Emerging Voices, a collection of interviews from scholars who are currently making and remaking the field of writing studies broadly conceived, is designed to continue preserving the stories of our field, particularly as they pertain to the writing and writing processes of the teachers, researchers, and scholars who make up our discipline. The series, led by Zak Muñoz, provides insights into the embodied experience of writing in our discipline, guiding newcomers as they seek to make a home in the field and providing information about new and potentially critical developments in writing studies.
Like our other interview projects, we are currently inviting nominations for the series. Self-nominations are encouraged.
Christopher Basgier is Director of University Writing at Auburn, which won the 2025 Award for Exemplary Enduring WAC Program. He consults with departments about integrating writing and high-impact practices throughout undergraduate and graduate curricula. His research, which spans writing across the curriculum, writing centers, genre, threshold concepts, and digital rhetoric, has appeared in venues including Across the Disciplines, College Composition and Communication, Composition Forum, Studies in Higher Education, The WAC Journal, and The Writing Center Journal. He is active in national organizations like the Association for Writing Across the Curriculum, the Conference on College Composition and Communication, and the WAC Clearinghouse, and he is a founding member of the RhetAI Coalition.
As a Writing Studies scholar, Heather Falconer is deeply committed to work and inquiry that serves a larger purpose. Primarily, this larger purpose has been educational and disciplinary reform as it relates to inequity. Falconer’s research focuses on the intersections of culture, discipline, and pedagogy, with a special emphasis on discursive identity development and disciplinary enculturation.
Michael Pemberton is Emeritus Professor of English at Georgia Southern University and former director of the writing centers at GSU and, earlier, the University of Illinois. A past president of the International Writing Centers Association, he has published six books and more than 100 articles on writing center theory, tutoring ethics, text recycling, and writing technologies in journals such as College Composition and Communication, Computers and Composition, the Writing Center Journal, and numerous book chapters in edited collections. He co-founded and edited the journal Across the Disciplines and is Editor of the WAC Clearinghouse book series Across the Disciplines Books. Currently, he is also Co-Director of the CWPA Consultant Evaluator Service as well as the Associate Publisher for Journals at the WAC Clearinghouse. He has been honored with multiple awards for his scholarship and service contributions including the IWCA Muriel Harris Outstanding Service Award, the IWCA and CWPA Best Book Awards, and the GSU College of Arts & Humanities Ruffin Cup for excellence in teaching, scholarship, and service over the course of his career. In 2021, he was named a Distinguished Fellow of the Association for Writing Across the Curriculum (AWAC).
Pam Childers has dedicated five decades to secondary and postsecondary educators and students to develop WAC programs. In a New Jersey public school, she launched an innovative history-English four-year team-teaching program for at-risk students, directed a WAC-based writing center, taught English and writing, and founded the creative writing curriculum for a state-designated Performing Arts School. Her national involvement began with her co-leadership of an NCTE two-day workshop to introduce secondary teachers to WAC. As Caldwell Chair of Composition at the McCallie School in Tennessee, she initiated a second WAC-based writing center program, team-taught a senior science seminar for over a decade, and started an independent study program. She also consulted with secondary and post-secondary schools after serving as president of the National Writing Centers Association (now IWCA).