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Curriculum Vitae Name: Mary Debernard Burbank Rank: Professor, Career Line Appointed: August, 1994

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Curriculum Vitae Name: Mary Debernard Burbank Rank: Professor, Career Line Appointed: August, 1994 Curriculum Vitae Name: Mary DeBernard Burbank Rank: Professor, Career Line Appointed: August, 1994 I. Educational History M.Ed. Washington State University- Educational Psychology, 1994 - Assessment and Special Populations B.S. University of Utah - Special Education - Behavior Disorders, 1987 B.S. University of Utah, Psychology, 1986 Credentials Washington State Teaching Certificate, 1991 North Carolina State Teaching Certificate, 1989 Utah State Teaching Certificate, 1987 Academic Honors Phi Beta Kappa Magna Cum Laude Phi Kappa Phi Phi Eta Sigma Psi Chi Golden Key National Honor Society Professional Affiliations American Educational Research Association Division K of the American Educational Research Association American Association of Colleges for Teacher Education Association for Supervision and Curriculum Development Phi Delta Kappa II. Professional Experience Assistant Dean for Teacher Education, College of Education, 2014-present Professor, Career Line, University of Utah, 2013 - present Professor, Clinical, University of Utah, 2012-present Associate Professor, Clinical University of Utah, 2007-2012 Director of the Urban Institute for Teacher Education, University of Utah, 2009-present Director of Secondary Education, University of Utah, 2007-2009. Clinical Instructor, University of Utah, Department of Teaching and Learning, 1994-2007. Coordinator of Secondary Education, University of Utah Department of Teaching and Learning 2002-2006. NCATE/USOE Program Evaluation Co-Director, University of Utah, Department of Teaching and Learning, 2001-2005. Program Evaluator, MSP Grants – Salt Lake City School District – 2006-2009. Program Evaluator, Salt Lake City School District, Utah State Office of Education, EAST-WEST science education grant, 2007-2008. Program Evaluator, MSP Grant – Jordan School District – Department of Mathematics 2009-2010. Director of Program Evaluation, University of Utah, Department of Teaching and Learning 1996-2006. Program Evaluator, Jacksonville Community College (FIPSE Grant) – 2004 CREOLE project. Program Evaluator, Utah State Office of Education – 2004 -2006 Technology Assistance Grants. Co-Director of Certification, University of Utah, Department of Teaching and Learning, 1999. Teaching Assistant, Washington State University, Department of Educational & Counseling Psychology, 1992-1994. Research Assistant, Washington State University, 1993. Classroom Teacher, Immaculata School, Durham, North Carolina, 1988-1991 Site Coordinator/Facilitator, "Rainbows for All Children" Durham, NC, 1989-1991 Co-Teacher, Children's Behavior Therapy Unit, Bryant Middle School, Salt Lake City, UT, 1987-1988 II. Awards •Received a 2014 University of Utah Equity and Diversity •Received a 2011-2012 Community Scholar in Residence Award through University Neighborhood Partners •Received a 2010 Innovations Award through Salt Lake Community College •Received a 2007 Community/Campus Recognition Award, United for Kids. •Received a 2006 University of Utah Faculty Community Service Award sponsored by the Alumni Association. •Received a 2005 University of Utah Distinguished Teaching Award. •Received a 2005 Community Service Recognition through the University- Neighborhood Partners, University of Utah. •Received the 2003 College of Education's Service Award •Received the 2000 Graduate School of Education's Teaching Award. •Received the 1999 Graduate School of Education’s Research on Teaching Award. •Received Northwest Middle School and Brant Middle School Awards for Service, 1996, 1998, 2002. Nominations •Nominated for the 2015 College of Education Teaching Award •Nominated for the 2014 College of Education Service Award •Nominated for the 2008 College of Education Teaching Award •Nominated for the 2008 College of Education Service Award •Nominated for the 2004 University of Utah’s Faculty Community Service Award sponsored by the Alumni Association •Nominated for the College of Education's 2003 Teaching Award •Nominated for the College of Education's 2001 Teaching Award •Nominated for the University of Utah's Early Career Teaching Award, 1999 •Nominated for Outstanding Teacher Award in the Graduate School of Education, 1998 III. Scholarly Activities Books • Bates, A., & Burbank, M.D., (proposal). Context Matters: Issues, Challenges, and Current Practices in Effective 21st Century Teacher Supervision. • Burbank, M.D. (2008). Developing as a professional: A guide for contemporary paraprofessionals. New Jersey: Thomson-Delmar Learning. • Kauchak, D., Eggen, D., & Burbank, M.D. (2005). Charting a professional course: Issues and controversies in education. Upper Saddle River, NJ: Merrill, Prentice Hall. Book Chapters • Burbank, M.D. (in press). From the back door to the front steps: The path toward equity for Career-line faculty in higher education. In Adjunct Faculty Voices: Cultivating Professional Development and Community at the Front Lines of Higher Education. • Burbank, M.D. (2011). Reform begins at home: A 21st century response to teacher education. In Issa M. Saleh & Myint Swe Khine (Eds.). Teaching Teachers: Approaches in Improving Quality of Education. New York: Nova Publishers. • Burbank, M.D., & Hunter, R. (2010). Families, Intercollegiate Collaboration, and Routes to Studying Teaching. In R. David & Slater, J. (Eds.), Collaboration in Education. New York: Routledge. • Gitlin, A., Burbank, M., & Kauchak, D. (2005). The struggle for legitimate knowledge: Knowledge and power in the educational community. In F. Boudine (Ed.), What difference does research make and for whom? New York: Peter Lang. Refereed Publications • Burbank, M.D., Bates, A., & Gupta, U. (2016). The influence of teacher development on preservice supervision: A case study across content areas. The Teacher Educator. • Burbank, M.D., Goldsmith, M., & Bates, A. (2015). Making Accreditation Matter: More than Hoop Jumping. LEARNing Landscapes, 8(2), 59-75. • Burbank, M.D., Ramirez, L., & Bates, A. (revise and resubmit). The Impact of Critical Reflective Teaching: A Rhetoric Continuum. • Burbank, M.D., Shooter, W., & Groth, C. (2014). Considerations for STEM coursework and mentoring in an alternative route to teacher licensure program. Teacher Education and Practice, 27(2/3), 248-264. • Burbank, M.D., Darling, A., McLeran, A., & Ward, M. (under review). Saving Grace: Saving Ourselves. • Darling, A., & Burbank, M.D. (in preparation). Teacher talk about identity. • Alvarez Gutiérrez, L. & Burbank, M.D. (In Preparation). Voces Reflectivasi: Antiracist Resistance, CounterAllyship& Triumphs in Teacher Education. • Shooter, W. & Burbank, M.D., & Bates (In Preparation). The Roles of Supervisors and Mentors in Alternative Routes to Licensure. • Burbank, M.D., & Diaz, R. (2012). Understanding partnership challenges in teacher recruitment programs. Creative Education, 3, 1024-1030. • Burbank, M.D., Hunter, R., & Alvarez, L. (2012). Redefining the lines of expertise: Educational pathways through the Communities Together Advocacy Project (CTAP). Journal of Community Engagement and Scholarship, 5(1), 33-43. • Burbank, M.D., Ramirez, L., & Bates, A. (2012). Critically reflective thinking in urban teacher education: A comparative case study of two participants’ experiences as content specialists. The Professional Educator. • Burbank, M.D., Bates, A., & Kauchak, D. (2010). Book study groups as professional development opportunities for preservice and inservice teachers: An exploratory study. The New Educator, 6, 56-73. • Burbank, M.D., Bates, A., & Schrum, L. (2009). Expanding teacher preparation pathways for paraprofessionals: A recruiting seminar series. Teacher Education Quarterly, spring, 201-216. • Burbank, M.D., & Hunter, R. (2008). The Community Advocate Model: Linking communities, school districts and universities to support families and exchange knowledge. The Journal of Community Engagement and Scholarship. 1, 47-55. • Bates, A., Burbank, M.D., Capps, R., & Ramirez, L. (2008). Teacher candidates' critical thinking in an education program committed to urban teaching. Teaching & Learning: The Journal of Natural Inquiry and Reflective Practice, 23, 3-19. • Bates, A., & Burbank, M.D. (2008). Effective student teacher supervision in the era of No Child Left Behind. The Professional Educator. 32, 2. • Schrum, L., Burbank, M.D., & Capps, R. (2007). Preparing future teachers for diverse schools in an online learning community: Perceptions and practice. The Internet and Higher Education, 10, 204-211. • Schrum, L., Burbank, M., & Glasset, K-f. (2005). Post-Secondary educators' professional development: Investigation of an online approach to enhancing teaching and learning. The Internet and Higher Education 8, 279-289. • Burbank, M.D., Bertagnole, H., Carl, S., Dynak, J., Longhurst, T., & Powell, K., (2005). University-District partnerships and the recruitment of tomorrow’s teachers: A grassroots effort for preparing quality educators through teaching academies. The Teacher Educator, 41, 54-69. • Schrum, L., Burbank, M. D., Engle, J., & Glassett, K. f. (2005). Professional development for tertiary educators: An online model for pedagogical and instructional improvement. In Kinshuk, D. G. Sampson, P. Isaias (Eds), Cognition and Exploratory Learning in the Digital Age (pp. 52-59). Porto, Portugal: International Association for Development of the Information Society. • Kauchak, D. & Burbank, M.D. (2003). Case studies of minority teacher development. Action in Teacher Education, 25, 63-75. • Burbank, M.D. (2003). Modeling action research: Reflections from a self-study. The Professional
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