Faculty

Assistant Dean | Senior Director of the Doctor of Education (Ed.D.) in Leadership Program

Dr. Kellie Albrecht is the Assistant Dean for the School of Education, Senior Director of the Doctor of Education (Ed.D.) in Leadership program, and a Professor of Education. She is responsible for Ed.D. program operations, program development and improvement, faculty training, curriculum development and assessment, and advising doctoral students with their dissertation research. Dr. Albrecht served as the Chair of the Educational Effectiveness Committee (EEC), a member of the Academic Council and Institutional Review Board (IRB).

Prior to teaching in higher education, Dr. Albrecht was an elementary school educator having taught in grades 1, 4, 5, and 6. Dr. Albrecht's experience teaching in urban schools sparked her passion for educating in diverse settings. Her experience working with culturally diverse and underrepresented children led to an interest in English language development and differentiated instructional practices. Additionally, Dr. Albrecht is the mother of four children, her oldest being identical twin boys. Dr. Albrecht's doctoral dissertation was an interpretive phenomenological analysis focused on identifying twins as a cultural group, which investigated individual needs for educating twins. The dissertation is titled, Beyond Bonded Voices: A Qualitative Study with Adult Monozygotic (Identical) Twins.

Dr. Albrecht's experience in higher education includes MAEd program development and improvement, faculty training and professional development, advising graduate and postgraduate qualitative research projects, teaching undergraduate, graduate, and multiple and single subject credential courses, supervising student teachers in the field, assessing teaching performance assessments (TPAs), and facilitating TPA student workshops.

Areas of Expertise

• Qualitative Research Methodologies: Action Research, Grounded Theory, Interpretive
• Phenomenological Analysis, Case Study
• Twins’ Research
• Differentiated Instructional Practices
• English Language Development
• Classroom Management
• Curriculum Design, Assessment, and Evaluation
• Distance Learning: Online Asynchronous & Synchronous, Blended/Hybrid
• Program/Course Development, Design, and Improvement
• Technological Pedagogy

Lead Graduate Advisor | Credential Analyst

Director, M.A. Educational Leadership

Biography

Dr. Lori Doyle works as Associate Professor of Education and serves as Director of the Master of Arts in Educational Leadership: Social Emotional Learning program. Lori is also the Assistant Director of the Servant Leadership Institute and her roles include framework integration, curriculum updates, and assessment measures. She has worked on extensive curriculum development projects in multiple programs for the university and is the Subject Matter Expert for EDEL 510, EDEL 550, EDCE 543, EDCE 553, and EDCM 549. Lori has taught at several universities over the past 20 years, but her career began in 1999 as a high school English and Theology teacher, curriculum writer, communications director, and basketball coach. Lori has a PhD in Psychology with an emphasis in Cognition.

Education

• Doctor of Philosophy in General Psychology -Emphasis in Cognition
• MAEd Curriculum Design & Instruction
• BA English

Licenses and Credentials

• Christ College / Colloquy Certificate                                                                
• CA Clear Teaching Credential

Courses Taught

• EDEL 510
• EDEL 550
• EDCE 543
• EDCE 553
• EDCM 549
• EDU 547
• EDU 550

Recent Publications and Presentations

• Doyle, L. B. & Tarbutton, T. M., (Eds.). (2024). Best practices and strategies for online instructors: Insights from higher education online faculty. IGI Global. https://www.igi-global.com/book/best-practices-strategies-online-instructors/339196
• Tarbutton, T., & Doyle, L. (2024). Language acquisition and social presence: Implications for virtual learning spaces. In I. H. Mirici & H. Ergul (Eds.), Current Academic Reflections on English Language Teaching in an EFL Setting (pp. 1-13). Cambridge Scholars Publishing. https://www.cambridgescholars.com/product/978-1-0364-1410-8/
• Doyle, L. B., & Tarbutton, T. M. (2024). Individual, institutional, and global impacts of faculty scholarship. Inclusive Developmental Networks: Building Transformative Communities Through Effective Mentoring [Special Issue], The Chronicle of Mentoring & Coaching 8(3), 278-284. https://doi.org/10.62935/4p5cxu
• Doyle, L. B., & Tarbutton, T. M. (2024, Oct 23). Individual, institutional, and global impacts of faculty scholarship. [Conference presentation]. 17th Annual Mentoring Conference, Albuquerque, NM, United States.
• Swisher, J., & Doyle, L. (2024, Oct 17). Examining institutional mission and practices: A qualitative investigation of course learning outcomes. [Conference presentation]. Baylor Symposium on Faith & Culture, Waco, TX, United States. https://ifl.web.baylor.edu/conferences-and-symposiums/baylor-symposium-faith-and-culture/2024-renewing-and-reimagining-4
• Doyle, L., Betkowski, A., Winfrey, N., & Deane, S. (2024, Sept 16). Becoming a community of inquiry. Catalyzing Character 1(2), 22-28. https://formativeleadershipeducation.bc.edu/current-issue/
• Tarbutton, T. M., & Doyle, L. B. (2024). Networking opportunities to foster self‐efficacy and sense of belonging among adjunct faculty. The Journal of Faculty Development 38(3), 98-101. https://www.ingentaconnect.com/contentone/magna/jfd/2024/00000038/00000003/art00016;jsessionid=2ejtklh951nc0.x-ic-live-03
• Doyle, L., & Tarbutton, T. (2024, August 2). Faith Integration in Online Programs: The Role of Self-Efficacy in Fostering Confidence Among Adjunct Faculty. [Virtual Conference presentation]. Faith Integration in the Academy (FIA) Conference. https://docs.google.com/document/d/18NJCEPamnpXF326lXetUK3RbZ7vm4Fbm/edit#heading=h.gjdgxs
• Doyle, L. (2024, July 13). Servant Leadership: From Theory, To Practice, To Impact [Conference presentation]. Character Education Summit, Phoenix, AZ, United States.
• Doyle, L. (2024, July 12). Virtue Formation and Mission Alignment [Conference presentation]. Character Education Summit, Phoenix, AZ, United States.
• Doyle, L. B., & Morgan, S. (2024). The vocation of teaching. In D. W. Loy (Ed.), Faith at work: Christian vocation in the professions. Concordia Publishing House. https://www.cph.org/faith-at-work-christian-vocation-in-the-professions
• Doyle, L. (2024, May 17). 2 Pillars of the Educator Leadership Academy [Conference presentation]. 3rd Annual Educator Leadership Academy, Irvine, CA, United States.
• Doyle, L, & Chism, K. (2024, May 14). I Have a Friend in You: Critical Friendship at Work in Higher Education. [Conference presentation]. 5th Annual Higher Education Character Convening, Pensacola, FL, United States.
• Swisher, J., & Doyle, L. (2024). Using Trentham’s principle of inverse consistency to vet models of human development for use in Christian educator preparation programs. International Journal of Christianity & Education, 0(0). https://doi.org/10.1177/20569971241252376
• Swisher, J. L., & Doyle, L. B. (2024). The CASEL Framework and Christian schools: Using a hermeneutical tool to determine worldview alignment. Journal of Research on Christian Education, 1–18. https://doi.org/10.1080/10656219.2024.2345634
• Tarbutton, T. M., & Doyle, L. B. (2024, Apr 25). Cultivating a Sense of Belonging Among Online Adult Learners [Conference presentation]. Conference on Postsecondary Learning & Teaching, Calgary, AB, Canada.
• Doyle, L. (2024, Feb 20). Lutherans have been doing SEL all along [Conference presentation]. Best Practices in Ministry, Phoenix, AZ, United States.
• Tarbutton, T. M., & Doyle, L. B. (Eds.). (2023). Adjunct Faculty in Online Higher Education: Best Practices for Teaching Adult Learners. IGI Global. https://www.igi-global.com/book/adjunct-faculty-online-higher-education/320509
• Doyle, L. B. & Swisher, J. L. (2023). Impacting the workplace: A new conceptual
   framework where vocational calling meets missional competencies. Lutheran Mission Matters, 2(63), 256-267. https://www.lsfm.global/uploads/Nov%202023/00_Nov%202023%20Issue_Web.pdf
• Doyle, L., & Swisher, J. (2023). Contemporary applications for leading accountably following a study of Nehemiah as a servant leader. Journal of Biblical Integration in Business 26(1). https://cbfa-jbib.org/index.php/jbib/article/view/655/649
• Tarbutton, T. M., & Doyle, L. B. (2023). Higher education institutions: Education programs to acknowledge a new learning landscape. International Journal of Education, Technology and Science 3(4). https://globets.org/journal/index.php/IJETS/index
• Doyle, L. & Mercier, S. (2023, Oct 20). Research-based strategies for a school-wide approach to professional wellbeing [Conference presentation]. Lutheran Educators Conference, San Diego, CA, United States.
• Doyle, L. & Schafer, M. (2023, Oct 20). Lutherans have been doing SEL all along [Conference presentation]. Lutheran Educators Conference, San Diego, CA, United States.
• Swisher, J., & Doyle, L. (2023, Oct 25-27). Using a Hermeneutical Tool for Evaluating and Navigating Potential Ecclesial Discord [Conference presentation]. Baylor Symposium on Faith & Culture, Waco, TX, United States. https://ifl.web.baylor.edu/conferences-and-symposiums/baylor-symposium-faith-and-culture/2023-called-together-age-discord-3
• Doyle, L., & Swisher, J. (2023, Oct. 7). At and Along One’s Vocation: Implications for Christian Liberal Arts Universities.[Conference presentation]. Association for Lutheran College Faculties, Des Moines, IA, United States.
• Tarbutton, T. M., & Doyle, L. B. (2023, Sept 10). Language Acquisition and Social Presence: Implications for Virtual Learning Spaces. [Virtual conference presentation]. GlobELT 2023: 9th International Conference on Teaching English as an Additional Language. https://globets.org/globeltconference/scientific-program.html
• Doyle, L. B., Playter, K. L., & Andrew, A. J. (2023). Advancing women in leadership: Three perspectives, one goal. Academic Leader. Magna Publications, Inc. https://www.academic-leader.com/topics/leadership/advancing-women-in-leadership-three-perspectives-one-goal/
• Doyle, L. B., Tarbutton, T., & Albrecht, K. (2023, August 10-11). Scholarship with a reach [Conference presentation]. Research and Assessment Days, Concordia University Irvine, CA, United States.
• Doyle, L. B., Tarbutton, T. M., & Albrecht, K. L. (2023). Scholarship with a reach. The Journal of Advancing Education Practice, 4(1). https://openriver.winona.edu/jaep/vol4/iss1/6
• Tarbutton, T., & Doyle, L. (2023). Virtual Teacher Presence for Enhanced Learning. In E. Langran, P. Christensen & J. Sanson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1365-1370). New Orleans, LA, United States: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/222005/
• Doyle, L. B., & Swisher, J. L. (2023). A creative approach to promoting and discussing social emotional learning. Journal of Organizational & Educational Leadership, 8(2),1-11. https://digitalcommons.gardner-webb.edu/joel/vol8/iss2/1
• Doyle, L. B., & Tarbutton, T. M. (2023, Mar 14). Virtual Teacher Presence for Enhanced Learning. [Conference presentation]. Society for Information Technology & Teacher Education (SITE).
• Doyle, L., & Swisher, J. (2023, Feb. 27). Haikus to Teachers: Social Emotional Learning Interpreted Through Poetry. [Conference presentation]. Critical Questions in Education Conference, San Diego, CA, United States.
• Tarbutton, T. M., & Doyle, L. B. (2023, Jan 27). Global citizenship in the online learning environment. [Virtual conference presentation]. World Council for Curriculum and Instruction.
• Doyle, L. B., & Tarbutton, T. M. (2022). Virtual ancillary faculty: A model of support to avoid burnout and foster self-efficacy. In J. S. Keengwe (Ed.), Handbook of research on facilitating collaborative learning through digital content and learning technologies. IGI Global. https://doi.org//10.4018/978-1-6684-5709-2
• Tarbutton, T. M., & Doyle, L. B. (2022). Using teacher presence in online higher education to foster global citizenship among adult learners. Athens Journal of Education, 9, 1-15.       https://doi.org//10.30958/aje.X-Y-Z
• Doyle, L. (2022, October 24). Serving a suffering population. Perfecting the Practice. https://www.cui.edu/academicprograms/education/servant-leadership-institute/perfecting-the-practice/blog/post/serving-suffering-population
• Doyle, L., & Swisher, J. (2022, Oct 20-22). Using Trentham's principle of inverse consistency for improved teaching of secular state standards in Christian educator preparation programs [Conference presentation]. SPCE Annual Conference, San Diego, CA, United States. 
• Doyle, L., & Swisher, J. (2022, Oct. 10-12). Determining worldview alignment using the Inverse Consistency Protocol: A method for Lutheran educators for evaluating teaching resources. [Conference presentation]. Making Disciples for Life, St. Louis, MO, United States.
• Doyle, L., & Swisher, J. (2022, Sept. 30-Oct. 1). Accountable leadership as human responsibility: Contemporary applications following an empirical study of Nehemiah as servant leader [Conference presentation]. Association of Lutheran College Faculties, Irvine, CA, United States. https://mail.google.com/mail/u/0/#label/Lori+%2F+Jill%2FALCF?projector=1
• Tarbutton, T., & Doyle, L. (2022, July 4-7). Using Online Education to Foster Global Citizenship in Higher Education [Conference presentation]. 6th annual international symposium on “Higher education in a global world,” Athens, Greece.
• Schlichtemeier, K., & Doyle, L. (2022). Attracting, equipping, and supporting: One partnership at work. CASUP California Association of School-University Partnerships, 11(1), 9. http://www.casup.org/wp-content/uploads/2022/08/2022-11-1_Spring-Summer.pdf
• Tarbutton, T., & Doyle, L. (2022). Where theoretical assumptions meet best practices in support of online adult learners. HICE 2022 Conference Proceedings. 705-720. https://drive.google.com/file/d/1ON9XF0Em7oiOePMlNP1Zeo6xyOaO-zyO/view 
• Tarbutton, T., & Doyle, L. (2022, Jan 5-7). Where theoretical assumptions meet best practices in support of online adult learners [Conference presentation]. Hawaii International Conference on Education, Kona, HI, United States.
• Doyle, L., & Swisher, J. L. (2021). Unity in the diaspora: An innovative application of a validated instrument to biblical text and contemporary implications for leaders. Journal of Biblical Perspectives in Leadership, 11(1), 92-103. https://www.regent.edu/acad/global/publications/jbpl/ 
• Doyle, L., & Swisher, J. (2021, Oct 14-16). Flourishing in the diaspora: An empirical study of Queen Esther’s leadership behaviors offers contemporary implications for leading in diverse settings [Conference presentation]. SPCE Annual Conference, Dallas, TX, United States. https://www.spceonline.org/ 
• Doyle, L., & Swisher, J. (2021, Oct 27-29). Quantifying accountability: Contemporary insights for living accountably following an empirical study of Nehemiah as servant leader [Conference presentation]. Baylor Symposium on Faith & Culture, Waco, TX, United States. https://www.baylor.edu/ifl/index.php?id=967086

Administrative Assistant to the Dean/HR Specialist

Assistant Professor of Education

Biography

Robin Gomes has been serving in Lutheran education for over 25 years. Before serving at Concordia University, Robin worked as a teacher, assistant principal, and principal in Lutheran elementary schools in Nevada and California. Throughout that time, Robin led in the areas of teacher recruitment and retention, curriculum and assessment, and school consultancy in the Pacific Southwest District.

Robin is married to Domingo, a middle school teacher she met as a student at Concordia University. They are blessed with a son and a daughter. Their pastimes include musical theater, going to Disneyland, enjoying the beach, and baseball.

Education

• Ph.D., Teacher Education, Chapman University, Orange, CA, In Progress 
• M.A.Ed, Curriculum and Instruction, Concordia University- Irvine, 2007
• California Multiple Subject Clear Teaching Credential, 2000
• B.A., Behavioral Science: Anthropology, Concordia University- Irvine, 1999

Courses Taught 

• EDUC/EDSP 204: Introduction to Teaching Diverse Populations 
• EDUC/EDSP 402/502: Creating Positive and Inclusive Learning Environments 
• EDUC/EDSP 451/551: Language and Culture 
• EDSC/EDR 580: Educational Research: Methods and Analysis 
• EDSC/EDR 605: Exploratory Capstone Project 

Director, MAEd Learning, Design, and Technology & Curriculum & Instruction

Biography

Dr. Sandra Mercier is an Associate Professor of Education and serves as Director of two Master of Arts in Education programs: Curriculum & Instruction and Learning, Design, & Technology. Sandra attended Concordia University Irvine both as an undergraduate and graduate student. As Chair of the university’s Mental Health Committee, she is passionate about enhancing and destigmatizing mental health support for students, faculty, and staff in higher education settings. Additionally, she serves the School of Education as the Subject Matter Expert for EDU/EDUT 586, EDU/EDUT 547, EDU 524, and EDU 542. Prior to moving into higher education in 2012, Sandra taught various elementary and middle school grade levels, including kindergarten, 6th grade, 7th-8th grade Literature, and K-8 Computers. Sandra holds an EdD in Adult Education. 

Education

• Ed.D, Adult Education - Capella University
• M.A., Curriculum and Instruction - Concordia University Irvine
• B.A., Liberal Studies - Concordia University Irvine

Licenses and Credentials

• Christ College/Colloquy Certificate
• CA Clear Teaching Credential

Courses Taught

• EDU/EDUT 547
• EDU/EDUT 5586
• EDU 524
• EDU 542
• EDUT 501
• EDUT 523
• EDEL 510

Areas of Expertise

• Educational Technology
• Innovative, Technology-based Teaching Tools
• Enhancement Strategies for K-12 Curriculum
• Mental Health Support in Higher Education
• Brain-Based Teaching and Learning
• Curriculum Design and Assessment
• AI Use Within Higher Education
• Social and Emotional Learning
• Instructional Design
• Online and Distance Learning
• APA 7

Recent Presentation

• Doyle, L. & Mercier, S. (2023, Oct 20). Research-based strategies for a school-wide approach to professional wellbeing [Conference presentation]. Lutheran Educators Conference, San Diego, CA, United States.

Associate Professor of Education, Director of SOE Data Management and Logistics 

Biography

Dr. Charlie Rodrigues currently teaches and serves as a subject matter expert in the Teacher Credential Program. Dr. Rodrigues also serves as the Director of SOE Data Management and Logistics. In this role he guides our new adjunct instructors through the onboarding process. His doctoral research studied the effectiveness of onboarding for university faculty. 

Prior to his full-time faculty appointment, Dr. Rodrigues served as Assistant Registrar for Graduate Programs at Concordia University Irvine. He also has over 20 years of experience teaching in Lutheran elementary classrooms and higher education administration.

Dr. Rodrigues received his Bachelor of Arts degree in Liberal Studies, Master of Arts in Education and Doctorate of Education from Concordia University Irvine. He and his wife are raising two active boys. In their free time, they enjoy spending time with extended family, traveling and reading.

Education

• Ed.D, Concordia University Irvine
• MAED, Concordia University Irvine
• BA, Concordia UNiversity Irvine 

Courses Taught:

• EDUC 200: The Teacher and Technology
• EDLS 304: History of Society and Education
• EDUC/EDSP 402/502: Creating Positive and Inclusive Learning Environments
• EDUC 423/523: Integrated Curriculum Methods: Elementary

Director, Servant Leadership Institute

Degrees Earned

• Ed.D., Educational Leadership, University of California, Los Angeles
• M.A., Denver University
• B.A., Concordia Teachers College, Seward, NE

Biography

Dr. Kent Schlichtemeier is a teacher. He started his teaching career in 1978 teaching 6th-8th grades in Oxnard, CA. After completing his Master’s degree at Denver University in 1984, he continued his teaching career at the high school level in Orlando, FL. Dr. Schlichtemeier served in the School of Education at Concordia University Irvine from 1988-2003 where he mentored future teachers. In addition to teaching at Concordia, Dr. Schlichtemeier was the women’s basketball coach until retiring in 1993 to pursue his doctorate degree. During the final two seasons of his tenure as coach, the Lady Eagle Basketball team made two consecutive appearances at the NAIA National Basketball Tournament after winning the Golden State Athletic Conference Championships. Dr. Schlichtemeier was voted the District Three NAIA Coach of the Year in 1992 and 1993 and was voted into the Concordia Athletic Hall of Fame in 2006. Dr. Schlichtemeier has served as a teacher and assistant principal at Orange Lutheran High School from 2003-2007, before returning to teach at Concordia University Irvine. He enjoys frequent opportunities to speak at sports banquets, school graduations, athletic camps, teacher conferences, and leadership retreats.

Areas of Expertise

• Instructional Leadership
• Curriculum and Instruction
• Assessment
• Organizational Culture
• School Climate
• Instructional Leadership
• Action Research

Professor of Science Education | Co-Director of Undergraduate Teacher Credential Programs | Director of M.Ed. | Professor of Science Education

Dr. Michael Schulteis has been a full-time faculty member in the School of Education since 2003 specializing in science and math education, teaching instructional methods, classroom management and research methods courses, and supervising graduate research projects. His educational research has focused on evolution education in parochial schools.

Dr. Schulteis is currently a mentor for the American Meteorological Society Datastreme program. He also conducts seminars and makes presentations to educators across the United States and from Korea, Japan, China, South Africa, and Australia on such topics as instructional methods and evolution education. Prior to arriving at Concordia University, Dr. Schulteis taught multiple subjects at the junior high and senior high school levels.

Education

• ScEdD, Doctor of Science Education, Curtin University of Technology, Perth, Western Australia
• M.A., Curriculum and Instruction, Concordia University Irvine
• B.A., Biology, Concordia University Irvine

Courses Taught

• CCI 305: Called to Teach the Faith
• EDU 398: World Citizenship: Living Abroad - Asia
• EDU 580: Research in Education
• EDUC 101: Introduction to Teaching Careers
• EDUC 522: Maths and Science Methods for Elementary Teachers
• EDR 605: Research Capstone

Areas of Expertise

• Curriculum
• Instructional Strategies
• Common Core Standards
• School Climate
• Assessment of Programs and Student Learning
• Statistics
• Qualitative Methods
• Science Education
• Quantitative Methods
• Action Research
• Lutheran Education
• International Teaching

Full Time Faculty, PPS Programs

Degrees Earned

• PHD in Education (School Psychology emphasis) from Chapman University - 2020
• M.A. in School Counseling and M.A. in School Psychology from Chapman University - 1999
• B.A. in Psychology from Biola University - 1996

Biography

Dr. MaryAnn Seng is a professor of education in the area of school counseling. Prior to her arrival at Concordia University, Seng was a counselor briefly and a school psychologist for 20 years in the Long Beach Unified School District. Her roles in the district included being a bilingual consultant (for the Khmer language), crisis team member, and the coordinator of the school psychology internship program. She also served as a faculty coordinator/counselor at Webster University's Irvine campus. Her knowledge of the Khmer language/culture allowed her to be a community member advisor to the Long Beach Police Department and the Department of Mental Health's Asian Unit for several years. She is currently a board member of the Pediatric Arthritis and Lupus Foundation. Her current research interest involves the educational needs of children with medical conditions.

Courses Taught

• EDP 505: Legal, Ethical, and Professional Practice
• EDP 571: Psychoeducational Assessment I
• EDP 572: Psychoeducational Assessment II
• EDSC 541: Mental Health Interventions for School Counselors
• EDSC 550: Social and Cultural Competencies
• EDSC 551: Legal and Ethical Issues
• EDSC 580: Educational Research
• EDSC 605: Capstone Project

Assistant Professor of Education

Assistant Professor Yvette Stuewe teaches courses in the MA and Teacher Credential programs. Professor Stuewe has served in Lutheran education for 28 years. Her educational experience spans across St. John’s Lutheran School, Orange Lutheran High School, and Concordia University Irvine. In addition to 27 years of classroom experience, Professor Stuewe served in various leadership roles including Curriculum Leadership Chair, Induction mentor, Induction Assistant Lead Mentor for the Orange County Department of Education Private School Cohort, Conference Presenter, President of the Lutheran Educators Conference Committee, Director of Curriculum, WASC Visiting Team Member, and Associate Director of Orange Lutheran Online. In February of 2023, she presented at the national Digital Learning Annual Conference (DLAC) in Austin, Texas.

Professor Stuewe was part of a team that piloted a one-to-one middle school laptop program, and she taught in a one-to-one setting for fourteen years, gaining experience with many different learning platforms and digital tools. She is a National Board Certified Teacher. She truly sees teaching as an art and values reflective teaching practices. Not only does she find passion in crafting effective lessons and building relationships with students, she also finds great value in collaborating with other educators. Professor Stuewe is currently working towards a doctorate in Instructional Technology and Distance Education from Nova Southeastern University.

Education

• EdD Candidate: Instructional Technology and Distance Education, Nova Southeastern University
• M.A. Curriculum and Instruction,Concordia University Irvine
• Multiple Subject Teaching Credential, Concordia University Irvine
• B.S. Bachelor of Science, History, University of California, Santa Barbara

Courses Taught

• EDUC 401/501 Planning and Assessment for the Inclusive Classroom
• EDUC 402/502 Creating Positive & Inclusive Learning Environments
• EDUC 424/524 Secondary Curriculum Methods
• EDUC 200 Technology and the Teacher
• EDU 547 Brain-Based Teaching and Learning
• EDUT 531 Nurturing Learning Communities
• EDUT 570 Reflective Practice
• EDUT 586 Education Technology
• EDSC 580 Education Research: Methods and Analysis
• EDSC 605 Exploratory Capstone Project

Areas of Expertise

• Instructional Design
• Planning and Assessment
• Instructional Technology
• Online and Distance Learning
• Reflective Teaching Practices

Senior Director, MA Programs

Biography

Dr. Tanya Tarbutton works as a Professor of Education and serves as the Senior Director of MA Programs. Prior to joining Concordia’s School of Education, Dr. Tarbutton worked as a supervisor and instructor at several higher education institutions in Southern California, mentoring and supporting new administrators and educators. Dr. Tarbutton has also participated on Academic Advisory Boards focused on transformational change, served on International Education Boards, served on Educational Effectiveness Committee, and presented at international conferences. Before entering higher education, Dr. Tarbutton worked as a site based school administrator, resource teacher and general education teacher. She brings a unique perspective grounded in more than 25 years of career experience. Her areas of interest include adult learning, online education, educational leadership and curriculum development and alignment.

Education

• Ed.D, Educational Leadership & Management, Alliant International University, San Diego, CA.
• M.A., School Administration, Azusa Pacific University, Azusa, CA.
• M.A., Curriculum and Instruction, Azusa Pacific University, Azusa, CA.
• B.A., Elementary Education, Acadia University, Nova Scotia, Canada
• B.A., Sociology, Acadia University, Nova Scotia, Canada

Courses Taught 

• EDUA 516 Instructional and Transformational Leadership 
• EDUA 517 Curriculum Design and Evaluation 
• EDUA 556 Legal and Political Aspects in Education 
• EDUA 557 Human Resources 
• EDUA 558 Financial Resources 
• EDUA 590 Administrative Practicum 
• EDUA 591 Advanced Administrative Practicum 

Licenses and Credentials 

• Clear Administrative Services Credential
• Clear Multiple Subject Teaching Credential 
• Canadian Teaching License 

Areas of Expertise

• Curriculum Development and Alignment
• Mentorship and Support of Administrators and Teachers
• Instructional Platforms and Strategies

 Publications and Presentations

• Tarbutton, T., & Hill, S. (2025). Supporting military students: Insights from the frontline. International Journal of Education, Technology and Science 12(2). https://www.iojet.org/index.php/IOJET/article/view/2188
• Doyle, L., & Tarbutton, T. (2025, March 19). Entangled andragogy: Extending the Entangled Pedagogy framework. [Conference presentation]. Oxford Education Research Symposium at St. Anne’s College. Oxford, United Kingdom. https://www.oxfordsymposia.co.uk/_files/ugd/553e83_5327c408bd6e4acdb14ef9d9ae658776.pdf
• Doyle, L. B., & Tarbutton, T. M. (2025). Elevating Online Learners’ Experience by Cultivating Social Presence in the Online Learning Environment. In W. B. James, C. Cobanoglu, & M. Cavusoglu (Eds.), Proceedings of the global conference on education and research (Vol. 5). USF M3 Publishing. https://www.doi.org/10.5038/2572-6374-v5
• Doyle, L. B. & Tarbutton, T. M., (Eds.). (2024). Best practices and strategies for online instructors: Insights from higher education online faculty. IGI Global. https://www.igi-global.com/book/best-practices-strategies-online-instructors/339196 
• Tarbutton, T., & Doyle, L. (2024). Language acquisition and social presence: Implications for virtual learning spaces. In I. H. Mirici & H. Ergul (Eds.), Current Academic Reflections on English Language Teaching in an EFL Setting (pp. 1-13). Cambridge Scholars Publishing. https://www.cambridgescholars.com/product/978-1-0364-1410-8/
• Doyle, L. B., & Tarbutton, T. M. (2024). Individual, institutional, and global impacts of faculty scholarship. Inclusive Developmental Networks: Building Transformative Communities Through Effective Mentoring [Special Issue], The Chronicle of Mentoring & Coaching 8(3), 278-284. https://doi.org/10.62935/4p5cxu
• Doyle, L. B., & Tarbutton, T. M. (2024, Oct 23). Individual, institutional, and global impacts of faculty scholarship. [Conference presentation]. 17th Annual Mentoring Conference, Albuquerque, NM, United States
• Tarbutton, T. M., & Doyle, L. B. (2024). Networking opportunities to foster self‐efficacy and sense of belonging among adjunct faculty. The Journal of Faculty Development 38(3), 98-101.
  https://www.ingentaconnect.com/contentone/magna/jfd/2024/00000038/00000003/art00016;jsessionid=2ejtklh951nc0.x-ic-live-03
• Doyle, L., & Tarbutton, T. (2024, August 2). Faith Integration in Online Programs: The Role of Self-Efficacy in Fostering Confidence Among Adjunct Faculty. [Virtual Conference presentation]. Faith Integration in the Academy (FIA) Conference.
  https://docs.google.com/document/d/18NJCEPamnpXF326lXetUK3RbZ7vm4Fbm/edit#heading=h.gjdgxs
• Tarbutton, T. M., & Doyle, L. B. (2024, Apr 25). Cultivating a Sense of Belonging Among Online Adult Learners [Conference presentation]. Conference on Postsecondary Learning & Teaching, Calgary, AB, Canada.
• Tarbutton, T. M., & Doyle, L. B. (Eds.). (2024). Adjunct Faculty in Online Higher Education: Best Practices for Teaching Adult Learners. IGI Global. https://www.igi-global.com/book/adjunct-faculty-online-higher-education/320509
• Tarbutton, T. M., & Doyle, L. B. (2023). Higher education institutions: Education programs to acknowledge a new learning landscape. International Journal of Education, Technology and Science 3(4). https://ijets.org/index.php/IJETS/article/view/145
• Tarbutton, T. M., & Doyle, L. B. (2023, Sept 10). Language Acquisition and Social Presence: Implications for Virtual Learning Spaces. [Virtual conference presentation]. GlobELT 2023: 9th International Conference on Teaching English as an Additional Language. https://globets.org/globeltconference/scientific-program.html
• Tarbutton, T. & Swisher, J. (2023). Adjunct faculty & institutional identity: Toward a model for acculturation.  Journal of Organizational & Educational Leadership: 9(1), Article 3. https://digitalcommons.gardner-webb.edu/joel/vol9/iss1/3
• Tarbutton, T. & Doyle, L. (2023). Virtual Teacher Presence for Enhanced Learning. In E. Langran, P. Christensen & J. Sanson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1365-1370). New Orleans, LA, United States: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/222005/
• Doyle, L., Tarbutton, T., & Albrecht, K. (2023, August 10-11). Scholarship with a reach  [Conference presentation]. Research and Assessment Days, Concordia University  Irvine, CA, United States.
• Doyle, L. B., Tarbutton, T. M., & Albrecht, K. L. (2023). Scholarship with a reach. The Journal of Advancing Education Practice, 4(1). https://openriver.winona.edu/jaep/vol4/iss1/6
• Tarbutton, T. & Doyle, L. (2023). Virtual Teacher Presence for Enhanced Learning. SITE 2023 Conference Proceedings. 1365-1370. https://www.learntechlib.org/primary/p/222005/
• Doyle, L. B. & Tarbutton, T. M. (2023, Mar 14). Virtual Teacher Presence for Enhanced Learning. [Conference presentation]. Society for Information Technology & Teacher Education (SITE).
• Tarbutton, T. M. & Doyle, L. B. (2023, Jan 27). Global citizenship in the online learning environment. [Virtual conference presentation]. World Council for Curriculum and Instruction.
• Tarbutton, T. M. & Doyle, L. B. (2023). Using teacher presence in online higher education to foster global citizenship among adult learners. Athens Journal of Education, 9, 1-15. https://doi.org//10.30958/aje
• Doyle, L. B. & Tarbutton, T. M. (2022). Virtual ancillary faculty: A model of support to avoid burnout and foster self-efficacy. In J. S. Keengwe (Ed.), Handbook of research on facilitating collaborative learning through digital content and learning technologies. IGI Global. https://doi.org//10.4018/978-1-6684-5709-2
• Tarbutton, T. & Pryor, T. (2022). Partnering with professionals. CASUP California Association of School-University Partnerships, 11(1), 10. http://www.casup.org/wp-content/uploads/2022/08/2022-11-1_Spring-Summer.pdf
• Webb, C. & Tarbutton, T. (2022). Closing the gap: CalAPA Cycle 1 tips and tools for continuous improvement. Presented at California Commission on Teacher Credentialing: Meredith Fellows Implementation Conference, Virtual.
• Tarbutton, T. & Doyle, L. (2022). Using Online Education to Foster Global Citizenship in Higher Education, Paper presented at 6th Annual International Symposium on higher education in a global world, Athens, Greece.
• Tarbutton, T. & Albrecht, K. (2022). Educational administration: One University’s approach. HICE 2022 Conference Proceedings, 869-891. https://hiceducation.org/wp-content/uploads/2022/03/EDU2022.pdf
• Tarbutton, T. (2022, Jan. 5-7). Educational administration: One university’s approach [Conference presentation]. Hawaii International Conference on Education, Kona, HI., United States
• Tarbutton, T. & Doyle, L. (2022). Where theoretical assumptions meet best practices in support of online adult learners. HICE 2022 Conference Proceedings, 705-720. https://hiceducation.org/wp-content/uploads/2022/03/EDU2022.pdf
• Tarbutton, T. & Doyle, L. (2022, Jan. 5-7). Where theoretical assumptions meet best practices in support of online adult learners [Conference presentation]. Hawaii International Conference on Education, Kona, HI., United States
• Tarbutton, T., & Ramirez, A. Y. (2019). School administration, multicultural education, and inclusion. Multicultural Education, 27(1), 2. https://link.gale.com/apps/doc/A618030826/AONE?
• Tarbutton, T. (2019). The leadership gap in education. Multicultural Education, 27(1), 19-21
• Tarbutton, T. (2018). Leveraging technology to create caring classroom culture. Multicultural Education, 25(2), 4-6. https://www.caddogap.com/
• Tarbutton, T. (2018). The challenges that females face in becoming educational leaders. In Matriano, E., Cawagas, V., & Senses-Ozyurt, S., Role of education for global citizenship in promoting social, economic and environmental justice (pp. 254-271). San Diego, CA: World Council for Curriculum and Instruction
• Tarbutton, T. (2018, July 14-20). Challenges females face in becoming educational leaders [Conference presentation]. Role of Education for Global Citizenship in Promoting Social, Economic and Environmental Justice Conference, Rome, Italy.
• Tarbutton, T. (2017). Intercultural understanding and cultural diversity. In Matriano, E., & Senses-Ozyurt, S., Educating for democratic governance and global citizenship. (pp. 135-152). San Diego, CA: World Council for Curriculum and Instruction.
• Tarbutton, T, & Jaeger, L. (2017, Feb. 18) Creating a caring culture [Workshop presentation]. Temecula, CA.
• Tarbutton,  T. (2016, July 10-15). Intercultural understanding and cultural diversity [Conference presentation]. Educating for Democratic Governance and Global Citizenship Conference, Budapest, Hungary.

Dean, School of Education | Assistant Professor of Education

Biography

Dr. Heather Vezner first began her teaching career in 1993 as an early childhood teacher. She has now served as an educator for 30 years. Her experiences include being an early childhood and elementary education teacher, early childhood program administrator, and parent educator for a grant-funded early education program. She first came to Concordia University Irvine in 2009 as the Field Experience Coordinator and CalTPA Assistant Coordinator. She has also served as Director of Student Teaching, Director of Preliminary Teacher Credential Programs, Assistant Dean, and currently serves as Dean of the School of Education. Her areas of research and expertise include early childhood education, literacy development, mentoring, teacher preparation, and leadership development. Thanks be to God for the opportunity to serve and support students in their calling to become educational leaders who make a positive impact in our school communities.

Education

• Ed.D. - Organizational Leadership, Northeastern University, Boston, 2022
• M.A. - Early Childhood Education, Concordia University, Chicago, 1996
• B.A. - Elementary Education, Concordia University, Chicago, 1993

Teaching Credentials

• California Multiple Subject Clear Teaching Credential, 2009
• Illinois Early Childhood Teaching Credential, 2007
• Illinois Elementary Education Teaching Credential, 1993

Professor | Director, MAEd Educational Administration | Chair, EdD Education Administration Specialization | CalAPA Coordinator | HSI Fellow

Education

• EdD, Instructional Leadership Argosy University
• MAED, Educational Administration University of Phoenix
• BA, History, Geography, Environmental Studies University of California Los Angeles

Areas of Expertise

• Education Administration
• 21st century Teaching and Learning
• Classroom Management
• Instructional Leadership
• Curriculum, Instruction, and Assessment
• Diverse Learners
• School Improvement
• Common Core Standards
• Action Research
• CalAPA
• CPACE
• APA

Dr. Webb is a dedicated educator with a profound passion for education administration, curriculum development, instruction, and evidence-based teaching and learning. Her career is driven by a commitment to integrating faith and learning, believing in the transformative power of education to help students discover and fulfill their unique callings.

With a strong belief in leveraging her strengths to engage students actively in the learning process, Dr. Webb fosters an environment where learning is not only about acquiring knowledge but also about personal growth and leadership development. She encourages her students to apply what they learn to positively impact others, nurturing them to become future leaders in their respective fields.

Dr. Webb's approach to education administration is marked by innovation and a deep understanding of how effective curriculum and assessment strategies can enhance student outcomes. She continually seeks to integrate the latest research and evidence-based practices into her teaching and leadership, ensuring that educational initiatives are grounded in proven methodologies.

Throughout her career, Dr. Webb has been instrumental in shaping educational environments that prioritize holistic student development and the cultivation of a lifelong love for learning. Her contributions to education are characterized by her unwavering dedication to empowering students to excel academically, spiritually, and personally, equipping them to make meaningful contributions to their communities and beyond.

Dr. Webb brings over 25 years of experience in education in the United States, having served as a K-8 teacher, special education teacher, site administrator, and district administrator. She holds Clear Administrative Services and Teaching credentials. Dr. Webb successfully defended her dissertation on the effectiveness of professional learning communities and their influence on student academic achievement. Her expertise spans curriculum development, instructional strategies, assessment, educational administration, leadership, and technology integration. Since 2007, Dr. Webb has contributed to higher education as a consultant, professional development presenter, and educator, collaborating with school districts nationwide.

Courses Taught:

• EDU 520: Curriculum and Assessment
• EDR 580: Educational Research
• EDR 605 Capstone Project
• EDU 524: Coping with Stress and Violence
• EDU 542: School. Community and Diverse Family Structures
• EDU 547: Brain-Based Teaching and Learning
• EDU 586: Educational Technology
• EDU 595:Developing Character and Ethics
• EDUA 517: Curriculum Design and Evaluation3
• EDUA 556: Legal and Political Aspects in Education3
• EDUA 557: Human Resources
• EDUA 558: Financial Resources
• EDUA 590: Administrative Practicum (A)
• EDUA 591: Advanced Administrative Practicum
• EDUA 561: Analyzing Data to Inform School Improvement and Promote Equity
• EDUA 562: Facilitating Communities of Practice
• EDUA 563: Supporting Teacher Growth
• EDEA 706: Strategic Human Resource Management and Development
• EDEA 708 Technology in a Systems Approach to Leadership
• EDEA 709: CPACE Prep
• EDD 701: Leadership for Whole System Reform
• EDD 770-775: Dissertation Seminars
• EDD 776-779: Dissertation Advisement
• EDD 780-781: Dissertation Proposal
• EDD 782-785: Dissertation

Professor

Biography

Dr. Tim Young currently serves in the School of Education as Director of the PPOHA (Promoting Post-Baccalaureate Opportunities for Hispanic Americans) grant and as the Ed.D mentor and Assistant Professor. This grant, awarded to Concordia in 2023 by the U.S. Department of Education, focuses on enrolling and equipping future Hispanic teachers, school administrators, and K-12 district leaders. Dr. Young is dedicated to creating opportunities for graduate students to excel in their degree programs and to eliminating barriers to student access and success.

Prior to joining Concordia, Dr. Young served as the Vice President for Student Affairs and Campus Operations at Vanguard University. In this role, he provided leadership to both student affairs and campus operations departments. He has experience leading and developing teams to foster student success through the development of programs and services tailored to a Hispanic Serving Institution. He also has extensive experience with university operations.

His research has focused on understanding the needs of culturally diverse students and identifying and removing challenges faced by students pursuing degrees, with a particular focus on the experiences of African American students at Christian colleges.

Dr. Young has also worked as both a teacher and school counselor in a variety of K-12 settings including a Lutheran elementary school, a comprehensive high school, community day school, and an alternative education high school.

Additionally, Dr. Young is the founder of The Joshua Foundation for Christian Mentoring, a nonprofit organization dedicated to mentoring pastors and Christian leaders. Through this organization, he provides resources and support to encourage lifelong ministry.

Dr. Young also serves as a strategic planning and organizational development consultant for churches and nonprofit organizations, channeling his passion for improving organizational health and efficiency.

Degrees Earned

• Ed.D, Educational Leadership, University of California, Los Angeles
• M.S., Educational Administration, California State University Fullerton
• M.A., Spiritual Formation, Biola University, La Mirada, CA
• M.S., Educational Counseling, National University, San Diego, CA
• B.A., Psychology, Biola University, La Mirada, CA
• Administrative Services Credential
• California Pupil Personnel Services Credential:  School Counseling

Courses Taught

• EDD 701 Leadership for Whole System Reform
• EDD 771 Dissertation Seminar 1
• EDD 772 Dissertation Seminar 2
• EDD 773 Dissertation Seminar 3
• EDD 774 Dissertation Seminar 4
• EDD 774 Dissertation Seminar 5

Areas of Expertise

• Higher Education
• Educational Leadership
• School Counseling
• Diversity and Inclusion
• Organizational Change
• Qualitative Research Methods
• Title IX Administration
• Student Conduct Administration
• Mentoring Culture