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Gina Anderson, Ed.D. - Texas Woman's University. Denton, TX, US

Gina Anderson, Ed.D. Gina Anderson, Ed.D.

Associate Dean, College of Professional Education | Texas Woman's University


Dr. Anderson has taught undergraduate and graduate courses in curriculum, pedagogy, educational foundations, and diversity





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Dr. Gina Anderson is currently the Associate Dean of the College of Professional Education and has served educational settings for over 25 years in a number of roles. She taught several years of elementary and middle school in Oklahoma City, OK and served as a student teacher supervisor and teaching and research assistant at Oklahoma State University, where she earned her Doctor of Education degree in Curriculum & Instruction in 2004. Dr. Anderson has taught undergraduate and graduate courses in curriculum, pedagogy, educational foundations, and diversity. She has served as the program coordinator of Curriculum & Instruction in the Department of Teacher Education and as a mentor in the Pioneer Teaching and Learning Academy. Culturally-responsive teaching strategies and the Scholarship of Teaching and Learning guide her research and scholarly interests, and she has several peer-reviewed publications and presentations in these areas. Her honors and awards include the Academic Exchange Quarterly Journal Editor’s Choice Award, College of Professional Education Outstanding Teacher Award, College of Professional Education Outstanding Faculty Award for Academic Mentor/Advisor, Dr. G. Ann Uhlir Fellowship in Higher Education Administration, Academic Affairs Faculty Fellowship, and the Innovation in Academia Award. Dr. Anderson is a member of several professional organizations and serves on the council of the Curriculum and Pedagogy group.

Industry Expertise (3)

Education/Learning Training and Development Research

Areas of Expertise (10)

Curriculum and Instruction Pedagogy Educational Foundations Diversity Curriculum Design Distance Learning Higher Education Leadership Partnership Development Scholarship of Teaching and Learning Teacher Preparation

Accomplishments (6)

Editor’s Choice Award (professional)

Awarded by the Academic Exchange Quarterly Journal

Outstanding Teacher Award (professional)

Awarded by the College of Professional Education

Outstanding Faculty Award for Academic Mentor/Advisor (professional)

Awarded by the College of Professional Education

Dr. G. Ann Uhlir Fellowship in Higher Education Administration (professional)

Awarded by Texas Woman's University

Academic Affairs Faculty Fellowship (professional)

Awarded by Texas Woman's University

Innovation in Academia Award (professional)

Awarded by Texas Woman's University

Education (3)

Oklahoma State University: Ed.D., Curriculum and Instruction 2004

Oklahoma State University: M.S., Curriculum and Instruction 1991

University of Oklahoma: B.S., Education 1989

Media Appearances (1)

Lunch chats offer benefits

Denton Record Chronicle  online


After Kyleigh and another eight children leave, TWU assistant professor Gina Anderson asks Landeros about her experience.

“[Kyleigh] was really quiet, and I was curious if she’d stay shy or she’d talk back,” Landeros tells her professor. “I learned, sometimes you have to sit down and talk and give one-on-one attention for them to open up.”...

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Articles (5)

A Typology for an Online Socrates Café Teachers College Record


Background/Context: Increased polarization of viewpoints in the United States may have detrimental consequences for democratic pedagogy. The goals of civil society require a reliance on democratic values, and active participation is necessary for a strong civil society that demands the common good be deliberated in democratic ways. Discussion as pedagogy has been advanced for furthering democratic learning spaces in higher education with adults and in teacher education programs. Opportunities to participate in democratic discussions may also be created in online courses to prepare students who are literate in multiculturalism and an inclusive society. Engaging students in discussion that facilitates diverse perspectives and that challenges taken-for-granted assumptions is necessary...

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Managing the paradoxes of discussion pedagogy Cogent Education


Discussion pedagogy is part of a larger curricular goal that intersects the two aspirations of diversity of perspectives and democratic inquiry in that it challenges stereotypes and assumptions through student discourse. Yet, teaching with discussion is a complex and sometimes ambiguous endeavor that leaves instructors feeling pulled between desirable, but seemingly contradictory, goals. This article discusses these paradoxes of instructional choices and student outcomes that instructors may negotiate through polarity management, a theoretical framework that focuses on values that are diametrically opposed, yet interdependent upon each other. Implications of polarity management for discussion pedagogy are highlighted.

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Quality and Early Field Experiences: Partnering with Junior Achievement The Teacher Educator


This study explored the perceptions of preservice teacher candidates who participated in a pilot partnership between a public teacher education preparation program and Junior Achievement (JA). The partnership was grounded in the premise that providing early field experiences to preservice teacher candidates was a necessary requirement of quality teacher education. In an introductory pedagogy course, preservice teacher candidates in their junior year participated in a five-week field experience where they taught JA lessons in partnership schools. The results suggested that preservice teacher candidates perceived an expanded sense of comfort with teaching strategies, classroom management, and diversity during the actual teaching of the lessons in the field experience. Additionally, participants reported increased confidence levels with their own preparation to teach. The partnership with JA that provided a quality, early field experience may have enhanced the general pedagogical proficiencies needed for preservice teachers to succeed as practicing educators. Suggestions for creating a partnership with JA are provided.

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A Partnership in Pedagogy of Process: Conversations about Co-Teaching Critical Analysis Journal of Interdiscplinary Education


Reflective, post-event conversations (Campbell, Gibson, & Gramlich, 2005) between two professors who co-taught a graduate level, online teacher education course in diversity depict a teaching partnership. Our goal was to reflect upon the process of co-teaching critical analysis within this partnership. Foucault’s cautionary treatise (1980) is recognized in that analyses of power/knowledge metanarratives, such as pedagogies of diversity, liberal arts, and critical analysis, contain discourses of power, despite their emancipatory intentions. The conversations are considered reflexive discourse (Lather, 2007) in that truth can never be found outside of power relations (Foucault, 1980). Questioning the relations of power and influence within approaches to teaching and learning is discursive and therefore, contradictory. A pedagogy of process through the teaching partnership is highlighted as a way to acknowledge and value the negotiations of the spaces between contradictions as well as transform personal understandings and professional practice.

Discussions in a Socrates Café: Implications for Critical Thinking in Teacher Education Action in Teacher Education


The purpose of this study was to benchmark the types of Socratic questioning that were occurring in a Socrates Café, an online discussion forum, in a graduate-level diversity course in teacher education. The Universal Intellectual Standards were used to analyze Socratic questioning. Results suggested that the nine Universal Intellectual Standards provided an exceptional deductive framework for understanding the types and frequencies of Socratic questioning occurring in the Socrates Café. The benefits of using a Socrates Cafe discussion for instruction to scaffold critical thinking are discussed and implications for teacher education are considered.

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