Ph.D., University of Maryland (2005)
M.A., Loyola College of Maryland (1994)
B.Ed., McGill University (1981)
John Richards Award for Teaching Excellence / Mount St. Mary's University (2013). Received award for "creative course development; the ability to inspire and challenge students; concern for students' intellectual, moral, and religious development; and the ability to explicate difficult ideas, texts, concepts."
University Honors Program Outstanding Service Award / Mount St. Mary's University (2013). Received award for "inspiring students to excel."
Critics' Choice Book Award of the American Educational Studies Association (2011)
Received award for book: Race-class relations and integration in secondary education: The case of Miller High (New York: Palgrave and Macmillan, 2010).
Routledge Education Class of 2011. Recognition received for most downloaded article published in the past year (2010) in a Routledge journal.
"Teachers as cultural mediators: A comparison of the Accountability Era to the Assimilation Era." Critical Inquiry in Language Studies 7(1): 54-77.
Outstanding New Scholar Award (2011), University of Maryland College Alumni Award. The award honors alumni from the school of education who have made significant contributions to published research in their field during the "first ten years" of their career.
Appointed St. Elizabeth Ann Seton Professor: 5 year appointment with yearly stipend and yearly budget (2010-2015)
Nominated for Faculty Award for outstanding teaching by Student Government Association (SGA), Mount St. Mary's University (2008)
Inducted into Pi Lambda Theta International Honors Society and Professional Associations in Education (2008)
Outstanding Doctoral Research Award, the Department of Education Policy and Leadership, University of Maryland, College Park (2007)
Postdoctoral Fellow, International Center for Transcultural Education, University of Maryland: Emphasis on Youth Cross-Group Relations, Transcultural Perspectives and Oral Historical Methodology (2005-2007)
Graduate Student Paper Award, American Educational Research Association, Division F (2005)
Dr. Eick came to the Mount in 2007 from the University of Maryland. She has served in many capacities, including as Freshman Seminar instructor, Director of the University Honors Program, Professor in Residence supervising teacher candidates in Professional Development Schools and presently serves as Chair of the Education Department. In 2010, she was appointed St. Elizabeth Ann Seton Professor. Some of the courses she teaches include Globalization and Education, Foundations of American Education, Current Trends in Education and Reading across Content Areas. She serves or has served on numerous committees within the university, among which the Veritas committee and Core Curriculum Revision Subcommittee of the Undergraduate Academic Committee (UAC). Within her broader professional community, Dr. Eick serves as reviewer for the selective journals American Educational Research Journal / Social and Institutional Analysis (AEJR-SIA), Teachers College Record, Catholic Education: Journal of Inquiry and Practice and Intercultural Education. She is presently developing an analytic framework that integrates principles of Catholic Social Teaching, Critical Pedagogy and the Theory of Intersectionality to examine the roles of social status in the formation of Catholic teachers. Dr. Eick is a member of the Center for Catholic School Excellence Advisory Board.
Areas of Study
Transformative Pedagogy and Catholic Social Teaching; Processes of Integration in Secondary Education: Public and Catholic Schools (across intersecting markers of race, ethnicity, gender, class, nationality and religion); Multiracial/ Multilingual Students and Global Trends in Education; Role of Catholic schools in the development of democracy (national and international perspectives).
Eick, C. (2010). Race-class relations and integration in secondary education: The case of Miller High. New York: Palgrave and Macmillan. / Awarded the 2011 Critics Choice Book Award of American Educational Studies Association.
Eick, C. (December, 2011). Evolving cross-group relationships: The story of Miller High, 1950-2000. Intercultural Education 22(6): 467-486.
Eick, C. (May, 2011). Oral histories of education and the relevance of theory: Claiming new spaces in a post-revisionist era. Special Issue: Theory in Educational History. History of Education Quarterly 51(2): 151-183.
Eick, C. (August, 2010). Student relationships across markers of difference in a Baltimore County, Maryland, comprehensive high school, 1950-1969. History of Education Quarterly 50(3): 359-389.
Eick, C. (2010). Complicating whiteness and other markers of difference in suburbia: The case of Miller High, 1985-2000. Educational Horizons 88(2): 102-113.
Eick, C. & Valli, L. (2010). Teachers as cultural mediators: A comparison of the Accountability Era to the Assimilation Era. Critical Inquiry in Language Studies 7(1): 54-77. / Article included in the Routledge Education Class of 2011 / Recognition given for most downloaded article published in a Routledge journal in the last year.
Kampov-Polevoy, A.B., Eick, C., Boland, G., Khalitov, E., & Crews, F.T. (2004). Sweet linking, novelty seeking, and gender predict alcohol status. Alcoholism: Clinical and Experimental Research, 28(9), 1291-1298.
Kampov-Polevoy, A.B., Ziedonis, D., Steinberg, M.L., Pinsky, I., Krejci, J., Eick, C., Boland, G., Khalitov, E., & Crews, F.T. (2003). Association between sweet preference and paternal history of alcoholism in psychiatric and substance abuse patients. Alcoholism: Clinical and Experimental Research, 27(12), 1929-1936.
Edited Book Chapter
Williams, J. & Eick, C. (2003). Evaluating and managing patients who are not responding to treatment. In J. Westermeyer, R.,Weiss, R. and Ziedonis, D. (Eds.) Integrating treatment for mood and substance use disorders. Baltimore, MD: Johns Hopkins University Press, 140-160.
Review (invited to review)
Eick, C. (2007). Peter Sacks', Tearing down the gates: Confronting the class divide in American education (Berkeley and Los Angeles California: University of California Press, 2007), Thought & Action Journal 23, 139-142.
Electronic Publication: Conference Proceeding
Eick, Caroline (2009). Complicating whiteness and other markers of difference in suburbia: The case of Miller High, 1985-2000. - In Palaiologou N. (Ed.). Intercultural Education: Paideia, Polity, Demoi.
Refereed International and National Research Presentations (selected)
Reactions to Critical Pedagogy at a Catholic Liberal Arts University. Paper presented at the American Educational Studies Association (AESA), Baltimore, MD. (November 2013).
Paulo Freire and Catholic American students. Paper presented at Catholic Education Special Interest Group of the American Educational Research Association (AERA), New Orleans, LA. (April 2011).
Clashes in Historical Consciousness of White Middle-Class Teacher Candidates: Paulo Freire as Anti-American / Paulo Freire as Quintessentially "American." Panel entitled: Reading Paulo Freire. Paper presented at American Educational Studies Association, Pittsburgh, PA. (November 2009).
Oral histories of education and the relevance of theory: Claiming new spaces in a post-revisionist era. Panel entitled: Narrative History and Theory. Paper presented at the Annual Meeting of the American Educational Research Association, Division F. San Diego, CA. (April 2009).
Complicating whiteness and other markers of difference in suburbia: The case of Miller High, 1985-2000. Presented at the Annual Meeting of International Association of Intercultural Education, Athens, Greece. (June 2009).
The paradox of Miller High's most democratic generation: How students in a suburban comprehensive high school in Maryland crossed racial, gender, and class divides-unevenly, 1970-1985. Paper presented at the Annual Meeting of the American Educational Research Association, Division F. New York, NY. (April 2008).
Teachers as cultural mediators, then and now: A comparison of assimilation and accountability eras. Paper presented at the Annual Meeting of the American Educational Research Association, Division K. Chicago, IL. (April 2007).
When white middle-class girls got "away with murder": Constructing diversity against the white middle-class female standard in a mid-atlantic comprehensive high school during early days of desegregation: 1950-1969. Paper presented at History of Education Society Annual Conference in Ottawa, Canada. (Fall 2006).
Generational memories, ethnographic memories: Student experiences recovered, methodological considerations. Paper presented at History of Education Society Annual Conference in Baltimore, MD. (November 2005).
Student life as understood by students: Historical inquiry of school goers' experiences of a comprehensive high school, 1950-2000. Paper presented at the Annual Meeting of the American Educational Research Association, in Montréal, Canada. (April 2005).
Selected for 2005 AERA Graduate Student Paper Award for Division F.
Representations of teaching. Paper presented at the Annual Meeting of the American Educational Research Association, in Montréal, Canada (April 2005). / Division C. (Price, J., Buese, D. & Eick, C.)
High quality teaching study: Qualitative data strands. Poster presented at the Annual Meeting of the American Educational Research Association, San Diego, CA (April 2004). / Division C. (Price, J., Eick, C., Lauman, B & Buese, D.)
Non-refereed Research Presentations (selected)
Modeling Intellectual Inquiry as a Spiritual Discipline Grounded in Catholic Social Teaching. Workshop presented at Diocese of Harrisburg Education Conference (2012).
Internationalizing Teacher Education: A Liberal Arts University Approach. Poster presented at University of Maryland colloquium on internationalizing teacher education programs. Presentation featured the development of my course "Globalization and Education" and projected service learning trip to Cameroon. University of Maryland, College Park (2009).
High quality teaching study. Poster Presentation at NCATE Accreditation Student Showcase, University of Maryland College of Education, College Park (2005) (Buese, D., Eick, C. & Jones, K.)
High quality teaching study: Cross-cutting themes. Poster presented at CEPAL (Center for Education Policy and Leadership), University of Maryland, College Park (2004). (Walters, K., Eick, C., & Buese, D.)
Oral histories of high school alumni, 1970-1990. Paper presented at Education Policy and Leadership Graduate Research Conference at University of Maryland, College Park, MD (2003).
Youth cultures in the making, 1970-1990. Paper presented at Consortium on Race, Gender and Class, University of Maryland, College Park (2002).
Other Scholarly Activities
"The Global Classroom"-video presentation for Mount St. Mary's University (fall 2013).
"Education in Cameroon"-invited presentation for panel on Education in Africa sponsored by the Pan Africa Student Organization. Mount St. Mary's University (2013).
"Paulo Freire and Catholic Social Teaching"- invited presentation for the Emilio Rodriguez Lecture Series. Mount St. Mary's University (2011).
"Equity in the classroom"- invited presentation for the Diversity Lecture Series. Mount St. Mary's University (2011).
St. Elizabeth Ann Seton Professorship
The St. Elizabeth Ann Seton Professorship is a five-year appointment (2010-2015). Dr. Eick is the inaugural recipient of this newly instituted position at Mount St. Mary's University. Appointed faculty members are recognized for their contributions to scholarship on Catholic education.
-Created St. Elizabeth Ann Seton Lecture Series in 2010
The focus of the lecture series is on the role of Catholic schools in the development of democracy (national and international perspectives).
-Co-created with Dr. Patrick Ryan, Callings Professor for School of Education and Human Services, "The Transformative Catholic Educator Seminar Series"
These co-directed discussions include: Catholic Teacher: Vocation and Academic Discipline; Catholic Teacher: Teaching for Democracy; Catholic Teacher: International and Transnational Perspectives; Catholic Teacher: Working with non-Catholic students; Catholic Teacher: Special Education; Catholic Teacher: Classroom Management; Catholic Teacher: Issues of Class and Race; Catholic Teacher: Issues of Gender and Sexuality
-Led group of students and faculty to Bankondji, Cameroon (2011)
Research in Cameroon focuses on role of Catholic and public schools in community relations.
-Developed a course packet entitled "Readings in Catholic Education"
-Led workshop entitled: Modeling Intellectual Inquiry as a Spiritual Discipline at Diocese of Harrisburg Education Conference (September 2012).
Faculty Development Grant, Mount St. Mary's University, 2013, $1,300
Faculty Development Grant, Mount St. Mary's University, 2012, $2,220
Course Revision Grant for Globalization and Education, Service-Learning and Civic
Engagement Committee of Mount St. Mary's University, 2010, $250
Georgia Sacks Adams Grant, Pi Lambda Theta Endowment, 2009, $1,000
Faculty Development Grant, Mount St. Mary's University, 2009, $2,600
Faculty Development Grant, Mount St. Mary's University, 2008, $1,030
Faculty research assistant to Principal Investigator of High Quality Teaching Study (HQT), Linda Valli, University of Maryland. The HQT study was a five-year (2001-2006), $4.5 million funded study of the teaching of reading and mathematics in moderate to high-poverty schools. The grant was disbursed by the Interagency Education Research Institute, a combined effort of the National Science Foundation, the U.S. Department of Education, and the National Institutes of Health. The IERI Award Number is REC-0115389. Beyond coordinating and conducting field work, collecting and analyzing data, presenting at conferences, producing a white paper that documents the history of the project, Dr. Eick also co-authored (was first author) the article "Teachers as Cultural Mediators" which was included in the Routledge Class of 2011(see peer-reviewed publications).
In 2008, Dr. Eick co-founded with her students Educators for Justice society and served as its advisor until 2011. Educators for Justice promotes social awareness of injustices that affect the lives of children and youth, locally, nationally and internationally, speaks out against intolerance, and informs about educational and social policies that sustain equal access to quality education for all.
Dr. Eick is fluent in French and proficient in Spanish and Croatian. In 2011, she led a group of students and faculty on a service-learning trip to Bankondji, Cameroon where a previous graduate student of hers, Jacqueline Tchouassi, a native of Cameroon, is building a secondary school for girls. While there, Dr. Eick established a connection with the Sisters of Charity in the capital Yaoundé. As soon as the school is fully built, Dr. Eick hopes to lead another group of students on a service-learning trip to Bankondji to help to teach English at the secondary school.
Dr. Eick explains the global classroom and how teachers in the 21st century must adapt to meet new challenges.