Patricia Lanzon

Patricia Lanzon is an Assistant Professor and Coordinator of Early Level Education at the Division of Management and Education, University of Pittsburgh. With a PhD in Educational Psychology (Wayne State University) and additional degrees in Educational Psychology, Educational Administration, and Social and Philosophical Foundations of Education (Florida State University), she specializes in early childhood education, evidence-based teacher preparation, and continuity of mental health services. Her career spans classroom teaching, administration, and leadership in education programs, including co-authoring a children's book on disability representation.

• Education: PhD in Educational Psychology (Wayne State, 2000), MEd in Educational Psychology (Wayne State), EdS in Educational Administration (Florida State), MSc in Social/Philosophical Foundations of Education (Florida State), BSc in Communications/Theater Arts (Eastern Michigan)

Research Interests: Patricia focuses on the relationship between early childhood education programs and secondary education outcomes, with emphasis on literacy, mental health continuity, and universal design for learning (UDL). Her work aligns with social justice and inclusive education to support diverse learners and families.

Academic Contributions: Recent publications and presentations highlight family literacy programs, mental health service integration, and UDL implementation. These outputs span peer-reviewed journals, Authorea preprints, and conferences like the World Association for Infant Mental Health and International Association of Special Education, reflecting interdisciplinary engagement across education, psychology, and policy.

• Scientific Awards:
  • The Empowered Woman Leadership Award, Empowered Consulting, 2019

Service & Leadership: She has served as a peer reviewer for journals like the AERA Annual Meeting and contributed to textbooks as reviewer and content expert. Her career also includes community outreach through recruitment speaking (Henry Ford College, 2004-2020) and advocacy for disability-inclusive narratives via co-authored children's literature.