Praxis: A Writing Center Journal • Vol. 23, No. 2 (2026)
About the Authors
Candis Bond is an associate professor of English and interim chair of the Department of English and World Languages at Augusta University, where she served as director of the writing center for nearly a decade. Her research focuses on writing center administration, scientific and technical communication, and WAC/WID. Dr. Bond’s scholarship has appeared in several writing center journals such as WLN, Writing Center Journal, and Praxis: A Writing Center Journal. She currently serves as the president of the Southeastern Writing Center Association (2024-2026) and is a co-editor of WLN: A Journal of Writing Center Scholarship.
Elisabeth H. Buck is an associate professor of English and the Director of the Writing Center at Fordham University in New York City. She is the author of Open-Access, Multimodality, and Writing Center Studies (Palgrave, 2018), which was a finalist for the 2018 IWCA Outstanding Book Award, and the co-editor of the forthcoming collection Writing Centers and AI: Generating Early Conversations (WAC Clearinghouse Perspectives on Writing Series, 2026). Dr. Buck is the incoming professional editor of The Peer Review journal.
Elizabeth Culatta is an associate professor of sociology in the Department of Social Sciences at Augusta University. Dr. Culatta studies social determinants of health, especially focused on identity tied to mental health and substance abuse for young adults. She has published in journals including Society and Mental Health, Journal of Women and Gender in Higher Education, and Journal of Health Psychology.
Dr. Ronada Dominique is a Black millennial scholar focused on advancing equity and inclusion in higher education. Her research centers the experiences of Black students and challenges the systemic gaps in academic curricula and institutional practice. Through her teaching and scholarship, she advocates for classrooms that honor diverse perspectives and make space for every student’s story.
Rabail Qayyum, PhD, teaches Intensive English Program students in the Language and Culture Center, University of Houston. She spent over a decade teaching academic writing, public speaking, and business communication to university students in Karachi, Pakistan. Her research interests include second language writing, assessment, writing center studies, and adult literacy.
Dr. Shewonda Leger is an Assistant Professor of Multilingual Writing and Pedagogy in the Department of English at Florida International University. Her research interests include Haitian narratives and histories, heritage linguistics, Caribbean women’s rhetorics, Black feminist film theory, and health disparities affecting Black women.
Stephanie Roach is an Associate Professor of English who has been teaching writing at the University of Michigan-Flint since 2003. Stephanie is the former Director of Writing Programs and Associate Chair of English. She has co-authored scholarship on reflective pedagogies, integrative learning, and folio thinking with members of the UMFlint Persistence and Mattering in Undergraduate Education Research Cooperative. Within the field, she has written on WPA metaphors, and, with the authors here, on spaces for composing.
James Schirmer is an Associate Professor of English who has been teaching writing at the University of Michigan-Flint since 2008. A former Chair of English, he currently heads the Department of Language & Communication. He has written about social media and video games in relation to composition pedagogy and worked with his coauthors here on the histories, futures, and spaces of writing centers and computer writing classrooms.
Bob Barnett is a Professor of English who has been teaching writing at the University of Michigan-Flint since 1994. Bob is a former writing center director and former Dean of the School of Education and Human Services at UM-Flint. He has written about writing center theory and practice, general education reform, and leadership development. He is currently working on a book on the history of American Counterculture.
Jacob Blumner is a Professor of English and Director of the Marian E. Wright Writing Center at the University of Michigan-Flint since 2005. He teaches writing courses that span the curriculum. He writes about writing centers, writing across the curriculum, and secondary school to college connections. He has co-edited three books, and his work has appeared in The WAC Journal, Across the Disciplines, and Praxis: A Writing Center Journal. He enjoys writing haiku and is exploring haiga.
Dr. Joseph Cheatle is an Assistant Professor and Director of the Writing and Communication Center at Oxford College of Emory University. In addition to researching the broader narratives of writing center studies, he is interested in the organization and systems that help writing centers to be successful. His work is previously published in Writing Center Journal, The Peer Review, The Journal of Writing Analytics, and Kairos: A Journal of Rhetoric, Technology, and Pedagogy.
Sarah Rewega is a PhD candidate in English with research interests in feminist theory, visual culture, and digital discourse. She has over two years of experience working in post-secondary writing centres and is deeply committed to student-centred, process-based, and inclusive writing support. She has also taught academic writing and literature at the university level. Her recent article, “Women’s March and the Borders of Belonging: Rethinking Collective Space Through Transnational Feminism,” was published in (Un)Disturbed: A Journal of Feminist Voices. She is also the author of the poetry chapbook becoming.
Waed Hasan is a Palestinian refugee and scholar. She holds a PhD from the University of Guelph (2025). Her research lies at the intersection of Palestinian Studies, Critical Refugee Studies, and postcolonial theory. Drawing on intergenerational narratives of exile, Hasan’s work establishes Refugee Poetics as an inclusive, decolonial framework that centers lived experience, memory, and creative expression in theorizing refugee life. Her scholarship bridges personal testimony and critical theory to foreground refugees as producers of knowledge, culture, and resistance. Hasan has published and has forthcoming articles with Liverpool University Press, Praxis: A Writing Center Journal (University of Texas), University of Toronto Press Journals, and Routledge’s Literary Studies in Social Justice series.
Dr. Genie Nicole Giaimo is an Associate Professor of Writing Studies and Rhetoric and Writing Center Director at Hofstra University. They have worked in several academic institutions, including a two-year college, a land grant institution, and a liberal arts college. Their research utilizes quantitative models to answer a range of questions about behaviors and practices in and around writing centers and writing programs. They are the co-editor of Writing Assessment at Small Liberal Arts Colleges with Megan O'Neill (2025), the co-author, with Dan Lawson, of Storying Writing Center Labor for Anti–Capitalist Futures (2024); the author of Unwell Writing Centers: Searching for Wellness in Neoliberal Educational Institutions and Beyond (2023) which won the IWCA Outstanding Book Award in 2024, and the editor of Wellness and Care in Writing Center Work (2021). They have also published in Praxis, Journal of Writing Assessment, Composition Studies, Writing Center Journal, TPR, Journal of Writing Research, Kairos, Journal of Writing Analytics, Journal of Multimodal Rhetorics and several other peer reviewed journals. They are the outgoing professional editor of TPR: The Peer Review. This is the second time they have served as guest editor for Praxis.
Sam Turner is a PhD candidate in the Department of Rhetoric and Writing at the University of Texas at Austin. Her dissertation project leverages feminist rhetorical theory and critical disability studies to explore how people narrativize their experiences of obsessive-compulsive disorder. Sam serves as a managing editor of Praxis: A Writing Center Journal and teaches rhetoric and composition courses at UT and for incarcerated adults in Austin.
Erin B. Jensen is a tenure track Associate Professor at Midwestern State University, Texas. Previously she taught at Belmont Abbey College where she co-authored several articles with undergraduate students including the one discussed in this issue. She focuses on encouraging students to be involved in undergraduate research projects and in publication opportunities.
Andrea Efthymiou, PhD, is Writing Center Director and Associate Professor at Queens College (CUNY). She serves as treasurer for the National Conference on Peer Tutoring in Writing and co-editor for WLN: A Journal of Writing Center Scholarship. Andrea’s current projects include a collaboratively-edited collection on interfaith dialogue in writing centers and writing classrooms and a study of the rhetoric of child adoption in the U.S. Her scholarship has appeared in various journals and edited collections.