Kathryn B. Chval is the Dean of the College of Education and Professor of Mathematics Education at the University of Illinois Chicago (UIC). Chval began her career teaching in elementary schools. Her commitment to educational solutions in education is rooted in her early experiences in under-resourced schools in the US and her preparation at UIC. Her research focuses on effective preparation models and support structures for mathematics teachers, effective elementary mathematics teaching for multilingual learners, and curriculum standards and policies.
Prior to joining UIC, Chval served in a variety of leadership roles at the University of Missouri including the Joanne H. Hook Dean’s Chair in Educational Renewal, Associate Dean for Academic Affairs, and Co-Director of the Missouri Center for Mathematics and Science Teacher Education. She also served as the Acting Section Head for the Teacher Professional Continuum Program in the Division of Elementary, Secondary and Informal Science at the National Science Foundation (NSF). Early in her career, Dean Chval worked in the Department of Mathematics, Statistics, & Computer Science and the College of Education at UIC from 1989-2001 as the co-Director on mathematics curriculum development projects and systemic change projects funded by NSF and the Illinois State Board of Education while she earned her graduate degrees.
Marc A. VanOverbeke is Associate Dean for Academic Affairs and Associate Professor in the Department of Educational Policy Studies in the College of Education at the University of Illinois at Chicago (UIC). In his administrative role, he focuses on curriculum, program development, faculty affairs, and assessment, among other responsibilities. His research, supported by the Spencer Foundation and the National Academy of Education, explores the history of education and education policy, and specifically examines the history of educational access and opportunity. His first book—The Standardization of American Schooling—considered the interconnectedness of secondary and higher education at the turn of the 20th century and the ways in which those connections influenced access to college. This book received the Linda Eisenmann Prize for Distinguished Scholarship from the History of Education Society. His current research continues this focus, and explores the history of state colleges, athletics, and the expansion of educational opportunity in the 1950s and 1960s. He received his Ph.D. from the University of Wisconsin, Madison and his M.A. from the University of Colorado, Boulder.
Casey, MPP, oversees fiscal affairs, personnel and space/facilities management; she has served the college for more than nine years. She received her undergraduate degree in Political Science at UIC and her Master of Public Policy degree at the University of Chicago. She serves on several campus committees and has worked at UIC for twenty years; Casey spent several years in the Office of Budgeting and Program Analysis in the Provost’s Office and also worked in the College of Urban Planning and Public Affairs.
Daniel Maggin‘s research and teaching addresses three areas related to the education of students with disabilities with a particular emphasis on supporting those students with and at risk for developing emotional and behavioral disorders. These areas include the use of various research synthesis methods to help with the identification of effective, school-based instructional and management practices; the training of school personnel to use a continuum of empirically supported assessment and intervention methods to develop individualized educational programs for students with disabilities; and the development and application of methods for promoting the use of research and evidence in schools to assist school personnel better support the individualized needs of students with disabilities.