Daphne Wiles

Daphne Wiles is an Associate Clinical Professor in the Department of Teaching and Learning at Clemson University’s College of Education. She plays a key role in the Online M.Ed. and Teacher Residency programs, supporting current and future K–12 educators through innovative teaching and mentorship.

Her academic journey includes a Ph.D. in Educational Psychology from Purdue University, with focuses on Gifted and Engineering Education, an M.Ed. in Curriculum and Instruction from NC State University, an M.S. in Human Resource Management from Troy University, and a B.S. in Elementary Education from Florida State University.

• Ph.D., Educational Psychology: Gifted Education, Engineering Education – Purdue University
• M.Ed., Curriculum and Instruction – NC State University
• M.S., Human Resource Management – Troy University
• B.S., Elementary Education – Florida State University

Dr. Wiles' research is centered on teacher motivation in online teaching environments, exploring how schools can foster best practices in digital learning spaces. She also investigates neuropedagogy—the integration of neuroscience into K–12 education—and the influence of goal theory on student motivation and achievement. Her work emphasizes creating engaging, meaningful, and inclusive learning experiences that support a growth mindset.

Her teaching portfolio reflects a strong commitment to STEAM education, project-based learning, and transdisciplinary instruction. Courses she teaches include STEAM instructional design, classroom-based research, curriculum theory, and methods in elementary science. Though no publications are listed, her academic and professional activities suggest deep engagement in educational innovation, particularly in online and experiential learning models.

Dr. Wiles previously taught at Anderson University, Purdue University, and Western Governors University, bringing diverse institutional experience to her current role. She worked with the Institute for P-12 Engineering Research and Learning (INSPIRE) at Purdue, collaborating with K–12 teachers to integrate engineering design into curricula—a formative experience that reinforced her commitment to authentic, hands-on learning.

She is dedicated to cultivating warm, supportive, and empowering classroom environments that honor individual student journeys and promote belonging. Her pedagogical philosophy centers on student engagement, growth mindset development, and practical application of theory in real-world educational settings.