Meet some of the Alums from the Communication Lab (formerly the Writing and Speaking Centers) and learn about how their time working as peer consultants shaped their journey after UNCG.
Alicia Matheny Beeson (she/her) graduated from UNCG in 2018 before going on to teach writing and literature courses at WVU Parkersburg in her hometown. She says that she “love[s] the blend of teaching both, and I often get to work with small classes where I can get to know my students well.”
Her time working in the Writing Center fostered similar connects, and she writes “Being a student employee in the Writing Center really helped to develop my skills of working one-on-one with students to discuss their writing. This is really beneficial for my work with individual students in my own courses. It really helped me understand to not only explain the writing assignment and strategies but also the emotional journey of the student while writing.”
Dr. Jay Shelat (he/him) is an Assistant Professor of English at Ursinus College. A 2022 graduate, he went from UNCG’s Enligsh PhD program to Urisnus College. He writes “Nestled in the Philly suburbs, I teach courses on 20th and 21st century American and World literatures and cultures. I have also continued my research on the intersections of state violence, terrorism, and race. My book, No Place for Home: Terror and Race in Literature after 9/11, is forthcoming from the University of Minnesota Press.”
He explains that his role as a consultant helped him succeed professionally by contributing to his ability to work with small groups or with individual students. He writes how the diverse pedagogical approaches housed in the Writing Center also “continue[s] to shape how [he] operate[s] in the classroom and in one-on-one conversations with students during office hours.”
Dr. Michelle Johnson (she/her), Executive and Educator, graduated in 2009 from UNCG with her PhD in English. In describing her career journey since graduation, she writes “Since graduating I worked adjunct at NCAT and then transitioned to a tenure-track position at Livingstone College. I was chair of the English and Foreign Language Department for a year. I founded a charter school in 2012 and have been leading the school since it opened.”
She explains how her work in the Writing Center helped her to process her own writing, and allowed her to practice clarifying her message to an audience beyond the bubble of grad school. On how her time propelled her to success professionally, she says “I didn’t know then that it would lead to me writing a successful proposal for a school…More than anything, the daily writing center work refined my voice as I helped others refine their voice. Every meeting seemed to focus on “what are you trying to say.” I prioritized clarity and precision, while also building confidence. These thinking, writing, and communication habits serve me daily as a leader, educator, and community organizer. I am clear about the mission and vision of my school. I am precise in my training of other educators. And, I work everyday to build confidence in students and families that education can and will lead to a better life.”
Dr. Liz Wilkinson (she/her) is the Director of the Luann Dummer Center for Women and Associate Professor of English/Women, Gender, and Sexuality Studies/Sports Studies, University of St. Thomas, Saint Paul, Minnesota. She graduated from UNCG with her PhD in English in 2008. Afterwards, she was hired tenure-track at the University of St. Thomas, going on to receive tenure and be promoted to Associate Professor in 2014. She was also appointed Director of the Luann Dummer Center for Women in 2024. She says that her work at the Writing Center developed her skills in leadership, communication, problem-solving, client/customer interaction, and team collaboration, all of which she uses today.
About her time in the writing center, she writes:
“I think one of the biggest lessons I learned was to point out the good stuff — in students’ writing, in the work my colleagues were doing, and to myself, in the work that I did! Students’ writing improved when their confidence improved. So, being able to immediately go to what is working in a paper and to be able to talk about why it is working so well helped students understand their own abilities. Then, talking about writing rhetorically helped them understand that writing wasn’t “right” or “wrong” — writing was about having the desired effect with a target audience in mind. I really loved watching student writers go from frustrated to empowered, in consulting sessions. Helping student writers find a way to joy and confidence was a great lesson for me, but it was also a great thing to remember for those of us who worked there and were often super stressed, trying to teach and consult and write our own papers and dissertations. It’s my mantra now, when I teach students who aren’t English majors (and also those who are!). Also, now, instead of giving students written feedback on drafts, we have 20-minute conferences, just like a writing session. It’s exponentially more efficient and leads to better learning. I learned how to do it at the Writing Center, oh those many years ago!”
Katie Rose Pryal (she/her) graduated from UNCG in 2007. She is an author and essayist who now works as a writing coach, mentor, and faculty in an MFA program. Her website reads: “I tell stories about the outsiders, the misfits, and the beautifully complicated.”
She says that working as a peer consultant in the Writing Center helped her learn skills to better help her clients and students.
You can learn more by visiting her website: katieroseguestpryal.com/about.