Child, Family, and School Psychology Faculty
Karin Dittrick-Nathan, Ph.D., Clinical Assistant Professor 
303-871-2528 kdittric@du.edu KRH 257
Vita and Portfolio http://portfolio.du.edu/kdittric
Dr. Dittrick-Nathan received her Ph.D. and M.A. from the University of Denver. She has worked extensively serving students from preschool through young adulthood with learning and developmental disabilities in public school and clinical settings. As Coordinator for Rocky Mountain Talent Search, she was responsible for programming for gifted and talented middle school students. She worked as an Academic Counselor at the Learning Effectiveness Program on the University campus, advising and tutoring students with diagnosed learning disabilities. Prior to teaching at the University, she worked as a school psychologist in Jefferson County. She holds current Colorado licenses in Counseling Psychology and School Psychology. Dr. Dittrick-Nathan has taught or teaches courses in assessment, behavior intervention, educational measurement, counseling, and academic interventions. She served as the Co-Director of the MCE Counseling and Educational Services Clinic from 2000-2004, where she supervised students taking their Clinic Practicum. Her research interests include working effectively with adolescents and families, problem gambling in adolescents, and process addiction. Most recently, she and another Morgridge faculty member received a grant to research effective treatments for problem gamblers. Dr. Dittrick-Nathan enjoys her family, travel, and watercolor painting.
Cynthia E. Hazel, Ph.D., Associate Professor and Program Coordinator
303-871-2961 chazel@du.edu KRH 256
Vita and Portfolio http://portfolio.du.edu/chazel
Dr. Hazel received her B.S. from Arizona State University in Architecture and then a Master's in Art Therapy from Vermont College. Committed to early intervention and wellness promotion, Dr. Hazel studied School Psychology at the University of Northern Colorado, earning her doctorate in 2004. Dr. Hazel served as the State Behavior Evaluation and Support Teams Coordinator for the Colorado Department of Education. She holds a National Certification in School Psychology. Her clinical work has been focused in low-income neighborhoods and with children of color. Dr. Hazel has worked in day and residential treatment facilities, as well as public school districts to support children with emotional and behavioral difficulties. Dr. Hazel teaches courses in Diversity in School and Community Settings, Learning Application and Analysis, Educational Measurement, Risk, Resiliency and Prevention, Classroom Management and Consultation, and Program Development and Evaluation. Her research interests include student school engagement, school-wide change, peer harassment, school safety, and consultation. She enjoys knitting, mountain biking, kayaking, and skiing.
Gloria E. Miller, Ph.D., Professor and Acting Program Coordinator 
303-871-3340 glmiller@du.edu KRH 254
Vita and Portfolio: http://portfolio.du.edu/glmiller
Dr. Miller earned her B.A. and teaching certification from the State University of New York at Potsdam and taught reading and learning disabled children for three years at both public and private schools before returning to graduate school at the University of Wisconsin-Madison. She completed a M.S. in Educational Psychology, an M.A. in Curriculum and Instruction, and a Ph.D. in School Psychology. After graduation, Dr. Miller took a position in the Department of Psychology at the University of South Carolina where she taught undergraduate and graduate students for 11 years, practiced as a school psychologist, served as the undergraduate program director, and co-directed the Child and Family Studies Center, a NIMH research project investigating family-based treatment to prevent aggressive and challenging behaviors in young children. Dr. Miller joined DU in 1996 and served as the CFSP program chair until June 2010. Her publications include articles, chapters, and books on home and school prevention and intervention strategies to enhance early literacy, self-regulation, and social emotional development. She is the co-editor of the Handbook of Educational Psychology (2003), which will be updated and republished in 2013. Dr. Miller?s most recent publication is a co-authored text titled: The Power of Family-School Partnering (FSP): A Practical Guide for School Mental Health Professionals and Educators. She serves on several journal editorial boards, and as a reviewer for the U.S. Dept. of Education Institute of Educational Sciences. Dr. Miller served as an Associate Editor for the Journal of Educational Psychology. She has also taught an array of courses, including child and adolescent development, professional issues, social-emotional assessment, child/adolescent and group counseling, play therapy, academic assessment and intervention, early language and literacy, family-school collaboration, applied behavioral analysis, supervision, and educational research and measurement. Her research interests include the interrelationship of early childhood social-emotional, language, and literacy development and the impact of effective home-school-community collaboration and family-school partnering that can promote competence and school engagement and prevent behavior and learning disorders. Dr. Miller's interests include reading, hiking, skiing, tennis, gardening, traveling and "playing" with her husband of over 35 years and her daughter.
Sharolyn Pollard-Durodola, PhD., Morgridge Endowed Associate Professor in Literacy
303-871-3352 Sharolyn.Pollard-Durodola@du.edu KRH 255
Vita and Portfolio:
Dr. Durodola's scholarship attends to the prevention and intervention of language and literacy difficulties (Spanish/English) among students with identified disabilities or at risk of later academic difficulties. Central to her scholarship is an interest in developing intervention curricula that build on validated instructional design principles, evaluating their impact on the language and reading development of struggling readers (Spanish/English), and investigating how to improve the teaching quality of language/literacy practices of teachers of young English language learners (ELLs) and non-ELLs who are at risk for reading difficulties. She has received grants from the Institute of Education Sciences and the Mexican American and U. S. Latino Research Center. Dr. Durodola has published in peer-reviewed journals such as Exceptional Children, Journal of Research on Educational Effectiveness, The Elementary School Journal, Language Speech and Hearing Services in Schools, and the Bilingual Research Journal. She has co-authored one book, Dynamic vocabulary read-aloud strategies for English learners: Building language and literacy in the primary grades and two commercial intervention curricula: SRA Intervención Temprana de Lectura andVocabulary Power: Grade 3 and 4 for speakers of African-American vernacular English.
Prior to joining the University of Denver, Dr. Pollard-Durodola served as Associate Professor of the Bilingual Education Program in the Department of Educational Psychology at Texas A&M University.
She has a B.A. in Romance languages (Spanish and Portuguese) from Mount Holyoke College in South Hadley, Massachusetts, a MAT in teaching Spanish from Teachers College, Columbia University in New York City, and a MS in developmental/remedial reading from City University of New York. Her doctorate from the University of Houston in Texas is in curriculum and instruction with an emphasis on second-language acquisition and bilingual education. She has 14 years of school-based experiences (school administrator, reading specialist, and teacher) in high poverty settings.
Karen S. Riley, Ph.D., Department Chair, Department of Educational Research, Policy,
and Practice; and Associate Professor 
303-871-7874 kriley@du.edu KRH 359
Vita and Portfolio http://portfolio.du.edu/kriley
Dr. Riley received her B.S. in Psychology from Colorado State University and a M.A. from the University of Denver in Early Childhood Special Education. She then worked as a special education preschool teacher and administrator for many years. Dr. Riley returned to the University of Denver and received a Ph.D. in Educational Psychology with an emphasis in Child and Family Studies. She was awarded the FRAXA postdoctoral fellowship through The Children?s Hospital in Denver. During her fellowship and subsequent employment she worked as both a researcher and as a clinician serving young children with severe learning and developmental disabilities and their families. Dr. Riley was the co-principal investigator on the InSPECT grant, a federal training grant for Ed.S.-level School Psychology students who would like to gain a specialization to work with infants and young children. She also was a co-investigator on the LINC Project, another federally funded research project designed to evaluate the relative effectiveness of various intervention approaches for supporting social-emotional development in families with young children at risk for disabilities. Previously, she has been a research consultant on several research grants at the JFK Center at the Children?s Hospital in Denver, Colorado. Dr. Riley currently works with several organizations that serve children with neurodevelopmental disorders and their families. She has presented and consulted nationally and internationally on Fragile X Syndrome, and X and Y chromosome variations. Dr. Riley teaches courses in child development, early childhood assessment, early literacy development, behavioral intervention, low incidence disabilities and diversity and family systems theory. Her research interests are early childhood intervention and assessment, neurodevelopmental disorders (specifically Fragile X Syndrome and XXYY Disorder), and effective identification and intervention for children and families with other low incidence disabilities. Dr. Riley is married and has two teen-aged children. When not working she enjoys traveling, hiking, running and reading.
