Nathan Bollig is a Ph.D. candidate in the Rhetoric and Scientific and Technical Communication program at the University of Minnesota, Twin Cities. His current research focuses on the impacts of technology on writing pedagogy. Specifically, Nathan’s projects involves writing curriculum development and student outcomes in First-Year and Advanced Writing contexts.
Dan Card, Ph.D., is an Assistant Professor in Writing Studies at the University of Minnesota. His research interests include usability and user-experience design, computational rhetoric, and participatory technology.
Katlynne Davis is a PhD candidate in the Rhetoric and Scientific and Technical Communication program at UMN. She studies how corporations communicate with their audiences on social media. She is also interested in how various technologies, including social media, can act as spaces for multimodal composing in the classroom. Her current research includes examining what listening means to professional social media writers and how listening is a part of social media communication strategy.
Ann Hill Duin, Ph.D., is a Professor of Scientific and Technical Communication at the University of Minnesota, where she is Director of Graduate Studies. Having pioneered the University’s first online course at the graduate level, she continues to study the impact of emerging technologies—including networked learning and wearables—on the future of teaching/learning and higher education.
Emily Gresbrink is a Ph.D. student in the Rhetoric and Scientific and Technical Communication program, and first year writing graduate instructor at the University of Minnesota, Twin Cities. Her research interests include the rhetoric of health and medicine, technical communication, and technical writing. In particular, she is interested in emerging technologies in acute healthcare, and obesity rhetorics.
Molly Kessler, Ph.D., is an Assistant Professor of Rhetoric, Scientific and Technical Communication in the Department of Writing Studies at the University of Minnesota. Her research areas include rhetoric of health and medicine, technical communication, and disability studies. Most recently, her research focuses on patients’ lived experiences, medical technologies, digestive diseases and treatments, and the gut microbiome.
Joseph Moses, Ph.D., is a Senior Lecturer of writing studies at the University of Minnesota. His current research focuses on collaborative writing and models for instructional design for writing teams in courses across the curriculum. With co-author and ETRC alumni Jason Tham, he is developing The Collaborative Writing Playbook: An Instructor’s Guide to Designing Writing Project for Student Teams, from Parlor Press (2020). Also inspired by the ETRC model of collaborative scholarship, he is a core team member of “Collaborative writing in teaching, learning, and scholarship,” a workshop series for academic staff, faculty, graduate students, instructors, postdoctoral researchers, and undergraduate students at the University of Minnesota Twin Cities campus, sponsored by the Interdisciplinary Collaborative Worksop Program of the College of LIberal Arts.
Rachel Presley, Ph.D., is an Assistant Professor of Rhetorical Theory in the Departments of Writing Studies and Communication Studies at the University of Minnesota. Her research explores issues of social movement and resistance rhetorics, (trans)national citizenship and belonging, and postcolonial/decolonial/anticolonial theory. Her current project examines indigenous-centered VR and immersive media campaigns to reanimate Native histories and storytelling platforms.
Jeremy Rosselot-Merritt is a Ph.D. candidate in the Rhetoric and Scientific and Technical Communication program at the University of Minnesota, Twin Cities. His research deals with technical and business communication pedagogy, workplace writing, perceptions of technical communication in workplace settings, and open source technologies.
Danielle Stambler is a Ph.D. candidate in the Rhetoric and Scientific and Technical Communication program at the University of Minnesota, Twin Cities. Her research interests include rhetoric of health and medicine, digital rhetoric, and technical communication. In particular, she is interested in visual rhetoric, data visualization, and gamification in health and medical apps, websites and portals.
Chakrika Veeramoothoo is a PhD candidate in the Rhetoric and Scientific and Technical Communication program at the University of Minnesota, Twin Cities. Her research interests include collaboration and technology use in intercultural communication, international communication and collaboration. She is also interested in studying intercultural communication in various settings, including organizations working with refugees.
Ryan Wold is a Ph.D. student in Rhetoric and Scientific & Technical Communication program at the University of Minnesota. His research focuses on the way technology is changing the way we understand audience. Ryan's current projects explore how the intersection of persuasive technology and the attention economy is changing the way people relate to one another.
Sarah Canon completed her MS in Scientific and Technical Communication at the University of Minnesota, Twin Cities. Her research interests include next generation education, learning technologies, and augmented realities. Her research investigated the impact of augmented reality (AR) on writing/technical communication pedagogy. Sarah is currently a senior technical writer and information designer at F2 Group.
Ellen Dupler completed her Master's in the Electrical and Computer Engineering Department and was a graduate researcher in the College of Design's Wearable Technology Lab. Her research interests span from smart textile and embodied technology development to human-technology digital interfaces, as well as their implications for user experience and communication.
Megan McGrath is a Ph.D. candidate in the Writing Studies Department at the University of Minnesota—Twin Cities, where she teaches first-year writing and technical and professional writing. Her research examines how emerging technologies, such as wearables, influence agency, identity, and social norms. In the process, Megan's work also focuses on helping students cultivate digital literacies in ways that draw attention to the power structures enabling and constraining—and enabled and constrained by––technology use today.
Jason Tham completed his Ph.D. in Rhetoric and Scientific and Technical Communication in 2019. He studies how emerging technologies invite different ways of thinking and learning, and the increasingly intense flow of information occurring between people and machines. His dissertation project was a study of multimodal composing in makerspaces. Jason is currently an Assistant Professor at Texas Tech University.