University Faculty, Staff, and Graduate Students
Elizabeth Birr Moje, Ph.D.
Co-Founder and Co-Director, Clinical Rounds
Dean of the School of Education, George Herbert Mead Collegiate Professor of Education, and Arthur F. Thurnau Professor
Elizabeth Moje co-founded and co-directs Clinical Rounds. Elizabeth is dean for the U-M School of Education, the George Herbert Mead Collegiate Professor of Education, and an Arthur F. Thurnau Professor in the School of Education. She began her career teaching history, biology, and drama at high schools in Colorado and Michigan. In her current research and community engagement work, Elizabeth studies and supports young people’s literacy learning in Detroit, Michigan. She is particularly interested in the intersections between disciplinary literacies of school and the literacy practices of youth outside of school.
Emily Rainey, Ph.D.
Co-Director, Clinical Rounds
Postdoctoral Research Fellow
Emily Rainey co-directs Clinical Rounds. In this role, she has analyzed teaching interns’ early records of teaching practice; built and maintained strong relationships with teachers and administrators in southeastern Michigan; designed and facilitated professional learning opportunities for those affiliated with the program, including interns, graduate student instructors, and attending teachers; and led efforts to pilot an innovative assessment tool of interns’ professional growth. Emily’s work is driven by her deep commitment to adolescent literacy teaching and learning. Previously, Emily taught middle school English language arts in the Arkansas Delta. She holds doctoral and master’s degrees from the University of Michigan.
Bob Bain, Ph.D.
Co-Founder, Clinical Rounds
Associate Professor of Education and History
Bob Bain co-founded Clinical Rounds at the University of Michigan, where he is a professor of education and history. Before coming to the U-M in 1998, Bob taught high school history and social studies for 26 years in the Cleveland, Ohio area. As a historian, history teacher, and teacher educator, his research investigates the relationships among history as a disciplinary way of knowing, learning and teaching. Current research projects include an investigation of history-specific pre-service and professional development; a history of the preparation of history teachers; the design and use of history-specific technology for students engaged in historical inquiry; and a study of teaching and learning history in museums and with museum resources.
Alistair Bomphray
Doctoral Candidate, Educational Foundations and Policy
Alistair Bomphray’s interests range from teacher assessment models to how teacher preparation programs organize themselves to learn from their work. He is driven by a belief that sustainable reform efforts must empower both teachers and parents. Prior to entering graduate school, he spent seven years teaching high school English, the first two of those years in New York City as a New York Teaching Fellow, and the remaining years in the Bay Area, where he also taught Journalism. He holds a B.A. from the University of Michigan and an Ed.M. from City College of New York.
Ruaa Elteriefi, M.D., FACP
Interim Director, Internal Medicine Residency Program, Beaumont Health – Dearborn Campus
Clinical Assistant Professor, Wayne State University School of Medicine
Ruaa Elteriefi is the interim director of the Internal Medicine Residency Program at Beaumont Health in Dearborn, Michigan, and she is a clinical faculty member at Wayne State University’s School of Medicine. She completed her medical school training at University of Gezira in Sudan and her residency training at Beaumont. She is a teacher, mentor and advisor to internal medicine residents and medical students. She has developed and implemented numerous curricula for residents and medical students, participated in and co-led several faculty development programs, and she speaks on the topics of teaching and assessment in medical education. Ruaa’s current interests include new ways to teach and assess medical knowledge.
Rebecca Gadd
Doctoral Candidate, Teaching and Teacher Education
Rebecca Gadd is a graduate student instructor in the secondary undergraduate teacher education program. Rebecca’s research interests include issues surrounding what new teachers need to know and be able to do in order to be most effective during their first years as well as what supports are required to ensure their continued development once they are in the classroom. Previously, Rebecca worked as an Adjunct Lecturer in Special Education at Hunter College, City University of New York. She began her teaching career as a New York City Teaching Fellow and taught middle school special education in the New York City public schools for six years. Rebecca holds a B.A. in English and Religious Studies from New York University and an M.S.Ed. in Special Education from Hunter College.
Carolyn Giroux
Doctoral Pre-Candidate, Literacy, Language, and Culture
Carolyn Giroux is a graduate student instructor in the secondary undergraduate teacher education program. Carolyn’s research interests involve how students of diverse cultural and language backgrounds take up the discourses and literacy practices of the academic disciplines. Before beginning doctoral coursework, she worked for seven years as an English and ESL teacher at a public high school in New York City where she also served three years as the department chair. Carolyn holds a B.A. from the University of Connecticut and an M.A. from Teachers College, Columbia University.
Kevin Hankinson, Ed.D.
Coordinator of Secondary Clinical Experiences
Kevin Hankinson is the coordinator of secondary clinical experiences at the School of Education. His work largely focuses on establishing strong partnerships with schools in order to provide interns with the opportunity to learn from the masterful teachers in our community. Kevin is a former high school English and math teacher. He has a B.A. in English from Michigan State University, an M.A. in Educational Studies from the University of Michigan, and an Ed.D. in educational leadership from Eastern Michigan University.
Bridget Maher
Doctoral Candidate, Literacy, Language, and Culture
Bridget Maher’s research interests lie at the intersection of teacher and student identities, disciplinary literacy in K-12 classrooms and teacher education, and the comparative study of apprenticeship and professional training programs to inform the improvement and integration of identity and disciplinary literacy in teacher education. Bridget’s research interests stem from her time teaching history, English, and social sciences in middle and high school. While teaching, Bridget served in several leadership roles, including serving two years as the department chair for History and Social Sciences in a 6th through 12th grade school. Bridget earned an M.A. from Harvard University in Language and Literacy and she is an alumna of the University of Michigan secondary undergraduate teacher education program.
Nick Muehling
Doctoral Candidate, Literacy, Language, and Culture
Nick Muehling is a doctoral student in the Literacy, Language, and Culture program at the University of Michigan’s School of Education. He is interested in using critical literacy strategies to teach canonical texts to high school students. He believes that canonical literature texts are valuable in giving students cultural capital and in promoting cultural literacy. He taught high school and middle school ELA for nine years in Toledo, Ohio in both private and public school settings. Nick received a B.A. in English Literature from the University of Toledo and an M.A. in Educational Studies from the University of Michigan.
Jonathan Zimmerman, M.D., M.B.A., FACP
Director, Educational Development, Beaumont Health – Dearborn Campus
Clinical Assistant Professor, Wayne State University School of Medicine
Jonathan Zimmerman directs educational development within the department of medical education at Beaumont Health in Dearborn, Michigan, and he is a clinical faculty member at Wayne State University’s School of Medicine. He completed his medical school and residency training at the University of Michigan and joined Beaumont’s faculty in 2001. He is a teacher and mentor to internal medicine residents and medical students, has developed a novel, holistic resident assessment tool, and has developed and implemented numerous faculty development programs. He speaks on the topics of teaching and assessment in medical education and his current interests include the intersection of the competency-based movement and medical education, clinical reasoning and intuition, and the history of medical education.