Dr. Joanne Arhar, Ed.D.Associate Dean 308 White Hall
Area: TLC - CI - MCEDjarhar@kent.edu
My career in education began as a high school English teacher in Parma Ohio where I taught for 12 years after graduating from Case Western Reserve University where I also pursued a Masters Degree in American Studies. I moved into high school and middle school administration in Ohio and Colorado and then earned a doctorate in Curriculum and Instruction at the University of Cincinnati. My disseration on interdisciplinary teaming won two national dissertation awards and I knew then that I wanted to pursue a career as a professor in a teacher preparation program. I taught at the University of South Florida then moved back home to Ohio to help build a middle childhood education program and teach in the masters and doctoral programs in Curriculum and Instruction at Kent State Univeristy. My research interests have focused on using action research as a method of inquiry into one's teaching, teacher teaming in the middle grades and preparing middle level teachers. I have co-authored two books: Leading into the 21st Century and Action Research for Teaching: Traveling the Yellow Brick Road and numerous journal articles and book chapters. Currently I serve as associate dean of student services, undergraduate education, and teacher education where I oversee curriculum, teacher education, advising, recruitment, clinical experiences, and partnerships with schools and agencies. I am particularly interested in supporting global learning intiatives in the undergraduate curriculum.
Dr. William Bintz, Ph.DProfessor 404 White Hall
Area: TLC - LE - MCEDwbintz@kent.edu
I am currently a Professor in the Department of Teaching, Learning, and Curriculum Studies at Kent State University. I have extensive classroom teaching experience including teaching high school English in Chicago, Illinois and San Juan, Puerto Rico; middle school language arts in Dhahran, Saudi Arabia; and grades 4-6 at an Alternative School in Bloomington, Indiana. I have also been a Visiting Lecturer in Language Education at the Armidale College of Advanced Education in Armidale, Australia, as well as an assistant professor at Western Kentucky University, James Madison University, and the University of Kentucky. My personal experiences and professional interests include using award-winning literature to teach across the curriculum K-12, collaborative teacher research, and reading comprehension assessment. I have published numerous articles and book chapters in leading literacy journals such as The Reading Teacher, Language Arts, Journal of Adolescent and Adult Literacy, and Middle School Journal; presented at many international, national, and state conferences; and conducted professional development workshops throughout the United States.
Elizabeth Brooks, Ph.DAssociate Professor 401 White Hall
Area: TLC - ADED - MCED - INSSebrooks@kent.edu
I received my BA in History from the University of North Carolina-Greensboro, MAT in Social Studies (concentration in History) from UNC-Chapel Hill, and my Ph.D. in Curriculum and Instruction at Kent State University in December 2005. I have taught secondary social studies across three states (North Carolina, Georgia, and New York), participated in a National Science Foundation grant focused on issues-centered teaching and learning, and, during the first years of my teaching career, was part of two faculty teams specifically selected to ease the early days of school integration. Since coming to Kent in 1990, I have served as a Teaching Fellow and then as Non-tenure Track Faculty in the elementary, middle childhood, and adolescent-young adult teacher education programs. Currently, I coordinate the Middle Childhood Education program on the Kent campus, coordinate the adolescent-young adult (ADED) social studies practicum, and advise in both the MCED and the ADED programs. My research interests are focused on social studies teacher education and the academic content standards, teacher beliefs, and the impact of field experience on teacher development.
Dr. Christopher BuseyAssistant Professor of Social Studies Education 404F White Hall
Area: TLC - INSS - MCED - ECDEcbusey@kent.edu
My career path began at the University of Florida where I received a B.A. in political science. My professional teaching career began in Orlando, FL, where I taught AP Government, United States History, and Global Studies for several years while simultaneously completing my Masters of Arts in social science education at the University of Central Florida. Immediately upon obtaining my masters, I taught in New York City public schools and then returned to the University of Central Florida where I earned a Ph.D. in Social Science Education in 2013. During my doctoral coursework, I taught for a semester in Miranda de Ebro, Spain, and spent my final two years as a middle school social studies teacher in Orlando, FL. My experiences working with outstanding diverse students have directly influenced my research interests, which are centered on improving social studies education for culturally, ethnically, and linguistically diverse learners both domestically and abroad. I am also interested in researching innovative ways for improving and analyzing social studies teacher education, curriculum, and pedagogy. I am also the coordinator for the Kent State Holmes Scholars program.
Scott Courtney, Ph.D.Assistant Professor 401J White Hall
Area: TLC - ADED - CI - MCEDscourtn5@kent.edu
I am a recent transplant from Arizona, having completed my Ph.D. in Curriculum and Instruction (Mathematics Education) from Arizona State University. Prior to moving to Kent, I was fortunate to have been provided with opportunities to teach a variety of mathematics and statistics courses at both the secondary and tertiary levels. My research interests are driven by inquiry, by a desire to attain insights into: 1) students’ and teachers’ conceptions of mathematics ideas within the 6-12 curriculum; 2) the kinds of instructional engagements that are propitious for student development of intended ideas and ways of thinking; and 3) teachers’ conceptions and ways of thinking that either support or constrain their capacity to transform their ways of operating with cognitive structures that are more conceptually oriented. When not engaged in teaching or research, I enjoy spending time with my wife and daughters.
Alicia Crowe, Ph.DAssociate Professor 404 White Hall
Area: TLC - ADED - CI - INSSacrowe@kent.edu
I am an Associate Professor of Middle and Secondary Social Studies Education in the Department of Teaching, Learning, and Curriculum Studies at Kent State University. I love to teach and study teaching. It is wonderful to be a part of the growth of new and experienced teachers. I am very interested and do research in teacher education, social studies education, teacher learning, and technology integration in social studies education at both the secondary and pre-service levels.
Kenneth Cushner, Ed.D.Professor 401 White Hall
Area: TLC - MCED - INSS - CIkcushner@kent.edu
I received the B.A. from Kent State University in 1973, and began teaching biology and general science in schools in Switzerland and Australia. I returned to Kent State to pursue a Master's degree in Guidance and Counseling and then taught fifth and sixth grade in the KSU Lab School. Following a few years of teaching and traveling internationally with young people, I received a scholarship through the East-West Center to pursue the Doctorate at the University of Hawaii, where I studied Curriculum and Instruction and Cross-Cultural Psychology. I returned to Kent State University in 1987 to teach social studies and multicultural education. I have authored or co-authored seven different books, including Human Diversity in Education: An Intercultural Approach, 7th ed (McGraw-Hill, 2012); Intercultural Student Teaching: A Bridge to Global Competence (Rowman Littlefield, 2007); Beyond Tourism: A Practical Guide to Meaningful Educational Travel (Rowman Littlefield, 2004); and Intercultural Interactions: A Practical Guide, 2nd ed (Sage Publications, 1996). I am Director of COST - the Consortium for Overseas Student Teaching, a former Fulbright scholar to Sweden; am a Founding Fellow and past-President of the International Academy for Intercultural Research, and have organized and led international travel programs on all seven continents. In my spare time, I enjoy music (percussion and guitar), travel, and photography.
Dr. Robin DeverAssistant Professor 116
Area: TLC - MCEDrdever2@kent.edu
Andrew Gilbert, Ph.DAssociate Professor 404 White Hall
Area: TLC - ECDE - MCED - CIagilber1@kent.edu
Dr. Andrew Gilbert taught for four years in the Washington DC metro area before pursuing his PhD at New Mexico State University. While in New Mexico, he worked extensively in K-8 classrooms developing and teaching innovative approaches to science with children. He has been teaching Early and Middle Childhood Science at Kent State University since the fall of 2003. He also teaches graduate courses in several program areas at KSU. His research looks at the complex issues involved in enacting science in the classroom context. These research topics represent a range of issues that include: inquiry-based science teaching, social justice and equity, the separation of theory and practice, and international education. His work has been published in various outlets including: Journal of Research in Science Teaching, Curriculum Inquiry, Journal of Curriculum and Pedagogy and Early Childhood Research and Practice.
Danielle Gruhler, Ph.DAssistant Professor 401 White Hall
Area: TLC - CI - LE - MCEDdgruhler@kent.edu
I began my professional career in 1991 as a third grade teacher in Solon, Ohio, after graduating from John Carroll University with a Bachelor of Arts degree in Elementary Education. I taught at the elementary level for nine years before leaving to teach full-time at the university. Upon completion of my Masterâ¹s Degree in Literacy Studies at John Carroll, I was invited to teach literature and language arts courses there in 1996 and 1997. I began my doctoral work at Kent State University in 1997. As a doctoral student, I served as both a Graduate Assistant and a Teaching Fellow. During my tenure as a doctoral candidate, I was awarded a University Fellowship for the 2001-2002 academic year. I have been on the full-time faculty at Kent for two years. I currently serve as the Co-coordinator for the Reading Endorsement cohort program. My research interests include the student and teacher discourse that surrounds the literacy processes of young readers and writers, and the ways in which teachers construct their professional thinking about literacy based on their personal and practical experiences.
Claudia Khourey-Bowers, Ph.DAssociate Professor Stark Campus
Area: TLC - MCED - CIcmkhoure@kent.edu
My career as a science educator has taken many interesting turns. It began with a Bachelor of Science degree in zoology from The Ohio State University, followed by a stint working in a neuroanatomy research lab at NEOUCOM, and a master's degree in biology from the University of Akron. From there, I launched my teaching career in Canton City Schools, where I also worked in science curriculum and professional development. My experiences in the classroom and in professional development raised questions about the teaching-learning dynamic that I felt warranted further study. This took me to Kent State University, where I earned a Ph.D. in Curriculum and Instruction, with an emphasis in science education. I am now beginning my ninth year at Kent State University-Stark as a faculty member, where my teaching responsibilities are split between Middle Childhood nd C & I program areas. My line of inquiry explores the relationships existing across teacher beliefs, teacher knowledge and pedagogy, and the role of teacher content knowledge on student achievement, classroom culture, and inquiry/integration.
Patricia Koontz, Ph.DProfessor 404 White Hall
Area: TLC - MCED - CItkoontz@kent.edu
Kent State University has been home to me for more years than any other academic institution. Receiving my undergraduate, masters and doctorate from Kent State has been a source of pride knowing the excellent professors and opportunities KSU has afforded me. As a student teacher I took advantage Kent State's international student teaching program and student taught in Cali Columbia, South America. Prior to joining Kent State as a professor, I was a chemist; a mathematics teacher at Hillman Jr. High in Youngstown; a mathematics, chemistry, and physics teacher at North High School in Akron; and a mathematics teacher for autistic children in Kent City Schools. I am presently the Director of the Mathematics Specialist Program (the only such master's degree program in Ohio) as well as the co-director of the Northeast Ohio Center of Excellence for the Teaching of Mathematics and Science (NEOCEx). I serve on the Ohio Mathematics Education Task Force and the Ohio Resource Center math review board. Two of my most recent books are Teaching Science to Children: an Inquiry Approach co-authored with A. Friedl and Science and Society in the Twentieth Century co-authored with W. Sherman.
Anne Reynolds, Ph.DAssociate Professor 412 White Hall
Area: TLC - MCED - CIareynol5@kent.edu
I received my Bachelors and Masters Degrees in Education at James Cook University of North Queensland, Australia. I taught for 19 years in Queensland, Australia, as an elementary teacher, a high school mathematics and accounting teacher, and as a resource teacher for students with special needs. In 1990, I came to the United States to complete my Doctorate in Mathematics Education at Florida State University. In 1993, I joined the faculty at the University of Oklahoma and concentrated my efforts in mathematics education in the early childhood, special education, and middle grades programs at the undergraduate level as well as teaching and advising in the mathematics education graduate programs. I joined the faculty at Kent State University in the Fall 2004, where I teach mathematics education courses in the MCED, ECED, and C & I programs. My research interests are focused on how students learn mathematics, particularly the imagery involved in making sense of mathematical ideas, and in learning in a problem centered setting.
Dr. Teresa Rishel, Ph.DAssociate Professor 404 White Hall
Area: TLC - MCED - CItrishel@kent.edu
Teresa Rishel is an Assistant Professor in the Department of Teaching, Leadership, and Curriculum Studies. She teaches undergraduate and graduate courses in Middle Childhood Education, Curriculum and Instruction and Multicultural Education. Her educational experience includes serving as an elementary principal and teaching elementary and middle level grades. She earned her Master of Science in Elementary Education and her PhD in Curriculum Studies at Purdue University. Her undergraduate degrees include Elementary Education (St. Joseph's College, Indiana) and Physical Education & Health K-12 (Ball State University, Indiana). Dr. Rishel's interests include guiding middle level preservice teachers as they transition into effective novice teachers. She is interested in curriculum theory, multicultural issues of education and social justice. Her research interests include adolescent suicide in relationship to teaching, leadership, and curriculum, with a focus on affective environments. Dr. Rishel presents her research nationally as well as in education classes at Kent State.
Alexa Sandmann, Ed.D.Professor 404 White Hall
Area: TLCS - MCED - LE - CIasandman@kent.edu
After graduating from Copley High School, I earned undergraduate degrees in English and Education, as well as a master's degree in Reading from Miami University in Oxford, Ohio. Before earning my doctorate in Curriculum and Instruction from the University of Cincinnati, I taught for five years in the public schools. Before coming to Kent State in 2004, I taught for two years at Northern Kentucky University and twelve years at the University of Toledo. I have served in varied leadership roles across the state: President of the Ohio Council of the International Reading Association, having been a local council president several years before that; member of various state reading and writing committees; and Praxis III assessor. I present consistently at the national conventions of International Reading Association, National Council of Teachers of English, and the National Middle School Association, as well as state literacy events. I directed the Toledo Area Writing Project, a site of the National Writing Project, for ten years. I am currently the director of the National Writing Project at Kent State University.
Steven Turner, Ph.DAssociate Professor 404 White Hall
Area: TLC - MCED - CIsturner6@kent.edu
Steven L. Turner is an associate professor in the Teaching, Leadership and Curriculum Studies Department, Kent campus. He teaches undergraduate and graduate courses in Curriculum and Instruction and Middle Childhood Education. He joined the KSU faculty in 2005. He earned his PhD in Curriculum and Instruction from the University of Virginia (2005) and his M.Ed from Boston University (2000). His dual undergraduate degree was Honors Liberal Studies and Special Education from Longwood University (1998). His research interests include effective classroom assessment in grades 4-9, diverse teacher education, and investigating the learning sciences ( how teachers teach and how students learn).
Dr. Lori Wilfong, Ph.DAssociate Professor Stark Campus
Area: TLC - MCED - CI - LElgkrug@kent.edu
Lori G. Wilfong, Ph.D., began her career in East Los Angeles, CA, teaching English as a second language to 6th, 7th, and 8th graders for the Los Angeles Unified School District. This sparked her interest in motivating adolescent readers and led to positions in Rootstown Local Schools and Maple Heights City Schools as a literacy coach and literacy specialist. Upon completion of her doctoral degree in Literacy Education from Kent State, Wilfong began her current position in the Middle Childhood Education and Curriculum & Instruction programs at the Stark Campus. She remains an active consultant in several area urban school districts, furthering her research interests in multicultural literature and education, fluency, and reading in the content areas.