Student InformationGraduate Student
Educational Policy and Evaluation
MaryLouFulton Teachers College
Richard “Lennon” Audrain (ᏣᎳᎩ - Cherokee) is a PhD candidate in educational policy and evaluation in the Mary Lou Fulton Teachers College at Arizona State University. As part of his research assistantship, he conducts research with the Next Education Workforce initiative. Prior to pursuing his doctorate, Lennon taught Latin, Spanish, and English in both Arizona and Massachusetts.
Lennon’s research interests explore teacher recruitment and teacher preparation. In particular, he looks at (1) high school-based grow-your-own (GYO) teacher programs (e.g., Career and Technical Education programs such as Teacher Academies, Careers in Education, and Early Childhood Education) and (2) community college teacher education programs. He investigates:
program designs—such as the curricular, clinical, and assessment components of the programs;
credentials received after program completion—such as the CDA, paraprofessional credentials, or associate degrees; and
articulation to other programs—such as university-based teacher preparation.
In his writing, he employs frameworks and theories from public policy, human resource management, and teacher education.
Lennon was the youngest graduate from both his Master's classes at Arizona State University and Harvard University. He earned his first Master’s degree in curriculum and instruction from Arizona State University at age 19 and his second Master’s degree in technology, innovation, and education from the Harvard Graduate School of Education at age 21.
- EdM, Technology, Innovation, & Education, Harvard University - May 2020
- MEd, Curriculum & Instruction (Teaching & Learning), Arizona State University - May 2019
- BA, International Letters & Cultures (Classics, Latin), Arizona State University - August 2018
- High School Diploma, Brophy College Preparatory - May 2017
- AAEE, Elementary Education, Rio Salado Community College - January 2017
- the teacher workforce;
- teacher education;
- community college teacher education policy and practice;
- grow-your-own program design, development, policy, practice, evaluation and research;
- high school teacher academy program design, development, policy, practice, evaluation and research;
- policies, practices, and evaluation to support pathways into teaching
Basile, C. G., Maddin, B. W., & Audrain, R. L. (in press). The Next Education Workforce: How team-based staffing models can drive equity, improve learning outcomes, and make schools work better. Rowman & Littlefield.
Audrain, R. L. & Basile, C. G. (accepted). Transforming the Education Workplace for Diversity and Inclusion through Teaming. In Leadership in Turbulent Times: Cultivating Diversity and Inclusion in the Education Workplace.
Audrain, R. L. & Googins, J. (2022). Beyond Teaching Teddy Bears: Generating and Sustaining High School Students’ Interest in the Teaching Profession through Clinical Practice. Preparing Quality Teachers: Advances in Clinical Practice. Information Age Publishing.
Audrain, R. L., Weinberg, A. E., Bennett, A., O'Reilly, J., & Basile, C. G. (2022). Ambitious and sustainable post-pandemic workplace design for teachers: A portrait of the Arizona teacher workforce. Primary and Secondary Education During Covid-19.