Supporting Research and Faculty Development Within the School, Across the University, and Beyond
Fulltime Faculty
John R. Goss, III, PhD, Head Ph.D., The American University, Washington, D.C., 1991 (Anthropology & Education)
Primary interests: anthropology of organizations, research methods, and higher education
Extensive full-time faculty experience applying a model of engaged scholarship in student centered, inquiry driven graduate and undergraduate programs, education, leadership and management, and social/behavioral sciences
Classroom, tutorial, distance learning, and Web-based instructional environments
Curriculum development: social science research methods, strategic planning and leadership, counseling, peace/conflict studies, social context of organizations and strategic planning
Sarah R. Daniel, PhD Ph.D. University of Texas at Austin, Austin, TX, 2011 (Educational Psychology)
Primary interests: quantitative research methods, statistics anxiety, program evaluation, collaborative group work, heedful interrelating, and transactive memory systems
Affiliated Faculty
Catherine Dunn Shiffman, PhD Ph.D. Vanderbilt University, Nashville, TN, 2005 (Leadership and Policy Studies)
Primary interests: Education and social policy; social context of education; and research methods
Areas of published research: charter schools, school reform implementation and welfare policy influences
Research and program management concentrated on federal and international education policy Teaching, training and curriculum development in Southeast Asia
Adjunct Faculty
Barbara Chilson, EdD Ed.D University of Las Vegas, Las Vegas, Nevada (Leadership and Educational Administration)
Primary interests: Educational Leadership, Principals and Politics in Leadership, Governance and Curriculum and Instructional Methods
Secondary public and private administration, assistant and adjunct professor (Master’s and Doctoral students)
Kevin King, EdD
John Tidwell, PhD
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Sponsored Programs
The work of faculty within the School of Education and Human Development has lead to several innovative, theory-driven focuses of study and application. The Project for Teaching and Learning in the Professions and the Teacher-Leaders Project are two examples of how faculty research interests have led to professional development programs, applied scholarship, and practitioner-inquiry serving both the professions and those who use them.