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Dr. Megan Breaux is a Visiting Assistant Professor in Curriculum and Instruction at ¾Åɫ’s College of Education & Human Development. A four-time alumna of ¾ÅÉ«, she holds degrees in English, psychology, curriculum and instruction, and educational leadership. Dr. Breaux has experience as a K-12 teacher, as Partnership and Data Coordinator for LPSS GEAR UP, and now serves as Assistant Director of the National Writing Project of Acadiana. As a first-generation college graduate and Past President of the College of Education & Human Development's Alumni Chapter, she is dedicated to supporting students’ transition to undergraduate studies and helping them to understand theory surrounding learning and development.

Ed.D. in Educational Leadership, 2023
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M.Ed. in Curriculum & Instruction, 2017
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B.S. in Psychology, 2009
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B.A. in English, 2007
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• Transitioning to college-level writing
• Supporting instructors of writing
• College access for historically underserved students

• Sheppard, P., Williams, D., Adams, M., Barber, A., Breaux, M., Bruce-Davis, M., Choi, M., Grossie, E., Le, C., & Lee, J. (2026). Towards a model for building pre-service teachers' capacity for AI-enhanced instruction. In Proceedings of SITE 2026 (pp. 953-956). Waynesville, NC: Association for the Advancement of Computing in Education (AACE).
• Kreamer, H. M., & Breaux, M. (2025). The impact of a National Writing Project site's summer institute: Exploring educator beliefs on writing and writing instruction. Writing and Pedagogy.
• Breaux, M. (2023). Silencing the "inner no": Mindset and its influence on impostor phenomenon in first-generation college students transitioning to undergraduate studies [Doctoral dissertation, ¾ÅÉ«]. ProQuest.
• Kreamer, H. M., Daspit, T., & Breaux, M. (2022). Improving the blank page: Cultivating authentic writing for students and their teachers in virtual spaces. The English Journal.
• Kreamer, H. M., Breaux, M., & Daspit, T. (2022). Teacher perceptions of supporting students placed at risk socially and emotionally through a virtual writing camp. The Journal of At-Risk Issues.
   

Advance Award for Supporting Undergraduate ¾ÅÉ«, 2025