Tara Wood

• PhD in English / Composition, Rhetoric, and Literacy / University of Oklahoma
• MA in English / Rhetoric and Composition / Colorado State University
• Graduate Certificate / Women’s and Gender Studies / Colorado State University
• BA in English / Writing / Colorado State University

• Professor of English and Writing Program Administrator, University of Northern Colorado 2024-Present
• Associate Professor of English & Writing Program Administrator, University of Northern Colorado, 2018-2024
• Assistant Professor of English, Rockford University, 2014-2018

Rhetoric and Composition; writing pedagogy; Disability Studies; Gender Studies; trauma and memory; personal narrative; rhetorics of disclosure

-With Sara Beam, “The (Roll) Call is Coming from Inside the House: WPAs, Policy-  

Making, and Resisting Institutional Ableism.” Disability and the Teaching of Writing, 2nd ed, eds. Brenda Brueggemann et al., NCTE, 2026. 

-“Strategizing Disciplinarity, Disciplinary Strategies.” Pivotal Strategies: Claiming Writing  

Studies as a Discipline.  Lynn Lewis, ed. Utah State UP, 2024, pp. 61-75. 

-“Writing Program Administration and the Title IX Controversy:  Mandatory Reporting,   

Agency, and Disability Theory.” Writing Program Administration Journal, vol. 44, no. 2, pp. 44-61, 2021.  

“Rock and a Hard Place: Anxiety, Overcoming, and Metis.” Disability Studies Quarterly,   

vol. 40, no. 1, Spring 2020. https://dsq-sds.org/article/view/7222/5500  

-“Connecting Writing Programs and Faculty with Disability Services.” Kairos Praxis Wiki: Rhetoric, Technology, and Pedagogy, vol. 24, no. 2, Spring 2020.

-“Crip Disruptions: Agency, Anti-Compliance, and Autistext.” College Composition and Communication, vol. 70, no. 4, 2019.

-“Cripping Time in the College Composition Classroom.” College Composition and Communication vol 69, no. 2, pp. 260-286, 2017.

With Craig Meyer and Dev Bose. “Why We Dread Disability Myths.” Chronicle of Higher Education. 24 May 2017.

-“Rhetorical Disclosures: The Stake of Disability Identity in Higher Education.” Negotiating Disability: Disclosure and Higher Education. Eds. Stephanie Kerschbaum, James Jones, and Laura Eisenman. University of Michigan Press, 2017.

-“Available Means: The Generative Potential of Disability Rhetoric.” JAC: A Journal of Rhetoric, Culture, and Politics, vol. 35, no. 1-2, 2015.

-With Jay Dolmage, Margaret Price, Cynthia Lewiecki-Wilson. “Moving Beyond Disability 2.0 in Composition Studies.” Composition Studies, vol. 42, no. 2, Fall 2014, pp. 147-150.

-With Shannon Madden. “Suggested Practices for Syllabus Accessibility Statements.” Kairos Praxis Wiki, vol. 18, no. 1, 2013.