Jason Buell is a PhD candidate in science education. Jason has two main areas of research. The first is on how to support pre-service and in-service science teachers in learning to engage students in equitable and meaningful scientific practices. The second is on the intersections of race, science, and education. He views public scholarship as an important means for disrupting power structures that are maintained in part through controlling who has access to research, what counts as research, and who counts as a researcher. Before coming to Boulder, Jason was an elementary and middle school science teacher in the Bay Area.
Rebecca Flores is a second-year doctoral student in Educational Equity and Cultural Diversity. Rebecca's research interests include how intersectionality affects nonwhite teacher identity and preparing preservice and inservice teachers to teach culturally and linguistically diverse youth. Before moving to Boulder, she was a high school and middle school English/ELD teacher and ESL specialist in Austin, Texas. Due to her experience teaching and instructional coaching, Rebecca is deeply passionate about public scholarship and understands the importance for policy makers, administrators and teachers to make student-centered decisions based upon the most current and relevant educational research. Rebecca received her B.A in English at The University of Texas and her M.A in Literature at Texas State University.
Quinton Freeman is a fifth-year doctoral candidate in Learning Sciences and Human Development interested in connections between social theories of learning and teaching practices. His commitment to public scholarship is grounded in a belief that sincere commitments to democracy and diversity in education must include spaces (like classrooms or journals) where ideas and practices can come into contact in ways consistent with robust notions of equity and justice. Before coming to CU Boulder, Quinton taught middle school life science in Gonzales, Louisiana and worked as an instructional coach in Houston.
Molly Hamm-Rodríguez is a doctoral student in Educational Equity and Cultural Diversity. Her research interests are interdisciplinary, bridging linguistics, anthropology, education, and ethnic studies (especially Dominican and Puerto Rican Studies). Her work explores the intersections between language, im/migration, culture, social identity, and schooling, with a particular focus on transnationalism, diaspora, citizenship, and relational racialization. She believes that advancing public scholarship—and redefining what is valued as research and whose interests are centered in research—is necessarily part of any effort striving for equity and social change. Prior to moving to Colorado, Molly was the Associate Director of a nonprofit organization in the Dominican Republic. She received an M.A. in International Educational Development from Teachers College, Columbia University.
Matt Hastings is a fourth-year doctoral candidate in Education Foundations, Policy, and Practice. His research focuses on the ethical and pedagogical role of attention in education. This research is situated in a broader study of the ways attention in the field of education is directed by policy, research, and market-based reforms. Matt is committed to a public scholarship that promotes a well informed citizenry by drawing attention to and clarifying important issues, evidence, and perspectives. Before coming to CU Boulder, Matt completed a M.A. in philosophy of education at Teachers College, Columbia, and has a B.A. in philosophy from Illinois Wesleyan University. Matt taught English in Shenzhen, China and worked in an elementary classroom near his hometown, Chicago.
Wagma Mommandi, a doctoral candidate in Educational Foundations, Policy and Practice, is interested in the impacts of market-based education reforms on urban school districts and communities of color. Prior to graduate school, Wagma, who is a product of Denver Public Schools, was a high school science teacher in D.C. Public Schools. Wagma's commitment to public scholarship stems from her experience teaching in DCPS where she noticed a dearth of accessible research for teachers and community members who were trying to make sense of and push back on the rapid, and often dehumanizing, reform taking place.
Mary Quantz is a doctoral candidate in Educational Foundations, Policy, and Practice. Mary's research focuses on policies that impact how teachers engage with queer issues in schools and classrooms. She is particularly interested in the experiences of teachers who advocate for LGBTQ students in politically and religiously conservative communities. Mary believes public scholarship is a necessary step to bridging the gap between university-based education research and education policy and practice. Before coming to CU, Mary taught middle school language arts in Lehi, Utah. Mary received an M.A. in Teacher Education and a B.A. in English Education at Brigham Young University.
María Ruiz-Martínez is a second-year doctoral student in Educational Equity and Cultural Diversity. Her research interests interrogate the coloniality of belonging by examining how race and the interrelated categories of ethnicity, gender, class, indigeneity, sexuality, and legal status impact the lives of transnational students from Abya Yala (the precolonial name for the Americas). These lines of inquiry bring Maria to further probe how imposed identity labels work in concert to oppress and marginalize students. She believes public scholarship is a tool to confront and reveal the material circumstances that deprive people of their humanity by moving away from hierarchical to dialogical ways of knowing and being. Prior to arriving at CU Boulder, Maria was a bilingual early childhood teacher.
Wendy J. Glenn is Professor of Literacy Studies and Chair of Secondary Humanities in the School of Education at the University of Colorado Boulder. She teaches courses in the theories and methods of teaching literature, writing, and language. Dr. Glenn was named a University Teaching Fellow at the University of Connecticut in 2009 and Fulbright Scholar to Norway in 2009-2010. Her research centers on literature and literacies for young adults, particularly in the areas of socio-cultural analyses and critical pedagogy. She is the former President of the Assembly on Literature for Adolescents of the National Council of Teachers of English (ALAN) and current Senior Editor of the organization's peer-review journal, The ALAN Review.
Elizabeth J. Meyer is an Associate Professor in Educational Foundations, Policy and Practice and an Associate Dean in the School of Education at the University of Colorado Boulder. She is the author of two books: Gender, bullying, and harassment: Strategies to end sexism and homophobia in schools and Gender and sexual diversity in schools and completed her Ph.D. at McGill University in Montreal, Quebec, Canada. Her research has been published in academic journals such as: Gender and Education, Teachers College Record, and The Journal of LGBT Youth. She has discussed her research on FOXNews, National Public Radio, CTV National News, and other regional news outlets. She maintains the Gender and Education blog for Psychology Today and is also on Twitter: @lizjmeyer.
Ben Kirshner is a Professor of Education at the University of Colorado Boulder and Faculty Director of CU Engage: Center for Community-Based Learning and Research. His experiences working with young people at a community center in San Francisco’s Mission District motivated him to study educational equity and design social justice learning environments. In his current work with CU Engage Ben seeks to develop and sustain university-community research partnerships that address persistent public challenges and promote education justice. In his research Ben collaboratively designs and studies learning environments that support youth development, activism, and civic participation. Projects include design-based research in action civics classrooms, critical participatory action research, and ethnographies of community-based youth organizing groups. His 2015 book, Youth Activism in an Era of Education Inequality, received the social policy award for best authored book from the Society of Research on Adolescence. Ben has also published in refereed journals that include Journal of the Learning Sciences, Journal of Research on Adolescence, Applied Developmental Science, and Cognition and Instruction. He is Editor for the Information Age Press Series on Adolescence and Education.
Kathy Schultz is Dean and Professor of Education at the University of Colorado Boulder School of Education. Prior to this appointment, she was Dean of the School of Education at Mills College in Oakland, California from 2010—2016. She served as professor and director of the teacher education program at the University of Pennsylvania from 1997-2010 where she founded and directed the Center for Collaborative Research and Practice in Teacher Education. During that time, she was the faculty director of the Philadelphia Writing Project and served on the Empowerment Board (School Board) of the Chester Upland School District.
Her scholarly work has focused on the research, development, and dissemination of practices that support new and veteran teachers working with marginalized populations in high poverty areas. Her two recent books, Listening: A framework for teaching across differences and Rethinking classroom participation: Listening to silent voices address these issues. She is currently working on a book on the role of distrust in educational reform that draws on her work in Oakland and as a school board member and leader of professional development in international settings.
Since coming to CU Boulder, one of her areas of focus has been to work with the faculty to develop place-based partnerships including student teaching, professional development, research, policy, and community-engaged projects in three areas: Northeast Colorado, Lafayette (in Boulder County), and the Five Points area of Denver. She has been particularly interested in working closely with colleagues in Northeast Colorado to develop recruitment and retention strategies for rural teachers as a way to address the teacher shortage in that area and across rural communities in Colorado.
Ginnie was a founding contributing member to the journal. Ginnie is pursuing her PhD in Learning Sciences and Human Development. Her research interests center on issues of youth civic identity development as it relates to race, class, gender, and national identity. Specifically, Ginnie utilizes critical theoretical and methodological lenses to explore how national context and minoritized identities inform ideas of civic engagement, identity, action and activism for diasporic African youth in the US, Cuba, and South Africa. Through her scholarship, she is committed to developing models of praxis that result in emancipatory outcomes for minoritized youth. She views public scholarship as a tool for advancing equity, democracy, and justice.
Matt was a founding contributing member to the journal. Matt is a second-year doctoral student in Educational Foundations Policy and Practice at the University of Colorado, Boulder. Matt believes public scholarship is essential because research should be available and accessible to communities as they work toward social equity. Matt's research focuses on the roles of schools in communities, market-based education reforms, and private interests in schools. Before coming to CU Boulder, Matt worked in fundraising and student affairs in higher education. Matt earned his MPA in Public Management from the UNM School of Public Administration and his BA in English Literature from the University of New Mexico.
Adán García has experience in logo design and portraiture photography and designed the logo and artwork for The Assembly. He is currently a master's student in Education Foundations, Policy, and Practice at the University of Colorado Boulder. He will be working toward a doctorate in Ethnic Studies next year in California. His research interests include Latinx youth critical writing literacies and creative works of resistance through decolonial pedagogies coupled with brown, Black, and Indigenous feminist readings of intersectional justice. His primary form of communication can be done through: email@example.com.