Leslie Couse

EXECUTIVE DIRECTOR-ENGAGEMENT & FACULTY DEVEVELOPMENT
Executive Director
Professor
Phone: (603) 862-0638
Office: Engagement & Faculty Development, Thompson Hall Rm 303, Durham, NH 03824
photo of Leslie Couse

Dr. Leslie J. Couse (Ph.D., Syracuse University) is Executive Director of Engagement and Faculty Development where she directs programs focused on the career development of faculty at the University of New Hampshire. Her career has been dedicated to advancing PreK-12 educators professionally through increased access, knowledge, and opportunities. Dr. Couse's early work focused on preparing teachers for inclusive education based on interdisciplinary collaboration among teachers, parents, and service providers. Her research coalesces around inclusive teacher education and technology to support early learning, while she has a growing interest in higher education leadership. Dr. Couse is the former Chair of the UNH Education Department and currently Principal Investigator of the UNH Teacher Residency for Rural Education (TRRE) program, funded by a U.S. Department of Education Teacher Quality Partnership grant and community-university partnerships. Dr. Couse co-edited The Handbook of Early Childhood Teacher Education (Routledge, 2016), has served on the editorial board for the Journal of Early Childhood Teacher Education, guest editor of a special issue of the journal, and served on the Governing Board of the National Association for Early Childhood Teacher Educators (NAECTE).

Education

  • Ph.D., Child and Family Development, Syracuse University
  • M.Ed., Physical Education, State University of New York at Brockport
  • M.S., Public Administration, Russell Sage College
  • B.S.Ed., Physical Education, State University of New York at Cortland

Research Interests

  • Inclusive early childhood teacher education
  • Interdisciplinary collaboration
  • Leadership development
  • Teacher learning and development across the career span
  • Technology Integration in Education

Selected Publications

Reagan, E. M., Coppens, A. D., Couse, L. J., Hambacher, E., Lord, D., McCurdy, K., & Pimentel, D. S. (2018). TOWARD A CONCEPTUAL FRAMEWORK FOR DESIGNING AND IMPLEMENTING THE TEACHER RESIDENCY FOR RURAL EDUCATION. In INNOVATION AND IMPLEMENTATION IN RURAL PLACES: SCHOOL-UNIVERSITY-COMMUNITY COLLABORATION IN EDUCATION (pp. 81-106). Retrieved from http://gateway.webofknowledge.com/

Couse, L. J. (2016). ADDRESSING THE NEEDS OF YOUNG CHILDREN WITH DIVERSE ABILITIES AND DEVELOPMENTAL DIFFERENCES. In HANDBOOK OF EARLY CHILDHOOD TEACHER EDUCATION (pp. 257-272). Retrieved from http://gateway.webofknowledge.com/

Couse, L. J., & Recchia, S. L. (2016). FUTURE DIRECTIONS FOR EARLY CHILDHOOD TEACHER EDUCATION. In HANDBOOK OF EARLY CHILDHOOD TEACHER EDUCATION (pp. 379-387). Retrieved from http://gateway.webofknowledge.com/

Couse, L. J., & Recchia, S. L. (2015). Handbook of Early Childhood Teacher Education.

Humphreys, B. P., Couse, L. J., Sonnenmeier, R. M., Kurtz, A., Russell, S. M., & Antal, P. (2015). Transforming LEND Leadership Training Curriculum through the Maternal and Child Health Leadership Competencies. Maternal and Child Health Journal, 19(2), 300-307. doi:10.1007/s10995-014-1587-8

Banach, M., & Couse, L. J. (2012). Interdisciplinary Co-Facilitation of Support Groups for Parents of Children with Autism: An Opportunity for Professional Preparation. Social Work With Groups, 35(4), 313-329. doi:10.1080/01609513.2012.671103

Couse, L. J., & Chen, D. W. (2010). A Tablet Computer for Young Children? Exploring its Viability for Early Childhood Education. Journal of Research on Technology in Education, 43(1), 75-96. doi:10.1080/15391523.2010.10782562

Banach, M., Iudice, J., Conway, L., & Couse, L. J. (2010). Family Support and Empowerment: Post Autism Diagnosis Support Group for Parents. Social Work With Groups, 33(1), 69-83. doi:10.1080/01609510903437383

Vernikoff, L., Schram, T., Reagan, E. M., Horn, C., Goodwin, A. L., & Couse, L. J. (n.d.). Beyond Urban or Rural. In Handbook of Research on Field-Based Teacher Education (pp. 256-279). IGI Global. doi:10.4018/978-1-5225-6249-8.ch011