Lynda Herrera, EdD

Academic Credentials

Ed.D. in Educational Administration, Hofstra University; M.S. in Secondary Education – Social Studies, Hofstra University; M.A. in 20th Century World History, Villanova University; B.A. in History, Virginia Wesleyan University

Bio

Dr. Lynda Herrera is an adjunct professor in the School of Education. Dr. Herrera began her career teaching secondary social studies in New York. As a military spouse, she has had the pleasure of teaching at multiple Universities in New York, Kansas, Hawai’i, and Virginia. Dr. Herrera strives to prepare pre-service teachers in the art and science of teaching using interdisciplinary, hands-on, higher-level thinking strategies. Her hope is that students leave her class with a toolbox of strategies they can implement in their classrooms to better connect elementary or secondary students to content in an engaging and stimulating way. She has served on the Editorial Board of the Social Studies and the Young Learner Journal for the National Council of Social Studies since 2011. She enjoys gardening, travel, and time with her husband and two children as she follows them around to various Comic-Cons.

Teaching Areas

Elementary Social Studies Methods, Research Methods, Secondary Teaching Methods

Research Interests

Engagement of young learners in social studies education; educational experiences of minority students in middle schools; examination of how pre-service teachers think through their experience as educators.

Publications

• Costello-Herrera, L. (2010). Diverse Schools Without Multicultural Curriculum. Race, Gender & Class, 88-92.  
• Costello, L. (2003). I was called a ‘spic’. In S. M. Alan Singer with Maureen Murphy, Teaching to Learn, Learning to Teach: A Handbook for Secondary School Teachers (p. 45). Mahwah, NJ:: Lawrence Erlbaum.
• Mac Curtain, M., Murphy, M., Singer, A., Costello, L., Gaglione, R., Miller, S., . . . Williams, N. (Spring 2001). Text and Context: Field-Testing the NYS Great Irish Famine Curriculum. Theory and Research in Social Education, 238-260.