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.

Alan Gevinson is the editor of Within Our Gates: Ethnicity in American Feature Films, 1911-1960 (University of California Press, 1997), associate editor of The American Film Institute Catalog of Motion Pictures Produced in the United States: Feature Films, 1931-1940 (University of California Press, 1993), and author of Library of Congress Motion Pictures, Broadcasting, Recorded Sound: An Illustrated Guide (Library of Congress, 2002). He is the curator of the exhibition Hope for America: Performers, Politics & Pop Culture at the Library of Congress (2010). He received a PhD in history from Johns Hopkins University and teaches history at George Mason University.

John M. Giggie is an Associate Professor of history at the University of Alabama. His published works include articles on nineteenth-century America, southern U.S. history, and U.S. religion, as well as his recently published books After Redemption: Jim Crow and the Transformation of African American Religion in the Delta, 1875–1915  and Faith in the Market: Religion and the Rise of Urban Commercial Culture. His current research projects include African American religion and the Civil War; early blues music; and religion and the civil rights movement.

Daniel Gilbert is Harvard College Professor of Psychology at Harvard University. After attending the Community College of Denver and completing his BA from the University of Colorado, Denver, he went on to earn his PhD from Princeton University. From 1985-1996, he taught on the faculty of the University of Texas, Austin, during which time he received the American Psychological Association’s Distinguished Scientific Award for an Early Career Contribution to Psychology. In 1996, he joined the faculty of Harvard University. Gilbert has won numerous awards including the Phi Beta Kappa Teaching Prize and a Guggenheim Fellowship. His research on affective forecasting is an attempt to understand how and how well people predict their emotional reactions to future events. He is the author of the national bestseller Stumbling on Happiness.

Professor Gary Gladding, a high energy experimentalist, joined the Department of Physics at Illinois as a research associate after receiving his Ph.D. from Harvard University in 1971.  He became assistant professor in 1973 and has, since 1985, been a full professor. He has done experiments at CERN, Fermilab, the Stanford Linear Accelerator Center, and the Cornell Electron Storage Ring.  He served as Associate Head for Undergraduate Programs for thirteen years. He was named a Fellow of the American Physical Society for his contributions to the improvement of large enrollment introductory physics courses. Since 1996, Professor Gladding has led the faculty group responsible for the success of the massive curriculum revision that has transformed the introductory physics curriculum here at Illinois. This effort has involved more than 50 faculty and improved physics instruction for more than 25,000 science and engineering undergraduate students. He has shifted his research focus over the last ten years to physics education research (PER) and currently leads the PER group. He is also heavily involved in preparing at-risk students for success in physics coursework through the development of Physics 100. Professor Gladding was also a key player in the creation and development of i>clicker™.

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.