Faculty and Staff Profiles

Mark W. Conley
Professor, Instruction Curriculum Leadership
Email: conleym54@gmail.com
Office Location:
Office Hours: Fridays, 3 - 5 PM and by appointment.
Profile

Research interests include teacher education policy and practice, adolescent literacy, assessment and human  and artificial intelligence tutoring, all within interdisciplinary contexts.



Work Experience

  • Professor, Instruction and Curriculum Leadership - The University of Memphis - 2008-present
  • Coordinator, Undergraduate and Graduate Programs in Literacy - Michigan State University - 2007-2008
  • Coordinator, PhD Program in Curriculum, Teaching and Educational Policy -   - 2004-2005
  • Woodworking Instructor, Acoustic Guitar Building, Teacher Preparation - Grand Rapids Woodcraft - 2005-2008
  • Flight Instructor, CFII - Lansing Community College - 2001-2004

Support

  • Professional Development for Grades 5 through 8 STEM teachers. - Tennessee Higher Education Commission - $57 thousand dollars - 2012 through 2013
  • Center for the Study of Adult Literacy - Institute for Education Sciences, U.S. Department of Education - 12 million dollars - 2012 though 2018
  • STEM Grand Challenge – Adaptive, Generalizable Intelligent tutors for STEM and Naval Training and Education, - Office of Naval Research - 2.5 million dollars - 2012-2015
  • DeepTutor: An Intelligent Tutoring System Based on Deep Language and Discourse Processing and Advanced Tutoring Strategies. - Institute for Education Sciences - 1.5 million dollars - 2010 - 2013
  • The Memphis Literacy Corps. - The Memphis City Schools - 2.4 million - 2009 - present

Outreach

  • Evaluating the ACT and Cambridge Curricula and Assessments using the Common Core State Standards - Leaders and researchers in English language arts and literacy - January 2013 through December 2013 - National Center on Education and the Economy
  • Teaching Reading for Potentially Incarcerated Youth - Members of the Memphis Guns Down Program - January 2013 through present - Memphis Mayor's Innovation Team
Service
  • National Council on Education and the Economy - Reading and Writing Committee - 2011-present
  • National Board for Professional Teaching Standards - Chair of the Committee, Revise the English/Language Arts Standards - 2011-2012
  • Coordinating Panel for the Carnegie sponsored Adolescent Literacy Pre-Doctoral Fellowships. - Member of the Committee - 2007-2011
  • Member, Exemplary Teacher Preparation Program Awards (QUESTER) Committtee, International Reading Association - Chair and onsite visit coordinator - 2005-present
Books Published/Reviewed
  • Conley, M. (2012). Review of Research in Urban Educational Settings: Lessons Learned and Implications for Future Practice. Edited by Kimberly A. Scott and Wanda J. Blanchett. Teachers College Record. http://www.tcrecord.org ID Number 16891.
  • National Center on Education and the Economy. (2013). What does it mean to be college and work ready? A report from the National Center of Education and the Economy, Washington, DC. (member of the English research panel).
  • Conley, M. (2012). Content Area Literacy: Learners in Context, (2nd edition). Boston: Pearson.
  • Articles and Book Chapters 
  • Conley, M. (2012). Cognitive strategy instruction for adolescents: What we know about the promise, what we don’t know about the potential. In J. Ippolito, J. Steele, and J. Samson (Eds.), Adolescent Literacy. Cambridge, MA: Harvard University Press.
Journal Articles
  • Barker, J., & Conley, M. (2014). Teacher performance assessment in Chicago and beyond. Language Arts, 91, 3, 197-205.
  • Conley, M. (2013). On the question of learning progressions in disciplinary literacy. A research review commissioned by ACT, Iowa City, IA.
  • Rus, V., Baggett, W., Gire, E., Franceschetti, D., Conley, M., & Grasser, A. (2013). Towards learner models based on learning progressions in Deep Tutor. In R. Sottilare, A. Graesser, X. Hu, and H. Holden (Eds.), Design recommendations for intelligent tutoring systems, Volume 1, Learner modeling. Orlando, Florida, US Army Research Laboratory.
  • Conley, M. (2012). Foregrounding the disciplines for teacher preparation in secondary literacy. Journal of Adolescent and Adult Literacy. 56, 2, 149-158.
  • Conley, M. & Wise, S. (2011). Comprehension for what? Literacy for college, careers, citizenship and belonging. Theory Into Practice. 50, 2, 1-7.
Presentations
  • Conley, M. (2012). Differentiating literacy instruction to meet the needs of special populations: including creative and gifted students and English Language Learners. A presentation at the annual meeting of the International Reading Association, Orlando, FL.
  • Conley, M. Harris, B., Henderson, S., Kennard, L. (2011). Collaborating to improve literacy in urban school systems: Learning how to be a partner. A paper presented at the annual meeting of the Literacy Research Association, Jacksonville, FL.
  • Conley, M. (2011). Foregrounding disciplinary literacy in teacher education. A paper presented at the annual meeting of the Literacy Research Association, Jacksonville, FL.
  • Conley, M. (2011). Differentiating literacy instruction to meet the needs of special populations: including creative and gifted students and English Language Learners. A presentation at the annual meeting of the International Reading Association, Orlando, FL.