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Sharon Murphy Augustine

Chair of Teacher Education - Macon
Chair of Regional Academic Centers
Associate Professor of Education
Program Director, Woodrow Wilson Georgia Teaching Fellowship

Sharon Murphy Augustine

Education

B.A., Agnes Scott College, 1990; M.Ed., Georgia College and State University, 1993; Ph.D., The University of Georgia, 2010.

Biography

Dr. Sharon Murphy Augustine is an associate professor in the Tift College of Education at Mercer University. She is the Program Director of the Woodrow Wilson Georgia Teaching Fellowship and teaches a variety of literacy, theory, and writing courses in the undergraduate, masters, and doctoral programs.  Sharon has been in higher education for 12 years and taught high school English for nine years. She has published in the Journal of Teacher Education, English Education, English in Australia, The Teacher Educator, and Qualitative Inquiry.

Teaching

Post-structural and socio-cultural theories of teaching and learning, adolescent literacy, writing pedagogy, qualitative research methods, and gender in education.

Publications

Augustine, S.M. (2014). Living in a post-coding world:  Analysis as assemblage. Qualitative Inquiry, 20(6), pp. 747-753. 

Augustine, S.M. (2008). A writing teacher’s insecurities. In Sometimes I Did All I Could Do. Macon, GA: Mercer University Press.

Smagorinsky, P., Augustine, S. M., & O’Donnell-Allen, C. (2007). Experiences with personal, academic, and hybrid writing: A study of two high school seniors. English in Australia, 42(3).

Smagorinsky, P., Wright, L., Augustine, S. M., O’Donnell-Allen, C., & Konopak, B. (2007). Student engagement in the teaching and learning of grammar: A case study of an early-career secondary school English teacher. Journal of Teacher Education. 58(1) pp. 76-90.

Smagorinsky, P., Augustine, S.M., & Gallas, K. (2006). Rethinking rhizomes in writing about research. The Teacher Educator, 42(2), pp. 87-105.

Augustine, S.M., & Zoss, M. (2006). Aesthetic flow experience in the teaching of pre-service Language Arts teachers. English Education, 39(1) pp. 72-95.

Murphy, S.L., & Gordon, B. (2006). Resisting the five-paragraph formula: Rhetorical strategies for standardized writing assessments. Connections, (1), pp. 1-18.

Murphy, S.L, Johnson, T., Bickmore, S., T., Hundley, M., S., Sanford, A., & Zoss, M. (2004). Pedagogical paradigms in English education. Athens, GA: Georgia Systemic Teacher Education Program BRIDGE.

Service

Dr. Augustine has served on university-wide committees, such as the University General Education Committee, the Fulbright Committee, the Judicial Council, College of Liberal Arts Steering Committee for Integrative Studies 101, and the College of Professional Advancement’s Ad Hoc Committee on General Education Revision. Within the college of education, she has served on a variety of committees and has chaired both the undergraduate curriculum committee and assessment committees. She provides service to build stronger relationships between area school systems by serving on the Bibb County Literacy Leadership Team and recruits future educators through regular recruiting and scholarship events, PAGE Future Educator program, and the CTAE Education as a Profession pathway curriculum. Through several grants, she leads STEM Camps that provide summer experiences for area middle and high school students. She regularly hosts mentor teacher retreats for area mentor teachers to keep the curriculum and field experiences in the College of Education relevant in a changing education environment. She has served her profession through the Georgia Professional Standards Commission Reading Task Force, NCTE Literary Magazine Judge, and NCTE Achievement Awards in Writing Coordinator and Judge.