Alexander Champoux-Crowley

Alexander Champoux-Crowley is a Lecturer in the Department of English and Director of First-Year Composition at McDaniel College, a liberal arts institution in Westminster, Maryland. He teaches courses in rhetoric, composition, and writing pedagogy, with a strong emphasis on transformative, anti-racist, and translingual approaches to writing education.

Education:

• Ph.D. in English, University of Minnesota (2022)
• M.A. in English, University of Maine (2015)
• B.A. in English (Creative Writing and Literature), Trinity College (2011)

His research focuses on critical and translingual composition pedagogy, transformative writing program administration, labor issues in higher education, sociolinguistics, and literacy studies. He integrates interdisciplinary themes such as foodways and rhetorical theory into his curriculum, encouraging students to engage in metacognitive and metalinguistic reflection. His teaching spans diverse contexts across multiple institutions, including the University of Minnesota, University of Maine, and Colby College.

His recent scholarship, published in WPA: Writing Program Administration, examines the labor conditions of graduate student writing instructors, highlighting disparities between idealized roles and actual working realities. This work reflects a broader commitment to educational equity and justice in academic labor.

Scientific Awards:

Alexander advises on writing pedagogy and curriculum development through his administrative role. He has not received any listed scientific awards in the provided texts. He collaborates extensively across disciplines at McDaniel, leveraging the college’s liberal arts environment to foster innovative teaching and research partnerships.

Labs and Teams: While no formal lab is mentioned, he leads the First-Year Composition program and works collaboratively with faculty across departments to support writing across the curriculum. His work embodies a team-based, inclusive approach to writing program administration and pedagogical innovation.