Honoring faculty intrapreneurs

Each year, Mary Lou Fulton Teachers College salutes faculty members whose scholarship and teaching embody its mission to create knowledge, mobilize people and take action to improve education. This year, four scholars were recognized for exemplifying excellence and creative intrapreneurship — an inclination to bring people and ideas together to ignite meaningful change.

Excellence in Research with Sustained Impact

Karen Harris carries out research on writing instruction. Harris developed the Self-Regulated Strategy Development model of instruction and has researched the model for more than 30 years, with her ASU colleague and husband Steve Graham and other peers. Research and implementation of this model is occurring in multiple countries, including England, Portugal, Greece, Spain, France and the Netherlands. Several states, including New York, Massachusetts and Colorado are implementing practice-based professional development in SRSD. Harris has been honored with many awards, most recently by the American Educational Research Association with the Division K Award for Exemplary Research in Teaching and Teacher Education, and the 2016 Sylvia Scribner Award, which recognizes a body of work that significantly influences thinking and research in the field of learning and instruction.

Outstanding Promising Research Scholar

Molly Ott has two arms to her research agenda: the development of faculty in American postsecondary institutions and the role of athletics in colleges and universities. While she has often used national sources of data, Ott has also explored issues locally, including a current project surveying non-tenure track faculty at Maricopa Community College. She has contributed to two successful external grants (one as principal investigator) and has published in the premier journals of her field: Review of Higher Education, Journal of Higher Education and Research in Higher Education, as well as in the Journal of Issues in Intercollegiate Athletics, Educational Evaluation and Policy Analysis and Education Policy Analysis Archives, among others. Her publications have 324 citations, with seven having at least 10 citations each.

Excellence in Integrating Scholarship and Teaching

Teresa Foulger integrates her research expertise in technology-infused education into the programs delivered in Mary Lou Fulton Teachers College, and has been a driving force in leading the online Educational Studies program. Drawing on her experience incorporating technology into the college’s  iTeachAZ program, Foulger co-published a paper in 2014, which received the Research Paper Award from the Journal of Digital Learning in Teacher Education. The online Educational Studies program is flourishing under her leadership as Foulger blends her research and operational expertise to ensure that online students receive the best possible individual attention as the program scales up. To that end, she designs courses so that students can customize experiences based on their professional goals, delivering a curriculum that enables students to investigate their local contexts and experience collaborative professional environments.

Outstanding Teacher

Christopher Smudde joined the faculty in 2012 as a full-time, non-tenure track instructor in the Secondary Education program. As course coordinator and program coordinator, Smudde has demonstrated an ability to link best practices with innovative course development. He has provided leadership by establishing a student advisory committee and in arranging for National Evaluation Series preparation workshops and training seminars to model professional development and help prepare students for the classroom. Teaching is Smudde’s encore career. He earned his master’s degree from the college and transitioned from a career in sales. His passion for teaching stands as an example he and others point to when articulating the satisfactions of a career as an educator. “I believe that there is no one way to teach anything; therefore, I see my role as one of a facilitator who introduces student teachers to resources and strategies they can employ in their own teaching.”