Ann Marie Ade

Role(s) in GSOLE: At-large member; Co-Chair, Conference Committeee

Ann Marie Ade, MAS, is an Associate Professor of Practice assigned to the Department of Humanities and Communication in the College of Arts & Sciences at Embry-Riddle Aeronautical University, Worldwide. She has taught post-secondary writing courses for nearly four decades, currently serving as Composition Program Director. She is a huge proponent of shared governance, having served in leadership roles on the University's Joint Senate Coordinating Committee, Faculty Senate, and College Faculty Council. Her research interests include aviation management, leadership, communications, and teaching pedagogy.

Mary Adeyemo

Role(s) in GSOLE: Chair, Outreach Committee

Bio forthcoming. 

Cydney Alexis

Role(s) in GSOLE: Co-chair, Webinars Committee

Cydney Alexis is associate professor of English (Writing Studies track) at Kansas State University. She is co-editor (with Hannah Rule) of The Material Culture of Writing (2022) and Writing Artifacts (in publication; anticipated 2026) and her work has appeared in Bad Ideas about Writing, Composition Studies, Inside Higher Education, Rhetorical Ontologies, and Slate. Through her teaching and research, she encourages writers to consider the material richness and affordances of the material aspects of their writing artifacts, tools, and environments. With Theresa Merrick Cassidy, she is conducting qualitative research on AI and writing funded by a Kansas State University GRIPex: AI in the Disciplines grant; together, they are also building a microcredential in AI and writing housed in K-State's Department of English.

Jessie Borgman

Role(s) in GSOLE: At-large member

Jessie Borgman is an instructor in the Writers’ Studio at Arizona State University. She is the co-founder of The Online Writing Instruction Community resources website and the co-founder of the PARS (personal, accessible, responsive, strategic) framework for online writing instruction. She is the founding secretary for GSOLE (2016) and currently serves on the board as an at-large member. She is also currently the Chair of the CCCC Standing Group for Online Writing Instruction.

Jennifer Burke Reifman

Role(s) in GSOLE: Co-chair, Research Committee

Jennifer Burke Reifman is the Director of Lower-Division Writing and Assistant Professor of Rhetoric & Writing Studies at San Diego State University. She earned her Ph.D. in Education and Writing, Rhetoric and Compositions Studies from U.C. Davis and an M.A., in English Composition from San Francisco State University. Jennifer has been teaching post-secondary writing courses for over 12 years, and her research is deeply concerned with participant-centered methodologies to better understand the impact that Writing Program policies and writing pedagogies have on undergraduate learning and experience. Her work on writing placement and student agency has appeared in the Assessing Writing, and her work with undergraduate researchers has been featured in several collections and journals, including Peitho, The Learning Assistance Review, and Intersection: A Journal at the Intersection of Assessment and Learning.

E-mail: <research@gsole.org>

Eric Camarillo

Role(s) in GSOLE: OLOR Reviews Editor

Dr. Eric Camarillo is the Dean of the Learning Commons at Tarrant County College's Northwest campus, where he oversees the Library and Learning Support Services, including subject-area tutoring, the writing center, and supplemental instruction. He is formerly the Director of the Learning Commons at Harrisburg Area Community College where he oversaw testing, the library, user support, and tutoring services at all five campuses. His research agenda is currently focused on writing centers and best practices within these spaces, and how these practices change in asynchronous and synchronous online modalities. He has published in WLN: A Journal of Writing Center Scholarship, Praxis: A Writing Center Journal, and The Journal of Academic Support Programs. He has presented his research at numerous conferences including the International Writing Center Association and the Conference on College Composition and Communication; in 2024, he served as the keynote speaker for the Mid-Atlantic Writing Centers Association conference. He is currently the Vice President of the South Central Writing Centers Association and the Editor for OLOR Reviews; he is also the past President of the National Conference on Peer Tutoring in Writing and the former reviews editor for the Writing Center Journal.

Justin Cary

Role(s) in GSOLE: Communications Officer

Justin is a Senior Lecturer in the Writing, Rhetoric & Digital Studies Department at The University of North Carolina Charlotte. He teaches a variety of First-Year Writing courses and courses in the WRDS Major/Minor sequence. Outside the classroom, Cary engages in digital composing in a variety of ways from YouTube Content Creation to live Twitch Streaming. Cary's research focuses on digital literacy, multimodal composing practices and ways in which video games, game theory and game design influence and intersect with writing studies practice and pedagogy. From Podcasts to blogs, Cary has work published across a variety of platforms with his most recent video, "Designed to Fail: Embracing Failure as Commonplace Practice", featured as part of a panel at the Conference on College Composition and Communication in Spring 2021. Currently, he is working on investigating the rhetorics of sound and planning new research into the connections between video game sound design, rhetoric and writing studies. You can connect with Justin on Twitter @justinrcary or check out some of his writing on Medium at: justinrcary. #gsole @gsoleducators

Amy Cicchino

Role(s) in GSOLE: Immediate Past President; Co-Chair, Certification Committee

Amy Cicchino is Director of the University Writing Center and Associate Professor in the Department of Writing and Rhetoric at the Unviersity of Central Florida. Her research takes up writing program administration, high-impact practices—especially ePortfolios—educator professional development, and multimodal teaching and communication across the disciplines and has appeared in venues such as the International Journal of ePortfolios, WPA: Writing Program Administration, and the Online Literacy Open Resource Effective Practices. She also recently published an edited collection with Troy Hicks, Better Practices: Exploring the Teaching of Writing in Online and Hybrid Spaces (2024).  In addition to her work with GSOLE she has leadership roles in AAEEBL and HIPs in the States.

Jennifer Smith Daniel

Role(s) in GSOLE: Secretary; Co-Chair, IDEA Committee

Jennifer is the Director of the Writing Center and Writing Across the Curriculum Programs and hold a Ph.D. in Rhetoric and Composition from UNC Greensboro. She enjoys working with students at the college level – particularly first year students – because it is a time of discovery and trial. To her every student can be successful. Supporting students means also supporting faculty, so her WPA work offers a space to build coalitions that support a culture of writing and learning through ecological assessment practices.

Kevin DePew

Role(s) in GSOLE: President; Co-Chair, Certification Committee

Kevin E. DePew is an Associate Professor in the Department of English at Old Dominion University (southeast Virginia). He identifies as a writing pedagogy scholar; his research and teaching interests–which are completely inseparable–occupy the axes of literacy, online writing instruction, linguistic justice, social justice pedagogies, and digital writing. Kevin and Beth Hewett co-edited Foundational Practices of Online Writing Instruction. His scholarship has appeared in venues such as Computers & Composition, Composition Studies, and Technical Writing Quarterly as well as the edited collections like Better Practices, Emerging Pedagogies in the Networked Knowledge Society, Reinventing Identities in Second Language Writing and Digital Writing Research

Tess Evans

Role(s) in GSOLE: At-large member

Tess Evans is an Associate Teaching Professor of Professional Writing in the Department of English at Miami University (Ohio). She teaches courses in face-to-face, online, and hybrid environments, including Professional Communication for Business, Professional Communication for Data Analytics, and Technical Writing. In spring 2025, her most recent work, “Transcending Binaries of Course Delivery: A Transmedia Mindset as Resistance to a Single Standard and a Default Normal” was published in Technical Communication & Social Justice. Tess also has articles published in Rhetoric Review, The Proceedings of the Computers and Writing Conference, and the Online Literacies Open Resource (OLOR). She has contributed chapters for three edited collections: Better Practices: Exploring the Teaching of Writing in Online and Hybrid Spaces; PARS in Practice: More Resources for Online Writing Instructors; and Women's Ways of Making. Tess has served on the executive board as Secretary and Treasurer, and she has been co-chair of GSOLE’s virtual conference since 2021. You can contact Tess Evans at evanstm3@miamioh.edu

Brian Harrell

Role(s) in GSOLE: Membership Officer

With over a decade of experience teaching asynchronous online writing courses across two-year, four-year, and professional medical institutions, I am committed to advancing inclusive and student-centered online literacy education. My teaching philosophy, grounded in reflective practice and process-based pedagogy, prioritizes accessibility, revision, and the cultivation of critical thinking. I view the asynchronous classroom not as a limitation but as an opportunity to foreground the writing process and foster learner autonomy. I have consistently implemented scaffolded, writing-to-learn activities to support student growth and equity in digital spaces. In 2025, I earned the Basic OLI Certification from GSOLE and have been an active GSOLE member. I have served on the GSOLE 2025 Conference Committee, presented research on AI and online composition at national forums, and contributed to the development of writing centers that support online learners at Northeast Ohio Medical University. My publications and presentations consistently explore the intersection of technology, pedagogy, and access, reflecting GSOLE’s mission.

Trent M. Kays

Role(s) in GSOLE: Co-chair, Webinars Committee

Trent M. Kays, PhD is Assistant Professor and Director of Professional Writing and Rhetoric at Augusta University, where he teaches courses in digital rhetoric, rhetoric and AI, professional writing, and queer rhetorics and serves as affiliated faculty in the Women's and Gender Studies Program. A Founding Lifetime Member of GSOLE, he brings a long-standing investment in open-access scholarship as a form of equity practice. His research examines digital literacy, artificial intelligence, and the rhetorical conditions shaping online learning environments; he is currently a Research Seminar Fellow at the Center for Engaged Learning at Elon University (2026–2029), where his work focuses on AI and learning and is a Georgia Governor’s Teaching Fellow, where he focuses on AI and the holistic classroom. He is also co-editing Teaching Authentic Thinking in the Age of AI: Theory, Pedagogy, and Practice with Rosita Scerbo and Stefanie Sevcik and completing a monograph on the rhetorical appropriation and displacement of queer discourse in digital spaces. As co-chair of the Webinars Committee, he is committed to building the kind of accessible and community-centered professional development that has always been central to GSOLE's mission.

Linford Lamptey

Role(s) in GSOLE: Co-chair, Research Committee

Linford Lamptey is an Assistant Teaching Professor in the Program in Writing Across Campus (PWAC) at the University of Washington, where he teaches technical communication and linked writing courses. Dr. Lamptey’s doctorate degree in English (2023) is from Miami University, where he focused on African rhetoric, Indigenous rhetorics and methodologies, and decolonial and cultural applications to digital writing and technical communication. His work seeks to emphasize the ways in which Indigenous people use online platforms to tell their stories – which are often underrepresented and/or misrepresented in digital spaces – in affirming their identities and achieving survivance.

Janine Morris

Role(s) in GSOLE: Digital Content Manager; Co-chair Affiliates Committee; Co-chair Digital Committee

Janine Morris is an Associate Professor of Writing in the Department of Communication, Media, and the Arts, and Faculty Coordinator in the NSU Writing and Communication Center at Nova Southeastern University. Her research focuses on emotions and affect in writing centers, online writing instruction, and graduate student writers. Her co-edited collections, Emotions & Affect in Writing Centers, was published in 2022 (Parlor Press).

Mary Lourdes Silva

Role(s) in GSOLE: Vice President; Co-chair, Conference Committee

Mary Lourdes is a Professor of Writing and Director of First-Year Composition at Ithaca College, specializing in Language, Literacy, and Writing Studies. She has been active in GSOLE since 2021, serving on several committees, including the Conference Planning, IDEA, and Webinars Committees. She is currently Vice President and co-chair of the Conference Committee. Outside of academia, at Cornell University, she teaches Argentine tango and organizes international events for the Ithaca Community.

Jason Snart

Role(s) in GSOLE: Editor Effective Practices

Jason Snart is Professor of English and Chair of Literature, Creative Writing, and Film at College of DuPage in Glen Ellyn, Illinois. He teaches composition, creative writing, and literature courses in a variety of modes, including online, hybrid, and face-to-face. His research and publishing focuses primarily on hybrid teaching, learning, and development. His most recent book, Making Hybrids Work: An Institutional Framework for Blending Online and Face-to-Face Instruction in Higher Education, was published in 2016 by NCTE. In 2020/21 Snart was awarded a League for Innovation Excellence award and also won the Outstanding Full-time Faculty award at College of DuPage.

Cornelius Fuumaale Suon Kogle

Role(s) in GSOLE: Chair, GSOLE-GO

Cornelius Fuumaale Suom-Kogle is a Graduate Teaching Instructor at Michigan Technological University, where he is pursuing an M.Sc. in Rhetoric, Theory, and Culture (with a concentration in Technical and Professional Communication). He earned a B.A. in English, with a minor in Political Science, from Kwame Nkrumah University of Science and Technology (KNUST), Ghana. He has taught a wide range of courses at both the university and secondary levels. Beyond the university, he has also instructed standardized test preparation courses (GRE and SAT). His research interests include writing studies, (critical) corpus-assisted discourse analysis, and technical and professional communication. His current research focuses on the different ways genres in insurance claims processing enact or resist oppression. His works have been published in the Journal of Language and Literature, E-Journal of Humanities, Arts and Social Sciences,  Journal of Epidemiology and Global Health, Springer Nature, and Journal of Science and Technology.

Mariya Tsepstura

Role(s) in GSOLE: Chair, Cyber Salons; At-large member

Mariya Tseptsura directs the Online Writing Program at the University of Arizona, where she is in charge of developing and maintaining the OWP’s shared curricular materials as well as supporting and training all writing instructors teaching online. She has been teaching online since 2014, and her research focuses on curriculum design, online writing instruction and online WPA work, as well as linguistic diversity in online environments. Her work has been published in College Composition and Communication, WPA Journal, and multiple edited collections.

Kathleen Turner Ledgerwood

Role(s) in GSOLE: Treasurer; Co-chair, IDEA Committee

Kathleen Turner Ledgerwood is an Assistant Professor in the Department of Humanities and Communication and the Director of the Virtual Environment for Communication: Teaching Outreach and Research (VECTOR) at Embry-Riddle Aeronautical University. Her research interests include AI, online literacy, accessibility, media literacy, and popular culture. She currently teaches fully online courses and enjoys working with faculty and students on improving communication pedagogy and on communication research. She is particularly interested in developing online support for learners through developing resources and fully online tutoring. She has published on pedagogy and popular culture in a few books and journals, including Effective Practices, PARS in Practice, and Feminist Pedagogy.

Elle Tyson

Role(s) in GSOLE: Digital Platforms Manager; Co-Chair, Digital Committee; ROLE Design Editor

Elle Tyson is the Assistant Director for ePortfolios & Digital Initiatives at Old Dominion University (ODU), overseeing the daily operations and tutor development for a digital composition tutoring center, ODU’s ePortfolio Studio. At ODU, she completed an MA in applied linguistics with an emphasis in teaching English to speakers of other languages (TESOL) and is a PhD candidate in English Studies with emphases in rhetoric, writing, discourse studies and technology, media studies. Elle teaches composition in ODU's English department and ePortfolio capstone courses in interdisciplinary studies. Her current research focuses on best practices for online tutoring, specifically rapport and relationship building. Within GSOLE, she is also the design editor for ROLE, serves on the Digital GSOLE and Conference Committees, and formerly served as treasurer. In addition to her work with GSOLE, Elle was the founding treasurer of the Online Writing Centers Association (OWCA).

Maryam Vaezi

Role(s) in GSOLE: At-Large member

Maryam Vaezi is a PhD candidate in Rhetoric, Composition, and the Teaching of English (RCTE) at the University of Arizona. She serves as a graduate teaching instructor in the university’s Writing Program, where she teaches first-year composition and Business and Technical Writing courses. She is an Associate Editor for the Research in Online Literacy Education journal and serves as an Executive At-Large Board Member for the Global Society of Online Literacy Educators.

Previously, she was the Julie Christakis DeFazio Writing Pedagogy Research Fellow, where she investigated how Writing Program faculty understand and engage with generative AI. She has also received research awards from University of Arizona, the Global Society of Online Literacy Educators (GSOLE) and the Association for Writing Across the Curriculum (AWAC). Her current research includes a study of culturally responsive feedback in online writing courses.

Her broader research interests include educational technology, writing teacher education, technical communication, culturally responsive pedagogy, and generative AI in writing instruction. She has contributed to these fields through scholarly publications, conference presentations, and editorial and professional service.