Megan Swihart Jewell

Senior Instructor

Guilford House 314

Other Information

Degree: PhD, Duquesne University

Specialty: English Program Faculty









Megan Jewell is English Faculty, and a Core Teaching and Research Faculty Member in the Women’s and Gender Studies Program. Dr. Jewell researches and teaches twentieth- and twenty-first century American and British poetry. In articles and book chapters, she has published on language-school poets and innovative women writers. Courses to date have focused on topics such as feminist activism and literature; body image and gender; and working-class literature.

Selected Publications:

  • Re-Defining Roles: The Professional, Faculty, and Graduate Consultant’s Guide to Writing Centers. Eds. Megan Jewell and Joseph Cheatle. Logan UT; Utah State University Press. Print. ( 2021).
  • “Gender Preferences in Writing Center Appointments. The Case for a Metadata-Driven Approach.”  With Mark Pedretti. The Journal of Writing Analytics 4 (2020): 212-236.
  • “Toward a Professional Consultant’s Handbook: Researching Support and Training Methods.” With Joseph Cheatle. WLN: A Journal of Writing Center Scholarship. 41.3-4: 10-17. 2016.
  • “Becoming Articulate: Kathleen Fraser and The New American Poetry.” Ed. John Woznicki. The New American Poetry: 50 Years Later. Lehigh: Lehigh University Press, 2013.
  • “Taking on the Official Voice: Charles Bernstein’s Poetic Sophistry and Post-Process Writing Pedagogy.” The Salt Companion to Charles Bernstein. Ed. William Allegrezza. Salt Publishing, 2012.
  • “Between Poet and (Self-) Critic: Scholarly Interventionism in Rachel Blau DuPlessis’s Drafts. Contemporary Women’s Writing 5.1 (2011).
  • “Sustaining Argument: Centralizing the Role of the Writing Center in Program Assessment.” Praxis: A Writing Center Journal 8.2 (2011).
  • With Desselle, Shane, et al. “Evolution of a Required Service-Learning Course: Lessons Learned and Plans for the Future.” Journal of Pharmacy Education 12.1 (2005): 23-40.
  • “Current Bibliography.” Nathaniel Hawthorne Review 29 (Fall 2003): 84-118.