Bio

T. Philip Nichols, Ph.D., is an Assistant Professor in the Department of Curriculum & Instruction. He holds a Ph.D. in Literacy, Culture, and International Education from the University of Pennsylvania, where he also earned an M.A. in History and Sociology of Science. His research brings these fields into conversation, examining the historical and contemporary relationships among technology, school reform, and literacy teaching and learning. He is especially interested in how these convergences are implicated in the struggle for racial and economic justice in education policy and practice.

He is currently working on three projects. First, he is completing a book, Innovation from Below: Infrastructures for Equity in 21st Century Schools, which examines how the idea of "innovation" is currently being mobilized in urban school reform, the interests and imperatives that drive these efforts, and the implications for educational equity. Second, he is studying emerging platform architectures (e.g. hardware, software, algorithms, code), and their impact on digital, civic, and media literacies. And third, he is conducting an historical study of Cold War politics, the emergence of cognitive science, and the role of each in shaping contemporary understandings of "literacy" (both in the traditional sense, and its offshoots -- information/computer/media literacy).

Dr. Nichols is also an affiliated researcher with the Center on Standards, Alignment, Instruction, and Learning (C-SAIL), where he is part of a multi-institution team studying the implementation of college- and career-readiness standards across Texas, Massachusetts, California, Ohio, and Kentucky. In particular, his work with the study is focused on the challenges and innovations that surface as districts, schools, and teachers adapt to a changing policy environment – especially those related to English language arts, educational technologies, and data use.

Before joining the faculty at Baylor, Dr. Nichols was an instructor at the University of Pennsylvania and Villanova University, where he taught courses in educational technology, digital literacies, sociocultural literacy studies, and adolescent writing instruction. Prior to that, he taught middle and high school English, creative writing, and media studies in Pennsylvania and served as a teacher-consultant with the National Writing Project.

Degrees (3)

Ph.D., Literacy, Culture, and International Education
2018
University of Pennsylvania
Philadelphia, PA

M.A., History & Sociology of Science
2016
University of Pennsylvania
Philadelphia, PA

M.A.Ed., English Education
2010
Arcadia University
Glenside, PA

Select Publications (16) Showing 15 of 16. Showing 16 of 16. Show All Show Less

Innovation from Below: Infrastructure, Design, and Equity in Literacy Classroom Makerspaces (Research in the Teaching of English)

Dr. T. Philip Nichols, published Innovation from Below: Infrastructure, Design, and Equity in Literacy Classroom Makerspaces in Research in the Teaching of English, Vol. 55, Issue 2, August 1, 2020.

Beyond Apps: Digital Literacies in a Platform Society (The Reading Teacher)

Dr. T. Philip Nichols, published Beyond Apps: Digital Literacies in a Platform Society in The Reading Teacher, with co-author(s) Dr. Robert Jean LeBlanc, University of Lethbridge.

School Makerspaces: Beyond the Hype (Phi Delta Kappan)

Dr. T. Philip Nichols, published School Makerspaces: Beyond the Hype in Phi Delta Kappan, 05/01/2020, with co-author(s) Kurt Salisbury, ph.d. candidate.

Feeling Worlds: Affective Imaginaries and the Making of “Democratic” Literacy Classrooms (Reading Research Quarterly)

Dr. T. Philip Nichols, published Feeling Worlds: Affective Imaginaries and the Making of "Democratic" Literacy Classrooms in Reading Research Quarterly, with co-author(s) Dr. James Joshua Coleman, San Jose State University.

The Racializing Forces of/in AI Educational Technologies (Learning, Media, & Technology)

Dr. T. Philip Nichols, published The Racializing Forces of/in AI Educational Technologies in Learning, Media, and Technology., with co-author(s) Dr. Ezekiel Dixon-Román, University of Pennsylvania, and Dr. Ama Nyame-Mensah, University of Pennsylvania.

Assembling “Digital Literacies”: Contingent Pasts, Possible Futures (Media and Communication)

Dr. T. Philip Nichols, published Assembling "Digital Literacies": Contingent Pasts, Possible Futures in Media and Communication, Vol. 7, Issue 2, 03/01/2019, with co-author(s) Dr. Amy Stornaiuolo, University of Pennsylvania.

Successes and Challenges of the “New” College- and Career-Ready Standards: Seven Implementation Trends (Educational Researcher)

Dr. T. Philip Nichols, published Successes and Challenges of the "New" College- and Career-Ready Standards: Seven Implementation Trends in Educational Researcher, Vol. 48, Issue 3, p. 167-178, April 17, 2019, with co-author(s) Dr. Laura Desimone, University of Delaware, Dr. Amy Stornaiuolo, University of Pennsylvania, Dr. Nelson Flores, University of Pennsylvania, Dr. Katie Pak, University of Pennsylvania, Dr. Adam Edgerton, University of Pennsylvania, Dr. Emily Plummer, University of Pennsylvania, and Dr. Andrew Porter, University of Pennsylvania.

Cosmopolitanism and Education (Oxford Handbook of Educational Research)

Dr. T. Philip Nichols, published Cosmopolitanism and education in Oxford Research Encyclopedia of Education, March 1, 2019, with co-author(s) Dr. Amy Stornaiuolo, University of Pennsylvania.

Composing Proximity: Teaching Strategic Distance to High School Writers (English Journal)

Dr. T. Philip Nichols, published Composing Proximity: Teaching Strategic Distance to High School Writers in English Journal, Vol. 108, Issue 3, p. 67-73, January 31, 2019, with co-author(s) Charlie McGeehan, The U School, and Samuel Reed III, The U School.

“There’s Really a Lot Going on Here”: Toward a Cosmopolitics of Reader-Response (Handbook of Cultural Studies in Education)

Dr. T. Philip Nichols, published “There’s Really a Lot Going on Here”: Toward a Cosmopolitics of Reader-Response in The Handbook of Cultural Studies and Education, p. 193-207, with co-author(s) Dr. Rob Simon, University of Toronto, Will Edwards, George Brown College, and Gerald Campano, University of Pennsylvania.

Learning by Doing: The Tenuous Alliance of the “Maker Movement” and Education Reform (Making Our World: The Maker and Hacker Movements in Context)

Dr. T. Philip Nichols, assistant professor, published Learning by Doing: The Tenuous Alliance of the "Maker Movement" and Education Reform in Making Our World: The Hacker and Maker Movements in Context, 2018, with co-author(s) Dr. Debora Lui, University of Pennsylvania.

Building Spaces for Literacy in School: Mapping the Emergence of a Literacy Makerspace (English Teaching: Practice & Critique)

Dr. T. Philip Nichols, assistant professor, published Building Spaces for Literacy in School: Mapping the Emergence of a Literacy Makerspace in English Teaching: Practice and Critique, Vol. 17, Issue 4, p. 357-370, 2018, with co-author(s) Dr. Amy Stornaiuolo, University of Pennsylvania, and Veena Vasudevan, American Museum of Natural History.

Making Publics: Mobilizing Audiences in High School Makerspaces (Teachers College Record)

Dr. T. Philip Nichols, assistant professor, published Making Publics: Mobilizing Audiences in High School Makerspaces in Teachers College Record, Vol. 120, Issue 8, 2018, with co-author(s) Dr. Amy Stornaiuolo, University of Pennsylvania.

Mobilizing Public Alternative Schools for Post-Neoliberal Futures: Legacies of Critical Hope in Philadelphia and Toronto (Policy Futures in Education)

Dr. T. Philip Nichols, assistant professor, published Mobilizing Public Alternative Schools for Post-Neoliberal Futures: Legacies of Critical Hope in Philadelphia and Toronto in Policy Futures in Education, 2018, with co-author(s) Rhiannon Maton, SUNY Cortland.

Posthumanism and Literacy Studies (Language Arts)

Dr. T. Philip Nichols, assistant professor, published Posthumanism and Literacy Studies in Language Arts, Vol. 94, Issue 4, p. 245-251, 2017, with co-author(s) Dr. Gerald Campano, University of Pennsylvania.

Learning Analytics as Assemblage: Criticality and Contingency in Online Learning (Research in Education)

Dr. T. Philip Nichols, assistant professor, published Learning Analytics as Assemblage: Criticality and Contingency in Online Education in Research in Education, Vol. 98, Issue 1, p. 1-23, 2017, with co-author(s) Dr. John Scott, University of California, Berkeley.

Awards & Honors (1)

National Academy of Education / Spencer Dissertation Fellowship

Dr. T. Philip Nichols, assistant professor, received the NAEd/Spencer Dissertation Fellowship from the National Academy of Education / Spencer Foundation, 2017.

Professional Leadership (1)

Editer, Current Issues in Technology & Teacher Education (English) (2021-2024)

Dr. T. Philip Nichols; Editor, Current Issues in Technology & Teacher Education (English/Language Arts); National Council of Teachers of English / Society for Information Technology and Teacher Education.