Carter Winkle, PhD

Assistant Professor

PhD, Curriculum and Instruction (TESOL), Barry University
MA, Applied Linguistics, University of South Florida
BS, Theatre Performance, Indiana State University
cwinkle@barry.edu
305-899-3033

Carter Winkle is an Assistant Professor of Education in the Department of Curriculum and Instruction, facilitating both graduate and undergraduate courses across various Adrian Dominican School of Education (ADSOE) programs. Beyond recent and continued scholarship in the area of matriculation pathway programs for English as a second language international 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. He additionally continues to examine research questions related to 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), Phi Delta Kappa (PDK), and Teachers of English to Speakers of Other Languages (TESOL), 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 active committee participation in the collaborative Community Learning Partnership of Greater Miami Shores (a.k.a, “the CLP”).

Selected Publications

• Winkle, C (under contract, 2013). University partnerships with the corporate sector: Faculty experiences with for-profit matriculation pathway programs. Bingley, UK: Emerald Group Publishing Limited.
• Winkle, C. (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. (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)

Selected Presentations

• Winkle, C. (2012). A narrative inquiry into the corporate unknown: Academic-discipline faculty experiences teaching in “pathway programs.” Paper presented 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. (2012). Into the corporate unknown: Privatized partnerships’ impact to IEP faculty. Paper presented at TESOL’s 46th Annual Convention and Exhibit, March 30, 2012, Philadelphia, PA.
• Winkle, C., & 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.
• Ban, R., Farrell, J., Giordano, V., & Winkle, C. (2010). Project fractal: Building international research. Paper presented at the Third International Qualitative Research Conference, May 27, 2010, Guanajuato, Mexico.
• Winkle, C. (2010a). Into the corporate unknown: Targeted for privatization in an academic intensive English language program. Paper presented at Southeast TESOL Regional Conference, September 24, 2010, Miami, FL.
• Winkle, C. (2010b). The bite of the teacher’s pet: Sexual identity inquiry in an ESL composition class. Paper presented at TESOL’s 44th Annual Convention and Exhibit, March 27, 2010, Boston, MA.
• Winkle, C. (2010c). Audio-embedded feedback provides virtual mediation to L2 writers. Workshop presented at TESOL’s 44th Annual Convention and Exhibit, March 26, 2010, Boston, MA.
• Winkle, C., & Ban, R. (2009). Technology-enhanced feedback: Virtual mediation for emergent writers. Workshop presented at Sunshine State TESOL of Florida’s 32nd Annual Conference, April 18, 2009, Miami, FL.
• Ban, R., Winkle, C., 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 presented 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. (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. (2009b). Preliminary Findings: Second Language Writers Respond to Non-Majority Sexual Identity Themes in ESL and EFL Contexts. Research presented at Phi Delta Kappa Annual Research Day, January 31, 2009, Miami Shores, FL.
• Winkle, C., & Moya, W. (2009a). Second language writers respond to non-majority sexual identity themes in ESL and EFL contexts. Paper presented 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., & Moya, W. (2009b). Out curriculum: Writers respond to non-majority sexual identity themes. Research presented 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. (2008). Dynamic assessment through the creation of the ZPD. Paper presented at del IV Foro Nacional de Estudios en Lenguas (FONAEL), November 6, 2008, Chetumal, Quintana Roo, Mexico.
• Winkle, C. (2008a). Audio-enhanced feedback for emergent students’ writing: How English language learners respond to virtual mediation. Paper presented at the Symposium of Second Language Writing, June 5, 2008, West Lafayette, IN.
• Winkle, C. (2008b). Audio-enhanced feedback for emergent students’ writing. Paper presented at TESOL’s 42nd Annual Convention and Exhibit, April 4, 2008, New York, NY.
• Winkle, C. (2006). Pre-service teacher preparation programs(‘) take on sexual identity inquiry. Research presented at TESOL’s 40th Annual Convention and Exhibit, March 17, 2006, Tampa, FL.