Dr. Bruce Uhrmacher, Ph.D.
Dr. Uhrmacher is Professor of Education and Research Methods at the Morgridge College of Education, University of Denver. He served as President of the American Association For Teaching and Curriculum and was honored with the University of Denver Distinguished Teaching Award. Uhrmacher has also co-edited the Curriculum Teaching Dialogue and was the book review editor for the International Journal of Educational Leadership. Currently, Dr. Uhrmacher serves as the faculty advisor for the Institute for Creative Teaching, which is co-sponsored with Think360Arts. In addition Uhrmacher chairs the Elliot Eisner Special Interest Group of the American Educational Research Association. He received his PhD from Stanford University. His research interests include alternative school settings, curriculum theory and practice, Waldorf education, issues in qualitative research, and arts-based research. Dr. Uhrmacher is a St. Louis Cardinals fan and a music aficionado of bluegrass, country, rock, jazz, and especially western swing music.
Dr. Christine Moroye, Ph.D.
Dr. Moroye received her PhD from the University of Denver. She now works as an Associate Professor of Foundations and Curriculum Studies at the University of Northern Colorado in Greeley, Colorado. Dr. Moroye's research interests include ecological mindedness in teaching and learning, and aesthetic perspectives of curriculum and perceptual teaching and learning. To learn more about Christy, click here: http://www.unco.edu/teach/faculty/moroye.html
Dr. Bradley Conrad, Ph.D.
Bradley Conrad is an assistant professor in the Education Department at Capital University in Columbus, Ohio where he teaches in the teacher education program. He graduated with a PhD in Curriculum and Instruction from the University of Denver in 2011. He has published several articles in the areas of curriculum, teacher dispositions, and culturally responsive pedagogy. Most recently he co-authored an article with Sally Creasap titled “The Use of Dispositional Assessment in Teacher Preparation Programs as a Means of Preparing Ethically Responsible Teachers” while also co-authoring an article titled “Finding the Balance Between Process and Product in Lesson Planning: The Perceptual Lesson Planning Model” with P. Bruce Uhrmacher and Christy Moroye. He independently published an article in the area of culturally responsive teaching titled “Intentions and Beliefs: Why They Matter and a Conceptual Framework for Understanding Them in Culturally Responsive Teachers” and has several under review. He is a member of the editorial board for The Journal of Urban Learning, Teaching & Research while also serving as a periodic reviewer for Teacher’s College Record.