Michael R. Hulsizer, PhD
Acting Dean, School of Education; Interim Dean, College of Arts and Sciences, Professor of Psychology
Ph.D. Kent State University, 1997
M.A. Kent State University, 1994
B.A. State University of New York at Buffalo, 1991
COURSES FREQUENTLY TAUGHT
Introduction to Psychology
Psychology of Film
Sin and Virtue
Social Influence and Persuasion
Introduction to Measurement and Statistics
Introduction to Research Methods
Altruism and Aggression
Prejudice and Discrimination
Senior Seminar: Science and Pseudoscience
Altruism and Aggression
International Human Rights
Social Influence and Persuasion
Stereotyping, Prejudice, and Discrimination
SELECTED PRESENTATIONS AND PUBLICATIONS
Hulsizer, M. R., & Woolf, L. M. (2008). Teaching statistics: Innovations and best practices. Malden, MA: Blackwell.
Woolf, L. M., & Hulsizer, M. R. (2007). Understanding the mosaic of humanity through research methodology: Infusing diversity into research methods courses. In D. S. Dunn, R. A. Smith, & B. Beins (Eds.), Best practices for teaching statistics and research methods in the behavioral sciences (pp. 237-256). Mahwah, NJ: Erlbaum.
Hulsizer, M. R. (2007). The Path from War to Peace: An Uneven Journey. [Review of Fitzduff, M., & Stout, C. E. (Eds.) (2006). The Psychology of Resolving Global Conflicts: From War to Peace: Vol. 1-3. Westport, CT: Praeger Security International]. H-Net Reviews.
Hulsizer, M. R. (2007). Psychology of the seven deadly sins and heavenly virtues. Poster Presentation, Twenty-ninth Annual National Institute on the Teaching of Psychology: St. Petersburg Beach, Florida.
Woolf, L. M., & Hulsizer, M. R. (2005). Psychosocial roots of genocide: Risk, prevention, and intervention. Journal of Genocide Research, 7, 101-128.
Woolf, L. M., & Hulsizer, M. R. (2005). Torture? But this is different! Peace Psychology, 14(2), 3-4.
Hulsizer, M. R. (2005). Wagging the dog: Teaching political psychology using social influence principles. Paper Presentation, 113th Annual Meeting of the American Psychological Association: Washington, D.C.
Hulsizer, M. R. (2005). Web sites, Video games, chat rooms, and MP3s: The new face of hate in the digital era. Invited Presentation. Webster University, Vienna, Austria.
Hulsizer, M. R., & Woolf, L. M. (2005). Incorporating online hate sites into social psychology classes. Poster Presentation, Twenty-seventh Annual National Institute on the Teaching of Psychology: St. Petersburg Beach, Florida.
Hulsizer, M. R., & Woolf, L. M. (2005). When hate groups arrive on campus. Roundtable Discussion, Twenty-seventh Annual National Institute on the Teaching of Psychology: St. Petersburg Beach, Florida.
McCarthy, T., & Hulsizer, M. R. (2005). Psychology and Law: Instructional and Informational Resources. Office of Teaching Resources in Psychology – Online, Society for the Teaching of Psychology, APA Division 2.
Hulsizer, M. R., Munro, G. D., Fagerlin, A., & Taylor, S. (2004). Molding the past: Biased assimilation of historical information. Journal of Applied Social Psychology, 34, 1048-1074.
Woolf, L. M. & Hulsizer, M. R. (2004). Hate groups for dummies: How to build a successful hate group. Humanity and Society, 28, 40-62.
Munro, G. D., & Hulsizer, M. R. (2004). Turn political mudslinging into tasty educational treats: Incorporating political campaigns into psychology courses.Newsletter of the Society for the Teaching of Psychology (Division 2, American Psychological Association), 8-9.
Woolf, L. M., & Hulsizer, M. R. (2004). Psychology of peace and mass violence: War, ethnopolitical conflict, terrorism, and peace: Informational resources; Genocide, torture, and human rights: Informational resources; & Instructional resources. Office of Teaching Resources in Psychology – Online, Society for the Teaching of Psychology, APA Division 2.
Hulsizer, M. R., Crafton, R. E., Kido, E., Lee, B. C. P., Kido, D., Lin, W., & Jonathan, B. (2004). Neurological correlates of learning style: An fMRI analysis. Poster Presentation, 112th Annual Meeting of the American Psychological Association: Honolulu, Hawaii.
Hulsizer, M. R. (2003). Incorporating wartime propaganda into social psychology courses. Poster Presentation, Twenty-fifth Annual National Institute on the Teaching of Psychology: St. Petersburg Beach, Florida.
Woolf, L. M., & Hulsizer, M. R. (2002/2003). Intra- and inter- religious hate and violence: A psychosocial model. Journal of Hate Studies, 2, 5-26.
Woolf, L.M., Hulsizer, M. R., & McCarthy, T. (2002). International psychology: A compendium of textbooks for selected courses evaluated for international content;& Annotated bibliography, relevant organizations, and course suggestions. Office of Teaching Resources in Psychology – Online, Society for the Teaching of Psychology, APA Division 2.
Hulsizer, M. R. (2002). Effectiveness of University responses to the September 11th tragedy. Paper Presentation, Symposium conducted at the 110th Annual American Psychological Association Convention, Chicago, Illinois.
Hulsizer, M. R. & Taylor, S. P. (2001). Benzodiazepine-induced disinhibition: Is aggression the only consequence? Poster Presentation, 109th Annual Meeting of the American Psychological Association: San Francisco, California.
Hulsizer, M. R. (2001). Discussing violence as a means to promote peace: A course on aggression and altruism. Paper Presentation, 109th Annual Meeting of the American Psychological Association: San Francisco, California.
Hulsizer, M. R. (2001). Incorporating international human rights into social psychology courses. Poster Presentation, Twenty-third Annual National Institute on the Teaching of Psychology: St. Petersburg Beach, Florida.
Taylor, S. P., & Hulsizer, M. R. (1998). Psychoactive drugs & human aggression. In R. G. Geen & E. Donnerstein (Eds.). Human aggression: Theories, research, and implications for social policy (pp. 139-165). New York: Academic Press.
DJ Kaiser, PhD
Associate Dean of Assessment, School of Education; Professor; Director, Teaching English as a Second Language Graduate Department of Education
DJ Kaiser joined the Webster University faculty in 2011 having taught previously at Washington University in St. Louis, the University of Barcelona, Parkland Community College, and the University of Illinois. He graduated with distinction and received the Mary A. Hussey Award for Excellence in ESL Teaching from the University of Illinois upon completion of his first master’s in Teaching English as a Second Language. Kaiser also has a master’s in Drama and a doctorate in Comparative Literature and Drama from Washington University in St. Louis and completed the graduate certificate in Translation Studies.
He currently serves as the project director for a five-year $2.7 million U.S. Department of Education National Professional Development (NDP) grant with five St. Louis area school districts and two community partners (2017-2022). He has also been the co-project director for a Robert Noyce Teacher Scholarship Program Grant from the National Science Foundation (2019-2020); served as the TESL content specialist for a five-year $1.9 million U.S. Department of Education National Professional Development (NDP) grant with Webster's TESL Program on the Kansas City campus working with the Kansas City Public Schools (2012-2017); and collaborated on a three-year Missouri state Math and Science Partnership (MSP) grant with the St. Louis Public Schools and four partners (2011-2013).
In 2016, Dr. Kaiser was awarded a U.S. Fulbright Scholar grant to research Ceibal en Inglés in primary and secondary schools throughout Uruguay (March-June 2016). He has also been selected as an English Language Specialist by the U.S. Department of State for virtual projects with Honduras (2020) and Brazil (2021). He has also received Faculty Research Grants and other funding from Webster University to support research in Uruguay, Brazil, and Italy.
Dr. Kaiser has been a long-time member of Teachers of English to Speakers of Other Languages (TESOL) International (first joining in 2002), and served five years on the Standards Professional Council,
including in the role of chair. He has also served as a site visitor and site visitor lead for the Council for the Accreditation of Educator Preparation (CAEP) and the National Council for the Accreditation of Teacher Education (2013-2020).
With more than three decades in the field of English language teaching, he has presented at numerous conferences and for various projects throughout the USA and in Canada, Mexico, Ecuador, Brazil, Uruguay, Argentina, Spain, the Netherlands, Greece, Kazakhstan, Uzbekistan, the United Arab Emirates, Thailand, Vietnam, Macau, and China; and virtually for Honduras, Brazil, Uruguay, Uzbekistan, and Tajikistan.
Courses taught: TESL 5030 Language History, Planning, and Policy, TESL 5350 Language and Culture, TESL 5720 Teaching English Pronunciation, TESL 5040 Practicum in ESOL, TESL 5139 ESOL Methods, EDOC 7520 Interdisciplinary Seminar II, EDOC 7500 Service Learning, COMM 5344 Introduction to Linguistics, and KEYS 4011 Crossing Borders: Language and Power.
Links for Dr. Kaiser: ·
· Twitter: https://twitter.com/djkaiser_phd or @djkaiser_phd
· LinkedIn: https://www.linkedin.com/in/dj-kaiser-phd-492b703a/
· Facebook: https://www.facebook.com/dj.kaiser.7
· Academia: https://webster.academia.edu/DJKaiser
Stephanie Mahfood, PhD
Associate Dean, School of Education; Associate Professor; Director of Field Experience
Dr. Mahfood is Associate Dean for the School of Education, Director of Field Experience, and an Associate Professor of Special Education in the Department of Teacher Education. She has taught K-12 learners with special needs in a variety of settings including Tunisia, North Africa where she was assigned for two years as a Peace Corps volunteer.
Dr. Mahfood's research interests center on bridging the research to practice gap in order to support individuals with disabilities and best prepare preservice teachers. Her past research publications address interventions for dental phobia in individuals with severe developmental disabilities, library collaborations to support graduate students in applied research experiences, and the use of social media communities of practice to promote preservice teacher resilience. Dr. Mahfood's current research and practice interests focus on how to design field experiences to develop teachers who are reflective, innovative, collaborative, and skilled. She has designed and implemented innovative field experiences embedding applied research projects that preservice teachers co-design and implement with cooperating teachers in the field.
She is currently investigating the effects of Mursion classroom simulation technology and Video-Enhanced Observation (VEO) on teacher reflection about instructional practice. Dr. Mahfood's teaching philosophy is anchored in teaching teachers how to teach by teaching. Her course experiences are deliberately designed to model instructional practices such as co-teaching, instructional differentiation, executive function strategies, and instructional scaffolding. She has designed curricular experiences and instructional tools focusing on assisting preservice teachers in systematically assessing and developing their teacher presence in the classroom.
Dr. Mahfood has regularly provided trainings and consultation to a variety of organizations within the St. Louis community including the Down Syndrome Association of Greater St. Louis, The Soulard School, and Lafayette Industries.
Director of Operations
Yupa Saisanan Na Ayudhya, EdD
Coordinator of Recruitment and Communication
Brynne Schroeder, PhD
Coordinator of Community Engagement; Instructor, Graduate Department of Education
Dr. Brynne Schroeder earned a Ph.D. in Human Development from Fielding Graduate University. She was awarded the Fielding Research Grant for her dissertation study entitled “The Role of Perspective-Taking in Promoting College Success.” Prior to earning her doctorate degree, Brynne received an MS in Clinical/Community Mental Health from Western Illinois University and a BA in Psychology from Knox College. Before to joining the School of Education, she worked as an outreach specialist and mental health professional. In addition to teaching, Brynne oversees community engagement and service
initiatives for the School of Education. She is also a researcher and member of the Community Development Society. Her research interests include identity development, perspective-taking, college success, and social-emotional well-being. Brynne teaches both graduate and undergraduate courses at Webster. As a professor, she values collaborative learning and encourages application of course material to real-world settings.
LinkedIn: www.linkedin.com/in/brynne-s-1105 ResearchGate: https://www.researchgate.net/profile/Brynne_Schroeder
Ted Green, PhD
Ted D. R. Green, Ph. D. is a Professor in the Teacher Education Department, School of Education at Webster University. Dr. Green recently published a book "Oh Freedom After While: The 1939 Missouri Sharecropper Protest" that supports the documentary of the same name. Currently Dr. Green is serving in his 4th year on the National Council for History Education Board of Directors. He is the Chair of the Professional Development Committee, and has also been a consultant on more than 35 Teaching American History Grants in the United States, and five Teaching American History Grants in the St. Louis metro area. Dr. Green works with the National Park Service training park rangers and assisting with curriculum.
Recently Dr. Green completed a Fellowship in the Netherlands, where he studied in Leiden and taught classes on International Education and Dutch History. Dr. Green continues to work for the Colonial Williamsburg Foundation, where he has been writing curriculum and training educators for over twenty years.
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Rena Rockwell, EdD
Dr. Rena Rockwell is a lecturer in the Department of Teacher Education at Webster University, where she teaches courses in Education and Innovations, Educational Technology and Special Education. She earned her Bachelor of Arts in Psychology and Special Education, her Masters in Reading and Educational Technology, and her Educational Specialist in Educational Leadership all from Webster University and her Ed.D. in Educational Administration from William Woods University.
Dr. Rockwell has over twenty years teaching in higher education; both online and in person. She has developed online courses in the Educational Technology EdS and in the Special Education MA programs. She has over twenty-five years in the educational field teaching as a special educator, reading specialist, technology specialist and educational administrator overseeing professional development and technology integration.
Dr. Rockwell has influenced change in St. Louis area school districts by leading and designing curricula and programs for diverse learners, integrating technology in classrooms, school libraries and a high school radio station. She has coordinated, planned, and facilitated numerous workshops, summer institutes and strategic planning events for teachers, administrators, and several communities. Dr. Rockwell has written and received numerous federal, state and local grants in her K-12 leadership roles, and she is an international Making I.T. Happen award winner of the International Society of Technological Education (I.S.T.E.). She is also an Amy veteran who served in the Army Reserve for over a decade and was mobilized for active duty in Desert Storm.
Basiyr Rodney, EdD
Chairperson, Department of Teacher Education; Associate Professor
Joe Sencibaugh, PhD
Paula Witkowski, PhD
Associate Professor; Director, MA Reading
Dr. Witkowski is a full Professor in the School of Education, working in both the Graduate Department of Education and the Department of Teacher Education. She is currently the Director of the MA in Reading and the Graduate Certificate in Dyslexia and teaches classes on the Science of Reading, Structured Literacy, and assessment and intervention for dyslexia.
Dr. Witkowski began her career as a Speech-Language Pathologist and worked in both public and private settings before coming to Webster University. Her Ph.D. is in the area of literacy and she has a graduate certificate in dyslexia from the Dyslexia Training Institute in San Diego. Her research has focused on assessment and intervention strategies for children and adults with dyslexia, the implementation of content area literacy classes for struggling adolescent readers in high school settings, and on issues of motivation and engagement in adolescent and adult learners. She has presented numerous workshops for area schools and has presented at both regional and international conferences on these topics.
Zichun Zhou, PhD, BCBA-D
Assistant Professor, ABA Program Coordinator, Department of Teacher Education
Dr. Zhichun Zhou is a Board Certified Behavior Analyst-Doctoral (BCBA-D) and the coordinator of the Association for Behavior Analysis International (ABAI) Verified Course Sequence at Webster University, School of Education. She received her Ph.D. in Human Development with an emphasis in Applied Behavior Analysis from the University of Rochester. She has living and working experiences in China, Europe and the U.S.—slowly and humbly developing to be a global citizen.
Her research interests span the disciplines of behavior analysis, developmental psychology, and philosophies of human behavior. A common thread in her research is in understanding the motivations of human behaviors, especially behaviors of individuals with neurodevelopmental disorders and/or other mental disorders. Her current research studies focus on (1) building an interdisciplinary model which will provide conceptually comprehensive explanations of how biological and environmental factors could be functionally programmed to improve the quality of life of individuals with disabilities; (2) developing individualized behavioral assessments to identify the function(s) of challenging behaviors displayed by individuals with multiple diagnoses.
She is the recipient of the faculty research grant and the PI for the project investigating the value system of Gen Z from the perspective of delayed discounting. She served on the Editorial Board of the Journal of Psychology and Behavioral Science and has been invited as a reviewer for multiple international and national peer-reviewed research journals related to behavioral science, child psychiatry and pediatrics.
In addition to research, she has a great passion for teaching. Combining didactic and dialectic teaching methods, she strives to establish an open learning environment that encourages students to think critically and creatively.
Selected recent professional contributions:
Zhou, Z. C. (2021) Invited subject matter expert/validator of the Applied Behavior Analyst Standards for the United Arab Emirates.
Zhou, Z. C. (2021) Rethinking Automatic Reinforcement: Matching Law Contribution to Developing Effective Treatment. Symposium: Automatic or Undifferentiated Functional Analysis Results for Individuals with Challenging Behavior: Expanding Our Understanding and Effectiveness. 47th Annual Convention of Association for Behavior Analysis International (ABAI).
Zhou, Z. C., McAdam, B. D., and Donnelly, D. R. (2018). Endophenotypes: A conceptual link between anorexia nervosa and autism spectrum disorder. Research in Developmental Disabilities, 82, 153-165. DOI: 10.1016/j.ridd.2017.11.008
Ginny Altrogge, PhD
Associate Professor; Director, Ed.S. Educational Leadership
Ginny (Virginia) Altrogge received her Bachelor's, Master's, and Education Specialist degrees from Southeast Missouri State University. Her doctorate is from St. Louis University. Dr. Altrogge has experience in the pk-12 system as a teacher, reading specialist, principal, special education director, and director of federal and state programs. She has also served as interim head of school in the private school system. Dr. Altrogge teaches education leadership courses and is the coordinator of the ED S in Education Leadership Program. She also teaches in the Transformative Learning in the Global Community doctoral program. Her research interests are school improvement and equity, the correlation between high achieving schools and principals trained as instructional leaders, the correlation between low achieving schools and principals trained as managers, one room school houses, teaching and attending school in a one room school house, and remembrances of WWII veterans.
Yin Lam (Nicole) Lee-Johnson, EdD
Associate Professor; Director of EdD Program
Dr. Lee-Johnson is the Director of Doctor of Education (Ed.D.) program at the School of Education. The Ed.D. program is designed for professional working adults and it values social consciousness, critical theory, and advocacy.
Besides serving as the Director of Ed.D., Dr. Lee-Johnson is also the Co-Director of a $2.7 million National Professional Development Grant from the U.S. Department of Education and she has been working on the research and teaching of the grant to prepare 120 ESL teachers between 2017 and 2022. In 2016-17 academic year, she received the Women of Webster Award from the Multicultural Center and International Student Affairs of Webster University. Dr. Lee-Johnson has received many research grants such as the Kornblum Research Grant and Faculty Research Grant for making a change in other people’s lives. Her research interests include discourse analysis, advocacy for immigrants and refugees, classroom research for K-12 teachers, anti-oppressive education, and critical race theory.
She has published articles in peer-reviewed journals such as Urban Education, TESOL Journal, Quarterly Journal of Chinese Studies, Journal of Ethnographic and Qualitative Research, The Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, The Journal of Adolescent and Adult Literacy, and many others. Her recent book chapter entitled “Critical chronotopic analysis for disrupting whitewashedness in TESOL teacher education” was published in The Handbook of Critical Theoretical Research Methods in Education by Routledge in Spring, 2021.
Dr. Lee-Johnson is a voice and advocate for Asians amid COVID-19. She gave presentations and talks at Radio Show, Webster Speaks, as well as Harvard Conference in 2021. She also co-authored an introductory article, This is the worst of times; this is the best of times: Juxtaposing the crisis and opportunities for Asians in the global context, for Journal of Asian Pacific Communication in 2021.
Soheil Mansouri, PhD
Visiting Assistant Professor
Dr. Soheil Mansouri joined Webster University in 2018 having taught previously at Florida State University. He earned his doctoral degree in Curriculum and Instruction specializing in Foreign and Second Language Education and his master's degree in Foreign and Second Language Teaching with a focus on TESOL. His research interests include heritage language learning, motivational factors in maintaining heritage language, best practices in ESOL methods, and second language pragmatics with the focus on speech acts. He has also served as program director, co-director, instructional lead, site visitor, and consultant for the STARTALK program, which focuses on promoting the acquisition of critical languages in the United States. Dr. Mansouri has more than 20 years of teaching experience between the United States and Iran, including EFL instruction in elementary schools, ESL adult instruction at the university level, and TESL courses for both pre-service and in-service teachers seeking TESOL certification.
Courses taught: TESL 5139 ESOL Methods, TESL 5311 Principles and Practices of Language Testing, TESL 5311 Language and Culture, TESL 5750 Special Institute in TESL (eight Saturday Seminars), TESL 5220 Curriculum Development, and TESL 5030 Language History, Planning, and Policy.
Ralph Olliges, PhD
Chairperson, Graduate Department of Education; Professor; Coordinator, MET and Ed.S. Educational Technology
Andrea Rothbart, PhD
Professor; Director, MA in Mathematics for Educators
Deborah Stiles, PhD
Dr. Debbie Stiles is a professor, licensed psychologist, Fulbright scholar, human rights fellow, researcher, author, and professional trainer in school crisis prevention and intervention. She has dedicated her professional life to understanding and responding to the needs and rights of children and adolescents from diverse backgrounds. Over the years, Webster University gave her opportunities to visit schools, consult, and conduct research in thirteen countries of the world.
She recently finished her 40th year at Webster University. Her goals now are to “give back” to Webster in her roles as a Professor of Applied Educational Psychology and School Psychology, a Fellow in the Institute for Human Rights and Humanitarian Studies, and the Director of the Intercultural Research Center. Dr. Stiles is passionate about empowering graduate students to work collaboratively, conduct research, and make original contributions to the knowledge base of applied psychology. The title of a recent student-faculty collaborative presentation at the conference of the International Council of Psychologists was, The Impact of COVID-19 on PreK -12 Teachers, School-Based Mental Health Professionals, and Their Abilities to Support International Children’s Rights.
Dr. Stiles was the founder of Webster University’s school psychology program which is listed on the website of the National Association of School Psychologists and is recognized as one of the few multicultural school psychology programs in the United States. Webster’s program is also distinctive with its focus on children with disabilities as well as children who are gifted, and “twice-exceptional.” Dr. Stiles developed the applied educational and school psychology programs with the awareness that the professional ethics of psychologists who work young people should be embedded within a larger human and child rights framework.
She often writes about and presents on the topics of cross-cultural child and adolescent development, children’s rights and well-being, and psychological trauma and resilience in children and youth. The titles of recent publications include Why a Psychologist Might Want to Become a Human Rights Fellow, Researching the Effectiveness of Tree of Life: An Imbeleko Approach to Counseling Refugee Youth, and The Psychological Impact of Separating Immigrant Children from their Families: A Report to the House Oversight Subcommittee on Civil Rights and Civil Liberties.
Dr. Stiles is active in professional organizations for psychologists. Within the International Psychology Division of the American Psychological Association, she serves as Co-Chair of Advocacy and Co-Chair of Training and Education for the COVID-19 Task Force. She serves on the Steering Committee of the Refugee Mental Health Resource Network, which is currently housed in the Trauma Psychology Division of the American Psychological Association. In addition, she serves on the Accreditation Committee of the International School Psychology Association, and she was one of the first psychologists to join the Global Network of Psychologists for Human Rights.
Department Representative, Graduate Department of Education
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Sheila Anglin Jordan
Coordinator, Department of Teacher Education
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Department Representative, Department of Teacher Education
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Coordinator of Field Placements
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Dr. Stephanie Mahfood
Director of Field Experience
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Cheryl Breig-Allen, PhD
Associate Professor Emeritus
Dr. Breig-Allen has been a part of the St. Louis early childhood community for more than 40 years. She began her career as an early childhood special educator and has worked with infants, toddlers, three-to-five-year-old children, and those in kindergarten and in the early primary grades in both public and private school settings. She believes that her most transforming work has taken place in the last 25 years through her collaboration with colleagues in school districts, at the university, and directly with the educators from Reggio Emilia, Italy to more deeply understand their pedagogical principles and to be inspired to adapt her practice. At Webster Cheryl works with both undergraduate and graduate students and serves as coordinator for both the MA and MAT in Early Childhood Education. She has presented at conferences locally, nationally, and internationally and has co-authored an article, "The Language of Lines," in The National Association for the Education of Young Children’s professional journal, Young Children and a chapter in the book, First Steps Toward Teaching the Reggio Way.
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Donna Campbell, PhD
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Thomas Cornell, EdD
Tom is an Associate Professor in the Department of Communication Arts, Reading, and Early Childhood. He also serves as the program coordinator for the MA in Communication Arts. He has extensive experience in K-12 education having worked as a classroom teacher, reading specialist, Title I Director, and Communication Arts/Library Media Services Curriculum Coordinator before coming to Webster University. He serves as a consultant for assisting with the writing of curriculum for schools and also has received numerous grants in the area of literacy. He has presented at numerous regional and international conferences on the topics of reading, writing, comprehension strategies, and student engagement. Currently, Tom serves as a Board of Examiner with the Council for the Association of Educator Preparation. He also serves as an IRB Board member for the university and was selected to serve on the Military Affairs Task Force. He is a past graduate of the Global Leadership Academy at Webster University as well. In addition, he serves on the Board of Directors for the St. Louis Suburban Council of the International Reading Association and is a past president of the Missouri State Council of the International Reading Association.
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Victoria McMullen, PhD
Roy Tamishiro, EdD
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