Dr. Carter Winkle
"We at Barry U. have a vested interest in your achieving the educational goals you have set for yourself, but we also recognize that every student learns differently. That's why we offer programs through a variety of modalities: fully online; blended/hybrid; accelerated; face-to-face, etc."
- PhD in Curriculum and Instruction (TESOL) – Barry University
- MA in Applied Linguistics – University of South Florida
- BS in Theatre – Indiana State University
Dr. Winkle serves as Associate Dean for the Adrian Dominican School of Education’s (ADSOE) Clinical and Leadership Programs Unit. An Associate Professor, he also facilitates doctoral and graduate courses across various ADSOE programs. Beyond research in the area of matriculation pathway programs for international English-as-a-second-language students in university settings, Dr. Winkle explores reflexivity and positionality in doctoral research education through self-study research practices.
A practitioner of arts-based research methods and methodologies—in particular, ethnodrama and other narrative genres—he examines research questions related to second-language teaching and learning through a social justice or advocacy lens.
Dr. Winkle is an active member of numerous academic professional organizations, including the American Educational Research Association, the TESOL International Association, the LGBTQ+ professional learning community of TESOL, and Phi Delta Kappa International, among others. He is presently serving as 2019-20 Immediate Past Chair of the Social Responsibility Interest Section of the TESOL International Association.
In addition to service with various ADSOE, university, and Faculty Senate committee positions and appointments, Dr. Winkle serves the Miami Shores community through his work within the collaborative Community Learning Partnership of Greater Miami Shores (“the CLP”), where he chairs the Teacher Professional Development subcommittee of the CLP Steering Committee. There, he works with area educational leaders to develop and deliver professional learning opportunities for local schoolteachers and administrators. Dr. Winkle also represents Barry University on the Board of Directors of the Greater Miami Shores Chamber of Commerce.
Farrell, J., & Winkle, C.A. (in press). Journeying toward reflexivity in graduate teacher and researcher education using arts-based self-study. In H. Guðjónsdóttir (Ed), International handbook of self-study of teaching and teacher-education practices (pp. xxx-xxx). Netherlands: Springer.*
Winkle, C.A., & Algren, M. (2018). Shifting enrollment and governance challenges of Intensive English programs. In J. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1-8). Hoboken, NJ: Wiley.*
Winkle, C.A. (2016). Walking in the words of “the other” through ethnodramatic readers theatre. In C. Hastings & L. Jacob (Eds.), Social justice in English language teaching (pp. 201-220). Alexandria, VA: TESOL Press.*
Winkle, C.A. (2018, May 1). Takeaway: Inspiration. TESOL Connections: Convention Special Issue.
Winkle, C.A. (2018a). The evolution of how I research in ELT and the pedagogical implications of research-based ethnodrama. Plenary Keynote presentation at the Evolution of ELT: Sharing Our Experiences in the Field Conference – Universidad de Autonoma de Aguascalientes – September 11, 2018, Aguascalientes, Mexico.
Winkle, C.A. (2018). The potential for exploring oft-marginalized identities in TESOL through an arts-based research paradigm. Keynote presentation at the Seventh International Qualitative Research Conference, July 25, 2018, Guanajuato, Mexico.
Winkle, C.A., Castelow, K.M., & Charles, Q.D. (2019). Voices from within the margins of TESOL: An ethnodramatic performance. Panel presentation presented at the 53rd Annual TESOL Convention and Exhibition, March 15, 2019, Atlanta, GA.*
Winkle, C.A., & McCoy, C. (2019). Workshopping the ethnodrama: Theatre major graduates living non-theatrical lives. Workshop presentation at The Qualitative Report 10th Annual Conference, January 17, 2019, Fort Lauderdale, FL.*
Winkle, C.A., Ravitch, L., & Martin-Baron, S. (2018). The curriculum that dare not speak its name: Queering TESOL. Workshop presentation at the 52nd Annual TESOL Convention and Exhibition, March 29, 2018, Chicago, IL.*
Winkle, C.A., Khawaja, A., Al Lami, M., Algren, M., Bilal-Maley, L., and Forester Luu, A.M. (2018). ELT and social justice within the current political milieu. Panel presentation presented at the 52nd Annual TESOL Convention and Exhibition, March 28, 2018, Chicago, IL.*
Algren, M.S., & Winkle, C.A. (2017). The best insource: A university-governed English as a second language program. Poster presented at the 69th Annual NAFSA Conference, May 31, 2017, Los Angeles, CA.*
Winkle, C.A., Lipp, S., & Vázquez, C. (2017). Revisiting the “Discursive Faultlines” of sexual and gender identity inquiry. Paper performance at the Interdisciplinary Symposium on Qualitative Methodologies, April 15, 2017, Tampa, FL.*
Davies, R., Winkle, C.A., Maxwell, R., & Bellamy, S. (2017). Moving toward experiential learning: Lessons learned from a community learning partnership. Paper presented at the CCSI Community Engagement Symposium, March 29, 2017, Miami Shores, FL.*
Winkle, C.A., Ravitch, L., & Martin-Baron, S. (2017). Queer as a Second Language as Inclusive Pedagogy: What works? Paper presented at the 51st Annual TESOL Convention and Exhibition, March 23, 2017, Seattle, WA.*
Winkle, C.A., Martin-Baron, S., & Ravitch, L. (2017). Empowered responses when ELLs initiate discussion of LGBTQ topics. Paper presented at the 51st Annual TESOL Convention and Exhibition, March 23, 2017, Seattle, WA.*
Woelk, C., Winkle, C.A., Horstein, D., Coney, L., & Faust, H. (2017). An introduction to the TESOL Diversity Collaborative. Paper presented at the 51st Annual TESOL Convention and Exhibition, March 22, 2017, Seattle, WA.*
Faust, H.J., Winkle, C.A., Chan, E.L., Wong, S., & Jacob, L. (2017). Walking the tight rope of social justice work. Paper presentation at the 51st Annual TESOL Convention and Exhibition, March 22, 2017, Seattle, WA.*
Winkle, C.A., & Farrell, J.B. (2017). Mindfully journeying toward researcher reflexivity in dissertation advising and graduate education: A visual narrative inquiry. Paper presentation at The Qualitative Report 8th Annual Conference, January 12-14, 2017, Fort Lauderdale, FL.*
In which online degree programs do you teach?
Which classes do you teach online?
EDU 513: Curriculum Development and Renewal; EDU 566: Teaching Early and Middle Childhood Social Studies
What do you want students to take away from your courses?
“Treat people as if they were what they ought to be, and you help them to become what they are capable of being.” - Johann Wolfgang von Goethe
Why did you start teaching?
Education can be acknowledged as a sort of Winkle “family business.” Just as lawyers, musicians, athletes, and farmers seem to run in families, so too do educators. My parents both had careers in public universities, and each had parents who were teachers: one academic and one pastoral. A brother and two sisters are also educators, as are a great number of my aunts, uncles, and cousins. Perhaps we Winkles share some genetic predisposition that inclines us to pursue careers of service. Consequently, although it took me a number of years to find my vocation within higher education—having first experienced careers in both the performing arts as a professional actor and later in corporate finance in New York City—it would seem perhaps inevitable that I would become an educator.
What advice would you give to students considering this online program?
Carefully consider if perusing an online degree is right for you. We at Barry U. have a vested interest in your achieving the educational goals you have set for yourself, but we also recognize that every student learns differently. That's why we offer programs through a variety of modalities: fully online; blended/hybrid; accelerated; face-to-face, etc. Consider how you learn best, and if you have any questions about our programs as you weigh your decisions, please do not hesitate to call the Program Director and have a chat about which program or delivery modality is right for you.
What is the one book you think everyone should read?
I strongly recommend reading the book(s) and materials assigned by your course instructors.
What qualities make someone particularly successful in the profession in which you teach?
Online, I primarily facilitate graduate courses in the Master of Science in Curriculum and Instruction programs where a majority of our students are already in-service, licensed teachers. A quality for teachers that I feel is critically important in our profession is the capacity to love and really get to know our students.
Tell us something interesting about yourself that your students might not know about you.
Prior to becoming an educator, I enjoyed careers in both the performing arts (actor/singer/dancer) and corporate finance in New York City.