Voting will begin on March 11, 2024 and end on March 25, 2024 at 11:55 pm EST. Individuals eligible to vote will receive a unique email invitation with a link to the ballot on March 11, 2024.
The following positions are on the ballot: Secretary (one position) and Members at Large (two positions). The Secretary will serve a term of two years. Members-at-large will serve two-year terms. The terms begin on July 1, 2024.
The names, bios, and statements of candidates for the board positions are listed below:
Position: Secretary (1 opening)
1. Rachael Cayley teaches academic writing and speaking to graduate students at the Graduate Centre for Academic Communication and is currently the director of the Centre for Graduate Professional Development. She is the author of Thriving as a Graduate Writer (University of Michigan Press, 2023).
Rachael’s Statement: “I joined the CGC Board in 2020: I was a Member-at-Large from 2020 to 2022 and Secretary starting in 2022. I am running for a second term as Secretary because continuity in this role is valuable. We’ve made a number of changes to the Board structure in the last two years, and I’d like to continue to work on solidifying these changes. As Secretary, I support the smooth functioning of the Board by facilitating regular meetings, keeping organized records, and managing internal communications. The CGC remains a vital organization for my own professional development and professional flourishing; I’d be glad for the opportunity to continue to support its work.”
Position: Member-at-Large (2 openings)
1.Heather Boldt is the Director of the Laney Graduate School’s English Language Support Program at Emory University. Her experience includes teaching oral communication and academic writing to graduate students across the humanities, social sciences, and STEM. A dedicated educator, she is passionate about enhancing students’ communication skills, not only in her courses but as the leader of graduate writing groups and as Emory’s 3MT® presentation coach.
Heather’s Statement: “I am seeking a second term as a member-at-large to further contribute to CGC’s growth and success as a premier forum for research, resource sharing, and best practices in graduate communication. In addition to near-perfect attendance at board meetings, active participation in CGC events, and successful coordination of the 2023 board elections, I currently serve as the co-chair of the 2024 Summer Institute. Leveraging my enthusiasm for CGC’s mission and the insights gained during my first term, I aim to make even more substantial contributions if re-elected. Additionally, my extensive experience on the boards of professional development organizations, including roles with Georgia TESOL, the Southeast Regional TESOL Business Council, and the TESOL Awards Professional Committee, strengthens my ability to serve effectively. I hope I can receive your support for a second term.”
2. Katharine Brown is Associate Director of University Writing at Auburn University, where her role is graduate student writing support across disciplines. At University Writing, Katharine directs four graduate student writing programs, supervises a team of graduate assistants, collaborates with graduate faculty as they develop course materials, and leads affinity groups to create a more welcoming workplace for employees with marginalized identities. She researches writing self-efficacy, contemplative and embodied pedagogies, and anti-oppression.
Katharine’s Statement: “A central focus of my work is mindful writing for well-being. When I was a graduate student, I struggled with writing anxiety. To address this, I drew on my background as a yoga teacher and studied contemplative pedagogies to consider how I could support my well-being. As a faculty member, I have built graduate writing programs on the foundation of mindfulness. I have found that mindfulness promotes growth in self-efficacy and compassionate attunement to oneself and others.
When I joined CGC, I was thrilled to discover a collaborative, energetic community of educators, many of whom utilize contemplative pedagogies to support graduate students’ growth as communicators. As a member-at-large, I would like to build on this interest while promoting a mindful ecology at CGC. In particular, I would like to explore how the board can fold contemplative practice into its ways of doing and being, as well as its programming.”
3. Melissa Myers is a senior lecturer at the English Language Support Office (ELSO) at Cornell University. She teaches courses in academic writing and oral communication to matriculated, multilingual graduate and professional students. In addition, Melissa directs the Pronunciation Tutoring Service.
Melissa’s Statement: “I am an active member and have attended every summer institute. Currently, I am a part of two CGC professional groups – Mentoring Mondays and the Oral Communication Community of Practice. As a member-at-large board member, I hope to help continue and broaden these special interest groups. I am also eager support other CGC initiatives such as expanding membership, sharing resources, and finding new ways to share ideas for best practices in graduate communication.”
4. Zoe Speidel Douglas has been teaching undergraduate and graduate writing for over a decade. As writing specialist at Oregon Health & Science University, she is building the institution’s first centralized writing support. She supports graduate health sciences students with academic, professional, and scientific writing, from dissertations to qualifying exams to NIH grants. In all her work, she promotes transparency, the importance of relationships, and educational access.
Zoe’s Statement: “I want to become a member-at-large for the CGC board because, often, graduate students don’t receive the support they deserve with their writing and communication. I never thought I would work at a health sciences institution, but my time here has shown me how important it is for biomedical graduate students to receive support in writing and communication. Their dissertations, articles, and grant applications will move the world’s understanding of human health forward. This makes it essential that those who need support to graduate can get it—I want as many of their voices in the field as possible. As a member-at-large, I want to increase the visibility of graduate writing in the health sciences, support efforts to make graduate writing in the health sciences more equitable, and collaborate with and learn from others doing this work.”
Recent Comments