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Graduate faculty are committed scholars with deep ties to their professional fields, as well as advocates for equity and access. Over the years, they have been standard bearers of academic excellence in teaching and counseling. Below are some of their signal achievements.

Faculty Honors


  • Jim Wallace and Zaher Wahab are recognized for outstanding teaching by the Burlington Northern Foundation.


  • Ruth Shagoury Hubbard wins the Burlington Northern Faculty Achievement Award for teaching.


  • Zaher Wahab is awarded a teaching and research Fulbright Fellowship to Suez Canal University to conduct research on illiteracy, women in education, and teacher education in Egypt.


  • Carol Witherell publishes Stories Lives Tell: Narrative and Dialogue in Education (Teachers College Press) with respected education advocate Nel Noddings (commencement speaker in 2007). The book contains articles by graduate school faculty Andra Makler, Celeste Brody, and Kim Stafford. Essays explore the centrality of narrative and dialogue in education and other human services professions.
  • Vern Jones wins a Burlington Northern Award for Faculty Achievement.


  • Patricia Schmuck publishes Small School Districts, Big Problems—Making School Everybody’s House (Corwin Press) with her husband, Richard Schmuck. The book is about a six-month, 10,000-mile trip visiting rural schools in 21 states.


  • Ruth Shagoury Hubbard publishes The Art of Classroom Inquiry: A Handbook for Teacher-Researchers. The groundbreaking book becomes a classic in the subject and helps tens of thousands of beginning and veteran teachers alike discover successful ways to conduct research in their classrooms.


  • Mary Henning Stout is awarded the National Association of School Psychologists Presidential Appreciation Award for extraordinary contributions to the field.
  • Nancy Nagel publishes Learning Through Real-World Problem-Solving: The Power of Integrative Teaching (Corwin Press), with contributions by four Lewis & Clark education alumni.


  • Ruth Shagoury Hubbard is appointed the Mary Stuart Rogers Professor of Education. It is the first endowed professorship at the graduate school, established by a $1.5 million gift from the Mary Stuart Rogers Foundation. Shagoury Hubbard’s inaugural lecture is “Worlds Beneath Worlds: The Importance of Personal Connections in Literacy.” She is already a nationally recognized expert on literacy, with nine published books on writing, research, and creative development.
  • Zaher Wahab serves as a Fulbright scholar in Kazahkstan. After his service, he is invited by the Kazakh Ministry of Higher Education and the U.S. Embassy in Kazakhstan to return to the country to teach, advise, and conduct research there.
  • The graduate school receives $140,000 to assist in the foundation of a countywide Girls’ Initiate Network to support girls and girl’s issues. The project is directed by Mary Henning Stout.


  • Greg Smith publishes Ecological Education and Action: On Weaving Education, Culture, and Environment (State University of Oregon Press).


  • Mary Stuart Rogers Professor of Education Ruth Shagoury Hubbard  publishes Teaching for Justice in the Social Studies Classroom (Heinemann) with Andra Makler. The book includes many chapters written by Lewis & Clark faculty and alumni.
  • The graduate school, led by Dean Jay Casbon, receives a $656,621 grant from the U.S. Department of Education’s Office of Bilingual Education to fund Project T.A.S.K. (Tools for Academic Skills and Knowledge), which brings together parents and educators in higher education and in K-12 schools to forge ways to meet the needs of nonnative English-speaking students. The college receives more than $2 million in under two years to develop and support K-12 professional development programs in the area of ESOL/bilingual education. Grants include the Hillsboro Intensive Training Project ($1.1 million) and the Comprehensive Professional Development Project ($300,000).


  • Joanne Mulcahy publishes Birth and Rebirth on an Alaskan Island: The Life of an Alutiiq Healer (University of Georgia Press).


  • The Principal’s Center, an outreach program coordinated by Tom Ruhl in the Department of Educational Administration, provides avenues for discussion, continuing education, and professional development for often-isolated principals in rural areas of Oregon. Aided by a Ford Family Foundation grant, the center now sponsors eight active and developing partnerships—from the little town of Nyssa, located near the Idaho border, to the southwestern coastal community of Bandon.
  • The Graduate School of Education, led by Dean Jay Casbon, receives another ESOL/Bilingual Education Title VII grant worth $697,206. Project TRIAD: Teachers for Rich Innovative Academic Development, a partnership between the graduate school and Portland Public Schools, supports 50 educators in earning the ESOL/ Bilingual Education Endorsement. The grant also establishes an annual institute on English language-learning issues cosponsored with Portland Public Schools. In the future, the grant will help support internships for Lewis & Clark students studying best practices in ESOL/bilingual instruction.


  • In partnership with Lewis & Clark, an after-school program in the David Douglas School District (DDSD)— one of the most diverse districts in Oregon—receives a 21st Century No Child Left Behind federal grant for $1.4 million over five years. The program provides academic supports, social and emotional skill-building lessons, and family support. One hundred percent of participating students meet Annual Yearly Progress benchmarks, compared with the district average of 67 percent . In 2008, Peter Mortola and adjunct faculty member Diane Gans work with the district and other partners to extend and continue the partnership after the grant concludes.
  • The Department of Educational Administration, led by Tom Ruhl, partners with the Umatilla-Morrow Educational Service District to secure more than $600,000 over three years to recruit, train, and retain principals in rural eastern Oregon schools.
  • The Jefferson Teacher Alliance Program, a joint venture between Lewis & Clark and Portland Public Schools, received $163,000 to establish school-based mentorship programs for teachers working in Woodlawn Elementary, Ockley Green Middle School, Tubman Middle School, and Jefferson High School. In addition to one-on-one mentoring from graduate school faculty, including project leader Sherri Carreker, beginning teachers in the program will receive scholarships to complete coursework necessary for continuing teaching licensure. 
  • Carolyn Bullard, interim associate dean, publishes The Itinerant Teacher’s Handbook, the culmination of years of research concerning how best to support teachers who travel from school to school, particularly in rural areas.
  • Vern Jones, publishes a textbook on special education, Creating Effective Programs for Students with Emotional and Behavior Disorders.


  • Lewis & Clark Graduate School of Education and Counseling partners with Oregon Health & Science University on the Teacher Institute for Immersion in Science (TIES) program, led by Kip Ault. TIES places rural middle school teachers in labs conducting biomedical research in order to learn about science from the perspective of the researcher.  Teachers return to their schools with curriculum plans for teaching about science with attention to the cultural aspects of research, as well as how the biomedical science community ensures ethical conduct among experimenters. 


  • Under the leadership of Mary Clare the graduate school launches the Indigenous Ways of Knowing (IWOK) Program after securing a $175,000 planning grant from the Ford Foundation. The program is guided by an advisory council that includes tribal elders and leaders. An annual conference is established in 2007. With a four-year, $930,000 grant from the Office of Indian Education of the U.S. Department of Education, Lewis & Clark also forms a consortium with the Confederated Tribes of Warm Springs Indians in Central Oregon to train American Indians as teachers and educational administrators.


  • Sara Exposito and Alejandra Favela receive a $48,000 grant from the Teaching Research Institute of Western Oregon University to conduct a summer Oregon Language, Literacy, and Culture Institute.


  • Kimberly Campbell publishes Less Is More: Teaching Literacy With Short Texts, Grades 6-12 (Stenhouse).
  • Danielle Torres publishes The Reflective School Counselor’s Guide to Practioner Research (Corwin) with V. Brooks-McNamara.
  • Through the Creating Engaged Readers project (funded by a two-year, $150,000 grant from the Arthur Vining Davis Foundation), Ruth Shagoury offered 86 Portland Public Schools secondary classroom teachers of all subjects a professional development opportunity to enhance literacy instruction. The project provided innovative, evidence-based reading comprehension and assessment. It’s estimated the work reached over 2,500 students.


  • The college receives $1.3 million to improve the quality of K-12 science education from the Howard Hughes Medical Institute, following an interdisciplinary approach that integrates a K-12 outreach program for science education at the graduate school. In 2012, the college receives an additional $1 million from HHMI to focus on improving K-12 science education and to attract more minority students to the field. The work is coordinated by Associate Professor of Education and Faculty Fellow Liza Finkel.
  • Kim Stafford, director of the Northwest Writing Institute, is awarded the Steward H. Holbrook Literary Legacy Award by Literary Arts in recognition of significant contributions to Oregon’s literary community. Previously, Stafford was the recipient of a Governor’s Arts Award, two creative writing fellowships from the National Endowment for the Arts, and a Western States Book Award (for Having Everything Right, 1986).
  • Mollie Galloway and Andrae Brown start the Early College Access Advocacy Project, which invites high school students from a local alternative high school to Lewis & Clark for coursework that addresses barriers to college access faced by low-income, first-generation, and minority students.
  • Boyd Pidcock leads the Oregon Workforce Development Grant (with funding of $85,000 from the Oregon Department of Human Services) to train providers of treatment for problem gambling.
    • Between 2008 and 2011, Greg Smith secures over $45,000 from the Gray Family Fund to implement four courses on education for sustainability and a summer workshop that enrolls over 70 teachers. The work is aimed at implementing school or community projects that enhance local natural and social environments in the West Linn-Wilsonville Scott District.
    • Janet Bixby, associate dean of the graduate school, edits a book with Judith L. Pace, Education Democratic Citizens in Troubled Times: Qualitative Studies of Current Efforts (SUNY).
    • Ruth Shagoury publishes Raising Writers Understanding and Nurturing Young Children's Writing Development (Pearson). The book is nominated for the Richard Meade Award.
    • Peter Mortola publishes BAM! Boys Advocacy and Mentoring (Routledge).


  • Danielle Torres and Laura Pederson are recognized as a “Next-Generation Leader” and “National Trailblazer in School Counselor Education,” respectively, by the Education Trust. The trust identifies school counseling at Lewis & Clark as a “Pioneering Program” in the movement to transform the profession into one defined by educational equity, data-based decision making, and academic achievement.
  • In 2009, the college receives $1 million from the U.S. Department of Education to partner with the High Desert Education Service District to improve the teaching of U.S. history in rural schools, under the leadership of Associate Dean Janet Bixby. The Teaching American History grant involves over 150 teachers in rural Oregon schools.
  • Thomas Doherty is the inaugural editor of a new journal, Ecopsychology. In 2012, Doherty launches the Ecopsychology in Counseling Certificate Program. His work in this emerging field is profiled in an article in the New York Times Magazine.
  • Carolyn Carr is the lead researcher on two comprehensive evaluation projects for the Oregon Leadership Network, funded by the Wallace Foundation. The studies examine the preparation of school leaders in Oregon colleges and universities with regard to equity, cultural competence, and social justice.
  • Linda Christensen, director of the Oregon Writing Project, is the author of a new book, Teaching for Joy and Justice (Rethinking Schools). Also in 2009, Western Michigan University grants the first annual Linda Christensen Social Justice Award to an outstanding new secondary English teacher dedicated to social justice.
  • The Indigenous Ways of Knowing (IWOK) Program hosts the first IWOK Summer Academy, led by coordinator Se-ah-dom Edmo. It brings Native American and Alaskan Native students from the Portland metropolitan area and reservation communities in Oregon and southwest Washington to campus for two weeks of college-preparation activities grounded in cultural relevance and family engagement. In its first five years, the program receives more than $100,000 in grant support from agencies including the Spirit Mountain Community Trust, the Ford Foundation, the Bill & Melinda Gates Foundation, and the Oregon University System College Access Challenge Grant.


  • Kip Ault receives the Oregon Academy of Science Outstanding Educator of the Year Award in recognition of his teaching and scholarly accomplishments in science education.
  • Beginning in 2002, Zaher Wahab travels annually to his native Afghanistan to assist in rebuilding the country’s educational system, ripped apart by war. Each year, he gives four months of service to the Afghan Ministry of Higher Education.  In 2007, he helps establish the first master’s program in teacher education in the country at Kabul University, funded in part by USAID. On March 10, 2010, the first cohort of 11 men and 11 women receive their degrees in a ceremony attended by the U.S. Ambassador to Afghanistan.
  • The Woodrow Wilson-Rockafeller Brothers Fund Fellowship Program recognizes Lewis & Clark and 29 other U.S. schools (including Yale, Amherst, and Princeton) for their outstanding teacher preparation programs. Fellowship recipients, students of color who are aspiring to teach, receive a $30,000 scholarship to pursue graduate teacher education at one of the recognized institutions. The program is coordinated by Janet Bixby, associate dean and chair of the Teacher Education Department.
  • A newly published memoir by Kim Stafford, 100 Tricks Every Boy Can Do: How My Brother Disappeared, about the suicide of his young brother, is named one of the top 10 Northwest books by the Oregonian.
  • Vern Jones publishes Practical Classroom Management (Pearson). It is Jones’ fifth book on the subject, in which he is a national expert.
  • Joanne Mulcahy is the author of a book exploring the life of Mexican traditional healer Eva Castellanoz, Remedios.
  • Greg Smith is the coauthor of Place- and Community-Based Education in Schools, a primer for educators interested in incorporating local content and experiences into their teaching.
  • Linda Christensen, director of the Oregon Writing Project, is the editor of The New Teacher Book (Rethinking Schools).
  • Through the work of Se-ah-dom Edmo, director of the Indigenous Ways of Knowing (IWOK) Program at Lewis & Clark, the graduate school begins a collaboration with the Western States Center, the Native American Program of Legal Aid Services of Oregon, and Basic Rights Oregon to examine the ways in which two-spirit or LGBT equity is protected in tribal legal codes. The work leads to the development of the Tribal Equity Toolkit, a landmark guide to help tribal governments adopt or amend their laws to recognize the rights of two-spirit and LGBT people in their communities. The work is funded by sponsoring organizations, the Pride Foundation, and the Arcus Foundation.


  • Teresa McDowell receives the Anselm Strauss Award, presented by the National Council on Family Relations, for her paper “Mapping Social Capital: A Critical Contextual Approach for Working With Low-Status Families.”
  • Kim Stafford reads a poem at the inauguration of Governor John Kitzhaber.
  • Mary Clare published 100 Voices: Americans Talk About Change. The book is based on interviews she did with ordinary Americans after the inauguration of President Barack Obama on the meaning of “change” to them.
  • Marla McGhee is the author of The Principal’s Guide to a Powerful Library Media Program (Linworth).


  • Linda Christensen, director of the Oregon Writing Project, and Dyan Watson edit Rethinking Elementary Education (Rethinking Schools). In 2013, the book wins the gold award in the education category of the Independent Book Publishers Association Benjamin Franklin Awards, for “excellence in independent publishing.”
  • David Ward receives the OLA Blue Spruce Award for his children’s book One Hockey Night. Ward is the author of seven books for children.
  • Carol Witherell is recognized for her service to the Portland City Club, the city’s premier civics organization.
  • Kimberly Campbell and alumna Kristi Latimer publish Beyond the Five-Paragraph Essay: Writing in Response to Literature.
  • A $50,000 Gates Foundation grant to the Indigenous Ways of Knowing (IWOK) Program, led by Se-ah-dom Edmo, enables the creation of a statewide Indian histories and sovereignty curriculum aligned with Oregon Educational Standards. The curriculum is developed in collaboration with the Oregon Indian Education Association and tribal leaders from across Oregon, using indigenous conceptions of history. During the historical period known as Termination, in which the federal government ended its recognition of tribal sovereignty rights, 98 percent of all individual Indians and 62 of 109 tribes who lost their federally recognized status were from Oregon.
  • Mollie Galloway leads a three-year study of the effectiveness of a landmark tool developed in Oregon to measure the organizational capacity of schools and school leaders in addressing persistent achievement disparities among students of color. The Leadership for Equity Assessment and Development (LEAD) Tool was created under the guidance of a number of alumni and faculty in the graduate school’s doctoral program in educational leadership. Galloway’s research is supported by a $50,000 grant from the Spenser Foundation.


  • Sue Feldman receives the Emerald Literati Network 2013 Award for Excellence for her paper “Managing the Intersection of Internal and External Accountability: Challenge for Urban School Leadership in the United States.” She also receives the E. Roberts Stephens Award for “outstanding academic accomplishments and contributions to education.”
  • Pilar Hernandez Wolfe receives the American Family Therapy Academy (AFTA) Award for distinguished contributions to social justice, recognizing outstanding work to advance the quality of life or address injustices affecting people of diverse cultural and economic backgrounds. The same year, she publishes A Borderlands View on Latinos, Latin Americans, and Decolonization: Rethinking Mental Health (Jason Aronson).
  • Ruth Shagoury publishes Home Is Where the Books Are: Creating Literate Spaces, Choosing Books, and Why It Matters, a book she coauthors with her daughter, Megan Rose.
  • Joanne Mulcahy receives a Fulbright grant to teach creative nonfiction in Morelia, Michoacan, Mexico, where she is also conducting interviews with women involved in rural health projects for a book of essays.
  • Carolyn Carr is recognized with the Appreciation of Service Award from the Oregon Leadership Network to acknowledge her lasting contribution to leadership for equity in Oregon. In 2012, Carr was also recognized for her work as an ally by the Oregon Association of Latino Administrators. Carr is the third person associated with Lewis & Clark’s Educational Leadership Programs to earn the award.


  • Lewis & Clark celebrates the centennial of the birth of William Stafford, Oregon’s first poet laureate and a longtime professor at the college. His son, Kim Stafford, contributes to the statewide celebration by helping publish two new books of Stafford’s work and consulting on the publication of five others.
  • The graduate school receives $360,000 from the Oregon Department of Education (ODE) to work on two projects addressing the longstanding concern that aspiring teachers and leaders enter the field with insufficient cultural competence and skill for culturally responsive pedagogies. Mollie Galloway and Janet Bixby lead the first project, partnering with three Portland high schools (Grant, Madison, and Roosevelt) to investigate how culturally responsive pedagogy and practice look at the schools. The second project, led by Sue Feldman and Sherri Carreker, expands Teaching With Purpose, a successful conference for educators across the state, to train and support more than 100 school leaders in coaching culturally responsive practices in Oregon schools and districts.