School Overview

History

The School of Education at Duquesne University has a rich history of preparing educational leaders since its founding in 1929. Prior to 1929, teacher preparation courses were offered through a department in the College of Liberal Arts and Sciences. In that year, the newly organized School of Education granted its first degree in secondary education. Throughout the years, the range of program options has expanded. Our graduates continue to provide high-quality instruction and services to children and youth in educational settings and communities in Pennsylvania and across the nation in their roles as teachers, school psychologists, administrators, counselors, professors, and other educational professionals. Ours is a proud tradition of preparing educational leaders and conducting scholarship for schools in the Spiritan Tradition of Caring. With a profound concern for moral and spiritual values and a deep commitment to helping every student achieve, the School of Education builds legacies by transforming lives. These qualities make us different and proud to be the Duquesne University School of Education.

Given its focus on academic excellence, the School of Education is committed to maintaining its national accreditation. In 2006, we were nationally recognized by the National Council for Accreditation of Teacher Education (NCATE) based on a process of benchmarking the quality of our educator preparation programs through voluntary, external review based on national standards of excellence. In 2012, we engaged in an extensive continuing accreditation review and were granted full national accreditation through 2019. All educator preparation programs are currently accredited by the Council for Accreditation of Educator Preparation (CAEP), which is recognized by the Council for Higher Education Accreditation (CHEA). Additionally, all educator preparation programs are recognized and approved by the Pennsylvania Department of Education (PDE). A major requirement of the continuing accreditation process involves each certification program being reviewed by the respective Specialty Professional Associations (SPAs) based on national standards for the discipline. Thus, many of our certification programs also have national recognition based on the evidence we gather to demonstrate the positive impact our graduates have on students, clients, and in the communities in which they work.

Duquesne School of Education Mission

The mission of the School of Education, as a renowned learning community for the mind, heart, and spirit, is to guide the development of moral and ethical educational leaders, to advance innovation in teaching and scholarship, and to foster social responsibility. Within the context of the Spiritan identity and University vision, we will accomplish our mission by exemplifying the scholarly and ethical standards of our profession as we provide meaningful learning experiences, support scholarship, and sustain mutually beneficial partnerships.

Duquesne Vision Statement

To be a national leader in research and practice that is steeped in the Spiritan Tradition of Caring, dedicated to social justice and equity, and that transcends the boundaries between schools, the community, and higher education.

Duquesne School of Education Values

The School of Education is committed to, and is aligned with, Duquesne University's Strategic Initiatives:

  • Excellence in Teaching and Research [DUSI #1]
  • Service to the Individual, Community, Nation, and the World [DUSI #2]
  • Fostering collaboration among disciplines within and outside the school [DUSI #3]
  • Fostering a climate that promotes social justice and equity [DUSI #4]
  • Thinking creatively and entrepreneurially [DUSI #5]

Identity

Educational Leaders

We’re preparing the future leaders of the profession by:

Creating an educational environment that recognizes and supports the self-identified needs of the marginalized in our society, and also fosters the ability of our students to do the same.

Modeling and advocating ethical leadership, creating curriculum and educational experiences using evidence-based means in an environment that fosters social responsibility.

Modeling and advocating ethical and just behavior toward all human beings while establishing the foundation for a continual path of transformation of the self, the profession, and the community.

Scholarship for Schools

Our scholarship informs educational practice and policy by:

Generating, disseminating and utilizing scholarship for and with community agencies, and schools, with an emphasis on improving the lives of marginalized populations.

Spiritan Tradition of Caring

We serve God by serving students and the larger community through:

Positively influencing the beliefs and attitudes of our learners, our influence empowers others to act in ways that lead to positive outcomes for marginalized populations within our community and beyond.

Fostering a respect for the dignity and rights of all human beings through modeling, exposure to and engagement with our community that results in reciprocal change.

Intentional efforts to teach our students to value and live the Spiritan Tradition of Caring.

Duquesne University's Strategic Initiatives (DUSI)

  1. Duquesne will identify bold pathways to offer students the knowledge and skills they will need for productive and fulfilling lives and careers in the 21st century.
  2. Duquesne will become the region's flagship institution for community engagement through mutually beneficial partnerships that advance the city, the region and the world.
  3. Duquesne's academic programs will transcend traditional boundaries, positioning it as a leader in interdisciplinary and interprofessional programs.
  4. Duquesne will create a vibrant campus community that fosters the achievements of its talented faculty, students and staff.
  5. Duquesne will encourage an entrepreneurial spirit that will allow it to creatively steward University assets, adapt to changing environments and enhance its financial vitality to fulfill its mission for a new era.

Academic Policies

The School of Education follows the University's academic policies. Please refer to Duquesne University's academic policies

Administration and Faculty

School of Education Administration and Faculty

Gretchen Givens Generett, Ph.D.
Dean, School of Education

Karen Levitt, Ed.D.
Interim Associate Dean for Teacher Education

Ara Schmitt, Ph.D.
Associate Dean for Research & Faculty Advancement

Dr. Rachel Ayieko
Interim Director for Teacher Certification Programs

Amy M. Olson, Ph.D.
Director of Graduate Studies

Elizabeth McCallum, Ph.D.
Chair, Department of Counselor Education & School Psychology

Gibbs Kanyongo, Ph.D.
Chair, Department of Educational Foundations & Leadership

Jason Ritter, Ph.D.
Chair, Department of Instruction & Leadership in Education

Sam Duguid
Director of Assessment & Accreditation

Michelle Gapsky
Director of Enrollment & Engagement

Elizabeth Graves
Director of Business & Administration

Rob Weaver
Director of Database Management

Diane Zupi
Content Marketing & Social Media Manager
Tara Abbott
Clinical Assistant Professor of Education
Program Director, Higher Education Administration
Program Director, Ed.D. in Educational Leadership
B.S., The Pennsylvania State University 
M.A., Rider University
Ph.D., Seton Hall University

Rachel A. Ayieko
Associate Professor of Education
Interim Director for Teacher Certification Programs
Program Director, Woodrow Wilson Teaching Fellowship
Ph.D., Michigan State University

Melissa Boston
Professor of Education
B.S., Grove City College
M.A., University of Pittsburgh
Ed.D., University of Pittsburgh

Xia Chao
Associate Professor of Education
Ph.D. The University of Alabama

Laura Crothers
Professor of Education
Program Director, School Psychology
B.A., Grove City College
M.Ed., Indiana University of Pennsylvania
D.Ed., Indiana University of Pennsylvania

Kimberly Davidson
Clinical Assistant Professor
B.A., Slippery Rock University
M.S., Slippery Rock University 
Ph.D., Peabody College of Vanderbilt University

David L. Delmonico
Professor of Education
B.A., Kent State University
M.Ed., Kent State University
Ph.D., Kent State University

Gretchen Givens Generett
Dean, School of Education
Professor of Education
Noble J. Dick Endowed Chair in Community Outreach
B.A., Spelman College
Ph.D., University of North Carolina at Chapel Hill

Sergio Gonzalez
Assistant Professor of Education
B.A., Manhattanville College
M.Ed., University of Southern California
M.A., Claremont Graduate University
Ph.D., Claremont Graduate University

Sr. Mary Frances Grasinger, C.S.J.
Professor Emerita of Education
B.Ed., Duquesne University
M.T.S., Catholic University of America
Ph.D., Syracuse University

Bridget Green
Assistant Professor of Education
Program Director, Special Education
B.A., St. Mary's College
M.A., Duquesne University
Ed.D., George Washington University

Valerie Gresser
Clinical Assistant Professor of Education
B.A., Arizona State University
M.A., Northern Arizona University
Ph.D., University of Florida

Christopher Harris
Clinical Assistant Professor of Education
B.A., Kent State University
M.A., University of Mount Union
Ph.D., The University of Toledo

Jenna Hennessey
Clinical Associate Professor
B.S., The Pennsylvania State University
M.S., Duquesne University
Ph.D., Duquesne University

Misook Heo
Professor of Education
B.A., Yonsei University
M.S., Yonsei University
M.S., University of Pittsburgh
Ph.D., University of Pittsburgh

Ann X. Huang
Associate Professor of Education
B.A., Beijing Forestry University
Ph.D., Tennessee Technological University

Tammy Hughes
Professor of Education
B.A., Arizona State University
M.A., St. Mary’s University
Ph.D., Arizona State University

Kelsey Jones-Greer
Instructor 
B.A., West Virginia Wesleyan College
M.Ed., The Pennsylvania State University
Ph.D., The Pennsylvania State University

Matthew Joseph
Associate Professor of Education
Program Director, Counselor Education
B.A., University of Notre Dame
M.A., Northeastern University
M.Ed., University of Pittsburgh
Ph.D., Stanford University

ZiYoung Kang
Assistant Professor
B.A., Seoul National University
B.S., Seoul National University
M.A., Seoul National University
Ph.D., The Pennsylvania State University

Gibbs Kanyongo
Professor of Education
Chair, Department of Educational Foundations & Leadership
B.S., University of Zimbabwe
M.A., Ohio University
Ph.D., Ohio University

Jered Kolbert
Professor of Education
B.A., Rutgers College, Rutgers University
M.A., Kean College of New Jersey
Ph.D., College of William and Mary

Joseph C. Kush
Professor of Education
(Educational & Instructional Technology)
B.A., Washburn University of Topeka
M.S., Pittsburgh State University
Ph.D., Arizona State University

Karen E. Levitt
Associate Professor of Education
Interim Associate Dean for Teacher Education
B.S., Miami University (Ohio)
M.Ed., University of Pittsburgh
Ed.D., University of Pittsburgh

Kathryn Linich
Clinical Assistant Professor of Education
Accreditation Facilitator, Counselor Education
B.A., Clemson University
Ph.D., University of South Carolina
Ed.S., University of South Carolina

Yihhsing Liu
Clinical Associate Professor of Education
B.A. Chang Gung Institute of Technology
M.S.Ed. Duquesne University
Ph.D. Syracuse University

Reva Mathieu-Sher
Assistant Professor of Education
B.A., University of Maine
B.A., University of Maine
M.Ed., University of Maine
Ed.D., University of New England

Elizabeth McCallum
Professor of Education
Chair, Department of Counselor Education and School Psychology
B.A., Cornell University
Ph.D., University of Tennessee

Rick R. McCown
Professor of Education
A.B., Indiana University
Ph.D., Indiana University

Kara McGoey
Professor of Education
B.A., Wittenberg University
M.Ed., Lehigh University
Ph.D., Lehigh University

Christopher Meidl
Associate Professor of Education
B.A., Saint John's University
M.Ed., University of New Orleans
Ph.D., The Pennsylvania State University

Carla K. Meyer
Associate Professor of Education
Program Director, Reading & Literacy Education
Director, Reading Clinic
B.S., The Pennsylvania State University
M.S., McDaniel College
Ph.D., University of Delaware

Jeff A. Miller
Professor of Education
Vice Provost
B.S., Arizona State University
M.A., Arizona State University
Ph.D., Arizona State University

Cliff Oliech
Clinical Assistant Professor of Education
B.S.Ed., Maseno University
M.S.Ed., Duquesne University
Ph.D., Duquesne University

Amy M. Olson
Associate Professor of Education
Director of Graduate Studies
B.S., University of Arizona
M.A., University of Arizona
Ph.D., University of Arizona

Jason Ritter
Professor of Education
Chair, Department of Instruction & Leadership in Education
B.S.Ed., University of Georgia
M.Ed., Georgia College and State University
Ph.D., University of Georgia

Jaleah Robinson
Clinical Assistant Professor of Education
B.A., University of Pittsburgh
M.A., University of Pittsburgh
Ph.D., Duquesne University

Ara J. Schmitt
Professor of Education
Associate Dean for Research and Faculty Advancement
B.S., University of Illinois at Urbana-Champaign
Ph.D., Illinois State University

Fran Serenka
Clinical Associate Professor of Education
Program Director, School Administration and Supervision
B.A., Duquesne University
M.Ed., Duquesne University
Ed.D., Duquesne University

Michael Sickels
Clinical Assistant Professor of Education
B.A., Waynesburg University
M.S.Ed., Duquesne University
Ph.D., Duquesne University

Madeleine Stevens
Clinical Assistant Professor of Education
Clinical Facilitator, Counselor Education
B.S.J., Ohio University
M.S.Ed., Youngstown State University
Ph.D., Ohio University 

Julia Ann Williams
Clinical Associate Professor of Education
B.A., Mercyhurst College
M.S., Gannon University
Ed.D., Duquesne University

Kraig Wray
Clinical Assistant Professor
B.S., Purdue University
M.S., John Hopkins University
Ph.D., Michigan State University

Student Organizations

The School of Education provides opportunities for participation in student organizations related to professional education preparation. A number of student organizations are available on campus for teacher candidates to enhance their professional skills and to demonstrate leadership qualities. Faculty are involved with the organizations in the role of advisor. This provides an excellent opportunity for teacher candidates to collaborate with faculty on a variety of professional development issues outside of the classroom. Teacher candidates are encouraged to take an active part in these professional organizations.
  • Chi Sigma Iota (Delta Upsilon Chapter)
  • Collegiate Middle Level Association - Duquesne Chapter
  • Council for Exceptional Children (CEC)
  • Duquesne University Student Education Association (DUSEA)
  • Duquesne University Student Pennsylvania State Education Association (PSEA)
  • Kappa Delta Epsilon (KDE)
  • Phi Delta Kappa (PDK)
  • Phi Kappa Phi (PKP)
  • Pi Lambda Theta (PLT)
  • School of Education Ambassadors
  • Student Affiliates in School Psychology (SASP)
  • Trying Together