Danielle DeRise

Well-versed in the complexities of writing instruction and student engagement, Danielle DeRise serves as a Lecturer and Director of First-Year Writing at James Madison University. Since joining the faculty in 2012, she has been instrumental in shaping the university's approach to writing education. Danielle holds an M.F.A. in Creative Writing from the University of North Carolina at Wilmington, earned in 2007, and a B.A. in Psychology with a minor in English from the University of Virginia, completed in 2002. Danielle's research is deeply rooted in understanding and addressing the evolving challenges in writing instruction, particularly in the context of generative AI. Her work critically examines how these technologies influence student perceptions of bias in reading and writing. Her commitment to these issues is reflected in her numerous publications, including the insightful article "Fifty Shades of Bias" published by the Information Literacy Group. In addition to her research, Danielle is passionate about developing innovative writing programs that are responsive to the needs of today's students. Her article "Don't Ban Student Emails," featured in Inside Higher Ed, underscores her advocacy for open communication and adaptability in educational practices. Through her work, she aims to foster an inclusive and dynamic learning environment that empowers students to navigate and critically engage with the complexities of modern information landscapes. Danielle's contributions extend beyond her research and publications; she is actively involved in curriculum development and pedagogical strategies that integrate technology and critical thinking. Her dedication to enhancing student learning experiences is evident in her leadership role at James Madison University, where she continues to inspire both her colleagues and students. As an educator and researcher, Danielle DeRise remains committed to exploring the intersections of technology, bias, and education, striving to equip students with the skills necessary to succeed in an increasingly digital world. Her work not only addresses current educational challenges but also anticipates future trends, ensuring that her students are well-prepared for the demands of the 21st century.