Colleen M. Kuusinen, Ph.D. Assistant Director for the Scholarship of Teaching and Learning
Bldg: North Instructional Plaza
As the Assistant Director for the Scholarship of Teaching and Learning, Colleen works closely with faculty, graduate students and postdoctoral scholars across campus to support scholarly teaching and the Scholarship of Teaching and Learning (SoTL).
At UGA, Colleen leads cross-disciplinary workshops, programs, learning communities and provides one-on-one consultations to faculty and graduate students interested in designing and conducting research projects around the processes of teaching and learning in their classrooms. An important part of her responsibilities supporting and serving as a liaison between the CTL and different organizations, departments, and individuals on campus conducting SoTL, discipline-based, and educational research.
Colleen’s areas of scholarly expertise include effective classroom teaching practices, teacher motivation and self-efficacy, and sociocultural learning theory as applied to teacher learning. As an instructor, Colleen creates equitable and inclusive learning environments through the design of learning experiences and the co-construction of a learning community with her students. Colleen received her Ph.D. from the Combined Program in Education and Psychology at the University of Michigan and her B.A. in English from the University of California, Berkeley. She counts one of her most transformational learning experiences as teaching English and Social Studies at an urban middle school in Oakland, California among a committed group of educators. Other such transformational experiences include living and teaching abroad in Spain and France.
On the weekend you will find Colleen doing yoga, hiking, cooking, trying to keep things alive in her garden, or dancing.
Kuusinen, C.M., Watson, C.E. (2017). How to Perform Educational Research in Reacting to the Past Settings: A Primer for the Scholarship of Teaching and Learning. In T. C. Hagood, & C. E. Watson (Eds.), Playing to learn: Research into the Reacting to the Past pedagogy and its impacts on student learning. London: Palgrave McMillan.
Kim, J., Kang, H., Kuusinen C. M., & Park, K. (2017). Exploring the relationship between teacher collaboration and learner-centered instruction. KEDI Journal of Educational Policy, 14(1), 3-24.
Lauermann, F., Karabenick, S.A., Carpenter, R., & Kuusinen, C. (2017). Teacher Motivation and Professional Commitment in the United States: The Role of Motivations for Teaching, Teacher Self-efficacy and Sense of Professional Responsibility. In H. Watt, P. Richardson, & K. Smith (Eds.), Global Perspectives on Teacher Motivation (Current Perspectives in Social and Behavioral Sciences, pp. 297-321). Cambridge: Cambridge University Press. doi:10.1017/9781316225202.011