Office: ASBN 401C
Dr. Taylor W. Acee is an Assistant Professor in the Graduate Program in Developmental Education within the Department of Curriculum and Instruction, where he currently serves as the Master's Program Coordinator. He 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. Sonya L. Armstrong is an Associate Professor in the Graduate Program in Developmental Education within the Department of Curriculum and Instruction, where she also serves as the director of the Doctoral Program. She received her Ed.D. in Literacy Education from the University of Cincinnati. Her research interests are in Postsecondary developmental literacy learning and practice, and include student conceptualizations of academic literacy practices and expectations, and program-level issues such as the alignment of reading expectations across developmental reading and general education and career technical education courses.
Office: ASBN 401D
Dr. David C. Caverly is a Professor in the Department of Curriculum and Instruction. He received a Ph.D. from Indiana University in 1982, a Reading Specialist M.Ed. from Kent State University in 1974, and a B.Ed. in English Education from the University of Toledo in 1970. He has been involved in developmental education for over 35 years teaching reading and/or directing learning centers in a community college, two different four-year colleges, and six universities. He has published extensively in the field with over 80 journal articles, 13 books, 14 grants, and 200 conference presentations. Perhaps he is best known for his column TechTalk in the Journal of Developmental Education, the second edition of a book published in 2009 titled the Handbook of College Reading and Study Strategy Research, and the TIDE (Technology Institute for Developmental Educators) conference he co-directs which is in its 13th year. Since 1989, Dr. Caverly has been Professor of Education at Texas State University, where he directs the developmental reading program and teaches reading and technology classes in the undergraduate and graduate programs within the Curriculum and Instruction Department.
Office: ASBN 401G
Dr. Russ Hodges is an Associate Professor in the Graduate Program in Developmental 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 past 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 research interest includes college access, persistence and completion for underserved populations; postsecondary peer-support interventions (e.g. coaching, mentoring, tutoring and advising); the role of learning frameworks courses in student persistence and completion; developmental education policy.
Office: ED 3044
Dr. Jodi Patrick Holschuh is a Professor in the Graduate Program in Developmental Education and serves as Chair of the Department of Curriculum and Instruction. Dr. Holschuh received her Ph.D. in Reading Education from the University of Georgia. She teaches undergraduate and graduate courses in Reading and Developmental Education. Her research interests include students’ beliefs about learning, making the transition from high school to college learning, strategies for academic success, word learning, and motivation.
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 Graduate Program in Developmental Education within the Department of Curriculum and Instruction. 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.