Caleb González

Caleb González

Caleb González

PhD in English Student
He/him/his/él

gonzalez.746@osu.edu

547 Denney Hall
164 Annie and John Glenn Ave, Columbus, OH 43210

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Areas of Expertise

  • Composition studies
  • Writing program administration
  • Higher education studies
  • Creative writing (nonfiction)
  • Histories of Education across Latinx Communities

Education

  • MA, Philosophy and History of Education, The Ohio State University, expected 2024
  • MFA, Creative Writing (Nonfiction), Colorado State University- Fort Collins, 2019
  • BA, Spanish, University of Colorado at Colorado Springs, 2016
  • AA, English, Pueblo Community College, 2011

Caleb Lee González is a fourth-year PhD and master’s candidate dually specializing in Rhetoric, Composition and Literacy and Philosophy and History of Education in the Department of Educational Studies. He is a 2022 national recipient of the K. Patricia Cross Future Leaders Award in Higher Education from the American Association of Colleges and Universities (AAC&U). He has supported the Department of English as the administrative assistant (2021-2022) for the Minor in Professional Writing. Furthermore, he was an associate coordinator (2021-2022) for the Writing Center in the Center for the Study and Teaching of Writing (CSTW). Currently, he is a graduate teaching associate for the Young Scholars Program in the Office of Diversity and Inclusion and for the Writing Across the Curriculum (WAC) Program. He serves on the Editorial Board and Publications Review Board of the WAC Clearinghouse.

His work stems from cross-disciplinary work in Composition Studies, Writing Program Administration, and Higher Education Studies. Having experienced his undergraduate education as a first-generation, transfer, and commuter student at three Hispanic-Serving Institutions (HSIs) and one emerging Hispanic-Serving Institution (HSI), his research examines the various ways in which first-year writing programs at Hispanic-Serving Institutions shape and are shaped by their minority-serving institutional landscapes. As a committed teacher-researcher-administrator, his interests are motivated by programmatic practices of education that support and sustain equity, inclusion and justice.

Selected Publications

  • Megan J. Kelly, Heather Falconer, Caleb González, and Jill Dahlman, editors. "The 2020/2021 International Writing Across the Curriculum Conference Proceedings". WAC Clearinghouse. Under review.
  • "Making Research Methods Visible through the Alternative Table of Contents." Leigh Graziano, Kay Halasek, Remi Hudgins, Susan Miller-Cochran, Frank Napolitano, and Natalie Szymanski, editors. Making Administrative Work Visible: Data-driven Advocacy for Understanding the Labor of Writing Program Administration. Utah State University Press. Forthcoming.
  • Sue Doe, Lily Halboth, Kira Marshall-McKelvey, Ross Atkinson, Caleb González, and Jennifer Owen. "How the Student Taught the Teacher in a Graduate Autoethnography Class". Self+Culture+Writing: Autoethnography for/as Writing Studies, Edited by Rebecca Jackson and Jackie Grutsch McKinney, Utah State University Press.
  • "On Writing in Two Languages in the Creative Writing Workshop". Writing on the Edge, vol. 30, no. 2, 2021. Honorable mention for the 2020 Donald Murray Prize in Creative Nonfiction, sponsored by Cengage Learning, selected by the Creative Nonfiction Standing Group of the Conference on College Composition and Communication.

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