Faculty of the Learning and Leadership Doctoral Program
Dr. Hinsdale Bernard
Ph.D., Andrews University
Dalton Professor
Prior to joining the faculty in the Learning and Leadership doctoral program at The University of Tennessee at Chattanooga (UTC), Dr. Hinsdale Bernard served as an Associate Professor in the Leadership and Educational Administration department at Andrews University that followed his tenure as an Assistant and Associate Professor in the Counseling, Administration, Supervision, and Adult Learning Department at Cleveland State University. For approximately two decades he has taught courses in leadership, educational administration, developmental and learning psychology and educational research. During his tenure, Dr. Bernard has served as chair or methodologist on over 50 doctoral dissertations on a variety of topics that employed diverse methodologies including quantitative, qualitative and mixed-methods research.
Dr. Bernard graduated from Andrews University in 1991 with a Ph.D. in educational administration with a cognate in research and statistics. His main research interests have emerged from his dissertation and span the areas of diligence (quality effort), attribution and expectancy theories geared toward helping students to maximize their potential. Over the years, Dr. Bernard has developed diligence inventories for most developmental levels that have spawned dissertations and other studies on an international level. His many publications, presentations and workshops are in this field. Dr. Bernard received a U.S. patent in 2007 for a three dimensional periodic table of the elements that has connected with his past as a science and math high school teacher for 17 years. He hopes to introduce this innovation to the science community and looks forward to the impact it may have on science education, particularly in the childhood years. Contact: Hinsdale-Bernard@utc.edu
Dr. Pamala Carter
Ph.D., University of North Carolina at Chapel Hill
UC Foundation Assistant Professor
Dr. Pam Carter is UC Foundation Assistant Professor working in the College of Health, Education, and Professional Studies at the University of Tennessee at Chattanooga. Dr. Carter's primary work focuses on the examination of instructional practices and teacher behaviors as they relate to pupil learning. Much of the work involves observational data, attitudinal surveys and personal of teacher behavior with some experience in video recording of lessons for review with the classroom teacher and/or other educators, community leaders and researchers. She co-designed an assessment module that has been implemented as an integral part of the Teacher Preparation Academy beginning in the fall of 2008. This program works with teacher candidates from the time they enter the program through their first three years of teaching in local counties.
Other consultancies include work with the inception of Ohio’s Teacher Quality Partnership, Carnegie’s Teachers for A New Era, Pennsylvania’s Operation Public Education, Chattanooga-Hamilton County Public Education Foundation’s Osborne Fellows Program, Tennessee’s Teacher Quality Initiative and various smaller consultancies with districts and schools in Tennessee and neighboring states. Dr. Carter has seven years of experience working in the K12 classroom setting, helping shape her understanding of how a classroom works and how teachers teach.
Contact: Pam-Carter@utc.edu.
Dr. Beth Crawford
Ed.D., University of Tennessee at Knoxville
Assistant Professor
Dr. Beth Crawford is Assistant Professor for the Learning and Leadership Doctoral program, in the College of Health, Education and Professional Studies. Formerly, she served as the Director of Continuing Education for The University of Tennessee at Chattanooga, from 1986 to August 2011. Her primary teaching responsibilities have included educational research and instructional technology. Her administrative duties included working with all aspects of distance learning and technology enhanced instruction, including interactive video and Internet based programs.
Dr. Crawford received her Doctorate of Education from the University of Tennessee at Knoxville in December 2001. Her dissertation, An Investigation of the Learning Outcomes of Distance Learning Students Versus Traditional Classroom Students Attempting the Masters of Business Administration, was a study to determine if there were any differences found in the GPA, graduation rates, and completion times between students in a distance learning setting compared to traditional classroom students. She has been teaching technology classes since 1996 and has been teaching for the UTC College of Education and Applied Professional Studies for the past 10 years. She received her M.S. in Psychology in 1988 and her B.A. in Communications in 1985, both from The University of Tennessee at Chattanooga. Contact: Beth-Crawford@utc.edu.
Dr. Lloyd Davis
Ed.D., University of Tennessee at Knoxville
Guerry Professor
Dr. Lloyd Davis’s academic background consists of a Master's degree in Mathematics at the University of Miami and Ed.D. in Curriculum and Instruction with an emphasis in Research and Statistics from the University of Tennessee. His professional experience includes over 47 years of college teaching, administering computer centers for 19 years, and directing the Center of Excellence in Computer Applications for 5 years. He primarily teaches courses in statistics, research methods and technology.
Dr. Davis’s research interests include program evaluation and teacher effectiveness as measured by gain scores. He regularly encounters problems dealing with data reduction and the use of statistical packages. He has served on about 50 doctoral committees at UTK. Of these, he has chaired four committees. He has served on more than a dozen doctoral committees at UTC. Of these, he is chair of five committees. Dr. Davis is chair of the Research Committee and is often consulted by the faculty on research statistics to be used and inferences derived from data. Contact: Lloyd-Davis@utc.edu.
Dr. John Freeman
Ph.D., Louisiana State University
Professor
Dr. John Freeman joined the faculty of UTC on January 1, 2006, as Department Head of the Graduate Studies Division. He is now serving as a faculty member in the School of Education, teaching in the School Leadership Masters Program and the Learning and Leadership Doctoral Program. Prior to arriving at UTC, Dr. Freeman spent 8 1/2 years as a faculty member at The University of Alabama where he served as the Founding Director of the statewide UA Superintendents' Academy, a university/state department partnership that has trained over 50 sitting superintendents in that state. In total, he has 32 years of experience in education beginning as a social studies classroom teacher, principal, state department administrator, researcher, and program evaluation consultant.
Dr. Freeman has successfully chaired over 25 dissertations and served on nearly 100 other committees as a member or research methodologist. His research focus is in the area of leadership preparation and school effects using mixed-methods designs. In the Learning and Leadership Program, he has taught Qualitative Research Methods and Organizational Theory, and will primarily be working with the dissertation research component in the future.
Contact:
John-Freeman@utc.edu
Dr. Ted Miller
Ph.D., Indiana University
UC Foundation Professor
Dr. Ted Miller is University of Chattanooga Foundation Professor in the College of Health, Education and Professional Studies. Dr. Miller’s background is in psychology, including a Masters in Experimental Psychology. His doctorate was granted from Indiana University in Educational Psychology with major areas of concentration in School Psychology and Special Education. After teaching for two years at Northern Illinois University, he joined the faculty of UTC in 1978. Dr. Miller has taught online for well over a decade and his preferred instructional model is now hybrid with strong conceptual inputs drawn from adult learning theory approaches. He remains active in the school psychology, special education and EDS technology programs as well as the doctoral program. Dr. Miller has authored or co-authored over forty articles and book chapters and co-edited three books.
During the past decade Dr. Miller has served as an external project-evaluator with the Bledsoe County, Cleveland City, Hamilton County, Walker County and Polk County School systems. At UTC, he previously evaluated aspects of the PUSH-EXCEL Program (1985), the Rural Education for Exceptional Teachers Program (1980-1986), and the Southeast Institute for Education in the Visual Arts Program (1986-1992). Dr. Miller has a background in behavioral psychology so he is no stranger to objectives driven measurement, research and evaluation approaches. On the other hand, while at Indiana he became quite infatuated with participant oriented, naturalistic, qualitative based evaluation and research approaches – just the opposite of his previous training. During the program, you can surely count on his instruction to mirror this personal inability to make a decision on a consistent theoretical position! Dr. Miller typically instructs the LEAD courses in measurement, evaluation and learning theory. His research interests are varied; however, his most recent interest involves so-called teacher quality studies. Contact: Ted-Miller@utc.edu
Dr. Vicki Petzko
Ph.D., University of Minnesota
UC Foundation Professor
Director of School Leadership Program
Dr. Petzko came to UTC in 1998 to join the Graduate Studies Division of the College of Education as a faculty member in School Leadership. She had been a middle school principal in suburban Minneapolis (MN) for seven years, where she received a divisional Principal of the Year in 1997 and her school received a National Blue Ribbon School of Excellence award in 1996. She had also been a high school associate principal for seven years, and a teacher for 10 years in the Minneapolis area. Vicki received her Ph.D. in 1990 in Educational Policy and Administration at the University of Minnesota, where her dissertation research focused on the legal limitations and attendance rates associated with excessive absence policies in high schools. Prior to her appointment at UTC, Vicki was awarded a partial sabbatical to study topics related to school law at Hamline University School of Law, and engaged in research that year associated with the identification and recruitment of aspiring principals.
Since coming to UTC, Dr. Petzko has chaired the revisions of the School Leadership programs to be in line with new state standards, led the development team for the new master's degree concentration in Teacher Leadership and the EDS concentration in Instructional Leadership, and was part of proposal team for the doctorate in Learning and Leadership. She has worked with a number of area schools and agencies on Team Building, Curriculum Alignment and the School Improvement process. She has conducted workshops throughout the State on the Change Process, Implementation of IDEA, and Legal Issues for Teachers. In addition, she developed and secured grant money to initiate an "Instructional Leadership Institute" at UTC for area principals, assistant principals, and supervisors. She was appointed to the State committee on standards for administrative licensure programs and the principal licensure re-design committee.
In 1999, Dr. Petzko was recognized as a UC Foundation Associate Professor, and received the Outstanding Scholar and Researcher award from the College of Education and Applied Professional Studies in 2001. She was named to the NASSP (National Association of Secondary School Principals) Task Force on Principal Preparation in 2002, and served as Co-Editor of NASSP's on-line publication Connections: Journal of Principal Preparation and Development from 2003-2005. She currently is on the Review Board for NASSP's leading research publication, the NASSP Bulletin. From 1999-2005, Dr. Petzko was one of four members of a national research team that conducted the third of three-decade studies on middle level leadership. The National Study of Leadership in Middle Level Schools; Volume I was published in spring of 2002. She has written and published several papers as a follow up to this report. Volume II of the study, Leaders and Leadership in Middle Level Schools, which focused on 98 exemplary middle schools, was published in 2004. Several follow up papers were also written from those data.
Dr. Petzko is currently a member of the doctoral faculty of the Ed.D. Program in Learning and Leadership, the faculty for the Ed.S. in Instructional Leadership, and is the Director/Academic Unit Leader for the Master’s, Ed.S., and certification program in school leadership. Her current research agenda continues to focus on leadership development for aspiring school leaders as well as the ongoing professional development of current school leaders.
Contact: Vicki-Petzko@utc.edu
Dr. David Rausch
Ph.D., Andrews University
Associate Professor
Academic Unit Leader
Dr. David Rausch serves as a faculty member in the Learning and Leadership Doctoral Program at UTC. Dr. Rausch has extensive experience in higher education including having directed a College Center for Teaching and Learning that supported 500 full-time faculty members and served 22,000 students. He has created, implemented and delivered a number of academic programs at the graduate and undergraduate level and has served as faculty at all levels of higher education. Additionally he served as Academic Dean/Chief Academic Officer for various campuses of Davenport University.
Prior to his work in higher education, Dr. Rausch founded and served as Managing Director of the Austin Winslow Group, Inc., (AWG) a U.S. based consulting firm. AWG provides leadership and management services including strategic and organizational assessment, leadership development, and research to businesses and individuals. He has also served in a number of senior positions in publicly and privately held companies in the US, the Philippines, Indonesia, Hong Kong, South Africa, Thailand, Malaysia, and Singapore. Specific industry competencies include financial services (banking & insurance), advertising, sales, wholesale distribution and higher education.
Dr. Valerie Rutledge
Ed.D., University of Tennessee at Knoxville
UC Foundation Professor
Director of School of Education
Dr. Valerie Rutledge joined the faculty of The University of Tennessee at Chattanooga in 1995. Prior to that time, she taught English, Latin, and Drama at Ooltewah Middle and Ooltewah High schools from 1974-1995. In 1986, Dr. Rutledge was recognized as Hamilton County Teacher of the Year, Southeast Tennessee Teacher of the Year, and Tennessee High School Teacher of the year. Since becoming a part of the Teacher Preparation Academy, Dr. Rutledge has served in various roles, including Director of the Governor's School for Prospective Teachers, Director of the Teacher Education Program, and NCATE Chair. In addition to teaching a range of graduate and undergraduate licensure program courses, Dr. Rutledge is active in numerous professional organizations. She has been president of the Tennessee Reading Association and the Tennessee Council of Teacher of English and served a nine-year term as the 3rd Congressional District appointee to the State Board of Education.
Dr. Rutledge's primary research interests include Professional Development Schools, teacher education, literacy, English as a Second Language, curriculum design/development, and English/Language Arts instruction. As a member of the UTC Reading First Cadre, she presented professional development related to literacy to elementary schools throughout Tennessee. She also participated in Reading First national training meetings and directors' updates on an annual basis. A graduate of UTC with a B.S. in Secondary Education English and a M.Ed. in Secondary Education English, Dr. Rutledge received her Ed.D. in Higher Education Leadership Studies from the University of Tennessee at Knoxville in 1997. She has collaborated with faculty colleagues on ESL, literacy, and school improvement grants and presents regularly at state, national and international conferences.
Dr. Jim Tucker
Ph.D., University of Texas
Professor of Educational Psychology
McKee Chair of Excellence in Learning
Dr. Jim Tucker is Professor of Educational Psychology at the University of Tennessee at Chattanooga and earned his doctorate in educational psychology at the University of Texas at Austin. Jim is also founder and chairman of the board of the Foundation for Leadership and Learning, a global network of resources for the advancement of leadership development. Jim formerly served as Director of the graduate programs in Leadership and Professor of Educational Psychology at Andrews University. He has also held a number of related positions including Director of the Bureau of Special Education, Pennsylvania Dept. of Education; President of Educational Directions Incorporated, an educational consulting firm in Austin, Texas; Director of Federal Programs for the Texas Education Agency; and Research Associate with the R&D Center for Teacher Education at the University of Texas.
Having taught at all levels from elementary through graduate school, Jim is intimately familiar with instruction. He is perhaps most widely known for his contribution to the development of curriculum-based assessment and instructional-support teams.
Dr. Tucker is one of the leading authorities in America on the subject of integrated educational program development for students with disabilities. Jim has provided consultative and training services to hundreds of educational systems--public, private, and parochial--in more than 40 states and in Abu Dhabi, Brazil, Canada, Lithuania, Norway, Jamaica, and the Virgin Islands. His publications have appeared in such journals as the American Journal of Sociology, Journal of Special Education, Exceptional Children, the Journal of Learning Disabilities, the School Psychology Review, Measurement and Evaluation in Guidance, and Ethical Human Psychology and Psychiatry and several professional texts.
In the past 15 years, Dr. Tucker’s program development interests have evolved from working for equity in all aspects of life for persons with disabilities to the development of graduate programs in learning and leadership. He has worked with universities in the United States, Canada, England, Brazil, and Jamaica in developing such programs.
