The Doctor of Education (Ed.D.) in Language and Literacy program at the University of Wisconsin-Stevens Point is 100% online* and aims to prepare and empower individuals to design and build sustainable systems that increase literacy outcomes for diverse learners.
ED.D. IN LANGUAGE
AND LITERACY
DIRECTORY Student
Welcome from the Director
As I reflect on the remarkable educators featured in these pages, I am filled with pride and hope. This directory represents a community of passionate professionals who have chosen to invest their time, energy, and expertise in continuous growth, not simply for their own advancement, but in service of others. Each member of this cohort understands that literacy is far more than a collection of skills. Literacy is a pathway to empowerment, opportunity, and voice. It is also a powerful lever for creating more equitable educational experiences. The educators in this program share a commitment to closing the research-to- practice gap and ensuring that what we know about effective teaching and learning reaches the students, families, and communities we serve.
One of the goals of the Ed.D. in Language and Literacy at the University of Wisconsin- Stevens Point is to bring together professionals from a wide variety of educational roles and perspectives. Cohort 1 has exceeded that vision. Within these pages, you will find literacy leaders, classroom teachers, interventionists, special educators, administrators, higher education professionals, and educational innovators. It is this diversity of experience that strengthens our learning community. When individuals with different perspectives come together around a shared purpose, new ideas emerge, assumptions are challenged, and innovative solutions take shape. The complex challenges facing education today require collaborative thinking and sustainable systems that support diverse learners, and this cohort is uniquely positioned to lead that work. Although the roles represented here are already impressive, I can only imagine how these educators will continue to grow as they pursue their passions and answer their callings in the years ahead. This program is filled with trailblazers, each bringing a unique lens to the doctoral journey and an unwavering commitment to literacy for all. To each member of this cohort: you are part of the solution. Your curiosity, leadership, and dedication give me tremendous hope for the future of education. I look forward to watching you grow as scholars, researchers, and change agents, pursuing work that is both meaningful and sustainable. Most of all, I look forward to welcoming you into a global community of scholars who are transforming systems of teaching and learning and creating brighter futures for generations to come.
With gratitude and optimism, Amber Garbe, Ed.D. Associate Professor and Director
Language and Literacy Doctoral Program University of Wisconsin-Stevens Point
UW-Stevens Point
2
Student Directory Click on each name to jump to the page.
Cohort 1 Natalie Aeschliman...................................................................................................... 5 Lauren Brown............................................................................................................... 6 JM Dawson De Quiroz.................................................................................................. 7 Sarah DeCraene.......................................................................................................... 8 Jessica Doneske.......................................................................................................... 9 Darah Doty.................................................................................................................10 Jennifer Eckroat.........................................................................................................11 Veronica Fiori.............................................................................................................12 Michael Friedel..........................................................................................................13 Amy Gulley..................................................................................................................14 Andrea Katz...............................................................................................................15 Erin Kennedy..............................................................................................................16 Yedda Olson...............................................................................................................17 Jennifer Parisi............................................................................................................18 Megan Patterson.......................................................................................................19 Kelly Schreiber...........................................................................................................20 Jennifer Scoggin........................................................................................................21 Mandi Sersch-Morstad..............................................................................................22 Sarah Shelquist.........................................................................................................23 Bob Sparks.................................................................................................................24 Dawn Stanley.............................................................................................................25 Kris Statz....................................................................................................................26 Lauren Tatum.............................................................................................................27 Samantha Thomas....................................................................................................28 Elizabeth Tierney Calnin............................................................................................29 Lynne Weeks..............................................................................................................30
3
Ed.D. in Language and Literacy
COHORT 1
PROFILES
Cohort 1
Natalie Aeschliman EDUCATION • M.A. in Library and Information Studies UW-Madison • B.S. in Secondary English Education Kansas State University
ENROLLED • Cohort 1
LOCATION • Madison, Wis.
Natalie Aeschliman is the library media specialist at Toki Middle School in the Madison Metropolitan School District. A school librarian since 2020, she previously taught high school English in the Monona Grove School District, and her work in both roles has centered on making literacy accessible to students on their own terms. At Toki, she led a genrefication of the fiction collection that included student-driven integration of Spanish-language titles into the main stacks, a project she presented at the 2026 WEMTA conference. She also oversees weekly student media production and has served on a district committee developing guidance for student technology use. Her doctoral interests begin with a definition of literacy that extends past reading and writing into the capacity to interpret one’s environment and seek out information about it. Her research focuses on storytelling as a literacy practice capable of crossing disciplinary lines, particularly into weather science. Having grown up in the Great Plains, she carries a longstanding interest in severe weather, an area where the transmission of knowledge across generations can determine survival outcomes. She is especially interested in what American Indigenous storytelling traditions convey about severe weather, and in how those methodologies might inform K-12 instruction. Because storytelling has traditionally been an intimate practice, she also studies how digital tools and media literacy can expand access to it at scale. Natalie has no plans to leave the school library, where she intends to keep building programs that connect students with texts and with each other. Looking further ahead, she hopes to extend her research beyond school walls through community partnerships, bringing storytelling-based approaches to weather literacy to audiences that schools alone cannot reach.
5
Ed.D. in Language and Literacy
Cohort 1
Lauren Brown
EDUCATION • M.A. in Early Intervention in Deaf Education Fontbonne University • B.A. in Deaf Education Fontbonne University
ENROLLED • Cohort 1
LOCATION • St. Louis, Mo.
Lauren Brown is a teacher of the D/deaf and hard of hearing in St. Louis, Mo. She has worked with a variety of grade-level students. This is her seventh year in the classroom, and second at the high school level. Her role as a teacher of the D/deaf and hard of hearing includes many responsibilities, but what she enjoys most is educating other service providers and teachers on how best to support D/deaf and hard of hearing students, as well as teaching her students the importance of self-advocacy. Through her doctoral studies in language and literacy at UWSP, Lauren is excited to further her research surrounding the intersectionality of language and literacy among students who are D/deaf and hard of hearing and their families. She is specifically interested in research surrounding families of color as well as immigrant families. When not in the classroom, Lauren enjoys volunteering. She is currently a mentor for Sisterhood of Hope, a non-profit organization dedicated to uplifting and encouraging high school girls of color. She also enjoys volunteering for Immigrant Home English Learning Program, a non-profit providing free English classes to immigrants and refugees in the St. Louis area.
UW-Stevens Point
6
Cohort 1
JM Dawson De Quiroz
EDUCATION • Ed.M. in Teaching and Curriculum Harvard University • B.A. in English Oberlin College
ENROLLED • Cohort 1
LOCATION • Los Angeles, Calif.
Jeanmarie “JM” Dawson De Quiroz recently returned to the high school classroom with the Los Angeles Education Corps in her 27th year of serving in education. Her professional experience is evocative of a satisfying halo-halo: instructional coaching, curriculum development, statewide instructional materials review, credentials in English, mathematics, and biology … among other toppings. One of the experiences that most profoundly shaped her teaching philosophy was coaching high school students across the finish line of the Los Angeles Marathon for 15 years. Her teaching career started in Boston serving young adults with interrupted educational histories. The majority of JM’s work has centered on first generation high school graduates, primarily from immigrant families. Today she has come full circle, which feels particularly meaningful. JM realizes the superbloom of digitized consumption has fundamentally changed how students read, process, and evaluate ideas. Guided by cognitive processing lenses and critical literacy theory, her instructional decisions include intentional use of printed texts and writing by hand. These practices are not nostalgic preferences; they are deliberate efforts to grow critical thinking and lasting learning, particularly for students whose educational experiences have not consistently supported language and literacy development. JM defines literacy as equity because language shapes access to knowledge, opportunity, institutions, and influence. Without explicit instruction that develops literacy, young people are passive consumers especially vulnerable to the current ecosystem of misinformation and disinformation. She believes that literacy instruction through printed text equips them to navigate, question, contribute, and ultimately shape this changing environment. She hopes her students understand that power is not located in volume or volatility, but in the ability to think critically, communicate precisely, and act with purpose. Through this doctoral program, JM looks forward to sharpening her instructional craft while deepening her understanding of cognitive science, language development, and democratic participation. She hopes to create conditions that allow young people to recognize hope and possibility and develop the skills to challenge iniquity thoughtfully, courageously, and when necessary, unapologetically.
7
Ed.D. in Language and Literacy
Cohort 1
Sarah DeCraene EDUCATION • M.S. in Literacy Concordia University - Wisconsin • M.A. in Special Education Wisconsin Lutheran College • M.Ed. in Curriculum and Instruction Caroll University ENROLLED • Cohort 1
LOCATION • Lisbon, Wis.
Sarah DeCraene works as a reading intervention teacher in an intermediate (grades 5-6) setting in southeast Wisconsin. Sarah has previously worked as a sixth grade special education teacher, and as a program manager at an adult literacy center in Milwaukee. In previous graduate work, Sarah researched project based learning and technology in both the adult education setting and in the intermediate setting. She has also examined research about possible alternatives for reading intervention that might boost engagement and growth, featuring alternate texts, shared reading, and the incorporation of play. Sarah is passionate about all things reading and writing, both as a scholar and teacher and as a person who finds joy in reading and writing. Recently, Sarah has explored and learned a lot about serving students with dyslexia (and their families) with coursework in certificates in dyslexia (2026). Sarah may explore more research about enhancing understanding about the construct of fluency in the multi-component understanding of decoding and encoding. Sarah is delighted to be part of the first cohort in the Language and Literacy doctoral program at UWSP.
UW-Stevens Point
8
Cohort 1
Jessica Doneske
EDUCATION • M.A. in Curriculum and Instruction (ESOL Specialization) Concordia University Chicago • M.A. in Reading Concordia University Chicago • B.A. in English - Secondary Education Dominican University ENROLLED • Cohort 1 LOCATION • Overland Park, Kan.
Jessica Doneske is a reading specialist and literacy leader with more than 15 years of experience serving students in kindergarten through 12th grade across urban and suburban school districts. Throughout her career, she has worked as an English teacher, English as a Second Language (ESL) specialist, reading specialist, and instructional leader, collaborating with educators to implement evidence-based literacy instruction and improve outcomes for diverse learners. Currently serving as Reading Specialist in the Blue Valley School District, Jessica provides reading intervention for elementary students, facilitates professional learning on structured literacy, models evidence-based instructional practices, collaborates with grade-level teams through professional learning communities, and partners with families to support student success. She has completed LETRS training, serves as a LETRS facilitator for her district, and has received Orton- Gillingham training, reflecting her commitment to the Science of Reading and explicit, systematic literacy instruction. Jessica has presented at numerous state, regional, and national conferences, including the International Literacy Association, Illinois Reading Council, WIDA Annual Conference, Association of Teacher Educators, and READ for Educators, sharing research and best practices in vocabulary instruction, literacy development, and language acquisition. She is also the co-author of the article The Balanced Vocabulary Diet, published in the Illinois Reading Council Communicator. Jessica is passionate about bridging research and practice by designing engaging, evidence-based literacy instruction that meets the needs of all learners. She believes strong partnerships among educators, families, and communities are essential for student success and is committed to empowering teachers through professional learning and instructional coaching. As a doctoral student in the University of Wisconsin-Stevens Point Ed.D. in Language and Literacy program, Jessica hopes to further develop her knowledge as a literacy leader, researcher, and advocate. She is committed to supporting educators, partnering with families, and advancing equitable, evidence-based literacy practices that empower all students to become successful readers and writers.
9
Ed.D. in Language and Literacy
Cohort 1
Darah Doty
EDUCATION • M.S. in Teaching, Learning and Curriculum Drexel University • B.A. in Spanish University of Texas at San Antonio
ENROLLED • Cohort 1
LOCATION • Salt Lake City, Utah
Darah Doty is an elementary level educator, literacy practitioner, and doctoral student. Her work focuses on improving early language and literacy outcomes through evidence-based instruction and systems-level change. With more than a decade of experience teaching in diverse educational settings, she has developed particular expertise in early literacy, structured literacy, multilingual learner support, and instructional improvement. Darah currently teaches first grade in Salt Lake City, Utah, where she leads the implementation of evidence-based literacy practices, including the adoption of a new phonics curriculum. She has taught first and third grades in South Carolina and Maryland, where she collaborated with literacy specialists to conduct action research examining the impact of phonological awareness instruction on multilingual learners’ literacy development. Her professional experiences also include adapting literacy instruction for virtual learning environments during the COVID-19 pandemic and mentoring students through STEM enrichment programs. She holds a Master of Science in Teaching, Learning, and Curriculum from Drexel University, a Bachelor of Arts in Spanish from the University of Texas at San Antonio, and an ESOL certification from Winthrop University. She is certified in Early Childhood, Elementary Education, and ESOL in Utah and has completed Associate-Level Orton-Gillingham classroom training. These experiences inform her commitment to structured literacy and the implementation of evidence-based instructional practices that support diverse learners. Darah is currently pursuing a Doctor of Education (Ed.D.) in Language and Literacy. Her research interests include the implementation of sustainable schoolwide literacy systems, structured literacy practices, teacher professional learning, and improving educational outcomes for multilingual and developing readers. She is especially interested in bridging literacy research and classroom practice to help schools build coherent instructional systems that support both teacher effectiveness and student achievement. Through her scholarship and professional practice, Darah seeks to contribute to the development of equitable, research-informed literacy initiatives that foster lifelong learning and active civic engagement.
UW-Stevens Point
10
Cohort 1
Jennifer Eckroat
EDUCATION • M.Ed. in Early Childhood Education, Reading Endorsement Northern Arizona University • M.Ed. in Curriculum and Instruction University of Phoenix • B.A. in Elementary Education (K-8) University of Arizona ENROLLED • Cohort 1 LOCATION • Overland Park, Kan.
Jennifer Eckroat is an experienced, passionate early childhood educator about to begin her 26th year in education. During her time in the classroom, she has taught in multiple states spanning preschool to third grade. After graduating from the University of Arizona with a Bachelor’s degree in Elementary Education, she taught first grade for three years. She moved to Colorado to teach a multi- age 1st/2nd grade classroom for two years. Teaching in a multi-age classroom solidified her desire to work with primary aged students. Moving to Arizona and California led to opportunities teaching second grade, preschool and third grade. During that time, it deepened her interest in early childhood teaching and focusing on research and professional development for the classroom. Teaching foundational literacy skills in the classroom is the most meaningful part of her teaching practice. Jennifer uses her time in the classroom every day to inspire a true lifelong love of learning for her students. Her own love of learning was drawn to the possibilities of a Doctorate in Literacy and Language. In the future, Jennifer hopes to be able to use her acquired knowledge to stay in the classroom while finding opportunities as an elementary literacy coach or providing support to new teachers entering the field. There are a limited number of elementary teachers with a doctoral degree who stay committed to the classroom and Jennifer is happy to be one of them! She is currently lucky to have her dream job as a long time Kindergarten teacher. Jennifer teaches in the Blue Valley Unified School District in the Kansas City area where she lives with her husband, two daughters and a crazy rescue dog.
11
Ed.D. in Language and Literacy
Cohort 1
Veronica Fiori
EDUCATION • M.A. in School Administration and Leadership Georgian Court University • B.A. in Elementary Education Monmouth University
ENROLLED • Cohort 1
LOCATION • Middleton, N.J.
Veronica Fiori is an educational leader, former bilingual educator, and passionate advocate for multilingual learners with twenty years of experience in second language education, literacy curriculum development, and instructional leadership. She currently serves as the Supervisor of ESL, Bilingual Education, and World Languages for Rahway Public Schools in New Jersey. Her work centers on creating systems that support both student achievement and organizational growth through collaboration, innovation, and continuous improvement. Throughout her career, Veronica has served as a bilingual classroom teacher, instructional coach, parent liaison, and administrator. These diverse experiences have shaped her belief that literacy expands far beyond reading and writing. It is the foundation for communication, identity, critical thinking, and meaningful participation in society. As a native Spanish speaker, Veronica understands firsthand the power of multilingualism to connect people, strengthen communities, and enrich learning. She is specially committed to building authentic partnerships with families and believes that family engagement is essential to student success. Through family literacy initiatives and community partnerships, she strives to create meaningful opportunities for schools and families to learn from one another and work together to support multilingual learners. As a doctoral student in Language and Literacy at the University of Wisconsin- Stevens Point, Veronica hopes to continue researching the ways language and literacy can be intentionally embedded across disciplines to improve outcomes for multilingual learners. Her research interests include family literacy, organizational change, teacher professional learning, and sustainable instructional practices that empower educators to create inclusive classrooms where every student’s linguistic and cultural strengths are recognized, valued, and leveraged for success.
UW-Stevens Point
12
Cohort 1
Michael Friedel
EDUCATION • M.S. in Education UW-Stevens Point • B.S. in Family and Consumer Sciences Education UW-Stevens Point
ENROLLED • Cohort 1
LOCATION • Oshkosh, Wis.
Michael Friedel is a special education teacher with a diverse background in secondary education and has a passion for helping all students become confident, capable learners. He began his teaching career in Family and Consumer Sciences, where he spent six years developing engaging, hands- on learning experiences that connected classroom instruction to real-world skills. In 2024, he transitioned to teaching special education, where he now supports students with diverse learning needs through individualized instruction, innovation, and providing students with opportunities to build the skills and confidence needed for success beyond high school. Michael has demonstrated a strong commitment to educational leadership and service throughout his career. He is a past president of the Wisconsin Association of Family and Consumer Sciences and served as a member and co-author of the Wisconsin Department of Public Instruction Health Sciences Standards Revision Team. He has also mentored multiple preservice teachers as a cooperating teacher and has presented at numerous state conferences on instructional best practices, educator development, and strategies for preparing future teachers for successful student teaching experiences. In recognition of his contributions to the profession, he received the 2022 American Association of Family and Consumer Sciences National New Achiever Award. His professional interests include literacy development, special education, transition planning, educator preparation, and life skills instruction. His research interests center on expanding equitable access to meaningful literacy opportunities for students with disabilities and exploring how strong literacy instruction can support successful post-graduation outcomes for individuals with disabilities. Looking ahead, Michael hopes to contribute to the growing body of research in language and literacy while preparing and mentoring preservice teachers at the university level. Through his work as both a researcher and educator, he aspires to help shape inclusive, evidence-based literacy practices that empower students and strengthen the next generation of teachers.
13
Ed.D. in Language and Literacy
Cohort 1
Amy Gulley
EDUCATION • M. Ed. in Literacy and Curriculum University of Texas-Arlington • B.A. in Social Work University of North Texas
ENROLLED • Cohort 1
LOCATION • Evergreen, Colo.
Amy Gulley is the owner of A2 Literacy Consulting & Tutoring in Evergreen, Colorado. Prior to opening her private practice in 2024, Amy was the Director of Learning and Development and Dyslexia Specialist at Step By Step Learning/ MGT. Amy managed all Step By Step consultants and designed professional development to deliver both internally and externally. She worked directly with consultants to ensure all consultants were current in Structured Literacy instructional practices. Prior to her position at Step By Step Learning, Amy was the Director of Trainers for The Institute for Multisensory Education (IMSE) as well as the Dyslexia Specialist. She managed and trained instructors in the Orton- Gillingham methodology and Structured Literacy practices. Before her role at IMSE, Amy was a Dyslexia Specialist providing direct dyslexia services to students in the public school system in Texas. She believes one of the best ways to close the reading gap in this country is to provide ALL students the opportunity to evidence-based instructional practices. Literacy has been a huge part of Amy’s professional world for over 25 years. She is an Certified Academic Language Therapist (CALT) as well as an IDA Certified Dyslexia Specialist (CDS). The UWSP doctoral program in Literacy and Language aligns perfectly with Amy’s professional experience and her passion and dedication to literacy instruction to educators and structured literacy practices with students. By participating in the Literacy and Language Doctoral Program at UWSP, Amy is looking forward to enhancing her literacy knowledge, strengthening her instructional practices and making many new friends and colleagues. Amy resides in Evergreen, Colorado with her husband, Ken and her two dogs, Oscar and Beau. She has two grown children, Josh and Liz, who she loves to travel with. Amy is an avid reader, cross country skier and hiker.
UW-Stevens Point
14
Cohort 1
Andrea Katz
EDUCATION • M.A. in Education: Literacy Across the Curriculum for an Equitable Society San Jose State University • B.A. in English University of California Los Angeles
ENROLLED • Cohort 1
LOCATION • San Jose, Calif.
Andrea Katz currently works as a lead teacher supporting students with dyslexia at a school within a school in the San Francisco Bay Area. Spanning nearly thirty years, Andrea has worked as a classroom teacher and reading interventionist in public schools in the Los Angeles Unified School District, Milpitas Unified School District and Oak Grove School District, as well as independent schools in the Bay Area. Having worked in both public and independent schools with students of varying cultural and socioeconomic backgrounds gives Andrea a unique perspective into education and has made her keenly aware of the challenges present in both public and independent schools. She is interested in exploring the differences between the two systems, especially with regard to literacy instruction and the added barriers students with dyslexia face. Furthermore, she is working to understand personal and systemic biases in education. Andrea still remembers the struggles she faced as a beginning teacher - with everything, but particularly reading instruction and the difficulties of supporting all students. Over time, she has gained understanding and tools to provide literacy instruction for all students in meaningful ways and hopes to find opportunities to pass this knowledge on to other teachers, especially those just beginning their journeys. In addition to her teaching positions, Andrea worked for San Jose Area Writing Project as a program manager and associate director for more than a decade, supporting teachers, students and parents in writing and instruction. Andrea considers herself a reader, writer and traveler, as well as wife, mother, sister and daughter. She is fortunate to have support from family and friends.
15
Ed.D. in Language and Literacy
Cohort 1
Erin Kennedy
EDUCATION • M.A. in Teaching: K-12 Instructional Strategist II (LD/BD) Morningside University • B.A. in Elementary Education K-6 Loras College
ENROLLED • Cohort 1
LOCATION • Menomonie, Wis.
Erin Kennedy grew up in a small town in Wisconsin where she played school most days with her younger brother and neighbors. From a young age, she knew that she wanted to be a teacher. She spent her summers and weekends working with her neighbor who has Downs Syndrome, which sparked curiosity and a passion to work with individuals with disabilities. While in college, she worked at the Boys of Girls Club of the Greater Dubuque Area, which ignited an additional passion in working with at-risk youth. She was able to begin her career and spend her first seven years teaching working with both populations as an early childhood teacher who was both the general education and special education teacher in an inclusive preschool setting at a high poverty elementary school. It was through her work here that she decided to earn her master’s degree in special education and consulting. After seven years in Iowa, her family relocated back to Wisconsin for her husband’s job. She spent one year working as an early childhood special education teacher in a rural district, before deciding to broaden her teaching repertoire and moving to general education only, as a firstgrade teacher in an urban cluster district. After seven more years as a first-grade teacher, Erin decided to go back to her passion of teaching special education to create more inclusive opportunities for students, including the development of co-teaching opportunities with her former grade level team. With 17 years of experience within the classroom, an opportunity was opened to work at the University of Wisconsin Stout Polytechnic as an Early Childhood professor. She chose to enroll in the University Wisconsin Stevens Point doctoral program of language and literacy to fulfill her terminal degree. Erin is excited to use her wealth of experience, knowledge, and her course work from UWSP, as she teaches pre-service teachers. In her spare time, Erin enjoys reading, gardening, playing board/card games, reading (including children’s books), hiking, and being outdoors. However, her favorite thing to do is spend time with her family who are the loves of her life. Her husband Mike, who is also an educator and their four children: Easton, Emmett, Charlotte, and Callen. They keep her busy, on her toes, laughing, and loving every minute of being a mom.
UW-Stevens Point
16
Cohort 1
Yedda Olson
EDUCATION • MBA in Education Leadership Milwaukee School of Engineering • B.S. in History, Broadfield Social Science, and Philosophy UW-Stevens Point
ENROLLED • Cohort 1
LOCATION • Montello, Wis.
Yedda Olson is the proud principal of her alma mater, Montello Jr/Sr High School, where she is honored to serve the community that helped shape her. She has dedicated the past 20 years to rural Wisconsin public schools, beginning her career as a secondary social studies teacher before moving into educational leadership. Her work is guided by a deep belief that strong public schools are essential to the success of students and the vitality of their communities. Throughout her career, Yedda has intentionally pursued opportunities to strengthen her leadership and expand her impact. She served on the board of the Wisconsin Council for the Social Studies, including as board president and conference chair for two statewide conferences, experiences that deepened her understanding of collaborative leadership and organizational change. She was also selected as a Woodrow Wilson Foundation Fellow, earning an MBA in Education Leadership and further developing her ability to lead strategically and purposefully. Now, Yedda is returning to another alma mater, the University of Wisconsin- Stevens Point, as a doctoral student in the Language and Literacy program. This next step reflects her commitment to meeting the evolving needs of the rural students and community she serves. She believes that strong language and literacy skills are the foundation for lifelong learning, opportunity, and thriving communities, and she is eager to deepen her expertise in ways that will directly benefit her students and fellow educators. Returning to the institutions that launched her own educational journey, Yedda is grateful for the mentors, colleagues, and communities that invested in her growth. She is excited to apply what she learns through her doctoral studies to support the students, school, and rural community she is privileged to serve with kindness, creativity, and purpose.
17
Ed.D. in Language and Literacy
Cohort 1
Jennifer Parisi EDUCATION • M.Ed. in Educational Leadership Northern Illinois University • M.A. in Literacy Judson University • B.A. in Elementary Education Northeastern Illinois University ENROLLED • Cohort 1
LOCATION • Lake Barrington, Ill.
Jennifer Parisi is a K-5 Instructional Coach in Barrington School District 220 in Illinois, where she partners with teachers and school leaders to improve instruction through cognitive coaching, evidence-based literacy practices, and data-informed decision-making. Grounded in a commitment to ensuring all students have access to high-quality instruction, she designs and facilitates professional learning at both the district and school levels to directly advance district initiatives and school improvement plans. Drawing on her background in educational leadership and literacy, she also serves on the district’s Literacy Steering Team and AI Task Force, helping shape instructional systems that advance literacy through the thoughtful and equitable integration of emerging technologies. Jennifer holds master’s degrees in Literacy and Educational Leadership, bringing together expertise in evidence-based instruction, instructional coaching, and systems-level school improvement. Her published research examined orthographic mapping in monolingual and dual language classrooms, and her current scholarly interests explore how artificial intelligence can enhance literacy instruction through meaningful writing feedback. She is particularly passionate about using AI to increase learner agency by empowering students to choose the feedback that best supports their growth as writers. Jennifer is also interested in how AI can remove barriers for multilingual learners by supporting communication in students’ home languages, providing real-time scaffolds for developing writers, and modeling effective feedback that strengthens students’ ability to collaborate and engage in high-quality peer review. Her work is grounded in the belief that technology should enhance, not replace, literacy instruction by amplifying student voice, choice, and access. An active presenter at local, state, and national conferences, Jennifer’s doctoral studies in Language and Literacy reflect her commitment to advancing literacy research, developing educators, and leading instructional innovation. She aspires to prepare future teachers and literacy leaders in higher education by bridging research, leadership, and technology to improve outcomes for all learners. Outside of her professional work, Jennifer loves to take long walks in nature and spend time with her family.
UW-Stevens Point
18
Cohort 1
Megan Patterson
EDUCATION • M.S. in Education - Curriculum and Instruction Colorado State University Pueblo • B.S. in Elementary Education and Communication Arts/ Literature Specialty Bemidji State University
ENROLLED • Cohort 1
LOCATION • Lakeville, Minn.
Megan Reese Patterson is a passionate educator and literacy advocate currently teaching middle school English within the Lakeville Area Schools district. Over her 14-year career in education, Megan has dedicated herself to transforming classrooms into vibrant, print-rich environments where reading is celebrated as a gateway to lifelong learning. Her instructional expertise lies in seamlessly balancing required English standards with a commitment to cultivating reading fluency and providing structured, meaningful opportunities for sustained silent reading. Megan firmly believes that fostering a generation of lifelong readers requires a balanced approach: equipping students with strong foundational skills while protecting dedicated time for autonomous, independent text engagement. In her view, every student can and should read for pure enjoyment. Her work focuses on helping students move past the mechanics of decoding to experience true immersion and joy in literature. To bridge this gap, she designed and led a highly successful secondary-level sustained silent reading program she named B.A.R.F. (Become A Reading Fanatic), which significantly boosted student engagement and ownership over their reading time. Her commitment to advanced literacy practices is backed by a Master’s Certificate in K-12 Reading from Saint Mary’s University. Currently, Megan is expanding her impact as a member of the inaugural Cohort 1 in the Ed.D. in Language and Literacy program at the University of Wisconsin-Stevens Point. She chose this doctoral path to deepen her understanding of literacy acquisition frameworks and to analyze how independent reading impacts long-term academic and emotional growth, aiming to use advanced research to advocate for systemic support of literacy in schools. Looking ahead, Megan aspires to transition into higher education as a professor, where she can inspire and mentor the next generation of educators. Through teacher preparation and advisory roles, she aims to build a lasting legacy of joyful, self-motivated readers by shaping the future of literacy instruction.
19
Ed.D. in Language and Literacy
Cohort 1
Kelly Schreiber
EDUCATION • M.A. in Special Education: Intervention and Leadership University of Northern Colorado • B.A. in English and Secondary Education Lewis University
ENROLLED • Cohort 1
LOCATION • Littleton, Colo.
Kelly Schreiber is currently a middle school special education teacher for Denver Public Schools in Colorado. She has 12 years of experience teaching language arts and special education at the middle school level in a variety of settings. She began her career as a Lasallian Volunteer teaching on the Blackfoot Reservation in Northern Montana, briefly returned home to Colorado and taught for the Jefferson County School District, and then spent over six years teaching abroad at an American school in Rio de Janeiro, Brazil and traveling South America before ultimately returning to Colorado. Throughout her career, Kelly has served in leadership roles including grade level lead, department chair, and a member of the school leadership team. In addition to her classroom experience, she also has four years of experience working both full-time and part-time in the human services field supporting adults with intellectual and development disabilities through vocational, social, and recreational programming. In her current teaching position, Kelly has noticed gaps in literacy instruction at multiple levels, from the individual student, to curricula, intervention programs, teacher training, and state legislation. This has led to her interest in the doctoral program in Language and Literacy as a way to explore effective systems of literacy instruction and become a stronger advocate for improvements in her local context. As a secondary teacher who has had to fill in the gaps in her own learning around teaching foundational literacy skills through outside professional development, Kelly feels strongly about examining resources available to teachers and building secondary teachers’ capacity for supporting early literacy skills. As a passionate reader and writer herself, Kelly also feels strongly about the importance of literacy skills in producing productive citizens and hopes to explore ways to help students and families to see the value of literacy.
UW-Stevens Point
20
Cohort 1
Jennifer Scoggin EDUCATION • Master of Arts in Teaching (MAT) Belmont University • B.B.A. in Music Business Administration Trevecca Nazarene University
ENROLLED • Cohort 1
LOCATION • Haverford, Pa.
Jennifer Scoggin is the Head of Lower School at The Haverford School in Haverford, Pa., where she leads instructional programming for boys in pre-K through grade 5. With more than 20 years of experience as an elementary educator and school leader, she is passionate about translating educational research into instructional practices that improve student learning while building strong relationships that place people at the center of meaningful educational change. She believes sustainable school improvement begins with trust, collaboration, and a deep commitment to students, teachers, and families. Jennifer began her career as an elementary classroom teacher before serving in a variety of leadership roles at Carolina Friends School in North Carolina, where she eventually became Head of Lower School. Throughout her career, she has led significant schoolwide initiatives, including implementing science of reading- aligned literacy instruction, universal screening, multi-tiered systems of support, and evidence-based curriculum. She also served on the founding board of The Reading League North Carolina, collaborating with literacy leaders across the state of North Carolina to advance research-informed reading instruction. At The Haverford School, Jennifer continues to lead curriculum and instructional improvement while coaching teachers in evidence-based literacy practices. Her professional interests include the science of reading, literacy leadership, implementation science, and literacy identity, particularly the factors that influence boys’ engagement with reading and writing. Jennifer is pursuing her Doctor of Education in Language and Literacy to deepen her understanding of literacy theory, research, and systems-level change. Her research interests center on boys’ literacy identity and how schools can create learning environments that foster confident, engaged readers and writers. She hopes to continue leading schools while contributing to the preparation of future educators through university teaching, research, and professional learning that bridges the gap between educational research and classroom practice.
21
Ed.D. in Language and Literacy
Cohort 1
Mandi Sersch-Morstad EDUCATION • M.S. in Educational Leadership & Policy Analysis UW-Madison • B.A. in Spanish Education UW-Stevens Point
ENROLLED • Cohort 1
LOCATION • Middleton, Wis.
Mandi Sersch-Morstad is the Director of Multilingual Services for the Middleton- Cross Plains Area School District in Wisconsin, where she leads districtwide dual language and English as a Second Language (ESL) programming with a commitment to building equitable systems where multilingual students thrive. With over 25 years of experience as a public school teacher and leader, Mandi holds Wisconsin teaching certifications in Spanish, ESL, and bilingual-bicultural education, as well as licensure as a principal and director of curriculum and instruction. Mandi’s work is grounded in the belief that students’ multilingualism is a strength that deserves to be developed and recognized. In collaboration with colleagues, she has led the implementation and expansion of the district’s dual language program, strengthened ESL systems, and designed and facilitated professional learning centered on curriculum design, educational equity, and culturally and linguistically attentive practices. She is especially passionate about mentoring ESL and bilingual teacher leaders and ensuring students have voices in their educational experiences. Eager to learn alongside educators beyond her district, Mandi has participated in a variety of statewide workgroups and has co-presented at several state and national conferences, including the WIDA Annual Conference, the Wisconsin Association for Bilingual Education conference, the Wisconsin Multilingual Learner Summit, the American Educational Research Association Annual Meeting, and the Minority Student Achievement Network Institute. She was also a guest on CESA 2’s “Building Educator Capacity” podcast (‘Leaders as Change Agents’ series). As a doctoral student, Mandi is motivated to bridge research and practice more intentionally in service of multilingual learners. She sees the doctoral journey as an opportunity to sharpen how she uses research and data to inform systems- level decisions, and she aspires to contribute to the field as a scholar-practitioner, mentoring emerging leaders and shaping policy and practice that honor the full linguistic abilities of students.
UW-Stevens Point
22
Cohort 1
Sarah Shelquist
EDUCATION • M.A. in Speech-Language Pathology University of Colorado at Boulder • B.A. in Elementary Education (w/ Literacy Endorsement and Specialization in Special Education) University of Iowa
ENROLLED • Cohort 1
LOCATION • West Des Moines, Iowa
Sarah Shelquist is a speech-language pathologist, currently working at Heartland Area Education Agency, supporting schools in central Iowa. With over 20 years of professional experience, Sarah has spent the past 15 years working as an SLP in both clinical and educational settings. Sarah has specialized training and experience in autism, alternative and augmentative communication, phonological processing, phonemic awareness, and apraxia of speech. Her early experiences as a classroom teacher inform her understanding of the critical role language and communication development play in comprehensive and proficient literacy development for all students. She believes that developmentally appropriate literacy instruction is crucial during early childhood and into elementary school. She firmly believes in the importance of early screening and intervention for students demonstrating lagging language and/ or communication skills. Her current work is focused on partnering with school districts to create and implement multi-tiered systems of support for language- based literacy skills in the elementary setting. Sarah is committed to supporting teachers and schools in ensuring that their data collection, identification, and interventions for students with language-based learning differences are rooted in research and consistently providing students with opportunities to demonstrate optimal growth. By obtaining her doctorate, Sarah will be positioned to provide more systematic support in the state of Iowa as they work to implement MTSS processes for student development of language and communication skills. Looking ahead, Sarah plans to create systemic change for students and provide high quality mentorship and training for classroom teachers and interventionists in the area of language and literacy. She is also interested in curriculum development and supporting upcoming teachers and/or speech-language pathologists in the higher education setting.
23
Ed.D. in Language and Literacy
Cohort 1
Bob Sparks
EDUCATION • Ed.S. in Educational Leadership, Arkansas State University • M.Div. in Pastoral Studies, The Southern Baptist Theological Seminary • M.A. in Education, Union University • B.A. in English Literature and Christian Studies, Union University ENROLLED • Cohort 1 LOCATION • Three Way, Tenn.
Bob Sparks serves as Dean of Operations at Jackson Central-Merry Early College High School. Before joining his school’s leadership team, he taught 9th-12th grade English and Creative Writing for 6.5 years and 6th-8th grade English/ Language Arts at both rural and urban schools. He aims to empower teachers to provide high-quality instruction, implement supports that ensure student success, and create sustainable change in education systems. Alongside his leadership and teaching roles, he initiated and leads school programs, such as the student-run Cougar Café and Cougar Chapbook literary arts magazine, and served as a Learning Coach, mentoring new teachers. For Jackson-Madison County Schools, he designed and co-leads the JMCSS Educator Fellowship, an innovative leadership program equipping educators with education policy and communication expertise to elevate their voices at the local and state levels. In 2025, Bob was a Goyen Literacy Fellow, creating content to enhance secondary literacy instruction and, in 2024, a NEA Foundation Global Learning Fellow, traveling to Costa Rica to learn about global education. Most notably, in 2022, he was named Teacher of Year by his school and district as well as the Tennessee Department of Education’s West Tennessee Grand Division Finalist. Bob has participated in several other regional and state fellowships, programs, and advisory councils focused on leadership, education policy, and advocacy. Bob’s research interests are in secondary literacy instruction and policy, focusing on academic and disciplinary literacy, writing and rhetorical methods, and cognitive approaches to literary and poetic texts. Through this doctoral program, he hopes to enhance his leadership in his school, district, and state, improving literacy education and secondary student outcomes. Bob resides with his wife, Joanna, three children, and two labradoodles. He enjoys coffee, reading, and outdoor activities, such as camping, hiking, and kayaking, as well as serving as his church’s Associate Pastor of Discipleship.
UW-Stevens Point
24
Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31Made with FlippingBook Learn more on our blog