Treavor Bogard, Ph.D.

Contact Information

Treavor Bogard, Ph.D.

Assistant Professor

  • Full-Time Faculty


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

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. (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.
  • 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. Read article >>
  • 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. Read >>
  • 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.