Meet the Faculty & Staff

Resident Faculty

Jeff Hittenberger, PhD

Dean of the School of Education, Professor

School of Education; Graduate Education

Expertise: education for love and wisdom; educational history; educational philosophy

Biography
Recent Creative, Scholarly Work + Publications

Biography

Jeff Hittenberger serves as Professor of Education and Dean of the School of Education at Vanguard University. He previously served as Chief Academic Officer at the Orange County Department of Education (OCDE) and Provost/Vice President for Academic Affairs at Vanguard University.

Dr. Hittenberger earned a doctorate from the University of Southern California, studied in Morocco on a Rotary Ambassadorial Scholarship, and has worked on education projects and done research, teaching, or consulting in Cameroon, Mali, Togo, South Africa, Israel, and Haiti.

Recent Creative, Scholarly Work + Publications

Creator and Host, Education for Love and Wisdom Podcast

Recent Publication

Hittenberger, J. (2023). Empowering students to thrive in education, career, and life. Orange County Department of Education.

Recent Presentations

“Untold Stories of Japanese American Internment: An Interview with Justice Joanne Motoike” (Interviewer). Teacher Law School. Santa Ana, California, October 2023.

“Keynote Panel: The Mendez Historic Freedom Trail and Monument” (Panelist). OCDE Interpreters and Translators Conference. Costa Mesa, California, September 2023.

Current Projects

Lead Author and Editor, Education for Love and Wisdom: Effective Teachers for Challenging Times, Kendall-Hunt Publications (Forthcoming 2024).

Facilitating Partner, Acjachemen Education Initiative, in partnership with the Juaneno Band of Mission Indians, Acjachemen Nation, and the Orange County Department of Education.

Alex Lin, PhD

Chair, Associate Professor

School of Education; Liberal Studies

Expertise: positive youth development, school and family-based interventions, educational inequality

Biography
Recent Creative, Scholarly Work + Publications

Biography

Dr. Alex Lin started his education career focusing on providing health and educational services to impoverished communities including resourcing schools for 12 million people living in rural villages of Nepal. He has extensive experience as a credentialed elementary and social studies teacher (secondary level) with over a decade of teaching experience in California. His goal is to prepare and equip the next generation of trauma-informed, compassionate teachers.

Recent Creative, Scholarly Work + Publications

Empowering Special Educators of Color Through Inclusive, Accessible Learning (ESPECIAL) #248, 202. Commission on Teacher Credentialing (CTC) PI: Lin, A. Supports a ITEP Planning Grant focused on hiring a new faculty director and program startup to create a new 4 Year ITEP program enabling candidates to earn a Bachelor’s Degree and Education Specialist Credentials (e.g., Mild/Moderate Support Needs).

Lin, A.R. (2021). Civic education in K-12 schools enhanced through a Christian faith lens perspective. International Christian Community of Teacher Educators Journal, 16 (2), 1-14.

Lin, A.R., Dawes, N., Simpkins, S.D., & Gaskin, E.R. (2020). Making the decision to participate in organized after-school activities: Perspectives from Mexican-origin adolescents and their parents. Journal of Adolescent Research, 1-31.

Liu, Y.Y., Simpkins, S.D., Lin, A.R., (2018). Ethnic cultural features in organized activities: Relations to Latino adolescents’ activity experiences and parental involvement. Journal of Youth and Adolescence. 47 (10), 1-18.

Lin, A.R., Simpkins, S.D., Gaskin, E.R., & Menjívar, C., (2016). Cultural values and other perceived benefits of organized activities: A qualitative analysis of Mexican-Origin parents’ perspectives in Arizona. Applied Developmental Science, 22 (2), 89-103.

Lin, A.R., Lawrence, J.F., Snow, C.E., & Taylor, K. (2016). Assessing adolescents’ communicative self-efficacy to discuss controversial issues: Findings from a randomized study of the Word Generation program. Theory and Research in Social Education, 44 (3), 316-343.

Lin, A.R., Conchas, G.Q., & Drake, S. (2015). Conceptualizing disparity and opportunity in education as a racial project: A global perspective. In Conchas, G. & Gottfried, M. (Ed.) Inequality, power, and school success: Case studies on racial disparity and opportunity in education. New York: Routledge.

Joanne Van Boxtel, PhD

Associate Professor, Faculty Director for Special Education

School of Education; Liberal Studies; Graduate Education

Expertise: teacher education and special education, universal design for learning, teaching and learning for students with disabilities, international inclusive education, faith and disability

Biography
Recent Creative, Scholarly Work + Publications

Biography

Dr. Joanne Van Boxtel joined Vanguard in 2023 and is a proud alumnae. She was a special education teacher and teacher leader in the Long Beach Unified School District for 14 years and she has over a decade of experience in higher education teacher preparation. Her pursuit of vocation as mission led her to opportunities to provide training on inclusive education to teachers and specialists in Romania and El Salvador.

She is honored to equip Vanguard students who will teach and serve individuals with disabilities and their families with compassion and expertise. She is grateful to be a member of the Vanguard community and for the opportunity to integrate faith and teaching.

Recent Creative, Scholarly Work + Publications

Van Boxtel, J.M., Chaney, M. [in press]. Essential dispositions for special educators: An examination of national standards and guiding principles. Journal of the Academy of Special Education Professionals.

Taylor, H., Van Boxtel, ;J.M., Foster, B., & Bueno, S. (2023). Interdisciplinary special education and APE teacher preparation using evidence-based high leverage practices. In Slanda, D. & Pike, L. (Eds). Handbook of research on interdisciplinary preparation for equitable special education. (pp.85-110). IGI Global.

Van Boxtel, J.M. & Sugita, T. (2019). Exploring the Implementation of Lesson-Level UDL Principles through an Observation Protocol. International Journal of Inclusive Education, 1-17.

Van Boxtel, J.M. (2018). Constructing culturally responsive professional development for inclusion in El Salvador using the lens of intercultural competence. International Journal of Inclusive Education, 22(11), 1173-1183.

Van Boxtel, J.M. (2017). Seeing is Believing: Innovating the Clinical Practice Experience for Education Specialist Teacher Candidates with Video-Based Remote Supervision. Rural and Special Education Quarterly, 36(4), 180-190.

Van Boxtel, J.M. (2017). Common Core expertise for special education teachers: What do administrators think is important? Teacher Education Quarterly, 44(3), 57-74.

Van Boxtel, J.M. (2016). REASON: A Self-Instruction Strategy for Twice-exceptional Learners Struggling with Common Core Math. Teaching Exceptional Children, 49(1), 66-73.

Murphy, J. (2011). Embracing and engaging with limits [Review of the book Disability and Christian Theology, by D.B. Creamer]. Disability Studies Quarterly, 31(3).

Jennifer Jagerson, PhD

Associate Professor

School of Education; Graduate Education

Expertise: social and emotional learning, assessment as an agent of transformation, biblical narrative hermeneutics for transformation; spiritual formation, growth mindset

Biography
Recent Creative, Scholarly Work + Publications

Biography

Jennifer Jagerson came to the field of education out of the recognition that it is one of the most profound ways to engage the next generation for their growth and flourishing.

Prior to coming to Vanguard, she had the privilege of working among marginalized populations in urban ministries in the US and India and as a teacher in the CA public school system. Her doctoral studies focused on pedagogies that harness the biblical narratives to bring significant transformation in rural communities in southwest Ethiopia.

Recent Creative, Scholarly Work + Publications

Jagerson, J. (2022).“Mining the Biblical Narratives for Individual and Communal Transformation: Bible Storytelling that Moves Beyond Proclamation to Deep Level Discipleship,” in New and Old Horizons in the Orality Movement: Expanding the Firm Foundations, edited by Tom Steffen and Cameron D. Armstrong.

Jagerson, J. (2020). “The Effective of Internal Locus of Control and Social-Emotional Learning on Life and Relationship Satisfaction,” Psychology and Cognitive Sciences, 6(4).

Jagerson, J. (2017). “Resonance and Synergy: The Impact of Oral Bible Storytelling in Rural Ethiopia,” Global Missiology 3(4).

Jagerson, J. (2016). “Transformation Through Narrative: Exploring the Power of Sacred Stories Among Oral Learners in Ethiopia.” [Dissertation].

Jagerson, J. (2015). “The Simply the Story Method: Next Steps in Oral Strategies,” in Beyond Literate Western Contexts: Honor and Shame and Assessment of Orality Preference, (International Orality Network, 2015), edited by Samuel E. Chiang and Grant Lovejoy.

Jagerson, J. (2015). “Silence,” “The Liturgy of the Hours,” “Christian Formation and the Rule of St. Benedict,” and “Medieval Religious Drama,” in the Encyclopedia of Christian Education, (Scarecrow Press, 2015), edited by George Thomas Kurian and Mark A. Lamport.

Jagerson, J. (2014). “Harnessing the Power of Narrative: Literacy and Orality in Christian Education,” Christian Education Journal, 11(2).

Jagerson, J. (2013). “Hermeneutics and the Methods of Oral Bible Storytelling for the Evangelization and Discipleship of Oral Learners” Great Commission Journal 4(2).

Rebecca Spady, EdD

Assistant Professor

School of Education; Graduate Education

Expertise: education, teaching, learning, formative assessment, curriculum design, educational research, educational technology, student engagement, student self-efficacy, teacher leadership, assessment + evaluation

Biography
Recent Creative, Scholarly Work + Publications

Biography

Dr. Rebecca Spady is currently the lead MA faculty responsible for the MA program and coursework taught in Vanguard’s School of Education. Dr. Spady guides MA candidates in developing skills to become teacher-researchers and teacher-leaders. Dr. Spady teaches on-campus courses as well as online courses and has a passion for the use of formative assessment in all teaching environments.

Her doctoral dissertation focused on the relationship of formative assessment to student achievement and self-efficacy during online instruction. Over 10 years ago, Dr. Spady played a key role in jumpstarting the online MA Core component in the School of Education. Dr. Spady also works with doctorate in education students as a dissertation chair or committee member.

Previously, Dr. Spady worked as an elementary teacher. She received her multiple-subject teaching credentialing and master’s degree from Vanguard University. Dr. Spady seeks to support each of her students throughout their MA journey.

Recent Creative, Scholarly Work + Publications

Spady, R. & Lago, D. Examining the Role of School and District Leadership with Respect to Technology-Based Formative Assessments and Professional Development. Association of CA School Administrators (ACSA), January 28, 2023.

Dunnick Karge, B & Spady, R. “The value of formative feedback in graduate online courses.” Distance Learning… For Educators, Trainers, and Leaders. Volume 19, November 3, 2022.

Spady, R. Correlating Formative Self-Assessment of Online Programs. [Poster Presentation]. CCTE Fall 2019 Conference. October 18, 2019.

Dissertation: Correlating formative self-assessment of education graduate online programs, 2018.

Spady, R. Formative Assessment and Online Instruction. [Poster presentation]. Association of CA School Administrators (ACSA), Concordia University, Irvine, January 27, 2018.

Renee Rose, MA (EdD anticipated 2026)

Director of Graduate Program in Education

School of Education; Graduate Education

Expertise: education, teaching, learning, curriculum design, educational research

Biography

Biography

Renée graduated from Vanguard (SCC) and began her career in law enforcement as a Crime Scene Investigator for the City of Costa Mesa. In 1996, she felt the Lord calling her to make a radical change and pursue a career in teaching. She began her educational career working at Coastline ROP as a criminal justice instructor.

She then worked for Capistrano Unified, where she served as a classroom teacher and a TOSA in the district’s Induction Program. In 2005, she joined Vanguard as an adjunct professor and has taught several courses both in the credential program and the MA Core.

She is a member of the OCC GATE consortium, where she supports educators across Orange County. Renée is the founder and principal of Kingdom Life Academy, a learning center for K-12th grade students that supports families in the education of their children. She is passionate about educating, equipping, and empowering others to shape culture through education for the glory of God. She is currently working toward earning her Doctorate of Education (EdD) degree from Regent University.

Administrative Staff

Nathan Brais, EdD

Assistant Director for Graduate Program in Education

School of Education

Biography

Biography

Nathan is a higher education professional with experience in academic advising, program management, and counseling. He is passionate about helping students to accomplish their academic goals. Nathan comes from a family of public-school teachers and has great respect for those in the teaching profession. His interests include spending time with his family, writing and performing music, children’s ministry work, and cooking. He is graduating in Spring 2024 with a Doctorate of Education (EdD) from Cal State University, Long Beach.

Julie De La O, MA Ed, MA

Credential Analyst & Student Teaching Coord.

School of Education

Irene Harvey, MS Ed

ECE/PK-3 Program Coordinator

School of Education

Donna Nielsen, BS

Senior Administrative Coordinator

School of Education

Chriss Erickson, BA

Credential Program Assistant/TAP Coordinator

School of Education

Alexis Varela, BA

Student Success Coordinator, ITEP/Liberal Studies

School of Education