School of Education

Education

• Ph.D. in Curriculum and Instruction (Mathematics Education), University of Kansas
• M.S.A. in Administration, Central Michigan University
• B.S.E. in Elementary Education, University of Central Missouri
  
  

Recent Publications

• Huffman, D., Feldman, K. & Herrick, I. (co-editors) (in-press) STEM to STREAMS: Towards a more equitable vision of STEM education. Rowman & Littlefield, Washington, D.C.
• Thomas, K. & Ginsberg, R. (2023) Time it was and what a time it was: Education during the pandemic in the U.S. International Journal on Lifelong Education and Leadership 9(1) 15-24.
• Raley, S. K., Shogren, K. A., Brunson, L., Gragoudas, S., Thomas, K. R., & Pace, J. R. (2022). Examining the impact of implementation supports on goals set by students in inclusive, secondary classes. Exceptionality 30(5), 324-339.
• Ng, J., Portillo, S., & Thomas, K. (2021). The rationalized myth of faculty mentoring: A critical examination of faculty experiences and institutional change. In V. L. Baker & A.L. Terosky (Eds.) Bridging the Research-Practice Nexus: Resources, Tools, and Strategies to Navigate Mid-Career in the Academy. Hanover, PA: New Directions for Higher Education no. 193-194, Wiley and Sons.
• Huffman, D., Thomas, K., & Basham, J. D. (2020). The transdisciplinary nature of STEAM education: Integrating STEAM in pre-service teacher education. In K. Thomas & D. Huffman (Eds.) Challenges and Opportunities for Transforming from STEM to STEAM Education. Hershey, PA: IGI Global.
• Jackson, H. A., Basham, J. D., Thomas, K., & Hunt, C. L. (2020). Designing STEAM learning environments. In K. Thomas & D. Huffman (Eds.) Challenges and Opportunities for Transforming from STEM to STEAM Education. Hershey, PA: IGI Global.
• Raley, S. K., Shogren, K. A., Rifenbark, G. G., Thomas, K., McDonald, A. F., & Burke, K. M. (2020). Enhancing secondary students’ goal attainment and self-determination in general education mathematics classes using Self-determined Learning Model of Instruction. Advances in Neurodevelopmental Disorders, 4, 155-167.
• Thomas, K. & Huffman, D. (2020). Challenges and Opportunities for Transforming from STEM to STEAM Education. Hershey, PA: IGI Global.
• Thomas, K. & Huffman, D. (2020). Becoming STEAM: Perspectives from school leaders. In K. Thomas & D. Huffman (Eds.). Challenges and Opportunities for Transforming from STEM to STEAM Education. Hershey, PA: IGI Global.
• Thomas, K., Wolf-Wendel, L., Rothrock, K. (2020) Family-academic-work integration for STEM students. In A. Rockinson-Szapkiw, J. Wendt, & K. Wade-Jaimes (Eds.), The STEM peer mentoring relationship: A culturally responsive guide for women and underrepresented minority women. Dubuque, IA: Kendall Hunt.
  
  

Bio

Kelli Feldman, Ph.D., became the VCU School of Education dean on March 17, 2025. She brings over 25 years of experience as an educator, researcher, and academic administrator.

Before joining VCU, Feldman served as associate dean for teacher education and undergraduate programs at the University of Kansas School of Education and Human Sciences, where she had been a faculty member since 2002. She previously taught at the University of Central Missouri and began her career as a middle and elementary school teacher with the Department of Defense Dependent Schools in Germany.

Feldman’s research focuses on educator preparation, assessment and evaluation, mathematics and science education, and students’ mathematical reasoning. She holds a bachelor’s degree from the University of Central Missouri, a master’s degree from Central Michigan University, and a Ph.D. from the University of Kansas.

Curriculum Vitae