Troy Hicks, Ph.D.

Professor of English and Education
Director, Master of Arts in Educational Technology,Director, Chippewa River Writing Project

Department of Teacher Education and Professional Development

EHS Building 412F
989-774-3121
troy.hicks@cmich.edu

Education
Ph.D. Curriculum, Teaching, and Educational Policy, 2007, Michigan State University

Program Areas
Educational Technology
English Education
Digital Literacy and Learning
Teacher Education and Professional Development

Courses Taught
ENG 201 and 201H - Intermediate Composistion
ENG 315 - Writing in the Elementary and Middle Schools
ENG 514 - Language and Media Discourse
ENG 618 - Empirical Research Methods in English
ENG 680 - Chippewa River Writing Project Summer Institute
EDU 590 - Advanced Educational Technology
EDU 653 - The Read/Write Web
EDU 710 - Terminal Project in Educational Technology
EDU 808 - Blended and Online Learning
EDU 807 - Learning Tools and Education Technology

Research Interests
The teaching of writing, literacy and technology, and teacher education and professional development.
Collaborating with K–12 colleagues and explores how they implement newer literacies in their classrooms.
Author of numerous books, articles, chapters, blog posts, and other resources broadly related to the teaching of literacy in our digital age.

Publications
Hicks, T. (2017) Foreword. In young, C. A., & Moran, C. M. (Eds.), Applying the flipped classroom model to English language arts education (pp. xvi–xx). Hershey, PA: IGI Global.
Hicks, T., Bruner, J., & Kaya, T. (2017). Implementation of blogging as an alternative to the lab report. International Journal of Engineering Education.
Hicks, T., Whitney, A. E., Fredricksen, J., & Zuidema, L. (2017). Coaching teacher-writers: Practical steps to nurture professional writing. Teachers College Press.
Hyler, J., & Hicks, T. (2017). From texting to teaching: Grammar instruction in a digital age. New York, NY: Taylor & Francis.
Turner, K. H., & Hicks, T. (2017). Argument in the real world: Teaching students to read and write digital texts. Portsmouth, NH: Heinemann.
Turner, K. H., Jolls, T., Hagerman, M. S., O’Byrne, W., Hicks, T., Eisenstock, B., & Pytash, K. E. (2017). Developing digital and media literacies in children and adolescents. Pediatrics, 140(Supplement 2), S122-S126.
Pytash, K. E., Hicks, T., & Ferdig, R. E. (2016). Connecting and collaborating within and beyond a massive open online course. Journal of Adolescent & Adult Literacy, 60(2), 195-205.
Hicks, T. (2015). Assessing students’ digital writing: Protocols for looking closely. New York, NY: Teachers College Press.
Hicks, T. Beyond the book response: Digital writing and reflection for deeper engagement. Voices from the Middle, 22(4), 31–35.
Hicks, T. (2015). (Digital) literacy advocacy: A rationale for creating shifts in policy, infrastructure, and instruction. In E. Morrell & E. Scherff (Eds.), New directions in teaching English: Reimagining teaching teacher education, and research (pp. 143–156). Lanham, MD: Rowman & Littlefield.
Hicks, T., & Sibberson, F. (2015). Students as writers and composers: Workshopping in the digital age. Language Arts, 92(3), 223–230.
Reed, D., & Hicks, T. (2015). Research writing rewired: Lessons that ground students’ digital learning. Thousand Oaks: Corwin.
Additional Presentations and Publications.

Additional Documents
Vita

CEHS

Troy Hicks, Ph.D.

Professor of English and Education Director, Master of Arts in Educational Technology,Director, Chippewa River Writing Project

CEHS

Professor of English and Education
Director, Master of Arts in Educational Technology,Director, Chippewa River Writing Project