Educational Policy Studies & Evaluation
Jeffery Bieber, Ph.D. (University of Michigan)
Director of Graduate Studies
Office: 145A Taylor Education Building
Phone: (859) 257-2795
Dr. Jeffery P. Bieber (vita in PDF) is an associate professor in the Department of Educational Policy Studies and Evaluation at the University of Kentucky where he has served as Director of Graduate Studies, Interim Department Chair, and Director of the Office of Higher Education Research. His Ph.D. is from the University of Michigan where he worked as a research assistant in the National Center for Research to Improve Postsecondary Teaching and Learning. His research continues to examine faculty work issues and graduate preparation for faculty careers. He has served on the editorial boards of Research in Higher Education and The Review of Higher Education; his authored and co-authored work has appeared in The Journal of Higher Education, Research in Higher Education, and The Handbook of Higher Education: Research and Practice.
Beth Goldstein, Ph.D. (University of Wisconsin)
Office: 145D Taylor Education Building
Phone: (859) 257-2705
Dr. Goldstein (vita in PDF) joined EPE in 1986, moving from a position with MUCIA’s World Bank-Indonesia Higher Education Project administered from Madison, WI. Dr. Goldstein’s peripetetic career has led her through work as an instructor in Adult Basic Education and ESL at the Madison Area Technical College; program coordinator and teacher for the Adult ESL and Cultural Orientation Project in Ban Vinai Refugee Camp, Thailand; and three years on the faculty at the Chinese University in Hong Kong. Through those years, she participated in various grassroots education and community action groups, and traveled whenever possible.
In 1993-4, Dr. Goldstein was the first academic dean of the American Universities Twinning Program, a linked undergraduate program initiated by UK with Metropolitan College Malaysia. At UK, she is an associate faculty member in Women’s Studies and in the Department of Anthropology.
Her research revolves around interests in gender, family literacy, and educational border-crossing. Dr. Goldstein teaches courses in qualitative research and sociocultural foundations of education including anthropology and education, comparative and international education, and gender studies. Dr. Goldstein received an M.A. in Education Policy Studies from the University of Wisconsin, Madison and a B.A. in Anthropology from Yale University, with work in Asia area and language studies throughout her school years.
Kelly Bradley, Ph.D. (The Ohio State University)
Office: 144A Taylor Education Building
Phone: (859) 257-4923
Dr. Kelly D. Bradley (vita in PDF) is a professor in the Department of Educational Policy Studies and Evaluation. She completed her doctoral studies at The Ohio State University in quantitative research, evaluation, and measurement. Her research is anchored in quantitative evaluation and measurement, with a focus on survey research and the Rasch model. Topically, she gives focus to STEM-related research. Dr. Bradley takes great pride in her work with students, involving them in and outside of the classroom in research, teaching, and service. Some of her current service commitments at UK include CoE Faculty Council Chair, CoE Tenure and Promotion, and UK Teacher Course Evaluation committee member. She is actively engaged in the American Educational Research Association (AERA) and served as the 2014 AERA Rasch SIG program chair. She also serves as a reviewer for various journals with a focus on measurement and statistics. She has over 75 regional and national presentations and has published over 25 peer-reviewed manuscripts. Dr. Bradley teaches quantitative methods, measurement, and statistics courses. She holds an M.S. in Statistics from the University of South Carolina, as well as a B.S. in Mathematics and Sociology and a B.A. in Mathematics Education from Fairmont State College.
Joseph J. Ferrare, Ph.D. (University of Wisconsin-Madison)
Office: 145C Taylor Education Building
Phone: (859) 257-9884
Joseph Ferrare (vita in PDF) joined the faculty at UK in 2014 from Western Washington University. Prior to his doctoral studies at UW-Madison he spent three years as a research analyst in Seattle, WA working in the areas of education, labor, and environmental policy. In addition to his primary position in EPE, he also holds a secondary appointment in the Department of Sociology.
Professor Ferrare’s work is focused on understanding (1.) the processes and structures through which social inequality emerges in the education system, as well as (2.) the policies and practices that can transform these inequalities to close opportunity gaps and facilitate upward social mobility. These research interests cover a wide variety of policy applications, including student achievement, college access, high school to college transitions, and postsecondary persistence and degree attainment. To address these areas of research, Ferrare’s work frequently draws upon social network analysis, statistical modeling, and a variety of field methods.
Professor Ferrare’s teaching commitments include the following graduate courses: Sociology of Education (EPE/SOC 661), Social Policy Issues & Education (EPE 602), Advanced Quantitative Methods (Social Network Analysis) (EPE/EDP 711), Survey Research Methods (EPE 619), and Seminar in Educational Policy Studies (EPE 773). He also often teaches an undergraduate UK Core course, Education in American Culture (EPE 301), and regularly facilitates summer workshops in affiliation with the LINKS Center for Social Network Analysis in the Gatton School of Business and Economics.
Jane Jensen, Ph.D. (Indiana University)
Ed.D. Cohort Director
Office: 134A Taylor Education Building
Phone: (859) 257-1929
Dr. Jensen (vita in PDF) joined the EPE faculty from Indiana University with a Ph.D. in Anthropology and Higher Education. Her research interests are postsecondary transitions, sociology of higher education, and qualitative research methods. Dr. Jensen’s research includes the study of student transitions to and through college, the construction of knowledge communities, and policies regarding student success and general education. She has completed research in Eastern Kentucky on high school students’ aspirations for college and is conducting federal evaluation studies for the Department of Labor TAACCCT program, the Department of Education First in the World program, and NIH training grants. Dr. Jensen has also collaborated with faculty in Italy and Central Asia on the study of transitions from secondary to postsecondary education in Europe and Kazakhstan. Dr. Jensen holds an M.S. in College Student Personnel Administration from Indiana University and a B.A. from the University of Virginia.
At the University of Kentucky Dr. Jensen teaches courses in field studies, comparative higher education, sociology of higher education, and the community college. She also coordinates the Ed.D. Cohort program focusing on postsecondary educational policy and practice. As a member of the Honors Program faculty of record, she teaches an education abroad course on university student mobility for the program in Europe. From 2003-2006, Dr. Jensen coordinated First Year Initiatives for the Office of Undergraduate Education, including the establishment of a university-wide academic support program in The Study. She has also served on the General Education Oversight Committee and co-chaired the 2015 Strategic Planning Workgroup on Undergraduate Education.
Dr. Jensen is co-author of a text for first year college students, Piecing it Together: A Guide to Student Academic Success, and an ethnographic study, Post-Secondary Education on the Edge: Self-Improvement and Community Development in a Cape Breton Coal Town, published by Peter Lang.
Willis Jones, Ph.D. (Vanderbilt University)
Office: 136B Taylor Education Building
Phone: (859) 257-1607
Dr. Jones (vita in PDF) is an associate professor of higher education at the University of Kentucky. Dr. Jones has a B.A. from the University of North Texas, a Master’s in Higher Education Administration from the University of Arkansas, and a Ph.D. in Higher Education Policy and Leadership from Vanderbilt University.
Dr. Jones’s primary area of research is related to the study of intercollegiate athletics. His research uses econometrics to examine whether external actors and resource providers are influenced by the presence, successes, and/or failures of high-profile college athletics. Dr. Jones also examines the consequences of the social structures created by intercollegiate athletics on the educational experiences of student-athletes.
Dr. Jones has also published on the topics of Historically Black Colleges and Universities, college rankings, college student interactional diversity, retention, and faculty governance. An interest in the nature of how institutional policy decisions, organizational processes, and social structures shape the experiences and behaviors of internal and external college/university constituencies undergird each of these areas of Dr. Jones’s research agenda.
Dr. Jones teaches courses in diversity in higher education (EPE 798), economics of higher education (EPE 678), organization and administration of higher education (EPE 676), and intercollegiate athletics policy and governance (EPE 798).
Jungmin Lee, Ph.D. (Vanderbilt University)
Office: 144C Taylor Education Building
Phone: (859) 257-7836
Before coming to the University of Kentucky, Dr. Lee (vita in PDF) earned a Ph.D. in Leadership and Policy Studies from Vanderbilt University. Prior to Vanderbilt, she received her bachelor’s and master’s degrees in education from Yonsei University in Seoul, South Korea.
Dr. Lee is interested in higher education policy that promotes college access and success. Which factors help students attend college and graduate from college on time? She has been working on analyzing effects of financial aid on student persistence and graduation using quantitative methods. Recently, her research also involves academic predictors of college success such as high school course-taking, dual enrollment, and college credit accumulation. Dr. Lee teaches issues in higher education policy (fall semester), student success (spring semester), and introductory statistics (spring semester) courses.
Kiluba Nkulu, Ph.D. (University of Kentucky)
Clinical Assistant Professor
Office: 145 Taylor Education Building
Phone: (859) 257-3993
Dr. Kiluba L. Nkulu’s (vita in PDF) teaching career has evolved in time and place with stints at Institut Kamweneja (coeducational Catholic high school in Lubumbashi), Institut Kitabataba (coeducational Methodist high school at Mulungwishi), Mulungwishi Theological Seminary, Kamina Teachers College (all the above in the Democratic Republic of Congo), and at the University of Kentucky. Dr. Nkulu holds a Bachelor’s in Humanities and Letters (licencié ès lettres) from the University of Lubumbashi (DR Congo), a master’s degree from Asbury Theological Seminary, and a Ph.D. in Educational Policy Studies and Evaluation with a focus on Higher Education from the University of Kentucky.
His research and teaching interests include schooling in diverse cultures; higher education and community engagement; colonial legacy and symbolism in African higher education; complexity theory; philosophical and social foundations of education; and qualitative research. He is currently researching the significance of language and cultural constraints on school integration among Swahili-speaking families newly resettled in Kentucky from Africa.
Dr. Nkulu’s first book Serving the Common Good: A Postcolonial African Perspective on Higher Education (Peter Lang, 2005) examined similarities between Julius Nyerere’s vision for socially transformative higher education in Africa and John Dewey’s push for a democratic impulse in American education. It also articulated the need for reforming higher education on the African continent to serve the good of all citizens and not just a few.
Shannon Sampson, Ph.D. (University of Kentucky)
Clinical Assistant Professor
Evaluation Center Director
Office: 143D Taylor Education Building
Phone: (859) 257-2628
Shannon Sampson, Ph.D. (vita in PDF), is Director of the Evaluation Center. Dr. Sampson’s doctorate is in educational policy and evaluation with an emphasis in assessment and evaluation related to foreign language and English language learners. She worked in Fayette County Public Schools as a Spanish teacher and later as a district-wide resource specialist for foreign language and English language teachers. She has taught graduate courses in evaluation, measurement, research methods, quantitative methods, and foreign language pedagogy at the University of Kentucky and Georgetown College Graduate School. She has also provided professional development for teachers in Temuco, Chile on the assessment of student learning. Dr. Sampson is a member of the graduate faculty in the Educational Policy Studies and Evaluation department in the College of Education.
John Thelin, Ph.D. (University of California, Berkeley)
Office: 136A Taylor Education Building
Phone: (859) 257-4996
John Thelin (vita in PDF) earned the title of University Research Professor in 2000. His teaching and research interests focus on the history of higher education and public policy. Dr. Thelin likes to bring historical writing and research to contemporary discussions about significant, enduring higher education issues. His latest book is A History of American Higher Education, published by the Johns Hopkins University Press – with a new second edition in November 2011. Its distinctive approach is to emphasize the history of colleges and universities — especially campus life — as part of American popular culture. In Spring 2004, Dr. Thelin was selected by the UK Alumni Society to receive one of its Great Teacher Awards. He received the University Provost’s Award for Teaching Excellence in 2006. In April 2007, the American Educational Research Association conferred on him the Exemplary Research Award for Division J: Postsecondary and Higher Education research. In November 2011, Dr. Thelin received the Outstanding Research Achievement Award from the Association for the Study of Higher Education (ASHE).
John Thelin has received two major research grants from the Spencer Foundation: a history of intercollegiate athletics scandals that led to his book, Games Colleges Play, published by Johns Hopkins University Press; and, in 1999-2000, a historical study of how research universities developed in the South since 1890. In 1999-2000, Dr. Thelin served as President of ASHE. He is author of six books and also writes articles and book reviews, and he reviews manuscripts for such journals as The Review of Higher Education, Journal of Higher Education, History of Education Quarterly, Academe, and Change. His chapters on higher education topics have been published in The Encyclopedia of American Social History, The Encyclopedia of Educational Research, and The Encyclopedia of Higher Education. In addition to writing for scholarly journals, he has had essays published in The Wall Street Journal, The Washington Post, and The Chronicle of Higher Education, and in 2000 was guest columnist on higher education for the Lexington Herald-Leader. He has been a consultant to the National Science Foundation and Colonial Williamsburg Foundation, and since 2006, he has been a member of the American Enterprise Institute’s higher education working group in Washington, D.C. In 2009 he co-authored with Richard Trollinger, Vice President of Centre College and a Ph.D. alumnus of the EPE program, a study for the Aspen Institute, Time is of the Essence, dealing with reconsideration of perpetual endowment policies for philanthropic foundations. His project with A.S.T. Blackburn on the study of “Town and Gown Heritage of Kentucky’s Colleges and Universities” received a research grant from the Kentucky Humanities Council in 2004 and received a 2006 award from the Kentucky Historical Society. This has led to his creating a new undergraduate course, “Town and Gown,” dealing with colleges and communities. This has been approved for university-wide status as part of the General Education curriculum. His most recent research project is a book contract to write on rising college costs and the economics of higher education.
A 1969 alumnus of Brown University, Dr. Thelin concentrated in European history and was elected to Phi Beta Kappa. He earned an M.A. in American History and a Ph.D. in the History of Education and was a Regents Fellow at the University of California, Berkeley. Prior to joining the UK faculty, he was Professor of Higher Education & Philanthropy at Indiana University. At The College of William & Mary in Virginia from 1981 to 1993, Dr. Thelin was Chancellor Professor, directed the Higher Education Doctoral Program, and received the Phi Beta Kappa Award for Faculty Scholarship. He also served as President of the University Faculty Assembly in 1990-91, was Faculty Liaison to the Board of Visitors, and was President of the Williamsburg Area United Way. From 1979 to 1981, he was Research Director for the Association of Independent California Colleges & Universities.
Professor Thelin enjoys being part of the campus community. During the 2001-2002 academic year, he was a member of two UK Presidential Task Forces. He has been an elected member of the University Senate and also served as a member of the Senate Council and the Graduate Council. He received the College of Education’s Award for Excellence in Teaching, Research, and Service (2001) and the award for Excellence in Research (2000).
Karen Tice, Ph.D. (University of Kentucky)
Office: 211 Breckinridge Hall
Phone: (859) 257-7976
Karen Tice is a professor of Gender and Women’s Studies and of Educational Policy Studies & Evaluation. Her teaching and research interests include transnational feminist movements, educational activism and student cultures, marketing student bodies, and class and feminist mobilizations. She is currently working on a book project on the history of feminist border crossings and solidarity activism in Cuba and debates about gender, sexuality, class, and radical politics.
Dr. Tice’s first book, Tales of Wayward Girls and Immoral Women: Case Records and the Professionalization of Social Work (University of Illinois Press, 1998), explored the surveillance and regulation of working-class and immigrant bodies and behavior in the late 19th and early 20th centuries by white, middle-class social reformers in the U.S. It focused on the micro-politics of class, narrative authority, and professional constructions of respectability, innocence, and degeneracy.
She examined the themes of class, race, body and beauty politics, normativity, self-regulation, performativity, and the corporatization of higher education and student cultures in her recent book, Queens of Academe: Beauty Pageants, Student Bodies, and Campus Life (Oxford University Press, 2012). This book was selected for the 2012 Critics Choice Book Award given by the American Educational Studies Association and for an Author Meets Critic session at the 2013 National Women’s Studies Association conference.
R. Joseph Waddington, Ph.D. (University of Michigan)
Office: 134A Taylor Education Building
Phone: (859) 257-8666
Dr. Joe Waddington (vita in PDF) joined the EPE faculty as an assistant professor in 2015. Previously, he was a postdoctoral research associate with the University of Notre Dame Institute for Educational Initiatives. Dr. Waddington earned a Ph.D. (2012) in Educational Studies and M.A. in Statistics from the University of Michigan through the School of Education’s Quantitative Research Methods in Education dual-degree program. He also earned a B.S. in Chemistry from the University of Notre Dame.
In Dr. Waddington’s research, he applies quantitative methods to important questions of K-12 educational policy and practice. His primary topical interests are centered on school choice programs and policies, with a particular focus on the effectiveness of charter schools and school voucher programs. He and colleagues are currently involved in research using longitudinal data in Indiana, investigating the conditions under which choice is or is not effective in traditional public, charter, magnet, and private schools. His other topical research interests include STEM education and learning analytics, while other methodological interests involve the use of causal and quasi-experimental methods.
Dr. Waddington regularly teaches the EPE/EDP 660 course on research design and regression analysis. His other past, present, and future course offerings include the following graduate courses: Gathering, Analyzing, and Using Educational Data II (EPE/EDP 558), Advanced Topics and Methods of Evaluation in Education (EPE/EDP/ANT 621), and Advanced Quantitative Methods (future offerings include: “Causal & Quasi-Experimental Research Methods in Education”; “Longitudinal Data Analysis”; “Categorical Data Analysis”) (EPE/EDP 711). He is also an instructor with the ICPSR Summer Program in Quantitative Methods of Social Research, most recently teaching an introductory workshop on using the “R” statistical software package.
Administrative Support Associate I
Office: 131 Taylor Education Building
Phone: (859) 257-3178
Judy Blackburn began working with EPE in May 2006 and handles the finances for the department. Her responsibilities include the budget, payroll, grants, and other similar financial matters.
Katie Cross Gibson
Staff Support Associate II
Office: 145 Taylor Education Building
Phone: (859) 257-2626
Katelyn “Katie” Cross Gibson began working with EPE in late August 2016 and handles student services in the department. Her responsibilities include maintaining student records, files, and databases, as well as coordinating admission, registration, and exams. An alumnus of the University of Kentucky, Katie graduated with a B.A. in English in May 2015.
Richard Angelo, Ed.D. (Temple University)
Alan DeYoung, Ph.D. (Stanford University)
See also: Adjunct Faculty