Heidi Higgins

Dr. Heidi Higgins joined the Watson College of Education at UNCW in 2008 and was named Associate Dean for Teacher Preparation, Assessment, and Accreditation in 2025. In this role, she provides administrative and visionary leadership for all initial teacher licensure programs and leads college-wide efforts in assessment and accreditation. She supports curriculum review and development, monitors policy changes, and collaborates with interdisciplinary teams to ensure alignment with evolving standards. She oversees the Student Success Center, recruitment initiatives, and innovative projects such as the TA2T program, aimed at strengthening the educator pipeline. As the college’s primary point of contact for accreditation and assessment, Dr. Higgins ensures compliance with all UNC System, state, and federal regulations. She leads professional development and creates structures for faculty and staff engagement in continuous improvement efforts. She represents WCE on university and statewide committees, works closely with Institutional Research and Planning, and supports data-driven decision-making across programs. With a deep commitment to student success and educational equity, Dr. Higgins acts on behalf of the Dean when needed and continues to play a vital role in advancing the mission and strategic goals of the Watson College of Education.

Education

PhD in Educational Specialties with a focus on the Teaching and Learning of Mathematics for Students in Grades K-6, University of Nevada, Reno
MEd in Elementary Education, University of Nevada, Reno

Specialization in Teaching

Dr. Higgins’ teaching focuses on elementary mathematics methods for both undergraduate and graduate pre-service teachers. She teaches courses that explore curriculum, materials, and instructional strategies for teaching number sense, algebraic reasoning, geometry, measurement, and data in grades K–6. Course objectives emphasize the integration of standards-based mathematics curricula, including the Common Core State Standards and the NCTM Principles and Standards. She guides candidates in designing developmentally appropriate instructional sequences, using manipulatives and technology, and applying a variety of strategies such as cooperative learning, problem-based lessons, and differentiated instruction. A key emphasis is placed on developing equitable practices, fostering positive mathematical identities, and adapting instruction to meet the diverse needs of learners.
In addition to her work in mathematics education, she has led the EDN 455: International Education Field Experience, a short-term study abroad course in Ethiopia. This experience provides education majors with the opportunity to collaborate with K–12 teachers and students in a variety of schools in Addis Ababa. Students engage in cross-cultural teaching, explore the integration of U.S. and Ethiopian pedagogical strategies, and learn about Ethiopian history, culture, and language. This unique opportunity supports global perspectives on teaching and learning.

Research Interests

Dr. Higgins' research centers on the teaching and learning of mathematics, with particular emphasis on children’s mathematical thinking, pre-service teachers’ conceptual understanding, and the development of equitable mathematics instruction. She is especially interested in how intellectual development impacts a teacher’s ability to implement best practices in mathematics education and how we can better prepare future educators to support all learners. Much of her scholarship explores the intersection of mathematics education and social equity, including how students’ attitudes and emotions toward math shape their learning experiences. Recent work examines middle school students’ perceptions of mathematics and how these insights can inform more responsive and inclusive teaching strategies.
She has also investigated global and intercultural perspectives on education. One ongoing line of inquiry explores the experiences of pre-service teachers who participate in a short-term study abroad program in Ethiopia and how such experiences foster intercultural competence and global awareness. Another collaborative project focuses on Indigenous educators’ pathways into the profession, highlighting the role of intergenerational mentorship in shaping educational identity and persistence. Current research includes a study on basic fact fluency and procedural understanding among pre-service teachers, aimed at strengthening their foundational math skills and instructional confidence. She is also analyzing five years of Professional Development School (PDS) and needs assessment data from regional school districts to better understand partnership goals, professional development priorities, and opportunities for future research and grant collaboration. Collectively, her work seeks to improve teacher preparation and promote equity and excellence in education across diverse contexts.