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Treavor Bogard, Ph.D.

Chair, Department of Teacher Education; Associate Professor

Full-Time Faculty

School of Education and Health Sciences: Teacher Education


Email: Treavor Bogard, Ph.D.
Phone: 937-229-3302
Raymond L. Fitz Hall, Room 680A
Curriculum Vitae: Read CV


  • Ph.D., Language & Literacy Studies, University of Texas at Austin, 2010
  • M.A., Instructional Technology, University of Texas at Austin, 2005
  • B.S., Multidisciplinary Studies, English & Theatre Arts Education, McMurry University, 1997

Professional Activities

  • American Association of Colleges for Teacher Education (AACTE)
  • American Educational Research Association (AERA)
  • Literacy Research Association (LRA)
  • National Council of the Teachers of English (NCTE)

Research Interests

  • Technology scaffolds for problem-based learning
  • Students who find school learning difficult
  • Literacy and the arts

Selected Publications

Bogard, T. & Nenonene, R.L. (2024, in press). Social Emotional Learning. In Reiser, R., CarrChellman, A., Dempsey, J. (Eds.), Trends and Issues in Instructional Design and Technology, 5th Edition (Chapter 12), New York, NY: Routledge.

Bogard, T. & Carr-Chellman, A. (2023). Introduction and Conclusion to the Special Issue: A Trauma Informed Instructional Design. The Journal of Applied Instructional Design, 12(1).

Lawless Frank, C. & Bogard, T. (2023). Building preservice teacher resiliency with traumainformed case-based instruction. The Journal of Applied Instructional Design, 12(1).

Lawless Frank, C. & Bogard T. (2021). Developing Cultural Competencies in Pre-Service Teachers through Humanity Centered Design and Community-Based Learning. International Journal of Educational Reform, Online First, 1-15. doi:10.1177/10567879211030485

Bogard, T. (2020). Teaching reading-writing connections online to pre-service teachers in a children’s literature course. Teaching/Writing: The Journal of Writing Teacher Education, 9(1).

Bogard, T. (2020, March 3). Coming around again: Ruminations on circular time in global education. In S. Gosalia (Chair), Enhancing Global Awareness on Campus [Symposium]. In Enhancing Global Consciousness on College Campuses and Beyond: Proceedings of the 2020 Global Voices Symposium, 10, 114-122.

Bogard, T., Consalvo, A. & Worthy, J. (2018). Teaching for deep learning in a second grade literacy classroom. Journal of Language and Literacy Education, 14(1), 1-26. Read article (pdf) >>

Bogard, T., Sableski, M., Arnold, J., Bowman, C. (2017). Minding the gap: Mentor and pre-service teachers’ ability perceptions of content-area literacy instruction. Journal of the Scholarship of Teaching and Learning, 17(4), 44-66. Doi: 10.14434/josotl.v17i4.21885. Read article (pdf) >>

Bogard, T. (2016). “Designerly” ways of reading: Insights from reader response in drama for enriching the “A” in language arts. Learning Landscapes, 10(2), 87-104. Read article (pdf) >>

Bogard, T. (2016). Stepping out with the fop: Literacies of embodiment and becoming in youth drama. In Thomas, P., Takayoshi, P. (Eds.), Literacy in Practice: Writing in Private, Public, and Working Lives (Chapter 9, pp. 118-133). New York, NY: Routledge.

Bogard, T. (2015). A Silence Overcome by Search: Reading and Writing Selves into the World. Ohio Journal of English Language Arts, 55(1), 58-60.

Bogard, T. (2015). A silence overcome by search: Reading and writing selves into the world. Ohio Journal of English Language Arts, 55(1), 58-60.

Talbert-Johnson, C., Bogard, T., Tamela, D.J. (2014). Cultivating reflectivity and cultural competence in inservice candidates. In Pultorak, E. (Ed.), Reflectivity and cultivating student learning: Critical elements for enhancing a global community of learners and educators. Lanham, Maryland: Rowman & Littlefield.

Liu, M., Yuen, T., Horton, L., Lee, J., Toprac, P., Bogard, T. (2013). Designing technology-enriched cognitive tools to support young learners’ problem solving. Cognitive Technology, 18(1), 14-21. Read article (pdf) >>

Bogard, T., Liu, M., Chiang, V. (2013). Thresholds of Knowledge Development in Complex Problem Solving: A Multiple-Case Study of Advanced Learners’ Cognitive Processes. Educational Technology Research and Development, 61(3), 465-503. DOI 10.1007/s11423-013-9295-4.

Unverfert, A. R., Talbert-Johnson, C., Bogard, T. (2012). Perceived barriers for first-generation students: Reforms to level the terrain. International Journal of Educational Reform, 21(4), 238-252.

Worthy, J., Consalvo, A. L., Bogard, T., Russell, K. W. (2012). Fostering Academic and Social Growth in a Primary Literacy Workshop Classroom: "Restorying" Students with Negative Reputations. Elementary School Journal, 112(4), 568-589.

Worthy, J., Consalvo, A., Russell, K., Bogard, T. (2011). Spaces for academic and interpersonal growth in a primary literacy workshop classroom. In The 55th Yearbook of the Literacy Research Association, 60:55-67. Oak Creek: Literacy Research Association.

Liu, M., Horton, L. R., Corliss, S. B., Svinicki, M. D., Bogard, T., Kim, J., Chang, M.  (2009). Students' problem solving as mediated by their cognitive tool use: A study of tool use patterns. Journal of Educational Computing Research, 49(1):111-139.

Yang, M., Chen, Y., Kim, M., Chang, Y.-F., Cheng, A., Bogard, T., Park, Y., & Jordan, Michelle (2006). Facilitating or limiting? The role of politeness in how students participate in an online classroom discussion. In The 55th Yearbook of the National Reading Conference, 55:415. Oak Creek: National Reading Conference.