COE Faculty Profile

Dr. Walker de Félix
Associate Vice Chancellor for Academic Affairs and Dean of the Graduate School
Division of teaching and learning

Dr. Walker de Félix earned her B. S. from the University of Kansas and Ph.D. from the University of Florida. Dr. Félix became the Associate Vice Chancellor for Academic Affairs and Dean of the Graduate School at the University of Missouri-St Louis in July 2002. She has consulted internationally and served as a member of program review teams.

Dr. Félix is committed to providing engaging environments for students. She made her classes more accessible to diverse learners through technology, partnerships, and training and curriculum-development grants. She also mentored non-traditional graduate students; of the 30+ dissertations she directed, two-thirds were written by non-native speakers of English.

Dr. Walker de Félix’ scholarship has focused on enhancing the teaching and learning of language-minority students. In addition to the sample publications below, she has presented scholarly papers at national conferences, including 25 at American Educational Research Association annual meetings and seven in refereed proceedings. She was associate editor of the Journal of Educational Equity and Leadership, co-edited two anthologies on educational equity, and wrote numerous chapters, articles, and technical reports. A sample is listed below:

Benson, A. & Walker de Félix, J. (2001). The metaphor of the portfolio in program evaluation. In Benson, A., Hinn, D. M., and Lloyd, C. (Eds.). Representing and communicating quality in program evaluation. Greenwich: JAI Press.
Walker de Félix, J., Waxman, H .C., Paige, S., & Huang, S-Y. (1993, fall). A comparison of classroom instruction in bilingual and monolingual secondary classrooms. Peabody Journal of Education, 69 (1) 102-116.
Walker de Félix, J. & Peña, S. C. (1992). Return home: The effects of study in Mexico on bilingual teachers. Hispania, 75, (3), 743-750.
Walker de Félix, J., Johnson, R. T., & Schick, J. (1990). Socio- and pyscholinguistic considerations in interactive video instruction for limited English proficient students. Computers in Schools, 7, 1-2.