Research Interests

• Literacy/ Reading Education

Education

• 1998: Ph.D. Curriculum and Instruction (Reading/Elementary Education), Louisiana State University; Baton Rouge, LA
• 1988: Ed.S. Reading/Elementary Education, University of Louisiana at Monroe (formerly Northeast Louisiana University); Monroe, LA
• 1980: M.S. Reading/Elementary Education, University of Southern Mississippi; Hattiesburg, MS
• 1971: B.S. Elementary Education, University of Southern Mississippi; Hattiesburg, MS

Recent Appointments

• 2003 - Present: Associate Professor, Curriculum, Instruction, and Leadership, Louisiana Tech University; Ruston, LA
• 2002 - 2003: Adjunct Professor, Louisiana Tech University; Ruston, LA
• 1997 - 2002: Adjunct Professor, University of Louisiana at Monroe; Monroe, LA
• 1990 - 2003: Curriculum Supervisor, Richland Parish School Board; Rayville, LA
• 1985 - 1990: Teacher, Richland Parish School Board; Rayville, LA

Selected Honors

• LA Tech College of Education 2008 University Senate Chair nominee
• LA Tech College of Education 2007 Service Award
• LA Tech College of Education 2007 Virgil Orr Junior Faculty Award nominee
• LA Tech College of Education 2007 Gerald & Shirley Cobb Endowed Professorship
• Delta 
Kappa 
Gamma 
2007 
Educator 
of 
the 
Year 
nominee
• International 
Reading 
Association 
January 
2006
 Featured 
Book 
Club 
Author
• Who’s
 Who 
in 
Education
• McGraw‐Hill 
Publishers, 
Inc. 
2004 
Recipient
 “Seeing 
the 
Learner 
in 
Every 
Child”
 award


Selected Publications

• Kimbell-Lopez, K., Cummins, C. R.E.A.D. 70 Strategies to Support Student Reading Success. Hoboken, NJ: Wiley/Jossey-Bass.
• Kimbell-Lopez, K., Cummins, C. Just Say No! Start a Vocabulary Revolution!. To appear in Florida Reading Journal, 46.
• Cummins, C., Kimbell-Lopez, K. (2008). Strategic Teaching and the Louisiana Comprehensive Curriculum: Working Together to Improve Instruction.. To appear in READ: Reading Exploration and Discovery, 28(1), 23-31.
• Vessel, A., Kimbell-Lopez, K., Cummins, C., Hill, J. Teaching Technology to Digital Immigrants. To appear in Online Education and Adult Learning: New Frontiers for Teaching Practices