Kathryn Swetnam

Richard W. Riley College of Education and Leadership

School of Higher Education, Leadership, and Policy

Degree ProgramDoctor of Education (EdD)

Originally, Dr. Swetnam’s background was in the executive business world. However, after close to 20 years of office life, she decided to make a career change and return to university and concentrate on education. After earning an MA at Denver University, she moved from Colorado with her husband to Houston, Texas where she was employed at a local campus as an instructor, and later at the district level in special education administration. After earning a Ph.D. in Education she also became an adjunct professor at the University of St. Thomas in the Education Department in Houston, Texas. Dr. Swetnam has been a full-time faculty member at Walden University since 2007. Dr. Swetnam is a published author whose research interests include achievement gap of minority students, reading literacy, and social community of online learners.

Courses Taught

EDDD 8003 - Tools for Doctoral Reserach

EDAD 8040 - Foundations

EDUC 8020 - Teacher Leadership in School

EDUC 8015 - Introduction to Research

EDUC 8010 - Leadership in Teaching and Learning

EDUC 8000 - Foundations

Education

PhD, Walden University - Minneapolis, MN United States

MA, University of Denver - Denver, CO United States

BA, Colorado Christian University - Denver, CO United States

Public Service

Houston ISD, Volunteer - Houston, TX United States

Precept Bible Study - Leader , Volunteer

Awards / Honors

2017 Laureate Global Products Services Award , Laureate Corporation, 2017

Publications

Modesto, O. P., Swetnam, K. G., Jones, D. D. (2016). Routines and motivations of adolescent mothers in an alternative school: A phenomenological study Journal of Case Studies in Education

Swetnam, K. G. (2012). Building a sense of community in online learning at Walden University through Ed.D. residency experiences Journal of Virtual Leadership

Swetnam, K. G. (2010). Dropout and academic achievement perceptions of middle and high school students of Mexican descent: A Q methodology study. Operant Subjectivity: Journal of the International Society for the Scientific Study of Subjectivity

Swetnam, K. G. (2005). Academic achievement and dropout perceptions of Mexican-descent middle and high school students: A Q methodology study

Swetnam, K. G. (2004). Navigating the ABCs of grading: Guidelines for evaluating, grading, and reporting progress for students with disabilities Paper and CD coordinated with a committee of educators,

Presentations

Modeston, O. P., Swetnam, K. G., Jones, D. D. (2016). Routines and motivations of adolescent mothers in an alternative school: A phenomenological study ABRI

Swetnam, K. G., Wells, S. P. (2014). Completing the Doctoral Process: Milestones, Measurement, and Momentum Walden University

Swetnam, K. G. (2008). Academic achievement and dropout perceptions of Mexican-descent middle and high school students: A Q methodology study International Society for the Scientific Study of Subjectivity

Swetnam, K. G. (2015). Problem Statement

Swetnam, K. G. (2015). The Prospectus

Blankenship, R., Swetnam, K. G. (2012). Strategies for Student Success

Swetnam, K. G. (2005). CLASS—Designing an IEP Spring Branch ISK

Swetnam, K. G. (2004). Navigating the ABCs of grading: Guidelines for evaluating, grading, and reporting progress for students with disabilities Region IV ESC

Swetnam, K. G. (2005). Developmental Reading Assessment Spring Branch ISD

Swetnam, K. G. (2004). Teaching reading with leveled books Region IV ESC

Kate Swetnam