85 South Prospect Street
Waterman Building
Burlington, VT 05405
United States
- PhD, Educational Studies, University of Michigan
- MSEd, Reading, Writing, and Literacy, University of Pennsylvania
- BS, Psychology, Middlebury College
Area(s) of expertise
- University-community partnerships
- Teacher education
- Curriculum development
- Project-based learning
- Literacy instruction
- Social studies instruction
BIO
As Director of Community Collaboration for the Department of Education, Katie provides leadership in facilitating educator partnerships and practicum and internship site development. In her role, Katie aims to foster equitable and long-term partnerships that create enriching educational experiences for UVM students and communities throughout Vermont.
As a member of UVM’s Literacy Hub, Katie is leading a research project that aims to better understand partnership schools' approaches to literacy instruction and how to co-construct mutually beneficial partnerships with the Department of Education. She also supports clinical supervisors and mentor teachers in their work with pre-service teachers.
Prior to joining the University of Vermont, Katie engaged with university-community partnership work at the University of Michigan and the University of Pennsylvania. She was also an elementary classroom teacher at schools in North Carolina and Vermont.
Katie earned her PhD in Educational Studies from the University of Michigan where she taught methods courses in elementary literacy and social studies, served as a field instructor for pre-service teachers, and researched ways to support teachers in their use of a project-based approach to literacy and social studies instruction. She attended high school in Springfield, Vermont and earned her undergraduate degree and teaching certification at Middlebury College.
Publications
Salehomoum, M., Revelle, K., Duke, N., & Pearson, P.D. (2022). Gradual release of responsibility instructional model. Routledge Resources Online. https://doi.org/10.4324/9781138609877-REE226-1
Revelle, K. Z., Wise, C., Duke, N. K., Halvorsen, A. (2020). Realizing the promise of project-based learning. The Reading Teacher, 73(6), 697–710.
Revelle, K. Z. (2019). Teacher perceptions of a project-based approach to social studies and literacy instruction. Teaching and Teacher Education, 84, 95–105.
Awards and Achievements
- Staff Recognition Award, UVM College of Education and Social Services (2025)
- Margaret Dow Towsley Scholar, Center for the Education of Women (CEW+), University of Michigan (2019 – 2020)
Bio
As Director of Community Collaboration for the Department of Education, Katie provides leadership in facilitating educator partnerships and practicum and internship site development. In her role, Katie aims to foster equitable and long-term partnerships that create enriching educational experiences for UVM students and communities throughout Vermont.
As a member of UVM’s Literacy Hub, Katie is leading a research project that aims to better understand partnership schools' approaches to literacy instruction and how to co-construct mutually beneficial partnerships with the Department of Education. She also supports clinical supervisors and mentor teachers in their work with pre-service teachers.
Prior to joining the University of Vermont, Katie engaged with university-community partnership work at the University of Michigan and the University of Pennsylvania. She was also an elementary classroom teacher at schools in North Carolina and Vermont.
Katie earned her PhD in Educational Studies from the University of Michigan where she taught methods courses in elementary literacy and social studies, served as a field instructor for pre-service teachers, and researched ways to support teachers in their use of a project-based approach to literacy and social studies instruction. She attended high school in Springfield, Vermont and earned her undergraduate degree and teaching certification at Middlebury College.
Publications
Salehomoum, M., Revelle, K., Duke, N., & Pearson, P.D. (2022). Gradual release of responsibility instructional model. Routledge Resources Online. https://doi.org/10.4324/9781138609877-REE226-1
Revelle, K. Z., Wise, C., Duke, N. K., Halvorsen, A. (2020). Realizing the promise of project-based learning. The Reading Teacher, 73(6), 697–710.
Revelle, K. Z. (2019). Teacher perceptions of a project-based approach to social studies and literacy instruction. Teaching and Teacher Education, 84, 95–105.
Awards and Achievements
- Staff Recognition Award, UVM College of Education and Social Services (2025)
- Margaret Dow Towsley Scholar, Center for the Education of Women (CEW+), University of Michigan (2019 – 2020)