Our people

Interim Associate Dean, School of Education, Aug. 2017-present                                                                                                     

Chair: Department of Educational Studies, Sept. 2014-present

Professor, Chemistry & Biochemistry: Physical & Biophysical Chemistry, NMR Spectroscopy, Peptide & Protein Structure

• Multicultural Education
• Arts-Based Undergraduate Research
• Poetic Inquiry
• Teacher Education
• Educational Foundations
• Speech & Debate Education/Interscholastic Contests

Elementary Literacy

Literacy Studies; Teacher Inquiry; Teacher Identity

K-8 Literacy, Teacher Education, Critical Literacy, Culturally Sustaining Pedagogy, & Teaching English to Speakers of Other Languages.

Early Childhood Education

• Autism Spectrum Disorder (ASD)
• Video-Based Instruction

• Single Subject Research Design

  • Multiple Baseline Design

    • Across Behaviors, Across Participants, Across Settings​

  • A-B- and A-B-A-B Design 

  • Parallel Design

• Computer Skills  

  • Microsoft Word/Excel/Powerpoint​

• Learning Management Systems

  • D2L, BlackBoard

• Technology 

  • Animoto​, VoiceThread, EdPuzzle, Google Drive/Site, Populr, TodaysMeet, Padlet, Wix, Skype, Camtasia, Jing, Screencast, YouTube Channel, PowToon, Pear Deck, Glogster, iMovie

Dr. Linville's main research areas are advocacy for English learners (ELs), critical language awareness, culturally reponsive pedagogy, standards, and curriculum design.

Urban Education, Multicultural Education, Middle Level Education, Social Justice Education, Social Studies/Civic Education, Critical and Poststructural Race Theories, Sociocultural Theory, Education Ethnography, Grounded Theory

Science Education

Teacher Education

Cultural Competence Development

Reflective Journaling Practices

Novice Teacher Mentorship

Literacy Foundations and Teaching Methods

Narrative Inquiry

Science Methods, Science Literacy, and Science Communication. Place-based / Project-based learning, and using Socio-scientific Issues to teach Science. 

High Incidence Special Education, Parent-Teacher Relationships, Formative Assessments, and Self-Regulation

A student taking Dr. Rogers' SPE 440 shared the following, 

"People always ask me why I want to be a special educator.  I’m quick to respond with, “I love to be around kids and I have an uncle who has down syndrome, whom I also love to be around, so I just thought I’d combine the two.”  However, I never really thought about the skills I actually need to practice in order to meet the needs of children with disabilities, until I stepped into SPE 440.  Excited I walked in, and excited I walked out, but never did I think about what actually happens behind the scenes of a child’s development in the special education program.  I walked in thinking that we were going to learn about specific disabilities and how to treat them, but instead it was a class more meaningful than most classes I’ve had thus far.  We learned about many strategies we can use when going through an IEP meeting to make it the most beneficial for the teachers, the parents and the student.  We interacted with many people via telephone or Skype, and discussed effective ways we can help children advocate for themselves in their lives.  We went through IEP’s and the legal rights children have when they receive special education.  To say the least, we covered many topics, but the most important skill we discussed was the importance of collaboration and communication between teachers and parents when meeting the basic needs of a child."

Early Childhood Education, Vygotsky, Social Cognition, Embodied Play, Reggio Emilia, Infant and Toddler Curriculum, R.I.E , Administration & Accreditation of Child Care Programs

Teacher Leadership, Supervision, English/Language Arts/Literacy

Inclusive Education

Early Literacy & Assessment

Professional Dispositions

Special Education, Emotional Behavioral Disorders, Alternative Education, Positive Behavior Support, Multi-tiered Systems of Support