Catherine Gallagher is the Eggers Professor of English Literature and has taught in the English Department at the University of California, Berkeley, since 1980.  Her teaching and research focus on the British novel and cultural history in the eighteenth and nineteenth centuries.  She has received NEH, ACLS, and Guggenheim fellowships and has been a fellow at the Institute for Advanced Study, the National Humanities Center, the Stanford Humanities Center, and the American Academy in Berlin. She is a member of the American Academy of Arts and Sciences. Her books include The Industrial Reformation of English Fiction: Social Discourse and Narrative Form, 1832-67 (1985); Nobody’s Story: The Vanishing Acts of Women Writers in the Literary Marketplace (1994); Practicing New Historicism (2000, with Stephen Greenblatt); and The Body Economic: Life, Death, and Sensation in Political Economy and the Victorian Novel (2006).

Janet E. Gardner (PhD, University of Massachusetts, Amherst) is Associate Professor of English at University of Massachusetts, Dartmouth, where she teaches courses in drama, British and world literature, and writing. She has published numerous articles, reviews, and chapters on contemporary drama, especially modern British drama and the work of Caryl Churchill. She has received several grants and awards for research into current teaching technologies, and is at work on a study of drama and theatre pedagogy.

John N. Gardner brings unparalleled experience to students as an author. The recipient of his institution's highest award for teaching excellence, John has over forty years of experience directing and teaching in the most widely emulated first-year seminar in the country, the University 101 course at the University of South Carolina (USC), Columbia. John is universally recognized as one of the country's leading educators for his role in initiating and orchestrating an international reform movement to improve the beginning college experience, a concept he coined as "the first-year experience." He is the founding executive director of the National Resource Center for The First-Year Experience and Students in Transition at USC, as well as the Policy Center on the First Year of College and the John N. Gardner Institute for Excellence in Undergraduate Education (www.jngi.org), both based in Brevard, N.C.

Gregory R. Glau is Associate Professor and Director of the University Writing Program at Northern Arizona University.  Previously, he was Director of Writing Programs at Arizona State University, where he had taught since 1994.  Greg received his MA in Rhetoric and Composition from Northern Arizona University and his PhD in Rhetoric, Composition, and the Teaching of English from the University of Arizona.  With Linda Adler-Kassner of Eastern Michigan University, Greg is coeditor of the Bedford Bibliography for Teachers of Basic Writing (2001; second edition 2005); the third edition was published in 2010 (coedited with Chitralekha Duttagupta of Utah Valley University).  Glau also is coauthor of Scenarios for Writing (Mayfield/McGraw-Hill, 2001) and The McGraw-Hill Guide: Writing for College, Writing for Life with Duane Roen and Barry Maid (McGraw-Hill: 2009; second edition is forthcoming).  Glau has published in the Journal of Basic Writing, WPA: Writing Program Administration, Rhetoric Review, English Journal, The Writing Instructor, IDEAS Plus, and Arizona English Bulletin.  He has coauthored a chapter in The Writing Program Administrator as Theorist (Rose and Weiser; Heineman), and is author of a chapter in The Writing Program Administrator's Resource: A Guide to Reflective Institutional Practice (Enos and Brown; Erlbaum). Glau regularly presents at CCCC and has presented at WPA, MLA, RMMLA, the Western States Composition Conference, NCTE, and others.

Cheryl Glenn is Liberal Arts Research Professor of English and Women’s Studies at the Pennsylvania State University. Before moving to Penn State, she taught at Oregon State University, where she earned a number of research and teaching awards and established the Center for Teaching Excellence. She also teaches at the Bread Loaf School of English, a summer graduate program for secondary teachers held in Vermont and New Mexico. Glenn’s scholarly work focuses on contexts and processes for the teaching of writing, histories of women’s rhetorics and writing practices, and inclusionary rhetorical practices and theories. Her many scholarly publications include Rhetoric Retold: Regendering the Tradition from Antiquity Through the Renaissance; Unspoken: A Rhetoric of Silence; Rhetorical Education in America; The St. Martin’s Guide to Teaching Writing; The Writer’s Harbrace Handbook; Making Sense: A Real-World Rhetorical Reader; and The Harbrace Guide for College Writers. She and J. Michael Hogan coedit Rhetoric and Democratic Deliberation, a Pennsylvania State University Press series. With Shirley Wilson Logan, she coedits the Southern Illinois University Press series, Studies in Rhetorics and Feminisms. Glenn’s rhetorical scholarship has earned her three fellowships from the National Endowment for the Humanities (NEH), book awards from Choice and from the Society for the Study of Early Modern Women, a Best Article of the Year Award from College Composition and Communication, and an Outstanding Article Award from Rhetoric Review. She also has won four teaching awards. She has recently served as Chair of the Conference on College Composition and Communication (CCCC), and also serves in a variety of other leadership roles at Penn State and for the National Council of Teachers of English, the Coalition of Women Scholars in the History of Rhetoric and Composition, the Modern Language Association, the Rhetoric Society of America, and NEH.

Melissa A. Goldthwaite teaches rhetorical theory, composition, and creative writing (poetry writing, creative nonfiction, food writing, and nature writing) at Saint Joseph’s University, where she is Associate Professor of English.  Her books include The St. Martin’s Guide to Teaching Writing (with Cheryl Glenn), Surveying the Literary Landscapes of Terry Tempest Williams (with Katherine Chandler), and The Norton Pocket Book of Writing by Students.  Her work has appeared in College English, Writing on the Edge, Reader, and in numerous books.  She is currently working on two books:  The Norton Reader, Thirteenth Edition, and Words Rising: The Making of a Literary Meal.

Robert Gooding-Williams is George Lyman Crosby 1896 Professor of Philosophy and Professor of Black Studies at Amherst College. He is the editor of Reading Rodney King/Reading Urban Uprising (1993) and the author of essays on Frederick Nietzsche, Du Bois, multiculturalism, and the representation of race in film.

Daniel Gordon (PhD, University of Chicago) is a professor of history at the University of Massachusetts at Amherst and has also taught at Harvard University and Stanford University. He has served on the editorial staff of The Journal of the History of Ideas and Studies in Eighteenth-Century Culture. His publications, including Citizens without Sovereignty (1994), deal with the Enlightenment and the history of Enlightenment scholarship in the twentieth century.  He is also coeditor of the Journal of Historical Reflections.

An associate professor of history at Franklin and Marshall College, Van Gosse has enjoyed a varied career in academia and the nonprofit sector, including teaching at Wellesley College and Trinity College and working for national organizations such as Peace Action. His teaching and research have focused on several overlapping areas: American political development and the African American struggle for citizenship, American culture and society in the Cold War era and since, and U.S. social movements after World War II (the so-called New Left). He is also interested in the long-term political evolution of American democracy. His current book project about antebellum black politics seeks to recover the vibrant electoral and partisan world in which black men participated, both inside and outside of the abolitionist movement. Since 2004, he has also helped direct "f&m Votes," a joint student/staff/faculty effort to register and turn out the college's entire student body on Election Day.

The Walter C. Teagle Director of First-Year Writing Seminars and a Senior Lecturer in the Department of English, Katherine K. Gottschalk (BA, MA, PhD, University of Chicago) has taught at Cornell University since 1977, joining the administration of the Knight Institute in 1982 and assuming the position of Director of First-Year Writing Seminars in 1988. She is a recipient of the Clark Award for Distinguished Teaching. As director of Cornell's First-Year Writing Seminars, Gottschalk attends to the administrative needs of this far-ranging program, also participating in preparatory programs for graduate student instructors and faculty. Gottschalk's publications include The Elements of Teaching Writing: A Resource for Instructors in All Disciplines (Bedford,/St. Martin’s, 2004), co-authored with her colleague, Keith Hjortshoj, director of Cornell's Writing in the Majors program, and essays on composition program and writing program administration, such as “The Ecology of Response to Student Essays” (ADE Bulletin, 2003); “‘You Are the Writing Program’: An Historical Perspective on TAs and the Teaching of Writing at Cornell,” in Local Knowledges, Local Practices: Cultures of Writing at Cornell (ed. Jonathan Monroe; U. Pittsburgh Press, 2003); and “Contact Zones: Composition’s Content in the University” (in Professing in the Contact Zone: Bringing Theory and Practice Together, ed. Janice M. Wolff, NCTE, 2002). Her article “The Writing Program in the University” (ADE Bulletin, Winter, 1995) was reprinted in The Allyn & Bacon Sourcebook for Writing Program Administrators (ed. Irene Ward and William Carpenter, 2002).