School of Education, Room 312
University of Colorado Boulder
Boulder, CO 80309
Ben Kirshner grew up in Brookline, Massachusetts and in his twenties moved to the San Francisco Bay Area where he was a youth worker. His experiences working with young people at a community center in San Francisco's Mission District motivated him to want to study educational equity and the design of learning environments, which he pursued at Stanford's Graduate School of Education. Ben is now a Professor in the School of Education at CU-Boulder and serves as Faculty Director for CU Engage: Community-Based Learning and Research. Through his work with CU Engage Ben seeks to develop and sustain university-community partnerships that leverage the resources of the university to address persistent public challenges. Ben's research examines youth organizing, participatory action research, and new forms of digital media as contexts for learning, development, and social change. He recently published Youth Activism in an Era of Education Inequality (2015, NYU Press). His new project, in collaboration with colleagues at UC Denver and funded by the Spencer Foundation, involves the study of young people's policy arguments in public settings. In his spare time Ben enjoys listening to South African jazz, trail running, and hanging out with his family.
PhD Psychological Studies in Education, Stanford University, Stanford, CA, 2004
MTS Theological Studies, Harvard Divinity School, Cambridge, MA, 1999
BA History and Religious Studies, Brown University, Providence, RI, 1993
Ben Kirshner is a Professor of Education at the University of Colorado Boulder and Faculty Director of CU Engage: Center for Community-Based Learning and Research. Through his work with CU Engage Ben seeks to develop and sustain university-community research partnerships that address persistent public challenges and promote education justice. In his scholarly work Ben collaboratively designs and studies learning environments that support youth voice and agency. Projects include design-based research in action civics classrooms, intergenerational participatory action research, and ethnographies of community-based youth organizing groups. His 2015 book, Youth Activism in an Era of Education Inequality, received the social policy award for best authored book from the Society of Research on Adolescence.
Teaching is an integral part of my scholarly career. My enthusiasm for teaching began when I spent two summers in college teaching literature and writing to middle school students in Summerbridge (now The Breakthrough Collaborative), a national network of academically rigorous programs for children from low-income families. This was where I first learned to design engaging, student-centered lessons by thinking from the perspective of a student—what question would be gripping here? What activities would make me want to speak up or get out of my seat? After college I worked for four years as an educator with the San Francisco Conservation Corps, which hired young adults to mentor, teach, and supervise middle school students from underserved neighborhoods. In addition to developing curricula for our summer program, I trained young adult AmeriCorps members in teaching strategies. I enjoyed the challenge of designing lessons that were responsive to people’s work experiences and that helped them develop instructional tools.
Many of the characteristics of good teaching that I learned in non-traditional settings apply to my university teaching: intellectually challenging questions; discussions that ask students to construct their understanding; activities that embody central concepts; timely mini-lectures that communicate necessary information, and a personal style that is approachable and concerned with student understanding. As a teacher, it is important to me that students master the subject matter, while also finding ways to draw relevant applications to policy and classroom problems. I value rigorous, critical thinking, in a climate that allows disagreement and the exchange of ideas. I enjoy advising students in one-on-one meetings as much as I enjoy leading discussion sections.
EDUC 4112: Educational Psychology and Adolescent Development
This course introduces undergraduate and post-baccalaureate teacher candidates to the foundations of adolescent development and educational psychology. We focus on topics such as: identity development, adolescent resilience, cognitive development, social and cultural approaches to learning, diversity, out-of-school contexts, assessment, and motivation. For each topic students learn about foundational, canonical theories as well as contemporary research from the standpoint of race, culture, and gender diversity.
EDUC 6328: Advanced Child Growth and Educational Development
This course addresses similar topics to EDUC 4112, including central aspects of learning and development in adolescence. Because it is geared towards graduate students, its seminar format will permit more in-depth understanding of child and adolescent development. There also will be a greater focus on theories of development.
EDUC 8348: Youth Development in Schools and Communities
This course is for graduate students who are interested in adolescent development and/or who are planning to conduct research with adolescents. The course begins by reviewing the central developmental tasks of adolescence, including: identity, forming a worldview, forming relationships, exercising agency, and overcoming adversity. We then examine different contexts of development, such as schools, youth organizations, and work, and how they support (or don’t support) the accomplishment of developmental tasks. The major assignment for the course is a research project developed in partnership with a local youth-serving agency. The purpose will be for students to practice a “scholarship of engagement,” characterized by projects that help students learn more about a topic while also meeting the needs of research participants.
(For complete list of publications, please see the faculty member's curriculum vitae.)
Kirshner, B. (Ed.). (2007). Special issue: Youth activism as a context for learning and development. American Behavioral Scientist, 51(3).
Kirshner, B. & Jefferson, A. (2015). Participatory Democracy and Struggling Schools: Making Space for Youth in School Turnarounds. Teachers College Record, 117(6).
Kirshner, B. & Ginwright, S. (2012). Youth Organizing as a Developmental Context for African American and Latino Adolescents. Child Development Perspectives, 6(3), 288-294.
Kirshner, B. & Pozzoboni, K. M. (2011). Student Interpretations of a School Closure: Implications for Student Voice in equity-Based School Reform. Teachers College Record, 113(8), 1633-1667.
Kirshner, B., Possoboni, K., & Jones, H. (2011). Learning How to Manage Bias: A Case Study of Youth Participatory Action Research. Applied Developmental Science, 15(3), 140-155.
Kirshner, B., Salvdivar, M. G., & Tracy, R. (2011). How first-generation students learn to navigate education systems: A case study of First Graduate. New Directions for Youth Development, 2011, 107-122.
Kirshner, B. (2010). Productive Tensions in Youth Participatory Action Research. Yearbook of the National Society for the Study of Education, 109(1), 238-251.
Strobel, K., Kirshner, B., McLaughlin, M.W., & O’Donoghue, J. (2008). Qualities that attract urban youth to after-school settings and promote continued participation. Teachers College Record, 110(8), 1677-1705.
Kirshner, B. (2008). Guided participation in three youth activism organizations: Facilitation, apprenticeship, and joint work. Journal of the Learning Sciences, 17(1), 60-101.
Kirshner, B. (2007). Supporting youth participation in school reform: Preliminary notes from a university-community partnership. Special issue of Children, Youth and Environments: Pushing the Boundaries: Critical International Perspectives on Child and Youth Participation, 17(2).
Kirshner, B., Strobel, K., & Fernandez, M. (2003). Critical civic engagement among urban youth. Penn GSE Perspectives on Urban Education, 2(1).
Nasir, N. & Kirshner, B. (2003). The cultural construction of moral and civic identities. Applied Developmental Science, 7, 138-147. Lawrence Erlbaum Associates, Inc.
Kirshner, B. (2003). Reflecting on moral development and education [Review of the book, Education in the Moral Domain (2001), L. Nucci, New York: Cambridge University Press.] Mind, Culture, and Activity, 10(3), 260-265. Lawrence Erlbaum Associates, Inc.
Kirshner, B. (2006). Moral voices of politically engaged urban youth. In New directions for youth development: Shaping the ethical understandings of youth, No. 108. San Francisco: Jossey-Bass (Wiley Periodicals, Inc.).
Kirshner, B., O'Donoghue, J., & McLaughlin, M. W. (2005). Youth-adult research collaborations: Bringing youth voice to the research process. In J. Mahoney, R. Larson, & J. Eccles (Eds.), Organized activities as contexts of development: extracurricular activities, after-school and community programs. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
O' Donoghue, J., Kirshner, B., & McLaughlin, M. W. (2003). Moving youth participation forward. In New Directions for Youth Development: Theory, Practice and Research, No. 96. San Francisco: Jossey-Bass (Wiley Periodicals, Inc.).