Alexandra Manion (2021) is a fourth-year doctoral student in Child, Family, and School Psychology, and is currently pursuing clinical training in neuropsychology. She is a former visual art and elementary educator, and has taught in a variety of schools, community settings, and museums. Her research interests are focused on the benefits of therapeutic art in school-based mental health, and the use of creative interventions with children who have sustained a traumatic brain injury.
Paula Adamo (2021) is a fifth-year Ph.D. student in Curriculum & Instruction and a teaching professor in the Department of Spanish Language, Literary and Cultural Studies at DU. Her dissertation explores undergraduate teaching excellence through an aesthetic lens.
Andrea Johnson (2019) is a Ph.D. student in Curriculum and Instruction at the University of Denver. Her research interests include literacy, emergent bilingual students, and rural education. Andrea is a GRA for the Center for Rural School Health and Education (CRSHE) and is an adjunct faculty in the Teacher Education Program teaching Secondary Literacy.
Rob Evans (2016) is completing his Ed.D. in the Curriculum and Instruction program at the University of Denver. He balances his studies with his professional role as the Senior Team Lead for Special Education at Farrell B. Howell ECE-8 School in Denver Public Schools. Over the past 15 years in education, Rob has served as an outdoor programs instructor, science teacher, EFL teacher, ESL teacher, and special education teacher. At Farrell B. Howell, Rob has served on the Collaborative School Committee, the Multi-Tiered Systems of Support Committee, the Student Intervention Team, and currently is a member of the Instructional Leadership Team at Farrell B. Howell. Rob received an MA in Teaching English as a Second Language from Northern Arizona University in 2012 and a MAT in Special Education from the Metropolitan University of Denver in 2014.
Throughout his career to date, Rob has been interested in what educational conditions are necessary and sufficient to allow curiosity and inquiry to emerge in learning. His current focus in his doctoral studies is on how Japanese Lesson Study can be translated as a form of educational criticism and connoisseurship into the context of public education in the United States. His hope is that this approach to professional development will support curiosity and inquiry in teacher education. In the 2019-2020 school year, Rob was selected as a Denver Public Schools THRIVE fellow, where he had the opportunity to explore how action research in the form of Lesson Study could improve educational conditions within the district. Rob’s family and commitment to the spirit of public service are the sources of much inspiration in his studies and leadership in education.
Dr. Brittany Miller (2015) received her Ph.D. in Curriculum & Instruction from the University of Denver in 2018. She is currently Chief of Staff in the Academics Division for Denver Public Schools.
Joe Bolz (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 2011. Ben 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.