I am a Professor here at LMU, where I have the honor and privilege of also serving as Director the Liberal Studies Program (LBST). I teach undergraduate and graduate courses in the Bellarmine College of Liberal Arts and the School of Education respectively. I thoroughly enjoy teaching, especially the recently developed course “A Better World: Explorations of Place & Purpose”, as well as the LBST Capstone “Education & Global Issues”, which in 2018 and 2019 included immersion abroad in Costa Rica. I also teach a First Year Seminar entitled “Education & the Public Good”. My areas of interest and expertise include ecological literacy, nature-based learning, content area reading and multiple literacies, professional learning in K-12 schools, the effective and equitable education of English Learners, teacher preparation, teacher supervision, sociocultural variables in education, school reform, college pipeline programs, international education, and grant writing. I have worked closely with schools and districts throughout my career and have taught across the K-12 grade span in the U.S. and Mexico.
I came to LMU from Kennesaw State University (KSU), where I was an Associate Professor and the lead co-director of an $8.9 Million federal Teacher Quality Partnership Grant to redesign teacher preparation around Urban Education, using a model of vertically aligned professional development schools. In Georgia I also served as the founding Co-Director of the Center for Latino Achievement and Success in Education (CLASE) at the University of Georgia (UGA). There I worked with teams of educators statewide to raise student achievement. Each year I invited the nation’s top researchers and practitioners to work with these teams—renowned scholars such as Luis Moll and Eugene Garcia. While at UGA and KSU I also served on numerous MA thesis and doctoral dissertation committees, including as dissertation chair. Across my career I have taught over 40 different courses for academic credit across the undergraduate, Master’s and doctoral levels.
Other professional positions I have held include Department Head of the American Language Program at the University of Georgia, Education Programs Specialist at the California Department of Education, and Interim Director of Contract Language Programs in the Center for International Education at UC Davis. I also taught for five years at the Monterey Institute of International Studies.
University of California at Davis: Ph.D., Curriculum and Instruction/Language and Literacy
Designated Emphasis in Second Language Acquisition
Monterey Institute of International Studies: M.A., Teaching English to Speakers of Other Languages (TESOL)
Mills College: B.A., History
Chapman University: California Teaching Credential, Social Science and English as a Second Language authorization
Areas of Expertise (9)
English Language Learners & Specially Designed
Professional Learning for Schools and Districts
MS-HS College Pipeline Programs
Interdisciplinary Program Award (professional)
LMU Office for Research/Sponsored Projects Interdisciplinary Program Award for work as Co-PI on $1.2 M NOYCE grant to recruit more teachers into STEM fields
7 Revolutions Fellow (professional)
New York TImes/Center for Strategic & International Studies/Regents University System Georgia:
Award for Excellence in Mentoring Students (professional)
University of Georgia Schneider
Doctoral Scholar (professional)
US Department of Education Title VII
Presidential Scholar (professional)
Monterey Institute of International Studies
Lucie Stern Merit Scholar (professional)
- AERA: American Education Research Association
- ASCD: Associate for Supervision and Curriculum Development
- CCTE: California Council on Teacher Education
- IRA: International Reading Association
- TESOL: Teaching English to Speakers of Other Languages
- Spanish (conversational)
Education & the Public Good
Education & Global Issues
A Better World: Explorations of Place & Purpose
URBN 3200/EVST 3120
English Language Develop/SDAIE
Education & Public Good
First Year Seminar
Pre-Practicum in Education
Theories of Second Language Acquisition
Cultural Paradigms of Education
Teaching Reading in Elementary Classrooms
English Language Development/SDAIE
Orientation to Learning
Anthropological Analysis Diversity
Sociocultural Analysis in Education
In Press. Promoting Visual-Ecological Literacy in Teaching and Learning Through Nature-Based ArtUtilizing Visual Representation Educational Research
Musetti, B., Musetti, E., & Medina, D. (2022). In press. Promoting Visual-Ecological Literacy in Teaching and Learning Through Nature-Based Art. In H. J. Bessette & C. Sutton-Brown, (Eds.). Utilizing Visual Representation Educational Research, Information Age.
Review of the book Highly Effective Teachers of Vulnerable Students: Practice Transcending Theory by M. Poplin & C. BermudezTeachers College Record
Musetti, B. & Rojas, A. (2021). Review of the book Highly Effective Teachers of Vulnerable Students: Practice Transcending Theory by M. Poplin & C. Bermudez. Teachers College Record.
Ecological literacy in teacher preparationJournal of Literacy Innovation
Musetti, B. (2019). Ecological literacy in teacher preparation: Urgency, affect & agency. Journal of Literacy Innovation,4 (1), 16-31.
Beyond teaching EnglishCATESOL Journal
Wall, C. & Musetti, B. (2018). Beyond teaching English: A holistic approach to supporting English Learner students and their families. CATESOL Journal,30 (2), 1-17.
Standards-based reformTESOL Encyclopedia of English language teaching
Musetti, B. (2016). Standards-based reform. In S. Salas (Ed.), TESOL Encyclopedia of English language teaching. Wiley Publishing.
Project Planning and SustainabilityTESOL Encyclopedia of English language teaching
Musetti, B. (2016). Project Planning and Sustainability. In S. Salas (Ed.), TESOL Encyclopedia of English language teaching. Wiley Publishing.
Humanizing the core: English Language Learners and culturally sustaining young adult literatureL. de Olivera and M. Shoffner
Musetti, B., Salas, S., & Murray, B. (2016). Humanizing the core: English Language Learners and culturally sustaining young adult literature. In L. de Olivera and M. Shoffner, (Eds.), London: Palgrave MacMillan.
Bridging English Learners with community partnersSouthern California Professional Development Schools Network News
Wall, C. & Musetti, B. (2016). Bridging English Learners with community partners: The connecting power of the community liaison. Southern California Professional Development Schools (SCPDS) Network News, 5(2), 3.
Unpacking capital: Promoting student success & learning to “do school”TESOL in Action
Montalvo-Balbed, M. and Musetti, B. (2015). Unpacking capital: Promoting student success & learning to “do school”. GA TESOL in Action.
Latino transnationals (not) in advanced academics: Asking hard questions togetherTalent development for English Language Learners: Identifying and developing potential
Salas, S., Musetti, B. & Plaisance, M. (2013). Latino transnationals (not) in advanced academics: Asking hard questions together. In M. Matthews and J. Castellano, (Eds.), Talent development for English Language Learners: Identifying and developing potential. Austin, TX: Prufrock Press.
Science as springboardTeaching science with Hispanic ELLs in K-16 classrooms
Musetti, B., & Tolbert, S. (2010). Science as springboard: Promoting achievement and aspiration among English Language Learners. In D. Sunal & C. Sunal (Eds.), Teaching science with Hispanic ELLs in K-16 classrooms. Charlotte, NC: Information Age Publishing.