About
Nicholle believes the classroom should be a shared sense of place for students and teachers, a place where participants can turn to each other for meaning-making through acts of inquiry. Creating such flexible spaces which support openness, mutual respect, and inquiry is complex, but it is grounded on the premise that learning communities are comprised of individuals with concerns, fears, and beliefs about their experiences and their educations. She has expertise in literacy education and anti-bullying/classroom management curriculum and conducts in-services at K-12 schools and continuing education workshop seminars for educators on these topics annually.
Nicholle lives on a lake and enjoys the Northwoods outdoor life in all seasons. When not outdoors, she enjoys reading a wide range of genres. So many books; so little time. You can always find her current reading list on her office door.
Research Interests
Nicholle finds identity research intriguing. This identity examination is related to the impact of identity on teacher education and upon reading and writing identity. But she also has a passion for rural education and the identifying features of and challenges for those schools. Topics related to the preparation and retention of educators, innately tied to identity and professional development, also pique her curiosity. Her current research is focused on teacher identity in educator preparation programs and the connection to candidate development of skills, knowledge and dispositions.
Education
- 2010 – Doctor of Education (Ed.D.) – Literacy Education, Hamline University
- 2000 – Master of Science (M.S.) – Educational Leadership, St. Cloud State University
- 1994 – Bachelor of Arts (B.A.) – Secondary Education: English and Physical Education, Concordia University: Chicago