Presenter Bios

Click here to register online.

	Dr. Russ Hodges is Associate Professor in the Graduate Program in Developmental Education in the Department of Curriculum and Instruction at Texas State University. He earned his doctorate in developmental education from Grambling State University and his master’s degree from University of Louisiana in Monroe. Dr. Hodges’ research focuses on postsecondary student success, postsecondary student success courses, interventions for students diagnosed with AD/HD, and demographic changes in higher education. The learning framework model that he co-developed serves as a curriculum model for many postsecondary learning framework courses throughout Texas and the nation. Dr. Hodges has held state and national leadership positions including president of the College Reading and Learning Association and chair of the Council of Learning Assistance and Developmental Education Associations (CLADEA). He is an active scholar having published three books, many journal articles, book chapters, and conference papers along with four research grants totaling just over one million dollars. He is also a frequent invited speaker for conferences for postsecondary faculty and staff development. Dr. Hodges has received many awards including the Lifetime Achievement Award from the College Academic Support Programs conference and outstanding service awards from both the College Reading and Learning Association (CRLA) and the National Association for Developmental Education. In 2009, Dr. Hodges was named National Fellow for CLADEA—his field’s most prestigious honor.
	Susan Naomi Bernstein has a longstanding commitment to Basic Writing pedagogy as a means of enacting educational equity. Her book is Teaching Developmental Writing (MacMillan), a professional development resource now in its fourth edition, and she blogs on Basic Writing pedagogy for MacMillan’s Bedford Bits. Her most recent essay is “Occupy Basic Writing: Pedagogy in the Wake of Austerity,” published in Welch and Scott’s collection Composition in the Age of Austerity. Her work also has appeared in Journal of Basic Writing, Chronicle of Higher Education, Pedagogy, and elsewhere. She has taught in rural and urban settings from Northern Appalachia and a Native American Community in the Southwest to Philadelphia and the Bronx. Currently she lives and works in Arizona where she co-coordinates the Stretch First-Year Writing Program at Arizona State University’s Tempe campus.
	Linda Hecker, M.Ed., is a founding faculty member of Landmark College, established in 1985 for students who learn differently, including those with Learning Disabilities, Attention Deficit Disorder, and Autism Spectrum Disorder. She served in multiple roles: directing tutorial and teacher training programs; teaching English, study skills, and music classes; and as an academic advisor and dean. She was appointed to the Landmark College Institute for Research and Training in 2001, where she led professional learning initiatives for educators around the world. She frequently presents workshops, seminars and graduate courses on topics related to learning differences. Ms. Hecker is the author of numerous articles and book chapters, including work on multisensory learning and supportive technology. She received her B.A. from Brandeis University and her M. Ed from the University of Hartford.