Amy Cicchino, Ph.D. believes that that writing is a lifelong practice of discovery, communication, and community-building. Whether in the classroom or the Writing Center, she cultivates learning environments where writing is not simply assigned but actively supported. For Amy, meaningful writing empowers students to find their voice, make intentional rhetorical choices, and envision the futures writing can help them shape. This philosophy informs her approach to teaching and mentoring: she encourages writers to ask better questions, revise with purpose, and see writing as integral to who they are and what they do.

Her research takes up writing praxis and digital composition, experiential and high-impact learning experiences, and writing program administration and has appeared in journals such as WPA: Writing Program Administration, the International Journal of ePortfolio, and the Writing Center Journal, among others. Her recent edited collection with Troy Hicks, Better Practices: Exploring the Teaching of Writing in Online and Hybrid Spaces (2024), won the 2024-2025 Computers & Composition Johndan Johnson-Eilola Distinguished Book Award and received an honorable mention for the 2025 CCCC Outstanding Book Award.

Amy serves as president of the Global Society of Online Literacy Educators (GSOLE), where she collaborates with specialists in online literacy instruction to advance pedagogy and professional development tailored to digital and online learning contexts. She is also deeply engaged in the high-impact practices (HIPs) community, serving as a track leader for HIPs in the States, and the Association for Authentic, Experiential, Evidence-Based Learning (AAEEBL), where she was a founding co-chair and remains an active member of the Digital Ethics Task Force. Lastly, Amy contributes to the field through editorial work, collaborating with Christopher Basgier and Helen Chen on a special issue of Across the Disciplines on ePortfolios across the disciplines and serving on the editorial board and as incoming editor for the Experiential Learning and Teaching in Higher Education (ELTHE) journal.