Kevin Roozen is an Assistant Professor of Rhetoric and Composition at Auburn University, where he teaches first-year composition as well as a range of undergraduate and graduate courses in rhetorical theory and practice, composition theory, literacy studies, and writing as social practice.

As a teacher, Kevin has enjoyed a number of opportunities to work with different populations of learners (high school students, "at risk" undergraduates, senior English education majors, and new graduate teaching assistants) in a number of institutional contexts (high school, community colleges, a private liberal arts college, and two different large universities) and in a variety of capacities (as a teaching assistant, an instructor, a full-time secondary education teacher, and now as an assistant professor at Auburn).

As a researcher, Kevin's longitudinal ethnographic studies of literate activity focus on the interplay between writing for multiple contexts and the implications those linkages and disconnects have for the extended development of literate persons and practices. His work has appeared in College Composition and Communication, the Journal of Basic Writing, Text and Talk: An Interdisciplinary Journal of Language, Discourse and Communication Studies, and Kairos: A Journal of Rhetoric, Technology, and Pedagogy. Kevin's recent article titled “‘Fan fic-ing’ English Studies: A Case Study Exploring the Interplay of Vernacular Literacies and Disciplinary Engagement” is forthcoming in Research in the Teaching of English, and he has chapters in a number of forthcoming edited collections

In addition to longitudinal studies of literate development, Kevin's other research interests include qualitative methods, basic writing, sociohistoric theory, writing pedagogy, and writing program administration.

Click here to view Kevin's curriculum vitae.