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About Watson

Race, Equity and Inclusion

We are committed to recruiting educators of color, building a more diverse education profession, sharing unique narratives and creating new opportunities so we can create positive learning experiences for our students and meaningful impact in the communities we serve.

students in randall library learn how to use a 3-d printer.

Curriculum and Programming

We strive to imagine, design and transform learning experiences – in our partnerships, communities and our own hallways – through innovative and inclusive approaches to education that reach every student in every classroom.

students learning in a classroom with computers.

Community Engagement

The quality and strength of the partnerships we maintain with schools and school districts, universities, community colleges, businesses and community organizations significantly enhance our academic programs and our impact in the region, and are a central area of focus for the College.

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Access and Enrollment

We’re proud of the opportunities we offer both perspective and veteran educators, and committed to creating equitable points of entry and more inclusive access to our exceptional programs and educational experiences.

student working on a mac computer.

Leadership for Innovation and Change

We believe innovative, inclusive leadership inspires personal growth and enhanced teaching and learning, and we’re committed to preparing professionals to assume leadership roles in virtually any setting where teaching and learning occurs.


Positive and Supportive Environments

Our commitment to student engagement and student success starts within our “walls.” We want every space that Watson College influences to help learners and participants feel supported, heard and inspired.

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Commitment to Diversity

Research that shows that diverse communities of teachers are essential for the success of diverse communities of learners, and that diversity in the workplace helps to enhance productivity, creativity, innovation and the bottom line. At Watson, several initiatives are underway to build greater diversity in our educator preparation programs and the profession across North Carolina.

Meet Our Team

Dr. Carol McNulty, Interim Dean of the Watson College of Education, has more than 20 years of experience as an educator, administrator and leader. Dr. McNulty, who joined the University of North Carolina Wilmington in 2006, most recently served as the Associate Provost for Undergraduate Education and Faculty Affairs.  

In that capacity, she was responsible for establishing the framework for a new position that provided focused leadership for faculty development and welfare; supported and advanced the Honors program, the University Studies program, and the undergraduate research and fellowships priority; collaborated with the Faculty Senate to develop and champion policy and procedure development related to faculty affairs; and provided leadership for new undergraduate degree program development and implementation in collaboration with faculty, program leaders and deans. 

Dr. McNulty began her UNCW career in the Watson College of Education, where she holds a tenured faculty appointment as associate professor in the Department of Early Childhood, Elementary, Middle, Literacy and Special Education. She has held several administrative positions at UNCW, including associate dean for academic and student affairs in the Watson College of Education, interim dean of the Graduate School, interim director of the Office of Institutional Effectiveness and special assistant to the provost.  
Dr. McNulty, formerly an elementary school teacher, earned a Ph.D. in elementary education from the University of Georgia. She earned a bachelor’s degree from the University of North Carolina at Chapel Hill and a master’s in education from Mercer University.  

Faculty and staff representing Watson’s two offices, three departments and many centers and engagement initiatives serve alongside the Dean on a team that provides leadership and direction for the work of the College.

  • Dr. Brian Brinkley, Director, Betty Stike Education Lab
  • Ms. Joy Childs, Business Officer
  • Dr. Heddy Clark, Director, STEM Learning Cooperative and Interim Director, CESTEM
  • Dr. Jeff Ertzberger, Director of Technology
  • Dr. Heidi Higgins, Associate Professor and Chair, Department of Department of Early Childhood, Elementary, Middle, Literacy, and Special Education
  • Dr. Angela Housand, Associate Professor and Associate Dean for Academic Affairs, Program Support, and Student Success
  • Ms. Somer Lewis, Director, Professional Development System
  • Ms. Natalie Lucero, Executive Assistant to the Dean
  • Dr. Carol McNulty, Interim Dean
  • Dr. Andrew Ryder, Associate Professor and Chair, Department of Educational Leadership
  • Dr. Candace Thompson, Associate Professor and Interim Associate Dean of Office of Engagement, Professional Learning, and Scholarship
  • Dr. Ameila Moody, Associate Professor and Interim Chair, Department of Instructional Technology, Foundations, and Secondary Education (ITFSE)
  • Dr. Keryn Vickers, Director of Student Advising
  • Ms. Cindy Wiseman, Director of Professional Experiences


Ms. Kristine Adams Senior Web Developer  910-962-3363
Dr. Daisyane Barreto Associate Professor 910-962-7600
Dr. Traci Bellas Lecturer  910-962-3633
Ms. Lori Best NC New Teacher Support
Lead Instructional Coach  910-962-7281
Dr. Sarah Bonner Assistant Professor  910-962-2648
Dr. Brian Brinkley Director of Educational Laboratory 910-962-3731
Ms. Grace Burmester Student Engagement Specialist & Advisor  910-962-7357
Dr. Jes Cardenas Assistant Professor  910-962-2919
Dr. Edward Caropreso Associate Professor 910-962-7830
Dr. Marsha Carr Associate Professor 910-962-2913
Ms. Amy Carroll Data Analyst Specialist  910-962-4017
Ms. Frances Carter Isaac Bear Early College Coordinator  910-962-2095
Ms. Misty Cayton PDS Program Associate  910-962-4173
Dr. Alex Chambers Assistant Professor  910-962-0614
Dr. Heddy Clark Director of STEM LC  910-962-3639
Ms. Tammy Clark Instructional Designer 910-962-7938
Ms. Kimberly Cockrell MarineQuest, Budget Manager 910-962-3971
Ms. Amber Colon Educational Technology Specialist  910-962-0518
Dr. Sheri Conklin Assistant Professor  910-962-7952
Dr. Elizabeth Crawford Associate Professor 910-962-2916
Dr. Donna DeGennaro Associate Professor 910-962-7551
Dr. Van Dempsey Professor 
Dr. James DeVita Associate Professor 910-962-3953
Dr. Satlaj Dighe Assistant Professor  910-962-2128
Dr. Amy Garrett Dikkers Professor 910-962-2915
Dr. Jeff Ertzberger Director of Technology 910-962-7670
Ms. Susan Finley Public Communications Specialist 910-962-2672
Ms. Kerri Fowler Executive Assistant, EPLS 910-962-7101
Dr. Kathy Fox Professor 910-962-3240
Ms. Nicole Geczi Alternative Licensure Support and Placements Coordinator 910-962-3561
Ms. Gianna Geiss Administrative Associate 910-962-3287
Ms. Mary Jo Giammaria Ed Lab Administrative Associate 910-962-4296
Dr. David Gill Associate Professor 910-962-4293
Ms. Stephanie Glowa Field Experience Coordinator 910-962-3086
Dr. Crystalyn Goodnight Associate Professor 910-962-2658
Ms. Jelene Grace Academic Advisor  910-962-2291
Ms. Rachel Greer NC New Teacher Support Program Instructional Coach  910-962-7281
Ms. Maggie Guggenheimer Senior Lecturer 910-962-2416
Ms. Michelle Hafey Program Associate, CESTEM 910-962-3168
Dr. Tracy Hargrove Professor 910-962-7395
Mr. Dean Heath Recruitment & Enrollment Management Specialist  910-962-3087
Dr. Denise Henning Director of Community College Collaborative  910-962-0568
Ms. Jodi Hebert DC Virgo Operations Coordinator and Liaison  910-251-6150
Dr. Heidi Higgins Department Chair of EEMLS, Associate Professor 910-962-2674
Dr. Jeremy Hilburn Associate Professor 910-962-2897
Dr. Steven Hooker Assistant Professor 910-962-7577
Dr. Angela Housand Associate Dean of Academic Affairs, Program Support, & Student Success (APS), Associate Professor 910-962-3361
Ms. Laurie Howell Administrative Associate 910-962-4171
Ms. Lisa Hunt Business Officer 910-962-3179
Dr. Meredith Jones Associate Professor 910-962-3724
Dr. Chuck Jurich Associate Professor 910-962-7201
Dr. Hengameh Kermani Associate Professor 910-962-4182
Ms. Jennifer Knight Assistant Director, Professional Development System 910-962-4246
Dr. Martin Kozloff Distinguished Professor 910-962-7286
Dr. Dennis Kubasko Associate Professor 910-962-7817
Ms. Diane Lane Business Officer  910-962-4172
Dr. Lou LaNunziata Associate Professor 910-962-3368
Ms. Trang Le Executive Assistant  910-962-7101
Ms. Somer Lewis Director, Professional Development System 910-962-7244
Dr. Christine Liao Associate Professor 910-962-3556
Dr. Yan Liu Assistant Professor  910-962-3883
Ms. Natalie Lucero Executive Assistant  910-962-3354
Dr. Julia Lynch Visiting Assistant Professor  910-962-3786
Mr. Joshua Malinowski Administrative Associate  910-962-3192
Dr. Larissa Malone Associate Professor  910-962-7314
Mr. Dar Mayweather Lecturer  910-962-7592
Dr. Kevin McClure Associate Professor 910-962-7819
Mr. Michael McGuire Digital Classroom Network Administrator  910-962-3041
Ms. Logan McKnight Licensure and Internship Coordinator 910-962-2796
Ms. Tonia McKoy CMC Specialist  910-962-2856
Dr. Carol McNulty Interim Dean, Associate Professor  910-962-3653
Dr. Amelia Moody Department Chair of ITFSE, Professor 910-962-2580
Ms. Erin Moran Director, MarineQuest Summer Camp Programs 910-962-2992
Ms. Wendy Moran Administrative Associate  910-962-3913
Dr. Shelby Morge Professor 910-962-7501
Dr. Sara Movahedazarhouligh Assistant Professor  910-962-0613
Mr. Harris Mulhstein MarineQuest School Programs Coordinator 910-962-2640
Ms. Ann Nations Administrative Associate  910-962-4001
Ms. Morgan O'Connell MarineQuest Program Assistant  910-962-2992
Mr. Chris O'Conner MarineQuest PreK-12 Coastal Engineering Associate  910-962-7783
Ms. Kim Orick Administrative Associate  910-962-7539
Dr. Denise Ousley-Exum Associate Professor 910-962-7175
Dr. Symphony Oxendine Associate Professor 910-962-3430
Dr. Jennifer Park Assistant Professor  910-962-2483
Dr. Eleni Pappamihiel Professor 910-962-2746
Dr. Michele Parker Professor 910-962-2292
Dr. Raymond Pastore Professor 910-962-2912
Ms. Tracy Pena Technology Liaison  910-962-7615
Ms. Andrea Perrone Lecturer  910-962-3961
Ms. Phyllis Pierce Administrative Associate 910-962-3040
Mr. Brian Powell Technology Support Analyst 910-962-4357
Dr. Angelia Reid-Griffin Professor 910-962-7176
Dr. Sharon Richter Associate Professor  910-962-3507
Dr. Jessica Rivenbark Assessment Data Analyst 910-962-7115
Dr. Kerry Robinson Associate Professor 910-962-3652
Ms. Tonnia Rodriguez Academic Advisor  910-962-2472
Dr. Kathleen Roney Professor 910-962-7195
Dr. Donyell Roseboro Chief Diversity Officer, Professor 910-962-3283
Dr. Caitlin Ryan Professor 
Dr. Andrew Ryder Department Chair of EL, Associate Professor 910-962-7318
Dr. Shawn Savage Assistant Professor  910-962-3460
Dr. Kathleen Schlichting Associate Professor 910-962-7786
Dr. Amy Senta Associate Professor 910-962-2851
Dr. Marilyn Sheerer Professor   910-962-2535
Dr. Samantha Silberstein Visiting Assistant Professor  910-962-6221
Dr. Lynn Sikma Associate Professor 910-962-7287
Dr. Robert Smith Professor 910-962-4076
Ms. Shawn Sproatt Executive Assistant  910-962-3096
Dr. Dana Stachowiak Director of Women’s Studies and Resource Center, Associate Professor 910-962-7806
Dr. James Stocker Associate Professor 910-962-2739
Dr. Laura Szech Associate Professor  910-962-3651
Dr. Amy Taylor Professor 910-962-2673
Dr. Candace Thompson Interim Associate Dean of Engagement, Professional Learning, & Scholarship (EPLS), Associate Professor 910-962-4174
Ms. Courtney Townsend Ed Lab Coach 910-962-7645
Dr. Keryn Vickers Director, WCE Student Success Center  910-962-3912
Dr. Tamara Walser Professor 910-962-4175
Dr. Cara Ward Assistant Professor   910-962-3366
Dr. Martin Wasserberg Associate Professor 910-962-2917
Dr. Jaci Webb-Dempsey Director of Program Assessment, Accreditation & Development  910-962-2161
Mr. Ryan Wennerlind Lecturer  910-962-3624
Ms. Cindy Wiseman Director of Professional Experiences 910-962-3360
Dr. Karla Zaccor Assistant Professor  910-962-2890


Emeritus Faculty

Dr. James Applefield Associate Professor Emeritus
Dr. Cathy Barlow Professor Emeritus
Dr. Paz Bartolome Professor Emeritus
Dr. William A. Bryan Professor Emeritus
Dr. Calvin Doss Professor Emeritus
Dr. Andrew Hayes Professor Emeritus
Dr. Hathia A. Hayes Professor Emeritus
Dr. Barbara Honchell Associate Professor Emeritus
Dr. Richard Huber Professor Emeritus
Dr. Linda Mechling Professor Emeritus
Dr. Catherine Nesbit Professor Emeritus
Dr. Ann Potts Associate Professor Emeritus
Dr. Debbie Powell Associate Professor Emeritus
Dr. Janna Robertson Professor Emeritus
Dr. Marcee Steele Professor Emeritus
Dr. Carol Chase Thomas Professor Emeritus
Dr. Robert E. Tyndall Professor Emeritus
Dr. Karen Wetherill Professor Emeritus
Dr. Brad Walker Associate Professor Emeritus
Dr. Eleanor Wright Professor Emeritus


Representatives from local schools, businesses and the broader community serve in a reciprocal capacity on the Community Advisory Council, bringing new perspectives to our work, and helping to inform the community and region about the work of the College.

Community Advisory Council Members

  • Rachel Bodkin-Fox, Community Member
  • Jennifer Booher, New Hanover County Schools
  • Dawn Carter, UNCW - University Advancement
  • Michael Cobb, Cape Fear Community College
  • Travis Corpening, New Hanover County - Office of Diversity and Equity
  • Bo Dean, New Hanover County - Human Resources
  • Bill Fields, Chase Commercial Banking
  • Susan Finley, UNCW - Watson College of Education
  • Linsey Honaker, Monteith Co.
  • Jennie Jackson, Bank of America
  • Jerry Jackson, The 100 Black Men of Coastal North Carolina Inc.
  • Wanda Marino, Community Member
  • Dawn Martin, New Hanover County Schools
  • Kimberly McLaughlin-Smith, UNCW Diversity and Inclusion - Human Resources
  • Deloris Rhodes, Community Member
  • Edelmira Segovia, UNCW - Centro Hispano
  • Sheila Sokolinsky, New Hanover County Schools

Advancement Council members promote and support the Watson College through attendance at events, a philanthropic commitment and outreach to others with philanthropic interest and the capacity to make an impact through charitable giving.

Advancement Council Members

  • Wilma Daniels
  • Bo Dean
  • Brian Etheridge '95
  • Susan Rabon
  • Margaret Robison
  • Angie Shoff
  • Ellen Wells '69
  • Jan Wessell '83
  • Acquenetta Wheeler

WCE Mission Statement

The mission of the Watson College of Education is to develop knowledgeable and proficient education professionals dedicated to improving schools and society. We address this mission by:

  • Providing academically rigorous programs;
  • Producing and using meaningful scholarship;
  • Partnering with schools, organizations and diverse communities;
  • Advancing the profession.

Value Statements

Decades of educational research demonstrate that outstanding education professionals must know their content, know how to effectively engage learners and assess learning, and embrace and enact appropriate dispositions and values (Darling-Hammond, 2010; Goodlad, 1990; Shulman, 1987). Our mission, which guides the work of our faculty and staff in preparing education professionals, is predicated on the following set of values:


Advocacy to improve schools and society is an obligation of education professionals.

Advocacy requires us to act on behalf of individuals and groups and to address social concerns. To do this work, we use professional knowledge and skills and exercise value judgments to determine what we should advocate. Advocacy is dependent on our communicative methods; it is tied to relevant life experiences; and it often forces us to work "outside of our comfort zones" (Newman & Bauer, 2005). Advocacy is active; it connects thought to action. It implies that we operate with certain beliefs and attitudes that will influence social and educational change (Mundy & Murphy, 2001).


Recognizing and utilizing the value of difference is a requisite to maximize human development.

Our society is diverse in culture, language, race, ethnicity, gender, religion, social class, sexual identity, ability, age, and ideology. Diversity strongly influences who we are, how we learn, and how we teach. Freire (1997) argues that teachers are cultural workers, with a responsibility to identify their own socio-cultural positions and to recognize those of their students. He adds that responsibility should be conceived of as our "ability to respond." We strive to respond appropriately to difference, to recognize how socio-cultural positions affect teaching, and to draw upon the value of difference to create meaningful learning experiences.


Education professionals must uphold ethical standards to ensure just and respectful educational practices.

High-quality education, that is, education that positively nurtures intellectual, emotional and social growth, must also include a consideration of what is right and wrong and the influence of time and context on such conceptions. Ethical attitudes and dispositions are shaped by moral perspectives and those perspectives help to determine ethical behaviors (Como, 2011; Purtillo, 2005). We find two ethical theories particularly relevant: an ethic of justice (which represents egalitarian beliefs and behaviors) and an ethic of care (which represents being responsive and trusting). Both of these theories allow us to connect personal issues with larger structural ones such that we can examine the system of education with respect to individual rights, collective responsibility, and institutional governance (Noddings, 2010).

Global Perspectives

Understanding global perspectives and practices inspires connections to erase the boundaries that divide us.

Education must be viewed as global in nature, grounded in an understanding of teaching and learning as interdependent, tied to issues of human rights and global citizenship, and that works toward creating sustainable processes that govern what we do (Peters, 2009). Global education is not just about examining people, cultures, and technologies. It is fundamentally about looking inward to study ourselves, our interactions, our systems, and our products. In this way, it allows for deep and broad reflection in intrapersonal and interpersonal ways.


Generating and adopting innovations is imperative to meet the changing needs of society.

In education, the mark of innovation is its ability to transform (Giannakaki, 2005). This process usually involves five steps: to consider the innovation; to develop an opinion about its possibilities; to decide to use or not; to employ the new idea; and to determine that the innovation was indeed an appropriate one (Rogers, 1984). Innovation needs to be viewed as a continual process of creativity and regeneration in light of the rapidly changing nature of the world in which we live.


A lifelong attitude of inquiry is at the core of transformative education.

Inquiry is grounded in our ability to question, to investigate, to explore, and to problem-solve. It requires an ability to reflect and can lead us to innovate. Johnston (2009) applied Dewey's theory of inquiry to education and argued that inquiry is context-bound, problem-driven, and self-correcting. In short, inquiry can operate differently depending on the context or discipline; it depends on the study of a particular problem or question; and it unifies, that is, it moves from a focus on discriminate parts to a reconstituted whole. Johnston (2009) points out that "all inquiry is transformative" (p. 8), which suggests that inquiry can serve as a catalyst for personal and social change.


Development of nurturing environments is essential for growth, positive relationships and new ideas.

When we nurture, we care for, attend to, and believe in an individual, group, organization, idea, or process. Nurturing depends on the establishment of relationships of trust and facilitates social, emotional and intellectual growth (Binnie & Allen, 2008). It is organic, contingent upon context and invariably different when shaped by those contexts. Nurturing environments are vital for academic learning, personal growth, positive relationships and reimagined practices and structures.


Continual reflection is critical for learning, growth and change.

Reflecting represents thoughtful consideration, an attunement to a moment, idea, interaction, circumstance, and/or process. Dewey (1910) described reflection as a condition that involves "mental unrest" (p. 13). It allows us to re-constitute information such that we reconstruct or reinterpret the meaning of an experience (Clark, 2009; Rodgers, 2002; Schon, 1986). In the act of reflecting, we become better practitioners, able to identify what we do well and what needs improvement and, from there, to make appropriate change.

Adopted October 24, 2012


  • Binnie, L. M. & Allen, K. (2008). Whole school support for vulnerable children: The evaluation of a part-time nurture group. Emotional & Behavioral Difficulties 13(3), 201-216. doi:10.1080/13632750802253202
  • Clark, P. G. (2009). Reflecting on reflection in interprofessional education: Implications for theory and practice. Journal of Interprofessional Care 23(3), 213-223.
  • Como, J. (2011). Care and caring: A look at history, ethics, and theory. International Journal for Human Caring 11(4), 37-45.
  • Darling-Hammond, L. (2010). The flat world and education: How America's commitment to equity will determine our future. New York: Teachers College Press.
  • Dewey, J. (1910). How we think: Boston: D. C. Heath.
  • Freire, P. (1997). Teachers as cultural workers: Letters to those who dare teach. Boulder, CO: Westview Press.
  • Giannakaki, M. S. (2005). The implementation of innovation in school. In A. Kapsalis (Ed.). Management and administration of schools (pp. 243-276). Thesseloniki: University of Makedonia Press.
  • Goodlad, J. (1990). Teachers for our nation's schools. San Francisco: Jossey-Bass. Johnston, J. S. (2009). Deweyan inquiry: From education theory to practice. Albany: State University of New York Press.
  • Mundy, K. & Murphy, L. (2001). Transnational advocacy, global civil society? Emerging evidence from the field of education. Comparative Education Review 45(1), 85-126).
  • Newman, W. & Bauer, V. (2005). Incitement to advocate: Advocacy education of future librarians of University of Toronto's faculty of information studies. Feliciter 51(1), 41- 43.
  • Noddings, N. (2010). Moral education in an age of globalization. Educational Philosophy & Theory 42(4), 390-396.
  • Peters, L. (2009). Global education: Using technology to bring the world to your students. Eugene, OR: International Society for Technology in Education.
  • Purtillo, R. (2005). Ethical dimensions in the health professions (4th ed.). Philadelphia: Elevier.
  • Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record 104, 842-866.
  • Rogers, E. M. (1984). Diffusion of innovation (2nd ed.). New York: Free Press.
  • Schon, D. (1986). Educating the reflective practitioner. San Francisco: Jossey-Bass.
  • Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57 (1), 1-22.

Watson Chronicle Newsletter

Learn more about the work of the Watson College including new programs, accomplishments of our faculty, students, alumni and partners, and upcoming events in our bi-monthly Watson Chronicle newsletter.