Bruce Uhrmacher

Bruce Uhrmacher

  • Biographical Description

    • P. Bruce Uhrmacher is Professor of Research Methods & Education, Morgridge College of Education.

      Research interests include the study of varying qualitative styles of research with an emphasis on arts based research. He is also interested in alternative education, Waldorf schools, curriculum theory and practice, and understanding teaching, curriculum, and learning from artistic and aesthetic viewpoints.

      Books: Using Educational Criticism and Connoisseurship as Qualitative Research (Routledge); Beyond the One Room School (Sense Publishers); Intricate Palette: Working the Ideas of Elliot Eisner. (Merill Prentice Hall). 


      Faculty Advisor for the Institute of Creative Teaching Summer Institute co-sponsored by the Morgridge College of Education and Think(360)Arts.

      CRISPA (Don't know what this is? Check out www.crispateaching.org)

    • Teaching Philosophy

      My teaching is greatly influenced by the progressive tradition of educators, including but not limited to John Dewey, Elliot Eisner, Eleanor Duckworth, Donald Oliver, and Nel Noddings. I have also spent years developing and now disseminating a style of teaching called CRISPA, an acronym that reminds educators to teach experientially through the following themes: connections, risk taking, imagination, sensory experiences, perceptivity, and active engagement. I do a lot of community building in my classes. I also expect everyone to show up having done the appropriate work and to be ready to engage intellectually with colleagues. 

  • Research

    • My interests are in qualitative styles of research as well as curriculum and instruction. Below are some of my peer reviewed article citations:

      L. Meng & P. B. Uhrmacher. (2017). An Aesthetic Analysis of Confucian Teaching and Learning: The Case of Qifashi Teaching in China. Journal of Aesthetic Education.

      P. B. Uhrmacher, B. Conrad, and C. Moroye. (2016). Aesthetic, Spiritual, and Flow Experiences: Contrasts and Educational Implications. Education and Culture, 32(1).

      B. Conrad, C. Moroye & P. B. Uhrmacher (2015). Curriculum Disruption: A Vision for New Practices in Teaching and Learning. Current Issues in Education, 18(3).

      L. Meng & Uhrmacher, P. B. (2014). Chan teaching and learning: An aesthetic analysis of its educational import. Asia Pacific Education Review, 1-11.

      P. B. Uhrmacher, B. Conrad, and C. Moroye (2013). Reinvigorating Curriculum: Perceptual Lesson planning. Teachers College Record. 39(5), pp. 613 – 636.

      C. Moroye, P. B. Uhrmacher (2012). Standards, Not Standardization: Orchestrating

      C. Richards and P. B. Uhrmacher (2012). Elliot Eisner as Cultural Theorist, Journal of Curriculum and Pedagogy 9(1): 26-28.

      P. B. Uhrmacher (December 2009). Toward a Theory of Aesthetic Learning Experiences. Curriculum Inquiry. 39(5): 613-636.

      C. Moroye, P. B. Uhrmacher (2009) Aesthetic themes of education. Curriculum and Teaching Dialogue. 11(1-2): 85-101.

      P. B. Uhrmacher and C. Trousas. (2008). Working the Image: Unearthing Aspects of Teachers’ Lives Through Arts-Engagement. LEARNing Landscapes. www.learnquebec.ca

      P. B. Uhrmacher and B. Tinkler. 2008. Engaging Learners and the Community through the Study of Monuments, International Journal of Leadership in Education. 11(3): 225-238.

      P. B. Uhrmacher and C. Moroye (2007). Instituting the Arts, The Clearing House (81)2: 53-58.

  • Gallery

This portfolio last updated: Aug 24, 2017 11:12:01 AM