Ellie Fulmer

Associate Professor, Department of Education
School: School of Humanities and Sciences

Title

Research & Scholarship

Research Teams

I am currently working on two research teams in education. Together with colleagues from the IC Mathematics Department, I am part of a research team seeking to understand textbook literacies in different fields, looking at something we have called Didactical Disciplinary Literacy. 

Opportunities to collaborate with undergraduate students on research is enriching and important to my approach to scholarship. I believe that such collaborations have the potential to build student confidence and help transform a student’s areas of interest into responses to problems in the world. Currently, I am working together with a recent IC graduate on on a paper describing white savior rhetoric in Teach for America. This stemmed from the product of the student's undergraduate independent study with me. 

Peer-Reviewed Publications:

Wienberg, A., Wiesner, E., & Fulmer, E.F. (2022). Didactical disciplinary literacy in mathematics: Making meaning from Textbooks. International Journal of Research in Undergraduate Mathematics Education. https://doi.org/10.1007/s40753-022-00164-1

Wiesner, E., Wienberg, A., Fulmer, E.F., & Barr. (2020) The roles of textual features, background knowledge, and disciplinary expertise in reading a calculus textbook. Journal for Research in Mathematics Education 51(2), 204-233. https://doi.org/10.5951/jresematheduc-2020-0020

Deckman, S.L., Fulmer, E.F., Kirby, K.*, Hoover, K.*, Mackall, A.S. (2020). (Un)affirming assimilation: Depictions of dis/ability in health textbooks. Journal for Multicultural Education, 14(3/4), 269-280. https://doi.org/10.1108/JME-04-2020-0037

Fulmer, E.F. (2020). Reframing resistance: Understanding white teachers in multicultural education through the course identities approach. In J. Gammel, S. Motulsky, & A. Rutstein-Riley (Eds.) I am what I become:  Constructing an identity as a lifelong learner. Charlotte, NC: Information Age Publishing (pp. 231-250).

Weinberg, A., Fulmer, E.F., Wiesner, E., & Barr, J. (2018). Didactical disciplinary literacy. 21st Annual Conference on Research in Undergraduate Mathematics Education (CRUME) Conference Proceedings, 1261-1269. 

Deckman, S.L., Fulmer, E.F., Kirby, K.*, Hoover, K.*, & Mackall, A. S. (2018). Numbers are just not enough: A critical analysis of race, gender, and sexuality in elementary and middle school health textbooks. Educational Studies 54(3), 285-302. 

Fulmer, E.F., & Bodner, J.* (2017). Detached and unsustainable: Central tensions in teacher research capstones and the possibilities for reimagined inquiry. Inquiry in Education, 9(2), article 5. https://digitalcommons.nl.edu/ie/vol9/iss2/5

Deckman, S. L., Fulmer, E.F., & Makepeace, N.N. (2016). Dangerous Black professor: Challenging the ghettoization of race in higher education through life texts pedagogy. In V. Stead (Ed.), Equity in higher education theory, policy, & praxis: Vol. 6, RIP Jim Crow: Fighting racism through higher education policy, curriculum, and cultural interventions (pp. 235-245). New York: Peter Lang.

Fulmer, E. F. (2015). Swimming with Flotsam: Exploring the postmodern genre in the responses of early adolescents. Dragon Lode 34(1), 11-21.

Fulmer, E. F., & Makepeace, N.N. (2015). “It's OK to laugh, right?”: Toward a pedagogy of critical race humor in multicultural education. With Melanie Abbe*, Sarah Apgar*, Rachel Strongin*, Susan Giarratano*, and Serena Shields*. Perspectives on Urban Education, 12(1), 38-53.

Under Review:

Weinberg, A., Wiesner, E., Fulmer, E.F. (under review). Didactical disciplinary literacy. International Journal of Research in Undergraduate Mathematics Education.

Fulmer, E.F., Dobbs, C., Weinberg, A., Wiesner, E. (under review). Agency in didactical disciplinary literacy: Using a new theory to interpret reading interviews with a college calculus textbook. Journal of Literacy Research and Instruction.

In Preparation:

Krieger, K.*, Fulmer, E.F. (in preparation). White savior rhetoric in Teach for America: A literature review at the organization's 30th anniversary. Education Policy Analysis Archives.

* Denotes student or alumnus collaborator

Peer-Reviewed Conference Papers:               

Germain, A., Clauhs, M., Fulmer, E.F., Rowland, G. (February 5, 2021). Flexible by design: Using UDL to prepare faculty for teaching in times of disruption. Universal Design for Learning-Higher Education (UDLHE) Network Digicon 2021: Guiding This Moment in Higher Education, virtual.

Kreiger, K.* & Fulmer, E.F. (October 8, 2020). White savior rhetoric in Teach for America: A literature review. National Association for Multicultural Education Annual Meeting (NAME), virtual.

Fulmer, E.F., Weinberg, A., Wiesner, E., & Barr, J. (December 2019). “Agency” in didactical disciplinary literacy: Using a new theory to interpret reading interviews with a college calculus textbook. Literacy Research Association (LRA), Tampa, FL.

Jacobs, R.*, & Fulmer, E.F. (November, 2018). Say the word: Teaching and omitting the n-word in schools. National Association for Multicultural Education (NAME), Memphis, TN.

Weinberg, A., Fulmer, E.F., Wiesner, E., & Barr, J. (February, 2018). Didactical disciplinary literacy. Research on Undergraduate Mathematics Education (RUME), San Diego, CA.

Colket, L., Fulmer, E.F., & Libby, M. (April, 2017). The context of inquiry: A collective exploration into teaching practitioner inquiry. American Educational Research Association (AERA). San Antonio, TX.

Fulmer, E.F., & Gayle, A. (February, 2017). LOL? Humor and racial literacy in university classrooms. Ethnography in Education Research Forum. Philadelphia, PA.

Fulmer, E.F., Graziano, S.*, Tucker, A.J.*, & Guevara, K.* (February, 2017). Laughing at the truth: Investigating racial comedy in anti-racist teacher education.  Ethnography in Education Research Forum. Philadelphia, PA.

Fulmer, E.F., & Gayle, A. (November, 2016) LOL: Racial comedy and critical media literacy in college classrooms. Literacy Research Association (LRA). Nashville, TN.

Fulmer, E.F., & Maloney, T. (April, 2016). “The race issue always comes up”: How new teachers understand race, class, and urban education. American Educational Research Association (AERA). Washington, D.C.

Fulmer, E.F., Makepeace, N.N., Giarratano, S.*, Guevara, K.*, & Tucker, A.J.* (October, 2015). Breaking the tension: Towards a racial comedy pedagogy for multicultural education. National Association for Multicultural Education (NAME).  New Orleans, LA.

Deckman, S.L., Fulmer, E.F., Hoover, K.*, & Kirby, K.* (April, 2015). Neutral is not enough: Critical examination of race, class, gender, sexuality, and ability in elementary and middle school health textbooks. American Educational Research Association (AERA), Chicago, IL.

Copenhaver,-Johnson, J., Hess, E., Gomez, C., Hanrahan, L., Fulmer, E.F., Hinchman, K.., & Carroll, M.S. (February, 2015). Making [Good] Choices: edTPA Narratives from Teacher Educators in an Early-Adoption State. Annual Meeting of the American Association of Colleges for Teacher Education (AACTE). Atlanta, GA.

Fulmer, E.F., Makepeace, N.N., & Giarratano, S.* (November, 2014). "Going too far?" Exploring race and humor in teacher education. National Association for Multicultural Education (NAME). Tucson, AZ.

Deckman, S.L., Fulmer, E.F., & Hoover, K.* (November, 2014). Heteronormativity and ableism in elementary and middle school health textbooks. National Association for Multicultural Education (NAME). Tucson, AZ.

Fulmer, E.F. (May, 2014). The course identities framework: A tool for investigating White teachers’ engagement in multicultural education coursework. Action Research Network of the Americas Conference (ARNA). Bethlehem, PA.

Fulmer, E.F. (February, 2014). Emerging from “puzzling moments”: Understanding a White teacher's narrative in a course on multicultural education. Ethnography in Education Research Forum. Philadelphia, PA

Fulmer, E.F. (September, 2012). Literacies of teaching: Professional learning communities and the Greater Allentown Math Science Partnership. Diverse Literacies Annual Conference. Macungie, PA.

Fulmer, E.F. (April, 2012). “Wrong moves” and “epiphanies”: Examining group and individual narratives expressed in multicultural teacher education. American Educational Research Association (AERA). Vancouver, BC.

Fulmer, E.F. (February, 2012). “False confidence”: Understanding White teachers’ narratives in multicultural teacher education. Ethnography in Education Research Forum. Philadelphia, PA.

Maloney, T., & Fulmer, E.F. (November, 2011). New teachers’ understandings about race, culture, and diversity: Exploring discontinuity as a site for learning. American Anthropological Association (AAA). Montréal, ON.

Fulmer, E.F., Maloney, T., & Bartow, T. (February, 2011). Understanding teachers' learning processes: Knowledge about race, culture, and diversity. Ethnography in Education Research Forum. Philadelphia, PA.

Fulmer, E.F., & Reese, M. (February, 2011). On becoming multicultural educators: A practitioner inquiry into the instruction of a master’s in education course.  Ethnography in Education Research Forum. Philadelphia, PA.

Fulmer, E.F. (March, 2009). Peering into success: Teachers’ professional development gains as supported by elementary science teacher-mentor groups. Harvard GSE Student Research Conference (HGSE SRC). Cambridge, MA.

Fulmer, E.F. (February, 2009). Mentoring toward a culturally responsive practice? An inquiry into mentoring Teach for America first year teachers. Ethnography in Education Research Forum. Philadelphia, PA.

* Denotes undergraduate student or alumnus collaborator

Invited Talks and Panels:

Einaudi Center for International Studies, Afterschool Language and Culture Program, Cornell University (April 2021), workshop for Cornell international students to lead workshops for Ithaca area K-12 students, facilitating cultural exchange and multicultural awareness.

Dis/ability, gender, and racial diversity in K-8 health textbooks, analysis and recent research, Ithaca College (February 2021), one-hour invited presentation with coauthor to Dr. Joslyn Brenton’s 25-person Qualitative Methods in Sociology course.

A Time for Reflection and Action, Ithaca College (June 2020), co-facilitated with Paula Ioanide, all-campus faculty and staff interactive workshop grappling with racial injustices and worldwide protests for racial justice.

Transformative Teacher Educator Fellows (2018), one-hour invited presentation to five-person, cross-institutional research team on methods and approaches to Practitioner Inquiry and Teacher Research, to inform their group’s next steps in scholarship.

Ithaca College, Careers for Writers course (2018), guest lecturer to IC writing major students regarding careers for writers in education.

Loyola University Chicago, School of Education (2016), guest lecturer in Dr. Sabina Rak Neugebauer’s graduate course on multicultural education and culturally diverse children’s literature.

American Association of University Women (AAUW), Museum of the Earth (2015), one-hour invited co-presentation with S. Wolfe on tools and ways to inspire young girls in STEM areas. Talk titled, “Solving for ‘X’ (Chromosome): Toys, Games, and Books to Inspire Problem Solving in Young Children.”

Cornell University, Botanic Gardens (formerly Cornell Plantations), (2013) delivered four-hour workshop for Kids Discover the Trail (KDT), volunteers about inquiry-focused science instruction for elementary-aged children, titled, “Letting the Question Lead.”

Cornell University, Education Minor, (2013), invited panelist of educators for event titled, “I’m a Teacher (And So Can You!),” discussing options and pathways for undergraduate students interested in teaching and working with children as a career.