Katie McWain, Ph.D.
PhD, English: Composition and Rhetoric, University of Nebraska-Lincoln
MA, English Language and Literature, University of Missouri-Kansas City
BA, English and Writing, Drury University
McWain’s research focuses on writing program administration, first-year composition, teacher development, and dual credit/dual enrollment writing partnerships. She regularly teaches ENGL 1013, ENGL 1023, and ENGL 5343, a graduate course designed to prepare new instructors for the composition classroom. Her research has been published in Teaching English in the Two-Year College and the Michigan Journal of Community Service Learning, and she has chapters forthcoming in edited collections on supporting new TAs in composition as well as sponsoring information literacy across the curriculum. She is currently a member of CCCC's Task Force to Develop a Joint Statement on Dual Enrollment in Composition. McWain serves on the editorial board for the journal WPA: Writing Program Administration and is an Associate Book Editor for the Practices and Possibilities series from WAC Clearinghouse publishers. She has presented her work at conferences including College Composition and Communication, Feminisms and Rhetorics, and International Writing Centers Association, among others. Her passion is meeting students and teachers where they are and helping them conceptualize writing and pedagogy as lifelong processes of development.
Jacquelyn E. Hoermann-Elliott, Ph.D.
PhD, English: Composition and Rhetoric, Texas Christian University
MA, English: Rhetoric, Composition, and Professional Communication, Iowa State University
BA, English: Language and Literature, University of Missouri-Kansas City
Hoermann-Elliott is an advocate for creative and embodied learning. Her teaching and research has focused on the role of sensorimotor activities in the learning process, focusing on yoga and meditation specifically. She enjoys teaching first-year courses at TWU, including ENGL 1013 and ENGL 1023, and she occasionally teaches editing- and publishing-focused courses. Her scholarship has been published in national journals, such as The Journal for the Assembly of Expanded Perspectives on Learning, and local ones, such as Texas’s Conference of College Teachers of English (CCTE) Journal. She attends several conferences regularly, including CCTE and College Composition and Communication, where she enjoys presenting her pedagogical research and meeting other teachers who share her ardent interest in creativity and embodiment.
PhD, Rhetoric: Texas Woman’s University (in progress)
MA, English: Texas Woman’s University
BA, English: Philosophy minor, Texas Woman’s University
Amanda Oswalt has been teaching in higher education for 10 years. Her teaching assignments have included basic writing, composition l and ll, introduction to literature, and introduction to literature by women. Amanda is currently working on her dissertation which focuses on the rhetoric of First Ladies. Amanda’s interest in gender and politics informs her teaching of both writing and literature.
Senior Secretary (First-Year Composition & Write Site)
MA, English: Multicultural and Transnational Literatures, East Carolina University
BA, English: Literature, Texas Woman’s University
Jaclyn Kliman is devoted to assisting students to reach their full writing potential, both by working with the First-Year Composition program and the Write Site. Her research has focused on the use of intentional confusion within multicultural and transnational literature, and she hopes to translate this focus to classrooms to shape the way students read multicultural literature.
Page last updated 10:14 AM, September 25, 2018