Prudence Merton

|Non-specific Courtesy Appt
Academic Appointments
  • Lecturer

  • Associate Director for Faculty Programs and Assessment, DCAL


Dartmouth College
HB 6250


Institute for Writing and Rhetoric


  • B.A. Chatham College
  • M.S. Texas A&M University
  • Ph.D. Texas A&M University

Selected Publications

  • Fajt, V., Gelwick, F., Merton, P., Moore, G., Moyna, I.E., Loureiro-Rodriguez, V., Zarestky, J. (2013). Feedback and fellowship: Stories from a successful writing group.  Book Chapter, Working with Faculty Writers. Geller, A.E. & Eoudice, M. (eds). Logan, UT: Utah State University Press. (In Press).

  • Merton, P., Froyd, J., Clark, C., Richardson, J. (2009) A case study of relationships between organizational culture and curricular change in engineering education. Innovative Higher Education, 34(4), pp 219-233.

  • Clark, M., Froyd, J., Merton, P., Richardson, J. (2004). The evolution of curricular change models within the Foundation Coalition, Journal of Engineering Education. 93(1), pp.37-47.

Speaking Engagements

  • Merton, P., Froyd, J., Clark, C., Richardson, J. (2004). Challenging the norm in engineering education: Understanding organizational culture and curricular change.  Proceedings of the 2004 American Society for Engineering Education Annual Conference. Salt Lake City, UT.

  • Layne, J., Froyd, J., Simpson, N., Caso, R., Merton, P. (2004). Understanding and improving faculty professional development in teaching.  Proceedings of 34th ASEE/IEEE Frontiers in Education Conference, Savannah, GA.  

  • Richardson, J. Merton, P. Froyd, J, Clark, C. (2003). Observations on 10 years of Foundation Coalition change efforts.  Proceedings of 33rd ASEE/IEEE Frontiers in Education Conference, Boulder, CO.

  • Clark, C., J. Froyd, P. Merton, J. Richardson. (2003). Evolving models of curricular change: The experience of the Foundation Coalition.  Proceedings of the 2003 American Society for Engineering Education Annual Conference, Nashville, TN. 

  • Merton, P., Clark, C. (2002). Messiness of practice: Implications for research of a cross-disciplinary multi-case, multi-site qualitative study.  Proceedings of the Ethnographic and Qualitative Research in Education 2002 Annual Conference.  Duquesne University, Pittsburgh, PA.