Warrior Ways is one of the first book-length explorations of military folklife, and focuses on the lore produced by modern American warriors, illuminating the ways in which members of the armed services creatively express the complex experience of military life. In short, lively essays, contributors to the volume, all of whom have close personal or professional relationships to the military, examine battlefield talismans, personal narrative (storytelling), “Jody calls” (marching and running cadences), slang, homophobia and transgressive humor, music, and photography, among other cultural expressions.

Military folklore does not remain in an isolated subculture; it reveals our common humanity by delighting, disturbing, infuriating, and inspiring both those deeply invested in and those peripherally touched by military life. Highlighting the contemporary and historical importance of the military in American life, Warrior Ways will be of interest to scholars and students of folklore, anthropology, and popular culture; those involved in veteran services and education; and general readers interested in military culture.
 

Writings by American Indians from the early twentieth century or earlier are rare. Willie Ottogary's letters have the distinction of being firsthand reports of an Indian community's ongoing social life by a community member and leader. The Northwestern Shoshone residing at the Washakie colony in northern Utah descended from survivors of the Bear River Massacre. Most had converted to the Mormon Church and remained in northern Utah rather than moving to a federal Indian reservation. For over twenty years, local newspapers in Utah and southern Idaho regularly published letters from Ottogary reporting happenings-personal milestones and health crises, comings and goings, social events, economic conditions and activities, efforts at political redress-at Washakie and other Shoshone communities in the intermountain West.

Matthew Kreitzer compiled and edited the letters of Ottogary and added historical commentary and appendices, biographical data on individuals Ottogary mentioned, and eighty-five rare historical photographs. Written in a vernacular English and printed unedited in the newspapers, the letters describe a society in cultural transition and present Ottogary's distinctively Shoshone point of view on anything affecting his people. Thus, they provide an unusual picture of Shoshone life through a critical period, a time when many Indian communities reached a historical nadir. While the letters unflinchingly report the many difficulties and challenges the Shoshone faced, they portray a vital and dynamic society, whose members led full lives and actively pursued their own interests. Ottogary lobbied constantly for Shoshone rights, forging alliances with Shoshone throughout the region, visiting Washington D.C., advocating legislation, and participating in Goshute-Western Shoshone draft resistance during World War I.

Today, native plants and water conservation are subjects of vital interest to cities, offices, homeowners, and agriculture alike, as all are affected by the growing shortage of water in the Intermountain region.

This comprehensive volume provides specific information about shrubs, trees, grasses, forbs, and cacti that are native to most states in the Intermountain West, and that can be used in landscaping to conserve water, reflect and preserve the region's landscape character, and help protect its ecological integrity. The book is an invaluable guide for the professional landscaper, horticulturist, and others in the Intermountain nursery industry, as well as for the student, general reader, gardener, and homeowner.

Water Wise is both convenient and comprehensive. The heart of the book presents hundreds of species, devoting a full page to each, with a description of appearance, habitat, landscape use, and other comments. Color photographs illustrate each plant described. A reader-friendly introduction provides important background on the ecology of the Intermountain West, along with full descriptions of native plant habitats and associations.

An accessible resource of accurate native plant information for all readers, Water Wise will be indispensable to professional landscapers and amateurs alike.

This working manual provides complete information on the technical aspects of designing, building, and maintaining waterwise landscapes in the Mountain West. Written particularly for professionals, including landscape designers, architects, contractors, and maintenance and irrigation specialists, it has an attractive, well-illustrated, user-friendly format that will make it useful as well to DIY homeowners and to educators, plant retailers, extension agents, and many others.

The manual is organized according to landscape principles that are adapted to the climate of the intermountain region. Beginning with planning and design, the topical principles proceed through soil preparation, appropriate plant selection, practicalities of turfgrass, use of mulch, and irrigation planning, winding up with landscape maintenance. Designed for onsite, handy use, the book is illustrated with color images of landscapes, plants, and materials. Tables, charts, diagrams, landscape plans, plant lists, checklists, and other graphic resources are scattered throughout the manual, which is written in an accessible but information-rich style. Water-Efficient Landscaping in the Intermountain West answers, more comprehensively than any other single book, the need for professional information that addresses both growing awareness of the necessity for water conservation and the desire for beautiful, healthy yards and properties.

In Ways to the West, Tim Sullivan embarks on a car-less road trip through the Intermountain West, exploring how the region is taking on what may be its greatest challenge: sustainable transportation. Combining personal travel narrative, historical research, and his professional expertise in urban planning, Sullivan takes a critical yet optimistic and often humorous look at how contemporary Western cities are making themselves more hospitable to a life less centered on the personal vehicle.

The modern West was built by the automobile, but so much driving has jeopardized the West’s mystic hold on the American future. At first, automobility heightened the things that made the West great, but love became dependence, and dependence became addiction. Via his travels by bicycle, bus, and train through Las Vegas, Phoenix, Denver, Boise, Salt Lake City, and Portland, Sullivan captures the modern transportation evolution taking place across the region and the resulting ways in which contemporary Western communities are reinterpreting classic American values like mobility, opportunity, adventure, and freedom.

Finding a West created, lost, and reclaimed, Ways to the West will be of great interest to anyone curious about sustainable transportation and the history, geography, and culture of the American West.

In this heavily illustrated book, Mike Milligan has captured the still developing story of one of those remote, but no longer secluded, corners of the Colorado Plateau.

Upstream from Moab on the Colorado River, near the Colorado state line, there is a relatively short, deep canyon that has become one of the most popular river-running destinations in America. The canyon is known as Westwater. Its popularity is largely due to the thrill provided by one of the most dangerous and challenging stretches of white water on the Colorado---Skull Rapid.

Near the head of the canyon are the remnants of the tiny town of Westwater, which has had an interesting and eventful history of its own, partly because of the river and canyon, partly because of the railroad that passes through it, and partly because of its remoteness. It has attracted over the years more than its fair share of colorful characters---government explorers and agents, boosters and get-rich-quick dreamers, cattle and sheep men, outlaws and bootleggers, and, of course, river runners.

Mike Milligan, who came to know the area as a river guide, has written a thorough history of this out-of-the-way place. While it has a colorful history that makes its story interesting in and of itself, Westwater's significance derives more from a phenomenon of the modern West-thousands of recreational river runners. They have pushed a backwater place into the foreground of modern popular culture in the West.

Westwater seems to represent one common sequence in western history: the late opening of unexplored territories; sporadic, often unsuccessful attempts to develop them; renewed obscurity when development doesn't succeed; their attraction of a marginal society of misfits or loners; and modern rediscovery due to new cultural motives, especially outdoors recreation, which has brought a great number of people into thousands of remote corners of the West.

What We Really Value traces the origins of traditional rubrics within the theoretical and historical circumstances out of which they emerged, then holds rubrics up for critical scrutiny in the context of contemporary developments in the field. As an alternative to the generic character and decontextualized function of scoring guides, he offers dynamic criteria mapping, a form of qualitative inquiry by which writing programs (as well as individual instructors) can portray their rhetorical values with more ethical integrity and more pedagogical utility than rubrics allow.

To illustrate the complex and indispensable insights this method can provide, Broad details findings from his study of eighty-nine distinct and substantial criteria for evaluation at work in the introductory composition program at "City University." These chapters are filled with the voices of composition instructors debating and reflecting on the nature, interplay, and relative importance of the many criteria by which they judged students' texts. Broad concludes his book with specific strategies that can help writing instructors and programs to discover, negotiate, map, and express a more robust truth about what they value in their students' rhetorical performances.

The first ten lectures in Leonard J. Arrington Mormon History Lecture Series are here collected in one volume. The series, established by one of the twentieth-century West's most distinguished historians, Leonard Arrington, has become a leading forum for prominent historians to address topics related to Mormon history. The first lecturer was Arrington himself. He was followed by Richard Lyman Bushman, Richard E. Bennett, Howard R. Lamar, Claudia L. Bushman, Kenneth W. Godfrey, Jan Shipps, Donald Worster, Laurel Thatcher Ulrich, and F. Ross Peterson. Utah State University hosts the Leonard J. Arrington Mormon History Lecture Series. The University Libraries' Special Collections and Archives houses the Arrington collection. The state's land grant university began collecting records very early, and in the 1960s became a major depository for Utah and Mormon records. Leonard and his wife Grace joined the USU faculty and family in 1946, and the Arringtons and their colleagues worked to collect original diaries, journals, letters, and photographs.

Although trained as an economist at the University of North Carolina, Arrington became a Mormon historian of international repute. Working with numerous colleagues, the Twin Falls, Idaho, native produced the classic Great Basin Kingdom: An Economic History of the Latter-day Saints in 1958. Utilizing available collections at USU, Arrington embarked on a prolific publishing and editing career. He and his close ally, Dr. S. George Ellsworth helped organize the Western History Association, and they created the Western Historical Quarterly as the scholarly voice of the WHA. While serving with Ellsworth as editor of the new journal, Arr ington also helped both the Mormon History Association and the independent journal Dialogue get established.

One of Arrington's great talents was to encourage and inspire other scholars or writers. While he worked on biographies or institutional histories, he employed many young scholars as researchers. He fostered many careers as well as arranged for the publication of numerous books and articles.

In 1973, Arrington accepted the appointment as the official historian of the Church of Jesus Christ of Latter-day Saints as well as the Lemuel Redd Chair of Western History at Brigham Young University. More and more Arrington focused on Mormon, rather than economic, historical topics. His own career flourished by the publication of The Mormon Experience, co-authored with Davis Bitton, and American Moses: A Biography of Brigham Young. He and his staff produced many research papers and position papers for the LDS Church as well. Nevertheless, tension developed over the historical process, and Arrington chose to move full time to BYU with his entire staff. The Joseph Fielding Smith Institute of History was established, and Leonard continued to mentor new scholars as well as publish biographies. He also produced a very significant two-volume study, The History of Idaho.

After Grace Arrington passed away, Leonard married Harriet Horne of Salt Lake City. They made the decision to deposit the vast Arrington collection of research documents, letters, files, books, and journals at Utah State University. The Leonard J. Arrington Historical Archives is part of the university's Special Collections. The Arrington Lecture Committee works with Special Collections to sponsor the annual lecture.

The title to this interdisciplinary collection draws on the Yupik Eskimo belief that seals, fish, and other game are precious gifts that, when treated with respect and care, will return to be hunted again. Just so, if oral traditions are told faithfully and respectfully, they will return to benefit future generations. The contributors to this volume are concerned with the interpretation and representation of oral narrative and how it is shaped by its audience and the time, place, and cultural context of the narration. Thus, oral traditions are understood as a series of dialogues between tradition bearers and their listeners, including those who record, write, and interpret.

Ever since Horace Mann promoted state supported schooling in the 1850s, the aims of U.S. public education have been the subject of heated national debate. Whose Goals? Whose Aspirations? joins this debate by exploring clashing educational aims in a discipline-based university classroom and the consequences of these clashes for "underprepared" writers.

In this close-up look at a White middle-class teacher and his ethnically diverse students, Fishman and McCarthy examine not only the role of Standard English in college writing instruction but also the underlying and highly charged issues of multiculturalism, race cognizance, and social class.

Many recreational hikers have stopped along the trail to admire a wildflower only to wonder what, exactly, they are looking at. Wildflowers of the Mountain West is a useful field guide that makes flower identification easy for the general outdoor enthusiast.

Many available plant guides are too technical or cumbersome for non-specialists to embrace. Covering New Mexico, Colorado, Wyoming, Idaho, Utah, Nevada and Oregon, this book is perfect for the enthusiasts who has little botanical knowledge but would like to know more about the wildflowers they are seeing. Organized by flower color for easy reference, plant records include the common and scientific names, a description of typical characteristics, habitat information and distribution maps, look-alike species, color photographs, and informative commentary. In addition, the book provides a useful introduction to the Mountain West region, along with line drawings to illustrate basic flower parts, shapes, and arrangements; a glossary of common botanical terms; a quick search key; and an index.

The book is spiral-bound, making it easy to bring along while hiking, backpacking, or biking, and stunning full color photographs make visual confirmation of flower type simple and straightforward.
 

In the heart of Wyoming sprawls the ancient homeland of the Eastern Shoshone Indians, who were forced by the U.S. government to share a reservation in the Wind River basin and flanking mountain ranges with their historical enemy, the Northern Arapahos. Both tribes lost their sovereign, wide-ranging ways of life and economic dependence on decimated buffalo. Tribal members subsisted on increasingly depleted numbers of other big game—deer, elk, moose, pronghorn, and bighorn sheep. In 1978, the tribal councils petitioned the U.S. Fish and Wildlife Service to help them recover their wildlife heritage. Bruce Smith became the first wildlife biologist to work on the reservation. Wildlife on the Wind recounts how he helped Native Americans change the course of conservation for some of America's most charismatic wildlife.

Held annually, the McCall, Idaho, winter carnival has become a modern tradition. A festival and celebration, it is also a source of community income and opportunity for shared community effort; a chance to display the town attractively to outsiders and to define and assert McCall's identity; and consequently, a source of disagreement among citizens over what their community is, how it should be presented, and what the carnival means.

Though rooted in the broad traditions of community festival, annual civic events, often sponsored by chambers of commerce, such as that in McCall, are as much expressions of popular culture and local commerce as of older traditions. Yet they become dynamic, newer community traditions, with artistic, informal, and social meanings and practices that make them forms of folklore as well as commoditized culture. Winter Carnival is the first volume in a new Utah State University Press series titled Ritual, Festival, and Celebration and edited by folklorist Jack Santino.

Volume 1, Life Writings of Frontier Women series, edited by Maureen Ursenbach Beecher

Mary Richard's journals and letters record a young woman's rare, but richly detailed view of life in the temporary Mormon pioneer communities in Iowa.

Georgie White Clark-adventurer, raconteur, eccentric--first came to know the canyons of the Colorado River by swimming portions of them with a single companion. She subsequently hiked and rafted portions of the canyons, increasingly sharing her love of the Colorado River with friends and acquaintances. At first establishing a part-time guide service as a way to support her own river trips, she went on to become perhaps the canyons' best-known river guide, introducing their rapids to many others-on the river, via her large-capacity rubber rafts, and across the nation, via magazine articles and movies. Georgie Clark saw the river and her sport change with the building of Glen Canyon Dam, enormous increases in the popularity of river running, and increased National Park Service regulation of rafting and river guides. Adjusting, though not always easily, to the changes, she helped transform an elite adventure sport into a major tourist activity.

A comprehensive guide that includes a vast range of species and plant communities and employs thorough, original keys. Based primarily on vegetative characteristics, the keys don't require that flowers or other reproductive features be present, like many plant guides. And this guide's attention to woody plants as a whole allows one to identify a much greater variety of plants. That especially suits an arid region such as Utah with less diverse native trees. Woody plants are those that have stems that persist above ground even through seasons that don't favor growth, due to low precipitation or temperatures.

Woody Plants of Utah employs dichotomous identification keys that are comparable to a game of twenty questions. They work through a process of elimination by choosing sequential alternatives.

Detailed, illustrated plant descriptions complement the keys and provide additional botanical and environmental information in relation to a useful introductory categorization of Utah plant communities. Supplementary tools include photos, distribution maps, and an illustrated glossary.

The first book-length empirical investigation of writing center directors’ labor, The Working Lives of New Writing Center Directors presents a longitudinal qualitative study of the individual professional lives of nine new directors. Inspired by Kinkead and Harris’s Writing Centers in Context (1993), the authors adopt a case study approach to examine the labor these directors performed and the varied motivations for their labor, as well as the labor they ignored, deferred, or sidelined temporarily, whether or not they wanted to.

The study shows directors engaged in various types of labor—everyday, disciplinary, and emotional—and reveals that labor is never restricted to a list of job responsibilities, although those play a role. Instead, labor is motivated and shaped by complex and unique combinations of requirements, expectations, values, perceived strengths, interests and desires, identities, and knowledge. The cases collectively distill how different institutions define writing and appropriate resources to writing instruction and support, informing the ongoing wider cultural debates about skills (writing and otherwise), the preparation of educators, the renewal/tenuring of educators, and administrative “bloat” in academe.

The nine new directors discuss more than just their labor; they address their motivations, their sense of self, and their own thoughts about the work they do, facets of writing center director labor that other types of research or scholarship have up to now left invisible. The Working Lives of New Writing Center Directors strikes a new path in scholarship on writing center administration and is essential reading for present and future writing center administrators and those who mentor them.

For over one hundred years, Navajos have gone to work in significant numbers on Southwestern railroads. As they took on the arduous work of laying and anchoring tracks, they turned to traditional religion to anchor their lives.

Jay Youngdahl, an attorney who has represented Navajo workers in claims with their railroad employers since 1992 and who more recently earned a master's in divinity from Harvard, has used oral history and archival research to write a cultural history of Navajos' work on the railroad and the roles their religious traditions play in their lives of hard labor away from home.

A diverse group of writers and scholars follow the lead of noted folklorist Barre Toelken and consider, from the inside, the ways in which varied cultures in the American West understand and express their relations to the world around them. As Barre Toelken puts it in The Dynamics of Folklore, "'Worldview' refers to the manner in which a culture sees and expresses its relation to the world around it." In Worldviews and the American West, seventeen notable authors and scholars, employing diverse approaches and styles, apply Toelken's ideas about worldview to the American West. While the contributors represent a range of voices, methods, and visions, they are integrated through their focus on the theme of worldview in one region. Worldviews and the American West includes essays by Margaret K. Brady, Hal Cannon, Nora Marks Dauenhauer and Richard Dauenhauer, James S. Griffith, Barry Lopez, Robert McCarl, Elliott Oring, Twilo Scofield, Steve Siporin, Kim Stafford, C. W. Sullivan III, Jeannie B. Thomas, George Venn, George B. Wasson, and William A. Wilson. Each of the authors in this collection attempts to get inside one or more of the worldviews of the many cultures that have come to share and interpret the American West. The result is a lively mix of styles and voices as the authors' own worldviews interact with the multiple perspectives of the diverse peoples (and, in Barry Lopez's "The Language of Animals," other species) of the West. This diversity matches the geography of the region they all call home and gives varied life and meaning to its physical and cultural landscape.

WPAs in Transition shares a wide variety of professional and personal perspectives about the costs, benefits, struggles, and triumphs experienced by writing program administrators making transitions into and out of leadership positions. Contributors to the volume come from various positions, as writing center directors, assistant writing program administrators, and WPAs; mixed settings, including community colleges, small liberal arts colleges, and research institutions; and a range of career stages, from early to retiring. They recount insightful anecdotes and provide a scholarly context in which WPAs can share experiences related to this long-ignored aspect of their work.

During such transitions, WPAs and other leaders who function as both administrators and faculty face the professional and personal challenges of redefining who they are, the work they do, and with whom they collaborate. WPAs in Transition creates a grounded and nuanced experiential understanding of what it means to navigate changing roles, advancing the dialogue around WPAs’ and other administrators’ identities, career paths, work-life balance, and location, and is a meaningful addition to the broader literature on administration and leadership.

Contributors: Mark Blaauw-Hara, Christopher Blankenship, Jennifer Riley Campbell, Nicole I. Caswell, Richard Colby, Steven J. Corbett, Beth Daniell, Laura J. Davies, Jaquelyn Davis, Holland Enke, Letizia Guglielmo, Beth Huber, Karen Keaton Jackson, Rebecca Jackson, Tereza Joy Kramer, Jackie Grutsch McKinney, Kerri K. Morris, Liliana M. Naydan, Reyna Olegario, Kate Pantelides, Talinn Phillips, Andrea Scott, Paul Shovlin, Bradley Smith, Cheri Lemieux Spiegel, Sarah Stanley, Amy Rupiper Taggart, Molly Tetreault, Megan L. Titus, Chris Warnick

Writing at the State U presents a comprehensive, empirical examination of writing programs at 106 universities. Rather than using open survey calls and self-reporting, Emily Isaacs uses statistical analysis to show the extent to which established principles of writing instruction and administration have been implemented at state comprehensive universities, the ways in which writing at those institutions has differed from writing at other institutions over time, and how state institutions have responded to major scholarly debates concerning first-year composition and writing program administration.

Isaacs’s findings are surprising: state university writing programs give lip service to important principles of writing research, but many still emphasize grammar instruction and a skills-based approach, classes continue to be outsized, faculty development is optional, and orientation toward basic writing is generally remedial. As such, she considers where a closer match between writing research and writing instruction might help to expose and remedy these difficulties and identifies strategies and areas where faculty or writing program administrators are empowered to enact change.

Unique in its wide scope and methodology, Writing at the State U sheds much-needed light on the true state of the writing discipline at state universities and demonstrates the advantages of more frequent and rigorous quantitative studies of the field.

Noting a lack of sustained and productive dialogue about race in university writing center scholarship, the editors of this volume have created a rich resource for writing center tutors, administrators, and scholars. Motivated by a scholarly interest in race and whiteness studies, and by an ethical commitment to anti-racism work, contributors address a series of related questions: How does institutionalized racism in American education shape the culture of literacy and language education in the writing center? How does racism operate in the discourses of writing center scholarship/lore, and how may writing centers be unwittingly complicit in racist practices? How can they meaningfully operationalize anti-racist work? How do they persevere through the difficulty and messiness of negotiating race and racism in their daily practice? The conscientious, nuanced attention to race in this volume is meant to model what it means to be bold in engagement with these hard questions and to spur the kind of sustained, productive, multi-vocal, and challenging dialogue that, with a few significant exceptions, has been absent from the field.

The writing major is among the most exciting scenes in the evolving American university. Writing Majors is a collection of firsthand descriptions of the origins, growth, and transformations of eighteen different programs. The chapters provide useful administrative insight, benchmark information, and even inspiration for new curricular configurations from a range of institutions.

A practical sourcebook for those who are building, revising, or administering their own writing majors , this volume also serves as a historical archive of a particular instance of growth and transformation in American higher education. Revealing bureaucratic, practical, and institutional matters as well as academic ideals and ideologies, each profile includes sections providing a detailed program review and rationale, an implementation narrative, and reflection and prospection about the program.

Documenting eighteen stories of writing major programs in various stages of formation, preservation, and reform and exposing the contingencies of their local and material constitution, Writing Majors speaks as much to the “how to” of building writing major programs as to the larger “what,” “why,” and “how” of institutional growth and change.

As new media mature, the changes they bring to writing in college are many and suggest implications not only for the tools of writing, but also for the contexts, personae, and conventions of writing. An especially visible change has been the increase of visual elements-from typographic flexibility to the easy use and manipulation of color and images. Another would be in the scenes of writing-web sites, presentation "slides," email, online conferencing and coursework, even help files, all reflect non-traditional venues that new media have brought to writing. By one logic, we must reconsider traditional views even of what counts as writing; a database, for example, could be a new form of written work.

The authors of Writing New Media bring these ideas and the changes they imply for writing instruction to the audience of rhetoric/composition scholars. Their aim is to expand the college writing teacher's understanding of new media and to help teachers prepare students to write effectively with new media beyond the classroom. Each chapter in the volume includes a lengthy discussion of rhetorical and technological background, and then follows with classroom-tested assignments from the authors' own teaching.

Writing Program Architecture offers an unprecedented abundance of information concerning the significant material, logistical, and rhetorical features of writing programs. Presenting the realities of thirty diverse and award-winning programs, contributors to the volume describe reporting lines, funding sources, jurisdictions, curricula, and other critical programmatic matters and provide insight into their program histories, politics, and philosophies.

Each chapter opens with a program snapshot that includes summary demographic and historical information and then addresses the profile of the WPA, program conception, population served, funding, assessment, technology, curriculum, and more. The architecture of the book itself makes comparison across programs and contexts easy, not only among the programs described in each chapter but also between the program in any given chapter and the reader’s own program. An online web companion to the book includes access to the primary documents that have been of major importance to the development or sustainability of the program, described in a “Primary Document” section of each chapter.

The metaphor of architecture allows us to imagine the constituent parts of a writing program as its foundation, beams, posts, scaffolding—the institutional structures that, alongside its people, anchor a program to the ground and keep it standing. The most extensive resource on program structure available to the field, Writing Program Architecture illuminates structural choices made by leaders of exemplary programs around the United States and provides an authoritative source of standard practice that a WPA might use to articulate programmatic choices to higher administration.

Contributors: Susan Naomi Bernstein, Remica Bingham-Risher, Brent Chappelow, Malkiel Choseed, Angela Clark-Oates, Patrick Clauss, Emily W. Cosgrove, Thomas Deans, Bridget Draxler, Leigh Ann Dunning, Greg A. Giberson, Maggie Griffin Taylor, Paula Harrington, Sandra Jamieson, Marshall Kitchens, Michael Knievel, Amy Lannin, Christopher LeCluyse, Sarah Liggett, Deborah Marrott, Mark McBeth, Tim McCormack, John McCormick, Heather McGrew, Heather McKay, Heidi A. McKee, Julianne Newmark, Lori Ostergaard, Joannah Portman-Daley, Jacqueline Preston, James P. Purdy, Ben Rafoth, Dara Regaignon, Nedra Reynolds, Shirley Rose, Bonnie Selting, Stacey Sheriff, Steve Simpson, Patricia Sullivan, Kathleen Tonry, Sanford Tweedie, Meg Van Baalen-Wood, Shevaun Watson, Christy I. Wenger, Lisa Wilkinson, Candace Zepeda