| Dr. Jada Kohlmeier Assistant Professor of Social Science Education
Jada Kohlmeier is an Assistant Professor of secondary social science education in the Department of Curriculum and Teaching. She is working with undergraduate methods students, interns, and graduate students in studying a problem-based approach to teaching social studies. Before joining the faculty in 2003, Dr. Kohlmeier taught high school social studies for ten years. While teaching, she earned her doctorate at the University of Kansas. Dr. Kohlmeier's teaching interests involve problem-centered social studies instruction, specifically in relation to developing historical thinking skills and considering multiple-perspectives. Related to this focus, she emphasizes incorporating instructional technology and primary document analysis in the teaching of social studies. Dr. Kohlmeier's research interests include historical thinking skills in secondary students, specifically in regards to evaluating primary documents, the incorporation of women's and social history into the secondary curriculum, and utilizing instructional technology in secondary classrooms to promote higher order thinking. Academic Degrees
Professional Experience
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Jada Kohlmeier is an Assistant Professor of secondary social science education in the Department of Curriculum and Teaching. She is working with undergraduate methods students, interns, and graduate students in studying a problem-based approach to teaching social studies. Before joining the faculty in 2003, Dr. Kohlmeier taught high school social studies for ten years. While teaching, she earned her doctorate at the University of Kansas. Dr. Kohlmeier's teaching interests involve problem-centered social studies instruction, specifically in relation to developing historical thinking skills and considering multiple-perspectives. Related to this focus, she emphasizes incorporating instructional technology and primary document analysis in the teaching of social studies. Dr. Kohlmeier's research interests include historical thinking skills in secondary students, specifically in regards to evaluating primary documents, the incorporation of women's and social history into the secondary curriculum, and utilizing instructional technology in secondary classrooms to promote higher order thinking.