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Roger and Joyce Howe sit on the board, as does Jenny Darroch, Dean of the Farmer School of Business.

Linda Adler-Kassner is the Associate Vice Chancellor of Teaching and Learning, the founding Faculty Director of the Center for Innovative Teaching, Research, and Learning, and Professor of Writing Studies at the University of California, Santa Barbara. She has written or co-written a number of award-winning books about leadership and writing studies, including Naming What We Know: Threshold Concepts of Writing Studies and The Activist WPA: Changing Stories about Writing and Writers. Her most recent book, (re)Considering What We Know: Learning Thresholds in Writing, Composition, and Rhetoric, and her forthcoming book, Writing Expertise: A Research-Based Approach to Writing and Learning Across Disciplines, were co-authored with HCWE Director Elizabeth Wardle.

Chris Basgier serves as Director of University Writing at Auburn University, where he implements programs to support student and faculty development, including the Miller Writing Center, the ePortfolio project, and numerous workshops and consultation services. He provides leadership to academic units as they develop, revise, and implement writing plans for disciplinary courses and programs. He also provides support for faculty as writers by coordinating faculty writing groups and offering workshops on grant writing. Previously, Basgier served as Academic Director of Composition and Acting Coordinator of Writing Across the Curriculum at the University of North Dakota. His research focuses on writing across the curriculum, genre, and digital rhetoric, has appeared in Across the Disciplines, The WAC Journal, and Composition Forum.

Sheila Carter-Tod is the Executive Director of the University Writing Program and an Associate Professor of English at the University of Denver. Her current research includes work on intersectional knowledge-making in the context of cultural rhetorics and a book project on rhetorical inclusion and the teaching of multiple rhetorics. She is also the invited co-editor of a forthcoming special issue of the Writing Administrators Journal on “Black Lives Matter and Antiracist Projects in Writing Program Administration.”

Joyce Locke Carter is Professor of Rhetoric and Writing and Department Chair at the University of Arkansas, Little Rock. Her research interests include computer-based instruction in English; history and theory of rhetoric; software development and design; hypertext theory and application; theory and practice of argumentation; the role of market-based economics in the formation and discourse of the communications fields (technical communication, rhetoric, composition); identity politics and rhetorics; rhetorics and economics. She is the former chair of the Conference on College Composition and Communication (CCCC). As a techno-rhetorician, she studies the ways technology (mostly computers and software) affect, enable, and/or modify rhetorical acts. Her current research has examined how rhetorical messages compete with each other; her book Market Matters: Applied Rhetoric Studies and Free Market Competition contains some of these findings.

Jessie Moore is Director of the  and Professor of English (Professional Writing and Rhetoric) at Elon University. Jessie leads planning, implementation, and assessment of the Center’s research seminars, which support multi-institutional inquiry on high-impact pedagogies and other focused engaged learning topics. Her recent research examines transfer of writing knowledge and practices, multi-institutional research and collaborative inquiry, writing residencies for faculty writers, the writing lives of university students, and high-impact pedagogies. She is the author of  and co-editor of , , , , and . She previously coordinated Elon’s first-year writing program and professional writing & rhetoric program.

Rebecca Nowacek is Co-Director of the and Professor of English at Marquette University. She is interested in  the question of "transfer"--how writers connect what they know and who they are in one context with what they know and who they are in another context and has published several books on this topic, including and  She also researches the powerful role that peer writing tutors can play in helping writers to integrate their knowledge across contexts. She has been working in writing centers since she was an undergraduate at Villanova and a graduate student at the University of Wisconsin Madison, where she also served as the Assistant Director of the L&S Program in Writing Across the Curriculum. 

Shelley Reid is the Executive Director of Engaged Teaching at the  and Associate Professor of Writing and Rhetoric at George Mason University. She has recently published articles about how teaching assistants in composition programs learn to teach, how writing students engage in peer review activities, and how program leaders can assess student progress. She is interested more generally in questions of how learners transfer knowledge from one context to another, and how institutions shape the work of teachers and learners at all levels. She directed the composition program at George Mason for ten years and helped create the doctoral program in Writing and Rhetoric there. She is currently finishing a composition textbook, Rethinking Your Writing, designed as an integrated, open-access, online resource for college writers.

Ellen Schendel is the Dean of the College of Arts and Sciences at Bowling Green State University. She was previously the Associate Vice President for Academic Affairs and Professor of Writing at Grand Valley State University. Her scholarship has focused mainly on writing assessment and writing program administration.