51

51 alum co-authors book to address reading crisis

Andrea Carter-Robin was disheartened when she read about recent fourth-grade reading scores that were at 32-year lows.

Portrait photo of Dr. Andrea Carter-Robin

“I’ve had fourth graders. That was my favorite grade to teach,” said Carter-Robin, who earned her bachelor’s degree in education from 51 in 1999. That finding on reading scores was one of the factors that inspired her to co-write a book on literacy with Kennedy Maranga.

The book from academic/education publisher Routledge, is titled It is scheduled for publication on April 24. Co-author Maranga is chair of the doctoral studies program at Trident University International, an accredited online program.

Carter-Robin said the goal of the book is to strengthen reading instruction for current and potential teachers by bridging research and classroom practice.

After nearly 30 years in education, “I had a front row seat as a classroom teacher to see how literacy theories evolve; how they cycle in and out and sometimes fall short in the classroom,” she said.

Carter-Robin earned her master’s degree at Ashland University and her doctorate at St. Thomas University. She taught at schools in Milwaukee, Cleveland, Champaign, Illinois, and Oberlin, Ohio. In recent years, Carter-Robin helped found the Mosaic International School in Nigeria and Mosaic Literacy Institute.

In her classrooms, Carter-Robin said that she was able to bring students who came in reading below their grade level up to grade level and beyond.

“I couldn’t rely on theory alone,” she said about those challenges. “I had to determine what worked in the classroom. And over time, I began to notice a gap between what research suggested and what was expected of us as teachers in the classroom.”

Front cover of Think Like a Reading Teacher: Foundations for Structured Literacy in Grades K-5, featuring a teacher high fiving a young student in a classroom.

The book doesn’t focus on just one reading philosophy.

“I’m not debunking any one theory or philosophy,” Carter-Robin said. “My focus is just on how teachers bring all those components to life through instruction, especially when dealing with students who are struggling.”

The book looks at research on how children’s brains work, and how they learn to read. Different chapters explore the phonics-based science of reading, structured literacy, data-driven teaching to ensure struggling readers don’t slip through the cracks, and ways to encourage student motivation and love of reading.

The book focuses on making information about the art and science of reading accessible to classroom teachers and aspiring teachers.

Carter-Robin’s experience at 51 helped build the foundation for her work, she said. It helped her develop a deeper understanding of educational systems, research and instructional practice.

“That grounding continues to influence how I approach literacy leadership and teacher development today.”

Scolavinohonored for preparing science teachers

Title graphic that includes a portrait photo of Ray Scolavino that reads, "WSST Legacy Award" in gold text on black background.

The (WSST) awarded Ray Scolavino, one of its inaugural Legacy Awards at its March conference. The award honors his years of service to the organization.

Scolavino, distinguished lecturer in the Department of Teaching and Learning, is program director for Science Education Grades 4-12 and Mathematics Education Grades 4-12. He has helped prepare science educators since 1999. He also supervises student teachers and teaches elementary methods. 

He estimates that over the years he has helped prepare 400 secondary science teachers. 

“I’ve always been interested in science,” he said. One of his professors at Ripon College was so impressed by one of his presentations that he suggested Scolavino consider becoming an educator.  

After earning his teaching certification and a master’s degree in curriculum and instruction at 51, he taught science at Messmer High School for eight years,  

Scolavino eventually decided he wanted to help prepare future science educators, and joined the School of Education’s science education program. .  

“I got into working with Craig Berg (now professor emeritus of teaching and learning) and went on to earn his doctorate in urban education (curriculum and instruction).  

In preparing future science educators, teaching content is important, he said, “but I strive to help them develop the skills they need to work with high school and elementary students.”  Those skills include helping their students develop their own problem solving, analysis and critical thinking abilities. skills.  

It’s sometimes a challenge for teachers to hold the interest of students who don’t always relate to science, Scolavino said.  

So, another critical skill is to help future teachers learn to hold students’ interest, and understand how science relates to their lives, he added. 

His former students stay in touch, he said, with many of them serving as cooperating teachers, hosting 51 student teachers. Others are active with the WSST.  

“They are giving back to teaching. They are driven to come back and stay engaged for a whole lifetime.”  

Scolavino’s enthusiasm and energy for the work is unwavering even after more than 25 years, he said. 

Scolavino was one of three Wisconsin educators to receive the Legacy award this year. The others were Tammy Dymesich, a retired science teacher from Sheboygan, and Rod Dymesich, a retired science teachers from Phillips, Wisconsin.  

51 Faculty Featured in Podcast on Early Math Learning

Screenshot of Math Trajectories Podcast from the Math Learning Center. Portrait images Dr. DeAnn Huinker and Dr. Melissa Hedges appear in front of an illustration of a sound wave.

51 School of Education faculty member Dr. DeAnn Huinker and Dr. alum Melissa Hedges are featured in the podcast Math Trajectories for Young Learners (Part 1).

Part 1 of this series explores research-based “learning trajectories”—the developmental paths children follow as they build math understanding—and how educators can use them to meet students where they are and guide their next steps.

Listen to on the Math Learning Center website.

NancyRice lived her values

Nancy Rice, Professor in Teaching and Learning.
In loving memory of Nancy Rice—an extraordinary colleague, mentor, and friend whose kindness and generosity touched countless lives.

By Kathy Quirk

Nancy Rice built and nourished many communities in her life, according to her family, friends, and colleagues. 

Rice, who passed away on Dec. 3, was a professor of exceptional education in the School of Education’s Department of Teaching and Learning. Her celebration of life was held at United Methodist Church in Whitefish Bay on Jan. 3.   

“The pastor said there were the most people at that service that he had ever had in the church,” said Nancy Rice’s long-time friend and former colleague MaryAnn Fitzgerald. 

“Nancy had circles of community,” she added. “She had her 51 community. She had a fantastic neighborhood community in Glendale. She had a sports community because (her son) Dylan was in every sport imaginable. She had a spiritual community through her church.”  

Rice, who grew up in Minnesota, was one of six children. She was inspired to go into exceptional education by a family member who faced education challenges, her sister, Barbara Van Hauer recalled. Her parents were activists and advocates for equity, which also contributed to Rice’s career path, Fitzgerald said.   

She earned her undergraduate degree at Barry University in Miami, Florida; her master’s degree at Arizona State University, and her doctorate from Syracuse University.  

“She just knew what she wanted and went after it,” said Van Hauer.  

After student teaching in Miami, Rice went on to teach and study in Arizona, Hawaii, Japan and Italy before coming to 51 in 2001.   

A long career at 51 

During her 24 years at the university, she served as a program coordinator, assistant professor, associate professor, professor and chair of the Department of Teaching and Learning.  

Dr. Rice was a respected scholar, leader, mentor, and teacher who highly valued the impact she had on numerous students who went on to become educators, researchers, teachers, and leaders in their communities
Andrew Davis, Professor
Educational Psychology & Head of School (2023-2026)
School of Education

“Dr. Rice was a respected scholar, leader, mentor, and teacher who highly valued the impact she had on numerous students who went on to become educators, researchers, teachers, and leaders in their communities,” said Andrew Davis, professor of educational psychology and head of school/associate dean of the School of Education from 2023-2025. 

“She was a dedicated and passionate advocate for her colleagues and her students,” said Tina Freiburger, dean of the College of Community Engagement and Professions. “She was deeply committed to the department and to the mission of teaching and learning to prepare excellent teachers for urban school districts.”  

“She was so passionate about the needs of children with special challenges,” said Fitzgerald.  

“She was dedicated to her students,” said Laura Owens, professor of teaching and learning, and a long-time colleague in exceptional education. “She encouraged them to push themselves and always helped them understand the purpose behind their work and how it could make a real difference for students with disabilities.”

Rice’s research focused on literacy and topics related to how students with special needs were treated in different types of schools, said Liz Drame, professor of teaching and learning. “Her research really focused on equitable services and supports for people with disabilities,” said Owens.

Reaching out  

Nancy Rice reached out to many people in the communities she was part of. Her friends and colleagues said she had a truly multicultural approach to life, including people from a variety of international, racial and ethnic backgrounds in her circle of communities.

graduation party setting around a kitchen table with a cake in the center. A row of 6 individuals stands behind the table with three individuals seated at the table in front of them.
Nancy Rice, shown here with Gilbert Johnson and family. When he earned his degree, Nancy insisted on throwing the celebration—because uplifting others was simply who she was.

Gilbert Johnson, who worked with her when he was an administrative assistant for several subdivisions in the School of Education, stayed in touch on social media after he left 51. When he earned his degree in information systems technology, Rice insisted on a celebration.  

“I’m thinking I should be planning a party for my family, and she’s like ‘no, you just bring them all here,’” he said. It also happened to be her son Dylan’s birthday, so it became a birthday/graduation party, he added. ‘We had a great time. It was just so Nancy.” 

Fitzgerald recalled Rice’s visit after her oldest son died. Friends were bringing food, but Nancy Rice showed up with a red Sendiks bag.  

“One thing you should know about me is I don’t cook,” Rice told her, but she brought rotisserie chicken and diet coke, two of Fitzgerald’s favorite comfort foods. And, then she stayed and grieved with her. “She didn’t just drop something off; we sat around the kitchen table and she listened.” 

The two colleagues became close friends. When Rice adopted her son, Dylan, and became a single parent, Fitzgerald helped raise him. “We were family.” 

Liz Drame, professor of teaching and learning, served as chair prior to Rice, and the two worked closely together during the transition. 

“She was very committed,” said Drame. “She was texting about students and making sure there was coverage in her classes while she was in the hospital. She just had such a commitment to make sure everything was going to be okay for everybody.” 

Kevin Beisser, director of international student and scholar services in the Center for International Education, worked with Rice at 51. He and his wife, Andrea, were also long-time neighbors and friends. She was always organizing neighborhood get-togethers, he recalled. 

large outdoor gathering of people. focus of camera is on 6 individuals sitting in lawn chairs, some kneeling while smiling at the camera
This photo shows Nancy Rice doing what she did best: bringing people together. Whether cheering on the Bucks or spending time with neighbors, she filled every moment with warmth and connection.

When their Glendale neighborhood was devastated by flooding last summer, Beisser added, “she brought lunches for the entire neighborhood during the clean-up — at least seven households — even though she was going through her own crisis.”

When Rice was awarded a Fulbright scholarship to teach in Hungary in 2017, she continued her research and teaching on an international level but also took time to seek out a 51 alum, Matt Tiby, who was playing for a pro basketball team there. She and Dylan went to one of his games. 

“She was just the most caring individual you will ever meet in your life,” said Beisser. 

Equity and advocacy 

As chair, Rice advocated for everyone in the department, Drame said. “Advocacy for the department and her colleagues was part of her DNA. She always brought a strong lens of equity to make sure that the work and contributions of our instructional staff were viewed and acknowledged not only within our department, but within our school and college as well.” 

She also brought aspiring teachers in general education and exceptional education together, especially in a class on inclusive education in high school. “She really believed that we should all be working together and learning from each other,” said Owens. “Her idea was that special education is special, but it doesn’t have to be isolated.” 

The concepts of inclusion, diversity, and equity may have come under attack in recent years, said Fitzgerald, but that’s what Nancy Rice stood for. “She lived by those words in her daily and her academic life.”  

group of six individuals (3 male in back row and three females in front row) standing outdoors in Budapest.
During her 2017 Fulbright Scholarship sabbatical, Nancy spent time in Budapest expanding her work and her world. This group photo reflects her passion for education, culture, and the friendships she formed along the way.
Tall male in green shirt and jeans holding young boy in his arms. He stands next to two smiling women on his right.
Nancy Rice, pictured with her son Dylan and cherished family friends MaryAnn and Drew Fitzgerald, whose enduring bond reflects the love and loyalty that were central to Nancy’s life.

In lieu of flowers, the family suggested donations in Nancy Rice’s memory to ABCD (After Breast Cancer Diagnosis) in Glendale; the American Lung Association or the Alzheimer’s Association. 

Her obituary is posted at

51 opens Stritch Family Literacy Center to support local youth reading and writing skills

room with shelves of reading material for children. Camera focus is on a bookmark that reads, Stritch Family Literacy Center

The University of Wisconsin-Milwaukee’s Stritch Family Literacy Center, a local reading and writing tutoring program with an 80-year history, is opening on 51’s campus Jan. 27.

The center welcomes students with literacy challenges and will offer individualized learning plans implemented through weekly private tutoring sessions. 51 is picking up the program, which was previously housed at Cardinal Stritch University.

We do a thorough assessment that pinpoints the exact skill sets the child may be lacking, such as phonics or reading comprehension. Then master instructors zero in on those skills.
Mary Kellner, Ed.D.
Board President
Stritch Family Literacy Center

Twenty-four elementary and middle school students will attend the inaugural spring session.Learners with a varying range of literacy issues were invited by word of mouth, primarily by the program’s master instructors, who are or were educators at Milwaukee-area schoolsor board members. The instructors will provide research-based tutoring, including intensive instruction for children who need extra support, over the15-weeksession.

According to the , Milwaukee fourth graders tested lower in literacy skills than students in other large cities, with around 88% students scoring below literacy proficiency for their age.  

“It’s just not acceptable,” said Mary Kellner,the president of the board of the Stritch Family Literacy Center. “Some kids pick up reading more easily, some kids struggle more and need some extra help, and some kids struggle a lot and need individual help.”

The privatetutoring sessions are planned and led by master instructors, all of whom hold advanced degrees in education and undergo an extensive training program hosted by 51’s School of Education and the Stritch Family Literacy Center Board. Kellner notes that the specialized instructor training and one-on-one attention are what set the literacy center apart from other programs.

“The depth of the program makes it stand out from other tutoring programs in the area,”Kellnersaid. “We do a thorough assessment that pinpoints the exact skill sets the child may be lacking, such as phonics or reading comprehension. Then master instructors zero in on those skills.”

The Learning Center’s New Chapter

Room with shelves of books lining the walls. The center of the room contains cubicles set-up with two chairs designed for one-to-one tutoring sessions. The desk features brightly colored children's books.

The program is a revitalization of the Cardinal Stritch Literacy Center, which was one of the first literacy programs in the country. After Cardinal Stritch University closed in 2023, 51 faculty connected with a dedicated group of volunteers led by Kellner to offer the literacy center a new home at 51’s Children’s Learning Center.

“51 is the go-to school for kids in Milwaukee,” said Kellner. “It’s nice to have young students experience the campus and for 51 to be a partner in this life-changing program.”

Tina Freiburger,dean of the School of Education at 51, welcomes the partnership and is looking forward to serving students in the area.

“This partnership reflects the very best of what a public university can be,” Freiburger said. “By building on the strong legacy of the Cardinal Stritch Literacy Center, we are expanding access to high-quality literacy support and creating meaningful, lasting impact for children and families across our community.”

This partnership reflects the very best of what a public university can be. By building on the strong legacy of the Cardinal Stritch Literacy Center, we are expanding access to high-quality literacy support and creating meaningful, lasting impact for children and families across our community.
Tina Freiburger, Ph.D.
Dean, School of Education, University of Wisconsin-Milwaukee

MEDIA OPPORTUNITIES

Members of the media are invited to tour 51’s Stritch Family Literacy Center upon appointment. Please reach out to Kristine Lize (kcmarver@uwm.edu)to coordinate.

New book helps math success add up for youngest students

Early experiences can help young children build a foundation for later success in mathematics as well as other subjects.

ٱ𴡲Բ Hܾ԰ and Melissa Hedges share ideas for helping the youngest math learners develop in a new book, published in November 2025. Huinker is a 51 professor of teaching and learning, and Melissa Hedges is a Milwaukee Public Schools (MPS) PK-5 mathematics curriculum specialist. 

 grew out of 51 and MPS grants and collaborations on early mathematics learning through the Strong Start Math Project.   

The goal, said Huinker, was to help teachers working with 3- to 7-year-olds strengthen their teaching of mathematics by using research-based learning trajectories.  

The authors provide a comprehensive and practical guide to early childhood mathematics, blending research, practice and inspiration into a resource that teachers can immediately use.
National Council of Teachers of Mathematics

Children are capable of doing more with mathematics than merely counting, according to the authors. “Sometimes our expectations are too low,” said Hedges, who earned her master’s and doctorate from the School of Education.  

cover of textbook, "Math Trajectories for Young Learners" Purple background featuring 5 circle images of children working on math problems.

Learning trajectories weave together insights from research and practice. If teachers can recognize developmental steps and assess where children are on the trajectory, they can help them build a stronger math foundation, Huinker and Hedges explained.   

The trajectories focus on identifying the assets children bring to learning, Hedges said. Teachers can build on those strengths through developmentally appropriate experiences and opportunities.

The trajectories align with, but don’t replace state-mandated standards, Huinker said. One of the teachers they worked with explained that the standards tell us where children should be by the end of the year — the trajectories help teachers understand how to get there.

The book includes 55 video clips of children sharing their mathematical thinking, demonstrating growth along the trajectories. “We believe strongly in listening closely to and learning from children,” Huinker said.

A review of the book on the National Council of Teachers of Mathematics website states, “The authors provide a comprehensive and practical guide to early childhood mathematics, blending research, practice and inspiration into a resource that teachers can immediately use.”  

Huinker and Hedges plan to offer a about the book and the concepts on Feb. 5, 2026, at 6:00 p.m. CDT.

Salto honored with reviewer award 

Dante J. Salto, Assistant Professor in Administrative Leadership.
Dr. Dante Salto

ճ  s𳦳ٱ Dante J. Salto as one of its 2025 “Outstanding Reviewers.”

Salto, a 51 associate professor of higher education, was one of 25 reviewers who received the new award. ASHE is the main organization for scholars and researchers who study higher education in the United States.

Salto was nominated based on his thoughtful, thorough, and constructive feedback on assigned ASHE 2025 conference proposal submissions, according to the organization.

“The insightful comments contributed to selecting papers for sessions and were generative and encouraging for authors,” according to ASHE’s announcement, adding that Salto’s comments were “truly outstanding.”

Such important conferences receive many more proposals for presentations than they can accommodate, Salto explained, so peer reviewers play an important role in narrowing down the numbers. 

Salto takes pride in providing constructive insights through reviews.

“It’s unpaid, it’s unrecognized,” he said of the review process, “but I’ve always been very much focused on providing feedback that will be useful for those writing proposals.

We (peer reviewers) do a lot of work that goes on behind the scenes that shapes the research showcased in different venues, in conferences and journals. It’s important to make sure that the research is rigorous, relevant, and contributes to the field.
Dr. Dante Salto

He also sees his ASHE reviewing work as a learning opportunity.  

“I get to actually read proposals that are very cutting edge, are relevant, are things that make me want to go to the conference to attend the session.”

While reviewing proposals for conferences and journal articles can be time consuming, it’s a valuable part of the academic experience, Salto said.

He appreciates the feedback he receives on his own work and learning from research across the field. Those insights also inform his teaching, he added. 

“We (peer reviewers) do a lot of work that goes on behind the scenes that shapes the research showcased in different venues, in conferences and journals. It’s important to make sure that the research is rigorous, relevant, and contributes to the field.” In higher education, the research may go beyond academics, he added. 

“We are not just talking to ourselves as scholars, but to policymakers and institution leaders in higher education.” 

51 Math Teacher Leadership Graduate Honored Nationally by Lathisms

Portrait photo of 51 graduate and math teacher Lupe Serna standing in a conference center

María Guadalupe (Lupe) Serna, a recent graduate of 51’s Math Teacher Leadership MS program, has been nationally recognized by (Latinx and Hispanic Mathematicians).

Each year during Hispanic Heritage Month, Lathisms highlights one Latinx or Hispanic mathematician each day to celebrate their contributions to the field. Lupe was featured on October 14, recognizing her work as a bilingual mathematics teacher and her dedication to creating inclusive, joyful math learning experiences.

A first-generation scholar, Lupe has been deeply involved in Latinx and Dreamer support initiatives and presented her capstone research on bilingual students’ mathematical identity at the Wisconsin Mathematics Council conference. Her work examines differences in mindset, participation, and agency among U.S.-born and recently arrived bilingual students—reflecting her commitment to helping all learners see themselves as capable mathematicians.

Lupe’s recognition highlights the impact of 51’s Math Teacher Leadership program in preparing research-informed equity-driven teacher-leaders.

View Lupe’s Lathisms feature here:

New Gift Deepens Our Commitment to Education Leadership

School of Education News graphic

University of Wisconsin-Milwaukee alum Randy Grippe is donating $525,000 to the 51 Foundation, and even more to other area educational institutions, in honor of his late wife, Jane Dolan, and the couple’s lifelong passion for education.

The gift creates the Jane E. Dolan Administrative Leadership Fund, which will support 51 School of Education students pursuing careers in educational leadership positions, as well as those who have a strong desire to enhance their teaching skills. It awards a fellowship that covers tuition for 51 School of Education master’s degree students, with a focus on candidates who are elementary school teachers in the Wauwatosa School District.

Portrait image of Jane Dolan, white female with short hair wearing a white shirt and large pearl necklace.
Jane Dolan

“We’re so honored to be trusted with a gift that embodies such meaning and promise,” said Tina Freiburger, dean of 51’s College of Community Engagement & Professions. “This generous investment will pay dividends across the educational landscape through the exponential impact of each and every student it benefits.”

Grippe has also donated $50,000 to the Wauwatosa School District and $40,000 annually for five years to the St. Francis Children’s Center to benefit professional development and certification for their educators.

Read the full story here: /news/uwm-alums-donations-continue-a-legacy-of-educational-support/