College of Education

Selcuk Acar, Ph.D., is an associate professor of educational psychology at the University of North Texas. He received his Ph.D. in Educational Psychology (with an emphasis in Gifted and Creative Education) from the University of Georgia. His primary area of research interest includes divergent thinking, assessment of creativity, and the education of the gifted and talented. Prior to UNT, Dr. Acar has worked at two different centers specialized in the field of creative education: Torrance Center for Creativity and Talent Development of University of Georgia, and the International Center for Studies in Creativity of SUNY Buffalo State. In addition to numerous book chapter and encyclopedia entries, Dr. Acar published over 70 peer-reviewed articles primarily on creativity. He has served as a PI in a creativity measurement grant by the Institute of Education Sciences to develop a new measure of original thinking called MOTES. He is currently serving as an Associate Editor at Psychology of Aesthetics, Creativity, and the Arts. He is also on the editorial board of Gifted Child Quarterly, Journal of Creative Behavior, Journal of Advanced Academics, and Creativity Research Journal. Dr. Acar is a recipient of APA Division 10’s 2022 Berlyne Award in recognition of outstanding research by an early career scholar, UNT College of Education’s 2021 Faculty Research Excellence Award and UNT College of Education's 2023 Service Award.

Dr. Azadeh Ahmadi is an Assistant Professor in the Department of Counseling and Higher Education at the University of North Texas. She earned her Ph.D. in Counselor Education with a specialization in Research Methodology and a minor in Educational Psychology from Pennsylvania State University. Dr. Ahmadi also holds an M.A. in Clinical Mental Health Counseling and an M.S. in Educational Psychology. She is a National Certified Counselor and a Licensed Professional Counselor. Her professional experience encompasses providing mental health counseling and crisis intervention services across various settings, such as children's emergency shelters, domestic violence shelters, schools, and college counseling centers. Dr. Ahmadi's research interests are grounded in forming partnerships with community-based agencies through outcome research and developing and validating measurement tools as well as exploring intersectionality within the context of mental health. Dr. Ahmadi is committed to promoting educational equity and cultivating an inclusive environment that supports well-being, growth, and clinical self-efficacy among counselor trainees.

Dr. Anderson’s research program focuses on examining critical consciousness and nonparental adult relationships (e.g., mentors, teachers) in adolescence and emerging adulthood. She is interested in understanding how young people can promote change within their communities and how adults can support these endeavors. Her current projects focus on the development and evaluation of social justice supports for adults who support youth in mentoring organizations. Her work has been published in the American Journal of Community Psychology, Journal of Adolescent Research, and Development Psychology, among others.  

Prior to joining UNT, Dr. Anderson earned her Ph.D. in Community Psychology from DePaul University and was a postdoctoral fellow in the Center of Excellence in Maternal and Child Health and School of Public Health at the University of Illinois Chicago. She earned an M.S. in Education from the Johns Hopkins University and B.A. in Psychology with concentrations in Child Development, and Gender & Women’s Studies from Oklahoma State University. She is a research board member of the National Mentoring Resource Center, a program of the Office of Juvenile Justice and Delinquency Prevention.

Dr. Veronica Baldwin (still publishing under Jones) earned her Ph.D. in Higher Education Administration from Texas A&M University in 2014. Before starting her career in higher education, she taught in various Texas K-12 school districts for more than 10 years as an English as a Second Language teacher. 

In 2014, Baldwin served as a postdoctoral research fellow at the University of Texas at Austin and was a research team member for the Texas Education Consortium for Male Students of Color. She currently is faculty affiliate for Project M.A.L.E.S. — Mentoring to Achieve Latino Success — a research collaborative group dedicated to research on male students of color. In 2020, Dr. Baldwin received the award for Outstanding Junior Faculty Researcher for UNT’s College of Education

In the UNT higher education program, Jones teaches courses for masters and doctoral students, including risk management, proseminar and research seminar. Through her research, Dr. Baldwin explores topics such as male students of color, student engagement and activism, and rhetoric around equity and diversity issues. Her main research methodology is qualitative, and she utilizes frameworks such as critical discourse analysis and critical race theory to explore structures, policies and practices that influence underrepresented and marginalized student communities.

Dr. Ametis Bassir is a Clinical Assistant Professor at the University of North Texas in the Counseling Program. She is a Licenses Professional Counselor and Supervisor in the state of Texas and a Level II Reiki Practitioner. She has almost 10 years of experience as a counselor working with adolescents and adults in community mental health and private practice. Her areas of expertise include eating disorders, body image, anxiety, trauma, and perfectionism. She is trained in a variety of evidence-based modalities including EMDR, Gottman Method, and Relational Psychodynamic Therapy. She also infuses healing practices into her counseling work with clients. Her research interest areas include weight bias, feminist healing practices, and addressing social justice issues in counseling.

Payton Birlew received her Master’s Degree in Educational Psychology with a concentration in Family Science from the University of North Texas in 2017. She received her Bachelor’s Degree in Development and Family Studies with a concentration in Family and Community from the University of North Texas in 2015. Birlew is a Certified Family Life Educator and a certified facilitator of the Prepare/Enrich curriculum.

Birlew is the co-founder of Have & Hold Family Life Education where she provides secular, research-based premarital and relationship education to couples across the state of Texas. She is dedicated to modernizing relationship education by making it accessible and inclusive.

Her research interests include the experiences of nonreligious families (especially related to marriage and parenting), fostering inclusivity and accessibility in Family Life Education, and marriage and relationship education. Birlew has never met a HDFS course she didn’t love to teach and loves working with students as they discover all that HDFS has to offer.

Dana Booker holds a Ph.D. in Educational Psychology with a concentration in Human Development and Family Science from the University of North Texas. Specifically, Dana has researched child advocacy practices, multi-system collaborations around prevention and intervention, and parent-centered education through her work at Prevent Child Abuse Texas. Her research interests also include working with military families and military systems to identify effective academic prevention strategies for youth. Dr. Booker has received evaluation training from the American Evaluation Association and worked as the program evaluator for the Texas chapter of the Home Instruction for Parents of Preschool Youngsters (HIPPY). It was this opportunity that increased her passion for prevention and intervention work. Originally from Albuquerque, Dana received her B.A. in Psychology and M.S. in Educational Psychology from the University of New Mexico. Dana is married to her best friend and is a proud mom of three amazing boys.

Since coming to UNT in 1997, Dr. Bill Camp has contributed actively to the graduate programs in Educational Administration. His research interests include educational law and finance, and he teaches courses on various aspects of educational leadership. He also supervises interns in the public schools and directs doctoral dissertations. His bachelor's and master's degrees are both from Texas Tech University, and his doctorate is from Virginia Tech University. Prior to his work at UNT, he served as professor, chair, and acting associate dean at California State University. He also taught previously at Oklahoma State University and Texas Tech. Other educational experience includes serving as assistant superintendent of schools, high school principal, and high school science teacher.

Dr. Teresa Cardon is a dually certified SLP & a BCBA-D and has worked with learners with different abilities for over 25 years. Dr. Cardon is currently a Senior Lecturer at the University of North Texas. Her research interests include interprofessional education and practice, early intervention, video modeling, autism in the media, and collaboration bias. Dr. Cardon serves on editorial boards for prominent journals, volunteers in various capacities for professional organizations, and enjoys supporting educators and clinicians who work with unique populations.

Cynthia K. Chandler, EdD, is a licensed professional counselor and a licensed marriage and family therapist in Texas and has been a professor in the counseling program, of the College of Education, at the University of North Texas since 1989. She has an international reputation for her work in animal-assisted interventions, which she began in 1999. For her work in the field of animal assisted therapy, Dr. Chandler received the 2016 Professional Development Award from the American Counseling Association, and received the 2009 Thelma Duffey Vision and Innovation Award from the Association for Creativity in Counseling. She is author of the award-winning book Animal-Assisted Therapy in Counseling, the 3^rd edition was published in 2017. She is also editor of the book published in 2018, Animal-Assisted Interventions for Emotional and Mental Health: Conversations with Pioneers of the Field. Dr. Chandler founded the ground-breaking model, human-animal relational theory, which serves as a guide for the practice of animal-assisted counseling. 

Andrew Colombo-Dougovito is an Associate Professor of Sport Pedagogy and Motor Behavior in the Department of Kinesiology, Health Promotion, and Recreation at University of North Texas. He serves as the Director of the UNT Physical Activity and Motor Skill program and Faculty Liaison to the Kristin Farmer Autism Center at UNT. Colombo-Dougovito's research focuses on understanding the motor abilities and development characteristics of individuals on the autism spectrum and how the development motor skills impact social and adaptive skill development, as well as physical activity participation across the lifespan. Through this research, he strives to develop intervention, assessment and teaching strategies to better improve the quality of physical activity participation of autistic individuals.

Dr. Sarah Deemer is an Assistant Professor in the Department of Kinesiology, Health Promotion and Recreation at the University of North Texas. Dr. Deemer received her B.S. and M.S. degrees in Kinesiology/Exercise Science from the University of Texas at El Paso, and her PhD in Exercise Physiology from Texas Woman’s University in 2017. She completed an NIDDK T32 post-doctoral fellowship in the Nutrition Obesity Research Center at the University of Alabama at Birmingham. Dr. Deemer’s research focuses on the mechanisms contributing to the development of obesity, insulin resistance and type 2 diabetes. Her main focus is elucidating the role adipose tissue and skeletal muscle have on metabolic health and how this process may be modified by diet and/or exercise. Additionally, she is interested in investigating the biological factors and mechanisms that underlie the increased prevalence of obesity and metabolic disease in racial and ethnic minority populations in an effort to reduce the prevalence of health disparities and improve minority health.

Colleen McLean Eddy, Ed.D., is an associate professor in the Department of Teacher Education and Administration for mathematics education and curriculum & instruction. Her degrees include Ed.D. from Baylor University, M.Ed. from Tarleton State University and B.S. from University of Texas at Austin. Her scholarship focuses on herself as a mathematics teacher educator, mathematics teacher educators, preservice teachers, and practicing teachers that incorporates the rehumanizing of mathematics (Gutiérrez, 2013,2018) and equitable pathways in STEM education. Lesson study is one of the professional development tools that has transcended her research and grants. Her research has been supported by grants totaling over $5 million, including the NSF Robert Noyce Scholarship Grant for which she was the Principal Investigator.

Alex Fernandez MS, MPH, CSCS, CPH joined the University of North Texas as a lecturer in the fall of 2022. He earned his BS and MS in Kinesiology from the University of North Texas and his MPH from the University of North Texas Health Science Center. He is board-certified in Public Health through the National Board of Public Health Examiners and a Certified Strength and Conditioning Specialist through the National Strength and Conditioning Association. Alex has work experience in clinical exercise physiology and research, public health programming, personal training, and fitness center management. He strives to bridge the gap between the classroom and practical application to best prepare students for their next steps professionally and academically. He has a passion for health and an innate drive to serve others in any way he can. He hopes to add value and serve as a resource to students and the UNT community. His interests are health and fitness, lifting weights, and learning new things.

Dr. Shelagh Gallagher is the Director of Gifted and Talented Education at the University of North Texas. Previously, she served as the director of Engaged Education, providing various services to support gifted students, their teachers, and caregivers. She has published articles on topics including the history of equity efforts in gifted education, the nature of creative expertise, personality and developmental attributes of gifted children, and gender differences in mathematics performance. Her policy and advocacy initiatives include co-authoring the national report America Agrees and leading the North Carolina Talent Delayed/Talent Denied II and Talent Unleashed efforts to broaden support for traditionally under-identified gifted students. Every summer, she makes time to work directly with gifted youth at Camp Yunasa.

In 2016, Dr. Gallagher was recognized as a Person of SIGnificance in gifted education by the National Society for Gifted Education. She is also a recipient of the Gifted Child Quarterly Paper of the Year Award, the James J. Gallagher Advocacy Award, and the Distinguished Service Award from the North Carolina Association for the Gifted and Talented, and the Provost's Award for Teaching Excellence from UNC Charlotte. She is a nine-time winner of the NAGC Award for Exemplary Curriculum, based on her work in Problem-Based Learning. Dr. Gallagher served three terms as US delegate to the World Council for Gifted and Talented Education. Having served several terms on the Board of Directors, Dr. Gallagher is the current President of the National Association of Gifted Children, the nation's largest advocacy organization advancing the needs of gifted youth.

Ricardo González-Carriedo’s research interests include bilingual teacher preparation, the internationalization of teacher education programs, literacy development among second language learners, and the representation of Latino students in the media. He holds a Juris Doctor degree from the University of León in Spain and a PhD in Curriculum and Instruction from Arizona State University. Prior to his service at UNT, he worked at the University of Paris, France, for two years and was a secondary teacher in North Carolina and Arizona for 11 years.

Robin’s background is a bit of winding road, but one he considers divinely guided by God. His early background was in youth ministry with undergraduate majors in Biblical studies and psychology from Evangel University (Springfield, MO). This evolved into a focus on counseling and masters degrees in general and clinical psychology, and eventually LPC licensure. Robin then earned a PhD in educational psychology at Texas A&M University, and this led to his current research and teaching focus on statistics, measurement, and research methodology. The LPC licensure was latter allowed to lapse due to a focus on methodology, but Robin still periodically works with counseling applications. More recently, Robin has completed a doctor of ministry (DMin) degree from Liberty University with a cognate in expository preaching and teaching. Robin is married to an incredible woman and has two awesome, young adult kids. In his spare time, Robin enjoys outdoor activities and being involved at Midway Church.

David W. Hill is Regents Professor in the Department of Kinesiology, Health Promotion, and Recreation at the University of North Texas.  Dr. Hill earned his BA and BS at Southern Illinois University, MAPE at The University of Florida, and PhD at The University of Georgia.  He has served as a faculty member at UNT since 1988.

Johnetta Hudson, Ph.D., is a visiting professor of education administration within the Department of Teacher Education and Administration at the University of North Texas. Her scholarship focuses on race, class, and gender issues in education. Within this broad area Hudson has published on women's leadership in a male-dominated culture and leadership for educating a diverse student population. A secondary area of interest is leadership development utilizing technology. Her degrees are from Kentucky State University (BA), University of Nebraska (MA) and Indiana State University (EdS and PhD).

As Vice Provost for Faculty Success, Holly M. Hutchins is responsible for providing strategic leadership to ensure transparent and equitable faulty-related academic policies, effective communication processes, diverse and inclusive learning opportunities, and prestigious faculty awards and recognition processes and events. Vice Provost Hutchins supports UNT’s diverse faculty resource groups, oversees faculty mentoring and developmental grants and initiatives, and leadership fellow programs within academic affairs. She coordinates with other academic affairs units to address faculty human resource issues and provides counsel on developing healthy, just, and sustainable workplace climates. Vice Provost Hutchins’ academic background is in human resource development where her focus has been on training transfer and faculty talent development. She is a proud UNT alumna and completed her Ph.D. in 2004.

Before returning to UNT as Vice Provost, she was professor and department chair at the University of Houston. Spanning her 17 years at UH, Vice Provost Hutchins garnered $4M in funded grants, published over 40 peer-reviewed articles in national and international journals, and has been featured in global media outlets such as NPR, the BBC, Psychology Today, and The Guardian for her work on imposter phenomenon among higher education faculty. Vice Provost Hutchins supports UNT’s HSI and MSI mission by leading and supporting efforts to attract, retain, and advance a thriving and diverse faculty community.

Dr. Jerraco Leontae Johnson is an Assistant Professor in the Department of Kinesiology, Health Promotion, and Recreation. An overarching theme of his research is health disparities among young, underserved children. Johnson's primary research aims are to develop and improve childhood health behaviors (i.e., fundamental motor skill competence, physical activity promotion) in young children from under-represented backgrounds. These children are highly at-risk for poor health trajectories (e.g., obesity, cardiovascular disease) and motor developmental delays. He specializes in implementing mastery motivational climate movement and health interventions in Preschool and Head Start settings, primarily for low-income children of color. A major emphasis of his research is on addressing and combating ethnic/racial, gender, and socioeconomic related disparities for this population. Justice, equity, diversity, and inclusion (JEDI) is an integral component of his research.During his graduate studies he was the recipient of several awards from the North American Society for the Psychology of Sport and Physical Activity (NASPSPA) including the Graduate Student Dissertation Research Grant, Outstanding Student Paper Award, and Graduate Student Award for International Conference Travel.

Dr. Natacha Jones is an Assistant Professor in Early Childhood Education in the Department of Teacher Education and Administration. She earned her master's degree and Ph.D. in Curriculum and Instruction with a focus on Early Childhood Education from the the University of Texas at Austin. Dr. Jones spent more than a decade as an early childhood and bilingual elementary school educator, teaching and learning with and from children, families and various communities in and around central Texas public schools. She engages in black feminist and critical epistemologies in her work to center, document, and reimagine how black children experience schooling, enact their agency, and matter in school. Her research and teaching focus on understanding and interrogating educational practices and ecologies that sustain and build on the capabilities, curiosity, and identities of young children with a focus on children whose identities and community knowledge have been pathologized and marginalized. Her work also examines traditional and non-traditional educational spaces that empower young children's ability to be critical, joyful, and communal learners. She particularly examines how children seek and build community, enact their agency, and construct their identities as learners.

 Teo (Danielle) Keifert (they/them) is a learning scientist, researcher, educator, and assistant professor in the College of Education at the University of North Texas. Teo studies young children's brilliance and how to cultivate that brilliance in science classroom learning. They focus on children's practices for inquiry and making. These include resources like engaging in imaginative embodiment by acting like a creature with feet on the back of your head to explore anatomy, engaging in thought experiments like imagining standing in boiling water or becoming a water particle to explore states of matter, drawing to make sense of engineering challenges, and creating cardboard representations of important moments to story life experience.

Teo's work examines family culture as a context for young children's inquiring and making sense of the world. They have partnered with COVID-cautious families across the U.S. to develop co-observation methodologies toward more ethically and ecologically valid forms of research with children (Learning, Being and doing in Families Study, Spencer Foundational Small Grant, PI Keifert).

Teo broadens forms of supported sensemaking in classrooms through design-based research and professional learning partnerships; Teo has studies how mixed-reality technologies support young children's sensemaking in science through play and embodiment (Science through Technology Enhanced Play, National Science Foundation grant, PIs Enyedy, Danish), how to support elementary teachers to design for transformational learning for all learners, including multilingual learners (Representations for Teachers as Learners project, McDonnell Foundatioin grant), and how to design for pre-service teachers to make sense of their past learning through the lenses of expansive socio-cultural theories to (re)envision new possibilities for their future students (Equitable Science Sensemaking, National Science Foundation grant, PIs Pierson, Keifert, Jeong, Johnson, Henrie). Through this work, they seek to broaden participation in sciecne practices not just by including more individuals from marginalized communities in science, but also by expanding what counts as science.

Teo earned their PhD from the Learning Sciences program at Northwestern University after five years as a middle math and science teacher and is the proud human of a rescue pup named Gracie.

Dr. M. Jean Keller is a professor in the University of North Texas Department of Kinesiology and Health Promotion and chair of the North Texas Regional P-16 Council. She recently served as the UNT interim vice president for community engagement and equity and diversity. She supported UNT Dallas as provost and vice chancellor as the institution transitioned to an independently accredited university in the UNT System. She served as dean of the College of Education at UNT for 15 years. Prior to her career at UNT, she was a department chair at the University of Georgia and a member of the faculty at Indiana University.

She has written or edited 11 books and 18 refereed chapters, and authored more than 100 articles. Dr. Keller has given more than 300 presentations in the United States and several countries. She was awarded more than $6 million of funding by external agencies for research and innovative projects. Dr. Keller is a fellow in the Academy of Leisure Sciences and the Academy of Park and Recreation Administration. She has received recognition for extensive work related to health disparities, persons with intellectual and developmental disabilities, and the North Texas Region P-16 Council, a regional, data-driven collaborative focused on education access and success for all students leading to meaningful employment and quality of life.

Nazia Khan is a senior lecturer in the department of Teacher Education and Administration. She earned her doctorate in science education and concentration in multicultural education from Hofstra University in New York in 2018. Her teaching experience includes Science education, STEM education, and best practices for underrepresented communities. She serves to coordinate optimal student experiences embedded in transformative education in social actions related to science and partnerships with community leaders. 

Khan's research focus is on understanding how to engage and support students and teachers of all communities in science and STEM education with an emphasis on growth mindset. Much of her interests in education are rooted in her experience teaching in New York City for 10 years in a NYC public schools and the City University of New York. Having taught students of all ages in ESL, Black and Latinx communities, Khan promotes and understands the importance of representation in STEM fields, which is a motivating factor of her teaching, research and scholarship.

Kyoung Jin Kim, Ph. D., is a clinical associate professor in the Department of Teacher Education and Administration. She received a Ph. D. in Curriculum & Instruction from the University of Illinois at Urbana-Champaign. Prior to joining UNT, she was an assistant professor at Arkansas State University, Ball State University, and Wheelock College. In addition, she was a Clinical Assistant Professor at Boston University. Her teaching in higher education has a wide range of both undergraduate and graduate courses including child development, principles of early childhood education, foundations in communication and collaboration with families, professionals, and communities, teaching, and curriculum in diverse early childhood settings, practicum courses, action research, nurturing children’s social competence, environmental processes, and assessment, learning with/from children, advanced studies in early childhood education, and documenting young children’s learning and development.  

All of her teaching experiences inspired her research. Providing a high-quality program for young children is her central interest. She researched program quality in education, teacher evaluation, teacher efficacy in working with diverse families, and professional development to assess teacher quality. Curriculum-wise, she examined many effective programs on different instructional approaches on diverse subject matters such as math, science, art, and critical literacy. Lastly, as diversity is another streamline of her research, she examined racial diversity through role-playing as well as reflected on her own experience as an immigrant mother and teacher educator focusing on diversity and working with immigrant children and families. Her scholarly works have been published in journals such as the International Journal of Early Childhood, Journal of Research in Early Childhood, Journal of Research in Early Childhood, Journal of Early Childhood Teacher Education, Early Childhood Development and Care, and Early Childhood Education.

Daniel G. Krutka, Ph.D. is Associate Professor of Social Studies Education in the Department of Teacher Education and Administration. A former high school social studies teacher in Oklahoma City, his research interests concern intersections of technology, education, and democracy. Dr. Krutka has authored over 75 peer-reviewed articles and book chapters in journals such as Harvard Educational Review, Computers & Education, Theory & Research in Social Education, and Teaching & Teacher Education among others. He was the lead editor of the 2018 book, "Keywords in the Social Studies: Concepts and Conversations" published in the Counterpoints: Studies in Criticality series by Peter Lang. He was awarded the 2016 Early Career Award by the Technology as an Agent of Change in Teaching and Learning special interest group (SIG) of the American Educational Research Association (AERA), the 2017 Outstanding Research Paper Award from the International Society for Technology in Education (ISTE), the 2021 McJulien Scholar Award from International Convention of the Association for Educational Communications and Technology (AECT), and the 2023 National Technology Leadership Initiative (NTLI) Fellowship Award from the College and University Faculty Assembly (CUFA) of the National Council for the Social Studies (NCSS). He is past chair of the Social Studies Research SIG of AERA and a past board member for the College and University Faculty Assembly (CUFA) of the National Council for the Social Studies (NCSS). He also hosts the Visions of Education podcast (VisionsOfEd.com) and founded the Civics of Technology project (CivicsOfTechnology.org). He earned his doctorate from the University of Oklahoma.

Jihyun Lee is an assistant professor in the Research, Measurement and Statistics program in the Department of Educational Psychology at the University of North Texas. She earned her Ph.D. in 2022 in the Quantitative Methods program in the Educational Psychology department at the University of Texas at Austin.

Her research has been anchored in the overarching question, "How can we conduct valid quantitative research to investigate psychological and behavioral phenomena?" To address this question, she studies quantitative methods and statistical modeling used for research within the behavioral and social sciences, including education and psychology. Her specialized work in quantitative methods includes meta-analysis, missing data analysis, and latent variable modeling. 

In addition, she has actively collaborated with applied researchers in various research fields. Her work is intended to further enhance the quantitative research that investigates educational, psychological, clinical, and social issues.
 

Matthew Lemberger-Truelove is a Professor of Counseling and Higher Education at the University of North Texas. Dr. Lemberger-Truelove is the Editor of the Journal of Counseling and Development and the past Editor of the Journal of Humanistic Counseling. Also, he served as President of the Association for Humanistic Counseling and as the Senior Associate Editor for the Journal of Child and Adolescent Counseling. Dr. Lemberger-Truelove’s scholarship includes empirical and theoretical writing. His empirical work pertains to counseling practice with children and adolescents, especially in economically challenged K12 schools. His theoretical writings cover a number of areas such as the development of a unique school counseling theory, social justice philosophy, research design, and humanistic counseling. His empirical and theoretical work adhere to the basic supposition that counseling is optimal when counselors help cultivate various internal capacities of clients while simultaneously improving the social opportunities that affect their lives. 

Ahou Vaziri Line joined the university as a Research Assistant Professor following completion of her Ph.D. from the University of North Texas. She is a Licensed Professional Counselor, Certified School Counselor, and a Registered Play Therapist. Ahou’s career began as a middle school English teacher where she grew passionate about the social and emotional needs of her students and their families, thus, she pivoted toward a career in mental health. Ahou’s clinical experience includes work in private practice, university clinical settings, school counseling, and providing play therapy within the schools. Ahou’s research interests include school-based mental health services, best practices in supporting parents in play therapy, clinical work with Middle Eastern children and families, as well as other multicultural implications of practice. Ahou is committed to research that is clinically focused and developing resources that improve clinical practice. 

Ruth McKoy Lowery, Ph.D., is Associate Dean for Graduate Studies and Faculty Affairs in the College of Education. She is also  a professor in the Department of Teacher Education and Administration. Dr. Lowery’s research focuses on children’s literature, immigrant and multicultural literature, and the adaptation of immigrant and minority students at-risk of school failure, West Indian immigrants’ adjustment in American, Canadian, and British schools; and preparing teachers to teach diverse student populations. The definitive outcome of her research is to prepare preservice and in-service teachers to create a culturally responsive learning space for all children they will ultimately teach through diverse literature integration in their curriculum. Children’s literature is an important mode of communication and when utilized, stories have the power to break down walls as readers make cross-cultural connections. Her motto “Just read” encapsulates her love of books and belief in sharing great literature with readers of all ages. Dr. Lowery has more than 100 publications including seven books. She is vice-president of the Children's Literature Assembly of the National Council of Teachers of English. Prior to coming to UNT, Dr. Lowery served as Interim Chair and Associate Chair for the Department of Teaching and Learning in the College of Education and Human Ecology at the Ohio State University.

Professor Mansfield, an award-winning teacher and researcher, currently serves as The Mike Moses Endowed Chair in Educational Leadership. A first-generation college graduate, Mansfield has over 30 years’ experience as a teacher and administrator across the preschool to post-secondary pipeline. Mansfield completed her Ph.D. in Educational Policy and Planning at The University of Texas at Austin where she also earned additional graduate credentials in Women’s and Gender Studies. Mansfield’s research spans across primary, secondary, and tertiary education sectors (P-16) and centers on the intersection of social identities, politics, policy, and practice. For example, she has studied the disproportionality in school discipline, gifted education, and STEM as it relates to gender, race/ethnicity, class, and other identity complexities in schools. Mansfield has also studied the importance of mentoring women graduate students, especially those studying in historically male-dominated fields such as educational leadership and STEM. Mansfield is passionate about student voice and the importance of including students as educational leaders and policy actors in local, state, national, and global arenas. Professor Mansfield's work has been featured on National Public Radio and has taken her to a dozen countries across six continents.

Brian McFarlin earned his BS and MS degrees at Texas Christian University and his PhD at Purdue University. After graduation, he completed a Post-Doctoral Fellowship in Nutrition at Purdue University before becoming an Assistant Professor at The University of Houston. Dr. McFarlin joined the UNT faculty in the Fall of 2012. He is a Professor with tenure at the University of North Texas.

Dr. McFarlin’s research focuses on the use of natural products and exercise to reduce disease risk and improve muscle recovery following injury and strenuous training sessions. Since 2004, he has published more than 115 peer-reviewed articles and obtained more than $3.5 million in externally funded research grants. His research methodology expertise includes flow cytometry and multiplex analysis among other common biological techniques.

Dr. McFarlin is co-director of the University of North Texas’s Applied Physiology Laboratory. He is a Fellow of the American College of Sports Medicine and an editor for the journal METHODS. Dr. McFarlin was recognized as the 2019 UNT Teacher-Scholar and regularly teaches courses in Healthy Lifestyles, Sport Nutrition, and Exercise Physiology. He is considered an expert in the design and implementation of high-quality online and blended courses.

Dr. Wendy Middlemiss is a Professor in Educational Psychology at the University of North Texas. She earned her Ph.D. in Educational Psychology at Syracuse University in 1992. In her role at the University of North Texas, Dr. Middlemiss is principal investigator for the Home Instruction of Parents of Preschool Youngsters (Texas HIPPY), editor of Family Relations and graduate faculty with a concentration in Human Development and Family Sciences.

Dr. Samantha Moss is an Assistant Professor in the Department of Kinesiology, Health Promotion, and Recreation. She earned her B.S. at State University of New York (SUNY) Plattsburgh, her M.S. at SUNY Cortland, and her Ph.D. at the University of Texas at Arlington. Directly after graduation in 2022, Dr. Moss accepted a position back at her alma mater, SUNY Cortland, as Assistant Professor in the Kinesiolgy Department. Dr. Moss joined the UNT faculty in Fall 2024. Her general research interests include physical activity promotion/implementation and motor competency. Specifically, Dr. Moss aims to explore salient socio-environmental factors, such as individual, social, home, and built environments that contribute to human development and physical activity engagement, participation, and sustainability in populations ranging from early childhood through early adulthood.

Angeles Munoz has more than 15 years of experience in education, holding leadership positions such as International Baccalaureate Program Coordinator, Adjunct faculty at UNT, Graduate Research Associate at TWU, and teaching roles in both One-Way and Two-Way Dual Language settings. She is pursuing a Ph.D. in Literacy, Language, and Culture at Texas Woman's University, where she also obtained a Graduate Certificate in Biliteracy. She holds a Master of Education in Curriculum & Instruction (2014) and a Bachelor of Science in Interdisciplinary Studies (2009), both from the University of North Texas.

Angeles has presented at national and international conferences, sharing her expertise on critical biliteracy, translanguaging, and the empowerment of emergent bilinguals. With extensive experience across various grade levels and a dedication to culturally sustaining pedagogy, she is regarded as a leader in fostering inclusive and effective educational practices for linguistically diverse students.

Angeles' research centers on the cognitive advantages of bi/multilingualism, critical biliteracy development, assessment practices for emergent bilinguals, and language policies that support multilingualism. She is committed to establishing educational environments that honor and promote students' cultural and linguistic assets, aiming to close the achievement gap and advocate for equitable educational practices.

Dr. Tiffany Newsome earned her Ed.D in Educational Leadership with a concentration in cultural foundations from the University of North Carolina at Greensboro. She earned a Bachelor of Arts in English with double minors in Education and American Ethnic Studies from Wake Forest University. Additionally, she earned her Master's in School Administration from The University of North Carolina at Chapel Hill. Before coming to UNT, she was an elementary school principal at Chapel Hill-Carrboro City Schools in North Carolina. She has also served as an elementary assistant principal, a middle school administrative intern, and a high school English teacher. Her passion is to help educators develop in their leadership capacity and lead as their authentic selves in whatever context they find themselves. She wholeheartedly believes that leadership is about people's lives! At UNT, she serves as a lecturer in the Teacher Education & Administration department in the College of Education. Her research interests include Educational Leadership Preparation, Principal Preparation, Social Justice Education, Faith & Sprituality, Black School Leadership, Career Preparation, and School Administration. When she is not teaching or coaching leaders, Dr. Newsome enjoys watching movies, playing board/card games, traveling internationally, and spending time with her friends and family. 

Ryan Olson joined the University of North Texas as an Assistant Professor in fall 2016. He received his B.S. in Kinesiology and Health Promotion from the University of Wyoming prior to completing his Ph.D. in Nutritional Sciences at Rutgers University. His research interests center on the fields of Sport and Exercise Psychology, with an emphasis on implementing psychophysiological techniques, including electrocardiography and electroencephalography, to identify neural biomarkers of disease. Specifically, Olson focuses on the effects of acute and chronic exercise for improving neurocognitive function and mental health and examining neurocognitive deficits and autonomic function in at-risk populations, especially in concussed and obese individuals.

Pamela Peak earned her Ph.D. in Special Education from the University of North Texas. Dr. Peak has spent more than 30 years working in various capacities in area school districts, but all with students with special needs. Her research focuses on the development and use of educational assessments to reduce the disproportionality of culturally and linguistically diverse students in special education and pre-/in-service teacher preparation. She has developed widely used assessment instruments including the Test of Early Written Language, Third Edition (TEWL-3) and Young Children’s Achievement Test, Second Edition (YCAT-2).

Kelly Perez earned her M.Ed. from Northern Arizona University and worked as a teacher in a K-12 setting in her early career. Her passion for health and fitness led her to obtain her personal training, health coaching, and group exercise instructor certifications. She has taught various formats of fitness such as Pilates, HIIT, step, and indoor cycling for over two decades and worked with a variety of clients. Kelly earned her Master’s in Public Health (MPH) from the University of Arizona and worked in the Department of Health Sciences at Northern Arizona University for twelve years as a teacher and program coordinator. She developed course such as Healthy Lifestyles and Worksite Wellness and coordinated the FIT program which served over 6000 students annually.

Dr. Rachel Ranschaert is an Assistant Professor of Literacy Education at the University of North Texas. Her work explores literacy teacher preparation and its intersections with sociopolitical discourses, news media, community contexts, and school partnerships. She earned her bacherlor's and master's degrees from the University of Notre Dame and began her career as an English Language Arts teacher in Arizona and Texas. She then went on to the University of Georgia where she earned her Ph.D. in Educational Theory and Practice and her certificate in Interdisciplinary Qualitative Research.

Dr. Ranschaert has also done work related to writing pedagogies, middle grades education, teaching residencies, and qualitative methodologies. Her work has been presented at numerous national and international conferences and published in the Journal of Teacher Education, Educational Studies, and Middle School Journal, among others.

Cora Reikofski-Ross is a lecturer in the College of Education in the Department of Teacher Education and Administration. Reikofski-Ross has served in elementary school classrooms for 20+ years, teaching in Texas, Tennessee, and California. She has taught 2nd grade, 4th grade, 5th grade, 6th grade, Gifted and Talented, self-contained, Math and Science Specialist, dance, piano, art, and PE. Reikofski-Ross earned her Bachelor of Science in Early Childhood Development at Texas Tech University, and a Master of Education in Educational Leadership at the University of North Texas. New to the UNT faculty, she is excited to continue fostering a love of learning in aspiring teachers and to support teachers on a broader level.

Dr. Hyun Kyoung (Hyunny) Ro is Associate Professor of Counseling and Higher Education at the University of North Texas.  She earned a Ph.D. In Higher Education from The Pennsylvania State University with a minor in Educational Psychology—Applied Measurement.  Prior to that, she earned a master’s and baccalaureate degree at Korea University.  Prior to UNT, Dr. Ro and worked as a faculty member in the Department of Higher Education and Student Affairs at Bowling Green State University and worked as a Research Designer and Analyst in the Office of Institutional Research and Analysis at Carnegie Mellon University.  Her research expertise includes Gender and Racial Equity in Science, Technology, Engineering, and Mathematics (STEM) Education; Learning Experiences and Outcomes among Marginalized Students; and Critical Quantitative Research and Assessment.  She received multiple external grants with a total amount of $1.1 million from the National Science Foundation (ADVANCE Adaptation Track grant for gender equity on campus) and AccessLex Institute/Association for Institutional Research (law school access and enrollment among women of color).  She has been the leading author on articles that were published peer-reviewed journals, such as Journal of Engineering Education, Journal of Women and Minorities in Science and Engineering, International Journal of Gender, Science and Technology, Educational Policy, The Review of Higher Education, and Research in Higher Education.

Megan Rojo is an Assistant Professor of Special Education in the Department of Educational Psychology at the University of North Texas. Prior to her career in higher education, she taught in Texas public schools for nearly 10 years, as both a bilingual generalist and a mathematics intervention specialist. Rojo received her Ph.D. in Special Education with an emphasis in Learning Disabilities and Behavioral Disorders from the University of Texas at Austin followed by a post-doctoral fellowship at the Meadows Center for Preventing Educational Risk. Dr. Rojo’s research focuses on early interventions for students with or at risk of being diagnosed with a mathematics disability. Specifically, she is interested in developing and testing early algebra readiness and STEM interventions for elementary and middle school students. Dr. Rojo has expertise in research methodologies including randomized controlled trials, single-case research designs, and meta-analysis.

Dr. Anondah Saide is a developmental psychologist with a mixed-methods research approach. Dr. Saide’s research program spans two distinct but related areas. The first pertains to the complex interplay between culture and cognitive development. For example, Dr. Saide seeks to understand how family background influences children’s reasoning about religious (e.g., God), scientific (e.g., germs), and existential (e.g., death) concepts. By extension, Dr. Saide examines how cognitive biases may enhance or constrain the learning of cultural concepts.

The second area of her research program examines how cultural concepts become components of worldview commitments (e.g., political, religious, moral) in adulthood and the socioemotional correlates (e.g., anxiety) of those commitments. Dr. Saide's scholarship is committed to promoting transparency, diverse perspectives, and public engagement in the scientific process. Dr. Saide’s scholarship can be found in journals such as Cognitive Science, the British Journal of Developmental Psychology, the Journal of Cognition and Culture, and Frontiers in Psychology.

Dr. Victoria Serna is a Lecturer in the Department of Teacher Education and Administration and a Site Coordinator for clinical teachers. She has more than 16 years of experience teaching science in various settings. She began her career at an outdoor school with Texas Tech University and most recently taught in public school for grades 2 and 4, but spent most of her time as a 5th grade science teacher. She was honored as the 2021-2022 District Elementary Teacher of the Year.

In addition to formal education, Dr. Serna has been engaging communities in informal science education roles. She served as Engagement Coordinator for the Texas Parks and Wildlife Department and created a collaborative distance learning program called TPWDiscover. Still operating today, it allows classrooms around the globe to connect with the agency's resources and careers. Dr. Serna served as a trainer consultant with the Children and Nature Network's Natural Leaders Network and Outdoor Nation to increase the participation of youth in the outdoors.

Dr. Serna's informal education experiences taught her the value of building community and relationships and their power on influencing student participation, engagement, and success in and outside the classroom. She continues to lead a family nature community she founded with a grant in graduate school that introduces participants the outdoors and recreation opportunities. 

Can't find her inside? Look outside!

Michael Siller, PhD, is a developmental psychologist studying how children with autism develop and learn. He is particularly interested in learning that occurs in familiar daily routines and natural environments. His research includes descriptive longitudinal studies to understand developmental mechanisms, intervention trials to determine efficacy, and implementation science to make evidence-based practices accessible to providers in the community. Dr. Siller published the first pair of longitudinal studies to show that responsive parental behaviors reliably predict the long-term (16-year) language gains in autistic children. He also completed two clinical trials evaluating the efficacy of Focused Playtime Intervention, a parent-coaching intervention aligned with the Naturalistic Developmental Behavioral Intervention (NDBI) framework. Further, Dr. Siller co-founded an inclusive, university-affiliated laboratory preschool focused on autism and developed professional development programs for community-based preschool teachers. As the Executive Director of the UNT Kristin Farmer Autism Center, Dr. Siller strives to integrate clinical and educational services, and aims to support the implementation of evidence-based practices in community settings. He envisions a world in which children with or at increased likelihood for autism can access interventions promptly and transition seamlessly between intense clinician-delivered interventions, inclusive educational settings, and supportive learning environments at home and in the community. Dr. Siller’s research has been funded by the National Institutes of Health and numerous private foundations (e.g., Autism Speaks, The Far Fund, The Marcus Foundation). Dr. Siller co-edited the Springer Handbook of Parent Implemented Interventions for Very Young Children with Autism, and his articles have been published in leading journals.

Parvathi Sivaraman, Ph.D., is an educator dedicated to building strong connections and achieving growth in student achievement, particularly for at-risk students. Having experience working with children from challenging backgrounds, she is committed to providing an equitable educational experience for all learners. Her goal is to impact more children and families by supporting schools through community and school partnerships. Parvathi believes that every child deserves a champion who will help them reach their full potential. She has a background in development psychology and a track record of leadership, adaptability, and collaboration to ensure the best outcomes for students.

Mario D. Sobrino, Ph.D., is a first-year assistant professor of counseling at the University of North Texas. As a Latinx clinical mental health counselor, he began his counseling career in 2019 at a community health organization in Orlando, FL, serving a diverse, low-SES chronic illness population of English and Spanish speakers. His dissertation focused on developing and validating a Spanish translation for the Forgiveness Reconciliation Inventory, a clinical tool used to evaluate whether interpersonal or intrapersonal forgiveness would benefit a client experiencing distress from a current or past relationship. Now with a PhD and graduate minor in applied statistics from the University of Mississippi, Mario contributes to the development of multilingual resources, multicultural competencies, and access to mental health services through his research and teaching agendas.

Valerie Stevenson began her education at the University of Memphis, where she started to develop a passion for sports science, Kinesiology and sports medicine. She continued her Master’s education at the University of Arkansas and received a terminal clinical doctorate from the University of Idaho.

As a practicing athletic trainer for more than 10 years, she developed a clinical practice philosophy that involves collecting patient specific outcomes of each patient interaction and basing my clinical decision making on evidence and individual patient needs. As a result of her personal clinical philosophy, she utilized the same approach in teaching both athletic training and pre-occupational therapy students.

Scholarly dissemination of her patient care outcomes has been a priority in her career, as her evidenced-based action research peer-reviewed published manuscripts will show. Using that knowledge and proficiency in research and manuscript composition has also allowed for mentorship opportunities with athletic training doctoral candidates as well as serving as an expert committee member for masters level student research. Her experience using several advanced practice manual therapy techniques in her patient care and her strength and conditioning specialist (CSCS) certification both contribute to her clinical expertise in therapeutic intervention, rehabilitation and differential diagnosis.

Barrett Taylor earned his PhD from the Institute of Higher Education at the University of Georgia. He teaches a number of courses at UNT, including "General Administration of Higher Education" (EDHI 6710) and "Higher Education Finance" (EDHI 6760). His research emphasizes the ways in which colleges and universities interact with their environments.

Karen Toussaint is an Assistant Professor of Behavior Analysis at the University of North Texas. Toussaint received her Ph.D. in School Psychology from Louisiana State University and completed a postdoctoral research appointment at the University of Nebraska Medical Center's Munroe-Meyer Institute. She provides behavioral intervention services for children with autism at the Kristin Farmer Autism Center and specializes in the treatment of severe behavior disorders and early language acquisition.

While at the Kristin Farmer Autism Center, she also conducts research evaluations related to improving clinical outcomes. Her research can be found in journals such as the Journal of Applied Behavior Analysis and Behavior Analysis in Practice. 

Uyen Tran-Parsons is a Principal Lecturer for the Higher Education Program. She earned a B.S. in Health Studies from Texas Woman's University, M.Ed. in Higher Education from University of North Texas, and a Ph.D. in Higher Education from Texas Tech University. Tran-Parsons teaches a variety of courses for the Higher Education Program including "Student Demographics," "Cultural Pluralism," and "Foundations of Student Development Administration." Her research interests are related to faculty-led study abroad, service learning, and the college experience of minoritized populations. Prior to teaching, she worked as a student affairs professional for 12 years in the functional areas of Academic Advising, Student Activities, Fraternity and Sorority Life, Women Student Services, and Multicultural Affairs at a variety of public Texas institutions. 

James Uanhoro is an assistant professor in the Research, Measurement and Statistics program in the Department of Educational Psychology at the University of North Texas. He received his Ph.D. in 2021 in the Quantitative, Research, Evaluation and Measurement program in the Department of Educational Studies at Ohio State University.

Uanhoro's work focuses on the similarities between multilevel regression models and commonplace measurement models — structural equation models, classical test theory and item response models. Specifically, he attempts to leverage insights from both groups of models to better understand patterns in complex data analysis contexts. Underlying much of this work is Bayesian data analysis, which he also applies in research collaborations with social scientists. Finally, James has an interest in building easy-to-use statistical tools that allow researchers better understand patterns in their data, and better communicate insights from their studies.

Dr. Jakob Vingren received his Bachelor’s and Master’s degrees in Kinesiology from the University of North Texas before pursuing a Ph.D. in Kinesiology at the University of Connecticut (currently ranked the #1 doctoral program in the country). During his undergraduate education he was a walk-on on the UNT football team as a tight end and took part in the Developing Scholars Mentor Program within the College of Education. Dr. Vingren’s research interests include resistance exercise and the effect of alcohol on hormones, muscle and athletic performance. One of the more out of the ordinary research projects he has worked on included resistance training of chronically intoxicated rats.

Dr. Stephen Waddell, a former superintendent at Lewisville ISD, is a visiting professor in the Teacher Education and Administration Department.

Megan Ware is an Assistant Professor in Kinesiology, Health Promotion, and Recreation. She joined the faculty at the University of North Texas in Fall of 2024. Dr. Ware received her B.S. degree in Health and Human Peformance at the University of Tennessee at Chattanooga (2016), and her M.S. (2018) and Ph.D. (2021) degrees from the University of Georgia. She completed an NCI T32 post-doctoral fellowship in the Department of Epidemiology and Cancer Control at St. Jude Children's Research Hospital. Her research focuses fall in the field of sport, exercise, and health psychology. Specifically, Dr. Ware's research focuses on developing a better understanding of effective or emotional factors influencing physical activity behavior and exercise engagement in populations that experience chronic disease and disability. She employs quantitative, qualitative, and mixed methodologies in small and large samples to deeply explore this research interest. Through her work, Dr. Ware seeks to develop intervention strategies to increase physical activity participation and increase quality of life of population that experience chronic disease and disability.

Brittany Williams joined the university as a Research Assistant Professor after earning her Ph.D. from Texas A&M University-Commerce. She holds credentials as a Licensed Professional Counselor, Certified School Counselor, Licensed Chemical Dependency Counselor, and National Certified Counselor. Brittany’s professional journey began as a middle school Science teacher, where she developed a deep commitment to addressing the social and emotional needs of her students and their families. This passion led her to transition into the field of mental health, where she has since amassed extensive clinical experience in private practice, crisis counseling, and school counseling. Brittany’s research focuses on critical areas such as school-based mental health services, the efficacy of comprehensive school counseling programs, and counselor identity development. In addition to her academic pursuits, she investigates topics like infidelity, perfectionism, and trauma processing, with a particular emphasis on African American millennials. Brittany is dedicated to advancing clinically focused research and creating resources that enhance clinical practice.

Dr. Lok-Sze Wong Studies system reform policies as attempts to address systemic student outcomes. Drawing on education, sociocultural, and organization theories and mixed methods, her research unpacks how systems (re)produce issues and how to humanely reform schools and districts as complex social systems. She focuses on professional learning opportunities that support teachers and administrators as they shift their practices while redesigning the very organizations that support their work. Dr. Wong began her career in education as an elementary school teacher in Los Angeles. Dr. Wong has a Ph.D. in Educational Administration and Policy from the University of Michigan.

Dr. Dina Yousef is currently the clinic director for the Child and Family Resource Clinic and also teaches clinical courses in the Counseling and Higher Education program. Before stepping into this role, Dina served as a clinic director for a large group practice in the DFW area. Prior to that, she was a supervisor and child and adolescent therapist at a local nonprofit, where she focused on supporting survivors of domestic violence and sexual assault. Throughout her career, Dina has balanced her clinical work with teaching and sharing her expertise with future mental health professionals.