Teri Kaul, Carroll University

Dr. Teresa Kaul, APRN-CNP

Chair of the Department of Nursing / Clinical Associate Professor of Nursing Get Contact Info


Nursing Nursing (MSN) Associate Degree Nursing


Dr. Kaul PhD, APRN-BC has over 30 years of teaching and nursing educational administration experience in higher education. She currently serves as the Endowed Chairperson of Nursing at Carroll University in Waukesha, WI. She has been a past president of Wisconsin League for Nursing and currently sits on the board of directors.  She is also on the legislative subcommittee for the Administrators of Nursing Education of Wisconsin (ANEW) group. She is also a member of the National League for Nursing -Commission of Nursing Education Accreditation committee. She is an educational consultant for Nurse Tim Inc, providing faculty development to nurse educators. Her desire to stay current and involved in the ever-changing health care environment is evident in her continued practice as a Nurse Practitioner. Her scholarship in nursing has been devoted to curriculum development and her service has focused on the underserved communities. Dr. Kaul has dedicated her career to developing and providing quality education for nurses through partnerships with students, faculty, health care institutions, and the communities they serve.


  • Marquette University, Ph.D. in Educational Policy and Leadership
    • Dissertation Title: The relationship between self-efficacy beliefs toward self-management of asthma and asthma self-management behaviors in urban African American children
  • Concordia University, Post Graduate-Certificate for Wisconsin Family Nurse Practitioner
  • Marquette University, MSN—Adult Nurse Practitioner
  • Columbia College of Nursing, Wisconsin Registered Nurse

Areas of Specialization

Adult and family nurse practitioner, asthma, chronic care, college health, cultural competency

Scholarly and Professional Achievements

Kaul, T. (2011).  Helping African American Children Self-Manage Asthma: The Importance of Self-Efficacy. Journal of School Health, 81(1), 29-33.

Henderson, L. & Kaul, T.  (2010). Pain, tingling, and limited range of motion after a cat bite to the finger. The Clinical Advisor: For Nurse Practitioners, 10(13), 97,101-102.

Parve, J. & Kaul, T. (2011). Clinical issues in refugee healthcare: The Somali Bantu population. Nurse Practitioner 36(7), 48-53. 

Smith, D. & Kaul, T. (2011). Diagnostic Triage and Differentiation of Low Back Pain: Cauda Equina Syndrome Case Study.  The American Journal of Nurse Practitioners, 15(4)

Kendall, M. & Kaul, T. (2011). Case Study: A broad assessment of symptoms revealed an atypical presentation. Oncology Nurse Advisor, Jan/Feb, 27-29.

Marquardt, L. & Kaul, T (2012). Use of a Reactive Airway Disease Triage Protocol in Adults With Asthma
Within the Urgent Care Setting. Clinical Scholars Review, 5(1), 46-54.


Giving Through Teaching: How Nurse Educators Are Changing the World 
New from the NLN Foundation for Nursing Education and Springer Publishing 
Edited by Joyce J. Fitzpatrick, PhD, MBA, RN, FAAN,
Cathleen M. Shultz, PhD, RN, FAAN, CNE & Tonia D. Aiken, JD, RN


July 2013  |  $50,000  |  Anthem BC/BS Wellpoint Foundation Grant
January 2013  |  $50,000  |  Helen Bader Foundation
July 2010-June 2011  |  $81,872  |  HRSA Advanced Education Nursing Traineeship Program
March 2011  |  $35,000  |  Batterman Nursing Grant co-wrote
January 2011  |  $33.000  |  WellPoint Foundation's grant WLN scholarships
July 2009-June2010  |  $95,604  |  HRSA  Advanced Education Nursing Traineeship Program
July 2008-June 2009  |  $98,000  |  HRSA  Advanced Education Nursing Traineeship Program


November 2015  |  WLN Fall Conference “Your path, Your Choice” — Articulation agreements revisited
November 2015  |  Panel Discussion-Diversity, Simulation, Articulation agreements WI League of Nursing Fall Conference
March 2011  |  Panel discussion Faith and learning Board of Regents, Naples Florida
May 2011  |  Faculty Panel: Gender Equity
May 2011  |  Building Bridges to Research Based Nursing Practice, DNP Panel Discussion
May 2010  |  Building Bridges to Research Based Nursing Practice, DNP Panel Discussion
November 2009  |  The Concordia Bioethics Institute A panel of experts discussed Health Care reform Act. Nursing’s response to health care reform.
April 2009  |  WNA APN Forum DNP Degree: DNP Response

Service to Carroll University and Profession

  • Served on Search committee for the Occupational Therapy Director
  • Served as President Elect and President to the Wisconsin League for Nursing 
  • Member organizations:
    • Wisconsin Nurses Association 
    • Wisconsin League for Nursing                         
    • National League for Nursing
    • Sigma Theta Tau-Delta Chapter
    • Phi Beta chapter 480
    • National Organization of Nurse Practitioner faculty

Honors and Awards

Caregiver Gold Star award Aurora Health Care, 2009

What is your teaching style?

My personal philosophy of teaching, although continuously evolving each semester I teach, maintains learning is life-long, building on previous knowledge and skills that can be greatly influenced by a teacher (facilitator) who is content knowledgeable, student centered and recognizes the individual learning styles and needs of each student. I also believe it’s important the student is provided with the skills and tools necessary for lifelong learning including the habits of inquiry and habit of reflection on their learning and vocation. 

Why do you do what you do?

In the seminal work by, Dr. Patricia Benner and colleagues (2009), Educating Nurses: A Call for Radical Transformation, they suggest that there is an urgent societal need to reset the agenda for nursing education.  The author’s argue that “nursing needs to continue to uphold its long held value of providing astute clinical judgment, to keep patients safe, and to ameliorate human suffering, and at the same time adopt a new moral vision of professional responsibility, accountability and ethical comportment which provide the fulcrum for their identity” (p.1-2).  

As a nurse educator, I am challenged to assure that my students are provided with an engaging learning environment that will help them to achieve the outcomes of this new agenda. Nursing programs need to produce nurses that not only meet the challenge of today’s ever changing health care environment, but most importantly we need to equip them to be leaders in these environments.

Benner,P., Sutphen , M., Leonard, V., Day, L. (2010). Educating Nurses: A Call for Radical Transformation. Jossey-Bass: San Francisco, CA.

How do you make learning engaging?

I prefer students to be active in their learning. I like facilitating activities in the classroom that allows students with all styles of learning to get involved. It allows students to see the text material come alive, which is always more engaging than a lecture ever would be. I like to incorporate technology in the classroom as most of my students are technology natives and usually find most of their information via this format. It allows me to help them determine what material is credible and not so credible online. 

What should students know about you?

Students should know that I love teaching. I am a very open and approachable faculty member. I respect and see the good in all people. I, too, am learning every day so when I don’t know something, I am not afraid to admit it. The most important thing is to realize you don’t need to know it all, but you do need to know where to find the information.

pano of main campus