Ian Renga, PhD

Assistant Professor of Education

(207) 780-5078

ian.renga@maine.edu

Download Curriculum Vitae

400F Bailey Hall, Gorham

Education

PhD, Curriculum & Instruction, University of Colorado, Boulder

MEd, Learning & Teaching, Harvard University

BS, Biology, Indiana University

BA, Fine Art, Indiana University

Teacher Education

Dr. Ian Parker Renga has over twenty years of professional experience in K-12 classrooms and various educational settings. He started as a paraeducator in special education classrooms before teaching secondary science, math, and fine art. As a teacher educator, Dr. Renga partners with new and practicing teachers to answer urgent calls for justice and a cleaner, greener world through the development of responsive and authentic learning experiences. He teaches courses on educational foundations and STEM teaching methods at the undergraduate and graduate levels. Dr. Renga also sponsors the Educators of Tomorrow! Club for USM undergraduates pursuing education careers, and serves on the board of the Maine Science Teachers Association. He and his partner are avid naturalists who love being outdoors with their two elementary-aged children.

Expertise

Teacher learning and identity in community
STEM education
Eros in education
Teacher renewal
Teachers in media and culture
Social practice theory

Selected Publications

*Denotes student co-author
- Renga, I.P., & *Dalton, C. (in press). Exploring the possibilities of the teacher as archetypal sage or coach. In S.C. Piotrowski & M. Noraian (Eds.) Hollywood or History?: An Inquiry-Based Strategy for Using Film, Television, and Documentaries to Explore the Teaching Profession. IAP.
- Renga, I.P., & *Dalton, C. (2023). Transforming educator despair into professional renewal. Journal of Maine Education, 37, 34-49.
- Renga, I.P. (2022). Desire, liturgy, and the joint construction of narrative in a teacher preparation program. Narrative Inquiry 32(2), 389-419.
- Peck, F., Renga, I.P., Wu, K., & Erickson, D. (2022). The durability and invisibility of practice fields: Insights from math teachers doing math. Cognition and Instruction, 40(3), 385-412.
- Renga, I.P., Peck, F.A., Wu, K., & Erickson, D. (December 2020/January 2021). Fueling teachers’ passion and purpose. Educational Leadership, 78(4), 68-71.
- Renga, I.P., Peck, F., Feliciano-Semidei, R., Erickson, D., & Wu, K. (2020). Doing math and talking school: Professional talk as producing hybridity in teacher identity and community. Linguistics and Education, 55.
- Renga, I.P., & Lewis, M.A. (2018). Wisdom, mystery, and dangerous knowledge: Exploring depictions of the archetypal sage in young adult literature. Study and Scrutiny: Research on Young Adult Literature, 3(1), 25-50.
- Manz, E., & Renga, I.P. (2017). Understanding how teachers guide evidence construction conversations. Science Education, 101(4), 584-615.
- Liston, D.P., & Renga, I.P. (2015). Teaching, learning, and schooling in film: Reel education. Routledge.