Building a programmatic culture of innovative digital pedagogy


burnettRebecca Burnett is a Professor in the School of Literature, Media, and Communication. She received her BA from the University of Massachusetts, her M.Ed. Curriculum in Administration from the University of Massachusetts, and her MA and PhD from Carnegie Mellon University. Prior to joining LCC, she was a Professor Rhetoric & Professional Communication in the Department of English at Iowa State University. Her areas of interest include professional and technical communication; collaboration, groups, and teams; communication assessment; communication in the disciplines and professions; intercultural/international communication; and risk communication.

Photo of Jim GroomJim Groom is the director of the Division of Teaching and Learning Technologies and adjunct professor at the University of Mary Washington. He has been working for over fifteen years in education with a consistent focus on the development of teaching and learning in higher education. In addition to his extensive experience teaching at the college level, for the past eight years he has worked primarily in the field of instructional technology.

His experience as an instructor coupled with extensive collaborations with faculty and students with a specific focus on curricula, pedagogical and technologically enhanced projects has informed much of the innovative work he has been a part of in the field of instructional technology over the last five years.

Recent projects include the Digital Storytelling course ds106 that has innovated around the idea of turning a course into an open, networked community. Before that he helped develop UMW Blogs, a multi-user blogging environment (powered by WordPress, an open source publishing platform) designed to provide a web-authoring solution to faculty and students that is flexible and open. More recently, he has been imagining the Domain of One’s Own project as a reality at UMW.

Photo of Amy Goodloe
Amy Goodloe is an instructor for the Program for Writing and Rhetoric at the University of Colorado, where she’s taught a variety of writing courses since 1999.   She has been the digital composition “go to” person for the program in an informal capacity for many years and in an official capacity, as the Digital Composition Coordinator, for two years.  Her responsibilities included leading workshops, helping faculty individually, attending faculty classes to offer instruction to students, providing video tutorials, and maintaining a blog on teaching digital composition.  She has also integrated digital composition into all of her writing courses for many years, with a strong emphasis on digital storytelling.

McGrathLaura McGrath is an associate professor of English at Kennesaw State University in the metro Atlanta area, where she teaches a variety of rhetoric/composition and professional writing courses.
She has ten years of online teaching experience and served for two years as Assistant Director and then as Associate Director of Distance Education for her college. She also served on a panel of OWI experts and stakeholders that supported the important work of the CCCC Committee on Best Practices for Online Writing Instruction.

Her scholarship and service activities focus on digital writing and culture, online learning, and faculty development. She has presented and published on these topics in a variety of venues, including her open-access edited collection: Collaborative Approaches to the Digital in English Studies (Computers and Composition Digital Press, 2011).

Photo of Tim OwensTim Owens is an instructional technology specialist in the Division of Teaching and Learning Technologies at the University of Mary Washington where he works with faculty integrating immergent technology into pedagogical practice. In the past year and a half at UMW he has been responsible with the support of UMW Blogs (a multisite WordPress publishing platform), the creation of a makerspace with a focus on 3D printing in the library, and Domain of One’s Own, a pilot project to provide 400 students and faculty with their own domain and web space. Tim writes semi-regularly on his blog at

Photo of Pete Rorabaugh

Pete Rorabaugh is a visiting lecturer at Georgia State University in Atlanta where he completed both his Ph.D. (American fiction and Rhet/Comp) and his M.Ed. (English Education). He teaches rhetoric and composition classes at GSU but also has experience teaching literary survey and analysis classes. Pete’s dissertation focused on post-secular sermons in contemporary American novels and reflects his curiosity about the effects of postmodernity on the rhetoric of religious institutions and individual spirituality. His classes are technologically engaged, harnessing his interest in social media, the digital humanities, and the strength of organic writing and editing in digital spaces. He is the co-founder and managing editor of Hybrid Pedagogy: A Digital Journal on Teaching and Technology, which launched in January 2012. This year Pete designed his department’s New Media Literacy pilot program — year-long alternative to the standard ENGL 1101/02 curriculum focused on developing new media literacy and composition skills and building a robust pedagogical mentoring community. Additionally, Pete has worked on Hybrid Pedagogy’s MOOCMOOC (a MOOC about MOOCs) and is co-designer and facilitator of Twitter vs. Zombies, a social media game teaching Twitter literacy.

Photo of Robin WhartonRobin Wharton (@rswharton on Twitter) holds a JD (1999) and a PhD (2009), both from the University of Georgia. She is a co-founder and director of the Calliope Initiative, which develops open source tools to facilitate student-centered, project-based, multimodal composition pedagogy, and she is a partner and the production editor at Hybrid Pedagogy, an open, peer-reviewed journal of teaching and technology. Her research interests include medieval and early modern law and literature, critical legal studies, and the digital humanities. She is writing a book about the influence of common law poetics and the emergence of the individual as a target of regulatory authority in Middle English literature.