Suzanne C. Chapman is a Lecturer in the School of Teaching and Learning at the University of Florida. She earned her M.Ed. and Ed.S. in Curriculum and Instruction from the University of Florida in 2000 and 2005, respectively. Dr. Chapman has eight years of experience in Title 1 education. During her time in Title 1 schools, she worked as a first-grade teacher, secondary level intensive reading teacher, and as a reading coach for a K-5 school. In 2011, Dr. Chapman returned to the University of Florida to pursue a Ph.D. in Curriculum and Instruction, concentrating on literacy and language instruction. In 2014, she was appointed to the role of Visiting Lecturer at the University of Florida, instructing courses in children’s literature, language arts, reading diagnosis and remediation, and content area literacy. Dr. Chapman received her doctorate in 2015 and has since been appointed as a Lecturer at the University of Florida. Her current research interests focus on disciplinary literacy in secondary content area classrooms and preparing pre-service teachers to use children’s literature as a tool for promoting social justice and global awareness in their future classrooms.
Laura Boynton Hauerwas is a Professor of Education at Providence College. Laura has a Ph.D in Communication Sciences and Disorders from Northwestern University. She teaches courses in the undergraduate elementary special education program and chairs the department’s study abroad committee which developed and now overseas two customized teacher-abroad semesters in Florence, Italy and Belfast, Northern Ireland. In 2013, she was the Faculty-in-Residence in the Florence program and since then has researched the impact of international teaching experiences on future teachers as well as the host community’s students and cooperating teachers. This research has been published in the journals Teaching and Teacher Education and Journal of Higher Education Outreach. Laura’s other research projects focus on language and learning, particularly for emergent bilinguals and those with reading/spelling disabilities and the implementation of Response to Intervention policies. As part of her Teaching Globally course, Laura has recently partnered with the iEARN Future Teacher project to bring opportunities for intercultural communication and global learning to her students locally.
Shea Kerkhoff joined the University of Missouri-St. Louis College of Education as Assistant Professor of secondary education in August 2018. She holds a Ph.D. from North Carolina State University in Curriculum and Instruction. Dr. Kerkhoff utilizes mixed methods to investigate critical, digital, and global literacies. Her research centers on integrating inquiry-based global learning with adolescent literacy instruction. For her dissertation study, she was named an International Literacy Association Outstanding Dissertation Finalist and earned the first-place award at the North Carolina State University Graduate Student Research Symposium. Her work has been published in Teaching and Teacher Education, Reading and Writing: An Interdisciplinary Journal, and Reading & Writing Quarterly. She taught high school English for seven years, including North Carolina and District of Columbia Public Schools and currently serves as Assistant Editor of English Education, a National Council of Teachers of English journal. She also serves as Going Global, Inc.'s Regional Director- Africa and previously served as 4 the World's Education Director. In this capacity, the International Literacy Association awarded her the Constance McCullough grant to conduct inquiry-based digital literacy professional development and research with teachers in Kitale, Kenya. Dr. Kerkhoff is passionate about global education at home and abroad.
Sumudu Lewis is originally from England, and now lives and works in the United States. Lewis received her Bachelors degree in Chemistry and Biology at the University of Brighton in England. She then continued to graduate level, and received a D.Phil in Organic Chemistry. Lewis’ first job as a science teacher was in a rural school in the southeast of England. The school was a high achieving school, with a homogenous body of students and staff. After two years, Lewis moved to London where she worked in a multicultural school with a diverse population of students and staff. It was estimated at one time that 52 languages were represented in that school. Lewis worked there as Head of Science Department for six years and left to take on a job as an Assistant Principal in another school in London. This school also had a diverse population of students and staff representing different parts of the world. Lewis moved to the U.S. in 2008, and received her Ed.D in Science Education from University of Massachusetts Lowell in 2015. She currently works as a Clinical Assistant Professor at UMass Lowell and as co-director of the UTeach program preparing the next generation of STEM teachers.
Kathleen Ann Ramos earned a Ph.D. in Language, Literacy, and Culture from the University of Pittsburgh. Currently, Kathy is an assistant professor in the Teaching Culturally and Linguistically Diverse and Exceptional Learners (TCLDEL) graduate program at George Mason University. As a teacher educator, Kathy teaches a variety of graduate courses designed to prepare current teachers and preservice teachers, locally and internationally, to teach PK-12 English learners with equity and excellence. Her courses are delivered in asynchronous online, hybrid, and face-to-face formats. Kathy’s research interests include investigating ways to foster teachers’ global competence and building teachers’ capacity to globalize PK-12 curricula through a social justice lens. Other interests include researching pedagogies that are promising for supporting ELs in developing academic language and literacy practices. In fall 2017, Kathy participated as an Open GATE (Global Awareness in Teacher Education) Fellow via a partnership between OsloMet University and the Center for International Education at Mason. Recently, Kathy collaborated with an elementary education professor to create a study abroad experience for graduate students to implement an inquiry-based science and language learning enrichment program for K-6 learners in Costa Rica.
Sandra Schneider teaches foundations of education and multicultural courses for undergraduate and graduate students. Schneider serves as an Associate Professor in the School of Teacher Education and Leadership at Radford University in Radford, Virginia. She holds a Ph.D. in Curriculum and Instruction from Virginia Tech. Schneider’s work in Global Education includes intersecting global education with local economic development, community problem-solving, and social entrepreneurship to address the unique needs of rural and Appalachian educators along with their students and parents in rural communities. Her research interest includes rural education, critical policy studies, non-traditional forms of research to develop public conversations about teaching, teacher preparation including teacher knowledge(s) and understandings about their work, and the use and impact of technology in teaching within local contexts and everyday activity.
Shannon Tanghe, originally from rural Minnesota, has spent most of the last two decades teaching English and TESOL courses abroad. After receiving a BA in Elementary Education from the University of Minnesota—Morris, Shannon began teaching English in Seoul, South Korea, where she earned an MA in TESOL/CALL from Woosong University. In 2013, she earned a PhD in TESOL & Composition from Indiana University of Pennsylvania. She was recognized by the TESOL International Association as 2016 TESOL Teacher of the Year. Shannon has spent more than 16 years living and teaching in South Korea. Shannon is currently the Program Director and Associate Professor with the MA in ESL program at Saint Mary’s University of Minnesota. Prior to this, she was department chair of the MA TESOL program at Dankook University’s Graduate School of TESOL in Korea. She has also taught in elementary schools in Cairo, Egypt, and Georgetown, Guyana. Shannon has recently published several book chapters and journal articles, with recent publications in English Today, System, Asia Pacific Education Review, and TESOL Quarterly journals. Her main research interests are teacher collaboration, internationalizing teacher education, World English and reflective teaching practices.