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Dr. Melissa Wrenn doesn’t just study literacy—she amplifies it. As the newly appointed Joseph B. Oxendine Distinguished Scholar at �鶹����, she is already setting the stage for big conversations.

Her first stop? Oxford, England, where she will represent �鶹����P at the 2025 World Literacy Summit, bringing the university’s literacy efforts to a global audience. With more than two decades of experience in education, Wrenn has made it her mission to support teachers, shape policy and elevate �鶹����P’s literacy programs to new heights.

“I’m aiming high right away,” said Wrenn, one of the newest members of the School of Education, which is experiencing the highest growth in enrollment by percentage in the �鶹���� System. 

Wrenn’s proposal for the summit was recently accepted, allowing her to showcase �鶹����P’s role in the Science of Reading dialogue and its ongoing work to develop community-based literacy clinic sites.

Her journey to this prestigious role has been shaped by years of dedication to literacy education. Wrenn brings more than two decades of teaching experience to her new role, named for Chancellor Emeritus Joseph Oxendine who led the university as its third chancellor from 1989 to 1999.

“It’s truly an honor,” Wrenn said. “The legacy is palpable. There is some pressure to attempt to live up to that. I want to carry out this position so that people from the Oxendine family can be proud and �鶹���� Pembroke can be proud of this work.”

Wrenn comes to �鶹����P from East Carolina University, where she was an associate professor of elementary education. She previously taught at Western Kentucky and as a graduate assistant at N.C. State. An expert in literacy research and scholarship, she has published 24 manuscripts and presented research on the role of language in classroom discourse, disciplinary literacy, teacher education and the Science of Reading.

In 2021, state lawmakers strengthened policies around the Science of Reading, requiring elementary schools to ensure students are reading on grade level by third grade. Wrenn’s expertise in literacy aligns perfectly with these statewide efforts, positioning her as a key advocate for evidence-based reading instruction.

Dr. Tracy Mulvaney, dean of the School of Education, is thrilled to have Wrenn on board.

“Dr. Wrenn's remarkable academic achievements and passion for literacy education make her an invaluable addition to our faculty,” Mulvaney said. “Her expertise will undoubtedly inspire both our students and colleagues, and we are excited about the impact she will have on our academic community.”

For Wrenn, literacy is more than just a field of study—it’s personal. Growing up in rural Franklin County, N.C., she understood from an early age that education opened doors, a value instilled in her by her parents. 

She began her career teaching third and fourth grades in a Title I school in her hometown, overcoming the struggles of a first-year teacher and evolving into a strong advocate for educators.

“I’ve always been passionate about supporting teachers and finding ways to improve the education system. I had an alternative licensure route to the classroom, so that’s when the teacher education passion started for me,” she said. 
“I recognized that my colleagues were all passionate educators. If they were struggling with areas in the classroom––I wanted to support them. Certainly, I cared about my students, but I felt strongly about supporting teachers.”

That passion led her to pursue advanced licensure and degrees and holds active licenses in North Carolina for K-6 and Curriculum Instructional Specialist and National Board Certification in literacy. Dr. Wrenn earned her doctorate in curriculum and instruction with a literacy education focus from N.C. State.

In 2012, she transitioned to higher education, accepting a teaching position while completing her Ph.D. at N.C. State. But her early experiences in academia were humbling. 

“My first day went great. I told myself that I was born to do this––then I received my evaluations,” she said. “There was a learning process. I became good at teaching elementary school. So, I needed to excel in the same way in higher ed.”

Determined to grow, she sought mentorship, embraced feedback, and eventually found her stride. A year-long professional development program at Western Kentucky proved to be a turning point in her career.

“It was transformative. I would describe it as a national board certification for professors, designed to improve teaching practice,” Wrenn said. “I feel strongly that teaching is a learned skill. No matter how good we are––we can get better.”

At �鶹����P, Wrenn is focused on elevating the university’s literacy initiatives beyond the region,

“�鶹����P is a great fit for me. This position allows me to do curriculum work, teaching work, and research. There are opportunities to support other professors in all their areas,” she said.

But she sees an even bigger opportunity ahead: increasing national recognition for �鶹����P’s literacy efforts.

“Great work is being done here, but it’s not being recognized nationally,” Wrenn said. “I’d like to do some work to change that.”