Dr. Kathrine Kramer

Dr. Kramer began her teaching experience in the elementary classroom and for the last 30 years has worked as an educator in one endeavor or another: as an elementary teacher; an instructor and school liaison for adolescents in psychiatric treatment; a corporate trainer through an employee assistance program; an independent consultant for K-12 curriculum development; and since 2000 as a faculty member in the Education Department at Carroll University. She currently serves as the Director of Graduate Studies in Education. She is a co-creator and developer of the Carroll University Inclusive Teacher Residency Program. She has served on multiple University committees, as well as the faculty advisor to the Colleges against Cancer student organization. Kramer's scholarship interests include equity and inclusion and working with preservice and inservice educators to create schools that meet the needs of ALL learners. This work has led to grant support, conference presentations and continued research including: the Association of Teacher Educators (ATE), the Association of Colleges of Teacher Education (AACTE) and the American Educational Research Association (AERA) conferences. In the community, she serves on several state and local advisory committees.

• Aurora University, Ed.D., Leadership in Curriculum and Instruction, 2015
• University of Wisconsin-Whitewater, M.S., Major: Special Education, Emphasis: Transition, 1993
• University of Wisconsin-Whitewater, B.S., Major: Elementary Education, Minor: Music, 1983

Teacher Education, Special Education, Equity and Inclusion

Publications

Danielson, M.L, Strom, B., & Kramer, K. (2011). Real homework tasks: A pilot study of types, values, and resource requirements. Educational Research Quarterly, 35(1).

Conferences/Presentations

Kramer, K., White, K, Kretchmar, K., Hodges, A. (2017). Theory to Practice to Reality: Assimilation or Transformation. American Education Research Association (AERA): San Antonio, TX

Pennell, C., Kramer, K., Anderson, B. (2017). Developing Self-Awareness and Advocacy in a Literacy Classroom: The What, Why and How. Wisconsin State Reading Association (WSRA) Annual meetings. Milwaukee, WI

Kramer, K., Kretchmar, K., White, K. & Hofkamp, K. (2017). Inclusive Teacher Residency Program: Navigating Challenges through Conversations, Communication, and Critical Friends. American Association of Colleges of Teacher Education (AACTE). Tampa, FL

Kramer, K. (2016). Short-term Experience – Long-term Impact: The Lasting Impact of Cross-Cultural Immersion Experience on Teacher Practice. American Educational Research Association's Annual meeting (AERA). Washington DC.

Kramer, K., White, K., Kretchmar, K., Hofkamp, K. (2015). Research, Design, and Implementation of an Inclusive Teacher Residency Model. Association of Colleges of Teacher Education (AACTE) Annual Meeting, Chicago, IL.

Danielson, M. L., Kramer, K., & White, K. R. (2014). From conflict to complement: Embedding standards reform in constructivist learning. American Educational Research Association's Annual meeting (AERA). Philadelphia, PA

Kramer, K., Risch, D., Anderson, R., Kaye, K. (2013, March) What Happens When Students Take Control of Their Learning? Presentation at the Wisconsin Innovative Schools Network (WISN) Conference

Kramer, K., Risch, D. Anderson, R. & Whelan, H. (2012, March) Preparing Students to be Architects and Advocates of Their Own Learning. Presentation at the Wisconsin Charter School Conference

Strom, B., Danielson, M., Kramer, K. (2009). Real Homework Tasks: A Pilot Study of Types, Values, and Resource Requirements. American Educational Research Association's Annual meeting (AERA). San Diego, CA

Service on University Governance Committees

• Honors (2015-present)
• Faculty Executive – (2014 – 2015)
• General Education – (2008-2013; co-chair 2010-2013)
• Assessment (2005-08)
• Higher Learning Commission Self Study (2006-08)
• Faculty Development (2003-05)
• Student Life (2000-03)

Advisory Board Member

• INSPIRE Program, Waukesha North HS, Waukesha, WI
• Wisconsin Response to Intervention (RtI) State Leadership Team
• Wisconsin Department of Public Instruction - State Personnel Development Grant
• Faculty Advisor – Colleges Against Cancer

Awards

• Norman and Louise Allhiser Award for Excellence in Teaching, Carroll College, Waukesha, Wisconsin, 2006

Jumbled, wordy PowerPoints and snooze-inducing lectures are not my style. To me, teaching should be more than one, or even two-sided. I believe class time is an opportunity for students to engage as a community of learners and explore ideas and concepts that will equip them to be successful educators, and more importantly, an opportunity to put the subjects of the curriculum into practice. Whether through thought provoking discussion, engaging and authentic experiences, or interactive activities, my classes are intended to give students the confidence they need to be successful when they enter the education profession.

I do what I do mostly because students keep me motivated to continue teaching each semester (also, partly, because I can’t help myself). Being an educator in various capacities throughout my career has made it more of a calling than a job for me. I believe strongly that education is a right of every child in this country. I can’t think of a better “why” than guiding future and current educators to be excellent teachers for every learner.

I try to focus on what my students have said worked for them, and I want to remember what worked for me when I was sitting where my students are now. It’s my goal to make learning relevant, purposeful and fun.

I tend to be an advocate for the underdog, can usually be bribed with anything chocolate and my happy place is anywhere I can spend time with my family and friends.