85 South Prospect St
533 Waterman
Burlington, VT 05401
United States
- Ph.D. in Foundations of Education from The University of Cincinnati
- M.A. in Rhetoric and Composition from Middlebury College
- M.A. in Educational Studies from The University of Cincinnati
- B.A. in English from The University of Vermont
Areas of expertise
- History and philosophy of education
- Curriculum theory and development
- Social and environmental education
- Field trips
BIO
Dr. Simon Jorgenson is an Associate Professor in the Department of Education at UVM. Previously, he worked as a middle school teacher and Instructor for the National Outdoor Leadership School (NOLS). He currently teaches foundations, social studies, and environmental education courses and serves on graduate committees of students who might benefit from his experience and expertise.
As a foundations scholar, Dr. Jorgenson is interested in how schools change over time to reflect changing societal conditions and the aspirations of competing interest groups. He views education as a largely conservative process by which actors such as policymakers, teachers, administrators, and researchers seek to conserve various traditions through the curriculum of schools. As such, he views curriculum development as the most political and pivotal of educational endeavors. His research has appeared in peer-reviewed journals such as Curriculum History, Journal of Curriculum Theorizing, Journal of Environmental Education, and Elementary School Journal.
Publications
Bio
Dr. Simon Jorgenson is an Associate Professor in the Department of Education at UVM. Previously, he worked as a middle school teacher and Instructor for the National Outdoor Leadership School (NOLS). He currently teaches foundations, social studies, and environmental education courses and serves on graduate committees of students who might benefit from his experience and expertise.
As a foundations scholar, Dr. Jorgenson is interested in how schools change over time to reflect changing societal conditions and the aspirations of competing interest groups. He views education as a largely conservative process by which actors such as policymakers, teachers, administrators, and researchers seek to conserve various traditions through the curriculum of schools. As such, he views curriculum development as the most political and pivotal of educational endeavors. His research has appeared in peer-reviewed journals such as Curriculum History, Journal of Curriculum Theorizing, Journal of Environmental Education, and Elementary School Journal.