Susanna Thornhill

Susanna Thornhill, PhD

Associate Professor, Doctor of Education Program

Program Director, Oregon Writing Project Collaborative

503-554-2839

sthornhill@georgefox.edu

Susanna (Steeg) Thornhill joined the College of Education at George Fox in 2011. She teaches primarily in the EdD program, working predominantly with candidates in the Instructional Design & Development strand. As a result, she teaches courses on qualitative research, academic writing, curriculum design, teaching and learning in higher education, and she also coaches dissertation students toward the finish line of their own terminal degrees. She finds great joy in her interactions with teachers and administrators who are seeking to grow personally/professionally and improve educational outcomes for learners under their leadership.

Susanna also directs the Oregon Writing Project Collaborative (OWPC), which is a branch of the National Writing Project. The site collaborates with P-12 teachers across Salem, Newberg, and surrounding districts to cultivate teachers’ professional development in the learning and teaching of writing. This multi-faceted site work involves coordinating young writers’ camps, workshops, and Institutes that support teachers’ growth.

Susanna came to Oregon from Arizona, where she taught adults at Arizona State University and graduated with her PhD in Curriculum & Instruction in 2011. Her early years as a teacher gave her experience across several elementary schools in the Mesa Public Schools and internationally in Bangkok, Thailand. Her love for literacy and learning at the creative intersections of inter-age learning opportunities inspires Susanna daily. One of her favorite things is coffee and conversation; anytime you’re in Newberg, please reach out.

Education

PhD, Curriculum & Instruction, Language & Literacy (2011), Arizona State University
MEd, Curriculum & Instruction, Language & Literacy (2007), Arizona State University
BA, Elementary Education (2000), Cedarville University

Research Interests

Teacher learning & professional development
Affective considerations in teacher learning
Narrative & phenomenological research
Writing to learn
Inquiry and project-based learning
Workshop-based literacy spaces

Selected Publications & Presentations

Steeg, S.M. (2016). A case study of teacher reflection: Examining teacher participation in a video-based professional learning community. Journal of Language & Literacy Education 12(1). Accessible online at
http://jolle.coe.uga.edu/current-issue/

Steeg, S.M (2016). The classroom is a place where I’m alive: A teacher’s reflections on learning and life in the classroom. Reflective Practice.1-12 
http://www.tandfonline.com/doi/full/10.1080/14623943.2016.1146579.

Steeg, S.M. & Lambson, D. (2015). Collaborative professional development: One school’s story. The Reading Teacher. 68(6). Accessible online at http://onlinelibrary.wiley.com/doi/10.1002/trtr.1338/abstract

Steeg, S.M., Costley, K., Engelman, K., Gonzalez, D., Knutson, V., Maroni, K., (accepted for publication, anticipated 2015). Changing teachers, changing students: Exploring iPads in inquiry-based learning. Research in the Schools.

Steeg, S.M. (December 2014), Dialogical communities of practice. Paper presented at the 2014 Literacy Research Association Conference.  Marco Island, FL. 

Steeg, S.M. (2014, November) Adaptations/innovations to the invitational Summer Institute model: What’s new and what’s working? Roundtable participant at the 2014 National Writing Project Annual Meeting, Washington, D.C. 

Steeg, S.M. (2014, May) Living the questions: Teacher learning in collaborative spaces. Paper presented at the 2014 International Community of Christian Teacher Educators Conference, Toronto, Canada

Lutz, A. & Steeg, S.M. (2014, May) Writing sense: Teacher educators’ exploration of narrative composing. Paper presented at the 2014 International Community of Christian Teacher Educators Conference, Toronto, Canada.

Steeg, S.M., Markos, A., & Clark-Oates, A. (2014, April) Building the bridge as we walk on it: Reflections on the tensions of teacher research. Paper presented at the 2014 American Educational Research Association Conference. Philadelphia, PA.

Markos, A. & Steeg, S.M. (2014, April) Mediating preservice teachers’ learning: Influences across the community, interpersonal, and individual planes.  Paper presented at the 2014 American Educational Research Association Conference. Philadelphia, PA.

Steeg, S.M. (2013, December) The classroom is a place where I’m alive: One teacher’s description of her literacy-related learning and teaching. Paper presented at the 2013 Literacy Research Association Conference.  Dallas, TX.

Steeg, S.M. & Harrison, S. (October 2013).  Just enough light for the step I’m on: Sharing a co-mentorship experience.  Conference Proceedings for 2012 Research on Women in Education Conference, Coeur d’Alene, ID.

Steeg, S.M., Costley, K., Engelman, K., Gonzalez, D., Knutson, V. & Maroni, S.  (2013, September) Inquiry and iPads: A collaborative action research exploration. Paper presented at the 2013 Oregon Technology & Educational Network Conference, Forest Grove, OR. 

Steeg, S.M. & Markos, A. (2013, April) Walking the research tightrope: The role of critical friends in qualitative research. Paper presented at the 2013 American Educational Research Association Conference.  San Francisco, CA.

Markos, A. & Steeg, S.M. (January 2013).  Addressing preservice teachers’ understandings about ELLs: One pedagogical tool for identifying and shifting dispositions.  In M. Cowert (Ed.), English Language Learners in 21 st Century Classrooms: Challenges and Expectations.

Steeg, S.M. (2012). Faith learning integration: Exploring the tensions of mindful teaching.  International Community of Christian Teacher Educators Journal.  7(2).  Accessible online at: https://icctejournal.org/issues/v7i2/v7i2-steeg/ 

Courses Taught

EDDL 791 Critical Research Skills
EDDL 730 Teaching & Learning in Higher Education
EDDL 740: Curriculum, Instruction, and Assessment
EDDL 790: Introduction to Qualitative & Quantitative Research
EDWR 505: Institute in the Teaching of Writing
EDFL 507:  Research in Effective Teaching 
EDFL 530: Theoretical Foundations of Reading 
EDFL 532: Advanced Strategies in Literacy Instruction 
EDFL 531: Analysis of Reading and Writing Assessment 
EDFL 539-540: Practicum for EC/EL, EL/ML, ML/HS Reading Specialists 
EDFL 716: Action Research 
EDFL 515: Special Topics: Literacy Enrichment Camp Partnership