Meaghan Brewer

Meaghan Brewer is an Associate Professor in the Department of English at Pace University’s Dyson College of Arts and Sciences, New York City. She serves as Director of the Writing Enhanced Course Program, contributing to institutional writing initiatives. Her academic work bridges rhetoric, composition, and literacy studies, with a focus on pedagogy and historical discourse.

• PhD in English – Rhetoric and Composition, Temple University (2013)
• MA in English – Rhetoric and Composition, Temple University (2009)
• BA in Psychology, Wake Forest University (2002)

Her research centers on literacy theory, graduate instructor education, nineteenth-century American rhetorics, and disciplinarity. She investigates how ideological, political, and linguistic frameworks shape writing instruction and teacher development. Her work often explores race, neutrality, and identity in pedagogical contexts.

Recent publications (2017–2023) demonstrate a strong trajectory in composition pedagogy, teacher cognition, and historical-cultural rhetoric. Her scholarship appears in top journals like College Composition and Communication and Peitho, and she authored the 2020 book Conceptions of Literacy. Themes include graduate instructor training, race and protest, and the rhetoric of science in 19th-century women’s magazines.

She is an active member of major academic organizations:

• Council for Writing Program Administrators
• Rhetoric Society of America
• Conference on College Composition and Communication

While no specific scientific awards are listed, her sustained publication record and leadership role indicate significant professional contributions. As Director and faculty member, she likely mentors graduate instructors and contributes to curriculum and writing program development.

Meaghan Brewer teaches courses such as Writing in the Disciplines, Language and Identity, and Introduction to Rhetorical History and Theory. Her teaching and research are deeply integrated, emphasizing critical literacy and rhetorical awareness across academic contexts.