Texas Tech University

Heather Greenhalgh-Spencer, Ph.D.

Assistant Professor
Curriculum and Instruction

Email: heather.greenhalgh-spencer@ttu.edu

Phone: 806-834-5132

Office: Education 361

Heather Greenhalgh-Spencer, PhD, is an assistant professor in the Department of Curriculum and Instruction at Texas Tech University. Her research emerges at the intersection of Educational Technology, Pedagogical Innovation, Diversity and Equity Issues, and Global Studies. She is particularly interested in the ways that embodiment, materiality, and glocal forces shape the ways we think about, use, and learn with digital technologies. Greenhalgh-Spencer explores practices of using technology and pedagogical innovation to create engaged learning in both formal and informal learning spaces. She explores diversity and equity issues in the STEM pipeline, and also researches embodied and transdisciplinary learning practices that increase engagement for underrepresented populations in STEM courses, such as Transdisciplinary Engineering. Greenhalgh-Spencer also researches blended / personalized learning (BL/PL) and the ways that BL/PL can create diverse pathways and increased opportunities for all students. Dr. Greenhalgh-Spencer has published in multiple international journals of education. She teaches courses on e-learning, blended/personalized learning pedagogies, diversity ideologies and policies, and educational philosophy.

Heather Greenhalgh-Spencer

Education

  • PhD from the University of Illinois at Urbana-Champaign. Dissertation Topic: Creating Embodied Engagement in Online Learning Spaces. 
  • PhD Minor (Certification) in Gender and Women’s Studies

Areas of Expertise

  • Educational Technology
  • Digital Divides
  • Identity making with Technology
  • Digital Ethics
  • Philosophy of Education
  • Philosophy of Technology
  • Gender Studies
  • Global Studies in Education
  • Blended and Personalized Learning

Selected Publications

Book: McCarthy, C., Greenhalgh-Spencer, H. and Mejia, R. (2011).  New Times: Making Sense of Critical / Cultural Theory in a Digital Age. New York: Peter Lang.

Peer-Reviewed Articles in Refereed Journals and Proceedings:

Ertas, A.; Greenhalgh-Spencer, H.; Gulbulak, U.; Baturalp, T.B.; Frias, K. (Accepted for Publication). “Transdisciplinary Collaborative Research Exploration for Undergraduate Engineering Students.” In International Journal of Engineering Education.

Greenhalgh-Spencer, H. (2016). “Ethics for Online Courses: Capabilities and Hospitality”. Proceedings; AACE Global Conference on E-Learning. AACE Press.

Greenhalgh-Spencer, H. (2016). "The Capabilities Approach to Assistive Technology and E-Learning". Proceedings; AACE Global Conference on E-Learning. AACE Press.

Greenhalgh-Spencer, H. (2016.) “Reproducing the Motherboard: The Invisible Labor of Discourses that Gender Digital Fields”. Studies in Philosophy of Education. DOI: 10.1007/s11217-016-9540-5

Greenhalgh-Spencer, H. (2016). Critical Gender Studies as a Lens on Education and Schooling. Educational Philosophy and Theory: Encyclopedia Special Issue on Gender Studies. Fall, 2016.

Greenhalgh-Spencer, H. (2016). A Technofeminist Lens on Schooling in the Digital Age. Educational Philosophy and Theory: Encyclopedia Special Issue on Cultural Studies. Winter, 2016.

Greenhalgh-Spencer, H. (2015). “Attention to Place in Online Education”. Proceedings; AACE Global Conference on E-Learning. AACE Press.

Greenhalgh-Spencer, H. (2015). “A Pedagogy of the Glocal in Online Education”. Proceedings; AACE Global Conference on E-Learning. AACE Press.

Greenhalgh-Spencer, H. (2015), “Critical Interdisciplinarity as a Research Methodology,” in Springer International Handbook of Research Methods (2015). Springer International.

Greenhalgh-Spencer, H., Castro, M., Bulut, E., Goel, K. Lin, C. and McCarthy, C. (2015). “Social Class as Flow and Mutability: The Barbados Case” in The British Journal of Sociology of Education. January, 2015.

Greenhalgh-Spencer, H. (2015). (In Press) “An Argument for Ecosophy: An Attention to Things and Place in Online Educational Spaces” in Philosophy of Education Society Yearbook, 2014.  Urbana, IL: Philosophy of Education Society Press.

Greenhalgh-Spencer, H. (2014). “The One World Schoolhouse: Education Reimagined / Reviewin Educational Theory. 64 (4).

Greenhalgh-Spencer, H. (2014). “Digital Technologies at the Site of the School: An Ecosophic Lens”. Journal of Philosophy of Education. 48 (2).

Greenhalgh-Spencer, H. (2014). “What Technology Reveals: Countering Binaries and Moving Toward the In-Between.” Philosophy of Education Society Yearbook, 2013. Urbana, IL: Philosophy of Education Society Press.

McCarthy, C., Bulut, E., Castro, M., Goel. K., and Greenhalgh-Spencer, H. (2014). “The Argonauts of Postcolonial Modernity: Elite Schools in Barbados.” Globalisation, Societies, and Education. 12(2).

Greenhalgh-Spencer, H. (2013). “Re-thinking Bodies in the Traditional Classroom,” Philosophy of Education Society Yearbook, 2012. Urbana, IL: Philosophy of Education Society Press.

Greenhalgh-Spencer, H. (2010). “Spam (and Other Anomalies) as a Line of Flight,” Journal of Communication. Vol. 60 (3).

Greenhalgh-Spencer, H. and Bartlett, B. (2010). “Ethical Breach and Schizophrenic Process: Theorizing the Judge and the Teacher,” Journal of Educational Controversy. Vol. 5 (2).

Greenhalgh-Spencer, H. (2008). “Audience and Author: The Reading of the White Expert,” Borderlands. Vol, 7 (3).

Greenhalgh-Spencer, H. (2006). “Reading Performance,” Educational Studies. Vol. 40 (2).

Peer-Reviewed Book Chapters, Presentations, and Invited Papers Available Upon Request.