2015-16New Faculty

appoiNtmeNts

From the DeaN

The College of Education is pleased to announce the addition of nine new faculty members this academic year. With the addition of this talent

to our ranks, we will continue to be leaders in the ever-changing field of education.These new faculty members bring with them extensive training and expertise in a variety of fields, including education law and policy, education technology, social justice, rehabilitation counseling and education careers in the STEM fields.

We feel fortunate that we have been able to attract such highly qualified individuals representing such a diverse collection of specialties and areas of focus.

Our new colleagues will help keep the College at the forefront of research and will strengthen the professional preparation programs we offer at the undergraduate and graduate levels. Many of them also have strong interdisciplinary ties, which will introduce new dimensions into our students’ learning, as well as broaden the opportunities for scholarship and research for our students and faculty alike.

These faculty members also are interested in continuing professional development and will become valuable resources to practicing educators throughout Pennsylvania and beyond.

The faculty, staff and students in the College of Education all strive to make transformative improvements in the field of education. Our continued growth as a College ensures our ability to remain true to this goal.

Please join me in welcoming the newest members of our most talented faculty into the College of Education at Penn State.

Sincerely,

David H. Monk

Dean

Gabriela t. richarD Learning and Performance SystemsGabriela T. Richard is an assistant professor. She received her bachelor’s degree in media, culture and communication; her master’s of professional studies in interactive telecommunications; and her doctorate in educational communication and technology, all from New York University. A major thrust of her research has been understanding digital media and technology’s intersections with identity, cultural practices and engagement, especially as related to learning and equitable learning-related efficacies.

ty hollett Learning and Performance SystemsTy Hollett is an assistant professor. He received his bachelor’s degree in English from DePauw University; his master’s in English from Penn State; his Master of Education in Teaching in secondary English from the University of Hawaii; and his doctorate in language and literacy culture from Vanderbilt University, Peabody College. His research focuses on learning and literacy that moves across space and time. With emphasis on digital media, he studies how to design and understand contexts, tools and methods that support innovative teaching and learning across settings.

ashley N. pattersoN Curriculum and InstructionAshley N. Patterson is an assistant professor. After earning a bachelor’s degree in elementary and special education from Boston University, she received her master’s in reading specialization from Hood College. She earned a second master’s in quantitative research, evaluation and measurement and a doctorate in multicultural and equity studies in education from The Ohio State University. Patterson’s research focuses on social justice in education, specifically the ways in which individual and systemic levels of influence effect the imagination and maintenance of educational environments.

Curriculum and Instruction

Learning and Performance Systems

maria m. lewis Education Policy StudiesMaria M. Lewis is an assistant professor. She received her undergraduate degree in law, letters and society from the University of Chicago, and later earned a doctorate in educational leadership and policy analysis as well as a J.D. from the University of Wisconsin-Madison. Her background and knowledge of the legal system enables her to take a unique approach to education policy research, specifically in the areas of equity and diversity. Her research interests include education law and policy, discrimination and equity in education, special education law, and student discipline and due process.

marsha e. moDeste Education Policy StudiesMarsha E. Modeste is an assistant professor. She received her bachelor’s degree in elementary inclusive and special education from Syracuse University and spent time as a special education teacher with the New York City Department of Education. After earning her master’s degree in politics and education from Columbia University, she continued serving the NYC Department of Education in a variety of capacities. She recently completed her doctoral studies in educational leadership and policy analysis from the University of Wisconsin-Madison.

Education Policy Studies

allisoN r. FlemiNG Educational Psychology, Counseling and Special EducationAllison R. Fleming is an assistant professor. Her rehabilitation and disability services undergraduate degree and rehabilitation counseling and addiction studies master’s degree came from Springfield College while her doctorate was earned within Michigan State’s rehabilitation counselor education program. Her dissertation was, “Using the International Classification of Functioning to Conceptualize Quality of Life among Individuals with Disabilities.’’

carlos p. Zalaquett Educational Psychology, Counseling and Special EducationCarlos P. Zalaquett is a professor. He earned his title of psychologist from Pontifical Catholic University Chile in Santiago, Chile, and a master’s from Sam Houston State in Huntsville, Texas. His doctorate in psychology, including his dissertation topic of “Stress and Alarm Signals,’’ was earned at the University of Texas. His teaching philosophy, he said, is that learning is best facilitated by an instructor who balances sound theory, research-based information, effective pedagogy, dynamic communication skills, formative feedback, deep respect for others and a student-centered focus.

carlomaGNo c. paNlilio Educational Psychology, Counseling and Special EducationCarlomagno C. Panlilio is an assistant professor. He studied psychology at California State University, Long Beach as an undergraduate student before receiving a master’s in family studies and a doctorate in developmental science from the University of Maryland. He has nearly 10 years of experience as a licensed clinical marriage and family therapist. Panlilio’s research interests include practice and policy implications related to child maltreatment, parenting and family processes in at-risk environments, fatherhood and fathering, emotion regulation, language development, and school readiness and academic outcomes.

DiaNDra J. prescoD Educational Psychology, Counseling and Special EducationDiandra J. Prescod is an assistant professor. She received her bachelor’s degree in psychology from Rutgers University and her master’s in mental health counseling from Monmouth University in West Long Branch, New Jersey. She earned her doctorate in counselor education from the University of Central Florida. Her dissertation, titled “The Influence of a Career Planning STEM Explorations Course on Vocation Maturity, Career Decidedness, and Career Thoughts,” examined the influence of a career course for students interested in STEM careers.

Educational Psychology, Counseling, and Special Education

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