Yagelski Receives 2010 CEE Emig Award

Albany, NY (December 1, 2010) - Robert P. Yagelski, Educational Theory and Practice, has been awarded the 2010 CEE Janet Emig Award for Exemplary Scholarship for his article, “A Thousand Writers Writing: Seeking Change Through the Radical Practice of Writing as a Way of Being” published in the October 2009 issue of English Education.

Robert P. YagelskiThe award, given by the Conference on English Education (CEE), an association within the National Council of Teachers of English (NCTE) in honor of Janet Emig, Professor Emeritus of English Education at Rutgers University, recognizes exceptional scholarly articles published in the CEE journal, English Education, within the previous calendar year.  CEE is an association for those NCTE members who are engaged in the preparation, support, and continuing education of teachers of English language arts/literacy.  Dr. Yagelski was presented with the award at the NCTE annual convention in Orlando, Florida in November.

Dr. Yagelski is associate professor of English Education in the Department of Educational Theory and Practice and an affiliated faculty member in the Department of English. He has taught courses in writing, composition theory and pedagogy, critical pedagogy, qualitative research methods, and the history of rhetoric. Professor Yagelski is 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 CEE. Previously, he directed the Writing Center at UAlbany, co-directed the English Education program at Purdue University, and chaired the English Department at Vermont Academy, an independent high school. He has also served as associate dean for academic affairs in the School of Education.

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.