Nicole Damico, Ph.D.
English Language Arts Education
Dr. Nicole Damico is a tenure-earning Assistant Professor at the University of Central Florida in the School of Teacher Education/Secondary English Language Arts program. She earned her doctoral degree from Pennsylvania State University in Curriculum and Instruction, with a specialization in Language, Culture, and Society. Dr. Damico’s research interests revolve around supporting educators in the 21st century with innovative digital technologies for teaching and learning, including ethical citizenship through digital mindfulness and critical media literacy. As a former middle and high school English Language Arts teacher in both urban and rural school settings, her work has also prioritized supporting the needs of beginning English Language Arts educators.
Dr. Damico has been active in the areas of research, teaching, and service. Her research has been published in leading journals of the field of English and Teacher Education, including Research in the Teaching of English, English Journal, Voices from the Middle, and the Teaching and Teacher Education. Dr. Damico is on the editorial board of the international journal, STEM (The Society for Teaching English Through Media). She also currently serves as co-chair of the National Council of Teachers of English (NCTE) Commission on Digital Literacies and Teacher Education (D-LITE).
Dr. Damico serves as a student teaching internship coordinator and teaches courses in English Language Arts Methods, Young Adult Literature, Digital Literacies, and Disciplinary Literacies at UCF.
Damico, N. & Krutka, D. (2018). Social media diaries and fasts: Educating for digital mindfulness with pre-service teachers, Teaching and Teacher Education, 73, 109-119.
Rybakova, K. & Damico, N. (2018). Cross-university collegiality: Supporting 21st century collaboration in preservice English Language Arts teachers. Issues and Trends in Educational Technology, 6(1), 39-57.
Damico, N., Bennett, C., & Fulchini, A. (2018). ‘Show me what it’s supposed to look like’: Exploring mindfulness-based support for early career teachers in an era of neoliberal reform. Policy Futures in Education, 16(6), 1-20.
Damico, N. & Whitney, A. (2017). Turning off autopilot: Mindful writing for teachers. Voices From the Middle, 25(2), 37-40.
Damico, N. (2017). From “creepers” to supporters: A qualitative analysis of beginning teachers in an online affinity space. Journal of Language and Literacy Education, 13(2), 1-21.