Faculty Consultant, Duke Service-Learning; Assistant Professor of the Practice, Program in Education
A primary focus of Amy’s work with Service-Learning is the development of an evaluation and assessment plan to measure the impact of service-learning on various constituents in the university community. As a professor in the Program in Education, Amy teaches service-learning courses in Foundations of Education and Critical Studies in Education. Amy’s research interests include service-learning, the assessment of service-learning outcomes, social foundations of education, curriculum theory, and feminist theory.
Anderson, A., and C. Marshall. “Doing collaborative research.” Teaching/Learning Social Justice, edited by Catherine Marshall and Amy Anderson, Routledge, 2009.
Marshall, C., and A. Anderson. “Is it possible to be an activist educator?.” Educator Activists: Breaking Past Limits, edited by Catherine Marshall and Amy Anderson, Routledge, 2009.
Anderson, A. “Is there choice in educator activism?.” Educator Activists: Breaking Past Limits, edited by Catherine Marshall and Amy Anderson, Routledge, 2009.
Grumet, M., et al. “Finding form for curriculum research.” The Methodological Dilemma: Creative, Critical and Collaborative Approaches to Qualitative Research, edited by Kathleen Gallagher, Routledge, 2008.
Hatt, B. A., et al. “Coffee talk: Negotiating the hidden curriculum of graduate school.” Journal of Curriculum Theorizing, vol. 25, no. 1, 2009, pp. 60–67.
Rogers, D. L., et al. ““It’s about the kids:” Transforming teacher-student relationships through action research.” Clearing House: A Journal of Educational Strategies, Issues and Ideas, vol. 80, no. 5, June 2007, pp. 217–21.