First name,Last name,Preferred title,Overview,Position,Department,Individual
Arlen,Strader,IT Manager III,"Arlen Strader began with the college in January, 1997 and is currently responsible for developing and maintaining various database and web applications within the college as well as IT Security and Laserfiche.
Arlen's current focus on developing web-based tools to improve the efficiency of educator preparation management and other aspects of administrative support. My current work is the development of the Aggie Educators Portal (educators.tamu.edu) that collects, tracks, and reports data associated with the educator certification process at Texas A&M in relation to state certification requirements.
Job Responsibilities
* SEHD Data Portal (directory, college LISTSERVs, center evaluation, GA evaluation, graduate student reviews, etc.)
* LaserFiche Unit Admin
Current Projects (Fall 2023)
* Deployment of the Aggie Educators Portal (AEP) across all educator preparation programs at Texas A&M
* Exploring options for expanding the use of the AEP to other TAMU schools
* Close out of the legacy SEHD Data Portal",IT Manager III,School of Education and Human Development,https://scholars.library.tamu.edu/vivo/display/n00a1ec46
Gayle,Curtis,Postdoctoral Research Associate,"Gayle A. Curtis' research centers on the lived experiences of teachers and teacher educators, emphasizing teacher learning, teacher collaboration, reflection on practice, cultural encounters, and identity. Primary research genres include narrative inquiry, self-study (of teaching and teaching practice), and ethnography.",Postdoctoral Research Associate,"Teaching, Learning and Culture",https://scholars.library.tamu.edu/vivo/display/n095adb45
Molly,Gonzales,Research Assistant Professor,,Research Assistant Professor,Veterinary Integrative Biosciences,https://scholars.library.tamu.edu/vivo/display/n27d27909
Laci,Watkins,Associate Professor,"Dr. Laci Watkins's research and teaching are closely informed by her prior experience as a special educator in public schools and her continued work and collaborations in these settings. Dr. Watkins's research focuses on strategies to support the inclusion of autistic students in schools and communities, peer-mediated interventions and social interaction, examining the social validity of behavioral interventions, improving teacher implementation of evidence-based practices in authentic educational settings, and statistical analysis of single case experimental design research to better determine for whom and under what conditions certain practices are most effective. Dr. Watkins is also interested in multidisciplinary collaborations in autism research and training. She teaches courses on inclusive special education, behavioral interventions, and single case experimental design and provides training, supervision, and mentorship to graduate students. With her Autism & Inclusion lab group, Dr. Watkins and her team have been actively involved in community-based research partnerships seeking to improve outcomes for children with autism and developmental disabilities. Dr. Watkins has been awarded federal funding to support her work and received several recognitions for her high impact research.",Associate Professor,Educational Psychology,https://scholars.library.tamu.edu/vivo/display/n2c76f442
Valerie,Hill-Jackson,Assistant Professor,"Dr. Hill-Jackson has over 50 scholarly publications, including white papers, book chapters, and peer-reviewed articles to her credit. Dr. Hill-Jackson's has written 5 books and the latest one is titled, What Makes a Star Teacher: 7 Dispositions That Support Student Learning (2019) by the Association of Supervision and Curriculum Development. Her research interests include: critical teacher education, servant leadership, black women educators, and grow-your-own (GYO) teacher programs for community education. Dr. Hill-Jackson received the prestigious American Educational Research Association / Spencer Fellowship and was conferred with the LEAD Poisoning Star Award for her research in community education. In 2013, Hill-Jackson won a Fulbright Traditional Core Award and was hosted by the Center for Critical and Cultural Theory at the School of English Communication and Philosophy at Cardiff University in Cardiff, Wales. Further, Dr. Hill-Jackson received a 2018-2019 Melbern G. Glasscock NTT Faulty Research Fellowship. Dr. Hill-Jackson is the grant writer and principal investigator (PI) of three grants. In 2020 Hill-Jackson was awarded a $13.3 million-dollar five-year grant funded by the US Department of Education (USDoE). In 2022, Hill-Jackson was awarded $12.2 million-dollar LEADERS grant, funded by the USDoE, alongside Dr. Beverly Sande. In addition, Dr. Hill-Jackson is the PI and grant writer for the Brazos Valley Teach program, which is a $729 thousand-dollar grant-funded project supported by the Greater Texas Foundation. The BVTeach program is a GYO program that provides guidance, resources, and support for high school students in the Brazos Valley seeking a college and career readiness support for the field of teaching and training. Finally, Dr. Hill-Jackson is the co-editor for the Journal of Teacher Education--one of the leading journals in the field of teacher education.",,,https://scholars.library.tamu.edu/vivo/display/n41cc2bbd
Nathan,Hawk,Clinical Assistant Professor,"My research generally aligns at the intersection of technology integration, student use of technology, and social-emotional learning. First, I am interested in examining self-beliefs such as attitudes about technology, values beliefs about technology and similar self-perceptions such as self-efficacy more contextualized. In this research, I am curious how self beliefs influence whether and to what extent teachers integrate technology or students use technology. Second, my primary research interest is to explore how various self-efficacy beliefs influence mathematics achievement among the at-risk online charter high school populations. Although the link between at-risk factors and performance has been readily studied, understanding the unique contribution of self-efficacy and self-regulated learning among these students is still underdeveloped.
This research bridges across the K-12 student and teacher landscape, using primarily quantitative research methodologies.",Clinical Assistant Professor,"Teaching, Learning and Culture",https://scholars.library.tamu.edu/vivo/display/n4a9c6534
Michael,de Miranda,Professor and Dean,"Michael A. de Miranda is a Professor, Reta Haynes Dean's Chair, and Dean of the School of Education and Human Development at Texas A&M University. Michael's current responsibilities are to provide leadership across the college in support of the faculty, staff, and students. The students and their families within the college represent our single most important asset and our award winning faculty are second to none within their respective fields of research and teaching. Professor de Miranda's research focuses on the development of young STEM educators for the future of our profession, specifically in learning, cognition, and instruction in engineering and technology education. A graduate of the University of California in Educational Psychology, his research is focused on the study of cognitive process and complex classroom interventions associated with achieving scientific and technological literacy through engineering content. The research focus is centered on measuring and understanding how students ""connect the STEM dots"". Research awards as PI and Co-PI in excess of $10M funded through the National Science Foundation and most recently the National Institutes of Health have provided the funding to translate core basic research in engineering, big data systems and analysis, and interdisciplinary work in chemistry, environmental health, and engineering into new K-12 STEM contents and research.",Faculty Affiliate||Dean||Member,School of Education and Human Development||Aggie STEM||Institute for Engineering Education and Innovation,https://scholars.library.tamu.edu/vivo/display/n4f325900
Quinita,Ogletree,Visiting Clinical Assistant Professor,,Lecturer,"Teaching, Learning and Culture",https://scholars.library.tamu.edu/vivo/display/n5f1453f0
Michelle,Kwok,Assistant Professor,"I focus on sociocultural perspectives of literacy because literacy has historically acted as a gatekeeper to educational opportunity and equity. From my early career as a writing teacher for international and immigrant students, to teaching elementary students, and then teaching high school students abroad in Japan, I have seen and experienced how literacy is a source of identity, power, and opportunity. Because of experiences like these, I have dedicated my research studies to understanding how to prepare future teachers to support youth for the literacy demands of their school, work, and future.",Assistant Professor,School of Education and Human Development,https://scholars.library.tamu.edu/vivo/display/n75ea0c2d
Sharon,Matthews,Clinical Associate Professor,"Dr. Sharon Matthews is a Clinical Associate Professor of Literacy in the Department of Teaching, Learning, and Culture. Dr. Matthews utilizes her public classroom teaching experiences supported by ongoing supervision and research to guide the preparation of knowledgeable, decisive, and agentive preservice teachers who integrate literacy across all contexts. Her research interests include writing development, disciplinary literacy, and the critical selection and integration of diverse children's literature.",Clinical Associate Professor,"Teaching, Learning and Culture",https://scholars.library.tamu.edu/vivo/display/n7b0916b3
Kesha,Henry,Research Development Officer,,Research Development Officer,School of Education and Human Development,https://scholars.library.tamu.edu/vivo/display/n862b226e
Cheryl,Craig,Professor,"Cheryl J. Craig is a Professor, an Endowed Chair of Urban Education and the Program Lead for Technology and Teacher Education in the Department of Teaching, Learning and Culture, Texas A&M University. She is an American Educational Research Association (AERA) Fellow, a recipient of the AERA Division B (Curriculum) Outstanding Lifetime Career Award, a winner of the AERA Division K (Teaching & Teacher Education) Legacy Award and has been honored with AERA's Michael Huberman Award for Outstanding Contributions to Understanding the Lives of Teachers. She additionally was awarded the AERA Exemplary Research in Teaching and Teacher Education in 2021. Craig also has been honored with the International Study Association on Teachers and Teaching STAR Award for Significant and Exemplary Contributions through Research, Teaching and Professional Service in the International Field of Teaching and Teacher Education. Being an AERA Fellow and an ISATT STAR awardee, coupled with her many other recognitions (including KDP Teacher of the Year) make her one of the most distinguished professors in teaching and teacher education and the general field of education today. Further proof is that she is the only professor in AERA history to be honored with the Division K Legacy Award and Division K Exemplary Research Award in the same year (2021).","Professor||Founding Director, Collaborative for Innovation in Teacher Education||Houston Endowment Endowed Chair of Urban Education","School of Education and Human Development||School of Education and Human Development||Teaching, Learning and Culture",https://scholars.library.tamu.edu/vivo/display/n953e5235
Andrew,Kwok,Assistant Professor,"Dr. Andrew Kwok is an assistant professor in the Department of Teaching, Learning, and Culture. His research focuses on preparation and support of classroom management for beginning teachers, particularly those in or interested in going to urban environments. He also has research interests around beginning teacher induction, coaching, and mentoring, stemming from his work as a co-principal investigator of research with the Center of Teacher Innovation within the Riverside County of Education and partnered with the University of California, Riverside. He explores how different support systems can impact beginning teacher success and retention. Previously, he received his doctorate from the University of Michigan in Educational Studies and worked at California State University, San Bernardino.",Assistant Professor,"Teaching, Learning and Culture",https://scholars.library.tamu.edu/vivo/display/nb408e4d1
Trina,Davis,Associate Professor,"Her research and teaching focus on various aspects of technology integration in teaching and learning, with an emphasis in mathematics and broader STEM education. Her work includes utilizing 3-D simulations and virtual environments/virtual reality, and exploring the intersections of creativity and technology. Recently Davis was co-principal investigator of the Knowledge for Algebra Teaching for Equity (KATE) Project. Her scholarship includes a focus on practices to improve engagement of women and students of color in STEM disciplines. Dr. Davis is Past President of the International Society for Technology in Education (ISTE); she continues to champion issues related to digital equity, nationally and internationally.",Faculty Affiliate||Associate Professor,"Teaching, Learning and Culture||Institute for Engineering Education and Innovation",https://scholars.library.tamu.edu/vivo/display/nb9e81c28
Debra,Mckeown,Associate Professor,"McKeown has ten years of classroom teaching in various settings including charter, urban and international schools. She currently conducts intervention research in the area of writing. Most of her work focuses on impoverished urban settings where she works at both the teacher and student levels.",Associate Professor,"Teaching, Learning and Culture",https://scholars.library.tamu.edu/vivo/display/nca8f5c78
Michael,Clough,Professor,"Dr. Clough's scholarship focuses on the history and nature of science and its implications for science teaching and learning. His publications appear in Research in Science Education, Science & Education, International Journal of Science and Mathematics Education, Science Education, Journal of Science Teacher Education, Journal of Research in Science Teaching, and science teaching practitioner journals. He is a former president of the International History, Philosophy and Science Teaching (IHPST) organization, served as an Associate Editor of the Journal for Research in Science Teaching, and currently serves on the editorial board member for the journal Science & Education and as Editor for the Springer book series Science: Philosophy, History and Education. He is the principal investigator of a National Science Foundation funded project (https://storybehindthescience.org/) that has created short historical science stories for post-secondary introductory science courses. These efforts reflect his desire to help science teachers at all levels understand the nature of science and its significant implications for science teaching and learning, and informed decision-making.",Professor,"Teaching, Learning and Culture",https://scholars.library.tamu.edu/vivo/display/nd3e325c3