Mike Ennis

Mike Ennis is a tenured Professor of Education at Ferris State University's School of Education, serving as DCCL Senior Faculty with his position uniquely housed at Mott Community College to bridge community college students into teacher certification pathways. With over two decades of experience spanning high school teaching, university faculty roles, and community college administration, he specializes in preparing non-traditional and first-generation students for educator careers through advising, field placements, and innovative program development.

His educational background includes:

• PhD in Comprehensive Vocational Education, Administration and Research from The Ohio State University
• MS in Agriculture and Extension Education (Career and Technical Education - Research) from Michigan State University
• BS in Agriculture and Natural Resources Education from Michigan State University
• AS in General Education Transfer (Science) from St. Clair County Community College
• CITI-IRB Training Certificate (Social Sciences, 2024)
• NIH Human Subjects Training Certificate (2017)

Dr. Ennis's research centers on Career and Technical Education (CTE) certification systems, educational technology integration (notably Kahoot-based pedagogy), and diversity initiatives targeting African American male teacher recruitment. His work emphasizes practical solutions for non-traditional students through programs like Para Educator certification and statewide transfer agreements, reflecting his own journey as a community college graduate. Recent presentations highlight his focus on "cool tech tools" for lesson effectiveness and streamlined CTE teacher certification pathways.

In advising and program leadership, he actively mentors students through field placements while developing structural solutions including Teacher Expos, Future Educator’s Club, and ProMoTEd certification frameworks. His career trajectory—from community college student to architect of transfer pathways—drives his advocacy for accessible educator preparation, with program development work suggesting sustained engagement with educational innovation funding despite no specific grants being detailed in the source material.