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Judith Flores Carmona
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BA, Anthropology/Psychology, Williams College
MA, Anthropology, Brown University
PhD (expected 2010), Anthropology, Brown University
Dissertation: Local Food Production and Community Illness Narratives: Responses to Environmental Contamination in the Mohawk Community of Akwesasne
Elizabeth Hoover is in the final year of her PhD, currently writing her dissertation while teaching Native American Studies and Environmental Anthropology in the Sociology/Anthropology department at Elizabethtown College in Elizabethtown PA. Additionally, she has taught for the Ethnic Studies program at Brown University, where she worked with the student group Native Americans at Brown (NAB). Elizabeth also strove to connect the university to the local Native community, through cultural events like the annual intertribal pow-wow, and through creating volunteer opportunities for Brown students at the local Native charter school, and with an urban Native afterschool program. Her research interests center around environmental health and food production issues in Native American communities, and she plans to teach Native American Studies, Anthropology, and Environmental Studies.
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Ilana Kramer
Long Island University
BS, Human Development, Cornell University
MA, Social Thought & Humanities, New York University
PhD (expected 2012), Clinical Psychology, Long Island University
Ilana Kramer is in her third year as a doctoral student in the Clinical Psychology Program at Long Island University- Brooklyn Campus. Ilana approaches research, clinical work, and teaching from a human rights perspective. Her research is focused in gender, trauma, and international mental health issues.
In the summer of 2007 and 2008, she worked on the Burma border with Burmese refugee women, conducting trainings on working with trauma victims. In the summer of 2009, she travelled to Kenya as a faculty research assistant, working with vulnerable youth and orphan populations. She is currently working on her dissertation, examining the relationship between exposure to violence among ethnic minority youth and subsequent self-injury behaviors. In addition to her commitment towards researching gender and ethnic inequalities, she chooses a strength-based model in her research and teaching, assessing what protective factors aid vulnerable individuals who are resilient in the face of trauma.
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BA, French, The University of Texas at Austin
BS, Zoology, The University of Texas at Austin
MS Ed, Higher Education and Student Affairs Administration, Indiana University
PhD (expected 2010), Rhetoric and Public Culture, Critical Pedagogy (minor), Indiana University
Dissertation: Just Joking: Critical Racial Comedy and Democratic Education
Jonathan Rossing is a PhD candidate and Associate Instructor in the Department of Communication and Culture at Indiana University. Throughout his academic career Jonathan has focused on diversity and social justice education and this work led him to his current PhD program where he has integrated rhetorical theory to social justice work. Last year, he participated in an interdisciplinary research project on graduate student pedagogy, the Teagle Foundation Collegium on Inquiry in Action at Indiana University.
His dissertation emerged from experiences in the classroom and educational programming. Frequently educators encounter strained and fearful conversations on race and racial injustice. Yet, many people readily engage these important racial conversations through comedy. Jonathan’s dissertation argues for serious engagement of critical comedy on race. This comic discourse offers an important public education on race. He was fortunate to have the opportunity to adapt his dissertation for two advanced undergraduate seminars.
Throughout the PhD and dissertation process, Jonathan has enjoyed training for marathons. He’s run over 15 in the last six years including a gold medal winning race at the 2006 Gay Games in Chicago. Jonathan enjoys leading group exercise classes: step aerobics, cycling, strength training, and others. He also volunteers for a literacy organization in Indianapolis and conducts literacy classes at a city jail.
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BA, English, Virginia Commonwealth University
BS, Criminal Justice, Virginia Commonwealth University
MA, English, University of Washington
PhD, English, University of Washington
Dissertation: Invisible Technologies? Media Ecology and its Cultural Histories
Jentery Sayers is currently a PhD Candidate in English at the University of Washington (UW), a research intern for KEXP radio, and a Society of Scholars Fellow at the UW’s Simpson Center for the Humanities. His research and teaching interests focus on literary modernism, new media, and cultural histories of technology, and his dissertation is an exploration of magnetic recording technologies and their intersections with literature, art, and advertising from roughly 1860 to the present. In tandem with several reviews for the Resource Center for Cyberculture Studies, he has published “Geolocating Compositional Strategies” in issue 12.2 of Kairos: A Journal of Rhetoric, Technology, and Pedagogy, and he has a chapter forthcoming in the book, Writing and the Digital Generation, edited by Heather Urbanski. He is actively involved in HASTAC (the Humanities, Arts, Science, and Technology Advanced Collaboratory), and in 2009 he received the UW’s Undergraduate Research Mentor Award. Between Cornish College of the Arts and the UW’s Seattle and Bothell campuses, he has designed and taught over ten of his own courses, most of them computer-integrated, on topics such as new media production, Anglo-American modernism, technoculture studies, electronic literature, service-learning, expository writing, and the digital humanities.
Listening to Repeating: A Portfolio by Jentery Sayers (website)
Article on Participatory Learning and Neogeography (article/website)
Democratizing Knowledge in the Digital Humanities (online forum)
Democracy and Diversity in Science (course/website)
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BA, Communication Studies, University of Nebraska-Lincoln
MA, College Student Personnel, Bowling Green State University
PhD (expected 2010), College Student Personnel Administration, University of Maryland
Wendy Wagner is a faculty member in New Century College, George Mason University’s school of integrative studies. She is also the Director of the Center for Leadership and Community Engagement.
Wendy co-edited and contributed to Leadership for a Better World: Understanding the Social Change Model of Leadership Development and Handbook for Student Leadership Programs. She served on the research team for the Multi-Institutional Study of Leadership. She has taught multiple service-learning courses, as well as undergraduate and graduate courses on student leadership development. Her dissertation research is a validation study of the leadership identity development model. Wendy lives in Washington, DC, with her husband and three children.
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BS, Economics, United States Military Academy
MBA, University of Kentucky
PhD, Higher Education, New York University
Dissertation: Socialization of New Faculty into an Institutional Culture
Holly West is an active duty lieutenant colonel in the U.S. Army. In her military career, she has served as a platoon leader and a company commander and has received 5 Army commendation medals and 2 Meritorious service medal. While on active duty, she wasselected to teach at West Point in the Department of Systems Engineering. She taught Engineering Economy and Decision Support Systems and reached the rank of assistant professor.
Before returning to school for her PhD, she served as an operations analyst in the Army Accessions Command. In this position she was responsible for analyzing and recommending new programs that would encourage more people to join the Army. She was selected for a tenured position at West Point serving as the Assistant Dean for Plans and Personnel. Being selected for this position meant that she was also selected for a fully-funded PhD program. She is currently a full-time PhD student at New York University in the Steinhardt School for Education and her current research interests are in faculty development and new faculty socialization.She has published and presented papers on engineering and teaching.
Holly lives in Highland Falls, New York ,with her husband, LTC Mark West who is an instructor in the Behavioral Science and Leadership department at West Point and her four children, Keegan, 13, Lexi, 11, Kyle, 5 and Daisy, 3.
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