Jack West

Jack West

Adjunct Instructor

Like many others, my career (I really should write "careers") has been a curvy road that has taken me all over the world as a member of the military, a student and teacher, a mentee and a mentor, and a follower and a leader.

My goal is to always be faithful and practice selfless service.

Jack West

Profile

Jack West brings contagious energy and a heart for service to his role as an adjunct instructor at Roberts Wesleyan University. A former U.S. Army recruiter and veteran educator, Jack has spent decades mentoring, teaching, and leading with compassion, character, and purpose.

He is passionate about helping future educators develop both skill and soul in their teaching practice. Jack’s classroom blends academic rigor with real-life insight, and he works to create spaces where students feel seen, challenged, and inspired to follow their calling.

His path to teaching has taken him around the world and back, through military service, secondary education, enrollment leadership, and graduate studies. Jack holds a Master of Education in Special Education from Roberts Wesleyan University. His professional experience also includes extensive work with school district partnerships and financial access to education.

Courses Taught

  • COMP 1010 Principles of Writing
  • LITR 3610 Literature for Adolescence Teachers
Cox Hall

Education

  • Ed.D. in Educational Technology | Liberty University (in progress)
  • Postgraduate Certificate in ESOL | Roberts Wesleyan University
  • M.Ed. in Special Education | Roberts Wesleyan University
  • Graduate Certificate in Homeland Security | American Military University
  • Graduate-Level International Relations | Troy University
  • Bachelor's in English Language and Literature | University of Maryland Global Campus
  • Associate in General Studies | Central Texas College

Sample Publications

  • Tondreau, A., Gardiner, W.L., Hinman, T.B., Dussling, T.M., Stevens, E.Y., White, K.L., & Wilson, N.S. (2024). Disrupting niceness in literacy teacher education: Non-linear trajectories toward culturally relevant pedagogy. Journal of Teacher Education, 76(2), 146-159. https://doi.org/10.1177/00224871241263337

  • Haddix, M.M., Stevens, E.Y., & Hinchman, K.A. (2023).  Cultivating equitable language arts practices.  In D. Fisher & D. Lapp (Eds.), Handbook of research on teaching the English Language Arts (5th ed.). Routledge. https://doi.org/10.4324/9781003334392

  • Stevens, E.Y., Driskill, K.M., Huck, A., Abbott, D., Robinson, E.E., Barrett, M., Johnson, D., Polisseni, A., & Rushforth, H. (2023). A call for change: Disrupting white supremacy culture in dispositional expectations of teacher candidates. The Teacher Educators’ Journal, 16(1), 149-171. From https://www.ateva.org/journal-1

  • Adams, B., Stevens, E.Y., Dussling, T., & Li, S.C. (2023). Emotions, positive comparisons, and unexamined assumptions in novice U.S. teachers’ perspectives on English learners.  Journal of World Languages.  https://doi.org/10.1515/jwl-2023-0061

  • Turner, K.H., Stevens, E.Y., Paciga, K., & O’Byrne, W.I. (2022). Co-constructing meaning: Parents and children navigating digital literacies together. Journal of Adolescent & Adult Literacy, 66(3), 158-167. https://doi.org/10.1002/jaal.1264