Amanda DiLodovico is a Lecturer in Critical Writing in the Critical Writing Program at the University of Pennsylvania. Her teaching practice focuses on neurodiversity in the writing classroom and the creation of equitable learning outcomes for all undergraduate writers. She currently serves as faculty co-advisor of the student organization, Advocates for NeuroDiversity. Since coming to Penn in 2018, she has created disability-centered pedagogical strategies for the writing classroom that stem from prior research in Disability Studies, as well as Dance Studies and dance pedagogy. Her other research interests include crip theory in the classroom and embodied writing practices.
Valerie Ross is the Senior (and founding) Director of the Marks Family Center for
Excellence in Writing, including the Critical Writing Program, which provides writing courses to all Penn undergraduates, and the Marks Family Writing Center, which provides writing support to Penn students. The Marks Family Center for Excellence has a strong commitment to inclusionary teaching and research and strives to be a disability-centered organization. See, for example, Ross and Browning (2018), "From Difference to Differance: Developing a Disability-Centered Program," Along with a focus on disabilities, Ross's other research interests include fairness in writing assessment, writing in the disciplines, and theories of organizational change.
Jon Argaman is a Lecturer in Critical Writing whose research and teaching practice focuses on neurodiversity in college-level writing. Since joining the Critical Writing Program in 2014, he has worked to build tools and strategies for creating more accessible, differentiated classroom environments for a neurologically diverse range of students. He currently serves as faculty co-advisor of the student organization, Advocates for NeuroDiversity. His other
research interests include strategies for universal design, and the intersection of executive function and the writing process.
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