April Dickey

Director of Transition to Teaching & Online Licensure Programs

I Serve in...

Education Department

Education

• Doctor of Arts, English Pedagogy, Murray State University
• MA, Teaching Writing, Johns Hopkins University
• BS, Journalism/English Secondary Education, Ball State University

Career Accomplishments

I am an educator, writer, and higher education leader with more than two decades of experience preparing students and teachers for success in the classroom. Currently, I serve as Director of Transition to Teaching and Advanced Licensure Programs at Taylor University, where I lead graduate licensure pathways, teach undergraduate and graduate courses, and collaborate with university, national, state, and school partners to prepare the next generation of educators.

My teaching, scholarship, and leadership center on writing pedagogy, disciplinary literacy, teacher development, and strengths-based approaches to supporting neurodivergent learners. In addition to teaching and research, I have led program expansion, secured grant funding, coordinated faculty development initiatives, and partnered with colleagues and educational organizations to strengthen educator preparation across the state. I am passionate about equipping educators to teach with clarity, communicate with purpose, and create learning environments where every student can thrive.

About

At my core, I'm a teacher. Whether I'm working with first-year college students, mentoring future educators, designing curriculum, or collaborating with experienced teachers, I love helping people grow in confidence and discover new possibilities.

Writing has been a constant thread throughout my life. It began on my middle and high school publication staffs, continued as I taught high school English and journalism for more than a decade, and has remained central through graduate study, higher education teaching, and research. I'm fascinated by how words shape the way we think, learn, and connect with others, and much of my research explores how writing instruction can become more meaningful, inclusive, and strengths-based. I believe writing is more than an academic skill; it's a way to communicate God's truth, preserve stories, encourage others, and make sense of the world around us.

When I'm not teaching or writing, you'll probably find me spending time with my husband and our four children, reading a good book, camping, traveling, or watching a college basketball game. My faith is the foundation of both my life and my work, and I have the privilege of serving on the board of my local church. I'm grateful to be part of the Taylor University community, where my two daughters are students and where faith and learning are intentionally woven together.