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Curriculum and Instruction News

School of Education welcoming eight new faculty members

August 24, 2016

With the start of the fall semester quickly approaching, UW-Madison’s School of Education is in the process of welcoming a talented cohort of new faculty members to campus for the upcoming academic year.

In 2016-17, eight faculty members are set to join the highly ranked School of Education for the start of the fall semester.

Diana Hess
“We are honored and excited to have so many outstanding academics joining our team,” says School of Education Dean Diana Hess. “The School of Education continues to be a leading destination for talented faculty members, and this incoming group will not only allow our School to maintain its strength, but help us grow into the future.”

Faculty and staff from across the School are invited to meet the new faculty members -- and catch up with old friends -- during the annual Welcome Back Bash on Thursday, Sept. 1. The event, which is held in the Education Building’s North Plaza and includes UW’s own Babcock ice cream, runs from 12:30 to 2 p.m. A brief program, which includes remarks from Hess, begins at 1 p.m. If it rains, the welcome event will be moved to the Morgridge Commons on the first floor of the Education Building.

Faculty members joining the School for the 2016-17 academic year are:

• John Baldacchino, professor, Art Department: Baldacchino was selected as director of the university’s Arts Institute this past summer, and his faculty home will be the School of Education’s Art Department.  He comes to Madison from the University of Dundee in Scotland, where he held a professorial chair of arts education at the School of Education & Social Work. The Arts Institute, described as the voice of the arts at UW-Madison, supports and promotes a variety of programs and initiatives, both its own and those of partners. Approximately 85 faculty members from across the university are affiliated with the institute –- including many from the School of Education’s Departments of Art, Dance, and Theatre and Drama. Baldacchino earned a Ph.D. in arts education from the University of Warwick, England.

Erika Bullock, assistant professor, Department of Curriculum and Instruction: Bullock comes to UW-Madison from the University of Memphis’ College of Education, where she had worked since 2013 as an assistant professor of mathematics education in the Department of Instruction and Curriculum Leadership. Bullock has experience as a mathematics education researcher, a teacher educator, and as a high school and two-year college mathematics teacher in urban environments. Her research focuses on historicizing issues in mathematics education and conceptualizing urban mathematics education. Bullock earned her Ph.D. in teaching and learning from Georgia State University.

• Stephanie Budge, assistant professor, Department of Counseling Psychology: Budge is no stranger to campus. After earning her Ph.D. from UW-Madison’s Department of Counseling Psychology in 2011, she spent 2011-14 working at the University of Louisville. Over the past two years, Budge has served as a visiting assistant professor with the Department of Counseling Psychology. During this time, she was in charge of overseeing the Counseling Psychology Training Clinic one night per week and conducted the first trans youth therapy group in Wisconsin. Budge is committed to social justice, and her primary research interests include working with LGBTQ populations -- specifically transgender individuals’ emotional and coping processes, and their experiences of psychotherapy.

• S. Andrew Garbacz, assistant professor, Educational Psychology: Since September 2012, Garbacz has worked as an assistant professor at the University of Oregon in the School Psychology program and as a research scientist with the Child and Family Center, housed within the Prevention Science Institute. His work focuses on promoting positive social behavior and reducing behavior problems for children and adolescents by creating sustainable systems of support across homes, schools, and community settings. He is particularly interested in prevention, tiered systems of support, and translational research. He has received funding from the U.S. Department of Education/Institute of Education Sciences and the Society for the Study of School Psychology. Garbacz earned a Ph.D. in psychological studies in education from the University of Nebraska-Lincoln.

• Maxine McKinney de Royston, assistant professor, Department of Curriculum and Instruction: McKinney de Royston, who received her Ph.D. in education, cognition and development from the University of California, Berkeley, comes to campus after completing a Ford Foundation Postdoctoral Fellowship at the University of Pittsburgh’s Center for Urban Education.  Her research examines the pedagogical and interactional features of STEM classrooms that support non-dominant students’ positive racial and domain-specific identities and learning.  Her work has been published in journals such as the Harvard Educational Review, the Journal of the Learning Sciences, Teachers College Record, and the Journal for Research in Mathematics Education.

• Claudia Persico, assistant professor, Department of Educational Leadership and Policy Analysis: Persico was an advanced doctoral candidate in human development and social policy at Northwestern University and received her Ph.D. this past summer. She is a multidisciplinary, economics-oriented policy scholar interested in inequality, education and early childhood health. Persico is most interested in two main lines of research as they relate to long-term human capital formation and child development: school spending; and early childhood health.

• Walter Stern, assistant professor, Department of Educational Policy Studies: Stern earned his Ph.D. in history from Tulane University, and his research focuses on the historical intersection of race and education in the urban United States. His current book project, “The Negro’s Place: Schools, Race, and the Making of Modern New Orleans,” is under contract with Louisiana State University Press. His teaching and research interests developed out of his experiences teaching public high school in Mississippi, covering education for a daily newspaper in Georgia, and working as a consultant for multiple education initiatives in Louisiana.

• José Carlos Teixeira, assistant professor, Art Department: Teixeira is a visual artist and researcher whose works have been shown across the globe. His interdisciplinary and research-based art explores and expands on notions of identity, otherness, language, boundary, exile and displacement. Teixeira is a native of Portugal and most recently was the Champney Family Visiting Associate Professor, a joint position between Case Western Reserve University and the Cleveland Institute of Art. He also previously served as an adjunct faculty member with UW-Madison’s Art Department (2012-13). As a Fulbright Scholar, he completed an MFA in interdisciplinary studio from the University of California, Los Angeles, in 2006.

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