Education
Ph.D., University of Maryland, College Park, MD, 2017, Teaching and Learning, Policy and Leadership
M.Ed., University of Notre Dame, South Bend, IN, 2000, Literacy and Equity-Oriented Learning
B.A., University of Notre Dame, South Bend, IN, 1998, History, Latin American Studies
Bio
Dr. Molly Dunn joined Notre Dame of Maryland University in 2018. Her research expertise includes comparative and international education, culturally-responsive educational technology in the Global South, educational equity, college access literacy, brain-based learning, contemplative practices, and holistic education. As both a Fulbright Specialist and Fulbright U.S. Scholar, she represents NDMU on the global stage through her work with universities in Africa. She holds leadership positions in the Comparative and International Education Society and serves on the editorial board of her SIG’s affiliated journal. Dr. Dunn has co-PI’ed both state- and federal-level grants, allowing her to engage with local high school students, a delightful return after many years spent teaching in Chicago Public Schools and along the Mexican border as a volunteer teacher. Her SSND Associate background, servant leadership training through the University of Notre Dame (South Bend), and personal mission statement all recognize educational opportunity as both a social justice issue and socioeconomic equalizer, and she strives to prepare educators in recognition of this ideal.
Selected Publications
Dunn, M.S., Savick, S.L., Durham, R. (2025) College access literacy with a FOCUS on key transition knowledge for historically underrepresented students and their educators. Journal of College Access. 10(2), 5. https://doi.org/ 10.25774/4f60-b960
Savick, S.L., Dunn, M.S., & Durham, R. (2025.) Fostering college access literacy for students and educators in school-university partnerships: A culturally responsive approach. School-University Partnerships. 18(1), 81-96. https://doi.org/10.1108/sup-11-2024-0030
Rivera, X.P., and Dunn, M.S. (2024.) The restrictive consequences of promoting tolerance. National Association of Bilingual Education (NABE) Journal of Research and Practice, 14(3-4), 55-78. https://doi.org/10.1080/26390043.2024.2413968
Larson, K.E., Dunn, M.S., Tek, B.A., Lawler-Justice, A. (2024). Empowering educators and students to flourish: Evaluating the student alliance for flourishing program in middle and high school. Education Sciences, 14(4), 340. https://doi.org/10.3390/educsci14040340
Dunn, M.S. & Larson, K.E. (2023). Mindful educators: Compassion, community, and adaptability are key. International Journal of Learning, Teaching and Educational Research, 22(2), 358-376. https://doi.org/10.26803/ijlter.22.2.20
Larson, K., Chaturvedi, A., Dunn, M.S., Chavers, N. (2023). Using a contemplative practice intervention in teacher education courses to neutralize implicit racial bias: A feasibility study. Teaching Education, 35(2), 162-183. https://doi.org/10.1080/10476210.2023.2252353
Dunn, M.S. (2022). Chalk dust in the wind: An examination of the demoralized teacher. Journal of Thought, 56(3/4), 20-32.
Dunn, M.S. (2021). Monday morning after: Sustaining a mindfulness practice after the initial retreat. Journal of Contemplative Inquiry, 8(1), 176-199.
Dunn, M.S. (2020). A Zen moment: Using mindfulness to engage and heal classrooms. In Dannielle Davis (Ed.), United we stand: The role of spirituality in engaging and healing communities. Charlotte, NC: Information Age Publishing. 287-303.
Dunn, M.S. (2019). Case study research: Of artists, athletes, and engineers. International Journal of Teaching and Case Studies, 10(2), 177-185. https://doi.org/10.1504/ijtcs.2019.101509
Dunn, M.S. (2018). Teaching compassionately: Teacher professional training and impact. In Jing Lin & Tom Culham (Eds.), Contemplative Pedagogies for Transforming Teaching, Learning, and Being. Charlotte, NC: Information Age Publishing, 121-132.
Selected Presentations
Dunn, M.S., & Adhikari, P. (2026, Februrary). Education technology in the refugee context: Lessons from Dzaleka, Malawi. Symposium on Refugee and Migrant Education, Blacksburg, VA.
Dunn, M.S., & McHugh, D. (2026, March). Contemplative inquiry and holistic education in the comparative and international education arena. Comparative and International Education Society Annual Meeting, San Francisco, CA.
Leiter, K. & Dunn, M.S. (2026, April) Let them play: A social-emotional play intervention to negate adverse behaviors of kindergarten students. American Educational Research Association Annual Meeting, Los Angeles, CA.
Dunn, M.S. (2024, March). Rest as radical protest: Testing the framework of compassion, community, and accountability in a k-12 educators’ retreat. Comparative and International Education Society Annual Meeting, Miami, FL.
Lee, C.M. & Dunn, M.S. (2024, April). The impact of Asian cultural values on the leadership styles of Asian American k-12 principals. American Educational Research Association Annual Meeting, Philadelphia, PA.
Dunn, M.S. (2020, April). Accountability for acceptance: Examining relational trust between school districts and the communities they serve. American Educational Research Association Annual Meeting, San Francisco, CA.
Alston, J., Dunn, M.S., Santamaria-Graff, C. (2020, April). Forms of spiritual connection in present-day public education. American Educational Research Association Annual Meeting, San Francisco, CA.
Dunn, M.S. (2018, April). Compassion and community: Results from a mindfulness-based intervention for teachers. American Educational Research Association Annual Meeting, New York, NY.
Edwards, S., Dunn, M.S., & Busacca, C. (2018, March). Contemplative actions for social justice: Reflective practices for students, communities, and educators. Comparative and International Education Society Annual Meeting, Mexico City, Mexico.
Professional Affiliations
Comparative and International Education Society (CIES)
American Educational Research Association (AERA)
Honors
Fulbright U.S. Scholar, Institute of International Education (2025)
Fulbright Specialist, U.S. Department of State (2023)
Education Reform Leader, University of Notre Dame, South Bend (2018)
Contemplative Social Justice Scholar, Association for the Contemplative Mind in Higher Education (2017)
Doctoral Fellowship, University of Maryland, College Park (2011-2015)
International Exchange Leader to China, National Consortium for Teaching about Asia (2010)
Middlebury Language Academy Fellow, Chicago Foundation for Education (2007)