Makenzie Selland is an assistant professor of education, specializing in the areas of literacy and teacher education. Her teaching and research interests focus on equity-minded literacy practices across the disciplines, the intersections of narrative identity development and teacher education, and, most recently, the development of equitable clinically-based teacher education parnerships. Her work has appeared in Teaching Education, the Journal of Literacy Research, and Assessing Writing.
PhD, Literacy Curriculum & Instruction, University of Colorado Boulder, 2013
MEd, Secondary English Teaching, The George Washington University, 2003
BA, English, Northern Arizona University, 2000
My goals as a teacher are that students leave my class ready to:
To this end, my approach to teaching involves modeling positive and productive learning environments, designing instruction that encourages students to explore new material through focused, discovery-based assignments that are applicable in the future, and challenging students to examine initial perceptions through thought-provoking readings, discussions, projects, and critical thinking activities.