Jessica Barness is an MFA candidate in Graphic Design at the University of Minnesota, Twin Cities, and has practiced design for over a decade. Focusing on digital interactivity, her current research projects explore the integration of design, writing, and rhetoric. 

Mark Blaauw-Hara is a professor of English at North Central Michigan College and a doctoral student at Old Dominion University. His writing has appeared in Teaching English in the Two-Year College, Community College Week, Innovation Abstracts, and The Harrow.

Emily C. Bloom is a graduate student in English at the University of Texas at Austin. Her dissertation, "Air Borne Bards: Anglo-Irish Writers and the BBC," examines the influence of radio broadcasting on modernist literature. 

Will Burdette is a graduate student in English at The University of Texas at Austin. He is also an assistant director in the Digital Writing and Research Lab. His academic work happens at the intersection of audio recording and writing. He is interested in the historical convergences of writing tools and audio reproduction technologies. He is interested in exploring possibilities opened up by writing with sound.

Geoffrey V. Carter is an Assistant Professor of English at Saginaw Valley State University, where he teaches undergraduate and graduate courses. His areas of interest include: video and participatory cultures, composition theories and pedagogies, and digital rhetoric and multimedia writing. He has published articles in PRE/TEXT, Kairos, and Computers and Composition, and he has recently co-edited a special issue of Enculturation (8) on “Video and Participatory Cultures.” He is currently working on a co-authored book manuscript with Sarah Arroyo titled Youtube U: Participatory Pedagogy and Composition Studies.

Steph Ceraso is a graduate student in English at the University of Pittsburgh. She is also a 2010-2011 HASTAC scholar (Humanities, Arts, and Science Advanced Technology Collaboratory) via Duke University. Her dissertation examines how listening, sound, sensation, and affect shape multimodal composing practices.

Diane Davis is associate professor of Rhetoric & Writing and English at the University of Texas at Austin, where she directs the Digital Writing and Research Lab. She is the Kenneth Burke Chair of Media and Philosophy at the European Graduate School, where she teaches regular summer seminars. She is the author of Breaking Up [at] Totality: A Rhetoric of Laughter and Inessential Solidarity: Rhetoric and Foreigner Relations; coauthor of Women’s Ways of Making It in Rhetoric and Composition; and editor of Reading Ronell and The Uberreader: Selected Works of Avital Ronell.

Lydia French is a doctoral candidate in the Department of English and a graduate portfolio student in the Center for Mexican American Studies and the Indigenous Studies Initiative at the University of Texas at Austin. Her dissertation, "Sonic Gentitud," examines the intersection of popular music and narrative as/at the intersection of state, cultural, and tribal nationalisms. She can be contacted at lawilmeth.french@gmail.com.

Byron Hawk is an Associate Professor of English at the University of South Carolina. His primary research interests are histories and theories of composition, rhetorical theory and technology, and rhetorics of popular music. He is the author of A Counter-History of Composition: Toward Methodologies of Complexity, which won JAC's W. Ross Winterowd Award in 2007 and received honorable mention for MLA's Mina Shaughnessy Prize in 2008. He is the editor of the electronic journal Enculturation, a book series for Parlor Press titled New Media Theory, and two collections on technology, Small Tech: The Culture of Digital Tools with David Rieder and Ollie Oviedo, and Digital Tools in Composition Studies: Critical Dimensions and Implications with Ollie Oviedo and Joyce R. Walker.

Cynthia Haynes is Director of First-Year Composition and Associate Professor of English at Clemson University. Her research interests are rhetoric, composition, electronic pedagogy, virtual systems theory, feminist theory, critical theory, computer games studies, digital aesthetics, and the rhetoric of war and terrorism. She is co-chair of the RCID PhD Colloquium on Serious Games at Clemson. One of her main projects has been designing and teaching rhetoric and writing in synchronous multimedia learning environments (MOOs), and with Jan Rune Holmevik she co-founded Lingua MOO at UT-Dallas (1995-2006). Most recently she and Jan Holmevik launched the "gaming-across-the-curriculum" research collective and the World of Warcraft academic guild, Venture. She is currently working on a book manuscript, Beta Rhetoric: Writing, Technology, and Deconstruction.

Amy J. Lueck is a PhD student in Rhetoric and Composition at the University of Louisville and is also the non-fiction editor of Flywheel Magazine. She is further pursuing the issues of standardization and expediency in Closed Captioning and First-Year Composition.

Paul D. Miller, aka “DJ Spooky, That Subliminal Kid,” is an experimental and electronic hip-hop musician, conceptual artist, and writer. He is also a Professor at the European Graduate School (EGS). His first album, Dead Dreamer, was released in 1996 and he has since then released over a dozen albums and music projects such as Terra Nova: Sinfonia Antarctica. In addition to his many albums and remixes, Miller is the author of the critically acclaimed Rhythm Science (2004), and editor of Sound Unbound: Sampling Digital Music and Culture (2008). Miller’s articles have been published The Source, The Village Voice, Artforum, Paper Magazine, Rap Pages, and many other magazines and journals. He has also recently taken a turn towards film with such works as Rebirth of a Nation (2004). http://www.egs.edu/faculty/dj-spooky-paul-miller/biography/.

Kevin Putman is an educator, musician, and speaker on mental health issues. One of his current priorities is to raise local awareness about Obsessive Compulsive Disorder and to provide resources for survivors.

Jenny Edbauer Rice specializes in rhetorical theory, writing studies, and new media. She received her PhD in English from The University of Texas at Austin in 2005. Her work has appeared in Rhetoric Society Quarterly, JAC, College Composition and Communication, and Postmodern Culture. She is currently working on a book project (Passages of Power: Public Rhetoric and the New Pathos) addressing rhetoric and cultural affect.

Joe Schicke is currently finishing his Master’s degree in rhetoric and composition at Colorado State University.  He plans to teach composition at the community college level while he continues his academic research in classical and contemporary rhetorical theory, writing center theory, community literacy, musicology and ethnomusicology.  Joe plays rock n’ roll, classic/country blues, and cathead biscuit southern soul-rock music regularly in several bands in Ft. Collins, Denver, and his hometown of Memphis, Tennessee.

Geoffrey Sirc is professor of English at the University of Minnesota where he specializes in rhetoric, composition, theory, and technology. He is the author of English Composition as a Happening, and co-author of Writing New Media: Theory and Applications for Expanding the Teaching of Composition.

Avital Ronell is professor of German, comparative literature, and English at New York University, where she codirects Transdisciplinary Studies in Trauma and Violence. She has taught at Berkley, Princeton, and Paris VIII; she regularly teaches at the European Graduate School, in Saas-Fee, Switzerland, where she holds the Jacques Derrida Chair of Media and Philosophy. Her most recent books include Stupidity, The Test Drive, and Fighting Theory.

Christian Smith is a doctoral candidate in the Composition and Rhetoric program at the University of South Carolina. Currently he teaches professional writing and rhetoric and is a Research Associate with the Center for Digital Humanities at South Carolina. His research investigates the intersection between rhetoric, media, and cognitive studies. 

Kyle Stedman is a doctoral candidate in rhetoric and composition at the University of South Florida, where he serves as community manager for the First-Year Composition program. He has published in the Writing Spaces series of composition textbooks, and his article on remix literacy is forthcoming in Computers and Composition. His dissertation studies music composers and the rhetoric of sound.

Crystal VanKooten is an instructor of English Composition and graduate student in the Joint Ph.D. Program in English and Education at the University of Michigan.  Her areas of research include theories of new media writing, digital literacies, and multimodal composition. Before coming to UM, Crystal was a high school English teacher for five years, where students first introduced her to the idea of exploring the intersections between reading, writing, and technologies through blogging about literature.