My primary research interests revolve around the development of writing abilities across the lifespan, with an emphasis on instruction and feedback, and the relationship of writing to knowledge production and social innovation.
Paul M. Rogers is an Associate Professor of English and the Associate Chair of the English Department at George Mason University. Since 2011 he has also served as a Senior Scholar at George Mason's Center for the Advancement of Well-Being An innovative and interdisciplinary leader, Dr. Rogers has led a variety of initiatives focused on advancing social entrepreneurship and well-being in higher education. He serves as a senior advisor to the Ashoka's Start Empathy initiative and is committed to Ashoka's vision of an "everyone a changemaker world".
Dr. Rogers earned his PhD in education from UC Santa Barbara in 2008. His recent publications include the co-edited volumes: Writing Research from Multiple Perspectives (in press); International Advances in Writing Research: Cultures, Places, and Measures (2012); Writing Across the Curriculum: A Critical Sourcebook (2011); and, Traditions of Writing Research (2010). His most recent publications include book chapters on well-being in higher education; strengthening PHD programs across the disciplines; curricular advances in social entrepreneurship.. He was a 2008 recipient of the American Association of Colleges & Universities K. Patricia Cross Award for leadership in higher education, and was a co-recipient of the National Council of Teachers of English 2009 Janet Emig Award for research in English education. He recently gave a TEDx talk entitled "How to Live your Best Life" <https://youtu.be/aNaPM_HtIiQ> and was a featured expert on the Washington, D.C. PBS station WETA's award-winning series "Reading Rockets", which helps young children to read and write. <http://www.readingrockets.org/teaching/experts/paul-rogers>
Follow Paul on twittter @drprogers
Plane, S., Bazerman, C. & Rogers, P.M. (In Press). Writing Research from Multiple Perspectives, Paris, France: Centre de Recherche sur les Médiations and Fort Collins, Colorado: The WAC Clearinghouse.
Bazerman, C., Dean C., Early J., Lunsford, K., Null S., Rogers P. & Stansell A. (Eds.), (In Press). Advances in International Writing Research: Cultures, Places, and Measures. West Lafayette, IN: Parlor Press.
Zawacki, T. & Rogers, P.M (Eds.). (2011). Writing across the curriculum: A critical sourcebook. Boston: Bedford/St. Martin's.
Bazerman, C., Krut, R., Lunsford K., McLeod S., Null, S., Rogers P. & Stansell A. (Eds.), (2010). Traditions of writing research. Oxford, UK: Routledge.
Journal Articles and Book Chapters
Rogers, P.M. (in press). Crossing the borders of professional practice through initiative, interaction, and participation. In A. Davis & S. Webb (Eds.), Metamorphosis: The effects of professional development on graduate students. Southland, TX: Fountainhead Press.
Rogers, P.M., Zawacki, T. & Baker. S. (2016) Uncovering Challenges and Pedagogical Complications in Dissertation Writing and Supervisory Practices: Findings from a Multi-method Study of Doctoral Students and Advisers. In Simpson, S., Cox, M., Caplan, N., & Phillips, T. (Eds.) Supporting Graduate Student Writers: Research, Pedagogy, Program Design. Ann Arbor, MI: U of Michigan Press.
Lucas, N. and Rogers, P. (2016) The Well Being University. In Harward, D. (Ed.) Well-Being and Higher Education: A Strategy for Change and the Realization of Education’s Greater Purposes. Washington, D.C. Briding Theory to Practice.
Rogers, P. & Lucas, N. (2016) The Time is Right to Prioritize Well-Being in Higher Education. Bridging Theory to Practice Newsletter. Winter. Bridging Theory to Practice Newsletter. Washington, D.C. http://www.bttop.org/news-events/feature-time-right-prioritize-well-being-higher-education
Rogers, P. (2014). Why Curricular Advances in Social Entrepreneurship Education Matter. Social Entrepreneurship Education Resource Handbook. Washington D.C.: AshokaU.
Rogers, P.M., and Walling, O. (2011). Writing and knowledge making: Insights from an historical perspective. In Starke-Meyerring, D., Paré, A., Artemeva, N., Horne, M., & Yousoubova, L., (Eds.). Writing in knowledge societies. West Lafayette, IN: Parlor Press and WAC Clearinghouse. 259-273.
Rogers, P.M. (2011). Evolving integration and differentiation in cognitive and socio-cultural-historical writing research. In V.W. Berninger (Ed.). Past, Present, and Future Contributions of Cognitive Writing Research to Cognitive Psychology. East Sussex, UK: Psychology Press. 585-590.
Zawacki, T. and Rogers, P.M. (2011). A history of inquiry: The resilience of writing across the curriculum. In T. Zawacki, & P.M. Rogers (Eds.),Writing across the curriculum: A critical sourcebook. Boston: Bedford/St. Martin’s. 1-10.
Rogers, P.M., Whitney, A., Bright, A. Cabe, R., Dewar, T & Null, S. (2011). Rejoining the learning circle: When inservice providers conduct research. English Education 43(2). 171-192.
Rogers, P.M. (2010). The contributions of North American longitudinal studies of writing in higher education to our understanding of writing development. In C. Bazerman, R. Krut, K. Lunsford, S. McLeod, S. Null, P.M. Rogers and A. Stansell (Eds.), Traditions of Writing Research. Oxford, UK: Routledge. 365-377.
Ph.D. Education University of California, Santa Barbara, 2008
Master of Arts, Education University of California, Santa Barbara, 2005
Master of Arts, English – Emphasis in Teaching Writing Humboldt State University,2003
Bachelor of Arts, Speech Communication Humboldt State University, 2000