Marquita Grenot-Scheyer

Dr. Marquita Grenot-Scheyer joined the faculty at California State University, Long Beach in 1988. Her teaching, research, scholarly activity and community efforts focus on the improvement of educational services and options for individuals with severe disabilities and their families. Prior to joining the faculty at CSULB, Dr. Grenot-Scheyer was a special day class teacher in the Los Angeles Unified School District. Dr. Grenot-Scheyer has published in the areas of severe disabilities, inclusive education, and teacher preparation.

Grenot-Scheyer, M. & Coots, J.J. (2004). Guest editors (invited), Theme Issue on Special Education, Issues in Teacher Education. A Journal of the California Council on Teacher Education.

Grenot-Scheyer, M., Coots, J.J., & Bishop-Smith, K. (2004). A consideration of what educational faculty need to know and be able to do: Federal and state policies and best practices for collaborative preparation programs. Theme Issue on Special Education, Issues in Teacher Education. A Journal of the California Council on Teacher Education.

Grenot-Scheyer, M. (2004). Friendships and other social relationships of children with and without disabilities: Considerations and strategies for families and school personnel. TASH Connections, On-line Newsletter (Invited paper), www.tash.org, Baltimore, MD.

Grenot-Scheyer, M., Fisher, M., & Staub, D. (2001). At the end of the day: Lessons learned in inclusive education. Baltimore, MD: Paul H. Brookes.

Grenot-Scheyer, M., Fisher, M., & Staub, D. (2001). A framework for understanding inclusive education. In, M. Grenot-Scheyer, M. Fisher, D. Staub (eds.), At the end of the day: Lessons learned in inclusive education (pp. 1-18). Baltimore, MD: Paul H. Brookes.

Grenot-Scheyer, M., Spinkston, D. & Woods, J. (2001). Inclusive schools: Good for families. National Institute for Urban School Improvement, Education Development Center, Newton, MA.

Meyer, L.M., Park, H.S., Grenot-Scheyer, M. Schwartz, I.S., & Harry, B. (1998). Making friends: The influences of culture and development. Baltimore, MD: Paul H. Brookes.

Associate Dean for Graduate Studies, College of Education, California State University, Long Beach (CSULB), 6/01 to present. Responsibilities include: Coordination of graduate programs and supervision of graduate office staff; Coordination of enrollment management efforts across all three departments; Coordination of curriculum review process in the college; Oversight and support of faculty searches, and scholarships; Supervision of college wide recruitment efforts; Participation in articulation activities with communities colleges; Support of pre-K-18 collaboration in the Long Beach Community Partnership and other school districts; and completion of other responsibilities as assigned by the Dean.

Project Director, Math and Science Teacher Initiative (MSTI), 1/06 to present. Responsibilities include oversight and management of a project to increase math and science teachers. This important initiative is in response to the national shortage of qualified teachers in these areas. In collaboration with administrators, faculty, and staff from the Colleges of Education and Natural Science and Mathematics, and Cerritos Community College, targeted actions are aimed at attracting and supporting interested students to earn the necessary credentials.

Program Coordinator, CSULB, Education Specialist Credential Program, 9/96 to 6/01. Responsibilities include program development, implementation, and application, student services, and coordination of faculty and advisory meetings. Responsibilities also include development of California Commission on Teacher Credentialing (CCTC) & NCATE (National Council for the Accreditation of Teacher Education) program document in response to new teacher preparation standards and the development of an internship program in special education.

Program Coordinator, CSULB, Master’s Program in Special Education, 9/99 to 6/01. Responsibilities include program development, implementation and evaluation, student advisement, and development and coordination of comprehensive exams and thesis study.

Project Director, Consortium for Collaborative Research On Social Relationships: Inclusive Schools and Communities for Children and Youth with Diverse Abilities, 9/92 to 10/97. Responsible for development and implementation of a series of longitudinal studies investigating the relationships of children and youth with and without severe disabilities in inclusive educational settings. This U.S. Department of Education grant was a five year research institute in collaboration with Syracuse University, University of Miami, California State University, Sacramento, and the University of Washington.

Project CoDirector, IMPACT/TEACH, CSULB, 9/91 to 6/93. Responsible for support and information to students from underrepresented groups interested in a teaching career in this California State University Chancellor funded project.

Dr. Grenot-Scheyer's current work is focused in three areas: Collaborative Teacher Preparation, Inclusve Models of Education and Collaboration with families.