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Quentin Wherfel

Quentin Wherfel

Teacher Education Program Director, Associate Professor

    Westlake Hall 231
    (309) 677-3187
   qwherfel@bradley.edu

 

Ph.D., Special Education – University of Illinois at Urbana-Champaign
Certificate of Advanced Study, Learning & Behavior Specialist-1 (LBS1) – University of Illinois at Urbana-Champaign
M.Ed., Educational Leadership – National-Louis University
B.A., Music Education – Northeastern Illinois University

Biography

Dr. Wherfel teaches several undergraduate courses in the areas of assessment, instructional design, transition planning, and classroom management. In addition, he also teaches a variety of field experience courses. His current research focuses on access to the general education curriculum, effective teacher practices, and academic and behavioral interventions and supports for students with disabilities. He is an active member of the Council for Exceptional Children (CEC) including the Division for Learning Disabilities, Division of Emotional and Behavioral Health, and Teacher Education Division. Dr. Wherfel strives to instill in his students the confidence and skills they need to be effective and vibrant teacher-leaders.

Teaching

ETE 116: Introductory Field Experiences

ETE 216: Effective Planning and Instruction for Teaching

ETE 219: Human Development and Effective Field Experience

ETE 345: Guiding Learners: Creating Safe, Inclusive Learning Environments

ETE 393: Characteristics & Methods for Learners with Emotional and Learning Disabilities

ETE 395: Methods of Teaching Secondary Special Education

ETE 426: Assessment for Learners with Exceptionalities

Scholarship

Wherfel, Q. M., Monda-Amaya, L. E., & Shriner, J. G. (2022). General education teacher practices: Assessment, decision-making and the influence of co-teaching. Preventing School Failure: Alternative Education for Children and Youth, 66, 42-51. https://doi.org/10.1080/1045988X.2021.1934650

Lee, H. & Wherfel, Q. M. (2022). Assistive technology utilization: Trends, challenges, and implications for special education teachers. In J. Bell (Ed.), New Considerations and Best Practices for Training Special Education Teachers (pp. 247-276). IGI Global https://doi.org/10.4018/978-1-7998-9494-0

Service

Program Committee Member, ICEC Fall Convention

Member, CEC Advanced Standards Workgroup

Member, New Faculty Mentorship Committee, Bradley University

Member, EHS Curriculum & Regulations Committee

Licensures and Certifications

  • Illinois Learning Behavior Specialist (LBS-1) Teaching License
  • Illinois Type-75 General Administrative License
  • Endorsements: Middle School Language Arts and Middle School Social Science