Lauren Cagle

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  • Assistant Professor
  • Environmental and Sustainability Studies
  • Writing, Rhetoric, and Digital Studies
  • Appalachian Center
lauren.cagle@uky.edu
1351 Patterson Office Tower
(859) 257-1115
PDF icon cagle-cv-92821.pdf
Website
  • Other Affiliations:
    • Association for Rhetoric of Science
    • Technology
    • and Medicine
    • Association of Teachers of Technical Writing
    • National Communication Association
    • Rhetoric Society of America,
    • International Environmental Communication Association
    • ACM SIGDOC
Research Interests:
  • Environmental Rhetoric
  • Climate Change Communication
  • Disability Studies
  • Feminist Ethics
  • Technical Communication
  • Rhetoric of Science
  • science communication
Education

Ph.D., University of South Florida (2016)

M.A., University of Nevada, Las Vegas (2011)

B.A., Rhodes College (2007)

Bio

Lauren E. Cagle is an Assistant Professor of Writing, Rhetoric, and Digital Studies and Affiliate Faculty in the Environmental Studies major. She teaches courses on environmental rhetoric, technical communication, and communication in the natural and social sciences. Her research focuses on climate change communication, technical communication, disability studies, feminist theory, and ethics. She is especially interested in debates about climate change by non-technical stakeholders in the public sphere.  Cagle's work has been published in Technical Communication Quarterly, the Journal of Technical Writing and Communication, Rhetoric Review, and Computers & Composition.

Selected Publications: 

Cagle, L. E. (2021). The ethics of researching unethical images: A story of studying strangershots (or a story of trying to do good research without doing bad things). Computers & Composition.

Walker, K., & Cagle, L. E. (2020). Resilience rhetorics in science, technology, and medicine. Poroi, 15(1).

Cagle, L. E., & Herndl, C. G. (2019). Shades of denialism: Discovering possibilities for a more nuanced deliberation about climate change in online discussion forums. Communication Design Quarterly, 7(1), 22-39.

Cagle, L. E. (2019). Surveilling strangers: The disciplinary biopower of digital genre assemblages. Computers & Composition, 52, 67-78.

Cagle, L. E. (2018). Climate change and the virtue of civility: Cultivating productive deliberation around public scientific controversy. Rhetoric Review, 37(4), 370-379.

Cagle, L.E. (2017). Becoming 'forces of change': Making a case for engaged rhetoric of science, technology, engineering, and medicine. POROI, 12(2).

Cagle, L. E., & Tillery, D. (2017). Tweeting the anthropocene: #400ppm as networked event. In H. Yu & K. M. Northcut (Eds.), Scientific Communication: Practices, Theories, and Pedagogies. New York, NY: Routledge.

Browning, E. R., & Cagle, L. E. (2016). Teaching a ‘Critical Accessibility Case Study’: Developing disability studies curricula for the technical communication classroom. Journal of Technical Writing and Communication.

Cagle, L. E., & Tillery, D. (2015). Climate change research across disciplines: The value and uses of multidisciplinary research reviews for technical communication. Technical Communication Quarterly, 24(2), 147–163.