Praxis: A Writing Center Journal • Vol. 23, No. 4 (2026)

About the Authors

Don Moore is an Assistant Professor and serves as Composition Coordinator and Writing Center Director at Western Connecticut State University. His scholarship has appeared in Praxis: A Writing Center Journal and the WAC Clearinghouse, where his research examines writing center history through the lens of Cultural-Historical Activity Theory (CHAT) and explores Writing Across the Curriculum/Writing in the Disciplines (WAC/WID). He is particularly interested in writing center pedagogy, practice, and history, laboratory approaches to writing instruction, embedded writing consultants, assessment, instructional agency, and the development of sustainable, institution-wide writing programs. 

Yan Li is an Assistant Professor of the Practice in Writing Studies in the Thompson Writing Program at Duke University. Her early research focused on EFL writing center administration in China. In the U.S. context, her work has expanded to multilingual composition and writing pedagogy. Her current research engages writing transfer theory and multilingual literacy through the lenses of rhetorical genre studies and second language writing. She is particularly interested in how writing centers and curricula can support multilingual-inclusive tutor education and equitable transfer pedagogy across institutional, cultural, and linguistic contexts.

Lisa Marvel Johnson is an Assistant Teaching Professor at the University of Wisconsin at Madison Writing Center. Her research interests and praxis operate at the intersections of asynchronous learning, antiracism, and assessment.

Samitha Senanayake is a PhD Candidate in Literary Studies at the University of Wisconsin- Madison. Her research interests include, South Asian literature and Buddhist culture, contemplative practices for writing and learning, and asynchronous pedagogy,

Julia Romberger is the graduate program director for the PhD in English Studies. After having taken over the program just after the pandemic in 2022, she became invested in helping students recover their sense of disciplinary and programmatic community, which led to a joint effort in creating writing groups with the university writing center. She is invested in graduate student writers and the issues distance learning raises for them, which she has written about in “Community Building at the Programmatic. Level: Arguing for the Implementation of the PARS Model in a Distance Learning Graduate Program” appearing in Programmatic Perspectives. She has also published on administrative labor in her co-authored pieces “Actors and Allies: Faculty, IT Work, and Writing Program Support” in Transformations: Change work across writing programs, pedagogies, and practices and “​​Managing Digital Technologies in Departments of English: Writing Program Technologists & Invisible Service” in Computers and Composition.  

Megan Boeshart Burelle is the Writing Center Director and a senior lecturer at Old Dominion University. She works with a graduate student population of tutors providing support to both undergraduate and graduate student writers. Her research interests include writing centers, online tutoring, and multimodal feedback. She is currently working on her PhD in English and her dissertation is about online writing tutoring and asynchronous screen casting feedback.