Staff

Banerjee, Rashida, Ph.D.


Banerjee, Rashida,  Ph.D. : Professor & Department Chair

Professor & Department Chair

Teaching & Learning Sciences and Early Childhood Special Education
303-871-6597, KRH 245

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Dr. Rashida Banerjee's area of interest are effective assessment of young children, especially issues around diversity, inclusive intervention for young children, personnel development, and effective community, family, and professional partnerships. In her most recent role as a Professor, Early Childhood Special Education Program Coordinator, and Director for the Center for Early Childhood and Family Studies at the University of Northern Colorado, Dr. Banerjee has demonstrated commitment to students, preparation of well-prepared personnel in education, and collaboration with colleagues. In accordance with her interests, Dr. Banerjee has published articles, book chapters, received grants, and presented at numerous local, national, and international conferences. Her current national projects funded through the Department of Education, specifically focus on preparing well qualified early childhood and early childhood special educators. She has served on the Division for Early Childhood Board and currently serves on the DEC Recommended Practices Committee responsible for ensuring the development and use of evidenced based practices in early childhood. She also serves as the Editor for Journal for International Special Needs Education.

Click here to access Dr. Banerjee's DU Portfolio.

Duggan, Kara


Duggan, Kara : Academic Services Associate for C&I and TEP

Academic Services Associate for C&I and TEP

Department of Teaching and Learning Sciences
303-871-7013, KRH 250F

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A Colorado native, Kara Duggan comes to Morgridge College of Education from the University of Wyoming. There, she received a Bachelor of Arts in English with professional and creative writing minors, and then worked on campus in a variety of positions. As an office associate for the Wyoming School-University Partnership, Duggan gained experience in conference planning, marketing, and collaborating with educators across the state. Duggan then worked as the project coordinator for UW’s Sensory Biology Center (SBC). She managed the accounting, assisted the primary investigators and graduate students, and developed communication strategies for the center. At Morgridge, Duggan is thrilled to support students and faculty in the Teacher Education Preparation and Curriculum and Instruction programs. She also will help coordinate events for the Higher Education department and assist with its newsletters and reports. When not at MCE, Duggan enjoys exploring all the activities and events DU has to offer, playing in Denver, and hanging out with family in Fort Collins.

Espinosa-Galindo, Jessica


Espinosa-Galindo, Jessica : Academic Services Associate for SP & ECSE

Academic Services Associate for SP & ECSE

Department of Teaching and Learning Sciences
303-871-4216, KRH 250C

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FACULTY

William Anderson, Ed.D.


William Anderson, Ed.D. : T.E.P. Director, Clinical Assistant Professor

T.E.P. Director, Clinical Assistant Professor

303-871-2509

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Dr. Anderson’s history includes teaching social studies at “The” Manual High School (Denver, CO), and in Denver Publics Schools for over a decade, and being an Adjunct Professor at Colorado College. He serves on the EdLoc Leadership Board and National Geographic Teacher Advisory Counsel. His areas of interest include raciolinguistic ideologies and identity development.

Banerjee, Rashida, Ph.D.


Banerjee, Rashida,  Ph.D. : Professor & Department Chair

Professor & Department Chair

Teaching & Learning Sciences and Early Childhood Special Education
303-871-6597, KRH 245

Read More

Dr. Rashida Banerjee's area of interest are effective assessment of young children, especially issues around diversity, inclusive intervention for young children, personnel development, and effective community, family, and professional partnerships. In her most recent role as a Professor, Early Childhood Special Education Program Coordinator, and Director for the Center for Early Childhood and Family Studies at the University of Northern Colorado, Dr. Banerjee has demonstrated commitment to students, preparation of well-prepared personnel in education, and collaboration with colleagues. In accordance with her interests, Dr. Banerjee has published articles, book chapters, received grants, and presented at numerous local, national, and international conferences. Her current national projects funded through the Department of Education, specifically focus on preparing well qualified early childhood and early childhood special educators. She has served on the Division for Early Childhood Board and currently serves on the DEC Recommended Practices Committee responsible for ensuring the development and use of evidenced based practices in early childhood. She also serves as the Editor for Journal for International Special Needs Education.

Click here to access Dr. Banerjee's DU Portfolio.

Coleman, Jeanine Ph.D.


Coleman, Jeanine Ph.D. : Clinical Associate Professor

Clinical Associate Professor

Early Childhood Special Education and School Psychology
303-871-2496, KRH 348

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Dr. Jeanine Coleman is part of Curriculum, Studies & Teaching. She is the Clinical Associate Professor in the Early Childhood Special Education program.  Dr. Coleman has an MA in Early Childhood Special Education and she received her PhD from the University of Denver in the Child, Family & School Psychology program. She has served as a teacher, advocate, and interventionist for very young children with special needs and their families across the state.  She worked on the Early Childhood Team in the Lieutenant Governor’s office under Dr. Barbara O’Brien and has worked for Head Start, Adams County Five Star Schools, Fisher Early Learning Center, and Denver Public Schools.  Dr. Coleman consults with school districts across Colorado and other states on the Transdisciplinary Play-Based Assessment and Intervention process.  Her research interests include families with children with neurodevelopmental disorders, assessments methods for young children, and working with families going through the early intervention/special education processes.

Portfolio

Delaney, Mary Kay, Ph.D.


Delaney, Mary Kay, Ph.D. : Visiting Clinical Assistant Professor

Visiting Clinical Assistant Professor

Teaching & Learning Sciences

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Mary Kay Delaney earned a B.A. from The George Washington University, a Master of Education from Harvard University Graduate School of Education, and a Ph.D. in social foundations of education from the University of North Carolina at Chapel Hill. She also completed courses leading to graduate teaching licensure in special education at Boston University. Mary Kay served as an alternate federal negotiator on the U.S. Department of Education Teacher Preparation Committee (2012), the committee that first considered, via the negotiated rule-making process, current proposed teacher education regulations. She recently served on the North Carolina Think Tank on K-3 Assessment as part of a state-wide, interdisciplinary effort to develop assessment for learning activities. She has taught in public and private schools and has served as principal of a PK-8 parochial school. She is the recipient of the School of Education, Health, and Human Sciences Dean’s Award (2014), the EHHS Service Award (2010), and the Laura Harrill Presidential Award for Outstanding Service, Meredith College (2011). Her areas of special interest include learning in sociocultural contexts, teacher education, equity and education, special education, and qualitative research methods.

Garner, Brette, Ph.D.


Garner, Brette, Ph.D. : Assistant Professor

Assistant Professor

Department of Teaching and Learning Sciences
303-871-3120, KRH 251

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Dr. Garner’s research and scholarship focuses on mathematics teacher learning. As a middle-school math teacher in Houston, she learned the importance of supporting students’ conceptual understanding of mathematics. At the same time, she saw that there were few opportunities for teachers to learn how to shift their instruction toward more ambitious goals—especially in schools serving historically marginalized and disenfranchised communities. To address this problem, Dr. Garner attended grad school at The University of Texas at Austin and Vanderbilt University.

Dr. Garner uses design-based research methodologies to develop partnerships with educators and support their learning goals. She uses qualitative methods, including discourse and interaction analysis, to study teachers’ learning opportunities. In her dissertation research, Dr. Garner analyzed the ways that teachers learn from assessment data in collaborative workgroup settings, particularly in light of the distortive effects of test-based accountability policies. In her current project, Dr. Garner is working with a research team to develop video feedback protocols to support secondary mathematics teacher learning.

Hafenstein, Norma, Ph.D.


Hafenstein, Norma, Ph.D. :  Clinical Professor and Ritchie Endowed Chair for Gifted Education

Clinical Professor and Ritchie Endowed Chair for Gifted Education

Curriculum and Instruction, Teacher Education Program
303-871-2527, KRH 359

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Norma Lu Hafenstein, Ph.D., is the Daniel L. Ritchie Endowed Chair in Gifted Education at the University of Denver, Morgridge College of Education, Department of Teaching and Learning Sciences. A former teacher and administrator, Hafenstein brings decades of experience and expertise in graduate-level and K-12 teaching, teacher preparation, program development and evaluation, supervision, and research. Hafenstein led the development and implementation of the Carnegie Project on the Education Doctorate (CPED) for the University of Denver’s Education Doctorate in Curriculum and Instruction with a specialization in Gifted Education. She was a member of the Colorado Department of Education’s Standards Development Team where she helped to design the Gifted Education Core, Specialist, and Director endorsements.

Hafenstein has secured over $13 million in grants, gifts, and contracts toward Gifted Education at the University of Denver including support through the Jacob K. Javits Gifted and Talented Students Education Act Grant of the US Department of Education, the Bradley Foundation, the Considine Family Foundation, the Sturm Family Foundation, the Buell Foundation, Daniel L. Ritchie, and Alice Collister. Hafenstein is PI for a $2.8 million, U.S. Department of Education, Jacob K. Javits five-year grant from 2020-2025 for I-REECCH: Impacting Rural Education through Expanding Culturally responsive curriculum, Computer science training, and Higher order thinking skills.

Hafenstein has conducted research in Colorado’s rural school districts since 2014, with the goal of understanding barriers to equitable identification. Her research interests include young gifted children, information-processing styles, social and emotional development, mathematical ability, individualized educational planning, and addressing disproportionality in gifted education. Hafenstein analyzes pre-service teacher training related to the needs of gifted learners and was recently named Chair of the World Council for Gifted and Talented Children’s international Teacher Education Position Paper Committee to develop teacher educator standards that support gifted education. 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.

Portfolio

Leonard, Betsy, M.Ed.


Leonard, Betsy, M.Ed. : Community Engagement Specialist

Community Engagement Specialist

Teacher Education Program
303-871-3835, KRH 242

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Betsy Leonard received her M.Ed. from the Georgia State University. She has extensive experience in teacher education, professional development and educator evaluations through her work the past 20 years. She has worked in multiple levels of the P-12 education from urban classrooms in Denver and Atlanta Public Schools, coaching, curriculum development and school start-up. Her passion lies in driving student and teacher achievement by transforming her-based best practices into practical, engaging collaborative classrooms. Her professional interest include teacher effectiveness, improvement of school quality and teacher preparation programs. Ms. Leonard enjoys getting out to enjoy all season of Colorado with her family.

Lerner, Jessica PhD


Lerner, Jessica PhD : Clinical Assistant Professor and Director of Teacher Training

Clinical Assistant Professor and Director of Teacher Training

Teacher Education Program
303-871-2517, KRH 336

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Jessica Lerner is a Clinical Assistant Professor and Director of Teacher Training at Morgridge College of Education. She holds a PhD in Curriculum and Instruction from the University of Denver. Her research interests include beginning teacher development, teacher training, and culturally responsive teacher evaluation.

Portfolio

Michalec, Paul, Ph.D.


Michalec, Paul, Ph.D. : Clinical Professor

Clinical Professor

Curriculum and Instruction and Teacher Education Program
303-871-7952, KRH 343

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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.

Portfolio.

Salazar, María, Ph.D.


Salazar, María, Ph.D. : Professor

Professor

Teaching and Learning Sciences and Teacher Education Program
303-871-3772, KRH 346

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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.

Recent Publications:

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.

Portfolio

Schmidt, Kimberly, Ph.D.


Schmidt, Kimberly, Ph.D. : Assistant Clinical Professor

Assistant Clinical Professor

Curriculum and Instruction, Teacher Education Program
303-871-2474, KRH 347

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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.

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