Biography
Originally from Ripon, WI, Dr. Resch began his teaching career as a special education teacher for Milwaukee Public Schools. Over the next several years, he worked as a special education teacher and district mentor for high schools in both the Madison and Milwaukee metropolitan areas. He has worked as an instructor at both the University of Wisconsin-Milwaukee and Western Illinois University and has been at Carroll University since 2022.
Scholarly and Professional Achievements
Publications
Resch, K.W. (2024). Are we designed for student success? An analysis of two schools’ structures for supporting student “achievement.” Journal of Special Education Leadership, 37(1).
Presentations
Resch, K. W. (2021, November). Working Toward “Achievement”: Key Considerations for Providing Access to Equitable Opportunities to Students with Disability Labels. Presentation at Teacher Education Division Conference, Fort Worth, TX.
Resch, K. W. (2022, October). Key Considerations for Providing Access to Equitable Opportunities to Students with Disability Labels. Presentation at Mid-Western Educational Research Association Annual Meeting, Cincinnati, OH.
Resch, K. W. (2024, March). Evaluating Special Education Preparation for Pre-Service Teachers: A University Program Review. Presentation at the Association of Teacher Educators Annual Meeting, Anaheim, CA.
What is your teaching style?
My teaching philosophy is grounded in the belief that education should be an inclusive and equitable environment for all students. My pedagogy is anchored in teaching practices that promote a collaborative learning community, deepen individual reflection, and provide opportunities to apply learned content. The following beliefs guide the development of my courses:
- Commitment to creating a learning environment that celebrates diversity and makes every student feel valued.
- Providing an atmosphere that engages my students in reflective practice in order to provide equitable and effective instruction.
- Modeling research-based inclusive practices that allow my students to apply those practices with constructive and timely feedback.