Education

  • Ph.D. 2000 – Michigan State University Curriculum, Instruction and Educational Policy; Dissertation: Balancing at the Borders: Building Cultural Fluency in the Company of Others
  • M.A.T. 1991 – Tufts University, English Education
  • B.A. 1991 – Tufts University, English and American Studies

Areas of Expertise

  • Teacher Education
  • Experiential Education
  • Critical Pedagogy
  • Equity and Social Justice
  • Critical Discourse Studies
  • Critical Literacy

Background

Dr. Jocelyn A. Glazier joined the faculty after serving as an assistant faculty member of English Education at George Washington University in Washington, DC. During her time at Carolina, Glazier has served in a number of leadership roles; she served as the program director of the Masters for Experienced Teachers program, facilitated the development of the Teacher Education and Curriculum doctoral program and the redesign of the MAT program, has developed partnerships with local schools and community organizations to support community-based and experiential learning in teacher education, and served as department chair of the Professional Leadership and Practice Area as well as the Teaching and Learning areas, both of which centered research, teaching and interdisciplinary collaboration in educator preparation. Glazier is the faculty advisor for the student managed journal The High School Journal, one of the oldest peer-reviewed academic journals in education. At the local and national level, Glazier has mentored new teachers in a teacher induction program she helped establish called Reconnect and Recharge. She has also mentored teacher education faculty in the national Global Teacher Education Fellows Program. Glazier was awarded a Spark award from the Durham Public Schools for her service work with teachers in local schools. At the national level, Glazier recently won a competitive fellowship for transformative teacher educators.

Research

Through Glazier’s teaching and research, she seeks to support pre-service and in-service teachers in creating and enacting meaningful, equitable and transformative curricula and pedagogy. Her current scholarship explores the potential of embedding experiential education in teacher education to shift pre-service and in-service teachers’ beliefs and practices and their PK-12 students’ experiences of school. Her work is guided by commitments to equity and social justice, informed by her extensive work with school and community partners, including in her role as a high school English teacher, a facilitator of school-based communities of practice and active participant in district-wide initiatives to support equity in schools. Glazier’s scholarship has been highlighted in such journals as Harvard Educational Review, Teachers College Record, The Journal of Experiential Education, The New Educator and Teaching Education.

  • EDUC 994, Doctoral Research and Dissertation
  • EDUC 614, Innovative and Engaging Teaching
  • EDUC 878, Seminar in Educational Studies
  • EDMX 708, Teacher Researcher I
  • EDUC 567, Children’s Literature in Elementary and Middle Schools
  • EDUC 865, College Teaching Internship
  • EDUC 747, Methods and Materials for Teaching Secondary/K-12 Subjects II
  • EDUC 796B, Independent Study Doctoral Level
  • EDUC 754, Teaching, Teachers and Teacher Education
  • EDUC 830, Field Techniques in Educational Research
  • EDUC 994
  • EDUC 615, Schools and Community Collaboration
  • EDMX 710, Teacher Leadership for a Democratic Society
  • EDUC 871, Seminar in Education
  • EDUC 601, Education Workshops
  • EDMX 707, Reinventing Teaching
  • EDUC 990, Supervised Research
  • EDUC 533, Social Justice in Education
  • EDUC 600, Reinventing Teaching
  • EDUC 596, Independent Study Master’s Level
  • EDUC 696, Independent Study Doctoral Level
  • EDUX 700, Teacher Researcher II
  • EDUX 699, Teacher Researcher I

“Curriculum Development Award for COIL: EDUC 878”, Glazier, J., Lead Principal Investigator; UNC Global Affairs, $2,500. (May 2025 – December 2025).

“Diverse & Resilient Educators Advised through Mentorship (DREAM) “, Papoi, K., Lead Principal Investigator; Lys, D., Co-Principal Investigator; Glazier, J., Co-Principal Investigator; Ohito, E., Co-Principal Investigator; US Department of Education (DOED), $2,426,834. (October 1, 2020 – September 30, 2025).

“NEEDS: Nurturing Experimental Development in Schools”, Bolick, C., Lead Principal Investigator; Glzaier, J., Co-Principal Investigator; Papoi, K., Co-Principal Investigator; Gulledge, S., Co-Principal Investigator; UNC-CH Center for Public Service, $5,000. (October 1, 2020 – August 31, 2021).

“EdPrepLab Seed Inquiry Seed Research Project “, Bolick, C., Co-Principal Investigator; Papoi, K., Co-Principal Investigator; Glazier, J., Co-Principal Investigator; EdPrep Lab , $15,000. (January 1, 2020 – May 31, 2020).

“Carolina Induction Program”, Glazier, J., Co-Principal Investigator; Bolick, C., Co-Principal Investigator; Gulledge, S., Co-Principal Investigator; Papoi, K., Co-Principal Investigator; UNC-CH – School of Education, $10,000. (June 1, 2019 – December 31, 2019).

  • Nominated for:UNC Faculty Award for Global Excellence, UNC Global Affairs. (2025).
  • Visiting Faculty, University of Hamburg and DAAD. (May 2023).
  • University Post-BA Teaching Award, UNC. (December 2021).
  • Nominated for:Distinguished Post-Bacc Teaching Award, UNC. (December 2020).
  • Spark Award, Durham Public Schools. (2019).
  • Scholar Athlete Lunch Invitee, Academic Support Program for Student-Athlete and the University of North Carolina at Chapel Hills Athletic Department. (2018).
  • Transformative Teacher Educator Fellow, Transformative Teacher Educator Fellowship. (July 2018).
  • American Educational Research Association.
  • Association for Experiential Education.

Journal Article

Glazier, J., & Bonnet, A. (2024). Educating for uncertainty in what is certainly an uncertain world. Teachers and Teaching. Published.

Glazier, J., & Bonnet, A. (2023). The Conflicted Role of Uncertainty in Teaching and Teacher Education. Teachers and Teaching, https://doi.org/10.1080/13540602.2023.2272650. https://doi.org/10.1080/13540602.2023.2272650

O’Loughlin, C., Schmidt, T., & Glazier, J. (2022). ‘It’s just filth:’ Banned books and the project of queer erasure. The Northwest Journal of Teacher Education, Volume 17, Issue 3 (2022). https://pdxscholar.library.pdx.edu/nwjte/

Glazier, J., & Bonnet, A. (accepted). The Conflicted Role of Uncertainty in Teaching and Teacher Education. Teachers and Teaching.

Bolick, C. M., Glazier, J., & Stutts. (2022). Taking Off the Backpacks: The Transference of Experiential Education to the Classroom. Journal of Outdoor Recreation, Education, and Leadership, 14(2). https://doi.org/10.18666/JOREL-2022-V14-I2-11137

Morrison, S., Thompson, C., & Glazier, J. (2022). Culturally responsive teacher education: Do we practice what we preach?. Teachers and Teaching: Theory and Practice, Volume 28, 2022 – Issue 1. https://doi.org/10.1080/13540602.2021.2017273

Glazier, J., Bolick, C., & Jonas, A. (2021). Grounding Stillness: Shifting the Landscape of Experiential Education in K–12 and Teacher Education. Journal of Experiential Education, 44(1), 1–7.

Bonnet, A., Bausell, S., Glazier, J., & Rosemann, I. (2020). NO ROOM FOR UNCERTAINTY –CURRICULAR AND ASSESSMENT PRESSURES AS DRIVING FORCES FOR TEACHERS’ ACTIONS. Zeitschrift Für Sportpädagogische Forschung (ZSF). Published.

Andrzejewski, C., Baker-Doyle, K., Glazier, J., & Reimer, K. (2019). (Re)framing vulnerability as social justice work: Lessons from hacking our teacher education practices. Review of Education, Pedagogy, and Cultural Studies, 41(4-5), 317–351. https://doi.org/10.1080/10714413.2019.1694358

Bolick, C., Glazier, J., & Stutts, C. (2019). Disruptive Experiences as Tools for Teacher Education: Unearthing the Potential of Experiential Education. Journal of Experiential Education, 43(1), 21–36.

Gill, K., Glazier, J., & Towns, B. (2018). Cultivating Collaborations: Site Specific Design for Embodied Science Learning. Integrative and Comparative Biology, 58(1), 127–139. https://doi.org/10.1093/icb/icy027

Bausell, S., & Glazier, J. (2018). New Teacher Socialization and the Testing Apparatus. Harvard Educational Review, 88(3), 308–333. https://doi.org/10.17763/1943-5045-88.3.308

Able, H., Glazier, J., & Eaker-Rich, D. (2018). Reconnect and Recharge: Plugging New Teachers into Support Outlets. Action in Teacher Education, 40(2). https://doi.org/10.1080/01626620.2018.1424048

Glazier, J., & Bean, A. (2018). The Promise of Experiential Education in Teacher Education: Transforming Teacher Beliefs and Practices. Teaching Education. Published. https://doi.org/10.1080/10476210.2018.1462312

Boyd, A. S., & Glazier, J. (2017). The Choreography of Conversation: An Exploration of Collaboration and Difficult Discussions in Cross Disciplinary Teacher Discourse Communities. The High School Journal, 100(2), 130–145.

Glazier, J., Boyd, A., Bell Hughes, K., Able, H., & Mallous, R. (2017). The elusive search for teacher collaboration. The New Educator, 13(1), 3–21.

Glazier, J., Bolick, C., & Stutts, C. (2017). Unstable Ground: Unearthing the Realities of Experiential Education in Teacher Education. Journal of Experiential Education. Published.

Able, H., Glazier, J., Mallous, R., Boyd, A., Bell-Hughes, K., & Eaker-Rich, D. (accepted). ). Reconnect and recharge: Plugging new teachers into support outlets. Action in Teacher Education..

Able, H., Mallous, R., Glazier, J., Boyd, A., Bell-Hughes, K., & Eaker-Rich, D. (accepted). ). Reconnect and recharge: Plugging new teachers into support outlets. Action in Teacher Education..

Able, H., Glazier, J., & Eaker-Rich, D. (accepted). Reconnect and recharge: Plugging new teachers into support outlets. Action in Teacher Education. https://doi.org/10.1080/01626620.2018.1424048

Bissonnette, J. D., & Glazier, J. (2016). A Counterstory of One’s Own. Journal of Adolescent & Adult Literacy, 59(6), 685–694. https://doi.org/10.1002/jaal.486

Tichnor-Wagner, A., Parkhouse, H., Glazier, J., & Cain, J. M. (2016). Expanding Approaches to Teaching for Diversity and Justice in K-12 Education: Fostering Global Citizenship across the Content Areas. Education Policy Analysis Archives, 24(59), n59.

Parkhouse, H., Tichnor-Wagner, A., Cain, J. M., & Glazier, J. (2016). “You don’t have to travel the world”: accumulating experiences on the path toward globally competent teaching. Teaching Education, 27(3), 267–285.

Parkhouse, H., Tichnor-Wagner, A., Cain, J. M., & Glazier, J. (2016). “You don’t have to travel the world”: accumulating experiences on the path toward globally competent teaching. Teaching Education, 27(3), 267–285. https://doi.org/10.1080/10476210.2015.1118032

Tichnor-Wagner, A., Parkhouse, H., Glazier, J., & Cain, J. M. (2016). Expanding approaches to teaching for diversity and justice in K-12 education: Fostering global citizenship across the content areas. Education Policy Analysis Archives, 24. https://doi.org/10.14507/epaa.24.2138

Bissonnette, J. D., & Glazier, J. (2016). A Counterstory of One’s Own: Using Counterstorytelling to Engage Students with the British Canon. Journal of Adolescent and Adult Literacy, 59(6), 685–694. https://doi.org/10.1002/jaal.486

Able, H., Ghulamani, H., Mallous, R., & Glazier, J. (2014). Service Learning: A Promising Strategy for Connecting Future Teachers to the Lives of Diverse Children and Their Families. Journal of Early Childhood Teacher Education, 35(1), 6–21. https://doi.org/10.1080/10901027.2013.874383

Book

Tichnor-Wagner, A., Parkhouse, H., Glazier, J., & Cain, M. (2019). Becoming a Globally Competent Teacher. ASCD.

Tichnor-Wagner, A., Glazier, J., Parkhouse, H., & Cain, M. (accepted). Teaching for Global Competence. ASCD.

Book Chapter

Wilken, A., Schmidt, T., Iwers, T., Hayford, S., Glazier, J., Dampson, D., & Bonnet, A. (2025). Moving the needle on study abroad: A multilevel approach. In Internationalizing Teacher Education. Bonn University Press.

Horner, M., Glazier, J., Papoi, K., Lys, D., Petty, J., & Joyce, C. (2021). Project pace: Blurring the lines between teacher preparation and induction. In Prentice T. Chandler & Lisa Barron (Eds.), Rethinking school-university partnerships: A new way forward (p. pp.171–pp.190). Information Age Publishers.

Horner, M., Glazier, J., Papoi, K., Lys, D., Joyce, C., & Petty, J. (accepted). Project PACE: Blurring the lines between teacher preparation and induction. In Rethinking School-University Partnerships: A New Way Forward. Information Age Publishing.

Conference Proceeding

Bolick, C., Glazier, J., & Stutts, C. (2018). Disruptive Teacher Education: Exploring the Potential of Experiential Education. Proceedings of the 2018 Symposium on Experiential Education Research, 9–11.

Glazier, J. (2018). PLANTING SEEDS FOR DISCUSSIONS OF RACE AND CULTURE: THE POTENTIAL OF EXPERIENTIAL EDUCATION IN TEACHER EDUCATION. Proceedings of the 2018 Symposium on Experiential Education Research, 28–31.

Glazier, J. (2016). Lasting impact: The path from experience back to the classroom. 2016 Symposium on Experiential Education Research, 57.

Instructional Material

Glazier, J. (published). ASOD Communities.

Professional

  • Reviewer/Referee, Journal of Experiential Education. (2017 – Present).
  • Reviewer/Referee, SEER (Symposium on Experiential Education Research). (2017 – Present).
  • Reviewer/Referee, The New Educator. (2014 – Present).
  • Reviewer/Referee, The Teacher Educator. (2012 – Present).
  • Editorial Review Board Member, Journal of Experiential Education. (2023 – 2026).
  • Teachers and Teaching. (2020 – 2022).
  • Reviewer/Referee, High School Journal. (2014 – 2022).
  • Task Force Member, UNC System’s Ed Prep Advisory Group: Clinical Experiences Community of Practice, Raleigh, NC. (January 2022 – May 2022).
  • Editor, Journal of Experiential Education. (October 2019 – March 2021).
  • Editorial Review Board Member, Language Arts. (2015 – 2020).
  • Reviewer/Referee, Urban Review. (2015 – 2020).
  • Editor, The High School Journal, Chapel Hill, NC. (August 2017 – September 2020).
  • Reviewer/Referee, Oxford Research Encyclopedia of Education. (2018 – 2019).
  • Reviewer/Referee, Auburn University. (September 2019).
  • Mentor, Global Teacher Education Fellows Program, Global Teacher Education. (2017 – 2018).

University

  • Committee Member, BA/MAT Program. (2015 – Present).
  • Member, Experiential Education Advisement Group. (2012 – Present).
  • Member, CCATE. (2017 – 2030).
  • Member, CCTE. (2017 – 2030).
  • Committee Member, BA/MAT Program. (2015 – 2030).
  • APT Committee Representative. (February 2025 – June 2027).
  • Member, SOE Teaching Award Subcommittee. (November 2023 – June 2026).
  • Search Committee Member, MLL Search Committee. (December 2025 – March 2026).
  • Member, CCTE. (2017 – 2025).
  • Presenter, Math Department. (2024).
  • Member, Qualitative Faculty Search Committee. (2023 – 2024).
  • Member, Qualitative Faculty Search Committee. (2022 – 2023).
  • Member, DEI Advisory Board. (January 2021 – 2023).
  • Search Committee Member, DREAM grant. (2022).
  • Member, CCATE. (2017 – 2022).
  • Member, CCTE. (2017 – 2022).
  • Search Committee Member, Project Director Search. (February 2021 – 2021).
  • Member, SOE Teaching Award Subcommittee. (November 2020 – 2021).
  • Member, EdD in Health Sciences Working Group. (October 2020 – 2021).
  • convener, DOCSpeaks (ASOD). (2020 – 2021).
  • Presenter, Math Department. (2020 – 2021).
  • Committee Member, SOE APT Committee. (April 2017 – 2021).
  • Collaborator, UNC Institute for the Environment. (March 2019 – October 2021).
  • IDEAS in Action Course Review Committee. (January 2020 – July 2020).
  • Committee Member, MEDX program. (2008 – 2019).
  • Member, Teaching Discord and Protest Committee. (September 2017 – 2018).
  • Committee Member, Strategic Planning Working Group. (January 2017 – 2018).
  • New Faculty Mentor. (2017 – 2018).
  • Summer School Coordinator. (2016 – 2018).
  • Coordinator, Reconnect and Recharge. (2009 – 2018).
  • Coordinator, MEDX. (August 2017 – May 2018).
  • Committee Member, Teacher Eduction and Curriculum Doctoral Strand. (2012 – 2017).
  • Group Facilitator, Experiential Education Symposium /Workgroup. (August 2017).
  • Advisory Board Member, Carolina Navigators. (2014 – 2016).
  • Founder and Member, Teacher Education Renewal Committee. (2013 – 2016).
  • Faculty Advisory Board Member, Ackland Art Museum. (2012 – May 2016).

Public

  • Board Member, Peaceful Schools NC. (2022 – 2026).
  • Organizer, Co-Organize Community Gatherings, Durham, NC. (January 2025 – June 2025).
  • Guest Speaker, Future Teachers NC, Raleigh, NC. (May 2025 – May 20, 2025).
  • Co-organizer, Teacher Induction, Durham Public Schools, Durham. (August 2017 – 2024).
  • Committee Member, EPP Advisory Group Community of Practice (Clinical Experiences). (2021 – 2022).
  • Committee Member, NCDPI. (2021 – 2022).
  • Member, Orange County Schools Equity Task Force, Orange County, NC. (2017 – 2022).
  • Organizer, Durham Public Schools Hub Farm Partnership Team, Durham, NC. (2015 – 2022).
  • Committee Member, Spencer Foundation. (April 2020 – February 2021).
  • Guest Speaker, Forge Initiative, Apex, NC. (November 2019 – December 2019).
  • Guest Speaker, Enloe Magnet High School in Raleigh; student-run organization at the school called “Conversations In Dialogue,”, Raleigh, NC. (April 21, 2018).
Download CV