Julie Steuber

Dr. Julie Steuber

Associate Professor of Education, Director of Master of Arts and Teaching Get Contact Info

TEACHES IN THE FOLLOWING PROGRAM(S)

Education Graduate Studies

Biography

Dr. Steuber began her teaching career in Wisconsin as an Early Childhood educator. After several years of teaching in urban and suburban school districts, she began her higher education career in 2006. In higher education, she taught education, literacy, and research courses at the Undergraduate, Master, and Doctoral level. In addition to teaching, she served as a leader in multiple graduate programs and mentor for student teachers and doctoral students. She joined Carroll University in 2023.

Education

  • Cardinal Stritch University, Ph.D. in Language and Literacy
  • Marian University, M.A. in Curriculum and Instruction
  • University of Wisconsin-Milwaukee, B.S., Early Childhood Education

Areas of Specialization

Early Childhood Education instruction and assessment, Vocabulary Acquisition, Word Knowledge, Curriculum and Instruction, Micro-credentials, and Hyflex models of instruction

Scholarly and Professional Achievements

Presentation, International
  • The extinction of the ‘snow day’ and other natural disasters: The advantages of the HyFlex model. CLUTE International Conference on Education, 2022.
  • Competency Based Professional Development: A Guide for Developing Micro-credential Experiences. Presentation. International Online Learning Commission (OLC) Innovate. Chicago, IL. 2020
  • Creating Micro- credentials for professional organizations. Online learning Consortium. Orlando, FL, 2019.
  • Creating Personalized Micro-Credentials for School Districts. Paper presented at Clute Institute International Conference. Las Vegas, NV, 2018.
  • Workshop Title: Micro-Credentialing:  A New Perspective on Professional Development. Clute Institute International Conference. Las Vegas, NV, 2018.

     

Presentation, National
  • Benefits of Research-based Vocabulary instruction during Read Alouds on Young Children’s Language Skills. Literacy for All Conference-Lesley University. Cambridge, MA. 2014.
  • Ups and Breakdowns: Differentiated Writing Instruction for All Learners. Conference on English Leadership’s Convention. Boston, MA. 2013.
  • Alternate Route for Educators. National Association for Alternative Certification, Atlanta, GA, 2008.

     

Presentation, Regional
  • Micro-Credentialing for Competency Based Teacher Professional Development. Mid-Western Educational Research Association (MWERA). Cincinnati, OH, 2018.
  • Developing your Question and Influence of Scholarly Research. Greater Milwaukee Action Research Conference. Milwaukee, WI, 2012.
  • Developing your Question and Looking at Research Greater Milwaukee Action Research Conference. Milwaukee, WI, 2011.
  • Developing Teacher Leaders through Action Research: Developing the Teacher Voice. Milwaukee Action Research Conference. Milwaukee, WI, 2010.
  • Social Emotional foundations for Learning and Teaching: Ready to Learn at Any Age. Wisconsin Early Childhood Association, Wisconsin Dells, WI, 2009.
  • Developing Teacher Leaders through Action Research. Milwaukee Action Research Conference, Milwaukee, WI, 2009.

     

Presentation, State
  • Micro-Credentialing: A Journey towards Cultural Competence through Data-Driven Decision Making. Wisconsin Association of School Boards State Education Convention. Milwaukee, WI, 2019.
  • Increasing Children’s Oral Language and Vocabulary during Read Alouds. Wisconsin Early Childhood Conference. Wisconsin Dells, WI, 2013.
  • Strategies for Increasing Young Children’s Oral Language Skills and Vocabulary Knowledge through Interactive Read Alouds. Quality Educators Annual Convention and Exhibit Show. Madison, WI, 2013.

     

Presentation, Local
  • Grading for Learning with Compassion, Faculty Mentorship Circle, Cardinal Stritch University, 2022.
  • HyFlex 1: Beginner to the HyFlex course model. Professional development for faculty members. Cardinal Stritch University, 2022.
  • The extinction of the ‘snow day’ and other natural disasters: The advantages of the HyFlex model. Cardinal Stritch University StritchTALKS, 2022.
  • Two Peas in a Pod: Team teaching in the College of Education and Leadership. Stritch Talks. Milwaukee, WI, 2016.
  • Using Action Research as a Professional Development Tool. Topics included planning and conducting action research in the K-8 classroom, professional growth, and professional sharing. Cardinal Stritch University Speakers Bureau, Milwaukee, WI, 2014.


Publications

Steuber, J., Gies, E., Plichta, L. (2018). Creating personalized micro-credentials for school districts. Paper presented at CLUTE International Conference on Education, International Conference on Education Proceedings https://www.cluteinstitute.com/proceedings/ .

Jones, J. Baran, M., Steuber, J. (2018). Effective teaching strategies to connect with the adult learners’ worldview. In Jones, J., Baran, M, & Cosgrove, P. (Ed.), Outcome based Strategies for Adult Learning pp. 84-92. Hershey, PA:  IGI Global.

Steuber, J. (2013). Effects of three comprehensive models of vocabulary Instruction during shared storybook read alouds on kindergartner’s tier two target word knowledge (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (Document ID  3562812).

 

Service to Carroll University and Profession

Carroll University Service
  • Director Master of Arts in Teaching
External Service
  • Wisconsin Professors of Literacy member Wisconsin State Reading Association (WSRA) Literacy Research Symposium Co-Lead
  • National Education Association (NEA) Action Research Fellows member
  • MAT Hyflex Teaching Model Design Team

     

What is your teaching style?

I am an experienced educator committed to fostering a collaborative environment that contributes to the overall success of my students. I strive to facilitate transformative and interactive experiences through in-person, online, hybrid, and Hyflex learning environments. Class activities encourage students to share their personal experiences, perspectives, and background knowledge about related topics.  I believe instructors must be flexible and encouraging to all learners within the classroom so that we may best support students’ spiritual and educational journey.

How do you make learning engaging?

I believe my role as an instructor is to facilitate learning and not to disseminate information. Emphasis is placed on the importance of engaging students in active learning experiences. Collectively, all the teaching strategies that I employ within my classroom are anchored in my philosophy that my role is to facilitate a learning environment that fosters a co-construction of knowledge among peers. 

What should students know about you?

Respect, compassion, and acceptance for the uniqueness of individuals are values I hope to foster; therefore, I believe that modeling a caring and compassionate attitude and disposition in the classroom is important.  
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