Christine McConnell, Ph.D.

Contact Information

Education

• 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.

Professional/Academic Experience

• 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 Studies

  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 Licensure (2015-2017).

  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 programs.

• 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)

Publications/Creative Works

Books

• 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 (2^nd) (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, Vancouver, BC.
• 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.