Executive Director: MAED Programs
- Chapman University, Orange, CA, Ph.D. in Education: Cultural & Curricular Studies, 2013
- National University, La Jolla, CA, M.S., Instructional Leadership: Curriculum & Instruction, 2001
- CSU Long Beach, Long Beach, CA, B.A., Sociology, 1994
Dr. Kellie Albrecht is a Professor of Education and Executive Director of the Master of Arts in Education (MAED) program. She is responsible for MAED program development and improvement, faculty training, curriculum development and assessment, and advising graduate research projects and doctoral dissertations. Dr. Albrecht serves as the co-chair of the Educational Effectiveness Committee (EEC), and serves as a member on 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