Karoline Trepper
Clinical Assistant Professor of English Education in the Teacher Residency Program
Teaching and Learning
Karoline Trepper (she/her/hers) is a Clinical Assistant Professor of English Education in the Department of Teaching and Learning at NYU Steinhardt. She primarily works in the Teacher Residency Program as a Residency Director, English Content Mentor, and course instructor. Karoline holds her PhD in Teacher Education and Race, Inequality, and Language in Education from Stanford University, MA in Teaching English from NYU, and BA in English from Wake Forest University. Prior to joining NYU, Karoline taught middle and high school English in NYC Public Schools and Aspire Public Schools in Oakland, CA, supported emerging teachers in the Stanford Teacher Education Program, and coached practicing teachers in the Hollyhock Fellowship Program.
Karoline strives to support teachers to develop a critical lens on curriculum and pedagogy and design more expansive, equitable, and culturally sustaining possibilities for teaching and learning in ELA classrooms and beyond. Karoline’s practice and scholarship examines multiple facets of teaching and teacher education, including teaching performance assessments, the design and enactment of project-based learning and affective approaches to literary interpretation, and school-university partnerships in teacher education.
Selected Publications
- Kozleski, E., Handy, G. T., Bene, E., & Trepper, K. (2025). Lessons to keep: Learning in the time of COVID. In S. Goldman, B. Barron, E. B. Kozleski, & A. Garcia (Eds.), Families, COVID, and Unequal Schooling in the US: Resilient Learning Ecologies, Intersectional Portraits, and Layered Theoretical Perspectives. (Routledge Research in Crisis Education Series). Routledge.
- Trepper, K., Levine, S., Lomelí, K., & Garcia, A. (2023). One text, two worlds, third space: Design principles for bridging the two worlds divide in teacher education. Teaching and Teacher Education, 129.
- Trepper, K., Boardman, A. G., & Garcia, A. (2022). Shifting pedagogy, shifting practice: Teachers’ perceptions of project-based learning in English Language Arts. English Teaching: Practice and Critique, 21(4), 469-482.
- Levine, S., Trepper, K., Hiuyan Chung, R., & Coelho, R. (2021). How feeling supports students’ classroom discussions of literature. Journal of Literacy Research, 53(4), 1-25.
- Boardman, A. G. & Trepper, K. (2021). Learning and engagement in collaboration. In A. G. Boardman, A. Garcia, B. Dalton, & J. L. Polman (Eds.), Compose our world: Project-based learning in secondary English language arts (pp. 55-81). New York: Teachers College Press.
- Levine, S. & Trepper, K. (2019). Theory, design, and teacher experience in a literature-focused professional development. L1 Educational Studies in Language and Literature, 19, 1-41.