About

Dr. Felicia Darling

Felicia Darling, PhD


Felicia Darling is a math and college skills instructor, author, researcher, and teacher educator who focuses on improving access to post-secondary education for all students. She is a first-generation college student who has taught math and education courses for 30 years at the secondary, undergraduate, and graduate levels. She possesses a PhD in Math Education from Stanford University and is a Fulbright Scholar. She holds a Bachelors in Mathematics, an MEd, a California Single-Subject Math Teaching Credential, and a California Teacher of English Learners Certificate. Currently, Felicia Darling teaches Mathematics at the Santa Rosa Junior College. To connect with Felicia, subscribe to her newsletter below, or at the top of any page.

Her inquiry-based, group-learning instructional approach focuses on illuminating assets of all students–especially students from groups who are underrepresented among those with four-year degrees. These include first-generation-college students, students of color, socioeconomically disadvantaged students, bilingual students, students with disabilities, and LGBTQ+ students. Her model of professional development inspires educators to draw from research as well as their own expertise to improvise, innovate, and refine their instruction using an evidence-based cycle of instruction improvement. Her work is highlighted in the Chronicle of Higher Ed, Inside Higher Ed,  Education Week, and North East Public Radio as well as other media.

Felicia advocates asset-based instruction in her book, Teachin’ It! Breakout Moves that Break Down Barriers for Community College Students. Teachin’ It! illustrates ed psych theory, instructional strategies, and cutting-edge research using cartoons, student narratives, and classroom examples. The goal is to inspire instructors to foster inclusive, engaging, interactive learning environments in which students from all backgrounds feel safe to take risks, make mistakes, share their unique approaches to learning, and develop identities as powerful life-long learners. She draws from her own research as well as phenomenal Stanford researchers including Boaler, Dweck, Goldenberg, Cohen and Walton, Lotan and Cohen, Steele, Zwiers and O’Hara, and Hakuta.

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