Richard W. Riley College of Education and Leadership
School of Higher Education, Leadership, and Policy
Doctor of Education (EdD)
Dr. Jen Ouellette-Schramm’s specialization is in adult development and learning, where she has served in various roles over her 20+ year career. Her career and passion for adult education began during a literacy fellowship based in the Department of Adult Education at the University of Ibadan, Nigeria. She went on to work as an adult educator, then senior instructional manager at Literacy Minnesota, a nonprofit organization in Saint Paul, MN. She has supported educators in a spectrum of teacher higher education programs including community college, MA in English as a Second Language (ESL), and educational doctoral programs, and has taught as guest faculty at the University of Freiburg, Germany. She is a senior editor emeritus at MinneTESOL Journal, Minnesota’s journal of research and practice in the field of ESL education, and a community college Academic Dean. At Walden University, she teaches and supports doctoral capstones in the Richard W. Riley College of Education’s Higher Education and Adult Learning program.
Dr. Ouellette-Schramm’s research focuses on adult psychological development in educational contexts; how adult developmental diversity shapes learning experiences; and ways adult educational programs can encourage success, persistence, reflection and growth. She is a certified and reliable rater of the Subject-Object Interview, the methodological instrument of the Constructive-developmental stage theory of adult development, and employs this instrument and theory in her research. She has published her research in peer-reviewed journals including Adult Learning, Adult Education Quarterly, and Reflective Practice, and published a chapter in the 2019 Wiley Handbook of Adult Literacy. She regularly presents at national and international conferences including the Council for the Study of Community Colleges (CSCC) and Teaching English to Speakers of Other Languages (TESOL).
EdD, Hamline University - Saint Paul, MN United States
Ouellette-schramm, J. R. (2019). Academic Literacy as Developmental Pedagogy in The Wiley Handbook of Adult Literacy.
Ouellette-Schramm, J. R. (2019). Academic literacy learning from the cognitive-developmental perspective of one low-educated adult second-language learner in the Proceedings from the 11th Annual International Symposium: Low-Educated Second Language and Literacy Acquisition.
Ouellette-schramm, J. R., Chugani Molina, S., Reimer, J. (2019). Developmentally distinct experiences among novice teachers reflecting on Teaching English as a Foreign Language (TEFL). Reflective Practice.
Ouellette-schramm, J. R. (2018). Developmentally Distinct Learning Experiences Among Adult English Language Learners. Adult Learning.
Ouellette-schramm, J. R. (2016). Developmental Diversity in the Academic Language–Learning Experiences of Adult English as a Second or Other Language Learners. Adult Education Quarterly.
Ouellette-Schramm, J. R. (2015). Epistemological development and critical thinking in post- Secondary. Australian Journal of Adult Learning.
Ouellette-schramm, J. R. (2021). Motivation for persistence among community college English language learners: A constructive-developmental study. Journal of Applied Research in the Community College.
Ouellette-schramm, J. R. (2021). Community college goal exploration: A constructive-developmental study of English Language Learners. Journal on Excellence in College Teaching.
Ouellette-Schramm, J. R. (2020). Experiences of Persistence among Community College English Language Learners. Council for the Study of Community Colleges .
Ouellette-Schramm, J. R. (2019). Supporting Persistence among Developmentally Diverse Adult English Language Learners.. Council for the Study of Community Colleges (CSCC) .
Ouellette-Schramm, J. R., Reimer, J. (2018). Scaffolding Transformational Reflection for Developmentally Diverse Teachers . Teaching English to Speakers of Other Languages (TESOL).
Ouellette-Schramm, J. R. (2017). Academic Literacy Learning as Constructive-Developmental Pedagogy: Supporting the Learning and Growth of English Language Learners. International Academic Forum (IAFOR).
Ouellette-Schramm, J. R., Reimer, J. (2016). TEFL Student Practices with Reflection: A Constructive-Developmental Study.
Ouellette-Schramm, J. R., Reimer, J. (2015). Academic language: Bringing College into the Classroom. Teaching English to Speakers of Other Languages (TESOL).
Ouellette-schramm, J. R. (2021). Motivations of English language learners growing toward self-authorship. Hosted by Jönköping University, Sweden.