Dr. Elizabeth Dorman

Dr. Elizabeth Dorman
Associate Professor of Teacher Education


  • Research on teaching 
  • Teacher education 
  • Educational leadership 
  • Graduate teacher licensure programs 
  • Education in urban contexts  


  • B.A., University of California, Davis, 1987 
  • M.A., Prescott College, 2000 
  • Ph.D., University of Colorado, Boulder, 2007 


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Dr. Elizabeth Dorman is available to comment on topics related to areas of interest or expertise. If you need further assistance, contact Public Affairs at 970-247-6073 or by email.

About Dr. Elizabeth Dorman

Elizabeth Dorman is an associate professor in the Department of Teacher Education at Fort Lewis College. She joined the college in 2013. Dorman’s research focuses primarily on teaching for social justice, cultural competence, and literacy. Other research interests include assessment, teacher development throughout the career, and mindfulness in education. Prior to joining the faculty at Fort Lewis College, Dorman was an assistant professor at Regis University and an adjunct professor at the University of Denver. She was also the founding executive director of the Boettcher Teachers Program and the Expeditionary Learning Teacher Preparation Program, both in Denver.  
Dorman has taught English as a Second Language as a Peace Corps Volunteer in Central Africa, as well as English, French, and Spanish at the secondary level. She is certified in Linguistically Diverse Education and Elementary Education. Dorman has served on the editorial board of the Journal of Urban Learning, Teaching, and Research. She has also peer reviewed manuscripts and submissions for Curriculum and Teaching Dialogue, Journal of Teacher Education, Wadsworth Publishers, Heineman Publishers, and the American Educational Research Association. 


Dr. Dorman received the 2016 Francis P. Hunkins Distinguished Article Award in Teaching from the American Association for Teaching and Curriculum for her article "Building Teachers' Social-Emotional Competence Through Mindfulness Practices." One award committee member commented: "In the rapidly growing field of contemplative pedagogy, Dorman’s research offers fresh, valuable, and critical information to support teacher preparation that engages the full dimensions of the pre-service teacher -- emotional, mental, physical, and spiritual."

Selected Publications and Presentations 

“Contemplative Engagement with Emotion: Embodied Strategies for Transformation and Change,” co-authored with A. E. Winans, Methodological Advances in Research on Emotion and Education, 2015 

“Building Teacers’ Social-Emotional Competence through Mindfulness Practices,” Curriculum and Teaching Dialogue, 2015 

“The Five Dimensions of Engaged Teaching: A Window into Anti-Oppression Content and Pedagogy,” 7th Annual Association of Contemplative Mind in Higher Education Conference, Washington, D.C., 2015 

“Opening Teacher Education Classes with Contemplative Practice,” Contemplative Teaching and Learning in Teacher Education Symposium, Denver, CO, 2015 

“Cultivating Pre-Service Teachers’ Social-Emotional Competence via the 5 Dimensions of Engaged Teaching,” Advances in Social Emotional Learning Research, 2014 

“‘Everything That’s Challenging in My School Makes Me a Better Teacher’: Negotiating Tensions in Learning to Teach for Equity,” Annual Editions, Multicultural Education, 17th Edition, 2014