Glass taught workshops and tutored both undergraduate and graduate students at WSIP. She holds a master’s degree in linguistics with a concentration in sociolinguistics and a bachelor’s degree in German studies. Jen’s experience has included teaching at the European Union, the University of Arizona Center for English as a Second Language, and University High School in Tucson. Jen is now the Education & Outreach Manager at Tucson-based non-profit Watershed Management Group, a dynamic organization that focuses on river restoration, community conservation, and policy work. At WMG, Jen helps write and edit communications and coordinates the apprentice, intern, and docent training programs. Additionally, she is a Library Program Instructor at the Pima County Public Library, where she helps young learners improve their academic skills.
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