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Robin Schell, Ph.D., is an assistant teaching professor in the Department of Teaching, Curriculum, and Educational Inquiry, where she supports both the Teaching English to Speakers of Other Languages (TESOL) and Literacy & Language programs. Schell’s research interests include literacy development through critical and culturally sustaining pedagogies, literacy development through content-based English as a Second Language (ESL) curriculum and instruction, and educational equity in content area classrooms for students with limited or interrupted formal education. She has recently published multiple peer-reviewed articles that focus on the powerful role critical literacy can play in helping ESL students to improve their language skills and become participants in our democracy, a topic she has presented at conferences across the country. Prior to joining the Department of Teaching, Curriculum, and Educational Inquiry, Schell taught courses at the University of Tennessee and was an ESL teacher at Vine Middle Magnet School in Knoxville, where she was the 2018 Teacher of the Year.

Racheal Rothrock, Ph.D.'s specialization in cultural studies within education, provides her with an interdisciplinary, critical perspective as a scholar and teacher educator. Her research focuses on issues of equity and justice through a sociospatial consideration of how "community" has been significant within the K-12 classroom and the educational experiences of historically marginalized students. Rothrock's experience as a secondary educator, teaching various subjects, and working with historically marginalized students supports her research and pedagogical practices.

One of her recent publications highlighting this work includes:

Reyes, G., Banda (Rothrock), R. M., & Caldas, B. (2020). “We’re All in This Boat Together”: Latina/Chicana Embodied Pedagogies of Care. Journal of Latinos and Education, 1-16.

Ganiva Reyes, Ph.D., is an Assistant Professor in the Department of Teaching, Curriculum, and Educational Inquiry at ÍÃ×ÓÏÈÉú University, where she teaches classes in the Literacy and Language program, as well as courses around diversity and justice in education. Reyes currently leads the Social Justice Teaching Collaborative (SJTC) and was instrumental in reconceptualizing the Early Childhood Education curriculum towards a focus on social justice in the classroom. Her research revolves around intersectionality, Chicana feminist theory, and pedagogies of care to provide a nuanced approach to topics of diversity and inclusion in teacher education.

Her scholarship explores the intimate and interpersonal aspects of teaching, and how teachers need communal and institutional support to provide the same for their students. She integrates culturally relevant teaching, ethics of care, and feminist of color theorizing to show how teachers can re-envision their roles as teachers to be part of a support network for culturally and linguistically diverse students.

Reyes has presented on these topics at conferences and published several peer-reviewed articles in academic journals including International Journal of Qualitative Studies in Education; Critical Studies in Education; Journal of Latinos in Education, Review of Education, Pedagogy and Cultural Studies; Urban Review; and Curriculum Inquiry. She has also produced book chapters and encyclopedia pieces around curriculum, the Latinx diaspora, and feminist theories in education.

ÍÃ×ÓÏÈÉú is in Howard’s blood. Eva E. Howard, Ph.D., grew up in Oxford, attended the McGuffey Lab School, (which is now The Campus Avenue Building), and even had home economics in room 218 of McGuffey Hall on the Oxford Campus.

After spending 22 years experience as a middle school teacher and 8 years as a middle school administrator she returned to ÍÃ×ÓÏÈÉú as a professor. She has both her Bachelors and Masters from ÍÃ×ÓÏÈÉú ('82 and '89) and is a National Board Certified Teacher in the area of Early Adolescence English Language Arts. She has a Ph.D. from the University of Dayton in Educational ÍÃ×ÓÏÈÉúhip (2004).

Katherine E. Batchelor, Ph.D., is an Assistant Professor of Literacy at ÍÃ×ÓÏÈÉú University in Oxford, Ohio, USA. She is also a National Writing Project Teacher Consultant and Nationally Board Certified Teacher in Early Adolescence/English Language Arts. Prior to her Ph.D. in curriculum and instruction, she taught reading and language arts for 10 years in Florida and California. Her research interests include adolescents' literacy practices (emphasis on writing), critical literacy and multiliteracies, and pre-service/in-service teachers' pedagogical decisions. She also has an affinity for young adult literature and picture books.

Paula Saine, Ph.D., is a Professor in the Department of Teaching, Curriculum, and Educational Inquiry and serves as John Heckert Professor of Literacy. Saine’s scholarly work fosters interactive literacy learning through innovative approaches that equip practicing and current teachers for an ever-changing society. In sum, her scholarly work emphasizes three distinct and interrelated principles that include: literacy, cultural competence, and the use of technology to enhance the reading and writing of diverse learners in the K-12 classrooms. She has conducted more than 20 years of research and has written and presented extensively on her findings nationally and internationally in Cuba, Jamaica, Africa, England, Greece, and elsewhere.

Drawing on qualitative methodologies, her current research focuses on how virtual mentoring impacts the literacy development of children and youth. In addition to her many peer-reviewed journal articles, Saine has published two books: Common Core: Using Global Children’s Literature and Digital Technologies (2016, Rowman & Littlefield), is indeed, the culmination of her scholarly research, scholarly activity, and contribution to her field. It is an instructive book that enhances the knowledge base of global literature and innovative technologies, which as a result, deepens teacher and student appreciation for cultures around the world.

Saine’s book, Virtual Mentoring for K-12 Literacy Instruction (2018, Rowman & Littlefield), provides best practices to virtually mentor K-12 students in a synchronous learning environment. This book is used by K-12 teachers and preservice teachers to promote literacy development and engagement. Saine currently has a book under contract with Rowman & Littlefield titled, Remote Learning: Engaging in K-12 Literacy Instruction (projected publication 2021). Saine’s professional roles have extended beyond the academy to positively impact professional organizations, specifically, she served as Vice-President, President-Elect, and President of the Ohio Council for the International Reading Association (OCIRA).

Michelle L. Cosmah, Ed.D., has been a faculty member in the Department of Teaching, Curriculum, and Educational Inquiry at ÍÃ×ÓÏÈÉú University since 2013. Her previous professional experience includes over 10 years of teaching with the Cincinnati Public School District in grades K-3. Her research interests include early childhood literacy, digital literacy, and school partnerships.

Catherine Haerr, Ph.D., is an Assistant Clinical Professor within the Department of Teaching, Curriculum, and Educational Inquiry. Certified as a Middle Childhood Generalist by the National Board for Professional Teaching Standards, she currently serves as the coordinator of Middle Childhood Education and further supports the Literacy and Language program.

Haerr’s scholarship focuses on social justice within the classroom and she has written and presented extensively on the disparate impacts No Child Left Behind had on marginalized student populations. She provided instrumental support in redesigning the Early Childhood Education curriculum to center on social justice in the classroom and is currently working on a similar redesign of the Middle Childhood Education curriculum.

In addition to her ÍÃ×ÓÏÈÉú teaching experience, Haerr has taught teacher education courses at Ball State University and has extensive experience as both an elementary and middle school classroom teacher.