Lena Ampadu is a Professor, in the Department of English, at Towson University, where she teaches courses on African American literature, Black women writers, and undergraduate writing. Her scholarship, reflecting a strong commitment to interdisciplinary research, can be found in a diversity of publications, including Callaloo; Composition Studies; Black Women Intellectuals: Speaking Their Minds; and African American Rhetoric(s): Interdisciplinary Perspectives. A presenter at national and international conferences, she continues to research the rhetoric of nineteenth-century black women writers, intersections of orality and literacy in teaching writing, and the rhetoric of masculinity. Presently, she is conducting a comparative study of the speeches and fiction of Frances Ellen Watkins Harper and Pauline Hopkins. She is the current Chair, NCTE Black Caucus Event. A past Scholar for the Dream (1995), she has served CCCC in various leadership capacities, including as a member of the CCCC Executive Committee (2002-2005). She serves on the CCCC Diversity Committee and is the Chair, 2012 CCCC Oustanding Book Award Committee.
Mentor: George Hillocks, University of Chicago
Rosario Carrillo was born in Mexico City and raised in Los Angeles, Rosario earned a bachelor’s degree in Chicana/o Studies at UCLA in 1993 at the height of the student hunger strike for a Chicana/o Studies Department. She later taught Latina/o elementary students in the Long Beach Unified School District, college students at the University of Michigan, and adult students in the Detroit Public Schools. In 2000, she completed a master’s degree in literacy and educational technology at the University of Michigan. Her research was published in Scholars in the Field: The Challenges of Migrant Education and won the Judith and Howard Sims Medal Award in 2001. Dr. Carrillo has also written about the engendered genre of humor casero mujerista (womanist humor of the home) in the landmark book Chicana/Latina Education in Everyday Life: Feminista Perspectives on Pedagogy and Epistemology. Most currently she has published two special issue articles on Latina sexuality and on how a young Chicana acquires a decolonial imaginary for negotiating colonial and oppositional ways of knowing. Dr. Carrillo's
webpage can be found at www.u.arizona.edu/~carrillo.
Mentor: Maria Franquiz, University of Texas at Austin
Valerie Kinloch is associate professor in Literacy Studies at The Ohio State University and Director of the Cultivating New Voices Among Scholars of Color program. She is author of June Jordan: Her Life and Letters (2006), co-editor of Still Seeking an Attitude: Critical Reflections on the Work of June Jordan (2004), and editor of Urban Literacies: Critical Perspectives on Language, Learning and Community (2011). Her book, Harlem On Our Minds: Place, Race, and the Literacies of Urban Youth (2010), received the AERA 2011 Exemplar Research in Teaching and Teacher Education Award and an Honorary Mention for Outstanding Research Contribution. Valerie has received the AERA Scholars of Color Early Career Award, a Spencer Foundation Research Grant, and a Grant-In-Aid from NCTE. Her book, Crossing Boundaries—Teaching and Learning with Urban Youth, will be published in 2012.
Mentor: Jerrie Cobb Scott, University of Memphis
Tanya Manning-Yarde has over ten years of educational and consulting experience. She has taught on the high school and college levels and is currently a teacher trainer and instructional coach in the New York City area. She holds a Masters and a Ph.D in Education from the State University of New York at Albany. Tanya is an avid reader, writer and poet. She is currently working on a collection of poetry to be published next year. She has led instructional trainings for poetry writing and arranged spoken word forums for high school students.
Mentor: Carol Lee, Northwestern University
Yolanda J. Majors is an Associate Professor of Curriculum and Instruction in the College of Education, University of Illinois at Chicago (UIC), where she focuses her research on adult/adolescent literacy, instructional design, and academic and social problem solving expertise within specific ethnic speech communities and their implications for learning and teaching processes. She has been with the University of Illinois, Chicago (UIC) since 2003. Prior to UIC, she was Assistant Professor of Language Education at the University of Georgia (2001–2003).
Dr. Majors has published several articles in peer-reviewed journals, including The Journal of the National Society for the Study of Education, Discourse and Society, Pedagogy, Culture and Society; Anthropology and Education Quarterly; Journal of Adolescent and Adult Literacy; and Mind, Culture and Activity. She is the author of chapters in three books, The Handbook of Literacy, The Handbook of Adolescent Literacy and The Handbook of African American Education.
Mentor: Arnetha Ball, Stanford University
Octavio Pimentel joined the Department of English at Texas State University-San Marcos in 2005. He has taught various classes in composition, including first-year composition courses, advanced composition, technical writing, and various critical graduate courses that encompass issues of minority languages and writing. Critically trained in issues of rhetoric/writing and education, Dr. Pimentel combines both of these fields, while addressing critical issues of minoritized individuals in the composition field. Dr. Pimentel’s work has been published in numerous journals and edited books including the Journal of Latinos in Education, Reflections: A Journal of Writing, Community Literacy, Journal of Business and Technical Writing, Teaching Bilingual/Bicultural Children: Teachers Talk About Language and Learning (Eds. Lourdes Diaz Soto and Haroon Kharem), among others. One of his articles, “Writing New Mexico White: A Critical Analysis of Early Representations of New Mexico in Technical Writing,” (coauthored with Jennifer Ramirez-Johnson, and Charise Pimentel), was nominated for the NCTE award for Best Article Reporting Historical Research or Textual Studies in Technical and Scientific Communication in 2009. Dr. Pimentel was also awarded the Runner-up position for the Presidential Award for Excellence in Teaching in 2008, and the Runner-up position for the Presidential Award for Excellence in Service in 2010 at his home university.
Mentor: Elizabeth Birr-Moje, University of Michigan
Carmen Martínez-Roldán is an Associate Professor in Bilingual Bicultural Education at Teachers College, Columbia University. She received her Ph.D. in 2000 from the University of Arizona and held a two-year post-doctoral appointment at The University of Iowa, where she was a member of the Language and Literacy graduate program. She earned her M.A. and B.A. from The University of Puerto Rico in Río Piedras, Puerto Rico. Approaching literacy and learning as socially and culturally mediated, her research focuses on bilingual children’s literate thinking-- how children construct meanings from texts in English and Spanish and the contexts that mediate their interpretive processes and Discourses in pláticas literarias or literature discussions. Her most recent project involves examining bilingual young children’s biliteracy development in a digital mediated environment, children’s engagement with online games and their production of multimodal texts. Her related interests include examination of children’s and teachers’ responses to Latino literature and immigrant children’s responses to wordless texts, this latter focus as part of an international project.
Mentor: Peter Smagorinsky, University of Georgia
Stephanie Power Carter a first generation college student, daughter of Walter and Robbie Power, and a devoted mommy, I received my doctorate from Vanderbilt University’s Peabody College. While at Vanderbilt, I became a CNV fellow and that mentoring experience has been and will continue to be invaluable to me. It taught me so much about how to negotiate academe, and I often reflect on the sound council that I received in my current position as associate professor at Indiana University Bloomington in the Department of Literacy, Culture, and Language Education. My scholarship has been greatly informed by my experiences as a Black female attending public schools in the South and as a high school English teacher. My research on Black education challenges some of the more traditional paradigms by focusing on the possibilities and strengths of Black students. Over the years, I have been attempting to translate my work into various formats and activities to help inform how we can better meet the educational needs of Black youth. To that end, I have published work in various journals such as Theory into Practice, The Journal of Classroom Interactions, Voices in the Middle, and Journal of College Student Affairs. I also have published book chapters and co-authored two books: Discourse analysis and the study of classroom language and literacy events: A microethnographic perspective and an NCRLL project, On discourse analysis in classrooms: Approaches to language and literacy research and serve on editorial boards. In my “on the ground work,” I have started and facilitate several community-based initiatives: Community Literacy Intervention Program (CLIP), Sistahs Who Care, Social Graces Education Program, Inner Circle, and the IU African American Read-In. I also partner and work with local teachers and principals and an active member of AERA and NCTE. I am currently serving as chair of the NCTE Research Foundation.
Mentor: Arlette Willis, University of Illinois at Urbana-Champaign
Lisa Roy-Davis is Professor of English and the Royden L. Lebrecht Endowed Chair for Scholarly and Civic Engagement at Collin College in Plano, Texas. Her current work includes teaching first year composition, as well as Early American Literature and Mexican American Literature. Lisa also directs the Mexican American Field of Study. Her endowed chair project focuses on directing students in collecting immigration oral histories from immigrants in Collin County and archiving those stories. She has been with the college since 2003.
Mentor: Eileen Oliver, University of Florida
Karen C. Titsworth finished her dissertation in May 2008 and graduated in June of 2008 with my doctorate in Literacy from the University of Cincinnati and also received Adult Literacy certification as well. I was blessed to receive an AERA/Spencer Pre-Dissertation Fellowship, a CNV fellowship and an AERA/IES Doctoral Fellowship in order to complete my work with seven working poor White and African-American Appalachian single mothers and their children who lived on the edge, but became change agents in their lives and in the lives of their children. The title of her dissertation was, "Moving beyond blame and shame: Rethinking mothering practices in an urban Appalachian community."
Karen has presented parts of her work at the NCTE Convention, AERA and the Appalachian Studies Conference in the past along with being an invited speaker in her professor's classes. She is planning on finishing writing a chapter or an article to submit for publication focusing in on the dialogues that emerged from the cultural circles. This writing process has been put on hold because it was imperative that she allowed herself time to enjoy her only daughter (Kayla) navigate through her senior year and prepare her to be a freshman at Bowling Green State University this year! She can now focus on the writing and begin attending research conferences again and am very excited to do so!
Mentor: Dale Jacobs, University of Windsor