Profile

Education

B.S. Mississippi College, 1982; M.A. Louisiana State University; Ed.D. The University of Georgia, 1994.

Biography

Dr. Jane West is an associate professor for the Tift College of education and has been a Mercer University member since 2009. She teaches graduate courses in literacy for preservice and practicing teachers. Her teaching experience spans 30 years, with experience in preschool, elementary school, middle school, and university settings. Her scholarly interests include children’s literature and response-based pedagogies, and social aspects of literacy learning, and her SoTL work on raising the quality of elementary teachers’ writing. Dr. West has published her research in Educational Researcher, Reading and Writing Quarterly, Qualitative Inquiry, Language Arts, and has been a book reviewer for The Reading Teacher, The New Advocate, and The Reading Teacher, as well as a contributor of biographical entries for The Continuum Encyclopedia of Children’s Literature (Cullinan & Person, 2001).

Teaching

Dr. West’s current teaching is in the Ph.D. programs, in the areas of scholarly writing, proposal and dissertation development, qualitative research, pedagogy, and higher education.  Previously, she has taught a variety of courses related to literacy in elementary grades.

Service
Director of Ph.D. programs for Tift College of Education
Chair or methodologist on numerous dissertation committees
Chair or member of various faculty committees and University Graduate Council
Workshop presenter and small-group leader for Mercer’s Center for Teaching and Learning
Editorial review board member, Research in Middle Level Education, occasional reviewer for other outlets
Volunteer recruitment coordinator for La Amistad afterschool tutoring program, Embry Hills United Methodist Church location

Publications

Swanson, K. W., West, J., Carr, S., & Augustine, S. (2019).  Cognitive apprenticeship for dissertation writing.  In V. C. X. Wang (Ed.) Scholarly Publishing and Research Methods Across Disciplines (pp. 41-63).  Hershey PA: IGI Global.

Swanson, K.W., West, J. & Carr, S. B. (2018). The sociological dimension of apprenticing doctoral students. The Chronicle of Mentoring & Coaching, 2(1), 417-422.

West, J. (2018).  Raising the quality of discussion by scaffolding students’ reading.  International Journal of Teaching and Learning in Higher Education, 30(1), 146-160. 

West, J. (2018).  Responsive planning improves learning and teaching.  The Teaching Professor, 32(8). 

West, J., Swanson, K, & Carr, S. (2017). Cognitive apprenticeship: Model for the role of coaching in a doctoral program. The Chronicle of Mentoring and Coaching, 1(9), 464-470.

West, J. (2014, September).  SoTL in teacher education:  Layers of learning.  In Swanson, K. (Ed.), Multidisciplinary collaboration: Research and relationships.  San Francisco: Jossey-Bass. 

West, J. (2013).  Deep and lifelong learning: When theory and SoTL intersect.  Journal of the Scholarship of Teaching and Learning, 13(4), 11-20.

Presentations

Swanson, K.W., West, J., & Carr, S. (2019, October).  Workshop on comprehensive exams:  Boundaries or bridges within a cognitive apprenticeship context.  International Society for the Scholarship of Teaching and Learning.  Atlanta, GA.

Carr, S., West, J., & Swanson, K. (2018, October).  Using cognitive apprenticeship to mentor writers and researchers across disciplines.  Mentoring Conference, Albuquerque, NM.

Swanson, K., ,West, J., & Carr, S. (2018, October).  The sociological dimension of apprenticing doctoral students.  Mentoring Conference, Albuquerque, NM.

West, J., Carr, S., Swanson, K., & VanWagner, K. (2018, July).  Cognitive apprenticeship for researching service learning with graduate students.  International Associatio for Research on Service Learning and Community Engaement, New Orleans, LA.

Swanson, K., Carr, S., & West, J.  (2017, October).  Cognitive apprenticeship in doctoral studies: A phenomenology of practice.  International Society for the Scholarship of Teaching and Learning.  Calgary, Alberta, Canada.

West, J., Swanson, K.,  & Carr, S. (2017, October).  SoTL-driven curriculum design: Aspirations to a higher plane.  International Society for the Scholarship of Teaching and Learning.  Calgary, Alberta, Canada.

Carr, S., Swanson, K., West, J., & Vaughn, M.  (2017, February).  Twice the gain: Applying Brookfield’s and Fink’s work to deepen student learning while advancing scholarship.  Association of Teacher Educators, Orlando, FL.

West, J., Swanson, K., & Carr, S. (2016, October).  Cognitive apprenticeship as a model for understanding the role of coaching in a doctoral program.  Mentoring Conference, Albuquerque, NM.

Swanson, K., Carr, S., West, J., & Vaughn, M. (2016, August). Faculty professional learning community: Blending Brookfield and Fink to redesign syllabi and learning experiences. Lilly Conference, Ashville, NC.

West, J., Carr, S., & Swanson, K. (2016, March).  Cognitive apprenticeship to support transformation in a doctoral program.  Transformative Learning Conference, Oklahoma City, OK.

Westbrook, A., & West, J. (2016, April).  Productive failure as a catalyst for transformational thinking.  Transformative Learning Conference, Oklahoma City, OK.

Smith-Campbell, C., & West, J. (2016, April).  Transformative education and Freire's pedagogy of love: A PhD graduate's experience.  Transformative Learning Conference, Oklahoma City, OK.

West, J., Carr, S., & Swanson, K.  (2015, October).  Cognitive apprenticeship as a model for program design.  International Society for Exploring Teaching and Learning, Savannah, GA.

West, J.  (2014, October).  Writing as preparation for discussion of texts.  International Society for the Scholarship of Teaching and Learning, Quebec, QC.