Editorial Board Members

ROLE Journal Editor Michael Greer
Term of Office 2016-2020
Michael Greer holds an MA and ABD in English from the University of Illinois at Urbana-Champaign. He is a lecturer in rhetoric and writing at the University of Arkansas at Little Rock. He teaches online courses in professional and technical writing and online writing instruction. Greer is a former editorial director at NCTE and has worked in higher education publishing for twenty years. He writes and speaks about content strategy, digital media, user experience design, and the publishing industry.
msgreer@ualr.edu

Collin Bjork, Indiana University
Collin Bjork is a Ph.D. candidate in Rhetoric and Composition and an Associate Instructor at Indiana University (IU), where he has taught courses in visual rhetoric, service learning writing, online composition, multilingual composition, and cross-cultural composition. His dissertation develops the idea of "cumulative ethos" that reveals a) how character accretes over time and b) how non-kairotic conceptions of time can complicate rhetorical theory. At IU, he has worked as an Online Instructional Designer and as a Program Assistant for Multilingual Composition. As a Fulbright English Teaching Assistant, he taught at the University of Montenegro in Podgorica. ​

Tiffany Bourelle, University of New Mexico
Tiffany Bourelle is an Assistant Professor of English at the University of New Mexico, where she teaches technical communication and first-year writing in face-to-face and online environments; she also teaches seminars that train graduate instructors to teach multimodal composition online. She helped develop and currently oversees eComp (short for Electronic Composition), a first-year online writing program that encourages students to acquire multimodal literacies. Her work has appeared in Computers and Composition, Kairos: A Journal of Rhetoric, Technology, and Pedagogy, WPA: Writing Program Administration Journal, Technical Communication Quarterly, and the Journal of Technical Writing and Communication. 

Kelli Cargile Cook, Texas Tech University
Kelli Cargile Cook is a Professor of Technical Communication and Rhetoric at Texas Tech University, where she also serves as the Director of Undergraduate Studies. Her research focuses on online technical communication pedagogy, program development, program assessment, and professional development. She has co-edited two collections with Keith Grant-Davie:  Online Education: Global Questions, Local Answers (2005), which received the NCTE Award for Excellence for Best Collection in Technical and Scientific Communication (2006), and Online Education 2.0: Evolving, Adapting, and Reinventing Online Technical Communication (2013). Her most recent project is The Agile Communicator (2015), which she co-authored with Craig Baehr. From 2012-13, she was designated as a Fellow by the SUNY Center for Online International Learning (COIL). She is a past president of the Association of Teachers of Technical Writing and of the Council for Programs in Technical, Scientific, and Professional Communication.

Keith Comer, Massey University (New Zealand)
Dr. Keith Comer currently teaches a range of face-to-face, flexible, and online writing courses at Massey University in New Zealand. He has previously taught in Sweden and the USA, led an academic development unit at another New Zealand university, and served as a faculty coordinator of instructional technology in the USA. His research interests include writing assessment, flexible and online pedagogy, and language and literature of war. His curricular design innovations include peer mentoring programs in information technology and in information literacy for first year university students; he has also developed graduate seminars in technology, literacy and pedagogy, and computers and language learning for secondary teachers. In addition to organizing Sweden’s first conference on writing instruction and computer use, he has served on the Computers and Composition journal’s editorial advisory board and presented a number sessions at the 4Cs, Computers and Writing, EuroCALL, and other events.

Kimberly Fahle, Virginia Wesleyan College
Kimberly Fahle is the Coordinator for Writing Services at Virginia Wesleyan College. In this position she coordinates writing tutoring and developmental writing courses, as well as teaches developmental writing, reading, first-year composition and a training course for peer writing tutors. She is also a member of the digital pedagogy working group, which is comprised of VWC faculty and staff interested in promoting digital literacies and pedagogies across the curriculum. Additionally, she is a Ph.D. student at Old Dominion University with a focus in Rhetoric, Writing, and Discourse Studies and Technology and Media Studies. Her dissertation examines the affordances and constraints for participation and community building within online first-year composition courses delivered via synchronous video conferencing software. 

Michael Madson, Medical University of South Carolina
Michael Madson is an assistant professor at the Medical University of South Carolina, where he teaches in the Center for Academic Excellence and Writing Center. His scholarship explores the intersections of communication, culture, and technology, especially with respect to multiple globalizations. Subsequently, his publications have appeared in several journals including Rhetoric, Professional Communication, and Globalization, Technical Communication Quarterly, Research in the Teaching of English, and Composition Studies. He has also contributed regularly to the New Ways book series published by the TESOL International Association. A founding member of the Global Society of Online Literacy Educators, Dr. Madson participates in professional organizations dedicated to technical writing as well as second language education. 

Diane Martinez, Western Carolina University
Diane Martinez is an assistant professor of English at Western Carolina University where she also serves as the Professional Writing Program Director. Her research interests include global technical communication, the Bologna Process, and online education. Her work has appeared in Computers and Composition, Rhetoric, Professional Communication, and Globalization, and chapters in Online Education 2.0: Evolving, Adapting, and Reinventing Online Technical Communication and Foundational Practices in Online Writing Instruction. She was a member of the CCCC Effective Practices in Online Writing Instruction (OWI) committee and served as co-chair from 2014 to 2016. 

Lisa Meloncon, University of Cincinnati
Lisa Meloncon is associate professor of technical and professional communication in the Department of English at the University of Cincinnati and Director of the McMicken Health Research Center in the College of Arts and Sciences. Dr. Meloncon specializes in rhetoric of health and medicine, disability studies, programmatic issues in technical and professional communication, and online writing instruction. Her award-winning, work has appeared in journals such as Technical Communication Quarterly, Technical Communication, and the Journal of Technical Writing and Communication. She is editor of Rhetorical Accessibility: At the Intersection of Technical Communication and Disability Studies (2013). Lisa has current leadership roles in the Council for Programs in Technical and Scientific Communication, Women in Technical Communication, Association of Teachers of Technical Writing, and Society for Technical Communication Academic Special Interest Group. 

Rich Rice, Texas Tech University
Rich Rice is Associate Professor of English at Texas Tech University where he teaches courses in new media, intercultural communication, rhetoric, and composition in the Technical Communication and Rhetoric program. Research interests also include distance education and service learning, portfolio pedagogy, and professional development. As a U.S. Fulbright-Nehru Scholar, his teaching and research extends to India and China. He has served as a Visiting Research Professor at three schools in India. Recent publications include an edited special issue of Computers and Composition on global technical communication, an edited collection on ePortfolios, and articles and chapters on health and communication, mobile medicine, intercultural communication competence, problem-based universal design for learning, study abroad approaches, remediating photo essays, media labs, faculty professionalization, and hypermediated teaching philosophies. He is a founding member of the Global Society for Online Literacy Educators. http://richrice.com

Rochelle (Shelley) Rodrigo, University of Arizona
Rochelle (Shelley) Rodrigo is Assistant Professor (Non-Tenure Eligible), Director of Online Initiatives, and Associate Director of Online Writing in the Department of English at the University of Arizona. She researches how “newer” technologies better facilitate communicative interactions, specifically teaching and learning. As well as co-authoring three editions of The Wadsworth/Cengage Guide to Research, Shelley also co-edited Rhetorically Rethinking Usability (Hampton Press). Her scholarly work has appeared in Computers and Composition, C&C Online, Teaching English in the Two-Year College, EDUCAUSE Quarterly, Journal of Interactive Technology & Pedagogy, Enculturation, as well as various edited collections. In 2014 she was awarded Old Dominion University’s annual Teaching with Technology Award and in 2012 the Digital Humanities High Powered Computing Fellowship.