Bazerman, C., Russell, D., & Rogers, P.M., et al (in press). Knowing Writing: Writing Research Across Borders. Fort Collins, Colorado: The WAC Clearinghouse.
Plane, S., Bazerman, C. & Rogers, P.M. (2017). 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.), (2012). 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. (2017). 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.
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