The following advocacy call was published on July 8, 2020:
International students are minoritized at institutions of higher education across the United States. They are often vulnerable to atrocious administrative policies that are ubiquitous and continually modified to threaten their education, safety, and mental and emotional well-being. Most of these are federal rules often regulated via the International Students and Scholars Office at various universities. International students were not allowed previously to take an all online course load, but this policy was modified or eased in March when universities went online due to COVID-19.
The recent July 6 modification shared via the Student and Exchange Visitor Program (SEVP)--“SEVP modifies temporary exemptions for nonimmigrant students taking online courses during fall 2020 semester”--bans international students in the US from taking classes online while residing in the US. The rule says “Nonimmigrant F-1 and M-1 students attending schools operating entirely online may not take a full online course load and remain in the United States.” This means many international students will need to leave the country in order to follow the law, but they may not be able to afford to do so because of financial concerns--not to mention travel restrictions placed on the US by their home countries. Additionally, this may place their degree completion in jeopardy as it hinders their progress.
We need to recognize that the new ICE policy highlights and capitalizes on interconnected structural injustices, such as ableism, exclusionary nationalism, xenophobia, and racism. Trump has been mobilizing anti-China, anti-immigrant, and white supremacist discourse to gain support, and to bolster exclusionary US nationalism and exceptionalism at a time when our country can only survive and thrive with collective action and solidarity. The ICE policy reinforces all these ideologies by scapegoating international students. Just last month, citing national security, Trump issued a selective F and J-1 visa ban for Chinese international students. As journalist Eric Fish points out, Chinese international students already face racism and Sinophobia on college campuses. These policies only worsen these conditions.
By forcing international students to choose between leaving the US or risking their health to take in-person classes, the policy illuminates how little value ICE places on the lives and safety of these individuals. Not all international students have a home they can safely return to. For example, Hong Kong student activists can be prosecuted under the newly implemented national security law for their activism in the US. There have been precedents of international students facing repercussions once they return to their home country. A Chinese international student was jailed in China for a tweet he sent while he was a student at the University of Minnesota. Another student had to go into hiding after she returned to China because of the commencement speech she gave at the University of Maryland. Announced in the middle of summer, this policy gives international students who may face persecution back home little time to prepare. Further, this policy is complicit in ableism: it ignores international students who may not be able to safely attend in-person classes because of health conditions and disabilities. There is little protection for people who are disabled and are “aliens” by US immigration standard.
Often, departments (and some faculty members) are oblivious of international students’ F1 status, I-20, visa, and many other issues. For example, some faculty do not know that international students can't work more than 20 hours a week. Students risk violating the terms of their visa if they were asked to work overtime by their departments. Many faculty members are often also unaware of the significant financial, mental, and emotional toll this intentional precarity causes. This lack of education and understanding at the programmatic and departmental levels means international students cannot access the resources and support many domestic US students take for granted. For example, departments may not be aware that international students face significant financial burdens for not being allowed to work off campus during the semester. Moreover, as nonimmigrant residents, they often do not qualify for many financial aid and scholarship opportunities that would help defray the cost.
One argument often used to support the presence of international students in higher education is that they are a significant financial resource for many universities in the US. International students pay "international student fees" on top of traditional tuition and fees to the university. The total of these tuition and fees may well equal or exceed the stipend paid for teaching--which leaves international students no option but to rely on other funding sources to subsist. Yet, despite the high price international students pay financially and their contributions to American student learning--directly in the classroom and indirectly through the invaluable viewpoints and insights provided during seminars--international students are treated as a threat to the academic community with the nationalistic argument that they are taking away jobs and opportunities from Americans.
Further, many universities parade international students as an attempt to demonstrate their "pride" in diversity. This not only demoralizes international students by equating their impact with their ‘exoticism,’ but also tokenizes their contributions to the academy, which reveals just how shallow the nature of many institutions’ claims to providing an ‘internationally competitive’ education truly are. International students are used to diversify the university portfolio, but international students--when having space to speak openly and honestly--share countless examples of how their unique needs aren’t met. One example includes student health services, especially for mental health support, not having multilingual staff. Another example is their experiences with peer indifference and discrimination in small groups, especially when professors ask students to group themselves. While on the surface many universities’ arguments support international students and challenge ICE’s policy, they in fact are complicit in dehumanizing international students, valuing them only for their economic contribution and the function they serve as tokens for “diversity.”
We as educators need to advocate for and with international students not as economic tools, but as people who are grappling with precarity on a daily basis.
Here’s How You Can Support:
1) Understanding Current Visa Policies:
The first step is to understand the current visa policies that international students have. There are, of course, many informational documents already available. Here is the official US government’s description: https://travel.state.gov/content/travel/en/us-visas/study.html.
In addition to this, your university’s International Students and Scholars website also provides accurate and timely information.
2) Reaching out to International Students:
If you have an international student in your undergraduate and graduate class, and if you have international student friends or colleagues, it is time that you reach out to them and ask if they need any help and support. While there might be very little you can do, reaching out to let them know that you are thinking of them can and often will mean a lot.
3) Advocating for International Students within Your University
If you are in the position to advocate within your school and the department, then please do advocate for the international students within your department. As nextGEN previously advocated in our International Scholars Anti-Discrimination Open Letter, we again “call for faculty, organizations, and other various collectives to find and implement mechanisms of pressure on and advocate at departmental and institutional levels.” We encourage you to build campaigns and organize collective action and solidarity around expressing your concerns to university administrators, such as diversity and inclusion officers at the college level. Community organizing genres can also make your advocacy more creative and effective than if you were to rely only on academic genres.
4) Working Together with ISS at Your Universities
Contact administrators in your university who manage international affairs about your concerns. Make sure that university administration is aware the campus community is carefully watching and documenting how they will respond to this crisis.
ANONYMOUS Survey (originally linked) for International Students to Share Their Experiences & Amplify Their Voices:
Given the insufficient attention to centering international student perspectives and voices in reporting, this ANONYMOUS survey (originally linked) is for international students who wish to have the space to anonymously share their experiences at their institutions and in their daily lives.
To build collective knowledge for action by highlighting shared experiences among international students and by amplifying your voices within public discourse, your anonymous narratives will be carefully compiled and circulated via nextGEN’s website, listserv, and twitter.
List of Circulating Resources (articles / tweets / petitions / documents):
Endorsements for Advocacy Against Institutionalized Xenophobia
1. Shui-yin Sharon Yam, Associate Professor, University of Kentucky
2. Sweta Baniya, Virginia Tech University
3. Kyle Larson, Miami University
4. Kayla A. Sparks, Texas Christian University
5. Sumyat Thu, Acting Assistant Professor of Writing, University of Washington, Seattle
6. Maryna Teplova, PhD student, Illinois State University
7. Geoffrey Clegg, Midwestern State University
8. Will Fleming, English Faculty, Linn-Benton Community College, Oregon
9. Andrea Olinger, Associate Professor of English, University of Louisville
10. Daniel Hocutt, University of Richmond
11. Stephen Carradini, Arizona State University
12. Allegra W. Smith, Purdue University
13. Logan Middleton, University of Illinois at Urbana-Champaign
14. Elizabeth Thornton, Los Angeles Valley College
15. Kate Highfill, University of Houston
16. Garrett Iván Colón, Purdue University
17. Megan McIntyre, Assistant Professor, Sonoma State University
18. Meghalee Das, Texas Tech University
19. Erika M. Sparby, Assistant Professor, Illinois State University
20. Dina Lopez, Texas Tech University
21. Amy J. Wan, Associate Professor, Queens College and CUNY Graduate Center
22. Clancy Ratliff, Professor, University of Louisiana at Lafayette
23. Ashanka Kumari, Assistant Professor, Texas A&M University - Commerce
24. Ruth Osorio, Assistant Professor, Old Dominion University
25. Yeqing Kong, North Carolina State University
26. Alexandria Hanson, Syracuse University
27. Shyam Pandey, Purdue University
28. Leslie Anglesey, Assistant Professor, Sam Houston State University
29. Amy Vidali, Associate Teaching Professor, University of California, Santa Cruz
30. Lauren Brentnell, University of Northern Colorado
31. Jennifer Nish, Texas Tech University
32. Catherine Prendergast, University of Illinois at Urbana-Champaign
33. Shyam Sharma, Associate Professor, Stony Brook University, New York
34. Claire Jackson, University of Louisville
35. Amber Buck, Assistant Professor, University of Alabama
36. Rebecca Lorimer Leonard, Associate Professor, University of Massachusetts Amherst
37. Tom McNamara, Assistant Professor, Lewis University
38. Jordynn Jack, University of North Carolina, Chapel Hill
39. Susan Bernstein. Queens College, City University of New York
40. Katrina Powell, Professor, Virginia Tech
41. Cana Uluak Itchuaqiyaq, Utah State University
42. Lisa Blansett, University of Connecticut, Storrs.
43. Brenda Brueggemann, University of Connecticut, Storrs
44. Neil Simpkins, University of Washington-Bothell
45. Jason Tham, Texas Tech University
46. Damián Baca, University of Arizona
47. Marisa Pesa, University of Arizona
48. Allison Dziuba, University of California, Irvine
49. Bibhushana Poudyal, University of Texas, El Paso
50. Hany Rashwan, University of Birmingham, UK
51. Dee McCormick, Purdue University
52. Adrienne Jones Daly, University of Rhode Island
53. Sherry Zane, University of Connecticut
54. Morris Young, University of Wisconsin-Madison
55. Mason Pellegrini, Purdue University
56. Martha J. Cutter, University of Connecticut
57. Vyshali Manivannan, Pace University
58. Bob Hasenfratz, University of Connecticut
59. Margaret Breen, University of Connecticut
60. Heon Jeon, University of Connecticut
61. Savannah Paige Murray, Virginia Tech
62. Michelle McMullin, North Carolina State University
63. Emily Pifer, Syracuse University
64. Rubén Casas, Assistant Professor, University of Washington Tacoma
65. Sarah M. Stetson, University of Massachusetts Amherst
66. Autumn Laws, Syracuse University
67. Zhaozhe Wang, Purdue University
68. Joy Santee, University of Southern Indiana
69. Eda Ozyesilpinar, Assistant Professor, Illinois State University
70. Jenn Fishman, Marquette University
71. Elena Kalodner-Martin, University of Massachusetts Amherst
72. James Eubanks, University of Alabama
73. Jordan Hayes, University of Pittsburgh
74. Mari Ramler, Assistant Professor, Tennessee Tech University
75. Ryan Weber, Associate Professor, The University of Alabama in Huntsville
76. Annette Vee, University of Pittsburgh
77. Chen Chen, Assistant Professor, Winthrop University
78. Nina Feng, University of Utah
79. Roberto Leon, PhD Candidate, University of Maryland College Park
80. Bailey Poland, PhD Candidate, Bowling Green State University
81. Flavia Belpoliti, Associate Professor, Texas A&M Commerce.
82. Karrieann Soto Vega, Assistant Professor in Writing, Rhetoric, and Digital Studies, University of Kentucky
83. Adele Elise Williams, University of Houston
84. Gabriel Morrison, University of Connecticut
85. Sandra L. Osorio, Associate Professor, Illinois State University
86. Patrick McBurnie, PhD Student, UC Irvine
87. Michael J. Faris, Texas Tech University
88. Adam Strantz, Miami University
89. V. Jo Hsu, University of Texas at Austin
90. Chris Lindgren, Virginia Tech
91. Violet Livingston, Michigan State University
92. Keisha E. McKenzie, Auburn Seminary
93. Cindy Tekobbe, University of Alabama
94. Jessie Male, Ohio State
95. Toni Hays, PhD Candidate, UC Irvine
96. Anita Long, PhD Student, Miami University
97. Michael Berlin, PhD student, UCI
98. Linh Dich, Associate Professor, Miami University Regionals
99. Rich Rice, Texas Tech University
100. Benjamin Lauren, Associate Professor, Michigan State University
101. Manuel Piña, Texas Tech University
102. Hui Wu University of Texas Tyler
103. Jasmine Villa, Assistant Professor, East Stroudsburg University
104. Debarati Dutta, Senior Lecturer, University of North Carolina Charlotte
105. Garrett W. Nichols, Associate Professor, Bridgewater State University
106. Michelle Zaleski, Marymount University
107. Alexandra Hidalgo, Associate Professor, Michigan State University
108. Donnie Johnson Sackey, Assistant Professor, University of Texas at Austin
109. Aisha Sadiq, PhD Student, University of Houston
110. Trixie G. Smith, Associate Professor, Michigan State University
111. Nick Rattner, PhD Student, University of Houston
112. Veronica House, University of Colorado Boulder’
113. Jan Osborn, Associate Professor, Chapman University
114. Mark McBeth, John Jay College of Criminal Justice/CUNY
115. Sara Doan, Ph.D., Kennesaw State University
116. Natalie Fixmer-Oraiz, Associate Professor, University of Iowa
117. Timothy Oleksiak, Assistant Professor, University of Massachusetts Boston
118. Ryan Skinnell, Associate Professor, San José State University
119. Thir Budhathoki, PhD Candidate, University of Arizona
120. Nicole Gonzales Howell, Assistant Professor, University of San Francisco
121. Alexis Priestley, Virginia Tech
122. James Stewart, Texas Tech University
123. Akshata Balghare, Texas Tech University
124. Jessica Jorgenson Borchert, Pittsburg State University
125. Tiffany Rainey, Lecturer, Texas State University
126. Ruixue Zhang, PhD Candidate, University of Arizona
127. Analeigh E. Horton, The University of Arizona
128. Beau Pihlaja, Assistant Professor, Texas Tech University
129. Cruz Medina, Associate Professor, Santa Clara University
130. Charlotte Hogg, Texas Christian University
131. Sharon A. Harris, Texas Christian University
132. Natasha N. Jones, Associate Professor, Michigan State University
133. Kate Vieira, Associate Professor, University of Wisconsin, Madison
134. Sarah Ruffing Robbins, Texas Christian University (TCU)
135. Eunjeong Lee, Queens College, City University of New York
136. Karen Moroski-Rigney, Assoc Director of the Writing Center, Michigan State University
137. Rosa A. Eberly, Assoc Professor, Communication Arts & Sciences, English, Penn State
138. Kim Potowski, Professor, University of Illinois at Chicago
139. Kirsten Morris, Texas Tech University
140. Shannon Carter, Professor of English, Texas A&M Commerce,
141. Carrie Pichan, Lecturer, University of Illinois at Chicago
142. Gabriella A. Iacono, MFA Candidate, University of Houston
143. Kaj Tanaka, PhD Candidate, University of Houston
144. Cristina Sánchez Martín, Indiana University of Pennsylvania
145. Marilee Brooks-Gillies, Assistant Professor, Indiana University-Purdue University Indianapolis
146. Casey Richardson, the University of Arizona
147. Yinghua Moore. Senior Lecturer, University of Illinois at Chicago
148. Marie Moeller, University of Wisconsin-La Crosse
149. Alyssa Herman, Illinois State University
150. Chereka Dickerson, Metropolitan State University of Denver
151. Kim Bussing, University of Arizona
152. Christopher Dean, The University of California Santa Barbara
153. Erin Gizewski, PhD Student, University of Illinois at Chicago
154. Angela M. Haas, Professor, Illinois State University
155. Sarah Moon, Assistant Professor, Massachusetts Maritime Academy
156. Kyle Mattson, Associate Professor, University of Central Arkansas
157. Scott Chiu. Associate Professor, California Lutheran University.
158. Amy Leonard, English Faculty, De Anza College
159. Phil Spotswood, PhD Student, Illinois State University
160. Lydia Wilkes, Assistant Professor, Idaho State University
161. Caroline Gottschalk Druschke, Associate Professor, University of Wisconsin-Madison
162. Michael Brooks, PhD Candidate, Texas Tech University
163. Katlynne Davis, PhD Candidate, University of Minnesota
164. Genesis Barco Medina, PhD Student, Northeastern University
165. Lauren Cargill, Texas Tech University
166. Xiaomeng Xu, Associate Professor, Idaho State University
167. Mikayla Davis, PhD Candidate, University of Minnesota
168. Ryan Michael Murphy, PhD Candidate, Purdue University
169. James Schirmer, Associate Professor, University of Michigan-Flint
170. Halcyon M. Lawrence, Assistant Professor, Towson University (International Scholar)
171. Carrie S.Leverenz, Professor of English, TCU
172. Jessica Edwards, Associate Professor of English, University of Delaware
173. Cody Bursch, PhD Student, University of Minnesota
174. Emily Gresbrink, PhD Student, University of Minnesota
175. Anne Wooten, MA Student, University of Illinois at Chicago
176. Melissa Liford, MA Student, University of Minnesota
177. Liza Potts, Professor, Michigan State University
178. Joshua Barsczewski, Assistant Professor of English , Elmira College
179. Nick Sanders, PhD student, Michigan State University
180. Andrew Kulak, Adjunct Instructor of Computer Science, Virginia Tech
181. Leah Heilig, University of Rhode Island
182. Laura Gonzales, University of Florida
183. Estee Beck, The University of Texas at Arlington
184. Lisya Seloni, Associate Professor, Illinois State University
185. Cara Marta Messina, PhD Candidate, Northeastern University
186. Jessie Casteel, University of Houston
187. Laura Tetreault, University at Albany, SUNY
188. Nadya Pittendrigh, University of Houston-Victoria
189. Lisa Dooley, Illinois State University
190. Timothy D. Giles, Professor, Georgia Southern University
191. Ben Wetherbee, University of Science and Arts of Oklahoma
192. Casey Babcock, Illinois State University
193. Michelle E. Flahive, Texas Tech University
194. Steff Rosalyn Reynolds, Instructor of Composition, Virginia Tech
195. Kimberly Emmons, Case Western Reserve University
196. Jo Mackiewicz, Professor, Iowa State University
197. Heather Robinson, York College/CUNY
198. Brian McNely, Associate Professor, University of Kentucky
199. Mary Le Rouge, Kent State University
200. Thomas Pickering, University of Massachusetts Amherst
201. Michelle F. Eble, Associate Professor, East Carolina University
202. Meg McGuire, Associate Professor of English, University of Delaware
203. Shailen Mishra, University of Delaware
204. Brad Lucas, Associate Professor, Texas Christian University
205. Asmita Ghimire, University of Minnesota Duluth.
206. Michele Simmons, associate professor, Miami University
207. Christopher C. De Santis, Illinois State University
208. Stephanie L. Kerschbaum, University of Delaware
209. Karen Gulbrandsen, University of Massachusetts Dartmouth
210. Annie S. Mendenhall, Georgia Southern University
211. Amanda Rose Pratt, PhD Student, University of Wisconsin - Madison
212. Sarah Wasserman, Assistant Professor, University of Delaware
213. Jessica L. Bannon, Associate Professor, University of Indianapolis
214. Lee Conderacci, PhD Student, University of Delaware
215. Ann George, Professor, Texas Christian University
216. Bruce Kovanen, University of Illinois at Urbana-Champaign
217. Sandra Tarabochia, Associate Professor, University of Oklahoma
218. Rebecca Walton, Associate Professor, Utah State University
219. Daniel Riechers, Texas A&M University - Corpus Christi (TTU grad student)
220. Josephine Walwema, Oakland University
221. Sam Dragga, Professor Emeritus, Texas Tech University
222. Joseph Bartolotta, Assistant Professor, Hofstra University
223. Ella Browning, Assistant Professor, Bryant University
224. Jacqueline James, PhD Student, University of Minnesota
225. Sanam Shahmiri, PhD Candidate, Illinois State University
226. Brandi Locke, PhD Candidate, University of Delaware
227. Lourdes Fernandez, George Mason University
228. Jeremy Levine, PhD Student, University of Massachusetts Amherst
229. Sarah Lonelodge, PhD Candidate, Oklahoma State University
230. Jimalee Sowell, PhD Candidate, Indiana University of Pennsylvania
231. Tawny LeBouef Tullia, Assistant Professor, Christian Brothers University
232. Maria Novotny, Assistant Professor, University of Wisconsin-Milwaukee
233. Demet Yigitbilek, PhD Student, Illinois State University
234. Laura Helton, University of Delaware
235. Amy Reed, Associate Professor, Rowan University
236. David Hawkins, Associate Professor/Lecturer, University of Utah
237. Emily Fontenot, PhD Student, Illinois State University
238. Mara Lee Grayson, Assistant Professor, California State University, Dominguez Hills
239. Ashley Patriarca, Associate Professor, West Chester University
240. Jason Luther, Assistant Professor, Rowan University
241. Cynthia Huff, Professor Emertia, Illinois State University
242. Joel Haefner, Faculty, Retired, Illinois Wesleyan University
243. Jennifer Grouling, Associate Professor, Ball State University
242. Saveena Veeramoothoo, PhD candidate, University of Minnesota
245. Katherine DeLuca, University of Massachusetts, Dartmouth
246. Jaclyn Ordway, MA/PhD Student, University of Massachusetts, Amherst
247. Philip Choong, PhD candidate, Indiana University Bloomington
248. Sara West, Assistant Professor, San Jose State University
249. Abdulilah Alkhateeb, Ph.D. student, Illinois State University
250. Fatimah Alsayed, Lewis University
251. Siobhan Carroll, Associate Professor, University of Delaware
252. Andrew Hollinger, University of Texas Rio Grande Valley
253. Ann Shivers-McNair, Assistant Professor, University of Arizona
254. Jude Miller, Lecturer, Rowan University
255. Denise Burgher, PhD candidate, University of Delaware
256. Maggie Fernandes, Virginia Tech
257. Evin Groundwater, Associate Director of the Center for Excellence in Writing & Communication, University of California, Irvine
258. Dan Melzer, Professor, University of California, Davis
259. Cody Reimer, Assistant Professor, University of Wisconsin-Stout
260. Amber Simpson, PhD Student, Auburn University
261. Regina Meister, Associate Director of Writing Support, Graduate School of Education and Psychology, Pepperdine University
262. Kerri R. McCanna, MA, Writing Specialist/Sr. Academic Learning Skills Counselor, Center for Excellence in Writing and Communication, University California, Irvine
263. Krista Sarraf, Indiana University of Pennsylvania
264. Tarez Graban, Florida State University
265. Jerry Savage, Professor Emeritus, Illinois State University , Immigrant Connection, Fremont, MI
266. Sara McKinney, University of Arizona
267. Deborah Hodgkins, Professor, University of Maine at Presque Isle
268. Lindsay Steiner, Associate Professor, University of Wisconsin-La Cross
269. Peter X Feng, Associate Professor, University of Delaware
270. Wiktoria Adamczyk, PhD Student, University of Illinois at Chicago
271. Jacqui Lowman, Associate Professor, University of Maine at Presque Isle.
272. Shannon Young, PhD candidate, University of Delaware
273. K. L. Cook, Professor, Iowa State University
274. Bethany Meadows, PhD Student, Michigan State University
275. Brian Hendrickson, Asst. Prof of Writing Studies, Rhetoric, & Composition, Roger Williams University
276. Jennifer Mallette, PhD, Associate Professor of English, Boise State University
277. Charissa Menefee, PhD, Professor, Iowa State University
278. Gail Shuck, PhD, Professor, Boise State University
279. Sarah Warren-Riley, Assistant Professor, University of Texas Rio Grande Valley
280. Miranda Wilson, Associate Chair of the English Department, Director of Undergraduate Studies, University of Delaware.
281. Vivian M Cook, Master’s Candidate, Iowa State University
282. Darcy Allred, PhD candidate, Illinois State University
283. Xiaobo Belle Wang, Sam Houston State University
284. Joanna Schreiber, Associate Professor, Georgia Southern University
285. Jennifer Juszkiewicz, Writing Program Administrator, Saint Mary’s College
286. Noah Wilson, Syracuse University
287. Nicole Crevar, University of Arizona
288. Claudia Sanchez, PhD Candidate, Illinois State University
289. Christopher J. Barber, PhD Student, Purdue University
290. Sanfeng Miao, PhD Student, Michigan State University
291. Aliethia Dean, PhD Student, Texas Tech University
292. Barbara L’Eplattenier, PhD, Professor, University of Arkansas Little Rock
293. Lynn Goldstein, Professor Emerita, The Middlebury Institute of International Studies at Monterey
294. Seth Kahn, Professor, West Chester University of PA
295. Chuck Jordan, Lake Michigan College
296. Nici Bragg, University of Delaware
297. Victoria Braegger, PhD Student, Purdue University
298. Kevin Brock, Associate Professor, Department of English Language and Literature, University of South Carolina
299. Liz Hutter, Assistant Professor, University of Dayton
300. Wilfredo Flores, PhD Candidate, Michigan State University
301. Charlotte Kupsh, PhD student, University of Nebraska-Lincoln
302. Cody A. Jackson, PhD student, Texas Christian University
303. Stephanie Vie, Professor, University of Hawai‘i at Mānoa
304. Jen England, Assistant Professor, Hamline University
305. Veronica Garrison-Joyner, PhD student, George Mason University
306. Luke Shackelford, PhD Student, University of Minnesota, Twin Cities
307. Rachel Gramer, Assistant Professor, Illinois State University
308. Matt Bridgewater, Associate Professor, Woodbury University
309. Katherine Randall, PhD candidate, Virginia Tech
310. Lowell Duckert, Associate Professor, University of Delaware
311. Jamie Henthorn, Assistant Professor, Catawba College
312. Jessica Maginity, PhD student, University of Delaware
313. Ann Dean, Associate Professor, University of Massachusetts Lowell
314. Oriana Gilson, Postdoctoral Fellow, Illinois State University
315. Amy Patterson, PhD, Rhetorics, Communication, and Information Design
316. Jorge Gomez, Associate Professor, El Paso Community College
317. Virginia M. Schwarz, PhD Candidate, University of Wisconsin-Madison
318. Erica M. Stone, PhD, Assistant Professor, Middle Tennessee State University
319. Timothy R. Amidon, Associate Professor, Colorado State University
320. Abbie Levesque, PhD candidate, Northeastern University
321. Brooke Stanley, Assistant Professor, University of Delaware
322. Julie Gerdes, Virginia Tech
323. Tekla Hawkins, Assistant Professor, University of Texas - Rio Grande Valley
333. Mary Fiorenza, Faculty Associate, University of Wisconsin--Madison
334. J. C. Lee, Associate Professor, California State University, Northridge
335. Trent M Kays, PhD, Assistant Professor, Augusta University
336. Thir Budhathoki, Doctoral Candidate, University of Arizona
337. Jim Dubinsky, Associate Professor, Virginia Tech
338. Les Hutchinson Campos, Assistant Professor, Boise State University
339. Jonathan Benda, Associate Teaching Professor, Northeastern University
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