Six new professors join College of Education faculty
UF’s College of Education this year welcomed six new additions to its faculty: Kristen Apraiz, Kristina DePue, Nicholas Gage, Ashley Macsuga-Gage, Diane Porter Roberts and Rachel Wolkenhauer.
Kristen Apraiz is a clinical assistant professor in the School of Teaching and Learning, in which she teaches elementary mathematics education courses. She received her bachelor’s and master’s degrees in special education from Florida State University. She is currently pursuing her Ph.D. in mathematics education at the College of Education. Previously, she taught mathematics for middle and high school, as well as adult education, for eight years. Apraiz’s research is focused on education for pre-service mathematics teachers.
Kristina DePue is an assistant professor of counselor education in the School of Human Development and Organizational Studies in Education. DePue graduated from Vanderbilt University with both her bachelor’s and master’s degrees. She received her doctoral degree in counselor education from the University of Central Florida. There, she led a multi-year study in the Community Counseling Clinic that focused on counselor development and supervisory relationships. Her personal and research interests include helping individuals struggling with dependence from alcohol and other drugs.
Nicholas Gage is an assistant professor of special education in the School of Special Education, School Psychology, and Early Childhood Studies. He received his bachelor’s and master’s degrees from Goddard College, and an additional master’s degree from the University of Missouri. He graduated with his Ph.D. in special education from the University of Missouri. Gage worked at the University of Connecticut’s Center for Behavioral Education and Research as an Institute of Education Sciences Postdoctoral Fellow. His research is focused on identifying policies and practices at the national, state, local and classroom level to support the academic, social and behavioral needs of students with or at-risk for emotional and/or behavioral disorders.
Ashley Macsuga-Gage is a visiting clinical assistant professor of special education in the School of Special Education, School Psychology, and Early Childhood Studies. She graduated from the University of Connecticut with her bachelor’s, master’s and doctoral degrees in special education. In addition to her doctoral studies, she also earned two additional graduate certifications in positive behavior interventions and supports and program evaluation. Macsuga-Gage’s research interests include the implementation of class-wide and school-wide positive behavior support practices.
Diane Porter Roberts, or “DP,” is an assistant clinical professor of personnel in higher education in the School of Human Development and Organizational Studies. She has served as the program coordinator and director of the student personnel in high education graduate program since 2008. She received her bachelor’s, master’s and specialist degrees in education from Appalachian State University. She received her Ph.D. in higher education administration from UF’s College of Education. Prior to joining the College of Education full time, she worked for UF’s Department of Housing and Residence Education for 18 years. Her research specialties include the competencies of professional and graduate housing staff, living learning communities, college student learning outcomes assessments, and advising student organizations, among others.
Rachel Wolkenhauer is a clinical assistant professor in the School of Teaching and Learning, in which she teaches about culturally-responsive classroom management. She received her bachelor’s degree in elementary education from the University of South Florida, and her master’s and doctorate degrees in curriculum and instruction from UF’s College of Education. She recently published the book “Inquiring into the Common Core” with College of Education professor Nancy Fichtman Dana and Jamey Bolton Burns, a program coordinator for the Lastinger Center for Learning. Her primary research interest is in practitioner inquiry for teacher professional development.
