Deborah Romero

• Ph.D., 2002 | University of California, Santa Barbara, CA. Education, emphasis in Cultural Perspectives
• M.A., 1997 | Autonomous University of Queretaro, Mexico. Educational Psychology. Area: Bilingual Literacy Development

• MAT Culturally & Linguistically Diverse (CLD) Education, MA Multilingual Education; World Language Licensure; MA TESOL and Graduate Certificates in CLD, TESOL, and Cultural Studies & Equity
• Program Coordinator
• Professor, Culturally & Linguistically Diverse Education

Language and Literacy Development in Multilingual Contexts; Digital Literacies, Learning and Identity. Qualitative Research Methodologies: Ethnography, Discourse and Interaction Analysis. Teacher Preparation and teacher Professional Development. Equity Issues, Sociocultural Theories, Home-school-community links, Engaged teaching and learning and the scholarship of engagement.

Areas of Specialization

Teaching and learning, especially in ESL/Bilingual Education, Language and Literacy Development in Multilingual Contexts, Latinos and Culturally and Linguistically Diverse Populations, Family Literacy, Youth Media and Multiliteracies,. Engaged teaching and learning and the scholarship of engagement.

• Hammon-Ortiz, L., Romero, D. (2025). Translanguaging as mediated praxis: A comparative case study of bilingual and monolingual teachers experimenting with translanguaging pedagogy. Teaching and Teacher Education, 156, 14.
• Romero, D. (2023). Empowering Teachers for Cultural and Linguistic Diversity via Multimodal Critical Identity Collages. In Stacie Lynn Finley, Pamela Correll, Cathy Pearman, Stephanie Huffman (Ed.), Empowering Students Through Multilingual and Content Discourse. (pp. 37-68). IGI Global.
• Romero, D., Leigh, M., Lo, W. (2022). Pre-service Teachers’ Reflective Writing and Learning in Early Field Experiences. Journal of Educational Research and Innovation (JERI), 10(1).
• Romero, D., Epperson, A., Gilbert, E., Marston, C. (2019). After Institutionalization:  Enacting University-Community Engagement as a Process of Change. The Cambridge Handbook of Organizational Community Engagement and Outreach (pp. 354-376). Cambridge University Press.
• Orphan, C. M., Diaz, L., Romero, D. (2018). Fostering Collective Civic Impact: Measuring and Advancing Higher Education’s Contributions to Civic Health in Colorado. International Journal of Research on Service-Learning & Community Engagement, 21.
• Romero, D., Romero de la Torre, A. A. (2018). To be a better teacher: Pre-service teachers’ reflections on community engaged leadership experiences in local and global contexts. World Federation of Associations of Teacher Education, 25.
• Romero, D., Romero, A. M. (2016) From College to Classroom: Programmatic Support for Pre-service Teachers for Multilingual and Multicultural Learners in the U.S. Journal of the World Federation of Associations of Teacher Education. (1), pp. 24-34
• Huang, J., Berg, M., Romero, D., & Walker, D. (2016). In-service teacher development for culturally and linguistically responsive pedagogy: the impact of a collaborative project between k-12 schools and a teacher preparation institution. Journal of the World Federation of Associations of Teacher Education.(1), pp. 80-101
• Romero, D. (2014) Riding the Bus: Symbol and Vehicle for Boundary Spanning. Journal of Higher Education Outreach and Engagement.(18),3, pp.1- 14
• Romero, D. (2013) The Power of Stories to Build Partnerships and Shape Change. The Journal of Community Engagement and Scholarship (JCES) (6),1,pp. 11-18

• Faculty Award for International Engagement, Center for International Education. (April 27, 2016)
• Outstanding Faculty Award, NuAlpha Kappa, University of Northern Colorado. (November 16, 2013)
• Nominated for: Engaged Scholarship Faculty Award, University of Northern Colorado Engaged Scholarship Symposium. (2012)
• McNair Mentor Research Award, McNair Scholars Program. (2008)