W. Douglas Baker

A photo of William Baker

Interim School Director


N101A, Dean's Office Alexander




  • Ph.D., University of California, Santa Barbara


I teach courses on literacy and instructional methods for secondary school teachers and research methods for writing researchers. I chair the University Assessment Committee, the College of Arts and Sciences Assessment Committee and the General Education Subcommittee on Assessment. I am also one of the co-directors of the Eastern Michigan Writing Project (EMWP).

Nationally, I am past chair for the 2017 Midwinter Conference for the National Council of Teachers of English Assembly for Research (NCTEAR) and past chair of the Language and Social Processes SIG of the American Educational Research Association.


  • Baker, W.D. and Däumer, E. (2015). Understanding understanding: Implications of interdisciplinary articulation for instruction and assessment. Language Arts Journal of Michigan, 31(1), 28–38. http://scholarworks.gvsu.edu/lajm/vol31/iss1/6/
  • Baker, W.D. and Green, J. (2015). Transdisciplinary dialogues through interactional ethnographic studies: A commentary on Skinner. Mind, Culture and Activity: An International Journal, 22(4), 364–370. DOI: 10.1080/10749039.2015.1084327.
  • Dark, T. and Baker, W.D. (2015). Entering the Conversations, practices and challenges of multimodality texts. Teaching/Writing: The Journal of Writing Teacher Education v. 4(1), 65–93. http://scholarworks.wmich.edu/wte/vol4/iss1/4/.
  • Baker, W.D. and Däumer, E. (2015). Designing interdisciplinary instruction: Exploring disciplinary and conceptual differences as a resource.” Pedagogies: An International Journal v. 10(1), 38–53. DOI: 10.1080/1554480X.2014.999776.
  • Baker, W.D. and Green, J.L. (2015). Exploring challenges in designing and teaching (inter)disciplinary and (inter)cultural programmes in higher education. Pedagogies: An International Journal v. 10(1), 1–4 (editorial for special issue). DOI: 10.1080/1554480X.2014.999776.
  • Dunbar, M. and Baker, W.D. (2014). Teaching as emotional labor: Preparing to interact with all students.” Language Arts Journal of Michigan v. 30(1), 32–40.
  • Green, J. L., Skukauskaite, A. and Baker, W.D. (2012). Ethnography as epistemology: An introduction to educational ethnography. In J. Arthur, M. Waring, R. Coe, and L. V. Hedges (Eds.) Research Methodologies and Methods in Education (309–321). London: SAGE.
  • Baker, W.D. and Green, J.L. (2011). A microethnographic approach to exploring positioning theory as educational action. In C. Brock, M. McVee and J. Glazier (Eds.) Sociocultural Positioning in Literacy: Exploring Culture, Discourse, Narrative and Power in Diverse Educational Contexts. Cresskill, NJ: Hampton Press.
  • Baker, W.D., Green, J.L. and Skukauskaite, A. (2008). Video-enabled ethnographic research: A mircroethnographic perspective. In G. Walford (Ed.) How to do Educational Ethnography (77–114). London: Tufnell Press.


  • Introduction to English studies
  • Issues of teaching writing
  • Literacy and written instruction
  • Research in theory and practice in writing
  • Topics in assessing writing
  • ENGL 409W Teaching English in the Secondary Schools [GEWI]
  • ENGL 408W Writing for Secondary Teachers [GEWI]