Jada Kohlmeier

Jada Kohlmeier serves as Professor and Program Coordinator for Secondary Social Sciences Education at Auburn University's College of Education, holding the prestigious Humana-Germany-Sherman Distinguished Professorship within the Department of Curriculum and Teaching. Her work bridges academic research with practical classroom applications through sustained engagement with K-12 educators.

Her educational foundation includes:

• B.A. in History from Kansas State University
• Master of Arts in Teaching from Washington University in St. Louis
• Ph.D. from the University of Kansas

Dr. Kohlmeier's research centers on teacher learning through structured lesson study and student development of historical, ethical, and civic reasoning. With over 18 years of continuous Lesson Study implementation with local history teachers, she has pioneered professional development models that integrate problem-based historical inquiry and discussion leadership. Her work examines how scaffolded mentoring and discussion facilitation techniques cultivate deeper student reasoning capabilities.

Analysis of her 2003-2022 publications reveals consistent focus on historical empathy development through discussion-based pedagogy, with increasing integration of technology like virtual reality. Her scholarship demonstrates methodological evolution from observational studies of classroom practice to technology-enhanced experimental designs, always maintaining practical relevance for secondary social studies educators.

Her honors include the Humana-Germany-Sherman Distinguished Professorship. Major funded initiatives comprise:

• Plowing Freedom's Ground: Three-year project with 30 U.S. History teachers
• National Endowment for the Humanities institute (2021) on Alabama-originated Landmark Supreme Court cases for national teacher cohort
• Ongoing summer Lesson Study collaborations with local history educators since 2003

Through externally funded projects and sustained professional development, Dr. Kohlmeier has mentored hundreds of in-service teachers in evidence-based practices for historical inquiry and civic reasoning. Her grant portfolio demonstrates strategic alignment with federal education priorities while addressing persistent challenges in social studies instruction.

Her professional learning communities function as de facto research laboratories where teachers co-develop and refine instructional strategies through iterative lesson study cycles, creating organic networks that extend beyond individual projects.