Linda J. Rice

Recent News

Education

Ph.D., Kent State University, 2002 (Curriculum and Instruction)

M.Ed., Westminster College, PA, 1995 (Administration)

B.A., Grove City College, 1992 (Communication Arts, Literature, Secondary Education)

Scholarly Focus

• English/Language Arts Education
• Active Learning Pedagogy
• Standards-Based Assessment
• Historically Based, Culturally Rich Young Adult Literature
• Global Literature
• C. S. Lewis

Rice taught high school English for 10 years in northeast Ohio and western Pennsylvania before completing her doctorate and coming to teach at Ohio University in 2002. While a high school teacher, Rice earned National Board Certification, a credential held by less than 3 percent of teachers nationwide. Other highlights of Rice’s high school teaching years include serving as a certified Pathwise/Entry-Year Teacher Program Trainer and Mentor, working on English Language Arts curriculum with the Ohio Department of Education, doing graduate work at the University of New Hampshire’s Summer Writing Program, and attending on scholarship the summer Institute on the Media and the American Democracy at Harvard University.

Rice has traveled to more than 20 foreign countries; her work has taken her to China, Ghana, Jordan, Kenya, Lebanon, Nigeria, and Saudi Arabia where she has delivered keynote addresses, led teacher workshops, and conducted formal program evaluations. She spent summer 2019 on a fully funded Faculty Fellowship in Israel sponsored by the Jewish National Fund.

Rice is the author of more than 25 publications, including two books, 10 chapters for edited books, and numerous journal articles. During her time at OHIO, she has presented at more than 50 professional conferences.

Rice is co-founder and facilitator of the Bruning Teaching Academy and has been active in faculty learning communities focused on Synergies, Team-Based Learning, and Global Education and Diverse Classrooms. She is past president of the College English Association of Ohio and former secretary of the Ohio Council of Teachers of English Language Arts. In 2023-2024 she led  a team of five faculty from various colleges in developing OHIO’s first university-wide Peer Teaching Observation Program.

Publications

Books

What Was It Like? Teaching History and Culture through Young Adult Literature. (202 pp.). Teachers College Press, Columbia University, 2006.

Exploring African Life and Literature: Novel Guides to Promote Socially Responsive Learning (376 pp., co-authored/edited with Dr. Jacqueline N. Glasgow). International Reading Association, 2007.

Articles in Peer Reviewed Journals

“Teaching About Young Patriots through Newbery Classic Novels: Johnny Tremain, My Brother Sam is Dead, and The Fighting Ground.” Journal of the American Revolution. July 8, 2024, 16 pages.

“Gabriela Mistral: Nourished by and Constructed from the Sap and Blood of Life.” International Journal of Literature Studies. Spring 2024, Volume 4, Issue 2, pp. 6-15. DOI: 10.32996/ijts.

“A Psycholinguistic Study of Political Rhetoric of Fear.” (Badriah Khalid Al-Gublan, Linda J. Rice). International Journal of English Linguistics. Summer 2020, Volume 10, Number 6, 9 pp. ISSN 123-869X E-ISSN 1923-8701.

"Designing Innovative Teaching Practice: A Case Study of Pro-c Creativity." (with Drs. John Henning, Danielle E. Dani, Timothy McKeny, Ginger Weade, and Anthony J. Xenos). Teacher Education and Practice. Winter 2018, Volume 31, Number 1, pp. 81-100.

“Teachers’ Perceptions of their Most Significant Change: Source, Change, and Impact.” (with Drs. John Henning, Danielle Dani, Timothy McKeny, and Ginger Weade). Teacher Development. June 2017. Volume 21, Issue 3, pp. 388-403.

“Action Research as a Conduit for Teacher Change in Elementary Mathematics Instruction.” (with Dr. Timothy McKeny). Ohio Journal of Teacher Education, Fall 2012, Volume, Number, pp. 41-49.

“Making Teacher Change Visible: Developing an Action Research Protocol for Elementary Mathematics Instruction.” (with Dr. Timothy McKeny). Journal on Research in Education, Spring 2012, Volume 22, Number 1, pp. 266-290.

“Analyzing, Performing, and Writing: Drama in a Context of Student Engagement.” Ohio Journal of English Language Arts, Summer/Fall 2011, Volume 51, Number 2, pp. 55-61.

“Writing and Teaching Historical Literature: The Lantern of Learning with L. M. Elliott.” The ALAN Review, Summer 2009, Volume 36, Number 3, pp. 42-58.

“Active Learning and the Historically Based Young Adult Novel: Centerpieces of Integrating Literacy Instruction with Social Studies.” Adolescent Literacy in Perspective, February 2008.

“McCarthy and More: A Conversation with Trudy Krisher.” The ALAN Review, Fall 2007, Volume 35, Number 1, pp. 25-33.

“The Power and Promise of Poetry Outings.” Ohio Journal of English Language Arts, Summer/Fall 2007, Volume 37, Number 3, pp. 79-81.

“Countering the Voices of Scripted Curriculum: Strategies for Developing English Language Arts Curriculum in an Age of Standards.” SLATE Newsletter, March 2004.

“From A Nation at Risk to A Nation Prepared: The Opportunity of National Board Certification.” SLATE Newsletter, September 2003.

Chapters and Contributions in Edited Books

Case Study: Travel as a Teacher of Time” in Teaching with a Global Perspective: Practical Strategies from Course Design to Assessment by Dawn Bikowski and Talinn Phillips. Routledge, November 2018, pp. 81-82.

“Creating a New Ethics: Student Responses, Reality Television, and Audience Awareness” (with graduate student, Katharine Wrabel) in Space and Place in The Hunger Games: New Readings of the Novels. (pp. 184-195). Jefferson, NC: McFarland, 2014.

“Teaching Historically Based, Culturally Rich YA Novels with Strong Girl Protagonists” in Girls’ Literacy Experiences In and Out of School: Learning and Composing Gendered Identities (pp. 29-43). New York: Routledge, 2012.

“From Helplessness to Resilience in Caroline B. Cooney’s The Face on the Milk Carton Quartet” in Strategies for Engaging Young Adult Readers: A Social Themes Approach (pp. 159-187). Norwood, MA: Christopher-Gordon, 2005.

“The Long Walk Home: Equity in Alabama” in Strategies for Engaging Young Adult Readers: A Social Themes Approach (pp. 35-60). Norwood, MA: Christopher-Gordon, 2005.

“Struggles with Poverty, Teen Pregnancy, and Workplace Harassment in Make Lemonade” (co-authored with Joyce Rowland) in Strategies for Engaging Young Adult Readers: A Social Themes Approach (pp. 189-210). Norwood, MA: Christopher-Gordon, 2005.

“Poetry Notebook” in Standards-Based Activities With Scoring Rubrics: Middle and High School English. Volume 1: Performance-Based Portfolios (pp. 71-87). Larchmont, NY: Eye on Education, 2002.

“The Timeline of the Twentieth Century,” in Standards-Based Activities With Scoring Rubrics: Middle and High School English. Volume 2: Performance-Based Projects (pp. 107-117). Larchmont, NY: Eye on Education, 2002.

“Cultures and Generations: Researching the Family History” in Standards-Based Activities With Scoring Rubrics: Middle and High School English. Volume 2: Performance-Based Projects (pp. 41-53). Larchmont, NY: Eye on Education, 2002.

“Interactive Novel Group Presentations” in Standards-Based Activities With Scoring Rubrics: Middle and High School English. Volume 2: Performance-Based Projects (pp. 55-72). Larchmont, NY: Eye on Education, 2002.

“Conformity v. Individuality in Cormier’s The Chocolate War” in Using Young Adult Literature: Thematic Activities Based on Gardner’s Multiple Intelligences (pp. 191-207). Norwood, MA: Christopher-Gordon, 2002.

Presentations

International Presentations

“Designing for Student Learning: Best Practices of Online Program Development” (Lilly International Conference, Bethesda, MD, May 2015)

“Expanding Access While Ensuring Quality: Best Practices in Online Teaching” (African Education Research Network Summit, Ile-Ife, Nigeria, June 2014, keynote by invitation)

“Developing Transactive Writers: Approaches to Teaching Composition from Creative Writing to the Research Paper” (Beijing Xicheng Educational Research Institute, Beijing, May 2013, by invitation)

“Fostering Student Engagement in the age of Common Core Standards: Active Learning in the Integrated Language Arts Classroom” (Beijing International Studies University, Beijing, May 2013, by invitation)

“Using Multiple Intelligences and Formative Assessment in Curricular Design to Foster Student Engagement and Promote High-order Critical Thinking” (Shaanxi Normal and Xian International Studies Universities, Xi’an, China, May 2013, by invitation)

“African Life and Literature: Novel Guides to Promote Socially-Responsive Learning" (African Education Research Network Summit, Raleigh, North Carolina, USA, May 2012)

“Online Teaching and Learning” (Lebanese International University, Beirut, July 2011, by invitation with Dr. Danielle Dani)

“Active Learning in Theory and Practice” (University of Jordan, Amman, July 2011, by invitation with Dr. Danielle Dani)

“C. S. Lewis and Students’ Self Exploration and Search for Meaning” (C. S. Lewis Summer Institute - Oxbridge 2008, Oxford and Cambridge, England, July-August 2008)

“Reading Beyond Boundaries: Exploring the Life and Literature of Africa-- The Struggle for Human Rights” (IRA, Toronto, May 2007)

National Presentations Since 2015

 “Routine Accountability as a Boost for Student Performance and Professional Readiness” (Lilly Conference on College and University Teaching and Learning, Oxford, OH, November 2023)

“Research-Based Strategies to Increase Student Attendance and Engagement” (Lilly Conference on College and University Teaching and Learning, Oxford, OH, November 2022)

“Designing a Teaching Academy to Improve Undergraduate Teaching and Learning” (Lilly Conference on College and University Teaching and Learning, Newport Beach, CA, February 2016)

State and Regional Presentations Since 2015

“Teaching in a Post-Pandemic World: Finding Solutions and Celebrating Successes” (OCTEO, Dublin, OH, October 2023)

“Various Approaches to Attendance and Connections between Attendance and Engagement during COVID” (Spotlight on Learning Conference, Ohio University, April 2022)

“The Interconnectedness of Attendance, Social-Emotional Connection, and Wholeness” (OCTEO, Dublin, OH, October 2022)

“Adaptability in English Studies: Class Attendance and Student Engagement” (CEAO, Painesville, OH, April 2022)

“Understanding through Story: Voices in Contemporary World Literature for Young Adults and Adults” (CEAO, Findlay, OH, April 2019)

“Digital Humanities Teaching and Learning” (Spotlight on Learning Conference, Ohio University, April 2018)
   
“Daily Matters: The Link between Routine Accountability and Deeper Learning” (Spotlight on Learning Conference, Ohio University, April 2017)

“Working with Multilingual and International Students: Strategies for Participation, Interaction, and Success” (Faculty Teaching and Learning Showcase, Ohio University, April 2015)

“Literary Lenses and Genres: Connecting Students with Stories of the Middle East” (OCTELA, February 2015)

Grants

Rice has been PI or Co-Researcher/Collaborator on grants totaling over $1.7 million. These include awards from the following:

Ohio Humanities Council (2021, $7,400), "Humanities Park in Athens Ohio," with collaborators Fred Drogula (project lead), Miriam Intrator, Katherine Jellison, Bill Kimock, Brian Schoen, and Carey Snyder.
   
National Endowment for the Humanities (2018, $74,000), "Coming Home from War: Conversations for Veterans in Southeast Ohio and Appalachia," with Dr. Ingo Trauchweizer, Project Director

Ohio University Innovation Strategy (2016, $924,000) “Academic Innovation Accelerator” with Dr. Bradley Cohen, PI

Konneker Fund (2013, $40,000) “Toward an Ohio University Teaching Academy” with Distinguished Professors Thomas Carpenter and William Condee

Ohio University 1804 Fund (2012, $7,500) “Humanities Teaching Fellows” with Dr. Thomas Carpenter, PI

Ohio Board of Regents Improving Teacher Quality Grants (2011, $152,000; 2010, $159,000; 2009, $152,000; 2008, $139,000; 2007, $103,000) “Better Mathematics Through Literacy” with Dr. Timothy McKeny, PI/Co-PI

Martha Holding Jennings Foundation (2010, $29,700) “Proposal to Sustain Collaborations for the Improvement of Teachers in Southeast Ohio” with Co-wrtier, Dr. Aimee Howley

Professional Awards and Distinctions

Teaching Excellence Fellow (2023-2024, selected Lead Fellow by the Center for Teaching, Learning and Assessment to spearhead the development of a university-wide Peer Teaching Observation Program)

Presidential Teacher Award (2020-2023)

Faculty Fellowship in Israel (Summer 2019) sponsored by Jewish National Fund

James S. Reid/Standard Products Company Professor of Humanities (2017-present)

Senior Fellow of the Charles J. Ping Institute for the Teaching of the Humanities (2013-2017)

Presidential Teacher Award Finalist (2015-2016)

Outstanding Faculty Leadership and Service Award (2012, College of Arts & Sciences)

James Bruning Teaching Fellow (2010-2013, named by the Office of the Executive Vice President and Provost)

Golden Key International Honorary (2012, selected by students)

Nancy Dasher Prize (2009, for the best book in the category of Professional and Pedagogical Issues written by an Ohio professor from 2006-2008; awarded by the College English Association of Ohio)

Dean’s Outstanding Teaching Award (2008, College of Arts & Sciences)

University Professor (2006-2007, selected by students)

Excellence in Higher Education (2006, feature in Ohio Magazine)

Outstanding High School Language Arts Educator of Ohio (1998, awarded by the Ohio Council of Teachers of English Language Arts)

A+ Teacher Award for Trumbull County (1996 & 1999, awarded by The Tribune Chronicle based on student letters)

Community Service Award (1998, awarded by the Cortland Area Kiwanis)

Courses Taught

• ENG 1510: Writing and Rhetoric I
• ENG 3060J: Women and Writing
• ENG 3080J: Writing and Rhetoric II
• ENG 3560: Young Adult Literature
• ENG 4510: Teaching Language and Composition
• ENG 4520: Teaching Literature in Secondary Schools
• ENG 4640: English Authors (C. S. Lewis)
• ENG 5950: Introduction to English Studies
• ENG 6405: Topics in Global Literature
• ENG 6930: Master’s Essay
• ENG 7810: Professional Issues in Teaching College English