Chris Gerben studies collaborative composing and everyday technologies in the Joint Program in English and Education at the University of Michigan. Located more specifically in the fields of rhetoric, composition, and education, Chris's dissertation research focuses on students' attitudes towards and practices of extracurricular online writing in order to compare them to traditional concepts of collaborative composing in school contexts. In other words, he studies how we can (and should) bridge the writing that students do in and out of the classroom, especially as it relates to popular social technology. In addition to teaching at Michigan, Chris is a teaching and technology consultant within the Center for Research on Learning and Teaching (CRLT), and has taught at Stanford University and the University of Notre Dame. His work has appeared in Computers and Composition Online, Reading Research Quarterly, and KAIROS. He has also co-authored several research and policy briefs for NCTE. He can be reached on Twitter and Facebook @cgerben.