Faculty

Homayoun Ali Borjian received his Ph.D. in Language, Literacy and Policy from Stanford University. Professor Borjian is a Fulbright scholar and has conducted national and international research on issues that impact teachers. His research interests include teacher education and contexts of learning for immigrant children and youth. Dr. Borjian’s most recent research project chronicles the experiences of teachers who have developed the willingness to explore the root causes of social inequalities and take action to bring about positive changes in their communities. Dr. Borjian taught elementary school children in the central coast of California prior to his appointment at San Francisco State University.

Education Background:

• Ph.D. in Language, Learning and Policy (Stanford University)

Selected Peer- Reviewed Publications:

Recent Journal Articles

• Borjian, A. (2018). Academically Successful Latino Undocumented Students in College: Resilience and Civic Engagement. Hispanic Journal of Behavioral Sciences, Volume 40, Issue 1, Pages 22-36.
• Borjian, A. (2016). Educational Resilience of an Undocumented Immigrant Student: Educators as Bridge Makers. CATESOL Journal, Volume 28, Issue 2, Pages 121-140.
• Borjian, A., Muñoz de Cote, L. M., van Dijk, S., Houde, P. (2016). Transnational Children in Mexico: Context of Migration and Adaptation, Diaspora, Indigenous, and Minority Education, Volume 10, Issue 1, Pages 42-54. DOI: 10.1080/15595692.2015.1084920
• Borjian, A. (2015). Learning English in Mexico: Perspectives from Mexican Teachers of English. CATESOL Journal, Volume 27, Issue 1, Pages 163-173.
• Borjian, A. & Padilla A. (2010). Voices from Mexico: How U.S. teachers can meet the needs of immigrant students. The Urban Review, Volume 42, Issue 4, Pages 316-328.

Recent Book Chapters

• Borjian, A. (2015). Learning About Undocumented Students: Methodological and Practical Implications. In M. Lengeling and I. Mora Pablo (Eds.), Perspectives on Qualitative Research: Selection of articles from the Fifth International Qualitative Conference (pp. 469-485). Mexico: University of Guanajuato Press.
• Borjian, A. (2015).  Linguistic Rights and the Realities of Transnational Students. Comunicación Social: Retos y Perspectivas, In Ruiz Miyares L., Muñoz Alvarado A., Álvarez Silva M. R., Pérez Joa Y. y Daileen Jackson Rodríguez (eds.), Comunicación Social: Retos y Perspectivas, pp. 31-33, Santiago de Cuba: Ediciones Centro de Lingüística Aplicada, ISBN: 978-959-7174-30-1.
• Borjian, A. (2013).  Three Stories from the City: Interpretations and Analysis of Teaching and Learning, In M. Lengeling, I. Mora Pablo, & J. A. Shanahan (Eds.), Qualitative Research and Interpretation: Selection of articles from the Third International Qualitative Conference(pp. 325-349). Mexico: University of Guanajuato Press.

Courses Taught:

Credential

• EED 701 Historical Foundations of Education
• EED 737 Social Studies in Elemntary Classrooms
• EED 749 Second Language Acquisition
• EED 783 Learning Theories
• EED 882 K-12 Literacy

MA

• EED 720 Research Practices in Language and Literacy
• EED 763 Technology in Education
• EED 869 Developing Reading and Writing

Doctoral

• EDDL 920 Developing Academic Skills for ELLs

Current Projects:

• Binational Research Between Mexican and U.S. Educators
• Academically Successful Undocumented College Students: Cases of Resilience
• Developing Culturally Responsive Teachers
• Impact of Parents’ Deportation on Children
• Bilingual Mexican Teachers

Diane Garfield has been with the Department of Elementary Education for more than 25 years.  She worked as a fifth grade teacher in the San Francisco Unified School District and then began teaching in the Multiple Subject Credential Program half time, while maintaining her career as a classroom teacher.  She retired from SFUSD in 2010 and continued on as the Placement Coordinator, teaching various courses, and advising and supervising student teachers.  Her area of focus has been on mathematics education in the elementary classroom, working to empower teachers to make mathematics relevant to students, thus empowering them to develop true competency and discover the love and power of the subject.

Education:

• B.A. Sociology, San Francisco State University
• M.A. Early Childhood Education, San Francisco State University
   

Certification:

• National Board Certified Teacher (2001-2021)

Dr. Christy Lao is currently an Associate Professor of Education, former founding Director of the Confucius Institute (CI) at San Francisco State University (SFSU), Principal Investigator and Director of four major federal projects_ (1) Bay Area National Professional Development Project for English Language Learner (USED), (2) Project Chili: Chinese Literacy Instructional Materials & Curriculum Development (USED), (3) STARTALK Teacher Training Program, and (4) STARTALK Student Program at SFSU (NSA).

Dr. Lao received her Ph.D. from University of Southern California, in Second Language Acquisition.  As the founding director of CI at SFSU, Dr. Lao initiated, negotiated and established the first CI on the West Coast in 2005.  Dr. Lao received $3 million in federal funding to conduct research, develop English and Chinese bilingual curriculum and materials for elementary school, and provide professional development to Chinese bilingual teachers in the area of English and Chinese as a second language. Dr. Christy Lao also teaches in the Chinese Bilingual Teaching Credential Program at the Graduate School of Education at SFSU with a focus on Chinese language pedagogy and Chinese literacy development.

Dr. Lao has published widely in the field of second language acquisition focusing on English and Chinese bilingual learners.  Her most recent book is Comprehensible and Compelling: The Causes and Effects of Free Voluntary Reading (with Stephen Krashen and Syying Lee).

Previously, she was a faculty member at Teachers College, Columbia University and at Hong Kong Baptist University. For the past 20 years, she has worked with Chinese Bilingual schools and teachers in the San Francisco Bay Area, New York, Hong Kong and China.

Dr. Lao’s recent international professional collaborations have included projects with Centre for Advancement of Chinese Language Education and Research, The University of Hong Kong; Centre for Enhancing English Learning and Teaching, The Chinese University of Hong Kong; and Graduate Institute of Children’s Literature, National Taitung University, Taiwan.

Educational Background

• Ph.D., University of Illinois at Urbana-Champaign, 1997; emphases on Elementary Science Education, and the Cultural and Linguistic Aspects of how Multicultural Children Understands Science Concepts and Phenomena.
• M.Ed, University of the Philippines – Diliman, 1991; Major in Biology and Science Education

An empowered teacher is a learner who is an inquisitive thinker and a reflective decision maker. One who learns and investigates the teaching-learning process. I view learning as a construction and teaching process. This process facilitates development.

As an advocate of a constructivist approach to a teacher's education, I believe in teaching that emphasizes learners to be actively involved in making sense of information and experiences—to reflect on their learning as well as to connect classroom experiences with real life situations.

Research and Teaching Interests

• Science Education for culturally and linguistically diverse students in elementary schools
• Inquiry-based science / Interdisciplinary approach to teaching science to elementary school children
• Informal Science Education (i.e. science museum / discovery learning centers, etc.)
• How elementary school children conceptualize science concepts and phenomena
• How student teachers perceive themselves as teachers and learners during student teaching experiences
• Integrating technology in science teaching and learning

Publications

• Quita, Isabel. (Fall 2003). What is a Scientist? Perspectives of Teachers of Color.
• Multicultural Education, vol. II, Number 1.
• Quita, Isabel N. (February 2002). Interpreting A Filipino Elementary
• Student's Ideas Of Force And Motion: A Case Study. Journal of Interdisciplinary Education, North America Chapter, volume 5. World Council for Curriculum and Instruction.
• Quita, Maria Isabel. (Summer 2000). The Challenges in Elementary Science Teaching and Learning in the 21st Century. In College of Education: Review, San Francisco State University, vol. 12.
• Nicdao-Quita, Ma. Isabel. (1997). An exploratory case study of elementary students’ main explanatory approaches to science concepts and their states of mental engagements. Doctoral dissertation, University of Illinois at Urbana Champaign. (# 9737207 00002) Ann Arbor, MI: UMI Publications.

Educational Background

Dr. Curtis received her Ph.D. in Educational Psychology from the University of California, Berkeley, in 1990. Her areas of specialization are quantitative research methods and program evaluation.

Research and Teaching Interests

Dr. Curtis's research has focused on statistics education at the undergraduate and graduate level. She teaches undergraduate and graduate courses in educational statistics research methods at SFSU.

Dr. Hemphill's teaching and research interests include multicultural and international education, cultural studies in education, critical, postmodern and postcolonial theories of education, popular culture, adult education, literacy, second language acquisition, and educational research methods. Prior to coming to the university he worked for ten years as a language teacher and program director in community-based organizations serving Asian immigrants in Oakland and San Francisco. He teaches the following courses: ISED 738 (Critical & Postmodern Pedagogies), ISED 740 (Education & Globalization: Issues in Comparative and International Education), and ISED 748 (Culture, Cognition, and Power Issues in Education). He led the development of two Doctoral programs in Educational Leadership (one in collaboration with UC Berkeley, the other an independent CSU program), pioneered several international initiatives, and served as Associate Dean for Graduate Studies in the College of Education and Chair of the Department of Equity, Leadership Studies, and Instructional Technologies (ELSIT). He is currently a faculty member in the ELSIT Department.

Dr. Hemphill is also a trombonist and musical arranger.

You can watch Dr. Hemphill talk about his work and teaching on this link:

YouTube Video - About Dr. David Hemphill

Educational Background:

• A.B., 1971, University of California, Berkeley, Political Science and Asian Languages
• M.A., 1980, University of San Francisco, Bilingual Vocational Education
• Ed.D., 1984, University of San Francisco, Educational Organization and Leadership

Selected Publications:

• Hemphill, D. & Blakely, E. (In Press). English language learning in globalized third spaces: From monocultural standardization to hybridized translanguaging. In D. Macedo (Ed.), Decolonizing foreign language education. Boulder, CO: Paradigm Publishers.
• Asera, R., Gabriner, R., & Hemphill, D (2017). Starting and Sustaining Educational Partnerships: Two Case Studies of Intersegmental Innovation in California. San Francisco: College Futures Foundation.
• Asera, R., Gabriner, R., & Hemphill, D (2017). What Makes a Partnership Work? San Francisco: College Futures Foundation.
• Lee, M.Y., Hemphill, D., & Perea, J. (2016). Teaching in transnational spaces: A short-term study abroad journey in China. In S. Guo (Ed.), Spotlight on China: Chinese education in the globalized world. Dordrecht, Netherlands: Sense Publishers.
•  Hemphill, D. & Blakely, E. (2015). Language, nation, and identity in the classroom: Legacies of modernity and coloniality in Education. New York: Peter Lang Publishing.
• Hemphill, D. (2014). An invitation to postocolonial pedagogy. The Journal of Pedagogies, Spring 2014. Tokyo, Japan: Chuo University. (In Japanese)
• Celoria, D. & Hemphill, D. (2014). Coaching from the coaches’ perspective: A process-oriented focus. International Journal of Mentoring and Coaching in Education, 3(1), 72-85.
• Lee, M.Y. , Hemphill, D. & Perea, J. (2014). Teaching transformation in the context of international and comparative education. In J. Wu, (Ed.). Internationalization of Higher Education. Guangzhou, China: South Normal China University Press. (Bilingual: Chinese & English).
• Hemphill, D. & Leskowitz, S. (2013). DIY activists: Self-directed informal learning, communities of practice, and radical knowledge-sharing. Adult Education Quarterly, 63(1), February 2013, 57-77.
• Hemphill, D. & Shao, L. (2012). Chinese volunteer teachers in Thailand: Training and support needed to establish a career in a new culture. Proceedings of the 8th Biennial Conference of the Comparative Education Society of Asia. Bangkok: Chulalongkorn University, 2012.
• Lee, M.Y., Hemphill, D. & Perea, J. (2009). Teaching for transformation: Structured cross-cultural experience in a transnational context. Proceedings of the Adult Education Research Conference, 50, 212-217, 2009.
• Appell, G. & Hemphill, D. (2006). American popular music: A multicultural history. New York: Thomson/Schirmer, 2006.
• Ferrigno, J., Hemphill, D., & Lee, M.Y. (2005). Teaching for empowerment: Liberatory pedagogy, social change, and gender dynamics. Proceedings of the Adult Education Research Conference. Athens, GA: University of Georgia.
• Hemphill, D. & Olmos, L. (2003). Postcolonial perspectives on reform and teacher education: North and south. The Review of Education/Pedagogy/Cultural Studies, 25(1), Winter 2003.
• Hemphill, D. (2000). Incorporating postmodernist perspectives into adult education. In V. Sheared and P. Sissel (Eds.), Making space: Reframing theory and practice in adult education. New York: Greenwood Press.
• Hemphill, D. (1999). The blues and the scientific method: Codified cultural schemas and understanding adult cognition from a multicultural perspective. Proceedings of the Adult Education Research Conference. Dekalb, IL: Northern Illinois University.
•  Merrifield, J., Bingman, M.B., Hemphill, D., & Bennett deMarrais, K.P. (1997). Life at the margins: Literacy, language, and technology in everyday life. New York: Columbia University Teachers College Press.
• Hemphill, D. (1996). Flexibility, innovation, and collaboration: A regional view of community-based organizations in adult education. Adult Learning, 7(6), 21-30.
• Hemphill, D. (1996). Family literacy: Issues of culture, gender, and hidden curriculum. Proceedings of the Adult Education Research Conference. Tampa, FL: University of South Florida.
• Hemphill, D. (1995). Media, technology, and literacy in immigrant and multicultural contexts. School of Education Review, 5, Spring 1995. San Francisco, CA: San Francisco State University.
• Hemphill, D. (1994). Critical rationality from a cross-cultural perspective. Proceedings of the Adult Education Research Conference. Knoxville, TN: University of Tennessee, Knoxville, 1994.
• Hemphill, D. (1993). Future directions for the field of adult education. Proceedings of the Commission of Professors of Adult Education.
• Hemphill, D. & Tibbetts, J. (1993). The adult learner: Adult education instructor training guide. Washington, DC: Pelavin Associates and Office of Vocational and Adult Education (OVAE), U.S. Department of Education.
• Hemphill, D. (1992). Thinking hard about culture in adult education: Not a trivial pursuit. Adult Learning. 3(7), May 1992, 8-12.
• Valadez, G. & Hemphill, D. (1990). Uniting postmodern education in Europe and elsewhere: Consensus and caution. School of Education Review, 3, Spring 1991. San Francisco, CA: San Francisco State University.
• "Making Sense to Teachers About Teaching." Adult Learning. May, 1990.
• Hemphill, D., Pfaffenberger, B., & Hockman, B. (1989). The working culture, Book 1:Cross-cultural communication for new Americans; Book 2: Career Development for New Americans. New York: Prentice-Hall/Regents.
• Savage, K.L., How, M., Yeung, L.S., & Hemphill, D. (1982). English that works: Integrated competency-based bilingual vocational ESL, Books I & II.  Chicago, IL: Scott, Foresman, and Company.

Dr. Lee’s teaching and research interests include adult learning theories, immigrant adult leaners, impact of interlocking power system on educational contexts, and transformative learning in the cross-cultural setting. She currently teaches, advises, and co-coordinates the Adult Education MA & credential program and Equity and Social Justice MA program. Dr. Lee is the recipient of an outstanding teaching award in 1996 and a national research award in 1999. She has presented at international conferences and published in areas of adult immigrant students, adult learning, and equity & social justice in education. She has also served her professional community by playing a leadership role in hosting international research conference in 2003 and serving editorial board for Adult Education Quarterly, Adult Learning and Horizon, three major publications in Adult Education. She served as university liaison for a community based literacy program, long-term consultant for a Chinese American non-profit organization and has being involved in college-wide international initiatives.

Educational Background

• B.A. 1989, National Cheng-chi University, Taiwan,
Major in Education and Minor in English Literature
• M.Ed. 1992, University of Illinois at Urbana-Champaign, Curriculum and Instruction
• Ed.D.,1997, University of Georgia, Athens, Adult Education with Graduate Certificate in Women’s Studies

Research & Publications

Lee, M., Hemphill, D., Perea, J. (2016). Teaching in transnational spaces: Journeys of short-term study abroad program in China. In S Kuo., & Y Kuo. (Eds.), Spotlight on China: Chinese Education in the Globalized World. Netherlands : Sense Publisher.

Lee, M. (Nov, 2013). Teaching in transnational spaces—An example of internationalizing curriculum in higher education. Lecture presented at the Global Citizen and Internationalization of Education Conference. South China Normal University, Nan-hai, China

Lee, M., Drobner, S. & Wilson, S. (April 19, 2011). Adult Social Justice Education. Paper presented at California Council for Adult Education (CCAE) & Commission on Adult Basic Education (COABE), San Francisco, California.

Huang, H & Lee, M. (2010). Teaching abacus in a multicultural context. The Proceedings of 2010 World Abacus Day Conference, p. 30-40. Bilingual (Chinese & English).

Lee, M. (2010). Expanding the racialized discourse—An Asian American perspective.

In V. Sheared, S. Brookfield., J. Johnson-Bailey., & S. Colins, III. (Eds.), The Handbook on Race and Racism in Adult and Higher Education: A Dialogue among Adult Educators. San Francisco: Jossey-Bass.

Lee, M., & Jalipa, A.(Eds.). (2010) The Fifth Asian Diaspora Pre-conference Proceedings. San Francisco State University, San Francisco, CA.

Courses taught at SFSU

• ISED 706 The Methods and Principles of Adult and Workplace Education (3 units)
• ISED 717 Social Foundations of Cultural and Equity in Education (3 units)
• ISED 735 Seminar on the Adult Learner (3 units)
• ISED 736 Leadership and Policy for Formal and Non-formal Education (3 unites)
• ISED 739 Education and Community Development: Equity and Diversity (3 units)
• ISED 781 Educational Praxis: Curriculum Development and Pedagogies (3 units)
• ISED 891 Educational Practice in Transnational Spaces (3units)
• ISED 895/898 Culminating Experience: Field Study & Mater Thesis (3 units)

Dr. Irina S. Okhremtchouk is an Assistant Professor of Educational Administration in Equity, Leadership Studies, and Instructional Technologies (ELSIT) Department at SFSU’s Graduate College of Education. Her expertise is in the area of school organization and policy, and school finance with a focus on language different/emergent bilingual students and marginalized populations. Dr. Okhremtchouk directs research projects and oversees the ReRighting Education team.

Evra (Evie) Baldinger came to San Francisco State in 2019. She is an Assistant Professor in the Department of Secondary Education with an emphasis in Mathematics Education. Her research interests are in the areas of equity and justice in education, teacher learning, and learning through discourse. She teaches graduate and credential courses in mathematics education, and in secondary education with a focus on creating inclusive and equitable classroom systems.

Evie earned her PhD in Mathematics Education from the University of California, Berkeley in 2018. Years ago, she earned her teaching credential in Mathematics–with an additional certification in Dance–from SFSU! She taught middle and high school Mathematics (as well as Dance and other fun things) in Bay Area public schools for 12 years. She participated for 8 years as a managing editor and author in the creation of three student-centered, problem-based mathematics textbooks with CPM Educational Program. She partnered with SFUSD to create and implement an extensive, multi-faceted professional development program in Complex Instruction for secondary math teachers. The program is currently in its 10th year and going strong!

Dr. Jamal Cooks, originally from Oakland, CA.,is a tenured, Professor at San Francisco State University in the Department of Secondary Education. Dr. Cooks has taught middle and high school social studies, community college English, and teacher education courses at the university level. He earned his B.A. from University of California at Berkeley and a MA in Social Studies Curriculum Development from the University of Michigan. Dr. Cooks completed his Ph.D. at the University of Michigan with a dissertation entitled "Explicit Instruction, assumed skills, or something in the middle: Expository writing development in different learning environments with high school freshmen." Moreover, he is an award winning track and field coach. Dr. Cooks has coached many indoor and outdoor, track club and high school state participants and All Americans. Dr. Cooks is a certified Level 2 coach in sprints, jumps, hurdles, and relays and was a participant in the Emerging Elite Coaches Camp in Chula Vista at the U.S. Olympic Training Center.

Education

•    1996-2002          Ph.D.,The University Of Michigan, Ann Arbor, MI.
•    1995-1996          MA.,The University Of Michigan, Ann Arbor, MI.
•    1993-1995          Teaching Credential, California State University-Hayward, Hayward, CA.
•    1989-1993          B.A.,The University Of California At Berkeley, Berkeley, CA.

Professional Experience

•    2008-present       Professor, San Francisco State University, San Francisco, CA.
•    2008-2016          Author, Houghton Mifflin/ Harcourt Company, Boston, MA.
•    2011-2012          Visiting Associate Professor, Mills College, Oakland, CA.
•    2009-2010          National Urban Alliance, San Francisco, Syosset, NY.
•    2002-2008          Assistant Professor, San Francisco State University, San Francisco, CA.
•    2001-2004          Visiting Professor, University Of California-at Berkeley, Berkeley, CA.
•    2000-2002          Instructor/Lecturer, San Francisco State University, San Francisco, CA.
•    2000-2002          Instructor, Peralta Community College System, Oakland, CA.
•    1995-2000          Graduate Assistant/ Research Assistant, Ann Arbor, MI.
•    1993-1995          Teacher- King Estates Junior High School, Oakland, CA.

Honors & Awards

•    2016                        All East Bay Coach of the Year- Finalist, Oakland, CA.
•    2014                        National Council of Teachers of English- Honorary Chair, Boston, MA
•    2013                        Center for Scholastic Inquiry- Best Paper, Scottsdale, AZ
•    2012                        All East Bay Coach of the Year- Winner, Oakland, CA.
•    2010            Top 20 Most Influential Education Professors, San Francisco, CA.

Publication

 
Referred Journal Articles (select few)
•    Brown, B., Cooks, J. & Cross, K. (2015). Changing the game in STEM: Cultural hybridity discourse and learning. Science Education
•    Cooks, J. & Sunseri, A. (2014). Leveling the playing field: The efficacy of thinking maps on English language learner student’s writing. Article submitted to The TESOL Journal.
•    Nasir, N, and Cooks, J. (2009). Track Literacy: Learning to run and becoming a runner. Anthropology and Education, 40, 1, 41-61.
•    Fleming, D., Unrau, D., Cooks, J., Davis, J., Farnan, H., and Grisham, D. (2007). Enhancing Single Subject Reading Courses: Recommendations and Resources from the Single Subject Reading Task Force (SSRTF). Teacher 
Education Quarterly, 34, 3, 5-17.
•    Cooks, J. (2004). Writing for Something: The nexus among raps, essays, and expository organizational patterns of African American Adolescents. English Journal, 94,1,72-76.
•    Cooks, J. & Epstein, T. (2000). Dissin’ democracy? African American adolescents’ concepts of citizenship. Journal of Social Studies Research, 24, 10-20.
•    Cooks, J. (1998). Let’s get it started: Teaching teachers how to implement a culturally relevant pedagogy. Trotter Review, Fall, 43-45.
•    Ball, A., Williams, J., & Cooks, J. (1997). An Ebonics-based curriculum: The educational value. Thought and Action, 8(2), 39-50.

Book Chapters

•    Jocson, K. and Cooks, J. (2011). Popular Culture and Teaching. Critical Perspectives on Education in Urban Settings by Valerie Kinloch.
•    Cooks, J. and Ball, A. (2009). Research on the Literacies of African American Vernacular English Speaking Adolescents. In Handbook of Adolescent Literacy Research by L. Christenbury, R. Bomer, and P.Smagorinsky, 140-152.

In Review

•    Cooks, J., and Perry, T. (in review). Popular Culture and Literacy for Educators. Book proposal submitted to Peter Lang.
•    Cooks, J. and Sunseri, A. (in review) Leveling the Playing Field: The Efficacy of Thinking Maps on English Language Learner Student’s Writing. Article submitted to The TESOL Journal.
•    Cooks, J. and Lord-Walker, J. (in review). Bringing it Back Home: Exploring the Benefits of an African Centered Education for Urban Students. Article submitted to Urban Education.
•    Cooks, J., Allender, D., and Irvine, P. (in review). Pathways to literacies across the content areas: Teaching pre- credential teachers how to use an innovative online website to build literacy skills in the 21st century. Article submitted to CITE.
•    Cooks, J. and Cooks, C. (in review). Plugging the holes: Issues that impact a successful after school tutorial program. THE FORUM, the International Journal of the World Council for Curriculum and Instruction.
•    Cooks, J. (in review). Stepping to the B Side: Academic Experiences of African Americans in Doctoral Programs. The Journal for Scholastic Inquiry.

Grants

 
•     National Science Foundation –2014                       $899,000.00 (not funded)
•     San Francisco State University –2014                    $7,000.00
•     San Francisco State University –2013                    $4,000.00
•     National Science Foundation #1003589 –2012      $899,000.00
•     San Francisco State University –2011                    $7,000.00

Brad Fogo, Ph.D., is an assistant professor of teacher education with a joint appointment between the Departments of Secondary and Elementary Education. His primary teaching responsibilities include curriculum and instruction courses for history-social studies teachers. His research focuses on instructional practice, teacher learning, and inquiry-based history-social studies curriculum. Dr. Fogo was the Director of Curriculum and Professional Development for the Stanford History Education Group, where he played a primary role in developing the Reading Like a Historian curriculum. He also worked for 10 years as a middle school history-social science teacher in California and Chicago.

Educational Background

• Ph.D., Curriculum and Teacher Education, Stanford University, 2010
• M.A., History, The University of Montana, 1996
• B.A., History, The University of Wisconsin-Madison, 1992

Select Publications

Reisman, A. & Fogo, B. (2016). Contributions of educative document-based curricular materials to historical quality of instruction. Teaching and Teacher Education, 59, 191-202.

Fogo, B. (2015). The making of California’s history standards: Enduring decisions and unresolved issues. The History Teacher, 48(4), 737-775.

Achinstein, B. & Fogo, B. (2015). Mentoring novices’ teaching of historical reasoning: Opportunities for pedagogical content knowledge development through mentor facilitated practice. Teaching and Teacher Education, 45, 45-58.

Fogo, B. (2014). Core practices for teaching history: The results of a Delphi panel survey. Theory and Research in Social Education, 42(2), 151-196.

Reisman, A. & Fogo, B. (2014). Teaching disciplinary literacy in secondary history classes. In M. Hougen (Ed.), The fundamentals of literacy assessment and instruction, 6-12. Baltimore, MD: Brookes Publishing Co.

Fogo, B. (2011). Making and measuring the California history standards, Phi Delta Kappan, 92(8), 62-67.

Select Presentations

Fogo, B. (January 2018). Designing a Digital Archive for Access and Inquiry. Presentation delivered at the American Historical Association Annual Meeting, Washington DC.

Fogo, B. (November 2017). From Defining Content to Supporting Instruction: A Case for Core Practice Policy. Paper presented at the National Council for Social Studies’ College and University Faculty Assembly, San Francisco, CA.

Fogo, B. & Breakstone, J. (November 2017). Building “Reading Like a Historian” Lessons: Strategies and Design Principles. Presentation delivered at the National Council for Social Studies Annual Conference, San Francisco, CA.

Fogo, B., Garza, E. & Jackson K. (November 2015). Bridging the Divide: Lessons from a School-District University Partnership to Support Inquiry Based History Education. Presentation delivered at the California History-Social Science Project Conference, Los Angeles CA.

Fogo, B., Reisman A. & Breakstone J. (April 2015). Teacher Adaptation of Document-Based History Curriculum: Results of the Reading Like a Historian Curriculum-Use Survey. Paper presented at the annual meeting of the American Educational Research Association, Chicago IL.

Reisman, A. & Fogo, B. (April 2015). Teacher Enactment of Educative Document-Based History Curriculum. Paper presented at the annual meeting of the American Educational Research Association, Chicago IL.

Fogo, B. (November 2014). Reading Like a Historian: Design Principles and Instructional Strategies. Presentation delivered at the National Council for Social Studies Annual Conference, Boston, MA.

Fogo, B. (June 2014). Defining Core Teaching Practices for History. Paper presented at the International Conference for Learning Sciences, Boulder, CO.

Barker, L. & Fogo, B. (June 2014). Reflection on Action: Pedagogy and Practice in a Teacher Professional-Learning Workshop on Classroom Discussion in History. Paper presented at the International Conference for Learning Sciences, Boulder, CO.

Fogo, B. (May 2014). Historical Thinking in Practice. Presentation delivered at the Digital History Conference, Umea University, Sweden.

Judith (Judy) Kysh came to San Francisco State in 2000.  She is a Professor in the Departments of Secondary Education and Mathematics.  Her research interests are in the areas of mathematics education, particularly classroom discourse, and in teacher research and school change.  She teaches graduate courses in mathematics education and research methods, credential courses for secondary mathematics teachers, and undergraduate mathematics courses for future teachers.

She began her work in math education in 1962, as a math teacher in the Tamalpais Union High School District, and then, with a UC Berkeley partnership program, worked with teachers and taught math at Elmhurst Junior High and Castlemont High in Oakland.  In 1982 she became the Director of the Northern California Mathematics Project at UC Davis, where she worked with K-14 teachers of mathematics in a variety of professional development, curriculum, assessment, and teacher research projects, and helped to establish the statewide California Mathematics Project, which she coordinated during its first two years.

As a co-founder of the College Preparatory Mathematics Program (CPM) she has co-authored four textbooks and contributed to three others, which are used nationwide at the middle and high school levels.  She continues to serves as a Director and Board Member for the non-profit organization, CPM Educational Program, which provides professional development for teachers across the US. 

Education

• University of California, Davis        1999    Ph.D. Mathematics Education
• University of California, Berkeley   1966    M.A.   Mathematics
• University of California, Berkeley   1962    A.B.   Mathematics

Credentials

• California Teaching Credential-General Secondary Life Diploma, 1971.
• California Administrative Services Credential, 1976-1981.

Publications

Current Text Books

• Kysh, J, Sallee, T., Dietiker, L., Hoey, B. (2013).  Core Connections Algebra 2.  Sacramento, CA.  CPM Educational Program.
• Johnson, K., Herr, T., Kysh, J. (2012). Crossing the River with Dogs: Problem Solving for College Students (New edition).Hoboken, NJ , John Wiley & Sons.
• Dietiker, L., Kysh, J., Sallee, T., Hoey, B. (2010). Making Connections: Foundations for Algebra, Course 1. Sacramento, CA. CPM Educational Program.
• Dietiker, L., Kysh, J., Sallee, T., Hoey, B. (2010). Making Connections: Foundations for Algebra, Course 2. Sacramento, CA. CPM Educational Program.
• Kysh, J, Sallee, T., Dietiker, L., Hoey, B. (2009).  Algebra 2 Connections.  Sacramento, CA.  CPM Educational Program.

Recent Journal Articles

• Hsu, E., Kysh, J., Resek, D., & Ramage, K. (2012).  Changing Teachers’ Conception of Mathematics.  NCSM Journal of Mathematics Education Leadership, 14 (1).
• Hsu, E., Kysh, J., Ramage, K., & Resek, D. (2009). Helping Teachers Un-structure: A Promising Approach. The Montana Math Enthusiast, 6 (3).
• Hsu, E., Iwasaki, K., Kysh, J., Ramage, K., and Resek, D. (2009). Three REAL Lessons About Mentoring.  In G. Zimmermann, L. Fulmore, P. Guinee and E. Murray (Eds.), Empowering Mentors of Experienced Mathematics Teachers. Reston, VA: National Council of Teachers of Mathematics.
• Hsu, E., Kysh, J., Resek, D. (2007). “Seeking Big Ideas in Algebra: the Evolution of a Task.”  Journal of Mathematics Teacher Education. 10 (4-6) 325-332.
• Hsu, E., Kysh, J., Resek, D. (2007).  “Differentiated Instruction Through Rich Problems.”  New England Mathematics Journal. 39, 6-13.
• Coffey, M., Kysh,J., Thompson, A. (Eds.) (2007) Mathematics Teacher 100th Anniversary Issue.  January 2007.  NCTM, Reston VA.
• Kamii, C., & Kysh, J. (2006). The difficulty of "length x width": Is a square the unit of measurement? Journal of Mathematical Behavior, 25, 105-115.

Grants (since 2000)

• 2008-2009           Center for Science and Mathematics Education, San Francisco State, Teacher Research in Mathematics and Science for K-12 Teachers.
• 2005-2008           California Math Science Partnership with San Rafael City Schools, San Francisco State and Sonoma State Universities.
• 2003-2010           REAL, Revitalizing Algebra, National Science Foundation.
• 2001-2004           San Mateo County Algebra Institute. California Mathematics, Project, University of California Office of the President.
• 2000-2002           Publishing Teacher Research, Spencer Foundation.

Dr. Amber Friesen is an assistant professor is early childhood special education in the Department of Special Education and Communicative Disorders. Her primary teaching responsibilities include courses in family systems and services, and early intervention. Dr. Friesen’s primary research interests focus on supporting young children at-risk or diagnosed with disabilities and their families. Specifically she is interested in promoting inclusive early childhood settings and strong family partnerships.

Educational Background

• Ph.D. Indiana University, 2011
• M.Ed. Indiana University, 2008
• B.Ed/B.A. University of Lethbridge, Alberta, Canada, 2003

Recent Publications

• Friesen, A., Stewart-Henry, K., & Webb, D. (accepted). Supporting powerful interactions within families that promote early language and literacy development. Advances in Early Education and Day Care.

• Friesen, A., &, Hsia, S. (accepted). Early intervention. In E.L. Meyen & Y.N. Bui, Exceptional children in today’s schools. What teachers need to know (6^th ed.).

• Mihai, A., Butera, G., & Friesen. A. (accepted). Examining the use of curriculum to support early literacy instruction: A multiple case study of Head Start teachers. Early Education and Development.

• Horn, E., Kang, J., Classen, A., Butera, G. , Palmer, S., Lieber, J., Friesen, A., & Mihai, A. (2016). Role of universal design for learning and differentiation in inclusive preschools. In L Meyers & T. Catalino (Eds).  DEC recommended practices: Environment practices (DEC Recommended Practices Monograph Series No. 2)(pp. 51-66). Los Angeles, CA: Author.

• Vaiouli, P., & Friesen, A. (2016). The magic of music: Using songs to engage young children with ASD in early literacy activities. Childhood Education, 92(2), 126-133.

• Butera, G., Friesen, A., Horn, E., Palmer, S., Vaiouli, P. (2016). Adults working and playing well together. In E. Horn, S. Palmer, G. Butera, & J. Lieber (Eds.), Children’s School Success: A framework for inclusive early education (pp. 183-198). Baltimore, MD: Paul. H. Brookes Publishing Co.

• Lieber, J., Friesen, A., Mihai, A., & Vaiouli, P. (2016). Foundations of challenging curriculum content. In E. Horn, S. Palmer, G. Butera, & J. Lieber (Eds.), Children’s School Success: A framework for inclusive early education (pp. 23-50). Baltimore, MD: Paul. H. Brookes Publishing Co.

• Butera, G., Friesen, A., Mihai, A., & Vaiouli, P. (2016). Connecting with families to support children’s school success. In E. Horn, S. Palmer, G. Butera, & J. Lieber (Eds.), Children’s School Success: A framework for inclusive early education (pp. 199-214). Baltimore, MD: Paul. H. Brookes Publishing Co.

• Palmer, S., Butera, G., Friesen, A., & Clay, J. (2016). Components of progress monitoring. In E. Horn, S. Palmer, G. Butera, & J. Lieber (Eds.), Children’s School Success: A framework for inclusive early education (pp. 111-135). Baltimore, MD: Paul. H. Brookes Publishing Co.

• Butera, G., Horn, E., Palmer, S., Friesen, A., & Lieber, J. (2016). Understanding science technology engineering arts and mathematics (STEAM) within early childhood special education. In B. Reichow, B.A. Boyd, E. E. Barton, & S. Odon. (Eds.). Handbook of early childhood special education (pp. 143-162). New York, NY: Springer.

• Friesen, A., Hanson, M., & Martin, K. (2015). In the eye of the beholder: Cultural Considerations in interpreting children’s behaviors. Young Exceptional Children, 18(4), 19-30.

• Mihai, A., Friesen, A., Butera, G., Horn, E., Palmer, S., & Lieber, J. (2015). Teaching phonological awareness to all children through storybook reading. Young Exceptional Children, 18(4), 3-18.

• Friesen, A. & Butera, G. (2015). Examining early literacy beliefs and practices within a Head Start program” Building bridges. NHSA Dialog, 18(1), 43-60.

• Friesen, A. & Butera, G. (2015). Building meaningful partnerships with families to promote early literacy development: Implications for practitioners. NHSA Dialog, 18(1), 101-105.

• Friesen, A., Butera, G., Kang, J., Horn, E., Lieber, J., & Palmer, S. (2014). Collaboration in preschool to promote early literacy for children: Lessons learned from the CSS curriculum. Journal of Educational and Psychological Consultation, 24(2), 149-164.

• Weiss, S., & Friesen, A. (2014). Capitalizing on curriculum-based measurements for readings: Collaboration within a response to intervention/instruction framework. Journal of Educational and Psychological Consultation, 24(2), 96-109.

• Butera, G., Friesen, A., Palmer, S., Lieber, J., Horn, E., Hanson, M., & Czaja, C. (2014). I can figure this out!: Integrating math problem solving and critical thinking in early education curriculum. Young Children, 69 (3), 70-77.

• Butera, G., Friesen, A., & Stone-McDonald, A. (2013). What you can accomplish in a year: Head Start teachers’ instructional decision-making. Head Start Dialog. 16(4), 11-29.

• Butera, G. Friesen, A., & Stone-McDonald, A. (2013). Helping Head Start teachers support children’s school readiness: Lessons learned. Head Start Dialog, 16(4), 94-98.

• Friesen, A., & Butera, G. (2012). “You introduce all of the alphabet but I do not think it should be the main focus”: Exploring early educators’ decision about reading instruction. Early Childhood Education Journal, 20, 361-368.

Recent Grants/ Awards

Principal Investigator (2014-2018)

Careers and Inclusive Resources related to Children’s Learning in the

Early Years (CIRCLE). U.S. Department of Education, Office of Special

Education Programs

Awardee (2016/17, 2015/16)

San Francisco State University Instructionally Related Activities (IRA).

Early Childhood Special Education Conference

Awardee (2016)

Course Development for Undergraduate Degree

PATH program, Child and Adolescent Department

Awardee (2016)

Graduate College of Education Travel Award to explore Student Summer - Program in Cape Town, South Africa.

Principal Investigator (2013/14)

Investigating a Family Workshop Series’ Contributions to Children’s

School Readiness and Family Involvement Within Jumpstart. Jumpstart

Coordinator of Field Research/ Adjunct Researcher (2010/14)

Children’s School Success Plus (CSS+). Institute of Education Sciences.

Principal Investigator: Eva Horn, Co-Directors: Susan Palmer, Joan Lieber,

and Gretchen Butera

Educational Background

Pam Hunt is a professor in the Department of Special Education and coordinator of the Moderate/Severe Disabilities Program Area. She completed a BA degree from the University of California, Berkeley in psychology, a teaching credential and MA degree from San Francisco State University under the mentorship of Dr. Wayne Sailor, and a PhD from the University of California, Berkeley, through the Joint Doctoral Program in Special Education (UC, Berkeley, and San Francisco State University).

Research Interests

Dr. Hunt's research interests include communication and social competence for students who experience significant disabilities; inclusive education and the development of social supports for students with intensive support needs who are members of general education classrooms; and collaborative teaming and school restructuring to create school communities in which all students are valued and fully participating members. Dr. Hunt has a demonstrated publication record of research in each of these areas and has presented her research studies at numerous national and state educational conferences.

Dr. Hunt has been directly involved in 12 federal grants and contracts from the US. Department of Education in the role of principal investigator, co-principal investigator, or director--procuring a total of $14,300,000 in external grant funding: $5,150,000 in research grants, $3,400,000 in personnel preparation grants (which supports students’ tuition), and $5,750,000 in technical assistance and training grants. Currently she is the principal investigator for three federal grants totaling $6,625,000. Her most recent $2,750,000 research grant was funded in 2015 by the U.S. Department of Education, Institute of Education Sciences. The results of the study that she, with Dr. Elizabeth Kozleski at the University of Kansas, will conduct will provide guidance to educators on effective models for implementing systematic reading instruction to students with significant disabilities in general education classroom settings with general education peers participating in the lessons as “reading buddies.”

In 2016, Dr. Hunt received the Distinguished Faculty Award for Excellence in Professional Achievement from San Francisco State University.

Recent Publications

McDonnell, J., Hunt, P., & Jameson, M. (2015). Achieving equity and belonging: From segregated to inclusive education. In M. Agran, F. Spooner, & K. Gee (Eds.), TASH 40^th Anniversary.

McDonnell, J., Hunt, P., Ryndak, D., & Jackson, L. (2014). Educational standards for students with significant intellectual disabilities: A response to Lou Brown. TASH Connections, 38(4), 30-35. Invited response.

McDonnell, J., & Hunt, P. (2013). Inclusive education and meaningful school outcomes (pp. 155-176). In M Agran, F. Brown, C. Hughes, C. Quirk, & D. Ryndak (Eds.), Equity and full participation for individuals with severe disabilities. Baltimore: Paul H. Brooks.

Hunt, P., McDonnell, J., & Crockett, M. (2012). Reconciling an ecological curricular framework focusing on quality of life outcomes with the development and instruction of standards-based academic goals. Research and Practice for Persons With Severe Disabilities, 37(3), 139-152.

Mortier, K., Hunt, P., Leroy, M., De Schauwer, E., & Van Hove, G (2010). Communities of practice in   inclusive education. Educational Studies, 36(3), 345-355. The most downloaded article published in Educational Studies in 2010 and, therefore, included in the Routledge Education Class of 2011.

Mortier, K., Hunt, P., Desimpel, L., Van Hove, G. (2009). With parents at the table: Creating supports for children with disabilities in general education classrooms. European Journal of Special Needs Education, 24(4). 337-354.

Hunt, P., Doering, K., Maier, J., & Mintz, E. (2009). Strategies to support the development of positive social relationships and friendships for students who use AAC (pp. 247-264). In G. Soto & C. Zangari (Eds.), Practically speaking: Language, literacy, & academic development for students with AAC needs. Baltimore: Paul Brookes.

Kathleen Mortier is an assistant professor in the Extensive Support Needs (moderate/severe disabilities) Program in the Department of Special Education. Before joining the faculty at SFSU she was involved in systems change and inclusive education in Central America and in Belgium. Her primary teaching responsibilities include courses in instruction of students with extensive support needs, research methods, and inclusive education. Her research interests focus on inclusive education, communities of practice, family-school partnerships for Latinx families with children with disabilities, and literacy instruction for students with extensive support needs.

Educational Background

• Ghent University, Ghent, Belgium
  Ph.D. Pedagogical Science, October 2010
   
• San Francisco State University, San Francisco, California
  M.A. Special Education, May 1998
   
• Sint-Andreas Institute, Bruges, Belgium
  B.A. Pedagogical Science, June 1991

Publications

Journal articles

• Hunt, P., Kozleski, E., Jaehoon, J., Mortier, K., Fleming, D., Hicks, T., Balasubramanian, L., Leu, G., Bross, L., Munandar, V., Dunlap, K., Stepaniuk, I., Aramburo, C., & Oh, Y. (2019). Implementing comprehensive literacy instruction for students with significant disabilities in general education classroom. Exceptional Children, doi.org/10.1177/0014402919880156
• Mortier, K. & Aramburo, C. (in press). Collaborative teaming to support quality inclusive education for students with disabilities. In Jung, L.A. (Ed.), Special Education Section; D. Fisher (Ed.), Routledge Encyclopedia of Education (online). New York: Taylor & Francis.
• Mortier, K. (2018). Communities of practice: a conceptual framework for inclusion of students with significant disabilities. International Journal of Inclusive Education, DOI:10.1080/13603116.2018.1461261
• Mortier, K., & Vandelanotte, P. (2017). Belgium. In M. Wehmeyer & J. Patton (Eds.), The Praeger International Handbook of Special Education: Vol. 2 (pp. 249-262). New York: Praeger
• Mortier, K., & Ranschaert, I. (2015). Inclusieve waarden en normen in ons onderwijs: waarom en hoe? [Inclusive norms and values in education: why and how?]. School- en klaspraktijk, 23(1), 2-12.
• Mortier, K., Hunt, P., Desimpel, L., & Van Hove, G. (2012). Participatie van kinderen met een beperking en hun ouders in de realisatie van inclusief onderwijs [The participation of children with disabilities and thier parents in the realization of inclusive education]. Tijdschrift voor Orthopedagogiek, 51(4), 319-330.
• Mortier, K., Desimpel, L., De Schauwer, E., & Van Hove, G. (2011). ‘I want support, not comments,’ children’s perspectives on supports in their life. Disability and Society, 26(2), 207-221.
• Mortier, K., Hunt, P., Leroy, M., Van de Putte I., & Van Hove, G. (2010). Communities of practice in inclusive education. Educational Studies, 36(3), 345-355.
• Mortier, K., Van Hove, G., & De Schauwer, E. (2010). Supports for children with disabilities in regular education classrooms: an account of different perspectives in Flanders. International Journal of Inclusive Education, 14(6), 543-561.
• Mortier, K., Hunt, P., Desimpel, L., & Van Hove. (2009). With parents at the table: creating supports for children with disabilities in general education classrooms. The European Journal of Special Needs Education, 24(4), 337-354.
• Mortier, K., Van Hove, G., De Schauwer, E., Van de Putte, I., & Loots, G. (2008). “Het is gewoon een kind”- Onderzoek over inclusief onderwijs, ervaring van leerkrachten [“It's just a kid” - Research on inclusive education, teachers' experiences]. Signaal, 64(4): 4-21.

Books

• Mortier, K. (2010). Creating supports for children with disabilities in general education classrooms, from an expert model to a partnership model. Gent: Orthopedagogische Reeks.
• Mortier, K. De Schauwer, E., Van de Putte, I., & Van Hove, G. (2010). Inclusief onderwijs in de praktijk [Inclusive education in practice]. Antwerpen: Garant.
• Mortier, K., De Schauwer, E, & Van Hove, G. (2005). Het onderzoek inclusief onderwijs [The inclusive education study]. Gent: Orthopedagogische Reeks.
• Devroey, A. & Mortier, K. (2002). Polyfonie in de klas. Een praktijkboek voor inclusie [Polyphony in the class: a manual for inclusion]. Leuven: Acco.

Mary K. Requa, Ph.D., is an assistant professor of special education in the Department of Special Education, mild/moderate disabilities program. Her primary teaching responsibilities include courses related to understanding, assessing, and instructing individuals with mild/moderate disabilities including methods and materials to promote successful learning outcomes for typical and atypical learners of all ages. Dr. Requa’s primary research interests include early literacy, vocabulary development, and family engagement.

Educational Background

• PhD., Special Education, University of California, Berkeley and San Francisco State University, 2017
• Educational Therapy, University of California, Berkeley, 2005
• California Elementary Multiple Subject Teaching Credential, California State University, Los Angeles, 1978
• B.A., Liberal Studies, Loyola Marymount University, 1977

Research and Publications

Peer Review/Submitted Papers

• Yi-Jui Iva Chen, Y. I., Wilson, M., Irey, R. C., and Requa, M. K. (2020). An innovative approach to measuring orthographic processing. Language Testing (in press).
• Requa, M. K., Chen, Y. I. & Cunningham, A. E. (2018). Teaching parents of at-risk English and Spanish speaking preschoolers to employ explicit vocabulary instruction during shared storybook reading. Journal of Research in Childhood Education (under review).
• Requa, M. K., Mitch, M. K., & Chen, Y. I. (2019). The Magic of Big Words for Little People. Teaching Young Children (under review).

Peer- Reviewed Professional Presentations

• Requa, M. K., Chen, Y. I., & Mitch, M. K. Growing Words: Vocabulary Development in Shared Storybook Reading. Upcoming oral presentation at the National Head Start Association’s 2019 Parent and Family Engagement Conference, Anaheim, CA. December 2019.
• Fogo, B.*, Rodl, J.*, & Requa, M.*. Collaborative Teaming Using Pedagogical Content Knowledge for Inclusive History-Social Science Classrooms. Oral presentation at the Conference of the California Council on Teacher Education (CCTE). San Diego, CA. October 2019.
• Fogo, B.*, Rodl, J.*, & Requa, M.*. Collaborative Teaming Using Pedagogical Content Knowledge for Inclusive History-Social Science Classrooms. Poster presentation at the Conference of the California Council on Teacher Education (CCTE). San Diego, CA. October 2019.
• Mitch, M. K. & Requa, M. K. Using Hybrid Teaching Methods in Higher Education Courses.Oral presentation at the Spring Policy Action Network (SPAN),California Council on Teacher EducationConference. Sacramento, CA. March 2019.
• Requa, M. K., Chen, Y. I., & Cunningham, A. E. Big words for little people: Vocabulary development through shared storybook reading with preschool families. Oral presentation at the National Association for the Education of Young Children (NAEYC) Annual Conference, Washington, D.C., November 2018.
• Requa, M. K., Chen, Y. I., & Cunningham, A. E. Vocabulary Development through shared storybook reading with preschool parents. Paper presented at the Society for the Scientific Study of Reading (SSSR), Brighton, England, July
• Requa, M. K. Vocabulary Development through Shared Storybook Reading with Preschool Parents AKA: Big Words for Little People. Paper presented at the American Educational Research Association (AERA), April 2017.
• Requa, M. K. & Cunningham, A. E. Fostering Children’s Language Development Through Lively Conversations with Text. Paper presented at the International Dyslexia Association Annual Conference, October 2016.
• Requa, M. K. Vocabulary Development through Shared Storybook Reading with Preschool Parents, AKA: Big Words for Little People. Paper presented at the 10th Annual Conference for the University of California Center for Research on Special Education, Disabilities, and Developmental Risk, January 2016.
• Courey, S., Tappe, P., & Requa, M. K. Supporting scaffolded responses. Paper presented at the Learning Disabilities Association (LDA) Annual Conference, Anaheim, CA: February 2015.
• Tappe, P. & Requa, M. K. Strategic tools to scaffold constructed responses. Paper presented at the 2014 California Educational Research Association (CERA) Annual Conference, San Diego, CA: December 2014.
• Requa, M. K.*, Gat Savaldi Harussi*, & Yi-Jui Chen (Iva)* Reading assessments and reading acquisition…what works? Poster presented at the University of California Center for Research on Special Education, Disabilities and Developmental Risk (UCCSPEDDR), January 2014.
• Cunningham, A. E. & Requa, M. K. Effective Teaching Strategies for Special Education K-3 Students in Reading: Meeting the Common Core Standards. Paper presented at the Council of Administrators of Special Education Annual Conference, CEC, Indianapolis, IN: September 2013.

Honors and Awards

• 2015 - 2016: The Sujata Krishna Fellowship for Research in Early Childhood Development
• 2015 - 2016: Graduate School of Education Fellowship Award
• 2012, 2013, 2014, 2015: Dyslexia Award, University of California, Berkeley, Graduate School of Education

Grants and Contracts

• 2019 - 2020 Presidential Award for Professional Development of Probationary Faculty
• 2018 – 2019 California Council on Teacher Education (CCTE) Special Interest Group on Inclusive Education from the Collaboration for Effective Educator Development, Accountability and Reform(CEEDAR) Center, US Department of Education, Office of Special Education Programs

Dr. Rosen is coordinator of the Program in Orientation & Mobility (O&M). She is internationally known for her work in the field, including the development of new teaching approaches in O&M and methods of teaching mobility to people who have both physical and visual impairments. Dr. Rosen has also helped develop O&M professional preparation programs in other countries and is a frequent speaker at international conferences. Her current research interests include the facilitation of balance in children born with visual impairments and the facilitation of proprioceptive awareness in teaching motor and mobility skills.

Educational Background

1986    Ph.D. Vanderbilt University, Nashville, Tennessee

                  Education and Human Development

1978    M.A. San Francisco State University, San Francisco, California

                  Education of Exceptional Children - Orientation and Mobility

1976    B.S. University of Illinois, Chicago, Illinois

                  Allied Health Services - Physical Therapy

Selected Publications

• Rosen, S. & Pogrund, R. (2018).  Motor Development. In R. Pogrund & N. Griffin-Shirley (Eds.). Invited book chapter. Partners in Orientation and Mobility: Collaboration with Other Professionals Working with Children with Blindness or Visual Impairment. New York: American Foundation for the Blind.
• Cmar, J. & Rosen, S. (2018). Environmental adaptations. In R. Pogrund & N. Griffin-Shirley (Eds.). Invited book chapter. Partners in Orientation and Mobility: Collaboration with Other Professionals Working with Children with Blindness or Visual Impairment. New York: American Foundation for the Blind.
• Rosen, S. (2014). Step-by-Step: An Interactive Guide to Mobility Techniques. Louisville, KY: American Printing House for the Blind. This is the first and only interactive computer program used in the professional preparation of O&M specialists.

Grants/awards

2016    Lawrence E. Blaha Award, Association for the Education and Rehabilitation of the Blind and Visually Impaired, Orientation & Mobility Division

2012    Meritorious Achievement Award, Association for the Education and Rehabilitation of the Blind and Visually Impaired, Northern California Chapter

1994    Berdell "Pete" Wurzburger Award, California Assn. of Orientation and Mobility Specialists

1990    Access Award, American Foundation for the Blind

1988    Award for Outstanding Service, Texas Chapter of the Association for Education and Rehabilitation of the Blind and Visually Impaired (AER)

Dr. Gloria Soto is a Professor in the Department of Special Education. She teaches graduate coursework in special education, cultural diversity, augmentative communication and curriculum-based language and communication intervention.

Her area of professional expertise is in augmentative and alternative communication (AAC). Her areas of research interest include applied educational issues such as multiculturalism, collaborative teaming, inclusive education and professional preparation, as well as more basic areas such as narrative language in AAC, language development through augmented means and the impact of graphic symbol use on language development. She is a frequent speaker at national and international conferences related to communication intervention and special education. She has published numerous articles and book chapters.

Educational Background

• B.S. (1988), Universidad Pontificia, Spain
• M.S. (1991)
• Ph.D. (1994), Purdue University

Recent Publications

• Savaldi-Harussi, G., Lustigman, L., & Soto, G. (in press). The Emergence of clause constructions in children who use SGDs. Augmentative and Alternative Communication.
• Solomon-Rice, P. L., Soto, G., & Robinson, N. B. (2018). Project Building Bridges: Training Speech-Language Pathologists to Provide Culturally and Linguistically Responsive Augmentative and Alternative Communication Services to School-Age Children With Diverse Backgrounds. Perspectives of the ASHA Special Interest Groups, 3(12), 186-204.
• Savaldi-Harussi, G., & Soto, G. (2018). Changes in adult scaffolding in conversations with children who use aided AAC. Communication Matters, 32(3), 4-6.
• Savaldi-Harussi, G., & Soto, G. (2018). Early verbal categories and inflection in children who use speech-generating devices. Augmentative and Alternative Communication, 34, 194-205.
• Soto, G., & Clarke, M. T. (2018). Conversation-based intervention for adolescents using AAC. Augmentative and Alternative Communication, 34, 180-193.
• Solomon-Rice, P. L., Soto, G., & Heidenreich, W. (2017). The Impact of Presupposition on the Syntax and Morphology of a Child Who Uses AAC. Perspectives of the ASHA Special Interest Groups, 2(12).
• Soto, G., & Clarke, M. T. (2017). Effects of a conversation-based intervention on the linguistic skills of children with motor speech disorders who use augmentative and alternative communication. Journal of Speech, Language, and Hearing Research, 60(7), 1980- 1998.
• Clarke, M. T., Soto, G., & Nelson, K. (2017). Language learning, recasts, and interaction involving AAC: background and potential for intervention. Augmentative and Alternative Communication, 33(1), 42-50.
• Savaldi-Harussi, G., & Soto, G. (2016). Using SALT: Considerations for the analysis of language transcripts of children who use SGDs. Perspectives in Augmentative and Alternative Communication, ASHA Division 12. December 2016, Vol. 1 (SIG 12), 110-124.
• Soto, G., & Starowicz, R. (2016). Narrative Development and aided communication. In M. Smith and J. Murray (eds). The Silent Partner? Language, Interaction, and Aided Communication. J&R Press, UK.
• Boenisch, J., & Soto, G. (2015). The Oral Core Vocabulary of Typically Developing English-Speaking School-Aged Children: Implications for AAC Practice. Augmentative and Alternative Communication, 31, 77-84.
• Solomon-Rice, P., & Soto, G. (2014). Facilitating vocabulary in toddlers using AAC: A preliminary study comparing focused stimulation and augmented input. Communication Disorders Quarterly, 35, 204-215.
• Soto, G., & Yu, B. (2014). Considerations for the provision of services to bilingual children who use AAC. Augmentative and Alternative Communication, 30, 83-92.
• Robinson, N., & Soto, G. (2014). AAC in the Schools: Best Practices for Intervention. WI: Attainment.
• Dukhovny E., & Soto, G. (2013). Speech Generating Devices and Modality of Short-term Word Storage. Augmentative and Alternative Communication, 29, 246-258.
• Soto, G. (2012). Training partners in AAC in culturally diverse families. Perspectives on Augmentative and Alternative Communication, 21 #4, ASHA Division 12, 144-150.
• Henneberry, S., Kelso, J., & Soto, G. (2012). Using standards-based instruction to teach language to children who use AAC. Perspectives on Augmentative and Alternative Communication, 21 #3, ASHA Division 12, 92-97
• Soto, G. & Solomon-Rice, P. (2012). Relación entre la experiencia, la rehabilitacion y el desarrollo del lenguaje. In E. Soro, C.Basil & C. Rusell (Eds). Intervención Comunicativa para Alumnos con Pluridiscapacidad (Communication Intervention for Students with Multiple Disabilities). Barcelona, Graó.
• Solomon-Rice, P.L. & Soto, G. (2011). Co-construction as a facilitative factor in supporting the personal narratives of children who use AAC. Communication Disorders Quarterly, 32, 70-82.
• Solomon-Rice, P.L. & Soto, G. (2009). Language modeling as an efficacious early language intervention approach with young children demonstrating complex communication needs. Perspectives on Augmentative and Alternative Communication, ASHA Division 12, 21-27.
• Soto, G. (2009). Academic adaptations for students with AAC needs. In G. Soto & C. Zangari (Eds.), Practically Speaking: Language, Literacy and Academic Development of Students with AAC Needs (Chapter 6 pp. 131-142).  Baltimore, MD: Paul Brookes Publishing Co.
• Soto, G. & Zangari, C. (2009). Practically Speaking: Language, Literacy and Academic Development of Students with AAC Needs. Baltimore, MD: Paul Brookes Publishing Co.
• Soto, G., Solomon-Rice, P. & Caputo, M. (2009). Enhancing the personal narrative skills of elementary school-aged students who use AAC:” The effectiveness of personal narrative intervention. Journal of Communication Disorders, 42, 43-57.
• Soto, G., & Dukhovny, E. (2008). The effect of shared book reading on the acquisition of expressive vocabulary of a 7 year old who uses AAC. Seminars in Speech and Language, 29, 133-145.
• Soto, G., Yu, B., & Kelso, J. (2008). Effectiveness of multifaceted narrative intervention on the stories told by a 12 year old girl who uses AAC. Augmentative and Alternative Communication, 24, 76-87.
• Soto, G., Yu, B., Henneberry, S. (2007). Supporting the development of narrative skills of an 8 year-old child who uses an augmentative and alternative communication device: Case Study. Child Language Teaching and Therapy, 23, 27-45.
• Soto, G., Dukohvny, E., & Vestly, T. (2006). Increasing storybook reading for children who use AAC. In L. Justice (Ed.).Clinical approaches to emergent literacy intervention. (chapter 9 pp. 289-320). San Diego, CA: Plural Publishing.
• Soto, G., & Hartmann, E. (2006) Analysis of narratives produced by four children who use augmentative and alternative communication. Journal of Communication Disorders, 39, 456-480.
• Soto, G., Hartmann, E., & Wilkins, D. (2006). Exploring the elements of narrative that emerge in the interactions between an 8 year-old child who uses a device and her teacher. Augmentative and Alternative Communication, 22, 231-249.
• Liboiron, N., & Soto, G. (2006). Shared Storybook Reading with a Student who uses AAC: An Intervention Session. Child Language Teaching and Therapy, 22, 69-95.
• McCord, M.S., & Soto, G. (2004). Perceptions of AAC: An ethnographic investigation of Mexican-American families.Augmentative and Alternative Communication.
• Hunt, P., Soto, G., Maier, J., Liboiron, N., &, Bae, S. (in press). Collaborative teaming to support preschoolers with severe disabilities who are placed in general education early childhood programs. Topics in Early Childhood Special Education.
• Soto, G. (in press). Mas alla del habla: Estrategias alternativas al habla en la intervencion en problemas de comunicacion. (Beyond Speech: Alternative Communication Strategies).
• Arnaiz, P. & Soto, G. (2003). Special education in Spain at the beginning of the 21st century: The challenge to educate in an unequal and multicultural society. Journal of Inclusive Education, 17, 375-388.
• Hunt, P., Soto, G., Maier, J., & Doering, K., (2003). Collaborative Teaming to Support Students at Risk and Students with Severe Disabilities in General Education Classrooms. Exceptional Children, 69, 315-332.
• Soto, G., & Wine-Seligman, W. (2003). Childdriven development of alternative communication: A case study. In S. von Tetzchner and N. Grove (Eds.), Augmentative and alternative communication: Developmental issues. (chapter 9 pp. 211-228). London, UK: Whurr.
• Soto, G., & von Tetzchner, S. (2003). Supporting the development of alternative communication through culturally significant activities in shared educational settings. In S. von Tetzchner and N. Grove (Eds.), Augmentative and alternative communication: Developmental issues. (chapter 13 pp. 287-299). London, UK: Whurr.
• Soto, G., & Grove, N. (2002). Multimodal transcription in augmentative and alternative communication: Theoretical and methodological considerations. In S. von Tetzchner & J. Clibbens (Eds.) Understanding the theoretical and methodological bases of augmentative and alternative communication. Proceedings of the Sixth Research Symposium of the International Society for Augmentative and Alternative Communication. Toronto, Canada: ISAAC.
• Müller, E., & Soto, G. (2002). Capturing the Complexity of Aided Interactions: A Conversation Analysis Perspective. In S. von Tetzchner & J. Clibbens (Eds.) Understanding the theoretical and methodological bases of augmentative and alternative communication. Proceedings of the Sixth Research Symposium of the International Society for Augmentative and Alternative Communication. Toronto, Canada: ISAAC.
• Sutton, A., Soto, G., & Blockberger, S. (2002). Grammatical Issues in Graphic Symbol Communication. Augmentative and Alternative Communication, 18, 192-204.

Dr. Teresa Gray is an Assistant Professor in the Communicative Disorders Program.  Her expertise is in the areas of aphasia, traumatic brain injury, and bilingualism. She supervises on- and off-campus adult neurogenic clinics and teaches the graduate level seminars on adult language disorders. She is the director of the Gray Matter Lab. Her research interests focus on bilingual aphasia and language access, the mechanisms of control in linguistic and non-linguistic contexts in aphasia, and the role of language rehabilitation and its short-term and long-term effects on functional communication.

For more information on Dr. Gray's research, visit her lab website: Gray Matter Lab.

Educational Background

• Ph.D., Boston University (2015)
• M.A., San Jose State University (2008)
• B.A., University of California at Santa Cruz (2000)

Certification and Licences

• Certificate of Clinical Competence in Speech-Language Pathology, American Speech-Language-Hearing Association (2008-present)
• California State License in Speech and Language Pathology, Speech Language and Audiology Licensing Board (2008-present)

Publications (selected)

• Gray, T., & Kiran, S. (2018). The effect of task complexity on linguistic and non-linguistic control mechanisms in bilingual aphasia. Bilingualism: Language and Cognition, 1-19.
• Kiran, S., & Gray, T. (2018). Chapter 10: Understanding the nature of bilingual aphasia: Diagnosis, assessment, and rehabilitation.  In J. Rothman & L. Serratrice (Eds.), Studies in Bilingualism. John Benjamins Publishing Company.
• Gray, T. (2017).  Bilingual Aphasia: An intervention roadmap and the dynamic interplay between lexical access and language control.  Perspectives: Neurophysiology and Neurogenic Speech and Language Disorders.
• Gray, T., & Kiran, S. (2016). The relationship between language control and cognitive control in bilingual aphasia. Bilingualism: Language and Cognition, 19(03), 433-452.
• Kiran, S., Sandberg, C., Gray, T., Ascenso, E., & Kester, E. (2013). Rehabilitation in bilingual aphasia: Evidence for within-and between-language generalization. American Journal of Speech-Language Pathology, 22(2), S298.
• Gray, T. & Kiran, S. (2013). A theoretical account of lexical and semantic deficits in bilingual aphasia. Journal of Speech Language and Hearing Research, 56, 1314-1327.

Presentations (selected)

• Gray, T., Valilla-Rohter, S., Villard, S. (2017).  Paper presented at the American Speech and Hearing Association annual conference, Los Angeles, CA.  Title: Thinking Beyond Language: Bilingualism, Attention & Learning in Aphasia.
• Sasunian, D., Etchegoin, P., & Gray, T. (2017).  Paper presented at the American Speech and Hearing Association annual conference, Los Angeles, CA.  Title: Bilingual Aphasia: Exploring the Relationship Between Language Control & Lexical Access.
• Gray, T., DesRoches, C., & Kiran, S. (2016).  Poster presented at the 46^th Annual Clinical Aphasiology Conference, Charlottesville, VA.  Title: Non-linguistic cognitive control in monolingual vs. bilingual aphasia.
• Gray, T., & Kiran, S. (2015).  Paper Session at the International Symposium on Monolingual and Bilingual Speech, Crete, Greece.  Title: Mechanisms of language control and cognitive control in bilingual aphasia.
• Gray, T. & Kiran, S. (2014).  Paper presented at the American Speech-Language- Hearing Association, Orlando, FL.  Title: Application of current theoretical models to bilingual aphasia rehabilitation. 
• Gray, T., Glynn, P., Luk, G., & Kiran, S. (2013).  Poster presented at the 20^th Annual Cognitive Neuroscience Society Meeting, San Francisco, CA. Title: Gray matter volume differences between Spanish-English and Hindi-English bilinguals.

Nancy B. Robinson is a professor at San Francisco State University in the Communicative Disorders Program and currently the Interim Chair of the Department. In her teaching and research, Dr. Robinson has built curriculum resources in Augmentative and Alternative Communication (AAC) including the AAC Conversation Club, a group meeting for young adults to practice conversation skills and to teach future SLPs to be effective communication partners with individuals who use AAC as their primary means of communication. For many years, she worked at the University of Hawaii with the Center on Disability Studies with a team of faculty and students in health, education, and social science who developed interdisciplinary education models to support individuals with disabilities and their families. Recently, Dr. Robinson co-authored a book with Dr. Kathleen Sadao titled Assistive Technology for Young Children: Creating Inclusive Environments. Dr. Robinson and Dr. Gloria Soto have co-directed two personnel preparation grants funded by the U.S. Department of Education/Office of Special Education Programs. These grants, “Collaborative AAC Services in Inclusive Early Intervention Settings” and “Collaborating for Language, Literacy and Augmentative Systems in Schools” (Project CLLASS), were designed to prepare SLPs and special educators with specialization in AAC. Dr. Robinson and Dr. Soto just published a new book: AAC in the Schools, Best Practices for intervention.

Educational Background

• Education, Area of Special Education/Early Childhood Special Education, University of Washington, Seattle, Washington - 1987, Ph.D.
• Speech Communication/Speech and Hearing Sciences, Portland State University, Portland, Oregon - 1975, M.S.
• Speech Communication/ Speech and Hearing Sciences, University of California, Santa Barbara - 1971, B.S.

Certification and Licenses

• Certificate of Clinical Competence in Speech-Language Pathology, American Speech-Language-Hearing Association (1977- Present)
• California State License in Speech and Language Pathology, Speech Language and Audiology Licensing Board (1999-Present)

Selected Publications

• Robinson, N. & Soto, G. (2014). AAC in the Schools: Best Practices for Intervention. Verona, WI: Attainment Company.
• Sadao, K. & Robinson, N. (2010) Assistive Technology for Young Children: Creating Inclusive Learning Environments. Brookes Publishing, Inc.: Baltimore, MD.
• Sadao, K. & Robinson, N. (2007). Handbook on Developing and Evaluating Interagency Collaboration in Early Childhood Special Education Programs. Supporting Early Education Development Systems (SEEDS), CA: California Department of Education Press.
• Robinson, N. (2012). The Doctoral degree in Special Education: Contributions to Speech-Language Pathology.Perspectives on Issues in Higher Education, Division 10. American Speech-Language and Hearing Association Perspectives, 15, No. 2, 58-62.
• Robinson, N. & Sadao, K. (January, 2011). Emergent Literacy in Early AAC. California Speech-Language and Hearing Association Magazine, January 10-11
• Robinson, N. B., Graham, M. S., Epstein, L.  & Graham, B. J. (2008, April 15). Strategic Planning in CSD Programs: The San Francisco State Example. The American Speech-Language and Hearing Association Leader. Available at: http://www.asha.org/Publications/leader/2008/080415/080415d.htm
• Robinson, N. & Solomon-Rice, P. (2009). Supporting collaborative teams and families in
• AAC.). In Practically Speaking: Language, Literacy, and Academic Development for Students with AAC Needs. Soto, G. & Zangari, C. (Eds.). Baltimore, MD: Paul H.
• Brookes.
• Robinson, N. & Robb, M. (2008). Early communication and assessment: A dynamic process. In Language and Communication Disorders in Children, Sixth Edition. Bernstein, D. & Tiegerman-Farber, E. (Eds). Boston: Allyn & Bacon.
• Sadao, K. C., Robinson, N. B., & Grant, D. (Feb/Mar 2007). It’s all about access: Getting the word out about assistive technology in early intervention. Invited publication. Closing the Gap Newsletter, 25, 6, p. 1, 9-11.
• Robinson, N. B. & Sadao, K. C. (2005). Person-focused learning: A collaborative teaching model to prepare future AAC professionals. Augmentative and Alternative Communication, 21, 2, 149-163.

Awards

• 2014 -  Honors of the Association, California Speech-Language and Hearing Association
• 2013 -  Fellows of the Association, California Speech-Language and Hearing Association

Dr. Sundarrajan received her Bachelor’s and Master’s degrees in Audiology and Speech Language Pathology in India. She earned her Ph.D. in Speech Language Pathology and a minor in Gerontology at Purdue University in 2016. Her research interests center around understanding the physiology of aging voice using aerodynamic and acoustic measures. She is specifically interested in understanding how the healthy young and old larynx responds to the effects of unhealthy, and the excessive use of the laryngeal mechanism. She has extensive clinical experience working with children with developmental disabilities in schools and private practices both in the U.S. and in India.