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Troy Hicks, Ph.D.

  • ​​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
College of Education and Human Services | Central Michigan University | ehs@cmich.edu | 195 Ojibway Ct | EHS 426 | Mt. Pleasant, MI 48859 | (989) 774-3079
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