Faculty & Staff
Dr. Susan C. Faircloth
Lisa B. Hunt
- Marsha Carr
- Donna DeGennaro
- James DeVita
- Susan C. Faircloth
- Amy Garrett Dikkers
- William Holmes
- Scott Imig
- Kevin McClure
- Joanne Nottingham
- Michele Parker
- Andrew Ryder
- William Sterrett
- Kenneth Teitelbaum
- Robert Tyndall
- Tamara Walser
Educational Leadership Faculty
D.M., University of Phoenix
Dr. Marsha Carr serves on the faculty of Educational Leadership at the University of North Carolina Wilmington. She previously served as a superintendent of schools in West Virginia for the past decade. Her other prior roles include serving as a Pre-K - 12 principal, Director of Curriculum/Instructional technology, and a reading specialist during her 35 years of service. In 1994, Carr received the Milken National Educator Award as a reading specialist, a Teacher of the Year award for Allegany County, Maryland and was recognized by the Maryland House of Delegates as well as received the Maryland Governor's Citation for her work.
Carr is author of Self-Mentoring: The Invisible Leader, Self-Mentoring: The Invisible Leader Manual and Educational Leadership: From Hostile Takeover to a Sustainable Successful System; and co-author of The School Improvement Planning Handbook,.
Carr’s areas of research include Organizational Management, School Culture, Coaching, and Self-Mentoring (administrator-teacher leadership, self-efficacy). Self-mentoring® was trademarked in 2012 by Carr and is gaining national attention. Carr is author of The Invisible Leader: A self-mentoring sustainability model for university faculty and The Invisible Teacher: A self-mentoring sustainability educator workshop guide.
She earned a B.A. in Art and M.A. in Reading from West Virginia University (WV), M.A. in Administration from Frostburg State University (MD) and a doctorate in Management from the University of Phoenix. Carr can be reached at firstname.lastname@example.org.
Ph.D., University of Pennsylvania
Donna obtained her PhD in Educational Leadership from the University of Pennsylvania. Her passion for creating socially just learning designs that are technology-mediated and youth-driven fueled her work with youth in informal learning environments in the US and abroad for the past 10 years. During this time, she developed an innovative pedagogical model that simultaneously addresses the digital divide, culturally responsive learning, and social justice education. After being perpetually inspired by the ways that the pedagogical model not only unleashes youth voice & agency, but also opens spaces for young people to envision and create their own futures she was motivated to start Unlocking Silent Histories, a non-profit that sparks the potential of indigenous youth to critically analyze how they are represented in the media and creatively express their worlds through documentary film making.
Ph.D., University of Tennessee Knoxville
M.Ed. in Higher Education Coordinator
Dr. James M. DeVita is an Assistant Professor of Higher Education, a newly developed graduate program in the Department of Educational Leadership in the Watson College of Education. He earned both his doctorate in Higher Education Administration and M.S. in College Student Personnel from the University of Tennessee in Knoxville, where his dissertation included three research projects on the experiences and development of gay male college students. His research is focused on examining the educational experiences of marginalized and targeted populations in higher education, particularly related to issues of identity development, as well as issues of access and success during college and the transition from secondary to post-secondary institutions. Current research projects include a mixed methods study on the educational experiences of LGBTQ identified youth, and a qualitative project that examines ally identities.
Dr. DeVita currently serves on the editorial board of the Journal of Student Affairs and Research and Practice (JSARP). He has presented at numerous national and international conferences, including the American Educational Research Association (AERA) and the American College Personnel Association (ACPA). He has also published several book chapters and research articles in journals such as the Journal of African American Studies and NASAP Journal.
Ph.D., The Pennsylvania State University
Professor and Chair, Educational Leadership Department
Dr. Susan C. Faircloth (an enrolled member of the Coharie Tribe of North Carolina) is a Professor and Chair of the Educational Leadership Department at the University of North Carolina – Wilmington. Prior to joining UNCW, Dr. Faircloth was an Associate Professor in the Department of Leadership, Policy, and Adult and Higher Education at North Carolina State University. She has also served as an Associate Professor and Director of the American Indian Leadership Program at the Pennsylvania State University. Dr. Faircloth’s research interests include: Indigenous education, the education of culturally and linguistically diverse students with special educational needs, and the moral and ethical dimensions of school leadership. She has published in such journals as Educational Administration Quarterly, Harvard Educational Review, The Journal of Special Education Leadership, International Studies in Educational Administration, Values and Ethics in Educational Administration, Tribal College Journal of American Indian Higher Education, Rural Special Education Quarterly, and Journal of Disability Policy Studies.
Dr. Faircloth is a former Fulbright Senior Scholar to New Zealand, Ford Foundation Postdoctoral scholar with the Civil Rights Project/Proyecto Derechos Civiles at the University of California Los Angeles, and a Fellow with the American Indian/Alaska Native Head Start Research Center at the University of Colorado Denver. She is currently a William C. Friday Fellow for Human Relations.
Dr. Faircloth also serves as a senior associate editor of the American Journal of Education and an associate editor of the American Educational Research Journal – Social and Institutional Analysis. She is also a member of the editorial boards of the Journal of American Indian Education and American Secondary Education.
Ph.D., Purdue University
Dr. Craig S. Galbraith is a Professor of Strategic Management, Entrepreneurship and Technology Management in the Department of Management at the Cameron School of Business. Dr. Galbraith teaches the course on Strategic Management and Budgeting in the Ed.D. Program at the Watson School of Education. He is also a doctorate dissertation supervisor for the Edinburgh Business School at Heriot-Watt University in Scotland. Dr. Galbraith received his Ph.D. in strategic management and economics from Purdue University, an MSc in molecular biology from the University of Nebraska, and an MBA in operations management and BA in economic philosophy from San Diego State University. He has been on the faculties of the University of California and Purdue University, and has been a co-founder of several companies, including a biotechnology company and a small international shipping firm.
Dr. Galbraith has published six books and over one hundred scholarly articles. In addition to his economic and management research, Dr. Galbraith is particularly interested in issues related to higher education strategies and assessment, burnout among working university students, and the relationship between art and learning. He has recently published articles in top education journals, such as Studies in Higher Education, Research in Higher Education, Journal of College Student Development, Journal of Further and Higher Education, College Teaching, and the International Journal of Education and the Arts.
Ph.D., University of Minnesota
Dr. Amy Garrett Dikkers is an Associate Professor in the Department of Educational Leadership at UNCW and teaches in all graduate programs in the department. She earned a Ph.D. in Comparative and International Development Education at the University of Minnesota in 2006, a M.Ed. in Secondary English Education from Wake Forest University in 1996, and a B.A. in English from the University of North Carolina at Greensboro in 1995. Before her doctoral study, she taught secondary school English domestically and abroad. The focus of her doctoral study was international development education, specifically the education of children in difficult circumstances, such as street children, ethnic minority children, refugee and immigrant children, and other groups often not served effectively in formal school settings around the world.
She has taught face-to-face, hybrid, and online courses at the undergraduate and graduate levels in educational reform, school technology leadership and vision, comparative education, human rights education, research design, and the foundations of education. Her professional interests include the preparation of educational leaders and the use of technology-enhanced and online learning in higher education. Her current research centers on reflective practice, maximizing online learning, incorporating community professionals into courses through technology, and the use of video to provide authentic voice in the classroom.
Ed.D., University of Nevada, Las Vegas
Dr. William Holmes serves on the faculty of Educational Leadership at the University of North Carolina Wilmington. Dr. Holmes retired from service in the nation’s fifth largest school district, the Clark County School District in Las Vegas, Nevada, where he worked as an elementary, secondary, and central office teacher and school administrator before coming to UNCW.
Specifically, Dr. Holmes served in the roles of teacher; teacher on special assignment – Webmaster; Dean of Students; Assistant Principal; Principal; and Principal on Special Assignment – School Improvement, Turnaround, and Restructuring during his tenure in CCSD. Additionally, he held a leadership role at the state level serving as the Vice-Chairman on the Council for Parental Involvement and Family Engagement at the Nevada Department of Education supporting the implementation of educational policy and instructional implementation in the area of family engagement in K-12 schools at the rural, suburban and at-risk schools across the state. Dr. Holmes earned his undergraduate and master’s degrees in Elementary Education from the University of New Mexico and his doctoral degree in Executive Leadership in Educational Administration from the University of Nevada, Las Vegas.
Dr. Holmes is focused on leadership communication theory and practices of instructional leaders with particular attention to Motivating Language Theory within the K-12 context. He is interested in the leadership practices of effective and ineffective leaders; the Superintendent search process and Superintendent pre-service best practices; and Spiritual Leadership and its application within the K-12 setting. Finally, as a Native American, Dr. Holmes is concerned with the Native American instructional leadership experience and how to increase both its numbers and effectiveness.
*Currently on leave while working at the University of New Castle (Australia).
Ph.D., University of Virginia
Dr. Scott Imig serves as an Associate Professor in the Curriculum, Instruction and Supervision program at the Watson College of Education. He teaches graduate courses in the areas of evaluation, supervision, research and coaching. In addition to his faculty role, Dr. Imig has spent the past three years serving as the Watson College's Interim Associate Dean for Outreach. Prior to coming to UNCW, he was an Assistant Professor and Director of the Teaching Assessment Initiative at the University of Virginia's Curry School of Education. In this role he developed and implemented numerous studies designed to measure the effectiveness of teacher education and teaching methods. He has served as both an elementary and middle school teacher.
Dr. Imig's research on teacher education and teacher effectiveness has been widely published, including articles in the Journal of Teacher Education, Teachers College Record and Change Magazine. He is also the author of numerous chapters on teacher certification, teacher quality, educational standards and teacher dispositions. His current research is focused on identifying the shared characteristics of the state's top performing educator preparation programs. Dr. Imig earned both his Ph.D. in Educational Policy and Evaluation and his Master's degree in teaching from the University of Virginia. He also holds a B.A. in Language and Literature from St. Mary's College of Maryland. He lives in Wilmington with his wife and three young children, and he continues to try to learn how to fish.
Ph.D., University of Maryland, College Park
Dr. Kevin R. McClure is an Assistant Professor of Higher Education in the Department of Educational Leadership in the Watson College of Education. He earned both his master’s and doctorate in International Education Policy from the University of Maryland, College Park. Dr. McClure’s dissertation chronicled the rise of innovation and entrepreneurship as strategic priorities in American higher education through an in-depth case study of one public research university. Prior to joining the department, Dr. McClure held various professional positions in academic affairs and international programs at the University of Maryland, College Park. He is active in several professional organizations, including the Comparative and International Education Society (CIES), American Educational Research Association (AERA), and Association for the Study of Higher Education (ASHE).
Dr. McClure’s research has appeared in peer-reviewed journals and edited books. A regular blogger, he has authored opinion and advice pieces for popular outlets like The Chronicle of Higher Education and Vitae. His research interests include analysis of higher education reform, manifestations of academic capitalism, factors driving college spending, implications of commercialization in the academy, and changes in the academic profession. Dr. McClure also has a growing interest in the vital contributions to higher education of public comprehensive universities. Current research projects include two collaborative studies exploring the relationship between staffing trends and costs at public comprehensive universities. He is also working on two qualitative studies, one investigating the effects of entrepreneurship training on undergraduate student thought and behavior and another looking at the role of executive and managerial administrators in promoting academic capitalism.
Ed.D., University of North Carolina Wilmington
Dr. Metcalf is the Director of Elementary Student learning and Title 1 for Pender County Schools. Metcalf’s research interests include adult learning, instructional leadership, teacher leadership, and transformative change. Dr. Metcalf has worked extensively to prepare and develop transformative school cultures in multiple districts across the state. She has led national, statewide and regional professional development, as well as being a keynote speaker on the topics of 21st Century Schools, the Common Core, Instructional Leadership, and Transformative Coaching. Metcalf received her bachelor’s, master’s, and doctoral degrees from the Watson College of Education at UNCW.
Ph.D., University of Connecticut
Leadership Studies Coordinator
Dr. Joanne E. Nottingham, also known as "DocNott", is a faculty member of the Department of Educational Leadership in the Watson College of Education where she coordinates the Leadership Studies minor and teaches core leadership courses. In addition, she has served as the faculty secretary of the UNCW Circle of Omicron Delta Kappa (ODK), the National Leadership Honor Society for many years. DocNott has more than forty years of academic and professional experience in higher education and in private sector employment. Her corporate experience and particular knowledge in public relations, marketing, and advertising contributes to positive results in higher education and corporate environments.
DocNott earned her B.S. in Elementary and Special Education at Southern Connecticut State College, and her M.Ed. and Ph.D. at the University of Connecticut. For five years DocNott was the UNCW Director of Campus Diversity, which also included the management of the Upperman African American Cultural Center and she championed the development of the current Office of Institutional Diversity. During her administrative years at UNCW, the University of Miami (FL), and Florida International University, DocNott designed and managed academic, multicultural, and student services programs that contributed to increasing the retention of students in higher education institutions and raised community awareness. DocNott has an illustrative record of commitment to ethics, diversity, and leadership education as crucial components of lifelong learning.
Ph.D., University of Virginia
Dr. Michele A. Parker is an Associate Professor of Educational Leadership at the University of North Carolina at Wilmington. Her doctorate is in Research, Statistics, and Evaluation from the University of Virginia. She teaches an instructional technology course for prospective teachers and research courses for graduate students. Her research interests include the use of technology in K-12 and higher education as well as methodological issues in conducting research.
Dr. Parker has experience with several large-scale research projects. Currently, she is the Lead Analyst for two HillRAP evaluation contracts in Carteret County and Brunswick County Schools in North Carolina. Also, she is collaborating with staff from Jefferson County Public Schools in Kentucky to examine how neural network analysis can be applied to educational settings and how sampling stratification can be used to increase parent survey response rates.
Ph.D., Iowa State University
Andrew J. Ryder is an Assistant Professor of Higher Education at the University of North Carolina Wilmington. Andy earned both his Ph.D. and Master of Science degrees in higher education from Iowa State University and has 12 years of professional experience in student and academic affairs. Andy’s research and scholarly interests include the role of higher education in a democratic society, the history and practice of student affairs, and community college completion. Andy is part of the Personal and Social Responsibility research team based at Iowa State and former project director for the Personal and Social Responsibility Inventory. He teaches courses related to assessment, civic engagement, and foundations of higher education and has published chapters in the New Directions sourcebooks for higher education and institutional research and the Journal of Student Affairs Research and Practice.
Ph.D., University of Virginia
Dr. Sterrett is a former award-winning principal who now serves as program coordinator of the Watson College’s Master’s of School Administration (MSA) program at UNCW. Sterrett is the author of the ASCD books Short on Time (2013) and Insights into Action (2011), and has published in numerous journals on the subject of school leadership.
Focused on the theory and practice of instructional leadership, Sterrett has researched, taught, and written about the use of collaborative learning communities and school & teacher leadership. He has served as a workshop facilitator and keynote speaker, having worked with groups on the school, district, regional, and state level. Sterrett has also presented at numerous state, national, and international conferences. He prioritizes building long-lasting collaborative relationships with school leaders in the field. Sterrett earned his B.S. in Middle Grades education from Asbury College and his M.Ed. and Ph.D. in Educational Administration & Supervision from the University of Virginia.
Ph.D., University of Wisconsin Madison
*On sabbatical during Fall 2015.
From 2011-2015, Kenneth Teitelbaum served as Dean of the Watson College of Education, after which he was appointed as Professor in the Department of Educational Leadership. Prior to joining UNCW, he served as a faculty member at Syracuse University and Binghamton University, department chair at Kent State University, and Dean at Southern Illinois University Carbondale. He received the B.A. in History (with a minor in Sociology) from New York University and the M.A.T. in Social Studies Education from Cornell University, taught high school social studies in upstate New York for several years, and received the Ph.D. in Curriculum Studies (with a minor in Educational Policy Studies) from the University of Wisconsin-Madison. In May 2015, he received the Distinguished Alumni Achievement Award from the University of Wisconsin-Madison School of Education.
Dr. Teitelbaum’s research and teaching interests focus on critical reflection in teacher education and teachers’ work; school reform as it relates to democracy, social justice and diversity; and school knowledge in current and historical contexts. He has published numerous book chapters, journal articles and reviews, and op-eds, including a recent chapter on “Critical Civic Literacy in Schools: Adolescents Seeking to Understand and Improve The(ir) World.” He is also the author of Schooling for “Good Rebels”: Socialism, American Education, and the Search for Radical Curriculum (Teachers College Press, 1995) and he recently co-edited the volume, School Reform Critics: The Struggle for Democratic Schooling (Peter Lang, 2014), for which he authored a chapter on “Teacher Education in Volatile Times: Forward to the Basics.” He is currently working on a collaborative study of the effects of state policy changes and proposals on the professional experiences of school of education deans.
Among his other activities, Dr. Teitelbaum has helped to create, develop and coordinate several graduate-level degree programs; served on several campus and community advisory boards; been actively involved with a Gear-Up project, a Professional Development System, and a School Turn-Around project; reviewed manuscripts and proposals for two dozen academic journals, professional organizations and publishing companies; and served on the Board of Governors of The Renaissance Group national consortium and the editorial board of the Theory and Research in Social Education journal.
Ed.D., UNC Chapel Hill
Executive-in-Residence in the Cameron School of Business
Dr. Tyndall is currently a professor in the Doctoral Educational Leadership Program in the Watson College of Education and an Executive-in-Residence in the Cameron School of Business. Dr. Tyndall has spent forty years serving education. He earned undergraduate, master’s and doctoral degrees from the University of North Carolina in Chapel Hill and did advanced graduate studies at the University of California at Los Angeles.
In addition to his current roles Dr. Tyndall has served in a wide range of leadership positions in public schools, including principal of three schools and Deputy and Associate Superintendent in Durham City and Durham County and Superintendent of Schools in Moore County. While serving in educational leadership positions in public schools, he also taught at North Carolina Central University, University of North Carolina at Chapel Hill and Duke University as a Resident Scholar, Adjunct Professor, and Visiting Executive Scholar, respectively. For three years Dr. Tyndall served as Special Advisor to the President of Duke University and Executive Director of the Research Triangle Education Consortium. Since arriving at UNCW in 1989 he has served as UNCW's Special Advisor to the Provost, Vice Chancellor for Information Technology Systems and Associate Provost, Dean of the Watson College of Education, Associate Dean for Outreach and Partnerships, and Chair of the Department of Design and Management.
While serving as Dean of the Watson College of Education, Dr. Tyndall founded and served as the Executive Director of the Consortium for Advancement of Public Education (CAPE), comprising 14 school districts, 7 community colleges and 10 businesses; created the national award winning Professional Development System (PDS); and founded the Razor Walker Awards. He is credited, along with Chancellor Leutze, with leading the effort that resulted in the construction of the new Watson College of Education which he refers to as “a powerful tribute to the profession of teaching.”
Ph.D., Utah State University
Director of Assessment and Evaluation for the Watson College of Education
Dr. Tamara Walser is Director of Assessment and Evaluation and Associate Professor of Educational Research and Leadership in the Watson College of Education at the University of North Carolina Wilmington. She has taught courses in program evaluation, assessment, research methods, and statistics. Previously, Dr. Walser worked in non-profit and for-profit organizations as a program evaluator and assessment specialist; and as an Assistant Professor of Educational Psychology at Washington State University. She has served as Principal Investigator, Co-Principal Investigator, Project Manager, Lead Evaluator, and as an advisory group member on numerous grants and contracts focused on evaluation. She has authored/co-authored journal articles, guidebooks, and resources on evaluation and assessment, including co-authoring the book, Evaluability Assessment: Improving Evaluation Quality and Use. Dr. Walser has presented on evaluation topics nationally and internationally and is a former President of the North Carolina Association for Research in Education, a state affiliate of the American Educational Research Association. She obtained her Ph.D. in Research and Evaluation from Utah State University in 2000. Please see Dr. Walser’s faculty page for more information at http://people.uncw.edu/walsert/.
Ed.D., NC State University
Dr. Karen S. Wetherill is a Professor Emeritus of Educational Leadership. She served as the Associate Dean for Outreach Alliances for 11 years prior to assuming a two-year administrative role as Interim Dean of the Watson College of Education. In that capacity, Dr. Wetherill was a co-founding leader for the development of the University-School Professional Development System Partnership. She has worked extensively with university-school partnerships since 1992 both at the university and the state level, providing leadership to move partnerships to higher, more meaningful standards and to address student- learning outcomes. She created the Learning-Centered Supervision model used across the partnership for intern supervision, designed the two foundational Supervision courses for graduate programs, and developed mentoring / coaching modules for use with other audiences.
Staff & Graduate Assistants
B.A., UNC Wilmington
Lisa Hunt, Administrative Associate, in the Department of Educational Leadership, is a graduate of UNCW. She received a Bachelor of Arts degree in History from the College of Arts & Sciences and teaching certification in Secondary Education from the Watson School of Education. Before returning to UNCW, Lisa worked, for six years, at Forsyth Technical Community College, in Winston-Salem, NC. At Forsyth Tech she served the Dean and faculty in the Business & Information Technologies Division, served on the President’s Advisory Council, Student Retention and March of Dimes committees. In 2009, Lisa returned to Wilmington, UNCW and the Watson College of Education after accepting the position of Administrative Associate, in the Department of Educational Leadership. In this position she supports the department chair, Dr. Susan C. Faircloth, fifteen full-time faculty members, the Ed.D. doctoral program, MSA, CIS and Higher Education graduate programs, Leadership minor program, manages six Graduate Assistants and an undergraduate office assistant. Lisa is committed to excellence in her service to UNCW, WCE faculty, staff and students. In 2011 and 2015, she received a KUDOS award from the university for outstanding service.
Master in School Administration Candidate
Kelly Flynn is a Graduate Assistant in the Educational Leadership Department at the Watson College of Education. She earned her Bachelor of Arts in Elementary Education at UNCW through the North Carolina Teaching Fellows Program. She continued her education at UNCW with a Master's degree in Elementary Education. Kelly has taught in Elementary Education for 20 years and has earned National Board Certification in Early Childhood Development. Kelly is pursuing a Master's in School Administration as a NC Principal Fellow. When she graduates, she plans to seek a career as a school administrator in the coastal North Carolina area.
MFA in Creative Writing Candidate
Graham Irvin is a Graduate Assistant in the Educational Leadership Department at the Watson College of Education. He earned two Bachelor of Arts degrees in Anthology and English from North Carolina State University. He is currently pursuing his MFA in Creative Writing with a concentration in poetry. He plans to become an writing instructor at the community college and college level.
M.A.T in Middle Grades Education Candidate
Max Williams in a Graduate Assistant in the Educational Leadership Department. He is a North Carolina native, and has earned a Bachelor of Arts in English from Appalachian State University and a Bachelor of Science in Computer Engineering from North Carolina State University. He is currently enrolled in the M.A.T. in Middle Grades Education Program. After graduation, Max would like to teach middle grades Math in the greater Wilmington and surrounding area.
Undergraduate Student, Middle Grades Education
Undergraduate Office Assistant
Izabela Paloka is an Undergraduate Office Assistant in the Educational Leadership Department at the Watson College of Education. She is from Connecticut and is a freshman planning on majoring in middle grades education with a concentration in English and history. As a senior in high school, she was an intern in a seventh grade English classroom, which sparked her love of teaching. She has a passion for working with children, and would love to work in a middle school once she has graduated.