Monica Kowalski

Professor Monica Kowalski emphasizes the importance of understanding the dynamics of student and teacher motivation within Catholic school classrooms. As an Associate Teaching Professor and academic supervisor for ACE Teaching Fellows at the University of Notre Dame, she is deeply committed to enhancing educational practices and outcomes in Catholic education. Her research is pivotal in exploring how motivational factors influence both teaching and learning processes, aiming to foster environments where both students and educators can thrive. In addition to her teaching responsibilities, Professor Kowalski serves as the Associate Director of Program Evaluation and Research for the Institute for Educational Initiatives. This role allows her to contribute significantly to the development and assessment of educational programs, ensuring they meet the high standards expected in Catholic educational settings. Her work in program evaluation is instrumental in driving improvements and innovations in teaching methodologies and educational policies. Professor Kowalski is also the Editor-in-Chief of the Journal of Catholic Education, where she oversees the publication of research that advances the field of Catholic education. Her editorial leadership ensures that the journal remains a leading resource for educators and researchers interested in the unique challenges and opportunities within Catholic schools. Her academic journey includes earning a Ph.D. in Educational Policy and Leadership from The Ohio State University, where she developed a strong foundation in educational research and policy analysis. As a proud graduate of the ACE program, she has firsthand experience teaching second grade in Jackson, Mississippi, which has profoundly influenced her understanding of the educational landscape and the needs of both students and teachers. Through her multifaceted roles, Professor Kowalski is dedicated to promoting a deeper understanding of motivational dynamics in education, with a particular focus on Catholic schools. Her work continues to inspire educators and researchers alike, contributing to the ongoing dialogue on how best to support and motivate both students and teachers in their educational journeys.