College of Staten Island
 The City University of New York

   Hildegard Hoeller,
   WAC/WID coordinator
   Office: Building 2S Rm 130
   Phone: 718.982.4138
   Fax: 718.982.3643

   Email WAC/WID

Writing Across the Curriculum/
Writing in the Disciplines

 Meet the Team

Matt Brim, co-coordinator.

Matt Brim, Co-Coordinator

Professor Brim is Associate Professor of Queer Studies in the English department at the College of Staten Island, CUNY. Students in his courses can expect to explore complex narratives of sexuality, gender, race, and ability. Recent courses include “Queer Studies,” “LGBT Literature,” “Black Gay Male Literature,” and “Introduction to Women’s, Gender, and Sexuality Studies.” Professor Brim encourages students, faculty, and staff to share a commitment to increasing LGBTQ representation and visibility on the CSI campus.

Professor Brim’s research focuses on 20th- and 21st-century queer American literature and culture and on queer pedagogy. His book, James Baldwin and the Queer Imagination, offers a sustained queer theoretical examination of Baldwin’s fiction, positioning the author as a paradoxical rather than quintessential figure in queer black literature. His current project is titled Queer Pedagogy/Queer University.

Professor Brim is also co-editor of WSQ: Women’s Studies Quarterly, published by the Feminist Press at the Graduate Center of the City University of New York and sponsored by the College of Staten Island.

Amber Buck

Amber Buck, Co-Coordinator

Amber Buck is an Assistant Professor of English and her research interests concern digital literacies and the influence of technology on writing practices. Her recent work examines the writing and identity practices of social network site users. Amber teaches courses in first-year composition, professional writing, multimodal composition, and writing pedagogy. She is the co-coordinator of the WAC/WID program at the College of Staten Island.


Stephen Boatright

Stephan Boatright, Writing Fellow

Stephen Boatright is a Doctoral Candidate in Geography at the Graduate Center. His dissertation research on first-time homeownership focuses on the roles emotion plays the home buying process. As a Writing Fellow at CSI, Boatright is working with Fellow Christina Kirkman and WAC/WID Coordinator Hildegard Hoeller on a research project on undergraduates’ relationships to college writing. The project will examine the affordances of different pedagogical approaches to using high- and low-stakes writing in order to assist CSI faculty members with writing assignment revision and development.


Christina Kirkman, Writing FellowChristina Kirkman, Writing Fellow

Christina Kirkman, a New York City native, is a doctoral student in Developmental Psychology at CUNY's Graduate Center. Christina received her BA in Psychology and Italian from Georgetown University, and her Master’s in Developmental Psychology from Columbia University,

Teachers College. Christina is a new Writing Fellow with CUNY, but has taught undergraduate courses in Human Lifespan Development, Cognitive Development, and Child Psychology at Hunter College since the fall of 2009, and now also adjuncts at CSI. Her primary areas of interest and research are human development in atypical contexts, developmental pathways of learning and resilience, processes of decision-making, self-regulation and cognition in context, and novel approaches to measuring cognitive control and self-regulation in learning and development. Christina is delighted to be joining the WAC team at CSI for the next year. Her primary interests in working with WAC at CSI lie in the promotion of developmental perspectives as highly relevant to understanding learning and writing in our diverse student body, and also in the opportunities created for students and teachers when we inform our curriculum and pedagogical approaches with appropriate research. Stay tuned for our research study on student success and writing practices, being implemented at the end of the fall semester.


Michael Lubing, Writing Fellow

Michael Lubing, Writing Fellow

Michael Lubing is a doctoral student in the Comparative Literature department at the CUNY Graduate Center. He holds a B.A. from Reed College and a J.D. from the University of Wisconsin, and his academic research focuses on the intersection between law, culture, and literature. In addition to his work as a writing fellow, Michael teaches classes in literature and literary theory at Hunter College, where he is currently appointed as an adjunct.


Krystina Michael, Writing Fellow

Krystina Michael, Writing Fellow

Krystyna Michael is a Doctoral Student in Comparative Literature at the Graduate Center and has taught a variety of literature and composition courses at Queens College and Baruch College. Her research focuses on representations of urban life and theories of anxiety in 19th and 20th century American literature.


Emily Root

Emily Root, Writing Fellow

Emily L. Root, M.A. CCC-SLP is currently working on her Ph.D. in the Speech-Language-Hearing Sciences Department at the Graduate Center. Emily’s primary interests are language disorders in children with Autism Spectrum Disorders and Specific Language Impairment, concentrating on lexical access and syntax in these clinical groups. Emily has been a licensed speech-language pathologist since 2000, working in private practice in New Jersey. While she only works with children, she primarily treats children on the Autism Spectrum as well as also specializing in children who stutter.


Alan Richtmyer

Alan Richtmyer, Writing Fellow 

Alan Richtmyer is a PhD candidate in Musicology at the Graduate Center. He has taught music history at Queens College and at John Jay College, and is currently in the midst of a dissertation on the evolution of accidental signs, and their implications for tuning, in European music manuscripts of the fourteenth century. Alan has worked as a proofreader for Wine Spectator Magazine, has performed music professionally for two decades, and brings a keen interest in the semiotics of musical notation with him. He will be investigating the impact of visual information on today’s students, and how visual learning can function as an aid to both learning and writing.