Professor Mya Poe’s research interest is in how people become better writers and what we mean by “better” writing. She is especially interested in what the answers to those questions mean for culturally and linguistically diverse students. Mya spent the first 10 years of her career at MIT as Director of Technical Communication where she worked with faculty across the Institute to develop one of the leading WAC programs in the U.S. Currently, as a faculty member in the Northeastern University English department she teaches graduate and undergraduate students interested in Writing Studies. She also teaches scientific writing and interdisciplinary writing in the Northeastern Writing Program. Her award-winning books include Learning to Communicate in Science and Engineering: Case Studies From MIT which won the CCCC 2012 Advancement of Knowledge Award for the publication that most advances research in writing studies, and Race and Writing Assessment, which won the 2014 CCCC Outstanding Book of the Year. She has guest edited a special issue of Research in the Teaching of English on diversity and is co-guest editing writing assessment and a forthcoming special issue of College English on writing assessment and social justice. As series co-editor of the new Oxford Brief Guides to Writing in the Disciplines, she works with faculty in the disciplines to develop accessible, savvy writing guides in subjects such as Biology, Engineering, Nursing, Political Science, Anthropology, and Sociology. She currently has two books under contract—a monograph entitled Intended Consequences: What Students and Statistics Can tell Us About Writing Assessment and a co-edited collection entitled Writing Assessment and Social Justice.Her scholarship has been published in College Composition and Communication, The Journal of Business and Technical Communication, IEEE Professional Transactions, and Across the Disciplines. Her research has received funding from the National Science Foundation, MIT’s School of Humanities and Social Sciences, and Penn State’s Institute for the Arts and Humanities. She has served as a reviewer for various writing studies and assessment journals, is a board member of Assessing Writing, Research in the Teaching of English, The WAC Journal, and is a member of the NCTE College Steering Committee.