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Our faculty

Katherine Daily O’Meara
kat omeara

Kat O'Meara

Assistant Professor of English and Dir of Writing Across the Curriculum Program

Katherine Daily O’Meara is an assistant professor of English and the director of Writing Across the Curriculum at SNC. A member of the college faculty since 2020, O’Meara specializes in rhetoric and composition and writing studies, writing program administration and second language (L2) writing.

Her classes incorporate engagement-based grading contracts, which is a type of ungraded assessment ecology that prioritizes student agency and choice. Students in her classes engage with a variety of texts and modalities, and they compose in a wide array of authentic, real-life genres for different audiences and purposes. Students can expect to learn through extensive feedback (response to student writing) and revision in her courses.

  • ENGL 313 Writing for the World (Core: EI)
  • ENGL 290 Introduction to Writing Studies
  • ENGL 306 Professional Writing
  • IDIS 100 College Writing
  • LIST 550 Diverse Perspectives/BUAD 589 Special Topics - Anti-Racist and Inclusive Pedagogy/Practice
  • LIST 588 Capstone

  • B.A. – Carroll College (now Carroll University), English
  • M.A. – University of Wisconsin-Milwaukee, English (Linguistics and TESOL)
  • Ph.D. – Arizona State University, English (Writing, Rhetorics, and Literacies)

  • Writing across the curriculum
  • Writing program administration
  • Antiracist, accessible and equitable assessment pedagogies

“What is Gained in Translation: Lessons from a WPA in Liminal Space.” Accepted by Joe Janangelo and Mark Blaauw-Hara (Eds.), Understanding WPA Readiness and Renewal. [Accepted by University Press of Colorado; publication forthcoming 2023-4]

“Learning, Representing, and Endorsing the Landscape: WPA as Cartographer.” (2023) In Lilian Mina, Patti Poblete, and Lydia Wilkes (Eds.), Toward More Sustainable Metaphors of Writing Program Administration. Utah State University Press. Available at https://upcolorado.com/utah-state-university-press/item/6259-toward-more-sustainable-metaphors-of-writing-program-administration

“Teaching Tip: Building Response into Labor-Based Grading Contracts.” (2022) Journal of Response to Writing 8(1). Retrieved from https://scholarsarchive.byu.edu/journalrw/vol8/iss1/4/

“Multilingual Pedagogy as Antiracist Pedagogy: Re-Envisioning the Inclusive (ELL) Classroom and Writing Program.” (2021) The Wisconsin English Journal, special issue ELL Outreach and Teaching Strategies, 63(2), 38-61. Retrieved from https://wejournal.files.wordpress.com/2021/11/3.pdf

“Providing Sustained Support for Teachers and Students in the L2 Writing Classroom Using Writing Fellow Tutors.” (2016) Journal of Response to Writing, 2(2), 66-87. Retrieved from https://scholarsarchive.byu.edu/journalrw/vol2/iss2/4/