Josephine Sarvis
Rosary College of Arts, Education, and Sciences
School of Education
Professor
Rosary College of Arts, Education, and Sciences
School of Education
Josephine Tabet Sarvis, PhD is Associate Dean and Professor in the School of Education, Rosary College of Arts, Education, and Sciences at Dominican University. She leads innovative work in teacher preparation, equity, and educational leadership. Her teaching emphasizes critical inquiry, cultural responsiveness, and foundational educational thought, and she has been recognized with Dominican’s Excellence in Teaching Award for her dedication to student learning and instructional excellence.
Dr. Sarvis’s research focuses on inclusive pedagogy, culturally responsive and sustaining education, and gender-equitable teaching practices. She has served as Principal Investigator for the National Science Foundation–funded STEM Stars project, aimed at diversifying the STEM teacher workforce, and as Project Coordinator for a U.S. Department of Education Title V grant supporting advising and educator preparation at Hispanic-Serving Institutions.
She contributes to statewide education policy through her service on the Illinois State Educator Preparation and Licensure Board and supports middle-grade STEM innovation through the Associated Colleges of Illinois. She also serves on the Academic Affairs Board at Chicago Jesuit Academy.
Dr. Sarvis earned her PhD in Philosophy and Sociology of Education from Loyola University Chicago and holds both a Master’s degree in Education and a Bachelor of Arts in Philosophy from Boston College.
• Inclusive, equitable, and innovative pedagogy
• Field-based teacher education and partnerships
• Culturally responsive and sustaining education
Silvers, P. & Sarvis, J. (2021). Identity Transformation from Student to Professional Educator: A Model for Change. Voices for Educational Equity Journal, 17(2), 24-34. Retrieved from .
Silvers, P. & Sarvis, J. (2020). Appraisal Centers: A Formative Assessment Model for Preservice Teachers to Demonstrate Emerging Theory–Practice Understanding. Journal of Education, 200(3), 196-206. Sage Journals. Trustees of Boston University. DOI: .
Sarvis, J. & Silvers, P. (2019). Partnering for a Field-Based Residency: Challenges and Possibilities. International Journal of Teaching and Learning in Higher Education (IJTLHE), 31(1), 147-153. Retrieved from .
Sarvis, J. & Vinci-Minogue, D. (2013). Too Much Reform, Too Little Progress: Teacher Education Still in Limbo. Journal of Scholastic Inquiry: Education, 1, 42-55. Retrieved from .
Cressman, J. & Sarvis, J. (2012). Moving the e-Portfolio from Locker to Learning. Academic Exchange Quarterly, 16(4), 140-145. Retrieved from .
Dominican faculty and staff, .