- Lecturer
- Department of Psychology
- Email: katelyn.durham@uri.edu
- Office Location: Chafee 314
Biography
Dr. Durham is a lecturer at the University of Rhode Island, where she primarily teaches courses in the behavioral sciences. She joined URI after earning her Ph.D. in Educational Psychology from Auburn University. She also holds a Master of Education with a specialization in Higher Education Administration from Louisiana State University and a Bachelor of Arts in Developmental Psychology from Emmanuel College. As a first-generation college student, Dr. Durham is deeply committed to building meaningful relationships with students and supporting their learning from the first day of class through graduation.
Dr. Durham’s research interests center on learning in social contexts across the lifespan, cultural and critical perspectives in psychology, and critical teacher education. Her dissertation examined preservice teachers’ imagined emotions and racial engagement in their future teaching practices. She also engages in qualitative and critical research approaches within psychology.
Outside of her professional work, Dr. Durham enjoys reading romance novels, practicing yoga, creating stained glass art, and spending time with her family.
Education
- 2025 Ph.D. in Educational Psychology, Auburn University
- 2018 M.Ed. Higher Education Administration, Louisiana State
University - 2013 B.A. Developmental Psychology, Emmanuel College
Selected Publications
Weise, J. A., Baggett, H. C., Shealey, A., Morawo, S. N., & Durham, K. (2025). Quilting our selves: conceptualizing a critical feminist pandemic pedagogy through collaborative autoethnography and art. International Journal of Qualitative Studies in Education, 1–25. https://doi.org/10.1080/09518398.2025.2539371
Chesser, S., Durham, K., & Aydarova, E. (2021). Using action research to promote meaningful e-service-learning experience for preservice teachers. In A. Slapac, P. Balcerzak, & K. O’Brien (Eds.), Action research and the global empowerment of educators and student learning (pp. 49-67). IGI Global. https://doi.org/10.4018/978-1-7998-6922-1.ch003
