Skip to main content
Home

UMD College of Education

Main menu

  • About
    • College Profile
      • Accreditation
      • Rankings
    • Office of the Dean
    • Strategic Plan
    • Leadership
      • Educational Technology Services
      • Assessment Office
      • Board of Visitors
      • Dean's Business Office
      • Innovation and Partnerships
    • Shared Governance
    • Contacts
    • Visit
    • COE Centennial
    • EdTerpsEngage
  • Academics
    • Departments
      • Counseling, Higher Education, and Special Education
      • Human Development and Quantitative Methodology
      • Teaching and Learning, Policy and Leadership
    • Programs
      • Undergraduate
      • Masters
      • Doctoral
      • Teacher Certification
      • Certificate Programs
      • Off-campus Programs
    • Program Spotlights
      • Counseling Psychology
      • Educational Administration
      • Education Policy
      • Educator Preparation
      • Educational Psychology
      • Equity and Justice in Education
      • Higher Education & Student Affairs
  • Admissions
    • Financial Aid & Scholarships
      • UMD Financial Aid
      • COE Scholarships
      • Freshmen Scholarships
      • Americorps Scholarships
      • Graduate Funding
      • Transfer Student Scholarships
      • Federal and State Aid
    • Programs
      • Undergraduate
      • Masters
      • Doctoral
      • Teacher Certification
      • Certificate Programs
      • Off-campus Programs
  • People
    • Faculty Spotlight
    • Faculty
    • Staff
    • Students
    • Find an Expert
  • Research
    • Research Spotlight
      • COE at AERA 2019
    • Centers and Institutes
    • Labs
    • Faculty Resources
    • Research News
    • Find an Expert
  • Student Resources
    • Student Services
      • Graduate Studies
      • Undergraduate Studies
      • Commencement
      • Contact Us
    • Student & Campus Resources
    • Financial Aid & Scholarships
    • Student Groups
      • Graduate Student Organization
      • Undergraduate Student Ambassadors
  • News
    • Events
    • Office of Communications
      • Internal Communication Resources
    • Publications
  • Alumni
    • Giving
      • Make a Gift
    • Alumni Book Club
    • Alumni News
      • Benjamin Bulletin
      • COE Alumni Class Notes
    • Alumni Events
      • Annual College Events
    • Donor Spotlight
    • Retirees Association
      • COERA Plan of Organization
      • COERA Links
      • COERA Events
    • Office of Advancement
  • Diversity

Secondary menu

  • Give
  • Apply
  • Facebook
  • Twitter
  • Instagram
  • YouTube

Drew Fagan

  1. Home
  2. People
  3. Drew Fagan

Associate Clinical Professor & TESOL Program Coordinator

Ed.D.
Teachers College, Columbia University
(2013
)
Drew Fagan Pic
Department: 
  • Department of Teaching and Learning, Policy and Leadership
Division: 
LLSI
Email Address: 
dfagan@umd.edu
Phone Number: 
(301) 405-4416
Location: 
2304K Benjamin Building
Research Interests
Influence of teacher talk on language learning opportunities in classroom discourse; conversation analysis (CA) and second/foreign language classroom interactions; factors affecting teacher cognition; preparing non-ESOL teachers to meet English learners' linguistic, cultural, and academic needs.
Bio

Dr. Drew S. Fagan is Associate Clinical Professor of Applied Linguistics and Language Education, Coordinator for the Teaching English to Speakers of Other Languages (TESOL) Program, and Associate Director for the Multilingual Research Center for the Department of Teaching and Learning, Policy and Leadership in the College of Education. Over the past two decades, Dr. Fagan has worked as an English for Speakers of Other Languages (ESOL) teacher and teacher educator in PreK-12, higher education, and adult education settings across the United States, Japan, China, Spain, and Mexico, and was the first TESOL Fulbright Fellow to the Slovak Republic. Utilizing the methods of conversation analysis and ethnographic analysis, Dr. Fagan's research bridges the fields of teacher cognition and discourse analysis. He examines factors affecting teacher discourse and the subsequent effects of that on language learning opportunities in classroom interactions. His current work focuses on preparing non-ESOL teacher's to address English learners' linguistic, cultural, and academic needs across the PreK-12 curriculum in Maryland public schools. Dr. Fagan's research has appeared in numerous publications within the TESOL and Applied Linguistics fields. He also (co-)authors numerous publications with the Maryland State Department of Education and the Maryland TESOL Association. 

For more information, visit Dr. Fagan's website: http://terpconnect.umd.edu/~dfagan/index.html.

Honors & Awards

2020-2021- Second Vice President, Maryland TESOL Association

2018- University of Maryland's Provost's Excellence Award for Service for Professional Track Faculty

2017- Distinguished Outreach/Partnership Award for the College of Education, University of Maryland

Publications

Selected Recent Publications

Pentón Herrera, L., Fagan, D.S., & Lyons, S. (in press). Maryland TESOL handbook for educators of English learners. Maryland TESOL Association

Maryland State Department of Education English Learner Advisory Council*. (2020). A guide to school for families of English learners. Maryland State Department of Education.
*C. Copland, A. Ensor, D.S. Fagan, Y.-C. Han, C. Harkowa, J. Love, L. Medina, L. Muller, M. Nitsch, A. Stokes, P. Tucker, I. Yoon 

Fagan, D.S. & Jones, L. (2020, Spring/Summer). The Danielson Framework and TESOL: Considerations. MD TESOL Newsletter. Retrieved from https://marylandtesol.wildapricot.org/.

Fagan, D.S. (2019). Teacher embodied responsiveness to student displays of trouble within small-group activities. In J.K. Hall & S. Looney (Eds.), The embodied accomplishment of teaching (pp. 100-121). Multilingual Matters.

Fagan, D.S. (2019, Fall). Educating all teachers working with English learners: Considerations from a school district-university partnership. MD TESOL Newsletter. Retrieved from https://marylandtesol.wildapricot.org/.

Fagan, D.S. (2019, September). Interweaving teaching and student-centeredness in small-group activities. AL Forum: The Newsletter for the TESOL Applied Linguistics Interest Section. Retrieved from http://newsmanager.commpartners.com/tesolalis/issues/2019-08-26/4.html.

Fagan, D.S. (2018). Addressing learner hesitancy-to-respond within initiation-response-feedback sequences. TESOL Quarterly, 52, 425-435. doi: 10.1002/tesq421.


Selected Recent Presentations

Fagan, D.S., Terrell Shockley, E., & Tirrell Corbin, C. (2020, November). Merging marginalized populations. Maryland State Department of Education’s Supporting Diverse Populations Series. Baltimore, MD.

Fagan, D.S (2020, May). ESOL student interjections as opportunities for moving the lesson forward. District of Columbia Office of the State Superintendent's annual Multilingual Learner Conference, Washington, DC. (Conference cancelled).

Fagan, D.S. (Invited Speaker) (2020, April). Doing conversation analysis: An exemplar. University of Maryland’s PULSAR Undergraduate Program. College Park, MD.

Fagan, D.S. (Chair). (2020, April), Teacher and learner beliefs: Perspectives from world languages classrooms. Panel to be presented at the American Educational Research Association (AERA) annual conference, San Francisco, CA. (Conference cancelled)

Fagan, D.S. (2020, April). Utilizing learner volunteered comments in whole-class interactions as a tool for activity progression. Paper to be presented at the American Educational Research Association (AERA) annual conference, San Francisco, CA. (Conference cancelled)

Fagan, D.S., & Jones, L. (Invited Facilitators) (2020, March). Professional development grant. Workshop presented for the Maryland TESOL Association, College Park, MD.

Fagan, D.S. (2019, March). Interweaving teaching and student-centeredness in small-group activities. Paper presented at the annual meeting of the International TESOL Association, Atlanta, GA.

Grants & Projects

Director- TESOL Post-Baccalaureate Certificate Program introducing non-ESOL PreK-12 teachers to working with English learners across disciplines: Prince George's County Public School Teachers (2017-2024); Anne Arundel County Public School Teachers (2018-2024)

Invited Member-Maryland State Department of Education (MSDE) Maryland Recovery Plan External Stakeholders Committee (2020-present)

Invited Member- Maryland State Department of Education (MSDE) English Learner Advisory Council (2013-Present)  

Invited Member- Every Student Succeeds Act (ESSA) State Plan External Stakeholders Committee, Title III Higher Education Representative (2016-2020)

Courses
  • TLPL 646: Linguistics in Education
  • TLPL 656: Teaching Culturally and Linguistically Diverse Exceptional Learners
  • TLPL 657: Teaching for Cross-Cultural Communication
  • TLPL 662: Second Language Acquisition
  • TLPL 666: English Grammar for TESOL
  • TLPL 793: Methods of Discourse Analysis
  • EDUC 899: Dissertation Advising
  • Contact Us
  • Faculty & Staff Resources
  • Make a Gift
  • Search
  • Sitemap
  • Web Accessibility
  • Privacy Policy

University of Maryland
College Park, MD 20742

Copyright © 2021 University of Maryland

  • Facebook
  • Twitter
  • Instagram
  • YouTube