Josephine Sarvis
School of Education
Professor
School of Education
Josephine Tabet Sarvis, PhD, is a Professor and the Director of the School of Education at ؿζSM, where she actively works to shape the future of education through her multifaceted roles in academia, research, and community engagement.
Dr. Sarvis earned her Bachelor of Arts in Philosophy and Master's degree at Boston College in Chestnut Hill, MA. She earned her PhD in Philosophy and Sociology of Education from Loyola University in Chicago, IL. She teaches a diverse range of courses, including History and Philosophy of Education, Foundations of Education, and Student Teaching Capstone Seminar classes. Her pedagogical approach fosters critical thinking and nurtures a deep understanding of educational principles among her students. She has been honored with the Excellence in Teaching Award, a testament to her commitment to educational innovation and student success.
Her publications delve into critical issues such as effective practices and equity in teacher preparation, inclusive and culturally responsive teaching, and gender-equitable pedagogy. Through her research, she endeavors to advance the discourse on education and effect positive change in teaching practices and policies.
Dr. Sarvis spearheads research initiatives aimed at transforming teacher education and promoting diversity in the teaching profession. She served as the Principal Investigator for ؿζSM’s National Science Foundation (NSF) grant, “STEM Stars: Strengthening the STEM Teacher Pipeline in Metropolitan Chicago”. Her leadership has led to the ongoing, successful implementation of projects to address the shortage of STEM teachers and to support underrepresented groups in teaching.
Dr. Sarvis is deeply committed to fostering diversity, equity, inclusivity, and justice within the educational landscape. She was co-author and Project Coordinator the Title V US Department of Education “Strengthening Advising, Teacher Education, and Our H.S.I. Identity”. Additionally, she led the Science and Math Learning Collaborative research initiative through the Associate Colleges of Illinois (ACI), aiming to enhance gender-equitable pedagogy in middle-grade STEM education. Her involvement in projects such as these and others underscores her commitment to creating a more equitable and inclusive learning environment for all students.
Inclusive, equitable and innovative pedagogy, field based teacher education and partnerships, and culturally responsive and sustaining education
Silvers, P. & Sarvis, J. (2021). Identity Transformation from Student to Professional Educator: A Model for Change. Voices for Educational Equity Journal, 17(2), 24-34. Retrieved from .
Silvers, P. & Sarvis, J. (2020). Appraisal Centers: A Formative Assessment Model for Preservice Teachers to Demonstrate Emerging Theory–Practice Understanding. Journal of Education, 200(3), 196-206. Sage Journals. Trustees of Boston University. DOI: .
Sarvis, J. & Silvers, P. (2019). Partnering for a Field-Based Residency: Challenges and Possibilities. International Journal of Teaching and Learning in Higher Education (IJTLHE), 31(1), 147-153. Retrieved from .
Sarvis, J. & Vinci-Minogue, D. (2013). Too Much Reform, Too Little Progress: Teacher Education Still in Limbo. Journal of Scholastic Inquiry: Education, 1, 42-55. Retrieved from .
Cressman, J. & Sarvis, J. (2012). Moving the e-Portfolio from Locker to Learning. Academic Exchange Quarterly, 16(4), 140-145. Retrieved from .
ؿζSM faculty and staff, .