Robert P. Yagelski is Associate Professor of English Education in the Department of Educational Theory and Practice at the State University of New York at Albany. He is also an affiliated faculty member of the Department of English. He teaches in the doctoral program in curriculum and instruction, masters programs in education, and the graduate program in secondary teacher certification and works with students in the doctoral program in English. He has taught courses in writing, composition theory and pedagogy, critical pedagogy, qualitative research methods, and the history of rhetoric. He has also served as associate dean for academic affairs of the School of Education.

Professor Yagelski is the director of the Capital District Writing Project, a site of the National Writing Project, and works extensively with K-12 teachers to help improve writing instruction at all levels of schooling. He has served as a member of the Board of Directors of the Teacher Education Accreditation Council (TEAC) and the Executive Committee of the Conference on English Education. Previously, he directed the Writing Center at SUNY-Albany, co-directed the English Education program at Purdue University, and chaired the English Department at Vermont Academy, an independent high school.

Professor Yagelski's research focuses on understanding literacy as a social activity and writing as a technology. He has studied revision in student writing and the uses of technology in writing instruction, and he has examined the role of literacy in students' lives. Recently, he has explored connections between writing, pedagogy, and issues of social justice and sustainability.

Professor Yagelski is the author of Writing as a Way of Being: Writing Instruction, Nonduality, and the Crisis of Sustainability (Hampton Press, 2011), Literacy Matters: Writing and Reading the Social Self (Teachers College Press, 2000), and numerous articles and essays about teaching writing that have appeared in College Composition and Communication, Research in the Teaching of English, English Education, the Journal of Teaching Writing, and Radical Teacher, among others. He is also author of several writing textbooks, including Reading Our World, 2nd edition (Wadsworth/Cengage, 2009) and (with Robert K. Miller) The Informed Argument, 8th edition (Wadsworth, 2011). He is co-editor (with Scott Leonard) of The Relevance of English: Teaching That Matters in Students' Lives (NCTE, 2002) and author of The Day the Lifting Bridge Stuck (Bradbury Press, 1992), a children's book. He earned his Ph.D. in Rhetoric and Composition from the Ohio State University.