Directories
Jennifer C Theriault, Ed.D.

Jennifer C Theriault, Ed.D.

Assistant Professor of Education and Chair of the Doctor of Education Program
Year started at UF: 2021
Contact Information
Office Location: Davis Street Building Room 157
Telephone: 419-434-4840
Credentials
B.A., Elementary Education, Saint Norbert College, 1996
M.A., Teaching and Learning, Aurora University, 2000
Ed.D., Curriculum and Instruction - Literacy Education - Ed.D., Northern Illinois University, 2020
  • ​​​​Dr. Theriault holds a Bachelor Degree in Elementary Education from St. Norbert College in DePere, Wisconsin, a Masters of Arts in Teaching from Aurora University, and a Certificate of Graduate Study in Postsecondary Developmental Literacy & Language Instruction from Northern Illinois University (NIU). She earned her doctorate (Ed.D) in the Curriculum and Instruction program at NIU.

    Dr. Theriault has taught courses across the undergraduate and graduate levels and currently teaches doctoral courses such as EDUC 701: Orientation to Doctoral Studies, EDSP 635: Professional Networking and Organizations: Career Building, EDUC 715 Inviting Environments to Facilitate the Affective Domain, and EDUC 711: Influential Thinkers: Selected Readings and Critical Analysis. She is also the Chair of the University of Findlay's Doctor of Education Program.​

  • Dr. Theriault is an active member, presenter, and manuscript reviewer for the Carnegie Project on the Education Doctorate (CPED) and the Eastern Education Research Association (EERA). She is also a Quality Matters Peer Reviewer and a member of the CPED Online/Hybrid and Artificial Intelligence (AI) Community of Interest Groups (CIG).​


    Links

    https://www.linkedin.com/in/jenny-theriault-ed-d-5838ab94/ 

    https://findlay.academia.edu/JenniferTheriault

    https://www.researchgate.net/profile/Jennifer-Theriault-3

  • Dr. Theriault's research agenda spans the areas of Literacy, Doctoral Student Support, and Online Doctoral Program Design. Some of her publications and presentations include:

    Theriault, J. C., Stahl, N., & Meyers, K. J. (2025). Tracing the history of postsecondary reading instruction in the Pre-G.I. Bill era: A survey of surveys. Journal of Adolescent & Adult Literacy, 69(1), 1-11. https://doi.org/10.1002/jaal.70010

    Markos, A., Capello, S., & Theriault, J. C. (2025, October 22-24). Uncovering your program's stories and imagining its future: Engaging in a CPED-inspired program self-study. Carnegie Project on the Education Doctorate Annual Convening, Philadelphia, PA.

    Capello, S., Markos, A., Theriault, J. C., Boyd, R., Scheese, L., Parenti, M., & Childers-McKee, C. (2025, October 22-24). Reflecting, reimagining, and renewing EdD programs through the CPED self-study process: Cross-Institutional perspectives. Carnegie Project on the Education Doctorate Annual Convening, Philadelphia, PA.

    Parker, K., Theriault, J. C., Gillham, J. C., Ochsner, A., & Brasfield, J. (2025, October 22-24). Imposter syndrome among online students at a CPED member doctoral program. Carnegie Project on the Education Doctorate Annual Convening, Philadelphia, PA.

    Theriault, J. C., Wagner, K., Ochsner, A., Davis, A., & Cullum, L. (2025, April 23-27). Factors supporting and inhibiting online Ed.D. student success: Making space for remedy and repair. American Educational Research Association Annual Conference, Denver, CO.

    Gillham, J., Parker, K., Ochsner, A., Theriault, J., & Brasfield, J. (2025, February 20-21). Imposter syndrome and self-efficacy among students and the implications for graduate programs. Eastern Educational Research Association Annual Conference, Hilton Head, SC.

    Parker, K., Gillham, J., Ochsner, A., Brasfield, J., Theriault, J., & Recker, M. (2025, February 20-21). Integrating research and practice: Redefining doctoral preparation in school psychology. Eastern Educational Research Association Annual Conference, Hilton Head, SC.

    Theriault, J. C., & Ochsner, A. (2024, October 14-17). Examining doctoral students' perceptions of holistic support in an online Ed.D. program. Carnegie Project on the Education Doctorate Annual Convening, Waikiki, HI.

    Theriault, J. C., & Stahl, N. (2023, November 8-11). Early influences in college reading instruction: A survey of surveys. College Reading and Learning Association Conference, Baltimore, MD.

    Theriault, J. C., & Munger, M. H. (2023, March 27-29). Preservice teachers' perceptions of comprehensive reading instruction: A journey toward understanding. Association of Teacher Educators Annual Conference, Jacksonville, FL.

    Theriault, J. C. (2022). College students' conceptualizations of academic reading: What metaphors suggest about the important role of purpose in college reading and learning. Journal of Adolescent & Adult Literacy, 66(1), 15-22. https://doi.org/10.1002/jaal.1238

    Theriault, J. C. (2022, November 2-5). Using metaphors to engage students in purposeful reading. College Reading and Learning Association Conference, San Diego, CA.

    Theriault, J. C. (2022, July 4-6). College students' conceptualizations of academic reading: How conceptual metaphors might inform new directions for practice. The 22nd European Conference on Literacy and the 46th Annual Conference of the Literacy Association of Ireland. Dublin, Ireland.​

    Theriault, J. C. (2022). College students' conceptualizations of academic reading: What metaphors suggest about the transition to college reading and reading noncompliance. Journal of Adolescent & Adult Literacy. https://doi.org/10.1002/jaal.1238