Endowed Chairs

Dr. Norvella Carter

Houston Endowment Inc. Endowed Chair in Urban Education

Dr. Carter, professor of urban education, is co-chair of the urban education graduate program and also the co-director of the newly created Center for Urban School Partnerships at Texas A&M University. Dr. Carter was selected for the endowed chair in 2001. Recipients must demonstrate both a history of and commitment to excellent work in high-need schools in the greater Houston area. Ongoing work includes recruiting teachers, mentoring practicing educators and accomplishing high-quality scholarship that increases the knowledge base associated with urban education.

Dr. Roger Howe

Curtis D. Robert Endowed Chair in Mathematics Education

Dr. Howe has been at the forefront of advancing mathematics for over 50 years, best known for his pioneering work in representation theory which allows mathematicians to translate abstract algebraic problems into a more simplified form of linear algebra.  He received his doctorate from the University of California Berkeley and, after a long career at Yale University, will join the Department of Teaching, Learning, and Culture where he will continue his work to improve the quality of mathematics education.

Dr. Cheryl Craig

Houston Endowment Inc. Endowed Chair in Urban Education

Dr. Craig is a nationally renowned scholar from the University of Houston where she was previously employed as a professor in the Department of Curriculum and Instruction. She received her doctorate from the University of Alberta, Canada and her research focuses on the influence of school reform agendas on teachers’ knowledge developments and the unintended consequences that school reform initiatives and educational policies may have on student learning.

Dr. Michael de Miranda

Claude H. Everett, Jr. Endowed Chair in Education

Before coming to Texas A&M, Dr. de Miranda spent 18 years as a professor in the Department of Electrical Computer Engineering and the School of Education at Colorado State University. His research focused on the development of young STEM educators, specifically in learning, cognition and instruction in engineering and technology education.