Heather Greenhalgh-Spencer, Ph.D.

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
• Digital Ethics
• Philosophy of Education
• Philosophy of Technology
• Engineering Education Pipelines
• Global Education
• Blended and Personalized Learning
• Strategic Staffing
• Teacher Retention and Recruitment

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.

Selected Publications:

Greenhalgh-Spencer, H. (2025). Reflecting on Digital Umgang: Pushing against Binaries and for Practicalities. Philosophy of Education, 80(3), 200-204.

Greenhalgh-Spencer, H. Dallas, T. (2024). Co-Developing a social entrepreneurship program with a focus on Engineering. In 2024 ASEE Proceedings. 10.18260/1-2—48467. https://peer.asee.org/48467

Dallas, T., Greenhalgh-Spencer, H. and Frias, K. (2024). Educating engineering undergraduates to be intrapreneurs. In 2024 ASEE Proceedings. 10.18260/1-2—46920.https://peer.asee.org/46920

Greenhalgh-Spencer, H., Mansell, K. E. & Wiseman, Alexander (2024, Winter). Maximizing the Recruitment Potential of the Teacher Incentive Allotment in Texas. Texas Tech University. Center for Innovative Research in Change, Leadership, and Education. https://hdl.handle.net/2346/100433

Mansell, K. E. & Greenhalgh-Spencer, H. (2024, Spring). Enhancing Math Education in Texas Through Blended Learning: A Closer Look at Math Innovation Zones. Texas Tech University. Center for Innovative Research in Change, Leadership, and Education. https://hdl.handle.net/2346/97585

Mansell, K. E. & Greenhalgh-Spencer, H. (2024, Spring). Enhancing Math Education in Texas Through Blended Learning: An Evaluation of Program Survey Data. Texas Tech University. Center for Innovative Research in Change, Leadership, and Education. https://hdl.handle.net/2346/97587

Mansell, K. E. & Greenhalgh-Spencer, H. (2024, Spring). Enhancing Math Education in Texas Through Blended Learning: The COVID Effect. Texas Tech University. Center for Innovative Research in Change, Leadership, and Education. https://hdl.handle.net/2346/97586

Mansell, K. E. & Greenhalgh-Spencer, H. (2024, Spring). Enhancing Math Education in Texas Through Blended Learning: A District Case Study Highlighting the Transformative Impact. Texas Tech University. Center for Innovative Research in Change, Leadership, and Education. https://hdl.handle.net/2346/97588

Hodges, N., Watchravesringkan, K., Yan, R., Geanious, C., Chang, J. and Greenhalgh-Spencer, H. (2024). Cultivating applied technology competencies in the apparel and textiles curriculum: Development and assessment of course materials and teaching strategies. In 2023 Proceedings of International Textile & Apparel Association. DOI:10.31274/itaa.17301

Greenhalgh-Spencer, H. (2023). “Deep Listening as Bridge-Building in University-Community Partnerships”. Educational Theory. 72 (6), 793-811.

Greenhalgh-Spencer, H. and Dallas, T. (2023). Strengthening the STEM pipeline from high school to university. 2023 ASEE Proceedings. DOI: 10.18260/1-2--44274

Greenhalgh-Spencer, H. (2022). Of Ethics and Algorithms. Philosophy of Education, 78(3), 66-71.

Greenhalgh-Spencer, H. (2022). “Scholarly Dispositions in an Online Doctoral Program”. Philosophy of Education. 77 (4). Pp. 1-16.

Hite, R., Greenhalgh-Spencer, H., & Childers, G. (2022, May/June). Differentiation in the Life Science Classroom Using Station Rotations. Science Scope, 45(5), 52-58.

Greenhalgh-Spencer, H. (2022). Failure in Democracy and Frameworks of Reflection and “We”.  Dewey Studies, 5(2), 35-45.

Dallas, T., Greenhalgh-Spencer, H., & Frias, K. M. (2022, July). The Role of Mentorship in Student Preparation for Impactful Internships. In 2022 ASEE Proceedings. DOI: 10.18260/1-2--40636

Hite, R., Greenhalgh-Spencer, H., & Insenga, M. (2021). How She Persisted: Working Women Engineers' Experiences in and Perceptions of Engineering. International Journal of Gender, Science and Technology, 13(2), 134-162.

Greenhalgh-Spencer, H. (2021). Gender and Technologies of Embodiment. Oxford Research in Education, 2021(2), 598-602.

Greenhalgh-Spencer, H. (2021). Education in Connectivity. Philosophy of Education, 76(4), iii-v.

Arefeen, S., Dallas, T., & Greenhalgh-Spencer, H. (2021). Solar-powered, digital classroom-in-box: A digital system to mitigate the digital divide of post-pandemic education. 2021 ASEE Proceedings. DOI: 10.18260/1-2--37723

Dallas, T., Greenhalgh-Spencer, H., & Frias, K. M. (2021, July). Developing Intrapreneurship in the Next Generation of Engineering Innovators and Leaders. In 2021 ASEE Proceedings. DOI: 10.18260/1-2—36944

Duemer, L. S., & Greenhalgh-Spencer, H. (2021). Developing dispositions of collegiality and professionalism in online doctoral programs. Handbook of research on developing students’ scholarly dispositions in higher education (pp. 1-21). IGI Global.

Greenhalgh-Spencer, H. (2020). Gender and Technology in Education. Oxford Research in Education, 2020(6), doi.org/10.1093/acrefore/9780190264093.013.1250.

Greenhalgh-Spencer, H. (2020). “A Touch in the Present: Reactions and Rhizomes.” Philosophy of Education. 76 (3). pp. 75-79.

Greenhalgh-Spencer, H. (2020). “On Being and Becoming”. Philosophy of Education. 76 (3). pp. iv-ix.

Greenhalgh-Spencer, H. (2020). “The Purposes and Connections of School” Philosophy of Education. Vol. 76 (2). pp. vi-viii.

Greenhalgh-Spencer, H. (2020). “Making Stories for the Moments of Our Time” Philosophy of Education. 76 (1). pp. v-vii.

Kim, J.-H., Cruz, J., Hite, R., Dwyer, J., Gottlieb, J., Greenhalgh-Spencer, H., Park, M., Smit, J., Smith, P., Zimmerman, A. S. (2020). Affective writing as a promise of “Yet-To-Become”: Unearthing the meaning of writing through the voice of tenure-track assistant professors. Taboo: The Journal of Culture and Education., 19(5), 103-119.

Greenhalgh-Spencer, H. (2020). “Teaching within Regimes of Computational Truth”. Philosophy of Education. 75(1). 686-699.

Greenhalgh-Spencer, H. and Taylor, A. (2019). “Gendered Harassment as Concept and Experience in Educational Spaces.” Educational Theory. 69(1). Pp. 5-15.

Greenhalgh-Spencer (2019). “The “Discourse of Invasive Species”: Another Consideration for the Rebel Teacher” Philosophy of Education. Vol.74 (1). pp. 598-602

Greenhalgh-Spencer, H. (2019). “Cyber Safe Curricula and Online Harassment”. Educational Theory. 69(1). 73-89.

Greenhalgh-Spencer, H. and Zaliwska, Z. (2019). “Storying Ruptures as Educational Practice”. Studies in Philosophy of Education. 38(1). Pp.1-6.

Greenhalgh-Spencer. H. (2019). “Teaching with Stories: Ecology, Haraway, and Pedagogical Practice”. Studies in Philosophy of Education. 38(1). Pp 43-56.

Greenhalgh-Spencer, H. (2018). New Practices of Personalized Learning: Privacy and Autonomy. In E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1394-1403). Association for the Advancement of Computing in Education (AACE). (10) 2018.

Greenhalgh-Spencer, H. (2018). The Ruts and Open Spaces of Online Forums. In E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1404-1410). Association for the Advancement of Computing in Education (AACE). (10) 2018.

Greenhalgh-Spencer H. (2018) Social Media, Digital Technology, and Education: Personalized Learning and Questions of Autonomy, Authority, and Public/Community. In: Smeyers P. (eds) International Handbook of Philosophy of Education. Springer International Handbooks of Education. Springer, pp. 1307-1320.

Greenhalgh-Spencer, H. (2017). “A Walking Education: Taking It Further” Philosophy of Education,73(1). Pp. 74-76.

Ertas, A.; Greenhalgh-Spencer, H.; Gulbulak, U.; Baturalp, T.B.; Frias, K. (2017). “Transdisciplinary Collaborative Research Exploration for Undergraduate Engineering Students.” In International Journal of Engineering Education. Vol. 33 (4). 1242-1256.

Greenhalgh-Spencer, H. and Aiston, S. (2017). Western Colonial Expectations and Counter-narratives of Women and Education: Editorial.” In Policy Futures in Education. Vol. 15 (3). 241-245.

Greenhalgh-Spencer, H. (2017). “Western Colonial Expectations and Counter-narratives of Women and Education: Introduction to the Special Issue.” In Policy Futures in Education. Vol. 15 (3). 246-251.

Ahmad, F. and Greenhalgh-Spencer, H. (2017). “TIMSS and Gendered Math Teaching in Kuwait.” In Policy Futures in Education. Vol. 15 (3). 327-340.

Greenhalgh-Spencer, H. and Jerbi, M. (2017). “Technography and Design-Actuality Gap-Analysis of ICT-Assisted Education: Western Expectations and Global Education” in Policy Futures in Education. Vol. 15 (3). 275-294.

Greenhalgh-Spencer, H., Frias, K., and Ertas, A. (2017.) “Transdisciplinary Content Pedagogy in Undergraduate Engineering Education: Being Pulled Up Short”. Transdisciplinary Higher Education: A Theoretical Basis Revealed in Practice, Ed. Gibbs, P. Springer.

Greenhalgh-Spencer, H. (2016). “Online Education, God, and the Stance of the Non-Believer,” Philosophy of Education. Vol 72 (1). Pp. 321-324.

Greenhalgh-Spencer, H. (2016.) “Reproducing the Motherboard: The Invisible Labor of Discourses that Gender Digital Fields”. Studies in Philosophy of Education. Vol. 36(1). Pp. 33-48.

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. (2016). “Ethics for Online Courses: Capabilities and Hospitality”. Proceedings; Association for the Advancement of Computing in Education (AACE) Global Conference on E-Learning. AACE Press. 841-848.

Greenhalgh-Spencer, H. (2016). "The Capabilities Approach to Assistive Technology and E-Learning". Proceedings; Association for the Advancement of Computing in Education (AACE) Global Conference on E-Learning. AACE Press. 849-853.

McCarthy, C., Goel, K., Sanya, B., Greenhalgh-Spencer, H., Lin, C. (2016). Digitizing Tradition: Staging Postcolonial Elite School Identities in the Online Environment. Educating for 21st Century Global Capacities. Springer.

Greenhalgh-Spencer, H. (2015). Guattari's Ecosophy and Implications for Pedagogy. Philosopher's Index. Vol. 5 (2) 2015.

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. Vol. 36 (1). 156-173.

Greenhalgh-Spencer, H. (2015). “An Argument for Ecosophy: An Attention to Things and Place in Online Educational Spaces” in Philosophy of Education. Vol. 71 (1). 57-65.

Greenhalgh-Spencer, H. (2015). “Attention to Place in Online Education”. Proceedings; Association for the Advancement of Computing in Education (AACE) Global Conference on E-Learning. AACE Press. 1015-1019.

Greenhalgh-Spencer, H. (2015). “A Pedagogy of the Glocal in Online Education”. Proceedings; Association for the Advancement of Computing in Education (AACE) Global Conference on E-Learning. AACE Press. 1008-1014.

Ertas, A., Frias, K., Greenhalgh-Spencer, H. and Back, S. (2015). “A Transdisciplinary Research Approach to Engineering Education”.Proceedings of the 2015 ASEE Gulf-Southwest Annual Conference. Copyright © 2015, American Society for Engineering Education Greenhalgh-Spencer, H. (2015). “Social Media, Digital Technology, and Education:

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

Back, S., Frias, K., Greenhalgh-Spencer, H. (2015). The application of transdisciplinary theory and practice to STEM education. Handbook of research on computational tools for real-world skill development.

Greenhalgh-Spencer, H. (2015) “Ecosophic Teaching Using a Pedagogy of the Glocal,” in Ed. Mary Frances Rice, Innovations in Teaching and Teacher Education. Emerald Publishing.

Greenhalgh-Spencer, H. (2014). “Guattari’s Ecosophy and Implications for Pedagogy” in Griffiths, Morwenna, Hoveid, Marit, Todd, Sharon and Winter, Chris (eds.) Re-imagining Relationships in Education: Ethics, Politics and Practices, Wiley Blackwell 2014. pp. 160-178.

Greenhalgh-Spencer, H. (2014). “The One World Schoolhouse: Education Reimagined / Review” in Educational Theory. Vol. 64 (4). 418-424.

Greenhalgh-Spencer, H. (2014). “Guattari’s Ecosophy and Implications for Pedagogy”. Journal of Philosophy of Education. Vol. 48 (2). 323-338.

Greenhalgh-Spencer, H. (2014). “What Technology Reveals: Countering Binaries and Moving Toward the In-Between.” Philosophy of Education. Vol. 70 (1). 315-323.

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. Vol. 12(2). 211-227.

McCarthy, C., Greenhalgh-Spencer, H., Goel, K., Lin, C., Castro, M., Brenda Sanya, B., Bulut, E. (2014). The Visual Field of the Barbadian Elite Schooling: Toward a Postcolonial Social Aesthetic. In, J. Fahey, H. Prosser, M. Shaw (Eds) In the Realm of the Senses: the Social Aesthetic and the Sensory Dynamics of Privilege, Johannah Fahey, Howard Prosser and Matthew Shaw (eds) Springer: Singapore: 104-142.

Greenhalgh-Spencer, H. (2014). “Vocabularies of Embodiment in Online Educational Spaces: Dislodging Binaries,” in Mobilized Identities. C. McCarthy et al. Ed. Champaign, IL: Common Ground Publishing.

McCarthy, C., Bulut, E., Castro, M. Goel, K. and Greenhalgh-Spencer, H. (2014). “The Argonauts of Post-colonial Barbados,” in Mobilized Identities. C. McCarthy et al. Ed. Champaign, IL: Common Ground Publishing.

Greenhalgh-Spencer, H. (2013). “Re-thinking Bodies in the Traditional Classroom,” Philosophy of Education. Vol. 69 (1). 246-253.

Greenhalgh-Spencer, H. (2012). “In Defense of Multiple Learning Spaces,” Philosophy of Education.68 (1).

Greenhalgh-Spencer, H. (2011). “Body/Flesh of the Teacher in the Digital Age,” in New Times: Making Sense of Critical / Cultural Theory in a Digital Age. C. McCarthy, H. Greenhalgh-Spencer, and R. Mejia Eds. New York: Peter Lang.

McCarthy, C., Greenhalgh-Spencer, H. and Mejia, R. (2011). “Introduction: Mapping the New Terrain,” in New Times: Making Sense of Critical / Cultural Theory in a Digital Age. C. McCarthy, H. Greenhalgh-Spencer, and R. Mejia Eds. New York: Peter Lang

Greenhalgh-Spencer, H. (2010). “Spam (and Other Anomalies) as a Line of Flight,” Journal of Communication. Vol. 60 (3). 20-22.

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). 1-15

Greenhalgh-Spencer, H. (2008). “Audience and Author: The Reading of the White Expert,” Borderlands. Vol, 7 (3). 1-17.

Greenhalgh-Spencer, H. (2006). “Book Review of Performance Theories in Education: Power, Pedagogy, and the Politics of Identity,” Educational Studies. Vol. 40 (2). 180-185.