Professor Mike Palmquist
Colorado State University, USA

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Professor, University Distinguished Teaching Scholar, Associate Provost for Instructional Innovation. B.A., English, Writing, Political Science, St. Olaf College; Ph.D., Rhetoric, Carnegie Mellon University.

Mike Palmquist is Associate Provost, Professor of English, and University Distinguished Teaching Scholar at Colorado State University, where he supports university-wide efforts to enhance learning and teaching in face-to-face, blended, and distance courses. His scholarly interests include writing across the curriculum, the effects of computer and network technologies on writing instruction, and new approaches to scholarly publishing.

His work has appeared in journals including College English, College Composition and Communication, ADE Bulletin, Computers and Composition, Written Communication, Writing Program Administration, Marketing Education Review, IEEE Transactions on Professional Communication, Kairos, and Social Forces,as well as in edited collections. Since 1992, he has coordinated the development of Writing@CSU (http://writing.colostate.edu) and its Web-based learning environment, the Writing Studio. He is also founding editor of the WAC Clearinghouse (http://wac.colostate.edu).

Palmquist is the author of In Conversation (2018), Joining the Conversation: Writing in College and Beyond(third edition, 2017), The Bedford Researcher (sixth edition, 2017), Designing Writing (2005), The Bedford Bibliographer (a Web-based citation tool released in 2006), the Bedford Research Room (a Web site for students and instructors), and the software program Research Assistant/HyperFolio for English, all published by Bedford/St. Martin's. He is co-author, with Kate Kiefer, Jake Hartvigsen, and Barbara Godlew, of Transitions: Teaching Writing in Computer-Supported and Traditional Classrooms, published in 1998 by Ablex, and co-author, with Don Zimmerman, of Writing with a Computer, published in 1999 by Allyn and Bacon.

Palmquist served as chair of the National Council of Teachers of English College Section Steering Committee and as a member of the NCTE Executive Committee from 2009 to 2011. He served as the chair of the NCTE College Section Steering Committee Working Group on the Status and Working Conditions of Contingent Faculty, whose policy statement and recommendations were endorsed by the NCTE Executive Committee and published on the NCTE Web site in 2010.

In 2004, he was the recipient of the Charles Moran Award for Distinguished Contributions to the Field, awarded by Computers and Composition. In 2006, he was presented with the Outstanding Technology Innovator by the CCCC Committee on Computers in Composition and Communication.

Professor Christiane Dalton-Puffer
University of Vienna, Austria

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Christiane Dalton-Puffer is professor of English Linguistics at the University of Vienna and co-affiliated to the University's Centre of Teacher Education. She has worked on Medieval English and word-formation, but today both her teaching and research interests are in educational linguistics. Her main research interests are classroom discourse and the use of English in Content-and-Language Integrated Learning. She has published numerous articles on the subject and is the author of Discourse in CLIL classrooms (Benjamins, 2007) as well as co-editor , with T. Nikula, and U. Smit of Language use and language learning in CLIL (2010). She has a special interest in crossing disciplinary borders in order to convince educators of the relevance of language matters for classroom learning.

Dr Samuel Pazicni
University of New Hampshire, USA

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Sam Pazicni is an associate professor of Chemistry at the University of New Hampshire. He received B.A. degrees in Chemistry and Music from Washington and Jefferson College, M.S. and Ph.D. degrees in Inorganic Chemistry from the University of Wisconsin, and performed post-doctoral research in Biophysics and Chemistry Education at the University of Michigan. At UNH, Sam leads an active research group, specializing in both bioinorganic chemistry and chemistry education research. He also serves as a Faculty Fellow of UNH’s Center for Excellence and Innovation in Teaching and Learning and co-directs the CC2CEPS scholarship program, which supports community college students as they transition to pursue STEM degrees at a research university. Sam presents research and workshops on teaching and learning both nationally and internationally and regularly publishes in The Journal of Chemical Education and Chemistry Education Research and Practice. Sam is also an active member of the American Chemical Society, and currently serves on the Society's Committee on Education and Graduate Education Advisory Board.

Professor Angel Lin
The University of Hong Kong, Hong Kong

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Angel Lin received her PhD from the Ontario Institute for Studies in Education, University of Toronto, Canada in 1996. She has since conducted her research and teaching in English language education for over 20 years. She is a full professor at the Faculty of Education, University of Hong Kong (HKU), and started the Master of Education in Language Across the Curriculum (now as MEd-CLIL) at HKU. In the past 10 years, she and her colleagues in the LAC/CLIL research team at HKU have given over 100 teacher workshops and seminars on Language Across the Curriculum and CLIL, and the team has worked closely with many schools and universities inresearch on LAC and CLIL. In January 2018 she was invited by Routledge, a leading international academic publisher, to start a new book series on Integrated Content and Language Teaching & Plurilingual Education. Her book, Language Across the Curriculum and CLIL in English-as-an-Additional-Language (EAL) Contexts: Theory and Practice, was published by Springer in 2016. She serves on the editorial advisory boards of key international journals including Applied Linguistics, Language and Education, and International Journal of Bilingual Education and Bilingualism.

Professor Terry Zawacki
George Mason University, USA

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Emerita professor Terry Myers Zawacki directed the Writing Across the Curriculum (WAC) program and the University Writing Center at George Mason University where she also co-led the university writing assessment efforts. While now retired, she continues to give workshops, presentations, and conference plenary talks at universities in the U.S. and around the world. She is lead editor of the International Exchanges on the Study of Writing and sits on the editorial boards of a number of WAC-related journals and book series. Her publications include the co-authored Engaged Writers and Dynamic Disciplines: Research on the Academic Writing Life and the co-edited collections WAC and Second Language Writers: Research towards Linguistically and Culturally Inclusive Programs and Practices, Writing Across the Curriculum: A Critical Sourcebook, and Re/Writing the Center: Approaches to Supporting Graduate Students in the Writing Center (forthcoming). She has also published chapters and articles on a range of teaching-with-writing topics, including faculty attitudes and expectations for second-language writers; writing assessment in the disciplines; challenges faced by dissertation writers and advisers, and implications of internationalization for the writing classroom. Prior to her retirement, Prof. Zawacki was the recipient of the David J. King award given annually to a faculty member who has made significant, long-term contributions to the overall educational excellence of the university; a University Excellence in Teaching award; and a "Students as Scholars" Mentor award.

Professor Martha Townsend
University of Missouri, USA

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Martha (Marty) Townsend is Professor Emerita of English at the University of Missouri. Townsend's publications have played a central role in the conceptualization and development of writing-across-the-curriculum (WAC) programs in the United States and abroad. She is a former literacy consultant to The Ford Foundation and consults widely on WAC program implementation, development, and assessment.

Marty's publications address a range of topics: WAC program vulnerability; WAC in China; American football players' literacy skills; learning outcomes for WAC; the perils for pre-tenured scholars working in WAC and in Writing Program Administration; integrating WAC into general education; teaching honors students; and valuing the scholarly work of WAC program administrators for promotion and tenure.

Marty directed the University of Missouri's WAC initiative, the Campus Writing Program, for fifteen years. Campus Writing Program was in the first cohort to receive CCCC's prestigious Writing Program Certificate of Excellence. In 2004, Campus Writing Program hosted the first National WAC Conference to feature an international theme, after which the conference was re-named the InternationalWAC Conference. She has conducted WAC faculty workshops for scores of colleges and universities in the U.S and abroad, including one in Russia on behalf of the Fulbright Foundation. Her work in writing and general education hastaken her to China, Costa Rica, Hungary, Ireland, Korea, Lebanon, Lithuania, Netherlands, Romania, South Africa, Thailand, and Turkey. Campus Writing Program has hosted international scholars from over a dozen countries, to study WAC theory and practice to adapt at their home institutions.

During Marty's twenty-three years in the University of Missouri's English Department, she taught composition classes and seminars for freshman through graduate students. She now teaches in MU's Service Learning Program in Ireland.

Marty holds the B.A. (1983) and M.A. (1985) in English from the University of Utah and the Ph.D. (1991) in English from Arizona State University.

Professor Christiane Dalton-Puffer
University of Vienna, Austria

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Christiane Dalton-Puffer is professor of English Linguistics at the University of Vienna and co-affiliated to the University's Centre of Teacher Education. She has worked on Medieval English and word-formation, but today both her teaching and research interests are in educational linguistics. Her main research interests are classroom discourse and the use of English in Content-and-Language Integrated Learning. She has published numerous articles on the subject and is the author of Discourse in CLIL classrooms (Benjamins, 2007) as well as co-editor , with T. Nikula, and U. Smit of Language use and language learning in CLIL (2010). She has a special interest in crossing disciplinary borders in order to convince educators of the relevance of language matters for classroom learning.

Dr Yuen Yi Lo
The University of Hong Kong, Hong Kong

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Dr Yuen Yi Lo is an Assistant Professor of the Faculty of Education, the University of Hong Kong. She received her doctorate at the University of Oxford and had previously worked at the Hong Kong Institute of Education prior to joining the University of Hong Kong. Her research focuses on bilingual education for English-as-a-second/foreign-language (ESL/EFL) learners. She has been working on various related projects investigating different aspects of bilingual education, including students’ learning achievement, classroom interaction, cross-curricular collaboration, teachers’ professional development and assessments. Her work has been published in international journals, such as International Journal of Bilingual Education and Bilingualism,Language and Education, Language Teaching Research and System. Her paper “A meta-analysis of the effectiveness of English-medium education in Hong Kong” (Lo & Lo, 2014)synthesises the empirical studies on English-medium education in Hong Kong over the last four decades, and was published in Review of Educational Research (a top-ranking journal in the category of Education and Educational Research). She was the recipient of the Faculty Early Career Research Output Awardand Faculty Outstanding Young Researcher Award at the Universityof Hong Kong in 2014 and 2017 respectively.

Professor Mike Palmquist
Colorado State University, USA

Professor Terry Zawacki
George Mason University, USA

Professor Martha Townsend
University of Missouri, USA

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