Moving forward in research, teaching and advocacy
The College of Education at Northern Arizona University added a lauded group of individuals to an already impressive community of faculty. Our 2018-2019 new faculty bring significant experience and research credentials that will help our college and its students innovate and succeed.
Margaret Boatright, Assistant Professor of Practice, Department of Educational Psychology
Dr. Margaret Boatright earned her PhD in School Psychology from Northern Arizona University and currently serves as the lead faculty of the School Psychology program at NAU’s North Valley campus. Dr. Boatright comes to NAU with 17 years of field experience in school psychology. The majority of her career has encompassed providing school-based services to urban, predominantly Hispanic youth and families. Dr. Boatright is a Nationally Certified school psychologist who is passionate about promoting social justice and evidence-based practices among diverse learners.
Amy Boniface, Assistant Clinical Professor, Department of Teaching and Learning
Amy Boniface has an MEd in Curriculum and Instruction: Reading from Grand Canyon University and is presently working on her Ph.D. in Curriculum and Instruction at NAU. Boniface’s work is focused on highly effective integrated curriculum design and New Literacy instruction. She has extensive experience designing and implementing computer science and coding curriculum in elementary after-school settings and working with community members to equip students with the skills and dispositions necessary for the 21st century. Her research interests include teacher perceptions and support techniques involved in implementing curriculum that integrates literacy-based instructional strategies across content areas.
Carlos Calderon, Visiting Assistant Professor, Department of Educational Psychology
Dr. Carlos O. Calderon received his PhD in Educational Psychology, School Psychology emphasis, from Arizona State University. Dr. Calderon is currently serving as a visiting Assistant Professor and was recently hired in the tenure-track Assistant Professor position beginning in Fall 2019 at NAU. He is a nationally certified school psychologist with areas of expertise in multicultural and bilingual psychology practice, stereotyping, prejudice, and discrimination, and assessment and research methodology with culturally and linguistically diverse populations. His research focuses on cultural development and psychoeducational assessment. Dr. Calderon is a social justice advocate and currently serves on the National Association of School Psychologists Social Justice Committee.
Alison Conant, Assistant Clinical Professor, Department of Teaching and Learning
Dr. Ali Conant holds an EdD in Curriculum and Instruction from Florida Gulf Coast University with an emphasis on educating diverse populations through critical literacy and integrated technologies. She is a National Board Certified Teacher, an Arizona Master Teacher, and a proud National Writing Project Fellow. With over 19 years in the public-school system in both Florida and Arizona, she brings a unique and real view of today’s struggles and triumphs as an educator. Dr. Conant is passionate about bringing authentic learning experiences to all students through place-based and project- based experiences, ensuring that every student has access to a highly-qualified teacher.
Frank Davidson, Assistant Professor, Department of Educational Leadership
Dr. Frank Davidson earned his EdD in Educational Leadership from the University of Arizona, conducting research involving a statewide study of superintendent’s instructional leadership practices. Dr. Davidson received the Superintendent of the Year Award for large school districts from the Arizona School Administrators in 2000, the Business Leader of the Year Award from the Greater Casa Grande Chamber of Commerce in 2003, and the Arizona nomination for National Superintendent of the Year from the American Association of School Administrators in 2006. In 2014, he was named to the Southwestern College of Kansas Hall of Fame. In 2016, he received the Raymond Sterling Kellis Leadership Award from the Arizona School Administrators. His primary research interests include the superintendency, moral leadership, school culture, the formation of trust in leaders, and the constructs through which leaders frame moral dilemmas.
Tia Frahm, Assistant Professor, Department of Teaching and Learning
Dr. Tia Frahm earned her PhD in Curriculum and Instruction with an emphasis in Literacy Education and minor in Qualitative Research Methods from the University of Wyoming. She began her teaching career as an instructional coach and elementary and middle school teacher for eight years, focusing on the connection between reading and writing with students and teachers. During her PhD program she was able to research this connection further through her work with the National Writing Project and her dissertation titled, “Teachers as Writers: Tracing Writing Identity Development of Teachers in a Summer Professional Development Program”. Dr. Frahm plans to continue her research in the area of professional learning in writing instruction and coaching contexts.
Rebecca Frantz, Assistant Professor, Department of Educational Specialties
Dr. Rebecca (Becca) Frantz received her PhD in Special Education with an emphasis in Early Intervention/Early Childhood Special Education from The University of Oregon, and also completed a postdoctoral fellowship in Early Childhood Special Education at the University of Illinois at Urbana-Champaign. Her areas of expertise include social communication and behavioral interventions for young children with developmental disabilities, caregiver training, and professional development. Dr. Frantz has a strong background in experimental single-case research design, and utilizes mixed methods in her research. Her research focuses on coaching natural change agents, or individuals children interact with in their daily lives such as caregivers, teachers, and paraeducators.
Shane Haberstroh, Associate Professor, Department of Educational Psychology
Dr. Shane Haberstroh has an EdD in Counselor Education & Supervision from Texas Tech University, and comes to NAU from the University of Texas at San Antonio where he served as Associate Professor, Doctoral Program Coordinator, and Assistant Department Chair in the Department of Counseling. His areas of expertise include addiction counseling, technology in counseling, crisis and trauma work, and the integration of mental, behavioral, and addiction healthcare. Dr. Haberstroh was recently the Principal Investigator (PI) on a Victims of Crime Assistance Grant to establish counseling services for the communities affected by the Sutherland Springs shooting, and served as a Co-PI on a HRSA grant integrating behavioral health into primary care settings. His research explores technology in counseling, creativity in counseling, the relational aspects of counseling, and the losses and recovery processes arising from addiction, crises, and traumatic events.
Robyn Conrad Hansen, Assistant Professor of Practice, Department of Educational Leadership
Dr. Robyn Conrad Hansen is a two time alumna of Northern Arizona University, first earning an MS and then an EdD, both in Educational Leadership. Robyn has been a successful principal providing leadership for the Gilbert Public Schools community since 1990. Most recently, Robyn served as President of the National Association of Elementary School Principals (NAESP) working out of Washington, D.C. advocating for the 65,000 elementary and middle level principals around our country and overseas. Her areas of expertise include systems thinking, strategic planning, teacher, principal and superintendent evaluations, global education, and distributed leadership design. Dr. Conrad Hansen’s focus will be on supporting and developing the future generation of Principals and Superintendents.
James Ingram, Assistant Professor, Department of Educational Specialties
James Ingram plans to receive his PhD in the first NAU cohort for Curriculum and Instruction in December of 2018. Prior to his appointment in the department of Educational Specialties, Ingram served as coordinator of the adult transition program at Flagstaff Unified School District. His teaching career spans over 20 years in public secondary education. At NAU, Ingram applies his vast experience to teaching courses in secondary methods in special education. Ingram’s primary research interest involves the transition into adulthood of culturally diverse students with disabilities. Additional interests include sex education and sexuality for young adults with intellectual disabilities. Through his research, he hopes to provide appropriate support to culturally and linguistically diverse individuals with disabilities as they move from the structured environments of high school into life as adults.
Susan Kater, Department of Educational Leadership
Dr. Susan (Sue) Kater received her Ph.D. in Higher Education with a specialization in Community Colleges from the University of Arizona. She comes to NAU from the Maricopa County Community College District, where she served in a variety of administrative positions, including Associate Vice Chancellor for Institutional Research, Planning, & Effectiveness, and Special Assistant to the Chancellor. Dr. Kater’s research is focused on community college faculty, in particular on the effects of neoliberal influences on shared governance in the community college in union and non-union environments.
Jen Knight, Assistant Professor, Department of Teaching and Learning
Dr. Jen Knight earned her PhD in Curriculum, Instruction, and Teacher Education from Michigan State University. Dr. Knight’s research and teaching interests focus on early literacy development, specifically reading comprehension, classroom teaching and teacher education. Her current research involves a focus on prior knowledge and the role it plays in students’ reading comprehension as well as reading and writing for a specific purpose and audience. Dr. Knight also has an interest in teacher development of reading and writing instruction in the classroom. Other interests include pre- and in-service teacher education and teacher professional development in the area of early language and literacy.
Chris Lanterman, Assistant Professor, Department of Educational Specialties
Dr. Chris Lanterman received his EdD in Curriculum and Instruction from NAU, and has taught courses in Special Education, Universal Design for Learning (UDL), and Disability Studies at NAU since 2002. His research focuses on UDL, special education teacher preparation, and full inclusion for children and youth with disabilities. Chris has written several book chapters and articles on UDL and presented on UDL at international conferences, including The Center for Applied Special Technology (CAST) UDL Symposium, the Association on Higher Education and Disability, and the Disability Studies in Education conferences. Dr. Lanterman was recently selected for the Tenure Track Assistant Professor position beginning in Fall 2018.
Jonathan Lee, Associate Professor, Department of Teaching and Learning
Dr. Jon Lee earned his PhD in Curriculum and Instruction with a specialty in Teaching and Learning from the University of Louisville. Dr. Lee has held appointments with Bellarmine University and the University of Louisville, and his research and teaching focuses on issues relating to family impact on very young children’s emergent literacy development and applications of Motivational Interviewing (MI) in educational contexts. His current research includes adaptations of the First Step Next early intervention program for Preschool aged children and children with tertiary behavior challenges in primary classrooms, and the development of interventions utilizing MI in various educational contexts. His work in the area of MI includes the development of competency and proficiency measures, and training platforms for educational personnel that are contextualized to educational settings.
Dian Squire, Assistant Professor, Department of Educational Psychology
Dr. Dian Squire received his PhD in Higher Education from Loyola University Chicago and is dedicated to pursuing interdisciplinary anti-oppressive scholarship for the purposes of socially just institutional transformation. Drawing on critical qualitative approaches, he addresses student development, organizational theory and change, teaching and learning, and leadership. In particular, his work examines how intersectional conceptualizations of race and racism inform institutional organization and practice and influence the life potentials of their constituent communities. Dr. Squire’s primary research agenda is two-pronged: he uses critical qualitative methods to examine the organizational structures and worldviews that impede the success of minoritized communities, and he contributes to the theoretical foundations of higher education as a field of study. He is currently interested in the role higher education plays in the humanization of racialized others.