College of Education

Dr. Stephanie Aguilar-Smith is an Assistant Professor of Counseling and Higher Education at the University of North Texas. She earned her Ph.D. in Higher, Adult, and Lifelong Administration and certificate in Chicano and Latino Studies from Michigan State University. She holds a Master’s in Public Administration, a B.A. in Journalism (Public Relations), and a B.A. in International Affairs from the University of Georgia.

Across her research, she broadly pursues the question: How might educational policies and practices be more equitable across the stratified and hierarchical system of U.S. higher education? A few of her specific research interests include Hispanic-Serving Institutions, Latinxs in higher education, and grant seeking and implementation in the collegiate context.

Before joining UNT, she worked at several research universities in a variety of areas including enrollment management, academic counseling, program development and evaluation, and writing center administration.

Cornelius Q. Anderson is an Assistant Professor of Practice in the Department of Teacher Education & Administration and the Director of Pathways for Future Teachers in the Educator Preparation Office at the University of North Texas (UNT).

Anderson has more than two decades of educational experience and has served in many roles—campus administrator, classroom teacher, district & campus support, and college instructor. His passion for teaching, leading, and learning has earned him recognition as “Principal of the Year” in 2015, “Turnaround Principal” in 2018, and “Educator of the Year” in 2021—in several school districts.

Anderson earned his bachelor’s degree in Interdisciplinary Studies [Teacher Education] from Texas Woman’s University, a master’s degree in Educational Leadership from American College of Education, a post-graduate certificate in advanced educational leadership from Sam Houston State University, and currently completing his Ph.D. in Educational Leadership at UNT. In addition, he also holds Texas certifications in the areas of superintendent, principal, classroom teacher, and paraprofessional.

Chris Bailey PhD, CSCS*D, RSCC came to UNT in 2018 after spending 4 years at LaGrange College in GA where he served as an Assistant Professor, Strength and Conditioning Graduate Program Coordinator, and Sport Performance Lab Coordinator. He is a Certified Strength and Conditioning Specialist and a Registered Strength and Conditioning Coach through the National Strength and Conditioning Association (NSCA).

He completed his PhD in Sport Physiology and Performance at East Tennessee State University in 2014, where he served as the baseball strength and conditioning coach and sport scientist. Prior to his time at ETSU he worked as a minor league strength and conditioning coach in the San Diego Padres baseball organization for two years. He has also worked in private sports performance training with clients ranging from college prep athletes to professional football players.

He is an active member in the NSCA, currently serving as the NSCA Texas State Director and is also on the NSCA Membership Committee. He previously served as State Director for Georgia and Tennessee when living in those states.

His research focuses on athlete monitoring, quantitative analysis in sports, applied strength and conditioning, and bilateral strength asymmetry. He has published and has presented on the previously mentioned topics at the national and international level. He teaches undergraduate and graduate courses in Athlete Monitoring, Biomechanics, Quantitative Analysis, Quantitative Procedures in Exercise and Sport Sciences, and Strength and Conditioning.

Elba Barahona, Ph.D., is a Senior Lecturer in the Department of Teacher Education and Administration. She joined the faculty at the University of North Texas in the Fall of 2016. She teaches undergraduate and graduate courses in bilingual and English as a second language. 

Barahona earned her B.A. in Economics from the Central University of Ecuador, an M.A. in Teaching and an M.B.A. from Louisiana Tech University. Her prior experience includes work as a bilingual teacher at the Dallas Independent School District.

Barahona’s research interest includes bilingual education, curriculum and assessment for English learners, and instructional strategies in classrooms and schools that serve culturally linguistically diverse students. She earned her Ph.D. in Educational Psychology, with specialization in Bilingual/ESL Education, from Texas A&M University at College Station.

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.

Katherine Bomer is Professor of Practice in the Department of Teacher Education and Administration. Honored as the National Council of Teachers of English “Outstanding Elementary Educator” in 2017, she is the author of multiple books and articles about the teaching of writing and literacy for social justice. Her book, Hidden Gems: Naming and Teaching from the Brilliance in Every Student's Writing and accompanying DVD, “Starting with what Students Do Best” offer a transformative new approach to assessing and responding to student writing, even the most spare or difficult to understand. For a Better World: Reading and Writing for Social Action, co-authored with Randy Bomer, was built on research in her classrooms in New York City and Indiana of how young people take on projects to question equity in texts and use writing to advocate for fairness in their world.

Katherine taught graduate courses at Teachers College, Columbia University and at the University of Texas at Austin. Katherine began her career at Teachers College Reading and Writing Project with Lucy Calkins. For 10 years, she taught primary and intermediate grades, and her classrooms were featured in Annenberg video productions, and as demonstrations sites for many university programs. She consults nationally and internationally, presenting workshops in school districts as well as demonstrating and coaching inside K-12 classrooms about approaches to teaching reading and writing. As a frequent and popular keynote speaker, she combines a teacher's practical advice, a writer's love of language, and a powerful plea for social justice.

Lydia Caldwell is an Assistant Professor in Kinesiology and Health Promotion. She joined the faculty at the University of North Texas in the Fall of 2020. She earned her B.S. in Biology and M.S.E in Exercise Science from the University of Dayton prior to completing her Ph.D. in Kinesiology at The Ohio State University. During her doctorate studies, Caldwell was funded by the Oak Ridge Institute for Science and Education, where she supported research with the 711^th Human Performance Wing (AFRL) at Wright Patterson Air Force Base.

Dr. Caldwell’s primary research interests are centered around the physiology of exercise performance and recovery optimization. Her most current work has focused on the use of a novel recovery modality, flotation-restricted environmental stimulation therapy, to reduce biomarkers of stress and improve resiliency in military and athletic populations.

Dr. Mila Rosa Librea-Carden is originally from the Philippines and first came to the U.S. in 2013 as a fellow of Fulbright Distinguished Awards in Teaching for International Teachers. She earned her Ph.D. in Curriculum and Instruction, with an emphasis in Science Education, from Kent State University. She also holds a master’s degree in biology from Ateneo De Manila University, Philippines. She taught high school biology at the Ateneo de Manila High School and served as director of graduate studies at the Far Eastern University in the Philippines. Before coming to UNT, she was a faculty associate and a science academic professional at Arizona State University. Her teaching and research agendas are interconnected, being grounded in strength-based teaching and focused on the learning and teaching of the nature of science. She is committed to pursuing scholarship that supports accessible and equitable science learning for diverse populations including students with special educational needs. 

Angie Cartwright earned a Bachelor of Arts in criminal justice, Master of Arts in counseling, and a Ph.D. in Counselor Education and Supervision, all from Sam Houston State University. Upon graduation, she joined the counseling program faculty at Texas A&M University — Commerce as a tenure-track assistant professor, where she taught master’s and doctoral courses for three years. Dr. Cartwright’s research agenda addresses the success of children from absent-father homes, offender and addictions counseling issues, and mentorship in counselor education. She has published numerous peer-reviewed publications, international presentations/webinars, and a book chapter. Dr. Cartwright also brings several years of clinical experience as a Licensed Professional Counselor — Supervisor and a Licensed Sex Offender Treatment Provider in Texas. Dr. Cartwright’s clinical background includes work with incarcerated adults, civilly committed sexual offenders, and youth. She currently is the committee chair of the sex offender treatment and rehabilitation committee of the International Association of Addiction and Offender Counseling. In her free time, Dr. Cartwright enjoys reading and spending time with family and friends.

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.

Eric Dafoe, Ph.D., Certified School Counselor, NCC, is a Visiting Assistant Professor at the University of North Texas. His counseling experience includes serving as a family therapist at a Medicaid-funded community counseling clinic and as a school counselor at a K-8  school. His publications, presentations, and research agenda focus on expressive arts, school counseling, school-based mental health services, play therapy, and counselor supervision.

Sarah Deemer earned her BS and MS degrees from the University of Texas at El Paso and her PhD from Texas Woman’s University. Sarah then completed three years of postdoctoral training at the University of Alabama at Birmingham Nutrition Obesity Research Center (NORC). Sarah joined the faculty at UNT in the Fall of 2020. Sarah’s research interests include understanding of the role of exercise and/or nutrition on weight loss and equally important, weight loss maintenance. Specifically, she is interested in the role of the adipocyte and the adipose tissue depot in regulation of insulin sensitivity and metabolic health. Sarah’s research will aim to address the following questions: What important physiological changes occur in the adipocyte as a result of obesity and how does this influence adipocyte remodeling and metabolism, the efficacy of exercise and nutrition interventions for reversing the adverse changes in an “obese” adipocyte, and the integrative mechanisms that mediate the adverse changes associated with obesity and how exercise and nutritional supplements or dietary changes may favorably influence adipocyte metabolism and promote weight loss. Sarah’s additional research interests include the influence of omega-3 fatty acids on insulin sensitivity and adipocytokine production, as well as other nutrition- or exercise-related interventions aimed at reducing the risk of development of Type 2 diabetes and metabolic disease, particularly in minority populations.

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. Jeannette Ginther is a Senior Lecturer in the Department of Teacher Education and Administration. She earned her doctorate in Educational Leadership from Dallas Baptist University in 2017, her masters in Literacy Education from the State University of New York at Cortland in 2002, and her bachelors in Elementary Education from the State University of New York at Geneseo in 1999. Dr. Ginther happily began her career as a middle school English Language Arts and Social Studies teacher in New York. After a decade of classroom teaching in both New York and Texas, she served as a reading instructional specialist, student achievement specialist, professional learning coordinator, educational consultant, field supervisor for student teachers, and an adjunct instructor before joining the faculty at UNT in 2017. Dr. Ginther was the 2019 recipient of the UNT Student Government Association's 'Fessor Graham Award for Outstanding Service to Students, as well as the June 2019 UNT Teaching Excellence Spotlight Award. Dr. Ginther also enjoys her role as a Faculty Co-Advisor for Kappa Delta Pi, UNT's Education Honor Society.

Donna Hickman is thrilled to be joining the UNT faculty as a Clinical Assistant Professor this fall. She was previously an Assistant Professor and coordinator of the school counseling program at Texas A&M University-Commerce. Donna is a Licensed Professional Counselor and certified school counselor in the state of Texas. She has 22 years of experience in Texas public schools as an elementary school teacher and counselor. She has also worked with children, adolescents, and adults in private practice. Donna is an active member of several professional counseling associations with presentations on topics such as research mentorship, sandtray therapy, and school counselor supervision. Her research interest areas include professional school counselor advocacy, graduate student mental health, and counselor self-care and wellness.

Jaret Hodges earned a master's degree at the University of Houston, doctorate at Purdue University, and was a postdoctoral researcher at Duke University. His research interests include underrepresented populations in gifted education, rural gifted education, and gifted education policy. He also has an interest in promoting open science practices and the use of computer programming in education research. 

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.

 Teo (Danielle) Keifert (she/they) is a learning scientist, researcher, educator, and assistant professor in the College of Education at the University of North Texas. Teo studies how young children orient to inquiry, and the sensemaking resources they draw upon during inquiry. 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, and even drawing to make sense of engineering challenges. They also examine the sensemaking practices of young children's families and explore how children may be constrained/supported to engage in those practices across home and school. Teo broadens forms of supported sensemaking through design-based research and professional learning partnerships; Teo has studied 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 Foundation grant), and studies 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. Through this work they seek to broaden participation in science practices not just by including more individuals from marginalized communities in science, but also by expanding what counts as science. Teo earned her 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. 

Lauren Kelly received her doctorate in HDFS/Forensic Science from Texas Tech University. She also completed training at the Federal Law Enforcement Training Center where she developed skills related to crime scene investigation, trauma-informed counseling, lie detection, victim advocacy and profiling. She also worked for a non-profit in New Mexico as a clinician assisting children who experienced the most severe forms of physical abuse, sexual abuse, and/or neglect. Dr. Kelly teaches family law and public policy, courtship and marriage, families in crisis and families, communities, schools. Dr. Kelly's research focuses on child abuse and outcomes, romantic relationships, sexism, forensic interviewing, and breastfeeding awareness.

Dr. Kim joined the University of North Texas as an Assistant Professor in Fall 2017. He received his Bachelor of Science in Physical Education from Yonsei University in 2008, Master of Science in Sport Management from the University of Florida in 2011, and Ph.D. in Kinesiology (Sport Management and Policy) at the University of Georgia in 2016. He previously held a position at the University of Georgia as a full-time lecturer. His research primarily focuses on sport philanthropy, especially marketing and management of sport-related charitable nonprofit and nongovernmental organizations from consumer behavior and organization theory perspectives.

Queshonda Kudaisi joined the University of North Texas in the Fall of 2022 as an assistant professor of mathematics education in the Department of Teacher Education and Administration. Her degrees include a Ph.D. from the University of South Florida, an M.A.T from the University of South Florida and a B.S. from Southeastern University. Her research is composed of two strands of inquiry. The first strand focuses on social justice in mathematics education with particular attention is given to mathematics teacher educators', mathematics teachers', and mathematics teacher candidates’ development of the knowledge needed to teach mathematics for social justice. Her research interest in social justice mathematics stem from her experiences in title one schools as a mathematics teacher and an instructional mathematics coach. Dr. Kudaisi’s second strand of inquiry focuses on science, technology, engineering and mathematics (STEM) learning experiences that take place in informal learning environments such as after school and summer programs. Her research interest in informal STEM learning environments originated from her experience participating in after school STEM programs as a student and as an educational non-profit founder and director. Her research methods include the use of both quantitative and qualitative methods. Dr. Kudaisi’s 8 years’ experience within K-12 contexts include work in both private and public schools, work as a mathematics teacher, work as an instructional mathematics coach, and work as an education consultant. Dr. Kudaisi has presented at both state and national mathematics conferences and has served on the board of directors for several professional mathematics organizations.

Hyanghee Lee is an assistant professor in the Department of Educational Psychology at the University of North Texas. She earned her Ph.D. in Human Development and Family Sciences at the University of Connecticut in 2018, following completion of her B.A. and M.A. in Child Development and Family Studies at Seoul National University in Seoul, South Korea. Prior to joining UNT, she completed two postdoctoral trainings, working with Dr. Kimberly Henry at Colorado State University (2018-2021), and then working with Drs. Greg Fosco and Mark Feinberg at the Edna Bennett Pierce Prevention Research Center at Pennsylvania State University (2021-2022). Her research program focuses on the impact of family dynamics on individual and family development trajectories. 

Dan Li is an Assistant Professor of Counseling at the University of North Texas. She earned her Ph.D. in Counselor Education and Supervision (with a Minor in Applied Statistics) from the University of Iowa in 2018. She also holds a master’s degree in Professional School Counseling from Appalachian State University, which she obtained in 2014. Li is a National Certified Counselor and holds a license as a Professional School Counselor (NC).

Li’s overarching research agenda focuses on preparing counselors to enhance the total health and well-being of individuals across the lifespan while reducing mental health disparities in marginalized communities. This agenda comprises three main areas of inquiry: (a) relational dynamics of clinical supervision, (b) experiences of minoritized students and faculty in counseling, and (c) online teaching and learning in counseling.

Li is an interdisciplinary scholar who employs a versatile range of research methods, incorporating both innovative and traditional approaches. These methods include quantitative (e.g., Markov chain analysis, sequential analysis, structural equation modeling, meta-analysis, moderation, mediation, moderated mediation, hierarchical regression), qualitative (e.g., phenomenology, a hybrid approach of deductive and inductive thematic analysis), and mixed methods (e.g., case study, content analysis).

These scholarly endeavors have yielded significant outcomes, including over 25 peer-reviewed publications, 1 external grant (as a Co-PI for a $3.8 million grant from the U.S. Department of Education aimed at training school counselors and school-based mental health counselors to serve culturally and linguistically diverse student communities), 2 professional grants (as the sole PI), 1 internal grant (as the sole PI), the 2022 Publication in Counselor Education and Supervision Award (presented annually at the national level to one awardee), and the 2021 UNT College of Education Junior Faculty Research Award.

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.

Scott Martin received his doctorate of philosophy degree in Physical Education with an emphasis in Sport and Exercise Psychology from the University of Tennessee, Knoxville. He is a fellow of the Association for Applied Sport Psychology, fellow of the American College of Sports Medicine, a member of the United States Olympic Committee's Sport Psychology Registry, and an invited member of the Texas Cardiovascular Disease and Stroke Partnership. His extensive knowledge in sport, physical fitness, and health psychology has provided him opportunities to interact with numerous coaches, athletes, musicians, military personnel, and business leaders about their performance. His research interests include examining attitudes toward and effectiveness of mental skills services, psychosocial factors associated with health-related fitness — cardiorespiratory fitness, muscular strength, muscular endurance, flexibility, and body composition — and effective coaching behaviors and leadership styles. He has authored or co-authored more than 80 refereed professional articles, 10 non-refereed articles, five book chapters, and 200 presentations at state, national, and international conferences. Dr. Martin has received more than $2 million in funding from organizations such as the National Institutes of Health (Science Education Partnership Award), Robert Wood Johnson Foundation, National Association for Sport and Physical Education, Texas Higher Education Coordinating Board, The Cooper Institute, United Way of Metropolitan Dallas, and Girls in the Game.

Doricka L. Menefee, Ph.D., is an Assistant Professor in the Department of Teacher Education and Administration at the University of North Texas. She earned her doctorate degree from Ohio State University with a concentration in Adolescent and Post-Secondary Community Literacies. Dr. Menefee’s research focuses on Black girls’ Literacies including aspects of Black girls’ development of self through their engagement in literacy practices and events and their representation in young adult literature and media. She believes that literacy is more than reading and writing; it is an act and reflection of self.

Dr. Karisma Morton is an Assistant Professor of Mathematics Education. Her research explores racial inequity in STEM education with a focus on mathematics education and has two strands of inquiry. In the first, she explores factors influencing racially minoritized students’ opportunities to learn rigorous mathematics through quantitative analyses of large-scale district and national datasets. In the second, she explores elementary preservice teachers’ ability to teach mathematics in equitable ways, particularly through the development of their critical racial consciousness. Findings from her research have been published in the Journal for Research in Mathematics Education and Educational Researcher.

Dr. Jessica Murdter-Atkinson is an Assistant Professor of Literacy Education at the University of North Texas. Previously, Jessi was an elementary school teacher in central Texas, working with students in grades Pre-K through fifth grade for fifteen years. More recently, she was an elementary instructional coach. Jessi earned her Bachelor, Master's, and Doctoral degrees from the University of Texas at Austin, with a focus on literacy studies. In her time at UT, she worked as a field supervisor, teaching assistant, assistant instructor, and graduate research assistant. Jessi's areas of research interest include early literacy, coaching and mentoring preservice teachers, and culturally sustaining approaches to literacy instruction.

Mayra Olivares-Urueta, Ph.D. works to remove institutional barriers and ensure the success of all students, especially historically marginalized and excluded populations. She comes to UNT after serving as associate professor of professional practice in the graduate Higher Education Leadership Program at Texas Christian University. Prior to that, Mayra worked as vice president for student development services at Tarrant County College-Northeast Campus. Dr. OU’s research and writing focus on removing barriers to executive leadership for Latina mothers in higher education, making college a family affair, and increasing access and success of Latinx students in higher education. In 2018 she was named an American Association of Women in Community Colleges 40 under 40 and in 2020 she became a fellow of the Aspen Institute’s Presidential Fellows program. She is immediate past-president of the Texas Association of Chicanos in Higher Education, member of the NASPA Latinx Task Force within the Community Colleges Division and a member of the Board of Directors for Camp Fire Texas. Dr. OU enjoys spending time with her family, running, and reading. 

Barbara L. Pazey is an Associate Professor of Educational Leadership at the University of North Texas, where she joined the faculty in 2017. She received her Ph.D. in Educational Administration with a specialization in Special Education Administration from The University of Texas at Austin, her Master of Arts in Music and Piano from The Ohio State University, her special education certification through the University of South Carolina and Francis Marion University, and a Bachelor of Music degree with a major in piano from Muskingum University. She has experience as a K-12 music teacher and special education teacher, musician and music director for several professional organizations, high school inclusion coordinator, high school principal, and higher education administrator.  

Pazey’s research centers on student voice as well as facilitating the empowerment of voice among individuals with multiple identities and generations,  inclusive education, equity-oriented leadership, and educational policy and reform. She interrogates the effects of educational policies and laws on the school experiences of marginalized student populations and examines how educational policies and reforms inform and impact the development of equity-oriented leaders and leadership preparation programs.

She actively participates in several professional organizations, serving as the representative for the UNT Teacher Education and Administration Department in the Carnegie Project on the Education Doctorate, Research Committee member for the Council for Administrators of Special Education, and a member of the Action Committee for the Leadership for Social Justice Special Interest Group (SIG) for the American Educational Research Association (AERA). 

Dr. Michelle Salazar Pérez is the Velma E. Schmidt Endowed Chair for Early Childhood Education & Professor of Early Childhood Studies at the University of North Texas. She uses women of color feminisms to inform her community collaborations, research, and pedagogy. These perspectives not only critically orient her work, but they also foreground the urgency to re-envision the field to support culturally sustaining praxis and programs for minoritized young children.

Dr. Pérez’s past and current scholarship addresses early childhood policy reform, historical and contemporary constructions of childhood/s, teacher education, and critical qualitative methodologies. Her work has been published in Teachers College Record, Contemporary Issues in Early Childhood, Equity & Excellence in Education, the Journal of Early Childhood Teacher Education, Qualitative Inquiry, and Review of Research in Education. She has co-edited several special issues and books, including The SAGE Handbook of Global Childhoods.
 
Dr. Pérez earned her Ph.D. from Arizona State University and her master's and undergraduate degrees from Texas A&M University in College Station. Prior to her appointment at the University of North Texas, she was a tenured Associate Professor of Early Childhood Education at The University of Texas at Austin and New Mexico State University.

Angela M. Randall earned her Ph.D. in Reading Education at Auburn University. Dr. Randall's research interests include teachers' and students' knowledge of current high-quality children's books and the influence of teachers' attitudes toward reading on their students' attitudes. She has a profound love for children's books and is enthusiastic about exposing her students to the wonderful children's books available. Her elementary teaching experience includes teaching in grades 1 through 3 in Virginia, Texas, and Belgium.

Texas is that state I call home. I’ve spent most of my life in the Dallas/Ft. Worth area with brief stints in Nashville, TN & San Diego, CA. I was fortunate to gain my master’s degree in counseling at the very young age of 21 from Vanderbilt University. But it took many more years to actually figure out what counseling is really about. Although I originally specialized in adolescents in the school setting, I was introduced to play therapy as a doctoral student at the University of North Texas. My training and experience in play therapy has been the guiding force for my professional growth and focus. I believe that the Child-Centered approach to working with children is aligned with my humanistic beliefs that all people are working toward self-actualization. My research agenda focuses on the quantitative effectiveness of play therapy, with a specific interest in school settings. I am an active member of the Association for Play Therapy and focus my work on demonstrating efficacy and disseminating information on play therapy. As part of my role in the UNT Counseling Program, I am honored to direct the Center for Play Therapy on campus. On a personal note, I have been married for 18 years to my college sweetheart. We are busy raising two boys, Elijah & Noah, who take up any free time that we might spend developing hobbies. I actively volunteer in both of our elementary and middle schools.

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 incoming 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.

Melissa Savage earned her Ph.D. in Special Education from Purdue University in 2016. Prior to joining the faculty at UNT, Dr. Savage was an IES postdoctoral research associate at the Frank Porter Graham Child Development Institute at the University of North Carolina-Chapel Hill and spent four years as a secondary Special Education teacher in Indiana. She holds degrees in both Special Education and Exercise Science. 

Her research focuses on the use of technology to increase engagement and independence in healthy behaviors and community participation for adults and transition-age youth with developmental disabilities. Along with mentor Kara A. Hume, Dr. Savage received a grant from the Organization from Autism Research for her Step It Up project, focusing on increasing physical activity for adults with autism spectrum disorder and intellectual disability. She has published in journals such as Journal of Autism and Developmental Disorders, Research in Developmental Disabilities, Journal of Intellectual and Developmental Disability, and TEACHING Exceptional Children. 

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.

Karthigeyan Subramaniam, PhD, is an Associate Professor of Science Education in the Department of Teacher Education and Administration at the University of North Texas where he teaches graduate and undergraduate courses focused on science teacher education. His scholarship focuses on preparation of elementary and secondary science teachers. Before coming to UNT in 2009, he was on the faculty of Penn State University-Harrisburg, where his position was in Elementary Teacher Education and Teaching and in the Curriculum Master’s Graduate Program. He has also been on the faculty of Adelphi University. His bachelor's degree is from the National University of Singapore, Republic of Singapore, his master's degree is from University of Florida, at Gainesville, and his doctoral degree is from the University of Otago, Dunedin, New Zealand.

Dr. Dalena Dillman Taylor is an Associate Professor at the University of North Texas. Her primary research interests include: advancement of Adlerian Play Therapy field towards evidence-based practice; counseling and educational services for high need children and families; and counselor development and supervision. Dr. Dillman Taylor has been active in the areas of research, teaching, and service. Dr. Dillman Taylor has over 40 scholarly works in refereed and/or peer-reviewed dissemination outlets. Dr. Dillman Taylor is the Co-Principal Investigator of Project Harmony (90FM0078-01-00), a five-year federally supported research grant awarded by the Office of Family Assistant. Project Harmony is a randomized control trial investigating the impact of a relationship education intervention on relationship satisfaction, individual distress, parental alliance, emotion regulation, and economic stability for individuals and couples from economically disadvantaged background. She is a certified child-centered play therapist supervisor, a certified child parent relationship therapist supervisor, and a trained Adlerian play therapist.

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.

Kinesiology Undergraduate Program Coordinator PhD 1986 - Texas Woman's University - Humanistic Foundations of Physical Education Specialization in Elementary Physical Education, Sociology of Sport, and Women in Sport Former Chair of the Sport Sociology Academy Former Southern District Representative to the Council on Physical Education for Children Former Editorial Board of Strategies: A Journal for Physical and Sport Educators Authored or Co-Authored 26 peer-reviewed papers, plus various other publications. Presented more than 50 papers at professional meetings. Research interests: Gender issues in sport across the lifespan, with a focus on media representation women in sport; Youth pedagogy

Dr. Lok-Sze Wong studies system reform policies as attempts to address systemic inequities. Drawing on education, sociocultural, and organization theories and mixed methods, her research unpacks how systems (re)produce inequities 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 in which they work. Dr. Wong began her career in education as an elementary school teacher in Los Angeles. Wong has a Ph.D. in Educational Administration and Policy from the University of Michigan.