William J. Macauley, Jr.
Associate Professor &
Director, University Writing Center
BS (English, Creative Writing and World Literatures -- Grand Valley State University, 1986); MA (English, American and British Literatures -- Pittsburg State University, 1988); PhD, (English Rhetoric and Linguistics, Indiana University of Pennsylvania)
Office: Mackay Science, Room 108
Telephone: (775) 784-6038
Building Writing Center Assessments that Matter. Ellen Schendel & William J. Macauley, Jr. (2012). Logan: Utah State University Press.
Before and After the Tutorial: Writing Centers and Institutional Relationships. Nicholas Mauriello, William J. Macauley, Jr., & Robert T. Koch, Jr., Eds. (2011). NYC: The Hampton Press, Inc.
Marginal Words, Marginal Work? Tutoring the Academy in the Work of Writing Centers. William J. Macauley, Jr. & Nicholas Mauriello, Eds. (2007). NYC: The Hampton Press, Inc.
Student agency in college-level writing, Administration and assessment in writing courses, curricula, programs, and centers
Bill Macauley received his BS from Grand Valley State University (1986), his MA from Pittsburg State University (1988), and his PhD from Indiana University of Pennsylvania (1999). Bill was hired at UNR in July of 2011 to serve as the Director of the University Writing Center and Associate Professor of English. He has taught courses in academic writing, writing for business, literature, nonfiction writing, and writing via technology, as well as writing program administration, WAC/WID, writing center theory/pedagogy, composition theory/pedagogy, community writing/publishing, and writing systems. Bill has been an editor with a number of professional journals and, along with his co-editor, Nicholas Mauriello, won the 2007 International Writing Centers Association Outstanding Scholarship Best Book Award for Marginal Words, Marginal Work? Tutoring the Academy in the Work of Writing Centers (The Hampton Press). His research interests include student agency in writing, writing program/center administration, and first-generation/working-class students' acquisition of academic discourse. He has been involved in a number of community projects directed toward breaking down barriers to higher education. Bill is committed to inclusive scholarship and collaboration across contexts.
Three kids, two dogs, graphic novels, working-class literatures and studies