Master in Early Childhood Education: Faculty

Ingrid Anderson

Ingrid Anderson, EdD
Assistant professor of practice and advisor for Infant/Toddler Mental Health (ITMH) specialization of the online ECE master's degree and ITMH graduate certificate
503-725-4706
ingrid2@pdx.edu
Dr. Anderson is an assistant professor of practice with the Graduate School of Education. She teaches in the master's program and the ITMH graduate certificate program, as well as serving as faculty advisor and liaison for the ITMH program. She has worked at PSU since 2011, first with the Oregon Center for Career Development and now as faculty. Other assignments include support for the Early Childhood Council, whose work is to create interdisciplinary collaboration between the 100+ early childhood programs, degrees, research, and projects in five colleges and departments across PSU. Dr. Anderson's work focuses on the experiences of early childhood educators in professional development systems. She won the NAECTE Award for outstanding early childhood dissertation. She has published in NAEYC's Young Children, the International Journal of Multicultural Education, and Canadian Children.

John Nimmo

John Nimmo, EdD
Associate professor, Curriculum and Instruction, Co-Coordinator, online Master in Early Childhood: Inclusive Education, and Constructivism Specialization advisor
503-725- 4750
jnimmo@pdx.edu
Dr. Nimmo is an associate professor in the early childhood and doctoral leadership programs at the Graduate School of Education. Previously, he was associate professor in family studies and executive director of the Child Study and Development Center at the University of New Hampshire. Dr. Nimmo is the co-author of three books: Leading Anti- Bias Early Childhood Programs: A Guide for Change (2015), Loris Malaguzzi and the Teachers (2015), and Emergent Curriculum (1994), the co-producer of the international film Voices of Children (2017), as well as being the author of numerous chapters and articles. His research focuses on the connections between young children in child care and the broader adult community, and he collaborates with the Working Group on Children's Rights through the World Forum Foundation. Dr. Nimmo holds a doctorate in ECE from the University of Massachusetts at Amherst where he was engaged in collaborative research with the educators in Reggio Emilia, Italy. Dr. Nimmo began his career as a preschool and kindergarten teacher in his home country of Australia and also taught in the USA.

Will Parnell

Will Parnell, EdD
Professor and chair, Curriculum and Instruction and pedagogical liaison, Early Childhood Education programs
503-725-3091 
parnellw@pdx.edu
Dr. Parnell is a professor and chair of the Department of Curriculum and Instruction and pedagogical liaison to PSU children’s programs. He has been working for PSU since 1997 and teaching since 2000. He has written publications on the experiences of teachers and children in schools for young children and has special interest in developing model schools and designing learning spaces. His most recent research focuses on bringing Reggio Emilia, Italy’s Remida Creative Recycling Center, home to Portland to integrate education, art, and architecture and foster intelligent moderation as the new norm in our ways of living.


 

Christine Chaillé

Christine Chaillé, PhD
Faculty Emeritus
chaillec@pdx.edu 
Dr. Chaillé is a professor emeritus, and until retiring in 2016 the chair of the Department of Curriculum and Instruction at Portland State University. Her focus is on early childhood education. Her doctorate degree is from UCLA, and she studied with Jean Piaget at the University of Geneva. She is co-author of The Young Child as Scientist: A Constructivist Approach to Early Childhood Science Education and Integrating Math and Science in Early Childhood Classrooms Through Big Ideas and author of Constructivism Across the Curriculum in Early Childhood Classrooms. She has written many publications, primarily on the importance of children's play. She continues to work with the Helen Gordon Child Development Center as pedagogical consultant, and also consults for California statewide preschool initiatives and schools in Prague and Peru, among others.


 

Adjunct faculty

Rebecca Albright

Rebecca Albright, MS, earned a BS in human development and family studies at Penn State University. She spent ten years working at Helen Gordon Child Development Center at Portland State University, most as a lead teacher in the infant and toddler classrooms. She holds a master's degree in educational leadership from Portland State University. Albright now works as a head teacher in a Reggio-inspired preschool classroom and is especially interested in supporting children with special needs and providing a creative and inclusive classroom environment.

Donna Barrow

Donna Barrow, EdD, is a researcher and adjunct professor in Psychology, Early Intervention, and Infant Toddler Mental Health at Portland State University. She has an MS in Early Intervention/Early Childhood Special Education and Oregon teaching license in EI/ECSE. She is completing her dissertation toward an EdD in Educational Leadership with a focus on early intervention for infants/toddlers with autism and their families. Ms. Barrow has a wide variety of experience in working with young children, families, and service teams including coaching, advocacy, and consultation. For five years she oversaw regional services for a special education consulting group in Berkeley, CA. Ms. Barrow has conducted developmental, behavioral, and infant/family screening and assessments. For over eight years Ms. Barrow has focused on research with families of young children in order to gain insight into resource needs and perspectives on raising an infant/toddler with special needs. Ms. Barrow has been involved in parent/infant interaction research and is currently conducting a study with families with young children with autism. Her presentations have included Working with Children with ASD in Early Childhood Settings, Autism in the First Two Years of Life, Strategies and Materials for Working with Parents with Intellectual Disabilities, and Introduction to Infant/Toddler Mental Health. Ms. Barrow is dedicated to social justice, trauma-informed care, collaboration with service teams, and family advocacy.

Liz Carlis

Liz Carlis, MS Ed, is a constructivist educator whose work in the field of early childhood education includes working directly with children from birth to age 8, as well as with teachers of young children. In 2007, she began teaching at Portland State and many of the courses she teaches, including The Language of Art, Reggio Studies, and Language and Literacy, weave together her interest in the arts, creativity, inquiry, and culture. She was first introduced to the schools of Reggio Emilia, Italy during her first year of college at the University of Vermont and this pedagogy continues to inspire and influence her today. In addition to teaching at PSU, she consults with schools on classroom environment design and works as an artist combining recycled bicycle parts, textiles, and topographic maps. She has an Etsy shop and has taught for Etsy's Craft Entrepreneurship Program. Her work allows her to explore the dynamic intersection of art, design, and education.

Lynn Collins

Lynn K. Collins, PhD, has a doctorate in clinical psychology from Miami University of Ohio. Over the past 25 years she has worked extensively with families from diverse backgrounds providing home, school, and community-based mental health interventions. She has administered, supervised and coordinated family preservation and strength-based services for community mental health programs in both rural and urban counties in Oregon. In addition, Dr. Collins developed and supervised the Parent/Young Child Program at Providence Willamette Falls Medical Center for 11 years, providing parent education to families with infants, toddlers and two-year-olds. Dr. Collins is the instructor for SPED 595, Prevention and Intervention in Infant Mental Health.

Susie Crandlemire

Susie Crandlemire, MS, has a master's in curriculum and instruction with an early childhood education specialization from Portland State University and a BS in elementary education with a literacy endorsement from the University of Idaho. She is an adjunct professor for the CI 573 Assessment and Technology in Early Childhood Education course. Ms. Crandlemire also works as an Early Learner teacher in a Reggio-inspired preschool at Foothills School of Arts and Sciences, in Boise, Idaho. Prior to teaching preschool she worked as a literacy specialist and instructional coach in an elementary school for six years. She is part of the Idaho Early Childhood Roundtables, the Idaho AEYC, and Idaho STARS. She co-presented at the Idaho AEYC Power to the Profession conference.

Rachel Elliott

Rachel Elliott, MA, is an adjunct professor for the Graduate School of Education with the emphasis on early childhood education. Her professional experience consists of a teacher of young children, family life instructor, education content specialist, and early childhood education trainer. She is currently the president-elect for the Oregon Association for Young Children Governing Council and a Positive Discipline certified parent trainer. She has knowledge and experience in a variety of education pedagogies including the Reggio, contructivist, and head start approaches to learning.

Lynn Green

Lynn Green, MS, has worked in the early childhood field for more than 30 years, most of which have been spent as the Infant/Toddler and Transition coordinator at the Helen Gordon Child Development Center at Portland State University where she designed and implemented a curriculum for infants and toddlers that was inspired by both Reggio Emilia and RIE (Resources for Infant Educators). She graduated from Pacific University with a Specialized BA that allowed her to practice as a speech therapist in the public-school setting. Ms. Green received her MS in curriculum and instruction with an ECE emphasis from Portland State University. In July of 2014 she received her certificate to be an Oregon Registry Master Trainer. She is currently developing a new training on Anti-Bias Curriculum in an Infant Toddler Classroom.

Sally Guyon

Sally (Sarah) Guyon, MS, has her masters in curriculum and instruction with a specialization in early childhood education and is currently completing her Education Doctorate, both from Portland State University. In 2015, Sally began teaching at Portland State University in the Department of Curriculum and Instruction and enjoys the dialogue with the students. She has spent the last 10 years as an early childhood educator working with children age 0-47 months at a program that practices 'continuing care' meaning that the children stay with the same educators for 2-3 years. Sally strongly believes in the importance of partnering with families and children. In addition, Sally's doctoral research involves collecting and understanding the experiences of self-identified constructivist early childhood educators who are required by their place of practice to work with the Teaching Strategies GOLD(R) assessment system.

Cynthia Jaeger

Cynthia M. Jaeger, EdD, is an administrator for an education service district where she coordinates programs for young children with special needs, ages 0-5, and works closely with school districts and community partners to support the educational needs of all students. Dr. Jaeger has a doctorate in Educational Leadership, with a specialization in Special and Counselor Education. Her thesis was dedicated to interagency collaboration and the social-emotional development of preschool children, and she investigated what parents of preschool children, teachers, and mental health providers believe is needed to support the social-emotional development of young children who are faced with significant risk factors.

Dr. Jaeger also holds a license in school psychology and school counseling from Lewis & Clark College, a teaching license from University of Portland, and a license in administration from PSU. As an Oregonian from the Portland area, she has worked in education for over 20 years, and has been entrenched in school-community relations for most of that time. Dr. Jaeger has worked in the K-12 school system as a general education teacher and school psychologist. She later held a position as coordinator of early intervention programs for children ages 0-5 with special needs. This work also involved coordinating services for young children in migrant programs, Oregon pre-K, and Head Start. This was followed by an administrative position as education coordinator for a county that included working in close collaboration with schools and community agencies (e.g., human services, public health, mental health, center for domestic violence and women’s shelter, child abuse treatment center, parent education coalition, libraries, law enforcement, community service groups, community action teams, medical centers and more). She has been principal of two alternative secondary schools for behavioral and psychiatric disorders. Prior to her current position, shewas the director of two small international schools in The Netherlands, one of which is a mainstream preschool with inclusion and the other is a primary school for expatriate children with moderate to severe special needs. 

Aoife Rose Magee

Aoife Rose Magee, PhD, earned a doctoral degree in special education from the University of Oregon Early Intervention Program. Her research and professional interests have been largely focused on the social-emotional development of young children and how positive parenting and teaching practices may contribute to healthy development, promote resiliency and mediate risk factors. Dr. Magee is an instructor, supervisor, consultant, and professional development specialist for students and practitioners in the areas of early childhood education, early intervention/early childhood special education, and parenting education. Aoife is a Master Trainer for the Oregon Registry and frequently provides community based and private workshops for early childhood educators.

For 30 years, Dr. Magee has worked with families as a service coordinator, interventionist, and parenting educator using strength-based models to foster strong parent-child relationships and improve family outcomes. Her work has included coaching individuals and facilitating groups of parents and caregivers. She serves the diverse needs of families from three main areas, 1) new parents eager to learn positive parenting strategies who are from the general population; 2) parents who have high stress or high risk conditions (parents with intellectual disabilities, drug and alcohol recovery, prior incarceration, or young parents) and need targeted interventions; and 3) early intervention services for parents with children who experience special needs. Combining her background with families and interest in professional development, she has helped build the Oregon Parenting Education Professional Development System and Oregon Parenting Educators Network.

Soobin Oh

Soobin Oh, MS, is proud to serve as an adjunct faculty member at Portland State University. He earned his MS in Inclusive Early Childhood Education and Curriculum and Instruction at PSU. Mr. Oh also serves as an Early Childhood Education adviser to the Children's Institute where he is researching and developing program recommendations for better connections between early childhood and elementary education. In his free time, Mr. Oh consults with early childhood schools and is studying to earn his EdD at PSU. His research passions include studying the convergence of creative arts and activism in early childhood education, the political ethics of early childhood systems, and social justice. He also draws inspiration from and has consulted on the preprimary schools and infant-toddler centers of Reggio Emilia, IDEO's design thinking, anti-bias education, and positive discipline.

Lacey Risner

Lacey Risner, MS, earned her degree in Early Intervention/Early Childhood Special Education at Portland State University. She also holds a teaching license from the University of Texas at Austin. She serves as the Inclusion Specialist at the Helen Gordon Child Development Center where she focuses on collaborating with teachers, families, specialists, administrators, and children to create inclusive educational environments and experiences for children with special rights. Ms. Risner's interests in special education in inquiry-based settings grew out of her work with Community Action Head Start in Oregon and her inspiration from the Helen Gordon Child Development Center and the Opal School.

Trudy Thierry

Trudy Thierry, MS, holds her master's degree in curriculum and instructions from PSU. She has worked in the field of early childhood education for over 30 years as a teacher, coordinator, business owner, and director. Currently, she manages an onsite child care program for a local corporation in addition to her adjunct teaching responsibilities at Portland State University Infants and toddlers are a passion of hers and she finds the amount of learning and the development of personality that occurs in the first three years a fascinating subject. In working with infants and toddlers and their families, she finds it wonderful to be a part of their "discovery" process as well. She also has strong interests in the areas of culture/diversity, and early literacy.

Sarah Williams

Sarah Williams, MS, teaches Play in the Curriculum, Young Child as Scientist, Digital Photography in ECE, and Numeracy in Early Childhood in the Early Childhood master’s program at Portland State University. She enjoys collaborating—discussing, sharing ideas, and building off of each other—and brainstorming new ways to explore early childhood education. She has been teaching in the toddler and preschool classrooms at the Helen Gordon Child Development Center at Portland State since 2010, and she is fascinated with how children learn. Her favorite part of working in a Reggio-inspired center is designing the classroom environment to create an aesthetic space for play. Before getting her Master in Early Childhood Education, she lived in Laos for seven years, teaching at an international Montessori preschool, which called for resourcefulness and creativity in designing materials and curriculum.