Jennifer Dauphinais

Dr. Jennifer Dauphinais is an Assistant Professor of Education for the Master of Arts in Teaching Program and the Program Coordinator of the Social Emotional Learning (SEL) and School Climate Certificate Program at Quinnipiac University. They are also an active musician and visual artist in the Connecticut arts community.

As a clinical instructor and critical researcher, Dauphinais works directly with pre-service and in-service educators to grapple with our changing national landscape and to inquire about how these changes impact the teacher and student relationship and the pressing need for self-awareness and self-care on all sides. As an academic instructor, Dauphinais' work focuses on interdisciplinary examinations of education through critical frameworks as essential to a larger conversation of equity, inclusion, and justice that informs curricular & educational apporaches, past and present. Their ongoing research and academic instruction support teachers in navigating how to teach toward reflective and responsive areas of curriculum as part of critical literacy, critical discourse, and critical pedagogy practice.

Dauphinais received the designation of Essential Learning Outcomes Fellow for Social and Emotional Intelligence at Quinnipiac University in 2019. In 2023, they received the Faculty Scholar Award for significant contributions to the field and research publications focused on K–12 justice-oriented approaches to teacher identity and practice, inquiries of how discourses found in education policy and curriculum shape student-teacher relationships, and consultation support of in-service teachers and adminstrators in the codification of equity informed, anti-racist practices in their schools. Dauphinais was a keynote speaker at the Summer Assembly for the Center for Inclusive Excellence at Quinnipiac University in 2023 and the 2023 Professional Day for Arts Educators at WCSU. They were also awarded the Research Dissertation Fellowship (2020) and Dean's Grant for Student Research (2017) at Columbia University for their work in critical analysis of national and international student policy informing students' social curriculum and learning standards.