WSU Tri-Cities is a campus of Washington State University, which shares one central administration and one faculty. The campus strongly values diversity among its faculty, staff and students. As a campus of a land-grant institution, WSU Tri-Cities is committed to excellence in research, learning, and outreach to all constituents.
Educational Leadership Faculty
Shannon CalderoneCollege of Education, Assistant Professor, Ed LeadershipFLOYD 207Q509email@example.comShannon Calderone, Assistant Professor, received her Ph.D. in Higher Education and Organizational Change from the University of California, Los Angeles. Her research interests include looking at how schools and school leaders can better support college going and college readiness for low-income, first-generation student populations and their families. Her most recent research has focused on social trust as a factor in school-family support, student debt aversion, financial literacy, and family financial labor as points of insight into the impact of college costs on perceptions of opportunity for high, middle, and low-income families.
Kathleen CowinCollege of Education, Clinical Associate Professor, Ed LeadershipFloyd 207X509firstname.lastname@example.orgKathleen Cowin (2006), Clinical Associate Professor, received her Ed.D. in Educational Leadership from Seattle University. Dr. Cowin joined the WSU Tri-Cities faculty from Oregon State University. Her research interests include reflective practice, and the formation of mentoring relationships between educational leader candidates and their mentors.
Teaching and Learning Faculty
Yuliya ArdashevaCollege of Education, Assistant Professor, ESL/Bilingual EducationFloyd 207S509email@example.comYuliya Ardasheva (2010), Assistant Professor, received her Ph.D. in Curriculum and Instruction with specialization in TESOL from the University of Louisville. Her research interests include contributions of individual differences to second language development and on the interplay between second language and academic development.
Jonah FirestoneCollege of Education, Assistant Professor, Teaching & LearningFloyd 207C509firstname.lastname@example.orgJonah Firestone (2011), Assistant Professor, received his Ph.D. in Curriculum and Instruction in Science Education with a specialization in Geology Education from Mary Lou Fulton Teachers College, Arizona State University, Tempe, AZ. His research examines the Social Norms of Education on Beginning Science Teachers’ Understanding.
Yun-Ju HsiaoCollege of Education, Assistant Professor, Special EducationFloyd 207L509email@example.comYun-Ju Hsiao (2013), Assistant Professor, received her Ph.D. in Special Education from University of Nevada, Las Vegas. Her areas of research interest include autism spectrum disorder, emotional and behavioral disorder, early childhood special education, and culturally responsive teaching preparation and practices in special education.
Eric JohnsonCollege of Education, Associate Professor, Teaching & LearningFloyd 207W509firstname.lastname@example.orgEric Johnson (2008), Associate Professor, received his Ph.D. in Sociocultural/Linguistic Anthropology from Arizona State University, Tempe, Arizona. His research focus is on ethnographic approaches to language-minority education programs and language policies in public schools. His interests include language policy and planning, the application of policy as practice, immigrant communities, parent and community engagement, bilingual education, and Hispanic Serving Institutions.
Maria MoscatelliCollege of Education, Clinical Assistant Profesor, Teaching & LearningFloyd 207V509email@example.comMaria Moscatelli (2008), Clinical Assistant Professor, received her Ph.D. in Teaching and Learning from Washington State University. She came to WSU Tri-Cities in 2009 from teaching and administration in the K-12 public education system. Dr. Moscatelli is the Director of Field Services at WSU Tri-Cities.
Judy MorrisonCollege of Education, Associate Professor, Teaching & LearningFloyd 207U509firstname.lastname@example.orgJudy Morrison (1999), Associate Professor, received her Ph.D. in Science Education and Integrated Science from Oregon State University. Dr. Morrison came from Oregon State University where she joined WSU Tri-Cities, first as an adjunct, and then as Assistant Professor in 2003. Her research interests are partnerships between science teachers and scientists, and professional development of science teachers.
Sarah NewcomerCollege of Education, Assistant Professor, Teaching & LearningFloyd 207Y509email@example.comSarah Newcomer (2012), Assistant Professor, received her Ph.D. in Curriculum and Instruction with an emphasis in Language and Literacy from Arizona State University in Tempe. Dr. Newcomer joined WSU Tri-Cities in 2012. Her research interests include language policy and policy negotiation, school-family-community relationships and school community agency, and language and literacy education, particularly for culturally and linguistically diverse students.
Sara PetersenCollege of Education, Clinical Assistant Professor, Special EducationFloyd 207K509firstname.lastname@example.orgSara Sorensen Petersen (2001) received her J.D. from University of Oregon School of Law with an emphasis in special education law and alternative dispute resolution. She has received training in mediation practices from the King County Dispute Resolution Center in Seattle and the Center for Dialogue and Resolution in Eugene, OR. Petersen relocated to the Tri-Cities area in 2001 and began at WSU Tri-Cities in 2002 as an adjunct, and more recently as an Assistant Clinical faculty member. Her scholarship interests are focused on practitioner needs, autism, special education law and policy, and IEP compliance issues.
Annick RougeeCollege of Education, Assistant Professor, Mathematics EducationFLOYD 207T509email@example.comAnnick Rougée (2017), Assistant Professor, received her Ph.D. in Educational Studies, specializing in Mathematics Education, from the University of Michigan. Her areas of research include mathematics teacher education, how teachers respond to students during instruction, considering the impact of affective factors on teaching performance, and exploring the application of novel tools and methods in education research.