Randy Bomer is the Dean of the College of Education at The University of North Texas. Prior to arriving at UNT, he was chair of two departments and was the Charles H. Spence Centennial Professor of Education at The University of Texas at Austin, where he taught for 16 years. Before that, he was also on the faculty of Indiana University and Queens College of the City University of New York and, for five years, was the co-director of the Teachers College Reading and Writing Project at Columbia University in New York City.
He is a former president of the National Council of Teachers of English and was a member of the Board of Directors for the Literacy Research Association. He has been a recipient of the Edward Fry Book Award from the Literacy Research Association and was named an Outstanding Elementary Educator by the National Council of Teachers of English, along with various awards from universities where he has taught.
Dr. Bomer’s research is about the strengths, resources and knowledge that students bring with them to school, literacy curricula that build upon those strengths, and policies and perspectives that do or do not support teachers’ recognition of students’ existing understandings and capabilities.
He holds a Ph.D. in English Education from Columbia University and is the author of four books and many articles in academic and professional journals. Formerly a middle and high school teacher, he has consulted with urban school districts across the U.S. As dean of the UNT College of Education, Dr. Bomer supports approximately 200 faculty and staff members and 5,000 students in one of the largest colleges of education in Texas.
Selcuk Acar is an Associate Professor of Educational Psychology. He joined UNT in 2020 following seven years of teaching and research at the International Center for Studies in Creativity of SUNY Buffalo State. He earned his Ph.D. in Educational Psychology from the University of Georgia, concentrating on Gifted and Creative Education. He holds his M.A. from Istanbul University in Gifted Education and B.A. in Educational Sciences from Bogazici University. His primary research focus includes divergent thinking, assessment of creativity, creative leadership, and identification of the gifted and talented. In his dissertation titled “Empirical Studies in Divergent Thinking,” he explored novel methods of quantifying and scoring responses given to divergent thinking tasks.
Dr. Acar published some of his articles in Psychology of Aesthetics, Creativity, and the Arts, Creativity Research Journal, Thinking Skills and Creativity, and Journal of Creative Behavior. He also contributed to several major outlets such as Cambridge Handbook of Creativity and the Encyclopedia of Creativity. His methodological focus is quantitative and uses meta-analysis and multilevel modeling in his work. He serves on the editorial board of the Journal of Creative Behavior. He was awarded an Honorary Lifetime Membership of American Creativity Association. He is also a recipient of Doctoral Level Completed Research Award and Dissertation Award both granted by the National Association for Gifted Children.
Dr. Allen’s research aims to address institutional and systemic inequalities within STEM education by supporting the design and implementation of STEM learning reforms. She examines the ways that equity and instructional improvement efforts take on meaning and become consequential for youth and teachers in local practice. Some of her current work examines how efforts to improve STEM education intersect with students’ learning and identity work within and out of school. Her work also explores the relationships among local policy, educators’ organizational contexts, and their efforts to implement reform-based and equity-oriented pedagogies. Allen's research has been published in journals such as Journal of Learning Sciences, Journal of Teacher Education, Journal of Research in Science Teaching, and AERJ.
Prior to joining the faculty at UNT, Allen was a STEM Researcher at SRI International. Allen received her doctorate in learning sciences and human development at the University of Colorado at Boulder. Before pursuing her doctorate, she taught high school English and reading, writing, and developmental education community college courses in the Seattle area. She has a master in teacher degree from Seattle University and a BA in English Literature from Western Washington University.
Dr. Austin R. Anderson is an Assistant Professor in the Kinesiology, Health Promotion and Recreation department at the University of North Texas. Dr. Anderson’s main research focuses primarily on issues of diversity, inclusion, social justice and public policy in leisure and recreation through examinations of sport-specific recreation and management areas. These issues include stigma and belonging in aquatic, sport and campus recreational spaces, with an emphasis on social justice-based goals for people who often find themselves marginalized due to prejudice, discrimination and/or lack of access.
Dr. Anderson also has an active research agenda investigating aquatic safety and management, particularly those involving minority population groups.
Dr. Anderson has been employed in aquatic facilities, municipal parks and recreation, and intercollegiate athletic settings throughout Indiana. His personal interests include collegiate and professional sports, including his former involvement as a member of the Men’s Swimming Team at the University of Notre Dame, and mass popular culture, amusement and entertainment.
Chris Bailey PhD, CSCS*D, RSCC came to UNT in 2018 after spending 4 years at LaGrange College in GA where he served as an Assistant Professor, Strength and Conditioning Graduate Program Coordinator, and Sport Performance Lab Coordinator. He is a Certified Strength and Conditioning Specialist and a Registered Strength and Conditioning Coach through the National Strength and Conditioning Association.
He completed his PhD in Sport Physiology and Performance at East Tennessee State University in 2014, where he served as the baseball strength and conditioning coach and sport scientist. Prior to his time at ETSU he worked as a minor league strength and conditioning coach in the San Diego Padres baseball organization for two years. He has also worked in private sports performance training with clients ranging from college prep athletes to professional football players.
He is an active member in the NSCA, previously serving as the State Director for Georgia and Tennessee. His research focuses on athlete monitoring, sport performance analytics, applied strength and conditioning, and bilateral strength asymmetry. He has published and has presented on the previously mentioned topics at the national and international level.
He teaches undergraduate and graduate courses in Athlete Monitoring, Strength and Conditioning, Exercise Testing and Prescription, Quantitative Analysis, Quantitative Procedures in Exercise and Sport Sciences, and Biomechanics.
Dr. Veronica Baldwin (still publishing under Jones) earned her Ph.D. in Higher Education Administration from Texas A&M University in 2014. Before starting her career in higher education, she taught in various Texas K-12 school districts for more than 10 years as an English as a Second Language teacher.
In 2014, Baldwin served as a postdoctoral research fellow at the University of Texas at Austin and was a research team member for the Texas Education Consortium for Male Students of Color. She currently is faculty affiliate for Project M.A.L.E.S. — Mentoring to Achieve Latino Success — a research collaborative group dedicated to research on male students of color. In 2020, Dr. Baldwin received the award for Outstanding Junior Faculty Researcher for UNT’s College of Education
In the UNT higher education program, Jones teaches courses for masters and doctoral students, including risk management, proseminar and research seminar. Through her research, Dr. Baldwin explores topics such as male students of color, student engagement and activism, and rhetoric around equity and diversity issues. Her main research methodology is qualitative, and she utilizes frameworks such as critical discourse analysis and critical race theory to explore structures, policies and practices that influence underrepresented and marginalized student communities.
Elba Barahona, Ph.D., is a Senior Lecturer in the Department of Teacher Education and Administration. She joined the faculty at the University of North Texas in the Fall of 2016. She teaches undergraduate and graduate courses in bilingual and English as a second language.
Barahona earned her B.A. in Economics from the Central University of Ecuador, an M.A. in Teaching and an M.B.A. from Louisiana Tech University. Her prior experience includes work as a bilingual teacher at the Dallas Independent School District.
Barahona’s research interest includes bilingual education, curriculum and assessment for English learners, and instructional strategies in classrooms and schools that serve culturally linguistically diverse students. She earned her Ph.D. in Educational Psychology, with specialization in Bilingual/ESL Education, from Texas A&M University at College Station.
Brenda Barrio is an Associate Professor of Special Education - Critical Perspectives at the University of North Texas. Her research focuses on the areas of disproportionality of culturally and linguistically diverse students in special education, culturally responsive teaching, bilingual and multicultural special education, and pre-/in-service teacher preparation. Barrio has more than 15 years of teaching experience including, graduate and undergraduate special education courses and K-5th bilingual and inclusive education in Texas. She is also the co-founder of the WSU ROAR post-secondary education program for young adults with intellectual and/or developmental disabilities and is the current chair of the Diversity Committee of the Council for Learning Disabilities.
Christopher George Berger grew up in northeastern Ohio wanting to be a commercial pilot for the airlines. Instead, he has become an exercise physiologist and student pilot who maintains an interest in healthy air travel even today. After earning a B.S. in Geography from Arizona State University, Dr. Berger finished an M.S. in Sports Medicine from the University of Oregon and a Ph.D. in Exercise Physiology from the University of Kentucky. He has held faculty positions at the University of Pittsburgh, The George Washington University, and the University of Indianapolis.
Berger is certified by the American College of Sports Medicine and the National Strength and Conditioning Association. He also holds a certificate in Applied Statistical Analysis from the University of Kentucky Graduate School.
For quite some time now, Berger has been interested in the science of weight management and the ability of resistance training to influence body composition and metabolism. If you ever wanted to increase muscle mass and reduce body fat, Berger's unique background in exercise physiology and nutrition. Recent work has focused on dietary thermogenesis, resistance training, and metabolic rate variances.
Miriam C. Boesch, Ph.D. is an Associate Professor of Special Education. She received her Bachelor’s degree in Communication Disorders from Texas Tech University Health Sciences Center and her Master’s and Doctoral degrees in Special Education with an emphasis in Severe Disabilities and Augmentative and Alternative Communication (AAC) from Purdue University. Her dissertation was awarded the College of Education Outstanding Dissertation Award. Her research focuses on augmentative and alternative communication (AAC). Specifically, she engages in AAC research to assess teacher preparation needs, compare strategies suitable for individuals with autism and complex communication needs, and reduce challenging behaviors. Dr. Boesch teaches courses pertaining to autism, intervention strategies, and behavior management. She is also the co-author of the book: Implementing Effective Augmentative and Alternative Communication Practices for Students with Complex Communication Needs: A Handbook for School-Based Practitioners. Dr. Boesch also publishes in peer-reviewed journals, presents at national and international conferences, and currently serves on the editorial board for the journals Communication Disorders Quarterly and TEACHING Exceptional Children. She is the recipient of the 2014 College of Education Junior Faculty Research Award and the 2017 College of Education Faculty Teaching Excellence Award from UNT.
Dana Booker holds a Ph.D. in Educational Psychology with a concentration in Human Development and Family Science from the University of North Texas. Specifically, Dana has researched child advocacy practices, multi-system collaborations around prevention and intervention, and parent-centered education through her work at Prevent Child Abuse Texas. Her research interests also include working with military families and military systems to identify effective academic prevention strategies for youth. Dr. Booker has received evaluation training from the American Evaluation Association and worked as the program evaluator for the Texas chapter of the Home Instruction for Parents of Preschool Youngsters (HIPPY). It was this opportunity that increased her passion for prevention and intervention work. Originally from Albuquerque, Dana received her B.A. in Psychology and M.S. in Educational Psychology from the University of New Mexico. Dana is married to her best friend and is a proud mom of three amazing boys.
Dr. Boyd is a native of Honduras and a citizen of the United States. She holds a B. A. in Educational Administration from the Universidad Nacional Autónoma de Honduras, a M.Ed. in educational supervision from Southeastern Louisiana University, and a Ph D. in Curriculum and Instruction from Louisiana State University. In Honduras she worked as an elementary school teacher and as principal of a bilingual school. She also worked as coordinator of a master’s degree in curriculum for the Universidad Pedagógica Nacional and as a consultant for the Universidad nacional Autonoma de Honduras.
In the United States she worked in Louisiana as a high school teacher, as state ESL/Bilingual education director, as professional developer, coordinator, instructor, director and grant manager of programs related to teacher preparation in ESL, bilingual education and alternative certification. At the Southwest Educational Development Laboratory, she worked as a program specialist providing technical assistance in five states, AL, AR, LA, GA, and MS and as an independent consultant and evaluator on issues related to Hispanic students, their families and English language learners in general. She also worked at Southeastern Louisiana University as director of federal grants for the preparation of ESL teachers and as coordinator of FIE and FIPSE grants for the preparation of alternative certification teachers. She is the past president and current SIG Chair of the National Association for Bilingual Education (NABE) and the director of the Bilingual/ESL teacher certification programs at the University of North Texas in Denton. In the fall of 2012 Dr. Boyd won the Outstanding Online Teaching and Course Award at UNT.
Lydia Caldwell is an Assistant Professor in Kinesiology and Health Promotion. She joined the faculty at the University of North Texas in the Fall of 2020. She earned her B.S. in Biology and M.S.E in Exercise Science from the University of Dayton prior to completing her Ph.D. in Kinesiology at The Ohio State University. During her doctorate studies, Caldwell was funded by the Oak Ridge Institute for Science and Education, where she supported research with the 711th Human Performance Wing (AFRL) at Wright Patterson Air Force Base.
Dr. Caldwell’s primary research interests are centered around the physiology of exercise performance and recovery optimization. Her most current work has focused on the use of a novel recovery modality, flotation-restricted environmental stimulation therapy, to reduce biomarkers of stress and improve resiliency in military and athletic populations.
Since coming to UNT in 1997, Dr. Bill Camp has contributed actively to the graduate programs in Educational Administration. His research interests include educational law and finance, and he teaches courses on various aspects of educational leadership. He also supervises interns in the public schools and directs doctoral dissertations. His bachelor's and master's degrees are both from Texas Tech University, and his doctorate is from Virginia Tech University. Prior to his work at UNT, he served as professor, chair, and acting associate dean at California State University. He also taught previously at Oklahoma State University and Texas Tech. Other educational experience includes serving as assistant superintendent of schools, high school principal, and high school science teacher.
Angie Cartwright earned a Bachelor of Arts in criminal justice, Master of Arts in counseling, and a Ph.D. in Counselor Education and Supervision, all from Sam Houston State University. Upon graduation, she joined the counseling program faculty at Texas A&M University — Commerce as a tenure-track assistant professor, where she taught master’s and doctoral courses for three years. Dr. Cartwright’s research agenda addresses the success of children from absent-father homes, offender and addictions counseling issues, and mentorship in counselor education. She has published numerous peer-reviewed publications, international presentations/webinars, and a book chapter. Dr. Cartwright also brings several years of clinical experience as a Licensed Professional Counselor — Supervisor and a Licensed Sex Offender Treatment Provider in Texas. Dr. Cartwright’s clinical background includes work with incarcerated adults, civilly committed sexual offenders, and youth. She currently is the committee chair of the sex offender treatment and rehabilitation committee of the International Association of Addiction and Offender Counseling. In her free time, Dr. Cartwright enjoys reading and spending time with family and friends.
Dr. Dina Castro holds degrees in Early Childhood Education and Special Education (PhD), Public Health (MPH) and Psychology (BS). Her scholarship focuses on quality and equity in the early care and education for bilingual children and children from diverse cultural and ethnic backgrounds, in particular those living in poverty, and factors affecting the well-being of immigrant children and their families.
Dr. Castro has directed or co-directed various research and evaluation studies of national relevance. She serves as Director of the Center for Early Care and Education Research: Dual Language Learners, a national research center funded by the U.S. Department of Health and Human Services. She is also Principal Investigator on the study Nuestros Niños Program: Promoting School Readiness for English Language Learners funded by the National Institute for Child Health and Human Development.
Prior to joining UNT, Dr. Castro was a Research Professor at the Mary Lou Fulton Teachers College, Arizona State University (2013-2014), and a Senior Scientist at the Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill (1997-2013). She has published numerous peer-reviewed articles, book chapters, research briefs and technical reports, and presents nationally and internationally as an expert on the early education of children from diverse cultural, ethnic and language backgrounds. She is the lead author of the book New Voices ~ Nuevas Voces Guide to Cultural and Linguistic Diversity in Early Childhood.
Dr. Peggy Ceballos earned her Ph.D. in Counselor Education from the University of North Texas in 2008. She earned a Master in Education from Southeastern Louisiana University in 2002 and her Bachelor's from the University of New Orleans in 1999.
Cynthia K. Chandler, EdD, is a licensed professional counselor and a licensed marriage and family therapist in Texas and has been a professor in the counseling program, of the College of Education, at the University of North Texas since 1989. She has an international reputation for her work in animal-assisted interventions, which she began in 1999. For her work in the field of animal assisted therapy, Dr. Chandler received the 2016 Professional Development Award from the American Counseling Association, and received the 2009 Thelma Duffey Vision and Innovation Award from the Association for Creativity in Counseling. She is author of the award-winning book Animal-Assisted Therapy in Counseling, the 3rd edition was published in 2017. She is also editor of the book published in 2018, Animal-Assisted Interventions for Emotional and Mental Health: Conversations with Pioneers of the Field. Dr. Chandler founded the ground-breaking model, human-animal relational theory, which serves as a guide for the practice of animal-assisted counseling.
Dr. Chang's primary teaching areas are Educational Research Designs and Intermediate Statistics. Her research interests include predicting neuropsychological functioning in academic achievement through utilization of norm-referenced neuropsychological instruments and examining psychometric properties of norm-referenced instruments assessing neuropsychological functioning and/or cognitive processing.
Dr. Chen engages in doing research and teaching in the area of quantitative methods. Her primary quantitative research interests include Growth Mixture Modeling (GMM), Hierarchical Linear Modeling (HLM), and Structural Equation Modeling (SEM), and the application of these methods in longitudinal data analyses and mediation analysis. She is also interested in the application of these methods in educational and family-based data. Her interested substantive areas include children’s psychosocial functioning and self-regulation, school-based prevention, teacher-student relationship and peer relations, and the intersection of family and cultural contexts in shaping Asian American adolescent development.
Ranita Cheruvu, Ed.D. is a Senior Lecturer in the Department of Teacher Education and Administration. Her scholarship and teaching focus on culturally relevant/sustaining pedagogies and racial literacy in early childhood education and teacher education. Her experiences as a classroom teacher, teacher educator, 1.5 generation immigrant, and her doctoral studies in Curriculum and Teaching (Early Childhood Education) at Teachers College, Columbia University have shaped her commitment to issues of equity and access in early childhood education.
Jason Chiang received his Ph.D. in Human Development and Family Science from Syracuse University, Master’s degree in Educational Psychology and Methodology from SUNY Albany, and Bachelor’s degree in Psychology from University of Toronto. As a first-generation Canadian, Jason immigrated to Canada in 2001 after finishing high school in Taiwan.
Informed by his own experiences as an immigrant student and a parent, he is deeply fascinated by how familial, school, and cultural factors affect immigrant children’s capacity to cope with challenging educational and environmental situations and succeed.
Before moving to Texas, Jason had previously taught at University of Akron as Assistant Professor of Instruction, and at Berkshire Community College as Assistant Professor of Psychology.
John Collins authored or co-authored numerous peer-reviewed publications, published abstracts, professional presentations, and technical reports. He has been involved in approximately $500,000.00 worth of collaborative research grants and served as a peer reviewer for several journals. His research interests include social-psychological dimensions related to resource and community based recreation planning and management; leisure services related administration, personnel, leadership, and work team studies.
Andrew Colombo-Dougovito is an Assistant Professor of Sport Pedagogy and Motor Behavior in the Department of Kinesiology, Health Promotion, and Recreation at University of North Texas. He serves as the Director of the UNT Physical Activity and Motor Skill program and Faculty Liaison to the Kristin Farmer Autism Center at UNT. Colombo-Dougovito's research focuses on understanding the motor abilities and development characteristics of individuals on the autism spectrum and how the development motor skills impact social and adaptive skill development, as well as physical activity participation across the lifespan. Through this research, he strives to develop intervention, assessment and teaching strategies to better improve the quality of physical activity participation of autistic individuals.
Dr. Angela Deacon attended the University of North Texas for her bachelor's, master's and doctoral degrees She received her Ph.D. in Special Education Leadership in 2005 and has been an adjunct at University of North Texas since 2006 and at Grand Canyon University since 2016.
Deacon was employed with various school districts in the DFW area for 25 years in various positions including as a classroom teacher, Behavior Specialist, Diagnostician, Curriculum Specialist and Transition Specialist.
Christina T. Dearman, Ph.D. serves as a Clinical Assistant Professor in the Department of Teacher Education, and Coordinator of Future Teacher Pathways for the College of Education. Previously she taught at the undergraduate and graduate levels as an Adjunct Professor at the University of North Texas and Texas Woman’s University.
With over 25 years in education, Dearman has taught in various capacities at the Pre-K through secondary level, serving as a reading specialist at title schools, an honors level ELAR teacher, and a Gifted and Talented Specialist. She has also run school wide and Saturday enrichment programs and served as Curriculum Director for UNT's Texas Governor's School. Dearman currently serves as Treasurer and Chair of the Finance Committee for the Texas Association for the Gifted and Talented and sits on the Texas Academy of Math and Science Advisory Board.
Dearman’s main area of research interest centers on meeting the needs of diverse advanced academic learners.
Sarah Deemer earned her BS and MS degrees from the University of Texas at El Paso and her PhD from Texas Woman’s University. Sarah then completed three years of postdoctoral training at the University of Alabama at Birmingham Nutrition Obesity Research Center (NORC). Sarah joined the faculty at UNT in the Fall of 2020. Sarah’s research interests include understanding of the role of exercise and/or nutrition on weight loss and equally important, weight loss maintenance. Specifically, she is interested in the role of the adipocyte and the adipose tissue depot in regulation of insulin sensitivity and metabolic health. Sarah’s research will aim to address the following questions: What important physiological changes occur in the adipocyte as a result of obesity and how does this influence adipocyte remodeling and metabolism, the efficacy of exercise and nutrition interventions for reversing the adverse changes in an “obese” adipocyte, and the integrative mechanisms that mediate the adverse changes associated with obesity and how exercise and nutritional supplements or dietary changes may favorably influence adipocyte metabolism and promote weight loss. Sarah’s additional research interests include the influence of omega-3 fatty acids on insulin sensitivity and adipocytokine production, as well as other nutrition- or exercise-related interventions aimed at reducing the risk of development of Type 2 diabetes and metabolic disease, particularly in minority populations.
Colleen McLean Eddy, Ed.D., is an associate professor in the Department of Teacher Education and Administration for mathematics education and curriculum & instruction. Her degrees include Ed.D. from Baylor University, M.Ed. from Tarleton State University and B.S. from University of Texas at Austin. Her scholarship focuses on herself as a mathematics teacher educator, mathematics teacher educators, preservice teachers, and practicing teachers that incorporates the rehumanizing of mathematics (Gutiérrez, 2013,2018) and equitable pathways in STEM education. Lesson study is one of the professional development tools that has transcended her research and grants. Her research has been supported by grants totaling over $5 million, including the NSF Robert Noyce Scholarship Grant for which she was the Principal Investigator.
Wesley Edwards is an assistant professor of Educational Leadership in the Department of Teacher Education and Administration at the University of North Texas. His research interests include teacher and school leader career trajectories, school organizational work environments, and the politics and policy of educational leadership. Dr. Edwards has published in journals such asEducational Policy, Teachers College Record, and Education Economics.
Edwards received a Bachelor’s degree in Education from the University of Texas at Austin, an M.A. in the Sociology of Education from New York University, and a Ph.D. in Educational Policy and Planning from the University of Texas at Austin. Prior to pursuing his Ph.D., he was a middle school math and science teacher and teacher leader in New York and Texas.
Lauren Eutsler, PhD, is an Assistant Professor in the Department of Teacher Education and Administration at the University of North Texas, where she began in 2016. She earned her doctorate in 2016 from the University of Florida. Her research explores the integration of portable technology (e.g., iPad, virtual reality) to design and improve literacy instruction in EC-6 formal and informal learning contexts. Informed by extant research on technology integration models, disciplinary literacy, and literacy processes, she examines the attitudes and behaviors of families, preservice, and in-service teachers around the adoption, selection, and use of mobile technologies to support literacy instruction and learning. She teaches literacy courses at the undergraduate and graduate levels.
Brittany Frieson, PhD, is an Assistant Professor in the Department of Teacher Education and Administration at the University of North Texas, where she will begin in the fall of 2019. She earned her doctorate degree in 2019 from the University of Illinois at Urbana-Champaign in Curriculum and Instruction with a specialization in Language & Literacy. Her research focuses on African American Language speakers in dual-language Spanish/english bilingual programs and how multilingual students utilize minoritized languages as a form of resistance towards dichotomous languaging rules in the classroom. As an educator, her mission is to cultivate critically conscious educators who rewrite the narrative on how minoritized languages can be a language of power in the language arts classroom, as well as unveil how institutions of schooling often operate to reinforce historical linguistic oppression among Students of Color. At UNT, she teaches literacy and elementary education courses in the undergraduate program. Prior to her arrival at UNT, she was a teacher in North Carolina at both the elementary and middle school levels.
After graduating from the University of North Texas, Dr. R. Jefferson George began his career in education as a media specialist for Vernon Community College. His main focus was to support instruction in a college classroom through a growing use of the available technology. As interest in video learning technologies increased, he moved to Austin and created his own video production company. His company created documentary and historical videos for classroom instruction. After moving to Houston, he began writing children’s books with Texas author Johara Harper and began his career in public education as an eighth-grade science teacher. He completed his master’s degree in Counseling at the University of Houston and worked as school counselor, a college counselor and a hospital therapist in Houston ISD, Houston Community College and St. Luke’s Episcopal Hospital. Dr. George eventually returned to public education as a school administrator, serving as a principal, interim-principal, assistant principal and director of an alternative program. He then returned to the University of North Texas to complete his doctorate in Educational Leadership. During this time, he became a mentor in the Graduate Student Teaching Excellence Program through the Center for Learning Enhancement and Redesign and worked with university teachers and leaders to create a classroom with high levels of student engagement and instructional rigor. Dr. George has returned to his interest in learning technologies and creating an engaging classroom with high levels of instructional rigor. He is developing a series of online doctoral courses for the doctorate in Educational Leadership. Dr. George is continuing his research into the development of an engaging instructional platform in a virtual environment and understanding the online experience of the native digital learner. Dr. George is a member of the Texas Counseling Association, the Texas Association of School Administrators and Kappa Delta Pi.
Dr. Jeannette Ginther is a Senior Lecturer in the Department of Teacher Education and Administration. She earned her doctorate in Educational Leadership from Dallas Baptist University in 2017, her masters in Literacy Education from the State University of New York at Cortland in 2002, and her bachelors in Elementary Education from the State University of New York at Geneseo in 1999. Dr. Ginther happily began her career as a middle school English Language Arts and Social Studies teacher in New York. After a decade of classroom teaching in both New York and Texas, she served as a reading instructional specialist, student achievement specialist, professional learning coordinator, educational consultant, field supervisor for student teachers, and an adjunct instructor before joining the faculty at UNT in 2017. Dr. Ginther was the 2019 recipient of the UNT Student Government Association's 'Fessor Graham Award for Outstanding Service to Students, as well as the June 2019 UNT Teaching Excellence Spotlight Award. Dr. Ginther also enjoys her role as a Faculty Co-Advisor for Kappa Delta Pi, UNT's Education Honor Society.
Ricardo González-Carriedo’s research interests include bilingual teacher preparation, the internationalization of teacher education programs, literacy development among second language learners, and the representation of Latino students in the media. He holds a Juris Doctor degree from the University of León in Spain and a PhD in Curriculum and Instruction from Arizona State University. Prior to his service at UNT, he worked at the University of Paris, France, for two years and was a secondary teacher in North Carolina and Arizona for 11 years.
Jeff Goodwin received his Ph.D. from Texas Woman's University. He has served as a department chair at two institutions before accepting the department chair position at UNT. In 2008, he stepped down as department chair to teach in the undergraduate and graduate programs in kinesiology. He is a research fellow with the American Alliance of Health, Physical Education, Recreation and Dance. His academic area of specialty is motor behavior and his research interests include practice scheduling and information feedback.
Cliff Harbour is a Professor in the Higher Education Program. He holds the Don A. Buchholz Chair for Community College Education and is the Director of the Bill J. Priest Center for Community College Education.
Harbour is also the Director of the UNT Higher Education Initiative which produces the annual Texas Higher Education Law Conference. He advises doctoral students pursuing the Ph.D. and Ed.D. degrees. Harbour teaches a variety of graduate courses including Higher Education Law, Organization and Administration, and Community College Leadership.
Harbour’s past national service includes serving as the President of the Council for the Study of Community Colleges and as a member of the Editorial Boards for the Community College Journal of Research and Practice and the Community College Review. He completed his BA in Philosophy at Rhode Island College in 1978 and received a J.D. in 1980 from Ohio Northern University.
In 1987 he received a M.A. in Philosophy from Duke University. And, in 2000, Harbour received an Ed.D. from North Carolina State University.
His research agenda is focused on a critical examination of the community college mission. Harbour worked as a licensed attorney from 1981 to 1987 in Colorado (currently inactive). He also worked as an instructor and community college administrator in North Carolina from 1987 to 2001.
Before coming to the UNT, he was a Professor of higher education at the University of Wyoming an Associate Professor of community college leadership at Colorado State University.
Dan Heiman is an Assistant Professor of Bilingual Education in the Department of Teacher Education & Administration and a faculty affiliate in the Latina/o and Mexican-American Studies Program. A former bilingual teacher in El Paso, Texas, and teacher educator at the University of Veracruz, México, his critical ethnographic research examines critical pedagogies, social justice, and acompañamiento in Dual Language Bilingual Education (DLBE) and bilingual teacher preparation contexts. He teaches and publishes in both English and Spanish and his work has appeared in Anthropology & Education Quarterly, The Journal of Language, Identity, and Education, Language Policy, and La Revista Bilingüe. His current work is an interdisciplinary collaboration spanning two universities and one school district’s bilingual department that partners university students in bilingual education, anthropology, and social work with K-8 bilingual students and families through mentoring, homework assistance, and acompañamiento in virtual spaces in response to the current realities of pandemic schooling.
Robin’s background is a bit of winding road, but one he considers divinely guided by God. His early background was in youth ministry with undergraduate majors in Biblical studies and psychology from Evangel University (Springfield, MO). This evolved into a focus on counseling and masters degrees in general and clinical psychology, and eventually LPC licensure. Robin then earned a PhD in educational psychology at Texas A&M University, and this led to his current research and teaching focus on statistics, measurement, and research methodology. The LPC licensure was latter allowed to lapse due to a focus on methodology, but Robin still periodically works with counseling applications. More recently, Robin has completed a doctor of ministry (DMin) degree from Liberty University with a cognate in expository preaching and teaching. Robin is married to an incredible woman and has two awesome, young adult kids. In his spare time, Robin enjoys outdoor activities and being involved at Midway Church.
David W. Hill is Regents Professor in the Department of Kinesiology, Health Promotion, and Recreation at the University of North Texas. Dr. Hill earned his BA and BS at Southern Illinois University, MAPE at The University of Florida, and PhD at The University of Georgia. He has served as a faculty member at UNT since 1988.
Jaret Hodges earned a master's degree at the University of Houston, doctorate at Purdue University, and was a postdoctoral researcher at Duke University. His research interests include underrepresented populations in gifted education, rural gifted education, and gifted education policy. He also has an interest in promoting open science practices and the use of computer programming in education research.
James Hoffman is a Professor of Language and Literacy at The University of North Texas and currently serves as the Meadows Chair for Excellence in Education. Dr. Hoffman is a former editor of The Reading Research Quarterly and The Yearbook of the National Reading Conference. He has served as President of the National Reading Conference and as a member of the Board of Directors of the International Reading Association. Dr. Hoffman was an affiliated scholar with both the National Reading Research Center and the Center for the Improvement of Early Reading Achievement. He was elected to the Reading Hall of Fame in 2002 and served as President of this organization from 2008-2010. Dr. Hoffman served as the chair for the International Reading Association’s Commission and the “Prepared to Make a Difference” research project. He has been active in international literacy projects in Central American, Africa and Asia. This past year he was awarded the Oscar Causey lifetime achievement award for research in literacy by the Literacy Research Association. The primary focus for his research has been on teaching and teacher preparation. Dr. Hoffman has published more than 150 articles, books and chapters on literacy related topics.
Johnetta Hudson, Ph.D., is a visiting professor of education administration within the Department of Teacher Education and Administration at the University of North Texas. Her scholarship focuses on race, class, and gender issues in education. Within this broad area Hudson has published on women's leadership in a male-dominated culture and leadership for educating a diverse student population. A secondary area of interest is leadership development utilizing technology. Her degrees are from Kentucky State University (BA), University of Nebraska (MA) and Indiana State University (EdS and PhD).
Darrell Hull received his PhD in Educational Psychology from Baylor University. He has been involved in STEM and STEM education for more than 20 years, as principal investigator for several NSF and U.S. Department of Education programs. During the last 10 years he has conducted research on positive youth development in the Caribbean, working in the Bahamas, Trinidad and Tobago, Jamaica, and Belize were he has directed randomized trial studies and quasi-experimental trials focused on adolescents. Based on his work with Item Response Theory and Generalizability Theory, Dr. Hull teaches measurement in the Educational Research PhD program and is a frequent psychometric consultant to assessment organizations in the DFW area.
Dr. Cheryl Jennings has served as a Visiting Professor at UNT since the fall of 2017. Prior to her full-time role, she served as an adjunct professor.
Dr. Jennings retired from the Irving Independent School District after 34 years of service as both a teacher and an administrator. At the time of her retirement she was the Assistant Superintendent of Teaching and Learning. Dr. Jennings currently teaches AOP courses in Educational Leadership, with a focus on curriculum and instruction, instructional leadership, and principal internship. Dr. Jennings coordinates the Principal Internship program and provides guidance for the TExES and PASL exams.
Dr. Jennings has a Bachelor of Science in Physical Education, Secondary English, and Elementary Education from Texas Woman’s University, a Master’s Degree in Education Administration, and a Doctoral Degree in Education Administration from the University of North Texas.
I was born and raised in a small town in North Texas. After being the fourth generation of my family to graduate from the high school in our hometown, I enrolled as a student at Texas A&M University. From the moment I began working towards my degree in psychology, I knew I wanted to attend graduate school and become a counselor specializing in adolescents. While pursuing my master’s degree at the University of North Texas, I took my first course in play therapy. It was then that I found my true passion for counseling children and families. After working in a community agency that served children ages 7-17, I returned to the UNT doctoral program to broaden my skills and knowledge as a counselor and play therapist. During my doctoral program I discovered my love of teaching and the use of expressive arts in counseling. Becoming a counselor educator has allowed me to blend my passion for working with children and love of teaching together.
After completing my PhD, I taught at the University of Central Florida for 4 years. I was excited to join the UNT faculty in 2009. I teach master’s level clinical courses and serve as the advisor for the undergraduate counseling minor program. I also serve as Director of the program’s Counseling and Human Development Center. As Center Director, I coordinate the academic, logistical, ethical, and legal matters involved in the operation of an on-campus community mental health clinic.
Danielle Keifert is a learning scientist, researcher, educator, and assistant professor in the College of Education at the University of North Texas. Danielle studies how young children orient to inquiry, and the sensemaking resources they draw upon during inquiry. These include resources like engaging in imaginative embodiment by acting like a creature with feet on the back of your head to explore anatomy, engaging in thought experiments like imagining standing in boiling water or becoming a water particle to explore states of matter, and even drawing to make sense of engineering challenges. She also examines the sensemaking practices of young children's families and explores how children may be constrained/supported to engage in those practices across home and school. Danielle broadens forms of supported sensemaking through design-based research and professional learning partnerships; Danielle studies how mixed-reality technologies support young children’s sensemaking in science through play and embodiment (Science through Technology Enhanced Play, National Science Foundation grant), and how to support teachers to engage students in broader forms of representation in the service of modeling in science (Representations for Teachers as Learners project, McDonnell Foundation grant). Through this work she seeks to broaden participation in science practices not just by including more individuals from underrepresented communities in science, but also by expanding what counts as science. Danielle earned her PhD from the Learning Sciences program at Northwestern University after five years as a middle math and science teacher, and she is the proud human of a rescue pup named Gracie.
Dr. M. Jean Keller is a professor in the University of North Texas Department of Kinesiology and Health Promotion and chair of the North Texas Regional P-16 Council. She recently served as the UNT interim vice president for community engagement and equity and diversity. She supported UNT Dallas as provost and vice chancellor as the institution transitioned to an independently accredited university in the UNT System. She served as dean of the College of Education at UNT for 15 years. Prior to her career at UNT, she was a department chair at the University of Georgia and a member of the faculty at Indiana University.
She has written or edited 11 books and 18 refereed chapters, and authored more than 100 articles. Dr. Keller has given more than 300 presentations in the United States and several countries. She was awarded more than $6 million of funding by external agencies for research and innovative projects. Dr. Keller is a fellow in the Academy of Leisure Sciences and the Academy of Park and Recreation Administration. She has received recognition for extensive work related to health disparities, persons with intellectual and developmental disabilities, and the North Texas Region P-16 Council, a regional, data-driven collaborative focused on education access and success for all students leading to meaningful employment and quality of life.
Lauren Kelly received her doctorate in HDFS/Forensic Science from Texas Tech University. She also completed training at the Federal Law Enforcement Training Center where she developed skills related to crime scene investigation, trauma-informed counseling, lie detection, victim advocacy and profiling. She also worked for a non-profit in New Mexico as a clinician assisting children who experienced the most severe forms of physical abuse, sexual abuse, and/or neglect. Dr. Kelly teaches family law and public policy, courtship and marriage, families in crisis and families, communities, schools. Dr. Kelly's research focuses on child abuse and outcomes, romantic relationships, sexism, forensic interviewing, and breastfeeding awareness.
Nazia Khan is a senior lecturer in the department of Teacher Education and Administration. She earned her doctorate in science education and concentration in multicultural education from Hofstra University in New York in 2018. Her teaching experience includes Science education, STEM education, and best practices for underrepresented communities. She serves to coordinate optimal student experiences embedded in transformative education in social actions related to science and partnerships with community leaders.
Khan's research focus is on understanding how to engage and support students and teachers of all communities in science and STEM education with an emphasis on growth mindset. Much of her interests in education are rooted in her experience teaching in New York City for 10 years in a NYC public schools and the City University of New York. Having taught students of all ages in ESL, Black and Latinx communities, Khan promotes and understands the importance of representation in STEM fields, which is a motivating factor of her teaching, research and scholarship.
Dr. Kim joined the University of North Texas as an Assistant Professor in Fall 2017. He received his Bachelor of Science in Physical Education from Yonsei University in 2008, Master of Science in Sport Management from the University of Florida in 2011, and Ph.D. in Kinesiology (Sport Management and Policy) at the University of Georgia in 2016. He previously held a position at the University of Georgia as a full-time lecturer. His research primarily focuses on sport philanthropy, especially marketing and management of sport-related charitable nonprofit and nongovernmental organizations from consumer behavior and organization theory perspectives.
Kelley King is an Associate Professor of Curriculum and Instruction and Teacher Education at the University of North Texas. She conducts research on the history and culture of education and educator preparation in the United States. Key themes across her work include the impact of education reform efforts on teachers' lived experiences and understanding of their work and the development of democratic praxis, global citizenship, and intercultural competence for educators and P-12 students. Her book, "Call Her a Citizen: The Life of Progressive Educator-Activist Anna J. H. Pennybacker," was published by Texas A&M University Press in 2010
Before joining the faculty at UNT in 2006, Dr. King lived in the Austin area, where she supervised student teachers and taught special education and English Language Arts and Reading at the elementary and secondary levels. Her doctoral degree in Curriculum and Instruction is from the University of Texas at Austin, where she also completed a portfolio in Women's and Gender Studies. She holds bachelor's and master's degrees in Comparative Literature from the University of California at Berkeley and the University of Texas at Austin as well as a master's degree in Learning Technologies-Multimedia from Texas A&M University at Commerce.
Daniel G. Krutka, Ph.D. is Associate Professor of Social Studies Education in the Department of Teacher Education and Administration. A former high school social studies teacher in Oklahoma City, his research interests concerns intersections of technology, education, and democracy. Dr. Krutka has authored over 50 peer-reviewed articles and book chapters. He was awarded the 2016 Early Career Award by the Technology as an Agent of Change in Teaching and Learning special interest group (SIG) of the American Educational Research Association (AERA) and the 2017 Outstanding Research Paper Award from the International Society for Technology in Education (ISTE). He is past chair of the Social Studies Research SIG of AERA and a past board member for the College and University Faculty Assembly (CUFA) of the National Council for the Social Studies (NCSS). He also hosts the Visions of Education podcast that focuses on social justice, social media, and social studies. He earned his doctorate from the University of Oklahoma.
Alexandra G. Leavell, PhD, is an Associate Professor in the Language and Literacy Studies Program in the Department of Teacher Education and Administration. She holds a PhD in Reading and Learning Disabilities from the University of Miami (FL). Dr. Leavell joined the faculty of UNT in 1992. Her professional and research interests include making learning accessible for all learners through increased literacy skills, and helping teacher candidates understand and develop academic identity and disciplinary literacy skills in themselves and their future students.
Matthew Lemberger-Truelove is a Professor of Counseling and Higher Education at the University of North Texas. Dr. Lemberger-Truelove is the Editor of the Journal of Counseling and Development and the past Editor of the Journal of Humanistic Counseling. Also, he served as President of the Association for Humanistic Counseling and as the Senior Associate Editor for the Journal of Child and Adolescent Counseling. Dr. Lemberger-Truelove’s scholarship includes empirical and theoretical writing. His empirical work pertains to counseling practice with children and adolescents, especially in economically challenged K12 schools. His theoretical writings cover a number of areas such as the development of a unique school counseling theory, social justice philosophy, research design, and humanistic counseling. His empirical and theoretical work adhere to the basic supposition that counseling is optimal when counselors help cultivate various internal capacities of clients while simultaneously improving the social opportunities that affect their lives.
Dan Li is an assistant professor of counseling at the University of North Texas. She received her Ph.D. in Counselor Education and Supervision and a minor in Applied Statistics from the University of Iowa in 2018. Before she joined UNT, Li was an assistant professor at State University of New York at New Paltz. Li is a National Certified Counselor and a Licensed School Counselor in North Carolina.
Li is an interdisciplinary scholar who adopts a variety of research methods to study counseling and supervision related phenomena. Her current research agenda includes clinical supervision; international counseling students and faculty; and online/remote teaching and learning. These research endeavors led to multiple indexed, peer-reviewed publications, the 2020 Association for Counselor Education and Supervision (ACES) Research Grant Award, 2018 ACES Research Grant Award, and many conference presentations.
As a student-centered educator, Li is dedicated to building an inclusive, multiculturally sensitive, interactional, and thought-provoking learning environment. Her teaching interests mainly lie in counseling theories, quantitative research methods, and school counseling. Li actively provides service to the counseling profession. She serves on the Editorial Review Board for the Journal of Counseling and Development (JCD), the flagship journal for the American Counseling Association, and the Journal of International Students (JIS). She also serves at the Association for Specialists in Group Work (ASGW) Special Initiatives Committee. She was a regional facilitator (2017-20) for the International Students and Faculty Interest Network (ISFIN) at ACES.
Natalya A. Lindo, PhD, LPC is an Associate Professor and Department Chair at the University of North Texas with 15 years of experience as a researcher and clinician with specialized training in working with children and families, diverse and at-risk populations. Dr. Lindo’s primary research areas are School-based Play Therapy, Child Parent Relationship Therapy, Teacher Child Relationship Building and Career Development across the lifespan. Consistent with this research agenda, Dr. Lindo regularly conducts action-research projects in the public schools related to Child Parent Relationship Therapy and Teacher Child Relationship Building. Most recently Dr. Lindo developed the Child and Adolescent Career Construction Interview aimed at improving self-concept, occupational identity and career adaptability. With a focus on capacity building, Dr. Lindo collaborates with administrators and school counselors to develop school-wide mental health initiatives targeting children who are at risk for school failure.
Christopher Long is an Assistant Professor of K-12 Science Education at the University of North Texas.
Dr. Long earned his Bachelor of Science from Texas A&M - Commerce, a Master of Arts in Teaching in Science Education from the University of Texas – Dallas, and a Ph.D. in Science Education from Curtin University, Perth, Western Australia.
Dr. Long’s teaching experience includes 15 years of teaching middle-school science in the public schools and six years of teacher preparation at the collegiate level. Most of his teaching experience has been in diverse, Title I schools.
Dr. Long’s research is focused on studying learning environments and attitudes associated with learning and teaching of science, pre-service teachers’ conceptual understanding of science, and science teacher preparation. Dr. Long serves as an associate editor for the Electronic Journal of Research in Mathematics and Science Education as well as a reviewer for several other science education journals.
In his spare time, Dr. Long is an avid sports fan who can often be found cheering on the A&M-Commerce Lions and UNT Mean Green athletics. He also volunteers with a local non-profit that provides social learning opportunities for young adults with autism.
Ruth McKoy Lowery, Ph.D., is Associate Dean for Graduate Studies and Faculty Affairs in the College of Education. She is also a professor in the Department of Teacher Education and Administration. Dr. Lowery’s research focuses on children’s literature, immigrant and multicultural literature, and the adaptation of immigrant and minority students at-risk of school failure, West Indian immigrants’ adjustment in American, Canadian, and British schools; and preparing teachers to teach diverse student populations. The definitive outcome of her research is to prepare preservice and in-service teachers to create a culturally responsive learning space for all children they will ultimately teach through diverse literature integration in their curriculum. Children’s literature is an important mode of communication and when utilized, stories have the power to break down walls as readers make cross-cultural connections. Her motto “Just read” encapsulates her love of books and belief in sharing great literature with readers of all ages. Dr. Lowery has more than 100 publications including seven books. She is vice-president of the Children's Literature Assembly of the National Council of Teachers of English. Prior to coming to UNT, Dr. Lowery served as Interim Chair and Associate Chair for the Department of Teaching and Learning in the College of Education and Human Ecology at the Ohio State University.
Agnes Ye Luo is an Assistant Professor of Counseling in the Department of Counseling and Higher Education. She received her Ph.D. degree in Counselor Education from Texas A&M University at Corpus Christi in 2019. Her research agenda includes technology use in counseling and counselor education, social media identity distress, and trauma. Luo has prepared and published manuscripts using quantitative research approaches such as the meta-analysis, multiple regression, and measurement validation.
As a bilingual English/Mandarin practitioner, Luo has worked with children, adolescents, adults, families, and groups in the college campus, community-based agency, and private practice counseling settings. She has implemented various therapy modalities in clinical practice, such as Gottman Method Couples Therapy, Wellness approach, and Expressive Art techniques. She is especially interested in implementing technology into counseling and exploring the impact of social media among adolescent and young adult clients. Luo has supervised counseling trainees from different specialty tracks, including clinical mental health, school counseling, and marriage and family counseling. She utilizes a combination of the Solution-Focused Theory and the Integrated Developmental Model in a nonjudgmental and collaborative supervision style.
Luo is an active member of the Research Committee of Texas Counseling Association and the Awards Committee of Association for Assessment and Research in Counseling. She has served as the program reviewer for multiple counseling conferences. In addition, she has presented multiple times at national, state, and local professional conferences. She loves learning different cultures, creating novice recipes, and exploring new places.
Scott Martin received his doctorate of philosophy degree in Physical Education with an emphasis in Sport and Exercise Psychology from the University of Tennessee, Knoxville. He is a fellow of the Association for Applied Sport Psychology, fellow of the American College of Sports Medicine, a member of the United States Olympic Committee's Sport Psychology Registry, and an invited member of the Texas Cardiovascular Disease and Stroke Partnership. His extensive knowledge in sport, physical fitness, and health psychology has provided him opportunities to interact with numerous coaches, athletes, musicians, military personnel, and business leaders about their performance. His research interests include examining attitudes toward and effectiveness of mental skills services, psychosocial factors associated with health-related fitness — cardiorespiratory fitness, muscular strength, muscular endurance, flexibility, and body composition — and effective coaching behaviors and leadership styles. He has authored or co-authored more than 80 refereed professional articles, 10 non-refereed articles, five book chapters, and 200 presentations at state, national, and international conferences. Dr. Martin has received more than $2 million in funding from organizations such as the National Institutes of Health (Science Education Partnership Award), Robert Wood Johnson Foundation, National Association for Sport and Physical Education, Texas Higher Education Coordinating Board, The Cooper Institute, United Way of Metropolitan Dallas, and Girls in the Game.
As a literacy educator at UNT since 1997, Janelle Mathis focuses her teaching and research on children’s and adolescent literature, especially works that are multicultural and international. She teaches both undergraduate and courses in children’s and adolescent literature, qualitative research, and literacy topics including multimodality and sociocultural issues. Her research interests, often focused on response to literature and critical content analysis of words and images, are also found in the areas of the transactional theory of reader response, socio-cultural contexts for literacy teaching and learning, critical literacy, and literacy through the arts. She received her doctorate at the University of Arizona in the Department of Language, Reading, and Culture in 1994. She was a teaching assistant and adjunct at the University of Arizona, and she also taught at Northern Illinois University prior to coming to UNT. Published in national and international journals, she is most recently a co-editor and author of "Critical Content Analysis of children’s and Young Adult Literature: Reframing Perspective" (Routledge, 2016) and "Critical Content Analysis of Visual Images in Books for Young People: Reading Images" (Routledge, 2019). Currently serving as co-editor of "Bookbird, An International Journal of Children’s Literature," her professional life outside UNT revolves around and within LRA, NCTE, IBBY/USBBY, and ALA. Her personal life involves traveling, hiking, and learning about “the Blues.”
Michael Maxwell earned his Ph.D. from Sam Houston State University, and his master's and bachelor degrees from Texas State University. Maxwell began his career in higher education in 2009, and he started his professional counseling experience in 1999, having worked previously with juvenile delinquent incarcerated youth, incarcerated adults, psychiatric head injured patients, as an elementary school counselor, as a secondary school counselor and as a private practice clinician.
Dr. Maxwell has had 11 articles and book chapters published in professional counseling journals and textbooks and has presented at 22 national, state and local conferences over the span of his professional career. His research interests, publications and presentations have included the following areas: Multiple Heritage Population; Adolescent Development; School Counselor Advocacy, Training, and Interventions; Multicultural Counseling Appreciation and Sensitivity; Middle School to High School Student Transition; Developing Resiliency in At-risk clients; and Sport Counseling.
Brian McFarlin earned his BS and MS degrees at Texas Christian University and his PhD at Purdue University. After graduation, he completed a Post-Doctoral Fellowship in Nutrition at Purdue University before becoming an Assistant Professor at The University of Houston. Dr. McFarlin joined the UNT faculty in the Fall of 2012. He is a Professor with tenure at the University of North Texas.
Dr. McFarlin’s research focuses on the use of natural products and exercise to reduce disease risk and improve muscle recovery following injury and strenuous training sessions. Since 2004, he has published more than 115 peer-reviewed articles and obtained more than $3.5 million in externally funded research grants. His research methodology expertise includes flow cytometry and multiplex analysis among other common biological techniques.
Dr. McFarlin is co-director of the University of North Texas’s Applied Physiology Laboratory. He is a Fellow of the American College of Sports Medicine and an editor for the journal METHODS. Dr. McFarlin was recognized as the 2019 UNT Teacher-Scholar and regularly teaches courses in Healthy Lifestyles, Sport Nutrition, and Exercise Physiology. He is considered an expert in the design and implementation of high-quality online and blended courses.
Dr. Smita Mehta is a Professor and coordinator of the Special Education graduate program at UNT. Her research focuses on function-based behavioral interventions and social-communication skills-instruction for individuals with autism. She has received several federal grant awards, $4M plus, through the USDOE for professional and leadership preparation of graduate students.
Dr. Wendy Middlemiss is a Professor in Educational Psychology at the University of North Texas. She earned her Ph.D. in Educational Psychology at Syracuse University in 1992. In her role at the University of North Texas, Dr. Middlemiss is principal investigator for the Home Instruction of Parents of Preschool Youngsters (Texas HIPPY), editor of Family Relations and graduate faculty with a concentration in Human Development and Family Sciences.
Karisma Morton is an Assistant Professor of Mathematics Education. Her research explores inequality in mathematics education, particularly for students of Color. Central to her research is a focus on gender and race/ethnicity, as well as their intersection, with the recognition that the specific experiences of certain race/ethnicity-gender groups (e.g., Black males) cannot be captured by looking at race/ethnicity and gender separately. Her research is composed of two strands of inquiry. The first focuses on examining inequalities in students’ opportunities to learn mathematics through quantitative analyses of large-scale district and national datasets. The second strand of inquiry explores the impact of well-designed and reform-based mathematics curriculum and pedagogy for promoting mathematical literacy for all students. When exploring these strands, Karisma is particularly interested in the influence of school context (e.g., school racial/ethnic composition) on learning opportunities, experiences and outcomes. Much of Morton's interest in inequality in mathematics education stems from her ten years as a high school mathematics teacher in a Title I school serving a predominantly Black and Latinx student population.
Rachel U. Mun is an Assistant Professor at the University of North Texas in Educational Psychology. She received her Ph.D. in Education, Learning Sciences and Human Development from the University of Washington. She was also a postdoctoral research associate at the University of Connecticut with the National Center for Research on Gifted Education conducting research on identifying and serving underrepresented gifted learners. Her research interests are two tiered and best described as an intersection between culture, gifted education, and socioemotional well-being. At the micro-level, she explores socioemotional development and decision-making for high-ability students (emphasis on immigrants) within family, peer and academic contexts with the goal to promote well-being. At the macro-level, she examines ways to improve equitable identification and services for K-12 high-ability learners from diverse populations. She has published in Gifted Child Quarterly, Journal for the Education of the Gifted, and Roeper Review. She most recently received the NAGC 2017 doctoral dissertation award (first place).
Ryan Olson joined the University of North Texas as an Assistant Professor in fall 2016. He received his B.S. in Kinesiology and Health Promotion from the University of Wyoming prior to completing his Ph.D. in Nutritional Sciences at Rutgers University. His research interests center on the fields of Sport and Exercise Psychology, with an emphasis on implementing psychophysiological techniques, including electrocardiography and electroencephalography, to identify neural biomarkers of disease. Specifically, Olson focuses on the effects of acute and chronic exercise for improving neurocognitive function and mental health and examining neurocognitive deficits and autonomic function in at-risk populations, especially in concussed and obese individuals.
Barbara L. Pazey is an Associate Professor of Educational Leadership at the University of North Texas, where she joined the faculty in 2017. She received her Ph.D. in Educational Administration with a specialization in Special Education Administration from The University of Texas at Austin, her Master of Arts in Music and Piano from The Ohio State University, her special education certification through the University of South Carolina and Francis Marion University, and a Bachelor of Music degree with a major in piano from Muskingum University. She has experience as a K-12 music teacher and special education teacher, musician and music director for several professional organizations, high school inclusion coordinator, high school principal, and higher education administrator.
Pazey’s research centers on student voice as well as facilitating the empowerment of voice among individuals with multiple identities and generations, inclusive education, equity-oriented leadership, and educational policy and reform. She interrogates the effects of educational policies and laws on the school experiences of marginalized student populations and examines how educational policies and reforms inform and impact the development of equity-oriented leaders and leadership preparation programs.
She actively participates in several professional organizations, serving as the representative for the UNT Teacher Education and Administration Department in the Carnegie Project on the Education Doctorate, Research Committee member for the Council for Administrators of Special Education, and a member of the Action Committee for the Leadership for Social Justice Special Interest Group (SIG) for the American Educational Research Association (AERA).
Angela M. Randall earned her Ph.D. in Reading Education at Auburn University. Dr. Randall's research interests include teachers' and students' knowledge of current high-quality children's books and the influence of teachers' attitudes toward reading on their students' attitudes. She has a profound love for children's books and is enthusiastic about exposing her students to the wonderful children's books available. Her elementary teaching experience includes teaching in grades 1 through 3 in Virginia, Texas, and Belgium.
Texas is that state I call home. I’ve spent most of my life in the Dallas/Ft. Worth area with brief stints in Nashville, TN & San Diego, CA. I was fortunate to gain my master’s degree in counseling at the very young age of 21 from Vanderbilt University. But it took many more years to actually figure out what counseling is really about. Although I originally specialized in adolescents in the school setting, I was introduced to play therapy as a doctoral student at the University of North Texas. My training and experience in play therapy has been the guiding force for my professional growth and focus. I believe that the Child-Centered approach to working with children is aligned with my humanistic beliefs that all people are working toward self-actualization. My research agenda focuses on the quantitative effectiveness of play therapy, with a specific interest in school settings. I am an active member of the Association for Play Therapy and focus my work on demonstrating efficacy and disseminating information on play therapy. As part of my role in the UNT Counseling Program, I am honored to direct the Center for Play Therapy on campus. On a personal note, I have been married for 18 years to my college sweetheart. We are busy raising two boys, Elijah & Noah, who take up any free time that we might spend developing hobbies. I actively volunteer in both of our elementary and middle schools.
Anne N. Rinn, Ph.D., is a Professor of Educational Psychology at the University of North Texas, where she also serves as Director of the Office for Giftedness, Talent Development, and Creativity. She has an undergraduate degree in psychology from the University of Houston and a doctorate in educational psychology from Indiana University. She has authored around 75 publications related to the social and emotional development of gifted and talented individuals and the psychosocial skills necessary for the development of talent. She recently published a textbook, Social, Emotional, and Psychosocial Development of Gifted and Talented Individuals (Rinn, 2020). She is an active member of the National Association for Gifted Children and the American Educational Research Association, holding leadership positions in both organizations, and the co-editor of the Journal of Advanced Academics.
Dr. Hyun Kyoung (Hyunny) Ro is Associate Professor of Counseling and Higher Education at the University of North Texas. She earned a Ph.D. In Higher Education from The Pennsylvania State University with a minor in Educational Psychology—Applied Measurement. Prior to that, she earned a master’s and baccalaureate degree at Korea University. Prior to UNT, Dr. Ro and worked as a faculty member in the Department of Higher Education and Student Affairs at Bowling Green State University and worked as a Research Designer and Analyst in the Office of Institutional Research and Analysis at Carnegie Mellon University. Her research expertise includes Gender and Racial Equity in Science, Technology, Engineering, and Mathematics (STEM) Education; Learning Experiences and Outcomes among Marginalized Students; and Critical Quantitative Research and Assessment. She received multiple external grants with a total amount of $1.1 million from the National Science Foundation (ADVANCE Adaptation Track grant for gender equity on campus) and AccessLex Institute/Association for Institutional Research (law school access and enrollment among women of color). She has been the leading author on articles that were published peer-reviewed journals, such as Journal of Engineering Education, Journal of Women and Minorities in Science and Engineering, International Journal of Gender, Science and Technology, Educational Policy, The Review of Higher Education, and Research in Higher Education.
Ruth Ann Robbins is originally from the state of Mississippi. She is the mother of two lovely children who have been the joy of her life. She has served as a classroom teacher, building administrator, central office administrator and director of elementary and federal programs. The programs included gifted, homeless, ESL, professional development, and curriculum PK-6. She is a self motivated professional with more than 20 years of experience providing support for students, parents, teachers and the community by implementing efficient educational practices. Mrs. Robbins has provided leadership skills in various schools and districts by initiating and supporting the development of curriculum planning, curriculum implementation, time management strategies, behavior management services, and support and resources for special populations. Ruth Ann has devoted her life to supporting student learners, their parents, teachers, administrators, and communities. It is with great pride that she calls herself a teacher.
Karen Rue’s educational career spans 40 years. A former faculty in Educational Leadership in the Baylor University School of Education, she previously served as superintendent of Northwest ISD and Tuloso-Midway ISD, and as executive director of Katy ISD.
Rue has been active in leading and creating a transformational shift in education, with a focus on preparing future-ready students, encouraging innovation and creativity, and developing more meaningful assessment and accountability measures. She was a founding member of the Public Education Visioning Institute and served as co-chair of the Texas High Performance Schools Consortium.
Rue served as president of TASA (2015-16), the Urban Superintendents of America Association, the Fast Growth Schools Coalition, and the Texas Association of Suburban/Mid-Urban Schools. She also served as vice president for the Texas School Coalition.
Karen Rue joined a select group of distinguished Texans receiving the 2017 Golden Deeds Award, considered the most coveted award in the field of Texas education and the highest recognition for distinguished service to education in the state.
She was named a 2016 AASA Women in School Leadership Award finalist, the 2014 Region 11 Superintendent of the Year, selected to participate in Classroom Connectivity in Texas at the governor’s mansion and in the Connected Superintendents Summit at the White House, chosen as a finalist in the eSchool News Tech-Savvy Superintendent Awards program, and named one of the nation’s Top 50 Innovators in Education by the Center for Digital Education.
Rue has a bachelor's degree from the University of Southwestern Louisiana, a master's from Lamar University, and a doctorate from Texas A&M University. All three degrees are in education.
Misty Sailors obtained her Ph.D. in curriculum and instruction with a focus on language and literacy studies at The University of Texas at Austin. She is a literacy researcher, reading specialist, and teacher educator. Dr. Sailors’ scholarly pursuits have contributed to the body of knowledge in the field of literacy education, specifically literacy tools found in classrooms; the professional development of reading teachers and literacy coaches; literacy program development; and literacy research methodologies. Her work has appeared in journals such as Reading Research Quarterly, Journal of Teaching and Teacher Education, Journal of Literacy Research, Literacy, The Reading Teacher, and Journal of Adolescent & Adult Literacy. Sailors recently co-edited the 7th edition of the Theoretical models and processes of literacy (7th ed.) (with Donna Alvermann, Norm Unrau, and Rob Ruddell) and co-authored a book with Jim Hoffman: The Power of Practice-Based Literacy Research: A Tool for Teachers.
Sailors served on the International Literacy Association as a member of the Standard Revision Committee — Standards for Literacy Professionals 2017 — and the Literacy Research Panel. She is a former member of the Board of Directors for the Literacy Research Association and a former editor of the Journal of Literacy Research. Sailors was the primary investigator for several large, federally funded research projects, all of which were multi-site, field-based studies, including one research project that spanned three countries. Sailors served as a voluntary research consultant with the Children’s Book Project in Tanzania and Room to Read in Bangladesh.
Sailors actively works with literacy teachers and literacy coaches in the USA and teachers, literacy coaches, and literacy specialists in Chile, Malawi, Mozambique, and South Africa. Her work with teachers and literacy coaches has culminated in a book she co-authored with Logan Manning, Justice-Oriented Literacy Coaching: Toward Transformative Practices.
Nicole Sankofa is an Assistant Professor of Educational Psychology at the University of North Texas. She graduated from Spelman College with a double major in Psychology and Women's Studies and earned a PhD in Educational Psychology from The Ohio State University. She uses a transformativist paradigm and qualitative methodologies to examine the role of self-determination on adolescent/adult development, psychological well-being, and academic outcomes across school, work, and juvenile detention settings. Dr. Sankofa is the course steward for the sequence of qualitative doctoral courses in the Department of Educational Psychology.
Melissa Savage earned her Ph.D. in Special Education from Purdue University in 2016. Prior to joining the faculty at UNT, Dr. Savage was an IES postdoctoral research associate at the Frank Porter Graham Child Development Institute at the University of North Carolina-Chapel Hill and spent four years as a secondary Special Education teacher in Indiana. She holds degrees in both Special Education and Exercise Science.
Her research focuses on the use of technology to increase engagement and independence in healthy behaviors and community participation for adults and transition-age youth with developmental disabilities. Along with mentor Kara A. Hume, Dr. Savage received a grant from the Organization from Autism Research for her Step It Up project, focusing on increasing physical activity for adults with autism spectrum disorder and intellectual disability. She has published in journals such as Journal of Autism and Developmental Disorders, Research in Developmental Disabilities, Journal of Intellectual and Developmental Disability, and TEACHING Exceptional Children.
Stephanie Silveira joined the University of North Texas as an Assistant Professor in Spring 2021. She received her B.S. in Psychology at Northeastern University prior to completing her Ph.D. in Kinesiology with a concentration in Obesity Studies at the University of Houston. Dr. Silveira subsequently completed a Postdoctoral Fellowship in the Exercise Neuroscience Research Lab at the University of Alabama at Birmingham. Her research interests center on the fields of Sport and Exercise Psychology, with an emphasis on health behavior change among persons with chronic disabling conditions. Dr. Silveira’s research includes mixed-methods approaches in order to engage communities in her research creating tailored health promotion programs and examining outcomes such as psychosocial factors, body composition, fitness, diet, and physical activity.
Linda Stromberg, Ph.D., is the Program Chair of the Educational Administration Program, and she serves as Lead Advisor for the Master's In Educational Administration and the Principal Certification Programs. She teaches Introduction to Educational Administration, Instructional Leadership, and Professional Development and Supervision. Her interests include developing and implementing online and hybrid/blended courses. She is a certified trainer for Instructional Leadership Development (ILD) and Professional Development and Appraisal System of Texas (PDAS) appraiser training. She works with area Regional Service Centers and School Districts to coordinate off-campus courses for the doctoral and master's program. She serves on the advisory council for the Region 11 Ne Principals' Academy. Her prior experience includes work as a teacher, reading specialist, and instructional facilitator in the Dallas Independent School District and as a curriculum coordinator, and principal in the Carrollton Farmers Branch Independent School District. Her bachelor's degree is from West Texas State University (now Texas A & M University at Canyon), and her master's and doctoral degrees are from the University of North Texas.
Karthigeyan Subramaniam, PhD, is an Associate Professor of Science Education in the Department of Teacher Education and Administration at the University of North Texas where he teaches graduate and undergraduate courses focused on science teacher education. His scholarship focuses on preparation of elementary and secondary science teachers. Before coming to UNT in 2009, he was on the faculty of Penn State University-Harrisburg, where his position was in Elementary Teacher Education and Teaching and in the Curriculum Master’s Graduate Program. He has also been on the faculty of Adelphi University. His bachelor's degree is from the National University of Singapore, Republic of Singapore, his master's degree is from University of Florida, at Gainesville, and his doctoral degree is from the University of Otago, Dunedin, New Zealand.
Abbas Tashakkori is a Professor of Educational Psychology at the University of North Texas. His research focus is in Research and Evaluation Methodology. In 2010 he was honored as a Distinguished Mentor by the American Educational Research Association - Division of Research Methodology.
Barrett Taylor earned his PhD from the Institute of Higher Education at the University of Georgia. He teaches a number of courses at UNT, including "General Administration of Higher Education" (EDHI 6710) and "Higher Education Finance" (EDHI 6760). His research emphasizes the ways in which colleges and universities interact with their environments.
Tran Nguyen Templeton, Ed.D. is an Assistant Professor of Early Childhood Studies. She joined the faculty in 2018 after completing her doctorate with the support of an AERA Minority Dissertation Fellowship. In her research, Dr. Templeton uses ethnographic and image-based methods to study young children's co-constructions of their complex cultural identities, as told in and through their photography, play, and literacy practices. She also examines how adults (re)conceptualize and situate young children in relation to critical forms of curriculum. Dr. Templeton has published in journals such as Harvard Educational Review, Children’s Geographies, and Language Arts. She is part of the Collaborative Seeing Studio and the Literacy Research Association's 2019-21 STAR cohort. She has presented in highlighted sessions at LRA, the Eastern Sociological Society, and at the first AnjiPlay conference in China in 2015. At UNT, Dr. Templeton serves as a faculty mentor to the Environmental Philosophy with Children project, in addition to her role as the program coordinator of the Master’s in Early Childhood AOP.
Dr. Templeton has been a teacher of young children, as well as children and youth with special needs, since 2000. From 2006 to 2010, she served as the founding Program Director of Colegio Monarch Guatemala, the first therapeutic school for children with neurological differences in Central America. A refugee and 1.5 generation immigrant from Vietnam, Dr. Templeton earned her B.S. from the University of Texas at Austin, Ed.M. from Harvard, and Ed.D. in Curriculum & Teaching (Early Childhood) from Teachers College, Columbia University.
Uyen Tran-Parsons is a Principal Lecturer for the Higher Education Program. She earned a B.S. in Health Studies from Texas Woman's University, M.Ed. in Higher Education from University of North Texas, and a Ph.D. in Higher Education from Texas Tech University. Tran-Parsons teaches a variety of courses for the Higher Education Program including "Student Demographics," "Cultural Pluralism," and "Foundations of Student Development Administration." Her research interests are related to faculty-led study abroad, service learning, and the college experience of minoritized populations. Prior to teaching, she worked as a student affairs professional for 12 years in the functional areas of Academic Advising, Student Activities, Fraternity and Sorority Life, Women Student Services, and Multicultural Affairs at a variety of public Texas institutions.
Amanda E. Vickery is an Assistant Professor of Social Studies Education/Race in Education at the University of North Texas. She teaches undergraduate and graduate courses in elementary social studies methods. Her research focuses on how Black women teachers utilize experiential and community knowledge to reconceptualize the construct of citizenship. Additionally, she explores Black women as critical citizens within the U.S. civic narrative. Her scholarship has been published in Theory and Research in Social Education, Urban Education, Race, Ethnicity and Education, Curriculum Inquiry, Journal of Social Studies Research, Multicultural Perspectives, Gender and Education, The High School Journal, Social Studies Research and Practice, and The International Journal of Multicultural Education. Dr. Vickery is active in the social studies community serving on the Executive Board of the College and University Faculty Assembly (CUFA) of the National Council for the Social Studies (NCSS) as the Social Justice Chair and board liaison to the Scholars of Color Faculty Forum of CUFA. She is also an Affiliate Faculty Board Member for the K-12 Black History Research Consortium for the Carter Center for K-12 Black History Education. Dr. Vickery is a former middle school social studies teacher.
Dr. Jakob Vingren received his Bachelor’s and Master’s degrees in Kinesiology from the University of North Texas before pursuing a Ph.D. in Kinesiology at the University of Connecticut (currently ranked the #1 doctoral program in the country). During his undergraduate education he was a walk-on on the UNT football team as a tight end and took part in the Developing Scholars Mentor Program within the College of Education. Dr. Vingren’s research interests include resistance exercise and the effect of alcohol on hormones, muscle and athletic performance. One of the more out of the ordinary research projects he has worked on included resistance training of chronically intoxicated rats.
Kinesiology Undergraduate Program Coordinator PhD 1986 - Texas Woman's University - Humanistic Foundations of Physical Education Specialization in Elementary Physical Education, Sociology of Sport, and Women in Sport Former Chair of the Sport Sociology Academy Former Southern District Representative to the Council on Physical Education for Children Former Editorial Board of Strategies: A Journal for Physical and Sport Educators Authored or Co-Authored 26 peer-reviewed papers, plus various other publications. Presented more than 50 papers at professional meetings. Research interests: Gender issues in sport across the lifespan, with a focus on media representation women in sport; Youth pedagogy
After teaching in K-12 public schools for 25 years, Dr. Carol Wickstrom became a university faculty member in 2000. At UNT, she teaches literacy courses at the graduate and undergraduate level in the Language, Literacy, Bilingual and ESL Program. As Director of the North Star of Texas Writing Project, she studies Culturally Mediated Writing Instruction in grades 6-12 English/Language Arts classrooms and supports teachers in these classrooms in their own teacher research. She received the 2009-2010 Faculty Teaching Excellence Award from the UNT College of Education, the 2011 Jean Greenlaw Literacy Award from the Texas Association for the Improvement of Reading, and the J.H. Shelton Excellence in Teaching Award in 2012.
Tao Zhang earned his bachelor’s and master’s degrees in Kinesiology from Shanghai University of Sport, and his Ph.D. in Kinesiology from Louisiana State University in 2009. He has been at the University of North Texas since that time.
As a Kinesiology scholar, Dr. Zhang has made more than 150 research presentations at international, national and state conferences, published more than 80 refereed research articles and book chapters, (co-)authored about 100 peer-reviewed research abstracts and conference papers, and completed about 20 funded research projects. His research focuses on supportive physical activity environments, achievement motivation, and youth physical activity and health promotion from social, psychological, pedagogical, and behavioral perspectives.
He was inducted as a Research Fellow in the Society of Health and Physical Educators (SHAPE America) in 2012, and earned the Mabel Lee Award from SHAPE America in 2013. Since 2010, he has already mentored both undergraduate and graduate students who have received over 25 state, national, and international awards for their research. He earned the Outstanding Mentor of the Year Award from SHAPE America in 2017.
Dr. Zhang serves as the Editor-in-Chief for Journal of Teaching, Research, and Media in Kinesiology, and Editorial Board Members for the Journal of Teaching in Physical Education and Women in Sport and Physical Activity Journal. He has also served on several committees of professional organizations (American College of Sports Medicine, SHAPE America, and American Educational Research Association). Recently, Dr. Zhang was inducted as a Fellow of American College of Sports Medicine in 2020, and earned the Joy of Effort Award from SHAPE America in 2020.