Miami University’s board of trustees approved the promotion and/or tenure of 58 faculty members and the promotion of one librarian at its Feb. 20 meeting. The actions take effect July 1.
“The faculty recommended to the board for promotion and tenure are outstanding teacher-scholars. They have achieved national recognition in their disciplines, and they are committed to promoting a vibrant learning and discovery environment for all of our students. It is an honor for me to recommend them to you for promotion and tenure,” said Provost Phyllis Callahan.
The College of Education, Health and Society extends special congratulations to the nine EHS faculty who have earned promotion and/or tenure in 2015.
Kevin Bush has been promoted to professor of family studies and social work. He received his BA and MS from Arizona State University, Ph.D. from Ohio State University, and served on the faculty at the University of Georgia before coming to Miami in 2005. The focus of his research is child and adolescent development in context (e.g., culture, family, school, community) and how outcomes (e.g., academic achievement, self-efficacy) are improved through intervention/prevention programs. He is co-editor of the Handbook of Marriage and The Family; and his research has appeared in numerous journals (e.g., Child Development; Journal of Marriage and Family) and has been supported through grants from county/state and federal sources. He has mentored over 100 undergraduate students on research or teaching projects; and chaired or served on the thesis/dissertation/comprehensive exam committees for 45 graduate students. Since 2011, he has served as associate dean for partnerships, research and grants in CEHS.
Michael Todd Edwards has been promoted to professor of mathematics education in the Department of Teacher Education. He received his Ph.D. from Ohio State University in 2001 and joined Miami in 2006. He is the co-editor of Contemporary Issues in Technology and Mathematics Teacher Education, executive editor of the North American GeoGebra Journal, and co-director of the GeoGebra Institute of Ohio. Dr. Edwards’ research interests focus on the teaching and learning of school mathematics with technology, ethical issues surrounding the use of free software and the free software movement, and writing as a vehicle to learn mathematics at all levels of instruction. He has 35 published and forthcoming peer-reviewed journal articles (21 as first author), 14 articles in conference proceedings, 3 book chapters, and a textbook (in its 3rd edition, used by approximately 3 million students). Moreover, Dr. Edwards has received external funding for over $1.5 million as a co-principal investigator on mathematics and science partnership programs. Additionally, Todd has served as chair of the Committee for the Enhancement of Learning, Teaching, and University Assessment (CELTUA) and has served on the Howe Center Local Advisory Board for the past 4 years. He is currently on research leave, focusing his most recent efforts on the establishment of MaTH (Mathematics: Technology and History), a student-run, peer-reviewed journal to be housed at the Miami University Libraries Center for Digital Scholarship.
Michael Evans has been granted tenure and promoted to associate professor. He holds a joint appointment in the departments of Teacher Education, Educational Leadership and Family Studies & Social Work. Dr. Evans completed his undergraduate work at the College of the Holy Cross in Worcester, Massachusetts. Upon graduation he went on to earn a M.Ed. from the University of Notre Dame and a M.Div. from Harvard Divinity School. Dr. Evans completed his Ph.D. in Curriculum & Instruction at Boston College. His research and teaching interests are focused on family, school and community partnerships with an emphasis on grassroots organizing as a school reform strategy. Evans was the recipient of the 2010 Outstanding Dissertation Award for the AERA Family, School and Community Partnerships SIG and selected as an emerging scholar for the William L. Boyd National Educational Politics Workshop. Dr. Evans is co-editor of the forthcoming bookPromising Practices for Community-Based Educational Change.
Thomas Misco has been promoted to professor of teacher education. Misco earned his bachelor’s degree in history and geography at the University of Wisconsin-Madison. He earned M.A. and Ph.D. degrees in social studies education at the University of Iowa and joined Miami’s faculty in 2006. Misco’s research centers upon the challenges of, and pathways to, teaching about controversial issues in both mature and developing democracies. His research has included a variety of contexts, including China, Guam, Japan, Kyrgyzstan, Latvia, Romania, South Korea, and Taiwan. Through these projects Misco seeks to understand the nuances of controversial issues and their treatment within schools in order to disrupt silences and closed areas. The ultimate goal of his research is to help develop tolerant, active, and democratic citizens, both domestically and abroad. Misco has published works in the journals Theory and Research in Social Education; International Education; The Social Studies; Educational Forum; Education and Culture, International Journal for Education, Law, and Policy; and Education, Citizenship, and Social Justice, among others. Recently, he was recognized as a Miami University Distinguished Scholar, received a Fulbright Senior Specialist Fellowship in Singapore, and published an edited book titled Cross-Cultural Case Studies of Teaching Controversial Issues.
Amity Noltemeyer has been granted tenure and promoted to associate professor of educational psychology. She received her bachelor’s degree from Xavier University, her master’s and educational specialist degrees from Miami University, and her doctoral degree from Kent State University. She joined Miami in 2010 and currently serves as the school psychology program coordinator. Her research interests include prevention and intervention efforts designed to foster student resilience, behavioral/academic success, and equity in K-12 schools. Noltemeyer has authored many journal articles and book chapters, and has also co-edited a book and guest-edited a journal special issue. She also serves as Co-PI to externally funded grants, is the past president of the Ohio School Psychologists Association, and Co-Editor of School Psychology International journal. She was awarded the Robert H. and Nancy J. Blayney Professorship from the Miami University Office of the Provost in 2013.
Stephen John Quaye has been granted tenure and promoted to associate professor of educational leadership. He received his bachelor’s degree in Psychology from James Madison University, his master’s degree in student affairs from Miami University, and his Ph.D. in higher education from The Pennsylvania State University. He joined Miami in 2012. He received the Emerging Scholar Award from ACPA: College Student Affairs Educators International in 2009. His research and teaching focus on understanding how to enable undergraduate and graduate students to engage in dialogues about difficult topics (e.g., racism, privilege, oppression) civilly and honestly, as well as how storytelling is used as an educational tool to foster reflection and learning across differences. He also is interested in the strategies educators use to facilitate these dialogues and what they learn about themselves in the process. His work is published in different venues, including The Review of Higher Education, Teachers College Record, Journal of College Student Development, and Equity & Excellence in Education.
Rose Marie Ward has been promoted to professor of kinesiology and health. She received her Ph.D. from the University of Rhode Island in 2002. She joined Miami in 2002 as a visiting professor in psychology. In 2005, she transitioned to the department of kinesiology and health. In 2012, she was awarded the university’s highest teaching award, the Knox Excellence in Teaching Award. In 2007, she received the Women’s Leadership Award. Her research interests are in the area of college student health, with a focus on both addictive/harmful behaviors (alcohol use, disordered eating, unsafe and unwanted sexual behavior) and prosocial activities (women’s leadership, life satisfaction, scholastic achievement, exercise, and athleticism). She is currently serving as the director for the Center for the Enhancement of Learning, Teaching, and University Assessment and as the Special Consultant to the Dean of Students on Alcohol. She actively supports and engages students in the research process and brings students to the National Conference on Undergraduate Research.
Leah Wasburn-Moses has been promoted to professor of educational psychology. A former high school teacher, she has bachelors and masters degrees from Purdue University and her Ph.D. from Michigan State University, where she was a University Distinguished Fellow. She joined Miami’s faculty in 2005, and teaches courses in special education. Her research centers around innovation in teacher education. Wasburn-Moses directs Miami Connections, an on-campus alternative school that serves local high school students and provides unique field placements for teacher education majors. She received grant funding to implement this model, trademarked Campus Mentors, on three additional Ohio campuses. Wasburn-Moses has received the Teacher Education Division (TED) Publication Award, was nominated to serve on the Institute for Education Sciences (IES) Special Education Centers review panel, and was named finalist in National Council on Teacher Quality’s (NCTQ) 2009 research competition. She is a member of Phi Beta Kappa and has three children.
Raymond Witte has been promoted to professor in educational psychology. During his tenure at Miami University, Dr. Witte has provided instruction in educational and psychological assessment, intervention, along with practicum and internship supervision. He recently completed as editor his third textbook in the area of mental health (Mental Health Practice in Today’s Schools: Issues and Interventions – Springer Publishing 2015). Additional textbooks have been published in the area of assessment (Assessment in Special Education – Pearson 2014 and Classroom Assessment for Teachers – McGraw Hill 2012). Dr. Witte has published over thirty articles and has authored the transition chapter (Best Practices in Facilitating Transition to Postsecondary Education for Students With Learning Disabilities) in Best Practices in School Psychology for the past thirteen years. Dr. Witte’s research continues to focus on assessment and intervention, diversity awareness and mental health provision in the schools. He is currently collaborating with the Cincinnati Children’s Medical Center on the systematic assessment of diversity-based trainings for its employees.