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Christopher T. Dague, Ph.D. 171 Moultrie Street Capers Hall 327-B Charleston, South Carolina 29409 [email protected] Office – 843.953.2064/Cell – 330.388.5865

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Christopher T. Dague, Ph.D. 171 Moultrie Street Capers Hall 327-B Charleston, South Carolina 29409 Cdague@Citadel.Edu Office – 843.953.2064/Cell – 330.388.5865 Christopher T. Dague, Ph.D. 171 Moultrie Street Capers Hall 327-B Charleston, South Carolina 29409 [email protected] Office – 843.953.2064/Cell – 330.388.5865 Education North Carolina State University, Raleigh, North Carolina 27695 Doctor of Philosophy – Curriculum and Instruction, Social Studies Education, December 2015 Dissertation “An Action Research Study Exploring the Implementation of Discussion Pedagogy in Support of Student Autonomy in Advanced Placement Courses.” under the direction of Dr. John Lee. Abstract While the purpose of social studies is to prepare students for civic life, there exists an over reliance of teacher-centered, motivationally controlling methods of instruction utilized in even the most advanced secondary-level social studies courses. These methods and educational practices are creating learning environments in which students experience varying degrees of passivity and subordination. In this project, an alternative approach to AP social studies courses was explored as a way to address the discord between rhetoric and reality existent in advanced social studies education courses. This action research study sought to explore how the use of discussion pedagogy could be employed to create an intersection among the purpose of social studies, the goals of AP courses, and the role of student autonomy in classroom learning environments. Campbell University, Buies Creek, North Carolina Master of Education, with Distinction – Curriculum and Instruction, Social Studies Education, May 2009 Research Thesis – “The Impact of Sports Participation on the Retention of High School African- American Females” under the direction of Dr. Benjamin Greene The University of Akron, Akron, Ohio Bachelor of Arts – Education, Social Studies Concentration, December 2004 Senior Thesis – “Praxis for a Democratic Education: An Analysis of Theory and Practical Constructivist Application” under the direction of Dr. Walter Yoder Publications Dague, C. T. (2020). In support of students’ needs: Exploring the benefits of the Inquiry Design Model. Social Education, 84(1), 66-71. Dague, C. T., & Abela, J. K. (2020). Fostering democratic citizenship through discussion pedagogy. Kappa Delta Pi Record, 56(1), 42-46. Abela, J. K., & Dague, C. T. (2020). Integrating transformational leadership to foster collaborative classrooms. Critical Issues in Teacher Education, 27, 52-59. Dague, C. T., & Lee, J. K. (2019). Navigating the past in the digital age. Theory and Research in Social Education, 47(4), 615-620. Davis, H. A., & Dague, C. T. (2019). Teacher-student relationships. In J. Hattie & E. M. Anderman (Eds.), Visible Learning: Guide to Student Achievement. Routledge. Dague, C. T. (2019). Moving toward a more democratic and engaged classroom: A discussion-based approach. CEITL Newsletter, 3(3). Day, S. H., & Dague, C. T. (2017). What makes a skateboarder? Teaching high school students how to conduct sociological inquiry. Social Education, 81(4), 244-249. Manuscripts Dague, C. T., Graham, T., & Kim, S. J. (2020, in progress). Maintaining fidelity in teacher education in the face of COVID-19. Dague, C. T., & Murray, E. (2020, in progress). Discourse in times of uncertainty: How to effectively implement discussion pedagogy during COVID-19. Dague, C. T., & Orcutt, J. (2020, in progress). How museums are responding to instructional needs during COVID-19. Abela, J. K., & Dague, C. T. (2021, in progress). Student Voice. In J. K. Abela (Ed.), Teaching Gen Z and Beyond. University-Level Teaching Experience The Citadel, The Military College of South Carolina, Charleston, South Carolina 29409 Assistant Professor of Teacher and Social Studies Education August 2018 – present Graduate-Level Courses EDUC-587, Special Topics: Methods and Materials of Social Studies Education EDUC-536, Educational Psychology EDUC-501, Methods and Materials of Middle and High School Teaching Undergraduate-Level Courses EDUC-402, Methods and Materials of Social Studies Education EDUC-401, Methods and Materials of Middle and High School Teaching EDUC-202, Educational Psychology EDUC-101, Foundations of American Education Campbell University, Fort Bragg, North Carolina 28310/Buies Creek, North Carolina 27506 Adjunct Professor of Social Studies Education and History August 2016 – present Graduate-Level Courses SSCI-556, Methods of Teaching Social Studies Undergraduate-Level Courses EDUC-448, Elementary Social Studies HIST-444, Modern Europe HIST-357, Middle East and North Africa HIST-322, Latin America – An Area Study HIST-310, American Military Experience HIST-222, United States History from 1865 HIST-221, United States History to 1865 HIST-112, Western Civilization II HIST-111, Western Civilization I Professional Presentations Dague, C. T. (February 2020). Deepening Teachers’ Understandings of Implementing the Inquiry Design Model, Cumberland County Schools: Fayetteville, North Carolina Dague, C. T. (November 2019). (I)nquiry (D)esign (M)odel as a (D)ynamic (M)ethod of (I)nstruction, National Council for the Social Studies (NCSS): Austin, Texas Dague, C. T. (October 2019). Implementing Discussion Pedagogy to Democratize and Support Student Learning, Medical University of South Carolina (MUSC), Charleston, South Carolina Dague, C. T. (August 2019). Exploring the Benefits of the Inquiry Design Model, Cumberland County Schools: Fayetteville, North Carolina Dague, C. T. (July 2019). Implementing Discussion Pedagogy to Democratize and Support Student Learning, South Carolina Conference on Innovations in Teaching and Learning (SCCITL): Charleston, South Carolina Dague, C. T., & Baker, A. (March 2019). Planning and Implementing the Inquiry Design Model in a High School History Course, North Carolina Council for the Social Studies (NCCSS): Greensboro, North Carolina Dague, C. T. (February 2019). Exploring Implementation of Discussion Pedagogy in Support of Student Autonomy in Social Studies Courses, International Society for the Social Studies (ISSS): Orlando, Florida Dague, C. T. (June 2017). Designing and Implementing the Inquiry Design Model, IDM Institute: Raleigh, North Carolina Dague, C. T. (November 2015). AP Courses in a Global Context, Global Education Institute: Chapel Hill, North Carolina Dague, C. T. (November 2015). An Action Research Study Exploring the Implementation of Discussion Pedagogy in Support of Student Autonomy in Advanced Placement Courses, CUFA: New Orleans, Louisiana. Dague, C. T. (November 2010). Jack Britt High School: Equity, access, and keys to success. The Education Trust: Dispelling the Myth, Alexandria, Virginia. Dague, C. T. (February 2007). Jack Britt High School and the Working Conditions Initiative, Cary, North Carolina. Professional Service – Institutional Co-Chair (August 2019 – May 2020). The Citadel – CAEP Standard One – Self-Study Report Member (September 2019 – present). The Citadel – ZFSOE Faculty Grants Committee Member (September 2019 – present). The Citadel – CSI Academic Coordination Committee Co-Chair (August 2019 – present). The Citadel – Teacher Cadet Program Member (January 2019 – present). The Citadel – Faculty Athletic Advisory Committee Faculty Fellow (2018 – 2019). The Citadel – Center for Excellence and Innovation in Teaching Professional Service – Discipline On-site Visitor (2020 – present). SCDE (South Carolina Department of Education) Manuscript Reviewer (September 2019). TRSE (Theory and Research in Social Education) On-site Visitor (2019 – present). CAEP (Council for the Accreditation of Educator Preparation) Conference Proposal Reviewer (March 2019). NCSS (National Council of the Social Studies) External Peer Program Review (November 2018). Furman University – Master of Arts in Teaching (Secondary programs) Teaching Experience Jack Britt High School, Cumberland County Schools, Fayetteville, North Carolina 28306 Teacher, AP European History, AP World History, World History August 2005 – June 2018 North Carolina Virtual Public School, NCDPI, Raleigh, North Carolina 27606 Teacher, World History, World History Honors, Medieval Studies August 2009 – September 2012 The Governor’s School, University of Richmond, Richmond, Virginia 23173 Humanities Faculty March 2007 – July 2008 Revere High School, Revere Local Schools, Richfield, Ohio 44286 Student Teacher August 2004 – December 2004 Professional Licenses Licensure – Integrated Social Studies, Grades 6-12 (State of North Carolina) – through 2023 Professional Honors/Affiliations/Fellowships Member, National Council for the Social Studies (NCSS), (2018-present) Recipient, The Education Trust, Dispelling the Myth Award, November 2010 Recipient, Goethe Institute Trans-Atlantic Fellowship, 2010 Recipient, The National Society of High School Scholars, Claes Nobel Educator of Distinction Award, 2010 Recipient, Coca-Cola Scholars Foundation, Joseph B. Whitehead Educator of Distinction Award, Year 2009 Member, Kappa Delta Pi, International Honor Society in Education, Campbell University, November 2008 - present Endorsement, The College Board – AP European History, October 2008 Endorsement, The College Board – AP United States Government and Politics, September 2007 Endorsement, The College Board – AP World History, University of North Carolina-Charlotte, July 2006 Recipient, Q98.1 “Teacher of the Week,” November 2008 Member, North Carolina Baseball Coaches Association, 2006 – 2018 Member, Ohio High School Baseball Coaches Association, 2004 – 2006 Related Experiences Montpeilier United States Citizenship Seminar November 2015 Participant, U.S. Citizenship: History, Meaning, and Conflict
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