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Student Affairs Staff

The following people are staff members of the Office of Student Services and the Office of Student Teaching:

Maureen Coon, M.Ed.
Assistant Dean for Student Affairs and Academic Advising 
McCracken Hall 103S
740.593.1302
coonm@ohio.edu

Floyd J. Doney, MA 
Academic Advisor
McCracken Hall 103N
740.593.0884
doney@ohio.edu

Ramona Mott
Records Management Assistant
McCracken Hall 125D
740.593.4411
mott@ohio.edu

Marcy O'Brien
Administrative Associate
McCracken Hall 103
740.593.4400
obrienm@ohio.edu

Zac Schabel
Clinical Experience Cooridnator

McCracken Hall 103F
740.593.4415

 

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Last Name: Backes
First Name: Beth
Title: Director of Online Programs and Curriculum Technology Center
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Email: backese@ohio.edu
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Office Address: McCracken Hall 225F
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Phone: 740.593.2288
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Last Name: Paulins
First Name: Ann
Title: Senior Associate Dean for Research & Graduate Studies
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Email: paulins@ohio.edu
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Office Address: McCracken Hall 02H
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Phone: 740.593.0253
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Dr. Ann Paulins holds the B.S. in Fashion Merchandising and Promotion and the M.S. in Textiles and Clothing, both from Ohio University. She also holds the Ph.D. in Consumer Aspects of Textiles and Clothing from The Ohio State University. Dr. Paulins teaches courses in retail merchandising and fashion product development with a focus on professional career development and merchandising. Additionally, she teaches a Tier III course titled Women and Leadership. Her major research interests include ethical decision making by consumers and fashion industry professionals, and consumersmotives for their fashion choices.


Most Recent Publications:

Kestler, J.L. and Paulins, V.A. (2014) Fashion Influcences between Mothers and Daughters: Exploring relationships of Involvement, leadership, and Information Seeking. Family and Consumer Sciences Research Journal, 42(4), 313-329.

Paulins, V.A., & Hillery, J.L. (2009). Ethics in the fashion industry. New York: Fairchild.

Paulins, V.A. & Hillery, J.L. (2005). Careers!: Professional development for retailing and apparel merchandising. New York: Fairchild.

Paulins, V.A. (2008). Characteristics of retailing internships contributing to students' reported satisfaction with career development. Journal of Fashion Marketing and Management, 12(1), 105-118.

Paulins, V.A., Chung, J., Cone, S.E., & Xu, Y. (2006).  Reading circles: A constructivist approach to group learning. Journal on Excellence in College Teaching, 17(3), 91-114.

Paulins, V.A. (2005).  Teaching apparel merchandising/retail industry career exploration and professional development by involvement of students in survey research. Clothing and Textiles Research Journal, 23(4), 216-228.

Xu, Y., & Paulins, V.A. (2005). College students' attitudes toward shopping online for apparel products: Exploring a rural versus urban campus. Journal of Fashion Marketing and Management, 9(4), 420-433.

Paulins, V.A., & Lombardy, L. (2005).  Ethical dilemmas in retail merchandising: Student perceptions.  Journal of Family and Consumer Sciences, 97(3), 56-62.

Paulins, V.A. (2005).  An analysis of customer service quality to college students as influenced by customer appearance through dress during the in-store shopping process.  Journal of Retailing and Consumer Services, 12(5), 345-355.

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Last Name: Lydic
First Name: Beth
Title: Administrative and Financial Officer
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Email: lydic@ohio.edu
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Office Address: McCracken Hall 102R
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Phone: 740.593.4401
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Beth Lydic works as the Budget Unit Manager for The Patton College, where she also serves as the human resource administrator. Beth earned the bachelors degree in business administration from Bowling Green State University in 1979 and the masters degree in marriage, family and child counseling from California State University in 1998.

 

Before coming to Ohio University, Lydic spent 20 years in financial management, including three years overseas working with Campus Crusade for Christ in the South Pacific. She spent three years working in San Bernardino, California, for Campus Crusade International before moving on to work for 17 years for an import company in Los Angeles. She also spent two years as a counselor, and is a member of the California Association of Marriage and Family Therapists.

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Last Name: Fanning
First Name: Debra
Title: Administrative Associate
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Email: fanning@ohio.edu
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Office Address: McCracken Hall 103R
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Phone: 740.597.3226
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Last Name: Merriman
First Name: Kellie
Title: Administrative Assistant, Teacher Education
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Email: merrimak@ohio.edu
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Office Address: McCracken Hall 309CC
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Phone: 740.597.1830
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Last Name: Mott
First Name: Ramona
Title: Records Management Associate, Student Affairs
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Email: mott@ohio.edu
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Office Address: McCracken Hall 125D
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Last Name: O'Brien
First Name: Marcy
Title: Administrative Services Assistant, Student Affairs
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Email: obrienm@ohio.edu
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Office Address: McCracken Hall 103
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Last Name: Patterson
First Name: Connie
Title: Assistant Dean for Academic Engagement and Outreach
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Email: patterc1@ohio.edu
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Website: https://www.ohio.edu/education/college-offices/office-of-the-dean/academic-engagement-and-outreach.cfm
Office Address: McCracken Hall 102F
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Welcome to the Academic Engagement and Outreach website for The Gladys W. and David H. Patton College of Education. The Assistant Dean for Academic Engagement and Outreach leads The Patton College’s faculty, administrators, and students on activities aligned to the College’s engagement and outreach mission, including connecting with colleagues and identifying synergies extending from within the PCOE and Ohio University to regional, domestic, and international endeavors.

Every fall there is a call-for-proposals for The Patton College Mini-Grants for community engagement and outreach. Over the past five years these grants have facilitated projects such as Math and Science nights at local Athens elementary schools, coaching programs aligned to child development, wellness programs for female high school students, and cultural immersion programs. There are numerous outreach forums scheduled throughout the academic year that provide an opportunity to learn from and share about these and other outreach initiatives taking place across our College. These forums are free; open to the public, and food it always served.

The Assistant Dean for Academic Engagement and Outreach oversees the College’s online learning programs, school and community partnerships, and various centers within The Patton College including the Child Development Center, the George E. Hill Center for Counseling and Research, the Center for Professional Development School Partnerships, and the Curriculum and Technology Center.

At The Patton College, we value and prepare students who are CALLED to LEAD and who Lead the Way! If you have outreach ideas you would like to explore, please do not hesitate to contact me!

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Last Name: Doney
First Name: Floyd
Title: Academic Advisor
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Email: doney@ohio.edu
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Office Address: McCracken Hall 103N
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Floyd Doney, undergraduate academic adviser, earned his M.A. from the University of Illinois in 1992. He also holds a B.A. from Kent State University. Doney served in the U.S. Army from 1980 to 1984 and completed a 30-month tour of duty in Seoul, South Korea. From 1993 to 1998, Doney taught English as a second language at Yonsei University in Seoul. In his spare time, Doney enjoys hiking, bicycling and gardening. He is also interested in recycling. He and his wife have one son.

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Last Name: Davidson
First Name: Kelly
Title: Academic Advisor
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Email: davidsok@ohio.edu
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Office Address: McCracken Hall 103L
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Phone: 740.597.1946
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Last Name: Ladd
First Name: Lindsey
Title: Statistical Data and Forecasting Administrator
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Email: ladd@ohio.edu
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Office Address: McCracken Hall 102T
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Phone: 740.597.3164
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Last Name: Solomon
First Name: Tamy
Title: Director, Alumni Relations and External Affairs
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Email: solomon@ohio.edu
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Office Address: McCracken Hall 102B & 102C
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Phone: 740.597.2990
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Last Name: Ward Randolph
First Name: Adah
Title: Program Coordinator, Educational Research & Evaluation
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Email: wardrand@ohio.edu
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Office Address: McCracken Hall 302S
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Phone: 740.597.1860
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Dr. Adah Ward Randolph holds the B.S. in Education from the University of Iowa and the M.A. in History from The Ohio State University. She received both the M.Ed. in Curriculum and Instruction and the Ph.D. in Educational Policy and Leadership also from The Ohio State University. Dr. Ward Randolph teaches courses in educational research and evaluation, cultural studies, and educational leadership, and her major research interests include the history of African American education; African American literature and history; educational leadership; educational policy; curriculum policy; and race, class and gender studies.


Most Recent Publications:

Ward Randolph, A. (2012). It is better to light a candle than to curse the darkness: Ethel Thompson Overby and democratic schooling in Richmond, Virginia: 1910-1958. Educational Studies, 48(3), 220-243.

 

Ward Randolph, A., & Sanders, S. (2011). In search of excellence in education: The political, academic, and curricular leadership of Ethel T. Overby. Journal of School Leadership, 21(4), 521-547.

 

Ward Randolph, A., & Weems, M.E. (2010). Speak truth and shame the devil: An ethnodrama in response to racism in the academy. Qualitative Inquiry, 16(5), 310-313.

 

Ward Randolph, A. (2009). The historical tradition of African American leadership in African American schools: 1830-1955. In L. Foster & L. Tillman (Eds.), African American perspectives in leadership in schools:Building a culture of empowerment (pp.17-37). New York: Rowman & Littlefield.

 

Ward Randolph, A. (2009). Dear Michelle: Redefining black motherhood. In B. Nevergold & P Bertram (Eds.), Go tell Michelle: African American women letters to the new first lady (pp.151-153). New York: SUNY Press.

 

Ward Randolph, A. (2008).To gain and to lose: The loving school and the African American struggle for education in Columbus, Ohio: 1871-1882 . In L. Tillman (Ed.), The handbook of African American education (pp.17-21). Thousand Oaks, CA: Sage Publications.

 

Ward Randolph, A. (2008). The memories of an all-black northern urban school: Good memories of leadership, teachers and  curriculum. In B. S. Stern & M. L. Kysilka (Eds.), Contemporary readings in curriculum (pp.83-90). Thousand Oaks, CA: Sage Publications.

 

Ward Randolph, A. (2008). Thomas Jefferson Ferguson. In H. L. Gates, Jr., & E. Higginbotham (Eds.), African American national biography (pp.251-253). New York: Oxford University Press.

 

Ward Randolph, A. (2004). Memories of an all-black northern urban school: Good memories of leadership, teachers, and the curriculum. Urban Education39(6), 596-620.

 

Ward Randolph, A. (2004). Owning, controlling and building upon cultural capital: Thomas Jefferson Ferguson and Albany enterprise academy 1865-1886. In V. P. Franklin & C. Savage (Eds.), Cultural capital and Black education: African American communities and the funding of Black schooling, 1865 to the present (pp.15-33). Greenwich, CT: Information Age Publishing.

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Last Name: Szolosi
First Name: Andrew
Title: Associate Professor, Recreation and Sport Pedagogy
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Email: szolosi@ohio.edu
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Office Address: McCracken Hall 202L
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Phone: 740.597.1757
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Dr. Andrew Szolosi holds the B.S and the M.S. in Recreation Studies from Ohio University. He also holds the Ph.D. in Parks, Recreation and Tourism from the University of Utah. Dr. Szolosi teaches undergraduate and graduate courses in recreation leadership, theoretical foundations of leisure and sport in society, and contemporary issues in recreation. His major research interests include restorative environments and the effect that certain types of human-nature interactions can have on individuals' cognitive capacity.   


Most Recent Publications:

Szolosi, A., Twilley, D., & Martin, B. (2015). Military teen adventure camps: When design does not mirror implementation. In R. Black & K. Bricker (Eds.)Adventure Traveling for the 21st Century, Venture Publishing, Inc. 

 

Tufts, K., Martin, B., Black, L & Szolosi, A. (2015). An examination of role emergence among group members during a wilderness medical emergency. In R. Black & K. Bricker (Eds.), Adventure Traveling for the 21st Century, Venture Publishing, Inc. 

 

Szolosi A.M., Watson J.M., & Ruddell E.J. (2014). The benefits of mystery in nature on attention: Assessing the impacts of presentation duration. Front. Psychol. 5, 1360. doi: 10.3389/fpsyg.2014.01360

 

Wilson, W.R., Szolosi, A.M., Martin, B., & Scanlan, S. J. (2014). Identifying with the Gunks: Investigating the effect of serious leisure participation and place attachment on environmental concern among traditional climbers. Journal of Outdoor Recreation, Education, and Leadership, 6(2), 114–132. doi.org/10.7768/1948-5123.1252

 

Szolosi, A. (2014). Energy Crunch: Facilitating students’ understanding of eco-efficiency. Schole: A Journal of Leisure Studies and Recreation 29(2), 53-61.

 

Martin, B., & Szolosi, A. (2014). Expeditionary learning: From watershed to water faucets. In M. Bentley, M. Mueller, & B. Martin (Eds.), Connecting Children to Nature (pp. 203-215), Bethany, OK: Wood ‘N’ Barnes Publishing, Inc.

 

Szolosi, A. (2012). Going global: Utilizing instructional geo-caching to promote students’ global competency. Schole: A Journal of Leisure Studies and Recreation, 27(2) 22-28.

 

Szolosi, A. (2012). Adventure programming and public health: Dreaming big or just dreaming? In B. Martin & M. Wagstaff (Eds.),Controversial Issues in Adventure Programming (pp.138-144), Champaign, IL: Human Kinetics.

 

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Last Name: VanDerveer
First Name: Beth
Title: Associate Professor, Recreation and Sport Pedagogy
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Email: vanderve@ohio.edu
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Office Address: McCracken Hall 202J
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Phone: 740.593.0235
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Dr. Beth VanDerveer holds the B.S. in Therapeutic Recreation from Indiana University, the M.S. in Exercise Science from the University of Idaho, and the Ph.D. in Recreation Administration with a Government minor from Texas Womans University. Dr. VanDerveer teaches courses focusing on recreation leadership and administration, recreation for individuals with special needs, and principles of aging and physical activity. Her scholarly engagement activities involve 55+/Road Scholar educational adventure programs in lifelong learning. She also served as Coordinator for the interdisciplinary Gerontology Certificate Programs for over 10 years. Her major research interests embrace quality-of-life studies and rural aging with a focus on the elderly, physical activity, and recreation.

 

 

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Last Name: Martin
First Name: Bruce
Title: Chair, Recreation and Sport Pedagogy
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Email: martinc2@ohio.edu
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Office Address: McCracken Hall 202F
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Dr. Bruce Martin holds the B.A. in History from Virginia Commonwealth University, the M.S. in Experiential Education from Minnesota State University and the M.S. in Human Dimensions of Natural Resources from Colorado State University. He also holds the Ph.D. in Social Foundations of Education from the University of Virginia. Dr. Martin’s is an associate professor in the Department of Recreation and Sport Pedagogy whose teaching and research interests are focused on the practice of outdoor leadership and psychosocial processes and outcomes related to adventure programming.


Most Recent Publications:

Martin, B., Groff, D. G., & Battaglini, C. L. (2014). Negotiating the cancer experience through challenge course programming. Therapeutic Recreation Journal, 48(3), 211-228.

Wilson, W. R., Szolosi, A. M., Martin, B., & Scanlon, S. J. (2014). Identifying with the Gunks: Investigating the effect that serious leisure participation and place attachment have on environmental concern among traditional climbers. Journal of Outdoor Recreation, Education, & Leadership, 6(2), 114-132.

Bentley, M. L., Mueller, M. P., Martin, B. (Eds.). (2014). Connecting children with nature: Ideas and activities for parents and teachers. Bethany, OK: Wood ‘N’ Barnes Publishing.

Martin, B., & Wagstaff, M. (Eds.). (2012). Controversial issues in adventure programming. Champaign, IL: Human Kinetics.

Dexel, L., Martin, B., Black, L., & Yoshino, A. (2011). Re-thinking group development in adventure programming: A qualitative examination. Research in Outdoor Education, 10, 74-86.

Martin, B., & Dexel, L. (2010). Conflict on Core Sound: Understanding the influence of goal conflict on group decision-making during a sea kayaking expedition. In L. Black (Ed.), Group communication: Cases for analysis, appreciation, and application . Dubuque, IA: Kendall Hunt Publishing.

Austin, M. L., Martin, B., Yoshino, A., Schanning, K., Ogle, D., & Mittelstaedt, R. (2010). The intersection of community and place in an outdoor orientation program. Journal of Outdoor Recreation, Education, & Leadership, 2(1) , 74-92.

Martin, B., Bright, A., Cafaro, P., Mittelstaedt, R., & Bruyere, B. (2009). Assessing the development of environmental virtue among 7th & 8th graders in an Expeditionary Learning Outward Bound school. Journal of Experiential Education, 31(3), 341-358.

Martin, B., Schmid, D., & Parker, M. (2009). An exploration of judgment and decision making among novice outdoor leaders: A dual-processes approach. Journal of Outdoor Recreation, Education, and Leadership, 1(1), 38-55.

Allman, T., Mittelstaedt, R., Martin, B., & Goldenberg, M. (2009). Exploring the motivations of BASE jumpers: Extreme sport enthusiasts. Journal of Sport & Tourism, 14(4), 229-247.

Connolly, P., Hinton, J., & Martin, B. (2009). The development of technical standards for undergraduate studies in Recreational Therapy. American Journal of Recreational Therapy, 8(3), 31-40.

Hartman, M., Martin, B., Mittelstaedt, R., & Bower, D. (2009). The development of ecological literacy among novice outdoor leaders. Journal of Outdoor Recreation, Education, and Leadership, 1(2), 122-139.

Goldenberg, M., & Martin, B. (Eds.). (2008). Outdoor adventures: Hiking and backpacking. Champaign, IL: Human Kinetics.

Martin, B., Cashel, C., Wagstaff, M., & Breunig, M. (2006). Outdoor leadership: Theory and practice.  Champaign, IL: Human Kinetics.

Martin, B.  (2003). Wayside attractions: The negotiation of aspirations and careers among African-American adolescent males in an urban alternative school. Cresskill, NJ: Hampton Press.

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Last Name: Kennedy
First Name: Chris
Title: Associate Lecturer, Teacher Education
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Email: kennedyc@ohio.edu
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Office Address: McCracken Hall 309PP
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Phone: 740.597.3365
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Mr. Christopher Kennedy earned the Bachelor of Sciences degree in Sports Science and Early Childhood Education and Master of Education degree in Reading Education from OHIO University in Athens, Ohio. He is currently working on his Doctorate in Educational Administration from OHIO University.  Mr. Kennedy teaches courses in early childhood reading methods, reading assessment and remediation, developmental reading instruction, and content area literacy. He is the coordinator of two professional development school partnerships: the Morrison-Gordon Early Childhood Partnership and the East Elementary Middle Childhood Partnership.  His research is focused on how PDS partnership experiences prepare teacher candidates to teach reading and how PDS partnerships influence student learning in the partnering PK-12 schools.

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Last Name: Bhat
First Name: Christine Suniti
Title: Professor, Counseling and Higher Education
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Email: bhatc@ohio.edu
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Office Address: McCracken Hall 432F
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Fax: 740.593.0477
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Dr. Christine Suniti Bhat, PhD, LPC, LSC (Ohio) – Professor, Counselor Education

  • Ph.D. in Counselor Education from Ohio University, USA.
  • M.Psych in Organisational Psychology from Monash University, Australia
  • M.A. in Industrial Psychology from Bangalore University, India

Dr. Bhat has been a faculty member at Ohio University since 2006, and served as the program coordinator from 2013-2015. Previously Dr. Bhat was a Counselor Educator at California State University, Long Beach. In addition to experience in academia, Dr. Bhat has extensive international experience as an educator, counselor and psychologist in diverse work environments such as the Australian military, non-profit agencies, schools, and universities. She is active in state and national leadership positions, and currently serves as President of the Association for Specialists in Group Work (ASGW), a division of the American Counseling Association. Previously Dr. Bhat served as the Treasurer of Chi Sigma Iota Counseling Academic and Professional Honor Society (2015-2017) and President of the Ohio Counseling Association (2012). She is a licensed professional counselor and a licensed school counselor in Ohio. Dr. Bhat’s research has focused on cyberbullying prevention and group counseling in recent years. She is the Principal Investigator and Project Director of a multi-year federal grant for $563,000.00 that supports counseling students with paid internships.

Recent Publications: Peer-Reviewed Articles

Bhat, C.S. (2017). Proactive Cyberbullying and Sexting Prevention in Australia and the USA. Journal of Psychologists and Counsellors in Schools, 1-11. doi:10.1017/jgc.2017.8

 

Bhat, C. S., *Ragan, M. A., Selvaraj, P. R., Shultz, B. (2017). Online Bullying Among High School Students in India.  International Journal for the Advancement of Counselling, 38, 319-329.  doi: 10.1007/s10447-017-9286-y. Link: http://link.springer.com/article/10.1007/s10447-017-9286-y

 

Chang, S., Bhat, C. S., & Chen, Y. (2017). Experiential Group Training and Group Leadership Development in Taiwanese School Counselor Trainees. Asia Pacific Journal of Counselling and Psychotherapy, 8,(1), 66-85. doi: http://dx.doi.org/10.1080/21507686.2016.1264435

Eprint: http://www.tandfonline.com/eprint/SMaT3yvdk5vxXVEzPnfb/full

 

Bhat, C. S., & McMahon, M. (2016). Internationalization at Home for Counseling Students: Utilizing Technology to Expand Global and Multicultural Horizons. International Journal for the Advancement of Counselling, 38, 319-329.  doi: 10.1007/s10447-016-9274-7

Link: http://rdcu.be/mGAR

 

Bhat, C. S., Chang, S. & *Ragan, M. (2013). Cyberbullying in Asia. Education about Asia, (18), 2, 36-39.

 

Chang, S., & Bhat, C. S. (2013). Counseling licensure in Taiwan. Asia Pacific Journal of Counselling and Psychotherapy, 4, (1). doi: 10.1080/21507686.2013.773921

Pan, J. D. P., Fan, A. C., Bhat, C. S., & Chang, S. (2012). Associations among self-concept, verbal behaviors, and group climate early in the group counseling process. Psychological Reports: Mental & Physical Health, 111, 3, 739-754. doi: 10.2466/02.17.21.PR0.111.6.739-754

Pillay, Y., & Bhat, C.S. (2012): Facilitating support for students with Asperger's Syndrome. Journal of College Student Psychotherapy, (26), 2, 140-154. doi: 10.1080/87568225.2012.659161

Recent Publications: Books/Book Chapters

Bhat, C. S., Pillay, Y., & *Selvaraj, P.R. (Eds.). (2015). Group Work Experts Share Their Favorite Activities for the Prevention and Treatment of Substance Use Disorder. Association for Specialists in Group Work. Alexandria, VA: Association for Specialists in Group Work (ASGW).

Bhat, C. S. (2015). Substance Use Disorders, ASGW, and the Well- Informed Practice of Group Work. In C. S. Bhat, Y. Pillay, & P.R. Selvaraj (Eds.). Group work experts share their favorite activities for prevention and treatment of substance use disorders. (pp. 12–14). Alexandria, VA: Association for Specialists in Group Work.

Bhat, C. S. & *Kalkan, B. (2015). Evaluation and Research in Groups for Substance Use Disorders. In C. S. Bhat, Y. Pillay, & P. R. Selvaraj (Eds.). Group work experts share their favorite activities for prevention and treatment of substance use disorders. (pp. 96-101). Alexandria, VA: Association for Specialists in Group Work.

Bhat, C. S. (2014).  Using Questions to Make Sure Students Learned what you wanted them to Learn from the Activity.  In J. DeLucia-Waack, S. Korta, K. Maertin, E. Martin, L. Zawadzki, & F. Colvin (Eds.), School counselors share their favorite classroom guidance activities: A guide to choosing, planning, conducting, and processing (pp. 70-73.).  Alexandria, VA: Association for Specialists in Group Work.

Bhat, C. S., & Lopez, C. (2014).  Data and Accountability: Evaluation of Classroom Guidance Activities. In J. DeLucia-Waack, S. Korta, K. Maertin, E. Martin, L. Zawadzki, & F. Colvin (Eds.), School counselors share their favorite classroom guidance activities: A guide to choosing, planning, conducting, and processing (pp. 33-37). Alexandria, VA: Association for Specialists in Group Work.

Lopez, C. & Bhat, C.S. (2014). There’s Power in Being a Bystander...Use it or Lose it!  In J. DeLucia-Waack, S. Korta, K. Maertin, E. Martin, L. Zawadzki, & F. Colvin (Eds.), School counselors share their favorite classroom guidance activities: A guide to choosing, planning, conducting, and processing (pp. 320-323).  Alexandria, VA: Association for Specialists in Group Work.

*co-authors were students at the time of publication.

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uuid: 10CF6179-5056-A800-484A5DA672FAB4A5
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mgtPageId (hidden):
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Last Name: Hartman
First Name: Cindy
Title: Associate Lecturer, Educational Studies
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Email: hartmanc@ohio.edu
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Office Address: McCracken Hall 322A
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Cindy Hartman holds the B.S. in Elementary Education from Bowling Green State University and the M.Ed. in Educational Administration from The University of Akron. She has served as a teacher, principal, and superintendent in area schools and has an interest in educational equity for students in rural schools, especially Appalachian Ohio.

 

Ms. Hartman currently serves as the associate director of the Coalition of Rural and Appalachian Schools and as co-coordinator of the educational administration program where she also is a faculty member teaching courses in the principal preparation program and the general masters program. Ms. Hartman also serves as the facilitator for the CARE partnership with the Federal Hocking Local Schools.

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uuid: 1101C644-5056-A800-487B4EB3302177C7
Research Interests:
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mgtPageId (hidden):
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Last Name: Dani
First Name: Danielle
Title: Associate Professor, Teacher Education
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Email: dani@ohio.edu
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Office Address: McCracken Hall 309BB
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Phone: 740.593.4438
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Dr. Danielle Dani holds the B.S. and the M.S. in Biology from the American University of Beirut, in Beirut, Lebanon. In 2004 she received the Ph.D. in Education from the University of Cincinnati. Dr. Dani is an associate professor in the Department of Teacher Education, where she teaches undergraduate and graduate courses in secondary, middle childhood, and early childhood education, as well as courses in curriculum and instruction. Her research investigates strategies for developing teacher knowledge and skills for teaching STEM ideas and practices in place-based and culturally relevant ways. Dr. Dani is additionally interested in promoting teacher development through a focus on reflection, discourse, and action research. 


Most Recent Publications

 

Henning, J. E., Dani, D. E., & Weade, G. (2012). The discourse and reflections of teacher candidates during an early field experience. The New Educator, 8, 283-307

 

Dani, D. E. (2011). Sustainability as a framework for analyzing socioscientific issues. International Electronic Journal of Environmental Education2,

 

Dani, D. E., Klein, R., & Gut, D. M. (2011). An integrative professional development model in mathematics, science, and differentiated instruction.Ohio Journal of Teacher Education, 24 (1), 5-12.

 

Dani, D., Meyer, H., & Jackson, D. (2010) Preservice teachersviews of culturally diverse students: A case study. Studies in Educational Research, 31, 17-48.

 

Dani, D. E., Wan, G., & Henning, J. E. (2010). A case for media literacy in the context of socioscientific issues. New Horizons in Education, 58, 85-98.

 

Dani, D. (2009). Scientific literacy and purposes for teaching science: A case study of Lebanese private school teachers. International Journal of Environmental & Science Education4(3), 289-299.

 

Dani, D. E., & Koenig, K.M. (2008). Technology and reform-based science education. Theory into Practice47, 204-211.

Baydoun, E. A-H, Abdel-Massih, R. M., Dani, D., Rizk, S.E., & Brett, C.T. (2001).  Galactosyl- and fucosyltransferases in etiolated pea epicotyls: product identification and sub-cellular localization. Journal of Plant Physiology, 158, 145-150.

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uuid: 1180830A-5056-A800-48F3AC1DD7E06A36
Research Interests:
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mgtPageId (hidden):
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Last Name: Twilley
First Name: Danny
Title: Associate Lecturer, Recreation & Sport Pedagogy
Vacant Position?:
Email: twilley@ohio.edu
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Office Address: McCracken Hall 202D
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Phone: 740.597.3109
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Danny Twilley holds the B.S. in Physical Education from Salisbury University in Maryland and the M.S. in Recreation Studies from Ohio University. Twilley teaches undergraduate courses in recreational programming, recreation for individuals with disabilities, outdoor physical education, wilderness literature and wilderness first aid. He also serves as the coordinator for the Basic Instruction Program in the Department of Recreation and Sport Pedagogy.

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uuid: 12FBA807-5056-A800-48F81EC875EE9524
Research Interests:
Education:
mgtPageId (hidden):
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Last Name: Carr
First Name: David
Title: Associate Professor, Recreation and Sports Pedagogy
Vacant Position?:
Email: carrd@ohio.edu
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Website:
Office Address: McCracken Hall 202L
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Phone: 740.593.4651
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Dr. David Carr holds the B.S. in Health and Physical Education from the University of Maine and the M.S. in Physical Education Pedagogy from Marshall University. He also holds the Ed.D. in Curriculum and Instruction with an emphasis in Physical Education and Sport Pedagogy from Virginia Tech.

 

Dr. Carr developed the masters degree program in coaching education in 2001 and designed the curriculum for online delivery in 2008. He is currently developing a new online masters degree for soccer coaches in conjunction with the National Soccer Coaches Association of America (NSCAA). Dr. Carr participated in the development of a Soccer for Education and Cultural Affairs Program (joining with Play Soccer Nonprofit International and the US Department of State). This collaboration supported the delivery of a program called Coaching the Whole Childfor 40 soccer coaches from Ghana, Senegal, and South Africa. Dr. Carr is a national staff coach for the United States Youth Soccer Association (USYSA) and the 2009 USYSA Thomas J. Fleck Award recipient for excellence in coaching education.

His major research interests include youth sports, coaching education, and cultural influences on sports.

 

Most Recent Publications:

 

Carr, D.B. (2010). Physical education teacher education programs need to encourage coaching education.Journal of Physical Education, Recreation and Dance, 81 (9), 6, 14.

 

Quinn, R., & Carr, D.B. (2006). Developmentally appropriate soccer activities for elementary school children. Journal of Physical Education, Recreation and Dance, 77 (5), 13-17.

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uuid: 131A94AE-5056-A800-48C0A7F4D4218F23
Research Interests:
Education:
mgtPageId (hidden):
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Last Name: Horton
First Name: David
Title: Associate Professor, Counseling and Higher Education
Vacant Position?:
Email: hortond@ohio.edu
Secondary Email:
Website:
Office Address: McCracken Hall 432G
Campus:
Phone: 740.593.4163
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Dr. David Horton Jr., holds the B.S. in History and the M.L.A. in History from Dallas Baptist University. He earned the Ph.D. in Higher Education Administration from the University of Florida. In 2009 Dr. Horton was awarded the Outstanding Dissertation Award from the Southeastern Association for Community College Research (SACCR) for his dissertation titled, Comparative Study Of The Persistence And Academic Success Of Florida Community College Student-Athletes And Non-Athlete Students: 2004 to 2007.

 

Most Recent Publications:

 

Mendoza, P., Horton, D., Jr., & Mendez, J. P. (2012). Retention among community college student-athletes. Community College Journal of Research and Practice, 36(3), 201-219.

 

Hoffman, J. L., & Horton, D., Jr. (2011). State gender law and athletic participation among community colleges in Washington state. Community College Journal of Research and Practice, 35(1), 165-178.

 

Horton, D., Jr. (2011). Man-to-man: An exploratory study of coachesimpact on Black male student-athlete success at HBCUs. In R.T. Palmer & J.L. Wood (Eds.), Black men in college: Implications for HBCUs and beyond (pp. 138-147). New York, NY: Routledge, Taylor and Francis.

 

Horton, D., Jr. (2011). Developing an institutional culture toward degree attainment for student athletes. In E. M. Cox & J. S. Watson (Eds.),Marginalized students. New Directions for Community Colleges, 155, 27-33. San Francisco, CA: Jossey-Bass.

 

Ponjuan, L., & Horton, D., Jr. (2010). Tenure and African American faculty.Encyclopedia of African American Education (pp. 619-621). Thousand Oaks, CA: Sage.

 

Hagedorn, L.S., & Horton, D., Jr. (Eds.). (2009). Student athletes and athletics. New Directions for Community Colleges, 147.  San Francisco, CA: Jossey-Bass.

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uuid: 140A79D7-5056-A800-483703631FD8F491
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mgtPageId (hidden):
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Last Name: Moore
First Name: David Richard
Title: Professor, Educational Studies
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Email: moored3@ohio.edu
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Office Address: McCracken Hall 302U
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Phone: 740.597.1322
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Dr. David Richard Moore holds the B.S. in Agricultural and Applied Economics from Virginia Tech. He also holds the M.S. in Training and Development and the Ph.D. in Instructional Systems Design, both from Virginia Tech. Dr. Moore teaches courses in Instructional Design, Computer-based Instruction, and Philosophy of Instructional Technology. His research interests include computer assisted learning, simulations, and instructional design, instructional technology, and spatial response assessment.

 

Most Recent Publications:

 

Moore, D.R., & Hsiao, E. (2012). Concept learning and the limitations of arcade-style games. International Journal of Game-Based Learning (IJGBL), 2(3), 1-10. doi:10.4018/ijgbl.2012070101

 

Ahn, J., & Moore, D. (2011). The relationship between students accent perception and accented voice instructions and its effect on students achievement in an interactive multimedia environment. Journal of Educational Multimedia and Hypermedia, 20(4), 319-335.

 

Hsu, C-H, & Moore, D. R. (2011). Formative research on the Goal-based Scenario model applied to computer delivery and simulation. The Journal of Applied Instructional Design, 1(1), 13-24.

 

Moore, D. R. (2011). Technology literacy: The extension of cognition. International Journal of Technology and Design Education, (22)2, pp. 185-193.

 

Moore, D.R. (2009). Designing online learning with Flash San Francisco: Pfeiffer & Jossey Bass.

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uuid: 142E93B7-5056-A800-4801FEC2EA106E24
Research Interests:
Education:
mgtPageId (hidden):
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Last Name: Gut
First Name: Dianne
Title: Associate Professor, Teacher Education
Vacant Position?:
Email: gut@ohio.edu
Secondary Email:
Website:
Office Address: McCracken Hall 309DD
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Phone: 740.593.0874
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Dianne Gut holds the B.S. in Education from Cleveland State University and the M.Ed. in Special Education from Notre Dame College of Ohio. She received the Ph.D. in Special Education and Learning Disabilities from the University of North Carolina at Chapel Hill. Dr. Gut teaches graduate and undergraduate courses in Special Education and Curriculum and Instruction. Her major research interests include social and academic interventions for students with disabilities in low resource schools, transition planning, mentoring for preservice and inservice teachers, and integrating 21st century skills into curriculum in the content areas.

 

Most Recent Publications:

 

Alquraini, T., & Gut, D. (2012). Critical components of successful inclusion of students with severe disabilities: Literature review. International Journal of Special Education, 27(1), 42-59.

 

Wan, G., & Gut, D. M. (2011). Roles of media and media literacy education: Lives of Chinese and American adolescents. Iberoamerican Communication Review. [Updated and Spanish translation.] Available online fromhttp://www.infoamerica.org/icr/revista.htm

 

Gut, D. M. (2011). Integrating 21st century skills into the curriculum. In G. Wan, & D. M. Gut (Eds.), Bringing schools into the 21st century (pp. 137-158). New York: Springer Verlag.

 

Wan, G., & Gut, D. M. (Eds.). (2011). Bringing schools into the 21stcentury. New York: Springer Publishing Company.

 

Gut, D. M. (2009). Why and how? Responding to the call to infuse 21stcentury skills into the social studies curriculum. Ohio Social Studies Review, 45(1), 7-14.

 

Wan, G., & Gut, D. M.  (2008). Media use by Chinese and U.S. secondary students:  Implications for media literacy education.  Theory Into Practice, 47(3), 178-185.

 

Wan, G., & Gut, D. M. (2008).  Roles of media and media literacy education:  Lives of Chinese and American adolescents.  New Horizons of Education, 56(2), 28-42.

 

Gut, D. M., Farmer, T. W., Bishop, J. L., Hives, J., Aaron, A., & Hunter, F. (2004).  The school engagement project:  Academic engagement enhancement. Preventing School Failure, 48(2), 4-9.

Gut, D. M., Oswald, K. M., Leal, D. J., Frederiksen, L., & Gustafson, J. M.  (2003). Collaboration in teacher preparation:  A general-special education collaborative partnership.  College Student Journal, 37(1), 111-127.

Gut, D. M., & Safran, S. P.  (2002). Cooperative learning and social stories:  Effective social skills strategies for reading teachers.  Reading and Writing Quarterly, 18(1), 1-5.

Cadwallader, T. W., Farmer, T. W., Cairns, B. D., Leung, M., Clemmer, J. T., Gut, D. M., & Reese, L. (2002). The social relations of rural African American early adolescents and proximal impact of the school engagement project.  Journal of School Psychology, 40(3), 239-258.

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uuid: 147ADB0F-5056-A800-48DDCB1AD4F9C56B
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Last Name: Brown
First Name: Donald
Title: Associate Lecturer, Human and Consumer Sciences
Vacant Position?:
Email: brownd14@ohio.edu
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Office Address: McCracken Hall 121M
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Phone: 540.257.0535
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Donald Brown holds the M.B.A. in Executive Management from the Dauch College of Business and Economics at Ashland (Ohio) University and the B.A. in Political Science, with a minor in Sociology, from the College of Arts and Sciences at The Ohio State University. Brown is an assistant professor in the Department of Human and Consumer Sciences Education and teaches courses in hospitality. He also has extensive experience with business management and customer service in the private club industry.

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uuid: 149E2D91-5056-A800-48FBF19BE690AF1B
Research Interests:
Education:
mgtPageId (hidden):
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Last Name: Geist
First Name: Eugene
Title: Associate Professor, Teacher Education
Vacant Position?:
Email: geist@ohio.edu
Secondary Email:
Website:
Office Address: McCracken Hall 309HH
Campus:
Phone: 740.593.2882
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Dr. Eugene Geist holds the B.A. in History and a MEd in Child Development and Early Childhood Education from the University of Cincinnati. He received his Ph.D. from the University of Alabama at Birmingham in Early Child Development and Education with a specialization in Piagets Constructivism. Currently his is an associate professor. Dr. Geist has teaching responsibilities in the Early Childhood Education program, the Connivino Honors Program and the Doctoral program in Curriculum and Instruction. His areas of expertise include child development, constructivism, and the development of mathematical knowledge in young children. 


Most Recent Publications:

 

Geist, K., & Geist E. (2012). The use of music to enhance mathematical learning: A review of the literature. Music Therapy Perspectives 30(1) in press.

 

Geist, E. (2012). A qualitative study of two-year olds interaction with pad based interactive technology. Journal of instructional Psychology 39(3), 26-35.

 

Geist, K., Geist E. & Kuznik, K. (2012). The pattern of music: Learning mathematics through beat, rhythm, and melody. Young Children, 67(1), 74-79.

 

Geist, E. (2011) The game changer: Using ipads in college teacher education classes. College Student Journal 45(4), 758-768.

 

Duffrin M., Geist E. A. & Little J.R. (2011). Eating up math. Teaching Young Children Mathematics 17(9), 568-572.

Geist, E. (2010). The anti-anxiety curriculum: Combating math anxiety in the classroom. Journal of Instructional Psychology, 37(1) 24-31.

 

Geist, E., & Geist, K. (2009).  In service training of head start teachers to overcome early risks of mathematics failure: The MATHSTAAR program.College Student Journal 43(4), 988-999.

 

Geist, E., & Hohn, J. (2009). Encouraging creativity in the face of administrative convenience: How our schools discourage divergent thinking. Education, 130(1), 141-150.

 

Geist, E. (2009). Children are born mathematicians: Supporting development in young children. Upper Saddle River, NJ: Prentice-Hall.

 

Geist, E., & King, M. (2008). Different, not better: Gender difference in mathematics learning and achievement. Journal of Instructional Psychology35(1), 43-52.

 

Geist, E., & Geist, K. (2008). Do Re Mi, 1-2-3: That's how easy math can be: Using music to support emergent mathematics. Young Children63(2), 20-25.

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uuid: 16460053-5056-A800-48F9B41696C989AA
Research Interests:
Education:
mgtPageId (hidden):
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Last Name: Weade
First Name: Ginger
Title: Professor, Teacher Education
Vacant Position?:
Email: weade@ohio.edu
Secondary Email:
Website:
Office Address: McCracken Hall 309G
Campus:
Phone: 740.597.1480
Fax: 740.593.0477
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Dr. Ginger Weade holds the B.S. in Education from Ohio University, and the M.Ed. from The Ohio State University.She completed the Ph.D. in Education at The Ohio State University.Dr. Weade teaches courses in Methods of Teaching Social Studies, as well as courses in Action Research, Portfolio Development, and Special Topic at the master's and doctoral levels.Dr. Weade is Program Coordinator for the Advanced Master's in Curriculum and Instruction ~ Online.Her primary research interests are in studies of teaching, teacher preparation, classroom processes, instructional design, portfolio development, and action research.Prior research explored the social and discursive practices of everyday life and learning in classrooms, through sociolinguistic and ethnographic perspectives.

Recent Publications:

Howley, M.D.. Howley, A., Henning, J.E., Gillam, M.B. & Weade, G.(2013). Intersecting domains of assessment knowledge: School typologies based on interviews with teachers. Journal of Educational Assessment, 8(1), 26-48.

Henning, J. E., Dani, D. E., Weade, G. (2012).The discourse and reflections of teacher candidates during an early field experience.The New Educator, 8(4), 283-307.

Henning, J., Weade, G., Geist, G. (2011).Using design thinking to turn Teacher Education "Upside Down": Implementing NCATE's Blue Ribbon Panel Report. The Ohio Journal of Teacher Education, 24(2), 31-36.

Middleton, R.A., & Weade, G. Laboratory Schools. (2010).In T. Hunt, J. Carper, T. Lasley, & C. Raisch (Eds.), Encyclopedia of Educational Reform and Dissent. Thousand Oaks, CA: Sage.

Advanced Degree Students Recently Completed:

2012 Winarti, Ph.D. Eny. School-level curriculum: Learning from a rural school in Indonesia.Chair.

2011Karmila Macmud, Ph.D.The Integration of Technology in a Decentralized Curriculum Setting: The Case of English as a Foreign Language (EFL) Instruction in Indonesia.Chair.

2011Kayla Shinew, Ph.D.Entry-level Athletic Trainers' Perceived Adequacy of Clinical Education in Preparation for Confident Professional Practice.Chair

 
 

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uuid: 1683F3B7-5056-A800-48AAE26D48DA8E4E
Research Interests:
Education:
mgtPageId (hidden):
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Last Name: Doston
First Name: Glenn
Title: Professor Emeritus, Counseling and Higher Education
Vacant Position?:
Email: doston@ohio.edu
Secondary Email:
Website:
Office Address: McCracken Hall 218B
Campus:
Phone: 740.593.4462
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Biography:

Dr. Glenn Doston holds the B.S. in Secondary Education and Political Science from Southern University, and the M.A. in Social Science from Southern University. He received the Ph.D. in Interdisciplinary Education from Northwestern University. Dr. Doston teaches courses in counselor education. His major research interests include clinical field based experiences, moral education, and multicultural education. Dr. Doston served as the Senior Associate Dean of the college for six years. He currently serves as special assistant to the Dean in the Patton College.

 

Most Recent Publications:
 
Doston, G. A. (2003). Deans, diversity, and leadership in SCDEs. Briefs: American Association of Colleges for Teacher Education (AACTE), 24(2), 8-10.
 
Doston, G. A., & Tromski, D. (2003). Interactive drama: A method for experimental multicultural training. Journal of Multicultural Counseling and Development31(1), 52-62.
 
Doston, G. A., & Garrett, J. (2001). Understanding your Christian students' attitude towards racism: Does training in the Christian religion cause racial prejudice? In R. M. Duhon-Sells, A.M. Duhon-Ross, & G.M. Duhon (Eds.),Scholars teaming to alleviate racism in society (STARS) (pp. 41-48). Lewiston, NY: The Edwin Mellen Press.

subsite: /education/manage/
subsitehome: /education/
uuid: 16A9298D-5056-A800-485BA010C9F47C38
Research Interests:
Education:
mgtPageId (hidden):
Prefix:
Last Name: Brooks
First Name: Gordon
Title: Professor, Educational Studies
Vacant Position?:
Email: brooksg@ohio.edu
Secondary Email:
Website:
Office Address: McCracken Hall 302Q
Campus:
Phone: 740.593.0880
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Dr. Gordon Brooks received the B.A. in Computer Science and Economics from the College of William and Mary. He holds the M.A. in Interpersonal and Organizational Communication from Ohio University and the Ph.D. in Educational Research and Evaluation from Ohio University. Dr. Brooks teaches courses in the Educational Research and Evaluation program. His scholarship examines statistical techniques as well as the teaching of statistics, and he also develops software programs that help instructors explain statistical concepts.


Most Recent Publications: 

Li, Y., Brooks, G. P., & Johanson, G. A. (2012). Item discrimination and Type I error in the detection of differential item functioning. Educational and Psychological Measurement, 72, 847-861. doi:10.1177/0013164411432333

 

Brooks, G. P., & Johanson, G. A. (2011). Sample size considerations for multiple comparison procedures in ANOVA. Journal of Modern Applied Statistical Methods, 10(1), 97-109.

 

Adusah, A., & Brooks, G. P. (2011). Type I error inflation of the separate-variances Welch t test with very small sample sizes when assumptions are met. Journal of Modern Applied Statistical Methods, 10(1), 362-372.

 

Brooks, G. P. (2011). Qualitative experimentation, local generalizability, and other oxymoronic opportunities for educated researchers. Mid-Western Educational Researcher, 24(4), 10-20.

 

Johanson, G. A., & Brooks, G. P. (2010). Initial scale development: Sample size for pilot studies. Educational and Psychological Measurement, 70, 394-400. doi:10.1177/0013164409355692

 

Fang, H., Brooks, G. P., Rizzo, M. L., Espy, K. A., & Barcikowski, R. S. (2009). Power of models in longitudinal study: Findings from a full-crossed simulation design. Journal of Experimental Education, 77, 215-254. doi:10.3200/JEXE.77.3.215-254

 

Fang, H., Brooks, G. P., Rizzo, M. L., Espy, K. A., & Barcikowski, R. S. (2008). A Monte Carlo power analysis of traditional repeated measures and hierarchical multivariate linear models in longitudinal data analysis. Journal of Modern Applied Statistical Methods, 7(1), 101-119

 

Brooks, G. P. (2008). A Monte Carlo program for multiple linear regression.Multiple Linear Regression Viewpoints, 34(2), 15-43. Retrieved from http://www.mlrv.ua.edu/ejournal.html

 

Johanson, G. A., & Brooks, G. P. (2008). Differential person functioning applied to baseball. Perceptual and Motor Skills, 107, 791-799. doi: 10.2466/pms.107.3.791-799

 

Brooks, G. P. (2008). Using SPSS for introductory statistical analyses. In B. T. Erford, (Ed.). Research and Evaluation in Counseling (pp. 240-291). Boston: Lahaska Houghton Mifflin.

 

Kanyongo, G. Y., Brooks, G. P., Blankson, L. K., & Gocmen, G. (2007). Reliability and statistical power: How measurement fallibility affects power and required sample sizes for several parametric and nonparametric statistics. Journal of Modern Applied Statistical Methods(1), 81-90.

 

Freeman, M. L., Conley, V. M., & Brooks, G. P. (2006). Successful vertical transitions: What separates community college transfers who earn the baccalaureate from those who don't? Journal of Applied Researched on the Community College, 13, 141-150.

 

Fang, H., Brooks, G. P., Rizzo, M. L. & Barcikowski, R. S. (2006). An empirical power analysis of multilevel linear model under three covariance structures in longitudinal data analysis. 2006 Proceedings of the American Statistical Association, Section on Quality and Productivity [CD-ROM]. Alexandria, VA: American Statistical Association.

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uuid: E64F9E85-5056-A800-4847785D02618BD5
Research Interests:
Education:
mgtPageId (hidden):
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Last Name: Foley
First Name: Gregory D.
Title: Robert L Morton Endowed Chair
Vacant Position?:
Email: foleyg@ohio.edu
Secondary Email:
Website:
Office Address: McCracken Hall 321D
Campus:
Phone: 740.593.4430
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Dr. Greg Foley received B.A. and M.A. degrees in Mathematics from The University of Texas at Austin and the Ph.D. in Mathematics Education also from The University of Texas at Austin. Foley currently serves as the Robert L. Morton Professor of Mathematics Education in The Patton College and has a courtesy appointment in the Department of Mathematics. He has taught basic arithmetic through graduate-level mathematics, as well as undergraduate- and graduate-level education classes. Dr. Foley’s research, curriculum development, and professional development for teachers focus on the mathematical transition from secondary to postsecondary education. His scholarly interests include cognitively demanding tasks, inquiry-based instruction, tools and technology to enhance student construction of knowledge, spatial thinking, quantitative literacy, financial modeling, teacher professional development in statistics and modeling, mathematics language acquisition, mathematical proficiency for teaching, and technological pedagogical mathematical and statistical knowledge.

Selected Recent Publications:

Foley, G. D., Butts, T. R., Phelps, S. W., & Showalter, D. A. (2017). Advanced quantitative reasoning: Mathematics for the world around us (Revised ed.). Austin, TX: AQR Press. 

Demana, F. D., Waits, B. K., Foley, G. D., Kennedy, D., & Bock, D. E. (2015). Precalculus: Graphical, numerical, algebraic (9th ed.). Boston, MA: Pearson.

Foley, G. D. (2014). Mentoring doctoral students. In A. Howley & M. B. Trube (Eds.), Mentoring in the professions: Orienting toward the future (pp. 205–221). Charlotte, NC: Information Age. 

Foley, G. D., & Butts, T. R. (2014). Media clips: Pythagorean baseball. Mathematics Teacher, 107, 649–651. 

Adabor, J. K., & Foley, G. D. (2013). Shape affects the sound of a drum: Modeling area and perimeter. Ohio Journal of School Mathematics, 68, 1–6. 

Foley, G. D., Khoshaim, H. B., Alsaeed, M., & Er, S. N. (2012). Professional development in statistics, technology, and cognitively demanding tasks: Classroom implementation and obstacles. International Journal of Mathematical Education in Science and Technology, 43, 177–196. doi:10.1080/0020739X.2011.592616

 

Henning, J. E., McKeny, T., Foley, G. D., & Balong, M. (2012). Mathematics discussions by design: Creating opportunities for purposeful participation. Journal of Mathematics Teacher Education15, 453–479. doi: 0.1007/s10857-012-9224-1.

Foley, G. D. (2011). The shape of an ellipse. Mathematics Teacher, 105, 274–279. Plus online appendix (Reprinted in 2012 in The Centroid, 38(1), 8–13.

Foley, G. D., Strayer, J. F., & Regan, B.  (2010). High school mathematics teacher professional development in data analysis, probability, and statistics. Journal of the Research Center for Educational Technology6(2), 4–17 and three appendices.  Available at http://www.rcetj.org/index.php/rcetj/article/view/132/217.

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uuid: E711E522-5056-A800-48BA71DDCAE69397
Research Interests:
Education:
mgtPageId (hidden):
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Last Name: Oh
First Name: Hyun-Ju
Title: Associate Professor, Recreation and Sport Pedagogy
Vacant Position?:
Email: oh@ohio.edu
Secondary Email:
Website:
Office Address: McCracken Hall 202g
Campus:
Phone: 740.597.1302
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Dr. Hyun-Ju Oh holds the B.S. in Physical Education from Ewha Womans University, Korea, the M.S. in Sport Coaching from United States of Sports Academy, AL, and the Ph.D. in Sport Pedagogy from the University of Utah, UT.­ She is an associate professor in the Department of Recreation and Sport Pedagogy, and specializes in Physical Education Teacher Education. Dr. Oh teaches courses on skill and fitness for physical education teachers, test and measurements, and professional internship. Dr. Oh's current research has focused on promoting healthier lifestyles for youth as part of an effort to reduce child obesity through school and community settings and designing effective interventions for youth living in rural Appalachian Ohio.

Recent Publications:

­Oh, H., & Rana, S. (2014). Pedometer-assessed physical activity levels of Rural Appalachian youth. The Physical Educator, 71(4), 539-557.
 
Oh, H. (2014). Taekwondo instructional and assessment strategies in authentic settings. Journal of Physical Education, Recreation and Dance, 85(1), 36-42.
 

Oh, H., Hannon, J.C., & Williams, D.P. (2012). Physical activity differences by birthplace and sex in youth of Mexican heritage.­Journal of Physical Activity and Health, 9(4), 500-507.

Leon, C., Oh, H., & Rana, S. (2012). A purposeful dynamic stretching routine.Strategies:A Journal for Physical and Sport Educators, 25(5), 16-19.

Xenos, A., Oh, H., & Hovatter, R. (2011). Assisting physical educators in promoting the affective domain using ODE academic standards for high school physical education.­Future Focus, 32(2), 18-23.
 

Oh, H., Bullard, S., & Hovatter, R. (2011). Speedminton: Using tactical games model in secondary physical education,­Strategies: A Journal for Sport and Physical Educators, 25(1), 26-30.

Gao, Z., Oh, H., & Sheng, H. (2011). Middle school students' body mass index and physical activity levels in physical education.­Research Quarterly for Exercise and Sport,­82(1), 145-150.

Oh, H., & Hovatter, R. (2010). Monitoring moderate to vigorous physical activity in high school­physical education.­Future Focus, 31(1), 18-25.

Oh, H., Hannon, J.C., & Banks, A. (2006). Teaching Taekwondo in physical education: Incorporating the color belt system.­Strategies, 20(1), 15-19.

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uuid: E7A7E241-5056-A800-48261A638F074AEF
Research Interests:
Education:
mgtPageId (hidden):
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Last Name: Hutchinson
First Name: Theodore
Title: Associate Professor, Educational Studies
Vacant Position?:
Email: hutchint@ohio.edu
Secondary Email:
Website:
Office Address: McCracken Hall 302X
Campus:
Phone: 740.593.9827
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Dr. Theodore J. Hutchinson holds the B.A. in Philosophy and the M.Ed. in Educational Psychology and School Counseling from the University of Washington. With the Ph.D. in Social Foundations and the Philosophy of Education from the University of Washington, Dr. Hutchinson teaches courses in the Cultural Studies in Education program. His major research interests include philosophies of education, the radical democratic community, anti-bias education, and pluralism (race, social class, gender and sexual orientation). Dr. Hutchinson also pursues scholarship using philosophical and narrative inquiry.


Most Recent Publications:

Hutchinson, J., & Hunt, J. (2008). Teaching for social justice – Teaching our children: A discussion with Susan Ohanian. Democracy & Education17(3), 4-7.

Hutchinson, J. (2005) Out of the Blue: Art is democratic. Democracy & Education15(3/4). 

Hutchinson, J. (2004). Democracy needs strangers and we are them. In A. Sidorkin & C. Bingham (Eds.), No education without relations (pp.73-90). New York: Peter Lang Publishing.

Hutchinson, J. (2004). Grassroots education and the necessity of relation.Philosophical Studies in Education35, 35-44.

Hutchinson, J. (2002). Education is a revolutionary thing. In Glascock, C., & Romano, R. (Eds.), Hungry Minds in Hard Times (pp.145-164). New York: Peter Lang.

Hutchinson, J. (2002). Cracks in the mirror: Education in a fractured world. Educational Studies33(3), 317-325.
    
Hutchinson, J. (2001). A queasy scholar considers cultural studies. Philosophy of Education Yearbook, 2000, 383-390.

Hutchinson, J. (1999). Students on the Margins: Education, Stories, Dignity. Albany: State University of New York Press.

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uuid: E805D943-5056-A800-48E412BF8C5AAD70
Research Interests:
Education:
mgtPageId (hidden):
Prefix:
Last Name: Jung
First Name: Jeesun
Title: Associate Professor, Teacher Education
Vacant Position?:
Email: jungj@ohio.edu
Secondary Email:
Website:
Office Address: McCracken Hall 309FF
Campus:
Phone: 740.597.3346
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Dr. Jeesun Jung holds the B.A. in Child Studies from Seoul Women’s University in Seoul, Korea. She holds the M.A. in Elementary Inclusive Education, the M. Ed. in Early Childhood Education, and the Ed.D. in Early Childhood Education, all from Teachers College, Columbia University. Dr. Jung teaches courses on observation and recording of young children’s behavior, diversity in early childhood education, infant and toddler development and education, and philosophy and theories of child development and teaching. Her research interests include infant development and education, play, caregivers' teaching practices, and diversity/multicultural education.

 

Most Recent Publications:

 

Jung, J. & Recchia, S. (2013). Scaffolding Infants' Play Through Empowering and Individualizing Teaching Practices. Early Education & Development, 24(6), 829-850.

 

Jung, J. (2013). Teachers' roles in infants' play and its changing nature in a dynamic group care context. Early Childhood Research Quarterly, 28, 187– 198.

Jung, J. (2012). Finding a culture of collegiality and mentorship as a support system for male preschool teachers. International Journal of Early Childhood Education, 18(2), 147-165.

Jung, J. (2011). Infant teachers' playfulness and infants' emotional distress, Early Child Development and Care, 181(10), 1397-1407.

Kwon, K., Suh, Y., Bang, Y., Jung, J., & Moon, S. (2010). The note of discord: Examining educational perspectives between teachers and Korean parents. Teaching and Teacher Education,26, 497-506.

Moon, S., Jung, J., Bang, Y., Kwon, K., & Suh, Y. (2009). "I Don't See Color. I Only See Children!": A Case Study of Teachers' Color-Blindness for Asian Students. US-China Review, 6(8), 80-84.

 

 

 

 

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uuid: E835354B-5056-A800-480796AF6ACE0D02
Research Interests:
Education:
mgtPageId (hidden):
Prefix:
Last Name: Safran
First Name: Joan
Title: Professor Emerita, Teacher Education
Vacant Position?:
Email: safranj@ohio.edu
Secondary Email:
Website:
Office Address: McCracken Hall 324
Campus:
Phone: 740.593.0739
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Dr. Joan Safran holds a B.A. in English from Connecticut College and M.Ed. in Special Education from Rutgers University. She also holds the Ph.D. in Learning Disabilities and Behavior Disorders from the University of Virginia. During the fall semester, she teaches courses in educational psychology and human development. Her primary research interests include methods of effective teaching and collaboration as well as the autistic spectrum disorder, Asperger Syndrome.

 

Most Recent Publications:

 

Howley, M., Howley, A.A., Helfrich, S., Harrison, L., Gillam, M., & Safran, J. S. (2012). A research-focused honors program for high-ability teacher-education students. Journal for the Education of the Gifted.

 

Safran, J. S. (2006). Middle and secondary students with Asperger Syndrome: Intervening for success. In L. Baker & L. Welkowitz (Eds.), Asperger Syndrome: Understanding interventions. Mahwah, NJ: Lawrence Erlbaum.

 

Safran, S.P., Safran, J.S., & Ellis, K. (2003). Intervention ABCs for children with Asperger Syndrome. Topics in Language Disorders, 23(2), 154-165.

 

Safran, J.S. (2002). A practitioner's guide to resources on Asperger Syndrome. Intervention in School and Clinic, 37(5), 283-291.

 

Safran, J. S. (2002). Supporting students with Asperger Syndrome in general education. Teaching Exceptional Children, 34(5), 60-66.

 

Safran, J.S., & Safran, S.P. (2001).  School-based consultation for Asperger Syndrome. Journal of Educational and Psychological Consultation, 12(4), 385-395.

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uuid: E8E32AF8-5056-A800-48A63D35087B507F
Research Interests:
Education:
mgtPageId (hidden):
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Last Name: Oswald
First Name: Karen M
Title: Senior Lecturer and Clinical Educator, Teacher Education
Vacant Position?:
Email: oswald@ohio.edu
Secondary Email:
Website:
Office Address: McCracken Hall 309J
Campus:
Phone: 740.593.0747
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Dr. Oswald holds the Ph.D. in Curriculum and Instruction, with an emphasis on Special Education from Ohio University. She also holds the M.Ed. in Multi-handicapped Education and Early Education of the Handicapped as well as the B.S. in Early Childhood Education and Special Education from Ohio University. She currently teaches courses in special education that include a methods course for mild to moderate majors, an introduction to special education for all education majors, and a course for special education yearlong interns to help them prepare for the completion of the edTPA. She supervises early field experiences for mild to moderate special education majors. She is a faculty representative for Tri County Career Center in Nelsonville, Ohio. Oswald is the faculty advisor for the Special Education Professional Development School Partnership in the Alexander School District. She collaborates with other faculty to provide co-teaching opportunities for mild to moderate special education and general education teacher candidates. Oswald is the faculty advisor for the Student Council for Exceptional Children (SCEC) that serves students with disabilities and their families in the greater Athens area through varies philanthropy and fundraising events.  

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uuid: E9E09AA6-5056-A800-48440AAB52DADEFD
Research Interests:
Education:
mgtPageId (hidden):
Prefix:
Last Name: Harrison
First Name: Lisa
Title: Associate Professor, Teacher Education
Vacant Position?:
Email: harrisl1@ohio.edu
Secondary Email:
Website:
Office Address: McCracken Hall 309W
Campus:
Phone: 740.593.2455
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Dr. Lisa Harrison holds the B.S. in Mathematics from Spelman College and the M.S.T in Secondary teaching from Pace University. She also holds the Ph.D. in Middle School Education from The University of Georgia. Dr. Harrison teaches courses in middle childhood education and teacher action research. Additionally, she serves as the Middle Childhood Education program coordinator.  Her major research interests include black young adolescent identity construction, teacher education preparation, and teaching for social justice.

Recent Publications:

Kennedy-Lewis, B., Brinegar, K., Hurd, E., &  Harrison, L. M., (2016) Synthesizing middle grades research on cultural responsiveness: The importance of a shared conceptual framework, Middle Grades Review, 2(3), 1-19.

Harrison, L. M. (2016). G. Stanley Hall. In S. B. Mertens, M. M. Caskey, & N. Flowers (Eds.), Encyclopedia of middle grades education (pp. 187-188). (2nd ed.). Charlotte, NC: Information Age Publishing.

Harrison, L. M., & Keifer Kennedy, M. (2016). Supporting middle level students, teacher candidates, and teachers through forming professional developmental school partnerships.  In P. B. Howell, J. Carpentar, & J. P. Jones (Eds.), Clinical preparation at the middle level: Practices and possibilities (pp. 59-77). Charlotte, NC: Information Age Publishing.

 

Harrison, L. M. (2015). Teaching social justice through mathematics: A self-study of bridging theory to practice. Middle Grades Review, 1(1), 1-13.

Harrison, L. M. (2015). Redefining intersectionality theory through the lens of African American young adolescent girls’ racialized experiences. Journal of Youth and Society. Advance Online Publication DOI: 10.1177/0044118X1556921

Chung, J. Y., & Harrison, L. M. (2015). Toward an ethnic studies critique for teacher education. Multicultural Perspectives, 17(1), 4-12.

Harrison, L. M. (2013). Service learning and its impact on middle level preservice teachers’ learning from field experiences. Research in Middle Grades Education, 8(3), 23-38.

Howley, M., Howley, A., Helfrich, S., Harrison, L., Gillam, M. B., & Safran, J. (2012). A research-focused honors program for high-ability teacher education students. Journal for the Education of the Gifted, 35(4), 319-343.

Harrison, L. M. (2010) Black adolescent identity, double-consciousness, and a socio-historically constructed adolescence. In K. Lee & M. Vagle (Eds.), Developmentalism in early childhood and middle grades education: Critical conversations on readiness and responsiveness (pp. 131-148). New York: Palgrave Macmillan.

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uuid: EA1BC515-5056-A800-4825260880E1C4C5
Research Interests:
Education:
mgtPageId (hidden):
Prefix:
Last Name: Williams
First Name: Lisa
Title: Lecturer, Human & Consumer Sciences
Vacant Position?:
Email: willial6@ohio.edu
Secondary Email:
Website:
Office Address: McCracken Hall 121B
Campus:
Phone: 740.597.3122
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Lisa Williams holds the B.S. in Home Economics Education from Ohio University and the M.S. in Textile Science from Virginia Tech.  Ms. Williams teaches courses in retail merchandising and fashion product development including:   Elementary Textiles, Families as Consumers in Global Communities, Work Experience in Retail Merchandising, Global Issues in Retail, Apparel and Textiles, Product Development and Distribution, New York Study Tour, and Color Theory.  

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uuid: EA3687AC-5056-A800-4863659CED246880
Research Interests:
Education:
mgtPageId (hidden):
Prefix:
Last Name: Kennedy
First Name: Marcy Keifer
Title: Senior Lecturer, Teacher Education
Vacant Position?:
Email: keiferm1@ohio.edu
Secondary Email:
Website:
Office Address: McCracken Hall 433A
Campus:
Phone: 740.593.9989
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Marcy Keifer Kennedy holds the B.S. in Early Childhood Education and the M.Ed. from Ohio University. She currently serves as the Director of the OHIO Center for Clinical Practice in Education within The Patton College of Education. Her primary scholarly interests are mentoring teacher candidates and supporting new teachers. The Center supports a mission of positively impacting P-12 student learning. In working with the Center, Kennedy oversees the operations of eleven active partnerships, each with a unique structure and organization. The central purpose of the Center has been to foster and support outreach activities that connect the College with regional schools. The school/college partnerships focus on the improvement of classroom teaching, student engagement and student learning, mentoring, and inquiry.

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uuid: EB139F01-5056-A800-48DEA7919954B019
Research Interests:
Education:
mgtPageId (hidden):
Prefix:
Last Name: Roth
First Name: Marta
Title: Associate Professor Emerita, Teacher Education
Vacant Position?:
Email: roth@ohio.edu
Secondary Email:
Website:
Office Address: McCracken Hall 324
Campus:
Phone: 740.593.0739
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Dr. Marta Roth holds the B.A. in Secondary Education with a focus in Social Studies from the University of Pittsburgh. She also holds the M.A. in Special Education and the Ed.D. in Special Education and Education Administration from West Virginia University. On early retirement, she teaches courses in special education during fall semester. Her major research interests include developing teacher self-efficacy, personnel preparation using cooperative case-method instruction, cooperative models of teaching, and systems and policy analysis to promote inclusion and self-advocacy of individuals with disabilities.

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uuid: EB78223F-5056-A800-48C0F934EF8F3F71
Research Interests:
Education:
mgtPageId (hidden):
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Last Name: Coon
First Name: Maureen
Title: Assistant Dean for Student Affairs and Academic Advising
Vacant Position?:
Email: coonm@ohio.edu
Secondary Email:
Website:
Office Address: McCracken Hall 103S
Campus:
Phone: 740.593.1302
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Maureen Coon holds the B.Ed. in Elementary Education and the M.Ed. in Educational Administration from Ohio University. As Assistant Dean for Student Affairs and Academic Advising, Ms. Coon oversees the Office of Student Affairs and acts as the advising and student affairs liaison between the College of Education and other colleges at Ohio University. She also serves as the course coordinator for Introduction to Education (EDTE 150), providing guidance and support to all faculty members who teach the course across the Athens and regional campuses.

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uuid: EB946A8E-5056-A800-48AF7AAEB2D81857
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Education:
mgtPageId (hidden):
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Last Name: Rutherford
First Name: Mindy
Title: Senior Lecturer, Teacher Education
Vacant Position?:
Email: maherm@ohio.edu
Secondary Email:
Website:
Office Address: McCracken Hall 309AA
Campus:
Phone: 740.593.0775
Fax:
Highest Degree Obtained:
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Dr. Melinda Maher Rutherford holds the B.A. in Psychology from Marshall University and the M.A. and Ph.D. in Life-Span Development Psychology from West Virginia University. Dr. Rutherford currently teaches Learning, Human Growth and Development while also supervising the urban field experience. She serves as the Program Coordinator to the EDTE 2000 Block and the Rural Urban Collaborative for Athens and all of OU’s branch campuses. Interests in educational psychology, child development and the urban field experience inform her teaching. Prior to her employment at Ohio University, Dr. Rutherford worked as the Director of Assessment and Instructional Research at Bluefield State College in Bluefield, WV and as the Dean of Instruction at Mid-South Community College in West Memphis, AR.

subsite: /education/manage/
subsitehome: /education/
uuid: EBBE64B1-5056-A800-486CC83CFDDD1473
Research Interests:
Education:
mgtPageId (hidden):
Prefix:
Last Name: Hess
First Name: Michael
Title: Assistant Professor, Educational Studies
Vacant Position?:
Email: hessm@ohio.edu
Secondary Email:
Website:
Office Address: McCracken Hall 302R
Campus:
Phone: 740.597.3368
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Dr. Michael Hess holds the B.A. in Social Sciences from Shawnee State University and the M.Ed. in College Student Personnel from Ohio University, with the Ph.D. in Cultural Studies from Ohio University Dr. Hess teaches courses in the Critical Studies in Educational Foundations program. He also directs The Patton College of Education Undergraduate Honors Programs. His major research interests include social justice, rural Appalachia, democratic leadership, place-based education, qualitative research methodologies and international service learning.

Publications:

Hess, M.E., Johnson, J.D., & Reynolds, S. (2014). A developmental model for educational planning: Democratic rationalities and dispositions. International Journal of Educational Leadership Preparation, 9(1), 48-57.

Mather, P.C. & Hess, M.E. (2013). Promoting Positive Leadership. In P. Mather & E. Humle (Eds.), Positive psychology and appreciative inquiry in student affairs. New Directions for Student Affairs, n. 143, Fall 2013. San Francisco: CA. Jossey-Bass.

Hess, M.E., & Johnson, J.D. (2010). Teacher perceptions of administrative support for democratic practice: Implications for leadership and planning. Academic Leadership, 8(2), 1-16.

Johnson, J., Hess, M., Larson, W., & Wise, J. (2010). Capital ideas: Understanding various forms of capital and their implications for the work of educational leaders. International Journal of Educational Leadership Preparation, 5(2), 1-9.

Johnson, J.D., & Hess, M.E. (2010). Cultivating a space for democratic education and democratic leadership. International Journal of Educational Leadership Preparation, 5(4), 1-10.

subsite: /education/manage/
subsitehome: /education/
uuid: EBD78B92-5056-A800-4885B5815375D085
Research Interests:
Education:
mgtPageId (hidden):
Prefix:
Last Name: Robinson
First Name: Mona
Title: Professor & Chair, Counseling and Higher Education
Vacant Position?:
Email: robinsoh@ohio.edu
Secondary Email:
Website:
Office Address: McCracken Hall 432D
Campus:
Phone: 740.593.4461
Fax: 740.593.0477
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Image: Mona Robinson
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Biography:

Dr. Mona Robinson holds the B.S. in Psychology, the M.A. in Rehabilitation Counseling and the Ph.D. in Rehabilitation Services (Rehabilitation Counselor Education), all from The Ohio State University.  Dr. Robinson teaches courses in the master’s in counselor education program with a focus on clinical mental health counseling, clinical rehabilitation counseling, multicultural education, legal and ethical issues and supervision.  Additionally, she teaches doctoral courses in Counselor Education and Supervision such as Mental Health Consultation and Counselor Education.  Her major research interests include legal and ethical decision making, dual diagnosis, clinical supervision and multicultural issues affecting underrepresented and underserved populations.

Most Recent Publications:

Henderson, D., Lewis, D. & Robinson, M. (2015). Disable the label: Communicating with and about people with disabilities. In S. Thompson (Ed.), Encyclopedia of diversity and social justice, pp.. Lanham, MD: Rowman & Littlefield Publishers, Inc.

Robinson, M.  Commission on Rehabilitation Counselor Certification. (2014). Wounded Warriors. Code of professional ethics for rehabilitation counselors. Schaumburg, IL: Author

Henderson, D., Robinson, M., Sabo, C. & Hertzfeld, J. (2013). Worker disability benefits programs. In Andrew, J. & Faubion, C., (Eds.) In Rehabilitation Services: An introduction for the human services professional (pp. 362-384), (3rd ed.) Linn Creek, MO: Aspen. ISBN: 978-0-9853389-0-9

Joseph, M. & Robinson, M. (2012). Vocational Experiences of College Educated Individuals Who are Visually Impaired. Journal of Applied Rehabilitation, 43 (4), 21-28.

Boyd, C., Joseph, M., Notestine, T., Malone-Prioleau, O., Koester, A., & Robinson, M. (2010). Ethical Decision Making with Respect to HIV/AIDS: The Case of Elena. 2010 Proceedings of the National Association of Multicultural Rehabilitation Concerns. Available: www.namrc.org 

Middleton, R., Robinson, M.  & Mu’min, A. (2010). Rehabilitation Counseling:  A Continuing Professional Imperative for Multiculturalism and Advocacy Competence in ACA Advocacy Competencies: A Social Justice Framework for Counselors. American Counseling Association Publication, 173-183

Robinson, M. (2010) Spotlight on Ohio University Rehabilitation Counseling. Rehabilitation Counselors and Educators Association Journal, (4)1, 3-6.

Robinson, M. & Middleton, R. (2010). Academic Freedom in Encyclopedia of Educational Reform and Dissent. Thomas C. Hunt, James C. Carper, Thomas J. Lasley, C. Daniel Raisch (Eds). Vol. 1, 3-5. Sage Publications.

Robinson, M., Lewis, D., Henderson, D. & Flowers, C.  (2009). Increasing Minority Student Enrollment in Counselor Education.   Journal of the National Council on Rehabilitation Education, Special Issue on Diversity in Rehabilitation Education, 23(3), 183-192.

Mu’min, A., Robinson, M., & Davis, T. (2008). Racial Identity and Multicultural Issues in Counselor Education: Assessing Models to Create Culturally Competent Counselors.  Rehabilitation Counselors and Educators Association Journal, 2(2), 26-34

Robinson, M. & Klein, M. (2008). Dual Diagnosis: Does race affect vocational rehabilitation outcomes? Journal of Applied Rehabilitation, 39(3), 19-24.

Strohl, D., Robinson, M., & Wilson, K. B. (2008). RSA service delivery for underrepresented groups: Where are we and where are we going? 2006 Proceedings of the National Association of Multicultural Rehabilitation Concerns. Available: www.namrc.org  

Robinson, M. (2007). Diversity and Vocational Rehabilitation: Implications for persons with Dual Diagnosis. Rehabilitation Counselors and Educators Association Journal, 1(2), 32-39.

Robinson, H. (2005). Vocational rehabilitation for persons with dual diagnosis: An examination of outcomes for minority and non-minority clients. (Doctoral Dissertation, The Ohio State University, Columbus, 2005). Dissertation Abstracts International, 3176431.

 
subsite: /education/manage/
subsitehome: /education/
uuid: EC163699-5056-A800-48BF2C9E5E910360
Research Interests:
Education:
mgtPageId (hidden):
Prefix:
Last Name: Beam
First Name: Pamela
Title: Lecturer, Teacher Education
Vacant Position?:
Email: beamp@ohio.edu
Secondary Email:
Website:
Office Address: McCracken Hall 309V
Campus:
Phone: 740.593.0848
Fax:
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Image: Beam, Pam
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Dr. Pamela Beam holds a B.S. in Physical Education and Health Education from Texas A&M University, a M.Ed. in Educational Administration, and a Ph.D. in Curriculum and Instruction with a focus on Literacy from Ohio University. Dr. Beam currently teaches courses in general methods and reading in the content areas to undergraduates at the secondary level, as well as reading in the content areas and curriculum courses at the master’s level and Ph.D. level. Dr. Beam’s teaching and scholarship interest focuses on the many types of mentoring, co-teaching and inclusive practices, and the clinical experience.

subsite: /education/manage/
subsitehome: /education/
uuid: EC7D8235-5056-A800-4899999076134EA6
Research Interests:
Education:
mgtPageId (hidden):
Prefix:
Last Name: Bates
First Name: Perianne
Title: Senior Lecturer, Teacher Education
Vacant Position?: 1
Email: bates@ohio.edu
Secondary Email:
Website:
Office Address: McCracken Hall 309H
Campus:
Phone: 740.593.4475
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Perianne R. Bates holds the B.S.Ed. and the M.Ed. in Special Education from Ohio University. An instructor in the Special Education Program of the Teacher Education Department, Bates has practical experience in the public schools educating multicultural learners in the Caribbean, as well as extensive experience working with learners with emotional disorders in the foothills of Appalachia. Her academic and professional interests include co-teaching and collaboration, universally-designed teaching strategies for general educators working in diverse and inclusive classrooms, and social justice through education and advocacy.


Most Recent Publications:

Leedy, M., Bates, P., & Safran, S. (2004). Bridging the research-to-practice gap: Improving hallway behavior using positive behavior supports. Behavioral Disorders: Journal of the Council for Children with Behavioral Disorders29(2), 130-139.

subsite: /education/manage/
subsitehome: /education/
uuid: EC9707EF-5056-A800-4827EB35F14801F8
Research Interests:
Education:
mgtPageId (hidden):
Prefix:
Last Name: Mather
First Name: Peter
Title: Professor, Counseling and Higher Education
Vacant Position?:
Email: matherp@ohio.edu
Secondary Email:
Website:
Office Address: McCracken Hall 432B
Campus:
Phone: 740.593.4454
Fax:
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Dr. Pete Mather holds the B.A. in Philosophy from the University of Indianapolis, the M.A. in College Student Personnel from Bowling Green State University. He also holds the Ph.D. in Student Affairs Administration from The University of Georgia. Dr. Mather teaches courses in Service Learning in Higher Education, Student Development Theory, Campus Environments, and the History and Philosophy of American Higher Education. His major research interests include service learning student and faculty outcomes, the application of positive psychology in higher education, and general student affairs practice.

Most Recent Publications:

Mather, P. C., Zempter, C., Ngumbi, E., Nakama, Y., Manley, D., & Cox, H (2017). "Gaining power through education": Experiences of Honduran students from high poverty backgrounds. Journal of Student Affairs Research and Practice, DOI: 10.1080/19496591.2017.1284669

Harrison, L. M., & Mather, P. C. (2017). Making meaning of student activism: Student activist and administrator perspectives. Mid-Western Educational Researcher, 29, pp. 117-135.

Lombardi, K.M. & Mather, P. C. Understanding anticipatory socialization for new student affairs professionals. College Student Affairs Journal, 34, pp. 85-97. 

Harrison, L. M, & Mather, P. C. (2015). Alternative solutions to higher education’s problems: An appreciative approach to reform. New York, NY: Routledge.

Bridges, C. & Mather, P. C. (2015). Joining the struggle: White men as social justice allies. Journal of College and Character. 16, 155-168, DOI: 10.1080/2194587X.2015.1057155

Mather, P. C., Marvel, D., & Nelson, L. V. (2014). Mentoring through service-learning. In A. Howley, & B. Trube (Eds.). Mentoring for the professions: Orienting toward the future. Information Age Publishing.  

Mather, P. C., & Hulme, E. (2013) (Eds.) Positive Psychology and Appreciative Education in Student Affairs Practice. New Directions for Student Services, 143

Mather, P. C., & Hess, M. (2013). Promoting positive leadership. In P. C. Mather & E. Hulme (2013) (Eds.) Positive Psychology and Appreciative Education in Student Affairs Practice. New Directions for Student Services, 143 (pp. 31 – 40). San Francisco: Jossey-Bass.

Mather, P. C., & Konkle, E. (2013). Promoting social justice through appreciative community service. In P. C. Mather  & E. Hulme,(2013) (Eds.) Positive Psychology and Appreciative Education in Student Affairs Practice. New Directions for Student Services, 143 (pp. 77 - 88). San Francisco: Jossey-Bass.

Mather, P. C. & Hulme, E. (2013). Resources and readings in positive psychology. In P. C. Mather  & E. Hulme,(2013) (Eds.) Positive Psychology and Appreciative Education in Student Affairs Practice. New Directions for Student Services, 143 (pp. 89 - 94). San Francisco: Jossey-Bass.

Mather, P. C., Karbley, M., & Yamamoto, M. (2012). Identity matters in a short-term, international service-learning program. Journal of College and Character, 13(1), 1 - 14.

Mather, P. C. (2010). Positive psychology and student affairs practice: A framework of possibility. Journal of Student Affairs Research and Practice, 47, 157-173.

Mather, P.C., Smith, K., & Skipper, S. (2010). A matter of competence: A national study of the preparation of new student affairs professionals. International Journal of Educational Leadership Preparation, 5(4).  Retrieved from http://www.ncpeapublications.org/volume-5-number-4-july-september-2010.html.

Mather, P.C., Givens, B., Hendrickson, K., & Lash, A. (2010). Listening to Santa Rita: A critical examination of service-learning practice. Journal of College and Character, 11, 1-12.

Schweitzer, B., & Mather, P.C. (2010). Coming to America: Sixth form students’ reasons for considering undergraduate study in the United States. Selected readings from the 2009 Conference for Education in a Changing Environment. Manchester, U.K.

Bradbury, B. L., & Mather, P. C. (2009). The integration of first-year, first-generation college students from Ohio Appalachia. NASPA Journal, 46, 258-281.

Mather, P., Bryan, S., & Faulkner, W. (2009). Orienting mid-level student affairs professionals. College Student Affairs Journal, 29, 242-256.

Mather, P. (2008). Interns at an international, humanitarian organization: Career pathways and meaning making. Journal of College Student Development 49, 182 - 198.

subsite: /education/manage/
subsitehome: /education/
uuid: ECCD8055-5056-A800-48F79E8F3E79CA0B
Research Interests:
Education:
mgtPageId (hidden):
Prefix:
Last Name: Martin
First Name: Ralph
Title: Professor Emertus, Teacher Education
Vacant Position?:
Email: martin@ohio.edu
Secondary Email:
Website:
Office Address: McCracken Hall 324
Campus:
Phone: 740.593.4455
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Dr. Ralph Martin holds the B.S. in Comprehensive Science from Ashland College and the M.Ed. in Secondary Education from the University of Toledo. He earned the Ph.D. in Curriculum and Instruction, with a minor in Research and Measurement, from the University of Toledo. Currently semi-retired, Dr. Martin chairs or directs several governing boards in addition to teaching and directing special projects in the Teacher Education Department. His scholarship focuses on developing models for improvement in K-16 teaching and learning of science.

Most Recent Publications:

Martin, R. E., Sexton, C.M., Franklin, T., Gerlovich, J., & McEldowney, D.  (2009). Teaching science for all children: An inquiry approach (5th ed.). Boston: Allyn and Bacon.

Martin, R. E., Sexton, C.M., Franklin, T., Gerlovich, J., & McEldowney, D. (2009). Teaching science for all children: Inquiry methods for constructing understanding (4th ed.).  Boston: Allyn and Bacon.

subsite: /education/manage/
subsitehome: /education/
uuid: ECE90068-5056-A800-48C4C7E21B519145
Research Interests:
Education:
mgtPageId (hidden):
Prefix:
Last Name: Helfrich
First Name: Sara
Title: Associate Professor, Teacher Education
Vacant Position?:
Email: helfrich@ohio.edu
Secondary Email:
Website:
Office Address: McCracken Hall 309LL
Campus:
Phone: 740.593.4471
Fax:
Highest Degree Obtained:
University(s) Attended:
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Image: Sara Helfrich
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Dr. Sara R. Helfrich holds the BA in Elementary Education/Moderate Special Needs and the MEd in Special Education from Boston College and the PhD in Reading Education from the University of Pittsburgh. Dr. Helfrich teaches courses in reading methods, reading instruction and assessment, language and literacy development, and literacy coaching. She serves as Literacy Program Coordinator, overseeing both the undergraduate and online graduate reading programs. Dr. Helfrich also serves as Faculty Fellow for Graduate Student Professional Development for the Graduate College. Her major research interests include reading teacher preparation and pre-service and in-service teacher self-efficacy related to teaching literacy.

 

 

 

Recent Publications:
 

 

Helfrich, S. R. (2013). Reading teacher self-efficacy: Measuring changes in two groups of graduate-level reading candidates over time. In L. Martin, M. Boggs, S. Szabo, & T. Morrison (Eds.), Association of Literacy Educators and Researchers Yearbook (Vol. 35, pp. 315–331). Commerce, TX: Association of Literacy Educators and Researchers.

 

 

 

Helfrich, S. R. & Smith, W. E. (2012). Transitioning online: Moving a graduate reading program online while continuing to maintain program rigor and meet standards. In L. Martin, M. Boggs, S. Szabo, & T. Morrison (Eds.), Association of Literacy Educators and Researchers Yearbook: The joy of teaching literacy (Vol. 34, pp. 105–119). Commerce, TX: Association of Literacy Educators and Researchers.

 

 

 

Howley, M., Howley, A., Helfrich, S. R., Harrison, L., Gillam, M. B., & Safran, J.(2012). A research-focused honors program for teacher education candidates. Journal of Education for the Gifted, 35, 319–343. doi:10.1177/0162353212459687

 

 

 

Helfrich, S. R. (2012). Incorporating tutoring experiences in teacher education: Benefits to pre-service teachers and suggestions for teacher educators. Journal of Reading Education, 37(3), 40–48.

 

 

 

Helfrich, S. R. & Bosh, A. J. (2011). Teaching English language learners: Strategies for overcoming barriers. The Educational Forum, 75(3), 260–270.

 

 

 

Helfrich, S. R. & Bean, R. (2011). Beginning teachers reflect on their experiences being prepared to teach literacy. Teacher Education and Practice, 24(2), 201–222.

 

 

 

Helfrich, S. R. & Bean, R. (2011). What matters: Preparing teachers of reading. Reading Horizons, 50(4), 241–262.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Dr. Sara R. Helfrich holds the BA in Elementary Education/Moderate Special Needs and the MEd in Special Education, both from Boston College. She also holds the PhD in Reading Education from the University of Pittsburgh. Dr. Helfrich teaches courses in reading instruction and assessment, secondary reading instruction, and literacy coaching. She serves as Literacy Program Coordinator, overseeing both the undergraduate and online graduate reading programs. Dr. Helfrich also serves as University Liaison to the West Elementary PDS. Her major research interests include reading teacher preparation, pre-service and in-service teacher self-efficacy related to teaching literacy, and online learning and literacy course/program development.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Recent Publications:
Helfrich, S. R. (2013). Reading teacher self-efficacy: Measuring changes in two groups of graduate-level reading candidates over time. In L. Martin, M. Boggs, S. Szabo, & T. Morrison (Eds.), Association of Literacy Educators and Researchers Yearbook (Vol. 35, pp. 315–331). Commerce, TX: Association of Literacy Educators and Researchers.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Helfrich, S.R. & Smith, W.E. (2012). Transitioning online: Moving a graduate reading program online while continuing to maintain program rigor and meet standards. In L. Martin, M. Boggs, S. Szabo, & T. Morrison (Eds.), Association of Literacy Educators and Researchers Yearbook: The joy of teaching literacy (Volume 34), (pp. 105-119). Association of Literacy Educators and Researchers: Texas A&M Commerce.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Howley, M., Howley, A., Helfrich, S.R., Harrison, L., Gillam, M.B., & Safran, J. (2012). A research-focused honors program for teacher education candidates. Journal of Education for the Gifted, 35, 319-334.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Helfrich, S.R. (2012). Incorporating tutoring experiences in teacher education: Benefits to pre-service teachers and suggestions for teacher educators. Journal of Reading Education, 37(3), 40-48.                    

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Helfrich, S.R. & Bosh, A.J. (2011). Teaching English language learners: Strategies for overcoming barriers. The Educational Forum, 75(3), 260-270.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Helfrich, S.R. & Bean, R. (2011). Beginning teachers reflect on their experiences being prepared to teach literacy. Teacher Education and Practice, 24(2), 201-222.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Helfrich, S.R. & Bean, R. (2011). What matters: Preparing teachers of reading. Reading Horizons, 50(4), 241-262.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Recent National Conference Presentations:
Helfrich, S. R., & Clark, S. K. (2014, November). A continued look at preparing elementary school teachers for effective literacy instruction: How do teacher education experiences influence pre-service teacher self-efficacy? Talk accepted for presentation at the Association of Literacy Educators and Researchers Annual Conference, Delray Beach, FL.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Kennedy, C., Helfrich, S. R., Mullins, H., & West, L. (2014, October). Change in teacher candidates’ knowledge of classroom management through professional development. Talk accepted for presentation at the National Network for Educational Renewal Annual Conference, Cincinnati, OH.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Helfrich, S. R., Kennedy, C., & Wolfe, A. (2014, October). Classroom teachers mentoring professional interns: Philosophy, strategies, benefits and challenges. Talk accepted for presentation at the National Network for Educational Renewal Annual Conference, Cincinnati, OH.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

West, L., & Helfrich, S. R. (2014, March). Results of a yearlong intervention by PDS partners on third grade student reading achievement scores. Talk accepted for presentation at the National Association for Professional Development Schools Conference, Las Vegas, NV.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Helfrich, S. R., West, L., & Kennedy, C. (2014, March). Helping teacher candidates develop their classroom management knowledge and skills through professional development. Talk accepted for presentation at the National Association for Professional Development Schools Conference, Las Vegas, NV.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Clark, S. K., & Helfrich, S. R. (2013, November). Preparing elementary school teachers for effective literacy instruction: How do teacher education experiences influence pre-service teacher knowledge? Talk conducted at the Association of Literacy Educators and Researchers Annual Conference, Dallas, TX.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Helfrich, S. R. (2012, November). Reading teacher self–efficacy: Measuring changes in two groups of graduate-level reading candidates over time. Talk conducted at the Association of Literacy Educators and Researchers Annual Conference, Grand Rapids, MI.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Helfrich, S. R. (2012, November). Graduate literacy candidates’ perceptions of the value of different types of collaboration in an online learning environment. Talk conducted at the Association of Literacy Educators and Researchers Annual Conference, Grand Rapids, MI.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Henning, J., Weade, G., & Helfrich, S. R. (2012, February). Transforming teacher education clinical practice: Developing a powerful research and design agenda (Design Principle 9). Talk conducted at the American Association of Colleges for Teacher Education Annual Conference, Chicago, IL.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Helfrich, S. R., & Smith, W. (2011, November). How do we manage field experiences in online teaching? Using supplemental technology in an online graduate reading program. Talk conducted at the Association of Literacy Educators and Researchers Annual Conference, Richmond, VA.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

subsite: /education/manage/
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uuid: ED5B3662-5056-A800-482FAE00133B24F2
Research Interests:
Education:
mgtPageId (hidden):
Prefix:
Last Name: Sparks
First Name: Scott
Title: Professor, Teacher Education
Vacant Position?:
Email: sparks@ohio.edu
Secondary Email:
Website:
Office Address: McCracken Hall 309C
Campus:
Phone: 740.593.4437
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Sub Group: Teacher Education
Biography:

Scott Sparks holds the B.A. in Special Education from the University of South Florida and the M.A. in Special Education from the University of South Florida. He earned the Ph.D. in Special Education from the University of Florida. Dr. Sparks currently teaches undergraduate and graduate courses in special education technology, as well as courses in early childhood special education, child and adolescent development, and the nature and needs of persons with developmental disabilities. Dr. Sparks serves on the Council for Exceptional Childrens Board of Directors as one of two Members-at-Large for Diverse, Ethnic, and Multicultural Groups. He is also a member of the NCATE Board of Examiners.

 

Most Recent Publications:

 

Sparks, S. (2007). Multicultural practices in developmental disabilities. In H.P. Parette & G.R. Peterson-Karlan (Eds.), Research-based practices in developmental disabilities (2nded.). Austin, TX: Pro-Ed.

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uuid: ED766BA3-5056-A800-48D6654F25582BEE
Research Interests:
Education:
mgtPageId (hidden):
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Last Name: Safran
First Name: Stephen
Title: Professor Emeritus, Teacher Education
Vacant Position?:
Email: safran@ohio.edu
Secondary Email:
Website:
Office Address: McCracken Hall 324
Campus:
Phone: 740.593.0739
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Steve Safran holds the B.A. in History from the State University of New York and the M.Ed. in Special Education from Rutgers University.  He earned the Ph.D. in Special Education from the University of Virginia.  He currently teaches courses in special education and teacher education.  His primary research interests include autistic spectrum disorder and school-wide positive behavior supports. 

Most Recent Publications:

Safran, S.P.  (2008). Why youngsters with autistic spectrum disorders are underrepresented in special education. Remedial and Special Education, 29(2), 90-95.

Safran, S.P.  (2006). Using the Effective Behavior Supports Survey to guide development of school-wide positive behavior supports.  Journal of Positive Behavior Interventions, 89(1), 3-9.

Safran, S. P.  (2005). Diagnosis.  In L. Baker & L. Welkowitz (Eds.),Asperger's Syndrome: Intervening in schools, clinics, and communities (pp. 43-62).  Mahwah, NJ: Lawrence Erlbaum.

Safran, S.P. (2004). Bridging the research-to-practice gap: Improving hallway behavior using positive behavior supports. Behavioral Disorders 29(2), 130-139.

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uuid: EDD64EF8-5056-A800-486A3CE3EBE14F2A
Research Interests:
Education:
mgtPageId (hidden):
Prefix:
Last Name: Nolan
First Name: Susan
Title: Associate Lecturer, Teacher Education
Vacant Position?:
Email: nolan@ohio.edu
Secondary Email:
Website:
Office Address: McCracken Hall 309kk
Campus:
Phone: 740.593.4456
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Susan Nolan holds the B.S. in Education from Ohio University and the M.Ed. in Reading Education from Ohio University. She earned the Ph.D. in Reading and Language Arts from Ohio University. She currently teaches courses in emergent literacy, phonics and structure of language, and reading diagnosis and remediation. Her major research interests include (1) the impact of explicit, systematic, multisensory instruction on reading achievement and (2) the role of professional development in increasing teacherspredisposition to address the instructional needs of students with diverse abilities and specific language disabilities.

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uuid: EDF4149D-5056-A800-484FC8672C4CC492
Research Interests:
Education:
mgtPageId (hidden):
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Last Name: Franklin
First Name: Teresa
Title: Professor Emerita, Educational Studies
Vacant Position?:
Email: franklit@ohio.edu
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Teresa Franklin received her Ph.D. in Instructional Technology from Ohio University and M.S. in Occupational Technology from the University of Houston. Dr. Franklin is a professor emerita in the Department of Educational Studies, where she teachers graduate courses in instructional design, online course design for teaching and learning, research and assessment as well as research in the field of instructional technology. Her research focuses on the integration of technology through curriculum development for face-to-face and online learning, the development of virtual learning environments and e-learning; mobile technologies in the classroom; and teacher/faculty professional development in integrating technology for differentiated instruction and student achievement. Dr. Franklin's scholarship addresses issues related to education and access to mobile technology both nationally and internationally. She serves as a site visitor for the Council for the Accreditation of Educator Preparation (CAEP).

Recent Journals:

  • Behrendt, M., & Franklin, T. (2014). A review of research on school field trips and their value to education. International Journal of Environmental Science and Science Education, 9, 23-42.
  • Anderson, J., Young, W. II, & Franklin, T. (2014) Brief reflections on flipping the college classroom. The Journal of World Universities Forum. 6, 15-22.
  • Anderson, J., Young II, W., & Franklin, T. (2013). A flipped classroom hybrid framework for moving the traditional classroom to the web. In Kesner, R. (ED). The Online University: Building Viable Asynchronous Learning Experiences in Higher Education. IL: Common Ground Publishing.
  • Luo, T., & Franklin, T. (2013). Tweeting and blogging: Moving towards Education 2.0. International Journal on E- Learning (IJEL): Corporate, Government, Healthcare, & Higher Education.
  • Anderson, J., Young II, William, & Franklin, T. (2013). Flipping a management Classroom: Lessons learned. Journal of the Academy of Business Education, 3, 12-26.
  • Pan, S.C. & Franklin, T. (2011). In-service teachers’ self-efficacy, professional development, and Web 2.0 Tools for integration. New Horizons in Education. 59(3), 28-40.
  • Franklin, T. (2011). Mobile learning: At the tipping point. The Turkish Online Journal of Educational Technology, 11(4), Link: http://www.tojet.net/
  • Young II, W. Cooper, T. & Franklin, T. (2011). Game-based learning aids in Second Life. Journal of Interactive Learning Research, 4(11), 14-18.

Recent Book Chapters:

  • Franklin, T., Sun, Y., Yinger, N., Anderson, J. & Geist, E. (2013). The changing roles of faculty and students when mobile devices enter the higher education classroom. In Keengwe, S. (ED.). Pedagogical Applications and Social Effects of Mobile Technology Integration. NY: Routledge / Taylor & Francis.
  • Franklin, T. & Thankachan, B. (2012). Wikis in problem-based instruction: Web 2.0 software for the classroom. In Soe, K. (ED). Using Social Media Effectively in the Classroom: Blogs, Wikis, Twitter, and More, NY: Routledge / Taylor & Francis.
  • Smith, J. & Franklin, T. (2012). VoiceThread as a facilitator of instructional critique. In Soe, K. (ED). Using Social Media Effectively in the Classroom: Blogs, Wikis, Twitter, and More, NY: Routledge / Taylor & Francis.

Books:

  • Martin, R., Sexton, C., & Franklin, T. (2009).  Teaching Science for All Children: An Inquiry Approach.  Fifth Edition. Allyn and Bacon: Boston, pp. 593.
  • Martin, R., Sexton C., & Franklin, T. (2009). Teaching Science for All Children: Methods of Inquiry for Constructing Understanding, Fourth Edition. Allyn and Bacon: Boston, pp. 344.
  • Martin, R., Sexton, C., & Franklin, T. (2009). Teaching Science for All Children: An Inquiry Approach - Teacher’s Manual. Fifth Edition. Allyn and Bacon: Boston, pp. 246.
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uuid: EE0BDBFB-5056-A800-48C0FD3D65B8614A
Research Interests:
Education:
mgtPageId (hidden):
Prefix:
Last Name: Davis
First Name: Tom
Title: Professor Emeritus, Counseling and Higher Education
Vacant Position?:
Email: davist@ohio.edu
Secondary Email:
Website:
Office Address: McCracken Hall 324
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Phone: 750.593.0739
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Dr. Tom Davis holds the B.G.S. in General Studies from Ohio University and the M.A. in Counselor Education from Marshall University. He earned the Ph.D. in Counselor Education from the Ohio State University and Miami University and currently teaches courses in Counselor Education. His major research interests include counselor education and supervision, legal and ethical issues, chemical dependency, and school counseling. He is the recipient of 12 state and national professional counseling awards, has directed in excess of 50 doctoral dissertations, and has authored numerous pieces of scholarly work and professional presentations. He has served as the chairperson for the Council for the Accreditation of Counseling and Related Educational Program's 2009 Standards Revision Committee, the President of the Ohio Counseling Association, and chair of the Ohio Association for Counselor Education and Supervision's committee on Alternative School Counseling Licensure.


Most Recent Publications:

 

Osborn, C. J.,Davis, T., (2009). Ethical Issues in the clinical supervision of evidence-based practices. In N. Pelling, J. Barletta, & P. Armstrong (Eds.), The Practice of Supervision. Bowen Hills, Australia: Australian Academic Press. 

 

Mu'Min, A., Robinson, M., & Davis, T. (2008). Racial identity and multicultural issues in counselor education: Assessing models to create culturally competent counselors. Rehabilitation Counselors and Educators Journal. 2(2), 26-34. 

 

Protivnak, J.J., & Davis, T.E. (2008). The impact of the supervision relationship on the behaviors of school counseling interns. Journal of School Counseling, 6 (10). Retrieved fromhttp://www.jsc.montana.edu/articles/v6n19.pdf

 

Ziff, K., Beamish, P.M., & Thomas, D. (2008). The asylum and community: The Athens Lunatic Asylum in nineteenth-century Ohio. Journal of the History of Psychiatry, 19, 409-432. 

 

Tromski-Klingshirn, D.M., & Davis, T.E. (2007). Supervisees' perceptions of their clinical supervision: A study of the dual role of clinical and administrative supervisor. Counselor Education and Supervision46, 294-304.

 

Bhat, C. & Davis, T. (2007). Counseling supervisors' assessment of race, racial identity, and working alliance in supervision dyads. Journal of Multicultural Counseling and Development35(2), 80. 

Bhat, C. & Davis, T. (2007). Counseling supervisors' assessment of race, racial identity, and working alliance in supervision dyads. Journal of Multicultural Counseling and Development35(2), 80. 

 

Davis, T., Levitt, D. H., McGlothlin, J. M., & Hill, N. R. (2006). Factors related to promotion and tenure decisions in CACREP accredited counselor education programs. Counselor Education and Supervision46, 146-156.

Davis T., & Osborne, C. (2000). Solution-focused school counseling: Shaping professional practice. New York: Taylor & Francis Group.

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uuid: EE44C734-5056-A800-48DB4A8070BF15E7
Research Interests:
Education:
mgtPageId (hidden):
Prefix:
Last Name: Leinbaugh
First Name: Tracy
Title: Associate Professor Emerita, Counseling and Higher Education
Vacant Position?:
Email: leinbaug@ohio.edu
Secondary Email:
Website:
Office Address: McCracken Hall 324
Campus:
Phone: 740.593.0846
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Dr. Tracy Leinbaugh holds the B.A. in Psychology from St. Olaf College and the M.Ed. in Clinical and Mental Health and School Counseling from the University of Idaho, a School Psychology Specialists degree from the University of Idaho. She then received the Ph.D. in Counselor Education from the University of Idaho. Dr. Leinbaugh is licensed as a Professional Clinical Counselor with a supervisor endorsement, and has been licensed as a School Counselor and a School Psychologist in three states. She teaches courses in Counselor Education, and her major research interests include faculty development of counselor educators, children and adolescents with disabilities and their families, and school counselorswork with students with disabilities.

 

Most Recent Publications:

 

Leinbaugh, T. (2009). Students with disabilities and their families: Information for the school counselor. In B. Erford (Ed.), Professional school counseling: A handbook of theories, programs and practices (2nd ed.). (pp. 741-748). Austin, TX: Pro-Ed.

 

Leinbaugh, T., Hazler, R., Bradley, C., & Hill, N. (2005). Women counselor educators: Encouraging and discouraging factors in academia. Journal of Counseling and Development, 83(3), 374-380.

 

Leinbaugh, T. (2004). Students with disabilities and their families: Information for the school counselor. In, B. Erford (Ed.), Professional school counseling: A handbook of theories, programs and practices, (pp. 647-654). Austin, TX: Caps Press.

 

Leinbaugh, T. (2003). The door to a special place. In H. Kaduson, & C. Schaefer (Eds.), 101 play therapy techniques (3rd ed.). (pp. 195 198). Northvale, NJ: Jason Aronson.

 

Leinbaugh, T., Hazler, R., Bradley, C., & Hill, N. (2003). Factors impacting counselor educator subjective sense of well-being. Counselor Education and Supervision, 43(1), 52-64.

 

Leinbaugh, T. (2001). School counselors and the inclusion of students with disabilities. Ohio Journal of Professional Counseling. . Retrieved fromhttp://www.ohiocounseling.org/docs/JA/Article%20for%20OJPC%202.doc

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uuid: EE5FC6AE-5056-A800-486593F3AC433229
Research Interests:
Education:
mgtPageId (hidden):
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Last Name: Larson
First Name: William
Title: Associate Professor, Educational Studies
Vacant Position?:
Email: larsonw@ohio.edu
Secondary Email:
Website:
Office Address: McCracken Hall 302P
Campus:
Phone: 740.597.1324
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William Larson holds the B.A. in Sociology with complementary studies in psychology from Heidelberg College and the M.Ed. in Educational Administration from Bowling Green State University. He earned the Ph.D. in Educational Administration and Communications Theory from Bowling Green State University. Dr. Larson has served on two occasions as the Coordinator of the Educational Administration Program and also serves regularly as an advisor to educational administration program cohorts. Dr. Larson is the director of the Ohio University Leadership Project, a professional development initiative for practicing school administrators. Dr. Larson's research focuses on the preparation of aspiring and current school leaders.

Recent publications

Larson, W. (2014). Mentoring for school administrators: Leadership Project. In A. Howley & B. Trube (Eds.). Mentoring for the Professions: Orienting toward the Future. Charlotte, NC: Information Age Publishing.

Howley, A., Howley, M., Rittenburg, R., & Larson, W. (2014). The development of a valid and reliable instrument for measuring instructional coaching skills. Professional Development in Education. Retrieved from DOI:10.1080/19415257.2014.919342

Godwyll, F. E., Larson, W.K., & Ahwireng, D. (2013). Challenges of head teachers as instructional leaders: A Ghanaian perspective. Journal of Education and Humanities. Theory and Practice, 4(8), 53-74.  The journal is also published in the Turkish language.

Larson, W. (2013). A professional development project for school leaders: Including investigations of the value of the project to the participants. Association for Regional Campuses of Ohio (AURCO) Journal,(Annual Edition) 139-155.

Larson, W., Hostiuck, K., & Johnson, J. (2011). Using physiological metaphors to understand and lead organizations. International Journal of Educational Leadership Preparation, 6(4). Retrieved from http://www.ncpeapublications.org/latest-issue-ijelp.html

Johnson, J., Hess, M., Larson, W., & Wise, J. (2010). Capital ideas: Understanding various forms of capital and their implications for the work of educational leaders.International Journal of Educational Leadership Preparation, 5(4). Retrieved from http://www.ncpeapublications.org/latest-issue-ijelp.html

Howley, A., Larson, W., Andrianaivo, S., Rhodes, M., & Howley, M. (2007).Standards-based reform of mathematics education in rural high schools. Journal of Research in Rural Education, 22(2).Retrieved from www.jrre.psu.ed

Howley, A, Howley, C. & Larson, W. (2007). Principals approach planning: The influence of gender and experience. Educational Planning, 16(1), 31-47.

Larson, W., Howley, A., & Burgess, L. (2007). Preparing school leaders to support rural communities of the future. In L. Lemasters & R. Papa (Eds.). The 2007 Yearbook of the National Council of Professors of Educational Administration (380-390). Lancaster, PA: Pro>Active Publications.

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uuid: EEA5D619-5056-A800-481AF077B4676C93
Research Interests:
Education:
mgtPageId (hidden):
Prefix:
Last Name: Pillay
First Name: Yegan
Title: Associate Professor, Counseling and Higher Education
Vacant Position?:
Email: pillay@ohio.edu
Secondary Email:
Website:
Office Address: McCracken Hall 432M
Campus:
Phone: 740.593.9427
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Dr. Yegan Pillay holds the B.A. in Psychology and Sociology, with an Honors degree in Psychology, from the University of Western Cape in South Africa. He holds the M.Ed. and the Ph.D. in Counselor Education from Ohio University. Dr. Pillay teaches courses in Counselor Education, and his major research interests include diversity and social justice issues, racial identity development of racial and ethnic minorities, indigenous African psychotherapeutic interventions, and the use of stories and narrative as psycho-educational intervention strategies.


Most Recent Publications:

 

Pillay, Y., & Pickover, S. (2010). Teaching assessment and testing. In G. McAuliffe & K. Eriksen (Eds.), Handbook of counselor preparation: Constructivist, developmental, and experiential approaches (pp.125-135).Thousand Oaks, CA: Sage.

 

Pillay, Y. (2009). The use of digital narratives to enhance counseling and psychotherapy. The Journal of Creativity in Counseling4(1), 32-41.

Pillay, Y., Ziff, K.K., & Bhat, C.S. (2008). Vedånta personality development: A model to enhance the cultural competence of psychotherapists. International Journal of Hindu Studies12(1), 1-15.

Pillay, Y. (2005). Peer victimization of African children orphaned by AIDS: The efficacy of the memory book. In O. Aluede, A.G. McEachern, & M.C. Kenny (Eds.), Peer victimization in schools: An international perspective(pp. 21-27). Delhi, India: Kamala-Raj Enterprises.

Richards, K. A., Pillay, Y., Mazodze, O., & Govere, A. S. (2005). The impact of colonial culture in South Africa and Zimbabwe on identity development.Journal of Psychology in Africa15(1), 41-51.

Pillay, Y. (2005). Racial identity as the predictor of psychological health of African American students at a predominantly White university. Journal of Black Psychology31(1), 46-56.

Pillay, Y., & Pillay, T. (2004). Diversity on campus and beyond. In C. Rae (Ed.), Choices your first year experience at Ohio University. Dubuque, IA: Kendall Hunt Publishing Company.

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uuid: EEBCC503-5056-A800-48B176169507069F
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mgtPageId (hidden):
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Last Name: Landrum
First Name: Cheri
Title: Administrative Specialist, Recreation and Sport Pedagogy
Vacant Position?:
Email: landruc1@ohio.edu
Secondary Email:
Website:
Office Address: McCracken Hall 202C
Campus:
Phone: 740.593.4656
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uuid: 19D97AAE-5056-A800-48EC57AD3A2F673F
Research Interests:
Education:
mgtPageId (hidden):
Prefix:
Last Name: Frisoli
First Name: Annie
Title: Instructor, Recreation and Sport Pedagogy
Vacant Position?:
Email: frisoli@ohio.edu
Secondary Email:
Website:
Office Address: McCracken Hall 202B
Campus:
Phone: 740.593.0700
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Ms. Frisoli received her Bachelor of Education in Therapeutic Recreation from the University of Toledo and her Master of Science in Recreation Management from the University of North Carolina at Greensboro.  
Ms. Frisoli has been a Lecturer for the past ten years and has enjoyed developing new courses in Event Management, along with Diversity in Recreation Studies.  She has studied abroad with students comparing cultural differences in recreation and sport in Australia, along with developing ecotourism in rural areas of Ecuador.  Ms. Frisoli takes a servant leadership approach in her teaching and each semester collaborates with numerous non-profits in the area to benefit both the students in her classes, along with the local community.  



 

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uuid: 19FD2733-5056-A800-482DBAABA60AFD7A
Research Interests:
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mgtPageId (hidden):
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Last Name: Binegar
First Name: Tim
Title: Director of Development
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Email: binegart@ohio.edu
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Office Address: McCracken Hall 102J
Campus:
Phone: 740.593.4465
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uuid: 1B454B83-5056-A800-480A88C1F87FA3B8
Research Interests:
Education:
mgtPageId (hidden):
Prefix:
Last Name: Doppen
First Name: Frans
Title: Chair, Teacher Education
Vacant Position?:
Email: doppen@ohio.edu
Secondary Email:
Website:
Office Address: McCracken Hall 309EE
Campus:
Phone: 740.593.0254
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Image: Doppen bio
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Dr. Frans H. Doppen holds a Doctorandus degree in Modern History from Utrecht University, the Netherlands, as well as an Ed.S. in Educational Leadership and a Ph.D. in Social Studies Education from the University of Florida. Dr. Doppen has taught courses in Social Studies Education and currently teaches graduate courses in Curriculum. His research focuses on place-based education as well as the intersection between multicultural and global education.

Recent Publications

Doppen, F.H., Winnenberg, J.M., & Hinkle, J.K. (2017). Southeast Ohio reflects on the 50th anniversary of the War on Poverty. Ohio Social Studies Review 54(1), 7-1

Doppen, F.H. (2016). Richard L. Davis and the color line in Ohio coal. A Hocking Valley mine labor organizer, 1862-1900. Jefferson, NC: McFarland.

Doppen, F.H., An, J., & Camara, K. (2016). Why do student teachers go global? Journal of Social Studies Research 40, 85-95. doi: http://dx.doi.org/10.1016/j.jssr.2015.05.002

Doppen, F.H. (2015). Student teaching in South Africa: An intercultural experience. Ohio Social Studies Review, 52(1), 55-65.

Feinberg, J.R., Doppen, F.H., & Hollstein, M.S. (2014). Equal protection, immigration, and education: Plyler v. Doe. Social Education,78(4), 183-188.

Doppen, F.H., Feinberg, J.R., & Arrowood-Shultheis, C. (2014). Young adolescents’ knowledge and notions of citizenship. Citizenship, Social and Economics Education 13(1), 14-25.

Doppen, F.H., & An, J. (2014). Student teaching abroad: Enhancing global awareness. International Education 43(2), 59-75.

Doppen, F.H. (2013). Book review. [Review of the book A young people's history of the United States: Columbus to the War on Terror, by H. Zinn & R. Stefoff]. Ohio Social Studies Review, 48(1), 81-83.

Doppen, F.H. (2012). E Unis Pluribum: The search for diversity in Southeast Ohio. In M. Gail Hickey & Brian Lanahan (Eds.) Even the janitor is white: Educating for cultural diversity in small colleges and universities (pp. 169-184). New York, NY: Peter Lang Publishing.

Doppen, F.H., & Tesar, J.E. (2012). The Mwanje Project: Engaging preservice teachers in global service learning. Journal of International Social Studies 2(2), 52-65.

Patterson, N., Doppen, F., & Misco, T. (2012). Beyond personally responsible: A study of teacher conceptualizations of citizenship education. Education, Citizenship, and Social Justice 7, 191-206. doi:10.1177/1746197912440856

Misco, T., Patterson, N., & Doppen, F. (2011). Policy in the way of practice: How assessment legislation is affecting social studies curriculum and instruction in Ohio. International Journal of Education Policy and Leadership 6(7), 1-13.

Doppen, F.H.,­Feinberg, J.R., O'Mahony, C., Lucas,A.G., Bohan, C.H., Lipscomb, G., & OgawaM. (2011). Social studies preservice teachers' citizenship knowledge and perceptions of the U.S. Naturalization Test. Action in Teacher Education 33(1), 81-93. doi: 10.1080/01626620.2011.559445

Doppen, F.H. (2010). Incorporating archives in social studies methods. In E.E. Heilman, R. Fruja Amthor, & M.T. Missias (Eds.). Social studies and diversity education: What we do and why we do it (pp. 93-95).New York, NY: Routledge.

Doppen, F.H. (2010). Overseas student teaching and national identity: Why go somewhere you feel completely comfortable? Journal of International Social Studies, 1(1), 3-19.

Doppen, F.H. (2010). Citizenship education and the Dutch national identity debate. Education, Citizenship, and Social Justice, 5(2), 131-143.

Feinberg, J.R., & Doppen, F.H. (2010). High school students' knowledge and notions of citizenship. The Social Studies, 101(3), 111-116.

Bohan, C.H., Doppen, F., Feinberg, J., & O’Mahony, C. (2008). Citizens of today and tomorrow: An exploration of preservice teachers’ knowledge and their professors’ experiences with citizenship. Curriculum and Teaching Dialogue, 10(1-2), 117-134.

Doppen, F., Misco, T., & Patterson, N. (2008). The state of K-12 social studies instruction in Ohio. Social Studies Research and Practice, 3(3), 1-25.

Doppen, F.H., & Tesar, J. (2008). Social studies preservice teachers’ first order documents. Social Studies Research and Practice, 3(2), 1-10.

Doppen, F.H. (2007). Now what? Rethinking civic education in the Netherlands. Education, Citizenship, and Social Justice, 2(2) 103-118.

Doppen, F.H. (2007). The influence of a teacher preparation program on preservice social studies teachers’ beliefs: A case study. Journal of Social Studies Research, 31(1), 54-64.\

Tesar, J.E., & Doppen, F.H. (2007). Propaganda and collective behavior: Who is doing it, how does it affect us, and what can we do about it? The Social Studies, 97(6), 256-261.

Doppen, F.H. (2006). Preservice social studies teachers’ perceptions of high-standards-high stakes. The International Journal of Social Education, 21(2), 18-45.

Doppen, F. (2006). Before the Silk Road: Historical inquiry and the mummies of Xinjiang. The Ohio Council for the Social Studies Review 42(1), 57-69.

Doppen, F.H., & Gunsel, S.M. (2006). Teacher perspectives on student health: Implications for professors of middle level education. Current Issues in Middle Level Education, 12(1), 16-25.

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subsite: /education/manage/
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uuid: 1BD218A1-5056-A800-481D1CB3BF452593
Research Interests:
Education:
mgtPageId (hidden):
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Last Name: Elasky
First Name: Bill
Title: Instructor, Teacher Education
Vacant Position?:
Email: elaskyw@ohio.edu
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Office Address: McCracken Hall 309Y
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uuid: 1BEF210E-5056-A800-488F5F34439B8B0B
Research Interests:
Education:
mgtPageId (hidden):
Prefix:
Last Name: Harrison
First Name: Laura
Title: Associate Professor, Counseling and Higher Education
Vacant Position?:
Email: harrisol@ohio.edu
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Office Address: McCracken Hall 432A
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Phone: 740.593.0847
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Laura M. Harrison teaches and writes on the topics of advocacy, change, and leadership in higher education. Prior to joining The Patton College faculty, she served as an Associate Dean of Students at Stanford University and taught in the Business and Education schools at the University of San Francisco. She earned a doctorate in Organization and Leadership from the University of San Francisco, master’s degree in Counselor Education and baccalaureate degree in English at Ohio University.

Recent Publications:

Harrison, L.M. & Mather, P.  (2015).  Alternative solutions to higher education’s problems: An appreciative approach to reform.  New York City, NY: Routledge.

Harrison, L.M. (2015).  Critical management studies’ role in productive conversations about racism.  In Drakeford, L. (Ed.)  The Race Controversy in American Education, 191-208.  Santa Barbara, CA: Praeger Publishing.

Harrison, L.M. & Risler, L.  (2015).  The role consumerism plays in student learning.  Active Learning in Higher Education 16(1), 67-76.

Carver, L. & Harrison, L. M.  (2015).  Critical thinking vs. vocationalism: A matter of class?  Equity and Excellence in Education 48(2), 283-298.

Harrison, L.M.  (2014).  How student affairs professionals learn to advocate: A phenomenological study.  Journal of College and Character 15(3), 165-178.

Risler, L. & Harrison, L.M.  (2014).  Is there a correlation between college presidential compensation and performance?  Australian Universities Review 56(2), 30-35.

Davis, T. & Harrison, L.M.  (2013).  Advancing social justice: Tools, pedagogies, and strategies to transform your campus.  San Francisco, CA: Jossey-Bass.

Harrison, L. M. & Hasan, S.  (2013).  Appreciative inquiry in teaching and learning.  New Directions for Student Services 143, 65-75.  San Francisco, CA: Jossey-Bass.

Carver, L. & Harrison, L.M.  (2013).  MOOCs and democratic education.  Liberal Education 99(4), 20-25.

Harrison, L.M.  (2013).  Faculty and student affairs collaboration in the corporate university.  Journal of College and Character 14(4), 365-372.

Harrison, L. M.  (2011).  Transformational leadership, integrity, and power.  In Young. R. (Ed.)  New Directions for Student Services, 135, 45-52.  San Francisco, CA: Jossey-Bass.

Harrison, L.M.  (2011).  Using critical pedagogy to critique power issues in transformational leadership.  In Barbour, J. & Hickman, G.  (Eds.)  Leadership for Transformation (pp.125-140).  San Francisco, CA: Jossey-Bass.

Harrison, L.M.  (2010).  Consequences and strategies student affairs professionals engage in their advocacy roles.  Journal of Student Affairs Research and Practice 47(2), 197-214.

 

subsite: /education/manage/
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uuid: 1C18CB9B-5056-A800-4851759275489407
Research Interests:
Education:
mgtPageId (hidden):
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Last Name: Middleton
First Name: Renée A.
Title: Dean
Vacant Position?:
Email: middletr@ohio.edu
Secondary Email:
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Office Address: McCracken Hall 102L
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Phone: 740.593.4403
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Dr. Middleton currently serves as Dean of Ohio University's Gladys W. and David H. Patton College of Education and Human Services. In this capacity, she oversees the College's five departments: Counseling and Higher Education, Human and Consumer Science Education, Educational Studies, Recreation and Sport Pedagogy, and Teacher Education.

She is also responsible for the nine centers housed within the College, numerous community partnerships, and the professional development schools that shape the education experience of approximately 1,800 undergraduate and 1,200 graduate students. Prior to assuming the deanship in August 2006, Dr. Middleton served as the director of research, human resource development and outreach for Auburn University's College of Education in Auburn, Alabama.

Dr. Middleton is a tenured professor of Counselor Education with 29 years of teaching experience. She has been integral in procuring and administering research and outreach grants that total over $1.4 million. She has contributed to several book chapters and monographs and coauthored over 25 peer-reviewed articles. Her research focuses on racial identity theory, its development, and its association to multicultural counseling competency. Dr. Middleton's research interests also include disability policy issues, education and workforce diversity, and aging and disability.

Dean Middleton received the B.S. in Speech and Hearing from Andrews University, the M.A. in Clinical Audiology from the University of Tennessee, and the Ph.D. in Rehabilitation Administration from Auburn University.

Most Recent Publications:

Middleton, R.A. (2012). Navigating change: Leadership that matters. In O.M. Welch (Ed), Turnaround leadership: Deans of color as change agents(pp. 65-84), New York: Peter Lang.

Middleton, R.A., Ergüner-Tekinalp, B., Williams, N., Stadler, H.A., & Dow, J.E. (2011). Racial identity development and multicultural counseling competencies of white mental health practitioners. International Journal of Psychology and Psychological Therapy, 11, 201-218.

Middleton, R.A., & Prince, B.L. (2011). Redesigning teacher education from the ground up: A collaborative model. In G. Wan, & D.M. Gut (Eds.),Bringing schools into the 21st century (pp. 225-246). New York: Springer.

Delsignore, A.M., Petrova, E., Harper, A., Stowe, A.M., Mu'min, A.S., & Middleton, R.A. (2010). Critical incidents and assistance-seeking behaviors of white mental health practitioners: A transtheoretical framework for understanding multicultural counseling competency. Cultural Diversity and Ethnic Minority Psychology, 16, 352-361.

Middleton, R., Robinson, M., & Mu'min, A. (2010). Rehabilitation counseling:  A Continuing professional imperative for multiculturalism and advocacy competence. In M. Ratts, R. Toporek, & J. Lewis (Eds.), ACA advocacy competencies: A social justice framework for counselors (pp. 173-183)Alexandria, VA: American Counseling Association. 

Harley, D.A., Alston, R.J., & Middleton, R.A. (2007). Infusing social justice into rehabilitation education: Making a case for curriculum. Rehabilitation Education, 21(1), 41-54.

Stadler, H., Suh, S., Cobia, D., Middleton, R. A., Carney, J. (2006). Reimagining counselor education with diversity as a core value. Counselor Education & Supervision45(3), 207-217.

subsite: /education/manage/
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uuid: 1C919C52-5056-A800-484B0F52CB8CB125
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Last Name: Plummer
First Name: Curt
Title: Assistant Director, Upward Bound
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Email: plummer@ohio.edu
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subsite: /education/manage/
subsitehome: /education/
uuid: 1F798857-5056-A800-48603B8A68DA3421
Research Interests:
Education:
mgtPageId (hidden):
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Last Name: Robinson
First Name: Dwan
Title: Associate Professor, Educational Studies
Vacant Position?:
Email: robinsd3@ohio.edu
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Office Address: McCracken Hall 302E
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Phone: 740.593.9453
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Dr. Dwan Robinson, an Associate Professor in Educational Administration, holds a B.A. in Government from Oberlin College, a M.A. in Public Policy from the University of Chicago and has earned a Ph.D. in Educational Administration from The Ohio State University. Prior to joining the faculty at Ohio University, she served as a Visiting Assistant Professor at Michigan State University where she was involved in a Skillman Foundation grant with the Education Outreach Office to improve educational outcomes in Detroit, MI. Dr. Robinson teaches doctoral and master’s courses in leadership, educational leadership, educational policy and politics, and school and community relations.  Dr. Robinson teaches a dissertation preparation and research seminar for doctoral students. Her research interests include educational leadership, education policy, school and community relations, the experiences of marginalized groups in education, and social justice in education.


Recent Publications (Selected):

Robinson, D. V. (2017). Collaborative partnerships between parents and educational leaders:  Reversing the school and home divide. Journal for Multicultural Education, 11(1), 2–18.

Robinson, D. V. & Gimbert, B. G. (2017). Mentoring non-traditionally prepared teachers: A focus on the literature. Critical Issues in Teacher Education, 24(1), 80–98.

Robinson, D. V. & Volpe, L. (2015).  Navigating the parent involvement terrain – The engagement of high poverty parents in a rural school district. Journal of Family Diversity in Education. 1(4), 66 – 85.

Robinson, D. V., Moore, J. L., III, & Mayes, R. D. (2013). Two Gifted African American Brothers Achieving in Spite of the Odds. In Grantham, T., Frazier Trotman Scott, M., & Harmon, D. Young, Triumphant and Black.Prufrock Press.

Robinson, D. V., Moore, J. L., III, & Mayes, R. D. & Robinson, J. R. (2014)(In press).Chutes and ladders: Young African American males navigating potholes to climb to success. In Moore, J. L., III, & Lewis, C. W. (Eds.), African American Males in PreK-12 schools: Informing Research, Practice, and Policy.Emerald Publishing.

Allen, A., & Robinson, D.V. (2008). Schools, communities, and local newspapers: New questions to examine. In Wayne Hoy & Michael DiPaola (Eds.) Improving Schools: Studies in Leadership and Culture. Greenwich, CT: Information Age Publishing, Inc.

Allen, A. & Robinson, D. (2008). Charter Schools Must Be Publicly Regulated. In Henningfield, D. (Ed.), At Issue: Charter Schools. Farmington Hills, MI: Greenhaven Press, pp. 49-70.

 
 

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uuid: 1FD50640-5056-A800-4890E5F57AC076A8
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mgtPageId (hidden):
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Last Name: Weekley
First Name: Don
Title: IT Support Specialist, Curriculum and Technology Center
Vacant Position?:
Email: weekley@ohio.edu
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Office Address: McCracken Hall 225G
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Phone: 740.593.4450
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uuid: 20EA2D21-5056-A800-481DC848270085F2
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Education:
mgtPageId (hidden):
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Last Name: Wentworth
First Name: Laura
Title: Lecturer, Teacher Education
Vacant Position?:
Email: wentworl@ohio.edu
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Office Address: McCracken Hall 309Q
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Phone: 740.593.4436
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Mrs. Wentworth holds bachelor and master's degrees in Early Childhood Education from Muskingum University. She served as Site Administrator, Lead Teacher, and Internship Liaison for Muskingum County Head Start, as well as Adjunct Instructor for the Early Childhood Department at Zane State College. She instructed high-risk elementary students and substitute taught for the East Muskingum School District. Mrs. Wentworth instructs courses in creative learning, children’s literature, classroom management, introduction to teaching, and education abroad. Her outreach and service activities include assisting with the professional development of teachers in Belizean schools.

 
 

subsite: /education/manage/
subsitehome: /education/
uuid: 7EE44038-5056-A81E-8D5093E426286BC0
Research Interests:
Education:
mgtPageId (hidden):
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Last Name: Middleton
First Name: Renée A.
Title: Dean, Professor
Vacant Position?:
Email: middletr@ohio.edu
Secondary Email:
Website:
Office Address: McCracken Hall 102L
Campus:
Phone: 740.593.4403
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Department (not for grouping):
Image: Dean Headshot small
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Group By: Faculty
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Sub Group: Counseling and Higher Education
Biography:

Dr. Middleton currently serves as Dean of Ohio University's Gladys W. and David H. Patton College of Education and Human Services. In this capacity, she oversees the College's five departments: Counseling and Higher Education, Human and Consumer Science Education, Educational Studies, Recreation and Sport Pedagogy, and Teacher Education.

She is also responsible for the nine centers housed within the College, numerous community partnerships, and the professional development schools that shape the education experience of approximately 1,800 undergraduate and 1,200 graduate students. Prior to assuming the deanship in August 2006, Dr. Middleton served as the director of research, human resource development and outreach for Auburn University's College of Education in Auburn, Alabama.

Dr. Middleton is a tenured professor of Counselor Education with 29 years of teaching experience. She has been integral in procuring and administering research and outreach grants that total over $1.4 million. She has contributed to several book chapters and monographs and coauthored over 25 peer-reviewed articles. Her research focuses on racial identity theory, its development, and its association to multicultural counseling competency. Dr. Middleton's research interests also include disability policy issues, education and workforce diversity, and aging and disability.

Dean Middleton received the B.S. in Speech and Hearing from Andrews University, the M.A. in Clinical Audiology from the University of Tennessee, and the Ph.D. in Rehabilitation Administration from Auburn University.

Most Recent Publications:

Middleton, R.A. (2012). Navigating change: Leadership that matters. In O.M. Welch (Ed), Turnaround leadership: Deans of color as change agents(pp. 65-84), New York: Peter Lang.

Middleton, R.A., Ergüner-Tekinalp, B., Williams, N., Stadler, H.A., & Dow, J.E. (2011). Racial identity development and multicultural counseling competencies of white mental health practitioners. International Journal of Psychology and Psychological Therapy, 11, 201-218.

Middleton, R.A., & Prince, B.L. (2011). Redesigning teacher education from the ground up: A collaborative model. In G. Wan, & D.M. Gut (Eds.),Bringing schools into the 21st century (pp. 225-246). New York: Springer.

Delsignore, A.M., Petrova, E., Harper, A., Stowe, A.M., Mu'min, A.S., & Middleton, R.A. (2010). Critical incidents and assistance-seeking behaviors of white mental health practitioners: A transtheoretical framework for understanding multicultural counseling competency. Cultural Diversity and Ethnic Minority Psychology, 16, 352-361.

Middleton, R., Robinson, M., & Mu'min, A. (2010). Rehabilitation counseling:  A Continuing professional imperative for multiculturalism and advocacy competence. In M. Ratts, R. Toporek, & J. Lewis (Eds.), ACA advocacy competencies: A social justice framework for counselors (pp. 173-183)Alexandria, VA: American Counseling Association. 

Harley, D.A., Alston, R.J., & Middleton, R.A. (2007). Infusing social justice into rehabilitation education: Making a case for curriculum. Rehabilitation Education, 21(1), 41-54.

Stadler, H., Suh, S., Cobia, D., Middleton, R. A., Carney, J. (2006). Reimagining counselor education with diversity as a core value. Counselor Education & Supervision45(3), 207-217.

 

 

She is also responsible for the nine centers housed within the College, numerous community partnerships, and the professional development schools that shape the education experience of approximately 1,800 undergraduate and 1,200 graduate students. Prior to assuming the deanship in August 2006, Dr. Middleton served as the director of research, human resource development and outreach for Auburn University's College of Education in Auburn, Alabama.

 

 

Dr. Middleton is a tenured professor of Counselor Education with 29 years of teaching experience. She has been integral in procuring and administering research and outreach grants that total over $1.4 million. She has contributed to several book chapters and monographs and coauthored over 25 peer-reviewed articles. Her research focuses on racial identity theory, its development, and its association to multicultural counseling competency. Dr. Middleton's research interests also include disability policy issues, education and workforce diversity, and aging and disability.

Dean Middleton received the B.S. in Speech and Hearing from Andrews University, the M.A. in Clinical Audiology from the University of Tennessee, and the Ph.D. in Rehabilitation Administration from Auburn University.

Most Recent Publications:

Middleton, R.A. (2012). Navigating change: Leadership that matters. In O.M. Welch (Ed), Turnaround leadership: Deans of color as change agents(pp. 65-84), New York: Peter Lang.

Middleton, R.A., Ergüner-Tekinalp, B., Williams, N., Stadler, H.A., & Dow, J.E. (2011). Racial identity development and multicultural counseling competencies of white mental health practitioners. International Journal of Psychology and Psychological Therapy, 11, 201-218.

Middleton, R.A., & Prince, B.L. (2011). Redesigning teacher education from the ground up: A collaborative model. In G. Wan, & D.M. Gut (Eds.),Bringing schools into the 21st century (pp. 225-246). New York: Springer.

Delsignore, A.M., Petrova, E., Harper, A., Stowe, A.M., Mu'min, A.S., & Middleton, R.A. (2010). Critical incidents and assistance-seeking behaviors of white mental health practitioners: A transtheoretical framework for understanding multicultural counseling competency. Cultural Diversity and Ethnic Minority Psychology, 16, 352-361.

Middleton, R., Robinson, M., & Mu'min, A. (2010). Rehabilitation counseling:  A Continuing professional imperative for multiculturalism and advocacy competence. In M. Ratts, R. Toporek, & J. Lewis (Eds.), ACA advocacy competencies: A social justice framework for counselors (pp. 173-183)Alexandria, VA: American Counseling Association. 

Harley, D.A., Alston, R.J., & Middleton, R.A. (2007). Infusing social justice into rehabilitation education: Making a case for curriculum. Rehabilitation Education, 21(1), 41-54.

Stadler, H., Suh, S., Cobia, D., Middleton, R. A., Carney, J. (2006). Reimagining counselor education with diversity as a core value. Counselor Education & Supervision45(3), 207-217.

 

subsite: /education/manage/
subsitehome: /education/
uuid: 7F47AB54-5056-A81E-8D45545F8E8AE64E
Research Interests:
Education:
mgtPageId (hidden):
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Last Name: Machtmes
First Name: Krisanna
Title: Chair and Associate Professor, Educational Studies
Vacant Position?:
Email: machtmes@ohio.edu
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Website:
Office Address: McCracken Hall 302W
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Phone: 740.597.1323
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Dr. Krisanna Machtmes holds a BS degree from University of Wyoming, a MS degree from Washington State University and a Ph.D. in Education from Purdue University. After completing her doctorate at Purdue University, Krisanna worked for three years as a program evaluator for the 4-H Youth Development Department at Purdue University. Krisanna's initial faculty position was at Louisiana State University in 2002. While at LSU, Dr. Machtmes earned promotion to Associate Professor with tenure. She joined Ohio University in the fall of 2013. Dr. Machtmes' research focuses on the methodology used to evaluate technology-based education programs. Current research examines the effects of immersive virtual learning on training adults. Responsibilities at Ohio University include teaching graduate courses in research methods and evaluation, including mixed methods. Dr. Machtmes has been active in myriad campus service and leadership committees at LSU, including the Honor Society of Phi Kappa Phi.


Recent Publications (Selected):

Cater, M., Machtmes, K., & Fox, J. (2013). A Phenomenological Examination of Context on Adolescent Ownership and Engagement. The Qualitative Report, 18(Art. 31), 1- 13. Retrieved from http://www.nova.edu/ssss/QR/QR18/cater31.pdf

Ndinguri, E. N., Prieto, L.C., & Machtmes, K. (2012). Human capital development dynamics: The knowledge based approach.Academy of Strategic Management, 11(2), 121-136.

Fox, J., Jones, K., Machtmes, K., & Cater, M. (2012). Internalizing virtue framework: A qualitative examination of a character development service-learning project and its impact on college students in an adolescence development course. The Journal for Civic Commitment (19), 1-19.

Broussard, J., & Machtmes, K. (2012). Gaming as a curriculum. Curriculum and Teaching Dialogue, 14(1-2), 89-104.

Jabor, Khata,Abu, Salleh, Machtmes, K., & Huang, R. T. (2012). Does ethnicity matter on the students' achievement in mathematics. Archive of Science Journal, 65(7), 608-614.

Jabor, Khata,Abu, Salleh,& Machtmes, K. (2012). The impacts of parent educational status on the achievement in mathematics. Archive of Science Journal, 65(7), 564-589.

Deggs, D., & Machtmes, K., (2012). The influence of higher education on working adults' anticipated independent and self-directed learning activities. PAACE Journal of Lifelong Learning, 21, 23-37.

Kungu, K., Machtmes, K., Prieto, L., & Jabor, M. K. (2012).Assessing readiness for lifelong learning: Volunteers to a 4-H Youth Development Program. The International Journal of Learning, 18(3), 23-43.

Huang, R., Deggs, D., Jabor, M., & Machtmes, K. (Summer, 2011). Faculty online technology adoption: The role of management support and organizational climate. Online Journal of Distance Learning Administration, 14(2), Retrieved from http://www.westga.edu/%7Edistance/ojdla/summer142/huang_142.html

Huang, R., Jang, S., Machtmes, K., & Deggs, D. (2011). Investigating the roles of perceived playfulness resistance to change and self-management of learning in mobile English learning outcome. British Journal of Educational Technology, Advanced online publication. doi: 10.1111/j.1467-8535.2011.01239x

Kungu, K., Iraki, F., & Machtmes, K. (2010). Assessing the self-directed learning readiness in a Kenyan University context.Review of Higher Education and Self-Learning, 3(7), 26-39.

Deggs, D., Hilleke, G., Stevens, M., & Machtmes, K. (September 2010). The affect of previous service activities on student experiences in a service-learning course. Journal for Civic Commitment, 15, 1-13, Retrieved from http://www.mesacc.edu/other/engagement/Journal/Issue15/Deggs.shtml

Fox, J., Machtmes, K., Tassin, M., & Hebert, L. (Winter 2009). An analysis of volunteer motivation among youth participating in service-learning projects.Information for Action: A Journal for Research on Service-Learning for Children and Youth, 2(1), 1-17.

Kungu, K., & Machtmes, K. (2009). Lifelong learning: Looking at triggers for adult learning. The International Journal of Learning, 16(7), 501-511.

Hathorn, D., Machtmes, K., & Tillman, K. (2009).The lived experience of nurses working with student nurses in the acute care clinical environment. The Qualitative Report, 14(2), 227-244, Retrieved from http://www.nova.edu/ssss/QR/QR14-2/hathorn.pdf

Machtmes, K., Deggs, D., Johnson, E., Fox, J., Burke, M., Harper, J., Matzke, B., Arcemont, L., Hebert, L., Tarifa, T., Reynaud, A., Aguirre, R., & Brooks, C. (2009). Teaching qualitative research methods through service-learning. The Qualitative Report, 14(1), 155-164, Retrieved from http://www.nova.edu/ssss/QR/QR14-1/machtmes.pdf

 

subsite: /education/manage/
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uuid: 872A0F2B-5056-A81E-8D21562F806CB047
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mgtPageId (hidden):
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Last Name: Noh
First Name: Mijeong
Title: Associate Professor, Human and Consumer Sciences
Vacant Position?:
Email: noh@ohio.edu
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Office Address: McCracken Hall 121G
Campus:
Phone: 740.593.2878
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Department (not for grouping): Human and Consumer Sciences
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Dr. Mijeong Noh is an associate professor in Retail Merchandising and Fashion Product Development program in the Department of Human and Consumer Sciences.She earned her Ph.D. and master's degrees from Auburn University and her bachelor degree from Ewha Womans University in South Korea. Her research interests include cool product perception, luxury marketing, consumer behavior in multichannel retailing, online shopping behavior of diverse consumer segments, and work-related well-being in retail industries using various statistical procedures for qualitative and quantitative research designs and marketing model development. She has published her manuscripts in peer-reviewed journals such as Journal of Fashion Marketing and Management, International Journal of Retail & Distribution Management, and International Journal of Fashion Design, Technology and Education, etc. She has served as an undergraduate and graduate coordinator.She has also served as a reviewer of Journal of Fashion Marketing and Management and International Textiles and Apparel Association (ITAA).


Recent Publications (Selected):

Noh, M., & Hasan, H. M. R. ul (2017). Moderating effect of personality traits on relationships between retail therapy, compulsive buying, and hoarding of fashion products. Journal of Global Fashion Marketing, 8(3), 180-192.

Noh, M., & Johnson, K.K.P. (2016). Effect of Workplace Characteristics on Part-Time Apparel Sales Associates' Turnover Intentions. International Journal of Costume and Fashion, 16(1), 37-53.

Noh, M., Li, M., Markin, K., & Purpura, J. (2015). College Men's Fashion: Clothing Preference, Identity, and Avoidance. Fashion and Textiles, 2(1), 1-12.

Noh, M., Johnson, K.K.P., & Koo, J. (2015). Building an Exploratory Model for Part-Time Sales Associates' Turnover Intentions. Family & Consumer Sciences Research Journal, 44(2), 184-200.

Noh, M., & Mosier, J. (2014). Effects of Young Consumers’ Self-Concept on Hedonic/Utilitarian Attitudes toward What is “Cool”. International Journal of Fashion Design, Technology and Education, 7(3), 163-169.

Lennon, S. J., Johnson, K. K. P., Noh, M., Zheng, Z., Chae, Y., & Kim, Y. (2014). In search of a common thread revisited: What content does fashion communicate? International Journal of Fashion Design, Technology and Education, 7(3), 170-178.

Noh, M., Runyan, R. C., & Mosier, J. (2014). Young Consumers’ Innovativeness and Hedonic/Utilitarian Cool Attitudes. International Journal of Retail & Distribution Management, 42(4), 267-280.

Runyan, R. C., Noh, M., & Mosier, J. (2013). What is "Cool"? Operationalizing the Construct in an Apparel Context. Journal of Fashion Marketing and Management, 17(3), 322-340.

Noh, M., & Ulrich, P. (2013). Querying Fashion Professionals' Forecasting Practices: The Delphi method. International Journal of Fashion Design, Technology and Education, 6(1), 63-70.

Noh, M., & Lee, E. (2011) Effect of Brand Difference on Multichannel Apparel Shopping Behaviors in a Multichannel Environment. International Journal of Business and Social Science, 2(18), 24-31.

Lee, E., Kim, H., & Noh, M. (2011). Psychological Benefits of One-to-one Marketing in Apparel E-commerce: An Approach with Perceived Usefulness, Pleasure, Arousal, and Attitude toward the E-store. Journal of the Korean Society of Clothing and Textiles, 35(6), 646-658.

Kwon, W., & Noh, M. (2010). Mature Consumers' Benefit and Risk Perception in Online Shopping. Journal of Fashion Marketing and Management, 13(4), 335-349.

 

subsite: /education/manage/
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uuid: 876E62FD-5056-A81E-8D9209BFE173C229
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mgtPageId (hidden):
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Last Name: Yang
First Name: Lijing
Title: Assistant Professor, Counseling and Higher Education
Vacant Position?:
Email: yangl@ohio.edu
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Office Address: McCracken Hall 432N & 432L
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Dr. Lijing Yang is an assistant professor of higher education at Ohio University. She holds a Ph.D. in Higher Education from the University of Michigan and completed postdoctoral training from the Institute of Higher Education at the University of Georgia. She teaches graduate courses including higher education finance and budgeting, assessment and evaluation, statistical analysis of national large datasets, and comparative and international higher education. Her current research focuses on higher education policy, economics of education, education finance, and comparative and international higher education.

 

Recent Publications:

Yang, L. & Webber, K., (2015). A Decade Beyond the Doctorate: The Influence of a U.S. Postdoctoral Appointment on Faculty Career, Productivity, and Salary. Higher Education, (January 2015), 1-21

Webber, K., & Yang, L. (2015). The Career Path of the Postdoctoral Researcher. Change The Magazine of Higher Learning , 47(6)

Yang, L. & McCall, B. P. (2014). World education finance policies and higher education access: A statistical analysis of world development indicators for eighty-six countries. International Journal of Educational Development, 35, 25-36

Webber, K. & Yang, L. (2014). Changes in US- and foreign-born faculty: Evidence from the National Survey of Postsecondary Faculty 1993 and 2004, Journal of Higher Education Policy and Management, 36(1), 43-61.

Yang, L. & St. John, E. P. (2013). Reframing the discourse of access: Three perspectives in viewing access in comparative higher education literature. In E.P. St. John, J. Kim and L. Yang. (Eds.), Privatization and Inequality: Comparative Studies of College Access, Education Policy, and Public Finance, With Cases on China, South Korea, and the United States, The State of California. (pp. 19-44). New York: AMS Press Inc.

Kim, J., Yang, L., & St. John, E. P. (2013). Economic development and college access: A comparative study of OECD nations. In E.P. St. John, J. Kim and L. Yang. (Eds.), Privatization and Inequality: Comparative Studies of College Access, Education Policy, and Public Finance, With Cases on China, South Korea, and the United States, The State of California. (pp. 45-64). New York: AMS Press Inc.

St. John, E. P., Kim, J. & Yang, L. (2013). Introduction. In E.P. St. John, J. Kim and L. Yang. (Eds.), Privatization and Inequality: Comparative Studies of College Access, Education Policy, and Public Finance, With Cases on China, South Korea, and the United States, The State of California. (pp. 3-18). New York: AMS Press Inc.

St. John, E., Kim, J., & Yang, L. (Eds.) (2013). Privatization and Inequality: Comparative Studied of College Access, Education Policy, and Public Finance, With Cases on China, South Korea, and the United States, The State of California. New York: AMS Press Inc.

Yang, L., (2011). The disappearing role of education finance policies in higher education access—Panel data analysis of twenty-one Asia-Pacific countries in a global setting. In S. Marginson, S. Kaur and E. Sawir (Eds.), Higher education in the Asia-Pacific: Strategic responses to globalization. (pp. 77-104). Dordrecht, the Netherlands: Springer.

Yang, L., St. John, E. P., Kim, J., & Zheng, H. (2007). Financial aid policy and higher education access: a statistical analysis of international indicators. In the University of Houston Institute for Higher Education Law and Governance (IHELG) Monograph Series.

Ross, H. A., Lou, J., Yang, L., Rybakova, O., & Wakhungu, P. (2005). Where and Who Are the World’s Illiterates: China Country Studies, Education For All, 2006 Global Monitoring Report, UNESCO

 

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Last Name: Dael
First Name: Lisa
Title: Online and Outreach Programs Coordinator
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Last Name: Starcher
First Name: Mary
Title: Administrative Services Assistant
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uuid: CED5D488-5056-A81E-8D10D3217B8F43B7
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Last Name: Hallman-Thrasher
First Name: Allyson
Title: Assistant Professor, Teacher Education
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Dr. Allyson Hallman-Thrasher holds a B.S. in Mathematics from the Honors College of the University of South Carolina, an M.S.T in Secondary Mathematics Teaching from the University of Illinois at Chicago, and a Ph.D. in Mathematics Education from the University of Georgia. A former high school and middle school teacher, Dr. Hallman-Thrasher teaches methods and content courses for prospective elementary and secondary teachers. Her research analyzes ways to support prospective teachers in learning to engage their K-12 students in mathematically productive classroom discussions and cognitively demanding tasks. She is also part of research team studying the experiences and knowledge of STEM Teaching Fellows. 

Most Recent Publications:

Hallman-Thrasher, A. (2017). Cycles of collective planning, enactment, reflection in elementary teacher education, in M. Boston & L. West (Eds.), 2017 Annual Perspectives in Mathematics (pp. 285–305). Reston, VA: National Council of Teachers of Mathematics.

Hallman, Thrasher, A., Litchfield, E., & Dael, K. (October, 2016). Original recipes for matrix multiplication. Mathematics Teacher, 110, 182 –190.

Hallman-Thrasher, A. (February, 2015). Soccer championship: How many games? Mathematics Teacher, 108, 480.

Spangler, D. & Hallman-Thrasher, A. (2014). Using task dialogues to enhance preservice teachers’ abilities to orchestrate discourse. Mathematics Teacher Educator, 3, 58–75.

 

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First Name: Kelly
Title: Academic Advisor
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First Name: Linda
Title: Director of Institute for Democracy in Education
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Last Name: Martin
First Name: Jennifer
Title: Assistant Finance Officer, Dean's Office
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Email: martinj2@ohio.edu
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First Name: Chip
Title: Research Grants Development Coordinator
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First Name: Mary
Title: Dean's Office Assistant
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uuid: FB6F0B25-5056-A81E-8D10CBB1EE9D9845
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mgtPageId (hidden):
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Last Name: Zhou
First Name: Yuchun
Title: Assistant Professor, Educational Studies
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Email: zhouy@ohio.edu
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Office Address: McCracken Hall 302G
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Dr. Yuchun Zhou is an assistant professor in the Educational Research and Evaluation program.  She holds the Ph.D. in research methodology from The University of Nebraska-Lincoln.  Dr. Zhou’s major research interests include measurement in education, longitudinal research and multilevel modeling, latent trait measurement models, structural equation modeling, and mixed methods research. Dr. Zhou teaches the courses of EDRE 7330: Research Designs, EDRE 7110: Test Theory and Measurement, and EDRE 7500: Qualitative Research.  

 

Most Recent Publications:

Li, L., Worch, E., & Zhou, Y. (2015). How and why digital native generation teachers use technology in the classroom: An explanatory sequential mixed methods study.  International Journal for the Scholarship of Teaching and Learning, 9(2), Art.9.

Bang, H., & Zhou, Y. (2014).  The function of wisdom dimension in ego-identity development among Chinese university students.  International Journal of psychology, 49(6), 434-445.

Plano Clark, V., Anderson, N., Wertz, J., Zhou, Y., Schumacher, K., & Miaskowski, C. (2015).  Conceptualizing longitudinal mixed methods designs: A methodological review of health sciences research.  Journal of Mixed Methods Research, 9(4), 297-319.

Zhou, Y., & Creswell, W. J. (2012). The use of mixed methods by Chinese scholars in East China: A case study. International Journal of Multiple Research Approaches, 6(1), 73-87.

Li, L.,Liu, X., & Zhou, Y. (2012). Give and take: A re-analysis of assessor and assessee’s roles in technology-facilitated peer assessment. British Journal of Educational Technology, 4(3), 376-384.

Zhou, Y., Frey, C., & Bang, H. (2011). Understanding of international graduate students’ academic adaptation    to a U.S. graduate school. International Education, 41(1), 76-94

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Last Name: Felton-Koestler
First Name: Mathew
Title: Assistant Professor, Teacher Education
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Email: felton@ohio.edu
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Phone: 740.593-4420
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Dr. Mathew Felton holds a B.S. in Mathematics and Political Science, an M.S. in Education and Mathematics, and a Ph.D. in Curriculum and Instruction with a specialization in Mathematics Education from The University of Wisconsin—Madison. Dr. Felton typically teaches courses in mathematics education for future teachers and doctoral students. His primary research focus is on issues of equity, diversity, and social justice in mathematics teacher education. He also studies mathematical modeling, especially of students’ out-of-school interests and of social justice issues, and Complex Instruction in mathematics education.

Most Recent Publications:

Felton, M. D., & Page, M. (2014). Preparing teacher leaders. Teaching Children Mathematics, 21(2), 92-99.

Koestler, C., Felton, M. D., Bieda, K., & Otten, S. (2013). Connecting the NCTM process standards and the CCSSM practices. Reston, VA: National Council of Teachers of Mathematics.

Felton, M. D. (2012). Test scores in the U.S.: Introducing the data to pre-service teachers. Teaching for Equity and Excellence in Mathematics 4(1), 7-14.

Felton, M. D. (2012, November). “After all, math was only numbers, right?” Transitions in teaches’ beliefs about equity. Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (34th, Kalamazoo, Michigan) (pp. 503-506). Kalamazoo, MI: Western Michigan University.

Felton, M. D., & Koestler, C. (2012). “Questions and answers can mean something”: Supporting critical reflection in mathematics education. In R. Flessner, G. R. Miller, K. M. Patrizio, & J. R. Horwitz (Eds.), Agency through teacher education: Reflection, community, and learning (pp. 25–35). Lanham, MD: Rowman & Littlefield.

Felton, M. D., Simic-Muller, K., & Menéndez, J. M. (2012). “Math isn’t just numbers or algorithms”: Mathematics for social justice in preservice K-8 content courses. In L. J. Jacobsen, J. Mistele, & B. Sriraman (Eds.), Mathematics teacher education in the public interest: Equity and social justice (pp. 231-252). Charlotte, NC: Information Age.

Knuth, E., Kalish, C., Ellis, A., Williams, C., & Felton, M. D. (2012). Adolescent reasoning in mathematical and nonmathematical domains: Exploring the paradox. In V. F. Reyna, S. B. Chapman, M. R. Dougherty, & J. Confrey (Eds.), The adolescent brain: Learning, reasoning, and decision making (pp. 183–209). Washington, DC: American Psychological Association.

Millar, T., & Felton, M. D. (2011). The SCALE project: Field notes on a mathematics reform effort. In W. F. Tate, K. D. King, & C. R. Anderson (Eds.), Disrupting tradition: Research and practice pathways in mathematics education (pp. 119-131). Reston, VA: National Council of Teachers of Mathematics.

Felton, M. D. (2010). Is math politically neutral? Teaching Children Mathematics, 17(2), 60-63.

Felton, M. D., & Nathan, M. (2009). Exploring Sfard’s commognitive framework: A review of Thinking as Communicating: Human Development, the Growth of Discourses, and Mathematizing. Journal for Research in Mathematics Education, 5(40), 571-576.

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Last Name: Koestler
First Name: Courtney
Title: Director, OCEMS
Vacant Position?:
Email: koestler@ohio.edu
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Office Address: McCracken Hall 321A
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Dr. Courtney Koestler holds a B.S. in Elementary Education (Concentration: Mathematics) from Ohio University, an M.A. in New Professional Studies: Teaching from George Mason University, and a Ph.D. in Curriculum and Instruction (Area of Study: Mathematics Education) from the University of Wisconsin-Madison.  Dr. Koestler teaches courses in mathematics education. Her major research interests center on diversity, equity, social justice, and critical pedagogies in early childhood education, elementary education, teacher education, and mathematics education.

Most Recent Publications:

Felton-Koestler, M. D., & Koestler, C. (2017). Should mathematics teacher education be politically neutral? Mathematics Teacher Educator6(1), 67–72.

Koestler, C. (2016) Challenging and disrupting deficit notions in our work with early childhood and elementary teachers. In D. Y. White, S. Crespo, & M. Civil (Eds.) Cases for teacher educators: Facilitating conversations about inequities in mathematics classrooms. Charlotte, NC: Association of Mathematics Teacher Educators and Information Age Publishing.

Larnell, G. V.,  LópezLeiva, C. A., Scroggins, A. D., Amidon, J., Foote, M. Q., Hand, V. M., Herbel-Eisenmann, B., Koestler, C., and Wager, A. A. (2016). Challenging the reframing of equity in mathematical systems: access, agency, and allies. In M. B. Wood, E. E. Turner, M. Civil, & J. A. Eli (Eds.), Proceedings of the 38th annual meeting of the North American Chapter of theInternational Group for the Psychology of Mathematics Education (p. 1608-1611). Tucson, AZ: The University of Arizona.

Felton, M. D., & Koestler, C. (2015). “Math is all around us and...we can use it to help us”: Teacher agency in mathematics education through critical reflection. The New Educator.

Koestler, C., Felton, M. D., Bieda, K., and Otten, S. (2013). Connecting the NCTM Process Standards and the Common Core State Standards for Mathematics Practices to improve instruction. Reston, VA: National Council of Teachers of Mathematics.

Felton, M. D. and Koestler, C. (2012). “Questions and answers can mean something”: Supporting critical reflection in mathematics education. In Flessner, R., Miller, G., Patrizio, K. and Horwitz, J.’s (Eds.) Agency in Teacher Education.

Koestler, C. (2012). Beyond apples, puppy dogs, and ice cream: Preparing prospective K-8 teachers to teach mathematics for equity and social justice. In A. Wager and D. Stinson, (Eds.) Teaching mathematics for social justice: Conversations with educators. Reston, VA: National Council of Teachers of Mathematics.

 

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uuid: F68B7B3B-5056-A81E-8D922B18F039A99F
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Last Name: Kopish
First Name: Michael
Title: Assistant Professor, Teacher Education
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Email: kopish@ohio.edu
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Phone: 740.593.4421
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Dr. Michael Kopish began his career in education as a high school social studies teacher.  He holds a B.A. in History with minors in Secondary Education and Psychology from Mt. Mercy College, a Masters of Arts in Teaching from Coe College, and a Ph.D. in Curriculum and Instruction with a minor in Educational Psychology from the University of Wisconsin-Madison.  Dr. Kopish teaches courses in social studies education and AYA courses in secondary education.  His major research interests include teaching and learning in social studies classrooms; inclusive literacy practices; and youth participation and civic engagement.  

Publications

Kopish, M. A. (2014).  Discussion, critical reflection, knowledge construction in experiential education. A response to taking peoples history back to the people: An approach to making history popular, relevant and intellectual. Democracy in Education. 22(1), Article 7. Available at:               http://democracyeducationjournal.org/home/vol22/iss1/7

Kopish, M.A., & Wenhart, A. D. (2014). Igniting Justice: The skilled and empowered voice of social studies curriculum. New Hampshire Journal of Education, XVII, 42-49.

Flanagan, C, Kim, T., Collura, J, & Kopish, M.A. (2014) Community service and adolescents’ social capital.     Journal of Research on Adolescence. doi: 10.1111/jora.12137

Christens, B. D., Collura, J. J., Kopish, M. A., & Varvodic, M. (2014). Youth organizing for   school and neighborhood improvement. In K. L. Patterson & R. M. Silverman (Eds.), Schools and urban revitalization: Rethinking institutions and community development (pp. 151-166). New York: Routledge.

 

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Last Name: Chen
First Name: Sandy
Title: Associate Professor, Human and Consumer Sciences
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Email: chens5@ohio.edu
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Dr. Sandy C. Chen holds the M.S. and Ph.D. in Hospitality Administration, both from University of Nevada, Las Vegas, and several certificates on strategic marketing and revenue management from the Hospitality Executive Program of Cornell University.  Before joining the academia, Dr. Chen worked for Walt Disney World, Beijing International Hotel, The Luxury Collection, a brand of Starwood Hotels and Resorts Corp, and Panda Express Restaurant Group.  Dr. Chen teaches a variety of courses in management and operations of hotels, restaurants, and tourism enterprises.  Her major research interests include consumer behavior, firm behavior, and service quality and innovation.

 

Recent Publications:

Elston, A. J., Chen, S., & Weidinger, A. (2016). The Role of Informal Capital on New Venture Formation and Growth in China.  Small Business Economics: An Entrepreneurship Journal. 46 (1). 79-91.

Chen, S., Raab, C., & Tanford, S. (2015). Antecedents of Mandatory Customer Participation in Service Encounters: An Empirical Study.  International Journal of Hospitality Management.  46, 65-75.

Chen, S. & Shoemaker, S. (2014). Age and Cohort Effects: The American Senior Tourism Market. Annals of Tourism Research. 48. 58-75.

Chen, S. & Elston, Julie E. (2013).  Entrepreneurial Motives and Characteristics: An Analysis of Small Restaurant Owners.  International Journal of Hospitality Management.  (35). 294-305.

Chen, S. (2013). The Characteristics and Travel Behaviors of Senior Leisure Travelers: A Cross-Cultural Comparison between China and the US. Tourism Review International (TRI). 14. 203-216.

Chen, S., Shoemaker, S., & Zemke, D. (2013).  Segmenting Slot Machine Players: A Factor-Cluster Analysis, International Journal of Contemporary Hospitality Management, 25 (1), 23-48.

Chen, S. & Gassner, M. (2012).  An Investigation of the Demographic, Psychological, Psychographic, and Behavioral Characteristics of Chinese Senior Leisure Travelers. Journal of China Tourism Research, 8(2), 23. 2012.

Chen, S. & Raab, R. (2011) Predicting Resident Intentions to Support Community Tourism: Toward an Integration of Two Theories. Journal of Hospitality marketing & Management [formerly “Journal of Hospitality and Leisure Marketing], 21(3), 270-294.

Chen, S. (2011) Residents’ Perceptions of the Impact of Major Annual Tourism Events in Macao: Cluster Analysis. Journal of Convention & Event Tourism, 12(2), 106-128. 2011. 

subsite: /education/manage/
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uuid: F75F8CEA-5056-A81E-8D1A4E9033FF7C90
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Last Name: Jean Francois
First Name: Emmanuel
Title: Associate Professor, Educational Studies
Vacant Position?:
Email: jeanfran@ohio.edu
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Office Address: McCracken Hall 302T
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Phone: 740.593.4731
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Dr. Emmanuel Jean Francois is Associate Professor of Comparative and International Education at Ohio University. He is the Coordinator of the Doctoral program in Educational Administration/Leadership, as well as the doctoral specialization in Comparative and International Educational Leadership. He previously served as Assistant Professor of Human Services Leadership and Director of the Master’s program in Transnational Human Services at the University of Wisconsin Oshkosh. He earned a Ph.D. in Curriculum and Instruction (Adult, Higher Education, and Human Resources Development) from the University of South Florida (USF), a Master's degree in Human Services (Organization Management and Leadership) from Springfield College, a joint Postgraduate Diploma in Population and Development from the State University of Haiti and the United Nations Development Program (UNDP), and a joint postgraduate certificate in Psycho-education and social health, from the Schools of Cadres in Special Education of Port-au- Prince and Versailles. He studied Anthropology and Sociology at the State University of Haiti, and Pedagogy of Secondary Education at the University Institute of Educational Sciences. Dr. Jean Francois taught for three years at Springfield College, served as Campus Coordinator for an international program in Youth Leadership at the University of South Florida (in collaboration with Georgetown University), and Research Coordinator at the Moffitt Cancer Center and Research Institute.

His most recent books include: Perspectives in Transnational Higher Education (2016), "Building global education with a local perspective: An introduction to global higher education (2015)", "Financial sustainability for nonprofit organizations (2014)", "Trans-cultural blended learning and teaching in post-secondary education (2012)", "DREAM model to start a small business (2011)", and "Global education on trial by U.S. college professors (2010)". Dr. Jean Francois' research findings have benn published in several peer review journals. Dr. Jean Francois is the current president of the Transnational Education and Learning Society (TELS), and a former Editor of the peer review journal Human Services Today. He has served as reviewer for Global Education Review, Journal of International Students, Human Services Today, American Educational Research Journal, and International Journal of Multicultural Education. He is the Editor of the on-line peer review journal The African Symposium. He has served as guest speakers in several conferences and presented at various regional, national, and international conferences about his research on adult and continuing education, non-traditional college students, global education, transnational education, transcultural issues, globalization, international development, study abroad, transformative learning, scholarship of teaching and learning, and community based participatory research.

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Last Name: Kelly
First Name: Debra
Title: CORAS
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Email: kellyd@ohio.edu
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Phone: 740.593.4445
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uuid: CA91A460-5056-A81E-8DE4FC8F707AC003
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Last Name: Stephens
First Name: Bridget
Title: Lecturer, Teacher Education
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Email: stephenb@ohio.edu
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Bridget has worked in public and private education for over 30 years. Her interests lie in special education with an emphasis on students with the most intense needs for support. Bridget earned her bachelor’s degree in Special Education at Ohio University, as well as her Master’s degree in Educational Leadership: Elementary Principalship. She has taught individuals with disabilities from ages 2-65 in many different settings, primarily public schools. Bridget not only worked as a special education teacher, but also a kindergarten teacher, elementary principal, special education supervisor, curriculum supervisor, and special education consultant. She now serves as a lecturer in the special education program at OU.

 

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Last Name: Skon
First Name: Jane
Title: Lecturer, Teacher Education
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uuid: CB3FB518-5056-A81E-8D7616A9B50DB28A
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Last Name: Toretch
First Name: Melissa
Title: Academic Advisor, Student Affairs
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Email: toretch@ohio.edu
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Office Address: McCracken Hall 103G
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uuid: CB67E0E3-5056-A81E-8D58A529D3E19EB9
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mgtPageId (hidden):
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Last Name: Lowery
First Name: Charles
Title: Assistant Professor, Educational Studies
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Email: loweryc@ohio.edu
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Office Address: McCracken Hall 302C
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Phone: 740.593.4484
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Charles L. Lowery holds the B.A. in Spanish from the University of Texas at Tyler. He holds the M.Ed. in Educational Administration from Stephen F. Austin State University where he also earned the Ed.D. in Educational Leadership. Additionally, he holds the M.S. in Instructional Design and Technology from Walden University. Dr. Lowery teaches courses in the principal preparation program with a focus on the leadership theory, personnel administration, and data gathering. He also teaches in the educational leadership doctoral program. His major research interests include moral literacy in leadership and spiritual metaphors of leadership for P20 educational settings.  As well, his study focuses on the identity of the scholar-practitioner educational leader as a moral agent of democracy, justice, care, and critique. 

Recent Publications:

Lowery, C. (2016). Race to de-democratization: The militarization, commodification, and hyper-politicization of education. In C. Lowery, A. Walker, & C. Thomas (Eds.), Un-democratic acts: Departures for dialogues in schools and society (pp. 8-22). Rotterdam, The Netherlands: Sense.

Lowery, C., Walker, A., & Thomas, C. (Eds.) (2016). Un-democratic acts: Departures for dialogues in schools and society. Rotterdam, The Netherlands: Sense.

Lowery, C. L. (2016). Dewey’s educational values for teacher practice in the 21st century.  Teacher Education and Practice, 29(3), 531-544.

Gautam, C. N., Lowery, C. L., Mays, C. D., & Durant, D. G. (2016). Challenges for global learners at a small town university: A qualitative study of the concerns and difficulties of international students. Journal of International Students, 6(2), 500-525.

Lowery, C. L. (2016). The scholar–practitioner ideal: Toward a socially just educational administration for the 21st century. Journal of School Leadership, 26(1), 34-60.

Lowery, C. L. (2015). The Time of the Brave mask: An arts-based analysis of a metaphor for racial identity/invisibility in U.S. schools. In C. Lowery, A. Walker, C. Hernandez, & C. Thomas (Eds.), Un-American Acts: Voices from Within. Rotterdam, The Netherlands: Sense.

Lowery, C., Walker, A., Hernandez, C., & Thomas, C. (Eds.). (2015). Un-American acts: Voices from within. Rotterdam, The Netherlands: Sense.

Lowery, C. L. (2015). Critical transnational pedagogy (CTP): Toward a critical theory of transnational education and learning. In E. Jean-François (Ed.), Perspective on Transnational Higher Education. Rotterdam, The Netherlands: Sense.

Lowery, C. L., Gautam, C., & Mays, C. D. (2015). The Buddha metaphor: The teacher-seeker, the wheel-turner, the scholar-practitioner. Scholar–Practitioner Quarterly, 8(2), 109-125.

Lowery, C. L., Walker, A., Gautam, C. N., & Mays, C. D. (2015). DPPE and the scholar-practitioner: Accountability through care, collaboration, criticality, and commitment. In P. Tenuto (Ed.), Renewed Accountability for Access and Excellence: Applying a Model for Democratic Professional Practice in Education (pp. 261-278). Lanham, MD: Lexington Books.

Lowery, C. L. (2014). Faith, humility, and hope: Freire’s critical consciousness for repairing the world. Scholar–Practitioner Quarterly, 7(2), 125-136.

   Lowery, C. L. (2013). Preserving the democratic platform: An educational leadership for all. Scholar–      Practitioner Quarterly, 6(3), 219-231.

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uuid: CB79B209-5056-A81E-8DA63C341983A1B4
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Last Name: Allen
First Name: Leonard
Title: Lecturer, Educational Studies
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Email: allenl@ohio.edu
Secondary Email: none@ohio.edu
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Office Address: McCracken Hall 302M
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Phone: 740.597.3364
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Dr. Leonard J. Allen has been a lecturer at Ohio University since 2012.  Before joining the faculty at OHIO, he worked at Marshall University as a part-time Assistant Professor in Leadership Studies.  Prior to that he spent 35 years in the Kanawha County School System in Charleston, West Virginia where he served as teacher, Special Education Curriculum Specialist; principal, Director of Instructional Services, Assistant Superintendent for Curriculum and Administration, Director of Professional Development and Assistant Superintendent of Elementary Schools.  Immediately after his retirement he worked for 18 months for TeachFirst, a national consulting company providing staff development on implementation of Professional Learning Communities.   He has also worked for American Institutes for Research in Washington, DC conducting research in six high schools in Brooklyn, NY.  While working in the public schools, Dr. Allen was an adjunct instructor at the West Virginia College of Graduate Studies and Marshall University for 32 years.  Dr. Allen’s research and teaching interests include The Role of the Principal as Instructional Leader, School Law and Leadership Theory.

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uuid: 2971382B-5056-A81E-8D13463E0B929623
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Last Name: Cobb
First Name: Joy
Title: Student Affairs
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Email: cobbj@ohio.edu
Secondary Email: none@ohio.edu
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Office Address: McCracken Hall 103M
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Last Name: McClain
First Name: Shelley
Title: Administrative Specialist, Counseling and Higher Education
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Email: mcclais1@ohio.edu
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Last Name: Wright
First Name: Barbara
Title: Administrative Services Associate, Dean's Office
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Email: wrightb2@ohio.edu
Secondary Email: none@ohio.edu
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uuid: 2CBDE1B1-5056-A81E-8DEEDDE8B40A5FD1
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Last Name: Martin
First Name: Jennifer
Title: Administrative Associate, Teacher Education
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Email: martinj8@ohio.edu
Secondary Email: none@ohio.edu
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Office Address: McCracken Hall 309A
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Phone: 740.593.4424
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uuid: 1616CB76-5056-A81E-8D96A1EA6B489310
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Last Name: Smith
First Name: Melinda
Title: Administrative Specialist, Educational Studies
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Email: smithm3@ohio.edu
Secondary Email: none@ohio.edu
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Office Address: McCracken Hall 302 &302A
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Phone: 740.593.4423
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uuid: 1643EA7E-5056-A81E-8DD26AE1E00616CC
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mgtPageId (hidden):
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Last Name: Hartman
First Name: Sara
Title: Assistant Professor, Teacher Education
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Email: hartmans@ohio.edu
Secondary Email: none@ohio.edu
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Office Address: McCracken Hall 309GG
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Phone: 740.593.0163
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Dr. Sara Hartman has a Ph.D. with a specialization in Teaching, Curriculum & Learning and a Master of Education in Curriculum & Instruction, both from the University of Nebraska-Lincoln.  She received her Bachelor of Science degree from Ohio University in Elementary Education.  Under an early childhood umbrella, Dr. Hartman’s research interests are situated within themes pertaining to university/community/school partnerships, rural education, and the clinical model of teacher preparation.  She teaches courses in the Early Childhood Department, including courses in Assessment, Children’s Literature, Human Development, and Social Studies.  Dr. Hartman has over 11 years of experience teaching children ages PreK-8th grade in a variety of settings and is the co-founder and current board president of the Ohio Valley Museum of Discovery. Dr. Hartman also works closely with local schools, serving as the faculty coordinator for early childhood teacher candidates who are working in the field. 

Recent Publications

Hartman, S.L., Hines-Bergmeier, J., & Klein, R. (2017). Informal STEM learning: The state of research, access, and equity in rural early childhood settings. Journal of Science Education and Civic Engagement, 9, 32-39. Retrieved from http://new.seceij.net/wp content/uploads/2017/07/Hartman.pdf

 

Dani, D., Hartman, S.L., & Helfrich, S. (2017) Learning to teach science: Elementary teacher candidates facilitate informal STEM events. The New Educator, Online first, 1-18. doi: 10.1080/1547688X.2017.1356413

 

Hartman, S.L. (2017). Academic coach and classroom teacher: A look inside a rural school collaborative partnership. The Rural Educator, 38, 16-29. Retrieved from http://epubs.library.msstate.edu/index.php/ruraleducator/issue/view/61/showToc

 

Parsons, J., Hartman, S.L., Hines-Bergmeier, J., & Truly, C. (2017). A museum without walls: Facilitating STEAM partnerships in rural settings. Connected Science Learning, 3, 1-21. Retrieved from http://csl.nsta.org/2017/07/museum-without-walls/

 

Hartman, S.L. & Kahn, S. (2017). Start local, go global: Community partnerships create opportunities that empower children as citizens and scientists. Social Studies and the Young Learner, 29, 3-7. Retrieved from http://www.socialstudies.org/publications/ssyl/march-april2017/start_local_go_global_community_partnerships_empower_children_as_scientists_and_citizens

 

Hartman, S., Stotts, J., Ottley, J., & Miller, R. (2017). School-community partnerships in rural settings: Facilitating positive outcomes for young children who experience maltreatment. Early Childhood Education Journal. 45, 403-410. doi: 10.1007/s10643-016-0796-8

 

Hartman, S., Kennedy, C., & Brady, B. (2016). Graduate teaching fellowships as new teacher induction: School-university partnerships’ impact on teaching self-efficacy. School-University Partnerships, 9, 171-187. Available at http://napds.org/wp-content/uploads/2016/10/93-hartman.pdf

 

Hartman, S. & Hines-Bergmeier, J. (2015). Building connections: Strategies to address rurality and accessibility challenges. Journal of Museum Education. 40, 288-303.  doi: 10.1179/1059865015Z.000000000105

 

Hartman, S. (2013). Math coaching in a rural school: Gaining entry: A vital first step.

Journal of Education, 193, 57-67.  Available at http://reflectiveteachercoaching.org/uploads/3/4/7/7/3477324/math_coaching_in_a_rural_school_reisistance.pdf

 

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Last Name: Frasure
First Name: Lisa
Title: Director, Child Development Center
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Email: frasure@ohio.edu
Secondary Email: none@ohio.edu
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Office Address: Child Development Center
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Phone: 740.597.1428
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uuid: C938C788-5056-A81E-8D2F4EE597169995
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mgtPageId (hidden):
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Last Name: Ottley
First Name: Jennifer
Title: Assistant Professor, Teacher Education
Vacant Position?:
Email: ottley@ohio.edu
Secondary Email: none@ohio.edu
Website:
Office Address: McCracken Hall 309D
Campus:
Phone: 740.593.0154
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Dr. Jennifer Ottley holds the B.S. in Multidisciplinary Studies and the M.S. in Elementary Education, both from West Virginia University. She also holds the Ph.D. in Special Education from Florida State University and completed a Postdoctoral Fellowship in Early Childhood Research and Policy from The Ohio State University.  Dr. Ottley teaches courses in adaptations, methods, and assessment for learners with special needs in early childhood settings. Her major research interests focus on supporting the development of young children with disabilities by enhancing the capacity of early childhood educators and families to meet their individualized needs.

 

Recent Publications:

Ottley, J. R., Coogle, C. G., Rahn, N. L., & Spear, C. (2017). Impact of bug-in-ear professional development on early childhood co-teachers’ use of communication strategies. Topics in Early Childhood Special Education, 36, 218-229. doi:10.1177/0271121416631123

Coogle, C. G., Ottley, J. R., Storie, S., Rahn, N. L., & Burt, A. (2017). eCoaching to Enhance Educator Practice and Child Outcomes. Infants and Young Children, 30, 58-75. doi:10.1097/IYC.0000000000000082

Coogle, C. G., Rahn, N., Ottley, J. R., & Storie, S. (2016). ECoaching across routines to enhance teachers’ use of modeling. Teacher Education and Special Education, 39, 227-245. doi:10.1177/0888406415621959

Ottley, J. R. (2016). Real-time coaching with bug-in-ear technology: A practical approach to support families in their child’s development. Young Exceptional Children, 19, 32-46. doi:10.1177/1096250615576806

Ottley, J. R., Ferron, J. M., & Hanline, M. F. (2016). Explaining variance and identifying predictors of children’s communication via a multilevel model of single-case design research: Brief report. Developmental Neurorehabilitation, 19, 197-202. doi:10.3109/17518423.2015.1008149

Ottley, J. R., Piasta, S. B., Mauck, S., O’Connell, A., Weber-Mayrer, M., & Justice, L. M. (2015). The nature and extent of early childhood educators’ growth in language and literacy knowledge and beliefs. Teaching and Teacher Education, 52, 47-55. doi:10.1016/j.tate.2015.08.005

Ottley, J. R., Coogle, C. G., & Rahn, N. L. (2015). The social validity of bug-in-ear coaching: Findings from two studies implemented in inclusive early childhood environments. Journal of Early Childhood Teacher Education, 36, 342-361. doi:10.1080/10901027.2015.1100146

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Last Name: Rider
First Name: Brian
Title: Lecturer, Recreation & Sport Pedagogy
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Email: riderb@ohio.edu
Secondary Email: none@ohio.edu
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Office Address: McCracken Hall 202K
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Phone: 740.593.4652
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Dr. Brian Rider holds a B.S in Physical Education from Ohio University and has ten years of experience teaching physical education in K-5 public schools. Dr. Rider earned an M.S. in Educational Administration from the University of St. Francis and an Ed.D. from Aurora University in Curriculum and Instruction. Dr. Rider teaches courses in Physical Education Teacher Education (PETE) with focus on Principles and Theories of Teaching Elementary Physical Education, Curriculum and Instruction, and Physical Activity and Sport Leadership. Additionally, he serves as a clinical educator in supervising professional interns and pre-service teachers in elementary public school settings. 

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uuid: CA68A4A6-5056-A81E-8D41E065EBCCD7B8
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Last Name: Gibbs
First Name: Theda
Title: Assistant Professor, Teacher Education
Vacant Position?:
Email: gibbst1@ohio.edu
Secondary Email: none@ohio.edu
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Office Address: McCracken Hall 309MM
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Phone: 740.593.0154
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Dr. Theda Marie Gibbs holds the B.A in Sociology and M.P.H in Health Behavior & Health Education, both from the University of Michigan. In 2015 she received the Ph.D. in Curriculum, Instruction & Teacher Education with a specialization in Language & Literacy and Urban Education from Michigan State University. Dr. Gibbs teaches undergraduate and graduate reading courses. Her research explores how to create more equitable learning spaces that embrace the literacies and lived experiences of African American youth both in and beyond school. Dr. Gibbs’ research also explores how teacher preparation programs prepare prospective teachers to develop culturally relevant teaching practices. 

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uuid: CA88A497-5056-A81E-8D3C22ECF76CF7AD
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mgtPageId (hidden):
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Last Name: Wu
First Name: Min Lun (Alan)
Title: Lecturer, Educational Studies
Vacant Position?:
Email: wum@ohio.edu
Secondary Email: none@ohio.edu
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Office Address: McCracken Hall 302K
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Phone: 740.597.3369
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Dr. Min Lun (Alan) Wu holds a B.A. in British and American Literature and a M.A. in Teaching English to Speakers of Other Languages (TESOL), both from Tamkang University in Taipei, Taiwan.  He also holds a Ph.D. in Educational Psychology and Educational Technology from Michigan State University.  Dr. Wu teaches undergraduate courses in technological applications in education and graduate courses with emphases on player motivations to learn via gameplay, and the design, research, and implementation of digital game-based learning (DGBL).  He has expertise in online teaching and learning, technology education in teacher preparation, educational game design, computational thinking skills, and computer-assisted language learning (CALL). 

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mgtPageId (hidden):
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Last Name: Choi
First Name: Hyeyoon (Rebecca)
Title: Assistant Professor, Human and Consumer Sciences
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Email: choih@ohio.edu
Secondary Email: none@ohio.edu
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Office Address: McCracken Hall 121J
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Dr. Choi is assistant professor in the Restaurant, Hotel and Tourism program. She received her doctoral degree in Hospitality Management from The Ohio State University. She holds a master’s degree in Hospitality and Tourism Management from Purdue University and a bachelor’s degree in Hospitality and Tourism Management from Sejong University, Korea. She teaches hospitality courses such as Convention and Event Planning, Workshop in Customer Service, Hotel Operations, Hospitality Senior Seminar, and graduate Seminar in Human and Consumer Sciences. Her research has a customer-behavior orientation in the hospitality industry and fits within the larger context of service management and operations. It includes hotel operations, environmentally friendly behaviors, and health and wellness service. She has published in numerous refereed journals and proceedings of professional conferences. She has received “The Excellent Paper” award at the 2016 TOSOK International Tourism Conference.

 

Recent Publications:

Boglcevic, V., Bujisic, M., Choi, H., Smith, S., & Li, I. (2017). Impact of Computer-Generated Images on LODGSCAPE Perceptions and Visit Intentions. Journal of Hospitality & Marketing Management, 1-27.

Choi, H., Kandampully, J., & Stafford, K. (2016). The Implication of Servicescape, Emotion and Trust to a Positive Customer Service Experience: Wellness Spa Context in the U.S.A. International Journal of Service Management and Sustainability, 1(1), 1-15.

Choi, H., Jang, J., & Kandampully, J. (2015). Application of the  extended VBN theory to understand consumers’ decisions about green hotel. International Journal of Hospitality Management, 51, 87-95.

Zhang, T., Kandampully, J., & Choi, H. (2014). The Role of Employee Wellness Program in the Hospitality Industry: A Review of Concepts, Research, and Practice. Research in  Hospitality Management, 4(1-2), 45-54.

Choi, H., & Stafford, K. (2013). The Effect of Servicescapes on Consumers’ Wellness   Experience. In: J, Kandampully (ed.)  Service Management in Health & Wellness Services (pp. 77-97). Dubuque, IA: Kendell Hunt Publishing.

Choi, H. (2013). Clifton Springs Hospital and Clinic (USA). In J, Kandampully (ed.) Service Management in Health &   Wellness Services (pp. 410-411). Dubuque, IA: Kendell Hunt Publishing.

Choi, H., Lehto, X., & Brey, E.T. (2011). Investigating Resort    Loyalty: Impacts of the Family Life Cycle. Journal of Hospitality Marketing & Management, 20(1), 121-141.

 

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Last Name: Erby
First Name: Adrienne
Title: Lecturer and Counseling Program Coordinator, Counseling and Higher Education
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Email: erby@ohio.edu
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Last Name: Pascal
First Name: Vlad
Title: Data Analyst
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Email: pascalv@ohio.edu
Secondary Email: none@ohio.edu
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Last Name: Foreman
First Name: Tamarine
Title: Assistant Professor, Counseling and Higher Education
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Email: foremant@ohio.edu
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Office Address: McCracken Hall 432T
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Dr. Foreman attended The University of North Carolina at Greensboro where she earned a doctorate in Counseling and Counselor Education and doctoral minors in Educational Research Methodology and Human Development and Family Studies.  Prior to doctoral training, she earned a MS ED in Community Counseling from the University of Dayton and BA in Psychology from Otterbein College. Dr. Foreman’s research is centered on understanding the impact of working with people who have experienced trauma by examining vicarious traumatization and posttraumatic growth with the goals of illuminating these processes, inspiring commitment to wellness, and supporting the developmental journey of counselors. 

Recent Publications:      

Murray, C., Ong, I., Smith, P. H., Foreman, T., Akers, W., Flasch, P., Hostler, M., Guerrero, C., Dooley, R. (2015).  Linking research to practice to address domestic and sexual violence: Lessons learned from a statewide conference with research and practitioners. Journal of Aggression, Conflict and Peace Research, 7, 76-87.

Foreman, T. (2015). The architect and the builder: Blueprints for communication.  In V. Kress and M. Paylo (Eds.) Treating mental health disorders: A strength-based, comprehensive approach to case conceptualization and treatment. Upper Saddle River, NJ: Pearson. 

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uuid: FCCA449F-5056-A81E-8D048C26EB458242
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Last Name: Kessler
First Name: Greg
Title: Associate Professor
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Email: kessler@ohio.edu
Secondary Email: none@ohio.edu
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Office Address: McCracken Hall 302L
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Dr. Greg Kessler is an affiliated faculty member in Instructional Technology. He is also the Director of the Language Resource Center and Associate Professor of Computer Assisted Language Learning (CALL) in the Department of Linguistics at Ohio University. His research addresses technology, language, language learning and associated human behavior. He has published and presented widely in the area of CALL. He has had the great privilege to conduct seminars about technology and language around the world. At Ohio University, he is the chair of the Faculty Technology Advisory Group (FTAG).

RECENT PUBLICATIONS:

Kessler, G. (2016). Technology in second language teaching and learning. In E. Hinkel (Ed) Handbook of Research in Second Language Teaching and Learning, Volume 3, Routledge.

Hubbard, P., Kessler, G., & Ware, P. (Eds.) (2016) 20th Anniversary Special Issue, Language Learning & Technology
 
Kessler, G. (Ed.) (2016). Landmarks in CALL Research. Advances in CALL Research & Practice CALICO Book Series. Equinox Publishing.
 
Kessler, G. (2016). Technology standards for language teacher preparation. In F. & L. Murray (Eds.), Routledge Handbook of Language Learning and Technology.

Kessler, G. (2015). Technology standards for language teacher preparation. In F. Farr & L. Murray (Eds.), Routledge Handbook of Language Learning and Technology.

Kessler, G. (2015). Using technology to teach ESL readers & writers. In N. Evans, N. Anderson & B. Eggington (Eds.), ESL Readers and Writers in Higher Education: Understanding Challenges, Providing Support. Routledge: London & New York.

Ware, P., & Kessler, G. (2014). Telecollaboration in the secondary language classroom: Impact of an international blogging project. Computer Assisted Language Learning.

Yeh, E., & Kessler, G. (2014). Enhancing linguistic and intercultural competencies through the use of social network sites and Google Earth. In J. Keengwe (Ed.) Promoting Global Literacy Skills Through Technology-Infused Teaching and Learning. IGI Global: Hershey, PA.

Kessler, G. (2013). Collaborative language learning in co-constructed participatory culture. CALICO Journal, 30(3), 307-322.

Kessler, G. (2013). Teaching ESL/EFL in a world of social media, mash-ups and hyper-collaboration. TESOL Journal, 4(4).

Kessler, G., & Ware, P. (2013). Addressing the language classroom standards of the European higher education area through the use of technology. In M. L. Pérez Cañado (ed.) Competency-based Language Teaching in Higher Education. John Benjamins: Amsterdam.

Ware, P., & Kessler, G. (2013). CALL and digital feedback. In M. Thomas, H. Reinders, & M. Warschauer, (Eds.), Contemporary Studies in Linguistics: Contemporary Computer-Assisted Language Learning. Continuum: London.

Kessler, G. (2012). Language teacher training in technology. In C. A. Chapelle (ed.), The Encyclopedia of Applied Linguistics, Oxford:Wiley-Blackwell.

Kessler, G. (2012). Authoring tools for language assessment. In C. A. Chapelle (ed.), The Encyclopedia of Applied Linguistics, Oxford:Wiley-Blackwell.

Kessler, G., Bikowski, D, & Boggs, J. (2012). Collaborative Writing Among Second Language Learners in Academic Web-Based Projects. Language Learning & Technology, 16(1), 91-109.

Kessler, G. (2012). Preparing tomorrow’s second language writing teachers. In G. Kessler, A. Oskoz, & I. Elola, (Eds.), Technology Across Writing Contexts and Tasks. CALICO Monograph.

Kessler, G., Oskoz , A., & Elola, I. (2012). Technology across writing contexts and tasks. CALICO Monograph.

Kessler, G., & Bikowski, D. (2011). The influence of SLA training in curricular design among teachers in preparation. CALICO Journal, 28(2),522-545.

Hanson-Smith, E., Healey, D., Hubbard, P., Iannou-Georgiou, S., Kessler, G., & Ware, P. (2011). TESOL Technology Standards: Description, Implementation, Integration. TESOL Publications: Alexandria, VA.

Kessler, G. (2010). Fluency and anxiety in self access speaking tasks: The influence of environment. Computer Assisted Language Learning, 23(4), 359–373.

Kessler, G., & Bikowski, D. (2010). Developing collaborative autonomous learning abilities in computer mediated language learning: Attention to meaning among students in wiki space. Computer Assisted Language Learning, 23(1), 41-58.

Kessler, G. (2010). When they talk about CALL: Discourse in a required CALL class.CALICO Journal, 27(2), 376-392.

Kessler, G. (2010). Virtual business: An Enron email corpus study. Journal of Pragmatics. 42(1), 262-270.

Healey, D., Hegelheimer, V., Hubbard, P., Iannou-Georgiou, S., Kessler, G., & Ware, P. (2009). TESOL Technology Standards Framework. TESOL Publications: Alexandria, VA.

Kessler, G. (2009). Student initiated attention to form in wiki based collaborative writing. Language Learning & Technology, 13(1),79-95.

Kessler, G. (2009). Integrating technology in the foreign language education. In K. Cennamo, J. Ross, P. Ertmer, & K. Potter (Eds.), Technology Integration for Meaningful Classroom Use: A Standards-Based Approach . Wadsworth Publishing.

Kessler, G. (2009). Instructional technology for international students. In M. Andrade & N. Evans (Eds), International Students: Strengthening a Critical Resource. American Council on Education: Washington, DC.

Kessler, G., & Plakans, L. (2008). Does teachers' confidence with CALL equal innovative and integrated use? Computer Assisted Language Learning, 21(3), 269-282.

Kessler, G. (2007). Formal and informal CALL preparation and teacher attitude toward technology. Computer Assisted Language Learning, 20(2), 173-188.

Kessler, G. (2006). Assessing CALL teacher training: What are we doing and what could we do better? In P. Hubbard, & M. Levy (eds.,) Teacher education in CALL. John Benjamins: Amsterdam.
 

 

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Last Name: Haskell
First Name: Kathleen
Title: Professional Internships in Teaching Coordinator
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Last Name: Adams
First Name: Wendy
Title: Director of Assessment & Academic Improvement, Patton College Dean's Office
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Last Name: Mullins
First Name: Heidi
Title: Director of Clinical Experiences, Student Affairs
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Last Name: Forche
First Name: Ben
Title: Academic Advisor
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Email: forche@ohio.edu
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Last Name: Schabel
First Name: Zac
Title: Education Licensure
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uuid: 0725E77C-5056-A874-1D9701854D0695C3
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Last Name: Andersen
First Name: Christopher
Title: Associate Professor, Teacher Education
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Email: andersec@ohio.edu
Secondary Email: none@ohio.edu
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Office Address: McCracken Hall 309JJ
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Christopher Andersen holds the A.B. from Kenyon College, the M.A. in elementary science education from Teachers College, Columbia, and the Ph.D. in developmental psychology from Columbia University. He teaches courses in science and mathematics education and in play and creativity. His primary research focus concerns the development of metacognition, particularly in STEM and the arts. He serves as Faculty Coordinator for the Early Childhood Education Professional Development School partnership with East Elementary School (Athens City Schools).

 

Most recent publications:

Andersen, C., & Garcia-Mila, M. (2017). Scientific reasoning during inquiry: Teaching for metacognition. In K. S. Taber & B. Akpan (Eds.), Science education: An international course companion (pp. 105–117). Rotterdam: Sense Publishers. 

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Last Name: Park-Poaps
First Name: Haesun
Title: Associate Professor, Human and Consumer Sciences
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Email: poaps@ohio.edu
Secondary Email: none@ohio.edu
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Office Address: McCracken Hall 121F
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Dr. Haesun Park-Poaps received her M.S. degree in Business Economics of Clothing and Textiles from Virginia Tech and Ph.D. in Consumer and Textiles Sciences from The Ohio State University.  Dr. Park-Poaps teaches courses in retail merchandising and fashion product development in both undergraduate and graduate levels. Her major research interests include social responsibility issues in the apparel and textile sector which include fair labor management, ethical supply chain, organic consumption, counterfeit consumption, and consumer clothing disposal and trading. Her work has been published in major journals such as Clothing and Textiles Research Journal, Journal of Business Ethics, and Journal of Retail Distribution and Management. She has served on the editorial advisory board for Clothing and Textiles Research Journal and Journal of Fashion Marketing and Management for many years. She serves as graduate program coordinator for the department of Human and Consumer Sciences.

 

Most Recent Publications:

Joung, H. & Park-Poaps, H. (2013). Factors motivating and influencing clothing disposal behavior. International Journal of Consumer Studies. 37 (1), 105–111.

Kang, J. & Park-Poaps, H. (2011). Motivational antecedents of social shopping and its contribution to shopping satisfaction. Clothing and Textiles Research Journal, 29 (4), 331 – 347.

Kang, J. & Park-Poaps, H. (2011). Social shopping for fashion: Development and validation of a multidimensional scale. Family & Consumer Sciences Research Journal, 39 (4), 339–358.

Park-Poaps, H. & Rees, K. (2010). Stakeholder forces of socially responsible global supply chain management. Journal of Business Ethics, 92 (2), 305–322.

Park-Poaps, H. (2010). Public pressure against sweatshops as perceived by top-management of apparel and footwear companies. Journal of Fashion Marketing and Management, 14 (2), 300-311.

Kang, J. & Park-Poaps, H. (2010). Hedonic and utilitarian shopping motivations of fashion leadership. Journal of Fashion Marketing and Management, 14 (2), 312-328.

Varukolu, V. & Park-Poaps, H. (2009). Technology adoption by apparel manufacturers in Tirupur town, India. Journal of Fashion Marketing and Management, 13 (2), 201-214.

Varukolu, V. & Park-Poaps, H. (2009). Indian garment manufacturing and its technology adoption: An assessment in the post-quota environment. DVM Publishing House: Mauritius. ISBN 978-3-639-19768-6

Kim, M., Burns, L. D., Dickson, M.A., & Park, H. (2009). Global Sourcing Decision Case Study. In M.A Dickson & L. Parker (Eds), Sustainable fashion: A handbook for educators. Bristol, England: Fashioning Ethical Industry (pp. 62-72).

Park, H. & Dickson, M.A. (2008). Engaging in buyer-supplier partnership for fair labor management: The role of a buyer firm's strategic emphasis, Clothing and Textiles Research Journal, 26 (1). 41-56.

Park, H. & Lennon, S. J. (2008). The effects of physical attractiveness and similarities in personal characteristics on interpersonal attraction. Clothing and Textiles Research Journal, 26 (4), 275-289.

Park, H. & Rees, K. (2008). Motivators and the role of top-management in fair labor management. Journal of Fashion Marketing and Management. 12 (4), 487-501.

Rees, K., & Park, H.2006, Januar). Implications of CAFTA on CAFTA-US Sourcing Partnership in the Textile & Apparel Sector. Apparel Sourcing Show, Guatemala Apparel & Textiles Exporters Association (VESTEX), Vol 4, pp. 15-21.

Park, H. & Lennon, S. J. (2006). The effective organizational environment for socially responsible apparel buying/sourcing. Clothing & Textles Research Journ

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Last Name: Strycker
First Name: Jesse
Title: Assistant Professor
Vacant Position?:
Email: strycker@ohio.edu
Secondary Email: none@ohio.edu
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Office Address: McCracken Hall 302J
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Dr. Jesse Strycker holds the B.S. in English Education with a minor in American History and a Computer Education Endorsement from Indiana University. He also holds the M.S. and Ph.D. in Instructional Systems Technology, both from Indiana University. He is a former public school teacher, district technology coordinator, and track coach. Dr. Strycker teaches courses in technology integration for pre-service teachers and instructional technology courses at both the master’s and doctoral levels. His major research interests include technology integration, teacher preparation, and virtual learning environments. He also has research interests in technology leadership and the Maker movement in education.


Most Recent Publications:

Strycker, J. (2016). Logic models as a way to support online students and their projects. Journal of Educators Online, 13(2), 135-150.

Strycker, J. (2016). Utilizing a simulation within an online school technology leadership course. Online Learning Journal, 20(1), 130-144.

Strycker, J. (2015). Apps for use at the elementary level. In J.M. Spector, T. Johnson, D. Ifenthaler, W. Savenye, & M. Wang (Eds.), Encyclopedia of Educational Technology. Thousand Oaks, CA: Sage.

Strycker, J. (2012). Developing an online support community for pre-service teachers at East Carolina University. Tech Trends, 56 (2), 22-26.

Ottenbreit-Leftwich, A. T., Brush, T. A., Strycker, J., Gronseth, S., Roman, T., Abaci, S., van Leusen, P., Shin, S., & Easterling, W. (2012). Preparation versus practice: How do teacher education programs and practicing teachers align in their use of technology to support teaching and learning? Computers & Education. 59(1), 399-411.

Gronseth, S., Brush, T., Ottenbreit-Leftwich, A., Strycker, J., Abaci, S., Easterling, W., Roman, T., Shin, S., & van Leusen, P. (2010). Equipping the next generation of teachers: Technology preparation and practice. Journal of Digital Learning in Teacher Education, 27(1), 30–36.   

 

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Last Name: Kahn
First Name: Sami
Title: Assistant Professor, Teacher Education
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Email: kahns@ohio.edu
Secondary Email: none@ohio.edu
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Dr. Sami Kahn holds an M.S. in Ecology and Evolutionary Biology from Rutgers University, a J.D. in Law from Rutgers School of Law, and a Ph.D. in Curriculum and Instruction with a specialization in Science Education from the University of South Florida. Dr. Kahn teaches courses in elementary and secondary science methods as well as a doctoral course on theories of instructional change. She uses her background in science education and law to inform her research on inclusive science practices, socioscientific issues (SSI), argumentation, and social justice - all with the goal of promoting functional scientific literacy for all.  

Recent Publications:

 

Kahn, S. & Zeidler, D.L. (2017). A Case for the Use of Conceptual Analysis in Science Education Research. Journal of Research in Science Teaching, 54(4),538-551. DOI:10.1002/tea.21376

Zeidler, D.L., Herman, B.C., Clough, M.P., Olson, J., Kahn, S. & Newton, M. (2016). Humanitas emptor: Reconsidering recent trends and policy in science teacher education. Journal of Science Teacher Education, 27(5)465-476.


Kahn, S., & Zeidler, D. L. (2016). Using our heads and HARTSS (Humanities, Arts, and Social Sciences): Developing perspective-taking skills for socioscientific reasoning. Journal of Science Teacher Education, 27(3)261-281.

 

Kahn, S. (2015). Another "M" for STEM? Moral considerations for advancing STEM literacy. K-12 STEM Education, 1(4)149-156.


Zeidler, D. L., & Kahn, S. (2014). It's Debatable: Using Socioscientific Issues to Develop Scientific Literacy, K-12, Arlington, VA: National Science Teachers Association Press.


McGinnis, J.R. & Kahn, S. (2014). Special needs and talents in science learning. In N.G. Lederman & S.K. Abell (Eds.), Handbook of Research on Science Education, Vol. II. Mahwah, NJ: Routledge, Taylor and Francis. 


Kahn, S., &Lewis, A.R. (2014). Teaching science to students with disabilities: A survey of teacher preparedness and attitudes, Journal of Science Teacher Education, 25(8)885-910.


Kahn, S., Wild, T., Woolsey, M. L., & Haegele, J. (2014). Let's get physical: Making science accessible for students with physical disabilities, Science and Children, 51(5)37-43.

Kahn, S., Feldman, A., Cooke, M. (2014). Signs of autonomy: Inquiry and autonomy in deaf science classroom, Journal of Science Education for Students with Disabilities 17(1)13-35.

Kahn, S. (2011). Weather watchers: A first grade class uses instruments, models, and their senses to observe, describe, and predict the weather, Science and Children, 48(8)68-70. 

Kahn, S. (2009). Wonderful wikis: Using technology to foster collaboration on science projects, Science and Children46(9)27-31. 

Kahn, S. (2009). Gold rush! Science and Children46(7)30-33.

Kahn, S. (2005).  Savvy consumers through science, Science and Children, 42(6)30-34.

Kahn, S. (2015). Another "M" for STEM? Moral considerations for advancing STEM literacy. K-12 STEM Education, 1(4)149-156.


 

Zeidler, D. L., & Kahn, S. (2014). It's Debatable: Using Socioscientific Issues to Develop Scientific Literacy, K-12, Arlington, VA: National Science Teachers Association Press.


 

McGinnis, J.R. & Kahn, S. (2014). Special needs and talents in science learning. In N.G. Lederman & S.K. Abell (Eds.), Handbook of Research on Science Eduation, Vol. II. Mahwah, NJ: Routledge, Taylor and Francis. 

 


Kahn, S., % Lewis, A.R. (2014). Teaching science to students with disabilities: A survey of teacher preparedness and attitudes, Journal of Science Teacher Education, 25(8)885-910.


 

Kahn, S., Wild, T., Woolsey, M. L., & Haegele, J. (2014). Let's get physical: Making science accessible for students with physical disabilities, Science and Children, 51(5)37-43.


 

Kahn, S., Feldman, A., Cooke, M. (2014). Signs of autonomy: Inquiry and autonomy in deaf science classroom, Journal of Science Education for Students with Disabilities 17(1)13-35.


 

Kahn, S. (2011). Weather watchers: A first grade class uses instruments, models, and their senses to observe, describe, and predict the weather, Science and Children, 48(8)68-70. 


 

Kahn, S. (2009). Wonderful wikis: Using technology to foster collaboration on science projects, Science and Children46(9)27-31. 


 

Kahn, S. (2009). Gold rush! Science and Children46(7)30-33.  

 

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David J. Nguyen
Assistant Professor
Department of Counseling & Higher Education

Dr. David Nguyen holds the B.S. in Accounting and Marketing Management and the M.S. in Accounting, both from Syracuse University. He also holds a M.S. in College Student Development and Counseling from Northeastern University and the Ph.D. in Higher, Adult & Lifelong Education from Michigan State University. Dr. Nguyen’s teaching and research interests focus on access and equity issues in postsecondary education.

Most Recent Publications:

Nguyen, D.J. (2016) Whose knowledge counts in international student assessments: Examining the OECD’s AHELO Epistemic Communities of Economics Experts. Tertiary Education and Management, 22(2), 121-133.

Linley, J.L., Nguyen, D.J., Brazelton, G.B.,Becker, B., Renn, K.A., & Woodford, M. (2016). Faculty as sources of support to LGBTQ students. College Teaching, 64(2), 55-63.

Shahjahan, R.A., Morgan, C., & Nguyen, D.J. (2015). “Will I learn what I want to learn?”: Usable representations, ‘students,’ and OECD assessment production. Discourse: Studies in the Cultural Politics of Education, 36(5), 700-711.

Nguyen, D.J., & Larson, J. (2015). Don’t forget about the body: Exploring the curricular possibilities of embodied pedagogy. Innovative Higher Education, 40(4), 331-344.  

Linley, J.L., & Nguyen, D.J. (2015). LGBTQ experiences in curricular contexts. New Directions For Student Services, 152, 41-53.

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