Linda J. Rice
Education
Ph.D., Kent State University, 2002 (Curriculum and Instruction)
M.Ed., Westminster College, PA, 1995 (Administration)
B.A., Grove City College, 1992 (Communication Arts, Literature, Secondary Education)
Scholarly Focus
- English/Language Arts Education
- Active Learning Pedagogy
- Standards-Based Assessment
- Historically Based, Culturally Rich Young Adult Literature
- Global Literature
- C. S. Lewis
Rice taught high school English for 10 years in northeast Ohio and western Pennsylvania before completing her doctorate and coming to teach at 91探花 in 2002. While a high school teacher, Rice earned National Board Certification, a credential held by less than 3 percent of teachers nationwide. Other highlights of Rice鈥檚 high school teaching years include serving as a certified Pathwise/Entry-Year Teacher Program Trainer and Mentor, working on English Language Arts curriculum with the Ohio Department of Education, doing graduate work at the University of New Hampshire鈥檚 Summer Writing Program, and attending on scholarship the summer Institute on the Media and the American Democracy at Harvard University.
Rice has traveled to more than 20 foreign countries; her work has taken her to China, Ghana, Jordan, Kenya, Lebanon, Nigeria, and Saudi Arabia where she has delivered keynote addresses, led teacher workshops, and conducted formal program evaluations. She spent summer 2019 on a fully funded Faculty Fellowship in Israel sponsored by the Jewish National Fund.
Rice is the author of more than 25 publications, including two books, 10 chapters for edited books, and numerous journal articles. During her time at OHIO, she has presented at more than 50 professional conferences.
Rice is co-founder and facilitator of the Bruning Teaching Academy and has been active in faculty learning communities focused on Synergies, Team-Based Learning, and Global Education and Diverse Classrooms. She is past president of the College English Association of Ohio and former secretary of the Ohio Council of Teachers of English Language Arts. In 2023-2024 she led a team of five faculty from various colleges in developing OHIO鈥檚 first university-wide Peer Teaching Observation Program.
Publications
Books
What Was It Like? Teaching History and Culture through Young Adult Literature. (202 pp.). Teachers College Press, Columbia University, 2006.
Exploring African Life and Literature: Novel Guides to Promote Socially Responsive Learning (376 pp., co-authored/edited with Dr. Jacqueline N. Glasgow). International Reading Association, 2007.
Articles in Peer Reviewed Journals
鈥淭eaching About Young Patriots through Newbery Classic Novels: Johnny Tremain, My Brother Sam is Dead, and The Fighting Ground.鈥 Journal of the American Revolution. July 8, 2024, 16 pages.
鈥淕abriela Mistral: Nourished by and Constructed from the Sap and Blood of Life.鈥 International Journal of Literature Studies. Spring 2024, Volume 4, Issue 2, pp. 6-15. DOI: 10.32996/ijts.
鈥淎 Psycholinguistic Study of Political Rhetoric of Fear.鈥 (Badriah Khalid Al-Gublan, Linda J. Rice). International Journal of English Linguistics. Summer 2020, Volume 10, Number 6, 9 pp. ISSN 123-869X E-ISSN 1923-8701.
"Designing Innovative Teaching Practice: A Case Study of Pro-c Creativity." (with Drs. John Henning, Danielle E. Dani, Timothy McKeny, Ginger Weade, and Anthony J. Xenos). Teacher Education and Practice. Winter 2018, Volume 31, Number 1, pp. 81-100.
鈥淭eachers鈥 Perceptions of their Most Significant Change: Source, Change, and Impact.鈥 (with Drs. John Henning, Danielle Dani, Timothy McKeny, and Ginger Weade). Teacher Development. June 2017. Volume 21, Issue 3, pp. 388-403.
鈥淎ction Research as a Conduit for Teacher Change in Elementary Mathematics Instruction.鈥 (with Dr. Timothy McKeny). Ohio Journal of Teacher Education, Fall 2012, Volume, Number, pp. 41-49.
鈥淢aking Teacher Change Visible: Developing an Action Research Protocol for Elementary Mathematics Instruction.鈥 (with Dr. Timothy McKeny). Journal on Research in Education, Spring 2012, Volume 22, Number 1, pp. 266-290.
鈥淎nalyzing, Performing, and Writing: Drama in a Context of Student Engagement.鈥 Ohio Journal of English Language Arts, Summer/Fall 2011, Volume 51, Number 2, pp. 55-61.
鈥淲riting and Teaching Historical Literature: The Lantern of Learning with L. M. Elliott.鈥 The ALAN Review, Summer 2009, Volume 36, Number 3, pp. 42-58.
鈥淎ctive Learning and the Historically Based Young Adult Novel: Centerpieces of Integrating Literacy Instruction with Social Studies.鈥 Adolescent Literacy in Perspective, February 2008.
鈥淢cCarthy and More: A Conversation with Trudy Krisher.鈥 The ALAN Review, Fall 2007, Volume 35, Number 1, pp. 25-33.
鈥淭he Power and Promise of Poetry Outings.鈥 Ohio Journal of English Language Arts, Summer/Fall 2007, Volume 37, Number 3, pp. 79-81.
鈥淐ountering the Voices of Scripted Curriculum: Strategies for Developing English Language Arts Curriculum in an Age of Standards.鈥 SLATE Newsletter, March 2004.
鈥淔rom A Nation at Risk to A Nation Prepared: The Opportunity of National Board Certification.鈥 SLATE Newsletter, September 2003.
Chapters and Contributions in Edited Books
Case Study: Travel as a Teacher of Time鈥 in Teaching with a Global Perspective: Practical Strategies from Course Design to Assessment by Dawn Bikowski and Talinn Phillips. Routledge, November 2018, pp. 81-82.
鈥淐reating a New Ethics: Student Responses, Reality Television, and Audience Awareness鈥 (with graduate student, Katharine Wrabel) in Space and Place in The Hunger Games: New Readings of the Novels. (pp. 184-195). Jefferson, NC: McFarland, 2014.
鈥淭eaching Historically Based, Culturally Rich YA Novels with Strong Girl Protagonists鈥 in Girls鈥 Literacy Experiences In and Out of School: Learning and Composing Gendered Identities (pp. 29-43). New York: Routledge, 2012.
鈥淔rom Helplessness to Resilience in Caroline B. Cooney鈥檚 The Face on the Milk Carton Quartet鈥 in Strategies for Engaging Young Adult Readers: A Social Themes Approach (pp. 159-187). Norwood, MA: Christopher-Gordon, 2005.
鈥淭he Long Walk Home: Equity in Alabama鈥 in Strategies for Engaging Young Adult Readers: A Social Themes Approach (pp. 35-60). Norwood, MA: Christopher-Gordon, 2005.
鈥淪truggles with Poverty, Teen Pregnancy, and Workplace Harassment in Make Lemonade鈥 (co-authored with Joyce Rowland) in Strategies for Engaging Young Adult Readers: A Social Themes Approach (pp. 189-210). Norwood, MA: Christopher-Gordon, 2005.
鈥淧oetry Notebook鈥 in Standards-Based Activities With Scoring Rubrics: Middle and High School English. Volume 1: Performance-Based Portfolios (pp. 71-87). Larchmont, NY: Eye on Education, 2002.
鈥淭he Timeline of the Twentieth Century,鈥 in Standards-Based Activities With Scoring Rubrics: Middle and High School English. Volume 2: Performance-Based Projects (pp. 107-117). Larchmont, NY: Eye on Education, 2002.
鈥淐ultures and Generations: Researching the Family History鈥 in Standards-Based Activities With Scoring Rubrics: Middle and High School English. Volume 2: Performance-Based Projects (pp. 41-53). Larchmont, NY: Eye on Education, 2002.
鈥淚nteractive Novel Group Presentations鈥 in Standards-Based Activities With Scoring Rubrics: Middle and High School English. Volume 2: Performance-Based Projects (pp. 55-72). Larchmont, NY: Eye on Education, 2002.
鈥淐onformity v. Individuality in Cormier鈥檚 The Chocolate War鈥 in Using Young Adult Literature: Thematic Activities Based on Gardner鈥檚 Multiple Intelligences (pp. 191-207). Norwood, MA: Christopher-Gordon, 2002.
Presentations
International Presentations
鈥淒esigning for Student Learning: Best Practices of Online Program Development鈥 (Lilly International Conference, Bethesda, MD, May 2015)
鈥淓xpanding Access While Ensuring Quality: Best Practices in Online Teaching鈥 (African Education Research Network Summit, Ile-Ife, Nigeria, June 2014, keynote by invitation)
鈥淒eveloping Transactive Writers: Approaches to Teaching Composition from Creative Writing to the Research Paper鈥 (Beijing Xicheng Educational Research Institute, Beijing, May 2013, by invitation)
鈥淔ostering Student Engagement in the age of Common Core Standards: Active Learning in the Integrated Language Arts Classroom鈥 (Beijing International Studies University, Beijing, May 2013, by invitation)
鈥淯sing Multiple Intelligences and Formative Assessment in Curricular Design to Foster Student Engagement and Promote High-order Critical Thinking鈥 (Shaanxi Normal and Xian International Studies Universities, Xi鈥檃n, China, May 2013, by invitation)
鈥淎frican Life and Literature: Novel Guides to Promote Socially-Responsive Learning" (African Education Research Network Summit, Raleigh, North Carolina, USA, May 2012)
鈥淥nline Teaching and Learning鈥 (Lebanese International University, Beirut, July 2011, by invitation with Dr. Danielle Dani)
鈥淎ctive Learning in Theory and Practice鈥 (University of Jordan, Amman, July 2011, by invitation with Dr. Danielle Dani)
鈥淐. S. Lewis and Students鈥 Self Exploration and Search for Meaning鈥 (C. S. Lewis Summer Institute - Oxbridge 2008, Oxford and Cambridge, England, July-August 2008)
鈥淩eading Beyond Boundaries: Exploring the Life and Literature of Africa-- The Struggle for Human Rights鈥 (IRA, Toronto, May 2007)
National Presentations Since 2015
鈥淩outine Accountability as a Boost for Student Performance and Professional Readiness鈥 (Lilly Conference on College and University Teaching and Learning, Oxford, OH, November 2023)
鈥淩esearch-Based Strategies to Increase Student Attendance and Engagement鈥 (Lilly Conference on College and University Teaching and Learning, Oxford, OH, November 2022)
鈥淒esigning a Teaching Academy to Improve Undergraduate Teaching and Learning鈥 (Lilly Conference on College and University Teaching and Learning, Newport Beach, CA, February 2016)
State and Regional Presentations Since 2015
鈥淭eaching in a Post-Pandemic World: Finding Solutions and Celebrating Successes鈥 (OCTEO, Dublin, OH, October 2023)
鈥淰arious Approaches to Attendance and Connections between Attendance and Engagement during COVID鈥 (Spotlight on Learning Conference, 91探花, April 2022)
鈥淭he Interconnectedness of Attendance, Social-Emotional Connection, and Wholeness鈥 (OCTEO, Dublin, OH, October 2022)
鈥淎daptability in English Studies: Class Attendance and Student Engagement鈥 (CEAO, Painesville, OH, April 2022)
鈥淯nderstanding through Story: Voices in Contemporary World Literature for Young Adults and Adults鈥 (CEAO, Findlay, OH, April 2019)
鈥淒igital Humanities Teaching and Learning鈥 (Spotlight on Learning Conference, 91探花, April 2018)
鈥淒aily Matters: The Link between Routine Accountability and Deeper Learning鈥 (Spotlight on Learning Conference, 91探花, April 2017)
鈥淲orking with Multilingual and International Students: Strategies for Participation, Interaction, and Success鈥 (Faculty Teaching and Learning Showcase, 91探花, April 2015)
鈥淟iterary Lenses and Genres: Connecting Students with Stories of the Middle East鈥 (OCTELA, February 2015)
Grants
Rice has been PI or Co-Researcher/Collaborator on grants totaling over $1.7 million. These include awards from the following:
Ohio Humanities Council (2021, $7,400), "Humanities Park in Athens Ohio," with collaborators Fred Drogula (project lead), Miriam Intrator, Katherine Jellison, Bill Kimock, Brian Schoen, and Carey Snyder.
National Endowment for the Humanities (2018, $74,000), "Coming Home from War: Conversations for Veterans in Southeast Ohio and Appalachia," with Dr. Ingo Trauchweizer, Project Director
91探花 Innovation Strategy (2016, $924,000) 鈥淎cademic Innovation Accelerator鈥 with Dr. Bradley Cohen, PI
Konneker Fund (2013, $40,000) 鈥淭oward an 91探花 Teaching Academy鈥 with Distinguished Professors Thomas Carpenter and William Condee
91探花 1804 Fund (2012, $7,500) 鈥淗umanities Teaching Fellows鈥 with Dr. Thomas Carpenter, PI
Ohio Board of Regents Improving Teacher Quality Grants (2011, $152,000; 2010, $159,000; 2009, $152,000; 2008, $139,000; 2007, $103,000) 鈥淏etter Mathematics Through Literacy鈥 with Dr. Timothy McKeny, PI/Co-PI
Martha Holding Jennings Foundation (2010, $29,700) 鈥淧roposal to Sustain Collaborations for the Improvement of Teachers in Southeast Ohio鈥 with Co-wrtier, Dr. Aimee Howley
Professional Awards and Distinctions
Teaching Excellence Fellow (2023-2024, selected Lead Fellow by the Center for Teaching, Learning and Assessment to spearhead the development of a university-wide Peer Teaching Observation Program)
Presidential Teacher Award (2020-2023)
Faculty Fellowship in Israel (Summer 2019) sponsored by Jewish National Fund
James S. Reid/Standard Products Company Professor of Humanities (2017-present)
Senior Fellow of the Charles J. Ping Institute for the Teaching of the Humanities (2013-2017)
Presidential Teacher Award Finalist (2015-2016)
Outstanding Faculty Leadership and Service Award (2012, College of Arts & Sciences)
James Bruning Teaching Fellow (2010-2013, named by the Office of the Executive Vice President and Provost)
Golden Key International Honorary (2012, selected by students)
Nancy Dasher Prize (2009, for the best book in the category of Professional and Pedagogical Issues written by an Ohio professor from 2006-2008; awarded by the College English Association of Ohio)
Dean鈥檚 Outstanding Teaching Award (2008, College of Arts & Sciences)
University Professor (2006-2007, selected by students)
Excellence in Higher Education (2006, feature in Ohio Magazine)
Outstanding High School Language Arts Educator of Ohio (1998, awarded by the Ohio Council of Teachers of English Language Arts)
A+ Teacher Award for Trumbull County (1996 & 1999, awarded by The Tribune Chronicle based on student letters)
Community Service Award (1998, awarded by the Cortland Area Kiwanis)
Courses Taught
- ENG 1510: Writing and Rhetoric I
- ENG 3060J: Women and Writing
- ENG 3080J: Writing and Rhetoric II
- ENG 3560: Young Adult Literature
- ENG 4510: Teaching Language and Composition
- ENG 4520: Teaching Literature in Secondary Schools
- ENG 4640: English Authors (C. S. Lewis)
- ENG 5950: Introduction to English Studies
- ENG 6405: Topics in Global Literature
- ENG 6930: Master鈥檚 Essay
- ENG 7810: Professional Issues in Teaching College English