Leadership

Jacquelyn E. Hoermann-Elliott, Ph.D.

Jacquelyn E. Hoermann-Elliott, Ph.D., headshot

Interim Director

PhD, English: Composition and Rhetoric, Texas Christian University
MA, English: Rhetoric, Composition, and Professional Communication, Iowa State University
BA, English: Language and Literature, University of Missouri-Kansas City

Hoermann-Elliott is an advocate for creative and embodied learning. Her teaching and research has focused on the role of sensorimotor activities in the learning process, focusing on yoga and meditation specifically. She enjoys teaching first-year courses at TWU, including ENGL 1013 and ENGL 1023, and she occasionally teaches editing- and publishing-focused courses. Her scholarship has been published in national journals, such as The Journal for the Assembly of Expanded Perspectives on Learning, and local ones, such as Texas’s Conference of College Teachers of English (CCTE) Journal. She attends several conferences regularly, including CCTE and College Composition and Communication, where she enjoys presenting her pedagogical research and meeting other teachers who share her ardent interest in creativity and embodiment.

Justin Cook

Justin Cook's headshot

2020-2021 FYC Program Assistant

PhD, Rhetoric: Texas Woman’s University (In Progress)
MA, English: Arkansas State University
BA, English: Arkansas State University

Justin Cook is a PhD Candidate in the ESFL Department and an experienced FYC/English instructor invested in themed pedagogy and multimodal composition. Alongside Composition I and II, he has taught Professional Writing and Mythology and has team-taught Digital Rhetoric and Cultural Rhetoric with Dr. Dundee Lackey. He was the 2020 recipient of the J. Dean Bishop Excellence in Teaching Award and prior to that was awarded the Experiential Student Scholar Award. Most reverently, he served as the Digital Composition Lab Assistant Coordinator. His dissertation research focuses on agency and action in the digital sphere, specifically how mourning in these spaces is a rhetorical act of resistance for the LGBTQIA+ communities and communities of color. 

Charles Dyer

Charles Dyer headshot

Senior Secretary (First-Year Composition & Write Site)

BA, Hendrix College

Charles is an Arkansas transplant who holds a degree in English/Creative Writing with an emphasis in Politics from Hendrix College. He is a political junkie who is passionate about journalism, and over the past several years, has spent a lot of my time and energy on political communications. At TWU, Charles splits his time between the Write Site and FYC, and on the weekends, he is a freelance writer for local newspapers.  Charles states, "I am a true believer that good writing can do anything in the world. I suppose it's fitting I've found myself here in FYC."  Beginning in the Fall 2019 semester, Charles was hired as the FYC Senior Secretary, and he brought a wealth of skills to his position.

Jodi Meyer

Jodi Meyer headshot

FYC Research Assistant

BA, Texas Woman’s University
MA, Texas Woman’s University (in progress)

Jodi Meyer is an MA student here at TWU. She graduated from Angelo State University with her BA in English and Philosophy in 2018 and is now working towards a graduate degree for a career in editing. She is a plan-oriented person and very excited to use that in helping the FYC program. Jodi joined the FYC Leadership team as a research assistant for the 2019-2020 academic year, and she has been an invaluable asset to the program. She is currently working on a study for FYC to gauge the efficacy of our Writing Counts Program.

Past FYC Leaders

Katie McWain's headshot

Katie McWain, Ph.D.

Director

PhD, English: Composition and Rhetoric, University of Nebraska-Lincoln
MA, English Language and Literature, University of Missouri-Kansas City
BA, English and Writing, Drury University

During her tenure as the TWU FYC, Dr. Katie McWain was both a thoughtful and innovative director. Sadly, her untimely passing meant her stay at TWU was unfortunately all too short. Katie’s research focused on writing program administration, first-year composition, teacher development, and dual credit/dual enrollment writing partnerships. Her research has been published in Teaching English in the Two-Year College and the Michigan Journal of Community Service Learning, and she has publications that focus on TAs in composition as well as sponsoring information literacy across the curriculum. She was a member of CCCC's Task Force to Develop a Joint Statement on Dual Enrollment in Composition, and served on the editorial board for the journal WPA: Writing Program Administration. Her passions included helping both students and teachers to conceptualize writing and pedagogy as a lifelong process of development.

Page last updated 8:54 AM, June 30, 2020