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.