Faculty and Administration
EmeritiPart-Time Faculty
The following list reflects the 2008/2009 faculty.
Adjunct faculty are part-time faculty who are normally employed outside the University.
Clinical faculty are appointed for the purpose of supervising the clinical and/or field experiences of students. They may also teach courses in clinical work or fieldwork.
Associated faculty are faculty who are assigned to one school or department who may teach in another school or department.
Michael D. Aeschliman
Professor of Education
BA, MA, MPhil, PhD, Columbia University. Dr. M. D. Aeschliman is the author of The Restitution of Man: C.S. Lewis and the Case Against Scientism (1983; new edition, 1998; available from ISI Books. He has edited and contributed to several other books, including two published by the London-based research institute, the Social Affairs Unit. He writes widely for journals and contributes regularly to the New York National Review and the New York monthly First Things. He has taught in a poverty-area American public high school, at Columbia University, the University of Virginia (1985–1993), the Université Populaire de Lausanne (Switzerland), the Catholic University of Milan (Italy), and the University of Italian Switzerland, where he has been Adjunct Professor of English since 1996. Since 1971 he has been associated with The American School in Switzerland (TASIS) and its affiliated schools and programs. He sits on the TASIS Foundation Board and is the Curriculum Advisor for the organization. He is the Founder and Director of the Erasmus Institute and since 1996 has run the annual Erasmus-Jefferson Summer Institute in Tuscany (Italy) in collaboration with the Jefferson Scholars Program of the University of Virginia. He is also associated with the Tuscan Academy of Art (tuscanclassicalacademy.org). Dr. Aeschliman has long-standing interests in international education, the philosophy of education, religion and education, literature and science, and literature, art, and ethics. Twice a recipient of writer’s grants, he is a practicing literary critic and has taught Renaissance Literature in the Boston University Core Curriculum. He is a Fellow of the Boston University Center for the Advancement of Ethics & Character.
Shanley E. M. Allen
Chair, Department of Literacy & Language, Counseling & Development; Associate Professor of Education
BA, PhD, McGill University. Dr. Allen’s research and teaching interests are in the areas of monolingual and bilingual language acquisition, as well as linguistic description and theory. She has published numerous articles and a book on the first language acquisition of morphology, syntax, and discourse by preschool Inuktitut-speaking Inuit (Eskimo) children, as well as articles on specific language impairment and narrative development in older Inuit children. She has followed three different lines of research in recent years. The first focuses on the development of speech and gestures about motion events in children speaking typologically different languages. The second assesses code mixing in bilingual preschool children learning Inuktitut and English. The third investigates the role of children’s understanding of the knowledge of their interlocutors in the way they choose to realize subjects and objects in their speech. Dr. Allen has also directed a professional development project helping teachers to improve instruction of bilingual students in mainstream educational settings. Her work has been funded by the National Science Foundation, the Social Sciences and Humanities Research Council of Canada, and the U.S. Department of Education. Dr. Allen is a participating faculty member in the Applied Linguistics Program at the Graduate School of Arts & Sciences. She is also faculty advisor to the annual international Boston University Conference on Language Development, is on the Editorial Board of the journal Bilingualism: Language and Cognition, and is Associate Editor of the Journal of Child Language, published by Cambridge University Press.
Amy Baltzell
Clinical Assistant Professor of Education
BA, Wesleyan University; EdM, EdD, Boston University. Dr. Amy Baltzell is the Coordinator of the Sport Psychology Specialization and a faculty member of the Counseling program. Dr. Baltzell’s research and teaching interests are in areas of performance enhancement, coping, and character in sport, as well as positive psychology. She teaches graduate courses in applied sport psychology, positive psychology, and values in sport. Dr. Baltzell has been involved in sport psychology from a number of perspectives, as a sport participant, collegiate rowing coach, educator, consultant, licensed sport psychologist, and as an Olympic and professional athlete. She was a member of the 1989–1991 U.S. National Rowing Teams, the 1992 Olympic Rowing Team, and the 1995 America’s Cup All-Women’s Sailing Team. She is a contributing author to the books Whose Game Is It, Anyway?: A guide to helping your child get the most from sports, organized by age and stage (2006), Character and Coaching: Building Virtue in Athletic Programs (2001), and a co-author of the chapter “Arousal and Performance” in the Handbook of Sport Psychology (2001). During the past ten years, she has provided sport psychology educational and consulting services to teams, individual athletes, and coaches, and has applied the concepts, in a consulting role, to teachers and school administrators. For the past four years she has served as a speaker and scholar-in-residence—in the summer Teacher Academies—for the Center for the Advancement of Ethics & Character (CAEC).
Karen Boatman
Clinical Associate Professor of Education
BA, University of Michigan. Professor Boatman’s research interests include examination of macro- and micro-level program planning and delivery strategies for schools and community agencies; evaluation strategies and instruments for community education programs; and use of direct experience in education. She has recently been involved in applying nonformal education principles to formal settings and incorporating appropriate technology into school curricula. She is the cofounder of Program Designs for Education, Inc., a corporation concerned with educational development in developing countries, and has worked since 1965 as a consultant in schools and agencies, primarily in Africa and the Caribbean basin. Ms. Boatman serves as coordinator of the International Educational Development Program. She is currently engaged in research on the effects of World Bank and International Monetary Fund policies on educational reform in Francophone Africa and has recently begun studying the development of NGOs (nongovernmental organizations) in Eastern Europe.
Steven N. Broder
Clinical Associate Professor of Counseling Psychology; Director, Doctoral Program in Counseling Psychology
BA, University of Connecticut; MS, PhD, George Peabody College for Teachers of Vanderbilt University. After training at the Vanderbilt Counseling Center and the Nashville VA Medical Center, Dr. Broder completed an APA-approved internship as clinical fellow in psychiatry (psychology) at Harvard Medical School/Mass. General Hospital. Dr. Broder has enjoyed teaching psychology courses to undergraduates and graduate students since 1980 and has served as a professor at BU’s College of General Studies and at Boston College, Tufts University, and Lesley University. A licensed psychologist and health service provider in Massachusetts, he has a particular interest in psychological assessment and has conducted over 5,000 assessments and supervised over 7,000 additional assessments on school-age children. He also has over 25 articles, chapters, and presentations at professional meetings in the areas of self-disclosure, psychological assessment, and stress research. Dr. Broder’s current interests include supervision of psychological assessment, organizational psychology, and group and individual counseling/psychotherapy.
Jennifer Hauck Bryson
Instructor in Education
BS, EdM, Boston University. Ms. Bryson, a former classroom teacher in the Chelsea Public Schools, specializes in the professional preparation of elementary education teachers. Her responsibilities include coordination and supervision of student teachers in the elementary education program and the student-teaching abroad programs in London, England, and Sydney, Australia. She also facilitates the elementary prepracticum placements for juniors and graduate students. In addition, Ms. Bryson teaches a course on urban education and leads field seminars on classroom management. Ms. Bryson is an active member of the Teacher-to-Teacher mentoring initiative that supports SED graduates during their first year of teaching. Her research interests include urban education, family literacy, and intervention for struggling readers. Ms. Bryson coauthored a chapter on writing and poetry in Learning to Write, Writing to Learn: Theory and Research in Practice, following her work as a lead teacher at the Boston University Poetry Institute for Educators.
Suzanne Chapin
Associate Professor of Education
BA, Duke University; MEd, EdD, Boston University. Dr. Chapin’s research and teaching interests are in mathematics curricula, professional development of teachers, gifted education, and mathematical discourse. She has written and collaborated on several books in these areas including Math Matters: Understanding the Math You Teach Grades 1–7 (2006) and the second edition of Classroom Discussions: Using Math Talk to Help Students Learn (2009). Her work on the Mentoring Mathematical Minds series (12 books for gifted students in grades 3–5) has won “best curriculum” awards for the past five years from the National Association of Gifted Children. She also is one of the senior authors of a new middle school mathematics curriculum for students in grades 6–8, Math Innovations. Dr. Chapin is currently principal investigator of Boston University’s Noyce Scholars Program in Mathematics which prepares undergraduate mathematics majors for teaching careers as middle and high school teachers in urban school districts. Her research interests focus on the role of classroom discourse in the learning and teaching of mathematics and on factors that contribute to successful professional development programs in mathematics. A consultant to school districts on reforming school mathematics, she is a frequent speaker at national conferences and meetings of mathematics teachers.
Hardin Coleman
Dean, Professor of Education
BA, Williams College; EdM, University of Vermont; PhD, Stanford University. Dr. Coleman is the dean of the School of Education and a faculty member of the Counseling Psychology program. As Dean, Dr. Coleman is focused on how the School and University can use research to refine the practice of education, primarily through training educators and partnerships with schools. As a scholar, Dr. Coleman’s interests include socio-cultural factors in minority student achievement, the use of developmental guidance to promote social and emotional intelligence in children, and culturally relevant interventions with diverse youth and families. He is also investigating the effect of cultural factors on the counseling process. As a clinician, Dr. Coleman works with adolescents and their families. In addition, he acts as a consultant with community agencies and schools on issues related to ethnic diversity and counseling. Dr. Coleman has published in journals like The Counseling Psychologist and The Professional School Counselor. He has co-edited several handbooks, including The Handbook of School Counseling.
Julie Coppola
Assistant Professor of Education
BA, University of Massachusets, Amherst; MS, Georgetown University; EdD, Boston University. Dr. Coppola is Assistant Professor of Education at Boston University where she teaches courses in first- and second-language and literacy development, and coordinates the teacher education programs in bilingual education, teaching English as a Second Language (ESL), and modern foreign language education. Dr. Coppola researches literacy teaching and learning in urban low-income settings with a particular focus on English Language Learners (ELLs). She has conducted extensive site-based professional development programs in language and literacy instruction for communities with large numbers of ELLs, and she has served as a consultant in the development of English proficiency assessments in several states. Dr. Coppola has presented her research on training teachers for linguistically and culturally diverse classrooms and on second language literacy development at state and national conferences. Her work on collaborations between ESL and general education classroom teachers and improving literacy instruction for ELLs has appeared in several book chapters and journal articles. She is past-president of the Massachusetts Association of College and University Reading Educators, and she served on the International Reading Association’s Multilingual Classroom Committee. A former classroom teacher, ESL program director, and director of a nationally recognized college awareness program for Latino students, Dr. Coppola currently serves as a member of the IRA’s Second Language Literacy and Learning Commission.
Thomas J. Cottle
Professor of Education
BA, Harvard University; MA, PhD, University of Chicago; LHD, Lesley University. A sociologist and licensed clinical psychologist, Dr. Cottle completed his postdoctorate clinical training at Children’s Hospital, Boston, and Tavistock Clinic and Anna Freud Clinic in London. He has held faculty positions at Harvard University, MIT, Boston College, Amherst College, Wesleyan University, Columbia College in Chicago, and a research position with the Children’s Defense Fund. In addition, he has been a Fellow at the Center for Advanced Study, University of Illinois. Among his honors are a: Young Psychologist Award from the American Psychological Association; Guggenheim Fellowship; Fellowship from the Field Foundation; Pioneer Fellowship; Educational Press Association Writers Award; National Television Broadcast Executives Award; Psychological Association Award; Gabriel Award; Parents Choice Magazine Award; DeRose/Hinkhouse Award of Merit from the Associated Church Press; Career Achievement Award from the Massachusetts Psychological Association. Professor Cottle is the author of thirty books and more than five hundred and fifty articles, essays, and reviews.
Todd A. Czubek
Instructor in Education
BS, MEd, Boston University. After serving as a teacher and coordinator in schools for the Deaf, Mr. Czubek is now a PhD candidate in the Applied Linguistics program within the Graduate School of Arts & Sciences. His research and teaching interests are in the areas of the role of ASL and English in effective bilingual programming for Deaf children, the affordances of new media in rethinking typical notions of literacy and the creation of conventions for compositions in ASL (a language that has almost exclusively been considered in the face-to-face tradition). He has written several articles related to these areas and is the author of a soon-to-be-released major work of ASL fiction. In addition to his teaching and practicum supervisory roles, he is the coordinator of a Department of Education, OSEP grant responsible for implementing innovative teacher preparatory strategies related to bilingual programming for Deaf children.
Daniel F. Davis
Clinical Assistant Professor in Education
BS, State University of New York, Oswego; MAT, City University of New York, Brooklyn College; PhD, The Ohio State University. Dr. Davis worked in the field of secondary education for thirty years as a social studies teacher, department chairman, and principal. Dr. Davis is primarily responsible for the coordination, supervision, and teacher training in history and social science education. He also recruits and advises candidates interested in pursuing a Master of Arts in Teaching. Dr. Davis teaches Curriculum and Special Methods for History and Social Science. His area of professional interest is in the development of concept formation, critical thinking, and the art of questioning as they relate to the teaching of history and social science. Dr. Davis coauthored The United States Since 1945 and A History of the World. He also served as Co-Director of the Harvard Project on East Asian Studies in Education. He received an NEH Fellowship for an independent study of Harris Wofford: Pragmatic Idealism and the Art of the Possible. He was Project Coordinator of “The American Covenant: The Moral Uses of Power,” sponsored by the NEW and the National Humanities Faculty. Dr. Davis was also awarded numerous Horace Mann Grants from the Massachusetts Department of Education.
Joan M. Dee
Associate Dean, Assistant Professor of Education
BS, Framingham State College; EdM, EdD, Boston University. Communications, issues in administration and organizational practices, and managing student services and licensure are among Dr. Dee’s major professional interests. As the administrative officer responsible for academic and administrative services, she works closely with the faculty and staff. These services include undergraduate admissions and general community relations. She is a former member of the Massachusetts Advisory Commission on Educational Personnel. Before joining the Boston University faculty, she was an instructor in private and public colleges and an elementary school teacher.
Donald A. DeRosa
Clinical Assistant Professor, SED; Research Assistant Professor, BUSM
BS, University of Vermont; MDiv, St. John’s Seminary; MAT, EdD, Boston University. Dr. DeRosa has worked in the field of science education for twenty years as a classroom teacher; teacher educator; and director of CityLab, a biotechnology-learning laboratory for teachers and students at the Boston University School of Medicine. He is a member of the Department of Curriculum & Teaching, where he teaches courses in elementary science education. His research interests focus on effective methods to teach scientific thinking based on an understanding of how people learn and understand phenomena. In addition to conducting workshops on biotechnology education and inquiry-based science teaching for in-service teachers, Dr. DeRosa has coauthored several curriculum supplements in biotechnology and has consulted in the development of biotechnology programs throughout the United States and Europe.
Boyd E. Dewey
Associate Dean; Assistant Professor of Education
BA, Bridgewater State College; EdM, EdD, Boston University. Student services and human resource management are Dr. Dewey’s major professional interests. Responsible for student support, operations, and technology, he works closely with administrators, faculty, students, students’ families, and University agencies to enhance the academic and personal lives of students within the School of Education and Boston University. Responsibilties include, but are not limited to, student records, ombudsman for the School, overview of student academic achievement, counseling of prospective Boston University students and their families, coordination of academic issues with faculty advisors and Department Chairs, advising undergraduate and graduate student government groups, coordination of the Boston University Collaborative Degree Program, and advising and evaluation of credits for inter- and intra-university transfer students. Prior to arrival at Boston University in 1968, Dean Dewey was a member of the United States Air Force for 20 years. Assignments included occupation duty in Japan, service during the Korean and Vietnam wars, and assignments with the Air University, Headquarters Far East Air Forces, Headquarters Fifth Air Force, 381st Titan Missile Wing, and 42nd Strategic Bomb Wing.
Marcia Edson
Clinical Assistant Professor of Education
BA, Marywood College; MEd, Boston College. Professor Edson, a former teacher at the preschool and elementary levels, specializes in teacher education at these levels. In addition to teaching the preschool- and primary-level science methods course and the early childhood assessment course, she coordinates and supervises student practicum placements. Her research interests include science education in the preschool and primary grades. Ms. Edson has served as a lecturer and consultant to several school systems and professional organizations and is a regular presenter at national conferences.
Stephan Ellenwood
Chair, Department of Curriculum & Teaching; Associate Professor of Education
BA, Grinnell College; MAT, Brown University; PhD, Northwestern University. Dr. Ellenwood’s areas of professional expertise and research include law-focused social studies education, intercultural education, and character education. He has directed a U.S. Justice Department project aimed at reducing school violence, vandalism, and disruption. He has also directed curriculum development projects in character and relationship education sponsored by the U.S. Department of Education and the U.S. Department of Health and Human Services. Dr. Ellenwood has also served as chairman of an international educational committee for the U.S. Holocaust Memorial in Washington, D.C. Dr. Ellenwood is chair of the School’s Department of Curriculum & Teaching, which includes programs in early childhood education, elementary education, educational media and technology, English education, English and language arts education, physical education and coaching, Latin and classical humanities, mathematics education, reading education, science education, special education, and social studies education.
Carol R. Findell
Clinical Associate Professor of Education
BA, MST, University of New Hampshire; EdD, Boston University. For more than 30 years Dr. Findell has served as a mathematics educator at the preschool through college levels. She has served as editor of the National Council of Teachers of Mathematics (NCTM) publication Student Math Notes and on the editorial board of the New England Mathematics Journal, and was author of two World’s Largest Math Events: Math Olympics and Mathematics: The Language of the Universe. She was a member and chair of the Question Writing Team for the Mathcounts Competition and was head of the writing team for the Figure This! National campaign to promote mathematics education reform. Dr. Findell was also a consultant, teacher, and/or curriculum developer for two WGBH Annenberg Professional Development series: Learning Math and Teaching Math. She is coauthor of many books, including the Pre-Kindergarten to Grade 2 Navigations series for NCTM, and the Groundwork series of 35 books of problems for the five content strands for grades 1-7. She is a frequent speaker at state, regional, and national conferences, and is author and performer of three musical histories of mathematics education. Dr. Findell is the recipient of two Balamenos awards for mathematics education and a member of the Massachusetts Mathematics Educators Hall of Fame.
J. Franklin Fitzgerald
Associate Professor of Education
BS, MEd, University of Virginia; PhD, Columbia University. As a result of his interest in mathematics education and learning problems, Dr. Fitzgerald has conducted investigations into how children learn mathematical concepts, and has developed models for teaching such concepts using the work of mathematicians, psychologists, sociologists, and educators. The results of his investigations have been used to build curricula and evaluate curricular effectiveness. He has been active as a consultant in evaluating the K–12 mathematics curriculum of public school systems. Dr. Fitzgerald’s current interest is in using mathematics to model concepts from the social sciences.
Evelyn Ford-Connors
Instructor in Education
BA, Albion College; EdM, Boston University. Ms. Ford-Connors is one of two faculty members who develops and maintains the Literacy Testing & Supplementary Instruction Program at the School of Education. She is also the Associate Director of the Donald D. Durrell Reading & Writing Clinic and teaches literacy courses in support of the clinic’s work. Her primary research interests focus on the literacy needs of struggling readers and writers, with particular attention to adolescent learners. She has created a literacy-based, after-school intervention for high school students and is currently studying vocabulary development among middle school students. She also works with classroom teachers in the study and improvement of instructional practices that promote students’ literacy growth. Prior to coming to Boston University, Ms. Ford-Connors coordinated a career awareness and dropout prevention program with middle school students in the Lowell, Massachusetts Public Schools and worked with the Lowell District Court to develop job-skills education programs for high school students. In addition, she has collaborated with educational consultants in support of teachers’ classroom practice and taught adult second language learners in Chelsea’s Intergenerational Literacy Project which was founded by Dr. Jeanne Paratore.
Bruce Fraser
Professor of Education
BEE, Cornell University; PhD, Massachusetts Institute of Technology. Professor Fraser joined the School of Education faculty in 1971 after directing the Language Research Foundation in Cambridge for four years. His linguistic interests lie primarily in the areas of semantics and pragmatics, where his writing includes work on politeness, idioms, innuendo, speech acts, apologizing, and threatening. Most recently, his work has focused on the area of discourse markers (e.g., but, however, so, then, furthermore, and), connectors of discourse which typically signal a relationship between two adjacent segments. In a series of papers beginning in 1990, he has set forth a theory of discourse markers, which defines this functional class and distinguishes them from other particles and similar lexical formatives, and is currently writing a book on the sub-class of contrastive discourse markers (e.g., but, however, nevertheless, on the contrary, instead…). His interests also lie in the area of dispute resolution, and he serves as an arbitrator and mediator for labor, community, and school disputes. In addition, he conducts training programs in the U.S. and overseas to assist groups to become better prepared to resolve their own disputes.
Peter Garik
Associate Research Professor of Education
BSc, State University of New York at Stony Brook; MSc, PhD, Cornell University. Dr. Garik’s research centers mainly on how to improve science instruction through visualization of abstract scientific models using computer tools. He has worked on curriculum projects that integrate computer modeling into the classroom; contributed to in-service teacher training projects; and codirected the development of a science museum exhibit incorporating hands-on experiments and multimedia displays. Currently Dr. Garik’s research includes a project that focuses on methods for teaching quantum concepts in general chemistry using computer simulations; a study of expert versus novice understanding of quantum concepts, and research on engineering instruction. In his research, Dr. Garik works closely with CAS and SED faculty members, and with faculty affiliated with the Science & Mathematics Education Center.
Alan Gaynor
Associate Professor of Education
BA, MS, City University of New York, Queens College; PhD, New York University. Professor Gaynor’s major work is related to project planning and the application of organizational theories and system dynamics to the analysis of organizational problems and opportunities. He has published books on these subjects and he is currently completing, with SED colleague Professor Karen Boatman, a new text dealing with project planning in the field of international development. This book will be made available electronically to development practitioners. In addition, Professor Gaynor is currently serving as Director of the Human Resource Education Program.
Charles L. Glenn
Chair, Department of Educational Leadership and Development; Professor of Education; Fellow of The University Professors
AB, EdD, Harvard University; PhD, Boston University. Charles L. Glenn is professor and chair of Educational Administration & Policy, and Fellow of the University Professors Program, at Boston University, where he teaches courses in education history and comparative policy. From 1970 to 1991 he was director of urban education and equity efforts for the Massachusetts Department of Education, including administration of over $200 million in state funds for magnet schools and desegregation, and initial responsibility for the nation’s first state bilingual education mandate and for the state law forbidding race and sex discrimination in education. His research interests, teaching, and policy work include urban schooling, parental choice, schooling of linguistic and racial minority pupils, religion and education, history and sociology of education, reconciling national standards with school autonomy and distinctiveness, and school desegregation and equity, in Europe and North America. He has published a dozen books.
Robert J. Hoffmeister
Associate Professor of Education
BS, University of Connecticut; MEd, University of Arizona; PhD, University of Minnesota. Director of the Center for the Study of Communication & Deafness, Dr. Hoffmeister has focused his research on five principal areas: the acquisition of American Sign Language (ASL) by Deaf children; Deaf people as a bilingual/bicultural minority group; problems in the education of the Deaf; the effects of implementing public laws on Deaf children; and the improvement of interactions between Hearing parents and their Deaf children. He has coauthored A Journey into the Deaf World with Harlan Lane and Ben Bahan. Dr. Hoffmeister is currently working on four projects. In its fifth year, the first project examines the role of American Sign Language in the thinking of Deaf children. The next project studies the learning of ASL as a second language in Hearing persons, assessing different levels of ASL skill as a result of classroom instruction and determining the most difficult areas of learning ASL as a second language. The ASL Assessment Instrument (ASLAI), begun in 1988, evaluates different levels of sign skills in Deaf children. The fourth project focuses on the relationship between the knowledge of ASL and the learning of English in Deaf children. The Deaf Studies Program is unique in that it employs Deaf faculty and promotes a bilingual/bicultural (ASL/English) philosophy: Deaf persons are viewed as a minority group, with their own language and culture.
Roselmina Indrisano
Professor of Education
AB, Emmanuel College; EdM, EdD, Boston University. Dr. Indrisano is a recipient of the Boston University Metcalf Award for Excellence in Teaching, with expertise in literacy, particularly literacy instruction and assessment. She is a fellow of the National Conference on Research in English, and past-president of the International Reading Association and the Reading Hall of Fame. Dr. Indrisano served as chair of the School’s Department of Developmental Studies & Counseling, which included programs in counseling, Deaf studies, bilingual education, English as a second language (TESOL), health education, leisure studies, and a specialization in literacy, language, and cultural studies. Dr. Indrisano was named the 1995 Boston University Scholar/Teacher of the Year by the United Methodist Church.
Carol Brennan Jenkins
Associate Professor of Education
BA, MEd, Northeastern University; PhD, Boston College. Dr. Jenkins has worked in the field of literacy as a classroom teacher, reading specialist, and teacher educator. She teaches courses in literacy and coordinates the elementary education program. In addition to presenting at local and national conferences, she conducts literacy workshops for teachers, parents, and administrators. Her recent books include Once Upon a Fact: Helping Children Write Nonfiction and Nonfiction Author Studies in the Classroom.
Kathy-Anne Jordan
Assistant Professor of Education
BS, New York University; MA, EdD, Columbia University. Dr. Jordan’s research interests primarily surround the educational and social status of young Black males, and include ongoing issues of racial disproportionality in special education. Her dissertation research focused on the discursive construction of high-incidence disabilities among young Black males in two public junior high schools. She has presented her research at conferences in China, Spain, and South Africa, and has published articles in the International Journal of Learning, Disability Studies Quarterly, and the Journal of African American History. Dr. Jordan served as a special education teacher in New York City public schools for close to ten years. Prior to joining the faculty at Boston University she was an assistant professor of special education at Chicago State University.
Lauren Katzman
Associate Professor of Education
BA, Washington University; MS, Bank Street Teacher’s College; EdM, EdD, Harvard University. Dr. Katzman works in the Special Education Program. Her research has focused on students with disabilities’ perspectives of the effects of high-stakes testing. Additionally, she has conducted evaluations of the District of Columbia Public Schools, the state of Massachusetts, Ithaca Public Schools, and most recently, the New York City Public Schools. Katzman was herself a special education teacher for 14 years in St. Louis, New Jersey, and New York City. She was also an editor of the book Special Education for a New Century (2005).
Susan E. L. Kingston
Instructor in Education
BA, Cornell College; MA, University of Chicago. A faculty member in both the School of Education Literacy Testing & Supplementary Instruction Program and the Literacy & Language, Counseling & Development Department, Sue Kingston has over 20 years of teaching and administrative experience in schools and higher education. She joined the SED faculty in 1999 to help initiate the literacy testing program as well as a schoolwide conversation about the teaching of writing. Prior to her appointment at BU, Ms. Kingston was a secondary curriculum coordinator and consultant in Massachusetts and a secondary English teacher in the Fairfax Country, Virginia, public schools. Ms. Kingston’s current professional interests include the expansion of the teaching and coaching of writing (primarily through the SED Literacy Testing Program’s workshop and tutorial program) and professional development in the field of literacy for secondary schools. An avocational musician, Ms. Kingston has sung with numerous choral groups performing in both the Boston and Washington, D.C., areas.
Thomas S. Kingston
Professor of Education
BA, Cornell College; MAT, Yale University; PhD, Northwestern University. Holding a dual appointment to the School of Education and the College of Arts & Sciences, Dr. Kingston currently serves as Superintendent of Schools in Chelsea, Massachusetts. He joined the Boston University faculty after more than a decade as a senior executive for the National Endowment for the Humanities and as liaison to small and independent federal agencies for former Vice President Al Gore’s National Performance Review. Dr. Kingston’s primary research is in the area of eighteenth-century British literature and the sister-arts tradition. He began his career as a high school English teacher; he has also had a lifelong avocational interest in church music.
Melanie R. Kuhn
Associate Professor of Education
BA, Boston College; EdM, Harvard Graduate School of Education; MPhil, Cambridge University; PhD, University of Georgia. Professor Kuhn began her teaching career in the Boston Public Schools, has worked as a literacy coordinator for an adult education program, spent three years as a clinician at an international school in England, and, most recently, was a professor in reading education at Rutgers Graduate School of Education. She has authored several articles and chapters, including “Fluency: A Review of Developmental and Remedial Practices” with Steven Stahl, and currently teaches courses on reading methods and assessing and correcting reading difficulties. Her research interests also include literacy instruction for struggling readers, comprehension development, and vocabulary instruction.
Swapna Kumar
Instructor in Education
BA, Jawaharlal Nehru University, India; MA, English and Foreign Languages University, India; EdM, EdD, Boston University. Dr. Kumar teaches courses on the potential of Web technologies for instruction and the social and ethical issues surrounding Internet use in education. Her responsibilities include helping other faculty members to integrate technology into their teaching and to develop online and hybrid courses. She participated in Boston University’s PT3 grant as an educational technologist, advising faculty on instructional media development and use in on-campus and online courses. Dr. Kumar’s research interests include the use of Web 2.0 technologies in higher education and teacher education, hybrid instruction, asynchronous communication and learning communities, and faculty preparation for online teaching. In addition to developing and teaching specialized language and intercultural curriculum for the Goethe-Institut in India, Dr. Kumar has conducted workshops for in-service teachers on Internet integration into foreign language teaching in several European countries. She recently coauthored a guide for European Educational Institutions in the Secondary, Tertiary, and Adult Education Sectors on ‘Integrating ICT for language teaching and learning’ for the European Minerva project ODLAC. Dr. Kumar regularly contributes to the development of Web-based language learning materials at the Goethe-Verlag, Germany.
Marlon Kuntze
Associate Professor of Education
BA, Gallaudet University; MS, Western Oregon University; PhD, Stanford University. Dr. Kuntze’s academic focus is in language and literacy with research interests in the areas of first- and second-language acquisition and literacy development in both ASL and written English. He has published various topics ranging from literacy acquisition and language development to linguistics of ASL and bilingualism of Deaf people. Previously, he was affiliated with the teacher-training program at San Jose State University and served as a consultant for the Signs of Literacy research. He has also provided consultation on the development of ASL curriculum and ASL assessment prototypes at a variety of schools such as the Delaware School for the Deaf and Ontario Provincial Schools for the Deaf in Canada. While working on his doctorate, he was affiliated with a psycholinguistics lab led by Dan Slobin at University of California, Berkeley. Before starting his doctorate, he worked at the California School for the Deaf in Fremont, where he taught high school English for several years before assuming a specially created position to help spearhead the schoolwide effort to institute a bilingual/bicultural approach to educating the students.
Jane L. Lannak
Clinical Associate Professor of Education
BA, St. Lawrence University; MLS, Simmons College; PhD, University of Southern California. Dr. Lannak served as Academic Coordinator of Boston University’s Early Childhood Education Programs Overseas. Her principal interest is in the application of child development theory and research to educational practice in schools and childcare settings. She has developed education and training programs for teachers and administrators and has spoken extensively to parent groups and professional organizations both nationally and internationally on such topics as learning environments, quality childcare, and children’s literature. Dr. Lannak has served on the boards of the Association for Young Children, Europe, and the National Association for the Education of Young Children. Professor Lannak also directs the newly redesigned Early Childhood facility that includes a preschool, a curriculum design center, and a research observation room.
Donna H. Lehr
Associate Professor of Education
BS, Southern Connecticut State College; MS, California State University, Fresno; PhD, University of Kansas. Dr. Lehr has focused her teaching and research on issues related to educational services for students of all ages who have severe handicaps and young children with special needs. Dr. Lehr has directed national projects which have developed and demonstrated innovative methods for providing educational programs to children with special needs and their families. Currently, Dr. Lehr’s work focuses on the inclusion of students with severe disabilities in general education, issues and practices in educating students with complex health-care needs, and standards-based reform for students with severe disabilities. Her writings have included numerous journal articles, book chapters, and books on individuals with severe disabilities.
Ryota Matsuura
Lecturer in Mathematics Education
BS, Massachusetts Institute of Technology; MAT, PhD, Boston University. Dr. Matsuura’s interests in mathematics education include development and application of mathematical habits of mind in teaching, curriculum development, immersion learning, preparation of pre-service teachers, and professional development of in-service teachers. His mathematics research is in algebraic number theory, particularly in elliptic curves. He is a former high school mathematics teacher, and he has been working with Boston University’s mathematics immersion program for teachers, PROMYS for Teachers, as well as work with the Institute for Advanced Studies Park City Mathematics Institute Secondary School Teachers Program. He was part of the development team of the Pearson textbook series CME Project, a four-year high school mathematics curriculum centered around problem-based learning. Dr. Matsuura is actively involved in the Focus on Mathematics MSP, “a partnership of teachers and mathematicians committed to increasing student achievement.”
John McCarthy
Clinical Assistant Professor of Education
BA, Williams College; EdM, EdD, Boston University. Dr. McCarthy oversees the Coaching Specialization in the Master of Education Program. This course of study educates coaches to be leaders in their field. In addition, this specialization prepares students to work in the field of coach education and research on coaching. The coach’s role in the growth and development of young people through sport is being increasingly recognized as powerful in the lives of many young people in and out of schools. In addition to his teaching, Dr. McCarthy is the Director of Boston University’s new Institute for Athletic Coach Education. This institute offers training and education for coaches not only in school sports, but also in sports programs across the community. The institute is involved with designing and delivering innovative coach training to coaches in youth development programs such as Play it Smart, a nationwide program run by the National Football Foundation. Dr. McCarthy has extensive practical experience gained from his fifteen years as a coach at the college and high school levels. He has conducted research on coaching. He has served as the regional coordinator for the National Football League’s Coaching Academy Program, and sits on several advisory boards for organizations that are aimed at developing youth through sport, including G-Row Boston and the Boston Youth Sports Initiative.
William F. McMullen
Clinical Assistant Professor of Education
BA, University of Bridgeport; MEd, Northeastern University; MSW, Simmons College; EdD, Harvard University. Dr. McMullen’s teaching interests lie in two areas: school and community counseling and quantitative research. He has a clinical degree in social work and has worked in both mental health and school settings. In addition to his academic work, he has additional clinical training in family therapy and group therapy. His research interests are related to his clinical work and to his doctorate in human development and psychology. He has been a research associate at the Family Research Project, the Laboratory of Social Psychiatry, and the Developmental Epidemiology Research Unit, all at Harvard University, and at the Initiatives on Aging Project at Boston College. Dr. McMullen’s own research is focused on the secondary analysis of longitudinal data. His current research interests include: adolescent development and the transition to young adulthood, service utilization by adults with a developmental disability, change in cognitive functioning, and critical-thinking skills in young adults. He particularly enjoys working on any longitudinal research project consisting of data collected on four or more measurement occasions.
Steven J. Molinsky
Professor of Education
BA, Trinity College; MA, PhD, Harvard University. The 1982 recipient of the Metcalf Award for Excellence in Teaching, Dr. Molinsky is the advisor for the School of Education’s Teaching English to Speakers of Other Languages (TESOL) non-certification EdM Program. Coauthor of Side by Side, ExpressWays, and Word by Word, three of the most widely used American English textbook series throughout the world, his major field of interest is the development of dynamic and innovative approaches to second language teaching.
Mary Catherine O’Connor
Professor of Education
AB, Stanford University; MA, PhD, University of California, Berkeley. Dr. O’Connor’s research and teaching interests are in linguistics and applied linguistics. She is currently principal investigator of a grant funded by the National Science Foundation to conduct crosslinguistic typological work on the syntax, semantics, and pragmatics of determiner phrases. She has published numerous journal articles and a book on Northern Pomo, a previously undescribed indigenous language of North America. In addition, she has published journal articles, book chapters, and a book on her research in several areas of applied linguistics, including classroom discourse, the role of language in standardized assessments and in literacy development, and most recently, the role of language in mathematics learning. She is co-principal investigator of a three-year study of middle school mathematics teaching and learning funded by the Javits Foundation. In addition to her teaching in the Literacy, Language & Cultural Studies specialization, Dr. O’Connor is also director of the Program in Applied Linguistics in the Graduate School of Arts & Sciences at Boston University.
Jeanne R. Paratore
Associate Professor of Education
BS, Elementary Education and Sociology, Syracuse University; MEd, Reading Education, University of New Hampshire, Durham; EdD, Reading & Language, Boston University. Dr. Jeanne R. Paratore has been a classroom teacher, reading specialist, and a Title 1 director, and is now a faculty member at Boston University. In 1989, Dr. Paratore joined the Boston University/Chelsea, Massachusetts School Partnership, a comprehensive urban school reform effort that provided her many opportunities to collaborate with classroom teachers to improve classroom assessment and instruction of literacy. As part of this work, Dr. Paratore founded and now serves as advisor to the Intergenerational Literacy Project, a family literacy program that aids immigrant parents and their children. Her work related to these projects and others is described in numerous monographs, book chapters, and journal articles. She has also authored or edited six books. Among them, After Early Intervention, Then What? Teaching Struggling Readers in Grades Three and Beyond, was identified as one of the International Reading Association’s ten best-selling books. In 2002, she completed a three-year term as a member of the International Reading Association’s Board of Directors. Dr. Paratore is a frequent speaker on literacy instruction and has presented at local, national, and international reading and educational research conferences as well as in school districts throughout the United States. Recent presentations have addressed topics related to grouping students for instruction in literacy, supporting struggling readers after grade three, providing evidence-based instruction in literacy, supporting content area learning with effective instruction in literacy, and supporting home-school partnerships.
Marylee Rambaud
Associate Professor of Education
BA, Mount Holyoke College; BA, Maîtrise C4 Université de Clermont-Ferrand, France; EdM, EdD, Harvard University. Dr. Rambaud has directed and advised international education and development projects in West Africa, North Africa, the Middle East, and Washington, D.C. She coauthored a book, Through My Own Eyes: Single Mothers and the Cultures of Poverty, several publications on childcare policy and early childhood education and socialization, as well as case studies on projects in Senegal and Morocco. Dr. Rambaud has taught at all levels in diverse settings, from preschool to training for the Ministry of Agriculture’s Institut National de Recherches Agronomiques (INRA) in central France, where she lived for 15 years. Dr. Rambaud coordinates the Community Education Leadership program and the Geneva Leadership in Education For All (EFA) summer program in human rights. She teaches Analysis of Education Policies and Practices for International Development; Citizen Participation and Community Education; Community Analysis in International Settings and The Social and Civic Contexts of Education. Most recently, Dr. Rambaud worked as Senior Associate in Education, Mobilization and Communications for Creative Associates International, Inc., in Washington, D.C.
Marnie Reed
Clinical Associate Professor of Education
BA, West Chester University; EdM, EdD, Boston University. Dr. Reed’s research and teaching interests are in the area of applied psycholinguistics, with a focus on speech perception of connected discourse by non-native speakers. In particular, her recent research investigates the role of auditory feedback in speech perception. A second strand of her work involves monolingual and bilingual language acquisition, with a focus on relating linguistic theory and second-language acquisition research to pedagogical applications. Additional areas of interest include teacher training and material development, both domestic and in the Far East.
Yolanda A. Rolle
Assistant Professor of Education
BS, BSEE, MS, PhD, University of Nebraska—Lincoln. Dr. Rolle has served as a researcher for the NSF-funded Math in the Middle Institute and Partnership at the University of Nebraska—Lincoln. Her primary responsibilities involved research studies around the habits of mind for learning mathematics and conducting extended field work in middle-school classrooms. Her doctoral thesis further investigated the habits of practice of middle-school mathematics teachers and their pedagogical and learning outcomes once enacted. Her broad research interest is to provide accurate and contemporary descriptions of mathematics teaching and learning. Currently, her focus is on representing pedagogical work based on the habists of practice displayed by middle-school teachers. The rationale for such an approach is to establish a working set of mathematical-pedagogical habits of practice that encourage the development of mathematical habits of mind in learners. Other research interests include qualitative research methods and equity issues in mathematics education.
Judith A. Schickedanz
Professor of Education
BS, MS, PhD, University of Illinois. Dr. Schickedanz’s area of interest is preschool education. She has authored works on child development, literacy development, and methods and materials in early childhood. Her publications include three texts, Understanding Children and Adolescents, Curriculum in Early Childhood, and Strategies for Teaching Young Children; two monographs, Much More Than the ABCs: The Early Stages of Reading and Writing, and Adam’s Righting Revolutions; and numerous articles. Dr. Schickedanz serves on the Editorial Advisory Board for the International Journal of Early Childhood Education, and was president (2002/2003) of the Literacy in Young Children Special Interest Group of the International Reading Association.
Dana L. Schlang
Instructor in Education
BA, Framingham State College; MA, Gallaudet University. After working in education research for Gallaudet Research Institute, Professor Schlang started teaching American Sign Language (ASL) at Boston University. She is the ASL Coordinator and oversees the entire ASL program, doing evaluations and placements. Professor Schlang is also currently on the Sign Language Proficiency Interview Board for the Department of Education. Her interests are literacy, language, and bilingual education.
Douglas Sears
Associate Provost and Assistant to the President; Director, Division of Military Education; Professor, School of Education, Department of Educational Leadership and Development
BA, Bates College; MA, Lehigh University; PhD, Pennsylvania State University. Dr. Sears chaired the University-wide strategic planning initiative launched in spring 2006 by University President Robert Brown; the work of the planning task force led to the adoption of the University’s strategic plan, Choosing to Be Great. Dr. Sears also chaired the University’s most recent New England Association of Schools and Colleges (NEASC) ten-year re-accreditation effort. During the nearly twenty years of the Boston University/Chelsea Partnership, under which the University managed the public schools of Chelsea, Massachusetts, Dr. Sears was the principal University administrator overseeing the partnership’s work, serving variously as chairman and vice chairman of the University’s Management Team, and as superintendent from 1995 to 2000. During this period, the first clear and documented academic achievement gains were posted, the administrative operations of the district were made systematic and professional, and the team led by Dr. Sears brought the district into full compliance with state and federal regulations. Based on his extensive education reform experience and his understanding of curriculum and instruction, Dr. Sears was named dean ad interim of the School of Education in 2001 and dean in 2003. During his tenure, he led an initiative to reduce the overall faculty teaching load from six to five courses per year in order to facilitate academic research, expanded SED development efforts and alumni outreach, and implemented needed facilities renovations, among other initiatives. While serving as dean, he was invited by U.S. Secretary of Education Rod Paige to serve on the Department’s Teacher Quality Assistance Corps. Since returning to Boston University’s central administration, Dr. Sears has remained directly involved in public education reform, providing advice to Mass Insight’s Education and Research Institute on its school turnaround initiative and overseeing Boston University’s engagement with the Boston Public Schools, particularly the Step UP Initiative. From 1988 to 1995, Dr. Sears served on the senior staff of former University President John Silber, where he became chief of staff. Prior to joining Boston University, Dr. Sears served for four years as an American diplomat in the U.S. embassies in the Philippines and Switzerland, earning tenure and the Department of State’s Meritorious Honor Award. He has served on the board of the American-Swiss Foundation since 1998. For his work fostering American-Swiss friendship and his public education work in Chelsea, Massachusetts, Dr. Sears was named in 2009 as the 43rd winner of the Julius A. Stratton Prize for Intercultural Achievement, an award named for long-serving MIT Provost and President Julius Stratton. Dr. Sears shares this honor with John Kenneth Galbraith, Charles Stark Draper, Maestro Roman Totenberg, and a number of distinguished diplomats from America and Europe.
Scott Seider
Assistant Professor of Curriculum & Teaching
AB, EdM, EdD, Harvard University. Scott Seider is an Assistant Professor of Curriculum & Teaching at Boston University where he coordinates the English Education program. His research focuses on the sociopolitical development of adolescents and emerging adults, and his work has been published in scholarly journals such as the Journal of Adolescent Research and Journal of Research in Character Education. A former teacher in the Westwood (MA) and Boston Public Schools, Dr. Seider earned his Doctorate in Education from Harvard University where he trained under Dr. Howard Gardner.
Mary H. Shann
Professor of Education
BS, MEd, PhD, Boston College. Dr. Shann specializes in educational research, development, assessment, and program evaluation. She has applied these areas of expertise to projects at the local, national, and international levels. She directed a three-year program of research for effective middle schools sampled from the Boston communities of Roxbury, Allston/Brighton, and Jamaica Plain. Currently, Dr. Shann continues to collaborate with Boston University Professor Eugene Stanley on developing and evaluating applications of advanced technology for interactive visual learning of new and important concepts in science, especially fractals and molecular networks. She has directed a ten-year program of faculty development with Cairo University, supported by the World Bank, and served as the expert on higher education for the sector assessment commissioned by the Egyptian Minister of Education. Dr. Shann was named a Fulbright Senior Research Scholar at the Federal University of Ceará to evaluate literacy programs in Northeast Brazil. She also served as associate dean and chief grant and contract officer for the School of Education from 1980 to 1985. Since her appointment to the faculty in 1969, she has taught graduate courses in research, testing and assessment, educational psychology, and program evaluation. Dr. Shann has published numerous technical reports, monographs, and journal articles on program evaluation, professional development, and school effectiveness.
Evangeline H. Stefanakis
Associate Professor of Education
BS, Tufts University; MS, Lesley University; CAS, EdD, Harvard University. Dr. Stefanakis has recently joined the faculty on Boston University’s School of Education as an Associate Professor in the Department of Educational Leadership & Development to conduct research and build programs creating diverse leaders of adults and children. From 2004 to 2007 she served as an Associate Professor in International and Transcultural Studies at Columbia University, focusing on leadership, learning challenges, and team building. For eleven years, she served as a faculty member at Harvard Graduate School of Education, and was a senior associate at Programs in Professional Education, developing executive training institutes for leaders. As a researcher, trainer, and program developer who works to link theory to practice, her teaching and consulting experiences focus on leadership in multilingual and international settings, most recently in Greece, Norway, and China. She has helped lead major educational reform projects including work with the World Bank, UNESCO, the Massachusetts Department of Education, the Annenberg Research and Evaluation Team, ATLAS Communities, and Renewing Academic Excellence at the Athens College in Athens, Greece. Her current curriculum/assessment research projects are based in New York and in Athens, Greece. As a researcher, frequent speaker, and writer, her work focuses on understanding how best to assess and teach children from diverse language, learning, and cultural backgrounds.
Eileen C. Sullivan
Clinical Assistant Professor of Education
BS, Skidmore College; MA, University of Maryland; EdD, Boston University. Dr. Sullivan’s teaching responsibilities include the professional preparation of teachers for licensure in Physical Education and Health Education. She is the Coordinator of Student Teachers for pre- and final practiums in the local schools. In addition to teaching theory and methods classes, Dr. Sullivan teaches the required movement education class for elementary and early childhood education students at Boston University. Her research interests include teacher education/teacher effectiveness in physical education, use of movement for cognitive reinforcement, the level of student involvement, and the parameters of cooperative play. She has conducted numerous workshops for the professional development of physical education teachers and classroom teachers. She works with local and national organizations to promote effective physical education programs. Her most recent research focuses on the teaching behaviors of physical education majors and non-majors teaching movement to urban children and the use of motivational devices, such as pedometers and heart rate monitors. She has two new book publications which center on games and physical activities. In 2007 she coauthored 50 Best Games and Group Challenges with Jason Holder and wrote Linking the Body and Brain: A Manual for Physical Education Game Modification with Content. This text includes an appendix with 26 A–Z blue ribbon games. Her most recent article publication is titled, “Character Education in the Gymnasium: Teaching more than the physical.” She has been active with state and national organizations and has presented on the need for data-driven authentic assessment devices in the gymnasium with a doctoral student. She is collecting pedometer and heart rate monitor data with the Tuesday-Thursday Physical Education Program, which is conducted at Boston University.
Eileen E. Sullivan
Clinical Assistant Professor of Education
BS, Lock Haven State University; MEd, Boston College. Ms. Sullivan coordinates fieldwork and practicum placements for students who are majoring in special education. Her primary responsibility is placing and supervising student-teachers seeking licensure as teachers of students with mild/moderate disabilities or severe disabilities. Ms. Sullivan has worked in the field of special education for 35 years in both public and private educational settings. Her experience includes teaching children with special educational needs and administration of programs serving students with special education needs. Ms. Sullivan’s primary areas of expertise are in the areas of program development for young children within both the public and private sector. She is a frequent presenter to area groups of parents, teachers, and administrators working to enhance the learning of students with special needs. She was responsible for developing a long-standing integrated preschool program for students with and without disabilities for Newton, Massachusetts, Public Schools. Ms. Sullivan is experienced in designing partnership programs providing direct service to students with disabilities and the colleges preparing their teachers.
Philip M. Tate
Assistant Professor of Education
BA, Wake Forest University; MEd, Duke University; PhD, University of Chicago. Dr. Tate’s teaching responsibilities include the foundations of education, curriculum theory, philosophy of education, and teacher education. His writings demonstrate an interest in the sociology, politics, and philosophy of education, especially as they inform discussions about teacher education and the occupation of teaching. Dr. Tate is an active member of the American Educational Research Association. His qualitative research has examined conceptions of excellence in teacher awards programs, the establishment of teacher certification standards in the states, and the organization of restructured schools. Before his appointment at Boston University, Dr. Tate was a researcher at the Commonwealth Center for Education of Teachers and an instructor in the Curry School of Education, University of Virginia.
Kathleen M. Vaughan
Associate Dean; Clinical Assistant Professor
BS, EdD, Boston University; MA, Boston College. During Dr. Vaughan’s career at Boston University, she has focused on school leadership and higher education administration. She has provided significant leadership in these training programs to ensure their intellectual rigor and relevance to practice. Dr. Vaughan has been involved in the preparation of school administrators for the public schools both on campus and in partnership with two Massachusetts educational collaboratives. She is also involved in the preparation of administrators at the college and university level as the program coordinator of the Higher Education Administration program. As Associate Dean for Academic Programs and Student Services, she works closely with the academic departments of the school on program planning, development, and management and provides leadership in the area of student services.
Charles S. White
Associate Professor of Education
BA, Harvard University; MAT, Colgate University; PhD, Indiana University. A former high school social studies teacher, Dr. White’s primary teaching area is social studies methods in the elementary education program, a continuation of his work at George Mason University in Virginia (1985–1994). His publications span instructional technology and social studies education, ranging from a general text in educational computing to a K–12 curriculum framework for the award-winning Teaching With Historic Places project. The framework was developed for the National Trust for Historic Preservation and the National Park Service and has been the focus of teacher workshops that Dr. White has offered nationwide. Dr. White served for many years as technology editor for Social Education, the official journal of the National Council for the Social Studies. He is past-president of the Social Science Education Consortium, an organization of senior scholars dedicated to strengthening linkages between university historians/social scientists and educators. While continuing his work to make history more accessible to schoolchildren, Dr. White also directs the Civitas@Russia partnership at Boston University, a U.S./Russia collaborative effort to revamp Russian civics curriculum and teacher education to support the development of civil society and democratic institutions in the former Soviet Union.
David Whittier
Assistant Professor of Education
BA, University of Vermont; EdM, EdD, Boston University. Dr. Whittier supervises the curriculum and the program in Educational Media & Technology. His teaching responsibilities include the history and philosophy of educational technology as a study within the field of education, as well as the design, production, and evaluation of computer-based multimedia, instructional television, and distance education. Dr. Whittier also supervises the educational technology curricula for all teacher-preparation programs. Dr. Whittier’s current research interests include designing technology-based materials that most effectively support teaching and learning both in the classroom and online, designing programs for preparing teachers to effectively use technology in support of teaching and learning, faculty development, and various aspects of online and other forms of distance education. Dr. Whittier also supervises a curriculum project on the meaning of technology (Techne). As Director (2004–05) and Co-Director (2001–2004) of a U.S. Department of Education PT3 grant (Preparing Tomorrow’s Teachers to Use Technology), Dr. Whittier directed faculty development in designing and using web-based resources and digital video to enhance teaching and modeling of the use of technology. The Contemporary Issues in Technology and Teacher Education and Journal of Technology and Teacher Education (CITE/JTATE) awarded Dr. Whittier the 2004 Technology Leadership Award for the Teacher as Software Developer program. Dr. Whittier served as K–12 media specialist in the Brookline, Massachusetts, Public Schools (1976–1986) and has produced a variety of instructional materials including instructional videos such as Knowledge and Design (co-authored with David Perkins); Facing History and Ourselves; Kindergarten Science; French and Spanish language instruction; middle school mathematics; and The Expression Session, an aid to teaching self-expression through music and poetry. Dr. Whittier serves as a consultant to PBS program developers and educational multimedia companies and is actively involved with other colleges and universities and the Massachusetts Department of Education in advising the commissioner of education and other policy agencies on technology issues for all levels of educators.
Deborah J. Youngman
Assistant Professor of Education
BA, Pitzer College, Claremont Colleges; MA, Lesley College; EdD, Boston University. Dr. Youngman serves on the faculty in the Department of Developmental Studies & Counseling and is the contact for the graduate program in counseling. She has supervised clinical interns working with infants, children, adolescents, and adults in both conventional and alternative educational settings. Primary interest in life-span moral development has led to research in interactive psychiatric illness and substance abuse in adolescence, moral development in later life, and educational and vocational development in persons who are homeless and mentally ill. She has also directed the study of applied ethics among graduate students, postdoctoral fellows, and faculty at Tufts Medical School. Her current research examines challenges to moral life in the emerging democracies of Eastern Europe. Dr. Youngman also serves as the contact for specialization in Human Development & Education.
Leonard D. Zaichkowsky
Professor of Education and Graduate Medical Sciences
BPE, University of Alberta (Canada); MEd, University of Oklahoma; PhD, University of Toledo. Dr. Zaichkowsky is a licensed psychologist who specializes in sport and performance psychology. He has a joint appointment in the School of Education and School of Medicine, Division of Psychiatry, and Division of Graduate Medical Sciences where he directs a joint graduate specialization in sport and exercise psychology. He is a past-president of the Association for the Advancement of Applied Sport Psychology (1997–99), a member of the editorial board of the Journal of Applied Sport Psychology, and currently section editor on psychology for the International Journal of Health & Sport Science. He has authored or edited six books with the most recent being Medical and Psychological Aspects of Sport and Exercise, FIT Publishing (2002). He has published over 90 papers on sport psychology, research design, and related topics in scholarly journals or books as well as numerous magazine and newspaper columns. Dr. Zaichkowsky has made more than 300 professional presentations worldwide and is frequently interviewed and quoted by major newspapers such as the New York Times, Chicago Tribune, LA Times, Washington Post, Wall Street Journal, Edmonton Journal, Globe & Mail, El Pais; magazines such as Sports Illustrated as well as major local and national radio and television outlets. His current research interests are in psychophysiological self-regulation of performance stress using biofeedback, understanding the neural basis of elite performance using fMRI methodology, and the development of “expert” performance across domains. He has consulted with the U.S., Canadian, and Australian Olympic Organizations, the NBA (Boston Celtics), Major League Baseball Players Association, NFL, NHL Players Association and Calgary Flames, and most recently with the Spanish World Cup Soccer Team (2006).
Douglas P. Zook
Associate Professor of Education and Coordinator of Science Education; Co-chair of sedGreen
BS, BLS, Boston University; MA, PhD, Clark University. Dr. Zook directs the MAT program in science education, conducts key methods courses, stressing inquiry-based, motivational methodologies and teaches key courses with the College of Arts & Sciences’ Biology Department. He is particularly committed to helping teachers-to-be become more knowledgeable and committed to having their future students more conscious of the Earth’s limited resources and how human beings can be more compatible with the planet. This emphasis extends into campus life in that Dr. Zook is a founder and co-chair of an active and accomplished collection of students, faculty, and staff known as sedGreen. He is also President of the International Symbiosis Society, which fosters communication and collaboration among researchers and educators in symbiotic earth systems, such as coral reefs. His main content specialties are global ecology and symbiosis.
Emeriti
Gerald L. Abegg
Professor Emeritus of Education. AB, AM, Washington University; PhD, University of Nebraska
Louis P. Aikman
Professor Emeritus of Education. BS, Central Normal College; MS, Indiana State University; EdD, Columbia University
Douglas S. Arbuckle
Professor Emeritus of Education. BSc, University of Alberta (Canada); BEd, PhD, University of Chicago
Hilary E. Bender
Professor Emeritus of Education. BA, Mount Saint Mary’s College; STL, STD, Catholic University of America; PhD, University of Pittsburgh
Gene Bocknek
Professor Emeritus of Education. BS, City University of New York, City College; PhD, Boston University
Joseph Borozne
Professor Emeritus of Education. BS, EdM, EdD, Boston University
J. Richard Chambers
Professor Emeritus of Eduation. BEd, Keene State College: EdM, EdD, Boston University
John T. Cheffers
Professor Emeritus of Education; DPE, Melbourne University (Australia); TPTC, Melbourne Teachers College (Australia); EdM, EdD, Temple University
Don Davies
Professor Emeritus of Education. AB, MS, Stanford University; EdD, Columbia University
Phyllis M. Henry
Professor Emerita of Education. BA, EdM, EdD, State University of New York at Buffalo
Suzanne Irujo
Associate Professor Emerita of Education. BA, Lowell University; MEd, University of Massachusetts—Boston; EdD, Boston University
Vivian R. Johnson
Associate Professor Emerita of Education. BA, University of California, Los Angeles; CAS, EdD, Harvard University
Chris Kehas
Professor Emeritus of Education. BA, University of New Hampshire; AM, University of Chicago; EdD, Harvard University
Gaylen B. Kelley
Professor Emeritus of Education. BS, University of Maine; EdM, EdD, Boston University
Donald F. Maietta
Professor Emeritus of Education. BS, Bloomsburg University: MS, PhD, University of Pittsburgh
Gerald McVey
Professor Emeritus of Education. BS, Bridgewater State College; EdM, Boston University; PhD, University of Wisconsin
Paula Menyuk
Professor Emerita of Education. AB, New York University; EdM, EdD, Boston University
Jane S. O’Hern
Professor Emerita of Education. BS, EdD, Boston University; MA, Michigan State University
Richard V. Rapacz
Associate Professor Emeritus of Education. BS, Union College and University; MS, State University of New York at Albany
Kevin Ryan
Professor Emeritus of Education. BA, University of Toronto (Canada); MA, Columbia University Teachers College; PhD, Stanford University
A. Cornelia Sheehan
Professor Emerita of Education. BS, EdM, EdD, Boston University
Burleigh H. Shibles
Professor Emeritus of Education. BS, University of Maine at Farmington; EdD, Boston University
Robert L. Sperber
Professor Emeritus of Education. BA, Case Western Reserve; MA, EdD, Columbia University
Myles D. Striar
Assistant Professor Emeritus of Education. AB, Brown University; CAS, EdD, Harvard University
Lorraine E. Tolman
Professor Emerita of Education. BA, Radcliffe College; BS, MS, University of Southern California; EdD, Boston University
Part-Time Faculty Lecturers 2008-2009
Curriculum & Teaching
Callahan, Darragh
Caswell, Caroline
Chambliss, Judy
Emerson, Sharon
Friedman, Elizabeth
Goddard, Jean
Grossman, Brian
Hankey, Joyce
Herlihy, Eileen
Kanosky-Nagler, Jan
Lambert, Megan
Looney, Susan
Luke, Michael
Naylor, Adam
Nichols, David
Pacetta, Sarae
Parcels, Burt
Passarini, John
Powers, Stephanie
Rhoades, Kathy
Sisakhti, Gholam
Thomas, Robert
Ward, Jennifer
Educational Leadership & Development
Beaudette, Donald
Cronin, Joseph
Edoh, Koffi
Elmore, Kenneth
Entwistle, George
Harris, Edward
Healea, Daryl
James, Robert
Kropp, Richard
Kulevich, John
Lynch, Thomas
Poirier, John
Sjogren, Jane
Smith-Mumford, Pipier
Weintraub, Robert
Literacy & Language, Counseling & Development
Brown, Cheryl
Bucci, Bruce
Cook, Lana
Dougherty, Susan
Eng, Denise
Fraser, Donald
Harrington, Margaret
Hegarty, David
Hughes, Patricia
Irons, Maureen
Kitty, Katie
Lee, Peggy Li
Naylor, Adam
Nolan, Thomas
Papadopoulos-Duros, Irene
Parsons, Janice
Price, Karen
Shapiro, Linda
Stephen, Larry
Worth, Amy
Published by Trustees of Boston University
One Silber Way
Boston, MA 02215
6 October 2009
Boston University
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