UND Instructors

Dr. Navarro is a Professor of Counseling Psychology serving as the Associate Dean for Research and Faculty Development in the College of Education & Human Development at the University of North Dakota. Dr. Navarro is a licensed psychologist in North Dakota and has been recognized with numerous honors and awards, particularly in her work with minority students. She earned her Bachelor of Arts in Psychology through the University of Wisconsin-Eau Claire, Master of Science in Counseling and Doctor of Philosophy in Counseling Psychology through the University of Wisconsin-Madison.
Youth Mental Health (1 credit) provides students with the awareness, knowledge, and skills related to youth mental health issues and resources to competently manage the impact of these issues in the classroom and beyond.

Dr. Terras most recently served as the Graduate Coordinator in the College of Education and Human Development at the University of North Dakota. She has an extensive background in special education, first as an elementary special education instructor to teaching multiple courses in the discipline. Dr. Terras was an assistant professor in special education at Minnesota State University Moorhead and an associate professor in teaching, leadership, and professional practice at the University of North Dakota. She began her undergraduate work at Northern State University, Aberdeen, South Dakota. She then earned her Bachelor of Science in Elementary Education from the University of North Dakota. Dr. Terras received her Master of Education in Special Education and Doctor of Education in Teacher Education degrees from the University of North Dakota.
Practical Behavior Assessments (1 credit) A course for understanding and managing behavior through the conducting of practical assessments that collectively comprise a functional behavior assessment (FBA). The behavior assessments will consist of the following: 1) measurement systems for collecting data on the behavioral dimensions of frequency, duration, and latency, 2) indirect methods consisting of a record review, functional rating scales, and teacher/students interviews; and 3) a direct observation method called ABC analysis. Data will be analyzed and formulated into a hypothesis for behavioral programming.

Dr. Schlenker is an Assistant Professor in Teaching & Learning at the University of North Dakota’s College of Education & Human Development. His previous experience as a secondary language arts teacher and building principal in addition to his current work in leadership, finance, and communication provide research-based learning from a practitioner. Dr. Schlenker received his Bachelor of Arts in English Education from North Dakota State University, Master’s in Educational Leadership from the University of North Dakota, and Doctor of Education in Educational Leadership from the University of North Dakota.
Understanding Leadership (1 credit) is an introduction to leading effectively based on the work of Peter Northouse. Students will be provided an overview of leadership theories and approaches and apply their learning to sample case studies.

Effective Communication for Educators (3 credits) prepares educators to plan for their personal and professional development by understanding and using the principles of nonverbal/verbal communication; written communication; and interpersonal/team communication.

Dr. Schatz is an experienced educator and administrator with many years dedicated to public education. He has been a classroom instructor, athletic director, building level principal and superintendent. Dr. Schatz was named the first principal of Davies High School in Fargo. In this work he orchestrated everything from providing the physical needs of the building to the school’s nickname, school colors and song to employing over 150 faculty and staff. This led to his becoming Fargo Public Schools superintendent from 2012 to 2018. Today he leads Schatz and Associates, LLC, which provides strategic planning and leadership with K-12 schools, colleges, and non-profit organizations. He earned his Bachelor of Science in Physical Education from North Dakota State University, his Master of Science in Educational Leadership from the University of North Dakota, and his Doctor of Education from the University of North Dakota.
Organizational Governance for K-12 School Districts (1 credit) Models of Organizational Governance and their application in K-12 school districts will be explored in this course by researching and learning about the different models associated with Organizational Governance and its relationship with Strategic and Operational Planning. A school district's governance is provided by the School Board, which is tasked with supervising the superintendent, overseeing the school district's finances, setting the mission and vision, and monitoring the school district's results.

Strategic Leadership in K-12 School Districts (1 credit) is a course on how different leadership styles impact a school district's strategic direction. The relationship between leadership styles and strategic leadership will be explored. The characteristics of strategic leaders will be researched and identified to help the learner develop and articulate their leadership style. Consideration of concepts, problems, and issues in administration will be explored.

Strategic vs Operational Planning for K-12 School Districts (1 credit) Learning about strategic planning and how operational planning can help implement the district’s plan will be explored in this course. The difference between strategic and operational planning and their relationship with organizational governance will be analyzed. This course is organized to improve leader effectiveness using several intended outcomes.

Dr. Summers is an Assistant Professor of Secondary Science Education in the Department of Teaching & Learning at the University of North Dakota. Prior to his work at UND Dr. Summers was a high school science teacher in Illinois. These experiences provide him with many skills in providing course work through the Office of Extended Learning. Dr. Summers received his Bachelor of Science in Biological Sciences from Eastern Illinois University, his Master of Science in Curriculum and Instruction from the University of Illinois at Urbana-Champaign, and his Doctor of Philosophy from the University of Illinois at Urbana-Champaign.
STEAM Energy (1 credit) This three-module course will explore aspects of STEAM (science, technology, engineering, arts, and mathematics) through an integrated investigation of sustainable cities. Participants will have the opportunity to imagine, research, design, and build their own sustainable city while considering how this integrated curriculum may be effectively taught in their own classrooms.

Dr. Votava serves as Teaching & Learning Early Childhood Education Director in the College of Education & Human Development at the University of North Dakota. Her primary areas of interest include early intervention policy, family assessment, transdisciplinary practices, collaboration, ACEs, emotional literacy, and trauma and resilience. She is also licensed by the North Dakota State Board of Examiners to practice speech-language pathology. Dr. Votava received her Bachelor of Science in Speech-Language Hearing Services from Moorhead State University, Moorhead, Minnesota, her Master’s Degree in Communication Disorders from the University of North Dakota, and her Doctor of Philosophy in Teacher Education from the University of North Dakota.
Emotional Resilience in Educators (3 credits) This course explores habits and dispositions educators need to build resilience in their professional work. The course will consider how educators work through challenging situations to build their emotional resilience.

Poverty and the Brain (2 credits) This course is appropriate for anyone working in the field of education. This course is designed to introduce you to the latest research on poverty and how it affects students’ cognitive development and academic performance.

Adverse Childhood Experiences (1 credit) This course will review the ACE Study, the largest study investigating the health and social effects of negative childhood experiences. View ACEs through the discussion of the “NEAR” sciences of Neuroscience, Epigenetics, ACEs, and Resilience, including in-depth information about 1) The neuro-biological effects of adversity on development, 2) The impacts of childhood adversity and trauma on population health, and 3) Resilience – what we can all do to improve health and well-being in early childhood education environments.

Dr. Short is a tenured Associate Professor in the College of Education & Human Development at the University of North Dakota. He teaches courses in motor behavior, sport biomechanics, and coaching. Dr. Short earned his Bachelor of Physical Education at Lakehead University, Thunder Bay, Ontario, his Master of Science in Health and Human Performance at Auburn University, Auburn, Alabama, and his Doctor of Philosophy in Exercise Science at the University of Florida, Gainesville, Florida.
Sport Coaching for Educators (3 credits) This is a self-paced course designed to give you an introduction and overview of relevant philosophy, sport psychology, sport pedagogy, sport physiology, sport medicine and sport management issues confronting coaches. Coaching is presented with emphasis on effective instructional techniques and coaching principles based upon scientific knowledge.

Dr. Azizova is an Assistant Professor in the College of Education, Health & behavior at the University of North Dakota specializing in sociology of higher education, access and success, and diversity and inclusion. Prior to her current work Dr. Azizova was a visiting professor at Oklahoma State University. She held various academic administration positions in two different higher education systems: the UK and post-Soviet with a transitioning economy. While being involved in the formative stage of Westminster International University in Tashkent (WIUT) – a joint venture between the UK and Uzbekistan – Dr Azizova’s professional experience included ex-officio membership in the executive body and academic council of WIUT and her responsibilities ranged from deliberating and implementing academic policies, facilitating organizational development and growth, supervising development and enhancement of academic assessment system, safeguarding academic quality assurance principles, maintaining partnerships with the University of Westminster’s (London) liaisons and external examiners, and supervising student admission/enrollment processes and other areas of student administration. Dr. Azizova earned her Bachelor of Arts from Uzbek State University of World Languages, Tashkent, Uzbekistan, her Master of Science in Higher Education Administration and Doctor of Philosophy in Educational Leadership from Oklahoma State University, Stillwater.
Leading & Learning with Diversity (1 credit) The purpose of this one-credit course is two-fold: (1) to engage educators in personal reflections about diversity issues in an educational organization, and (2) to help educators develop leadership practices that support diverse organizational environments. The course is organized in four modules: Diversity, Equity, Inclusion, & Justice.

Dr. Felege is a Teaching Assistant Professor in Biology at the College of Arts & Sciences at the University of North Dakota. Dr. Felege also supervises student teachers majoring in the sciences. Prior to this work Dr. Felege was a science teacher in the Gwinnett County Public Schools, Georgia. Dr. Felege received his Bachelor of Science, Biology degree at Penn State Behrend, Erie, Pennsylvania, Master of Education from the University of Georgia, and his Doctor of Philosophy, College Science from the University of North Dakota.
Transformative Teaching for Science (3 credits) This course seeks to familiarize educators with various methods of teaching science, and then align those methods with the best and most appropriate outcomes according to Bloom's Taxonomy. Educators will work to transform their current teaching material into more active-learning formats, or develop new material, all aligned with appropriate State Standards.

Mrs. Zikmund is the Nutrition Certificates Program Manager in the Office of Extended Learning at the University of North Dakota. Prior to this role she was the district dietician for Grand Forks Public Schools, an extension agent in Walsh County with expertise in nutrition, food safety, wellness, and youth development, and served South Dakota through the Office of Disease Prevention, Office of Community Health Services, and was the Chief Clinical Dietician in a long-term care facility. Mrs. Zikmund received her Bachelor of Science in Home Economics and Dietetics from the University of North Dakota, her Graduate Certificate in Public Health and Master’s in Public Health from Tulane University, New Orleans.
Food and Culture (1, 2, or 3 credits) Food and Culture is an online course that investigates the impact of culture on food preferences. Have you ever stopped to wonder why you choose the foods you do? Food and Culture leads you on a journey to identify social, cultural, religious, ethnic, and personal choices and the impact that they have on personal health. It further explores these choices and the impact, not only on individuals, but in families and societies across the world. Students will learn that nutrition status has widespread economic, political, and social consequences.

Ms. Erickson is an accomplished professional of teacher technology support, integrating technology in to the classroom, and supporting school districts in creating their technology plans. She is also the Technology Coordinator for the Pingree-Buchanan School District in North Dakota. Prior to her current roles Ms. Erickson was a Business and Technology educator and Future Business Leaders of America advisor. Ms. Erickson received her Bachelor of Science in Business Education and Master of Education in Business Education degrees from Minot State University.
Fearlessly Teach and Engage with Video (1 credit) In this course, you will receive step-by-step instruction on how to implement video integration tools so you can go from feeling overwhelmed with technology to feeling confident in using video in your instruction for teaching, assignments, and virtual connections. You will learn about done for you video integrations, how to create your own teaching videos, how to book free virtual field trips, what video tools students can use for assignments, and tools to support student engagement when you teach live online.

Mrs. Vojacek is an educator who has worked in a variety of positions at the middle level. She is presently the Resident Teacher Mentor at Valley Middle School in Grand Forks in partnership with the University of North Dakota. In this role she works with first-year educators in earning their masters through collaboration at the school and coursework at UND. She also serves as an adjunct faculty member at UND in the College of Education and Human Development teaching a course in curriculum, instruction, and assessment. Mrs. Vojacek has been a building level instructional coach providing professional peer feedback and support in teacher instruction. She began her career as a middle school 6th grade teacher. Mrs. Vojacek received her Bachelor of Science in Education and Master of Science in Education from the University of North Dakota.
Student-Driven Differentiation (3 credits) Grounded in Lisa Westman's book: Student-Driven Differentiation, 8 Steps to Harmonize Learning in the Classroom, participants will get a step-by-step guide to help plan a differentiated unit to take back to their own classroom. When students have choice and voice in what they are doing and learning about, engagement and ownership increase. Teachers will learn how to give students voice and choice while still providing a structure grounded in standards and measurable objectives.

Ann Dolence is a Certified Recreation Therapist working in the field of psychiatric care for 15 years. Ann taught Therapeutic Recreation Certification Courses at North Dakota State University for 5 years and Recreation Inclusion for People with Disabilities, Community Involvement for Individuals with Developmental Disabilities and Community Involvement for Individuals with Mental Illness as an adjunct instructor in the classroom and online at the University of North Dakota for 9 years. She has owned her motivational speaking and training service for 30 years speaking to thousands of people on the topic of Attitudes, Stress Management and Goal Setting and provided health/wellness consultation to schools and classrooms for the past 15 years. Ann currently is a Developmental Adaptive PE (DAPE) teacher for grades K-8.
Attitudes are Contagious: Maintaining Optimism During Challenging Times (3 credits) - Attitudes are Contagious provides the research and strategies of positive thinking to increase an understanding and practice of positive thoughts that will change your attitude to optimism, your outlook to hope and your outcomes to success. This course will also explore stress’s effect on our attitude and the human resilience that we all possess.
Community Involvement for Individuals with Developmental Disabilities (3 credits) - This course introduces independent living for people with developmental disabilities. Topics include community-based programming, the deinstitutionalization movement, legislative issues, and the concepts of integration, inclusion, and normalization.

Community Living Topics – Community Involvement for People with Mental Illness (3 credits) - This course introduces Understanding Person-Centered Treatment and Community Living for individuals with Mental Illness. Topics include stigma and challenges of having mental illness in school communities and communities at large, the assessment process, community and school support, setting goals, resources and early interventions K-12 that teach students skills to improve their success at school and community social involvement.

Inclusion in Recreation for Individuals with Disabilities (3 credits) - The course will cover the skills, knowledge, and awareness needed to achieve physical and programmatic accessibility to recreational experiences. This course is also based upon the belief that it is the basic right of all people to have access to leisure in their lives and be judged according to their capabilities.

Tiny Habits for Educators (3 credits) - This three-credit graduate professional development course will instruct educators in a new method for behavior change called Tiny Habits®. Tiny Habits® is a research-based way to create habits in your life. This method is a breakthrough because teachers, their students, and the classroom can succeed without relying on willpower or motivation.

Ms. Akerlind is a middle school health teacher in Grand Forks Public Schools. In addition to this work she has a vast experience in working special education which included being a special education strategist c, and an adjunct professor instructing introductory bachelor’s and master’s level courses at the University of North Dakota. She began her career as a resident teacher in special education at the elementary level. Ms. Akerlind earned her Bachelor of Science and Master of Science, Special Education Specialist, from the University of North Dakota.
Tech Tips for Teachers (1 credit) Participants will be provided an extensive resource bank of classroom management and organization strategies, EdTech tools and websites, and creation tools/tips for a digital and face-to-face classroom. These strategies can be used in both face-to-face learning and distance learning.
Dare to Lead Book Study (1 credit) Dare to Lead is a collection of four skill sets that are teachable, observable, and measurable: Rumbling with Vulnerability, Living into our Values, Braving Trust, and Learning to Rise." Through this book study participants will complete 3 lessons from reading the book and completing reflection and extension activities applicable to the content of the book.

Ms. Stoley served many years in the Grand Forks Public Schools in middle level education as a classroom instructor and Resident Teacher Mentor through the University of North Dakota. She was actively engaged as the district transitioned their junior high schools in to middle schools. In addition to her work at UND she supervises student teachers. Ms. Stoley earned her Bachelor of Science in Secondary Education from Northern State University, Aberdeen, South Dakota, and her Masters in Curriculum and Instruction from the University of St. Thomas, St. Paul, Minnesota.
Adolescent Development (2 credits) Early adolescence is an exciting time with physical, intellectual, emotional, moral, and social changes. You will examine these changes and how they affect the developmental and educational needs of the young adolescent.
Middle School Philosophy and Curriculum (3 credits) The primary objective of this middle school course is to examine the evolution of middle schools with an emphasis on the rationale. Why are we, as middle school educators, doing the things we do, and how well is it working? How has our knowledge better assisted the needs of our early adolescent students?

Ms. McGaughey is the Middle Level Program Area Coordinator in the College of Education & Human Development at the University of North Dakota. In this role she is co-coordinates the Middle Level Resident Teacher Program and teaches undergraduate and graduate middle level classes. Ms. McGaughey has been an instructional coach, middle school educator, and middle school Interventions Program Assistant Coordinator. Ms. McGaughey earned her Bachelor of Arts and Master of Science in Education from the University of North Dakota.
Improving Reading Comprehension Skills in Content Area Classes (2 credits) The reading comprehension skills you will learn in this course are tools that good readers use, consciously or subconsciously, to help them make meaning from what they read. These strategies will not address decoding skills or the most basic of reading skills, however, you can use them to enhance what is already occurring in your classroom.
Middle School Strategies (3 credits) The primary objective of this course is to gain a greater understanding of the middle school curriculum and instructional strategies as well as the needs of early adolescent students. Our focus will be on the teacher’s role in incorporating this guided, interdisciplinary, and collaborative team approach that assists students during these fundamentally transformative years.