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Tutors

You are welcome to make an appointment with any tutor and are not restricted to working with a tutor from your college. The bios below are provided to help you find the best tutor for your project. If you have statistics questions, make an appointment with Hannah or Lisa P.

Kathy Devecka
Kathy’s doctoral work at the University of Michigan had a dual emphasis: acting/directing and theatre history/dramatic criticism/theory. She has two master’s degrees: U of M in Theatre and the University of Pittsburgh in English. Kathy has taught composition, speech, theatre, and voice. As a Faculty Associate for OU’s Center for Teaching Excellence, she offered workshops in diction, coached graduate students and faculty, and created participatory plays for education. Her areas of interest are performance/theatre as a tool for social change, first-person living history and historical plays (period sources and history interwoven with narration, music and song).

Don Dudding, PhD
Don completed his PhD in English with an emphasis in Rhetoric and Composition in 2009.  He is co-director of Ohio University’s Appalachian Writing Project. He recently retired from teaching high school English and Language Arts after 30 years in the classroom. Don has a Master's degree in Mental Health Counseling and a BS in Journalism. His interests include writing and performing folk music and he publishes a daily cartoon, Pencilzania.

David Johnson
David is a PhD student in English Rhetoric & Composition and is the Assistant Director of the GWRC. He holds a BA and MA in English and a Graduate Certificate in Teaching Writing from Stony Brook University. His research areas include Writing Center Studies, Rhetorics of Race, World Rhetorics, and Literacy Studies. He is a native speaker of English and Malayalam and is also proficient in Spanish and Old English. David has additional expertise in structuring thesis and dissertation projects, journal articles, conference proposals, and professional communication.

Lisa Mosier
Lisa has an interdisciplinary background in architectural design, art history, and Islamic and Latin American studies. She holds a BArch (University of Kentucky), an MS (MIT), and attained PhD candidacy (Tulane). She has conducted research in diverse cultural contexts, such as city planning in Morocco, historic preservation in India, political art in Argentina, and grassroots organization in New Orleans. As an editor for academic publications, Lisa worked closely with non-native speakers of English, and translated articles from French and Spanish.  She enjoys assisting the development of research and grant proposals, conference and journal submissions, and planning international projects. In addition to editorial feedback, she advises on research methods, library resources, bibliographic compilation, and Chicago and APA styles. 

Hannah Osborn
Hannah is a PhD student in experimental social psychology at Ohio University. Her areas of research center broadly on the intersection between identity and threat management with particular interest on how people manage possessing a "threatening" identity (e.g., mental illness). Her research typically employs experimental, lab based studies, and the use of quantitative statistical analysis techniques (e.g., analysis of variance, linear regression, multilevel modeling, mediation analyses, etc.). Hannah also serves as an instructor in the psychology department, teaching classes such as Statistics for the Behavioral Sciences and Social Psychology. Hannah is also an Academic Advisor and Career Advisor within the Psychology Department Advising and Resource Center. 

Lisa Paik
Lisa is a doctoral candidate in industrial organizational psychology at Ohio University. Her areas of expertise include work-family conflict, employee turnover, and employee development. In conducting her research, Lisa employs primarily quantitative research methods and statistical analysis techniques, such as structural equation modeling, multivariate regression, and moderated mediation. Lisa has taught undergraduate courses including statistics for the social and behavioral sciences, research methods in psychology, and survey of industrial organizational psychology. Lisa is proficient in the APA citation style and also speaks Korean.

Talinn Phillips, PhD
Talinn holds a doctorate in English Rhetoric & Composition and directs the GWRC. She specializes in working with multilingual writers and in working on personal statements/statements of purpose, theses/dissertations, and grant applications. She recently published a co-edited collection, Supporting Graduate Student Writers: Research, Curriculum, and Program Design with University of Michigan Press. Talinn enjoys working with writers from all fields.

Rachael Ryerson
Rachael is a doctoral candidate in Rhetoric and Composition, and an instructor in the English Department. She received master’s and bachelor’s degrees in English Literature from Oklahoma State University, and has over ten years of experience teaching and tutoring writing. Her research areas of interest are queering writing pedagogy, multimodal composing, and gender and sexuality in the comics medium. Despite academically unconventional interests, Rachael has expertise in a variety of academic genres, including the following: personal statements, cover letters, curriculum vitae, thesis/dissertation projects (MLA and APA), journal articles, seminar papers, and conference presentations (essay-based and multimodal).

Yi-Ting Wang 
Yi-Ting received her MA from National Taiwan University. She attained PhD candidacy at Duke University where she studied eighteenth-century Anglo-American literature and taught first-year writing. She has published two book-length translations from English to Chinese, a classic feminism textbook, Sexual/Textual Politics and a New York Times Bestseller, The Big Fat Surprise. Through her translation and editing work, she has extensive experience with academic writing in various disciplines including humanities, sociology, education, communication studies, law, civil engineering, and health sciences. She understands the issues that non-native English speakers often have with academic writing.

Bob West, PhD
Bob recently completed his doctorate in Instructional Technology in the Patton College of Education. A retired public school teacher, Bob has extensive experience in elementary, post secondary, and adult education with an emphasis on implementing technology into classrooms. Bob's dissertation on Teacher Self-Efficacy used mixed methods.

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