Nancy Caukin, Ed.D.
Associate Professor of Education
Associate Dean of Undergraduate Programs
Departments: Graduate Education, Elementary Education
Location: Tigerville, SC
"And whatever you do, in word or deed, do everything in the name of the Lord Jesus, giving thanks to God the Father through him." Col 3:17
Teaching & Education
You will learn with me when taking courses in Foundations of Education.
Other courses I taught at Middle Tennessee State University include Problem-Based Instructional Strategies, Residency I (first semester of year-long residency), MTeach courses (Science and Mathematics Pathway for licensure), Project-Based Instruction, Classroom Interactions, Knowing and Learning. Graduate Courses Assessment Learning and School Improvement Doctoral Program, Cognitive Learning Theory and Student Achievement, The Guaranteed and Viable Curriculum, Effective Teaching Knowledge Base, Improving Achievement in Core Academic Areas and Subgroups: Best Practices Masters Program, Overview of Higher Education, Studies in Leadership.
B.S. Biology, Middle Tennessee State University
M.S. Teaching Biology, Middle Tennessee State University
Ed.D. Curriculum and Instruction, Tennessee State University
My experiences include working as a camp director for seven years, teaching high school science courses (Chemistry, Physical Science, Biology, and Applied Physics) in Tennessee for fifteen-years, coaching track and field for ten years, and teaching at the university level since 2013.
Caukin, N., Google, A., Brinthaupt, T. (2020). An analysis of teacher candidates’ scientific perspective among different student groups. Electronic Journal of Research in Science & Mathematics Education, 24(1), 86-99.
Caukin, N. (2019). Preparing the leaders/teachers of tomorrow by improving the well-being of teachers today. In N.P. Gallavan & L.G. Putney (Eds.), ATE teacher education yearbook XXVI, building upon inspirations and aspirations with hope, courage, and strength (v.2): What teacher candidates believe about teaching and learning (pp. 25-41), Lanham, MD, Rowman & Littlefield.
Goodin, T., Caukin, N., Dillard, H. (2018). Developing clinical reasoning skills in teacher candidates using a problem-based learning approach. Interdisciplinary Journal of Problem-Based Learning, 13(1).
Caukin, N.G. & Brinthaupt, T.M. (2017). Using a teaching philosophy statement as a professional development tool for teacher candidates. International Journal for the Scholarship of Teaching and Learning, 11(2), 1-9.
Caukin, N., Dillard, H., & Goodin, T. (2016). A problem-based learning approach to teacher training: Findings after program redesign. SRATE, 25(2), 26-32.
Trail. L., Fields, S., Caukin, N. (2020). Finding flexibility with HyFlex: Teaching in the digital age. International Journal of the Whole Child, 5(2). In Press
Caukin, N. G., Hover, A. B. E., Trail, A. L. (2020). How Can EdTech Support Social and Emotional Learning? International Journal of the Whole Child, 5(1), 57-63.
Donahoe, B., Rickard, D., Holden, H., Blackwell, K., Caukin, N. (2019) Using edtech to enhance learning. International Journal of the Whole Child, 4(2), 57-63.
Caukin, N. & Trail, L. (2019). SAMR: A tool for reflection and edtech integration. International Journal of the Whole Child, 4(1), 47-54.
Caukin, N. (2018). EdTech – Where do I start? International Journal of the Whole Child, 3(2), 36-39.
True, C., Caukin, N., & Alexander, B. (2015). From K-12 to higher education: mentoring relationships assisting the transition. Tennessee Educational Leadership, 42(2), 33-38.
Caukin, N., & True, C. (2014). Use writing to make science accessible to diverse learners. Tennessee Educational Leadership, 61(2), 21-25.
2016 – Distinguished Program in Teacher Education Finalist – Association of Teacher Education
2016 – “POGIL to Success in Chemistry” Co-PI 2016. Tennessee Department of Education Improving Teacher Quality Grant
2009-13 – National Science Foundation/Robert Noyce Master Teaching Fellow – Middle Tennessee State University
2007 – Vanderbilt University Biomedical Engineering Research Experiences for Teachers (RET) – June 4 – July 13, 2007
I will gladly involve you in my circle that includes:
- The Association of Teacher Educators (ATE)
- Association of Supervisors and Curriculum Developers (ASCD)
- The International Society for Technology in Education (ISTE)
- The American Education Research Association (AERA)
- National Association of Research in Science Teaching (NARST)
- The Association of Teacher Educators (ATE)
- The National Science Foundation (NSF) Robert Noyce Master Teaching Fellowship
My plan was to be a pharmacist. I used to collect the papers out of medicine bottles when I worked as a pharmacy technician in college and would study them. While I was enraptured by pharmacology, counting pills was entirely too boring. God showed me He had a different plan for me. Being a teacher was my true calling. Ironically, after earning my license to teach secondary science, there were no science teaching positions available in my area. I began my Master’s degree and then went to work as the Director of a 750 acre Nature Preserve where we started a summer camp. Being a camp director was an incredible opportunity to engage in informal education in an outdoor setting. After seven years as a camp director, I felt called to go into the classroom. I began my fifteen–year tenure as a high school science teacher, track coach, and Student Government sponsor. It was during these years that I completed my doctoral work with the desire to help prepare the next generation of science teachers in higher education. Having the opportunity to do this, I now am delighted to be at North Greenville University teaching and working as the Associate Dean of Undergraduate Programs in the College of Education.
Explore some of my personal and external sources:
- My YouTube Channel – find instructional strategies and a myriad of PD options
- My Wakelet @NCaukin
- Association of Supervisors and Curriculum Developers
- International Society of Technology in Education