Professor of English and Director of Writing Across the Curriculum. Formerly Director of Composition at Drew, Dr. Jamieson has also served as chair of the English Department. She earned her doctorate in the department of English, General Literature and Rhetoric at Binghamton University in 1991. Her research interests include Writing Studies, Writing Across the Curriculum (WAC), writing theory and pedagogy, the emerging writing major, creative non-fiction, writing and social media, and information literacy. She is one of two principal researchers of the Citation Project (a multi-site, multi-year, quantitative and qualitative study of student source-use practices).
She is currently at work on a book about student source use, Stuggling with Sources (with Rebecca Moore Howard, Parlor Press, 2014), and two edited collections, Researching Research: Transcontextual Methods for Understanding Student Source Use and Information Literacy—Not Just for Librarians: Issues in Assessment, Teaching, and Application. Previous publications include the edited collection Coming of Age: The Advanced Undergraduate Writing Curriculum (Winner of the Council of Writing Program Administrators’ Best Book of 2000-2001 Award), and The Bedford Guide to Teaching Writing in the Disciplines: An Instructor’s Desk Reference. (For details see full cv).
Associate Professor of English, First Year Writing Coordinator, and Writing Center Director. Dr. Nicolas earned her doctorate in English (rhetoric/composition) from The Ohio State University in 2002. Her research interests include: writing center and WAC studies, feminist theory, qualitative research methodologies, and pedagogy.
She has edited two collections, (E)Merging Identities: Graduate Students in the Writing Center (Fountainhead Press, 2007) and, with Beverly Moss and Nels Highberg, By Any Other Name: Writing Groups Inside and Outside the Classroom (Erlbaum, 2004). She has chapters in several edited collections, and her work has appeared in Reflections, Journal of College Writing, the WPA Journal, The Chronicle of Higher Education, and Inside Higher Ed (among others). (For details see full cv).
Assistant Professor of English and Postdoctoral Fellow, and Assistant Coordinator of First Year Writing. Dr. Kimball earned her doctorate at Temple University in 2010. Her dissertation examined multilingual pedagogies in the diverse communities of eighteenth-century Philadelphia, and her research areas are rhetoric and composition, the intersection of textual study and cultures of literacy. She is also involved in community-based learning projects with Neighborhood House of Morristown and local Latino communities. She is currently writing about multilingual experience and ideologies in community-university partnerships.
She is published in Rhetoric Review and Reflections: A Journal of Public Rhetoric, Civic Writing, and Service Learning, and is co-editing a collection of essays on identity among instructors and administrators in first-year writing programs.
Jennifer Holly Wells
Assistant Professor of English and Postdoctoral Fellow, and Assistant Coordinator of First Year Writing. Dr. Holly Wells earned her doctorate at Drew University in 2009. In 2005, she won the Caspersen School of Graduate Studies Teacher-Mentor Award. Her teaching and research interests are in composition, 20th century American literature, the work of Louise Erdrich, literary historiography, assessment of first-year composition, and digital humanities.
She is a contributing researcher with the Citation Project. She regularly presents her work at conferences, and her article on Louise Erdrich’s early publishing success was published in MidAmerica in 2011.
Madhuparna (Maya) Sanyal
Assistant Director of the Drew University Writing Center, Coordinator of the Content Tutoring Program (Office of Academic Services), and Coordinator of the Summer College Program. Dr. Sanyal received her doctorate from Drew University in 2002 in English Literature, with a concentration in Women’s Studies. Once an international student from Kolkata, India who learned the hard way that linguistic facility and cultural knowledge are two completely different animals, Maya’s intellectual foci include early 20th century colonial women writers, first-year composition theory and practice, and writing center theory, practice, and administration.
As a Writing instructor, she is particularly interested in college-level writing in the U.S. in relation to students who are non-native speakers of English, academic writing and students with cognitive learning disabilities, and academic writing for populations who are both NSS and LD students, traditional and adult/returning.