Spring 2018 Teaching Schedule:
- EDAD 6050 (Advocacy, Community Engagement and Governance: The Social and Political Contexts of Education) Mondays 6:00-8:45 PM
- EDFN / WGSS 5090 (Queer Studies in Education) Wednesdays 4:30-7:15 PM
- EDFN 6051-07 (Ed.D. Research & Writing Lab) Saturdays 11:00 AM-1:45 PM
Spring 2018 Office Hours:
- Wednesdays 7:30-8:30 PM, Thursdays 3:00-5:00 PM, or by appointment (please email email@example.com)
Allison Mattheis joined the Applied and Advanced Studies in Education faculty in 2013 and teaches in the Ed.D. in Educational Leadership, M.A. in Educational Foundations, and B.A. in Urban Learning degree programs. She is a former secondary school science teacher and holds a K-12 Principal's License (administrative credential) from the state of Minnesota. Her research interests include sociocultural analysis of educational policy, ethnographic explorations of educational and workplace cultures and climates, LGBTQ identities and queer epistemologies in education and STEM fields, and youth-inclusive bicycle and transportation advocacy. Her work is driven by a commitment to empowering teachers as change-makers, students as decision-makers, and educators as solidarity-builders.
- Ph.D. (Educational Policy and Leadership, Dept. of Organizational Leadership, Policy and Development) University of Minnesota Twin Cities, 2013
- M.A. (Educational Administration, Dept. of Educational Policy and Administration) University of Minnesota Twin Cities, 2009
- B.A. (International Politics, Environmental Studies) Oberlin College, 1999
PEER-REVIEWED JOURNAL ARTICLES
Mattheis, A., Ardila, Y. & Levaton, S. (forthcoming). "We think differently:" Student representation and voice at the LAUSD school board. Journal of Ethical Educational Leadership.
Mattheis, A. (2017). Central school district office leadership for diversity and equity: Constraints and opportunities for policy intermediaries. Journal of School Leadership, 27(4), 521-552.
Mattheis, A. (2016). Political contestation and discursive argumentation: Revising Minnesota’s School Integration Revenue Statute. Educational Policy Analysis Archives. http://dx.doi.org.mimas.calstatela.edu/10.14507/epaa.24.2314
Mattheis, A. (2016). A mashup of policy tools and CDA as a framework for educational policy inquiry. Critical Policy Studies. DOI:10.1080/19460171.2016.1170618
Yoder, J.B. & Mattheis, A. (2015). Queer in STEM: Workplace experiences reported in a national survey of LGBTQA individuals in science, technology, engineering, and mathematics careers. Journal of Homosexuality. DOI: 10.1080/00918369.2015.1078632
Demerath, P. & Mattheis, A. (2015). The use of feedback mechanisms in interpreting the robustness of a neoliberal educational assemblage. Ethnography and Education, 10(2), 198-214. DOI: 10.1080/17457823.2015.1005112
Finnigan, K.S., Holme, J.J., Orfield, M., Luce, T., Diem, S.L., Mattheis, A. and Hylton, N. (2015). Regional educational policy analysis: Rochester, Omaha, and Minneapolis’ inter-district arrangements. Educational Policy 29(5), 780-814. DOI: 10.1177/0895904813518102
Mattheis, A. & Jensen, M. (2015). Fostering improved anatomy and physiology instructor pedagogy. Advances in Physiology Education 38(4), 321-329. DOI: 10.1152/advan.00061.2014
Mattheis, A., Jensen, M., Ingram, D. and Jackson, J. (2014). Examining high school anatomy and physiology teacher experience in a university cadaver lab. International Journal of Science and Mathematics Education. 11(6), 1-22. DOI: 10.1007/s10763-013-9507-8
Mattheis, A. & Yoder, J.B. (2014). Queer in STEM: National study overview and implications for higher education. NASPA Excellence in Practice Knowledge Communities. http://apps.naspa.org/files/2014-Spring-KC-Publication-Final.pdf
Jensen, M., Loyle, A. & Mattheis, A. (2013). Offering an anatomy and physiology course through a high school- university partnership: The Minnesota model. Advances in Physiology Education. 37(2), 157-164. DOI: 10.1152/advan.00147.2012
Demerath, P. & Mattheis, A. (2012). Toward common ground: The uses of educational anthropology in multicultural education. International Journal of Multicultural Education. 14(3), 1-21.
Jensen, M., Mattheis, A., & Johnson, B. (2012). Using student learning and development outcomes to evaluate a first-year undergraduate group video project. CBE-Life Sciences Education. 11, 68-80. DOI: 10.1187/cbe.11-06-0049
BOOK CHAPTERS AND OTHER PUBLICATIONS
Poirier, J., Mattheis, A., & Temkin, D. (2017). LGBT Youth. Oxford Bibliographies. New York: Oxford University press. oxfordbibliographies.com
Mattheis, A., Diamond, S. & Fernandez, M. (2016). Mentoring the whole STEM person: Advancing LGBTQ+students and professionals. Computing Research News, 28(1). Cra.org/crn
Azzarello, P., Pirone, J. & Mattheis, A. (2016). Collectively subverting the status quo at the Youth Bike Summit. In A. Lugo (Ed.), Biking for All? Bicycle Justice and Urban Transformation. New York, NY: Routledge.
Lugo, A. & Mattheis, A. (2016). Bicycle anthropology of Los Angeles. In J. Banh & M. King (Eds.). Anthropology of Los Angeles: City, Image, Politics. Lanham, MA: Rowman & Littlefield Publishers.
Mattheis, A., Yoder, J.B., & Perey, D.* (in press). Opening the lab closet: Queering STEM for student success and well-being. In C. Clark & Z. Haddad (Eds.), STEM Volume of the PK-12 Multicultural Curriculum Transformation Handbook. Lanham, MD: Rowman & Littlefield Publishers.
Mattheis, A., Perey, D.*, Royaltey-Quandt, V.* (2016). Developing Advocacy Leadership for LGBTQ Students and Queer Studies in Ed.D. programs. CPED White Paper Series.
Jensen, M., Mattheis, A. & Loyle, A. (2014). Fifteen POGIL activities for introductory anatomy and physiology courses. Lancaster, PA: POGIL Press.