Clements, Douglas H, Ph.D.
Professor, Kennedy Endowed Chair in Early Childhood Learning, and Director
Dr. Clements received his PhD from the University at Buffalo, State University of New York. Previously a preschool and kindergarten teacher, he has conducted funded research and published over 500 articles and books in the areas of the learning and teaching of early mathematics and computer applications in mathematics education. Dr. Clements was a member of President Bush's National Math Advisory Panel, the National Research Council’s Committee on Early Mathematics the Common Core State Standards committee and a coauthor of their reports. His research interests include creating, using and evaluating research-based curricula, taking successful curricula to scale using technologies, and learning trajectories in standards, assessment, curriculum and professional development.
Hafenstein, Norma, Ph.D.
Clinical Professor and Ricks Endowed Chair for Gifted Education
Dr. Hafenstein received her Ph.D. from the University of Denver. She founded the Ricks Center for Gifted Children. Dr. Hafenstein also serves as a member of the Colorado Department of Education Gifted and Talented Endorsement Standards Committee. Her research interests include young gifted children, information-processing styles, social and emotional development, mathematical ability, and individualized educational planning. Dr. Hafenstein loves music, is a classically trained pianist, currently performs in a women’s choir, is an avid reader, and is interested in art from Impressionist Era to Southwest works.
Hazel, Cynthia E, Ph.D.
Department Chair and Professor
Dr. Hazel received her PhD from the University of Northern Colorado. She has coordinated arts-based after-school programs for urban youth, served as the Behavior Evaluation and Support Teams Coordinator for the Colorado Department of Education, and practiced as a school psychologist in communities of predominately poor, Latino families from preschool through secondary levels. Dr. Hazel is also a Nationally Certified School Psychologist through the National Association of School Psychologists and the President of the Trainers of School Psychologists. Her research interests include student school engagement, data-driven decision making, supporting students to graduate from high school with their cohort, preventing bullying, and consulting. Dr. Hazel has one daughter and likes to raft with her family in the summer and ski with them in the winter.
Michalec, Paul, Ph.D.
Dr. Michalec received his PhD from the University of Colorado-Boulder. He is the recipient of the University of Denver's 2015 Distinguished Teaching Award and the former director of student teaching at Skidmore College. He serves on editorial boards for the newsletter EnCouragement and the journal Democracy and Education, leads professional development for religious communities, and is a founding member of Colorado Courage and Renewal. His research interests include teacher education, effective instruction in higher education, spiritual dimensions of teaching, and teacher renewal/formation. Dr. Michalec enjoys biking, baking, drawing, nature study, pursuing a MA in Theological Studies, and reading in the areas of theology, poetry, philosophy, identity, and educational-spiritual reform.
Roberts, Garrett, Ph.D.
Dr. Roberts received his PhD from the University of Texas at Austin and is a Board Certified Behavior Analyst at the Doctoral Level (BCBA-D). Previously, he served as a U.S. Peace Corps volunteer in Mozambique, a Fulbright-Hayes Scholar in Ethiopia, and a special education teacher in Hawaii and Oregon. He also held the title of a project director for a multi-site NICHD funded Learning Disability Resource Center (LDRC) that developed and implemented a multi-component reading with self-regulation intervention for students with reading comprehension deficits in grades 3-5. He is currently the primary investigator on two internal grants investigating topics related to students with reading and behavioral difficulties.
Salazar, María, Ph.D.
Dr. Maria Salazar’s research and scholarship center on transformative teacher preparation through empirical research on equitable and effective teaching. Salazar has authored numerous publications on humanizing pedagogies, equitable and effective teaching, culturally responsive teaching, and college access and success for Latinx students. She has given over 100 scholarly presentations and 20 national and international keynote presentations on her research areas. In addition, she is the lead author of a widely circulated policy document titled, "The State of Latinos 2008: Defining an Agenda for the Future." This document was presented to members of the U.S. Congress in 2008. Dr. Salazar served on the Interstate Teacher Assessment and Support Consortium (InTASC), a national collaborative to revise model content standards and develop learning progressions for teacher licensure, assessment, and development. She was a key contributor in the development of the InTASC Model Core Teaching Standards and Learning Progressions. She also served on the Colorado Quality Teachers Commission.
Dr. Maria Salazar presented three sessions at the Council for the Accreditation of Educator Preparation (CAEP) on infusing equity across program components, and developing valid and reliable candidate assessments. She also gave the conference keynote presentation which was titled: Cultivating equity in teacher education - The hope, despair, and tenacity of a rose that grew in concrete.
Dr. Salazar also recently participated in a summit on quality, recruitment and selectivity of teacher candidates which was held in Washington, DC by the National Education Association (NEA). She has also agreed to serve on CAEP's Equity and Global Initiatives Advisory Committee.
Dr. Salazar recently presented at the AERA Conference, and was selected to participate in an IES grant-writing workshop.
Salazar, M. & Rios, F. (2016). Just scholarship: Publishing academic research with a social justice focus. Journal of Multicultural Perspectives, 18(1), 3-11.
Salazar, M., Martinez, L., & Ortega, D. (2016). Sowing the seeds of multicultural citizenship for Latina/o undocumented youth: Spaces in school and out of school. International Journal of Multicultural Education, 18(1), 88-106.
Martinez, L., Salazar, M., & Ortega, D. (2016). Dehumanizing and humanizing pedagogies: Lessons from U.S. Latin@ and undocumented youth through the P-16 pipeline. In F. Tuitt, C. Haynes, S. Stewart, & (Eds.), Race, Equity and Higher Education: The continued search for critical and inclusive pedagogies around the globe (pp. 131-148). Sterling, VA: Stylus Publishing LLC.
Sarama, Julie, Ph.D.
Professor, Kennedy Endowed Chair in Innovative Learning Technologies
Dr. Sarama received her PhD from the University at Buffalo, State University of New York. She designed and programmed over 50 published computer programs, including her version of Logo and Logo-based software activities (Turtle Math™, which was awarded Technology & Learning Software of the Year award, 1995, in the category "Math"). Dr. Sarama has taught secondary mathematics and computer science, gifted math at the middle school level, preschool and kindergarten mathematics enrichment classes, and mathematics methods and content courses for elementary to secondary teachers. Her research interests include developing and evaluating research-based educational software and other technologies, using learning trajectories in standards, assessment, educational technology, curriculum and professional development, developing and evaluating research-based curricula, and asking successful curricula to scale using technologies
Schmidt, Kimberly, Ph.D.
Assistant Clinical Professor
Dr. Schmidt recently received her PhD from University of Colorado Boulder in Curriculum and Instruction with an emphasis in literacy. Previously, Dr. Schmidt spent 17 years in public and private schools in a variety of contexts as a teacher and professional developer. Her research interests include multimodal and digital literacies and culturally responsive pedagogy. She is currently working on conference presentations and journal publications from her dissertation work. Her personal interests include reading, running, tennis, and watching her three children play baseball and soccer.
Uhrmacher, Bruce, Ph.D.
Dr. Uhrmacher received his PhD from Stanford University. He served as President of the American Association For Teaching and Curriculum and was honored with the University of Denver Distinguished Teaching Award. Dr. Uhrmacher has served as the department chair of Educational Research, Policy, and Practice and as Coordinator of Curriculum and Instruction. He was also the co-editor of the Curriculum and Teaching Dialogue and book review editor of the International Journal of Leadership in Education. Dr. Uhrmacher currently serves as the faculty advisor for the Creativity Institute for Teachers. His research interests include arts-based research, qualitative research, alternative school settings, curriculum theory and practice, Waldorf education. Dr. Uhrmacher is a St. Louis Cardinals fan. He recently started playing drums, and is a music aficionado of bluegrass, country, rock, jazz, and especially western swing music.