Bridget Fullerton is a writing educator, writing program administrator, and writing center director who seeks to center and uplift all student voices in the academy. Helping others tell their most honest and courageous stories is what she loves to do. Bridget, who goes by “Dr. B” with her students and tutors, has over 30 years of experience working in public and private secondary and post-secondary classrooms across the country and has been at Bates since the fall of 2017.

Bridget holds a Bachelor of Arts in English and Secondary Education, a Master of Arts in English and Technical Communication, and a Doctorate in English, with a specialization in Rhetoric and Composition, or Writing Studies, and a certificate in Gender and Sexuality Studies. Her dissertation, entitled “Undergraduate Student Perspectives on Electronic Portfolio Assessment in College Composition Course,” used a qualitative approach to listen for the messy truths and emergent learning insights students offered about their e-portfolio experiences and called for writing instructors and program and university administrators to attend closely to the evolutions and performances of students’ writerly selves throughout any assessment experience.

She and three of her graduate student colleagues were recipients of the Council of Writing Program Administrators’ (CWPA) Award for Graduate Writing in WPA Studies for a co-written article that later appeared in The WPA Journal as “Preparing Graduate Students for the Field: A Graduate Student Praxis Heuristic for WPA Professionalization and Institutional Politics” and she recently co-wrote a book chapter with three of her WPA colleagues, “This Will Never Be 20/20: What Reflection Teaches Us About Assessment,” which will appear in the edited collection Writing Assessment at Small Liberal Arts Colleges (forthcoming, Parlor Press 2024). She is also working with her father, Michael Heaney, a Vietnam Veteran and historian, on completing his combat memoir.

Prior to joining Bates, Bridget taught English in public middle and high schools in New Jersey, North Carolina, and East Palo Alto, California, and she tutored and taught writing at community colleges in Steamboat Springs, Colorado and San Jose, California and at the University of Rhode Island. She also spent some time working in New York City at a children’s book publisher and then as a curriculum and teaching specialist for a non-profit educational technology firm that designed computer simulations for 6th-12th grade students in which they could apply literacy and quantitative skills in an adaptive workplace environment.

Bridget’s work in Writing Program and Writing Center Administration is centered on anti-oppression and linguistic justice, on thoughtful and meaningful assessment, and on research, collaboration and leadership development. At Bates, Dr. B teaches a First Year Seminar (FYS) entitled Writing Ourselves, Writing With Others; EXDS 201: Writing Process, Tutoring Practice (offered every Winter semester); and EDUC s19: Teaching and Tutoring Writing (With) Power (offered every Short Term).

If you can’t find Dr. B in her office or in a classroom, you’ll probably find her working with students or talking with tutors in the new Peer Learning Commons (PLC) on the Ground Floor of Ladd Library. Otherwise, she’s enjoying a break in the local community: hiking with her dog, making music with her husband and friends, or playing soccer or a good board game with her son.

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Lydia Page is a higher ed professional with a passion for teaching and learning, and a keen interest in harnessing technology to drive instructional innovation. 

Lydia holds a Bachelor of Arts in English Language and Literature with a minor in Women & Gender Studies, as well as a Master of Arts in Writing, Rhetoric, and Social Change from Colorado State University. Her Master’s thesis, entitled “Networking Narrative” argued for the establishment of transmedia storyscapes as a viable genre of writing that embodies feminist principles through the subversion of traditional writing practices.

Prior to joining Bates, Lydia worked as an instructional designer and educational technology specialist with a focus on improving multimodal teaching and learning. Lydia was the instructional designer and program manager of New York University’s American Journalism Online MA, a fully online graduate program. The program included a Writing Center staffed by professional journalists, alums, and peer mentors.

Lydia’s work in Writing Center administration is grounded in linguistic justice, universal design for learning, and in developing support for multidisciplinary genres of writing. At Bates, she is the point of contact for first-gen and multilingual students seeking writing and language support.