College of Education

Selcuk Acar is an Associate Professor of Educational Psychology. He joined UNT in 2020 following seven years of teaching and research at the International Center for Studies in Creativity of SUNY Buffalo State. He earned his Ph.D. in Educational Psychology from the University of Georgia, concentrating on Gifted and Creative Education. He holds his M.A. from Istanbul University in Gifted Education and B.A. in Educational Sciences from Bogazici University. His primary research focus includes divergent thinking, assessment of creativity, creative leadership, and identification of the gifted and talented. In his dissertation titled “Empirical Studies in Divergent Thinking,” he explored novel methods of quantifying and scoring responses given to divergent thinking tasks.

Dr. Acar published some of his articles in Psychology of Aesthetics, Creativity, and the Arts, Creativity Research Journal, Thinking Skills and Creativity, and Journal of Creative Behavior. He also contributed to several major outlets such as Cambridge Handbook of Creativity and the Encyclopedia of Creativity. His methodological focus is quantitative and uses meta-analysis and multilevel modeling in his work. He serves on the editorial board of the Journal of Creative Behavior. He was awarded an Honorary Lifetime Membership of American Creativity Association. He is also a recipient of Doctoral Level Completed Research Award and Dissertation Award both granted by the National Association for Gifted Children.

Dr. Austin R. Anderson is an Assistant Professor in the Kinesiology, Health Promotion and Recreation department at the University of North Texas. Dr. Anderson’s main research focuses primarily on issues of diversity, inclusion, social justice and public policy in leisure and recreation through examinations of sport-specific recreation and management areas. These issues include stigma and belonging in aquatic, sport and campus recreational spaces, with an emphasis on social justice-based goals for people who often find themselves marginalized due to prejudice, discrimination and/or lack of access. 

Dr. Anderson also has an active research agenda investigating aquatic safety and management, particularly those involving minority population groups. 

Dr. Anderson has been employed in aquatic facilities, municipal parks and recreation, and intercollegiate athletic settings throughout Indiana. His personal interests include collegiate and professional sports, including his former involvement as a member of the Men’s Swimming Team at the University of Notre Dame, and mass popular culture, amusement and entertainment.

Mark J. Armstrong is the Senior Communications Specialist for the College of Education. He manages web and social media content for the college and is the primary contact for news and media relations. 

Chris Bailey PhD, CSCS*D, RSCC came to UNT in 2018 after spending 4 years at LaGrange College in GA where he served as an Assistant Professor, Strength and Conditioning Graduate Program Coordinator, and Sport Performance Lab Coordinator. He is a Certified Strength and Conditioning Specialist and a Registered Strength and Conditioning Coach through the National Strength and Conditioning Association.

He completed his PhD in Sport Physiology and Performance at East Tennessee State University in 2014, where he served as the baseball strength and conditioning coach and sport scientist. Prior to his time at ETSU he worked as a minor league strength and conditioning coach in the San Diego Padres baseball organization for two years. He has also worked in private sports performance training with clients ranging from college prep athletes to professional football players.

He is an active member in the NSCA, previously serving as the State Director for Georgia and Tennessee. His research focuses on athlete monitoring, sport performance analytics, applied strength and conditioning, and bilateral strength asymmetry. He has published and has presented on the previously mentioned topics at the national and international level.

He teaches undergraduate and graduate courses in Athlete Monitoring, Strength and Conditioning, Exercise Testing and Prescription, Quantitative Analysis, Quantitative Procedures in Exercise and Sport Sciences, and Biomechanics.

Dr. Veronica Jones earned her Ph.D. in Higher Education Administration from Texas A&M University in 2014. Before starting her career in higher education, she taught in various Texas K-12 school districts for more than 10 years as an English as a Second Language teacher. In 2014, Jones served as a postdoctoral research fellow at the University of Texas at Austin and was a research team member for the Texas Education Consortium for Male Students of Color. While in that role, the William T. Grant Foundation funded her project entitled “How Black Youth Utilize Engagement and Activism to Challenge Social Inequalities on PWI Campuses.” She currently is faculty affiliate for Project M.A.L.E.S. — Mentoring to Achieve Latino Success — a research collaborative group dedicated to research on male students of color. 

In the UNT higher education program, Jones teaches core courses, including organization and administration, risk management, and introduction to college teaching. Through her research Dr. Jones explores topics such as male students of color, student engagement and activism, and equity and diversity issues. Her main research methodology is qualitative, and she utilizes frameworks such as discourse analysis and critical race theory to explore structures, policies, and practices that influence underrepresented and marginalized student communities.

Brenda Barrio is an Associate Professor of Special Education - Critical Perspectives at the University of North Texas. Her research focuses on the areas of disproportionality of culturally and linguistically diverse students in special education, culturally responsive teaching, bilingual and multicultural special education, and pre-/in-service teacher preparation. Barrio has more than 15 years of teaching experience including, graduate and undergraduate special education courses and K-5th bilingual and inclusive education in Texas. She is also the co-founder of the WSU ROAR post-secondary education program for young adults with intellectual and/or developmental disabilities and is the current chair of the Diversity Committee of the Council for Learning Disabilities. 

I am a native Louisianan and moved to Texas to pursue my bachelor’s degree. In 2009, I received a Bachelor of Science in Biology and Psychology from Dallas Baptist University. Then, I became a member of the UNT community in 2011. I earned my Master's of Education in Higher Education degree in May 2013, at which time, I joined the College of Education Student Advising Office team.

Samantha Bergmann is an Assistant Professor of Behavior Analysis at the University of North Texas. She provides behavioral intervention services for children with autism at the Kristin Farmer Autism Center and specializes in the treatment of early language acquisition, pre-academic skills, social skills, and activities of daily living.

Miriam C. Boesch, Ph.D. is an Associate Professor of Special Education. She received her Bachelor’s degree in Communication Disorders from Texas Tech University Health Sciences Center and her Master’s and Doctoral degrees in Special Education with an emphasis in Severe Disabilities and Augmentative and Alternative Communication (AAC) from Purdue University. Her dissertation was awarded the College of Education Outstanding Dissertation Award. Her research focuses on augmentative and alternative communication (AAC). Specifically, she engages in AAC research to assess teacher preparation needs, compare strategies suitable for individuals with autism and complex communication needs, and reduce challenging behaviors. Dr. Boesch teaches courses pertaining to autism, intervention strategies, and behavior management. She is also the co-author of the book: Implementing Effective Augmentative and Alternative Communication Practices for Students with Complex Communication Needs: A Handbook for School-Based Practitioners. Dr. Boesch also publishes in peer-reviewed journals, presents at national and international conferences, and currently serves on the editorial board for the journals Communication Disorders Quarterly and TEACHING Exceptional Children. She is the recipient of the 2014 College of Education Junior Faculty Research Award and the 2017 College of Education Faculty Teaching Excellence Award from UNT.

Dr. Boyd is a native of Honduras and a citizen of the United States. She holds a B. A. in Educational Administration from the Universidad Nacional Autónoma de Honduras, a M.Ed. in educational supervision from Southeastern Louisiana University, and a Ph D. in Curriculum and Instruction from Louisiana State University. In Honduras she worked as an elementary school teacher and as principal of a bilingual school. She also worked as coordinator of a master’s degree in curriculum for the Universidad Pedagógica Nacional and as a consultant for the Universidad nacional Autonoma de Honduras.

In the United States she worked in Louisiana as a high school teacher, as state ESL/Bilingual education director, as professional developer, coordinator, instructor, director and grant manager of programs related to teacher preparation in ESL, bilingual education and alternative certification. At the Southwest Educational Development Laboratory, she worked as a program specialist providing technical assistance in five states, AL, AR, LA, GA, and MS and as an independent consultant and evaluator on issues related to Hispanic students, their families and English language learners in general. She also worked at Southeastern Louisiana University as director of federal grants for the preparation of ESL teachers and as coordinator of FIE and FIPSE grants for the preparation of alternative certification teachers. She is the past president and current SIG Chair of the National Association for Bilingual Education (NABE) and the director of the Bilingual/ESL teacher certification programs at the University of North Texas in Denton. In the fall of 2012 Dr. Boyd won the Outstanding Online Teaching and Course Award at UNT.

Victor works as an advisor in the Student Advising Office. He is a former teacher and has been with the Student Advising Office since February 2002.

Interdisciplinary Team advisors and counselors advise students majoring in Interdisciplinary Studies for Early Childhood-Grade 6 and Grades 4-8 teacher certifications.

Since coming to UNT in 1997, Dr. Bill Camp has contributed actively to the graduate programs in Educational Administration. His research interests include educational law and finance, and he teaches courses on various aspects of educational leadership. He also supervises interns in the public schools and directs doctoral dissertations. His bachelor's and master's degrees are both from Texas Tech University, and his doctorate is from Virginia Tech University. Prior to his work at UNT, he served as professor, chair, and acting associate dean at California State University. He also taught previously at Oklahoma State University and Texas Tech. Other educational experience includes serving as assistant superintendent of schools, high school principal, and high school science teacher.

Dr. Dina Castro holds degrees in Early Childhood Education and Special Education (PhD), Public Health (MPH) and Psychology (BS). Her scholarship focuses on quality and equity in the early care and education for bilingual children and children from diverse cultural and ethnic backgrounds, in particular those living in poverty, and factors affecting the well-being of immigrant children and their families.

Dr. Castro has directed or co-directed various research and evaluation studies of national relevance. She serves as Director of the Center for Early Care and Education Research: Dual Language Learners, a national research center funded by the U.S. Department of Health and Human Services. She is also Principal Investigator on the study Nuestros Niños Program: Promoting School Readiness for English Language Learners funded by the National Institute for Child Health and Human Development.

Prior to joining UNT, Dr. Castro was a Research Professor at the Mary Lou Fulton Teachers College, Arizona State University (2013-2014), and a Senior Scientist at the Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill (1997-2013). She has published numerous peer-reviewed articles, book chapters, research briefs and technical reports, and presents nationally and internationally as an expert on the early education of children from diverse cultural, ethnic and language backgrounds. She is the lead author of the book New Voices ~ Nuevas Voces Guide to Cultural and Linguistic Diversity in Early Childhood.

Cynthia K. Chandler, EdD, is a licensed professional counselor and a licensed marriage and family therapist in Texas and has been a professor in the counseling program, of the College of Education, at the University of North Texas since 1989. She has an international reputation for her work in animal-assisted interventions, which she began in 1999. For her work in the field of animal assisted therapy, Dr. Chandler received the 2016 Professional Development Award from the American Counseling Association, and received the 2009 Thelma Duffey Vision and Innovation Award from the Association for Creativity in Counseling. She is author of the award-winning book Animal-Assisted Therapy in Counseling, the 3^rd edition was published in 2017. She is also editor of the book published in 2018, Animal-Assisted Interventions for Emotional and Mental Health: Conversations with Pioneers of the Field. Dr. Chandler founded the ground-breaking model, human-animal relational theory, which serves as a guide for the practice of animal-assisted counseling. 

Dr. Chen engages in doing research and teaching in the area of quantitative methods. Her primary quantitative research interests include Growth Mixture Modeling (GMM), Hierarchical Linear Modeling (HLM), and Structural Equation Modeling (SEM), and the application of these methods in longitudinal data analyses and mediation analysis. She is also interested in the application of these methods in educational and family-based data. Her interested substantive areas include children’s psychosocial functioning and self-regulation, school-based prevention, teacher-student relationship and peer relations, and the intersection of family and cultural contexts in shaping Asian American adolescent development.

Jason Chiang received his Ph.D. in Human Development and Family Science from Syracuse University, Master’s degree in Educational Psychology and Methodology from SUNY Albany, and Bachelor’s degree in Psychology from University of Toronto. As a first-generation Canadian, Jason immigrated to Canada in 2001 after finishing high school in Taiwan. 

Informed by his own experiences as an immigrant student and a parent, he is deeply fascinated by how familial, school, and cultural factors affect immigrant children’s capacity to cope with challenging educational and environmental situations and succeed.

Before moving to Texas, Jason had previously taught at University of Akron as Assistant Professor of Instruction, and at Berkshire Community College as Assistant Professor of Psychology. 

John Collins authored or co-authored numerous peer-reviewed publications, published abstracts, professional presentations, and technical reports. He has been involved in approximately $500,000.00 worth of collaborative research grants and served as a peer reviewer for several journals. His research interests include social-psychological dimensions related to resource and community based recreation planning and management; leisure services related administration, personnel, leadership, and work team studies.

Sarah Deemer earned her BS and MS degrees from the University of Texas at El Paso and her PhD from Texas Woman’s University. Sarah then completed three years of postdoctoral training at the University of Alabama at Birmingham Nutrition Obesity Research Center (NORC). Sarah joined the faculty at UNT in the Fall of 2020. Sarah’s research interests include understanding of the role of exercise and/or nutrition on weight loss and equally important, weight loss maintenance. Specifically, she is interested in the role of the adipocyte and the adipose tissue depot in regulation of insulin sensitivity and metabolic health. Sarah’s research will aim to address the following questions: What important physiological changes occur in the adipocyte as a result of obesity and how does this influence adipocyte remodeling and metabolism, the efficacy of exercise and nutrition interventions for reversing the adverse changes in an “obese” adipocyte, and the integrative mechanisms that mediate the adverse changes associated with obesity and how exercise and nutritional supplements or dietary changes may favorably influence adipocyte metabolism and promote weight loss. Sarah’s additional research interests include the influence of omega-3 fatty acids on insulin sensitivity and adipocytokine production, as well as other nutrition- or exercise-related interventions aimed at reducing the risk of development of Type 2 diabetes and metabolic disease, particularly in minority populations.

Lauren Eutsler, PhD, is an Assistant Professor in the Department of Teacher Education and Administration at the University of North Texas, where she began in 2016. She earned her doctorate in 2016 from the University of Florida. Her research focuses on using portable technology to support children’s literacy development and training pre-service teachers to effectively use portable technology to motivate, enhance, and improve children's literacy learning. At UNT, she teaches reading and elementary education courses in the undergraduate program.

After graduating from the University of North Texas, Dr. R. Jefferson George began his career in education as a media specialist for Vernon Community College.  His main focus was to support instruction in a college classroom through a growing use of the available technology.  As interest in video learning technologies increased, he moved to Austin and created his own video production company.  His company created documentary and historical videos for classroom instruction.  After moving to Houston, he began writing children’s books with Texas author Johara Harper and began his career in public education as an eighth-grade science teacher.  He completed his master’s degree in Counseling at the University of Houston and worked as school counselor, a college counselor and a hospital therapist in Houston ISD, Houston Community College and St. Luke’s Episcopal Hospital. Dr. George eventually returned to public education as a school administrator, serving as a principal, interim-principal, assistant principal and director of an alternative program.  He then returned to the University of North Texas to complete his doctorate in Educational Leadership.  During this time, he became a mentor in the Graduate Student Teaching Excellence Program through the Center for Learning Enhancement and Redesign and worked with university teachers and leaders to create a classroom with high levels of student engagement and instructional rigor. Dr. George has returned to his interest in learning technologies and creating an engaging classroom with high levels of instructional rigor.  He is developing a series of online doctoral courses for the doctorate in Educational Leadership.  Dr. George is continuing his research into the development of an engaging instructional platform in a virtual environment and understanding the online experience of the native digital learner. Dr. George is a member of the Texas Counseling Association, the Texas Association of School Administrators and Kappa Delta Pi.

Ricardo González-Carriedo’s research interests include bilingual teacher preparation, the internationalization of teacher education programs, literacy development among second language learners, and the representation of Latino students in the media. He holds a Juris Doctor degree from the University of León in Spain and a PhD in Curriculum and Instruction from Arizona State University. Prior to his service at UNT, he worked at the University of Paris, France, for two years and was a secondary teacher in North Carolina and Arizona for 11 years.

Focus includes Multidisciplinary Team students and students changing major to the College of Education.

Dan Heiman is an Assistant Professor of Bilingual Education in the Department of Teacher Education & Administration and a faculty affiliate in the Latina/o and Mexican-American Studies program. His research uses critical ethnographic methods and examines how stakeholders make sense of and oftentimes interrogate neoliberal processes and policies in Two-Way Bilingual Education and critical bilingual pedagogies in the preparation of future bilingual teachers. He has published in both English and Spanish in the International Multilingual Research Journal, Theory into Practice, and the Revista Bilingüe. His dissertation, Two-way Immersion, Gentrification, and Critical Pedagogy: Teaching Against the Neoliberal Logic, earned first place in the 2018 Bilingual Education Research SIG of the American Educational Research Association. He was a fourth-grade bilingual teacher in El Paso, Texas, and teacher educator at the University of Veracruz, México, before receiving his Ph.D. in Curriculum & Instruction with a specialty in Bilingual/Bicultural Education, while also earning a Graduate Portfolio in Mexican-American and Latin@ Studies from the University of Texas, Austin in 2017.

Katie (Johnston) Hermes is an academic advisor for undergraduate students majoring in Interdisciplinary Studies. Katie earned a Bachelor of Arts degree in 2008 and began her career as a Higher Education professional. She completed her Master’s degree in Educational Psychology in 2019.

Samantha received her B.A. in Anthropology at UNT in August 2016. She began working at UNT in March 2017. She joined the College of Education Student Advising Office as an Academic Advisor on the INDE team in November 2018. Outside the office, she loves to travel, sew, craft, hike, boulder/climb, ride bicycle, and play RPG/table top games.

James Hoffman is a Professor of Language and Literacy at The University of North Texas and currently serves as the Meadows Chair for Excellence in Education. Dr. Hoffman is a former editor of The Reading Research Quarterly and The Yearbook of the National Reading Conference. He has served as President of the National Reading Conference and as a member of the Board of Directors of the International Reading Association. Dr. Hoffman was an affiliated scholar with both the National Reading Research Center and the Center for the Improvement of Early Reading Achievement. He was elected to the Reading Hall of Fame in 2002 and served as President of this organization from 2008-2010. Dr. Hoffman served as the chair for the International Reading Association’s Commission and the “Prepared to Make a Difference” research project. He has been active in international literacy projects in Central American, Africa and Asia. This past year he was awarded the Oscar Causey lifetime achievement award for research in literacy by the Literacy Research Association. The primary focus for his research has been on teaching and teacher preparation. Dr. Hoffman has published more than 150 articles, books and chapters on literacy related topics.

Barb is the Administrative Coordinator for the Kinesiology, Health Promotion and Recreation department, assistant to the Chair and handles payroll, budget and provides support to students.

Dr. Cheryl Jennings has served as a Visiting Professor at UNT since the fall of 2017. Prior to her full-time role, she served as an adjunct professor.  

Dr. Jennings retired from the Irving Independent School District after 34 years of service as both a teacher and an administrator.  At the time of her retirement she was the Assistant Superintendent of Teaching and Learning. Dr. Jennings currently teaches AOP courses in Educational Leadership, with a focus on curriculum and instruction, instructional leadership, and principal internship. Dr. Jennings coordinates the Principal Internship program and provides guidance for the TExES and PASL exams.

Dr. Jennings has a Bachelor of Science in Physical Education, Secondary English, and Elementary Education from Texas Woman’s University, a Master’s Degree in Education Administration, and a Doctoral Degree in Education Administration from the University of North Texas.

Dr. M. Jean Keller is a professor in the University of North Texas Department of Kinesiology and Health Promotion and chair of the North Texas Regional P-16 Council. She recently served as the UNT interim vice president for community engagement and equity and diversity. She supported UNT Dallas as provost and vice chancellor as the institution transitioned to an independently accredited university in the UNT System. She served as dean of the College of Education at UNT for 15 years. Prior to her career at UNT, she was a department chair at the University of Georgia and a member of the faculty at Indiana University.

She has written or edited 11 books and 18 refereed chapters, and authored more than 100 articles. Dr. Keller has given more than 300 presentations in the United States and several countries. She was awarded more than $6 million of funding by external agencies for research and innovative projects. Dr. Keller is a fellow in the Academy of Leisure Sciences and the Academy of Park and Recreation Administration. She has received recognition for extensive work related to health disparities, persons with intellectual and developmental disabilities, and the North Texas Region P-16 Council, a regional, data-driven collaborative focused on education access and success for all students leading to meaningful employment and quality of life.

Lauren Kelly received her doctorate in HDFS/Forensic Science from Texas Tech University. She also completed training at the Federal Law Enforcement Training Center where she developed skills related to crime scene investigation, trauma-informed counseling, lie detection, victim advocacy and profiling. She also worked for a non-profit in New Mexico as a clinician assisting children who experienced the most severe forms of physical abuse, sexual abuse, and/or neglect. Dr. Kelly teaches family law and public policy, courtship and marriage, families in crisis and families, communities, schools. Dr. Kelly's research focuses on child abuse and outcomes, romantic relationships, sexism, forensic interviewing, and breastfeeding awareness.

Dr. Kim joined the University of North Texas as an Assistant Professor in Fall 2017. He received his Bachelor of Science in Physical Education from Yonsei University in 2008, Master of Science in Sport Management from the University of Florida in 2011, and Ph.D. in Kinesiology (Sport Management and Policy) at the University of Georgia in 2016. He previously held a position at the University of Georgia as a full-time lecturer. His research primarily focuses on sport philanthropy, especially marketing and management of sport-related charitable nonprofit and nongovernmental organizations from consumer behavior and organization theory perspectives.

Kelley King is an Associate Professor of Curriculum and Instruction and Teacher Education at the University of North Texas. She conducts research on the history and culture of education and educator preparation in the United States. Key themes across her work include the impact of education reform efforts on teachers' lived experiences and understanding of their work and the development of democratic praxis, global citizenship, and intercultural competence for educators and P-12 students. Her book, "Call Her a Citizen: The Life of Progressive Educator-Activist Anna J. H. Pennybacker," was published by Texas A&M University Press in 2010

Before joining the faculty at UNT in 2006, Dr. King lived in the Austin area, where she supervised student teachers and taught special education and English Language Arts and Reading at the elementary and secondary levels. Her doctoral degree in Curriculum and Instruction is from the University of Texas at Austin, where she also completed a portfolio in Women's and Gender Studies. She holds bachelor's and master's degrees in Comparative Literature from the University of California at Berkeley and the University of Texas at Austin as well as a master's degree in Learning Technologies-Multimedia from Texas A&M University at Commerce.

In November 2014, Kristi Klusman joined the Kristin Farmer Autism Center, where she serves as the Administrative Coordinator for the Center. She is a member of the executive team and leads the administrative staff, coordinates client intake, manages the  building and provides budget support among other duties.

Klusman has a background in customer service and in supporting children in various ministry roles. She returned to her career after taking time off to raise her children and is currently completing her Bachelor’s degree at UNT. 

Daniel G. Krutka, Ph.D. is Associate Professor of Social Studies Education in the Department of Teacher Education and Administration. A former high school social studies teacher in Oklahoma City, his research interests concerns intersections of technology, education, and democracy. Dr. Krutka has authored over 50 peer-reviewed articles and book chapters. He was awarded the 2016 Early Career Award by the Technology as an Agent of Change in Teaching and Learning special interest group (SIG) of the American Educational Research Association (AERA) and the 2017 Outstanding Research Paper Award from the International Society for Technology in Education (ISTE). He is past chair of the Social Studies Research SIG of AERA and a current board member for the College and University Faculty Assembly (CUFA) of the National Council for the Social Studies (NCSS). He also hosts the Visions of Education podcast that focuses on social justice, social media, and social studies. He earned his doctorate from the University of Oklahoma.

Matthew Lemberger-Truelove is a Professor of Counseling and Higher Education at the University of North Texas. Dr. Lemberger-Truelove is the Editor of the Journal of Counseling and Development and the past Editor of the Journal of Humanistic Counseling. Also, he served as President of the Association for Humanistic Counseling and as the Senior Associate Editor for the Journal of Child and Adolescent Counseling. Dr. Lemberger-Truelove’s scholarship includes empirical and theoretical writing. His empirical work pertains to counseling practice with children and adolescents, especially in economically challenged K12 schools. His theoretical writings cover a number of areas such as the development of a unique school counseling theory, social justice philosophy, research design, and humanistic counseling. His empirical and theoretical work adhere to the basic supposition that counseling is optimal when counselors help cultivate various internal capacities of clients while simultaneously improving the social opportunities that affect their lives. 

Natalya A. Lindo, PhD, LPC is an Associate Professor and Department Chair at the University of North Texas with 15 years of experience as a researcher and clinician with specialized training in working with children and families, diverse and at-risk populations. Dr. Lindo’s primary research areas are School-based Play Therapy, Child Parent Relationship Therapy, Teacher Child Relationship Building and Career Development across the lifespan. Consistent with this research agenda, Dr. Lindo regularly conducts action-research projects in the public schools related to Child Parent Relationship Therapy and Teacher Child Relationship Building. Most recently Dr. Lindo developed the Child and Adolescent Career Construction Interview aimed at improving self-concept, occupational identity and career adaptability. With a focus on capacity building, Dr. Lindo collaborates with administrators and school counselors to develop school-wide mental health initiatives targeting children who are at risk for school failure.

Christopher Long is an Assistant Professor of K-12 Science Education at the University of North Texas. 

Dr. Long earned his Bachelor of Science from Texas A&M - Commerce, a Master of Arts in Teaching in Science Education from the University of Texas – Dallas, and a Ph.D. in Science Education from Curtin University, Perth, Western Australia.

Dr. Long’s teaching experience includes 15 years of teaching middle-school science in the public schools and six years of teacher preparation at the collegiate level. Most of his teaching experience has been in diverse, Title I schools.

Dr. Long’s research is focused on studying learning environments and attitudes associated with learning and teaching of science, pre-service teachers’ conceptual understanding of science, and science teacher preparation. Dr. Long serves as an associate editor for the Electronic Journal of Research in Mathematics and Science Education as well as a reviewer for several other science education journals.

In his spare time, Dr. Long is an avid sports fan who can often be found cheering on the A&M-Commerce Lions and UNT Mean Green athletics. He also volunteers with a local non-profit that provides social learning opportunities for young adults with autism.

Agnes Ye Luo is an Assistant Professor of Counseling in the Department of Counseling and Higher Education. She received her Ph.D. degree in Counselor Education from Texas A&M University at Corpus Christi in 2019. Her research agenda includes technology use in counseling and counselor education, social media identity distress, and trauma. Luo has prepared and published manuscripts using quantitative research approaches such as the meta-analysis, multiple regression, and measurement validation. 

As a bilingual English/Mandarin practitioner, Luo has worked with children, adolescents, adults, families, and groups in the college campus, community-based agency, and private practice counseling settings. She has implemented various therapy modalities in clinical practice, such as Gottman Method Couples Therapy, Wellness approach, and Expressive Art techniques. She is especially interested in implementing technology into counseling and exploring the impact of social media among adolescent and young adult clients. Luo has supervised counseling trainees from different specialty tracks, including clinical mental health, school counseling, and marriage and family counseling. She utilizes a combination of the Solution-Focused Theory and the Integrated Developmental Model in a nonjudgmental and collaborative supervision style.

Luo is an active member of the Research Committee of Texas Counseling Association and the Awards Committee of Association for Assessment and Research in Counseling. She has served as the program reviewer for multiple counseling conferences. In addition, she has presented multiple times at national, state, and local professional conferences. She loves learning different cultures, creating novice recipes, and exploring new places. 

Scott Martin received his doctorate of philosophy degree in Physical Education with an emphasis in Sport and Exercise Psychology from the University of Tennessee, Knoxville. He is a fellow of the Association for Applied Sport Psychology, fellow of the American College of Sports Medicine, a member of the United States Olympic Committee's Sport Psychology Registry, and an invited member of the Texas Cardiovascular Disease and Stroke Partnership. His extensive knowledge in sport, physical fitness, and health psychology has provided him opportunities to interact with numerous coaches, athletes, musicians, military personnel, and business leaders about their performance. His research interests include examining attitudes toward and effectiveness of mental skills services, psychosocial factors associated with health-related fitness — cardiorespiratory fitness, muscular strength, muscular endurance, flexibility, and body composition — and effective coaching behaviors and leadership styles. He has authored or co-authored more than 80 refereed professional articles, 10 non-refereed articles, five book chapters, and 200 presentations at state, national, and international conferences. Dr. Martin has received more than $2 million in funding from organizations such as the National Institutes of Health (Science Education Partnership Award), Robert Wood Johnson Foundation, National Association for Sport and Physical Education, Texas Higher Education Coordinating Board, The Cooper Institute, United Way of Metropolitan Dallas, and Girls in the Game.

Michael Maxwell earned his Ph.D. from Sam Houston State University, and his master's and bachelor degrees from Texas State University. Maxwell began his career in higher education in 2009, and he started his professional counseling experience in 1999, having worked previously with juvenile delinquent incarcerated youth, incarcerated adults, psychiatric head injured patients, as an elementary school counselor, as a secondary school counselor and as a private practice clinician.

Dr. Maxwell has had 11 articles and book chapters published in professional counseling journals and textbooks and has presented at 22 national, state and local conferences over the span of his professional career. His research interests, publications and presentations have included the following areas: Multiple Heritage Population; Adolescent Development; School Counselor Advocacy, Training, and Interventions; Multicultural Counseling Appreciation and Sensitivity; Middle School to High School Student Transition; Developing Resiliency in At-risk clients; and Sport Counseling.

Dr. Smita Mehta is a Professor and coordinator of the Special Education graduate program at UNT. Her research focuses on function-based behavioral interventions and social-communication skills-instruction for individuals with autism. She has received several federal grant awards, $4M plus,  through the USDOE for professional and leadership preparation of graduate students.

Jo Monahan supports the information needs of the faculty and students of the College of Education, provides individual or group training on information resources, and supports grant writing efforts within the college.

Diane is the student contact for requesting counseling services.

Rachel U. Mun is an Assistant Professor at the University of North Texas in Educational Psychology. She received her Ph.D. in Education, Learning Sciences and Human Development from the University of Washington. She was also a postdoctoral research associate at the University of Connecticut with the National Center for Research on Gifted Education conducting research on identifying and serving underrepresented gifted learners. Her research interests are two tiered and best described as an intersection between culture, gifted education, and socioemotional well-being. At the micro-level, she explores socioemotional development and decision-making for high-ability students (emphasis on immigrants) within family, peer and academic contexts with the goal to promote well-being. At the macro-level, she examines ways to improve equitable identification and services for K-12 high-ability learners from diverse populations. She has published in Gifted Child Quarterly, Journal for the Education of the Gifted, and Roeper Review.  She most recently received the NAGC 2017 doctoral dissertation award (first place).

"Susie" Nichols has been a member of the KFAC executive team, providing clinical leadership, since the center opened in 2012. In addition to establishing clinical standards and overseeing all direct service staff and client programming, Dr. Nichols oversees all KFAC operations, writes grants and participates in research at the center.

Dr. Nichols has more than 20 years of experience in the field of autism intervention. She has worked as a self-contained special education teacher and interventionist in local school districts. Susie is a Board Certified Behavior Analyst and has served children with autism in both home and center-based programs. She received her Bachelor's Degree in Psychology from Texas Woman's University and her Master's and PhD, from the University of North Texas, in the area of Special Education/Autism Intervention. Dr. Nichols is a member of several professional organizations and has taught a variety of undergraduate and graduate courses in the department of Special Education at UNT.

Ellie supports the Kinesiology, Health Promotion and Recreation department Activity Program Coordinator, acts as receptionist, performs clerical duties and provides student support.

Barbara L. Pazey is an Associate Professor of Educational Leadership at the University of North Texas, where she joined the faculty in 2017. She received her Ph.D. in Educational Administration with a specialization in Special Education Administration from The University of Texas at Austin, her Master of Arts in Music and Piano from The Ohio State University, her special education certification through the University of South Carolina and Francis Marion University, and a Bachelor of Music degree with a major in piano from Muskingum University. She has experience as a K-12 music teacher and special education teacher, musician and music director for several professional organizations, high school inclusion coordinator, high school principal, and higher education administrator.  

Pazey’s research centers on student voice, inclusive education, equity-oriented leadership, and educational policy and reform. She interrogates the effects of educational policies and laws on the school experiences of marginalized student populations and examines how educational policies and reforms inform and impact the development of equity-oriented leaders and leadership preparation programs.  

She actively participates in several professional organizations, serving as the representative for the UNT Teacher Education and Administration Department in the Carnegie Project on the Education Doctorate, Research Committee member for the Council for Administrators of Special Education, and a member of the Action Committee for the Leadership for Social Justice Special Interest Group (SIG) for the American Educational Research Association (AERA). 

Crysta Perkins joined the Kristin Farmer Autism Center in May 2016. She received her Bachelor’s degree in Psychology from the University of North Texas in 2015 and her Master’s degree in Behavior Analysis in 2018. Crysta is a Board Certified Behavior Analyst with over five years of experience working with children in educational, home and clinical settings.

Angela M. Randall earned her Ph.D. in Reading Education at Auburn University. Dr. Randall's research interests include teachers' and students' knowledge of current high-quality children's books and the influence of teachers' attitudes toward reading on their students' attitudes. She has a profound love for children's books and is enthusiastic about exposing her students to the wonderful children's books available. Her elementary teaching experience includes teaching in grades 1 through 3 in Virginia, Texas, and Belgium.

Texas is that state I call home. I’ve spent most of my life in the Dallas/Ft. Worth area with brief stints in Nashville, TN & San Diego, CA. I was fortunate to gain my master’s degree in counseling at the very young age of 21 from Vanderbilt University. But it took many more years to actually figure out what counseling is really about. Although I originally specialized in adolescents in the school setting, I was introduced to play therapy as a doctoral student at the University of North Texas. My training and experience in play therapy has been the guiding force for my professional growth and focus. I believe that the Child-Centered approach to working with children is aligned with my humanistic beliefs that all people are working toward self-actualization. My research agenda focuses on the quantitative effectiveness of play therapy, with a specific interest in school settings. I am an active member of the Association for Play Therapy and focus my work on demonstrating efficacy and disseminating information on play therapy. As part of my role in the UNT Counseling Program, I am honored to direct the Center for Play Therapy on campus. On a personal note, I have been married for 18 years to my college sweetheart. We are busy raising two boys, Elijah & Noah, who take up any free time that we might spend developing hobbies. I actively volunteer in both of our elementary and middle schools.

Dr. Hyun Kyoung (Hyunny) Ro is Associate Professor of Counseling and Higher Education at the University of North Texas.  She earned a Ph.D. In Higher Education from The Pennsylvania State University with a minor in Educational Psychology—Applied Measurement.  Prior to that, she earned a master’s and baccalaureate degree at Korea University.  Prior to UNT, Dr. Ro and worked as a faculty member in the Department of Higher Education and Student Affairs at Bowling Green State University and worked as a Research Designer and Analyst in the Office of Institutional Research and Analysis at Carnegie Mellon University.  Her research expertise includes Gender and Racial Equity in Science, Technology, Engineering, and Mathematics (STEM) Education; Learning Experiences and Outcomes among Marginalized Students; and Critical Quantitative Research and Assessment.  She received multiple external grants with a total amount of $1.1 million from the National Science Foundation (ADVANCE Adaptation Track grant for gender equity on campus) and AccessLex Institute/Association for Institutional Research (law school access and enrollment among women of color).  She has been the leading author on articles that were published peer-reviewed journals, such as Journal of Engineering Education, Journal of Women and Minorities in Science and Engineering, International Journal of Gender, Science and Technology, Educational Policy, The Review of Higher Education, and Research in Higher Education.

Karen Rue’s educational career spans 40 years. A former faculty in Educational Leadership in the Baylor University School of Education, she previously served as superintendent of Northwest ISD and Tuloso-Midway ISD, and as executive director of Katy ISD.

Rue has been active in leading and creating a transformational shift in education, with a focus on preparing future-ready students, encouraging innovation and creativity, and developing more meaningful assessment and accountability measures. She was a founding member of the Public Education Visioning Institute and served as co-chair of the Texas High Performance Schools Consortium.

Rue served as president of TASA (2015-16), the Urban Superintendents of America Association, the Fast Growth Schools Coalition, and the Texas Association of Suburban/Mid-Urban Schools. She also served as vice president for the Texas School Coalition.

Karen Rue joined a select group of distinguished Texans receiving the 2017 Golden Deeds Award, considered the most coveted award in the field of Texas education and the highest recognition for distinguished service to education in the state.

She was named a 2016 AASA Women in School Leadership Award finalist, the 2014 Region 11 Superintendent of the Year, selected to participate in Classroom Connectivity in Texas at the governor’s mansion and in the Connected Superintendents Summit at the White House, chosen as a finalist in the eSchool News Tech-Savvy Superintendent Awards program, and named one of the nation’s Top 50 Innovators in Education by the Center for Digital Education.

Rue has a bachelor's degree from the University of Southwestern Louisiana, a master's from Lamar University, and a doctorate from Texas A&M University. All three degrees are in education.

Misty Sailors obtained her Ph.D. in curriculum and instruction with a focus on language and literacy studies at The University of Texas at Austin. She is a literacy researcher, reading specialist, and teacher educator. Dr. Sailors’ scholarly pursuits have contributed to the body of knowledge in the field of literacy education, specifically literacy tools found in classrooms; the professional development of reading teachers and literacy coaches; literacy program development; and literacy research methodologies. Her work has appeared in journals such as Reading Research Quarterly, Journal of Teaching and Teacher Education, Journal of Literacy Research, Literacy, The Reading Teacher, and Journal of Adolescent & Adult Literacy. Sailors recently co-edited the 7th edition of the Theoretical models and processes of literacy (7th ed.) (with Donna Alvermann, Norm Unrau, and Rob Ruddell) and co-authored a book with Jim Hoffman: The Power of Practice-Based Literacy Research: A Tool for Teachers.

Sailors served on the International Literacy Association as a member of the Standard Revision Committee — Standards for Literacy Professionals 2017 — and the Literacy Research Panel. She is a former member of the Board of Directors for the Literacy Research Association and a former editor of the Journal of Literacy Research. Sailors was the primary investigator for several large, federally funded research projects, all of which were multi-site, field-based studies, including one research project that spanned three countries. Sailors served as a voluntary research consultant with the Children’s Book Project in Tanzania and Room to Read in Bangladesh.

Sailors actively works with literacy teachers and literacy coaches in the USA and teachers, literacy coaches, and literacy specialists in Chile, Malawi, Mozambique, and South Africa. Her work with teachers and literacy coaches has culminated in a book she co-authored with Logan Manning, Justice-Oriented Literacy Coaching: Toward Transformative Practices.

Melissa Savage earned her Ph.D. in Special Education from Purdue University in 2016. Prior to joining the faculty at UNT, Dr. Savage was an IES postdoctoral research associate at the Frank Porter Graham Child Development Institute at the University of North Carolina-Chapel Hill and spent four years as a secondary Special Education teacher in Indiana. She holds degrees in both Special Education and Exercise Science. 

Her research focuses on the use of technology to increase engagement and independence in healthy behaviors and community participation for adults and transition-age youth with developmental disabilities. Along with mentor Kara A. Hume, Dr. Savage received a grant from the Organization from Autism Research for her Step It Up project, focusing on increasing physical activity for adults with autism spectrum disorder and intellectual disability. She has published in journals such as Journal of Autism and Developmental Disorders, Research in Developmental Disabilities, Journal of Intellectual and Developmental Disability, and TEACHING Exceptional Children. 

Fredrick arrived in Texas, from Uganda, to join the Kristin Farmer Autism Center in February 2018. He received his Bachelor’s Degree in Special Needs Education from the University of Pedagogical Sciences in Cuba, and a Master’s Degree in Autism from the University of South Wales, United Kingdom. Fredrick has over 10 years of experience with working with children and young adults with autism and related special educational needs, in school and home settings.

Kennedy Simmons joined the Kristin Farmer Autism Center in 2017 with more than five years of UNT-specific administrative and customer service experience. Kennedy manages the KFAC reception area and the annual Adventures in Autism Conference as well as many other varied responsibilities. After earning her Bachelor’s degree in Speech-Language Pathology, Kennedy developed an interest in autism and related research. She has future plans to pursue a Master’s degree in Special Education with a concentration in Autism Intervention.

Joy joined the Kristin Farmer Autism Center in August 2015. She received her Bachelor's degree in Speech and Hearing Sciences from the University of North Texas and plans to pursue a Master's degree as well. Joy has four years of experience working with children with autism in a clinical setting.

Karthigeyan Subramaniam, PhD, is an Associate Professor of Science Education in the Department of Teacher Education and Administration at the University of North Texas where he teaches graduate and undergraduate courses focused on science teacher education. His scholarship focuses on preparation of elementary and secondary science teachers. Before coming to UNT in 2009, he was on the faculty of Penn State University-Harrisburg, where his position was in Elementary Teacher Education and Teaching and in the Curriculum Master’s Graduate Program. He has also been on the faculty of Adelphi University. His bachelor's degree is from the National University of Singapore, Republic of Singapore, his master's degree is from University of Florida, at Gainesville, and his doctoral degree is from the University of Otago, Dunedin, New Zealand.

Barrett Taylor earned his PhD from the Institute of Higher Education at the University of Georgia. He teaches a number of courses at UNT, including "General Administration of Higher Education" (EDHI 6710) and "Higher Education Finance" (EDHI 6760). His research emphasizes the ways in which colleges and universities interact with their environments.

Tran Nguyen Templeton, Ed.D. is an Assistant Professor of Early Childhood Studies. She joined the faculty in 2018 after completing her doctorate with the support of an AERA Minority Dissertation Fellowship. In her research, Dr. Templeton uses ethnographic and image-based methods to study young children's co-constructions of their complex cultural identities, as told in and through their photography, play, and literacy practices. She also examines how adults (re)conceptualize and situate young children in relation to critical forms of curriculum. Dr. Templeton has published in journals such as Harvard Educational Review, Children’s Geographies, and Language Arts. She is part of the Collaborative Seeing Studio and the Literacy Research Association's 2019-21 STAR cohort. She has presented in highlighted sessions at LRA, the Eastern Sociological Society, and at the first AnjiPlay conference in China in 2015. At UNT, Dr. Templeton serves as a faculty mentor to the Environmental Philosophy with Children project, in addition to her role as the program coordinator of the Master’s in Early Childhood AOP.

Dr. Templeton has been a teacher of young children, as well as children and youth with special needs, since 2000. From 2006 to 2010, she served as the founding Program Director of Colegio Monarch Guatemala, the first therapeutic school for children with neurological differences in Central America. A refugee and 1.5 generation immigrant from Vietnam, Dr. Templeton earned her B.S. from the University of Texas at Austin, Ed.M. from Harvard, and Ed.D. in Curriculum & Teaching (Early Childhood) from Teachers College, Columbia University.

Karen Toussaint is an Assistant Professor of Behavior Analysis at the University of North Texas. Toussaint received her Ph.D. in School Psychology from Louisiana State University and completed a postdoctoral research appointment at the University of Nebraska Medical Center's Munroe-Meyer Institute. She provides behavioral intervention services for children with autism at the Kristin Farmer Autism Center and specializes in the treatment of severe behavior disorders and early language acquisition.

While at the Kristin Farmer Autism Center, she also conducts research evaluations related to improving clinical outcomes. Her research can be found in journals such as the Journal of Applied Behavior Analysis and Behavior Analysis in Practice. 

Amanda E. Vickery is an Assistant Professor of Social Studies Education/Race in Education at the University of North Texas. She teaches undergraduate and graduate courses in elementary social studies methods. Her research focuses on how Black women teachers utilize experiential and community knowledge to reconceptualize the construct of citizenship. Additionally, she explores Black women as critical citizens within the U.S. civic narrative. Her scholarship has been published in Theory and Research in Social Education, Urban Education, Race, Ethnicity and Education, Curriculum Inquiry, Journal of Social Studies Research, Multicultural Perspectives, Gender and Education, The High School Journal, Social Studies Research and Practice, and The International Journal of Multicultural Education. Dr. Vickery is active in the social studies community serving on the Executive Board of the College and University Faculty Assembly (CUFA) of the National Council for the Social Studies (NCSS) as the Social Justice Chair and board liaison to the Scholars of Color Faculty Forum of CUFA. She is also an Affiliate Faculty Board Member for the K-12 Black History Research Consortium for the Carter Center for K-12 Black History Education. Dr. Vickery is a former middle school social studies teacher.

Dr. Stephen Waddell, a former superintendent at Lewisville ISD, is a visiting professor in the Teacher Education and Administration Department.

Andrea Weertman joined the Kristin Farmer Autism Center in June 2019, where she serves as the Insurance and Billing Specialist for the Center. She brings a wealth of talent and experience to our KFAC family, including certification as a Nationally Registered Certified Coding Specialist from the College for Health Care Professions in Fort Worth. Andrea works with our families, insurance companies and other entities involved in the billing and payment of therapeutic services at the KFAC. She and her husband, Allen, have three sons.

After teaching in K-12 public schools for 25 years, Dr. Carol Wickstrom became a university faculty member in 2000. At UNT, she teaches literacy courses at the graduate and undergraduate level in the Language, Literacy, Bilingual and ESL Program. As Director of the North Star of Texas Writing Project, she studies Culturally Mediated Writing Instruction in grades 6-12 English/Language Arts classrooms and supports teachers in these classrooms in their own teacher research. She received the 2009-2010 Faculty Teaching Excellence Award from the UNT College of Education, the 2011 Jean Greenlaw Literacy Award from the Texas Association for the Improvement of Reading, and the J.H. Shelton Excellence in Teaching Award in 2012.