Full Professor

About

  • Find Me On:

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  • Office Hours

    Tu./Th., 11:00-12:30pm

  • Role

    Faculty

  • Position

    • Full Professor
    • (past) William E. Morgan Endowed Chair
    • Director, CSU Writing Project
    • Founder, Colorado State Sustainable Teaching and Learning Collaborative
    • Chair

  • Concentration

    • English Education

  • Department

    • English

  • Education

    • Ph.D., Instructional Leadership and Academic Curriculum

  • Curriculum Vitae:

Biography

Professor O'Donnell-Allen teaches courses in literacy pedagogy and research in the English Department at Colorado State University. Her scholarship, teaching, and outreach are animated by collective commitments to anti-bias, anti-racist teaching and learning; educational justice and social action; and equity and access to optimal experiences for all learners. Recent courses have focused on storytelling for social justice; engaged mindfulness; sustainable teaching and learning; and teacher inquiry and advocacy. She is founder and director of the CSU Writing Project (CSUWP) and the Colorado State Sustainable Teaching and Learning Collaborative (CSSTL). She is a former College of Liberal Arts Morgan Endowed Chair. She taught high school English for eleven years.

Dr. O’Donnell-Allen’s current scholarship focuses primarily on the grassroots theory and practices of sustainable teaching and learning, which was co-developed in 2017 with experienced K-12 educators from across the state, who are CSUWP teacher fellows. The theory has gained national attention, and Dr. O’Donnell-Allen and her K-12 colleagues have presented the work and conducted workshops in numerous venues, from local to international levels. She has also collaborated with National Writing Project (NWP) colleagues to write numerous publications informed by sustainable teaching theory and its intersections with equity-centered pedagogies, trauma-informed teaching; cultural and historical literacies; place-based learning; and rhetorical listening.

Her most recent book with Dr. Antero Garcia is a best-seller with Teachers College Press. Now in a considerably updated second edition, the book is entitled Pose, Wobble, Flow: A Liberatory Approach to Literacy Learning in All Classrooms. Earlier books include Tough Talk, Tough Texts: Teaching English to Change the World and The Book Club Companion. Her most recent book project, which is currently in development, focuses on sustainable teaching and learning (STL) and will be co-authored with K-12 educators. In addition to her recent STL publications, Dr. O’Donnell-Allen has published numerous articles, chapters, and digital resources on science literacy learning, multimodal and digital literacies, teacher inquiry, and youth literacy learning inside and outside of school.

In her outreach work, Dr. O’Donnell-Allen has collaborated with teachers to support youth, grades 4-12, in developing critical multiliteracies to be used as instruments for identity development, meaning construction, and equity-centered social action. A sampling of initiatives include the CSSTL Collaborative, focused on youth participatory action research; the Youth Scientific Civic Inquiry Project, supported with NSF and NWP funding; the Youth Making Positive Changes Together initiative; and the Saving Our Stories Project, a digital storytelling program to collect oral histories from underrepresented populations in Fort Collins.

She has received special recognition from the National Writing Project for her numerous leadership roles, serving on the NWP Board of Directors; co-chairing the Teacher Inquiry Network; and serving as an NWP Connected Learning Ambassador. She has also held various roles in the National Council of Teachers of English, including the NCTE Promising Researcher.

Finally, she has engaged in a wide range of service activities at the department, college, and university levels. She currently serves on the university’s trauma resilience team, the Inclusive Physical and Virtual Campus Committee, and the PHRASE Team (Professors Helping Raise Active Student Experiences), as well as chairing the CLA K-12 Outreach Working Group.

Publications

Books: 

Garcia, A., & O’Donnell-Allen, C. (2024). Pose, wobble, flow: A liberatory approach for literacy learning in all classrooms. (2nd edition). Teachers College Press. 205 pp.

Garcia, A., & O’Donnell-Allen, C. (2015). Pose, wobble, flow: A culturally proactive approach to literacy instruction. Teachers College Press. 176 pp.

O’Donnell-Allen, C. (2011). Tough talk, tough texts: Teaching English to change the world. Heinemann. 176 pp., plus 27 pp. online addenda (Projects/Assignments/Planning Guides) at http://heinemann.com/products/E02640.aspxc.

O’Donnell-Allen, C. (2006). The book club companion: Fostering strategic readers in the secondary classroom. Heinemann. 167 pp.

Refereed Journal Articles:

Burns, K., Moyer, E. R., O’Donnell-Allen, C. Robbins, M. (2018). Finding a way to stay: Making a path for sustainable teaching. English Journal, 108(1), 45-51.

Garcia, A., & O’Donnell-Allen, C. (2016). Wobbling with writing: Challenging existing paradigms of secondary writing instruction and finding new possibilities. Literacy Research: Theory, Method, & Practice, 65(1), 348–364.

Garcia, A., & O’Donnell-Allen, C. (2014). Wobbling in public: Supporting new and experienced teachers. English Journal. 103(6), 65-70.

O’Donnell-Allen, C. (2014). Story matters: Meeting actionable community needs in a digital world. Diversity and Democracy. 17(1). Retrieved from https://www.aacu.org/diversitydemocracy/2014/winter/odonnell-allen. 

Smagorinsky, P., Anglin, J.L., & O’Donnell-Allen, C. (2012) Identity, meaning, and engagement with school: A Native American student’s composition of a life map in a senior English class. Journal of American Indian Education, 51(1), 27-44. Refereed. 

Smagorinsky, P., Daigle, E.A., O’Donnell-Allen, C., & Bynum, S. (2010). Bullshit in academic writing: A protocol analysis of a high school senior’s process of interpreting Much Ado about Nothing. Research in the Teaching of English, 44, 368-405. 

Smagorinsky, P., Augustine, S. M., & O’Donnell-Allen, C. (2008). Experiences with personal, academic, and hybrid writing: A study of two high school seniors. English in Australia. 42, 55-73. 

Smagorinsky, P., Cameron, T., & O’Donnell-Allen, C. (2007). Achtung maybe: A case study of the role of personal connection and art in the literary engagement of students with attentional difficulties. Reading & Writing Quarterly, 23, 333–358. 

Smagorinsky, P., Wright, L., Augustine, S. M., O’Donnell-Allen, C., & Konopak, B. (2007). 

Student engagement in the teaching and learning of grammar: A case study of an early-career secondary school English teacher. Journal of Teacher Education, 58, 76-90. 

Zoss, M., Smagorinsky, P., & O’Donnell-Allen, C. (2007). Mask-making as representational process: The situated composition of an identity project in a senior English class. International Journal of Education & the Arts, 8(10). Retrieved from http://www.ijea.org/v8n10/v8n10.pdf. 

Bickmore, S. T., Smagorinsky, P., & O’Donnell-Allen, C. (2005). Tensions between traditions: The role of contexts in learning to teach. English Education, 38, 23-52.

O’Donnell-Allen, C. (2005). Pedagogical recycling: How colleagues change colleagues’ minds. English Journal, 95, 58-64.

Smagorinsky, P., Zoss, M., & O’Donnell-Allen, C. (2005). Mask-making as identity project in a high school English class: A case study. English in Education, 39(2), 58-73. 

O’Donnell-Allen, C. (2004). Raising our voices:  Transformative discourse in a teacher research group. English Education, 37, 50-74.

O’Donnell-Allen, C. (2001). Teaching with a questioning mind:  The development of a teacher research group into a discourse community. Research in the Teaching of English, 26, 161-211.

O’Donnell-Allen, C., & Hunt, B. (2001). Reading adolescents: Book clubs for YA readers. English Journal, 90, 82-89. 

O’Donnell-Allen, C., & Smagorinsky, P. (1999). Revising Ophelia: Rethinking questions of gender and power in school. English Journal, 88, 35-42. 

Smagorinsky, P., & O’Donnell-Allen, C. (1998). The depth and dynamics of context:  Tracing the sources and channels of engagement and disengagement in students’ response to literature. Journal of Literacy Research, 30, 515-559. 

Smagorinsky, P., & O’Donnell-Allen, C. (1998). Reading as mediated and mediating action: Composing meaning for literature through multimedia interpretive texts. Reading Research Quarterly, 33, 198-226. 

Refereed Book Chapters:

O’Donnell-Allen, C., & Robbins, M. (2022). “Yet the embers still burn”: Teaching with hope in a broken world.” Trauma-Informed teaching: Toward responsive, humanizing classrooms (Vol. #2). National Council of Teachers of English.

Garcia, A., & O’Donnell-Allen, C. (2015). The Saving Our Stories Project: Pushing beyond the culturally neutral digital literacies of the Common Core. In The next digital scholar: A fresh approach to the Common Core Standards in research and writing. (McClure, R., & Purdy, J., Eds.), Information Today.

Garcia, A., & O’Donnell-Allen, C. (2014). Pose/Wobble/Flow: Designing connected learning opportunities for preservice teachers in the era of the Common Core. In Digital tools for writing instruction. (Anderson, R.S., Fitzgerald, P.R., Mims, C., Eds.), IGI Global.

O’Donnell-Allen, C. (2005). Tools of the trade: An analysis of the collaborative discourse practices of a teacher research group. In: Progress in education, v. 5. (F. Columbus, Ed.), Nova Science Publishers. 

Smagorinsky, P., & O’Donnell-Allen, C. (2004). A study of students' artistic interpretations of Hamlet. In: Language and literacy education. (A. Goodwyn & A. Stables, Eds.), Sage, pp. 170-191. 

Smagorinsky, P., & O’Donnell-Allen, C. (2000). Idiocultural diversity in small groups: The role of the relational framework in collaborative learning. In: Constructing meaning through collaborative inquiry: Vygotskian perspectives on literacy research. (C. D. Lee & P. Smagorinsky, Eds.), Cambridge University Press, pp. 165-190.

Non-Refereed Journal Articles/Chapters/Proceedings/Online Transactions:

Column for NCTE journal, Voices from the Middle

  • O’Donnell-Allen, C., & Robbins, M., with Maggie O’Riley, Anna Austin, and Brynn Orum,  (2024). Small moves, big change: “Advocating for Classroom Advocacy.” Voices from the Middle, 31(4), 33-37. DEIJ
  • O’Donnell-Allen, C., & Robbins, M. (2024). Imagination matters: Why private islands, true fun, and community are essential for civic action. Voices from the Middle, 31(3), 23-27. - DEIJ
  • O’Donnell-Allen, C., & Robbins, M. (2024). Networking as teachers for civic transformation. Voices from the Middle, 31(2), 29-33. - DEIJ
  • O’Donnell-Allen, C., & Robbins, M. (2024). Making justice dreams come true by becoming a teacher world-builder. Voices from the Middle, 31(1), 36-39. - DEIJ
  • O’Donnell-Allen, C., & Robbins, M. (2023). Three keys to unlocking your criticality: Aspiration + advocacy + joy. Voices from the Middle, 30(4), 30-35.
  • O’Donnell-Allen, C., & Robbins, M. (2023). We are, therefore, we think: Fostering your own intellectual community. Voices from the Middle, 30(3), 32-35.
  • O’Donnell-Allen, C., & Robbins, M.  (2023). “This time, it’s urgent.”: Becoming skillful in sustainable teaching. Voices from the Middle, 30(2), 31-34.
  • O’Donnell-Allen, C., & Robbins, M. (2022). Takes one to teach one: Embracing your inner genius. Voices from the Middle, 30(1), 33-37.

O’Donnell-Allen, C. (2022). Catch and release. Building bridges word by word. https://buildingbridgeswbw.com/stories/catch-and-release/# 

Web resources for website of the National Writing Project and National Science Foundation Intersections Project. (2016):

  • O’Donnell-Allen, C., & Burns, K. Becoming a Science Advocate. (a visual case study of one student in the Youth Scientific Civic Inquiry Project, includes curriculum resources)
  • O’Donnell-Allen, C. A Field Guide to Understanding and Developing Catalytic Learning Experiences in Science.
  • O’Donnell-Allen, C. A Field Guide to Understanding How Spaces Affect Science Learning in Out-of-School Contexts.

O’Donnell-Allen, C., Garcia, A., England, L., Kelley, J., Phelan, J. (November 12, 2015). “Pose, Wobble, Flow: A Culturally Proactive Guide To Literacy Instruction.” National Writing Project Blogtalk Radio. Invited. http://www.nwp.org/cs/public/print/resource/4450

O’Donnell-Allen, C. (2014). “Flights of Fancy.” National Writing Project “40 for 40” Blog post celebrating the 40th Anniversary of NWP. Invited. http://our.nwp.org/flights-fancy/

Bence, J., & O’Donnell-Allen, C. (April 29, 2014). “Equity and Student Learning in the 21st Century Classroom: Applying Connected Learning Strategies in the Classroom.” Connected Learning webinar. http://connectedlearning.tv/equity-and-learning-21st-century-classroom- unhangout.

O’Donnell-Allen, C. (2014). On a not-so-secret mission: How elementary students can become agents of change. Blog entry for Kids' Planning Toolbox. American Planning Association.

O’Donnell-Allen, C. (2014). Peer-supported learning: Guiding youth voice in the classroom. Introduction. In Connected Learning in School Contexts. (A. Garcia, Ed.). MacArthur Foundation. Invited.

O’Donnell-Allen, C. (2014). A glimpse behind the curtain at the “front” and “back” practices of peer-supported learning classrooms. Conclusion. In Connected Learning in School Contexts. (A. Garcia, Ed.). MacArthur Foundation. Invited.

O’Donnell-Allen, C. (2014). Busy work. Commentary submitted for book entitled Teaching from the Heart: Poetry that Speaks to the Courage to Teach. Co-editors: Sam Intrator and Megan Scribner. Invited.

Garcia, A., Middaugh, E., Mirra, N., O’Donnell-Allen, C., & Paraiso, J. “From Expression to Impact: Youth Civic Engagement Enacted.” (2013.) Connected Learning webinar. http://connectedlearning.tv/expression-impact-youth-civic-engagement-enacted

Allison, P., Fasimpaur, K., O’Donnell-Allen, C., West-Puckett, “NWP and the Summer of Making and Connecting.”National Writing Project Blogtalk Radio. (2013).

http://www.blogtalkradio.com/nwp_radio/2013/06/13/nwp-and-the-summer-of-making-and-connecting

O’Donnell-Allen, C., & Woodard, S. (2013). It’s still complicated: Why Colorado teachers should care about the Common Core State Standards. Statement (journal of the Colorado Language Arts Society), 49.

O’Donnell-Allen, C. (2012). The best teachers of writing are writers themselves. Blog post on Atlantic Monthly website. Retrieved from: http://www.theatlantic.com/national/archive/2012/09/the-best-writing-teachers-are-writers-themselves/262858/. Invited.

O’Donnell-Allen, C., Mackie, A., & St. Romain, J. (2012). Learning alongside: Embracing digital storytelling with social justice in mind. Resource posted on National Writing Project Digital Is website. Retrieved from http://digitalis.nwp.org/resource/4414

Dipardo, A., Luker, C., O’Donnell-Allen, C., & Quinones, P. (2012). Why do inquiry?: Collaborative inquiry around professional practice. A podcast on the Literacy and Learning Exchange website. Retrieved from: http://www.literacyinlearningexchange.org/why-do-inquiry. Invited.

Hunt, B., & O’Donnell-Allen, C. (2012). Teacher research is connective learning: Practitioner inquiry as professional development. Webinar conducted on Connected Learning website. Also featured on National Writing Project Digital Is website. Retrieved from: http://connectedlearning.tv/bud-hunt-cindy-odonnell-allen-teacher-research-connective-learning-practitioner-inquiry-professional. Invited.

Eidman-Adahl, E. & O’Donnell-Allen, C. (2012). Conversation currents: Digital directions in professional development. Language Arts, 89(4), 279-284. Also published as a podcast on National Council of Teachers of English website. Retrieved from: http://www.ncte.org/journals/la/podcasts. Invited.

O’Donnell-Allen, C. (2011). Mini-inquiries: Changing classroom instruction one lesson at a time. Program-in-Action piece on: National Writing Project website. Retrieved from: http://www.nwp.org/cs/public/print/resource/3662. Invited.

Eidman-Adahl, E., Harbaugh, C., Lemberg, J., O’Donnell-Allen, C., & Ojalvo, H.E. (2011). Marking a moment: Teaching about 9/11. Radio interview on: National Writing Project Radio. Retrieved from http://www.nwp.org/cs/public/print/resource/3649. Invited.

O’Donnell-Allen, C. (2007). Research that makes a difference. In: English Journal, 97(2), pp. 89-90. Invited.

O’Donnell-Allen, C. (2006). A room of our own: Alternative spaces for authentic practices. In: Statement (journal of the Colorado Language Arts Society).

O’Donnell-Allen, C. (2005). Oblivious to lightning [poem]. In: English Journal, 94(6), p.111.

O’Donnell-Allen, C. (2001). What to do when duty calls but passion answers the phone. In: English Journal, 91, 22-24. Invited.

O’Donnell-Allen, C. (2000). All that matters. In: Statement (Journal of the Colorado Language Arts Society), 36, 25-26.

MANUSCRIPTS IN PRESS

Non-Refereed Journal Articles/Chapters/Proceedings/Online Transactions:

  • Journal Column: 
    • O’Donnell-Allen, C., & Robbins, M. (2025). The genius of just showing up: How to keep teaching fiercely in “the Whirligig of Time.” Voices from the Middle, 33(1).
    • O’Donnell-Allen, C., & Robbins, M. (2025). Watch your words: How naming your places can shape your learning. Voices from the Middle, 32(4).
    • O’Donnell-Allen, C., & Robbins, M. with Taylor, D., & Pinch, C. (2025). Lead with who you are: Identity, justice, and open classroom doors. Voices from the Middle, 32(2).
    • O’Donnell-Allen, C., & Robbins, M. (2025). You have arrived: Destination, learning. Voices from the Middle, 32(1)

Courses

  • E633: Storytelling for Social Justice

    Syllabus

    This course focuses on the rhetorical function of narratives in U.S. society over time, as conceptually framed by Lee Anne Bell’s “Storytelling for Social Justice” model (2019). Students are engaged in 1) critically examining and problematizing widely-circulated, public-facing narratives across varied genres that address “justice,” broadly defined, and 2) uncovering and generating counter-narratives that center resistance and transformative change within “social change ecosystems” (Iyer, 2017).

  • E375: Mindfulness Practices and Literacy Tools for Healing a Changing World

    Syllabus

    This course immerses students in a centuries-old conversation on mindfulness that is still more relevant than ever, considering the existential challenges we face in today’s world. After critiquing contemporary renditions of mindfulness, students explore diverse texts that center “engaged mindfulness,” which is rooted in compassion for self and others; geared toward justice, community, and intentional social action; and supported by neuroscientific research. Throughout the course, students apply the principles and literacy practices of engaged mindfulness through hands-on projects that are geared toward their interests and CSU major.

  • E200: Inquiry-Based Teaching, Learning, and Communicating

    Syllabus

    This course explores the different ways in which learning spaces and contexts can be intentionally designed to allow for inquiry. In the process of developing self- and community-based inquiry projects, students evaluate how we situate inquiry in our own lives. The course emphasizes dialogue, collaboration, advocacy, and engagement with social issues and global concerns in the field of education.