Aimee Myers

Aimee Myers

Dr. Aimee Myers is an Assistant Professor of Curriculum and Instruction at Texas Woman’s University. She received her PhD in Instructional Leadership and Academic Curriculum from the University of Oklahoma, her MA in Contemporary Literature from the University of Central Oklahoma, and her BA in English from the University of Central Oklahoma.

At TWU, Dr. Myers teaches graduate courses on diversity in the classroom, learning theory, and cognitive development. She also teaches undergraduate courses in gender and education. Dr. Myers co-sponsors the student affiliate for the Association of Texas Professional Educators (ATPE). This organization supports preservice teachers with internship resources, experiential learning opportunities, and community partnerships. Dr. Myers also partners with the community by serving on the Title I Leadership Team for a local elementary school that serves a low-income student population.

In her research, Dr. Myers focuses on culturally relevant pedagogy and utilizing social constructivist approaches with marginalized populations. Her work has been presented internationally and nationally. Most recently she shared her research at the International Conference on Urban Education and the National Council of Teachers of English. Additionally, she has published in American Secondary Education, Voices from the Middle, Texas Forum on Teacher Education, and The Art of Noticing Deeply: Commentaries on Teaching, Learning and Mindfulness.

Her previous work at the K20 Center for Educational and Community Renewal allowed her to act as a phase coordinator for a federal GEAR UP grant that supported students and teachers in a large underserved, urban-school district. During this time, Dr. Myers worked to engage community partnerships, support data-driven action plans, and participated in curriculum development. In addition, Dr. Myers was a public-school teacher for nine years teaching English to secondary students. Her previous and current professional experience drives her desire to serve and empower students, especially those from underserved populations. Her experience with grant work and higher education has given her insight into the need for academic assessment. She hopes to utilize her foundation in social constructivist approaches by merging academic assessment with stakeholder engagement.

Page last updated 4:46 PM, April 2, 2019