Amber Jensen

Assistant, English

4096 JFSB


Curriculum Vitae

Research Areas: , ,

Teaching Experience

Teaching predominantly preservice secondary English teachers, my goal is to model teaching strategies that they can adapt and apply in their own future English classrooms so they experience, not only read the theories behind, student-centered pedagogy. Developing mentoring relationships with my students and fostering collegial dialogue between students is a core part of my courses. I hope students leave my courses feeling more confident and connected as writers, thinkers, teachers, and people.


My primary research areas are writing pedagogy, multimodal/digital literacies, writing centers, writing transitions/transfer, teacher identity, and teacher agency.

Current research projects include:
– English Teacher Identity Study (with other BYU English Teaching faculty): a grant-funded, longitudinal, qualitative study looking at preservice teachers’ development of professional identities through reading, writing, and teaching methods courses.
– Dialogical Learning Log Study: a three-year study examining how reflective dialogical journaling supports preservice teachers’ development as they transition from university courses to full-time teaching.
– Secondary-to-Postsecondary Writing Transitions: a collaborative project examining how high school and college writing teachers conceptualize and talk about writing instruction and student writers across this transition.
– Secondary School Writing Centers Census Project: a mixed-methods study mapping SSWCs across the United States.

Selected Publications

  • Jensen, A. (Forthcoming, 2021). Critical self-reflection and teaching tensions: Activating critical approaches to digital literacy pedagogy among pre-service English teachers in J. Avila (Ed.), Critical Digital Literacies: Boundary-crossing Practices.
  • Jensen, A. and Shaughnessy, M. (Forthcoming, 2021). ‘Experimenting fearlessly’: Risk-taking in twenty-first-century writing and teaching. English Journal.
  • Jensen, A. (2020). “But we’re not the experts yet”: Building a foundation for everyday advocacy in preservice English teacher education. In A. Garcia & C. Fleischer (Eds.), Everyday advocates for literacy education: Helping teachers find a voice, take a stand, change the narrative. Norton.
  • Jensen, A. and Haslam, S. (2020). Writing at the center: An introduction to starting a student-run writing center. Utah English Journal, 48, 33-40.
  • Jensen, A. (2020). Preservice English teachers’ evolving conceptions of digital and multimodal writing. Teaching/Writing Journal, 9(2), 1-23.
  • Jensen, A. (2019). Beyond posters and PowerPoints: A case for authentic multimodal writing instruction in the 21st-century ELA classroom. Utah English Journal, 47, 3-10.
  • Jensen, A. (2019). Fostering preservice teacher agency in 21st-century writing instruction. English Teaching: Practice and Critique, 18(2), 298-311.
  • Jensen, A. (2019). Writing in and for the 21st century: Crossing digital and multimodal thresholds in ELA methods courses. In H. Hallman, K. Pastore-Capuana, & D. Pasternak (Eds.), Using tension as a resource: New visions in teaching the English language arts methods class. Rowman and Littlefield.
  • Jensen, A. (2018). Defining the work of the secondary school writing center director: Leadership and advocacy on the frontier. In R. Brown & S. Waldrup (Eds.), Secondary school writing centers: A resource toolkit. The SSWCA Press.


At BYU, my goal is to support faculty and students in the English department to share and celebrate their research at the annual English Symposium. I also want to direct my own scholarly interest in multimodal literacies to support new coursework and digital pedagogies within the department.

Beyond BYU, I am the managing editor of the Journal of Peer Tutoring in Secondary Schools (JPTSS) and serve on the advisory board of the Secondary School Writing Centers Association (SSWCA).

Citizenship assignments

  • Assistant Director, Central Utah Writing Project
  • Co-chair, BYU English Symposium (2020 & 2021)
  • Define the Major Subcommittee: Media Literacy (2020)
  • English Teaching Major Advisor