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Office of International Studies in Education

Associated Faculty

Marilyn Amey
Ph.D., Penn State University
Marilyn Amey is a professor of higher, adult, and lifelong education and chairperson of the Department of Educational Administration. She studies educational partnerships, particularly those of community colleges, leadership, including how leaders learn, post-secondary governance and administration, and faculty concerns, including interdisciplinary academic work. Her current work focuses on education partnerships including a multi-year evaluation of a multiple- institutional interdisciplinary consortium and factors affecting student transfer and degree attainment.
Laura Apol
Ph.D., University of Iowa
Laura Apol is an associate professor of literacy with a focus on children’s/young adult literature and creative writing (poetry). Apol has published scholarly articles on historical children’s literature, the intersection between children’s literature and literary theory, the pedagogy of children’s/YA literature and international children’s literature; she has also published articles on facilitating creative writing for children and for adults, and conducts creative writing workshops and classes for teachers and students on all levels. Her poetry has appeared in a number of literary journals and anthologies, and she is the author of several collections of her own poems: Falling into Grace, Crossing the Ladder of Sun (winner of the Oklahoma Book Award for Poetry), Celestial Bodies (winner of the Overleaf Chapbook Manuscript Competition) and Requiem, Rwanda, her newest full-length collection, drawn from her work using writing to facilitate healing among survivors of the 1994 genocide against the Tutsi, and translated into Kinyarwanda under the title Emwe N’imvura Irabyibuka (Even the Rain Remembers).
Ann Austin
Ph.D., University of Michigan
Ann E. Austin is professor of Higher, Adult, and Lifelong Education at Michigan State University, where she held the Mildred B. Erickson Distinguished Chair (from 2005-08, and again in 2014). Her research concerns faculty careers and professional development, teaching and learning in higher education, the academic workplace, organizational change and doctoral education. She is a Fellow of the American Educational Research Association (AERA) and the past-president of the Association for the Study of Higher Education (ASHE) and she was a Fulbright Fellow in South Africa (1998). She is the co-PI of the Center for the Integration of Research, Teaching, and Learning (CIRTL), funded by the National Science Foundation, and the principal investigator of an NSF-funded ADVANCE PAID grant to study organizational change strategies that support the success of women scholars in STEM fields. Her work is widely published, including Rethinking Faculty Work: Higher Education's Strategic Imperative (2007) and Educating Integrated Professionals: Theory and Practice on Preparation for the Professoriate (2008), as well as other books, articles, chapters and monographs concerning higher education issues in the United States and in international contexts. In 2011, she wrote a commissioned paper for the Board on Science Education of the National Research Council entitled “Promoting Evidence-Based Change in Undergraduate Science Education.” She has worked with colleagues at the national and institutional levels on higher education issues in a number of countries, including Australia, China, Egypt, Finland, Malaysia, Oman, Thailand, the Philippines, South Africa, the United Arab Emirates and Vietnam.
Sandro Barros
Ph.D., University of Cincinnati
Sandro Barros’s research interests focus on broad issues connected with multilingual development, culture, and language politics in K-16 curricula. He is interested in how the study of languages other than English (LOTE) shapes the public’s perception of citizenship and belonging within the context of the nation-state. He analyzes the connections between ideologies of language learning and how they support truth regimes that influence multilingual pedagogy discourse. Barros asks: How do intellectuals and policymakers exercise their institutional power to influence public thought in the name of the common good? How do second language pedagogy discourses reinforce monolingual ideologies and how do they assist us in cultivating linguistic diversity?
John Bell
Ph.D., University of California, Berkeley
John Bell is director of the CEPSE/COE Design Studio and co-coordinator of the Hybrid Educational Psychology and Educational Technology PhD program. Prior to this work, he served as course designer and director of instructor development for the Educational Technology Certificate Program for many years. He has been involved in a variety of teaching and service work internationally. His current research interest is focused on idea-based teaching and learning using technology.
Brendan Cantwell
Ph.D., University of Arizona
Brendan Cantwell is an assistant professor of higher, adult, and lifelong education. His research interest is in the political economy of higher education and addresses topics including organization and governance, policy, and academic labor. Much of his work takes an international and comparative perspective. Brendan teaches courses on a variety of topics including higher education organization and administration, finance and comparative higher education. In recent projects he has addressed problems related to academic research enterprise including science policy and the role of postdoctoral researchers as well as problems related to competition among higher education organizations.
Amita Chudgar
Ph.D., Stanford University
Amita Chudgar is an associate professor of educational administration and education policy. As an economist of education, her long-term interest focus on ensuring that children and adults in resource-constrained environments have equal access to high- quality learning opportunities irrespective of their backgrounds.
Sandra Crespo
Ph.D., University of British Columbia
Sandra Crespo is a professor of teacher education and is interested in exploring learning environments and teaching practices that promote mathematical inquiry. Her research has focused primarily on preservice elementary teachers and their development as learners of mathematics and mathematics teaching. She also explores teacher groups as contexts for teacher learning and for improving the field experiences of teacher education students. Her work crosses multiple boundaries as she conducts research in the U.S., Canada, and the Dominican Republic. In the latter, she has been part of a curriculum reform team studying the effects of the mathematics texts the team developed for the country’s elementary and middle school grades.
Margaret Crocco
Visiting Professor - Fixed Term
Margaret Crocco’s research has focused on issues of diversity, both national and international, within a social studies education context. Most prominently, she has investigated how “women of the world” have been featured--or ignored-- in global studies and world history courses, state curriculum frameworks, and teacher preparation programs. She has published work related to human rights education, peace education, women and religion, and cross-cultural representations of women in literature. She has also contributed to a project of leadership development in schools in India, led by Professor Bill Gaudelli of Teachers College, Columbia University, and to several curriculum design projects in conjunction with documentary films, such as Pray the Devil Back to Hell about women peacemakers in Liberia, by filmmaker Abigail Disney.
Susan Dalebout
Ph.D., The Ohio State University
Susan Dalebout is assistant dean for student affairs in the College of Education and certification officer for the university. As assistant dean, she is responsible for functions related to undergraduate student recruitment, orientation, admissions, advising, degree certification, internship clearance, academic records, college colloquium and commencements. She is responsible for administering university policies related to enrollment (e.g., adding/dropping courses, late drops, medical withdrawals, repeat credits), grading, academic dishonesty, academic standing (e.g., probation, recess, dismissal), financial aid (SAP) appeals, reinstatement, readmission and the dean’s list. She has primary responsibility for the resolution of issues affecting individual undergraduate and graduate students in the college. She also has major responsibilities related to data management and reporting (e.g., Title II). As certification officer, she is responsible for collecting and reporting the conviction/civil infraction histories of teacher candidates, verifying successful completion of certification requirements and communicating with certification officials in other states about the qualifications of our teaching graduates. She holds a Ph.D. in Hearing and Speech Science from The Ohio State University.
John Dirkx
Ph.D., University of Wisconsin-Madison
John M. Dirkx is professor and Mildred B. Erickson Distinguished Chair (Emeritus) in Higher, Adult and Lifelong Education at Michigan State University, and is Director of the College of Education Master's of Arts in Education (MAED) online program. His current research interests focus primarily on teaching and learning in higher and adult education contexts. Dirkx is particularly interested in short- term, faculty-led education abroad programs for graduate students; professional development for higher education teachers in developing countries; the role of higher education capacity building in international development; and the spiritual and transformative dimensions of adult, work-related learning. Dirkx is current editor of the Journal of Transformative Education, the primary author of A Guide to Planning and Implementing Instruction for Adults: A Theme-based Approach, and editor of Adult Learning and the Emotional Self. He has also published numerous book chapters and journal articles on teaching and learning in higher and adult education and work-related learning. He is currently working on a book on the transformative dimensions of teaching and learning.
Higinio Dominguez
Ph.D., University of Texas at Austin
A faculty member in mathematics education, Higinio Dominguez is interested in studying the reciprocal process of teachers noticing student actions and students noticing teacher actions in classrooms that include bilingual, English learners and recent immigrant students. He is currently conducting classroom-based investigations that focus on how the process of noticing influences Latino/a bilingual students' discursive presence in mathematics. His research has been published in various journals, including Educational Studies in Mathematics, Journal for Research in Mathematics Education, and Bilingual Research Journal.
Patricia Edwards
Ph.D., University of Wisconsin-Madison
Patricia Edwards is a professor of teacher education, the first African American president of the Literacy Research Association (formerly the National Reading Conference), and the 2010-2011 President of the International Reading Association. She has developed two nationally acclaimed family literacy programs: Parents as Partners in Reading and Talking Your Way to Literacy. Her research focuses on issues related to families and children: engaging hard to reach families, developing a scope and sequence of parent involvement, compiling different types of demographic family profiles, parent involvement and teacher thinking, parent involvement in the reading/writing process, parent support of children's oral preparation for literacy, portfolio instructional conversations with parents during regularly scheduled parent-teacher conferences, and parents' stories of literacy and teachers' reactions to these stories. Her current research focuses on a broader question - how does the world read? During her graduate student days at the University of Wisconsin-Madison, she became curious about this question. Therefore, when she became the newly elected Vice-President of the International Reading Association (IRA) in May 2008, she immediately thought that she would return to this question of interest. In addition, I was motivated to ask this question because the International Reading Association has councils and affiliates in more than 100 countries and one of our popular slogans is "We teach the world to read."
Lynn Fendler
Ph.D. University of Wisconsin-Madison
Lynn Fendler is a professor of teacher education. Her internationally oriented research explores the ethics of knowledge. Using philosophical and historiographic approaches, she examines the ways knowledge can perpetuate inequities and social injustices. Lynn teaches courses in curriculum theory, philosophy of education, World Languages, and humanities-oriented research. She focuses on educational practices and has published on the history of the bell curve, Foucault's genealogy, Ranciere's ethics, presentism, non-representational theory, and the philosophy of food.
Jodene Fine
Ph.D., University of Texas at Austin
Jodene Fine is an associate professor of school psychology, a Licensed Psychologist, certified member of the National Register of Health Care Psychologists, and a nationally certified school psychologist. She studies developmental disorders and typical child development from the perspective of neuropsychological functioning within an educational context. Her work embraces the idea that child development rests on complex neural processes that begin in utero and develop in response to environmental and genetic influences. Dr. Fine's research uses behavioral and neuroimaging techniques to identify the neuropsychological processes that can impede optimal learning and behavior in children. Her laboratory is currently doing work on the influence of memory and attentional processes in mathematics and reading. Additionally, she studies social perception in children with high functioning autism disorders and nonverbal learning disability.
Robert Floden
Ph.D., Stanford University
Robert Floden is the dean of the College of Education. Floden is also a University Distinguished Professor of teacher education, measurement and quantitative methods, educational psychology and educational policy. He is co-director of the Education Policy Center and co-director of a pre-doctoral training program in the economics of education. He has studied teacher education and other influences on teaching and learning, including work on the cultures of teaching, teacher development, the character and effects of teacher education and how policy is linked to classroom practice. His current research focuses on secondary school algebra teaching. He is a member of the National Academy of Education.
Leslie Gonzales
Ed.D., University of Texas, El Paso
Leslie D. Gonzales is an assistant professor of higher, adult and lifelong education. Gonzales's research agenda consists of three overarching lines of inquiry: (1) legitimacy within the academic profession and the broader field of higher education; (2) transnational relations of power that govern the recognition of knowledge and knowers and (3) the possibility of agency among academics to negotiate, remake or resist marginalizing structural and cultural features of academia. Gonzales is a first-generation working class student-turned-academic, and earned all three academic degrees from Hispanic-Serving Institutions, including New Mexico Highlands University and The University of Texas at El Paso.
Margo Glew
Ph.D., Michigan State University
Margo Glew is coordinator of global initiatives and coordinator of the Global Educators Cohort Program, supporting efforts to enhance the teacher preparation program with global perspectives so that more teachers are prepared to educate students for success in a global society. Her academic interests include global education and second language acquisition and instruction. Her recent research involves working on a multi-national project to assess global-mindedness among undergraduate preservice teachers.
Kyle Greenwalt
Ph.D., University of Minnesota
Kyle Greenwalt is an associate professor in the Department of Teacher Education. He is interested in the study of curriculum through the twin lenses of lived experience and identity. In the tradition of progressive education, his research, teaching and service all seek to contribute to the creation of schools that are sites of vibrant democratic living, where teachers and students are bound in a relationship of care.
Sonya Gunnings-Moton
Ed.D., University of Texas, El Paso
Sonya Gunnings-Moton is assistant dean for student support services and recruitment and an associate professor in the Department of Counseling, Educational Psychology and Special Education. She has major responsibilities for program efforts fostering the recruitment and retention of under-represented groups to undergraduate and graduate programs, and providing leadership for many urban education initiatives, including the Urban Educators Cohort Program, the Urban Immersion Fellowship and the Urban Partnership Pre-College Program. She works extensively with schools in her published area of establishing Professional Learning Communities and facilitating effective school cultures.
Doug Hartman
Ph.D., University of Illinois Urbana-Champaign
Douglas K. Hartman is a professor of technology, learning, and literacy with appointments in Teacher Education and Educational Psychology and Educational Technology. His research focuses on the use of technologies for human learning in a number of domains (e.g., school, community, work, sports).
Elizabeth Heilman
Ph.D., Indiana University
Elizabeth Heilman is an associate professor of teacher education. Her theoretical work examines the epistemological and ethical claims and boundaries of fields of research and research traditions. This includes disciplinary fields as well as qualitative, critical, pragmatist, and poststructural theories. Her empirical research explores the shaping of the civic and the social imagination. This includes democracy and policy, national and global citizenship, and identity and diversity, as well as how people develop a sense of power, political efficacy, human connection and responsibility to others. She is especially interested in how education can move people's spirits such that we have the collective human will, compassion, and commitment to address injustice, poverty, and violence.
Richard T. Houang
Ph.D., University of California-Santa Barbara
Richard Houang is a senior research specialist and an adjunct faculty member in measurement and quantitative methods. He is currently the director of research for the Center for the Study of Curriculum (CSC). His current research focuses on curriculum assessment,the relationship between mathematics and science curriculum and student achievement, item characteristics and student performance,domain-referenced and classroom assessment. He has co-authored numerous books and articles on curriculum analysis and international comparative education.
Dongbin Kim
Ph.D., University of California, Los Angeles
Dongbin Kim is an associate professor of higher, adult and lifelong education. Her research focuses on issues of equity and social justice in the field of higher education. This focus is applied to three interrelated topical areas: (1) financial aid policy, (2) college access and (3) international and comparative higher education issues within the U.S. and global contexts. Dr. Kim's research has been published in Teachers College Record, Harvard Educational Review, Journal of Higher Education and Research in Higher Education. Her most recent research examined the intersection of individual, financial and institutional context that shapes students' college mobility patterns. She holds an Ed.M. in educational administration from Seoul National University in Korea and a Ph.D. in higher education policy from the University of California, Los Angeles.
John Kosciulek
Ph.D. University of Wisconsin-Madison
John Kosciulek is a professor of rehabilitation counseling whose experience involves clinical rehabilitation counseling practice, rehabilitation counselor education, and public education and advocacy regarding brain injury rehabilitation. His research focuses on research ethics, research methodology, consumer direction in disability policy development and rehabilitation service delivery, rehabilitation and disability theory development, research methodology, vocational rehabilitation, and school-to-career transition of students with and without disabilities. He also has an extensive program of research in the area of family adaptation to having a member with a brain injury.
Joseph Krajcik
Ph.D., University of Iowa
Joseph Krajcik is Lappan-Phillips Professor of Science Education and director of the CREATE for STEM Institute. A former high school chemistry and physical science teacher, Krajcik spent 21 years at the University of Michigan before coming to MSU in 2011. During his career, he has focused on working with science teachers to reform science teaching practices to promote students’ engagement in and learning of science. He was principal investigator on a National Science Foundation project that aims to design, develop and test the next generation of middle school curriculum materials to engage students in obtaining deep understandings of science content and practices. He served as head of the Physical Science Design Team to develop the Next Generation Science Standards. Krajcik, along with Professor Angela Calabrese Barton from MSU, served as co-editor of the Journal of Research in Science Teaching. Krajcik has authored and co-authored curriculum materials, books, software and over 100 manuscripts, and makes frequent presentations at international, national and regional conferences. He is a fellow of the American Association for the Advancement of Science and has served as president of the National Association for Research in Science Teaching (NARST), from which he received the Distinguished Contributions to Science Education Through Research Award in 2010.
R. Sam Larson
Ph.D., Michigan State University
R. Sam Larson is assistant dean for finance and operations in the College of Education. She is responsible for the financial, human resources, facilities and technology operations of the college. She has a background in synthesizing evidence and implementing innovations in complex organizations, including health care systems and higher education institutions. Her research interests include organizational communication and learning, implementation science, strategic planning and organizational development.
Michael Leahy
Ph.D., University of Wisconsin-Madison
Michael Leahy is a University Distinguished Professor of rehabilitation counseling and director of the Office of Rehabilitation and Disability Studies. His continuing research interests include professional competency development and education, professionalization, regulation of practice, vocational assessment, disability and rehabilitation policy, case management practices, outcomes and evidenced-based practices in rehabilitation counseling. Dr. Leahy is a Past-President of the National Council on Rehabilitation Education, a Past Chair of the Alliance for Rehabilitation Counseling, and a Past-President of the American Rehabilitation Counseling Association (ARCA). He has published more than 175 refereed journal articles, books, book chapters, and research monographs, and presented his research to a variety of rehabilitation and business audiences, including international presentations. He has also acted as the principal investigator and managed nearly 30 large-scale research, training and service delivery grant projects at the state, national and international levels, and has been the recipient of over 20 national research, teaching and service awards during his career.
Barbara Markle
Ph.D., Michigan State University
Barbara Markle is assistant dean for K-12 Outreach in the College of Education. She develops and implements programs for teachers, administrators and policymakers that translate educational research to application in schools and settings where education policy decisions are made. She directs several state and federal grants, including the Educational Coaching 101 Institute. She also works closely with local school districts, the Michigan Department of Education, the state Board of Education and the state’s professional education associations. A major focus of K-12 Outreach work is developing school turnaround expertise for high poverty, low performing urban schools and districts. Under her direction, the Office of K- 12 Outreach sponsors the annual Summer Institute for Superintendents, the Emerging Leaders Program for aspiring principals, international education study tours and monthly forums for legislators and other policymakers.
Evelyn Oka
Ph.D., University of Michigan
Evelyn Oka is an associate professor of school psychology, educational psychology and a Nationally certified School Psychologist. A developmental and school psychologist, she is interested in the development of self-regulation, social competence and motivation in school and home contexts, particularly among students with learning problems. Her research examines the use of a universal social-emotional intervention to enhance preschool children's self-regulation and social skills in an inclusion classroom. She is also interested in the cultural validity and transportability of evidence-based interventions with diverse populations.
Lynn Paine
Ph.D., Stanford University
Lynn Paine is assistant dean for International Studies in the College of Education. She also is a professor of teacher education, and an adjunct professor of sociology and the Center for Gender in Global Context. Her work focuses on comparative and international education and the sociology of education, with an emphasis on the relationship between educational policy and practice, the links between education and social change and issues of inequality and diversity. Much of her work has involved the comparative study of teachers, teaching and teacher education, supported by research in China, the United States and England. Dr. Paine's work on learning in and from practice draws on her ongoing comparative research of teacher education. Her participation on "Learning from Mentors," a comparative study of mentored learning to teach, and her more recent NSF-funded leadership of a comparative case study of policies and practices that support beginning teacher learning will contribute to shaping the program. Having been visiting professor at several universities in China, Hong Kong and Singapore, Dr. Paine brings extensive experience in working across language, cultural and policy differences to talk about teacher education.
Django Paris
Ph.D., Stanford University
Django Paris is an associate professor of language and literacy in the Department of Teacher Education at Michigan State University. He is also a core faculty member in the African American and African Studies Program and affiliated faculty in both the Chicano/Latino Studies Program and the Department of Writing, Rhetoric, and American Cultures. His teaching and research focus on understanding and sustaining languages, literacies, and literatures among youth of color in the context of demographic and social change. He is particularly concerned with educational and cultural justice as outcomes of inquiry and pedagogy. Paris is author of Language across Difference: Ethnicity, Communication, and Youth Identities in Changing Urban Schools (2011), co-editor of Humanizing Research: Decolonizing Qualitative Inquiry with Youth and Communities (2014), and has published in many academic journals, including the Harvard Educational Review and Educational Researcher. Paris was a 2013-2014 National Academy of Education/Spencer Foundation Postdoctoral Fellow and, in 2015, he was awarded the AERA Division G Early Career Award for research in the social contexts of education.
Karin Pfeiffer
Ph.D., Michigan State University
Karin Allor Pfeiffer is an associate professor of kinesiology and member of the Center for Physical Activity and Health. She is an exercise physiologist with an interest in population-based investigations. Her research focuses on two major areas, both of which are related to physical activity in children and adolescents. Her work spans the age range of preschool through high school (and even addresses college students sometimes). The first major area of research is measurement of physical activity, which she has been investigating since graduate school. The second major area is interventions to increase physical activity, which she has been investigating since her post-doctoral research position at the University of South Carolina. She has been involved with many school-based studies and is interested in incorporating families and communities into her research. She has also been at the forefront of work examining physical activity in preschool children and plans to continue more research in that area.
Richard Prawat
Ph.D., Michigan State University
Richard Prawat is chairperson of the Department of Counseling, Educational Psychology, and Special Education and a professor of educational psychology and teacher education. His research interests include teaching and learning for understanding and motivational processes in education. He has written extensively on issues relating to constructivist approaches to teaching.
Tenko Raykov
Ph.D., Humboldt University, Berlin, Germany
Tenko Raykov is a professor of measurement and quantitative methods. He specializes in statistical and mathematical modeling of behavioral phenomena, educational and behavioral measurement, and modeling of developmental processes. He is involved in research on evaluation of behavioral measurement reliability and validity, instrument construction and development, analyses of data sets with missing values, and applications of latent variable modeling to behavioral development across the life span.
Kristen Renn
Ph.D., Boston College
Kristen Renn is a professor of higher, adult, and lifelong education and associate dean of undergraduate studies/director for student success initiatives. Her research centers on college student learning, development, and success in higher education, with current projects focusing on low-income, first-generation students and lesbian, gay, bisexual and transgender college students. Other interests include college student identity development, student affairs administration, and women’s higher education in international contexts. She is co-PI of the National Study of LGBTQ Student Success ( and leads Michigan State University’s Neighborhoods student success initiative (
William Schmidt
Ph.D., University of Chicago
William Schmidt is a University Distinguished Professor, founder and director of the Center for the Study of Curriculum, and director of the Education Policy Center. He holds faculty appointments in measurement and quantitative methods and the Department of Statistics. He is a member of the National Academy of Education, an American Educational Research Association (AERA) Fellow, director of the AERA Institute on Statistical Analysis, and a recent OECD Thomas J. Alexander Fellow for education quality and equity. He has published in numerous journals including the Journal of the American Statistical Association, Journal of Educational and Behavioral Statistics, and Educational Evaluation and Policy Analysis. His most recent books include Teacher Education Matters, Inequality for All, and the edited volume International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn. His current writing and research focuses on issues of academic content in K-12 schooling, the effects of curriculum on academic achievement, assessment, and educational policy related to mathematics, science, and testing in general.
Barbara Schneider
Ph.D., Northwestern University
Barbara Schneider is the John A. Hannah Chair and Distinguished Professor in the College of Education and Department of Sociology at MSU. She is the principal investigator of the College Ambition Program (CAP), a study that tests a model for promoting a STEM college-going culture in high schools that encourages adolescents to pursue STEM majors in college and occupations in these fields. She worked for 18 years at University of Chicago, holding positions as a professor in Sociology and Human Development and senior researcher at the National Opinion Research Center (NORC). She remains a senior fellow at NORC, where she is the principal investigator of the Center for Advancing Research and Communication in Science, Technology, Engineering, and Mathematics. She uses a sociological lens to understand societal conditions and interpersonal interactions that create norms and values that enhance human and social capital. Her research focuses on how the social contexts of schools and families influence the academic and social well being of adolescents as they move into adulthood. Professor Schneider has published 15 books and over 100 articles and reports on family, social context of schooling, and sociology of knowledge. She recently served as editor of Sociology of Education and as president of the American Educational Research Association (AERA).
John Schwille
Ph.D., University of Chicago
Jack Schwille is Professor emeritus and former Assistant Dean for International Studies in Education at MSU, who in 2013 will have had a 50‐year career in international research in education, starting as a doctoral student in 1963. Since 1972, after initial research on France and French education, one of his primary interests has been in cross‐ national studies of educational achievement, primarily in civic education and mathematics. Currently, he is co‐director of the 17‐nation TEDS‐M teacher education in mathematics study, the first international assessment of student learning in higher education based on national samples. He has also worked extensively on international development in education, primarily in Africa, with major projects first in Burundi, then Guinea and now Tanzania. At the same time, he has been a college administrator for over 25 years with responsibilities for developing an international dimension in research, teaching and outreach throughout the college.
Michael Sedlak
Ph.D., Northwestern University
Michael Sedlak is a professor of the history of education and associate dean for academic affairs. He also coordinates the Educational Policy Ph.D. program. His scholarly work has focused on the evolution of youth policy in education, social welfare, and delinquency prevention and remediation programs; high school reform; and the history of professions and professional education. He just completed a history of teacher certification in the United States.
Avner Segall
Ph.D., University of British Columbia
Avner Segall is a professor of teacher education. He is interested in how particular versions and visions of education, teaching, and learning are made possible during preservice teacher education as well as what they make possible for students learning to teach. His research interests focus on secondary social studies education, critical theory and pedagogy, cultural studies, media education, and qualitative research methods.
Riyad Shahjahan
Ph.D., University of Toronto
Riyad A. Shahjahan is a faculty member in higher, adult and lifelong education. His areas of expertise are in globalization and higher education, teaching and learning in higher education (focusing on anti- oppressive and embodied pedagogy), equity and social justice and anti/postcolonial theory. He has been conducting both empirical and theoretical work, focusing on a) the role of international organizations (IOs) in globalizing higher education policy through empirical/theoretical analyses of IOs’ current policy initiatives (e.g. the OECD, World Bank, UNESCO, etc.), and b) rethinking the traditional objects of study/practice in higher education from global and non- western critical perspectives, particularly using anti/postcolonial theoretical perspectives.
Alan L. Smith
Ph.D., University of Oregon
Alan L. Smith is Professor and Chairperson of the Department of Kinesiology at MSU. His research addresses the link of sport and physical activity involvement with young people’s psychological and social functioning. Smith is widely known for his research on peer relationships in the physical activity domain (e.g., sport, physical education) and the motivational implications of these relationships for children and adolescents. He is presently funded by the National Institute of Mental Health to examine physical activity as a means of ameliorating symptoms of attention-deficit/hyperactivity disorder (ADHD) in young children. This work targets behavioral, cognitive, motor, and social functioning of participants and involves interdisciplinary collaboration with experts in neuroscience, motor control, and biobehavioral and clinical psychology. Smith’s recent publications appear in outlets such as Human Movement Science, Journal of Adolescent Health, Journal of Attention Disorders, Journal of Sport and Exercise Psychology, Psychology and Health, and Psychology of Sport and Exercise. He has served as associate editor of the Journal of Sport and Exercise Psychology and on the editorial boards of Child Development, International Journal of Sport Psychology, Journal of Applied Sport Psychology and Kinesiology Review. He is past-president of the North American Society for the Psychology of Sport and Physical Activity and is a fellow of the National Academy of Kinesiology.
BetsAnn Smith
Ph.D., University of Minnesota
BetsAnn Smith is an associate professor of K-12 educational administration. Her interests stretch across areas of school reform, school development, the contributions of administrator, teacher and student leadership to school improvement, leadership learning and the implementation of policy. Much of her work has been in the U.S., but has recently been engaged in leadership development work internationally. A former coordinator for K-12 programming, she has helped redesign master level leadership development programs and contributed to the creation of a novel Ed.D. for school and community leaders. Some of her current work focuses on the development of new leader roles in schools, on the influences of school organizational routines on teacher’s time use and instructional quality and on the interactive affects of performance metrics on school organizational community.
Connie Sung
Ph.D., University of Wisconsin-Madison
Connie Sung is an assistant professor of rehabilitation counseling. Her educational background includes rehabilitation counseling psychology, neuropsychology, and occupational science. Her research focuses on vocational rehabilitation, psychosocial adjustment and evidence-based practice for individuals with neurodevelopmental disabilities. She is interested in biopsychosocial factors associated with successful transition, psychosocial and employment outcomes as well as quality of life of individuals with autism and/or epilepsy. Dr. Sung is a Mary Switzer Fellow awarded by the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR). She has published more than 30 refereed journal articles, book chapters, and research monographs, and presented her research at a number of national and international conferences. She is a principal investigator of several community-oriented research projects. Her recent work includes evaluation of intervention strategies to improve career development and employment outcomes of transition-aged individuals with autism and epilepsy and cross-cultural investigation of determinants to enhance community participation of the population.
Chezare Warren
Ph.D., University of Illinois at Chicago
Chezare Warren’s research interests include urban teacher preparation, culturally responsive teaching, and critical race theory in education.He has studied the utility of empathy for White female teachers’ cross-cultural interactions with Black boys—work for which he received the 2014 Outstanding Dissertation Award from the American Association for Colleges of Teacher Education (AACTE). Currently, he is looking to examine the school conditions and teacher dispositions that produce high academic outcomes for students of color, particularly Black males in K-12 education contexts.
Matthew Wawrzynski
Ph.D., University of Maryland
Matthew Wawrzynski, Ph.D. is an associate professor of higher, adult, and lifelong education and coordinator of the higher, adult, and lifelong education program. His research integrates non-cognitive measures and the collegiate environment with college student outcomes. Current projects include student engagement and learning in South Africa, learning outcomes for peer educators and the effects of psychosocial interventions on college student success and persistence. Other interests include student affairs administration, assessment, and college student learning development. He serves as PI and director of the National Peer Educator Study.
Bethany Wilinski
Ph.D., University of Wisconsin-Madison
Bethany Wilinski joins the faculty at MSU in January 2015. She is interested in domestic and international early childhood education policy. Her research focuses on how teachers make sense of and implement early childhood policies and how policy shapes families’ access to early childhood programs. Her international work is based in Tanzania, where she is involved in research, curriculum development, and teacher training projects for Michigan State University’s Tanzania Partnership Program.
E. David Wong
Ph.D., Stanford University
David Wong is an associate professor of educational psychology and educational technology. He is especially interested in the potential for learning that comes when students from different cultures interact. He is the leader of several study abroad programs and conducts research related to students' experiences in those programs. His areas of interest also include: intercultural experience and learning, global education, science education and educational philosophy.

- Academic Staff and Other Resource Persons -


Leland Cogan is a Senior Researcher with the Center for Research on Mathematics and Science Education and Assistant Director for the U.S. Research Center for the Teacher Education Study in Mathematics (U.S. TEDS-M). His current research interests include evaluation of mathematics and science curricula, mathematics and science classroom instruction, and the preparation of mathematics and science teachers.


John Metzler is the director of outreach for the African Studies Center, with an adjunct appointment in Teacher Education. He has worked with K-16 educators across Michigan and nationally in collaborative endeavors to internationalize curricula. He was a founding member of LATTICE and co-directed the LATTICE sessions, 2005-2007. Since 1992 he has led the COE’s TE 250 study abroad program in Southern Africa. He has worked on education in Southern Africa since 1972.