David S. Goldstein (he/him)

David Goldstein

Teaching Professor

B.A. English, University of California, Riverside
M.A. Communication, Stanford University
M.A. American Civilization, University of Pennsylvania
Ph.D. Comparative Culture, University of California, Irvine

Office: UW1-343
Phone: 425-352-5378
Email: davidgs@uw.edu | Website
Mailing: Box 358530, 18115 Campus Way NE, Bothell, WA 98011-8246


Students teach themselves when provided the opportunity and motivation; my goal is to provide both. I seek not so much to change minds as to open them, and to teach lifelong critical and analytical skills rather than a set of facts. I rely on small-group exercises to develop students' abilities in teamwork and problem solving; rarely will they work in isolation. I also emphasize excellence in verbal and written communication.

I try to put students first; to use multiple, complementary pedagogical methods, including technology; to promote cooperation rather than competition in the classroom; to emphasize concepts rather than discrete facts; to remain flexible; to collaborate with colleagues in developing the most effective materials and methods; and to adapt to each student's and each class's particular constellation of skills and interests. I aim for an appreciation for complexity; our world is not simple. I am proud to be on a team of teachers who work hard to create educated, broad-thinking humans.

Recent Courses Taught

BIS 300 Interdisciplinary Inquiry
BIS 347 History of American Documentary Film
BIS 379 American Ethnic Literatures
BISAMS 367 Exploring American Culture: Race, Ethnicity, and Immigration
BIS 464 Topics in Advanced Cinema Studies: Queer Cinema
BIS 499 Portfolio Capstone


As an American and ethnic studies scholar, I work mostly with the writings of ethnic American authors in their historical and cultural context. I have published a co-edited book on race and ethnicity in American texts and articles on various Asian American and African American writers, and currently am working on two book projects. One is a reader-response study of the work of Nobel Prize winner Toni Morrison.  The other is a guide for teaching Morrison’s novel, Song of Solomon, to college students and advanced high school students. I also co-edited a book on using “clicker” technology in the classroom.

Selected Publications

Toni Morrison’s Secret Drive: A Reader-Response Study of the Fiction and Its Rhetoric. First author with Shawnrece D. Campbell. McFarland, 2020.

"Using the Barnga Card Game Simulation to Develop Cross-Cultural Empathy.” Race, Equity and the Learning Environment: The Global Relevance of Critical and Inclusive Pedagogies in Higher Education. Ed. Franklin Tuitt, Chayla Haynes, and Saran Stewart. Stylus, 2016. 83-97.

Clickers in the Classroom: Using Classroom Response Systems to Increase Student Learning. First editor with Peter D. Wallis. Stylus, 2015.

Holistic Learning-Centeredness: De-Centering the University for Social Justice.” Race & Pedagogy 1.1 (Oct. 2015).

“Lilacs Every September.” Teaching from the Heart: Poetry that Speaks to the Courage to Teach. Ed. Sam M. Intrator and Megan Scribner. Jossey-Bass, 2014. 144.

What Are They Thinking? Best Practices for Classroom Response Systems (‘Clickers’).” National Teaching and Learning Forum 22.3 (2013): 5-6.

Complicating Constructions: Race, Ethnicity, and Hybridity in American Texts. First editor with Audrey B. Thacker. University of Washington Press, 2008.