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Joseph Feinberg

Associate Professor    Social Studies Education    

Doctor of Philosophy in Social Science Education, University of Georgia, 2003
Specialist in Education in Social Science Education, University of Georgia, 1997
Master of Arts in Sociology, University of Georgia, 1994
Bachelor of Arts in Sociology and Industrial Relations, University of North Carolina at Chapel Hill, 1991


Citizenship education
Economic education
Service learning
Simulation games


Joseph Feinberg serves as an associate professor at the College of Education & Human Development in the Department of Middle and Secondary Education. Prior to joining the faculty, he taught high school geography, U.S. history and economics at Campbell High School in Smyrna, GA where he developed a passion for simulation games and experiential learning. As a teacher, he received the Martin Luther King Humanitarian Award from Campbell High School, which recognizes excellence in humanitarian service to the school and community. Feinberg also received the Gwen Hutcheson Outstanding Educator Award through Georgia Council for the Social Studies (GCSS) in 2016.

Feinberg actively researches and publishes scholarship on service-learning, simulation games, and civic education. In connection to his research and grant writing, he actively works with the CREST-Ed Teacher Residents and serves on the CREST-Ed Advisory Board. He also serves Georgia educators in his role as associate director with the Georgia State University Center for Business and Economic Education. Moreover, he collaborates with the Honors College as faculty associate for internships and experiential learning.

As an active member of the National Council for the Social Studies (NCSS), Feinberg was recently elected to the NCSS Board of Directors. He previously served as a member, leader, and/or representative with the NCSS House of Delegates, the NCSS Awards Committee, the NCSS annual conference program planning committee, the NCSS Research Community and the NCSS Publications Committee.

He is passionate about service and embraces social studies education through his advocacy and commitment to being a thoughtful, active and productive citizen.


Stephens, J. M., Feinberg, J. R., & Zack, J. (2013). Those who do: Social studies teachers’ use of role play and simulations and the making of 21st century citizens. The status of the social studies. In J. Passe, P. Fitchett, & N. Patterson (Eds.). Information Age Publishing, Charlotte, NC.
Feinberg, J. R. (2013). Tikkun olam—world repair. In G. Tinker-Sachs & G. Verma (Eds.). Critical mass in the teacher education academy: Symbiosis and diversity. Champaign, IL: Common Ground Publishing. (peer-reviewed)
Stenhouse, V. L., Dooley, C., & Feinberg, J. R. (2013).Tensions as catalysts for transformation: Multidisciplinary education faculty perceptions while implementing service-learning. In V. M. Jagla, J. A. Erickson & A. Tinkler (Eds.). Transforming Teacher Education through Service-Learning. Information Age Publishing, Charlotte, NC. (peer-reviewed)
Feinberg, J. R. (2011). Debriefing in simulation games: An examination of reflection on cognitive and affective learning outcomes. LAP Lambert Academic Publishing, Saarbrücken, Germany.
Doppen, F., Feinberg, J. R., O’Mahony, C., Lucas, A. G., Bohan, C. H., Lipscomb, G. B., & Ogawa, M. (2011). Social studies preservice teachers’ citizenship knowledge and perceptions of the U.S. naturalization test. Action in Teacher Education, 33, 81–93.