Morgridge College of Education Faculty
The college consists of 50 full-time and part-time appointed faculty members as well as many adjunct members. Collectively, they represent more than 200 years of teaching and administrative experience in schools, nonprofits, or universities. Search faculty by program.
Faculty members vary broadly by rank, age, gender, and years of teaching experience at the college level. They pursue a variety of specialties and scholarly interests, as evidenced by the descriptions here. Most important, they are available to students on a regular basis as teachers, advisors, researchers and colleagues.
Please, take a moment to meet our faculty.
Gregory M. Anderson Dean and Associate Professor in Higher Education Program
Gregory M. Anderson is the Dean of the Morgridge College of Education at the University of Denver and a tenured Associate Professor in Education. Before coming to DU in 2009, Dr. Anderson was an Associate Professor at Columbia University's Teachers College, Program in Higher and Postsecondary Education. In 2006, Anderson was granted an extended leave from Teachers College to become the higher education policy program officer for the Ford Foundation in New York. He was responsible for overseeing one of the largest portfolios at the Foundation featuring both international and domestic higher education grants. Anderson also sat on executive committees of multi-foundation partnerships and foundation-wide initiatives involving the United States, Africa, Central and Latin America, and Asia. In 2008, he was appointed by the Vice-President of the Foundation's Knowledge, Creativity and Freedom Program Division to lead a strategic planning team responsible for developing a new vision for the US and international higher education programming. Anderson earned a PhD in sociology from the Graduate Center at the City University of New York and is currently a member of the editorial board for the Review of Higher Education.
Scholarly expertise and interests: Sociology of Higher Education, Socio-economic and Racial and Ethnic Inequality, Urban and Comparative Education, Social Change and Development
Bushra Aryan, Clinical Assistant Professor, Higher Education Program
Dr. Aryan previously held a position at the American Psychological Association where she managed the Minority Fellowship Program. She has also held positions at the Center for Multicultural Excellence at the University of Denver (DU) as well as the Housing and Residential Education Department at DU. Her scholarly work has focused on pipeline issues from doctoral programs to professorship for underrepresented populations, issues of access and equity in postsecondary education, and the experiences of underrepresented women from primary school through doctoral studies, focusing specifically on South Asian and Afghan women. Aryan holds an M.A. and Ph.D. in higher education from the University of Denver with an emphasis on student development and diversity in higher education, respectively. She holds a B.S. in psychology from the University of Colorado at Denver and an A.A. from Arapahoe Community College.
Shimelis Assefa, Assistant Professor, Library and Information Science
PhD University of North Texas. Dissertation title: Human Concept Cognition and Semantic Relations in the Unified Medical Language System: A Coherence Analysis; MS, BS, Addis Ababa University, Ethiopia.
Career highlights: Instructor and Lecturer at the University of North Texas, San Jose State University. Received international scholarships from Fogarty/New England Medical Center and University of Natal; The British Council; and Internet Society. Received Interdisciplinary Information Science Ph.D. Student/Faculty Research Grant, Texas Center for Digital Knowledge (TxCDK), 2004/05. Published in the Bulletin of the American Society for Information Science and Technology; Presented peer-reviewed papers in national and international conferences.
Research interest: concept representation, knowledge structure, classification, categorization, information systems evaluation, health informatics.
Professional affiliations: American Society for Information Science and Technology, Association for Library and Information Science Education, Association for Information Systems.
Linda Bowman, Lecturer, Higher Education Program
Linda S. Bowman has served as president of the Community College of Aurora, Arapahoe Community College (interim), Lamar Community College (interim), and Parks Junior College, and as vice president for the Colorado Community College System. She has worked statewide on legislative initiatives, including concurrent credit/Colorado ASCENT legislation and statewide articulation. In 2012, Dr. Bowman served as a Fulbright Senior Specialist in Hong Kong. She holds a B.A. in English and Spanish, M.A. in English and M.P.A. in Public Administration, and a Ph.D. in Public Administration. Her professional interests include community colleges, student access/success, underserved populations, cultural implications, P-20 pipelines and articulation, executive leadership development, work satisfaction/motivation, adjunct faculty, higher education policy, and administration.
Linda Brookhart, Clinical Assistant Professor
Dr. Brookhart returns to the University of Denver after serving in several school districts and other university settings in Colorado. Linda has experience as principal in three elementary schools and assistant principal of a large metropolitan high school; as a director of curriculum and learning services; and taught for many years in teacher education at the University of Northern Colorado and Loretto Heights College. Areas of professional interest and research include: refining the knowledge base and preparation programs for educational leaders and corresponding development of performance assessments; and identifying student reported learning from participation in early field experiences and implication for preparation programs. Linda earned her Ph.D from the University of Denver in School Administration, Cognate: Speech Communications; an MA from University of Denver in Curriculum and Supervision/International Relations; and her BA in History from Colorado State University.
Ruth Chu-lien Chao, Program Coordinator, Associate Professor, Counseling Psychology Program
PhD University of Missouri-Columbia; MS National Chung-cheng University; BA National Taiwan University
Career highlights: Received the American Psychological Fund Award in 2007; received the American Psychological Association Grant Award in 2007; received the Outstanding Research Award in 2005 from the Division 17, APA, in 2005; Published in the American Psychologist, Journal of College Counseling, ACA VISTA, Encyclopedia of Counseling Psychology, and Exploration in Privilege, Oppression, and Diversity (edited by Sharon Anderson and Valerie A. Anderson).
Research interests: multicultural counseling; counselors' cultural competencies; issues of cultural diversity; racism and mental health; social justice.
Professional affiliations: American Psychological Association, American Counseling Association
Douglas H. Clements, Kennedy Endowed Chair in Early Childhood Learning, Professor, Department of Educational Research, Policy & Practice
Previously a preschool and kindergarten teacher, Dr. Clements has conducted research and published in the areas of the learning and teaching of early mathematics and computer applications in mathematics education. He has published over 120 refereed research studies, 18 books, 70 chapters, and 275 additional publications. He has directed 20 projects funded by the National Science Foundation (NSF) and the U.S. Dept. of Educations, Institute of Education Sciences (IES). He was a member of President Bush's National Math Advisory Panel, convened to advise the administration on the best use of scientifically based research to advance the teaching and learning of mathematics and coauthor of the Panel's report. He was also a member of the National Research Council's Committee on Early Mathematics and co-author of their report. He is presently serving on the Common Core State Standards committee, writing national academic standards and the learning trajectories that underlie them. He is one of the authors of NCTM's Principles and Standards in School Mathematics and Curriculum Focal Points.
Education: B.A., Sociology, 1972; M.Ed., Elementary and Remedial Education, 1977; Ph.D., Elementary Education, 1983, University at Buffalo, State University of New York
Areas of Expertise: Mathematics Education, Early Childhood Education, Curriculum & Instruction, including Curriculum Research Models, Educational Technology, Scaling-up Interventions and Large-Scale Research
Research Interests: Creating, using, and evaluating research-based curricula, Taking successful curricula to scale using technologies, Learning trajectories in standards, assessment, curriculum, and professional development
William E. Cross, Jr., Program Coordinator, Clinical Assistant Professor, Higher Education Program
William E. Cross, Jr., PhD: Cultural Psychologist and Expert in Africana Studies as well as the psychology of racial-ethnic-cultural groups.
BA, University of Denver, 1963
PHD Princeton University, 1976, Social-Experimental Psychology
40 years in the academy specializing in the psychology of the African American experience. Professor Cross is President-elect of Division 45 [Society for Study of Ethnic Minority Issues] for the American Psychological Association and was recently made "Elder" for the 2013 National Multicultural Conference & Summit. Having held positions at Cornell University, The CUNY Graduate Center, and UNLV, returning to DU, after a 49 year absence, is a very special turn of events for Dr. Cross and his family.
Nicholas J. Cutforth, Acting Program Coordinator, Professor, Research Methods & Statistics Program
PhD, University of Illinois-Chicago; MS, University of Oregon; BEd, College of St. Paul and St. Mary (Cheltenham, England)
Career highlights: Co-authored two books on university-community collaboration (one on youth development and physical activity, the other on community-based research); recognized in the U.S. and the U.K. as an expert in community-based research; works with faculty, staff and student colleagues toward DU's national prominence in its sustained and democratic partnerships with schools and community organizations in Denver; developed the Colorado Community-Based Research Network (www.ccbrn.org) to a level where it is a viable entity as a vehicle for social change.
Research interests: community-based research, university-community collaboration, physical activity for under-served youth, urban education, school-based research, program development and evaluation, ethnographic research.
Professional affiliations: International Association for Research in Service-Learning and Community Engagement.
Karin Dittrick-Nathan, Clinical Assistant Professor, Child, Family, & School Psychology Program
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.
Michael Faragher, Director, Problem Gambling Treatment & Research Center, Counseling Psychology Program
Psy.D. in Counseling Psychology, University of Northern Colorado; M.A. in Clinical Psychology from the University of South Dakota, Vermillion, SD; BA (Honors Curriculum) in Psychology with double major in Sociology, University of South Dakota, Vermillion, SD.
Career highlights: Applied for and received contract from Colorado Division of Behavioral Health 2009 & 2010 to oversee all state-wide problem gambling related treatment and training and education of counselors; past president Colorado Society of Behavior Analysis and Therapy; past president of International Coalition of Addiction Studies Educators; certified as a Level II National Certified Gambling Counselor and as a Board Approved Clinical Consultant by the National Council on Problem Gambling; certified as Level III Senior Addiction Counselor by Colorado Division of Behavioral Health; member of Advisory Council of the Problem Gambling Coalition of Colorado and Board member of Colorado Advocates for Problem Gamblers; member of Colorado Division of Behavioral Health Counselor Training Certification Committee and Colorado Division of Regulatory Agencies Continuing Competency Committee. Member of DU High Risk Prevention Advisory Council.
Approved by Colorado Alcohol and Drug Abuse Division to teach Cognitive Behavior Therapy and Principles of Addiction Treatment. Teach graduate level psychology classes in the Applied Psychology and Counselor Education Graduate Program at the University of Northern Colorado and Argosy University in Denver; taught the graduate level Addictions class at the University of Colorado at Denver; past Director of the Center for Addiction Studies, Chair of the Human Services Department, Associate Dean and Dean of the School of Professional Studies at Metropolitan State College
Research Interests: Cognitive Behavior Therapy, Motivational Interviewing, Problem Gambling, Addictive Behaviors.
Professional affiliations: American Psychological Association, American Psychological Association Division 50, Rocky Mountain Psychological Association, National Council on Problem Gambling, National Association of Addiction Counselors, Colorado Society of Addiction Counselors.
Patton Garriott, Assistant Professor, Counseling Psychology Program
PhD University of Missouri; MS University of Kentucky; BA University of Kentucky
Career Highlights: Recipient of Donald E. Super Fellowship from Division 17 of the American Psychological Association in 2011; Work has appeared in Journal of Diversity in Higher Education, Hispanic Journal of Behavioral Sciences, Professional Psychology: Research and Practice, and Journal of Career Development.
Research interests: educational and career development of students underrepresented in higher education; role of stigma in career interest and selection; motivational interventions and health behaviors; diversity training; professional training issues.
Professional affiliations: American Psychological Association
Ryan Evely Gildersleeve, Assistant Professor, Higher Education Program
Dr. Gildersleeve's research investigates the social and political contexts of educational opportunity for historically marginalized communities, with a focus on college access and success for Latino (im)migrant families. A critical qualitative methodologist, he is interested in theorizing a humanizing materialist inquiry that informs social policy for more democratic educational institutions. These lines of research connect in their contributions to understanding what it means to seek social opportunities as democratic participants in an increasingly global society. He is the author of Fracturing Opportunity: Mexican Migrant Students and College-Going Literacy (Peter Lang Publishers), as well as the recipient of the 2011 Early Career Award from the American Educational Research Association's Division D—Research Methodology. He is one of the 2012-2013 National Academy of Education/Spencer Foundation Fellows, supporting his project Discourses of Opportunity: Undocumented Students and Higher Education Policy. RyanEG previously served as the inaugural Director of the Center for K-16 Education Policy and Research at the University of Texas at Arlington. His practical experience ranges across P-20 education, having worked primarily in out-of-classroom learning environments in K-12 schools as well as in transition/outreach, undergraduate, and graduate education contexts. He received his Ph.D. in Education and M.A. in Higher Education and Organizational Change from UCLA. RyanEG is a graduate of Occidental College.
Mary R. Gomez, Clinical Assistant Professor, Counseling Psychology Program
Ph.D., Counseling Psychology, University of Denver; MA, Counseling Psychology, University of Colorado. Post Masters Certification, Marriage and Family Therapy, University of Denver.
Career highlights: Counseling Director, Overland High School, Cherry Creek School District, over 22 years. Assisted university research in the public high schools on issues such as drug and alcohol use; effective short-term CBT for adolescents; and career development issues. Facilitated SFBT support groups, outpatient treatment groups, and AA groups for adolescents. Spoke at various conferences, topics included: The relationship between ACT scores and GPA and ethnicity; Effective SFBT in schools, SFBT with Gifted and Talented students.
Research interests: Group counseling; multicultural counseling; drug and alcohol use among adolescents.
Professional affiliations: American Psychological Association and American Counseling Association.PhD and BA, University of Iowa, Counseling Psychology
Kathy E. Green, Professor, Research Methods & Statistics Program
PhD, MEd, University of Washington; BS University of Wisconsin-Madison, measurement, statistics and research design
Career highlights: Named University of Denver United Methodist Teacher/Researcher of the Year in 1999; honored with a Fulbright Scholarship to the Slovak Republic in 2002; received awards for contributions to survey research in 1993 and 2001 from the American Educational Research Association's Survey Research in Education special interest group for contributions to survey research.
Research interests: survey research, applied measurement, item response theory.
Professional affiliations: National Council on Measurement in Education, American Educational Research Association, American Statistical Association.
Web sites: http://myprofile.cos.com/greenk86;
Norma Hafenstein, Clinical Assistant Professor, Curriculum and Instruction Program; Director of the Institute for the Developent of Gifted Education; and Director of the Ricks Center for Gifted Children
PhD, University of Denver; MS, Kansas State University; BS, Emporia State University, gifted and talented education
Career highlights: Founded the Ricks Center for Gifted Children; has been an active leader with the National Association for Gifted Children for more than 20 years; founded the Institute for the Development of Gifted Education; serves as a member of the Colorado Department of Education Gifted and Talented Endorsement Standards Committee.
Research interests: young gifted children, information-processing styles, social and emotional development, mathematical ability, individualized educational planning.
Professional affiliations: American Educational Research Association, National Association for Gifted Children, Association for Supervision and Curriculum Development.
Sylvia D. Hall-Ellis, Associate Professor, School and Counseling Psychology, Research Methods, and Information Science Department, Senior Grants Administrator
PhD University of Pittsburgh, MLS University of North Texas
Career highlights: Selected as a delegate to the American Library Association's 3rd Congress on Professional Education (2003); served as the special assistant to the U.S. Department of Education's Regional Representative in the West; serves as a member of the American Library Association Committee for Research and Statistics; serves as a member of the Association for Library Collections and Technical Services' Committee on the Recruitment, Training and Education of Catalogers; named secretary-historian of the Rocky Mountain Chapter of REFORMA; received the Morgridge College of Education Outstanding Adjunct Faculty Member Award for LIS (2002).
Research interests: library and information science (LIS) education, bibliographic control, services to diverse populations.
Professional affiliations: American Library Association, National Association to Promote Library and Information Services to Latinos and the Spanish-Speaking (REFORMA), Association for Library and Information Science Education, Mountain Plains Library Association, Colorado Library Association.
Kimberly Hartnett-Edwards, Assistant Professor, Curriculum & Instruction Program
Dr. Hartnett-Edwards previously held a faculty-directorship at California State University, San Bernardino in the Reading Language Arts Graduate Program. Recent publication of her book "Stress Matters: The Social Psychology and Physiology of Reading/Language Arts Achievement" is the culmination of her doctoral work on the effects of affect and emotion on L/A achievement. Her current research includes work with early intervention models, written language acquisition and Hawaiian NCLB restructuring models. Her degrees are PhD, educational Studies, Claremont Graduate University; MA, Education, California State University, San Bernardino; and BA, Literature & Writing, University of California, San Diego.
Cynthia E. Hazel, Program Coordinator, Associate Professor, Child, Family, & School Psychology Program (On sabbatical 2012-13)
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.
Richard S. Kitchen, Kennedy Endowed Chair in Urban Education, Professor, Department of Educational Research Policy & Practice
Ph.D. University of Wisconsin-Madison, Madison, WI. Major: Curriculum and Instruction, Minor: Mathematics. 1996
Thesis title: "Mathematics Pedagogy in Developing Nations: The Work of Two Inner City, Guatemalan Teachers"
M.A. University of Montana, Missoula, MT. Mathematics. 1990
B.A. University of Colorado-Denver, Denver, CO. Mathematics. 1984
Prior to joining the MCE faculty in the fall of 2012, Dr. Kitchen was a professor of leadership in mathematics education at the University of New Mexico (UNM) where he held a dual position in the Educational Leadership degree program and the Department of Mathematics & Statistics. At UNM, Dr. Kitchen was the co-Principal Investigator of the Center for the Mathematics Education of Latinos/as (CEMELA) that was funded through the National Science Foundation (NSF), Center for Learning and Teaching. He was also the co-Principal Investigator of the Hewlett-Packard Company funded High-Achieving Schools Initiative. He is the co-editor of three books, initiated and served as a co-editor of the TODOS: Mathematics for All Research Monograph, and has worked nationally and internationally with numerous schools. Dr. Kitchen graduated from Denver East High School, started his teaching career in the Denver Public Schools, and B.F. Kitchen Elementary in Loveland, Colorado is named after his grandfather.
Research interests: Diversity and Equity in Mathematics Education, School Reform at Urban Schools that Serve the Poor, Formative Assessment of English Language Learners, History of Education in the U.S.
Susan Korach, Program Coordinator, Associate Professor, Educational Leadership & Policy Studies Program
EdD and MA, University of Houston; BA, Trinity University
Dr. Korach, co-creator of the Ritchie Program for School Leaders, an intensive cohort-based principal preparation program which is taught in partnership with Denver Public Schools and Adams 12 Five Star Schools. Published "Pioneering change: The Experiences of Three Colorado Charter Schools," in "Charter Schools: Lessons in school reform".
Research interests: charter schools.
Professional affiliations: Phi Delta Kappa, Association of Supervision and Curriculum Development.
Jessica Lerner, Lecturer, Teacher Education Program
Jessica Lerner formerly worked with Denver Public Schools as a literacy coach and with The New Teacher Project as a teacher evaluator. Her professional interests include improving teacher effectiveness through pre-service preparation, coaching, and mentoring. Jessica's academic degrees include: EDS in Urban School Leadership from the Uinversity of Colorado at Denver, MA in Industrial & Organizational Psychology from the Chicago School of Professional Psychology, and BA in Biology from the University of Colorado at Boulder.
Krystyna K. Matusiak, Assistant Professor, Library and Information Science Program
Dr. Krystyna Matusiak earned her PhD from UW-Milwaukee in the Interdisciplinary Program in Digital Information Design and Organization. Her Dissertation title: Use of Digital Resources in an Academic Environment: A Qualitative Study of Students' Perceptions, Experiences, and Digital Literacy Skills. Dr. Matusiak has been the Digital Collections Librarian at the University of Wisconsin-Milwaukee for the last ten years and has planned and designed over 20 distinct digital collections. She is an active participant in the NEH grant funded project: Saving and Sharing the AGS Library's Historic Nitrate Negative Images. Krystyna has served as a digitization consultant for projects funded by the Endangered Archive Programme at the British Library and assisted digital library projects at the Press Institute of Mongolia in Ulan Baatar, Mongolia and the Al-Aqsa Mosque Library in East Jerusalem. Her research interests include digital library development and evaluation, indexing and retrieval of digital images, usability, and information seeking behavior.
Rebecca McClure, Lecturer, Educational Leadership & Policy Studies Program
Rebecca McClure joins the Executive Leadership for Successful Schools Principal Preparation Program. She has an MA from the University of Northern Colorado in Administration, and a BA in Special Education from Ball State University. Ms. McClure recently retired from the Boulder Valley School District as the Assistant Superintendent of Human Resources since 2005. Prior to 2005, she worked with Brighton School District 27J as the Executive Director of Human Resources as well as the Executive Director of Student Services and Student Achievement. Her leadership in these various roles with the Brighton School District covered a 26 year span of time, including experiences such as supervising principals, leading education initiatives, and working with employee groups and facilitating training with staff. Special interest areas and areas of expertise include interest-based problem solving strategies and collaboration, basics of human resources including labor relations, and teacher and principal evaluation and quality.
Cynthia McRae, Professor, Counseling Psychology Program
PhD and BA, University of Iowa, Counseling Psychology
Career highlights: Received two grants from the National Institute of Neurological Disorders and Stroke, including a FIRST award; chaired or co-chaired more than 50 dissertations; named semifinalist for the Robert Wood Johnson Health Policy Fellowship for 2004; represented Division 17 (Counseling Psychology) on the Interdivisional Healthcare Committee of APA for four years; received University Scholar/Teacher of the Year Award for 2007; is Chair of the Counseling Health Psychology Section of Division 17 (2006-2008).
Research interests: psychosocial adjustment of persons with Parkinson's disease, caregiver issues, quality of life in chronic illness, the placebo effect, behavioral genetics in neurological disorders.
Professional affiliations: American Psychological Association, Society of Behavioral Medicine
Paul Michalec, Program Coordinator, Teacher Education Program and Clinical Associate Professor, Curriculum and Instruction Program
PhD, University of Colorado-Boulder; MA, Mankato State University; BS, Cornell University
Career highlights: Former director of student teaching, Skidmore College; developed an innovative institution-to-institution K-16 partnership between Skidmore College and a local school district; served on editorial board for the newsletter EnCouragement; received Adjunct Faculty Teaching Award in 2005 at DU; founding member of Colorado Courage To Teach; Courage to Teach facilitator leading year-long retreat series for Denver Public School teachers and building leaders focusing on renewal and teacher formation; published in Curriculum & Teaching Dialogue; faculty advisor for the Dual Undergraduate/Graduate Degree Program; Morgridge College of Education teaching coach.
Research interests: teacher education, effective instruction in higher education, spiritual dimensions of teaching, teacher renewal/formation.
Professional affiliations: American Association of Teaching and Curriculum, Center for Courage and Renewal.
Gloria E. Miller, Acting Program Coordinator and Professor, Child, Family, & School Psychology Program
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.
Antonio Olmos-Gallo, Associate Professor, Research Methods and Statistics Program
Dr. Olmos-Gallo was an adjunct professor in statistics at DU and the Director of Evaluation and Research at a Community Mental Health Center (MHCD). His interests include using advanced research methods in program evaluation, program evaluation theory, and outcomes systems. Dr. Olmos-Gallo's degrees include PhD, Cognitive Science (University of Denver); MA, Cognitive Science (University of Denver); MS, Applied Statistics, National University of Mexico, and BA, Experimental Psychology, National University of Mexico.
Sharolyn Pollard-Durodola, Morgridge Endowed Associate Professor in Literacy, Child, Family, & School Psychology Program
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.
Andi Pusavat, Clinical Assistant Professor and Co-Director, Counseling and Educational Services Clinic
Dr. Pusavat comes to MCE from the Iliff Counseling Center where she has served as the Director for the past 6 years. Other career highlights include President of the Colorado Society of Psychologists in Private Practice for 2 years; founding member of the Colorado Psychological Association Society for the Advancement of Multiculturalism and Diversity; and presenter at the American Psychological Association and National Summit on Interpersonal Violence and Abuse Across the Lifespan. Andi's research interests are multicultural counseling, social justice, trauma, interpersonal partner violence, training and supervision. She received her PhD in Counseling Psychology from the University of Denver, her MA in Counseling Psychology from Loyola Marymount University, and her BA in Psychology from the University of California, Santa Barbara.
Karen S. Riley, Department Chair, Department of Educational Research, Policy, & Practice and Associate Professor, Child, Family, and School Psychology Program
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.
Maria T. Riva, Professor, Counseling Psychology Program
PhD University of Pittsburgh; MS Southern Illinois University; BA Illinois Wesleyan University, Counseling Psychology
Career highlights: Received the University of Denver Distinguished Teaching Award in 2001; co-edited Handbook of Group Counseling and Psychotherapy; co-authored "Teaching Group Work: Modeling Group Leader and Member Behaviors in the Classroom to Demonstrate Group Theory" in the Journal for Specialists in Group Work; honored as a fellow for the Association for Specialists in Group Work; chaired the University of Denver Institutional Review Board for Human Subjects.
Research interests: adolescent development, counseling with adolescents and families, group counseling, training and supervision, issues of cultural diversity.
Professional affiliations: American Psychological Association, American Counseling Association
Web site: http://myprofile.cos.com/rivam93
Nicole Russell, Assistant Professor, Curriculum and Instruction Program
Dr. Russell previously held a mathematics instructional coach position at TAF Academy, a STEM and college readiness school in Seattle. She has over 10 years of teaching and coaching experience in urban schools. Her research interests include examining the role of race and culture in mathematics teaching and learning specifically for African American students, working with pre-service and in-service teachers to operationalize components of culturally responsive mathematics teaching into explicit instructional practices, and the history of mathematics education of African Americans (1860s to 20th century). Nicole has a PhD in curriculum and instruction (University of Washington), a MA in Human Development (Pacific Oaks College), a BA in Business Economics/Mathematics, and she is a National Board Certification Candidate
Maria del Carmen Salazar, Assistant Professor, Curriculum and Instruction Program
PhD, University of Colorado-Boulder; MA, University of Denver; BA, University of Colorado-Denver
Career highlights: Publications in peer-reviewed journals such as Bilingual Research Journal, Borderlands Journal, and The High School Journal; national conference presentations for American Educational Research Association, National Association for Bilingual Education, Latino Critical Race Theory, Coalition of Essential Schools, and National Council of Teachers of English; currently appointed to the Colorado Department of Education NCLB English Language Acquisition Advisory Council, Colorado Department of Education Reading First Leadership Team and Governor Ritter's Teacher Quality Commission; serves as co-chair of Morgridge College of Education Diversity Committee; faculty representative for the University of Denver Latina/o Center for Community Engagement and Scholarship.
Research interests: teacher education, urban education, linguistically diverse education, cultural competency, teacher as researcher, academic resiliency of Chicana/o & Mexicana/o youth.
Professional affiliations: American Educational Research Association, National Association for Bilingual Education, Colorado Association for Bilingual Education, American Association of University Women.
Julie Sarama, Kennedy Endowed Chair in Innovative Learning Technologies, Professor, Department of Educational Research Policy & Practice
Dr. Sarama conducts research on young children's development of mathematical concepts and competencies, implementation and scale-up of educational reform, professional development models and their influence on student learning, and implementation and effects of software environments in mathematics classrooms. She designed and programmed over 50 published computer programs, including her version of Logo and Logo-based software activities (Turtle Math™, which was awarded Technology & Learning Software of the Year award, 1995, in the category "Math").She has published more than 50 refereed articles, 4 books, 30 chapters, and 60 additional works. She has been Principal or Co-Principal Investigator on seven projects funded by the National Science Foundation. She has also directed three large-scale studies funded by the U.S. Education Department's Institute of Educational Studies (IES). She has taught secondary mathematics and computer science, gifted math at the middle school level, preschool and kindergarten mathematics enrichment classes, and mathematics methods and content courses for elementary to secondary teachers. In addition, she remains the Director of the Gifted Mathematics Program (GMP) at the University of Buffalo, SUNY.
Education: B.A., Mathematics, 1987; M.Ed., Mathematics Education, 1989; Ph.D., Mathematics Education, University at Buffalo, State University of New York, 1995
Areas of Expertise: Educational Technology, Mathematics Education, Curriculum & Instruction, Design and Conduct of Large-Scale Research
Research Interests: Developing and evaluating research-based educational software and other technologies; Using learning trajectories in standards, assessment, educational technology, curriculum, and professional development; Developing and evaluating research-based curricula; Taking successful curricula to scale using technologies
Kent Seidel, Associate Professor, Educational Leadership & Policy Studies Program
Dr. Kent Seidel comes to DU from the University of Cincinnati, where he served as faculty and Chair of the Educational Leadership and Urban Education Leadership graduate programs. He holds a Ph.D. in Interdisciplinary Research with a focus on non-profit and educational organizational behavior and management.
Dr. Seidel has been actively involved with school improvement and standards-based reform since 1990. Since 1996, he has served as the Director of the Alliance for Curriculum reform, a collaborative of more than 20 of the national education organizations. Closely related to his school reform work, Dr. Seidel has been actively involved in arts education and the development of creativity in students, teachers, and school leaders. He has a theatre and music background.
His primary research in the past decade has focused on performance-based approaches to improving educator support and school quality, including a major emphasis on value-added and growth measures in accountability systems. He led the development of resources and training for all 72 teacher and principal preparation programs in Ohio on uses of value-added and growth measures, under the auspices of the Board of Regents to help these programs meet legislative requirements. He is Principal Investigator for the large-scale longitudinal strand of the Teacher Quality Partnership, a consortium of all 50 Ohio teacher education programs, conducting a series of studies to better understand teacher preparation, professional development, and early career support.
Patrick Sherry, Associate Professor, Counseling Psychology Program
PhD University of Iowa; BS Michigan State University, Counseling Psychology
Research interests: business and psychology, models of adolescent substance abuse, psychological assessment of managers.
Professional affiliations: American Psychological Association, Rocky Mountain Psychological Association, American Education Research Association
Clara L. Sitter, Program Coordinator, Clinical Associate Professor, Library and Information Science Program
PhD University of Colorado Boulder; MLS University of Texas at Austin; BA, University of Oklahoma
Career highlights: Served as president of the Alaska Library Association; currently serves as a member of the American Library Association Council, the editorial board of Knowledge Quest, and the publications committee for the American Association of School Librarians; functions as a peer-reviewer for the Association of Library and Information Science Educators; published "Library Management" in The Internet Encyclopedia.
Research interests: special collections, database instruction, user needs and library history.
Professional affiliations: American Library Association, Colorado Association of Libraries, Association for Library and Information Science Education.
Mary Stansbury, Department Chair, Department of School and Counseling Psychology, Research Methods, and Information Science and Associate Professor, Library and Information Science Program
PhD and MLS, Texas Woman's University, School of Library & Information Science; BA University of Texas-Austin
Career highlights: Principal investigator of "Early Childhood Librarianship: An Interdisciplinary, Experiential MLIS" funded through the Institute of Museum and Library Services; Co-principal investigator of WebWise 2010 and 2011, funded through IMLS; Co-chair of Colorado Library Development Council; Co-chair, Association of Library & Information Science Educators 2011 Conference; Committee on Research & Statistics (ALA); External Review Panel member and chair (ALA); Co-author of Virtual Inequality: Beyond the Digital Divide; co-principal investigator of "Health Information Seeking Behaviors of Older Adults," a $500,000 research project funded through IMLS; multiple international and national presentations and publications on the topic of access to and use of information technologies and resources. Former faculty member of School of Library & Information Science, Kent State University.
Research interests: information policy; Digital Divide; health information seeking behaviors; LIS education.
Suzanne Thompson, Lecturer, Teacher Education Program
Ms. Thompson spent thirty-one years in urban education with Denver Public Schools as an elementary school principal, curriculum/instruction/assessment specialist, and classroom teacher. Through a federal grant, awarded to a partnership of four Colorado universities, she presented at the national AACTE conference in 2007 and the national SITE conference in 2006. She has been an adjunct faculty member with the Teacher Education Program at DU for the last eight years. Passionate about teaching and learning - today and tomorrow, Suzy's areas of professional interest include responsible data use in elementary school environments, 21st Century Teaching and Learning, and the role of technology in K-20 education environments. She has an MA, Reading, University of Colorado-Denver and a BA, Elementary Education / Psychology, University of Denver.
Franklin A. Tuitt, Associate Provost for Inclusive Excellence, Associate Professor, and former Program Coordinator, Higher Education Program
EdD, MA, Harvard; BA, Connecticut College
Career highlights: Co-edited and served as a contributing author for Race and Higher Education: Rethinking Pedagogy in Diverse College Classrooms; served as Cabot Postdoctoral Research Fellow, Bok Center for Teaching and Learning, Harvard University; functioned as a research associate for the Harvard National Campus Diversity Project; co-chaired the Harvard Educational Review; serves as a member of the Connecticut College Board of Trustees.
Research interests: diversity in higher education, teaching and learning in racially diverse classrooms, best practices for recruiting and retaining students of color in traditionally white higher education institutions.
Professional affiliations: The Association for the Study of Higher Education (ASHE), American Educational Research Association (AERA), Professional and Organizational Development in Higher Education Network (POD), National Association of Student Personnel Administrators (NASPA).
Bruce Uhrmacher, Program Coordinator and Professor, Curriculum & Instruction Program
PhD, Stanford University; MEd, Harvard University; BS, University of Wisconsin-Madison
Career highlights: Factotum (leaderless leader), Professors of Curriculum (2012-2013); Co-editor of two books: Beyond the One Room School; Intricate Palette: Working the Ideas of Elliot Eisner. Also, Co-Editor of Curriculum and Teaching Dialogue (volumes 13-14); faculty advisor for the Aesthetic Education Institute of Colorado (AEIC); served as the book review editor for the International Journal of Leadership in Education; served as President of the American Association For Teaching and Curriculum; honored with the University of Denver Distinguished Teaching Award, 2004.
Research interests: alternative school settings, curriculum theory and practice, Waldorf education, issues in qualitative research, arts-based research.
Professional affiliations: American Educational Research Association, John Dewey Society; Professors of Curriculum, American Association for Teaching and Curriculum (AATC).
Web sites: http://www.think360arts.org
Jesse N. Valdez, Associate Professor, Counseling Psychology Program
PhD University of Wisconsin-Madison, Counseling Psychology, MEd Sul Ross State University, BA Southwest Texas State
Career highlights: Presented "Relationship of Avoidance Health Behavior, Acculturation, Health Stress and Self Advocacy" and "Counseling Center Client Mood Disorders, Psychosocial Problems, Severity, and Functioning" at the Texas Psychological Association 2004 annual convention; led a team of bilingual experts in the translation of medical research scales from English to Spanish; published "Psychotherapy With Bicultural Hispanic Clients" in Psychotherapy; presented "Teaching Diversity: Examining Theoretical, Philosophical, and Practical Approaches" at the University of Denver third annual Summit on Diversity.
Research interests: diversity and multicultural issues in counseling psychology and mental health; self-efficacy, psychological stress, acculturation and cultural identity issues; women's issues; cultural and gender roles.
Professional affiliations: American Psychological Association
Maximillian Wachtel, Clinical Assistant Professor, Counseling Psychology Program
Ph.D. University of Denver. 2001; M.A. University of Denver; B.A. Trinity University
Career Highlights: Owner, Cherry Creek Psychology--a forensic psychology practice; Previous manager of the Clermont Wellness Center, the Rocky Mountain region's largest adult community mental health clinic (25 staff; 750 clients); Co-authored book chapters on group psychotherapy; Received DU's College of Education Outstanding Adjunct Award in 2008; Presented at APA and regional conferences;
Research Interests: Forensic Psychology; Competence to Stand Trial; Ethical/Legal Issues in Psychology
Professional Affiliations: American Psychological Association; American Psychology-Law Society
Web site: www.CherryCreekPsychology.com
Duan Zhang, Program Coordinator and Associate Professor, Research Methods & Statistics Program
Ph. D, MS, Texas A&M University; BA, University of International Business and Economics, Beijing, China
Research interests: Structural Equation Modeling; Hierarchical Linear Modeling; Power Analysis in Multilevel modeling; Applied Measurement; Psychological functioning and adjustment for at-risk children in elementary schools.
Professional affiliations: American Educational Research Association Psychometric Society American Psychological Association.
James Davis, Professor Emeritus
Elinor L. Katz, Dean Emerita
Tony Linder, Professor Emerita