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Current position: Executive Director, Council on Teacher Education; Professor, Curriculum and Instruction, Reading, Writing, and Literacy; Associate, Center for Literacy; University of Illinois at Chicago, 2001 – present

Highest degree: EDD, Reading Education, University of Georgia, 1984

Past Employment: Professor, Division of Academic Assistance, University of Georgia, 1998–2001

Teacher Development Workshop Trainer: Reading/Writing for Critical Thinking Project (RWCT) and the International

Reading Association, The Republic of Georgia, 1998-2000

Graduate Faculty, Department of Reading Education, University of Georgia, 1990 – 2001

Associate Professor, Division of Academic Assistance, University of Georgia, 1990–97

Assistant Professor of Reading, Division of Developmental Studies, University of Georgia, 1986–90

Assistant Professor of Reading, Division of Developmental Studies, Georgia State University, 1985–86

A. Sample of Publications

Books authored:

Hynd, C., Chase, N., & Gordon, B. (1992). Developing perspectives in college reading and writing. New York: Harper Collins. (342 pp.).

Books edited:

Hynd, C. Editor (1998). Learning from text: Views Across conceptual domains. Mahwah, NJ: Lawrence Erlbaum Associates.

Guzzetti, B., & Hynd, C., Editors (1998). Perspectives on conceptual change: Multiple ways to understand knowledge and learning in a complex world. Mahwah, NJ: Lawrence

Erlbaum Associates.

Sample Chapters in books:

Shanahan, C. (2004). Teaching Science Through Literacy. In T. Jetton & J. Dole, (Eds.) Adolescent Literacy Research and Practice (pp 75-93). New York: The Guildford Press.

Stahl, S., & Shanahan, C. (2004). Learning to think like a historian: Disciplinary knowledge through critical analysis of multiple documents. In T. Jetton & J. Dole, (Eds.)

Adolescent Literacy Research and Practice (pp 94-118). New York: The Guildford Press.

Hynd, C. (2004). Better Textbooks, Better Readers and Writers. In Weed (Ed). Crossing Borders. NJ: International Reading Association.

Hynd, C. (2003). Conceptual change in response to persuasive messages. In P. Pintrich and G. Sinatra (Eds.). Intentional Conceptual Change. Mahwah, NJ: Lawrence Erlbaum Associates.

Holschuh, J., Hynd, C., & Oldfather, P. (2000). “I feel like a bird”: How the RWCT project supports motivations. In D. J. Klooster, J. L. Steele, & P. L. Bloem (Eds.) Ideas without boundaries: International education reform through reading and writing for critical thinking (pp.

108-129). Newark, DE: International Reading Association.

Hynd, C. (1999). Instructional considerations for literacy in middle and secondary schools: toward an integrated model of instruction. In J. T. Guthrie and D. E. Alvermann (Eds.).

Engaged reading: Processes, practices and policy (pp. 81-104). Columbia University: Teachers College Press.

Hynd, C., & Guzzetti, B. (1998). When knowledge contradicts intuition: Conceptual change. In C. Hynd (Ed.). Learning from text: Views across conceptual domains (pp. 139-164). Mahwah, NJ: Lawrence Erlbaum Assoc.

Hynd, C., & Stahl, S. (1998). What do we mean by knowledge and learning. In C. Hynd (Ed.). Learning from text: Views across conceptual domains (pp. 15 – 44). Mahwah, NJ: Lawrence Erlbaum Assoc.

Hynd, C., Guzzetti, B., Maria, K., Moje, E., & Shephardson, D. (1998). Vignettes of conceptual change. In B. Guzzetti and C. Hynd (Eds.). Perspectives on conceptual change: Multiple ways to understand knowledge and Learning in a complex world (pp. 3-27). Mahwah,

NJ: Lawrence Erlbaum Assoc.

Stahl, S., Hynd, C., Glynn, S., & Carr, M. (1996). Beyond Reading to Learn: reading in the disciplines. In P. Afflerbach, L. Baker, & D. Reinking (Eds.). Developing engaged readers in school and home communities (pp. 139–164). Hillsdale, NJ: Lawrence Erlbaum Assoc.

Sample journal articles:

Shanahan, C., Holschuh, J., & Hubbard, B. (2004). Thinking like a historian: College students’ reading of multiple historical documents. Journal of Literacy Research, 4, 238-250.

Shanahan, C. (2003). Using multiple texts to teach content. NCREL/Learning Point Associates. (http://www.ncrel.org/litweb/texts/index.html).

Hynd, C. (2002). Persuasion and its role in meeting educational goals. Theory into Practice.

Hynd, C., Holschuh, J., & Nist, S. (2000). Learning Science: What motivates students to learn complex scientific information. Reading/Writing Quarterly, 16(1), 23-57.

Hynd, C. (1999). Teaching students to think critically using multiple texts in history. Journal of Adolescent and Adult Literacy, 42(6), 428-436.

Hynd, C., Alvermann, D., & Qian, G. (1997). Preservice elementary school teachers’ conceptual change about projectile motion: Refutation text, demonstration, affective factors, and relevance. Science Education, 81, 1-27.

Stahl, S., Hynd, C., Britton, B., McNish, M., & Bosquet, D. (1996). What happens when students read multiple source documents in history? Reading Research Quarterly, 31(40), 430-457.

Alvermann, D., Hynd, C., & Qian, G. (1995). The effects of interactive discussion and text type on the learning of counter-intuitive science concepts. Journal of Educational Research, 88, (3) 146-153.

Guzzetti, B., Hynd, C., Skeels, S., & Williams, W. (1995). Improving science texts: Students speak out. Journal of Reading, 38, (8), 656-665.

Hynd, C., McWhorter, Y., Phares, V., & Suttles, W. (1994). The role of instructional variables in conceptual change in high school physics students. Journal of Research in Science Teaching, 31, (9), 933-946.

Hynd, C., McNish, M., Qian, G., Keith M., and Lay, K. (1994). When science contradicts intuition: How students learn scientific concepts. Reading Today.

Hynd, C., & Chase, N. (1991). The relation between text type, tone, and written response. Journal of Reading Behavior, 23, 281-306.

B. Sample Grants Received:

Learning from text across conceptual domains. Funded through the National Reading Research Center by the OERI, Washington, DC.

1996-1997

$69,248

Co-Principal Investigator with S. Stahl, S. Glynn, M. Carr, & B. Britton

Multiple Documents in History. Funded through the National Reading Research Center by OERI, Washington, DC.

1995-1996

$48,613

Co-Principal Investigator with S. Stahl, University of Georgia

Observational Analysis of an Integrated Curriculum. Funded through the National Reading Research Center by OERI, Washington, DC.

1995-1996

$69,248

Co-Principal Investigator with S Stahl, S., M. Carr, Britton, B., University of Georgia

Teachers, text and culture: The influence of test on students’ conceptual change in science.

Funded through the National Reading Research Center by the OERI, Washington, DC.

1994-1995

$22,315

Co-Principal Investigator with B. Guzzetti, Arizona State University

How people learn from multiple texts: A processing perspective. Funded through the National

Reading Research Center by the OERI, Washington, DC.

1994

Other:

• over 80 scholarly presentations at national and international level.

• Currently coordinating a reading endorsement program for high school disciplinary teachers in the Chicago Public Schools

Vita

Contact Info:

Phone #: 312-996-4862
Fax #: 312-996-8134
Email: chynd@uic.edu