Dr. Etta Kralovec is an award-winning Professor of Teacher Education at the University of Arizona South (UA South). She holds a doctorate in philosophy from Teachers College, Columbia University, from which she received a Distinguished Alumni Award in 2018. In 2017, she received an honorary Master of Philosophy degree in Human Ecology from College of the Atlantic. In 2002, she received a distinguished alumni award from her undergraduate college, Lewis and Clark College. She was awarded a Fulbright Fellowship in 1996 to establish a teacher education program at Africa University in Zimbabwe.
Under Kralovec’s direction, the UA South M.Ed program has received over 3 million dollars in federal funds to prepare science, technology, engineering and math (STEM) teachers for Title One schools in Arizona border communities. Her program was awarded the Peter Likins Inclusive Excellence Award from the University of Arizona in 2015. The program uses equity literacy as the conceptual framework and has developed a contextualized approach to preparing critically-conscious teachers for the complex border educational environment.
Kralovec's current research interests are focused on educational issues in borderlands and how those issues impact teacher preparation. In 2014, Kralovec conducted research on teacher preparation in Finland, going on the build a research team of social scientists in Finland who explore border issues in Arizona. Over the past 2 years, she has supported teams of teachers from Mexico who conduct research in border schools in Arizona.
Her books include: The End of Homework; Schools that Do Too Much and Identity in Metamorphosis.
Etta started her career in education as a high school teacher in southern California for 12 years, where she ran an alternative high school for at-risk students.
Kralovec continues to work with schools and communities, unpacking the conundrum of homework.Professor Etta Kralovec – Inspiring Science Teachers in the Arizona Borderlands
Dr. Richard Orozco, Assistant Professor Teacher Education, University of Arizona South, joined UA South in 2013, after 3 years in the College of Education at Oregon State University. Dr. Orozco received his Ph.D. from the University of Arizona in Language, Reading, and Culture. While pursuing his doctorate, he taught classes for the UA's Mexican American Studies and Research Center. In addition, he taught Social Studies at Sunnyside High School in Tucson for 15 years. His research interests include the schooling experiences of non-dominant people and discourses that mediate this experience. He recently completed research and published work that investigates the effects of state legislation on the stress and schooling engagement of Mexican American students.
Dr. Curtis Acosta was a high school teacher for nearly 20 years in Tucson, where he developed and taught Chican@/Latin@ Literature classes for the renowned Mexican American Studies program in the Tucson Unified School District. His work was featured in the documentary Precious Knowledge, and his teaching also received profiles on The Daily Show with John Stewart, CNN, PBS, The New York Times, and The Los Angeles Times amongst many other media outlets. He has been fortunate to have articles published in The English Journal, Voices in Urban Education, Multicultural Perspectives and the books Educational Courage: Resisting the Ambush of Public Education and Rethinking Sexism, Gender, and Sexuality.
Dr. Acosta's current passion is assisting educators in the application of community and culturally sustaining pedagogy, in combination with humanizing teaching practices, in order for youth of color, and all students, to reach their academic potential.
Dr. Acosta received his Bachelor’s of Arts degree from Willamette University in Salem, Oregon, and later obtained a Master’s of Arts degree and Ph.D. in Language, Reading, and Culture from the University of Arizona in Tucson.
Dr. René Corrales earned his scientiae baccalaureus (SB) degree in chemistry from Massachusetts Institute of Technology, and both his masters of science (MS) in chemistry and his doctorate of philosophy (PhD) in chemical physics from the University of California, San Diego. He was also a National Science Foundation (NSF) Research Fellow at the University of Texas at Austin. Recently, he earned his masters of education (MEd) degree from the University of Arizona South in Secondary Education where he received the Outstanding Graduate Student in Secondary Education Award. Dr. Corrales had had a distinguished career at Pacific Northwest National Laboratory as a chief research scientist and as a faculty member in the Departments of Chemistry and Biochemistry, and Materials Science and Engineering at the University of Arizona where he received the Outstanding Faculty Award by the Honors College for Excellence in Teaching. His current work focuses on tackling the immediate problem of improving STEM instruction in K-12 education. Currently, he is the science instructor at STAR Academic Center where he develops and employs inquiry-based learning of physics, chemistry and biology to inspire curiosity in young minds. He is also an adjunct-instructor for the University of Arizona South, developing pedagogical content knowledge among STEM teacher education graduate students.
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The National Science Foundation (NSF) is an independent federal agency that supports fundamental research and education across all fields of science and engineering. In fiscal year (FY) 2016, its budget is $7.5 billion. NSF funds reach all 50 states through grants to nearly 2,000 colleges, universities and other institutions. Each year, NSF receives more than 48,000 competitive proposals for funding and makes about 12,000 new funding awards. This material is based upon work supported by the National Science Foundation under Grant # 1557396. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors(s) and not necessarily reflect the views of the National Science Foundation.