I study new media, multimodal composing, qualitative research methods,
and rhetoric, culture, & postmodern theory. Lately, I've been into how
teachers express themselves in their classrooms, so I'm writing up data
from this national study I conducted—whether, how, and why LGBTQ-

identified writing teachers come out to their students. Here are some 
select publications:
 

Baumann, Michael. Book review: Holt, Mara. Collaborative Writing as
Democratic Practice: A History. NCTE, 2018. Studies in Writing and Rhetoric
series. (under review)

Baumann, Michael, and Darolyn Jones. “Unschooling in Community Literacy
Outreach: Merging School and Community Teaching Practices.” Journal of
Teaching Writing, vol. 35, no. 2, 2021. pp. 69-108. (online publication forthcoming)

Baumann, Michael. Do LGBTQ-identified, Postsecondary Writing Instructors
Come Out in Their Classrooms? 2019. University of Louisville, PhD dissertation.

Co-author: “On Multimodal Composing.” Kairos: A Journal of Rhetoric, Technology, and Pedagogy, Vol 21, no. 2, 2017. n.p. (With Sara P. Alvarez, Michelle Day, Khirsten L. Echols, Layne M. P. Gordon, Ashanka Kumari, Laura Sceniak Matravers, Jessica Newman, Amy McCleese Nichols, Caitlin E. Ray, Jon Udelson, Rick Wysocki, and Dànielle Nicole DeVoss)