Brooke Blevins, Ph.D., is an Assistant Professor of Social Studies Education and Coordinator of the Secondary Social Studies Education program. Dr. Blevins teaches both undergraduate and graduate courses in secondary education, social studies education, and multicultural education. As a former secondary teacher, Dr. Blevins has a passion for equipping teachers with the resources needed to engage in humanizing social studies education. Dr. Blevins also serves as the co-director for the iEngage Summer Civics Institute, for which she and co-founder Dr. Karon LeCompte have raised more than $150,000 in grant funding.
Dr. Blevins’ research focuses on social studies education as a means to prepare active and engaged citizens. In her work, Dr. Blevins examines how to prepare teachers to develop both political clarity and pedagogical content knowledge that encourages them to engage in transformational based and humanizing social studies education. In addition, Dr. Blevins is also interested in how to educate and empower young people to become active civic participants through participation in action civics and digital technologies.
Dr. Blevins's work as been published in journals such as Theory and Research in Social Education, Social Studies Research and Practice, The Social Studies, Multicultural Perspectives, and the International Journal of Social Studies Research. She is a member of the Social Studies Inquiry Research Collaborative (SSIRC), which examines the impact of authentic intellectual work in social studies classrooms.
Dr. Blevins has won several awards for her research including the 2013Jon Laska Outstanding Dissertation Award from the American Association of Curriculum and Teaching and the 2011Best Paper Award from the AERA Research in Social Studies Education SIG for her work with SSIRC. Dr. Blevins serves as the media and book review editor for Theory and Research in Social Education. An active member of the College and University Faculty Assembly of the National Council for the Social Studies, Dr. Blevins served as the program chair for the 2016 conference in Washington, D.C.
Industry Expertise (6)
Areas of Expertise (5)
University of Texas at Austin: Ph.D., Social Studies Education 2011
Trinity University: M.A., Secondary Education 2004
Trinity University: B.A., Economics and Speech Communications 2003
- College and University Faculty Assembly (CUFA) : Board Member
Media Appearances (5)
Local students tackle civic issues at Baylor’s iEngage camp
WACO Tribune Herald
The summer camp, which ran Monday through Friday this week, in its fourth year. It’s directed by Brooke Blevins and Karon LeCompte, Baylor School of Education faculty members and iEngage co-founders. The camp teaches children the importance of being well-informed citizens and taking civic action on local issues to change the community for the better...
iEngage Summer Camp Seeks to Get Kids Interested in Civics
The game provides a crash course in civics with various simulated activities. There are games about the bill of rights, and others about running for president, passing new laws and arguing real cases. These students in the camp are from area school districts, like Waco ISD and Robinson ISD. After their daily iCivics session, they then take the lessons they’ve learn in the game and apply them to the real world, says Brooke Blevins an assistant professor of curriculum and instruction who helps to run the camp...
Annual iEngage Civics Camp teaches students citizenship skills
iEngage is directed by education faculty members and camp co-founders Brooke Blevins, Ph.D., assistant professor of curriculum and instruction, and Karon LeCompte, Ph.D., associate professor of curriculum and instruction...
Local students create civic project for community improvement
"Our hope is that they want to develop leadership skills. They feel like they want to develop leadership skills. They feel like we can take a group of people and empower them to actually do something. And two, they recognize that they even as fifth, sixth, seventh, eighth, or ninth graders. They have the ability to do something," Baylor Assistant Professor Brooke Blevins said...
A Candid Conversation With Sandra Day O'Connor: 'I Can Still Make a Difference'
As the Supreme Court begins a new term this week, David Gergen sits down with Sandra Day O’Connor, the first female justice, to talk about life after the bench and her thoughts on the current state of the court...
It is imperative that schools and communities give students opportunities to participate in active citizenship and prepare them with the important skills and dispositions needed to become informed citizens. Action civics is a promising practice that puts students at the heart of civics learning by providing them with the opportunity to learn about civic and political action by engaging in a cycle of research, action, and reflection about problems they care about. As a response to move civics education toward a more action-oriented approach, the researchers planned and hosted two iterations of a summer civics institute for students entering 5th–9th grades. Using Jessica Gingold’s (2013) framework for action civics evaluation, this mixed-method research study explores the outcomes of the iEngage Summer Civics Institutes. Findings suggest that iEngage successfully incorporated four key competences from this framework, including producing 21st-century positive youth leaders, producing active and informed citizens, increasing youth civic participation, and encouraging youth civic creation. However, iEngage was not without its limitations and challenges.
In this qualitative case study, we examine pre-service teachers' understandings' of history as narrative. This analysis specifically explores the kinds of new historical narratives pre-service teachers create as a result of purposeful secondary social studies methods instruction that juxtaposes traditional narratives (eg individual achievement and motivation) and alternative narratives (eg those attentive to empathy and race, class, and gender) in an effort to help future teachers understand the nature of critical historical inquiry.
After years of neglect, civics education is gaining the attention of educators, political scientists, and politicians in the United States. As recent national citizenship reports have suggested, the level of civic knowledge in the US has remained unchanged or even declined over the past century (NCES, 2011). New technological innovations are, however, providing promising hope for restoring civic education in the United States. This study explores the impact of one of these innovative technologies, iCivics. org, an online civics ...
This study indicates that the state-mandated high-stakes social studies assessments in four states do not require students to demonstrate that they have met the cognitive demands articulated in the state-mandated learning standards. Further, the assessments do not allow students to demonstrate the critical thinking skills required by the standards. In this study, researchers from four states with high-stakes social studies tests questioned how well their states' tests measured and aligned with expressed expectations ...
In this article the authors examine The Student as Historian project in highlighting how critical historical thinking can provide other and more complex renditions of history. The authors note that teachers' understandings of educational ends, purposes, values, and critical content knowledge are entwined and inextricable from ideological stances and historical positionality.