Colleen Kuusinen_2020_Headshot

Colleen M Kuusinen

301C Goodell Building

Colleen M Kuusinen

Educational Developer and Lecturer

Colleen works closely with faculty, graduate students and postdoctoral scholars across campus to support classroom and course assessment, scholarly teaching, and the Scholarship of Teaching and Learning (SoTL). Colleens serves as the organizational lead on the end-of-term confidential student feedback survey, the Forward FOCUS (Feedback on Course Understanding and Skills), and conducts midterm course assessments, and leads cross-disciplinary workshops.

Colleen’s areas of scholarly expertise include teacher communities of practice, teacher practices, motivation, and survey design. An alumna of the University of Michigan (Ph.D., Educational Psychology; M.A., Education Studies) and the University of California, Berkeley (B.A., English), she counts one of her most transformational learning experiences as teaching English and Social Studies at an urban middle school in Oakland, California. Other such transformational experiences were living and teaching abroad in Spain and France. Previously, Colleen was Assistant Director for SoTL and Senior Liaison for Faculty Development in the Engineering Education Transformations Institute at the University of Georgia.

Selected publications

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. Playing to learn: Research into the Reacting to the Past pedagogy and its impacts on student learning. London: Palgrave McMillan.

Ji-Hye Kim, Ho Soo Kang, Kuusinen, C. M., & Kyoungho Park. (2017). Exploring the relationship between teacher collaboration and learner-centered instruction. KEDI Journal of Educational Policy, 14(1), 3–24.

Ryan, A., Kuusinen, C. M. & Bedoya-Skoog, A. (2015). Managing peer relations: A dimension of teacher self-efficacy that varies between elementary and middle school teachers and matters for observed classroom quality. Contemporary Educational Psychology, 41, 147-156.