Dr. Chris M. Anson (Ph.D., Indiana University) is Distinguished University Professor and Professor of English at NC State University, and has directed the Campus Writing and Speaking Program since 1999. Before coming to NC State, Chris spent fifteen years at the University of Minnesota, where he directed the Program in Composition and Communication from 1988-96 and was Morse-Alumni Distinguished Professor. He is the recipient of numerous awards, including the NC State Alumni Association Distinguished Graduate Professor Award, the Morse-Alumni Distinguished Award for Outstanding Contributions to Undergraduate Education, the State of Minnesota's Higher Education Teaching Excellence Award (which is given by the state legislature to one faculty member among 3,000 in the University of Minnesota system). He is a member of NC State's Academy of Outstanding Teachers. He has published 20 books and over 140 articles and book chapters, including both scholarship and pedagogical applications, and has spoken or consulted at dozens of institutions across the United States and in 33 other countries. With Jessie Moore, he recently published a new book on the transfer of writing abilities and knowledge across educational contexts, and is currently co-editing a collection on departmentally-focused models of writing across the curriculum.
Dr. Deanna P. Dannels (University of Utah, 1999) is Professor of Communication and Associate Dean of Academic Affairs in the College of Humanities and Social Sciences. Her research explores theoretical and curricular protocols for teacher development, as well as instructional models for designing, implementing,and assessing communication within the disciplines. She has published widely in areas of teacher training, communication across the curriculum, pedagogy, design and engineering education, business and technical communication, oral communication genres, and professional identity construction. Her cross-curricular writing focuses on the distinct nature of oral genre learning—specifically, her contributions include the "communication in the disciplines" and "relational genre knowledge" frameworks for oral communication across the curriculum. Her work also explores the communication-related questions and concerns that emerge in teacher development and training. Her book Eight Essential Questions Teachers Ask: A Guidebook for Communicating with Students delineates these questions based on ten years of empirical data; providing research-grounded recommendations for addressing emergent teacher concerns.
[Note: Dr. Dannels is currently serving as Associate Dean in the College of Humanities and Social Sciences and is not working in the Program]
PhD Student in Communication, Rhetoric, and Digital Media
Beth has been teaching composition courses for five years at a number of institutions. Her research interests include writing self-efficacy and apprehension, collaborative learning in the classroom, and writing program administration. In terms of Writing/Communication Across the Curriculum, these interests narrow to feedback and assessment, peer review, and the use of small groups in both low- and high-stakes situations.
PhD Candidate in Communication, Rhetoric, and Digital Media
Matthew Halm's research focuses on the study of writing, grounded in composition studies while also incorporating materialist and post-structural understandings of media. Writing is not a container or a method of transmitting content but instead a complex environment within which writers and technologies interact to produce effects which are understood by readers to have certain functions. He is currently interested in theorizing writing as a process produced by the shifting material layers of the planet.