Christine McConnell, Ph.D.
Professor of Foundation and Curriculum Studies
School of Teacher Education
College of Education and Behavioral Sciences
University of Northern Colorado
School of Teacher Education
Campus Box 107
Greeley, CO 80639
Ph.D., Curriculum and Instruction, with emphasis in curriculum studies., University of Denver, Denver, CO, 2007.
M.A. Education with emphasis in urban education. University of Denver, Denver, CO, 1999.
B.A. English (Philosophy Minor). University of New Mexico, Albuquerque, New Mexico, 1996.
- University of Northern Colorado, Greeley, CO.
Professor, Educational Foundations and Curriculum Studies, College of Education and Behavioral Sciences, Fall 2019 to Present. Coordinator, Educational
Studies Doctorate (2014-2022); Coordinator, Master of Arts in Teaching: Curriculum
Associate Professor, Educational Foundations and Curriculum Studies, College of Education and Behavioral Sciences, Fall 2014 to Spring 2018. Coordinator,
Educational Studies Doctorate; Coordinator, Master of Arts in Teaching: Curriculum
Studies; Co-Coordinator, Colorado School of Mines-UNC Partnership for STEM Teacher
Assistant Professor, Educational Foundations and Curriculum Studies, College of Education and Behavioral Sciences, Fall 2012 to Spring 2014. Coordinator,
Secondary Post baccalaureate and K-12 Art, Music, and PE undergraduate & post baccalaureate
- Regis University, School of Education and Counseling, Denver, CO
Assistant Professor/Education Chair, Summer 2010 to Summer 2012
- University of Colorado, Boulder, School of Education
Director, School & University Partnerships/Senior Instructor, Summer 2009 to 2010.
- University of Iowa College of Education, Department of Teaching and Learning
Assistant Professor in Curriculum and Supervision, Fall 2007 to Spring 2009.
Research/Areas of Interest
- Ecological Mindedness in Teaching and Curriculum
- Aesthetic Perspectives of Curriculum and Perceptual Teaching and Learning (CRISPA)
- McConnell, C., Conrad, B., Uhrmacher, P. B. (2020). Lesson Planning with Purpose: Five Approaches to Curriculum Design. Teachers College Press.
- Uhrmacher, P. B., McConnell Moroye, C. M. and Flinders, D. J. (2017). Using Educational Connoisseurship and Criticism for Qualitative Inquiry.
Peer Reviewed Publications
- Ingman, B. & McConnell Moroye, C. (2021). Ecologically Minded Teachers and Character
Education. Special Issue on Virtuous Leadership, Journal of Character Education, Issue 2.
- Jacobs, M., McConnell, C., & Uhrmacher, P. B. (2020). Waking Ecological Mindedness
through Artifacts and Stories. Curriculum and Teaching Dialogue, 22 (1&2).
- Ingman, B. & McConnell Moroye, C. (2019). Experience-based Objectives. Educational Studies.
- McConnell Moroye, C. & Uhrmacher, P. B. (2018). Teaching in the Moment: Educational
Experience in the Age of Tomorrow. On the Horizon.
- McConnell Moroye, C. & Ingman, B. (2017). Ecologically minded teaching. Environmental
Education Research DOI: 10.1080/13504622.2017.1387767.
- Gottlieb, D. & McConnell Moroye, C. (2016). The perceptive imperative: Connoisseurship
and the temptation of rubrics. Journal of Curriculum and Pedagogy.
- Uhrmacher, P. B., Moroye, C. M. and Conrad, B. (2016). Aesthetic, Spiritual, and Flow
Experiences: Contrasts and Educational Implications. Education and Culture.
- Conrad, B., Moroye, C. M., & Uhrmacher, P. B. (2015). Curriculum disruption: A vision
for new practices in teaching and learning. Current Issues in Education, 18(3).
- Moroye, C. M. and Ingman, B. C. (2013). Ecological mindedness across the curriculum.
Curriculum Inquiry, 43(5), 588-612.
- Uhrmacher, P. B., Conrad, B., & Moroye, C. M. (2013). Finding the balance between
process and product through perceptual lesson planning. Teachers College Record. 115 (7).
- Moroye, C. M. & Uhrmacher, P. B. (2012). Standards, not standardization: Orchestrating
aesthetic educational experiences. Language Arts Journal of Michigan. 28 (1), 65-69.
- Moroye, C. M. (2010). Ecological Theory. In C. Kridel (Ed.), Encyclopedia of Curriculum Studies. SAGE.
- Moroye, C. M. and Uhrmacher, P. B. (2010). Aesthetic Themes as Conduits to Creativity.
American Teacher Educators’ Yearbook.
- Moroye, C. M. (2009). Complementary Curriculum: The work of ecologically minded teachers.
Journal of Curriculum Studies, 41(6), Routledge. Selected for Curriculum Studies Reader, Fourth Edition.
- Moroye, C. M. and Uhrmacher, P. B. (2009). Aesthetic Themes and the Art of Teaching.
Curriculum and Teaching Dialogue, 11(1 & 2), Information Age.
- Uhrmacher, P. B. and Moroye, C. M. (2007). Instituting the Arts. The Clearing House, 81 (2).
- Moroye, C. M. (2005). Common Ground: An Ecological Perspective on Teaching and Learning.
Curriculum and Teaching Dialogue, Information Age.
Book Chapters and Editorially Reviewed Work
- McConnell, C. (2022). The Complementary Curriculum. Routledge Research Encyclopedia. David J. Flinders, Editor.
- McConnell, C. and Uhrmacher, P. B. (2021).Eco-aestheticexperiences: A Deweyan framework for ecological aims in schools. In P. L. Maarhuis
& A. G. Rud (Eds.), Imagining Dewey: Artful works and dialogue about Art as Experience. Leiden, The Netherlands: Brill-Sense.
- Uhrmacher, P. B. & Moroye, C. M. (2014). Experience, heightened vitality, and aesthetic
engagement, or why is stick man smiling. In Donna Adair Breault and Rick Breault (Eds.),
Experiencing Dewey: Insights for today’s classroom (2nd) (62-65). New York, NY: Routledge.
- Moroye, C. M. (2010). Ecologically Minded Teaching: Authenticity and Care. In P. B.
Uhrmacher & K. Bunn (Ed.), Beyond the One Room School. Sense Publishers.
Honors and Awards
- Outstanding Book Award, American Association for Teaching and Curriculum (2021). Planning with Purpose: Five Approaches to Curriculum Design with Bradely Conrad and Bruce Uhrmacher (Teachers College Press).
- Professors of Curriculum. Admitted April, 2012 at American Educational Research Association annual conference,
- Master Scholar, University of DenverMorgridge College of Education, 2011.
- Outstanding DissertationAward, American Educational Research Association, Division B Curriculum Studies, 2008.
Dissertation Title: Greening our future: The practices of ecologically minded teachers.