Patricia E. Venegas-Weber, PhD
PhD, Curriculum and Instruction, University of Wisconsin - Madison
MS, Educational Administration and Policy Studies, University of Wisconsin - Madison
BA, English, Catholic University of Chile
Assistant Clinical Professor, Teacher Education (MIT)
Phone: (206) 296-5756
Building/Room: Loyola 307
Dr. Patricia Venegas-Weber is an Assistant Clinical Professor in the College of Education at Seattle University. Prior to joining the Teaching, Learning and Social Justice faculty at Seattle University in 2017, she was a Diversity and Inclusion Fellow at the University of Wisconsin-Whitewater. She has coached pre-service and in-service teachers in a variety of educational settings, including K-12 schools and university settings. A former ESL, bilingual and reading teacher for different bilingual program models, she also worked as an English- Spanish literacy coach for bilingual teachers in dual immersion programs. She was part of the development team of the WIDA consortium’s WIDA Spanish Language Development (SLD) Standards, which were a product of the Spanish Academic Language Standards and Assessment (SALSA) project financed through a 2009 U.S. Department of Education Enhanced Assessment Grant Award.
Dr. Venegas-Weber earned a PhD in Curriculum and Instruction and a master’s degree in Educational Administration and Policy Studies from the University of Wisconsin-Madison and a bachelor’s degree in English from The Catholic University of Chile.
Dr. Venegas-Weber has collaborated and published with colleagues in the Journal of Literacy Research and is a reviewer for the Literacy Research Association (LRA) and the American Educational Research Association AERA) conferences.
Research and Teaching Interests
Dr. Venegas-Weber’s teaching, scholarship and service reflect her deep commitment to education through facilitating professional learning communities around reflective, ethical and just learning spaces for all teachers and students. Her research interests include the areas of literacy, teacher development, and in bi-literacy and biculturalism. Dr. Venegas- Weber is also interested in exploring the professional identity development of elementary school teachers, particularly as it relates to their sociopolitical contexts for teaching and their agency to negotiate and (re)create learning spaces within their classrooms. She teaches a variety of courses in the Master in Teaching (MIT) program, including Literacy, ELL, Introduction to Planning and Peer coaching. She also coaches students during their Student Teaching program.
C. Compton-Lilly, K. Papoi, P. Venegas, L. Hamman, & B. Schwabenbauer. (2017). Intersectional identity negotiation: The case of young immigrant children. Journal of Literacy Research, 49 (1), 115-140.
Venegas, P. E. (2011). Immigrant students and literacy: Reading, writing, and remembering. Networks: An On-Line Journal for Teacher Research 13, (2).