Dr. Chris Nonhof Assistant Professor of Education and English
Ph.D., Cardinal Stritch University
M.Ed., Cardinal Stritch University
B.A., Dordt College
VPH 200 B
Chris Nonhof has 16 years of experience teaching English and theatre at private and public high schools in Florida and Wisconsin. He also taught argumentative writing at Lakeland College in Sheboygan, Wis. He has a bachelor's degree in English literature, theatre arts, and secondary education from Dordt College, a master's degree in instructional technology from Cardinal Stritch University and a doctorate in language and literacy from the College of Education at Cardinal Stritch University. His areas of interest are discourse/language and identity, qualitative research (narrative, ethnography, and case study in particular), diversity in education, and culturally responsive pedagogy.
- Growth and Development of the Middle School Aged Student
The middle school growth and development primarily embraces the knowledge of the learner component of the professional knowledge base with concentration, identification and comprehension of the physical, psychosocial, and cognitive characteristics of the middle school aged student. This course includes a 5 hour field experience. (3 credits, alternate years, consult department)
- Human Relations
Major issues and concepts associated with living in a culturally diverse society and teaching in culturally diverse schools will be clarified. Students will consider ways in which ethnicity, gender/sexuality, social class, and religion intersect and influence beliefs and behaviors. (3 credits)
- Reading in the Content Area
This course addresses skills necessary in teaching students to read in social studies, math, science, and other content areas. This course offers strategies for vocabulary, comprehension, study skills, writing, assessment, and more. (2 credits)
- Educational Research Methods and Design
(3 credits) This course will provide an overview of research methodologyemployed for studies in the field of education. Topics include basicresearch methodology, interpretation of findings, and application ofresearch in educational settings. Students will develop their ability tocritically evaluate educational research and to judiciously applyfindings in their professional settings. By the conclusion of the coursestudents will be able to identify a potential topic for future researchand outline the basic methodology needed to conduct the study. Prerequisite: completed bachelor's degree in education.
- Young Adult Literature
(2 credits, alternate years, consult department) This course examines the field of young adult literature in its various genres: realistic fiction, historical fiction, fantasy, nonfiction, and poetry. Students will develop criteria for book selection and learn ways to respond ethically to young adult literature. Prerequisite: ENG250LC. ENG292 is also recommended.
- Grammar in the Classroom
Most middle schools and high schools expect their English teachers to teach writing and grammar. What are the goals of teaching grammar? What grammar should young writers know? This course takes a rhetorical approach to the study of grammar and to its use in the teaching of writing. Prerequisite: NWC101/105 and sophomore standing. (2 credits)
- Methods of Teaching Secondary English and Speech
(3 credits, alternate years, consult department) Students will study and practice methods for teaching English and speech in middle school and high school. Pre-service teachers will examine national standards for English/Language Arts and develop their pedagogy for teaching writing, literature, speaking, and listening. This course requires a 30-hour practicum. Note: Does not count toward an English major or minor. Prerequisites: EDU102 and ENG250LC. EDU 307 is strongly recommended. Cross-Referenced: Cross-referenced in theatre/speech.
- First-Year Seminar: Speaking and Writing in Community
(4 credits) This course introduces students to the character and abilitiesconsideredessential to becoming a member of a Christian liberal arts community.Students develop their reading, writing and speaking skills by exploringdifficult questions, learning to understand academic inquiry, forminglearning communities, and integrating faith with learning and living.
Nonhof, C. and Burns, C. (2019, October 10). Discourse and AAVE: Code-Switching in the Academic Setting. Iowa Council of Teachers of English annual convention, Johnston, IA.
Nonhof, C. (2019). Dichotomy of Discourse: An Ethnography Framing the Relationships between Teacher and Student at an Orphanage School in Monrovia, Liberia (Doctoral dissertation, Cardinal Stritch University).
Nonhof, C. and Boyle, F. (2018, May 24). Bifurcating discourse: A framework for leveraging perspective and worldview for non-native teachers. International Community of Christian Teacher Educators biennial convention, Abilene, TX.
Adjunct instructor, Lakeland College, 2014-15
English teacher, Cedar Grove/Belgium Area School District, 2002-15
Theater director and tennis coach, Sheboygan County Christian High School, 2007-08
English teacher, Lake Worth Christian School, 1999-2002
American Association of Colleges for Teacher Education
National Council of Teachers of English
Iowa Council of Teachers of English
Modern Language Association
Blekkink Endowed Chair of Education (2019-2020)
State of Iowa Master Educator: 120 Secondary English/Language Arts
Intel "Teach to the Future" Master Teacher