Ashley Gibson

Ashley Gibson
Ashley Gibson
Assistant Professor
Endicott College School of Education
Contact
Endicott College Main Campus
agibson@endicott.edu

Profile

Dr. Ashley N. Gibson is an Assistant Professor of Social-Emotional Learning and Special Education, as well as an educator, scholar, and consultant with nearly two decades of experience across K–12 and higher education. Her teaching and scholarship center culturally relevant pedagogy, social-emotional learning, intersectionality, multicultural education, teacher preparation, and inclusive learning communities. Her work is grounded in culturally responsive and restorative practices and informed by the African principles of "Ubuntu"- "I am because you are." and "Sankofa"- "It is not taboo to go back and fetch what you forgot."

Prior to entering higher education full time, Dr. Gibson taught secondary students in Texas, including AP Seminar and AP Research. She has also served as a university instructor, doctoral advisor, curriculum writer, professional learning facilitator, and College Board-endorsed AP Research consultant.

Education

Baylor University
Learning and Organizational Change
Ed.D.

Houston Graduate School of Theology
Theology
M.T.S.

University of Connecticut
English and Sociology
B.A.

Courses

ED 222 – Culturally Responsive Pedagogy
ED 224 – Social-Emotional Learning & Mindfulness

Campus Involvement

Dr. Gibson serves as an academic advisor and contributes to faculty development, student engagement, and community-building initiatives across campus. Her work emphasizes relationship-centered teaching, belonging, reflective practice, and culturally responsive approaches to teaching and learning.

Leadership Roles

Dr. Gibson is the founder of Interior Learning, LLC, an educational consulting organization focused on professional learning, curriculum development, culturally responsive pedagogy, and educational equity. She also serves in leadership and mentoring roles with NAME- The National Association for Multicultural Education, and supports educators nationally through professional development and AP Capstone consulting.

Her professional service has included mentoring emerging scholars and educators, facilitating faculty and teacher professional learning, and contributing to state and national conversations surrounding multicultural education and equitable teaching practice.

Accomplishments

Awards

  • National Educator of the Year, National Association for Multicultural Education, 2025

    Outstanding Multicultural Teaching Award, Texas Chapter of the National Association for Multicultural Education, 2022

    Outstanding Teaching of the Humanities Award, Humanities Texas, 2022

Talks

  • Dr. Gibson has presented at state and national conferences on culturally responsive pedagogy, intersectionality, multicultural education, teacher development, student belonging, and educational equity.

    Selected presentations include:

    “Co-Creating the Sankofa Framework: Humanizing Research Through Reflexivity and Critical Consciousness” — American Educational Research Association, 2026

    Presentations for the National Association for Multicultural Education

    Professional learning and consultant sessions focused on AP Capstone, culturally responsive teaching, community building, and equity-centered pedagogy

Publications

  • Peer-Reviewed Journal Publications

    Igoe, A., Keller, S., Stallings, M., Goddard, A., Van Graafeiland, B., Roney, L. N., & Peck, J. (2025). Trauma-informed care: Practical application for pediatric-focused advanced practice registered nurses. Journal of Pediatric Health Care, 39(2), 265–275. https://doi.org/10.1016/j.pedhc.2024.10.008

    Griffin, S. O., Lin, M., Scherrer, C. R., Naavaal, S., Hopkins, D. P., Jones, A. A., Alexander, T., Black, V. A., Clark, E., Cofano, L. K., Garcia, R. I., Goddard, A., Grover, J., Kansagra, S. M., Kottke, T. E., Lense, E. C., Zokaie, T., & The Community Preventive Services Task Force. (2025). Effectiveness of school fluoride delivery programs: A Community Guide systematic review. American Journal of Preventive Medicine, 69(1), 107633. https://doi.org/10.1016/j.amepre.2025.04.003

    Miller, K., Goddard, A., & Cushing, K. (2023). Exploratory qualitative focus group analysis of school-based health center policy issues: Insights from state leaders. Journal of Pediatric Health Care, 37(6), 626–635. https://doi.org/10.1016/j.pedhc.2023.06.006

    Soleimanpour, S., Geierstanger, S., Goddard, A., Cushing, K., Fields, P., & Love, H. (2023). Developing national standardized performance measures for school-based health centers: The National Quality Initiative. The Journal of School Health, 93(2), 97–106. https://doi.org/10.1111/josh.13236

    Borkowski, V., Goddard, A., & Gaffney, B. (2022). School-based health centers: A concept analysis. Journal of Pediatric Health Care, 37(5), 269–278. https://doi.org/10.1016/j.pedhc.2022.11.005

    Goddard, A., Jones, R. W., Esposito, D., & Etcher, L. (2022). Trauma-informed education in nursing: A concept analysis. Journal of Nursing Education, 61(6), 296–302. https://doi.org/10.3928/01484834-20220404-15

    Goddard, A., Jones, R., & Etcher, L. (2022). Trauma-informed care in nursing: A concept analysis. Nursing Outlook, 1–11. https://doi.org/10.1016/j.outlook.2021.12.010

    Goddard, A., Janicek, E., & Etcher, L. (2022). Trauma-informed care for the pediatric nurse. Journal of Pediatric Nursing, 62, 1–9. https://doi.org/10.1016/j.pedn.2021.11.003

    Sullivan, E., Goddard, A., Fields, P., & Mackey, S. (2021). Telehealth in school-based health centers supporting continuous care during COVID-19. Health Technology, 5, 11. https://dx.doi.org/10.21037/ht-20-30

    Goddard, A., Jones, R., Esposito, D., & Janicek, E. (2021). Trauma-informed education in nursing: Call to action. Nurse Education Today, 101. https://doi.org/10.1016/j.nedt.2021.104880

    Book Chapters & Scholarly Publications

    O’Leary, S., & Goddard, A. (in press). Overview of school health in the US: SBHC as a model for school health. In S. Weissenborn (Ed.), School health: Policy and practice (8th ed.). American Academy of Pediatrics.

    Connor, K., & Goddard, A. (in press). Health environment and staff wellness: Trauma-informed care. In S. Weissenborn (Ed.), School health: Policy and practice (8th ed.). American Academy of Pediatrics.

    Goddard, A., & Etcher, L. (2026). Acid reflux. In K. Maynard (Ed.), Case studies in advanced pathophysiology, physical examination, and pharmacology for nurse practitioners. Elsevier.

    Yu-Brillhart, M., Goddard, A., & Stinchfield, P. (2025). Non-pharmacologic interventions: Developmental considerations for pandemic preparedness. In M. Yu-Brillhart (Ed.), COVID-19 impacts on child health: A holistic framework for pediatric supportive care (pp. 79–117). Springer Nature. https://doi.org/10.1007/978-3-031-80369-7

    Larkin, M., Bode, S., Schumacher, H., Dooley, D., O’Leary, S., & Goddard, A. (2023). Commentary from the Council on School Health: School-based health centers and pediatric practice. Pediatrics.

    Goddard, A., & Esposito, D. (2022). Clinical prevention, population health, and emergency preparedness. In S. DeNisco (Ed.), Role development for the nurse practitioner (2nd ed.). Jones & Bartlett Learning.

    Goddard, A., & Jakub, S. (2022). Primary care and mental health: A critical intersection. In S. DeNisco (Ed.), Role development for the nurse practitioner (2nd ed.). Jones & Bartlett Learning.

    Soleimanpour, S., Cushing, K., Goddard, A., Even, M., Green, A., Geierstanger, S., & Brey, L. (2021). 2020–21 national survey of school-based health centers: The impact of the COVID-19 pandemic. School-Based Health Alliance.

    Goddard, A. (2020). Drug use in an adolescent. In L. Neal-Boylan (Ed.), The family nurse practitioner clinical case studies (2nd ed., pp. 113–114, 365–370). Wiley.

    Goddard, A. (2020). Neurology. In M. Meadows-Oliver (Ed.), Pediatric nursing made incredibly easy (3rd ed., pp. 209–267). Lippincott Williams & Wilkins.

    Goddard, A. (2020). Weight loss in an adolescent. In L. Neal-Boylan (Ed.), The family nurse practitioner clinical case studies (2nd ed., pp. 115–118, 371–375). Wiley.

    Goddard, A., Borkowski, V., Konesky, A., & Bennhoff, A. (2020). Eye. In M. Meadows-Oliver & N. Banasiak (Eds.), Pediatric practice guidelines (pp. 71–104). Springer Publishing Company.

    Jakub, S., & Goddard, A. (2020). Suicidal ideation and self-harm. In L. Neal-Boylan (Ed.), The family nurse practitioner clinical case studies (2nd ed., pp. 231–233, 519–524). Wiley.

    Patterson-Janicek, E., & Goddard, A. (2020). Pediatric trauma. In L. Neal-Boylan (Ed.), The family nurse practitioner clinical case studies (2nd ed., pp. 241–243, 533–537). Wiley.

    Tielsch-Goddard, A. (2014). Promotion of resiliency in childhood. In T. P. Gullotta & M. Bloom (Eds.), Encyclopedia of primary prevention and health promotion (2nd ed., Vol. 2, pp. 887–897). Springer.

    Tielsch-Goddard, A. (2011). Case 4.2: Eye irritation. In L. Neal-Boylan (Ed.), Clinical case studies for the family nurse practitioner (pp. 93–99). Wiley-Blackwell.

    McHard, K., & Tielsch-Goddard, A. (2010). Negative wound pressure therapy, pediatric. In Lippincott’s nursing procedures and skills online. Lippincott Williams & Wilkins. http://procedures.lww.com

    Tielsch-Goddard, A., & McHard, K. (2010). Esophageal foreign body removal, pediatric. In Lippincott’s nursing procedures and skills online. Lippincott Williams & Wilkins. http://procedures.lww.com

    Tielsch-Goddard, A. (2008). Adolescent body art: Piercings and tattoos in the school nurse’s office. National Association of School Nurses, 16–17.

    Tielsch-Goddard, A. (2007). A look at lice. Clinician Reviews, 17(7), 40.