tHE Uhrmacher sCHOLARSHIP & p. bRUCE uHRMACHER

Bruce UhrmacherThe P. Bruce Uhrmacher Scholarship was created by Dr. P. Bruce Uhrmacher’s students to honor the profound and lasting impact his teaching and mentorship has had on their lives and careers.

Dr. Bruce Uhrmacher is a Professor of Education and the Department Chair of Educational Research, Policy, and Practice at the Morgridge College of Education (MCE). He is the author of several books as well as numerous articles related to curriculum, teaching, alternative types of education, and the role of arts/aesthetics in school reform. Dr. Uhrmacher has been President of the American Association for Teaching and Curriculum (AATC); factotum for professors of curriculum; and currently, is the chair of the Elliot Eisner Special Interest Group at the American Educational Research Association. He has been the Co-Editor of the Curriculum and Teaching Dialogue and Book Review Editor of the International Journal of Leadership in Education (IJLE).

Dr. Uhrmacher has been widely recognized for his work in teacher education. He received the University of Denver Teaching Award in 2003-2004; the Morgridge College of Education Student Association Apple Award of appreciation for leaders within education in 2010; and the University of Denver Twenty Years of Service Award in 2013-2014. He has also received numerous Service Awards from AATC. In addition to teaching, he has served as a faculty advisor to the Creativity Institute for Teachers, since 1993.

Dr. Uhrmacher’s current research aims to revitalize ideas of art educator Kurt Rowland and Janusz Korczak. Dr. Uhrmacher also continues his line of research exploring and developing CRISPA. Outside of academia, Dr. Uhrmacher stays busy. He is the father of twins who have just started college. He and his wife, Lisa, are the caretakers of a small zoo of animals including, dogs, fish, a turtle, and a lizard. Dr. Uhrmacher is a St. Louis Cardinals fan, but outside of sports, roots for all of his students past and present who he says “are the greatest.”

2014 Uhrmacher Scholar Joe Boltz

Finanicial Aid_Uhrmacher Scholarship_Joe Boltz

Joe Boltz is a third-year PhD student in the Curriculum and Instruction program at the University of Denver and the most recent recipient of the Professor P. Bruce Uhrmacher Scholarship. He has been teaching high school mathematics for the last 14 years and continues to do so as he pursues his doctoral degree. Teaching has taken him from the University of Illinois where he received his undergraduate degree, to the suburbs of Chicago where he taught and received his Masters in Educational Leadership from Aurora University, to his current position as Mathematics Department Chair at a Denver public high school.

During his time in Chicago, Joe served as an instructor and administrator for the Center for Talent Development at Northwestern University. Currently, in his work with Denver Public Schools (DPS), he is a mentor for new teachers, a Teacher Leader for DPS schools, and is a member of the School Leadership Team.  He has also been recognized as a National Board Certified Teacher.

Joe has contributed to his field in many ways including presenting at conferences such as the Illinois Council for Teachers of Mathematics (ICTM), the Colorado Council for Teachers of Mathematics (CCTM), the National Council for Teachers of Mathematics (NCTM), and, most recently, the 2014 TODOS conference. Joe is the husband to a brilliant wife who is an outstanding high school English teacher and is a proud father of two girls – Tess, 3, and Elsa, 1.

Uhrmacher Scholars, 2014-2010

Joe Boltz (2014)  is a current third-year PhD student in the Curriculum and Instruction program at the University of Denver and the most recent recipient of the Professor P. Bruce Uhrmacher Scholarship. He has been teaching high school mathematics for the last 14 years and continues to do so as he pursues his doctoral degree. Teaching has taken him from the University of Illinois where he received his undergraduate degree, to the suburbs of Chicago where he taught and received his Masters in Educational Leadership from Aurora University, to his current position as Mathematics Department Chair at a Denver public high school.

During his time in Chicago, Joe served as an instructor and administrator for the Center for Talent Development at Northwestern University. Currently, in his work with Denver Public Schools (DPS), he is a mentor for new teachers, a Teacher Leader for DPS schools, and is a member of the School Leadership Team.  He has also been recognized as a National Board Certified Teacher.

Joe has contributed to his field in many ways including presenting at conferences such as the Illinois Council for Teachers of Mathematics (ICTM), the Colorado Council for Teachers of Mathematics (CCTM), the National Council for Teachers of Mathematics (NCTM), and, most recently, the 2014 TODOS conference. Joe is the husband to a brilliant wife who is an outstanding high school English teacher and is a proud father of two girls – Tess, 3, and Elsa, 1.

Melanie Reiser (2012)  is the Leader of Programs and Activities for the Association of Waldorf Schools of North America.  She is currently working on her PhD in Curriculum and Instruction at the University of Denver. She was a Class Teacher at the Detroit Waldorf School and has served in many administrative capacities including, Faculty Chair, Outreach Director, Enrollment Director, and as a member of accreditation teams.  A past recipient of the DU alumni scholarship, Melanie presented a paper entitled “Philosophical Capital: Will the Real PC Please Stand Up?”  She has continued this research and is incorporating ideas from the paper into her dissertation proposal.

Matthew Spurlin (2011) is a graduate student in the Curriculum Studies and Teaching program at the Morgridge College of Education at the University of Denver.  He is currently writing his dissertation on contemplative education and is an adjunct faculty member at Naropa University in Boulder.  Thanks to the Uhrmacher scholarship, Matthew has the opportunity to attend his first American Association for Teaching and Curriculum conference. Since then, Matthew has taken over as the Book Fair Coordinator for the organization and established collegial relationships that continue to open both intellectual and professional doors. Just as Bruce continues to do, the scholarship has created a rewarding and enjoyable educational opportunity that serves as a catalyst for a career of learning and teaching.

Ben Ingman (2010) is Project Manager at the University of Colorado, Denver, for the Healthy Eaters, Lifelong Movers project. He graduated from the University of Denver in 2013 with a PhD in Curriculum and Instruction. His dissertation, Re-thinking the adventure education experience: An inquiry of meanings, culture, and educational virtue, was supervised by P. Bruce Uhrmacher and awarded the John Laska Distinguished Dissertation Award from the American Association for Teaching and Curriculum in 2014. Ben received the inaugural Uhrmacher Scholarship in 2010 for his paper “Henry David Thoreau: Spirituality and Experiential Education”, which he presented at AATC and published in Curriculum and Teaching Dialogue in 2011Ben has since published in national and international journals on various topics concerning education. He shares a home in Denver with his wife, Becky, and their dog, Klaus.

Uhrmacher Scholar Selection Committee 2014

Christy M. Moroye (Chair), is Associate Professor of Educational Foundations and Curriculum Studies in the College of Education and Behavioral Sciences at the University of Northern Colorado. She graduated from the University of Denver in 2007 with her Ph.D in Curriculum and Instruction.

Christy’s dissertation, Greening our future: The practices of ecologically minded teachers was supervised by P. Bruce Uhrmacher and awarded the AERA Division B Outstanding Dissertation in 2008. From this dissertation, she published “Complementary curriculum: The work of ecologically minded teachers” in the Journal of Curriculum Studies, which has since been selected for inclusion in the Fourth Edition of The Curriculum Studies Reader. Other recent publications include “Ecomindedness Across the Curriculum” co-authored with Ben Ingman and “Finding the Balance Between Process and Product through Perceptual Lesson Planning,” co-authored with P. Bruce Uhrmacher and Bradley Conrad. She is the Associate Editor for Curriculum and Teaching Dialogue (Information Age) with Co-editors David Flinders and P. Bruce Uhrmacher.

Christy actively participates in the DU community and was honored as the Morgridge College of Education Master Scholar in 2011. She co-coordinates the Uhrmacher Scholarship program and serves on the DU Reunion Committee.

Kevin Cloninger, is a researcher, an educator, and a coach, and currently serves as President of the Anthropedia Foundation, a non-profit dedicated to promoting health and decreasing rates of lifestyle and stress-related illness through scientific research and education. Over the last four years, Dr. Cloninger has overseen the research and development of Anthropedia’s innovative Well-being Coach Certification Program and the completion of the foundation’s resources including the Know Yourself DVD Series. In his work with Anthropedia, he has lectured widely, appeared on TV and radio, and offered many workshops and trainings on well-being, coaching, and education in the United States, France, and the UK.

An award-winning teacher and public speaker, Dr. Cloninger has taught at almost every level of education from grade school to graduate school and served for four years on the executive board of the American Association of Teaching and Curriculum (AATC). He currently serves on the board as the head of the committee on AATC’s outreach initiatives.  In his work with the Center for Well-Being at Washington University and the Anthropedia Institute, Dr. Cloninger continues to publish essays and research articles. Dr. Cloninger’s recent publications include a book chapter entitled, “In Pursuit of “the Good Life” or “the Good Job”?” in The Stewardship of Higher Education (Sense Publishers, 2013), “Person-Centered Therapeutics” (International Journal of Person Centered Medicine, 2011), and a forthcoming book on Oxford University Press with his father Dr. C. Robert Cloninger related to Evolution, Neuroscience, and Self-awareness.

Dr. Cloninger received his B.A. in Environmental, Population, and Organismic Biology with a minor in Philosophy from the University of Colorado at Boulder. He earned a Masters degree in Curriculum and Instruction from the University of Colorado at Boulder in 2003, and completed his doctorate in Curriculum and Instruction at the University of Denver in 2008.

Bradley Conrad is an Assistant Professor in the Teacher Education program at Capital University in Columbus, Ohio. He graduated with a Ph.D in Curriculum and Instruction from the University of Denver in 2011.

Bradley has published several articles in the areas of curriculum, teacher dispositions, and culturally responsive pedagogy. Most recently, he co-authored an article with Sally Creasap titled “The Use of Dispositional Assessment in Teacher Preparation Programs as a Means of Preparing Ethically Responsible Teachers.” He is also co-authoring an article titled “Finding the Balance between Process and Product in Lesson Planning: The Perceptual Lesson Planning Model” with P. Bruce Uhrmacher and Christy Moroye. He independently published an article in the area of culturally responsive teaching titled “Intentions and Beliefs: Why They Matter and a Conceptual Framework for Understanding Them in Culturally Responsive Teachers.”

Bradley is a member of the editorial board for The Journal of Urban Learning, Teaching & Research and serves as a periodic reviewer for Teacher’s College Record. Bradley has served as Program Chair of the American Association of Teaching and Curriculum and currently serves as Newsletter Editor and Executive Board member for the AATC. Additionally, he is one of the founding members of the Elliot W. Eisner Special Interest Group within the American Educational Research Association.

At the University of Denver he was a graduate assistant and adjunct faculty member within the Morgridge College of Education Teacher Education Program for three years, culminating in the graduate student of the year award in 2010. Currently, he is a member of Uhrmacher Scholarship Program executive committee.

Uhrmacher Scholar Alumni Scholarship Contributors and Mentors

Amy L. Masko is an Associate Professor at Grand Valley State University in Allendale, Michigan. She earned her PhD from the University of Denver in Curriculum and Instruction with an emphasis in Urban Education, and her M.Ed. from Lesley University in Curriculum and Instruction with an emphasis in Literacy Education.

Amy’s research interests include the intersection of race, poverty, and schooling, Critical Race Theory, and comparative international education. She has written articles about urban and rural education in the United States and Ghana, West Africa. She has worked for public schools and community based educational non-profits. Amy is immediate Past President of the American Association for Teaching and Curriculum.

Dr. Megan S. Kennedy joined the education faculty of Westfield State University (WSU) in 2010 as an Assistant Professor of Education. She earned her Ph.D in Curriculum and Instruction with a focus on Teacher Preparation from the University of Denver. Megan earned her initial elementary teacher licensure at Saint Mary’s College in South Bend, IN and her M.Ed degree at Smith College in Northampton, MA.

Before pursuing her PhD she was a sixth grade teacher in Southampton, MA, at William E. Norris Elementary School. While in Denver, she spent two years as the Gifted and Talented facilitator at a K-8 charter school.

Megan teaches courses focusing on the interconnection between instruction, assessment and the elementary curriculum. In addition, she serves as the Director of Graduate Education Programs for the Division of Graduate and Continuing Education where teaches research and advanced pedagogy courses to graduate students.

Megan is the counselor for the Iota Chapter of Kappa Delta Pi, the International Education Honor Society at WSU. Since 2011, she has been an active member of the American Association of Teaching and Curriculum (AATC) where she reviews proposals, presents at the annual conference, and serves on the O.L. Davis Jr. Book Award Committee. In 2014, she was appointed by the executive board to serve as the O.L. Davis Jr. Book Award Committee Chair for the AATC conference in Tampa.  Her current research interests include teacher identity in the classroom, creating inclusive spaces in schools and communities for LGBT youth, and literature as a tool for creating socially just classrooms. Dr. Kennedy co-authored, Safe Spaces: Making Schools and Communities Welcoming to LGBT Youth, which was released in 2011.

Cassandra Trousas is a Morgridge College of Education alum who earned her doctorate in Curriculum and Instruction in 2009. In 2010, her dissertation “Teacher Artistry and the Not-So-Still life of Arts-centered School Reform” won the American Association of Teachers & Curriculum’s Distinguished Dissertation Award in curriculum. Her research interests include arts-based education and research, qualitative research, and childhood studies. Her recent essay, “With Nose Pressed Against the Glass: One Adjunct’s Experience as an Online Professor” will be published in the book, Dignity of the Calling in 2015. Cassandra lives in the DC Metro area with her family.

Caitlin Lindquist, bio coming soon.

Barri Tinkler, Ph.D., is an assistant professor in the Department of Education at the University of Vermont. Her research focuses on the impact of service-learning on pre-service teachers’ preparation for working with diverse learners.

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