Elizabeth Soslau

Professor

Dr. Elizabeth Soslau is a Professor in the School of Education at the University of Delaware. She grounds her teaching, research, and service in the principles of Tzedakah (justice) and Tikkun Olam (repairing the world). Her scholarship focuses on experiential learning opportunities in classrooms, schools, and communities, with particular attention to how educators can support young people’s understanding of systemic social injustices, cultivate critical consciousness, and strengthen their capacity to use their voices to advocate for meaningful social change.

Her third and most recent book, Teaching as Justice: Critical Service Learning in the Classroom (Bloomsbury, 2026), explores how teachers can engage students in meaningful learning experiences that connect classroom instruction with social justice, community engagement, and civic action. The book reflects Elizabeth’s longstanding commitment to helping teachers move beyond traditional approaches to service learning by creating opportunities for students to critically examine systemic inequities and participate in efforts to address them.

Elizabeth is also the author of The Comprehensive Guide to Working with Student Teachers: Tools and Templates to Support Reflective Professional Growth (Teachers College Press). Her second book, When You’re the New Teacher: 28 Strategies to Align your Good Intentions with Your Teaching Practices (Free Spirit Publishing), focuses on strengthening teachers’ capacities to create inclusive, responsive, and sustaining learning environments. Across her three books, Elizabeth’s scholarship reflects a commitment to preparing and supporting teachers who understand teaching as both an intellectual and an ethical responsibility.

Her research and writing have appeared in publications including the Journal of Teacher Education, Teaching and Teacher Education, Journal for Multicultural Education, Journal of Community Engagement and Scholarship, and The Jewish Exponent. She serves as a reviewer for numerous scholarly journals and on the International Advisory Board of Studying Teacher Education.

Elizabeth is also deeply committed to community-engaged service. She is the Board President of Need in Deed, a Philadelphia-based nonprofit organization that supports teachers in engaging young people in critical service learning. Her nearly 25 years of involvement with the organization reflect her belief that children are not simply future citizens but are capable of recognizing injustice and contributing to positive change in their communities right now.

At the University of Delaware, Elizabeth teaches undergraduate and graduate courses focused on critical reflection, equity, teacher education, case study, and action research methodologies. Before pursuing her Ph.D., she taught middle school in the School District of Philadelphia.

Elizabeth’s other important work includes being a very proud mother to the hilarious and creative Harry Counter and a dedicated partner to Chris Counter.

Educational Background

Ph.D., Cognition, Development, and Instruction, University of Delaware, Newark, DE, 2010
M.A., Education, University of Delaware, Newark, DE, 2009
M.S., Science of Instruction K-8, Drexel University, Philadelphia, PA, 2004
B.S., Corporate Communications, Drexel University, Philadelphia, PA, 2002
B.A., Literature, Drexel University, Philadelphia, PA, 2002

Professional Experience

Professor, School of Education, University of Delaware, 2022–present
Associate Professor, School of Education, University of Delaware, 2017–2022
Interim Director, Delaware Center for Teacher Education (DCTE), University of Delaware, 2017
Assistant Professor, School of Education, University of Delaware, 2010–2017
Instructor, School of Education, University of Delaware, 2007–2010
Middle School Teacher, Grover Washington, Jr. Middle School, Philadelphia, PA, 2004–2007
Middle School Teacher, Renaissance Advantage Charter School, Philadelphia, PA, 2003–2004

Recent Grants

Riley, K. (PI) and Soslau, E. (co-PI). From Theory to Practice: Critical Service-Learning in Urban Elementary and Middle School Classrooms. Spencer Foundation, Small Grants Program, 2019–2021. ($49,614)
Flynn, J. (PI), de Novais, J., Litke, E., Rolón-Dow, R. and Soslau, E. (co-PIs). Racial Literacy in Elementary Teacher Education (ETE). University of Delaware, Center for the Teaching and Assessment of Learning, Instructional Improvement Grant, 2019–2020. ($5,000)
Soslau, E. (PI). Need in Deed Critical Learning Collaborative. University of Delaware Center for the Study of Diversity and the Delaware Center for Teacher Education, Center for the Study of Diversity Faculty Scholars Research Grant, 2019–2020. ($2,500)
Soslau, E. (PI). Need in Deed Learning Collaborative: Critical Service Learning and Culturally Responsive Pedagogy at Warner Elementary School, Wilmington, DE. University of Delaware Partnership for Public Education, Partnership for Public Education Fellowship with matching funds from the School of Education, 2018–2019. ($20,0000)
Soslau, E. (PI). Re-thinking the Student Teaching Curriculum: Noting and Addressing Bias in the Classroom. University of Delaware Center for the Study of Diversity and the School of Education, Center for the Study of Diversity Faculty Scholars Research Grant, 2017–2018. ($3,995)

Recent Professional Awards

Fellow, Antisemitism and Jewish Inclusion in Education, George Washington University, 2024
Recipient, Faculty Senate Excellence in Teaching Award, 2023
Campus Compact Mid-Atlantic P20 Partnership Award, Campus Compact, 2020
2020 Clinical Practice Fellow, Association of Teacher Educators (ATE), 2020
Excellence in Teaching Award, College of Education and Human Development, University of Delaware, 2018
Outstanding Contribution in Reviewing, Teaching and Teacher Education Journal, 2016
Nominee for the Excellence in Undergraduate Academic Advising and Mentoring Award, University of Delaware, 2014, 2016, 2017