Curriculum and Instruction

Jeremy Stoddard

Professor

jdstoddard@wisc.edu

(608) 263-1007

514F Teacher Education Building

225 N Mills Street

Madison, WI 53706

Stoddard, Jeremy

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Jeremy Stoddard is Professor and the Faculty Chair of the Secondary Education Program. His research examines the role of media in teaching and learning history and democratic citizenship – with a particular focus on engagement with difficult or marginalized histories and contemporary controversial issues. His work has been published in Journal of Curriculum Studies, Teachers College Record, Curriculum Inquiry, and Learning, Media and Technology. He has also co-authored or co-edited three books, including Teaching Difficult History Through Film (Routledge, 2017). He has served as Editor for Theory and Research in Social Education and has held national leadership roles in the Teaching History SIG of AERA and as a member of the Executive Board of the College and University Faculty Assembly of the National Council for the Social Studies. Prior to joining the UW faculty in 2019, Stoddard was on faculty at William & Mary, where he served as Chair of the Department of Curriculum & Instruction, founded and directed the interdisciplinary program in Educational Studies, and was an affiliated faculty of the Film and Media Studies program.

Education

  • PhD Social Studies Education, University of Wisconsin – Madison, 2006
  • MS Educational Communications & Technologies, University of Wisconsin-Madison, 2001
  • BA Social Studies & Urban Education, Hamline University, 1997

Select Publications

  • Stoddard, J. (2019). Teaching 9/11 and the war on terror national survey of secondary teachers.. Madison, WI: University of Wisconsin-Madison https://minds.wisconsin.edu/handle/1793/79305.
  • Stoddard, J., & Rodriguez, K. (2019). Using iterative design to improve student engagement and learning in media and democratic education in an online simulation. In B. Rubin, E. Freedman, & J. Kim (Eds.), Design research in social studies education New York: Routledge.
  • Saye, J., Stoddard, J., Gerwin, D., Libresco, A., & Maddox, L. (2018). Authentic pedagogy: examining intellectual challenge in social studies classrooms. Journal of Curriculum Studies, 50(6), 865-884. https://doi.org/10.1080/00220272.2018.1473496.
  • Stoddard, J., Swiecki, Z., & Shaffer, D. W. (2018). Behind the curtain: an epistemic design process for democratic media education simulations. In C. Wright-Maley (Ed.), More like Life Itself: Simulations as Powerful and Purposeful Social Studies (pp. 21-39). Charlotte, SC: Information Age Press.
  • Stoddard, J. (2018). Learning History Beyond School: Museums, Public Sites, and Informal Experiences. In S. Metzger and L. Harris (Ed.), International Handbook of History Teaching and Learning (pp. 631-656). Wiley-Blackwell.
  • Mason, L., Krutka, D., & Stoddard, J. (2018). Media literacy, democracy, and the challenge of fake news. Journal of Media Literacy Education, 10(2), 1-10.
  • Marcus, A., Metzger, S., Paxton, R., & Stoddard, J. (2018). Teaching history with film: Strategies for secondary social studies (2nd ed.). New York: Routledge.
  • Stoddard, J., & Chen, J. (2018). Young people’s views on, and discussions of, experts and evidence in political media. Learning, Media and Technology, 43(4), 418-433. https://doi.org/10.1080/17439884.2018.1504790.
  • Stoddard, J., & Marcus, A. (2017). Media and social studies education. In M. M. Manfra, & C. M. Bolick (Eds.), The handbook of social studies research (pp. 477-498). Boston, MA: Wiley-Blackwell.
  • Stoddard, J., Marcus, A., & Hicks, D. (2017). Teaching difficult history through film. New York: Routledge.

Select Presentations

  • Stoddard, J., Hess, D., & Fitchett, P. The Ongoing War on Terror in US Classroom: Teaching about (and Avoiding) Conflict in Partisan Times. presented at the Conflict & Identity: Confronting the Past Through Education Conference, Oxford, UK.
  • Stoddard, J., Mason, L., & Krutka, D. Media Literacy, Democracy, and the Challenge of Fake News. presented at the American Educational Research Association Annual Meeting, Toronto, ON, Canada.
  • What does critical media literacy look like for democratic citizens in a Post-Truth Era? Part of invited Presidential Session: Skeptical and affective literacies: Redefining critical media pedagogies in a "Post-Truth Era". presented at the American Educational Research Association Annual Meeting, Toronto, ON, Canada.
  • Stoddard, J., Marcus, A., van Hover, S., & Hicks, D. Teaching Difficult History Through Film. Oral Presentation presented at the Annual Conference of the National Council for the Social Studies, Chicago, IL.
  • Stoddard, J., Marcus, A., Schweber, S., Mills, G., & Hicks, D. The Forever Project: Pedagogical Dilemmas of Preserving Holocaust Survivor Testimony in Virtual Interactive Form. Oral Presentation presented at the Learning Social Studies in Virtual and Augmented Spaces: Theory, Methods, Approaches, College and University Faculty Assembly of the National Council for the Social Studies, Chicago.
  • Stoddard, J., & Chen, J. Exploring the impact of virtual internships for democratic and media education. Oral Presentation presented at the International Conference of the Learning Sciences Conference Proceedings, London, UK.
  • Stoddard, J., & Chen, J. Measuring student epistemic understanding of, and beliefs about, political media. Oral Presentation presented at the International Conference of the Learning Sciences Conference Proceedings, London, UK.
  • Stoddard, J. Using a Virtual Internship Simulation to Engage in Controversial Issues. Oral Presentation presented at the College and University Faculty Assembly of the National Council for the Social Studies, San Francisco, CA, USA.
  • Stoddard, J. Using Iterative Design to Improve Student Engagement and Learning in Media and Democratic Education in an Online Simulation. Oral Presentation presented at the College and University Faculty Assembly of the National Council for the Social Studies, San Francisco, CA, USA.
  • Stoddard, J., Rodriguez, K., Rayner, M., Swiecki, Z., & Shaffer, D. W. Epistemic game design for democratic and media education. Oral Presentation presented at the Computer Supported Collaborative Learning Conference, Philadelphia, PA.

Select Awards and Honors

  • W. Taylor Reveley, III Interdisciplinary Faculty Fellow, William & Mary Alumni Association, (2016, 2019)
  • Plumeri Award for Faculty Excellence, William & Mary Alumni Association, 2017
  • Alumni Fellowship Award for Excellence in Teaching, William & Mary Alumni Association, 2015
  • Faculty Fellow, Emory & Wendy Reve’s Center for International Studies, William & Mary Alumni Association, (2014, 2015)
  • Distinguished Associate Professorship, Sallie Gertrude Smoot Spears Term, (2011, 2014)
  • Diversity Recognition Award, Office of Diversity and Equal Opportunity, President’s Office, William & Mary Alumni Association, 2013
  • Best Paper Award, American Educational Research Association (AERA), 2011