MA in Education/Hburg
Having chaired the education department since coming to EMU in 1982, he now serves as director of the Master of Arts in Education program. He is known in education circles throughout the state and beyond and has served two terms on the Unit Accreditation Board of the National Council for the Accreditation of Teacher Education (NCATE). He initiated EMU’s M.A. in education, building on a strong undergraduate program. He also started an M.A. program at EMU’s campus in Lancaster, Pa. In addition to his administrative duties, he currently serves as professor of the Jesse T. Byler endowed chair. Dr. Steiner has a special interest in literacy education, foundations of education, Anabaptist-Mennonite education, and educational leadership.
Tracy Hough, assistant professor in teacher education. Tracy earned a BA in liberal studies from University of California, Santa Barbara with teacher credentialing PreK-8 and a M.A. in Education from Eastern Mennonite University. She is currently working on her PhD. in Reading at the Curry School of Education, UVA. She teaches in our graduate and undergraduate programs focusing on literacy. She is also our PK-3 coordinator. Her previous teaching experiences include being a Title I Reading Specialist for grades K through 5 as well as a regular elementary teacher in grades K through 6. She has taught not only in Virginia, but California, Oregon, Nevada, and Rhode Island. Tracy holds professional membership in the International Reading Association and the Shenandoah Valley Reading Council where she is coordinator for the Young Author’s Celebration sponsored with Bridgewater College.
Lori Hostetler Leaman, Associate Professor in Teacher Education. Lori earned a BS in Special Education with a minor in psychology from Eastern Mennonite University, a Master of Education in Secondary School Administration from James Madison University, and an Ed D in Higher Education Leadership from Nova Southeastern University with an emphasis on faculty and student learning. Lori has 14 years of teaching and school administration experience in rural, urban, and international settings. Lori served as a teacher and then as Middle School Principal for 11 years in Nairobi, Kenya at Rosslyn Academy, an international Christian school with at least 32 ethnicities and a diversity of world religions. Lori’s scholarly research interests and publications include differentiation of instruction for diverse learning and cultural needs, co-teaching, teacher/professor efficacy, formative assessment, and the distinctive characteristics of an Anabaptist pedagogy. In addition, she is also involved in an inter-departmental collaborative research study with EMU’s chemistry and biology departments funded by an NSF grant, to assist in the development of several assessment tools for collegiate student learning. She has numerous professional presentations and holds membership in the Council for Exceptional Children, National Association for Multicultural Education, and the Association for Conflict Resolution. Lori serves as the Coordinator of Special Education, Waynesboro M.A. Education Cohort Administrator, and as Assessment Coordinator for the department. Lori thoroughly enjoys her interactions with students and “assisting students and teachers in discovering and strengthening their gifts and faith for serving Christ in this increasingly interconnected world.”
Judy Mullet received her Ph.D. from Kent State University, where her dissertation work focused on context-motivated, conflict strategy choices of middle school students with learning disabilities. She was a school psychologist before coming to EMU, and has authored and co-authored recent publications on restorative discipline and harmful teacher behaviors. A member of the faculty since 1986, Dr. Mullet specializes in restorative discipline in schools, conducting workshops across the USA.
Cathy Smeltzer Erb is chair of the undergraduate teacher education program and professor of teacher education. Cathy earned a Ph.D. in curriculum, teaching, and learning from the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT), a M.Ed. in education from OISE/UT, and a B.S. in vocational home economics education from EMU. Her dissertation explored the emotional dimension of beginning teachers’ work within a secondary school context. Cathy spent over 15 years as a family studies teacher and guidance counselor in middle/secondary schools and adult education prior to research and teaching in higher education. She has presented at national and international conferences. Her published and continued research interests include emotions, beginning teachers, teacher development, equitable instruction, action research, and teacher induction. As recipient of the AILACTE Scholar Award 2004, Cathy continues to research the emotional and pedagogical contexts of teaching.