Meet Our Alums

Graduates of the Urban Education Doctoral Program are making waves across Milwaukee, Wisconsin and beyond — leading schools and universities, advancing research, shaping policy and driving meaningful change in urban education. From higher education leadership to community engagement and educational advocacy, our alumni are creating lasting impact for learners and communities nationwide.

Dr. Toshiba Adams

Dr. Toshiba Adams is a professor, researcher and leader in the field of early education with more than two decades of experience in higher education and workforce development. She currently serves as a Professor of Early Childhood Education at Milwaukee Area Technical College (MATC) and as an Adjunct Professor in the Department of Educational Policy and Community Studies at the University of Wisconsin–Milwaukee. At these institutions, she teaches courses in child development, valuing diversity, educational policy and urban education.

Dr. Adams began her journey in the field as the co-owner of a Milwaukee-based, NAEYC-accredited early education program, which she operated with her parents between 1997 and 2006. Located on Milwaukee’s northwest side, the program offered a culturally responsive and family-centered learning environment that served the educational needs of children and families in the community.

In 2022, Dr. Adams founded Sankofa Consulting & Training, a Wisconsin-based nonprofit organization dedicated to supporting the workforce needs of early educators and the state leaders who serve them. Through Sankofa, she leads qualitative research studies, provides professional development and offers technical assistance to inform equity-centered policies and practices across states.

Dr. Adams earned her doctorate in Urban Education with a specialization in Social Foundations of Education. Her research explores the intersections of race, gender and labor within the early education workforce, examining how historical systems of colonization, racial capitalism and policy inequities continue to shape educators’ lived experiences. Guided by Black Feminist Thought (BFT), Intersectionality, Critical Race Theory (CRT) and community-based participatory approaches, Dr. Adams centers the voices and expertise of early educators – particularly Black women – to transform systems and advance racial and social justice in early education.

Dr. Chelsea Faase

Dr. Chelsea Faase earned her Ph.D. in Urban Education with a concentration in Curriculum and Instruction from University of Wisconsin–Milwaukee in 2019. Her research centers on how teachers plan for and implement strategies that motivate adolescents to engage meaningfully in literacy tasks. Grounded in the principles of urban education, her scholarship reflects a deep commitment to inclusive texts, culturally relevant pedagogy, and expanding definitions of literacy to meet the needs of all learners.

Before entering higher education, Dr. Faase taught for twelve years at the elementary and middle school levels. Upon graduation, she joined the Department of Literacy, Language and Social Foundations at University of Wisconsin–Oshkosh, where she taught undergraduate literacy and literature courses and was elected chair of the graduate program in Literacy. She has presented at eight national conferences and has published in peer-reviewed journals including Reading Professor and Research in Teaching English. For the past five years, she has contributed to the RTE Annotated Bibliography of Research, critically analyzing annual scholarship related to social justice and critical approaches with the lens of literacy.

Dr. Faase currently serves on the faculty at University of Wisconsin–Stevens Point, where she teaches undergraduate and graduate courses and supports the launch of the inaugural EdD in Literacy and Language. Outside the university, she serves on multiple nonprofit boards and can most often be found reading middle grade, young adult, and most recently, picture books alongside her three-year-old.

Dr. Michael Garamoni

Michael Garamoni, Ph.D. has over 14 years of professional experience across higher education and workforce development. He has implemented professional learning programs and career advancement strategies for diverse learner audiences and industries including healthcare, manufacturing, law enforcement, IT, transportation, and skilled trades. His work has focused on collaborative projects to drive workforce innovations that respond to emergent technologies and trends, along with directly advising, coaching, and mentoring learners exploring new career and education opportunities or seeking to stay current in their field.

Much of Michael’s background is in community and technical colleges which informed his dissertation research, supervised by Dr. Marie Sandy, focused on how manufacturing students form career perceptions and build career capital to achieve their goals. His research drew from experiences including serving as career pathways coordinator at MATC, an undergraduate admissions advisor at UWM, manager of MxD Learn in Chicago, and at the College of Lake County (IL) where he has worked in continuing education, as an adjunct instructor, and most recently as Associate Dean of Biological and Health Sciences.

Upon defending his dissertation in 2025, Michael has worked as a Manager/Specialist Master in Deloitte Consulting’s Government and Public Service Human Capital Practice. In this role, he leverages research skills developed in the UWM UEDP to lead teams conducting regional workforce system assessments, program evaluations, and innovative project implementations that support education stakeholders and students stay on pace with high-demand skills.

Michael lives on Chicago’s North Shore with his wife Lauren and daughter Rosie.

Dr. Nicholas D. Hartlep

Nicholas D. Hartlep (Ph.D., University of Wisconsin–Milwaukee) (He/Him/His) holds the Robert Charles Billings Endowed Chair in Education at Berea College, where he chairs the Education Studies Department.

His research includes examinations of the model minority stereotype of Asian Americans, higher education leadership, teaching and transformation in urban educational settings, and the impact of neoliberalism on public P–20 education. He has published 26 books in the field of education over the course of his academic career, two of which were named Outstanding Books by the Society of Professors of Education.

Hartlep has received multiple awards for his work, including the 2020 Emerging Leader Award from the American Association for Access, Equity and Diversity; the 2018 John Saltmarsh Award for Emerging Leaders in Civic Engagement from the American Association of State Colleges and Universities; the 2015 Distinguished Young Alumni Award from Winona State University, and the 2016 Graduate of the Last Decade Award from the University of Wisconsin–Milwaukee. He is currently writing What Can Be Learned from Work Colleges? An Education That Works (SUNY Press).
Follow him on Twitter: @nhartlep. Email: hartlepn@berea.edu

Dr. Kyle W. Resch

Dr. Kyle W. Resch (Ph.D., University of Wisconsin–Milwaukee) serves as an Assistant Professor of Special Education in the Department of Education at Carroll University, where he also serves as the Program Coordinator of their Master of Arts in Teaching (MAT) program. He teaches a range of undergraduate and graduate courses focused on special education, inclusive practices, and teacher preparation.

Dr. Resch began his career as a special education teacher in Milwaukee Public Schools and later served in various teaching and mentoring roles across Wisconsin before transitioning into higher education. These classroom experiences continue to shape his approach to preparing new teachers who are grounded in equity and inclusion.

His research examines inclusive education, teacher preparation, and school discipline policies, with an emphasis on how institutional structures influence equity for students with disabilities. He has published in the Journal of Special Education Leadership and the International Journal of Secondary Education and has presented his work at national and regional conferences, including the Association of Teacher Educators, the Mid-Western Educational Research Association, and the Council for Exceptional Children.

At Carroll, Dr. Resch leads ongoing curriculum development and program initiatives that prepare future educators to create learning environments where every student can succeed. He resides in the Milwaukee area and enjoys collaborating with educators and community partners who share a commitment to inclusive education.

Dr. Calvin Lewis

Calvin Lewis, PhD, is a 2024 graduate of the Urban Education Doctoral Program (UEDP) with a specialization in Social Foundations of Education. He serves as a lecturer across various departments within the School of Education, primarily in the Department of Educational Policy and Community Studies. His research interests encompass race and education, the politics of education, critical and antiracist pedagogy, the history and sociology of public education, and exclusionary policies and practices in K-12 settings.

Over the last several years, Calvin has focused on diversifying the PK-12 teaching workforce by designing, implementing, and overseeing workforce development initiatives, particularly Grow Your Own (GYO) programs. These initiatives aim to expose and encourage youth, especially young men of color, to consider teaching as a viable career option.

In addition to his academic work, Calvin has over fourteen years of experience in the nonprofit sector. He currently holds the position of Chief of Institutional Advancement & Impact at a 501(c)(3) nonprofit dedicated to supporting the academic, social, and professional trajectories of Black and Brown male youth nationwide. In his role, Calvin works closely with the President & CEO to help guide the organization’s strategic direction, assess its impact, and lead fundraising efforts. He is also responsible for developing strategies to evaluate the effectiveness of the organization’s programs and cultivating relationships with donors and partners to secure funding, thereby driving the nonprofit’s growth and sustainability.

Dr. Jocelyn (Joey) Sulsberger

I am Dr. Jocelyn (Joey) Sulsberger, a proud alumna of the University of Wisconsin–Milwaukee. I had the privilege of completing both my undergraduate and graduate studies at UWM, earning a bachelor’s degree in Biology and Environmental Science, a teaching certificate, and two master’s degrees.

Following five years of teaching high school Biology and Chemistry, I transitioned into educational administration. For the past 17 years, I have had the honor of serving as the principal of Wilson Elementary School in the Mequon-Thiensville School District. It has been deeply rewarding to work alongside dedicated educators and support the growth of students within my own community.

My decision to pursue a doctorate stemmed from a desire to further develop my leadership skills and expand my knowledge to better serve the students and staff I lead. My research focuses on promoting equitable educational experiences for all children and ensuring that students with dis/abilities have access to high-quality instruction that prepares them for meaningful and fulfilling lives.education.

Dr. Michele Turner

Dr. Michele Turner is the Interim Director of the Institute for Equity and Transformational Change (IETC) at Madison College. She leads a team of consultants who support faculty and staff in strengthening equitable practices in curriculum development, curriculum mapping, and action research. Under her direction, the IETC also develops and delivers collegewide workshops, professional learning initiatives, and conferences focused on culturally responsive and inclusive teaching.

Dr. Turner earned her doctorate from the University of Wisconsin-Milwaukee in Urban Education with a specialization in Social Foundations of Education, where her research examined the racialized experiences of early childhood educators and the systemic factors that shape their careers. Her current scholarship centers on culturally responsive instructional practices, the retention and success of Black and Brown students in higher education, and reducing bias in learning materials and textbooks.

She recently earned Disseminator Status—the highest level of recognition for instructional excellence at Madison College—reflecting her leadership and impact in advancing equity-focused teaching and learning.

Dr. Molly Wolk

While earning my doctorate through the Urban Education Doctoral Program (UEDP) at UW-Milwaukee, I served as a graduate research assistant and culturally responsive practices facilitator for the Asset-Based Cultural Competence Ensuring Student Success (ACCESS), a $5 million U.S. Department of Education SEED grant. It was through this grant, the UEDP coursework, and my prior work with K-8 Apsáalooke (Crow) students in Pryor, MT that I cultivated my research interests, including culturally responsive pedagogy at the confluence of Indigenous ways of knowing and Western science. I completed the UEDP in 2021, graduating with my Ph.D. in Urban Education, and a specialization in Curriculum and Instruction.

After earning my Ph.D., I accepted a visiting assistant professorship in the College of Education at Boise State University (BSU), where I taught STEM-Education courses for elementary and secondary pre-service teachers in the IDoTeach program, and served as a liaison for Masters in Teaching pre-service teachers during their final semester of student teaching. During my time at BSU, I began exploring collaborations with faculty involved in Native scholarship and community members serving Native interests.

Currently, I serve as the Curriculum and Instruction Coordinator for Professional Development at the Idaho Division of Career Technical Education, where I design and teach new teacher training for tradespeople who are new to teaching. In this role, I am able to continue my work alongside Native scholars, particularly through land-based collaborations that center the application of “Standard 11: American Indian Tribes in Idaho” for career technical education teachers.

In my various appointments, I continue to lend the critical lens and in-depth understanding of the urban education landscape that I honed while at UW-Milwaukee to enact change. 

Dr. Joey Zocher

Dr. Joey Zocher is a dedicated urban educator, administrator, and teacher-researcher with over two decades of experience in environmental and science education. As the Executive Director of TransCenter for Youth since 2020, she blends her passion for eco-pedagogical praxis with her expertise as a certified Principal and Director of Instruction.

Joey’s work is driven by a core philosophy: integrating connection, inclusivity and joy with student-centered learning empowers students to take meaningful action for positive change in their communities.

Her career path reflects a deep commitment to building community-centered programs. After starting her teaching career at El Puente High School in 1998, she earned her M.S. in Environmental Education and went on to serve as the founding Program Director for the Urban Ecology Center’s Washington Park Branch. In 2011, she was part of the planning team that opened Escuela Verde, where they also served as an advisor before moving into TCY organizational administration in 2018.

Dr. Zocher holds a Ph.D. in Urban Education from UW-Milwaukee, an M.S. in Environmental Education, and a B.S. in Biology, Psychology, Women’s Studies, and Secondary Education from UW-Stevens Point. As an active scholar and mentor, Joey has taught graduate and undergraduate courses at UW-Milwaukee and Alverno. Their research on decolonizing science education and scientific literacy has been published in peer-reviewed journals like the Journal of Experiential Education and the Electronic Journal of Science Education. She frequently presents this work at national conferences, including the Free Minds, Free People Conference and the North American Association for Environmental Education. Joey connects this theory to practice through active community leadership, currently serving on the board of directors for Reflo.