Lynne Anderson-Inman's teaching focus is on technology and how to aid teachers in applying effective study strategies in the classroom. Anderson-Inman challenges her students to think critically through independent research and by using primary sources.
Keri is the Student Services Coordinator for the Educational Foundations (EdF) program. She provides administrative and practical support to Pre-education and EdF majors and the EdF program.
Jill Baxter’s teaching and research focus on teacher education in STEM fields with the goal of increasing access for all students. As Co-Director of STEM CORE, she works to build strong collaborations between university faculty and K-12 educators.
Angel Dorantes is the Undergraduate Advising and Retention Coordinator for the Educational Foundations program. As academic advisor, Angel works with students from their first-year to graduation.
Joanna Goode’s research examines issues of access and equity for underrepresented students of color and females in computer science education.
Jeanne Nagayama Hall is the Undergraduate Field Placement Coordinator for the Educational Foundations major. She taught in elementary classrooms for 20 years, and for the last 12 years, she supervised, instructed, and coordinated field placements in teacher education programs.
As UOTeach graduate program coordinator, Amy provides administrative support for current and prospective UOTeach graduate students, this includes admissions coordination, studen
Julia Heffernan, Ph.D., taught middle and high school social studies and language arts for eight years and was an education administrator for another eight years before beginning an academic career in education studies.
Jonathon Henderson, Ph.D., earned his doctorate in education (CSSE) from the University of Oregon Education Studies department in 2015. His Research focused on educational technology, instructional design, online education, & online education data collection/analytics.
Educational psychologist Jenefer Husman’s research focuses on how students imagine their futures and how their futures influence learning in the present. She argues that thoughts about our futures can be transformative; changes in who we want to become can change what we do and who we are now.
