Office: ASBN 401C
Dr. Taylor W. Acee is an Assistant Professor in the Doctoral Program in Developmental Education in the Department of Curriculum and Instruction. Dr. Acee earned his Ph.D. in Educational Psychology in the areas of learning, cognition, instruction, and motivation, and his M.A. in Educational Psychology in the area of Program Evaluation from The University of Texas at Austin. He completed his B.S. in Psychology at the University of Pittsburgh. His current program of research is focused on both theoretical and applied issues in the areas of student motivation, emotion, learning strategies, and self-regulation.
Office: ASBN 401F
Dr. Steven R. Aragon is a Professor in the Department of Curriculum and Instruction. Dr. Aragon received his Ph.D. in Educational Psychology from the University of New Mexico in the areas of cognition and program evaluation. Using the lens of cultural capital, he examines the non-academic knowledge, skills, dispositions, and experiences needed by postsecondary students to succeed in college. Additionally, Dr. Aragon examines the psychological and educational outcomes of high school sexual minority students.
Office: ASBN 401D
Office: ASBN 401G
Dr. Russ Hodges is an Associate Professor in the Doctoral Program in Developmental Education. He currently teaches undergraduate, master’s and doctoral-level courses in Developmental and Adult Education. Dr. Hodges earned his Doctorate of Education, specializing in Developmental Education, from Grambling State University in Louisiana. He is a past president of the College Reading and Learning Association (CRLA) and currently serves as chair of the Council of Learning Assistance and Developmental Education Associations (CLADEA). Russ has won numerous awards for his service and scholarship including being named CLADEA Fellow in 2009. His current research focuses on postsecondary student success, demographic changes in higher education, and interventions for students with AD/HD.
Office: Flowers Hall 134
Dr. Rebecca Jackson is an Associate Professor and Director of the MA major in Rhetoric and Composition in the Department of English, and core faculty in the Doctoral Program in Developmental Education. Dr. Jackson earned her Ph.D. in English, Rhetoric and Composition specialization, at Texas A&M University. She teaches graduate courses in composition theory and pedagogy, writing center studies, and research methods. She is currently working on a national survey of MA programs in Rhetoric and Composition and on the impact the MA in Rhetoric and Composition has had on former students’ career paths and identities.
Office: ASBN 401A
Dr. Eric J. Paulson is a Professor in the Department of Curriculum and Instruction and serves as Associate Dean of the Graduate College. His teaching background and interests include postsecondary literacy instruction in developmental education domains, including community colleges and 4-year colleges, and he has taught in a variety of institutions in several countries and states. His research interests focus around college transitional readers' deliberate and non-deliberate responses to texts and conceptualizations of literacy, utilizing approaches applied within a social-constructivist framework that include eye movement research, miscue analysis, and metaphor analysis. Homepage: http://ericpaulson.wp.txstate.edu/
Office: ASBN 401E
Dr. Emily Miller Payne holds an Ed.D. in Reading Education from New Mexico State University. She is Associate Professor and graduate faculty in Developmental and Adult Education at Texas State University. Since 2001 she has served as Director of The Education Institute with $1.8 million annually in externally-funded research and service grants. Her areas of expertise are in adult student transition to postsecondary and developmental literacy.
Office: ASBN 401A
Dr. Emily Summers is an Associate Professor in the Department of Curriculum and Instruction and serves as Coordinator of the Master's and Certificate Programs in Developmental Education. Her primary research interests are in the ethnographic examination of the contexts of education. Her scholarship emphasizes issues of equity in education including studying children and youth cultures as well as the intersections of formal and informal cultures in constructing educative experiences.