Carter A. Winkle, PhD

Assistant Professor of Education
Curriculum and Instruction / TESOL

Powers Building, Room 227
PhD in Curriculum and Instruction (TESOL), Barry University
MA, Applied Linguistics, University of South Florida
BS, Theatre Performance, Indiana State University
305-899-3033 (toll-free 1-800-756-6000, ext. 3033)
cwinkle@barry.edu

Carter A. Winkle is an Assistant Professor in the Department of Curriculum and Instruction, facilitating both graduate and undergraduate courses across various Adrian Dominican School of Education (ADSOE) programs. Beyond research in the area of matriculation pathway programs for English as a second language students in university settings, Dr. Winkle explores educational issues within the realm of second-language teaching and learning, including alternative forms of assessment and feedback, such as dynamic assessment, embedded-audio feedback to students' compositions, and, as well, Visual Thinking Strategies as a pedagogical practice to support language acquisition in English language learners. A practitioner of arts-based research methods and methodologies—in particular, ethnodrama and other narrative genres—he additionally examines research questions related to gender and sexual identity in second-language teaching and learning contexts through a social justice or advocacy lens.

Dr. Winkle is an active member of numerous academic professional organizations, including the American Educational Research Association (AERA), Teachers of English to Speakers of Other Languages (TESOL), and Phi Delta Kappa International (PDK), among others. In addition to service with various ADSOE and university committee appointments, Dr. Winkle serves the Miami Shores community as Board Member of the Doctors Charter School of Miami Shores and through his activities supporting a number of initiatives within the collaborative Community Learning Partnership of Greater Miami Shores (a.k.a, “the CLP”), in particular, professional learning opportunities for local school teachers and administrators.

Peer-Reviewed Publications

  • Winkle, C.A. (accepted). Walking in the words of “the other” through ethnodramatic readers theatre. In L. Jacob & C. Hastings (Eds.), Social justice in English language teaching (pp. xxx-xxx). Alexandria, VA: TESOL Press.
  • Winkle, C.A. (2014). University partnerships with the corporate sector: Faculty experiences with for-profit matriculation pathway programs. Leiden, The Netherlands: Brill.
  • Winkle, C.A., Ban, R., Farrell, J., & Giordano, V. (2012). Project Fractal: Building an international research community. Qualitative Research and Interpretation: Selection of Articles from the Third International Qualitative Research Conference (pp. 563-576).
  • Winkle, C.A. (2011). Virtual mediation: Audio-enhanced feedback for students’ writing. In M.C. Pennington & P. Burton (Eds.), The college writing toolkit (pp. 327-344). London: Equinox Publishing.
  • Winkle, C.A. (2011). A narrative inquiry into corporate unknowns: Faculty experiences concerning privatized-partnership matriculation pathway programs (Doctoral Dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3525011).

Non-Peer-Reviewed Publications

  • Winkle, C.A. (2008a). [Review of the book Self-instruction pedagogy: How to teach self-determined learning]. Childhood Education, 85(1), p. 57-58.

Peer-Reviewed Presentations

  • Winkle, C.A. (2015). Enacting LGBTQ TESOL stories through ethnodramatic readers theatre. Paper presentation at The Qualitative Report Sixth Annual Conference, January 8, 2015, Fort Lauderdale, FL.
  • Winkle, C.A., Vasquez, C., & Perdomo, L. (2015). Traversing “Discursive Faultlines” of sexual identity inquiry: An ethnodramatic performance. Paper presentation at the 49th Annual TESOL Convention and Exhibition, March 27, 2015. Toronto, Canada.
  • Chan, E., Keyes-Ray, S., Norton, B., Vandrick, S., & Winkle, C.A. (2015). Revisiting the LGBTQ TESOLers’ “Performing Our Stories” ethnodramatic readers theatre. Social Responsibility Interest Section sponsored InterSection Session panel presentation at the 49th Annual TESOL Convention and Exhibition, March 28, 2015. Toronto, Canada.
  • Earles, B., Earley, K., Smith, T., Warren, S., Winkle, C.A., & Wood, M. (2015). Responding to perceived threats: Evidencing programs’ professionalism, rigor, and sustainability. Program Administration Interest Section sponsored InterSection Session panel presentation at the 49th Annual TESOL Convention and Exhibition, March 26, 2015. Toronto, Canada.
  • Bishara, S., Wong, S., Winkle, C.A., Franeta, S., & Lee, N. (2014). Confronting intolerance: Teaching English and a culture of respect. Social Responsibility Interest Section panel presentation at the 48th Annual TESOL Convention and Exhibition, March 27, 2014. Portland, OR.
  • Farrell, J., & Winkle, C.A. (2014). From mission alignment to lived curriculum: Faculty walking the walk in a doctoral-level “special topics” course. Paper presented at the 13th Biannual Colloquium of Dominican Colleges and Universities, June 14, 2014, Rockville Centre, NY.
  • Farrell, J., Winkle, C.A., & Rosenkrantz, M. (2014). Longitudinal action research: Crafting a visual thinking professional development community. Poster presentation at the annual meeting of the American Educational Research Association (AERA)/Action Research SIG, April 3-7, 2014, Philadelphia, PA.
  • Rosenkrantz, M., Farrell, J., & Winkle, C.A. (2014). Introducing visual thinking strategies to teachers: Collaborative action research in a low performing high school. Paper presentation at Phi Delta Kappa Research Symposium, February 1, 2014, Barry University, Miami Shores, FL.
  • Winkle, C.A., & Farrell, J. (2014). Developing a collaborative arts-based research methodology: From pedagogy to methodology. Paper presented at the Fifth International Qualitative Research Conference, June 25-27, 2014, Guanajuato, Mexico.
  • Winkle, C.A., Archer, L., Cummings, M.C., Franeta, S., Reyes, R., Rios-Vega, J., & Royal, K. (2014). Performing our stories through autoethnodramatic narratives: The ILGBTF Forum colloquium. ILGBTF Forum presentation at the 48th Annual TESOL Convention and Exhibition, March 28, 2014. Portland, OR.
  • Winkle, C.A., Farrell, J., & Rosenkrantz, M. (2014). From pedagogy to methodology: Collaboratively and recursively examining research practice. Poster presentation at the annual meeting of the American Educational Research Association (AERA)/Self-Study SIG, April 3-7, 2014, Philadelphia, PA.
  • Winkle, C.A., Hardwick, R., Hoffman, T., McCafferty, J., Sealey, N., & Stevens, S. (2013). Creating our own pathways: Institutional alternatives to corporate partnership models. Colloquium presentation at TESOL’s 47th Annual Convention and Exhibit, March 23, 2013, Dallas, TX.
  • Farrell, J., Winkle, C.A., & Rosenkrantz, M. (2013). Looking in, looking out: Reflection, refraction, and transformation through three-dimensional self-study. Paper presentation in the Paper Session titled, “Self-Study as a Conduit to Creative Programing” at the annual meeting of the American Educational Research Association (AERA)/Self-Study SIG, April 30, 2013, San Francisco, CA.
  • Winkle, C.A., Farrell, J., & Rosenkrantz, M. (2013a). Visual thinking strategies in an urban high school: the grisaille of a longitudinal collaborative portrait. Paper presented in the Roundtable Session entitled, “Learning Journeys: Students and Teachers Using Arts Based Educational Research” at the annual meeting of the American Educational Research Association (AERA)/Arts Based Educational Research SIG, April 28, 2013, San Francisco, CA.
  • Winkle, C.A., Farrell, J., & Rosenkrantz, M. (2013b). A portrait of professional development in Visual Thinking Strategies for dual- and English-language teachers. Paper presented at the National Association for Bilingual Education, February 7-9, 2013, Orlando, FL.
  • Winkle, C.A. (2012a). A narrative inquiry into the corporate unknown: Academic-discipline faculty experiences teaching in “pathway programs.” Paper presentation in the Paper Session titled, “Entryways into Academia: Complexities and Tensions” at the annual meeting of the American Educational Research Association (AERA)/Narrative SIG, April 13-17, 2012, Vancouver, Canada.
  • Winkle, C.A. (2012b). Into the corporate unknown: Privatized partnerships’ impact to IEP faculty. Paper presentation at TESOL’s 46th Annual Convention and Exhibit, March 30, 2012, Philadelphia, PA.
  • Winkle, C.A., & Nelson, C. (2011). ‘Queer as a second language’: Performing research. Organizing Moderator and Panelist for ILGBTF Forum academic session at TESOL’s 45th Annual Convention and Exhibit, March 18, 2011, New Orleans, LA.
  • Salas-Isnardi, F., Wong, S., Franeta, S., Ravitch, L., Winkle, C.A., & Luu, A.M.F. (2011). Preventing bullying and confronting discrimination: Teaching a culture of respect. Preconvention Institute for TESOL’s 45th Annual Convention and Exhibit, March 15, 2011, New Orleans, LA.
  • Winkle, C.A., Ban, R., Farrell, J., & Giordano, V. (2010). Project fractal: Building international research. Paper presentation at the Third International Qualitative Research Conference, May 27, 2010, Guanajuato, Mexico.
  • Winkle, C.A. (2010a). Into the corporate unknown: Targeted for privatization in an academic intensive English language program. Paper presentation at Southeast TESOL Regional Conference, September 24, 2010, Miami, FL.
  • Winkle, C.A. (2010b). The bite of the teacher’s pet: Sexual identity inquiry in an ESL composition class. Paper presented in the ILGBTF Forum Academic Session entitled, “Supporting Lesbian, Gay, Bisexual, and Transgender ESL Teachers and Students” at TESOL’s 44th Annual Convention and Exhibit, March 27, 2010, Boston, MA.
  • Winkle, C.A. (2010c). Audio-embedded feedback provides virtual mediation to L2 writers. Workshop presentation at TESOL’s 44th Annual Convention and Exhibit, March 26, 2010, Boston, MA.
  • Winkle, C.A. (2010d). Preliminary Findings: Into the corporate unknown. Paper presentation at Phi Delta Kappa Research Symposium, January 23, 2010, Barry University, Miami Shores, FL.
  • Winkle, C.A., & Ban, R. (2009). Technology-enhanced feedback: Virtual mediation for emergent writers. Workshop presentation at Sunshine State TESOL of Florida’s 32nd Annual Conference, April 18, 2009, Miami, FL.
  • Ban, R., Winkle, C.A., Torres Gonzalez, J.A., & Rodriguez Silva, L.H. (2009). The use of electronic tools as a means of creating the ZPD in an academic writing course. Paper presentation in the Paper Discussion titled, “Current Research in Cultural Historical Theory, Session 1” at the annual meeting of the American Educational Research Association (AERA)/Cultural Historical Research SIG, April 14, 2009, San Diego, CA.
  • Winkle, C.A. (2009a). Virtual mediation: Audio-enhanced feedback for students’ writing. Demonstration given at TESOL’s 43rd Annual Convention and Exhibit, March 26, 2009, Denver, CO.
  • Winkle, C.A. (2009b). Preliminary Findings: Second Language Writers Respond to Non-Majority Sexual Identity Themes in ESL and EFL Contexts. Paper Session at Phi Delta Kappa Research Symposium, January 31, 2009, Barry University Miami Shores, FL.
  • Winkle, C.A., & Moya, W. (2009a). Second language writers respond to non-majority sexual identity themes in ESL and EFL contexts. Paper presentation in the Paper Session titled, “Conceptualizing Curriculum for Social Justice, Language, and Immigrant Identities” at the annual meeting of the American Educational Research Association (AERA)/Division B, Section 2, April 16, 2009, San Diego, CA.
  • Winkle, C.A., & Moya, W. (2009b). Out curriculum: Writers respond to non-majority sexual identity themes. Research presentation at TESOL’s 43rd Annual Convention and Exhibit, March 26, 2009, Denver, CO.
  • Ban, R., Torres Gonzalez, J.A., Rodriguez Silva, L.H., & Winkle, C.A. (2008). Dynamic assessment through the creation of the ZPD. Research presentation at del IV Foro Nacional de Estudios en Lenguas (FONAEL), November 6, 2008, Chetumal, Quintana Roo, Mexico.
  • Winkle, C.A. (2008a). Virtual mediation: Audio-enhanced feedback for emergent students’ writing. Methods demonstration at the Miami-Dade TESOL/Bilingual Association of Florida Fall Symposium, October 11, 2008, Miami, FL.
  • Winkle, C.A. (2008b). Audio-enhanced feedback for emergent students’ writing: How English language learners respond to virtual mediation. Research presentation at the Symposium of Second Language Writing, June 5, 2008, West Lafayette, IN.
  • Winkle, C.A. (2008c). Audio-enhanced feedback for emergent students’ writing. Research presentation at TESOL’s 42nd Annual Convention and Exhibit, April 4, 2008, New York, NY.
  • Winkle, C.A. (2006). Pre-service teacher preparation programs(‘) take on sexual identity inquiry. Research presentation at TESOL’s 40th Annual Convention and Exhibit, March 17, 2006, Tampa, FL.

Invited Presentations/Other

  • Winkle, C.A. (2015). Developing critical thinking, visual literacy, and language through Visual Thinking Strategies (VTS). Invited presentation at South Florida Future Educators of America Regional Conference, November 21, 2014, Miami, FL.
  • Winkle, C.A. (2011). Into corporate unknowns. WinkleAtBarryU’s Channel. Retrieved from www.youtube.com/user/WinkleAtBarryU

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