Darin is the Instructional and Program Design Coordinator for CEDER. In this role, he partners with educational organizations, teachers, and UM faculty, staff, and students to design innovative learning experiences and resources for K-12 educators and their students. This work is driven by his intersecting interests in social justice, adolescent and disciplinary literacies, design thinking, and inquiry driven learning.
Darin has worked in the field of education for over 25 years; his first job was as a teacher’s aide in a preschool run by his mother. He graduated from UM with a degree in history, and went on to teach adult literacy in Chicago before returning to Michigan to work with Detroit youth at a community center. These experiences motivated him to become a teacher, and for 10 years he taught middle and high school social studies and English in Detroit.
He became interested in teacher education and returned to UM to pursue a doctoral degree in Education Studies with a focus on Literacy, Language, and Culture. He researched adolescent and disciplinary literacy and was one of the first graduate student instructors in the Instructional Rounds project in Teacher Education. After completing his doctorate in 2011, Darin worked at Oakland Schools ISD as a literacy and social studies consultant, and in 2015 he returned to UM to work at CEDER.
As a staff member in the SOE, he works with undergraduate and graduate students through UROP, internships, and social entrepreneurship competitions. Darin especially enjoys the collaborative nature of many of his projects and the opportunities he gets to learn from a wide range of partners.
Outside of work, Darin loves spending time with his family, reading, watching movies, and exercising. He is most at peace when on a beach or on a mountain trail.
"Research… Paper, Process, or Both?: Building a new model to engage students as researchers."
Kraiza, L., DeCourcy, D., & Stockdill, D. (2016). Michigan Reading Journal 49(1), 34-44 .
Adolescents as readers of social studies: Examining the relationship between youth’s everyday and social studies literacies and learning.
Stockdill, D.& Moje, E. B. (2013). Berkley Review of Education 4(1): 35-68.
Integrating reading strategies and knowledge building in adolescent literacy instruction. In A.E. Farstrup & J. Samuels (Ed.s)
Learned, J., Stockdill, D., & Moje, E.B. (2011). What Reading Research Has to Say (4th ed.). Newark, DE: International Reading Association.
"The role of text in disciplinary learning.In M. Kamil, P. D. Pearson, P. Mosenthal, P. Afflerbach, & E. B. Moje (Eds.)"
Moje, E.B., Stockdill, D., Kim, K. & Kim, H. (2010). Handbook of Reading Research (Vol. IV). Mahwah, NJ: Erlbaum/Taylor & Francis.