Tracy Dobie is an Assistant Professor in the Department of Educational Psychology.
She holds a BA in Psychology from Princeton University and a PhD in Learning Sciences
from Northwestern University. Tracy's research focuses on student engagement and equitable
learning opportunities in elementary and middle school mathematics education.
Monika Lohani is an Assistant Professor in the Learning Sciences program in the Department
of Educational Psychology at the University of Utah. Monika earned her M.A. in Cognitive
Science from the University of Allahabad, and M.A. and Ph.D. in Social Developmental
Psychology from Brandeis University. She completed her postdoctoral research training
in the Department of Psychology at Yale University. Monika integrates basic and applied
perspectives to understand effective regulation of affect and cognition in diverse
social learning, military, and health contexts.
Keith C Radley, Ph.D., BCBA-D, NCSP is an Associate Professor and Director of Training
in the School Psychology program. He joins the University of Utah from the University
of Southern Mississippi, where he held the same positions.
Dr. Radley’s research focuses on the application of behavior analytic interventions
for children and adolescents within school settings. Within this area, his research
has focused on the development and evaluation of social skills interventions and peer-mediated
behavioral interventions for individuals with autism spectrum disorder. His work has
also focused on the implementation of practitioner-friendly interventions for addressing
challenging behaviors within schools. Dr. Radley is also interested in strategies
for conducting observations of student behavior within classroom settings, as well
as data representation within single-case methodology.
Dr. Radley was awarded the Lightner Witmer Award in 2017 by the American Psychological
Association for early career contributions to research in School Psychology. He was
also awarded the Paul H. Henkin award by the National Association of School Psychologists
for early career research.
Alexander Hyres is a historian of US education. Before entering graduate school, he
served as a public school teacher in the San Francisco Bay Area. He earned his PhD
in the History of Education at the University of Virginia. He studies the African
American experience, teacher and student activism, curriculum and pedagogy, and the
American high school. In particular, he is interested in the relationship between
education and social change. He has presented research at the History of Education’s
Annual Meeting, the Association for the Study of African American Life and History
conference, the Policy History conference, and the Virginia Forum. He has published
in the Journal of African American History, the Journal of Negro Education, and TheHistory Teacher. In his free time, he enjoys spending time with his partner Kristy and their daughter
Elodie, exploring the outdoors, and following the sporting scene.
Dr. Pablo C. Ramírez received his PhD in multilingual education from Claremont Graduate
University. Previously, he was an Assistant Professor at Arizona State University.
Dr. Ramírez is interested in understanding how teachers utilize bilingual/ bicultural
pedagogy to create optimal learning environments for English Learners and bilingual
youth. He has taught numerous college courses including: Secondary English Learners,
Latino/a Parent Engagement, Qualitative Research Studies, Urban Education, and Biliteracy
Education. In 2018 he was appointed associate editor for the International Journal
of Multicultural Education.
Kēhaulani Vaughn (Kanaka Maoli) received her doctorate from the University of California
at Riverside. Her educational background also includes graduate degrees from UCLA
in Higher Education and Asian American Studies and a concentration in American Indian
Studies. Her current research explores Pacific Island Studies, Indigenous epistemologies,
Indigenous education, and decolonial practices and pedagogies. She has taught numerous
college courses including: Pacific Islander Education, Decolonial Education, Race
and Ethnicity in the United States, Indigeneity in Hawai’i, Community Studies, Community
Health, Native American Studies and Research Methodology.
Dr. Chris Linder (she/her/hers) is an Assistant Professor of Higher Education at the
University of Utah, where her scholarship focuses on sexual violence and student activism.
Chris regularly teaches courses on diversity, equity, and inclusion; student development
theory; foundations of higher education and student affairs; and qualitative research
through a power-conscious, historical lens. Chris identifies as a queer, white cisgender
woman from a working-class background who strives to interrupt power and dominance
in her work as an educator and activist. Prior to becoming faculty, Chris worked as
a student affairs educator and administrator for 10 years, spending the majority of
her career as a director of a campus-based women’s center supporting survivors of
sexual violence. Chris earned a PhD in Higher Education and Student Affairs Leadership
from the University of Northern Colorado. She earned a bachelor’s degree in Business
Administration and a master’s degree in Student Affairs from the University of Nebraska-Lincoln
as a first-generation college student.
Nicole Pilling, a teacher of the Deaf and Hard of Hearing, comes from a diverse educational
background, working with families and children of all ages in various environments
and in multiple communication modalities. She has classroom experience teaching in
preschool and early elementary grades. She has worked in a Listening and Spoken Language
program as well as with children using American Sign Language. Nicole developed an
early intervention program designed to provide Auditory Verbal services to babies
and toddlers as well as counsel and empower their families. Nicole uses her expertise
to mentor new teachers and collaborate with other professionals in the field. She
has constructed and implemented curriculum and training for families and colleagues.
Nicole has a Masters of Education in Special Education from the University of Utah
and is a certified Teacher of the Deaf. She received her LSLS Cert. AVEd, the leading
certification for Auditory Verbal specialists, in 2013.