Faculty Profiles

I am a college professor who researches issues in education policy, higher education administration, and writing programs. My book Policy Regimes: College Writing and Public Education Policy in the United States, was published by Southern Illinois University Press in 2022. I love helping students bridge the divide between secondary and postsecondary learning, as well as working with teachers of all stripes.

Christopher Carter is Professor of English at the University of Cincinnati, where he teaches courses in writing theory, activist rhetoric, and visual culture. He is author of four single-authored books, two collaborative books, and he is previous editor of Workplace: A Journal for Academic Labor. His latest work, Composing Legacies: Testimonial Rhetoric in Nineteenth-Century Composition was published by Peter Lang in 2021. His essays have appeared in Works and Days, JAC, College English, and Rhetoric Review, and he has written chapters for Tenured Bosses and Disposable Teachers as well as Narrative Acts: Rhetoric, Race and Identity, Knowledge. He has also directed the Composition Program at UC and served as Divisional Dean of Humanities.

Christina M. LaVecchia is Assistant Professor of English and faculty in discipine-based education research (DBER). Her research spans multiple disciplines. In rhetoric and composition, her work focuses on theories of composing, writing pedagogies (with particular interest in at-risk student populations), digital literacies, editorial practices, qualitative research methods, and writing across the curriculum and writing program administration. Recently she co-edited Revising Moves: Writing Stories of (Re)Making (2024, Utah State University Press) with Allison D. Carr, Laura R. Micciche, Hannah J. Rule, and Jayne E. O. Stone; in this collection contributors tell stories about revising and its impacts on thier work, identities, and everyday lives. Her other published work in rhetoric and composition appears in College English, Composition Forum, Peitho, and JAEPL, among others.

She is a former Research Fellow and current Research Collaborator in the Knowledge and Evaluation Research (KER) Unit at Mayo Clinic in Rochester, Minnesota. There she uses her training in rhetoric and writing to researched patient-clinician communication and care (shared decision-making) that is individualized to meet patients’ values and preferences and fits their lives. Her healthcare services collaborations appear in Patient Education and Counseling, Health Expectations, BMJ Open, and Mayo Clinic Proceedings: Innovations, Quality, & Outcomes. She also has several works in progress with KER, most notably a study on patients’ experiences with contested, medically unexplained illnesses and conditions, an experience she terms undercared-for chronic suffering. She has also taught a workshop series and offered invited talks on scientific writing to biomedical sciences postdocs and graduate students at Mayo Clinic and elsewhere.

From 2019 to 2021 she supported faculty and programs from across disciplines with writing pedagogy as the founding Director of the Writing Across the Curriculum (WAC) Program and Assistant Professor of English at Neumann University in Aston, PA.

In 2012 she was the UC English department’s William C. Boyce Excellence in Teaching Award recipient and is the UC College of Arts and Sciences 2014 recipient of a university-wide teaching award.

For more on her research and teaching, click here to see her full vita.

Laura R. Micciche teaches a wide variety of writing courses at the undergraduate and graduate levels as well as interdisciplinary workshops for faculty and students. Her research focuses on the collaborative, material realities that encompass writing, teaching, administrative, and editorial practices. She has published two monographs and three edited collections on writing-related themes: revision, writing pedagogy, collaboration and materiality, and rhetorics of emotion. In addition, she has published over 30 peer-reviewed articles and book chapters, many with collaborators, demonstrating her commitment to shared authorship. She has served in a variety of administrative roles while at UC, including Director of Composition, Assistant Director of Composition, Area Director of the Rhetoric and Composition Graduate Program, and Co-Director of the Copyediting & Publishing Certificate program. She currently chairs the Consortium of Doctoral Programs in Rhetoric & Composition. For six years, she served as editor of Composition Studies, an independent journal in rhetoric and composition, and is currently co-editor, with Chris Carter, of the WPA Book Series for Parlor Press. See her full cv here.

RUSSEL DURST has served as President of the National Conference on Research in Language and Literacy; Chair of the National Council of Teachers of English Standing Committee on Research; and Editorial Board member for the journals COLLEGE COMPOSITION AND COMMUNICATION, LANGUAGE AND LEARNING ACROSS THE DISCIPLINES, and WRITING PROGRAM ADMINISTRATION. He is a member of the Conference on College Composition and Communication Committee on Research. He has published over 40 essays on composition in journals and collections. His books include THEY SAY/I SAY: THE MOVES THAT MATTER IN ACADEMIC WRITING (WITH READINGS), with C. Birkenstein and G. Graff (W. W. Norton & Co, 2009, Second Edition 2012, Third Edition 2015, Fourth Edition 2018); ENGLISH LANGUAGE ARTS RESEARCH AND TEACHING: REVISITING AND EXTENDING ARTHUR APPLEBEE’S CONTRIBUTIONS, with G. Newell and J. Marshall (Routledge 2017); YOU ARE HERE: READINGS ON HIGHER EDUCATION FOR COLLEGE WRITERS (Prentice Hall, 2003); COLLISION COURSE: CONFLICT, NEGOTIATION, AND LEARNING IN COLLEGE COMPOSITION, (NCTE, 1999); and EXPLORING TEXTS: THE ROLE OF DISCUSSION AND WRITING IN THE TEACHING AND LEARNING OF LITERATURE with G. Newell (Christopher-Gordon, 1993). He teaches courses in writing, composition pedagogy and research, and English linguistics. He directs the University of Cincinnati College of Arts and Sciences Honors Scholars Program for undergraduates.