Department of Education Faculty

Associate Teaching Professor

Education
Liberal Arts 399A

Founder of three different school programs: Pilot School, Charter School and Innovation School. Educator in K-12 for 24 years. Consultant work with the Massachusetts Elementary and Secondary Department of Education has resulted in the states development of the Candidate Assessment of Performance (CAP) and the Massachusetts Educator Evaluation System. He is currently serving the department as the Chair designee.

Beste Gucler

Associate Professor

Education
Liberal Arts 396C

508-910-6952
bgucler@umassd.edu

Dr. Gucler holds a Ph.D. in Mathematics Education with a cognate in Teacher Education from Michigan State University. She joined UMass Dartmouth in 2010 and taught a variety of courses including Calculus for Teachers, Frameworks for Research Analysis, Theories of STEM Learning, Research on Proof and Reasoning, and Thinking and Learning in Mathematics/Science. in K-12 and undergraduate mathematics classrooms. Her general research interests include enhancing mathematical communication in classrooms, conceptual and historical development of mathematical concepts; the teaching and learning of calculus; and the use of technology in mathematics classrooms. She has presented her work in various national and international conferences. She has served as an Interim Academic Director and continues to serve as an Executive Board Member at the Kaput Center for Research and Innovation. She is also a member of the Committee on Assessment in the Mathematical Association of America.

Maureen Hall

Professor

Education
Liberal Arts 398C

508-999-8211
mhall@umassd.edu

Dr. Hall earned her PhD in English Education from the University of Virginia. Dr. Hall was awarded a Fulbright in India over 2010-2011, and she continues her collaborative teaching and research work in India at Dev Sanskrit Vishwavidyalaya (DSVV) in Hardiwar, Uttarakhand in northern India. Before teaching in higher education, she taught English and U.S. History at the middle and high school levels. In 2003, she joined the University of Massachusetts Dartmouth and currently teaches undergraduate and graduate courses in education. These courses include:

Perspectives on Education
Knowing and Learning
Critical Literacies
Sociocultural and Political Contexts of Education, and
Action Research

Dr. Hall cultivates many interdisciplinary research partnerships, which focus on Global Citizenship Education (GCE), Teacher Leadership, Holistic Education, Literacies, and Social Emotional Learning (SEL). She has published more than 25 articles in peer-reviewed journals, along with many chapters in edited books. She has written and co-edited 3 books:

Transforming Literacy: Changing Lives through Reading and Writing (Emerald Publishing, 2011)
The Whole Person: Embodying Teaching and Learning through Lectio and Visio Divina (Rowman & Littlefield, 2019), and
Academia from the Inside: Pedagogies for Self and Other (Palgrave Macmillan, 2021).

Shakhnoza Kayumova

Associate Professor

Education
Liberal Arts 396G

508-910-9033
skayumova@umassd.edu

Dr. Kayumova holds a PhD in Educational Theory and Practice from University of Georgia. She joined STEM Education and Teacher Development Department in Fall, 2014, and has taught a wide range of courses including Introduction to Qualitative Methods, Introduction to Quantitative Methods, Research Skills II, Emerging Theories and Methods in STEM Education. Dr. Kayumova is a four-lingual researcher, teacher educator, and learning scientist. Dr. Kayumova published and presented in more than 60 peer reviewed journals and conferences and has been awarded multiple research grants from National Science Foundation. Dr. Kayumova is a recent recipient of the National Science Foundation’s Early Career award. Shakhnoza’s work appears in journals such as Anthropology & Education Quarterly, Educational Philosophy and Theory, Democracy and Education, and Journal of Research in Science Teaching (JARST).

Sheila Macrine

Professor

Education
Liberal Arts 398A

508-999-9234
smacrine@umassd.edu

Dr. Sheila Landers Macrine is a cognitive psychologist and Professor at the University of Massachusetts Dartmouth, where she directs the Special Education Program. Holding two PhDs from Temple University, her groundbreaking research in embodied cognition, cognitive development, and alternative assessment has fundamentally challenged traditional educational paradigms. Dr. Macrine's innovative work includes developing culturally sensitive IQ assessments and pioneering methods for evaluating students with intellectual disabilities. Her recent publications on embodied cognition are featured in the International Journal of School and Educational Psychology and the Oxford Research Encyclopedias-Education at Oxford University Press, among others. Her recent co-edited book, Movement Matters: How Embodied Cognition Informs Teaching and Learning (MIT Press, 2020), achieved remarkable success, garnering award nominations and being listed among the top ten downloaded books through MIT Press’ Direct2Open. Dr. Macrine is currently working on a cutting-edge book for MIT Press on embodied intelligence across entities.

Select publications

Macrine, Sheila; Fugate, Jennifer Marie Binzak. “Embodied cognition.” Oxford Research Encyclopedia of Education. Ed. Li-fang Zhang. New York: Oxford University Press, forthcoming. doi:10.1093/acrefore/9780190264093.013.ORE_EDU-00885.R2

Fugate, J. M., Macrine, S. L., & Cipriano, C. (2018). The role of embodied cognition for transforming learning. International Journal of School & Educational Psychology, 1-15.

Macrine, S. (2017). Review Essay, Inside Our Schools: Teachers on the Failure and Future of Education Reform. Teachers College Record.

Walter Stroup

Associate Professor / Chairperson

Education
Liberal Arts 398B

508-910-6603
wstroup@umassd.edu

Dr. Walter Stroup’s most recent work includes the development of pattern-based items, methods and assessment technologies used statewide by the Texas Education Agency with over 400,000 students in grades 3-8 students (math and language arts/reading) and also serving as Principal Investigator for the NSF-funded, Group-based Cloud Computing for STEM Education Project (gbccstem.com) An education researcher, classroom educator, and developer for more than 30 years, he currently serves as Chair of the Department of STEM Education and Teacher Development at the University of Massachusetts, Dartmouth. Dr. Stroup is an experienced leader of research teams and a repeat recipient of funding from the National Science Foundation. Prior to accepting his current position, he was an Associate Professor in the Department of Curriculum and Instruction at The University of Texas, Austin. The teacher education program he helped found while at UT is used by more than 45 universities across the US. He has also been a consultant to state and federal ministries of education in Mexico. Dr. Stroup received his doctorate in education from Harvard University.

Stephen Witzig

Associate Professor

Education
Liberal Arts 398E

508-910-9030
switzig@umassd.edu

Dr. Witzig holds a Ph.D. in Science Education from the University of Missouri. He joined the UMass Dartmouth faculty in 2012 and teaches courses in both the Ph.D. program in STEM Education as well in the Masters of Arts in Teaching programs. Stephen’s research focuses on the development of teachers’ specialized knowledge for teaching science, scientific practices, and bridging research relationships among scientists, classroom teachers, and science teacher educators. His work focuses on the sources of teachers’ content and pedagogical knowledge, how experience shapes knowledge, socioscientific issues based education, qualitative methods in science education, and areas of student learning including the roles of students and teachers in learning science. He has published his work in the International Journal of Science Education, Research in Science Education, Journal of College Science Teaching, and Biochemistry and Molecular Biology Education, among others and has a co-edited book entitled Designing and Teaching the Secondary Science Methods Course: An International Perspective.