Dr. Angelo holds an Ed.M. in Secondary English from Temple University and an A.B. in English from John Carroll University. His areas of academic interest and expertise include history, film and popular culture.

Dr. Bieber's areas of teaching concentration include college teaching and learning with a special emphasis on contemporary curricular issues in higher education, college and university faculty, and student services in higher education. He also teaches "Introduction to Higher Education".

Dr. Bieber holds an M.A. in student personnel work in higher education from The Ohio State University and a B. A. in history from the University of Illinois, Urbana-Champaign. His areas of academic interest and expertise focus on contemporary challenges and issues concerning the professoriate including the sociology of the academic profession, curricular issues in higher education, and the critical analysis of student development theory as it applies to student services in higher education.

Dr. Bradley served as chair of the Teaching and Teacher Education division for Midwest Educational Research Association (MWERA) in 2004 and has been elected to the 2005 - 2006 Association Council for MWERA, is actively involved in American Educational Research Association (AERA), American Statistical Association (ASA) and National Council of Measurement in Education (NCME) and reviews for the Journal of Statistics, Educational Psychology and Canadian Journal of Education. Dr. Bradley teaches research methods and statistics courses. She holds a M.S. in statistics from the University of South Carolina, a B.S. in mathematics and sociology and a B.A. in mathematics education from Fairmont State College (and retains her teaching certification in mathematics 5 – 12).

Dr. Cibulka holds a B.A. from Harvard College, with a major in Government. He received his doctoral degree from the University of Chicago in the Department Education, where he concentrated in the fields of Educational Administration and Political Science. His areas of academic interest and expertise include the politics of education, education policy, policy analysis, and urban education. His current research focuses on urban school governance, school politics, and the politics of education productivity.

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Dr. Clements (vita in PDF) joined the faculty as an assistant professor in August, 1998, from the staff of the Kentucky Long-Term Policy Research Center in Frankfort, KY. In early 2003, he left UK for the Kentucky Education Professional Standards Board, where he served as grant program coordinator for the agency’s Teacher Quality Enhancement Grant. In 2006, he returned to UK to become Associate Director of the Institute on Educational Research and is currently serving as director. His doctorate is in political science, and he wrote his dissertation on the politics of the formulation and passage of KERA, the far-reaching 1990 school reform act. Before coming to central Kentucky in 1993, Dr. Clements had lived and studied school reform in Chicago, had been associate director of Vanderbilt University's Washington DC-based Educational Excellence Network, and had been a research associate with the United States Department of Education's Office of Educational Research and Improvement.

Dr. Clements pursues policy and research projects at UK and for Kentucky’s education agencies. He teaches courses that focus on politics and policymaking in education, especially at the elementary and secondary levels. His topical interests include various teacher preparation and workforce issues, state and national school reform efforts, and the effects of political culture on school reform initiatives. He is also involved currently with UK’s evolving Ed.D. program in community college leadership (a joint effort of EPE and the Department of Educational Leadership Studies).

Dr. DeYoung (vita in PDF) came to UK from Florida State University in 1977. In addition, he has a joint appointment in the Department of Sociology, and has served as a Faculty Associate and as Associate Director of the UK Appalachian Center in years past.

Dr. DeYoung teaches courses in Sociology of Education, Policy Issues in Education, and Education in American Culture. He also occasionally teaches Comparative Education, since he has been a visiting lecturer at the University of Aukland (New Zealand), the University of Rome, Almaty State University (Kazakstan) and the World Language Institute of the National Pedagogical University of the Kyrgyz Republic. He has twice been a Fulbright Scholar to the Central Asian Republics of Kazakhstan and Kyrgyzstan (of the former USSR) since 1996.

Dr. DeYoung's general areas of interest are in rural schools and in the sociology, politics, and economics of educational change in rural America and in the former Soviet Union. He has written numerous articles and book chapters on Appalachian schools in West Virginia, Kentucky and Tennessee. His most recent work focuses upon educational dynamics in post-Soviet Central Asia. In 1996, Dr. DeYoung won the national research award of the National Rural Education Association for his book, Life and Death of a Rural American High School, a work about school consolidation in West Virginia. He has recently worked under subcontract to several National Science Foundation mathematics improvement projects in Appalachia, and has a new edited book Challenges of Education in Central Asia (Information Age Publishers, 2003). He also plans to spend much of 2004 and 2005 in the Kyrgyz Republic studying education reform. Dr. DeYoung was the winner of the John J. and Nancy Lee Roberts Fellowship, a prestigious award administered by the International Research Exchanges Board (IREX) of the US State Department.

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.

Dr. Jensen holds a M.S. in College Student Personnel Administration from Indiana University and a B.A. from the University of Virginia.

ERIC REED, Ph.D. Iowa, 2006. Assistant Professor

Dr. Eric J. Reed (vita in PDF) joined the faculty in 2006

Dr. Thelin (vita in Word) was named University Research Professor in 2000. His teaching and research interests focus on the history of higher education and public policy. John 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. Its distinctive approach is to emphasize the history of colleges and universities -- especially campus life -- as part of American popular culture. In Spring 2004 John 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.

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 John served as President of the Association for the Study of Higher Education. He is author of six books and also writes articles, book reviews and 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, to the Colonial Williamsburg Foundation, and in 2006 to the American Enterprise Institute for its project on the student financial aid enterprise.  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.

A 1969 alumnus of Brown University, John 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 John was Chancellor Professor, Director of 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).

Dr. Tice (vita in PDF) joined the faculty in 1994 with a joint appointment in Gender and Women's Studies.  Her previous experience includes serving as director of two women's service agencies and as assistant professor of Social Work at Western Carolina University and at Western Kentucky University where she also served as Director of Women's Studies.

Dr. Tice's areas of teaching include gender and education; popular culture; race, ethnicity, class, gender and student cultures; and feminist theory. She coordinates the EPE 301 (Education in American Culture) graduate teaching assistants for the department. In 1997 she was awarded the UK Chancellor's Award for Excellence in Teaching.

Her book, Tales of Wayward Girls and Immoral Women: Case Records and the Professionalization of Social Work (Illinois 1998) explores the construction of professional authority in social work and how the writing of case narratives created clients, authorities, problems, and solutions. Her published work includes articles on gender and professionalization, social reform and settlement work in Kentucky, the politics of social justice/women’s organizations, service learning and feminist pedagogy, and campus beauty pageantry and student life. She is currently finishing a book manuscript titled “Queens of Academe: Campus Beauty Pageantry and Student Life.” Growing out of this book project is new research on Reality TV programming for high school girls, TV makeover shows, and religion and student life.

Dr. Collins (vita) came to UK directly from doctoral study in Philosophy of Education at Indiana University, where he was a student of Philip G. Smith and A. Stafford Clayton, both in the tradition of John Dewey. His dissertation takes up issues associated with equality in education, which has remained his area of continuing inquiry for him. He holds a B.S. in philosophy from the University of Wisconsin, and over 30 hours of graduate study in philosophy at the New School for Social Research in New York City. Dr. Collins taught courses in the philosophy of education, history of educational thought, and ethics and education. He served the Department as Directory of Graduate Study and as Chair.

Dr. Guskey (vita in Word) joined the faculty in 1978, coming from the University of Chicago's renowned Measurement, Evaluation, and Statistical Analysis (MESA) Program. Prior to his appointment he served as Director of Research and Development for the Chicago Public Schools, and later became the first Director of the Center for the Improvement of Teaching and Learning, a national educational research center.  Dr. Guskey is on the Editorial Board of The Elementary School Journal, The NASSP Bulletin, and Journal of Research on Professional Learning.  He co-edits the Experts in Assessment Series for Corwin Press and was recently featured on the National Public Radio program, “Talk of the Nation.”  He also served on the Policy Research Team of the National Commission on Teaching & America’s Future, on the Task Force to develop the National Standards for Staff Development, and recently was honored by the American Educational Research Association for his work relating research to practice.

At the University of Kentucky, Dr. Guskey served as Special Assistant to the Chancellor, Department Chair, Faculty Council President, and Director of the Office of Educational Research and Development.  He also has been a Visiting Professor at 10 other universities in the U.S., and a Distinguished Visiting Professor at universities in Australia and New Zealand.  A frequent speaker at national conferences, Dr. Guskey has served as consultant to educators throughout the U.S., as well as in Africa, Asia, Australia, and Europe.  He is included in the National Staff Development Council’s Leaders in Staff Development, and is the only person to have won twice the Council's prestigious "Book of the Year Award" and three times the "Article of the Year Award.”

Dr. Guskey’s publications include 13 books, 25 book chapters, and over 100 journal articles.  His most recent books include Benjamin S. Bloom: Portraits of an Educator (Rowman & Littlefield, 2006), How's My Kid Doing? A Parents' Guide to Grades, Marks, and Report Cards (Jossey Bass, 2002), Developing Grading and Reporting Systems for Student Learning (Corwin, 2001), Evaluating Professional Development (Corwin, 2000), and Implementing Mastery Learning (2nd ed.) (Wadsworth, 1997).  His course offerings center on research and evaluation design, quantitative analysis techniques, and educational reform and change.

Dr. Guskey holds a Ph.D. from the University of Chicago, M.Ed. in Educational Psychology from Boston College, and a B.A. in Physics from Thiel College.

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Dr. "Skip" Kifer (vita) joined the faculty in 1972, coming to Lexington from the University of Chicago and the Measurement, Evaluation, and Statistical Analysis (MESA) specialization. At Chicago he was a Resource Colleague with a Ford Foundation Teacher Training Program, a member of the College Administration staff, and a statistical consultant to the Department of Education. While associated with the University of Kentucky, was a Spencer Foundation Fellow at the University of Stockholm and a visiting professor at both SUNY Buffalo and UCLA and an AERA Senior Research Fellow at the National Center for Education Statistics.

"Skip" taught courses in the quantitative sequence and an introductory evaluation course. His research interests are testing and evaluation broadly construed. He has written test reviews, chapters on attitude measurement and construction of attitude measures, and played a major role in designing, implementing, and reporting the results of the Second International Mathematics Study. He was also one of five persons who planned the Commonwealth's assessment system and serves both on its national technical committee and a technical committee that oversees international evaluation studies.

Virginia Davis Nordin (vita in Word) taught in the graduate program of Higher Education Policy Studies at UK. She is a graduate of Harvard Law School and taught at the Universities of Michigan and Wisconsin. In addition, she was an Affirmative Action Officer at Dartmouth College, and practiced law on Wall Street and in the Poverty Law Program in Detroit.

Her publications include Higher Education and the Law with Harry Edwards, a chapter, "Affirmative Action" in Women in Academe, (Chamberlain, M. Editor), and a chapter "Legal Protection of Academic Freedom" in the NSSE Yearbook, The Courts and Education.

Dr. Susan Scollay (vita in PDF) joined the faculty in 1992, coming from serving as the Associate Vice President for Research and Graduate Studies at the University of Kentucky, to a full time faculty position with a joint appointment in the Departments of Educational Leadership Studies and Educational Policy Studies & Evaluation.  Dr. Scollay’s professional experience before UK includes service as the Director of the Higher Education Program and Senior Program Associate with the Mid-continent Regional Education Laboratory (McREL) in Kansas City, Missouri; as an Assistant Professor in the Department of Administration and Foundations at Kansas State University; as the Program Administrator for the Office of Institutional Plans and Programs at Spring Hill College, Mobile, Alabama (where she was also Assistant Professor in the Department of History); and as an Assistant Professor in the History and Political Science Department at the Inter-American University, Aquadilla, Puerto Rico.

Dr. Scollay received her B.A. and M.A. in History from the University of California, Santa Barbara.  Her areas of academic interest and expertise include research methodology, organizational theory and behavior, issues of equity, particularly those relating to gender and sexual orientation in educational settings, educator ethics in K-12 settings, and policy studies in higher education.  Recent research projects include K-12 educator ethical misconduct, gender in college, university governance, and organizational responses to student and educator demands for equity.