The Writing Center staff comprises both social work and writing professionals.
This Spring 2017, you may choose to work with one of the following consultants:
MALWINA ANDRUCZYK, LMSW is a graduate of CSSW who focused on clinical work and contemporary social issues. Malwina is currently a trauma therapist at Safe Horizon’s Counseling Center. She has also worked as a teaching assistant at CSSW for the Human Behavior in the Social Environment course. She is completing a qualitative research project on the intersections of white racial identity development and class identity, and collaborates on work addressing microagressions in social work classrooms. Malwina is especially interested in working with students on literature reviews, DLCP application papers, and clinical case study papers.
NAOMI MELATI BISHOP received her MFA in Creative Writing from NYU’s Graduate School of Arts and Sciences, where she taught Introduction to Poetry and Fiction to undergraduates. Naomi has also taught and mentored at NYU’s Stern School of Business to help students refine their essay writing skills and to guide them in executing pro-social business ideas. Naomi’s writing and editing experience is multidisciplinary; her specializations include journalism, marketing and essay, resume, and creative writing. Naomi currently works as a freelance writer, journalist, tutor and editor.
SEAN DENMARK is a writer and tutor with an MA in English education from Teachers College; he also holds an MFA in creative writing and an MA in English literature. While earning his MFA, he taught undergraduate creative writing classes. Prior to that, he was a public school teacher and literacy specialist in New York City for years. While in the Peace Corps, before coming to New York, he taught ESL in a village in Cameroon.
ALEXIS GRINSTEAD is a Program Associate with the Center for the Study of Social Policy, where she works to develop policies and practices to increase well-being and positive outcomes for children and their families. She received her Masters of Social Work from CSSW, with a concentration in policy. She currently supervises graduate social work interns in advancing their comprehension of policy and writing skills.
KATE ST. HILAIRE received her MS in Education and TESOL from Temple University, where she was an editor and contributor to multiple university journals. Her research focused on language learner autonomy, anxiety, and identity in relation to power structures within classroom, workplace, and community settings. She holds her BA in Language and Identity in Education from New York University. She teaches college and high school courses on grammar, rhetorical analysis, and professional, research, and argumentative writing to both native English speakers and English language learners.
CHANTELLA MITCHELL earned her Master of Science in Social Work at CSSW in 2015. Chantella served as an executive editor for the Columbia Social Work Review from 2014-15 and an associate editor from 2013-14. Chantella currently works as the Policy and Programs Associate at JobsFirstNYC where she writes and edits pieces related to workforce policy and practice issues. She also worked as a philanthropy fellow and special projects consultant at the New York Community Trust where she gained experienced reviewing grant proposals and reports.
ADAM PELLEGRINI directs the CSSW Writing Center. He received his MFA from the University of Maryland, where he served as assistant director of a university-wide writing center before moving to New York. Adam developed his understanding of rhetoric and writing pedagogy from years teaching in the first-year classroom, writing centers and community workshops. He has a professional and scholarly interest in exploring the overlap between direct social work practice and student-centered teaching in writing centers. He regularly draws inspiration from CSSW students, colleagues and curriculum.
PROUD SETHABUTR received her MA in English and Comparative Literature from Columbia University. She taught research writing, critical reading, and literature to EFL students at a university in Bangkok, Thailand for several years before moving to New York. She draws from her own experience as an EFL learner to work through the particular challenges non-native speakers face in higher education.