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Faculty

  • Dennis Munk
    Carthage College

Dennis Munk

Professor of Psychological Science and Education, Director of the Teaching Commons

Hedberg Library 224

  • Biography
  • Education
  • Courses
  • Research
  • Grants and Awards
  • Publications
  • Presentations

Professor Dennis D. Munk is a collaborator for the team-taught Introduction to Psychological Science course, and teaches upper-level courses in learning, and in fieldwork, which involves the senior thesis. He has also taught courses in the Education Department focused on engaging students, educational psychology, and instructional methods for special education, as well as graduate courses in research methods. His current research interest is reflection in learning, with past research areas including functional assessment, grading practices, reading instruction, and inclusive practices.

Prof. Munk has served as co-investigator on research projects funded by the U.S. Department of Education. He has published numerous articles and book chapters, and serves as a reviewer for educational and undergraduate research journals. He has published a book on grading practices for learners with special needs and a text on leadership in inclusive schools.

As director of the Teaching Commons, Prof. Munk oversees a broad array of educational development programming for the College. He is a councilor in the Council on Undergraduate Research (CUR), for which he has served on the Executive Board, and is a member of the Grants Committee of the Professional and Organizational (POD) Network.

  • Ed.D. — Special education, Northern Illinois University
  • M.A. — Clinical psychology, Western Michigan University
  • B.S. — Psychology, Grand Valley State University
  • PYC 1500 Introduction to Psychological Science
  • PYC 3200 Psychological Science of Teaching and Learning
  • PYC 4700 Fieldwork in Psychological Science

Current research focuses on influences on the reflections of students during learning, and by early-career faculty while engaged in development activities. 

  • 2015 Quality of Life Enhancement Award, Carthage College
  • 2002 Exceptional Faculty Researcher Award, College of Education: Northern Illinois University

Devore, S. & Munk, D. (2015, Summer). Undergraduate research in teacher education: A rationale for broader engagement. CUR Quarterly, 35, (4), 12-17. Council on Undergraduate Research: Washington D.C.

Munk, D.D., & Dempsey, T. (2010). Leadership strategies for successful schoolwide inclusion: The STAR approach. Baltimore, MD: Brookes Publishing.

Van Laarhoven, T.,Munk, D. D., Chandler, L. K., Zurita, L. M., & Lynch, K. (2012). Integrating assistive technology into teacher education programs: Trials, tribulations, and lessons learned. Assistive Technology Outcomes and Benefits, 8, (1), 32-47.

Barnhart, A. S., Cameron, E. L., Munk, D., Robbins, A., & Sylaska, K. (2019, February). The benefits of team-teaching Introduction to Psychological Science. Talk presented at the Midwest Institute for Students and Teachers of Psychology at the College of DuPage, Glen Ellyn, IL.

Bernhagen, L., & Munk, D. (2017). Writing a successful POD Network Grant Proposal. Presentation at the Annual Conference of the Professional and Organizational (POD) Network, October, Montreal.

Munk, D., Hancock, M., & Baer, G. (2017). Promoting equitable, inclusive, and effective classroom practices through collaborative design. Presentation at the Annual Conference of the Professional and Organizational (POD) Network, October, Montreal.

Munk, D., Lopez, C., & McMullen, R.C. (2017). Provosts, deans, and program directors: Opportunities for Collaboration. Presentation at the Advancing Undergraduate Research Conference of the Council on Undergraduate Research, June, Flagstaff, AZ.

Garcia, D., & Munk, D. (2015). Opening a Center: Faculty Engaging the Past, Present, and Future. Presentation at the annual conference of the Professional & Organizational Development (POD) Network. November, San Francisco.

Munk, D., & Rener, C. (2015). Shaping Effective New Faculty Orientations Amidst Obstacles and Expectations. Presentation at the annual conference of the Professional & Organizational Development (POD) Network. November, San Francisco.

Munk, D., Ellis, D., Jackson, K., & Longstreet, C.S. (2015). Crafting successful SoTL grant proposals: Suggestions from veteran writers. Presentation at the annual conference of the Professional & Organizational Development (POD) Network. November, San Francisco.

DeVore, S., Eno, W., & Munk, D. (2015). Undergraduate Research in Pre-Professional Education: A Rationale for Action and Examples from the Field. Presentation at the annual National Conference on Undergraduate Research (NCUR). March, Spokane, WA.

Manak, J., Young, G., Henry, K., & Munk, D. (March, 2015). Integrating Undergraduate Research into Teacher Education Programs. Presentation at the annual National Conference on Undergraduate Research. March, Spokane, WA.

Barron, T., Munk, D., Bursuck, W.D. & Jones, A. (2014). General educators’ grading decisions in inclusive classrooms: Implications for professional development. Presentation at the annual conference of the Council for Exceptional Children. April, Philadelphia.

  • Dennis Munk
    Carthage College

Dennis Munk

Professor Dennis D. Munk is a collaborator for the team-taught Introduction to Psychological Science course, and teaches upper-level courses in learning, and in fieldwork, which involves the senior thesis. He has also taught courses in the Education Department focused on engaging students, educational psychology, and instructional methods for special education, as well as graduate courses in research methods. His current research interest is reflection in learning, with past research areas including functional assessment, grading practices, reading instruction, and inclusive practices.

Prof. Munk has served as co-investigator on research projects funded by the U.S. Department of Education. He has published numerous articles and book chapters, and serves as a reviewer for educational and undergraduate research journals. He has published a book on grading practices for learners with special needs and a text on leadership in inclusive schools.

As director of the Teaching Commons, Prof. Munk oversees a broad array of educational development programming for the College. He is a councilor in the Council on Undergraduate Research (CUR), for which he has served on the Executive Board, and is a member of the Grants Committee of the Professional and Organizational (POD) Network.

Brief Bio

Professor Dennis D. Munk teaches undergraduate courses in classroom management, educational psychology, and instructional methods for special education, as well as graduate courses in research methods. He has conducted research in the areas of functional assessment, grading practices, reading instruction, and inclusive practices.

Brief Bio

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

Title

Professor of Psychological Science and Education, Director of the Teaching Commons

Email Address

dmunk@carthage.edu

Phone Number

262-551-6103

Office Location

Hedberg Library 224

Education

  • Ed.D. — Special education, Northern Illinois University
  • M.A. — Clinical psychology, Western Michigan University
  • B.S. — Psychology, Grand Valley State University

Courses

  • PYC 1500 Introduction to Psychological Science
  • PYC 3200 Psychological Science of Teaching and Learning
  • PYC 4700 Fieldwork in Psychological Science

Research Interests

Current research focuses on influences on the reflections of students during learning, and by early-career faculty while engaged in development activities. 

Grants and Awards

  • 2015 Quality of Life Enhancement Award, Carthage College
  • 2002 Exceptional Faculty Researcher Award, College of Education: Northern Illinois University

Publications

Devore, S. & Munk, D. (2015, Summer). Undergraduate research in teacher education: A rationale for broader engagement. CUR Quarterly, 35, (4), 12-17. Council on Undergraduate Research: Washington D.C.

Munk, D.D., & Dempsey, T. (2010). Leadership strategies for successful schoolwide inclusion: The STAR approach. Baltimore, MD: Brookes Publishing.

Van Laarhoven, T.,Munk, D. D., Chandler, L. K., Zurita, L. M., & Lynch, K. (2012). Integrating assistive technology into teacher education programs: Trials, tribulations, and lessons learned. Assistive Technology Outcomes and Benefits, 8, (1), 32-47.

Presentations and Performances

Barnhart, A. S., Cameron, E. L., Munk, D., Robbins, A., & Sylaska, K. (2019, February). The benefits of team-teaching Introduction to Psychological Science. Talk presented at the Midwest Institute for Students and Teachers of Psychology at the College of DuPage, Glen Ellyn, IL.

Bernhagen, L., & Munk, D. (2017). Writing a successful POD Network Grant Proposal. Presentation at the Annual Conference of the Professional and Organizational (POD) Network, October, Montreal.

Munk, D., Hancock, M., & Baer, G. (2017). Promoting equitable, inclusive, and effective classroom practices through collaborative design. Presentation at the Annual Conference of the Professional and Organizational (POD) Network, October, Montreal.

Munk, D., Lopez, C., & McMullen, R.C. (2017). Provosts, deans, and program directors: Opportunities for Collaboration. Presentation at the Advancing Undergraduate Research Conference of the Council on Undergraduate Research, June, Flagstaff, AZ.

Garcia, D., & Munk, D. (2015). Opening a Center: Faculty Engaging the Past, Present, and Future. Presentation at the annual conference of the Professional & Organizational Development (POD) Network. November, San Francisco.

Munk, D., & Rener, C. (2015). Shaping Effective New Faculty Orientations Amidst Obstacles and Expectations. Presentation at the annual conference of the Professional & Organizational Development (POD) Network. November, San Francisco.

Munk, D., Ellis, D., Jackson, K., & Longstreet, C.S. (2015). Crafting successful SoTL grant proposals: Suggestions from veteran writers. Presentation at the annual conference of the Professional & Organizational Development (POD) Network. November, San Francisco.

DeVore, S., Eno, W., & Munk, D. (2015). Undergraduate Research in Pre-Professional Education: A Rationale for Action and Examples from the Field. Presentation at the annual National Conference on Undergraduate Research (NCUR). March, Spokane, WA.

Manak, J., Young, G., Henry, K., & Munk, D. (March, 2015). Integrating Undergraduate Research into Teacher Education Programs. Presentation at the annual National Conference on Undergraduate Research. March, Spokane, WA.

Barron, T., Munk, D., Bursuck, W.D. & Jones, A. (2014). General educators’ grading decisions in inclusive classrooms: Implications for professional development. Presentation at the annual conference of the Council for Exceptional Children. April, Philadelphia.

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    • Carthage is named a Best Midwestern College by The Princeton Review (2020), a designation given to only 25 percent of four-year schools.

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    • So the lake is kind of a focal point, but there’s a lot more to love about our campus — like the fact that our more than 80-acre campus is also an arboretum and wildlife sanctuary. Focused on keeping campus lush forever, we plant between 50 and 75 new trees every year from a variety of species.

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    • Come to Carthage; hear yourself think — think … think …
      Legend has it that Sesquicentennial Plaza holds a perfect echo. Just stand with both your feet on the “1847,” face Straz, and start talking. “You’re the only one who can hear you, but you’ll be crystal clear,” promises English and theatre alumna Mikaley Osley.

    • Our Great Lake provides Carthage students with some amazing views. Think classes on the beach, lake views from the lab, and sunrises from your dorm room. “I love waking up in the morning with the sun shining off the lake. Nothing compares to the view in the morning,” recalls biology and neuroscience major Ann O’Leary.

    • Carthage awards up to 35 Presidential Scholarships each year, which range from $20,000 up to full tuition. Learn more.

    • For a full decade, NASA has selected Carthage students to conduct research aboard its zero-gravity aircraft. Lately, the stakes have risen. A team of underclassmen is grinding to prepare a tiny but powerful Earth-imaging satellite for launch to the International Space Station. Learn more about the space sciences at Carthage

    • Carthage is the only college or university in the Midwest where every freshman takes a full-year sequence of foundational texts of the Western intellectual tradition. Learn about the Carthage core.

    • With a student-faculty ratio of 12:1, your professors will know who you are. They will also know who you want to be — and how to get you there. Meet our faculty.

    • There are more than 130 student organizations on campus, from Amnesty International to Fencing to Frisbee, Chem Club to Stand Up Comedy. See how easy it is to get involved.

    • True story: There are more than 27 art galleries, a dozen museums, and nine theatres within 25 miles of Carthage. Some highlights: The nationally recognized Racine Art Museum, the world-renowned Art Institute of Chicago, and the Milwaukee Art Museum. Learn more about our location.

    • What’s better than one professor? Two professors. What’s better than two professors? Two professors from totally different fields teaching a single class. There’s debate. Discussion. Differing perspectives. This is where the magic happens. That’s why every student takes a Carthage Symposium.

    • You can’t hide here — not with only 17 other students in the classroom with you. That’s going to be rough some mornings. But later, when you’re able to argue your point of view thoughtfully, express your opinions succinctly, and meet challenges head-on, without fear … Yep, you’ll thank us.

    • Carthage is ranked No. 3 in the country for student participation in short-term study abroad. Every J-Term, hundreds of students travel all over the world on faculty-led study tours. Imagine a month in Sweden, Rome, Cuba, Senegal, India, Japan …

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