Dr. Fran Arbaugh joined the faculty at Penn State in 2009. Previously she was a faculty member at the University of Missouri, where she joined the faculty in 2001. Her research interests lie in the areas of teacher education and teacher learning and are grounded in pivotal learning experiences she experienced as a teacher. Fran taught high school mathematics for 11 years in Chesterfield County, Virginia prior to her Ph.D. work. Fran teaches courses in the STEM and C&S pathways as well as CI 590.
Dr. Bernard Badiali specializes in curriculum supervision, teacher development, school/university partnerships, and clinical education.
Dr. Gail Boldt has taught Teaching Reading in Elementary Classrooms, Teaching Writing in Elementary Classrooms, Theories of Childhood, Theories of Identity, and Foucault and Education. Her research interests include psychoanalytic analyses of child development, parenting, teaching and learning; literacies in elementary and early childhood education; identity (including gender, sexuality, and race) and schooling; childhood studies; cultural studies; and disability studies.
Dr. Mari Haneda is an associate professor of world languages education and applied linguistics at Penn State. Drawing on qualitative research and discourse analytic methods, her scholarship has focused on the education of K–12 emergent bilingual students, L2 literacy development, language and identity, ESL teachers' practices, and teacher education. She teaches qualitative and micro-ethnographic research methods courses and courses related to L2 learning and literacy development.
Dr. Elisa Hopkins is an associate teaching professor of education specializing in literature for children and adolescents. She is lead faculty for the Penn State World Campus children's literature program. Her research interests include multicultural poetry, the development of critical consciousness, fairy-tale studies, and nonfiction literature for children and adolescents.
Dr. Charlotte L. Land is an assistant professor in curriculum and instruction at Penn State University Park. Her teaching and research are situated within literacy education and teacher education. She focuses primarily on writing and writing instruction, critical and humanizing pedagogies, and inquiry and teacher learning. Across her work, Dr. Land aims to reframe both learners and teachers as "transformative intellectuals" (Giroux, 1985) who are capable and willing to make important decisions about their work and contribute to what we know about reading, writing, teaching, and learning.
May Lee is the Coordinator for the M.Ed. in Curriculum and Instruction offered through World Campus. Her academic and teaching interests include designing and implementing professional learning opportunities for preservice and in-service educators to support the learning needs of emergent bilinguals. As a former ESL teacher, her research is focused on second language learning, instructional supervision and school leadership.
Dr. Gwendolyn Lloyd, professor of mathematics education at Penn State, holds the College of Education's Henry J. Hermanowicz Professorship in Teacher Education. She advises doctoral students in mathematics education and curriculum and supervision, and she serves as co-director of Penn State's elementary and early childhood education teacher education program. Dr. Lloyd's research examines mathematics teacher development, with a focus on how teachers make sense of curricular changes in classrooms. She serves as associate editor of the Journal of Mathematics Teacher Education and Review of Educational Research.
Dr. Andrea McCloskey is a former mathematics teacher of middle and high school students. Her research interests include teacher learning of mathematical and pedagogical concepts, especially in elementary classrooms. She is studying how improv theatre can help us to respond in productive ways to the more persistent cultural rituals of mathematics teaching. Dr. McCloskey advises in the elementary education emphasis area, and she teaches MTHED 430 and CI 501.
Dr. Scott McDonald is Professor of Science Education and Director of the Krause Studios for Innovation. Prior to earning his doctorate, he was a high school physics, math, and environmental science teacher. His research focuses on teaching and learning of science, in particular how teachers learn ambitious and equitable pedagogies. He also has projects focused on students using data representations and visualizations to develop understandings of complex systems phenomena, including Plate Tectonics, Hurricanes, and Wildfires. He teaches SCIED 552 and SCIED/MTHED 460 in the STEM emphasis area of the M.Ed.
Dr. Scott Metzger is Associate Professor of Social Studies Education and lead faculty for 7-12 social studies teacher certification at Penn State. He was a high-school social studies teacher in Michigan for six years before earning his doctorate. His scholarship focuses on history teaching, learning, and curriculum; how individuals, societies, and media use the past; and difficult historical and social topics. Dr. Metzger teaches courses on social studies educational research and on history education in the Social Studies Education emphasis area of the M.Ed.
Dr. Ashley N. Patterson's work in the educational field began as an elementary-level inclusive special educator. She is committed to preparing educators who take up a critical lens to working with children and best serving their individual needs. Broadly, Dr. Patterson's research interests focus on intersections between identity and education, considering the dialogic relationship that exists as the ways we think about ourselves impact our educational experiences while our educational experiences impact the ways we think about ourselves.
Dr. Julia Plummer spent more than a decade teaching children and adults in planetariums and other informal settings and continues to teach introductory astronomy and science methods for elementary teachers. Her research focuses on the design of learning environments that support children's spatial thinking and science practices, primarily in the domain of astronomy. She also investigates how storybook narratives can be used to support science learning. Her research includes both formal environments, such as classrooms and informal environments, such as planetariums and museums.
Dr. Dana Stuchul's teaching and research interests include classroom and community contexts (and the creation of these contexts) that enable people to contribute to their own and to the world's healing. Specifically, by inquiring into the myriad of relationships of which we are a part (of human beings to each other, to themselves, to the natural world, to the more-than-human realms, and more), Dr. Stuchul’s scholarship seeks ways that we can learn to live together more sanely, more justly, more compassionately and more sustainably.
Dr. Anne Whitney is a professor at Penn State focusing on writing, the teaching of writing, and professional development. Her research addresses how writing fits into lives — crossing disciplinary boundaries of composition studies, professional development, teacher education, and English language arts education.
Dr. Rachel Wolkenhauer is an assistant professor of education in curriculum and supervision. Focusing on practitioner inquiry, she studies and supports professional learning for teachers through school-university partnerships. Dr. Wolkenhauer investigates the development of inquiry stance and teacher leadership, job-embedded professional development, and practice-based and theoretical issues in schools.
Dr. Xiangquan Yao is an assistant professor in mathematics education at Penn State. His research focuses on the nature of mathematics thinking with technology and mathematics understandings for teaching with technology. Dr. Yao advises in the STEM education emphasis area of the M.Ed.
Dr. Carla Zembal-Saul teaches science methods and specialized science content courses for elementary teachers. Her graduate-level teaching aligns with her research interests, which focus on teacher learning and development related to engaging students in scientific discourse and practices.
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