Burke Scarbrough joined the UMD English faculty in 2012 as coordinator of the Teaching Communication Arts & Literature B.A.A. program. He received his B.A. from Duke University, his M.A. from Teachers College, Columbia University, and his Ph.D. from the University of Rochester. He has taught undergraduate, masters and doctoral courses in the fields of English education, literature, writing, adolescent development, and social science research methods. Prior to his academic life, he taught middle and high school English in New York City public schools. These days, he stays connected to secondary schools by teaching in a boarding school summer enrichment program, conducting classroom research, and living vicariously through passionate UMD teacher candidates.
His research interests include secondary literacy pedagogy, literacy teaching collaborations and partnerships, and the role of summer in youth learning and development.
His other roles at UMD include English Program Assessment Liaison and English faculty liaison for the College in the Schools program.
Dr. Scarbrough is honored to have received the 2014 College of Liberal Arts Teaching Award and the campus-wide UMD Student Award for Outstanding Faculty Advisor in both 2013 and 2015. In 2017, he was appointed editor of the Minnesota English Journal, the refereed publication of the Minnesota Council of Teachers of English. He also serves on the Editorial Review Board of English Journal, published by the National Council of Teachers of English.
ENGL 4902/5902: Teaching Writing
ENGL 4922: Teaching Communication Arts and Literature
EDSE 4215: Teaching Reading and Literature, Grades 5-12
ENGL 4802/5802: English Language for Educators
ENGL 4292: Literature into Film
ENGL 1101: Literature Appreciation
ENGL 2571: Contemporary Literature
ENGL 2906: Methods of Literary Study
WRIT 1120: College Writing
WRIT 3140: Advanced Writing: Social Sciences
EDUC 4500: Professional Issues and Ethics
Scarbrough, B. (2021). "Silence signals consent": A review of The civically engaged classroom (book review). Journal of Adolescent & Adult Literacy, 65(2), 189-191. [ link ]
Scarbrough, B., Pieper, B., & Vetsch, H. (2018). Engaging banned and challenged books through role-play simulation. English Journal, 108(2), 74-83. [ link ]
Scarbrough, B. (2018). Centering students' voices in a public speaking genre study. Minnesota English Journal.[ link ]
Wilson, M. A. F., & Scarbrough, B. (2018). Neoliberal contradictions in two private niches of educational 'choice.' Critical Studies in Education, 59(1), 74-92. [ link ]
Scarbrough, B. (2017). A summer of distinction: Exploring the construction of educational advantage outside the academic year. Curriculum Inquiry,47(5), 481-503. [ link ]
Scarbrough, B. (2017). Elite schools: Multiple geographies of privilege (book review). Critical Questions in Education, 8(1), 71-74. [ link ]
Johnson, C. W., & Scarbrough, B. (2015). The role of video in a literacy collaboration to re-engage struggling students. In Ortlieb, E., Shanahan, L., & McVee, M. (Eds.), Literacy research, practice, and evaluation, vol. 6: Video research in disciplinary literacies (pp. 79-94). Bingley, UK: Emerald Publishing Group. [ link ]
Scarbrough, B., & Allen, A.-R. (2014). Writing workshop revisited: Confronting communicative dilemmas through spoken word poetry in a high school English classroom. Journal of Literacy Research,46, 475-505. [ link ]
Finnigan, K. S., & Scarbrough, B. (2013). Defining (and denying) diversity through inter-district choice. Journal of School Choice, 7(2), 142-162. [ link ]
Scarbrough, B. (2012). As bad as they say: Three decades of teaching in the Bronx (book review). Teachers College Record.[ link ]
Scarbrough, B., Baker, D., & Ares, N. (2010). Numeracy and youth cultural practices. In Ares, N. (Ed.), Youth-full productions: Cultural practices and constructions of content and social spaces (pp. 209-234). New York: Peter Lang. [ link ]