School of Education

Education Bldg. (02), Room 120
805.756.2126
https://soe.calpoly.edu
soe@calpoly.edu

Director: Chance Hoellwarth

Academic Programs

Program Names

Program name	Program type
Curriculum and Instruction	MA
Educational Leadership and Administration	MA, MS
Equity in Education	Minor
Higher Education Counseling and Student Affairs	MS
Special Education	MS

Vision, Mission and Programs

Vision: The School of Education programs support the development of qualified, competent, and caring education professionals who prepare a diverse student population to become active and thoughtful participants in a democratic society.

Mission: The School of Education leads the campus in an all-university approach to preparing education professionals. These professionals create, assess and modify environments, practices, and policies to foster the achievement of each and every learner; they strive for equity in schools and society; and they are committed to inquiry and professional growth for themselves and the advancement of P-20 education.

School of Education faculty model leadership in their teaching, scholarship, and service through a grounded, reflective learn-by-doing approach and through sustained collaborations with their education partners: P-12 schools, families, community colleges, universities, and local, state, and national agencies.

Learning Outcomes: All candidates who complete a credential or master’s degree in the School of Education will:

• Be Qualified, Competent, and Caring Professional Educators
• Integrate Principles and Practices of Professional Fields to Support Student Learning
• Engage in Cross-Disciplinary and Collaborative Practices
• Demonstrate Authentic Assessment Practices Designed for Student Success, Individual Growth, and Program Improvement
• Effect Sustainable Communities in a Multicultural Environment
• Engage in Professional Practices

Programs: The School offers a wide variety of courses and programs leading to careers in education. Common to all programs is a commitment to excellence, to partnerships and collaboration, and to preparation for future educational challenges. As the state's population grows, enrollments in grades P–12 increase and with them the demand for well-prepared teachers, and for specialists in administration, special education, and higher education.

To meet the need for excellence in the field, the School seeks talented, creative students who are committed to a long-term career in education and to the improvement of educational processes and institutions.

The School offers programs that lead to a preliminary Educational Specialist credential in Multiple Subject or Single Subject teaching, in Administrative Services or as an Education Specialist or Agriculture Specialist. Supplementary and subject matter authorizations are available in a variety of subject areas.

The School offers four master's degrees; see the Graduate section for more information.

Stressing the "learn by doing" philosophy, the School provides opportunities for extensive on-site observation, tutoring, and fieldwork in educational settings. Cal Poly maintains cooperative relations with surrounding school districts and area educational agencies. Within our service area, teacher candidates and master's students can learn in cross-cultural, city and rural settings.

Undergraduate Program

Equity in Education Minor

The Equity in Education Minor is an interdisciplinary course of study that introduces students to how cognition, social-emotional development, culture, and policy impact teaching and learning. The minor is meant to be flexible and allow students from all majors to deepen their knowledge about teaching and learning and the role of education for advancing social justice and equity. The minor is especially valuable for students who are interested in careers in education, including K-12 public schooling, higher education/student affairs, non-profit organizations, and educational leadership. Interested students should consult with an Equity in Education Minor advisor. The Equity in Education Minor is not open to Liberal Studies majors. Students preparing for the minor should take PSY 201 or 202 to fulfill the prerequisites for the required courses in the minor. 

Minor Requirements

Teacher Education

Education Bldg. (02), Room 120
805.756.2126

The following credential programs are accredited by the California Commission on Teacher Credentialing (CTC) to prepare candidates and recommend for these credentials.

Teaching Credential Programs

• Agriculture Specialist
• Multiple Subject
• Single Subject: Agriculture
• Single Subject: Biological Science
• Single Subject: Chemistry
• Single Subject: English
• Single Subject: Geosciences
• Single Subject: Mathematics
• Single Subject: Physics
• Single Subject: Social Science
• Single Subject: World Languages – French
• Single Subject: World Languages – Spanish
• Bilingual Authorization: Spanish
• Education Specialist: Mild/Moderate Disabilities (see Graduate section in School of Education)

Credential programs consist of coursework and field experiences, including the clinical practice known as student teaching, that are required to obtain a preliminary teaching credential in California. Coursework in credential programs in the state of California is required to fit within one year of full-time study. In some instances, candidates are able to take prerequisite courses and enter a credential program prior to the completion of their undergraduate degree.

Application deadlines are established for each specific program. Detailed information about application deadlines and other requirements is available on the School of Education website at https://soe.calpoly.edu.

Multiple Subject Teaching

A multiple subject teaching credential permits someone to teach all subjects in a self-contained classroom up to the 8^th grade, and Cal Poly’s Multiple Subject Teacher Preparation (MSTEP) Program prepares students to earn this credential. Entry to MSTEP requires completion of an undergraduate degree, subject matter coursework and prerequisite coursework, which can be taken either as part of an undergraduate degree or at the post-baccalaureate level. Some prerequisite courses have specific requirements for enrollment (e.g. senior or graduate standing); hence, early advising is critical and interested individuals are encouraged to contact the School of Education Credential Office for this purpose.

Multiple subject candidates must demonstrate subject matter competency by completing an approved subject matter waiver program in elementary education or provide evidence of passing the Multiple Subject California Subject Examinations for Teachers (CSET). Demonstration of subject matter competency must be completed before candidates begin the credential program. During the MSTEP Program candidates take courses in methods of teaching specific subjects, and they engage in clinical practice (student teaching) in elementary school classrooms and participate in seminar courses designed to bridge university- and school-based learning experiences. Special attention is paid to learning how to teach young students whose first language is not English, so a credential earned from the MSTEP Program is designated as English learner authorized. Detailed information about steps to apply to the MSTEP Program and state requirements for a Multiple Subject Teaching Credential can be found on the School of Education website at https://soe.calpoly.edu.

Single Subject Teaching

The Single Subject Teaching Credential is for candidates who wish to teach a specific content area at the secondary level. Single subject candidates must demonstrate subject matter competency by completing an approved subject matter course work program in that subject matter area or provide evidence of passing the appropriate California Subject Examinations for Teachers (CSET) specialty area test(s). Demonstration of subject matter competency must be completed before candidates begin the credential program.

Candidates for the Single Subject teaching credential in Agriculture or the Agricultural Specialist credential complete their preparation program through the Agricultural Education and Communication Department at Cal Poly and should communicate with the department credential advisor for further information or advisement (Dr. Ben Swan, at 805-756-2401 or bswan@calpoly.edu).

NOTE: Credential requirements are subject to change. Please check with program advisors for up-to-date information.

Admission Requirements

Details concerning specific requirements are available from the appropriate advisor, the advisement handbook, or at https://soe.calpoly.edu.

The requirements for admission to Cal Poly to pursue a Multiple Subject credential differ slightly from those for the Single Subject credential. All applicants must first apply for admission to graduate studies in Education at Cal Poly by completing an application at https://calstate.edu/apply.

Preliminary Credential

California has a two-tiered credentialing system. Initial credentialing to be a teacher requires earning a preliminary credential. Cal Poly programs provide a route to this credential, and it allows a person to be hired as a classroom teacher in public schools in California. Contact the School of Education Credential Office for program-specific admission requirements, which include obtaining a Certificate of Clearance.

To make successful progress through a credential program, teacher candidates must maintain a B average in all professional education courses (MSTEP Program) or each a B or better in all professional education courses (Single Subject Program). Candidates must also complete additional application steps at specified transition points. Check with the pertinent credential program advisor, handbook, and/or website (see https://soe.calpoly.edu) to determine all requirements to be completed for a specific credential program. A teacher candidate must provide evidence of completion of all state- and program-mandated requirements and have that verified by the SOE Credential Office in order to be recommended for a preliminary credential.

Clear Credential

The second tier of teacher credentialing in California is the clear credential. California Senate Bill 2042 transferred the recommending of
 a clear teaching credential to school districts via Induction Programs. Graduates obtaining their preliminary credential from Cal Poly should consult the school district employing them for information about Induction Programs and obtaining a clear credential.

Supplementary and Subject Matter Authorizations

A basic teaching credential can be enhanced by adding supplementary and/or subject matter authorizations. These authorizations allow teachers to teach additional subjects without completing a full professional preparation program for that credential and we encourage candidates to consider whether it is possible to add these as part of completing their preliminary credential. To earn an authorization, students must complete a specific number of course credits in the new content area. See www.ctc.ca.gov for specific information on these authorizations and consult with your credential advisor to plan your coursework in order to meet the necessary requirements for any additional authorizations desired.

Graduate Programs

Credential Programs

Credential programs are accredited by the California Commission on Teacher Credentialing (CTC) to prepare candidates and recommend for these credentials.

Admission

Details concerning specific requirements are available from the appropriate advisor, the advisement handbook, or at https://soe.calpoly.edu.

Admission into programs leading to licensure and credentialing does not guarantee that students will obtain a license or credential. Licensure and credentialing requirements are set by agencies that are not controlled by or affiliated with the CSU and requirements can change at any time. For example, licensure or credentialing requirements can include evidence of the right to work in the United States (e.g., social security number or taxpayer identification number) or successfully passing a criminal background check. Students are responsible for determining whether they can meet licensure or credentialing requirements. The CSU will not refund tuition, fees, or any associated costs, to students who determine after admission that they cannot meet licensure or credentialing requirements.

Administrative Services

• Preliminary
• Administrative Intern

The Educational Leadership and Administration Program offers the California Preliminary Administrative Services Credential for eligible candidates who hold a valid CLEAR California teaching or service credential and who have completed five (5) years of full-time teaching/service with this credential. The Administrative Internship Program is an option for those who are requested by their employing district to concurrently serve in an administrative position while completing the requirements for the California Preliminary Administrative Services Credential.

California Preliminary Administrative Services

This program emphasizes a comprehensive knowledge of K-12 school administration including applied theory, administration and leadership, schools in contemporary society, and effective management related to educational outcomes. As a basis for credential recommendation, the preliminary program emphasizes applied theory with actual experience in fieldwork assignments and an evaluation of administrative competence.

The credential program requires 58 quarter units, all of which are applicable to the MA in Educational Leadership and Administration. The Preliminary Administrative Services Credential authorizes service in any administrative position at any grade level (K-12) in California.

Administrative Intern

This program supports districts that have an immediate need for an administrator and are without suitable candidates. Candidates earn the Preliminary Administrative Services Credential as they serve in an administrative capacity within a one year time frame.

Education Specialist (Mild/Moderate Disabilities)

• Preliminary

This credential authorizes the holder to teach in the following settings: special day classes, special schools, home/hospital settings, correctional facilities, nonpublic schools and agencies, and resource rooms. Education Specialist candidates must demonstrate subject matter competency by completing an approved subject matter waiver program in elementary education or provide evidence of passing the Multiple Subject California Subject Examinations for Teachers (CSET). Demonstration of subject matter competency must be completed before candidates begin the credential program.

The program is designed to prepare candidates to work with pupils with mild/moderate disabilities, which include specific learning disabilities; mild to moderate intellectual disabilities; attention deficit and attention deficit and hyperactivity disorders; and serious emotional disturbances, and authorizes serving individuals in K-12, and in classes organized for adults through age 22.

A full-time candidate may complete the requirements in one calendar year. The Education Specialist program is heavily field based and requires 62 quarter units, most of which are applicable to the MS Special Education.

A Multiple or Single Subject teaching credential is not required for admission. However, some coursework taken for the Single Subject or Multiple Subject Credential program may meet prerequisite course requirements for the Education Specialist Credential program.

MA Curriculum and Instruction

General Characteristics

A Master of Arts in Curriculum and Instruction offers the opportunity for PreK-16 educators to advance their knowledge and practice in working with ambitious curricula and complex instructional approaches to foster students’ development of deep understanding and multiple literacies for the 21st century.

Candidates in the program will be required to have at least two years of teaching experience or a teaching credential so that they have developed the skills necessary to lead instruction and can build more advanced knowledge and skills. This program will be offered in a classroom-based or hybrid format, with all core classes being offered online to enable the working educator to manage full-time employment and coursework. Similarly, all courses are designed with practical readings and activities to enhance relevance to working classroom teachers.

Admission

Admissions for the MA Curriculum & Instruction degree minimally requires the following:

• 2 years of PreK-16 classroom teaching experience/or a teaching credential
• 2.5 cumulative GPA
• 3 Letters of recommendation
• Bachelor’s degree from a regionally accredited college/university

Program of Study

Completion of the program will place candidates in a position to take on curriculum design, instructional leadership roles, and/or lead professional development opportunities in their programs, schools, or districts. In addition, it will lay the groundwork for graduate study at the doctoral level.

In the program, candidates will be part of a cohort and have collaborative learning opportunities to deepen their understanding of effective, evidence-based teaching practice with the ambitious standards in K-16 education today.

Advising

Students must meet with their advisor on a regular basis to ensure a smooth progression toward the completion of the degree.

Formal Study Plan

The candidate is required to file a Formal Study Plan prior to the completion of 12 units in the program. This plan is completed in consultation with the program advisor and helps the candidate to schedule courses in a sequence that results in timely completion of the program. A Formal Study Plan is required prior to Advancement to Candidacy.

Advancement to Candidacy

• Advancement to master's degree candidacy requires:
• Completing at least 24 units of program-required courses in residence
• Meeting the university Graduation Writing Requirement
• Receiving formal recommendation of the graduate faculty
• Earning a GPA of 3.0 in all coursework included on the formal program of study, and in all coursework completed subsequent to admission to post-baccalaureate standing; and
• Meeting all conditions of admission.

Culminating Experience

The culminating project involves the design and conduct of research in a classroom in response to an authentic question about teaching practice. Teachers engage in elements of this type of activity on a daily basis as they try out ideas to support the learning of students. In this program, such activity will be in a more formal and systematic way as an action research project, with the result that each candidate will be contributing to our knowledge base about what works in classrooms to support desired student development. Students must receive a minimum score of 80 percent to pass the project. If a student fails to receive a passing mark, s/he will be permitted to rewrite and/or revise the project one additional time.

Degree Requirements and Curriculum
 

MA Educational Leadership and Administration

NOTE: Applications for admission to the MA Educational Leadership and Administration program are not currently being accepted. Contact the School of Education for information regarding admission to the MS Educational Leadership and Administration, starting in Fall 2023.

General Characteristics

The Master of Arts in in Educational Leadership and Administration Program (ELAP) allows students to complete their Master’s degree in 16 weekends (Friday evenings and all day Saturdays) and one summer session during an 11-month period. It is possible for qualified students to also complete the requirements for the Preliminary Administrative Services Credential.

Admission

• Admission to ELAP minimally requires the following:
• 2.5 cumulative GPA
• 3 Letters of recommendation
• Bachelor’s degree from a regionally accredited college/university Autobiographical statement
• An in-person interview or video testimonial

Program of Study

The MA in Educational Leadership and Administration is a rigorous, practical program designed for those seeking leadership positions in K-12 schools, school districts, and educationally related organizations. Students are admitted once each year in the fall, and they progress through the program as a cohort. The program emphasizes applied theories of educational leadership, mastery of practical skills required for effective school administration and competence in research methods necessary for understanding and assessing learning organizations.

Advising

The candidate must meet with their advisor on a regular basis. Continued consultation with the advisor assists a smooth progression toward completion of the degree.

Formal Study Plan

The candidate is required to file a Formal Study Plan prior to completion of 12 units in their program. This plan is completed in consultation with the program advisor and helps the candidate to schedule courses in a sequence that results in timely completion of the program. A Formal Study Plan is required prior to Advancement to Candidacy.

Advancement to Candidacy

• Advancement to master's degree candidacy requires:
• Completing at least 24 units of program-required courses in residence
• Meeting the university Graduation Writing Requirement
• Receiving formal recommendation of the graduate faculty
• Earning a GPA of 3.0 in all coursework included on the formal program of study, and in all coursework completed subsequent to admission to post baccalaureate standing; and
• Meeting all conditions of admission.

Culminating Experience

The culminating experience is a Comprehensive Examination consisting of questions drawn from material presented in each ELAP course (fieldwork is excluded). Students must receive a minimum score of 80 percent to pass the exam. If a candidate fails to receive a passing mark, s/he will be permitted to retake the Exit Examination one additional time. Students will have three hours to complete the exam.

Degree Requirements and Curriculum
 

MS Educational Leadership and Administration

General Characteristics

The Master of Science in Educational Leadership and Administration Program (ELAP) allows students to complete their Master’s degree in 16 weekends (Friday evenings and all day Saturdays) and one summer session during an 11-month period. It is possible for qualified students to also complete the requirements for the Preliminary Administrative Services Credential.

Admission

Admission to ELAP minimally requires the following:

• 2.5 cumulative GPA
• 3 Letters of recommendation
• Bachelor’s degree from a regionally accredited college/university
• Autobiographical statement
• An in-person interview or video testimonial

Program of Study

The MS in Educational Leadership and Administration is a rigorous, practical program designed for those seeking leadership positions in K-12 schools, school districts, and educationally related organizations. Students are admitted once each year in the fall, and they progress through the program as a cohort. The program emphasizes applied theories of educational leadership, mastery of practical skills required for effective leadership and administration, and competence in research methods necessary for understanding and assessing learning organizations.

Advising

The candidate must meet with their advisor on a regular basis. Continued consultation with the advisor assists in a smooth progression toward completion of the degree.

Formal Study Plan

The candidate is required to file a Formal Study Plan prior to the completion of 12 units in their program. This plan is completed in consultation with the program advisor and helps the candidate to schedule courses in a sequence that results in the timely completion of the program. A Formal Study Plan is required prior to Advancement to Candidacy.

Advancement to Candidacy

Advancement to master's degree candidacy requires:

• Completing at least 24 units of program-required courses in residence
• Meeting the university Graduation Writing Requirement
• Receiving formal recommendation of the graduate faculty
• Earning a GPA of 3.0 in all coursework included on the formal program of study, and in all coursework completed subsequent to admission to post-baccalaureate standing; and
• Meeting all conditions of admission.

Culminating Experience

The culminating experience is a Comprehensive Examination consisting of questions drawn from material presented in each ELAP course (fieldwork is excluded). Students must receive a minimum score of 80 percent to pass the exam. If a candidate fails to receive a passing mark, s/he will be permitted to retake the Exit Examination one additional time. Students will have three hours to complete the exam.

Degree Requirements and Curriculum

MS Higher Education Counseling and Student Affairs

General Characteristics

The Master of Science in Higher Education and Counseling and Student Affairs (HECSA) program prepares students for careers as student affairs professionals and counselors in higher education settings.

Admission

Admission to the MS in Higher Education Counseling and Student Affairs degree minimally requires the following:

• 2.5 cumulative GPA
• 3 Letters of recommendation
• Bachelor’s degree from a regionally accredited college/university
• Auto-biographical statement
• An interview with program faculty

Program of Study

Students attending full-time complete the 72-unit program in two to three years. Major strengths of the program are its focus on social justice and its extensive fieldwork experience, which  provides students with professional work experience. Students come from a wide variety of educational and professional backgrounds with no specific undergraduate degree required. Although many students have backgrounds in Psychology and Social Sciences, others have come from Agriculture, Business, Mathematics, and the natural sciences.

Advising

The candidate must meet with their advisor on a regular basis. Continued consultation with the advisor assists a  smooth progression toward completion of the degree.

Formal Study Plan

The student is required to file a Formal Study Plan prior to completion of 12 units in the program. This plan is completed in consultation with the program coordinator and helps the candidate to schedule courses in a sequence that results in timely completion of the program. A Formal Study Plan is required prior to advancement to candidacy.

Advancement to Candidacy

Advancement to master's degree candidacy requires:

• Completing at least 24 units of program-required courses in residence
• Meeting the university Graduation Writing Requirement
• Receiving formal recommendation of the graduate faculty
• Earning a GPA of 3.0 in all coursework included on the formal program of study, and in all coursework completed after admission to post baccalaureate standing, and
• Meeting all conditions of admission.

Culminating Experience

The culminating experience is a professional portfolio project conducted throughout the final year of the program and presented orally during the student’s final quarter in the program as a deliverable within the EDUC 573 Fieldwork course. Students reflect on all past coursework and synthesize this into a professional development plan. The portfolio includes a current professional resume, a professional statement of practice/scholarship including their approach to diversity, equity, and inclusion, reflection statements and key assignment artifacts for each of the program learning outcomes, fieldwork feedback and reflection, and a professional cover letter.

Degree Requirements and Curriculum
 

MS Special Education

General Characteristics

The Master of Science in Special Education is designed to develop the knowledge and skills that will contribute to your success as a special day class teacher, resource specialist, inclusion specialist, autism specialist, or clinician. Approved units for the master's degree program directly apply towards the requirements for a Preliminary Education Specialist Credential (Special Education) Mild/Moderate Disabilities. It is possible for qualified students to complete the requirements for the Specialist Credential while pursuing the requirements for the master’s degree.

Admission

Admission to the MS in Special Education degree minimally requires the following:

• 2.5 cumulative GPA
• 3 Letters of recommendation
• Bachelor’s degree from a regionally accredited college/university
• Auto-biographical statement
• An interview with program faculty

Program of Study

The MS in Special Education (SPED) is a 45-unit, cohort-based program beginning each fall quarter. Cohorts are limited each year to 20 students. The MS in Special Education can be earned in three quarters of full-time enrollment, although there is an option to complete the program in two years. The MS SPED allows students to acquire depth in a “disability area,” and understand how action research can improve and enhance a teacher’s classroom performance.

Advising

The candidate must meet with their advisor on a regular basis. Continued consultation with the advisor assists a smooth progression toward completion of the degree.

Formal Study Plan

The candidate is required to file a Formal Study Plan prior to completion of 12 units in their program. This plan is completed in consultation with the program advisor and helps the candidate to schedule courses in a sequence that results in timely completion of the program. A Formal Study Plan is required prior to Advancement to Candidacy.

Advancement to Candidacy

Advancement to master's degree candidacy requires:

• Completing at least 24 units of program-required courses in residence
• Meeting the university Graduation Writing Requirement
• Receiving formal recommendation of the graduate faculty
• Earning a GPA of 3.0 in all coursework included on the formal program of study, and in all coursework completed after admission to post baccalaureate standing; and
• Meeting all conditions of admission.

Culminating Experience

The culminating experience is a project consisting of a year-long applied research study in a school placement and submission of a final research paper. Drawing from coursework content on applied behavior analysis and research and evidence-based practices in special education, students design, propose, implement, evaluate, and disseminate a research study intended to address a targeted area of need for a school-aged individual with a mild or moderate disability. Students are evaluated on a final research paper that they submit by the 8th week of the quarter in the spring.

Degree Requirements and Curriculum

Daniel J. Almeida
B.A., Dartmouth College, 2002; M.A., Boston College, 2005; Ph.D., University of Southern California, 2016.

Efrain Brito
B.A., George Washington University, 1997; M.A., Stanford University, 1998; Ph.D., 2021.

Andrew M. Byrne
B.A., Grove City College, 1996; M.S., East Carolina University, 2005; Ph.D., 2013.

Tina Cheuk
B.S., University of Chicago, 1999; M.A., Stanford University, 2007; Ph.D., 2019.

Stephen A. Crutchfield
B.S., Missouri State University; 2005; M. Ed., The University of Kansas, 2010; Ph.D., 2014.

Tanya R. Flushman
B.A., University of California, Santa Cruz, 1998; M.S., State University of New York, College at Buffalo, 2006; Ph.D., Vanderbilt University, 2012.

Megan Guise
B.S., Millersville University, 2002; M.Ed., 2004; Ph.D., University of Pittsburgh, 2009.

Chance Hoellwarth
B.S., California Polytechnic State University, San Luis Obispo, 1991; M.S., University of California, Davis, 1994; Ph.D.,1996.

Jessica L. Jensen
B.A., University of Iowa, 2008; M.A., Viterbo University, La Crosse, 2010; Ph.D., University of Iowa, 2017.

Steven Kane
B.A., California State Polytechnic University, Pomona, 1985; M.A., University of California, Los Angeles, 1989; Ph.D., 1993. Licensed Psychologist, California.

Natasha Neumann
B.A., University of California, San Diego, 1997; M.A., Azusa Pacific University, Azusa, 2008; Ed.D., University of Southern California, Los Angeles, 2017.

Olivia Obeso
B.S., University of Arizona, 2013; M.A., Seattle Pacific University, 2017; Ph.D, UC Los Angeles, 2024.

Sonia H. Ramrakhiani
B.A., Psychology, St. Xavier’s College in India, 2010; M.S., Clinical Mental Health Counseling, Syracuse Univeristy, 2013; Ph.D., Old Dominion Univiersity, 2017.

Briana M. Ronan
B.A., University of Texas, Austin, 2005; M.A. ,Universidad de Alcala, Spain, 2008; M.A., Teachers College, Columbia University, 2010; Ed.D., Teachers College, Columbia University, 2014.

Andrea Fabiana Somoza-Norton
B.A., University of Nevada, Reno, 1999; M.S., University of Nevada, Reno, 2004; Ed.D., University of Massachusetts, Lowell, 2012.

Leah Wood
B.S., Davidson College, 2003; M.A.T., University of North Carolina, Charlotte, 2009; Ph.D., 2014.