Jeremy Stoddard is an associate professor and chair of the department of Curriculum & Instruction in the School of Education and an associated faculty member in the Film and Media Studies Program in the College of Arts and Sciences. A former middle school social studies teacher and curriculum & technology professional development specialist, he teaches courses in history and social science education, current issues in curriculum & instruction, film and media studies, and in the new educational studies interdisciplinary minor.
Jeremy's research focuses on the role of media in teaching and learning history and citizenship, and more generally on authentic pedagogy and assessment in classrooms and curriculum. His research has been funded by the Spencer Foundation, the US Department of Education, and the Reves Center for International Studies. His current projects include exploring how film can be used to engage students in controversial and challenging or difficult historical issues, and a simulation project called PurpleState that is focused on engaging high school students in learning about controversial public policy issues and the role of media in politics.
His research has been published in journals such as Curriculum Inquiry, Teachers College Record, Theory and Research in Social Education. His most recent books are Teaching Difficult History Through Film (Routledge, 2017) and Teaching History with Museums (Routledge, 2017).
PhD in Curriculum & Instruction, University of Wisconsin-Madison
MS in Curriculum & Instruction, University of Wisconsin-Madison
BA in Social Studies (History) and Secondary Education
Activities and Honors
W. Taylor Reveley, III Interdisciplinary Faculty Fellow, 2016-2019
Alumni Fellowship Award for Excellence in Teaching, 2015
Emory & Wendy Reves Center for International Studies Faculty Fellow, 2014-2015
Diversity Recognition Award, 2013
Sallie Gertrude Smoot Spears Term Distinguished Associate Professorship, 2011 - 2014
Stoddard, J. (2017). Teaching history with film: teaching about film as history. In Hobbs, R. (Ed.) The Routledge Companion on Media Education, Copyright and Fair Use. New York: Routledge.
Stoddard, J. (2017). The roles of epistemology and ideology in pedagogy with historical media: A model for teacher education and professional development. In Schraw, G., Brownlee, J., Olafson, L., and VanderVeldt, M. (Eds.) Teachers' personal epistemologies: Evolving models for transforming practice. Charlotte, NC: Information Age Publishing.
Stoddard, J. (2017). Learning History beyond School: Museums, Public Sites, and Informal Experiences. In Metzger, S., and Harris, L. (Eds.) International Handbook of History Teaching and Learning. Boston, MA: Wiley-Blackwell.
Stoddard, J. & Marcus, A. (2017) Media and social studies education. In M. M. Manfra, & C. M. Bolick, (Eds.) The handbook of social studies research. Boston, MA: Wiley-Blackwell.
Stoddard, J., Banks, A., Nemacheck, C., and Wenska, L. (2016). The challenges of gaming for democratic education: the case of iCivics. Democracy & Education, 24 (2), Article 2.
Stoddard, J. & Hess, D. (2016). 9/11 and the war on terror in American secondary curriculum fifteen years later. In Journell, W. (Ed.) Reassessing the Social Studies Curriculum: Promoting Critical Civic Engagement in a politically polarized, Post-9/11 World (pp. 15-28). Lanham, MD: Rowman & Littlefield Press.
Stoddard, J. (2015). The role of ideology and habitus in educational media production. Curriculum Inquiry 45(4), 389-409.
Stoddard, J. Marcus, A., Squire, K., & Martin, J. (2015). Learning local immigration history in and out of the museum. Museum & Society, 13(2).
Stoddard, J. (2014). Teaching thoughtfully with and about film. Social Education, 78(5), 220-224.
Stoddard, J., Marcus, A., and Hicks, D. (2014). The burden of historical representation: The case of/for Indigenous film. The History Teacher, 48(1), 9-36.
Stoddard, J. (June 2014). 12 Years a Slave: breaking silences about slavery. Rethinking Schools 28(4), 26-31.
Stoddard, J. (2014). The need for media education in democratic education. Democracy & Education 22(1).