Professor Curriculum and Instruction, University of Illinois, 2002 - present
Academic Leadership Program Fellow Council on Institutional Cooperation, 2003 - 2004
Associate Professor Curriculum and Instruction, University of Illinois, 1997 - 2002
Center for Advanced Study Fellow University of Illinois at Urbana-Champaign, 1997 - 1998
Assistant Professor Curriculum and Instruction, University of Illinois, 1991 - 1997
Faculty Fellow College of Education, 1995 - 1996
Ph.D., Education, Ohio State University, 1990
M.A., Education, Ohio State University, 1975
B.S., Elementary Education, Kent State University, 1974
Recipient, Fulbright Scholar Award Institute of International Education, 2013 - 2013
Recipient, College of Education, Distinguished Teaching Career Award 2010 - 2012
University Distinguished Teacher/Scholar University of Illinois at Urbana-Champaign, 2002 - 2003
Campus Award for Excellence in Guiding Undergraduate Research University of Illinois at Urbana-Champaign, 2001 - 2001
Campus Award for Excellence in Undergraduate Teaching Honorable Mention, University of Illinois at Urbana-Champaign, 2000 - 2000
University Scholar Award University of Illinois at Urbana-Champaign, 2000 - 2000
Outstanding Undergraduate Teaching Award College of Education, 2000 - 2000
Distinguished Scholar Award College of Education, 1999 - 1999
Outstanding Researcher American Educational Research Association, 1998 - 1998
Garcia63rd Yearbook of the Literacy Research Association, G., & Willis, A. (2015) Frameworks for Promoting Multicultural Literacies: Moving Toward Educational Justice.. Reconceptualizing Literacy in the New Age of Multiculturalism and Pluralism, 2nd ed.,. Information Age Publishing.: Charlotte, NC, USA
Willis, A. (2008) Reading comprehension research and testing in the US: Undercurrents of race, class, and power in the struggle for meaning.. Lawrence Erlbaum: Mahwah, NJ
Willis, A., Montovan, M., Burke, L., Hunter, C., Herrera, A., & Hall, H. (2008) On critically conscious research: Approaches to language and literacy research.. Teachers College Press: New York
Willis, A. (2007) Critical race theory and literacy. Encyclopedia of language and education Springer Science + Business Media: New York
Willis, A., & Harris, V. (2003) Afterword. Multicultural issues in literacy research and practice Erlbaum: Mahwah, NJ
Willis, A., Garcia, G., Barrera, R., & Harris, V. (2003) Multicultural issues in literacy research and practice.. Erlbaum: Mahwah, NJ
Willis, A. (2002) Literacy at Calhoun Colored School, 1892-1943 Reading Research Quarterly 37 (1), 8-44
Merchant, B., & Willis, A. (2001) Multiple and intersecting identities in qualitative research.. Erlbaum: Mahwah, NJ
Willis, A. (2001) Rocks in the brook: A teacher educator's self study. Reconceptualizing literacy in the new age of pluralism and multiculuralism JAI Press: Greenwich, CT
Willis, A., & Harris, V. (2000) Political acts: Literacy learning and teaching Reading Research Quarterly 35 (1), 72-88
Willis, A., & Johnson, J. (2000) A horizon of possibilities: A critical framework for transforming multiethnic literature instruction. Reading Online 4 (3) link >
Willis, A. (1998) (1998). Teaching and using multicultural literature in grades 9-12: Moving beyond the canon.. Christopher-Gordon: Norwood, MA
Willis, A., & Harris, V. (1997) Expanding the boundaries: A reaction to the First Grade Reading Studies Reading Research Quarterly 32 (4), 439-445
Willis, A. (1995) Reading the world: Contextualizing the school literacy experiences of a young African-American male Harvard Educational Review 65 (1), 30-49
Co-Editor American Educational Research Association, 2010 - 2013
Vice President Vice President, Literacy Research Association, 2012 - 2012
Vice-President Elect Literacy Research Association, 2011 - 2011
President National Conference on Research in Language and Literacy, 2008 - 2009
Associate Editor The New Advocate, 2002 - 2003
Funding Board Member Dissertation Fellowship Program, The Spencer Foundation, 2002 - 2003
Reviewer Institute of Education Sciences, 2002 - 2002
Tchg Diverse High School Stu Examines the curriculum and philosophy of teaching students in high school grades. Students will focus on a number of related topics including teaching a diverse student population, including all students in instruction, using technology for teaching high school English, Mathematics, Science, and Social Studies and alternative means of assessing students' learning. Seminar content will be integrated with coursework in instructional technology, assessment, and special education with high school students. Coursework is integrated with a high school field experience. Course Information: 3 undergraduate hours. 3 graduate hours. Prerequisite: CI 402. Requires concurrent enrollment in EPSY 485 and SPED 405.
Tchg and Assessing Sec Sch Stu Emphasizes the practical application of theory and recommended practices for developing curriculum, teaching, and assessing learning in the middle and senior high school years. Course Information: 4 undergraduate hours. 4 graduate hours. Prerequisite: CI 402 or CI 403. Concurrent enrollment in EDPR 442 required.
Tchg Reading in Grades 4-12 Examines current literacy practices beyond the primary grades including factors related to reading comprehension, vocabulary development, fluency, and motivation. Includes issues related to diversity and ESL related to teaching reading. Course Information: 3 undergraduate hours. 2 or 4 graduate hours. Prerequisite: EPSY 201; junior standing or consent of instructor.
Issues & Trends in Reading The timing of beginning reading, the influence of certain linguistic findings on methodology and terminology in instructional materials, and the influence of research on methodology are addressed in a way that provides a historical perspective for evaluating the merit of emerging issues and trends. Course Information: Prerequisite: CI 475 and CI 476 or equivalent, or consent of instructor.
Assessment in Reading Nature, causes, and diagnosis of reading difficulties; translation of diagnostic information into instructional practice. Course Information: Prerequisite: CI 475 or CI 471, or equivalent.
Assessment-Based Reading Instr Supervised experiences; special attention to evaluative and interpretative techniques in cases of severe reading disabilities based on the analysis of specific reading needs. Course Information: May be repeated to a maximum of 8 hours. Prerequisite: CI 575.