Profile for Taylor Hamblin
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Taylor Hamblin
Pronouns: He/Him/His
Assistant Professor
History
University of Wisconsin-La Crosse
Taylor Hamblin Pronouns: He/Him/His
Assistant Professor
History
Specialty area(s)
Social studies educator specializing in grades 6-12, focusing on inquiry-based instruction, historical thinking, and civic engagement.
Brief biography
Before moving to La Crosse in 2024, I taught social studies methods at the University of Nebraska-Lincoln from 2019 to 2023. Prior to that, I taught 8th-grade U.S. History and Spanish in Pierre, SD, from 2015 to 2019. I have contributed to several inquiry-based learning projects, including Protecting Nebraska Waters and Nebraska Stories of Humanity. These projects aim to engage students through complex and relevant questions, develop their disciplinary skills, and encourage them to analyze primary and secondary sources while fostering civic action.
In my free time, I enjoy cooking, cycling, scuba diving, and traveling internationally with my wife and friends.
Current courses at UWL
HIS 110 - World History with an environmental focus (Fall 2024)
HIS 304 - Schools and Learning in Social Studies and Field Experience I (Fall 2024 & Spring 2025)
HIS 403 - Curriculum, Instruction, and Assessment in Social Studies Education (Fall 2024)
HIS 402 - Secondary Content Methods for Teaching English Language Learners (Spring 2025)
Education
Ph.D. Educational Studies, University of Nebraska-Lincoln (2023)
M.A. History, University of South Dakota (2018)
B.A.s History, Spanish, and Education, University of South Dakota (2013)
Career
Professional history
Assistant Professor, University of Wisconsin-La Crosse (Aug 2024 - Present)
Postdoctoral Associate, University of Nebraska-Lincoln (Aug 2023 - July 2024)
Graduate Assistant, University of Nebraska-Lincoln (Aug 2019 - July 2023)
South Dakota licensed teacher, Georgia Morse Middle School (Aug 2015 - May 2019)
Research and publishing
Peer-reviewed Journal Articles
Hamblin, T. S. (In preparation). “We don’t want you to attack farmers”: Case study exploring the teaching of civic engagement in a rural high school. The Rural Educator
Hamblin, T. S. (Submitted). Empowering Indigenous youth. Cultivating civic engagement through interdisciplinary high school curriculum Social Studies Research and Practice.
Hamblin, T. S. (In Press). Getting their feet wet: Lessons learned from implementing an inquiry-based curriculum that develops students’ civic engagement. Trends and Issues in Social Education.
Johnson, A. P. & Hamblin, T. S. (2022) Do words matter?: Using inquiry and the politics of naming to promote critical perspective consciousness. Social Studies Research and Practice, 17(1), 50-63.
Hamblin, T. S. (2020). The current state of assessing historical thinking: A literature analysis. Nebraska Educator, 5, 148-176.
Peer-reviewed Book Chapters
Hamblin, T. S. (Under review). Stories of humanity: Inquiry-based learning in Holocaust education. In J. A. William & N. Keefer’s (Eds.) Teaching about war in international contexts: Pedagogical practices in secondary social studies classrooms. Routledge.
Scribner, G., & Hamblin, T. S. (2022). Hollywood or history? 12 Years A Slave. In Yoder & A. P. Johnson's [Eds.] Hollywood or history? An inquiry-based strategy for using film to acknowledge trauma in social studies. Information Age Publishing.
Educational Resources
Hamblin, T.S. (2023). Protecting Nebraska Waters: An interdisciplinary social studies and science curriculum for civic engagement and water quality awareness [online curriculum]. https://taylorhamblin.com/protecting-nebraska-waters/
Weyers, M., & Hamblin, T. S. (2021). A beginner’s guide to National History Day. Edutopia. Retrieved from https://www.edutopia.org/article/beginners-guide-national-history-day
Hamblin, T. S. (2017). Flexbook for South Dakota social studies 8th grade courses. Technology and Innovation in Education (TIE). Rapid City, SD.