Jeremy DelamarterDr. Jeremy Delamarter is an associate professor and chair of the education department at Saint Martin's University in Lacey, WA, an hour south of Seattle. His research to-date has focused primarily on the ways that pop culture representations of teacing influence, shape, and, sometimes, distort pre-service teachers' expectations of teaching. His "Inspiration/Content Dichotomy" (ICD) framework, which measures the extent to which pre-service teachers expect to foster affective or academic outcomes in their future students, is used around the world to help teacher educators, education programs, and future teachers develop healthy, realistic, and sustainable teaching practices.
Dr. Delamarter's current research interests are increasingly focused on helping education programs develop learning spaces that are, first and foremost, human. Given the mounting pressure to mechanize teaching and learning in the name of speed and algorithmic efficiency, Dr. Delamarter work seeks to highlight the ways that human learning processes are, in fact, bound in relationship to time, space, and other people. Delamarter's model of a sustainable educational ecology sees the limitations of human scalability not as a liability but as an asset, highlighting the crucial differences between a statistical and a relational understanding of the world, because, unlike statistical knowledge, relational knowledge begets mutual obligation and interdependence. This research has led Dr. Delamarter to be an in-demand consultant with Seattle-area tech companies working with AI in education.
In addition to his work at Saint Martin's, Dr. Delamarter holds teaching privileges at Roma Tre University, in Italy, and he serves on the executive board of the Washington Association of Colleges of Teacher Education. He is the author of Proactive Images for Pre-Service Teachers (Palgrave Macmillan) as well as numerous academic articles and other publications. Read More Read Less
