Lucinda Heimer
Associate Professor

  • Office Location: Winther Hall 4039
  • Phone: (262) 472-5802
  • Email: heimerl@uww.edu
  • Department(s): Curriculum & Instruction
Lucinda Heimer


McClellan Endowed Teacher of Distinction Award
2015
Administrative Fellowship, College of Education and Professional Studies, UW-W 2017-2018

Instructor for:
EDUINDP 250: Race and Racism in Schools 
EDUINDP 320: Integrated Curriculum 3-5 Year Olds
EDUINDP 452: Integrated Curriculum 6-8 Year Olds
EDUINDP 212: Children and Families in a Diverse Society
EDUINDP 323 & 332: Reflective seminar (Identity, Culture and Social Justice)
EDUINDP 441: Preschool Field Supervision
EDUINDP 331: Infant/Toddler Field Supervision
EDUINDP 443: Kindergarten Field Supervision
EDP 461/462/465: 1st/2nd Grade Inclusive and Special Education Supervision
EARLYCHD 711, Early Childhood Education: From Theory to Practice
EARLYCHD 713, Trends in Curriculum for the Preschool/Primary Child
EARLYCHD 714, Current Issues in Early Childhood Education
CIFLD 793, Practicum (Elementary)

Educational Background:
Ph.D. Curriculum and Instruction, University of Wisconsin - Madison
M.S. Education, Old Dominion University, Virginia
B.S. Business, Indiana University - Bloomington

Research Interests:
Race, culture and identity in early education; integrating early childhood curriculum;  critical theoretical perspectives; culturally relevant pedagogy; policy issues of equity and access in early education.

Professional Experience:
Wheelock College, Assistant Professor
UW-Madison, Lecturer
Tenney Nursery and Parent Center, Director
UW- Preschool Lab, Director
Lac Courte Oreilles Ojibwe School, Classroom Teacher

Publications:

  • Johnson, E.C. & Heimer, L. (2016). Race and racism: Preservice teachers’ perspectives and reflections. In T. Hubbard (Ed.), But I don't see color: The perils, practices, and potentials of anti-racist education. Boston: Sense Publishers.
  • Heimer, L. & Winokur, J. (2015). Preparing teachers of young children: How an interdisciplinary curriculum approach is understood, supported and enacted among students and faculty. Journal of Early Childhood Teacher Education. Vol. 36(4), pp. tbd.
  • Heimer, L. & Klefstad, E. (2015). It’s not really a menu because we can’t pick what we want to do”: Content integration in kindergarten contexts. Global Studies of Childhood, 5 (3) pp. 239-254. http://gsc.sagepub.com/content/5/3/239.full.pdf?ijkey=m2IATzDOyFfX8qe&keytype=finite
  • Devore, S., Fox, R., Heimer, L. & Winchell, B. (2015) Meeting in the circle: Examining identity, attitudes, and pedagogy in the context of an early childhood teacher education program in the United States. Early Years: an International Research Journal, http://dx.doi.org/10.1080/09575146.2015.1103704
  • Michael-Luna, S. & Heimer, L. (2011). Comprehensive Curricula: The Creative Curriculum and High Scope.  In Curriculum in Early Childhood:  Reexamined, Rediscovered, Renewed.  File, N., Mueller, J., & Wisneske, D. (Eds.), Routledge.
  • Heimer, L. (2006). Voices at the table: the deconstruction of the policy process for a local preschool initiative. In Practical Transformations and Transformational Practices: Globalization, Postmodernsim, and Early Childhood Education. Ryan, S. & Grieshaber, S. (Eds.), Elsevier.
  • Heimer, L. (2006). Book review of A practical guide to early childhood curriculum: Linking thematic, emergent, and skill-based planning to children’s outcomes by Evelyn Petersen, Contemporary Issues in Early Childhood, 7 (1).
  • Heimer, L. (In Preparation). Pre-Service Teachers’ Love/Hate Relationship with a Racial/Cultural Self and Society. 
Grant Funding:

Wisconsin Early Childhood Association on behalf of T.E.A.C.H. ECE WI 2015- 2017 
Three grants totalling $75,000

Funded to update the previously developed articulation agreement with the Lac Courte Oreilles Ojibwe Community College associate’s degree program in early childhood education. This collaborative project will help build accessible, affordable college options for students seeking early childhood degrees. Funded to develop a hybrid model of delivery for students to achieve a bachelor’s degree through UWW ECE.