Dr. Melody Lehn is Associate Professor of Rhetoric and Chair of Women's and Gender Studies at The University of the South in Sewanee, Tennessee, where she also serves as Co-Director of the Center for Speaking & Listening and the Program Director of the SUMMA Theological Debate Camp for High School students each summer. An alum of Furman University, Dr. Lehn strongly believes in the benefits of a broadly conceived liberal arts education. Her scholarship has been published or is forthcoming in “Journal for the History of Rhetoric,” “Rhetoric & Public Affairs,” “Presidential Studies Quarterly,” and “Women & Language.” She has published three books, including “One Hundred Years of Women Debating the Equal Rights Amendment: An Anthology, 1923-2023” with Camille K. Lewis in 2024 for Peter Lang Publishers.

Camille Kaminski Lewis is currently an Assistant Professor in the Department of Communication Studies at Furman University in Greenville, South Carolina. She holds a Ph.D. from Indiana University in Rhetorical Studies with a minor in American Studies. Her first book, Romancing the Difference: Kenneth Burke, Bob Jones University, and the Rhetoric of Religious Fundamentalism, was a scholarly attempt to stretch the boundaries of both Kenneth Burke’s rhetorical theory on tragedy and comedy as well as stretch conservative evangelical’s separatist frames. Her second book, White Nationalism and Faith: Statements and Counter-Statements, tracks the religious arguments for and against white nationalism in America since the Civil War. Her anthology, One Hundred Years of Women Debating the Equal Rights Amendment: 1923-2023, tracks the rich history of women arguing for equality in the U.S. Constitution. Her fourth book, Klandamentalism: Bob Jones at the Intersection of Revivalism, Politics, and White Supremacy from Clemson University Press, tackles the destructive melding of conservative evangelicalism with violent white male supremacy. Her central argument is this: Klandamentalism starts with a forceful, egocentric singular personality and a small but secret cadre of young, white males who alone act upon their neighbors, employees, families, and nation to “bring them to God” to earn their own entry into Heaven. The words Bob Jones used in the 1920s to meld fundamentalism with the Klan parallel the white nationalistic rhetoric today. Whether the Klandamentalists are in the 1920s or 2020s, we can find better words to make a kinder, more equitable world. Additional books on William Jennings Bryan and Dolly Parton are in process. Camille enjoys teaching Rhetoric & Strategy, Argumentation, Rhetorical Criticism, Oratory and Social Change, Communication Ethics, and Public Speaking at Furman.

Dr. Jennifer M. Love has most recently been an instructor of writing at Lane Community College in Eugene, Oregon. Her scholarly interests include rhetorics and feminisms; writing pedagogies such as peer review and revision; and women’s memoir/autobiography. Her Ph.D. dissertation is a feminist rhetorical analysis of the represented conversations in five western U.S. women’s memoirs. Her selected publications include "Moderating Rhetorics of Populism: Moderators’ Encounters with Antagonistic Rhetoric in the 2020 U.S. Presidential and Vice-Presidential Debates," in Ludwig Deringer and Liane Ströbel, eds., International Discourses of Authoritarian Populism: Varieties and Approaches (Routledge, 2022); “How Online Writing Classes Facilitate Peer Review” in Pacific View, the Two-Year College English Association Pacific Northwest Newsletter (2016); “Rhetorics of Truth-Telling in Linda Hogan’s Savings” in Barbara J. Cook, ed., From the Center of Tradition: Critical Perspectives on Linda Hogan (UP of Colorado 2003); entries in The Encyclopedia of Women’s Autobiography (ed. Victoria Boynton and Jo Malin, 2005); and several book reviews.

Rency Luan is a PhD student in the Department of English Language and Literature at the University of Waterloo. Her research explores the intersection between mental health, pop culture, immigration, and race to examine how stigma circulates within discourse and broader cultural structures.

Andrea Abernethy Lunsford, who has taught every level from 7th grade through Ph.D., is the Louise Hewlett Nixon Professor of English, Emerita, at Stanford University. The Director of Stanford’s Program in Writing and Rhetoric from 2000 to 2013, she is also editor, author or co-author of two dozen books, including Essays on Classical Rhetoric and Modern Discourse; Singular Texts/Plural Authors; Reclaiming Rhetorica; Everything’s an Argument; Everyone’s an Author, Let’s Talk, and the forthcoming Norton Anthology of Rhetoric and Writing. Awards include the MLA’s Mina Shaughnessy Prize, the Conference on College Composition and Communication award for best article, and the CCC Exemplar Award. She is currently working away in her quiet study on a bluff overlooking the Pacific Ocean and thinking of students and teachers of writing everywhere.

My work focuses on the rhetorical nature of resilience work in Florida’s oldest fishing village, Cortez, highlighting female activist voices and their protective use of organizations. I also address the intersection of science and rhetoric, and I believe the language we use to do resilience work matters tremendously. I have found that many approaches that deal with “resilience” are ill-equipped, fragmented, and often use the term incongruously. More alarming is the fact that the positive connotation of “resilience” is extraordinarily valuable, yet it is on the cusp of being a meaningless buzzword, especially in the wake of COVID-19. These factors, along with a contested history, further dispose “resilience” to being misused, a problem with serious implications for ecosystems and people alike. It was under these pretenses that I came to research the term’s origin and modern use, as well as to think through how the tiny fishing village of Cortez, Florida, has been able to survive, despite the onslaught of continuous stressors. Exploring Cortez’s survival proves illuminating for the resilience of other threatened communities, ecosystems, and cultures (CEC). I have recently created two courses that encompass these interests at Eckerd: "Writing Ecological Resilience” and "Making Waves: Writing Conservation and Activism in Florida." My book about this topic is in process with Bloomsbury.

Elizabeth Ann Mackay is an associate professor in the University of Dayton’s English Department, where she teaches courses in integrated humanities, Shakespeare, early modern women writers, and faith traditions in popular fictions. Her scholarly projects attend to intersecting representations of early modern rhetorics and gender, with a particular focus on sixteenth- and seventeenth-century women writers. She has published articles in Tulsa Studies in Women’s Literature, Rhetoric Review, Journal for Early Modern Cultural Studies, and Women’s History Today; in an innovative peer-reviewed site for digital scholarship, Women Writers in Context; two essays in collections published by Palgrave Macmillan—The Absent Mother in the Cultural Imagination and Remembering Queens and Kings in Early Modern France and England; and one essay in the collection, Engaging With Vocation on Campus, from Routledge. She is currently completing a book project that explores early modern mother-daughter instructional relationships and how maternity intervenes in the traditions of intellectual education, pedagogy, and rhetoric. Whilst finishing this first book, she is beginning research on a new project that explores the intersectional enterprises and rhetorics of early modern nation-making in Western Europe and women writers who were writing women’s histories during that time.

Dr. Manis holds an MA in Art History from the University of New Mexico, an MLIS from San Jose State University, and a PhD in Rhetoric and Composition from Washington State University. Their research and publications are interdisciplinary, engaging comp/rhet arguments, Queer/LGBTQIA+ histories and scholarship, Library and Information Science (LIS) research, and decolonial praxis.

Andrea McCrary (she/her) teaches in the English & Writing Studies Department at Queens University of Charlotte. She takes an intersectional feminist approach to studying visual rhetoric, social movement rhetoric, and public memory. Inspired by contemplative, critical pedagogies, she encourages students to discern the power of storytelling in their communities.

Rachael McIntosh (she/her) is an Assistant Professor in the English Department at Auburn University.

I was born and raised in San Antonio, Texas, earned my Masters in 2003 and I have taught at a community college since then. I'm currently working on my phd.