Dr. Molly Trinh Wiebe is an Assistant Professor of Practice in the Department of Curriculum and Instruction and a Program Coordinator for Youth and Community Studies (YCS). She earned a Bachelor of Arts in Urban Learning and a Master of Arts in Reading Education. Her primary research interests center on critical theory, critical literacy pedagogy, preservice teacher education, and restorative practices in education.
2015 Story Corps: https://www.kut.org/post/nathan-and-molly-wiebe-inspiring-each-other
2018 Establishing Community: Restorative Practices Gain Momentum: https://incontext.education.utexas.edu/establishing-community-restorative-practices-gain-momentum/
2019 EquitySpace Summit, Equity Warrior Award Finalist in the category of Education: https://breakthepipeline.org/the-equity-space-summit/?fbclid=IwAR3en6luHjGJ0fwCoEmQswun7EfQDFowIh-mpPkN4X8nF84wNS9bbch76tI
Ph.D. in Language and Literacy Studies, The University of Texas at Austin, 2016
M.A. in Masters of Arts in Education: Option in Reading, California State University, Los Angeles, 2008
B.A. in Bachelor of Arts in Urban Learning with Professional Education Minor, California State University, Los Angeles, 2003
Research focuses on preservice teacher education, critical literacy pedagogy, and restorative practices in education.
Purdue University, Journal of Southeast Asian American Education and Advancement (JSAAEA), NAFEA Editorial Review Board(2014 - Present)
Worthy, J., DeJulio, S., Svrcek, N., Villarreal, D., Derbyshire, C., LeeKeenan, K., Wiebe, M., Lammert, C., Rubin, J. & Salmerón, C. (2016). Teachers' Understandings, Perspectives, and Experiences of Dyslexia. Yearbook of the Literacy Research Association.
Price-Dennis, D., Trinh Wiebe, M. & Fowler-Amato, M. (2014). Learning to develop a culturally relevant approach to 21st century writing instruction. Teaching/Writing: The Journal of Writing Teacher Education, 3(2).
The U.S. Department of Education: The Education Innovation and Research (EIR) Early-Phase Grant
The Education Innovation and Research (EIR) Early-Phase Grant is a partnership between Austin Independent School District (AISD) and The University of Texas at Austin to initiate whole school Restorative Practices in AISD.
Independent Inquiry Flag Course Development Award, The Center for the Skills and Experience Flags, The University of Texas at Austin (2019 - 2019)
Independent Inquiry Flag Course Development Award, The Center for the Skills and Experience Flags, The University of Texas at Austin (2017 - 2017)
Restorative Practices: Community Building Circles, College of Education, Department of Curriculum and Instruction, The University of Texas at Austin (2019)
Restorative Practices: Community Building Circles, College of Fine Arts, Department of Theatre and Dance Graduate Program, The University of Texas at Austin (2018)
Erica Steinitz, Ph.D., expected 2021 (Committee Member)
| Year | Semester | Course |
|---|
| 2020 | Fall | EDC 363: Soc Entrprn Youth/Comm Stds-Wb |
| 2020 | Fall | EDC 364C: Fieldwrk Youth/Comm Studies-Wb |
| 2020 | Fall | ALD 331: Restorative Practices-Wb |
| 2020 | Spring | EDC 364C: Fieldwrk Youth/Comm Studies |
| 2020 | Spring | ALD 331: Restorative Practices |
| 2019 | Fall | EDC 364C: Fieldwrk Youth/Comm Studies |
| 2019 | Fall | ALD 331: Restorative Practices |
| 2019 | Spring | ALD 331: Restorative Practices |
| 2018 | Fall | ALD 331: Restorative Practices |
| 2018 | Spring | ALD 331: Restorative Practices |
| 2017 | Fall | ALD 331: Restorative Practices |
