Mark Roberge is a Professor of English and graduare coordinator of the Composition and Postsecondary Reading Program. His research focuses on immigrant education, second language instruction, program administration, and teacher training. He has given numerous presentations and faculty development workshops on teaching academic writing in linguistically and culturally diverse English classes at the secondary and post-secondary level. For the past 10 years, he has served as co-editor of the CATESOL Journal. He is lead editor of the book Generation 1.5 in College Composition: Teaching Academic Writing to U.S.-Educated Learners of ESL (2009). Currently, he is working on an edited volume, Teaching US Educated Immigrant Students: Practices from and for the Classroom, and a co-author textbook, Informed Choices: A Guide for Teachers of College Writing.