Katie was previously a high school chemistry teacher in Houston, TX. She taught multiple levels of chemistry, served as the school’s chemistry team lead, and also the science department chair. Additionally, she served on the district chemistry curriculum team.
For the past five years, she has been completing her doctoral studies in the Critical and Sociocultural Studies in Education program in the Department of Education Studies. During this time she has been a TA and instructor in multiple courses for the Educational Foundations undergraduate program including Teaching in the 21st Century and Equal Opportunity: Poverty. She has also been a supervisor of secondary science student teachers in UOTeach. In addition, she has been a member of the COE’s Dean’s student advisory board, as well as, the UO Graduate School ‘s student advisory board. She has also facilitated graduate student writing groups through CoDaC for the past three years.
Katie’s current role is as the UOTeach Secondary Clinical Coordinator. She is excited about this new role in working with the UOTeach team and guiding master’s students towards their secondary teaching license.
Ph.D. Candidate, 2021 (exp.), University of Oregon, Eugene, OR Critical and Sociocultural Studies in Education
M.A.T., Trinity University, San Antonio, TX Secondary Education
B.A., 2007, Trinity University, San Antonio, TX Chemistry
Honors and Awards
2019-20 EDST Graduate Employee Excellence Award
2017-20 Silvy Kraus Presidential Fellowship
2019 U of O Centurion Award
2018-19 EDST Graduate Employee Excellence Award
2017-18 EDST Graduate Employee Excellence Award
2017-18 College of Education Alumni Scholarship
2011-12 Northbrook High School Teacher of the Year
2011-12 Spring Branch ISD Secondary Teacher of the Year Finalist
McGregor, K., Belcher, D.C. & Fitch, K. S. (2019). Reclaiming your time: Tools from culturally responsive pedagogy (CRP) for making general interventions local. The Educational Forum, 83(3): 266-277. DOI: 10.1080/00131725.2019.1599655
My current research focuses on changing school attendance boundaries in suburban school districts that are concurrently experiencing racial and economical demographic changes. I am interested in studying both the process and the politics of these changes. I approach this research from a relational and spatial qualitative framework.