308 Harrington Tower College Station, TX 77843-4232
(979) 845-8384
Susan S. Fields, Visiting Assistant Professor of Reading and Literacy Education, Texas A&M University

Professional Research and Teaching Interests

  • Intersection of identity and literacy development
  • Qualitative, case study methodologies
  • K-12 literacy assessment and instruction
  • Disciplinary literacy

Contact Me

  • Email
  • OFFICE: (979) 845.8384


  • 2017
    Boston, MA

    Ed.D., Language and Literacy Education

    Boston University Wheelock College of Education & Human Development

    ADVISOR: Dr. Katherine Frankel DISSERTATION: Analytical Writing and Identity Development of Diverse Adolescents in an Alternative High School Preparatory Academy
  • 2008
    Montpelier, VT

    M.Ed., Curriculum and Instruction with a focus on Social Justice Education

    Union Institute & University, Graduate College

    Advisor: Dr. Constance Krosney Thesis: Racial Identity in a Social Context
  • 2003
    Austin, TX

    B.A., English and Spanish

    University of Texas at Austin

  • 2017
    College Station, TX

    Visiting Assistant Professor of Reading and Literacy Education

    Texas A&M University

  • 2012
    Boston, MA

    Instructor, Language and Literacy Education

    Boston University Wheelock College of Education & Human Development

  • 2013
    Boston, MA

    Instructional Coach and Tutor, Grades 5-12

    Boston University, Reading and Writing Clinic

    The BU Reading and Writing Clinic provides scholarships to K-12 students from local public schools in the greater Boston area to support their literacy development through weekly one-on-one tutoring.
  • 2013
    Cambridge, MA

    Curriculum Writer

    Harvard University, EdLabs

    EdLabs addresses the learning needs of urban students by initiating research projects across the country. I worked for the MS ExTra project which worked to investigate the efficacy of delivering daily, small-group tutoring in reading in New York City public schools to middle school students who needed support with reading comprehension.
  • 2012
    Boston, MA

    Writing Instructor

    East Boston High School, Bridge Program

    The Bridge Program was a summer workshop that provided a “bridge” between regular education and Advanced Placement English classes. The program aimed to expand the accessibility of AP classes - particularly among emergent bilingual students.
  • 2005
    Dorchester, MA

    Teacher, Grades 6 and 7, English Language Arts

    Epiphany Middle School

    English Department Head (2010-2011) Epiphany Middle School is an independent, full-service, tuition-free middle school that serves families in south Boston who are looking for an alternative educational pathway for their children. The school’s structure allows for students’ families to work and/or return to school while students receive 12 hours of instruction, physical education, and enrichment in a close-knit community environment. At the school, I lived and worked among students and their families to support their literacy and socio-emotional development.
  • 2003
    McAllen, TX

    Teacher, Grade 7, English Language Arts

    Travis Middle School, Teach for America

    Teach for America recruits educational leaders to teach in under-resourced public schools for at least two years.
  • 2016

    Helen Murphy Research Scholarship

    Boston University

  • 2015

    Women’s Guild Scholarship

    Boston University

  • 2011

    Glenn Fellowship

    Boston University

  • 2013

    Helen Murphy Teaching Scholarship

    Boston University

  • 2012

    Graduate Research and Scholarship Award

    Boston University



  • Fields, S.S. (revise and resubmit). From “painstaking” to “open [and] loose”: Case study of a frustrated adolescent writer. Reading and Writing Quarterly: Overcoming Learning Difficulties.
  • Frankel, K.K., Fields, S.S., Kimball-Veeder, J., & Murphy, C.R. (2018). Positioning adolescents in literacy teaching and learning. Journal of Literacy Research, 50(4), 446-477.
  • Frankel, K.K., & Fields, S.S. (in revision). Disrupting storylines: A case study of one adolescent’s identity, agency, and positioning during literacy tutoring. Literacy Research and Instruction.
  • Fields, S.S. & K.K. Frankel. (in preparation). Implications of one adolescent writer’s pushback against a writing teacher’s expectations.
  • Fields, S.S. (2017). Classroom writing community as authentic audience: The development of ninth-graders’ analytical writing and academic writing identities. In Ortlieb, E., Cheek, E. H. & Verlaan, W. (Eds.), Writing Instruction to Support Literacy Success. Bingley, UK: Emerald Group Publishing.
  • Sklarwitz, S. R., Fields. S. S., Seider, S.C., & Didier, B. (2015). Changing attitudes, motivating action: Global citizenship identity among privileged adolescents. In Harshman, J. R., Augustine, T., & Merryfield, M. (Eds.), Research in Global Citizenship Education. Greensboro, NC: Information Age Publishing.


Texas A&M University
  • RDNG 616: Organization and Supervision of Reading Programs

    FALL 2018

    Examines key concepts and effective methods related to organizing and supervising literacy programs in classrooms, schools, and communities.
  • RDNG 465: Teaching Reading in the Middle and Secondary Grades

    SPRING 2018 - FALL 2018

    Acquaints middle-grade and secondary educators with the literacy needs of students in content area classes; focuses on curriculum organization for literacy development and assessment of student progress in content area reading; writing; and discussion.
  • RDNG 461: Teaching Reading through Children’s Literature (Writing Intensive)

    Spring 2018 - Fall 2018

    Examines the ways children’s literature can serve as mirrors, windows, and doors for children; explores roles of authorship and representation in selecting and evaluating literature; and provides practice with literature-related activities that will deepen and extend the meaning of literature for children.
  • RDNG 371: Multicultural and Interdisciplinary Lit. for Middle Grades (Writing Intensive)

    Summer 2018

    Focuses on multicultural and interdisciplinary literature appropriate for middle grades students; implements and evaluates effective multicultural, interdisciplinary instruction through selection, use, and development of literature in middle grades classroom.
  • RDNG 372: Reading and Writing in the Middle Grades Curriculum (Writing Intensive)

    Fall 2017 - Fall 2018

    Acquaints middle-grade educators with reading and writing instruction in content area education; focuses on development of grade-appropriate reading/writing competencies and educational techniques appropriate to student development in various subjects.
  • RDNG 490: Assessment in Reading Instruction in Middle Grades

    Fall 2017

    Focuses on the evaluation of middle grade students’ literacy performance; selection, understanding, and implementation of formal and informal evaluation procedures in classroom reading and writing assessment, diagnosis, and instruction. Includes a field-based component.
  • RDNG 361: Assessment in Reading, EC-6

    Spring 2018 - Fall 2018

    Focuses on concepts underlying assessment and evaluation; appropriate procedures for studying and understanding the possible courses of literacy development in young readers; development of teachers’ diagnostic skills and abilities to determine each student’s literacy-related skills, abilities, and performance levels.
Boston University
  • LW736: Teaching Writing in the Elementary, Middle, and Secondary Schools

    Spring 2015; 2017

    Introduced teachers to theory and research about the writing process; the development of writing; the relationships among literacy processes; the characteristics of effective approaches to instruction and assessment in writing; accommodations for second language learners and learners with special needs; and the importance of writing well in today's society. Most students in this class were in Teach for America.
  • EN503: Lesson Design and Instruction in the Humanities

    Fall 2014

    Developed teachers' proficiency in lesson design, unit planning, and research-based instructional delivery practices for the secondary English classroom.
  • CT575: General Methods of Instruction

    Fall 2012; 2013

    Developed teachers' proficiency in classroom management and effective research- based instructional delivery practices. Most students in this class were in Teach for America.
  • LR732: Student Teaching Seminar

    Spring 2013

    Provided the opportunity for student-teachers to reflect on the challenges, struggles, and successes of their first semester teaching at their practicum sites.
  • LS792: Teaching Reading in the Middle and Secondary Schools

    Summer 2012

    Familiarized teachers with ways to differentiate instruction for adolescent readers.