Faculty Profile

Daniel Heiman

Daniel Heiman

Title
Assistant Professor
Department
Teacher Education and Administration
College
College of Education

    

    

      


                          

            
Curriculum Vitae

            

              Click Here to View Faculty CV
            

          

        
                          

            
Education

            



  

  


  
PhD, University of Texas at Austin, 2017. 
Major: Curriculum and Instruction
Degree Specialization: Bilingual/Bicultural Education
Dissertation Title: Two-Way Immersion, Gentrification, and Critical Pedagogy: Teaching Against the Neoliberal Logic
MEd, University of Texas, El Paso, 2005. 
Major: Bilingual Education
BS, Slippery Rock University, 1996. 
Major: Business Administration





          

        
                

          
Current Scheduled Teaching*


          
No current or future courses scheduled.


          
*
  Texas Education Code 51.974 (HB 2504) requires each institution of
  higher education to make available to the public, a syllabus for
  undergraduate lecture courses offered for credit by the institution.
  

        

      

    

  


    

    

      


        


          


            
Previous Scheduled Teaching*


            
                    

                    EDLL 6950.703, Doctoral Dissertation, Spring 2022 
                    

                    EDLL 6070.001, The Politics of Literacy, Spring 2022 Syllabus SPOT
                    

                    EDBE 2050.005, Understanding and Teaching Multilingual Students, Spring 2022 Syllabus SPOT
                    

                    EDCI 6340.001, Conceptual Models of Learning and Instruction, Fall 2021 Syllabus SPOT
                    

                    EDLL 6950.703, Doctoral Dissertation, Fall 2021 
                    

                    EDBE 2050.002, Understanding and Teaching Multilingual Students, Fall 2021 Syllabus SPOT
                    

                    EDBE 3480.004, Bilingualism and Multiculturism for English Language Learning : Issues and Perspectives, Spring 2021 Syllabus SPOT
                    

                    EDBE 3470.004, Foundations of Bilingual and English as Second Language Education, Spring 2021 Syllabus SPOT
                    

                    EDBE 3480.003, Bilingualism and Multiculturism for English Language Learning : Issues and Perspectives, Fall 2020 Syllabus SPOT
                    

                    EDBE 3470.005, Foundations of Bilingual and English as Second Language Education, Fall 2020 Syllabus SPOT
                    

                    EDLL 6100.001, Seminar in Language, Literacy, and Culture, Summer 10W 2020 Syllabus SPOT
                    

                    EDBE 3480.004, Bilingualism and Multiculturism for English Language Learning : Issues and Perspectives, Spring 2020 Syllabus
                    

                    EDEE 4101.764, Student Teaching in EC through Grade 6, Spring 2020 
                    

                    EDEE 4102.763, Student Teaching in EC through Grade 6, Spring 2020 
                    

                    EDBE 3480.003, Bilingualism and Multiculturism for English Language Learning : Issues and Perspectives, Fall 2019 Syllabus SPOT
                    

                    EDCI 5320.030, Curriculum Development, Fall 2019 Syllabus SPOT
                    

                    EDBE 3480.001, Bilingualism and Multiculturism for English Language Learning : Issues and Perspectives, Summer 5W2 2019 Syllabus SPOT
                    

                    EDBE 3480.002, Bilingualism and Multiculturism for English Language Learning : Issues and Perspectives, Spring 2019 Syllabus SPOT
                    

                    EDBE 3470.001, Foundations of Bilingual and English as Second Language Education, Spring 2019 Syllabus SPOT
                    

                    EDBE 5900.700, Special Problems, Spring 2019 
                    

                    EDBE 3470.002, Foundations of Bilingual and English as Second Language Education, Fall 2018 Syllabus SPOT

          


          
*
  Texas Education Code 51.974 (HB 2504) requires each institution of
  higher education to make available to the public, a syllabus for
  undergraduate lecture courses offered for credit by the institution.
  

        

      

    

  

  
  	

	

	  

		

		   
Published Publications



  

  
Published Intellectual Contributions


  
Book
Heiman, D., Samaniego Calderón, M.  (2020). Behind my mask: detrás de mi cubrebocas. Jade Publishing. 
Samaniego Calderon, M., Heiman, D.  (2020). Behind my mask/Detrás de mi cubrebocas. 
Book Chapter
Heiman, D., Hurie, A., Cervantes-Soon, C.  (2022). "Well good para quién?": Disrupting DLBE gentrification and reclaiming space through a critical translanguaging pedagogy. Transformative translanguaging espacios: Latinx children and their teachers rompiendo fronteras sin miedo. (47-70), . Multilingual Matters. 
Mateus-Garcia, S., Strong, K., Palmer, D., Heiman, D. B. (2020). One white student’s journey through six years of elementary schooling: Uncovering whiteness and privilege in two-way bilingual education. Bilingualism for all? Raciolinguistic perspectives on dual language education. 244-265. Multilingual Matters. 
Heiman, D., Urrieta, Jr., L.  (2019). Educación bilingüe crítica. La traducción lingüística y cultural en los procesos educativos: Hacia un vocabulario interdisciplinar. 
Palmer, D., Cervantes-Soon, C., Heiman, D. B. (2017). La condición académica del estudiante bilingüe: Asegurando el éxito de los estudiantes bilingües emergentes a través del programa de doble inmersión. Abriendo brecha: Antología crítica sobre la educación bilingüe de doble inmersión. 75-92. 
Book Review
Heiman, D. B. (2018). Review of book Juárez girls rising: Transformative education in times of dystopia. Anthropology & Education Quarterly. 49(3), 343-345. 
Heiman, D. B. (2011). Review of the book Marcha: Latino Chicago and the immigrant rights movement. Hispanic Journal of Behavioral Sciences. 33(2), 78-80. 
Journal Article
Heiman, D., Nuñez-Janes, M.  (2021). “Research shows I am here for them”: Acompañamiento as language policy activism in times of TWBE gentrification. Language Policy. 20(3), 491-515. https://doi.org/10.1007/s10993-020-09577-7
Heiman, D.  (2021). “Now it’s all upper-class parents who are checking out schools:” Gentrification as coloniality in the enactment of two-way bilingual education policies. Language Policy. 20(3), 1-27. https://doi.org/10.1007/s10993-021-09580-6
Heiman, D., Ruíz Bybee, E., Rodríguez, H., Urrieta, L.  (2021). "Era como si esas casas no encajaban con la comunidad": Caminatas with Futurxs Maestrxs Bilingües in a Gentrifying Latinx Community. 20(1), 30-44. 
Caldas, B., Heiman, D.  (2021). Más allá de la lengua: Embracing the Messiness as Bilingual Teacher Educators. 20(1), 58-70. 
Heiman, D. B. (2020). "So is gentrification good or bad?": One teacher's implementation of the fourth pillar in her TWBE classroom. Anthropology & Education Quarterly. On-line first. 
Heiman, D., DeVaughn, N., Gonzalez-Carriedo, R.  (2019). The Seal of Biliteracy. Texas Journal of Literacy Education. 7(1), 5-9. 
Heiman, D. B., Urrieta, Jr., L.  (2019). La cuarta meta de la educación bilingüe y la pedagogía crítica en los mundos figurados de la preparación de futurxs maestrxs bilingües. 34(1), 36-56. http://bilingualreview.utsa.edu/index.php/br/issue/view/8
Heiman, D. B., Murakami, E. T. (2019). “It was like a magnet to bring people in:”  School administrators’ responses to the gentrification of a two-way bilingual education (TWBE) program in Central Texas. 29(6), 454-472.  Thousand Oaks, CA: SAGE. https://journals.sagepub.com/doi/full/10.1177/1052684619864702
Palmer, D., Cervantes-Soon, C., Dorner, L., Heiman, D. B. (2019). Bilingualism, biliteracy, biculturalism...and critical consciousness for all: Proposing a fourth fundamental goal for two-way dual language education. Theory into Practice. 58(2), 121-133. Taylor & Francis. 
Heiman, D. B., Yanes, M.  (2018). Centering the fourth pillar in times of TWBE gentrification: "Spanish, love, content, not in that order". International Multilingual research Journal. 12(3), 173-187. Taylor & Francis. 
Cervantes-Soon, C., Palmer, D., Dorner, L., Heiman, D. B., Schwerdtfeger, R., Choi, J.  (2017). Combating inequalities in two-way language immersion programs: Toward critical consciousness in bilingual education spaces. Review of Research in Education. 41, 403-427. 
Rossatto, C., Rivas, C., Heiman, D. B., Esparza, J.  (2015). "Troublemaking," "making trouble," and "making it" through institutional schooling: Critical pedagogy as a transformational exodus. Critical Education. 6(5), 1-33. University of British Columbia. 
Heiman, D. B. (2008). Idiot's guide or a people's history?: Teaching US History in Mexico. Democracy & Education. 17(3), 63-68. Lewis & Clark College Graduate School of Education. 
Magazine/Trade Publication
Nunez-Janes, M., Heiman, D.  (2021). Critical Pedagogy in Action. Anthropology News. 62(2), 22-25. https://www.anthropology-news.org/articles/critical-pedagogy-in-action/



	
		
		
	  

	

	

  
    
	

	

	  

		

		   
Awarded Grants



  
  
  	  
          
Contracts, Grants and Sponsored Research  

 	 
	 	 
  
Fellowship   
Heiman, D., "Concha Delgado Gaitán Presidential Fellow Award for Educational Anthropologists early in their academic careers," Sponsored by Council on Anthropology and Education (American Anthropological Association), International, $300 Funded. (August 2020 – July 2021).
Grant - Research   
Heiman, D., "Project Acompañamiento," Sponsored by Sid Richardson Foundation, Regional, $45000 Funded. (September 2020 – Present).



	
		
		
	  

	

	

	
	

  
  
  

  	

		

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					Overall
Summative Rating		
					Challenge and
Engagement Index		
					Response Rate
					
				

			
			
				

					
					
out of 5		
					
out of 7		
					%
 of 
students responded		
					
					
				

			
		


		
    
			
  • Overall Summative Rating (median):
    
			This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
				
      
					
    • The course as a whole was
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    • The course content was
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    • The instructor’s contribution to the course was
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    • The instructor’s effectiveness in teaching the subject matter was
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  • Challenge and Engagement Index:
    
			This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
				
      
					
    • Do you expect your grade in this course to be
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    • The intellectual challenge presented was
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    • The amount of effort you put into this course was
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    • The amount of effort to succeed in this course was
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    • Your involvement in course (doing assignments, attending classes, etc.) was
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