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Writing at Moravian Administrators and Staff

Headshot of Crystal Fodrey

Crystal N. Fodrey, Associate Professor of English and Director of Writing

Office location: Zinzendorf 202
Office phone: 610-861-1511

B.A., M.A., Western Kentucky University  
Ph.D, University of Arizona

Research interests and expertise
Writing Across the Curriculum Program Administration (First-Year Writing, Writing in the Disciplines/Writing-Enriched Curriculum Development and Implementation; Faculty Development); Writing Transfer Studies; Rhetorical Genre Studies; Composition and Creative Nonfiction Theory and Pedagogy; Multimodal Writing in Digital Spaces; Public Rhetoric and Writing; Spatial Rhetoric and Place Writing 

Dr. Fodrey specializes in rhetoric and writing studies and teaches courses in rhetorical theory, digital rhetoric and writing, professional writing, editing and publishing, first-year writing, creative nonfiction, and writing studies. Her research is grounded in her dedication to well theorized and effective teaching and administrative practices in writing courses across the curriculum. Her scholarship on faculty development in the teaching of writing and writing curricular development has appeared in Across the Disciplines (with Meg Mikovits) and Composition Forum (with Meg Mikovits, Chris Hassay, and Erica Yozell) and is forthcoming in the edited collections Professionalizing Multimodality (with Meg Mikovits and Erica Yozell), Writing-Enriched Curricula: Models of Faculty-Driven and Departmental Transformation (with Chris Hassay) and Multimodality and Writing Transfer (with Meg Mikovits). 

Dr. Fodrey has given talks on writing pedagogy, writing teacher training, and writing across the curriculum program development at the Conference on College Composition and Communication (here, often with undergraduate researchers), the International Writing Across the Curriculum Conference, the Council of Writing Program Administrators Conference, and the Small Liberal Arts College Writing Program Administrators Conference, among others. She is also an active member of each of the aforementioned professional organizations.

Regarding her approach to teaching, Dr. Fodrey writes, “Whether I am teaching academic writing, technical writing, or a creative nonfiction course, fostering the development of facilitas—Quintilian’s term for the ability to communicate effectively and ethically in any form, in any situation—remains the primary tenet of my teaching. I believe that compositions spanning the spectrum from literary to lab report, from primarily alphabetic to multimodal, can be taught, practiced, understood, and improved. All students are capable and need not wait for inspiration from muses in order to have valid ideas and produce writing of value to both themselves and others. With an understanding of how to analyze, enact, and occasionally disrupt conventions of audience, purpose, and genre in particular, students can best work toward becoming autonomous writers with the agency to communicate effectively in myriad forms and effect positive changes in the communities for which they write. What does my approach say about me as a teacher? It says I understand that a good rhetorician should be able to navigate multiple roles and discursive situations within a single day all while remaining true to her convictions and ethical in her presentation. It says I value my students’ experiences. I value their cultures. I value their differences. I value their understandings of what successful compositions look like and do in the world. And I believe in their abilities to rise to writing challenges that extend past the classroom and into the various communities and publics that comprise their realities. My students are writers first, and I—a fellow writer—am their guide through the vast and ever-changing landscape of composition.”


Meg Mikovits, Instructor of Writing and Coordinator of the Writing Center and Writing Fellows Program

Meg Mikovits

Office location: Zinzendorf 204
Office phone: 610-625-7820

B.A., Moravian University
M.A., West Chester University of Pennsylvania

Research interests and expertise
Writing center theory and pedagogy; First-year writing; Multimodal composition; Knowledge transfer

Meg Mikovits is a teacher and writing center administrator who aims to help students grow as rhetorically, socially aware, and ethical writers. Meg's approach to working with writers is informed by her time working in writing centers. In this context, where the work is often focused on one writer at a time, she learned to prioritize and adapt to the needs and abilities of individual writers — an ethos she brings with her to the classroom. She regularly teaches first-year writing, introduction to writing arts, professional and technical writing, and the training course for writing fellows and writing center tutors., in addition to mentoring undergraduate students pursuing research projects in writing studies. Meg has presented on writing fellows program development, writing tutor and fellows training, inter-campus writing center collaborations, and multimodal pedagogies at the MAWCA, IWCA, CCCC, and Computers & Writing conferences. She has published work in Composition Forum, Across the Disciplines, and several edited collections on multimodal composition.


Karen Groller, Associate Professor of Nursing and First-Year Writing Coordinator

Karen Groller

Office location: Sally Miksiewicz Center, Room 308
Office phone: 610-625-7767

B.S.N., Cedar Crest College
M.S.N., DeSales University
Ph.D., University of Kansas

Research interests and expertise
Obesity Management Weight Loss Surgery (Bariatric Surgery); Academic and clinical education topics (e.g.-patient education practices, digital pedagogy); Impact of preventative care on patient quality of life; Vascular and Traumatic Limb-Loss (amputations)

Dr. Groller is an Assistant Professor of Nursing and the First-Year Writing Co-Coordinator at Moravian College. She obtained her B.S. in Nursing from Cedar Crest College, M.S. in Nursing from DeSales University, and Doctorate of Philosophy (PhD) in Nursing from the University of Kansas. She maintains active certifications in Cardiac/Vascular and Medical-Surgical nursing. Dr. Groller became an Apple® Distinguished Educator in 2019. She is a well-published nurse researcher, educator, and expert in the fields of obesity management, particularly bariatric surgery education practices, and digital education pedagogies. Dr. Groller uses technology in the classroom in intentional and meaningful ways to support problem-based learning. Her passion is shared through infographics and podcasts that are created by first-year students under her mentorship to educate various audiences about important health topics. This activity encourages healthcare professionals to become active and responsible producers and critical consumers of digital health information. She has published her work on digital multimodal writing projects in health education, including an article on digital media analysis and a forthcoming chapter in Writing in the Health Professions on the need for future healthcare professionals to be prepared to communicate health information to the public via accessible, multimodal genres.


Chris Hassay, Writing Enriched Curriculum Researcher and Writing at Moravian Staff Assistant

Office location: Zinzendorf 302
Office phone: 610-625-7513

B.A., M.A.T. Moravian University

Research interests and expertise
Writing-enriched curriculum development; First-year writing; Collaborative worldbuilding; Game studies

Chris Hassay is a co-researcher with the writing-enriched curriculum at Moravian, where he also teaches first-year writing and worldbuilding courses. His scholarship has appeared in Composition Forum, and he has presented on WEC research and FYW pedagogy at the Writing-Enriched Curriculum Institute, College Composition and Communication Conference, International Writing Across the Curriculum Conference, Small Liberal Arts College Writing Program Administrators Conference, and Watson Conference. His current research centers on the connections between transfer-centric writing practices and creative writing experiences, as well as WEC research practices and methodologies.