Research Development
Alphabetical Listing of Education Faculty
Duane Akroyd, Ph.D.
Southern Illinois University
duane_akroyd@ncsu.edu
515-1745
Dr. Akroyd is a Professor in the Department of Adult and Higher Education.
His research has focused on a variety of workplace and behavioral variables
and their ability to predict employees' satisfaction, organizational commitment
and burnout. The focus of his research has concentrated on health professionals
(both practitioners and faculty) and full-time and part-time community
college faculty groups. He has also examined supply, distribution and
policy issues in the health professions.
Thomas L. Alsbury, Ed.D.
Washington State University
tom_alsbury@ncsu.edu
513-4321
Dr. Thomas Alsbury, Assistant Professor in the Educational Leadership
& Policy Studies Department, is currently involved in the following
areas of research: School board and superintendent turnover, district
and school reform, district consolidation, school board training, and
effective leadership in schools. Dr. Alsbury's research interests include:
Organizational governance, the superintendency, school boards,
school reform, and educational leadership.
Leonard Annetta, Ph.D.
University of Missouri-St. Louis
len_annetta@ncsu.edu
513-1286
Dr. Annetta, Assistant Professor of science education, is interested in the fields of science education and educational technology. He is most interested in cognitive development and attitudinal and conceptual change in teachers and students. His research interests include distance education and specific technology applications in the science classroom including video games, GIS, and online interaction. His research focuses on middle grades science.
Stanley Baker, Ph.D.
State University of New York at Buffalo
stanley_baker@ncsu.edu
515-6360
Professor Baker teaches in the Counselor Education Department. His academic areas of emphasis are developmental counseling, secondary school counseling, prevention, and cognitive-behavioral applications in counseling. Dr. Baker's research interests focus on the enhancement of school counseling in particular and counseling in general as well as prevention programming for children and adolescents, especially applications of cognitive- behavioral theory. He is also interested in the improvement of the training of counselors, especially prepracticum and supervision training methods. Research methodologies include experimental design, program evaluation, meta-analysis, and structured interview research.
Candy Beal, Ed.D.
North Carolina State University
candy_beal@ncsu.edu
515-6231
Dr. Beal, a member of the Curriculum and Instruction Department, is an Associate Professor and the Coordinator of Undergraduate Middle Grades Language Arts and Social Studies Teacher Education Program. Her research has focused on development theories with a focus on early adolescence, curriculum development with a focus on curriculum integration, and technology enabled curriculum integration projects for middle school teachers and students. Dr. Beal is currently working with total school implementation of the Help, Yourself, Yourself Project, which is teaching teachers development theory so they can teach students about early adolescent development so that students can then make informed academic and social choices. She is also continuing her research into global education, with an emphasis on Russia.
Paul Bitting, Ph.D.
University of North Carolina at Chapel Hill
paul_bitting@ncsu.edu
515-1768
Dr. Bitting, Associate Professor, teaches educational foundations and leadership. He also serves as Assistant Dean for Diversity in the College of Education. Dr. Bitting is currently researching the links between traditional philosophy, cultural paradigms and educational practices.
Tuere Bowles, Ph.D.
University of Georgia
tuere_bowles@ncsu.edu
513-4871
Susan Bracken, Ph.D.
The Pennsylvania State University
susan_bracken@ncsu.edu
515-6298
Dr. Bracken is an Assistant Professor in the Adult and Higher Education Department. Her research is primarily qualitative and my interests fall under two umbrellas: adult learning in organizational contexts and feminist/critical theory studies. Under the first, she studies issues in university outreach, including university and community partnerships, the scholarship of engagement and adult learning in community contexts. Under the second, she studies gender issues in adult and higher education. Her women’s studies background includes feminist theory, women’s community education and activism, the politics of women’s health and health education, and gendered perspectives in teaching and learning. Her current research projects are based in the U.S., but my previous research has included fieldwork in Mexico and India.
Kevin Brady, Ph.D.
University of Illinois
kevin_brady@ncsu.edu
513-7975
Dr. Brady, Assistant Professor in the Educational Leadership
& Policy Studies Department, is currently involved in the following
areas of research: Designing and implementing blended learning, or hybrid
distance education courses in graduate educational leadership programs,
school finance equity, student testing accommodations and high-stakes
testing. Dr. Brady's research interests include: legal issues for school
administrators, higher education law, school budgeting, data-driven decision-making
for school leaders, and educational technology for school leaders.
Theodore Branoff, Ph.D.
North Carolina State University
ted_branoff@ncsu.edu
515-1747
Ted Branoff is an Associate Professor in the Graphic Communications program. Along with teaching courses in graphic communications, he has conducted CAD and geometric dimensioning & tolerancing workshops for both high school teachers and local industry. Current research is focused on developing an online certification program for community college instructors. Additional research interests include visualization, information-processing, dual-coding, as well as online education. Dr. Branoff is interested in how individuals visualize three-dimensional objects. More specifically, he is interested in how Paivio's dual coding theory of information processing can be used to explain how people mentally rotate objects. He is also interested in effective ways to deliver instruction online.
Kenneth Brinson, Ph.D.
The Pennsylvania State University
ken_brinson@ncsu.edu
906-4926
Dr. Ken Brinson is an Assistant Professor. He also serves as Assistant Director of Distance Education and Teaching Professor of Educational Leadership. His research interests include educational leadership, preparation programs, internships and practicum, the principalship, the superintendency, as well as indigenous peoples.
James L. Burrow, Ph.D.
University of Northern Iowa
james_burrow@ncsu.edu
515-6246
Dr. Burrow, of the Adult and Higher Education Department, has taught marketing, marketing education, human resources development, and training and development. Outside of education he has been employed in food processing and sales and has extensive consulting experiences with manufacturers, retail organizations, universities and government agencies. His current research interests include developing models for assessing the transfer of training to the job and the value of training to the organization.
Glenda Carter, Ph.D.
Ph.D., North Carolina State University
glenda_carter@ncsu.edu
515-6920
Glenda Carter, Associate Professor the Math, Science and Technology Department, teaches science education. She also serves as associate director of the Center for Research in Mathematics and Science Education (CRMSE). Dr. Carter's research focuses on alternative assessments as the vehicle for catalyzing instructional reform as well as mediated learning through negotiations in small group settings and through the use of instructional representations. The context of current research efforts is spatial cognition of middle school students.
Diane D. Chapman, Ed.D.
North Carolina State University
diane_chapman@ncsu.edu
513-4872
Dr. Chapman is a Teaching Assistant Professor in the Adult and Higher
Education Department. Dr. Chapman is currently highly involved with online
teaching and learning. Dr. Chapman's research interests include teaching
and learning at a distance, the integration of technology into training
and education, learning and program evaluation, and collaborative learning
with technology. Her current research projects include projects on evaluating
Web-based training, instruction and learning in virtual worlds, collaborative
learning at professional conferences, and instructor presence in online
environments.
Aaron Clark, Ed.D.
North Carolina State University
aaron_clark@ncsu.edu
515-1771
Dr. Clark teaches technology education as an Associate Professor in the Math, Science and Technology Department. He specializes in CADD (computer-aided design and drafting), CAM (computer-aided manufacturing), 3-D representations and animation. He is currently developing curricula and participating in research for training in CAD, CAM, and CIM (computer intergrated manufacturing). His expertise in graphics and design extends to both education and industry. His thematic research over the past ten years is in both curricula development and visual learning, particularly in areas of three-dimensional modeling, animation, and scientific and technical visualization.
Cathy Crossland, Ed.D.
University of Tennessee
cathy_crossland@ncsu.edu
515-1775
Dr. Crossland is a Professor of Special Education and former head of the Department of Curriculum and Instruction. She serves as the director of the Diagnostic Teaching Clinic, which she established in 1983 to provide diagnostic-prescriptive services to individuals K-adult, and as a laboratory to help prepare graduate students for advanced licensure. She also holds an appointment as a Senior Fellow in the Kenan Institute for Engineering, Science & Technology. Her research interests and activities are in the areas of clinical assessment and instructional interventions for children and adolescents with learning disabilities, traumatic brain injuries, and the intersection of health care services and public education for children and adolescents with disabilities.
Douglas Cullinan, Ed.D.
University of Virginia
douglas_cullinan@ncsu.edu
515-1778
Dr. Cullinan, Professor of Special Education in the Curriculum and Instruction Department, has taught students with behavioral, learning, and emotional disabilities in public schools and a correctional institution. Cullinan's main professional interests are the nature, measurement, scope, and improvement of behavior and emotional problems of students. He has served on the editorial boards of several professional journals, and has directed or assisted on funded projects for various special education objectives, including preparing teachers of students with behavior and emotional disabilities. Cullinan was President, Council for Children with Behavioral Disorders, 1992-93.
Jessica DeCuir-Gunby, Ph.D.
University of Georgia
jessica_decuir@ncsu.edu
513-7669
Dr. DeCuir is an Assistant Professor in the Curriculum & Instruction department. Her research interests include racial identity development, adolescent development, motivation, diversity issues, emotions, and multimethods, both quantitative and qualitative.
William DeLuca, Ed.D.
West Virginia University
william_deluca@ncsu.edu
515-1750
Dr. DeLuca is an Associate Professor of technology education. His research
interests include the study of thinking processes, teaching methods and
activities that improve technological problem-solving performance. Recent
work has focused on integrating math and science in technology education
instruction and expanding the implementation of problem-solving activities
in technology education.
Barbara Fox, Ph.D.
University of North Carolina at Chapel Hill
barbara_fox@ncsu.edu
515-1781
Dr. Fox, Professor of reading education in the Curriculum and Instruction Department, works with the College Diagnostics Reading Clinic, and has served as Chair of the National Board of Professional Teaching Standards Committee, International Reading Association. Her current research focuses on the understanding of reading and writing abilities for middle and high school students, as well as professional development in language and literacy development for early childhood educators who work with disadvantaged children.
Bonnie Fusarelli, Ph.D.
Pennsylvania State University
bonnie_fusarelli@ncsu.edu
515-6359
Dr. Bonnie Fusarelli is an Assistant Professor in the Department of Educational Leadership and Policy Studies. Dr. Fusarelli’s research focuses on educational leadership and policy, the politics of education, specifically school reform, superintendents, social justice/educational equity, and organizational change, specifically with school/agency collaboration.
Lance Fusarelli, Ph.D.
University of Texas-Austin
lance_fusarelli@ncsu.edu
513-0507
Dr. Lance Fusarelli is Associate Professor specializing in school leadership as well as the Director of Graduate Programs in the Department of Educational Leadership & Policy Studies. Dr. Fusarelli's research has focused on school leadership, specifically the superintendency, educational politics & policy studies, the No Child Left Behind Act, and school choice. His recent work focuses on the politics of NCLB and the use of data-based decision making in school improvement.
Edwin Gerler, Ed.D.
Pennsylvania State University
edwin_gerler@ncsu.edu
515-5975
Dr. Gerler is Professor and Director of Graduate Programs in the Counselor
Education Program. He is a past associate dean for Research and External
Affairs in the College of Education. Dr. Gerler's research interests include
computer applications to counseling and other areas of education and preventive/developmental
counseling in elementary and middle schools with an emphasis on prevention
of school violence, as well as drug and alcohol abuse prevention.
Lisa Leonor Grable, Ph.D.
North Carolina State University
grable@unity.ncsu.edu
515-3054
Dr. Grable is the Director of the Learning Technologies Resource Center and serves as a visiting assistant professor in the Department of Curriculum and Instruction. Her research interests include the adoption of technology by in-service teachers, particularly in middle grades, online course design in instructional technology for in-service teachers, and cultural issues in technology integration in schools.
Marc A. Grimmett, Ph.D.
The University of Georgia
marc_grimmett@ncsu.edu
515-6358
Dr. Grimmett is an Assistant Professor in the Counselor Education Department.
His research focus is the preparation of African-American boys for happy
and successful lives. Specifically, Dr. Grimmett would like to use artistic
interventions to help African-American boys to develop a positive identity,
to stimulate achievement across domains, and to facilitate career development
that is sustainable over their lives. Other areas of interest include
multiculturalism and social justice.
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Tim Hatcher, Ed.D.
University of Tennesee
tim_hatcher@ncsu.edu
515-6246
Dr. Hatcher is Associate Professor in the Adult and Higher Education
Department and serves as coordinator of training & development and
adult education. In addition to academic teaching positions, he has worked
in international business and industry in HRD, performance improvement,
and quality management before coming to academia. Dr. Hatcher's research
interest is business ethics and enhancing the social impact of organizations
through human resource development. He has also written on technology
and ethics and is on the Board of Directors of the Academy of Human Resource
Development and the Editor of the Human Resource Development Quarterly.
William J. Haynie, Ph.D.
Pennsylvania State University
jim_haynie@ncsu.edu
515-1748
Associate Professor Jim Haynie teaches in Technology Education as a member of the Math, Science and Technology Education Department. His research focuses on testing in vocational education and curriculum in technology education. Specifically, Dr. Haynie has researched testing various factors to see how they effect the learning value of tests and related issues. Some studies evaluate teachers' capability to develop and administer tests and the quality of those teacher-made tests. The curriculum research has mostly been descriptive in nature.
Lori Holcomb, Ph.D.
University of Connecticut
lori_holcomb@ncsu.edu
513-4116
Dr. Holcomb is an Assistant Professor of Instructional Technology in the
Department of Curriculum and Instruction. Her primary research examines
the relationship between knowledge, attitudes, and behaviors towards educational
technology. She currently is involved in a longitudinal study evaluating
and examining the impact of 1:1 computing (e.g. laptop programs) on teaching
and learning. In addition, her research interestes include distance education
and assessing educational technology competence of educators.
Karen Hollebrands, Ph.D.
Pennsylvania State University
karen_hollebrands@ncsu.edu
513-0505
Dr. Hollebrands, Associate Professor in the Math, Science and Technology Departmet, teaches in the mathematics education program. Dr. Hollebrands' research interests include understanding students' mathematical understandings in technological contexts, developing students' conceptual understandings of mathematics, as well as preparing prospective and practicing teachers to incorporate technology into classroom instruction. She is also focusing on preparing teachers to teach in ways that promote and support the development of students' conceptual understandings of mathematics.
Grant L. Holley, Ph.D.
North Carolina State University
grant_holley@ncsu.edu
515-1065
Dr. Holley is a Visiting Lecturer with the science education program in the Math, Science and Technology Education Department, while serving as coordinator of Lateral Entry Programs and NC Teach for the College. His current areas of research include teacher education and development. Dr. Holley's research has focused specifically on lateral entry teacher development and retention.
Audrey J. Jaeger, Ph.D.
New York University
audrey_jaeger@ncsu.edu
515-6240
Dr. Jaeger is an Assistant Professor in the Adult and Higher Education Department. Dr. Jaeger's primary research interests include student outcomes and faculty and student engagement. Professor Jaeger is currently engaged in a grant funded project from the Association for Institutional Research addressing student outcomes in community colleges. The grant will examine how varying levels of exposure to part-time faculty instruction affect the likelihood that students will graduate and/or transfer to a four-year institution. Dr. Jaeger is also collaborating with colleagues at NC State and several other institutions to look at student responsibility on college campuses. Finally, Dr. Jaeger is exploring the role that faculty play in the engagement/service mission of colleges and universities.
Gail Jones, Ph.D.
North Carolina State University
gail_jones@ncsu.edu
515-4053
Dr. Jones is a Professor of science education. Her teaching focuses on
science teacher preparation and research in teaching and learning science.
Dr. Jones' research focuses on learning science in a variety
of sociocultural contexts. Her research examines how a number of subgroups
learn, including: gender, minorities, and students with visual impairments.
Recently Dr. Jones has conducted a series of studies that examine nanoscale
science education. She directs the Nanoscale Science Education Research
Group that is investigating how people learn scale and scaling, the role
of haptics (touch) in learning, and effective strategies for learning
nanoscale science. Dr. Jones also investigates virtual reality interfaces
for learning science.
Carol Kasworm, Ed.D.
University of Georgia
carol_kasworm@ncsu.edu
513-3706
Professor Kasworm serves as Department Head of Adult and Higher Education. Dr. Kasworm's area of expertise is adult undergraduate students in higher education, including a number of qualitative studies on adult undergraduate learning and the participation patterns of adults in higher education. Dr. Kasworm's research interests have explored the learning experiences and the impact of higher education contexts on adult undergraduate students. She also has interest in adult learning and technology. She currently serves on the Editorial Board for the Journal of Continuing Higher Education and the Adult Education Quarterly.
Glenn M. Kleiman, Ph.D.
Stanford University, Cognitive Psychology
glenn_kleiman@ncsu.edu
513-8509
Glenn Kleiman is Executive Director of the Friday Institute for Educational Innovation and Professor of Educational Leadership and Policy Studies at the NC State University College of Education. His work in education has spanned basic and applied research, curriculum development, software development, providing professional development for teachers and administrators, policy analyses, and consulting for school districts and state departments of education. His focus is on educational innovations and systemic changes that will enable schools to better prepare students for their lives in the 21st century.
John Lee,
Ph.D.
University of Virginia
john_lee@ncsu.edu
513-4631
Dr. Lee is an Associate Professor of social studies education in the Middle Grades Program of the Department of Curriculum and Instruction. Dr. Lee is interested in teaching and scholarship related to social studies and history teachers’ knowledge of how to teach in an active and engaging manner using electronic resources. Currently, he is researching best design practices for online collections of historical resources targeted for K-12 classrooms. Dr. Lee is also interested in social media and technologies as well as online computer gaming applications for social studies and history.
Hollylynne
Stohl Lee, Ph.D.
University of Virginia
Hollylynne Stohl Lee Ph.D.
513-3544
Dr. Lee is an Associate Professor of mathematics education. Her current research interests include teaching and learning of probability and statistics, especially incorporating technology use, designing technology tools that facilitate students' learning of mathematics (e.g., Probability Explorer), as well as preparing preservice and inservice teachers to use technology in K-12 mathematics (e.g., PTMT: Preparing to Teach Mathematics with Technology materials development project)
Patricia Marshall, Ed.D.
Oklahoma State University
patricia_marshall@ncsu.edu
515-1780
Dr. Marshall is an Associate Professor of multicultural education and
elementary education in the Curriculum and Instruction Department. She
also serves as coordinator for the master's program in elementary education.
Her research interests include student and teacher racial identity issues,
developmental multicultural education, and the evaluation and assessment
of the multicultural content of curriculum.
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Jennifer Mangrum, Ph.D.
UNC-Greensboro
jennifer_mangrum@ncsu.edu
513-4631
Dr. Mangrum is an Assistant Professor and previously served as coordinator
of the Elementary Education Initiative in the College. She specializes
in teacher education in elementary education/curriculum and instruction.
Her research interests include:
1) using the Paideia seminar as a tool for dialogue and initiating and
sustaining communities of practice in impacted schools;
2) investigating preservice teachers’ worldview through the use
of interactive video webblogs in social studies methods’ courses
3) integrating science and technology into the K-6 social studies curriculum
in highly impacted schools
4) studying effective teacher education programs as well as the technology
tools they infuse in their programs.
Brad Mehlenbacher, Ph.D.
Carnegie Mellon University
brad_m@unity.ncsu.edu
515-6242
Dr. Mehlenbacher is Associate Professor of the Training and Development
Program and Adjunct Faculty Member with the Ergonomics and Experimental
Psychology (Psychology) and the Communication,
Rhetoric, and Digital Media Programs (English and Communication). He teaches
graduate courses on instructional design, technology-based training, and
Web-based teaching and learning. He is chair of the
Association for Computing Machinery Special Interest Group on Communication
Design and is co-author of the (1993) Ablex book, Online help: Design
and evaluation. His research interest is in studying the multidisciplinary
relationship between information design, communication and educational
technologies, and human-computer interaction as they related to instruction
and learning with technology.
Sylvia
Nassar-McMillan, Ph.D.
University of North Carolina at Greensboro
snassar@ncsu.edu
515-6363
Dr. Nassar-McMillan is an Associate Professor specializing in counselor education, as part of the Counselor Education Department. Her scholarly agenda includes gender and multicultural issues, with a special focus on Arab Americans. Current research interests focus on ethnic identity development and acculturation, career development of ethnic and other minorities, Arab Americans, as well as refugee issues.
John Nietfeld, Ph.D.
University of Nebraska
john_nietfeld@ncsu.edu
513-7444
Assistant Professor Nietfeld teaches educational psychology, specifically focusing on metacognition and self-regulation. A member of the Curriculum and Instruction Department, he is particularly interested in developing a better understanding of how to improve metacognitive monitoring skills and strategy use. Dr. Nietfeld is also interested in human abilities research, motivation (self-efficacy and goal-orientation), and adult reading.
Karen Norwood, Ed.D.
Temple University
karen_norwood@ncsu.edu
515-6907
Dr. Norwood is an Associate Professor in the mathematics education program. Her current research focuses on multiple representations and their effect on students' conceptual understanding of the function concept.
Terrance O'Brien, Ph.D.
Ohio State University
terry_obrien@ncsu.edu
515-1743
Terrance O'Brien, a member of the Curriculum and Instruction Department, is a Professor of business and marketing and serves as coordinator for that program. Dr. O'Brien's research interests include research theory in cognitive styles and personality types, distance education, initial teacher licensure, and graduate education.
Kevin Oliver, Ph.D.
University of Georgia
kevin_oliver@ncsu.edu
515-6229
Dr. Oliver is an Assistant Professor of Instructional Technology in
the Department of Curriculum and Instruction. His research interests center
on the application of Web-based tools, particularly those used in distance
education, in support of student-centered teaching and learning. This
equates to how effectively instructors appropriate Web-based tools for
teaching, their intentions for using them, and what student thinking skills
and processes are supported from uses of different tools. Dr. Oliver is
also involved in a number of large-scale evaluation projects involving
qualitative methodology, including projects evaluating the impact of 1:1
computing, virtual schooling, and school-wide technology integration.
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Jason Osborne, Ph.D.
University of Buffalo
jason_osborne@ncsu.edu
515-1714
Dr. Osborne, an Associate Professor in Educational Psychology with an
emphasis on research methodology and statistics, is a member of the Curriculum
and Instruction Department. His research focuses on three areas:
(a) Identification with Academics and Stereotype Threat,
(b) Best Practices in Statistics and Quantitative Research Methods, and
(c) Evaluation.
Susan Osborne, Ph.D.
University of Virginia
susan_osborne@ncsu.edu
515-6230
Dr. Osborne, of the Curriculum and Instruction Department, is an Associate Professor of special education with an emphasis on mental retardation and learning disabilities. She also serves as the Coordinator of the Graduate Program in Special Education for Curriculum and Instruction. She has long-standing research interests in teacher-child interaction and the role of student behavior in determining educational opportunities. She has also researched special education service delivery and the collaboration between special and general educators, ADHD, and computer based instruction for children with autism.
John Penick, Ph.D.
Florida State University
john_penick@ncsu.edu
515-6900
Dr. Penick is a Professor of science education and serves as the Head of the Math, Science and Technology Education Department. His research interest continues to focus on the role of the teacher in the classroom, analysis of teaching, and design and implementation of teacher education programs, as well as policy issues.
Jose A Picart, Ph.D.
jose_picart@ncsu.edu
515-3607
Dr. Picart, Professor in the Counselor Education Department and Vice
Provost for Diversity and African
American Affairs is currently involved in the following areas of research:
non-cognitive measures of
student preparation for success in college; the effect of diversity on
cognitive development and processes. Dr. Picart's research interests include:
diversity, leadership, learning styles and human memory.
Carol Pope, Ed.D.
University of Virginia
carol_pope@ncsu.edu
515-1776
Dr. Pope is a Professor of Literacy and Language Arts Education as well as Middle Grades Education in the Curriculum and Instruction Department. She focuses her research efforts on middle grades education, middle school students and teachers as co-teacher educators, technology and ELA teacher preparation, and teachers as leaders.
Ruie Pritchard, Ph.D.
University of Missouri-Columbia
ruie_pritchard@ncsu.edu
515-1784
Professor Pritchard teaches English Education in the Curriculum and Instruction Department, as well as serving as Director of the Capital Area Writing Project, a National Writing Project site at NC State. Her research interests include the teaching of writing, teacher-led professional development, district-led professional development, whole-district reform, and the impact of staff development in writing.
Alan Reiman, Ed.D.
North Carolina State University
alan_reiman@ncsu.edu
515-1785
Dr. Reiman is an Associate Professor of Curriculum Development and Supervision.
He also serves as the executive director of SUCCEED. A member of the Curriculum
and Instruction Department, the focuses of Dr. Reiman's research include:
new teacher support and deliberate psychological and professional development
interventions in education.
Edward Sabornie, Ph..D.
University of Virginia
edward_sabornie@ncsu.edu
515-1777
Edward J. Sabornie, Professor, Department of Curriculum and Instruction, is interested in students with high incidence disabilities (i.e., mild intellectual disability, learning disabilities, behavioral-emotional disabilities). He teaches courses covering topics in intellectual disability, classroom management, and secondary level instructional issues in special education. He advises students with interest in high incidence disabilities at the graduate level. His research expertise includes examinations of the similarities and differences of students with different types of disabilities, and the social domain of students with high incidence disabilities. He has a special interest in adolescents with high incidence disabilities and ways in which to deliver effective instruction in secondary-level schools. Dr. Sabornie is Editor of the peer-reviewed, professional special education journal, Exceptionality.
Alice Young Scales, Ed.D.
North Carolina State University
alice_scales@ncsu.edu
515-1754
Dr. Scales, Assistant Professor in graphics communication, is assistant department head for the Math, Science and Technology Department and undergraduate coordinator of Graphic Communications. She teaches introductory engineering graphics courses that include CAD, desktop publishing, and web site development. Dr. Scales' areas of research interest include effective teaching practices and assessment in graphic science and CAD. She has completed research in the area of teaching engineering graphics and CAD.
La Tefy Schoen, Ph.D.
Louisiana State University
latefy_schoen@ncsu.edu
513-4327
Dr. La Tefy Schoen, an Assistant Professor in the Educational Leadership and Policy Studies Department, has experience and interest in school, and systemic change initiatives. Prior to her engagement at NCSU, she worked as a consultant for the Louisiana Department of Education and the LA Governor's Office on Education where she collaborated on the LA school assistance model and a state study of teacher retention. Dr. Schoen is a co-coordinator for The Innovation Leaders Academy through the Friday Institute and teaches courses on instructional leadership, policy, and school-based planning. Research interests include educational change, distributed leadership, professionalization of education and leading twenty first century learning.
Robert Serow, Ph.D.
Cornell University
robert_serow@ncsu.edu
515-1766
Professor Serow is currently serving as Program Coordinator of of Educational Leadership and Policy Studies. His research interests include educational policy (with a current specialization in federal higher education policies), educational program evaluation, including grades K-12, higher education, and community and experiential education, as well as rural educational issues.
Hiller Spires, Ph..D.
University of South Carolina
hiller_spires@ncsu.edu
513-8501
Dr. Spires is a Professor of Literacy and Technology in the Department of Curriculum and Instruction. She also serves as the director of the College of Education's William and Ida Friday Institute for Educational Innovation. Most of her academic career has focused on secondary and postsecondary literacy research and instruction. She has worked with many schools across the state conducting workshops in literacy across the curriculum. Currently, Dr. Spires' research focuses on reading acquisition within web-based learning environments.
Lee Stiff, Ph.D.
North Carolina State University
lee_stiff@ncsu.edu
515-6909
Dr. Stiff is a Professor of mathematics education in the Math, Science and Technology Education Department as well as an associate member of the math department. As such, he has taught courses in mathematics and mathematics education, including uses of technology in teaching mathematics, and the mathematics education of African-American children. Dr. Stiff's research and other professional activities have focused on teaching strategies, problem solving, the mathematics education of African-American children, and uses of instructional technologies in mathematics teaching. His research methodologies include experimental design, surveys and interviews, and classroom-based investigations.
Julia Storberg-Walker, Ph.D.
University of Minnesota
julia_swalker@ncsu.edu
513-1658
Dr. Julia Storberg-Walker received her Ph.D. in Human Resource Development
from the University of Minnesota in 2004. Prior to attending the University
of Minnesota, she held a variety of human resource positions at Deloitte
& Touche and Deloitte Consulting, and was a part of the human resource
national team that helped Deloitte earn a #8 ranking of "Best Places
to Work in the United States" in 1999. Dr. Storberg-Walker's research
interests include multi-paradigm theory building, social capital, and
how people learn through practice (work). She believes that human resource
development is in a unique position to meet the needs of the economy,
the community, and the individual. Her current research focuses on the
role of peers in learning through working, and a critical review of foundational
Human Resource Development (HRD) theories. The intention of her work is
to contribute towards economic and social justice through exposing bias
in 'value free' theories and developing research-based ways to enhance
the work life of typically marginalized populations.
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Leila Gonzalez Sullivan, Ed.D.
University of Arkansas
lgsullivan@ncsu.edu
513-4870
Dr. Gonzalez Sullivan is the W. Dallas Herring Professor of Community College Education in the Adult and Higher Education Department. She is also Director of Graduate Programs, as well as serving as Executive Director of NILIE, the National Initiative for Leadership and Institutional Effectiveness. Dr. Sullivan's research areas are leadership development, emotional intelligence, and evaluation of learning in training programs. She also conducts professional development workshops on topics such as leadership, the future of higher education, economic and workforce development, minority and gender issues, outcomes assessment, and the digital divide.
Siu-Man Ting "Raymond,"
Ph.D.
The University of Iowa
raymond_ting@ncsu.edu
515-6362
Associate Professor Ting teaches counseling and student development and also serves as Assistant Department Head, Department of Curriculum and Instruction. Dr. Ting's areas of interest and experience include academic performance and student retention, college admissions and student development, assessment and evaluation, as well as career counseling.
Marvin A. Titus, Ph.D.
University of Maryland
marvin_titus@ncsu.edu
515-6290
Dr. Titus is Assistant Professor of higher education in the Adult and Higher Education Department. Before joining the department in 2003, he was the Coordinator of Policy, Research, and Analysis at the University System of Maryland Office of Administration and Finance. His research areas of interest are college student persistence, labor market outcomes of college graduates, higher education finance, and quantitative methods.
Ellen Vasu, Ph.D.
Southern Illinois University
ellen_vasu@ncsu.edu
515-1779
Professor Vasu serves as the Department Head of Curriculum and Instruction
as well as coordinator of the Instructional Technology Graduate Program.
Currently, the focus of her research includes the
effects of technology-enabled teaching and learning on student achievement
and attitudes and on teacher attitudes and behaviors. She is also interested
in effective technology-staff development and technology integration in
K-12 settings.
Terri Varnado, Ph.D.
Virginia Polytechnic Institute and State University
terri_varnado@ncsu.edu
515-6908
Dr. Varnado, Assistant Professor of technology education in the Math, Science and Technology Education Department, is currently involved in the following areas of research: Technological Problem Solving and Performance in 9-14 Year Olds. Dr. Varnado's research interests include: Technology Education and Children, Problem Solving and Cognitive Development, Robotics Education, and STEM.
George B. Vaughan, Ph.D.
Southern Illinois University
george_vaughan@ncsu.edu
513-3706
Dr. Vaughan is a Professor in the Adult and Higher Education Department and is currently serving as editor of the Community College Review. Prior to becoming a professor, Dr. Vaughan served as a community college president in Virginia for 17 years, the last 11 of which were as president of Piedmont Virginia Community College in Charlottesville. He was the founding director of the doctoral program in community college education at George Mason University and a professor of higher education at the University of Florida prior to assuming his current position. Dr. Vaughan's primary research interest is the community college presidency.
Larry Watson, Ed .D.
Duke University
larry_watson@ncsu.edu
515-6908
Watson is an Associate Professor in the mathematics education program. He also serves as coordinator of the development activities associated with Centennial Middle School as well as the research and development center. The research areas in which Dr. Watson has expertise includes: mathematical and professional competencies for teaching mathematics in grades K-12, teaching strategies in K-12 mathematics (classroom and clinical), systematic instruction and classroom processes; and delivery systems in teacher education. The research methodologies used most frequently include developmental, case-clinical-field study, correlational and experimental designs.
Jack Wheatley, Ph.D.
Ohio State University
jack_wheatley@ncsu.edu
515-1742
Dr. Wheatley, an Associate Professor in the science education program, is also a former interim associate dean for academic affairs. A member of the Department of Math, Science and Technology, his research interests include lateral entry science teachers in middle grades and high school, undergraduate preparation of science teachers for grades 6 - 12, as well as science activities for elementary students grades 2 - 5.
Eric Wiebe, Ph.D.
North Carolina State University
eric_wiebe@ncsu.edu
515-1753
Wiebe is an Associate Professor in the graphics communication program in the Department of Math, Science and Technology. Among his current research interests is the use of computer-based graphics as a tool for communicating scientific and technical information. Application of this research area include: 1) exploring the perceptual and cognitive basis of 2-D and 3-D computer graphics; 2) understanding how graphics can be used as a vehicle for communicating engineering and scientific information within an organization; and 3) promoting graphics literacy and the application of scientific visualization in secondary and post-secondary education. Related to this research activity, Dr. Wiebe is also interested in the design and evaluation of computer interfaces for academic and industry settings, especially the graphic components of these interfaces.
Colleen Wiessner, Ph.D.
Columbia University
colleen_weissner@ncsu.edu
515-6291
Dr. Wiessner is an Assistant Professor in the Adult and Higher Education
Department. She is a qualitative researcher and enjoy using narrative
inquiry, among other methods. Collaborative inquiry methods form the basis
for her work in new knowledge creation. Arts-based research approaches
feed her creative side and stimulate her imagination. Feminist perspectives
under gird her research practices. She tries to involve students, at some
level, in each of her research projects, giving them opportunities to
develop their own research skills and perspectives and to prepare for
their own research projects. Conversely, she enjoy partnering with them
in their research as well. Her primary interests are in developing effective
ways of teaching and learning and in creating personal and social change.
She recently completed a three-phase, seven-year project on creating public
spaces for individual and collective learning, research she did as part
of her involvement in the International Conferences on Transformative
Learning. Current research projects include collaborative learning in
online environments, Cyber Affectiveness, and continuing work on how conferences
and other settings can be structured to foster greater learning for participants.
Carl Young, Ph.D.
University of Virginia
carl_young@ncsu.edu
513-4853
Dr. Young, Assistant Professor of English Language Arts Education in the Middle Grades Program of the Curriculum & Instruction Department, is currently involved in the following areas of research: the effects of professional development on middle school students’ and teachers’ application of literacy strategies; middle and high school students’ and teachers’ perceptions of effective writing response strategies; the status of technology integration in English education. Dr. Young's other research interests include: teaching English in rural and inner-city schools, making the transition from preservice to inservice English teacher, responding effectively to student writing, and integrating critical literacy, technology, and inquiry-based applications into the English language arts classroom.
Tamara Young, Ph.D.
University of Michigan
tamara_young@ncsu.edu
515-1744
Dr. Young is an Assistant Professor in the Department of Educational Leadership
and Policy Studies. Dr. Young's research focuses on the politics of education.
Her current research includes collaborative coalitions, interest groups,
and political discourse.
last updated December 19, 2007
