SSWC. Program 2017 by Barbara Weiss

SSWC Student Suc c e ss in Writing C onfe renc e georgiasouthern.edu/sswc

17 th ANNUAL

CONFERENCE PROGRAM FRIDAY

April 7

2017 Savannah International Trade & Convention Center

DEPARTMENT OF WRITING AND LINGUISTICS

WELCOME to the 2017 SSWC Conference SSWC

Welcome to the 2017 Student Success in Writing Conference We’re so pleased that you’re here in beautiful, historic Savannah and excited to welcome you to a new location! Since 1999, this conference has served as a gathering place for teachers to share best practices for promoting secondary and post-secondary student success in writing. It’s been a source of inspiration, collegiality, and energy for many in the region and across the country—a place to make connections as well as to recharge intellectual and professional batteries. This year will be no different: our program offers sessions on topics ranging from peer review to program review, from promoting student engagement to helping meet their most basic needs. While ours are the names most of you see most often in connection with this conference, this event is a department-wide effort for Writing & Linguistics faculty and staff at Georgia Southern University. We are deeply

ORGANIZING COMMITTEE CO-CHAIRS • Peggy Lindsey • Nan LoBue MEMBERS • Lauren Fortenberry • Natalie James • Sheila Nielsen

grateful to our indefatigable department chair, Dr. Dan Bauer, and our many enthusiastic colleagues who have supported the conference in so many ways, particularly our organizing committee members Lauren Fortenberry, Natalie James and Sheila Nielsen. You’ll see them today chairing all our sessions, staffing our registration table, and in general offering a warm Southern welcome. If any of us can do anything to make your day easier, please ask.

Peggy Lindsey & Nan LoBue Conference Co-Chairs

Conference AT A GLANCE 8 – 9 a.m.

Registration & Continental Breakfast

9 – 9:50 a.m.

Concurrent Session 1 (page 4)

9:50 – 10:05 a.m.

Break

10:05 – 10:55 a.m.

Concurrent Session 2 (page 5)

10:55 – 11: 10 a.m.

Break

11:10 a.m. – 12 Noon

Concurrent Session 3 (page 6)

12 Noon – 1 p.m.

Luncheon

1 – 1:50 p.m.

Concurrent Session 4 (page 8)

1:50 – 2:05 p.m.

Break

2:05 – 2:55 p.m.

Concurrent Session 5 (page 9)

3:55 – 3:10 p.m.

Break

3:10 – 4:30 p.m.

Golden Award Presentation & Keynote Address

5:30 – 7 p.m.

Historic District Walking Tour

georgiasouthern.edu/sswc

We are grateful for the generous support from the following exhibitors and sponsors. Cengage Learning College of Liberal Arts & Social Sciences, Georgia Southern University E. Shaver, Bookseller Fountainhead Press The Savannah Tea Room Innovative Educators

connect to WI-FI id & password SSWC2017

Georgia Southern Writing Project Macmillan Learning Office of the Provost, Georgia Southern University W.W. Norton & Company

visit us ONLINE at georgiasouthern.edu/sswc

SESSION 1 9 – 9:50 a.m. SESSION 1.1 – Room 200

SESSION 1.3 – Room 203

Session Chair: Brandi Moody

Session Chair: Marti D. Lee

THIS MIGHTY COIL: USING COLLABORATIVE ONLINE INTERNATIONAL LEARNING TO INITIATE STUDENTS INTO THE GLOBAL HUMANITIES

REFLECTIVE PEER REVIEW: A METACOGNITIVE APPROACH

Jessie Hayden, Georgia State University - Perimeter College

Peer review is a valuable but often contested tool in the writing classroom because it is predicated on evaluation. This presentation will introduce participants to the concept of reflective peer review and its partner concept, reflective questioning, before moving into a brief, practical workshop in which participants develop reflective peer review strategies that work across disciplines for classroom or professional situations..

The presenter will offer insights, strategies, and lessons learned from a COIL (Collaborative Online International Learning) project that involved American and Turkish students. The project created story books using artwork and online resources. Participants will leave with a practical knowledge of COIL and the resources to design and implement a COIL project of their own making that can be shared with colleagues.

STUDENTS CRITIQUING STUDENTS: THE SECRET TO GOOD PEER REVIEW

SESSION 1.2 – Room 202

Bethany Dailey Tisdale and Barbara Lee Bolt, University of South Carolina - Columbia

Session Chair: Jessica Spearman CAMPAIGN RHETORIC: PREPARING THE VOTERS OF THE FUTURE Corinne A. Woodworth, Duxbury High School Campaign Rhetoric prepares future voters for this civic responsibility by using the real life laboratory of the American political system. Through extensive research on candidates, students apply the elements of rhetoric to create a comprehensive public presentation and write arguments supporting or opposing the candidates. Attendees will leave with a framework for creating their own curriculum units at any level.

BUILDING STUDENT CONFIDENCE THROUGH A DISCIPLINE-SPECIFIC INQUIRY-BASED LEARNING PROJECT Drew Keane and Cameron Clements, Georgia Southern University This presentation will showcase how a scaffolded, discipline-specific, inquiry-based learning project supports student confidence and preparation for writing in the disciplines. Presenters will share samples of student work. Attendees will walk away with practical ideas for implementing an inquiry-based project in their own classrooms.

Designed to help students launch or accelerate a career path in language teaching and assessment as well as to augment the qualifications of English teachers at multiple levels both abroad and in the U.S.

DEPARTMENT OF WRITING AND LINGUISTICS

Krista Petrosino, Georgia Southern University

This presentation offers both peer review best practices based on the work of Peter Elbow and Patricia Belanoff and real experience as instructors of composition, literature, and business communication. Presenters will offer tips to keep peer review fresh. Topics include progressively independent peer reviews, a macro/micro approach to critique, and an intentional grouping of students for an ideal review.

SESSION 1.4 – Room 204 Session Chair: Daniel Plunkett COLLABORATING WITH CAMPUS WRITING CENTERS TO IMPROVE STUDENT WRITING IN THE SCIENCES Allan Nail, Marlee Marsh, and Adrienne Oxleyn, Columbia College Using embedded writing tutors, faculty in English and science have transformed their approach to student writing in scientific applications, leading to increased proficiency in science writing and greater understanding of the ways writing helps organize scientific thinking. Attendees will leave with an understanding of the rationale of such a collaboration and tips on replicating the program at their own institutions.

Room 205 open for work and conversation

The 18-hour ONLINE GRADUATE CERTIFICATE in Applied Linguistics/Teaching English to Speakers of Other Languages

TESOL

College of Liberal Arts & Social Science georgiasouthern.edu/writing

APPLICATION DEADLINE Fall | July 1 Spring | November 1 Summer | April 1 For more information, please contact Dr. Jinrong Li, Program Coordinator Email: jli@georgiasouthern.edu Phone: 912.478.5263

BREAK 9:50 – 10:05 a.m. 4

Refreshments are available on the first floor

georgiasouthern.edu/sswc

SESSION 2

10:05 – 10:55 a.m. SESSION 2.1 – Room 200

SESSION 2.3 – Room 202

Session Chair: Katherine Fallon

Session Chair: Cameron R. Clements

SERVING THOSE WHO HAVE SERVED: SUPPORTING VETERANS IN FIRST-YEAR WRITING PROGRAMS

THE PERILS OF PROCRASTINATION: TEACHING THE DRAFTING PROCESS IN FIRST-YEAR WRITING

Deborah L. Brown, Southern Oregon University

Stefanie A. Frigo, North Carolina Central University

This session provides participants with strategies for helping veteran students overcome challenges and successfully make the transition from service members to college students. While the focus will be on FYW programs, the ideas explored can easily be adapted for use in other college contexts.

Based on observations from a correspondence course, this session examines the challenges presented by creating multiple drafts in the writing classroom. In addition to addressing the causes of students’ reluctance to complete more than one draft, the author presents strategies to enhance the quality and frequency of drafts.

CREATING INCLUSIVE COMMUNITIES THROUGH BLOGGING

RESURRECTING THE CAT: FOSTERING CURIOSITY AND WRITING AS INQUIRY IN A FIRST-YEAR WRITING COURSE

Lauren Fortenberry, Georgia Southern University Blogging is gaining steam in education and global rhetoric discussions. This session will demonstrate how blogging can uniquely fuel openness and community in the FYW classroom. Participants will also learn the basics of the WordPress platform and how it can be used to traverse generational gaps, promote healing, and encourage curiosity among learners.

SESSION 2.2 – Room 201

James A. Anderson, Lander University This presentation—both practical and theoretical—relates the efforts of students and teacher in one FYW course to explore curiosity as a personal and social construct, as well as a framework for learning and doing inquiry-based writing. Participants will receive practical informational resources that encourage curiosity-driven curricula.

SESSION 2.4 – Room 204

Session Chair: Brandi Moody

Session Chair: Claire Nelson

TOWARD AGENTIC WRITER IDENTITY: CHOICE, MINDSET, REFLECTION

THE INTERACTIVE ESSAY PROJECT: CONNECTING WITH YOUR LIBRARIAN, COMMUNITY, AND CLASSMATES

Andrea Avery, Phoenix Country Day School Drawing on possible selves theory and an operating definition of agency as “the socioculturally mediated capacity to act,” this research project explores 10th-grade students’ negotiation of agentic writer identity through a curriculum featuring a high degree of choice, instruction in mindset and metacognition, and regular opportunities for self-reflection. Attendees will leave with ideas for cultivating agentic writer identity in their students.

FINDING OUR HUMANITY THROUGH THE LAND: PLACE-BASED WRITING IN THE CLASSROOM

Crystal Cleveland, Michael Marie Jacobs, and Melinda Holmes, Darlington School In this presentation, participants will learn how to expand the traditional essay relationship between teacher and student by developing digital essays that foster student interaction with librarians, local community members, and peers. Attendees will receive a digital toolbox of resources for teaching information literacy for academic writing, interviewing in qualitative research, and creating digital essays.

April Brannon, California State University - Fullerton and Stephanie Rosenblatt - Cerritos College Place-based writing provides opportunities for students to investigate the environments in which they live. This presentation will include a brief philosophical overview of a place-based approach, and the presenters will provide assignments for high school and college classes. Participants will receive classroom handouts, lesson descriptions, and a list of resources.

Room 205 open for work and conversation

BREAK 10:55 – 11:10 a.m. georgiasouthern.edu/sswc

Refreshments are available on the first floor

SESSION 3 11:10 – 12 noon SESSION 3.1 – Room 200

SESSION 3.2 – Room 203

Session Chair: Katherine Fallon

Session Chair: Kevin Psonak

USING BRAIN SCIENCE TO ASSESS (CREATIVE) WRITING ASSIGNMENTS Laura Valeri, Georgia Southern University The presenter will share how research into the science of creativity led to a reconsideration of assessment practices for all writing assignments but particularly creative writing assignments. Attendees will learn strategies for assessment with the goal of not hindering students’ creative output but instead stimulating challenge.

DRAGON TRAINING AND GLASS BLOWING IN THE COMPOSITION CLASSROOM Amanda J. Hedrick and Julie Douberly, Georgia Southern University Artists outside the classroom, these presenters bring their creations into the FYW classroom to illustrate the writing process, model habits of mind, and connect meaningfully with student writers. Presentation attendees will consider their own crafts and the impact they could have on students. No artistic experience necessary.

SESSION 3.2 – Room 202 Session Chair: Jessica Spearman TEACHING WRITING AS TRANSLATION TO MULTILINGUAL STUDENTS Sara Biggs-Chaney, Dartmouth College This presentation details a series of assignments presented to multilingual students in a FYW course. The scaffolded series of assignments promotes an understanding of writing as translation, an approach that potentially allows students to engage in writing as a translingual practice while deepening their rhetorical flexibility. Attendees will gain tips on how theories of translation can be integrated into the FYW class.

FOUND IN TRANSLATION: TRANSFERRING WRITING SKILLS ACROSS CONTEXTS IN FIRST-YEAR COMPOSITION Marisa Milanese, Boston University A recent development in FYW is the scholarly-to-public translation assignment in which students rewrite a piece of scholarship for a public audience. This presentation reviews the pedagogical value of this assignment, critiques two dominant models, and offers a more successful approach. The presenter will share student samples, assignment sheets, and practical application guides.

CREATING A DIALOGUE ABOUT COLLEGE PREPAREDNESS BETWEEN K-12 AND POSTSECONDARY FACULTY: A ROUNDTABLE DISCUSSION Ashley Oliphant and Marissa Schwalm, Pfeiffer University This panel discussion will open the lines of communication between K-12 and university faculty about the challenging and sometimes contentious issue of college preparedness. The session will bring together these two constituencies for a frank conversation about successes, failures, obstacles, and strategies for the future. Presenters will support the conversation with data and anecdotal evidence from their FYW courses.

SESSION 3.4 – Room 204 Session Chair: Krista Petrosino COMPOSITION & LIBRARIES: DEVELOPING INTERSECTIONAL DISCOURSE ANALYSIS RESOURCES Christopher A. Cartright and Caroline Hopkinson, Armstrong State University Critical thinking, information literacy, and academic research are central to student success. Partnership between FYW and the library can blend technologies and methodologies to create more student-oriented resources. The presenters will discuss their critical analysis library guide and intersectional discourse analysis rubric, along with avenues for further development.

USING FOCUSED SCORING GUIDES TO HELP FACULTY DESIGN EFFECTIVE PROJECTS Robert W. Holderer, Edinboro University of Pennsylvania As writing across the curriculum gains momentum, the need to mentor faculty in meeting writing objectives becomes more critical. The presenter will share his experience helping faculty create writing tasks, define scoring strategies, and communicate assignment expectations to their students. Participants will benefit from the presenter’s practical experience and will gain strategies to share with their learning and teaching communities.

Room 205 open for work and conversation

LUNCHEON - 12 noon – 1 p.m. LUNCH IS AVAILABLE ON THE FIRST FLOOR. Seating is available in the Rotunda and Room 205.

Lunch will be a soup and salad bar with tomato basil soup, fresh sliced fruit, potato salad, coleslaw, pasta salad, artisan salad greens, tuna salad, chicken salad, egg salad, ham salad, fresh-baked jumbo cookies, and water and sweet/unsweet tea.

Lunch is included in the conference registration fee. 6

georgiasouthern.edu/sswc

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SESSION 4 1 – 1:50 p.m. SESSION 4.1 – Room 200

SESSION 4.4 – Room 203

Session Chair: Jessica Spearman

Session Chair: Dan Bauer

WHAT THEY DON’T KNOW CAN HURT THEM (AND US)

WHY TEACH WITH WORDS?

Theresa Kelly and Josef Vice, Kaplan University

Colleen Ijuin, Georgia State University -- Perimeter College

Assessment based on “required” skills not taught in courses remains acceptable as variable student deficits negatively affect college success, degree completion, and alternative learning philosophies like Competency Based Education (CBE). This session examines skills deficits and how to design programs, courses, outcomes, and teaching to improve student learning.

This session demonstrates a visual approach to learning to write and the function of phrases and clauses in building complex sentence structure. Participants use geometric shapes to create sentences and relationships of thought without explicit instruction. This technique is suitable for both adults and children, offering new strategies to vary expression in the written word.

SESSION 4.2 – Room 201

NAMING, KNOWING, AND BEING: VOCABULARY AND LANGUAGE IN SUCCESSFUL WRITING CLASSROOMS

Session Chair: Leigh Ann Williams

Dan Bauer, Georgia Southern University

THE POWER OF WORDS Jeanette Toomer, Drama, Discovery & Learning, LLC Presenter will share unit starting with readings in which writers and leaders describe the importance of literacy despite racism, peer pressure, and poverty. Students engage in lessons exploring their struggles, making comparisons to their own literary histories, and writing a thematic essay on the “Power of Words.” Presentation includes interactive activity and sharing of high school and FYW students’ work.

LET ME SPEAK: TEACHERS & STUDENTS ENGAGING IN COLLABORATIVE INQUIRY TO DISRUPT THE STANDARDIZATION OF WRITING

The presenter argues that language capacity—like professional dress—stands as perhaps our most crucial pedagogical tool in helping to see writing as a means of discovery, aggrandizement, reward, and even play. This session provides participants with strategies for engaging students at both the college and pre-college levels in linguistic curiosity that enriches writing, classroom community, reading, thinking, and other literate acts.

SESSION 4.5 – Room 204 Session Chair: Katherine Fallon INFOGRAPHICS AS SUPPORT FOR STUDENTS’ DIGITAL LITERACY PRACTICES

Marva McClean, City of Pembroke Pines Charter School

Traci Gardner, Virginia Tech

Based on the findings of an auto-ethnographic research project conducted between teacher and students, this presentation engages the audience in using culturally relevant, critical pedagogy to elevate the student’s voice within the landscape of standardization and disrupt the tradition of failure asserted by statistics on the achievement gap.

Our students are grazers, according to 2012 Pew Research Study. They skim and scan for information online, prioritizing visual resources, like infographics, that quickly provide key details on a topic. By using infographics as reading and composing tools, we can support and improve these digital literacy practices. This session will include sample infographics, analysis tools, graphic organizers, and writing assignments.

SESSION 4.3 – Room 202 Session Chair: Drew Keane STUDENT RESEARCH PRESENTATIONS: A MULTIMODAL APPROACH Marti D. Lee, Hannah Sincavage, and Michael Harris, Georgia Southern University Three FYW students give their research-based presentations, framed by their instructor providing context, theoretical and pedagogical reasoning, and results. This multi-modal project provides instruction in several genres for a variety of audiences and purposes and allows FYW students to explore their intended majors. With a WAC connection, this project will interest teachers and administrators at both secondary and post-secondary levels.

UTILIZING MEMES WITH L2 LEARNERS IN FYW: CULTIVATING EXPLORATIONS IN LANGUAGE AND POPULAR CULTURE Janelle L. Newman, Mercyhurst University This presentation describes the use of a culturally-embedded phenomenon, the Internet meme, with L2 learners in FYW. The presenter addresses challenges that contextually-laden memes present to L2 learners and discusses opportunities for greater linguistic and cultural understanding. Attendees will leave with ideas to implement their own meme project in FYW as well as tips for working through popular culture references.

Room 205 open for work and conversation

BREAK 1:50 – 2:05 p.m. 8

Refreshments are available on the first floor

georgiasouthern.edu/sswc

SESSION 5

2:05 – 2:55 p.m. SESSION 5.1 – Room 200

SESSION 5.3 – Room 202 (continued)

Session Chair: Nan LoBue

CULTURE, CURRICULUM, COGNITION: CONTRASTIVE RHETORICS TODAY

CHEATING, BORROWING, PATCHWRITING, PARAPHRASING: WHY STUDENTS PLAGIARIZE AND WHAT TO DO ABOUT IT Nan S. LoBue, Georgia Southern University What plagiarism is seems obvious; however, divergent definitions exist among faculty in various disciplines, not to mention students and administrators. This presenter will show how research has revealed gaps in the understanding of what plagiarism is, why it matters, and how it should be dealt with. Attendees will gain a nuanced understanding in order to promote learning, ethics, and participation in the academy.

David Beach, Radford University Contrastive rhetoric is often seen as an obstacle in negotiating meaning. Past studies have focused on one of three discourse features: language, cognition, or discipline. This study examines the combination of discourse features creating a complex rhetoric to help students negotiate meaning. Attendees will gain a better understanding of contrastive rhetorics, why they clash, and how to manage, not necessarily modify, those clashes.

SESSION 5.4 – Room 203 Session Chair: Cameron R. Clements

AN HONEST ANALYSIS OF ACADEMIC DISHONESTY Hans-Georg Erney, Armstrong State University This presenter will share data accumulated over ten years’ worth of plagiarism cases in FYW classes, question the wisdom of common practices of dealing with plagiarism, and explore implications. While several individual cases will be discussed, the emphasis will be on recurring patterns of academic dishonesty and methods of detecting and addressing the problem, including the use of technology.

SESSION 5.2 – Room 201 Session Chair: Chelsea Plunkett FROM THE HORSE’S MOUTH: PREPARING STUDENTS FOR THE FIRST YEAR OF COLLEGE Leigh Ann Williams, Amanda Schumacher, Madeleine Williams and Shawn Berfield, Georgia Southern University Students often struggle with the transition from high school to college. In this panel, college students join veteran professors in discussing academic and non-academic challenges at the collegiate level and how students can prepare for college-level writing. This panel will offer real-world advice centered on ensuring a successful first-year college experience and preparing students for scholarly writing in various disciplines

SESSION 5.3 – Room 202

LIGHTS, CAMERA, ASSESSMENT: GRADING COMPOSITION WITH SCREENCAST VIDEOS Molly Kay Wright, Columbus State University This practice-oriented presentation will introduce screencast videos for effective assessment in technology-enhanced composition courses. Participants will hear current pedagogical rationales, then will walk through a typical process for annotating a sample student paper, recording a screencast video, and sending the video to the student.

REMIXING RESPONSES: HOW MULTIMODAL FEEDBACK ENCOURAGES REFLECTION AND AWARENESS Meg A. Ruggiero, Appalachian State University This interactive session explores multimodal strategies for responding to student writing, such as instructor-response videos, and highlights its influence on rhetorical awareness in digital spaces. In conjunction with e-portfolios, this feedback form becomes an opportunity for instructor-student collaboration on reflection while also encouraging students to more critically and insightfully reflect on their decisions and revisions.

SESSION 5.5 – Room 204 Session Chair: Terry Welford

Session Chair: Marti D. Lee

FROM GAP YEAR TO GAP DECADE(S): SUPPORTING RETURNING ADULT STUDENT WRITERS

ARISTOTLE AT THE RAP BATTLE: TEACHING RHETORICAL ANALYSIS THROUGH MUSIC

Steffanie E. Triller Fry and Nicholas Hays, DePaul University

Dustin Michael and Neesha Navare, Savannah State University This workshop will provide participants with a toolkit for teaching the analysis and composition of argument through music. Teachers of high school and college-level composition courses alike will come away with samples and techniques for using music as a supplement to help students examine and reinforce their claims.

The Writing Program at DePaul University’s School for New Learning (SNL) embraces the values of lifelong, reflective, student-centered, integrated, and experience-based learning. Presenters will give an overview of the way that the SNL, a leader in adult, competencebased education both on-ground and online in the US, has developed courses that are responsive to the needs of adult learners in a writing-intensive program.

Room 205 open for work and conversation BREAK 2:55 – 3:10 p.m. georgiasouthern.edu/sswc

Refreshments are available on the first floor

GOLDEN AWARD | KEYNOTE ADDRESS 3:10 – 4:30 p.m.

KEYNOTE ADDRESS Oglethorpe Auditorium

Introduction by Nan LoBue, Senior Lecturer, Department of Writing and Linguistics, Georgia Southern University

2017 GOLDEN AWARD Presented by D. Jason Slone, Associate Dean, College of Liberal Arts and Social Sciences, Georgia Southern University

ABOUT THE GOLDEN AWARD

Christine R. Farris

Honoring the memory of Dorothy Golden, Georgia Southern University Assistant Professor Emerita, The Dorothy Golden Award for Teaching Excellence in First-Year Writing recognizes dedication to teaching excellence in first-year composition or the preparation of students for first-year composition. One award is given annually by the Department of Writing and Linguistics at Georgia Southern University to a high school or college instructor who has demonstrated excellence in teaching first-year writing and/or preparing students for first year writing for at least five years.

Professor of English and Former Director of Composition Indiana University, Bloomington, IN WHAT WE DO WITH TEXTS: ALIGNING READING AND WRITING ACROSS THE HIGH SCHOOL/COLLEGE DIVIDE Christine Farris will talk about how, in an era of test-driven reform focused on readiness for college and jobs, the connections between reading and writing and between literary and “informational” texts are not emphasized enough. If our aims for students include not just access to college and readiness for the first credit-bearing course, but success across four years of college, we need to pay more attention to what students can do with what they read in writing assignments of the sort they will encounter across the curriculum. Drawing from her experience with a two-year grant-funded project that paired university faculty with English and history high school teachers, she will share strategies for juxtaposing literary and non-literary works and developing low-stakes writing activities that help students avoid formulaic or cut-and-paste writing with sources.

About the Keynote Speaker Christine R. Farris coordinates the concurrent enrollment composition course for Indiana University’s Advance College Project. She is the author of Subject to Change: New Composition Instructors’ Theory and Practice; coeditor of Under Construction: Working at the Intersection of Composition Theory, Research, and Practice; and coeditor of the MLA volume, Integrating Literature and Writing Instruction. Her NCTE book, coedited with Kristine Hansen, College Credit for Writing in High School: The “Taking Care of” Business, won the Council of Writing Program Administrators Best Book Award in 2012. She recently completed a state-funded Writing and Reading Alignment Project that paired university faculty with secondary English and history teachers to work on strategies for integrating literary and non-literary texts in ways that prepare students for college-level thinking, reading, and writing.

GOLDEN AWARD RECIPIENTS 2016 • Jennifer Dorian Fresno City College

2007 • Deborah Carico Bulloch Academy

2015 • Shannon Riggs Stuckey Metter High School

2006 • Mary Ann Ellis Appling County High School

2014 • Gardner Rogers Valdosta State University

2005 • Kathy Albertson Georgia Southern University

2013 • Chip Rogers Middle Georgia State College 2012 • June Joyner Georgia Southern University 2011 • Matthew Gainous Ogeechee Technical College

2004 • Daniel Edenfield Bulloch County Performance Learning Center 2002 • Pat Fox Armstrong Atlantic University

2010 • Jane Rago Armstrong Atlantic University

2001 • Linda S. Williams North Georgia College & State University

2009 • Aimee Taylor Richmond Hill High School

2000 • Charlotte Crittenden Georgia Southern University

2008 • Donna Hooley Ogeechee Technical College