LeeAnn M. Sutherland
Associate Research Scientist
LeeAnn M. Sutherland received her BA in English and secondary education from Alma College, her MAT in reading from Aquinas College, and her PhD in literacy, language, and culture from the University of Michigan. Certified as an English teacher at the secondary level, Sutherland has worked in several capacities in rural, urban, and suburban middle and high schools. She joined the U-M faculty in 1991, teaching in what is now the Sweetland Writing Center (former English Composition Board) in the School of Literature, Science, and the Arts before obtaining her doctorate and joining the School of Education faculty in 2002.
Sutherland is particularly interested in underserved and often marginalized students and how improved materials, technologies, and teacher professional development can support their learning. In addition, her research interests include literacy learning and identity construction, particularly as students make sense of school discourses vis a vis their everyday experiences. She is co-primary investigator of the NSF-sponsored curriculum-development project—Investigating and Questioning our World through Science and Technology (IQWST). She oversees integration of science, science education, and literacy aspects of student learning in the IQWST collaboration with colleagues from Northwestern University and the Weizmann Institute of Science (Israel). She is principal investigator of an NSF-sponsored collaborative grant with colleagues at the Center for Applied Special Technology (CAST) and the Education Development Center (EDC) to develop an electronic version of the IQWST materials that supports differentiated instruction using the affordances of technology and the principles of Universal Design for Learning (UDL). Sutherland frequently presents at national conferences, teaches courses and workshops related to content-area literacy, and has authored or co-authored journal articles and book chapters on middle and high school literacy, student identity, and scientific literacy, particularly in relation to reading and writing in the context of science. She also served as literacy consultant on the recently published middle school curriculum series, Problem-Based Inquiry Science, published by It's About Time, Armonk: NY.
Stevens, S.Y., Sutherland, L.M. & Krajcik, J.S. (2009). The Big Ideas of Nanoscience Education. Arlington, VA: NSTA Press.
Sutherland, L. M. (2008). Reading in Science: Developing High-Quality Student Text and Supporting Effective Teacher Enactment. Elementary School Journal.
Sutherland, L. M., Botzakis, S., Moje, E. B., & Alvermann, D. E. (2008). Drawing on Youth Cultures in Content Learning and Literacy. In Lapp, D, Flood, J., Farnan, N. (Eds.), Content Area reading and Learning: Instructional Strategies (3rd ed.), Needham Heights, MA: Allyn & Bacon.
|1/1/2012 - 12/31/2012||Center on the Use of Emerging Technologies to Improve Literacy Achievement for Students with Disabilities in Middle School
Granting Agency: Center for Applied Special Technology, U.S. Department of Education
|9/15/2007 - 8/31/2009||Universal Design of Inquiry-Based Middle and High School Science Curriculum
Granting Agency: National Science Foundation
Last edited by Elena Godin on Wed, September 04, 2013 - 10:22:55
Room 2339 E
August 16, 2013