MA in Education, Harrisonburg
Katherine Evans has been an Assistant Professor of Education at EMU since 2011. She teaches courses in special education and educational theory and is particularly interested in school and classroom climates, school discipline procedures, and the ways in which restorative justice is applied to educational contexts. She holds a Ph.D. in Educational Psychology and Research from The University of Tennessee in Knoxville where her dissertation research employed phenomenological interviews with middle school students about their experiences with in-school suspension. Prior to graduate school, Evans was a middle and high school special educator for students identified as having learning, behavioral, and emotional challenges. Her research, teaching, and scholarship focus on ways in which teachers participate in creating more just and equitable educational opportunities for all students, including those with disability labels, those who exhibit challenging behavior, and those who are marginalized for a variety of reasons.
While at EMU, Evans has been active in furthering the field of Restorative Justice in Education (RJE) both through scholarship and teaching and by working collaboratively with the Center for Justice and Peacebuilding to develop an interdisciplinary concentration in RJE within the current Masters in Education degree program. Beginning in the Fall of 2014, the EMU Education Department began offering both a concentration and a certificate in RJE. For more information, please refer to the website: http://www.emu.edu/maed/restorative-justice/
Evans has published several articles and book chapters related to zero tolerance policies, restorative justice, and school discipline practices and regularly presents at professional conferences. Most recently, she and Dr. Dorothy Vaandering published The Little Book of Restorative Justice in Education through Skyhorse Publishing. She is a member of several professional organizations including the National Association of Community and Restorative Justice, the American Educational Research Association, and the American Association of Colleges for Teacher Education. In addition, she is involved in local organizations that are promoting restorative justice in Harrisonburg and in Virginia.
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 and completed her Ed.D. in Reading Education at the Curry School of Education, UVA. Her research interests focus on global literacy and supporting teachers in under resourced schools in Latin America and Africa as a means to improve their reading instruction. 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. She serves as a board member for the United Way and the Nasaruni Academy for Girls.
Lori Hostetler Leaman, 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 K-12 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 a co-PI for an NSF-funded inter-departmental collaborative research study, Faculty-Led Institutional Transformation for Teaching Diverse Learners in STEM, with EMU’s chemistry and biology departments. Prior grant involvements include an earlier NSF award 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 International Society for the Scholarship of Teaching and Learning. Lori serves as the Coordinator of Special Education and will co-direct EMU’s Honors Program beginning Fall 2017. 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.”
Beth Lehman is an Assistant Professor of Teacher Education. She earned her PhD in Literacy, Culture and Language Education at Indiana University, an MA in English Education at Indiana University, and an MA in English at Butler University. Beth’s past work in education includes teaching middle school language arts, middle school literacy coaching, consulting in the teaching of writing, and working within urban high school reform as a teaching and learning coach. Participation in the Hoosier Writing Project, a site of the National Writing Project, deeply influenced Beth’s professional concerns. Additionally, Beth’s work with equity-focused urban school reform impacts her educational priorities. Beth’s research and teaching interests include: the teaching of writing and critical literacy, the development of teacher identities and teacher discourses, and the roles of narrative in school reform and educational research. Beth enjoys teaching, learning and researching within and across educational settings as a means for building partnerships, exploring multiple meanings, and seeking equity and inclusion within richly diverse learning communities.
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 relational literacy and restorative justice in schools, conducting workshops across the US.
Cathy Smeltzer Erb is chair of the undergraduate teacher education program, Jesse T. Byler Endowed Chair, and professor of teacher education. Cathy earned a Ph.D. and M.Ed. in curriculum, teaching, and learning from the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT), and a B.S. in vocational home economics education from Eastern Mennonite University. Prior to entering teacher education in 2002, Dr. Smeltzer Erb spent over 15 years as a middle and high school family studies teacher and guidance counselor in Kitchener/Waterloo, Ontario, Canada. She teaches undergraduate and graduate curriculum and methods courses with an emphasis on student-centered pedagogy, constructivism, and equitable classroom environments. She has provided consultation services to pre-service, in-service, and university faculty in the U.S., Canada, Indonesia, and Vietnam in the areas of curriculum development, beginning teacher induction, teacher development, instructional practices, and action research. Her research explores the emotional dimension of beginning teaching, auto-ethnography and personal narrative of the calling to teach, teacher development, equitable instruction, and action research. She has presented at local, national, and international conferences. Cathy received the AILACTE Scholar Award in 2004.