MIC Program Faculty
Lisa Amick, Ed.D., University of Illinois
Dr. Lisa Amick joined the University of Kentucky faculty in 2014 as a clinical assistant professor of mathematics education. Dr. Amick holds a Masters in Educational Administration and a Masters in Mathematics Education, both from Eastern Illinois University. Dr. Amick received her doctorate in Curriculum and Instruction from the University of Illinois. Dr. Amick taught sixth grade mathematics in central Illinois for 10 years, where she worked with numerous pre-service teachers. She also taught one semester of middle level mathematics education at the University of Illinois, and earned her National Board Certification in 2010. Her research interests include teacher professional development, assessment writing and analysis, and middle school mathematics education. Dr. Amick is the chair of the math education program faculty.
Dr. Burns (vita in Word) joined the faculty in 2005 as an assistant professor of literacy. He began his career as a high school English language arts teacher in Kansas, and holds a BA in English Literature from Washburn University of Topeka, Kansas, an MA in Curriculum and Instruction from the University of Kansas, and a Ph.D. in Curriculum, Teaching, and Educational Policy from Michigan State University. Dr. Burns’s research interests include pre-service English education, teacher education curriculum and policy, teacher identity, adolescent literacy and literacy policy, cultural theories, critical discourse analysis, and the application of research and theory from the New Literacy Studies. Dr. Burns is chair of the English education program faculty.
Brett Criswell, Ph.D., Pennsylvania State University
Dr. Criswell joined the faculty in 2012. He obtained his B.S. from Indiana University of Pennsylvania, M.S. from the University of Pittsburg, and Ph.D. from Pennsylvania State University. Most recently, Dr. Criswell was an assistant professor in the Middle-Secondary Education and Instructional Technology program at Georgia State University. His research interests include developing knowledge-building communities, science classroom discourse, the Vygotskian view of concept formation as bi-directional, and abductive reasoning and hypothesis generation. Dr. Criswell is the chair of the science education program faculty.
Ryan Crowley, Ph.D., University of Texas
Dr. Crowley joined the faculty in 2014 as an Assistant Professor of social studies education. He joined UK after completing his doctoral studies at The University of Texas. Ryan also taught secondary social studies for eight years in Houston and Austin prior to beginning his graduate work. Ryan works in the elementary program at UK, teaching social studies methods courses. His research focuses on issues of race and equity in education with an emphasis on how novice teachers integrate critical understandings of race and racism into their teaching and how social studies curricula address, or fail to address, issues of race and racism.
Joseph Ferrare, Ph.D., University of Wisconsin-Madison
Dr. Joe Ferrare joined the faculty at UK in 2014. 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. Dr. Ferrare’s work is focused on understanding (1.) the forms and consequences of social and cultural inequality that emerge through students’ education attainment trajectories, and (2.) the extent to which education policy and reform movements transform or reproduce inequities in these latter trajectories. In his current work Dr. Ferrare is examining these areas of inquiry through three active projects. The first is an investigation of the changing economic and cultural dynamics in cross-generational patterns of education attainment over the past four decades. In the second project he is analyzing the intersecting social, cultural, and curricular contexts that differentially shape undergraduate attainment patterns in the sciences. Finally, he is using social network analysis to examine the impact that network governance structures are having on contemporary education policy and reform movements.
Molly Fisher, Ph.D., University of North Carolina at Charlotte
Dr. Fisher joined the faculty in 2009 as an assistant professor of mathematics education. She began her career as a high school mathematics teacher in the Charlotte, NC area. She obtained her B.A. in Mathematics, M.A. in Mathematics Education, and Ph.D. in Curriculum and Instruction, all from the University of North Carolina at Charlotte. Most recently, Dr. Fisher taught mathematics and mathematics education courses at the University of North Carolina at Charlotte. When she joined the faculty in 2009 she had six years of high school mathematics teaching experience, two years of high school online teaching experience, and three years of college-level teaching experience. Dr. Fisher’s research interests include teachers’ stress, burnout, and coping skills, especially among beginning teachers.
Dr. Jeanette Groth works Academic Services and Teacher Certification as an advisor for the Elementary Education Program and is a lecturer in Curriculum and Instruction. She joined the faculty in 2009. She also holds a Masters from Georgetown College and a B.A. from Concordia University, Chicago. Dr. Groth has taught all grades from one to eight and has had ten years of teaching Middle School Social Studies at the School for the Creative and Performing Arts in Lexington. Her teaching experience has an international component doing education consultancy in Ghana, W. Africa and Cambodia. Dr. Groth has an interest in international programs at UK and works to help students become more globally aware. Her area of research is citizenship and democracy.
Meade Hall, Ph.D., University of Kentucky
Dr. Hall earned her undergraduate degree in Therapeutic Recreation, a Masters and A.D.D. in Special Education from the University of Kentucky. She is currently Project Director for the Community Based Work Transition Program through the Interdisciplinary Human Development Institute at the University of Kentucky. Hall is also an educator with years of experience in the public schools. Her areas of expertise include Transition IEP, Community Based Instruction (CBI), Using Choosing Outcomes and Accommodations for Children (COACH) for Education Planning, and Advocacy for Individuals with Disabilities and Families.
Dr. Joan Mazur joined the faculty in 1993 as an assistant professor in the Instructional Systems Design program. She had worked for six years at the Interactive Multimedia Group at Cornell University while pursuing her graduate degrees. Dr. Mazur holds a Masters in Educational Philosophy from Cornell and a doctorate in Curriculum and Instruction from that same institution. After obtaining her B.A. in English from SUNY Geneseo in upstate New York she taught secondary English at several rural and inner city schools. Dr. Mazur’s current research interests focus on interface designand the use of interactive multimedia to support learning, research, and teacher professionalism in a variety of instructional contexts.
Dr. Margaret Rintamaa joined the faculty in 2006. She is an assistant professor in Curriculum and Instruction and Research Projects Manager for the Collaborative Center for Literacy Development. She manages large-scale studies involving multiple schools, universities, and agencies. Currently, she is managing two U.S. Department of Education Striving Readers evaluations. Dr. Rintamaa began her career as a middle school science and language arts teacher. Dr. Rintamaa teaches courses in classroom management and discipline for undergraduate and graduate students.
Dr. Swan joined the faculty in the Department of Curriculum and Instruction in the fall 2004. Dr. Swan came to the university after completing her doctoral degree in social studies education at the University of Virginia. A former social studies teacher, she researches ways of effectively integrating technology into the K-12 social studies classroom. She is the recipient of the National Technology Leadership Award in Social Studies Education co-sponsored by the College and University Faculty Assembly (CUFA) and the Society of Technology and Teacher Education (SITE) in 2005, 2007, 2008 and 2009. Her research has appeared in the International Journal of Social Education, Social Education, The Social Studies and Contemporary Issues in Technology and Teacher Education and is the co-creator of the Historical Scene Investigation Project (www.hsionline.org), the Digital Directors Guild (www.ddguild.org), Digital Docs in a Box (www.digitaldocsinabox.org)and Econocast (www.econocast.org). She is also the advisor for the Social Studies Assessment, Curriculum and Assessment Collaborative (SSACI) at the Chief Council of State School Officers (CCSSO). Dr. Swan is the chair of the social studies education program faculty.
Kenneth Tyler received his Ph.D. in Developmental Psychology from Howard University in 2002. Dr. Tyler has broad areas of research interests that include culture, identity development, learning and socialization processes, motivation and school attachment, and minority student achievement. Dr. Tyler’s current work focuses on 1) measuring the degree of alignment between home and school cultures of minority student populations and understanding its link to academic motivation and performance and 2) testing a conceptual model of African American male student identity development and its associations with psychological and school performance outcomes. Full member of the Graduate Faculty.