Associate Professor of English Education
Curriculum and Instruction
305 Peabody Hall
Coordinator, English Education and Drama/Speech Education
Director, Northwest Arkansas Writing Project
Director, Center for Children and Youth
English/Language Arts Methods
Chris Goering received a Ph.D. in Curriculum and Instruction from Kansas State University while teaching courses and supervising student teachers as a graduate teaching assistant under Dr. F. Todd Goodson. Prior, he taught high school English and leadership courses at Washburn Rural High School in Topeka, Kansas. His special interests are helping secondary level students become interested and engaged in writing and reading, using popular music as a motivational tool in the English/Language Arts classroom, and ultimately helping teachers develop literacies in their students.
Goering has authored or co-authored several articles and book chapters in the field of English education and has given numerous presentations at regional, national, and international conferences. In 2012, he was honored as the Klemmer Distinguished Lecturer at Washburn University and from 2010-2012 served on the National Council of Teachers of English (NCTE) Secondary Section Steering Committee. He is a National Board Certified Teacher (2006-2016) in English/Language Arts/Adolescence and Young Adulthood, a former National Council of Teachers of English High School Teacher of Excellence (2004), and Judith C. Gilbert Outstanding Writing Teacher (2004). He won the College of Education & Health Professions awards for Superior Service (2011) and Faculty STAR 2010.
Along with colleague Dr. Jason Endacott, Goering co-founded EduSanity in 2012, a blog dedicated to promoting civil discourse in education. As a part of Dr. Freddie Bowles’ work with www.CornDancer.com, Goering founded www.LitTunes.com in November of 2007 as an open access educational outreach initiative dedicated to enhancing and developing adolescents' literacies through popular music and music lyrics. LitTunes hosts essays, research, lesson plans and song to literature connections provided, in part, by stakeholders across the country.
Dr. Goering enjoys a number of activities (traveling, motorcycles, music) outside of his work in the Department of Curriculum and Instruction, but none more than spending time with his partner and best friend, Emily. A singer/songwriter in his spare time, Goering released a full-length compact disc of original music titled Where He's Going.
Goering, C. Z. (2013). “Juggling 400 oranges”: Calling all mentor teachers. English Journal, 102(3). 13-15.
Sewell, W. C. & Goering, C. Z. (2013). Multimodal Fogerty: Furthering the message through research-based instructional strategies. In Thomas M. Kitts (Ed.), Finding Fogerty: Interdisciplinary readings of John Fogerty and CCR (pp. 135-147). Lanham, MD: Lexington Books.
Goering, C. Z. (2012). An academic memoir of Jacky and me: Chronicling a Transformation to Writing Teacher. Ohio Journal of English Language Arts, 52(2).
Goering, C. Z. (2012). Still battling the surf: Teaching English after 100 years. English Journal, 101(1), 16-18.
Holland, N., Shepard, I. & Goering, C. Z. & Jolliffe, D. A. (2012). ‘We were the teachers, not the observers’: Transforming teacher preparation through placements in a creative, after-school program. Journal of the Assembly for Expanded Perspectives on Learning, 17(2), 73-82.
Goering, C. Z., Jolliffe, D. A., Riley, K., Swanton, H., & Gates, L. (2012). The Arkansas Delta Oral History Project: Understanding Poverty in a Literacy Outreach Project. In Eds. Schell, Donehower, & Hogg's Reclaiming the Rural: Essays on literacy, rhetoric, and pedagogy (pp. 285-309). Carbondale: Southern Illinois UP.
Goering, C. Z. & Baker, K. F. (2010, November). 'Like the whole class has reading problems': A study of tenth-graders participation in dramatic oral reading activities in an intervention setting. American Secondary Education, 38(3), 61-77.
Goering, C. Z. & Burenheide, B. J. (2010, Summer). Exploring the role of music in secondary English and history classrooms through Personal Practical Theory. SRATE Journal, 19(2), 44-51.
Goering, C. Z. & Copeland, M. D. (2010). Detention and retention of the English teacher. Language Arts Journal of Michigan, 25(2), 48-53.
Goering, C. Z. & Williams, C. (2010). A soundtrack approach to teaching To Kill a Mockingbird. In Michael J. Meyer (Ed.) Essential Criticism of To Kill a Mockingbird (pp. 36-53). Lanham, MD: Scarecrow.
Goering, C. Z. (2009). Open Books, Open Ears, and Open Minds: The Grapes of Wrath, the "Broken Plow," and the LitTunes Approach. In Michael J. Meyer (Ed.) Dialogue: Reflections on Steinbeck's The Grapes of Wrath (pp. 307-330). Amsterdam, The Netherlands: Rodopi.
Goering, C. Z. (2004). Music and the personal narrative: The dual track to meaningful writing. The NWP [National Writing Project] Quarterly, 26 (4), 11-17.
Copeland, M. & Goering. C. Z. (2003). Blues you can use: Teaching the Faust theme through music, literature, and film. Journal of Adolescent and Adult Literacy, 46 (5), 436-441.
Other publications, presentations, awards, grants, and service available by request.