Paul M. Rogers

Paul M. Rogers

Paul M. Rogers

Associate Professor

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.

Dr. Paul M. Rogers is an associate professor of English at George Mason University. His research interests include change management, writing development across the lifespan, and the relationship of writing to knowledge production.  Professor Rogers teaches courses in writing, research, and communication at the graduate and undergraduate levels.  Paul also works on a variety of international and interdisciplinary initiatives aimed at redefining learning outcomes for young people across K-20 education, advancing access to opportunity in a world of constant, rapid, and exponential change, and increasing well-being for individuals, organizations and communities. 

Paul is the current chair and co-founder of the International Society for the Advancement of Writing Research (, and since 2011 has served as a Senior Scholar at George Mason's Center for the Advancement of Well Being. Since 2008 he has worked with Ashoka: Innovators for the Public, the world's 6th ranked NGO, as a change leader and strategic advisor. 

Paul was a recipient of the AAC&U's Patricia Cross Award for leadership in higher education, and was a co-recipient of the National Council of Teachers of English Janet Emig Award for research in English education. He is the former Director of the Northern Virginia Writing Project and of the George Mason University Center for Social Entrepreneurship. 

Professor Rogers earned his PhD in education from UC Santa Barbara in 2008--his dissertation "The Development of Writers and Writing Abilities" was based on his work on the Stanford Study of Writing. His recent publications include the co-edited volumes: Knowing Writing: Writing Research Across Borders (in press); Writing Research from Multiple Perspectives (2017); 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; and, curricular advances in social entrepreneurship. 

in 2015 Paul gave TEDx talk entitled "How to Live your Best Life" <> 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. <>

Follow Dr. Rogers on twittter @drprogers



Selected Publications

Co-Edited Volumes

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.

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 Humboldt State University, 2003

Bachelor of Arts, Communication Humboldt State University, 2000

Dissertations Supervised

Paul Michiels, Toward a Paraphrase Pedagogy for Multilingual Writers: Weighing Pedagogical Prescriptions against Instructional and Disciplinary Practice (2019)