Laura Alamillo is a graduate of University of California Berkeley, Language, Literacy and Culture program. She is now an Assistant Professor at California State University Fresno where she teaches in the Literacy and Early Education program. Her current research interests include culturally responsive teaching for Latino children and effective teaching practices for bilingual children.
Mentor: Maria Franquiz, University of Texas at Austin
Damián Baca is Assistant Professor of English and faculty affiliate in Mexican American Studies at the University of Arizona. Damián's first book, Mestiz@ Scripts, Digital Migrations, and the Territories of Writing (Palgrave Macmillan 2008), challenges common assumptions about written communication that depend upon the alphabet as a precondition for literacy, thereby obscuring pictographic and non-verbal writing systems of Mesoamerica. Damián examines how contemporary "mestiz@ scripts" undermine alphabetic dominance. By strategically fusing and embellishing Mesoamerican inscriptions into Western alphabets, mestiz@ expressions promote new strategies for inventing and writing between worlds. Moreover, these practices support historically sound accounts of how recorded information changes across cultures and time. Beyond emerging studies of visual/electronic literacy, Mestiz@ Scripts advance "new" ways of reading, writing, and learning, fundamentally altering the character of 21st century education.
Damián currently serves on the NCTE College Section Steering Committee, the CCCC Committee on Diversity, and has been an active member of the NCTE/CCCC Latina/o Caucus since 2000. Baca was a member of NCTE’s Committee against Racism and Bias in the Teaching of English from 2005 to 2008.
Mentor: Nicolas Kanellos, University of Houston
Carol Brochin-Ceballos is an Assistant Professor of English Education at the University of Texas at El Paso. I was born and raised on both sides of the Laredo-Nuevo Laredo border in a bilingual, bicultural home. For over 12 years I have worked with schools, community based centers, and national literacy organizations to critically examine the educational and literate success of Latino children in the U.S. I received my Ph.D. in Culture, Literacy and Language at the University of Texas at San Antonio in 2010. During this time I was awarded the ASHE/Lumina Foundation for Education Dissertation Fellowship and the Academy for Teacher Excellence Dissertation Fellowship. Most recently I awarded the University English Language Arts Educator of the Year by the Texas Council of Teachers of English Language Arts.
In my research on literacy and teacher education, I use qualitative and sociocultural literacy research methods to examine texts as they relate to identity, language and culture. Through this research, I affirm the dynamic, complex, and transnational literacy practices of Latino students in Pre-K through university classrooms. My research has been published in journals such as Multicultural Perspectives, The Journal of Latinos and Education, and California English. I also have a book chapter forthcoming in Teacher Preparation for Bilingual Students: Educar para Transformar (Routledge, 2011).
Mentor: Anne Haas Dyson, University of Illinois at Urbana-Champaign
Jamal Cooks is originally from Oakland, CA. Dr. Cooks works tirelessly to uplift the local community, to impact state initiatives, and to influence national education. Currently, a Visiting Associate Professor at Mills College, Dr. Cooks specializes in building basic reading and writing skills, using popular culture as a teaching tool, and developing programs for students from urban areas. He has published articles in various journals, served on many educational advisory boards, and worked on multiple local, state, and national committees. He works as the Director of Cross Country and Track and Field Coach at Bishop O’Dowd High School and Coordinator of the C.A. Track Club both in Oakland, CA. Dr. Cooks is a student advocate who applies his knowledge of language, literacy and culture to practice in urban communities to improve the teaching and learning of students.
Mentor: Jabari Mahiri, University of California, Berkeley
Christina P. DeNicolo is an Assistant Professor in the Department of Curriculum and Instruction at the University of Illinois at Urbana-Champaign, where she teaches courses on bilingual and ESL program development, methodology, and assessment. She is an affiliate of the Department of Latina/o Studies and the Center for Latin American and Caribbean Studies. Dr. DeNicolo is Co-Project Director on a five year NPDP grant focused on improving bilingual and ESL education through pre-service and in-service teacher training. Her research examines how sociopolitical contexts shape the implementation of bilingual education programs, and, in turn, how the programs can impact the academic performance of bilingual students who are developing proficiency in Spanish and English.
Mentor: Barbara Flores, California State University, San Bernardino
Daneell Edwards completed a Ph.D. in Language, Literacy, and Culture from Vanderbilt University. She is the founder and executive director of SLC Bethune Institute of Education, a non-profit organization that provides professional development support to K-8 teachers and math and literacy support to students during out-of-school time. She recently completed appointed positions on the NCTE’s Commission on Reading and NCTE's Language Collaborative.
Mentor: Violet Harris, University of Illinois at Urbana-Champaign
Pamela Ellis, MBA, PhD, aka “The Education Doctor,” is a scholar, radio show host, family advocate, and founder of Compass Education Strategies, LLC. Compass is a research-based consulting firm that helps families navigate education options and helps students find and apply to education settings where they can thrive and graduate. Compass' key areas of research are transition, retention, and student stress. Dr. Pamela advises families across the US who are seeking admission to boarding schools, colleges, and graduate schools. In addition to advising students and families, Dr. Pamela has over 20 years consulting experience in the private sector and field of education with state education agencies, school districts, and higher education. Her advising and client focus is informed by current education research and professional experience as a researcher and teacher. Dr. Pamela graduated from Stanford University with a Bachelor of Arts in linguistics, before earning a Masters of Business Administration from The Tuck School at Dartmouth College. She completed her PhD from Stanford University School of Education. Her research publications have focused on the academic achievement of boys and high school transitions. Dr. Pamela is also the voice of The Education Doctor Radio Show which features practical and relevant education issues to support academic achievement and parent engagement on blogtalkradio.com.
Mentor: Carol Lee, Northwestern University
Korina Jocson is an Assistant Professor of Education at Washington University in St. Louis. Her research and teaching interests include literacy, youth, and cultural studies in education. Central to her work are sociocultural approaches in examining the changing nature of literacies and media technologies across educational contexts. In the past decade, Jocson has collaborated with university programs, schools, and community-based organizations to promote literacy learning and development among youth. She has published in a number of scholarly journals and is the author of Youth Poets: Empowering Literacies In and Out Schools. She received her Ph.D. in Education in the area of language, literacy, and culture at the University of California, Berkeley, and completed her postdoctoral work at Stanford University School of Education.
Korina Jocson is an Assistant Professor of Education at Washington University in St. Louis. Her research and teaching interests include literacy, youth, and cultural studies in education. Central to her work are sociocultural approaches in examining the changing nature of literacies and media technologies across educational contexts. In the past decade, Jocson has collaborated with university programs, schools, and community-based organizations to promote literacy learning and development among youth. She has published in a number of scholarly journals and is the author of . She received her Ph.D. in Education in the area of language, literacy, and culture at the University of California, Berkeley, and completed her postdoctoral work at Stanford University School of Education.
Mentor: Vivian Gadsden, University of Pennsylvania
Melvette Melvin Davis earned her doctorate in English from The Pennsylvania State University, specializing in African American young adult literature and literacy studies. She is the owner and executive editor of Highly Favored Publishing in Bowie, Maryland. Through her company, Dr. Davis helps everyday people impact lives through literature and fulfill their publishing dreams. Recent releases from Highly Favored Publishing include The Odyssey of Yaqui (young adult fiction), Training with a Purpose (curriculum), Before and Beyond the Niagara Movement:As the Youth See It (curriculum), and The 21st Century Deaconess: The Need for Urban Ministry (non-fiction). In addition to being a business owner and stay-at-home mom, Dr. Davis also consults on community literacy projects and conducts seminars for girls and women on Christian living.
Mentor: Arnetha Ball, Stanford University
Patricia Sánchez is an associate professor in the Department of Bicultural-Bilingual Studies at the University of Texas at San Antonio. Her research utilizes a sociocultural lens to examine issues related to globalization, transnationalism, immigrant students and families, teacher preparation, and critical research methodologies. Her work appears in such journals as: The Urban Review, Linguistics and Education, Journal of Community Practice, New Directions for Youth Development, High School Journal, and Bilingual Research Journal. She is the co-author of Beyond “Bilingual” Education: New Immigrants and Public School Policies in California (2004).
Mentor: Juan Guerra, University of Washington