Conference Planning Committee

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Veronica House (conference chair)
Associate Faculty Director for Service-Learning and Outreach, University of Colorado Boulder

Dr. Veronica House is Associate Faculty Director for Service-Learning and Outreach in the Program for Writing and Rhetoric at the University of Colorado Boulder.  As founder of the University’s Writing Initiative for Service and Engagement, she created the first service-learning Writing and Rhetoric courses for first-year students and has coordinated the Program for Writing and Rhetoric’s transformation into one of the only writing programs in the country to have integrated community-engaged pedagogies throughout its lower- and upper-division courses.  She has worked with faculty at colleges and universities across the country to design community-engaged courses and programs.  She works on the Advisory Committee for Campus Compact of the Mountain West and sits on the Board of Directors for The Shed: Boulder County Foodshed, which promotes community education about local food.  She is the author of Medea’s Chorus: Myth and Women’s Poetry Since 1950 (2014) and articles appearing in Reflections, WPA: Writing Program Administration, and Community Literacy Journal.  Her recent teaching, community work, and scholarship focus on food localization, food literacy, environmental communication, and institutionalization of community-engaged pedagogy.  She is the founding chair of Conference on Community Writing.

Alex Fobes

Alexander Fobes
Instructor, University of Colorado Boulder

Dr. Alexander Fobes received his Ph.D. in Comparative Literature from the University of Colorado, Boulder. His recent research and publications address multimodal writing, lyricism, and ludics in art and pedagogy. Alex has incorporated service projects in his teaching in both the US and Mexico. Recently, in his courses for international students, as well as his upper-division workshops “Word & Image” and “Writing in the Visual Arts,” his students have designed a variety of posters for university partners and local non-profits.

 

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Catherine Kunce
Senior Instructor, University of Colorado Boulder

Dr. Catherine Kunce received her Ph.D. from the University of Denver.  Her most recent publication, The Correspondence of Sarah Helen Whitman and Julia Deane Freeman: Writer to Writer, Woman to Woman (Delaware UP), deals with fascinating and previously unpublished letters between two nineteenth-century American women writers, one of whom was engaged to Edgar Allan Poe.  Catherine has taught a range of service learning courses, including her most recently publicized “Reading Buddies” course, which pairs reading at-risk elementary school children with first-year writing CU students.

 

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Christine Macdonald
Senior Instructor, University of Colorado Boulder

Dr. Christine Macdonald is a senior instructor in the Program for Writing and Rhetoric at the University of Colorado Boulder. For several years she has taught a course in grant writing and service-learning, in which students work closely with local non-profit professionals and write grants for programs in a variety of areas including the arts, health care, education, LGBTQ, environment, disabilities, aging, and social services. She has served on the Steering Committee of CU’s Institute for Ethical and Civic Engagement and has led workshops on linking service-learning with course objectives for the Engaged Faculty Institute, sponsored by Colorado Campus Compact, and for CU’s Graduate Teacher Program.

 

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Seth Myers
Instructor, University of Colorado Boulder

Dr. Seth Myers is an Instructor in the Program for Writing and Rhetoric at the University of Colorado Boulder.  He received his Ph.D. in Rhetoric and Professional Communication from New Mexico State University in 2013.  His work in New Mexico focused on the affordances of multiple modes and media as they pertain to reflective writing and learning.  Now at Colorado, Dr. Myers’ teaching and scholarship interrogate the rhetorics of community writing, especially using networked and design technologies, as a means to promote critical rhetorical awareness and social justice.