Cate Almon is an Associate Professor in the Department of English at Temple University's College of Liberal Arts , where she has taught since 2014. She also serves as the Associate Director of the First Year Writing Program. Her research focuses on student retention , plagiarism , and language assessment for English Language Learners (ELLs). Expertise : First Year Writing, Plagiarism, Retention, Linguistics Contact : calmon@temple.edu Her work explores intersections of academic integrity, linguistic diversity, and institutional support systems. Notably, she has published on topics like textual borrowing ethics, ELL college persistence, and linguistic factors in academic engagement, with presentations at conferences such as the Symposium on Second Language Writing and Interactions and Interfaces Linguistics Conference.
Ronald Fuentes is an Associate Professor and Director of Online Programs in the Department of English at the University of Memphis. His research focuses on language policy in education, immigration impacts on multilingualism, and transnational identity dynamics. He holds a Ph.D. in Sociolinguistics from the University of Washington, alongside a MAT in TESOL and a BA from the University of British Columbia. His research explores how immigration shapes language attitudes and practices, particularly in educational contexts. Fuentes examines language policy implementation in universities and K-12 settings, with recent work analyzing gender-inclusive language adoption and transnational family language maintenance strategies. He has published extensively on topics such as heritage language teaching in diaspora communities and structural barriers faced by immigrant students in higher education. His articles consistently address the interplay between institutional policies and individual agency, revealing both opportunities and constraints in multilingual education systems. Current projects investigate language planning in non-traditional migration regions and digital pedagogy for online language learners. As Director of Online Programs, Fuentes oversees innovative instructional design for distance learning initiatives while maintaining active grant-funded research on ESL program efficacy and transnational student support systems. His work bridges sociolinguistic theory and applied educational practice, contributing to both academic discourse and real-world policy recommendations.
Hector Rivera is an Associate Professor in the Department of Educational Psychology at Texas A&M University’s College of Education and Human Development. His research focuses on bilingual education, educational resilience, classroom learning environments, and community development, particularly for English Language Learners (ELLs). He has advised doctoral students such as Bizhu He and Lileana Rios-Ledezma. His work bridges sociocultural perspectives with practical interventions to support underrepresented groups, including refugees and minority students. Awards include the 2015 Outstanding New Faculty Award from CEHD. Key research initiatives include the Eco-Resilience NPD program (2016-2021), funded by the US Department of Education, aimed at connecting multiple environments to support ELL success. Other projects address teacher performance evaluation and STEM pathways for Hispanics. Rivera has held leadership roles like Chair of the Climate Committee in EPSY (2016) and Co-Chair of the NABE Special Interest Group (2015). Publications span topics like parental involvement in bilingual education, teacher empowerment, and the impact of learning environments on student resilience. His work often emphasizes culturally responsive practices and systemic equity in education.
Meghan Allen is the Associate Head of Undergraduate Affairs and Associate Professor of Teaching in the Department of Computer Science at the University of British Columbia (UBC). She specializes in computer science education, with a focus on inclusive pedagogy, curriculum design, and teaching methodologies. Her work addresses challenges faced by English Language Learners (ELLs), non-majors, and diverse student populations in STEM education. Allen has taught numerous introductory computer science courses, including CPSC 107, 110, 121, and 210, emphasizing practical programming skills and systemic program design. Allen's research spans autograding innovations, student engagement strategies, and the efficacy of online learning tools. She has co-authored studies on technical writing in CS, universal design principles for accessibility, and the role of experiential learning in software engineering education. Her work is informed by partnerships with students and faculty in Scholarship of Teaching and Learning (SoTL). Awards: Incredible Instructor Awards; UBC CS Teaching Award (2007); multiple TA Teaching Awards. Leadership: Oversees undergraduate affairs in the UBC CS Department, including course coordination and academic policies. Publications: 15+ peer-reviewed articles on education innovation, including recent works on autograding systems and ELL support strategies. Her office is located in the ICCS Building room 243, and she actively contributes to departmental initiatives like the CPSC 110 Challenge Exam process. Allen advocates for inclusive curricula and has pioneered strength-based evaluation approaches to improve student outcomes.
Amber B. Ray, Ph.D. , is an Associate Professor of Special Education at the University of Illinois Urbana-Champaign , where she develops strategy and self-regulation approaches to literacy instruction for students with disabilities and diverse learning needs. Her work emphasizes professional development for educators in writing and reading instruction. Education : Ph.D. in Learning, Literacies, and Technologies with specialization in Special Education from Arizona State University Research Focus : Dr. Ray’s work centers on Self-Regulated Strategy Development (SRSD) for improving writing outcomes across educational levels (elementary to adult learners). She investigates technology integration, professional development models like Practice-Based Professional Development (PBPD) , and equity in teacher preparation programs, particularly for racially/ethnically diverse candidates. Publication Trends : Recent studies (2023-2025) highlight SRSD applications for argumentative/informative writing in K-12 settings, PBPD for teacher training, and addressing systemic barriers like Praxis Core: Writing exam requirements through evidence-based instruction. Instructional Leadership : Dr. Ray teaches advanced courses SPED 440: Instructional Strategies I and SPED 441: Instructional Strategies II , focusing on inclusive pedagogy, legal compliance, and data-driven instructional design.
Dr. Lee Paul Gunderson is a Professor in the Faculty of Education at the University of British Columbia , affiliated with the Department of Language & Literacy Education . His research focuses on second language literacy, immigrant student achievement, and multicultural education approaches. Key affiliations: Department of Language & Literacy Education, UBC Research programs: Language and Literacy Education (PhD/MA), Teaching English as a Second Language (PhD/MA) Research Interests : Dr. Gunderson investigates how home literacy environments , English acquisition , and multicultural inclusion impact immigrant students’ academic success. His work critiques English-only policies and emphasizes culturally responsive pedagogy in K-12 settings. Recent Trends : Recent publications analyze Chinese-Canadian bilingualism , PPVT-5 assessment tools , and systemic barriers for ESL learners. Collaborative work with Li, D’Silva, and Murphy Odo highlights family literacy practices and policy implications . Scientific Awards : 2023: Education Advocate Award 2021: Reading Hall of Fame inductee 2010: Honorary Lifetime Membership (Learning Disabilities Association) 2009: BC TEAL Lifetime Contributors Award Grants & Collaborations : Dr. Gunderson leads projects like Predictors of Immigrant Achievement in English-Only Environments and has developed assessment frameworks including the Burnaby English Reading Assessment . His work bridges theory and practice through partnerships like the Lower Mainland ESL Assessment Consortium.
Dr. Nahed Abdelrahman is an Assistant Professor at the University of Southern Mississippi, focusing on education policy, educational leadership, and mentoring. Her work explores leadership development for educators, particularly in contexts involving English language learners (ELLs) and virtual training environments. Education: PhD from Texas A&M University (2018). Her research emphasizes: Leadership practices in principal preparation programs Virtual mentoring strategies during crises like the COVID-19 pandemic Implementation of ESL strategies in science education for ELL students Policy impacts on leadership internships and training Recent publications highlight trends in: Advancing leadership competencies through virtual mentoring Science-infused literacy interventions for ELLs Educational equity in high-needs schools Hybrid learning models in higher education
Jinming Zhang is a Professor at the University of Illinois at Urbana-Champaign , affiliated with the College of Education and the Educational Psychology department. He also holds appointments in Statistics and the Center for East Asian and Pacific Studies . His research focuses on advanced statistical methodologies for educational and psychological measurement. Research Interests: Dr. Zhang specializes in multidimensional item response theory (MIRT) , dimensionality assessment , large-scale assessments , generalizability theory , and test security . His work addresses critical challenges in psychometric modeling, including bias correction, item compromise detection, and standards alignment for English Language Learners (ELL). Notable Contributions: He developed the DETECT procedure for dimensionality analysis and pioneered real-time item monitoring systems for computerized adaptive testing (CAT) security. His empirical studies span applications to the National Assessment of Educational Progress (NAEP) and Law School Admission Test (LSAT) analysis.
Dr. Daniella Smith is an Associate Professor and Associate Director of the Information Science Ph.D. Program at the University of North Texas. She holds a Ph.D., M.S., and B.S. in Library and Information Science from Florida State University. Her work focuses on school libraries, educational technology, and information seeking behaviors. She explores topics such as librarian roles in supporting English language learners, leveraging AI in education, and social media analysis of global movements like the Ethiopian #NoMore campaign. Her research spans over a decade, addressing issues such as technology integration in K-12 settings, data literacy for school librarians, and professional development strategies. She has contributed to understanding how libraries serve diverse learners through accessible resources and digital tools. Her recent work highlights the impact of social media on social movements and the role of librarians in pandemic-era education. Dr. Smith’s articles often intersect technology, equity, and educational leadership. While no formal awards are listed, her consistent output reflects a focus on practical solutions for librarians and educators. She has advised no listed students but contributes to academic discourse through grants and collaborative projects, though specific grants are not detailed in the provided text. She is affiliated with the University of North Texas’ Information Science programs, though specific departmental affiliations are not explicitly stated. Her work emphasizes the evolving role of librarians as technology coaches and leaders in fostering equitable learning environments.
Dr. Caroline Riches is an Associate Professor at McGill University’s Department of Integrated Studies in Education , specializing in Second Language Education . She serves as the DISE Program Co-Director for Teacher Education/MATL and is affiliated with the Second Language Education group. Her research focuses on language teacher professional identity, sociolinguistics in education, second language acquisition, and online learning pedagogy. Educational Background : Ph.D., Second Language Education (2001), McGill University M.Sc., Psycholinguistics (1984), University of Alberta B.A. Honours, Linguistics (1982), University of Alberta Her research explores teacher education program reform, multilingual development, and instructional strategies for English language learners. She has co-edited works on Canadian teacher education and contributed to key publications on curriculum design and sociolinguistic contexts. Scientific Contributions : Pioneering studies on multilingual parent perceptions in Montréal Leadership in emergent teacher education program design Analysis of cross-modal literacy challenges Dr. Riches collaborates extensively on program evaluations and policy development in teacher education, with a focus on balancing innovation and tradition.
John Hosp is a Professor at the University of Massachusetts Amherst, affiliated with the Department of Student Development (SD) in the School of Education. His roles include academic research and teaching in special education and assessment methodologies. He holds a B.A. from Hobart College (1992), an M.S. (CAGS) from Rochester Institute of Technology (1995), and a Ph.D. from Vanderbilt University (2002). His research focuses on data-driven educational decision-making, curriculum-based measurement, and addressing disproportionate representation of minority students in special education. He has extensively studied reading/literacy instruction, assessment tools for science and math, and interventions for students with learning disabilities. Notable contributions include works on improving screening efficiency in literacy, analyzing oral reading fluency metrics, and synthesizing ELL intervention strategies. His publications emphasize practical applications of assessment data to enhance teaching and learning outcomes.
Professor Aria Razfar is affiliated with the University of Illinois at Chicago (UIC) in the Department of Curriculum and Instruction. His work focuses on sociocultural theories of language and learning, particularly in urban contexts. Education: PhD in Education (2003) from UCLA, MS in TESL (1997) from USC, BA in Linguistics & Philosophy (1995) from UCLA. Research Interests: Aria explores the intersection of language, identity, and education through linguistic anthropological perspectives. He emphasizes social justice in marginalized communities, integrating language socialization and ideologies into urban schooling frameworks. His publications span sociocultural approaches in linguistics, multilingual mathematics education, and critical language policy analysis. Grants: Currently leads Project ELMSA and serves as principal investigator on nationally funded grants to improve culturally relevant instruction for English Language Learners. Professional Engagement: Active member of the American Education Research Association, American Association of Applied Linguistics, and National Council of Teachers of Education Research.
Deoksoon Kim is a Professor in the Department of Teaching, Curriculum, and Society at Boston College. Her research focuses on second language literacy, socioculturally diverse learners, and integrating technology into education. She previously taught in Korea and Florida, emphasizing culturally responsive pedagogy for immigrant students. Her work includes developing STEM curricula for English Language Learners (ELLs) and exploring digital tools like virtual reality and digital storytelling for educational innovation. Education: Ph.D., University of New Mexico M.A., University of New Mexico Research Interests: She investigates bilingualism, technology-enhanced learning, and holistic education approaches, particularly for marginalized student populations. Key areas include translanguaging practices, formative assessment, and STEM education equity. Notable Contributions: Recent projects include the Waltham School District’s invention-based science curricula, the hydroponic Green House initiative, and collaborations with MIT and CityConnects. Her work on pandemic-era EdTech leadership and online whole-person education has influenced global teaching practices. Awards: 2016 Best Article Award (Journal of Second Language Writing) AERA Online Teaching and Learning SIG Best Paper Award Florida Outstanding Educator Award Labs/Teams: Active in interdisciplinary teams at Boston College, MIT, and Waltham schools, focusing on culturally relevant curricula and ELL support systems. Her research bridges educational technology, teacher training, and sociocultural dynamics in learning environments.
Lianna Pizzo is an Associate Professor in the Department of Curriculum & Instruction at the University of Massachusetts Boston, within the College of Education and Human Development. Her work bridges early childhood education, bilingualism, and deaf education, with a focus on culturally and linguistically responsive practices. PhD in Curriculum and Instruction, Boston College PsyS in School Psychology, Gallaudet University MA in Developmental Psychology, Gallaudet University Her research centers on linguistically responsive education for bilingual and multilingual d/Deaf and hard of hearing children, particularly American Sign Language (ASL)-English bilingual learners and deaf multilingual learners (DMLs). She investigates ASL vocabulary instruction, culturally responsive assessment, and the integration of home languages in early education. Her scholarship emphasizes equity, family engagement, and teacher preparation in inclusive settings. The analysis of her recent publications reveals a consistent focus on language development, assessment fidelity, and educational equity for dual language learners and DMLs. Her work connects spoken language bilingualism with ASL-English bilingualism, advocating for holistic, family-centered, and culturally sustaining educational models. She frequently publishes in journals related to deaf education, early childhood, and bilingualism, and presents at major educational research conferences. Dr. Pizzo has secured multiple research grants as a Co-Principal Investigator, including projects funded by the U.S. Department of Education and the University of Massachusetts Boston. Her sponsored research focuses on early intervention assessment, teacher quality, and instructional leadership in early care and education. She teaches a range of undergraduate and graduate courses in early childhood education, including language development, assessment, family engagement, and curriculum design. Her book, Fidelity of Implementation in Assessment of Infants and Toddlers (Springer, 2018), co-authored with Angela Stone-MacDonald, reflects her expertise in assessment practices. She is actively involved in school-university partnerships and professional development initiatives aimed at improving outcomes for young children and their families.
Ellen McIntyre serves as Dean of the College of Education, Health, and Human Sciences at the University of Tennessee, Knoxville, a position she has held since January 2020. Previously, she was Dean of the Cato College of Education at UNC Charlotte for seven years, with earlier roles as interim associate dean and department chair at North Carolina State University, and professor at the University of Louisville. Her career began as a classroom teacher in Newport, Kentucky, and research assistant at SRI International. Her academic credentials include: EdD in Language and Literacy Education from the University of Cincinnati (1990) MA in Reading Education from Northern Kentucky University (1985) BA in Elementary Education from Northern Kentucky University (1983) McIntyre's research centers on literacy education for historically marginalized students, with pioneering work in culturally responsive reading instruction and teacher preparation reform. She examines how socioeconomic status, race, and cultural backgrounds intersect with reading development, developing evidence-based interventions for elementary classrooms. Her scholarship consistently bridges theory and practice, emphasizing teacher agency in creating equitable learning environments while addressing systemic barriers in literacy education. Analysis of her recent publications reveals three dominant trajectories: (1) Culturally responsive literacy frameworks addressing passive racism and funds of knowledge in Appalachian and urban contexts; (2) STEM-integrated teacher preparation models focusing on engineering design and mathematics-science integration; (3) Targeted reading interventions for ELL students and low-income Black/Hispanic populations through summer programs and sheltered instruction. These strands converge in her advocacy for teacher development that centers student identity and community assets. As an academic leader, McIntyre has shaped educator preparation standards through CAEP committee work and directed multi-institutional initiatives like PROJECT ATOMS for mathematics/science teachers. Her administrative career demonstrates sustained commitment to translating research into policy, though specific grant details remain undocumented in available sources.
