Faculty: Robert Morris University Faculty | Robert Morris University
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Instructional Management and Leadership Ph.D.

Faculty

Bea Kunka  is a Professor of Education At Robert Morris University. She earned her Doctor of Education in Educational Administration and Foundations at the University of the Pacific.  Her research interests include early childhood/middle level mathematics and science education, supporting science and mathematics education for English Learners, and diversity in organizations. Some recent publications include: "Promoting diversity initiatives in non-profit organizations: Strategies for implementation," "Improving graduate students' writing abilities: An analysis of a formative outcomes-based assessment technique," and "The Professional Development School: A Building Block for Training Public School Faculty on New Technologies."

Carianne Bernadowski is a Professor of Education at Robert Morris University. She earned her Philosophy of Education in Reading and Literacy from the University of Pittsburgh. Her research interests include literacy for “at-risk” readers, early literacy development, and self-efficacy of teachers and college students. Dr. Bernadowski has published five books, and numerous research articles. Book titles include: Beyond the Textbook: Using tradebooks and databases to teach our nation’s history (grades 7-12), Teaching historical fiction with ready-made literature circles for secondary readers, and Using the Coretta Scott King Award winners to teach literacy skills to adolescents.

James Bernauer is a Professor of Education at Robert Morris University. He earned his Doctor of Education from the University of Pittsburgh in Policy, Planning and Evaluation. His research interests include teaching and training, innovative qualitative methodology and expertise. Dr. Bernauer has published numerous articles with a few in press. Some include: "Developing a center for teaching excellence: A higher education case study using the Integrated Readiness Matrix," "Beyond measurement driven instruction: Achieving deep learning based on constructivist learning theory, integrated assessment, and a flipped classroom approach," and "Integrating pedagogy and technology: Improving teaching and learning in higher education."

Robert DelGreco is an Associate Professor of Education at Robert Morris University. He earned his Philosophy of education at the University of Pittsburgh in Administrative and Policy Studies. His research interests lie in the area of leadership, professional development and in the development of learning communities. Recently, he has published numerous articles, journals and books. Some titles are: "START:  A Framework for service learning implementation for preservice teachers," "Improving preservice teachers’ self-efficacy through service learning: Lessons learned," and Beyond the Textbook: Using tradebooks and databases to teach our nation's history.

Vicki Donne is a Professor of Education at Robert Morris University. She earned her Doctorate of Education from the University of Pittsburgh in Special Education, Specialization in Education of Deaf/Hard of Hearing, Collateral Area in Reading. Her research interests include reading interventions, technology and assistive technology to meet the needs of students with disabilities. Recently she has published several articles. Some titles include: "Deaf characters in literature," Online reading practices of students who are deaf/hard of hearing," and "Reading comprehension practices of students who are deaf/hard of hearing."

Richard Fuller is a Professor of Education and Department Head of Education at Robert Morris University. He earned his Doctorate of Education at the Penn State University. His research interests center around leadership and motivation, creating interaction in distance education pedagogies, and how the use of technology can enhance learning. Recently he has published several articles. Some titles include: "Beyond Measurement Driven Instruction: Achieving Deep Learning in Higher Education Based on Constructivist Learning Theory, Integrated Assessment, and a Flipped Classroom Approach," " Developing a graduate level online program: One university's move to offering an online teaching certificate for teachers, instructors and trainers," and Ch.9 Interpreting Findings and Discussing Implications for all Ideologies."

Mary Hansen is Professor of Education at Robert Morris University. She earned her Doctorate of Philosophy at the University of Pittsburgh in Research Methodology. Her research interests lie in the areas of educational measurement and assessment, including design and technical issues related to large-scale test development and classroom assessment practices. She has produced several publications. Some of them include: "Reflective On-Line Discussion for Pre-Service Teachers,"  Inclusiveness Practices in Business Education Classrooms," and "Formative assessment: Sharing success of learning."

Shelley Haser is a Professor of Education at Robert Morris University. She earned her Doctorate of Philosophy from The Catholic University of America in Educational Policy and Administration. Her research interests include teacher education, teacher certification and accreditation and higher education leadership. She has several publications. Some recent titles include:  "How parental support in finding volunteer or part-time work can benefit teens with ADD/ADHD," "Serving military families and meeting the needs of the military connected PreK-12 student: A brief intervention model with preliminary and post-assessment of pre-service teachers during student teaching," and "The Modified Calendar Benefits for Teachers."

Gregory Holdan is an Associate Professor of Mathematics and an associate Professor of Education at Robert Morris University. He earned his Doctorate of Philosophy at the Penn State University in Curriculum and Instruction. His research interests include reflection, learning styles and teaching styles. Recently, he has made several publications. Some include: "Living-Learning Community in Support of STEM Education,"  "Building a Community of Scholars:  One University’s Story of Students Engaged in Learning Science, Mathematics, and Engineering," and  "A baker’s dozen of best practices in teaching mathematics."

Fan Yu Lin is an Associate Professor of Education at Robert Morris University. She earned her Doctorate of Philosophy at the Pennsylvania State University in Special Education. Her research interests include precision teaching, behavioral analysis, autism and the “at-risk” population. Some of her most recent publications are: "Precision Teaching and Behavior Analysis. Behavior Foundations of Effective Autism Treatment," and "Examining application relationships: Differences in mathematical elements and compound performance between American, Japanese, and Taiwanese students."

Mary Ann Rafoth is a Professor of Education and the Dean of School of Education and Social Sciences. She earned her Doctorate of Philosophy at the University of Georgia in Educational Psychology. Her research interests involve strengthening independent learning skills in students, alternative to retaining students and school readiness issues.

George Semich is a University Professor of Education and the Director of the IML Doctoral Program. He earned his Doctorate of Education at Nova-Southeastern University in Higher Education Administration. His research interests include leadership, curriculum and technology integration. He has several recent publication. Some titles are: “Integrating Technology to Transform Pedagogy: Revisiting the Progress of the Three Phase TUI Model for Faculty Development” and “Forming Successful Classroom Groups: The Application of the FIRO Theory to the Group Formation Process."

Darcy Tannehill is an Associate Professor of Education. She earned her Doctorate of Education at the University of Pittsburgh in Higher Education Administration. Her research interests include andragogy, pedagogy as related to online instruction and design and the teaching of non-traditional students. Her recent publications include: "Factors Affecting the Usage of Online Course Delivery Tools," and "Improving the LMS Selection Process: Instructor Concerns, Usage and Perceived Value of Online Course Delivery Tools."

Nathan Taylor is an Assistant Professor of Education at Robert Morris University. He earned his Doctorate of Philosophy at the Ohio State University in Teaching and Learning. His research interests include social justice in education. identity formation in education and inclusive classrooms for historically marginalized subjects. He has numerous publications. Some titles are: "Children's picture books and the homonormative subject," and "Web resources for teaching about human rights."

Lawrence Tomei is a Professor of Education for Robert Morris University and the Vice Provost for Academic Affairs. He earned his Doctorate of Education from the University of Southern California in Educational Administration. He has numerous publications. Some are titled:  ICTs for Modern Educational and Instructional Advancement: New Approaches to Teaching,  Lexicon of Online and Distance Learning and Designing Instruction for the Traditional, Adult, and Distance Learner: A New Engine for Technology-Based Teaching.