Joanne Baird Giordano is chair of the Two-Year College English Association and associate professor of English, linguistics, and writing studies at Salt Lake Community College. Her research has been published in College English, CCC, Teaching English in the Two-Year College, WPA Journal, Pedagogy, Journal of Writing Assessment, and others, in addition to edited collections. She is a co-recipient of the CWPA Outstanding Scholarship Award, TETYC Best Article of the Year Award, CCCC Writing Program Certificate of Excellence, and the Two-Year College English Association Diana Hacker Outstanding Programs in English Award.  Holly Hassel is professor of composition at Michigan Technological University. She has served as program chair and chair of the Conference on College Composition and Communication as well as editor of the journal Teaching English in the Two-Year College. Her research focuses on college students’ transition to postsecondary academic literacies and has appeared in coauthored or edited scholarly books, as well as peer-reviewed journals. She has received national awards for service and research.  Jennifer Heinert is professor of English at University of Wisconsin–Milwaukee. She has served as department chair, faculty development coordinator, and assessment coordinator and provided leadership to both institutional and program curriculum design initiatives. Her research focuses on the teaching of writing at access institutions, and her work has appeared in Pedagogy, Arts and Humanities in Higher Education, WPA Journal, and Peitho, as well as in edited collections.  Cassandra Phillips is professor of English and the First-Year Writing and Developmental English coordinator at the University of Wisconsin–Milwaukee. Her research focuses on literacy development, reading and writing pedagogy, and writing program coordination. Her work has appeared in edited collections, Pedagogy, Teaching English in the Two-Year College, WPA Journal, Assessment in Writing, and Peitho, and she recently coauthored a book on writing program administration.

“A valuable addition to the field for teaching effective and equitable first-year writing courses that offers an important, and needed, contribution to the literature on writing pedagogy.”—Julia Bleakney, Elon University

Joanne Baird Giordano is chair of the Two-Year College English Association and associate professor of English, linguistics, and writing studies at Salt Lake Community College. Her research has been published in College English, CCC, Teaching English in the Two-Year College, WPA Journal, Pedagogy, Journal of Writing Assessment, and others, in addition to edited collections. She is a co-recipient of the CWPA Outstanding Scholarship Award, TETYC Best Article of the Year Award, CCCC Writing Program Certificate of Excellence, and the Two-Year College English Association Diana Hacker Outstanding Programs in English Award.  Holly Hassel is professor of composition at Michigan Technological University. She has served as program chair and chair of the Conference on College Composition and Communication as well as editor of the journal Teaching English in the Two-Year College. Her research focuses on college students’ transition to postsecondary academic literacies and has appeared in coauthored or edited scholarly books, as well as peer-reviewed journals. She has received national awards for service and research.  Jennifer Heinert is professor of English at University of Wisconsin–Milwaukee. She has served as department chair, faculty development coordinator, and assessment coordinator and provided leadership to both institutional and program curriculum design initiatives. Her research focuses on the teaching of writing at access institutions, and her work has appeared in Pedagogy, Arts and Humanities in Higher Education, WPA Journal, and Peitho, as well as in edited collections.  Cassandra Phillips is professor of English and the First-Year Writing and Developmental English coordinator at the University of Wisconsin–Milwaukee. Her research focuses on literacy development, reading and writing pedagogy, and writing program coordination. Her work has appeared in edited collections, Pedagogy, Teaching English in the Two-Year College, WPA Journal, Assessment in Writing, and Peitho, and she recently coauthored a book on writing program administration.

“A valuable addition to the field for teaching effective and equitable first-year writing courses that offers an important, and needed, contribution to the literature on writing pedagogy.”—Julia Bleakney, Elon University

Joanne Baird Giordano is chair of the Two-Year College English Association and associate professor of English, linguistics, and writing studies at Salt Lake Community College. Her research has been published in College English, CCC, Teaching English in the Two-Year College, WPA Journal, Pedagogy, Journal of Writing Assessment, and others, in addition to edited collections. She is a co-recipient of the CWPA Outstanding Scholarship Award, TETYC Best Article of the Year Award, CCCC Writing Program Certificate of Excellence, and the Two-Year College English Association Diana Hacker Outstanding Programs in English Award.  Holly Hassel is professor of composition at Michigan Technological University. She has served as program chair and chair of the Conference on College Composition and Communication as well as editor of the journal Teaching English in the Two-Year College. Her research focuses on college students’ transition to postsecondary academic literacies and has appeared in coauthored or edited scholarly books, as well as peer-reviewed journals. She has received national awards for service and research.  Jennifer Heinert is professor of English at University of Wisconsin–Milwaukee. She has served as department chair, faculty development coordinator, and assessment coordinator and provided leadership to both institutional and program curriculum design initiatives. Her research focuses on the teaching of writing at access institutions, and her work has appeared in Pedagogy, Arts and Humanities in Higher Education, WPA Journal, and Peitho, as well as in edited collections.  Cassandra Phillips is professor of English and the First-Year Writing and Developmental English coordinator at the University of Wisconsin–Milwaukee. Her research focuses on literacy development, reading and writing pedagogy, and writing program coordination. Her work has appeared in edited collections, Pedagogy, Teaching English in the Two-Year College, WPA Journal, Assessment in Writing, and Peitho, and she recently coauthored a book on writing program administration.

“A valuable addition to the field for teaching effective and equitable first-year writing courses that offers an important, and needed, contribution to the literature on writing pedagogy.”—Julia Bleakney, Elon University