Primary Officers
KESSA ROBERTS – President, Ph.D. student in Educational Policy program
RYAN KAPA – Vice President, Ph.D. student in Educational Policy program
Originally from Wilmington, Delaware, Ryan attended the University of Delaware and received dual degrees: B.A.s in Political Science and History, with a minor in Economics. Upon completion of his undergraduate studies, he moved to a rural county in North Carolina to teach high school. For three years, he taught classes to 9th-12th graders in English, Social Studies, Mathematics, and Special Education. After moving out of the classroom, Ryan became an instructional coach for novice teachers in K-12 classrooms. During this time, he also received his M.S. in Curriculum and Instruction, complete with the Curriculum-Instructional Specialist License, from North Carolina State University. At Ohio State, Ryan is currently pursuing research interests in school violence and the programs and policies implemented to reduce its occurrence, school mental health policies and practices, and formal and informal novice teacher mentoring.
Seung Yon Ha – Treasurer, Ph.D. student in Educational Psychology program
Communication Committee
CARRIE DAVENPORT – Special Education program
Carrie is a second year doctoral student in the Special Education/Applied Behavior Analysis program at the Ohio State University. She earned her Bachelor’s degree in Deaf Education from Bowling Green State University, her Master’s degree in Family-Centered Early Education from Gallaudet University, and my Educational Specialist degree in Educational Leadership from Gallaudet University.
ERIN MCCLURE – School Psychology program
Erin is a 4th year student in the School Psychology PhD program. She grew up in a rural area outside of Wooster, Ohio and moved to the city as soon as she got the chance to attend OSU. After completing both of her undergraduate degrees (Psychology and Criminology) here, she chose to return for her MA and PhD. Between undergraduate and graduate degrees, she worked at the Buckeye Ranch residential mental health treatment facility providing direct care for young men and women ages 10-18. In her first 3 years as a graduate student, she taught Educational Psychology, but she is now employed by the Graduate School as a Graduate Administrative Assistant and work as an independent Behavior Consultant. As a Behavior Consultant, she provides individual in-home behavior support, counselling, and facilitate a variety of therapy groups. In her free time, she volunteers for the Crane Center for Early Childhood Research and Policy.
LIN LU – Doctoral Student in Educational Technology program
Lin Lu is a PhD student in Learning Technology at Collage of Education and Human and Ecology. She earned her bachelor’s degree in Educational Technology from Beijing Normal University, China. Her academic interests include student motivation and engagement in blended and online learning, computer-supported collaborative learning, virtual learning environment building, and technical supports and improvement for research studies.
LINDSAY MCCORD – Counselor Education program
Lindsay is a first year MA student in the Counselor Education program and a GRA at CETE in the College of Education and Human Ecology. Originally from Cleveland, Lindsay is a buckeye through and through as she received her BA in Psychology from The Ohio State University in 2013. After receiving her undergraduate degree, Lindsay spent two years in Pittsburgh working for nonprofits, where she created an urban garden for a food pantry, mentored and tutored middle school students at an academic after-school program, and participated in a leadership program addressing the racial achievement gap in Pittsburgh.
NARMANDA PAUL – Ph.D. student in Education Psychology progra
Narmada Paul has a BA degree in Psychology from the University of Calcutta (2009) and an MA degree in Applied Psychology (2011) from the University of Delhi. She worked as a Lecturer in Psychology at an undergraduate college in Calcutta from 2011-2013. She is a second year PhD student in the Educational Psychology program at the Ohio State University. Her research interests include: self-regulated learning, engagement, teacher education, web-assisted learning environments, and educational policy analysis.
SHARON WATKINS – Educational Policy program
As a Columbus lifetime resident, Sharon has always loved teaching. She began giving private piano lessons as a kid to the students I babysat! After high school, she earned her Bachelor degree in Music Education at The Ohio State University and served in local public and private schools for 30 years primarily as a music (band, choir, general music) instructor, in various K-12 settings. Her Masters in Music Education (Capital University) is in the Kodaly method, a unique and powerful pedagogical method that originated in Hungary which she was thrilled to learn and employ in her practice. She had the privilege of both studying in Hungary and later serving as an adjunct instructor at the Summer Capital Kodaly Institute teaching methods courses to teachers. After 30 years working in the field, she became motivated to be part of the change and evolution she sees happening in education. Innovation as a strategy has always attracted her so she decided to pursue both an administrators license and a doctorate degree which she hope will open doors to serve in new ways in these exciting times. The last four years she served as a coordinator/ administrator in two different cities establishing new after school programs designed to meet student and family learning needs using fresh approaches to program development and employing new learning tools. Her research interests include innovation in education, education technology, education policy, MOOCS, family and community engagement with schools and the changing roles of school leaders and teachers. Her dissertation is focused on the lived experiences of innovative secondary public school leaders serving at a time when the call for innovation in education and increasingly high stakes accountability measures are converging on the role. How do they make sense of these new challenges, opportunities and complexities?
ZIWEI XU – Ph.D. in Special Education and Applied Behavior Analysis program
I am a second-year doctoral student in the special education and applied behavior analysis program. I have worked as a graduate teaching associate at the Department of Educational Studies in the Ohio State University where I assisted Dr. Nancy Neef, my academic advisor, in providing training on basic behavioral principles and behavior-change technologies with pre-service teachers and behavior analysts. My research agenda is divided into three distinct, yet interrelated, strands: 1) evidence-based, efficient staff training and supervision on using behavioral technologies, 2) application of behavior analysis in college teaching, and 3) culturally appropriate behavioral analytic services. Consequently, my career is dedicated to enhancing staff training efficacy, closing the research-and-practice gap in the fields of behavior analysis and special education, and disseminating the science of behavior in my home country, mainland China.
YANG SHI – Quantitative Research, Evaluation, and Measurement program
Yang is currently a new doctoral student in Quantitative Research, Evaluation and Measurement. Before coming to Columbus, he gained his MS in Teaching and Curriculum from the University of Rochester, NY. Previously, he worked as English Teacher, Counselor, and Secretary to the Dean in a Chinese university. He has rich experience and knowledge in English teaching, counseling and higher education administration. He would be more than happy to make the voice of QREM students, especially international students, heard and improve the connection and understanding among students in the department of educational studies.
Professional Development Committee
DA LI – Ph.D. in Education Policy program
Da Li is a second year Ph.D student studying Education Policy. Her advisor is Dr. Ann Allen. Her research interests include Educational politics and policy, school governance reform, and comparative education. She is also an instructor teaching ESEPSY 1259 “Individual Learning and Motivation Strategies for Success in College” at the Younkin Success Center at OSU. She really enjoys teaching and helping her students.
FRED KAUSER – Workforce Development program
JACOB POPOVICH – Ph.D. in Workforce and Development Education program
Jack’s education includes a bachelor’s degree in Accounting from The Ohio State University in 1986, which led to a career in business that included 18 years in the software industry. He obtained a Master’s Degree (MBA in Finance) in 1993 from Golden Gate University in San Francisco, CA. Then in 2006, he changed careers and obtained a full-time faculty position at Columbus State Community College, where I still teach. He is a second degree black belt in mixed martial arts, participate in triathlons, and love playing the piano. He has three children ages 27, 17 and 16. In his research, he is interested in financial literacy and consumer debt, (and associated behaviors) as well as adult education and distance learning. Financial Literacy involves learning of financial concepts and the behavioral aspects of what people decide to do with the information once they have it. Adult education theories delve into the unique ways in which adults learn. Many people learn about finance as adults, and many of them online. He is interested in whether education or regulation is more effective in motivating citizens to make sound financial decisions. Currently, he is exploring Transformative Learning Theory applied to the concept of consumer debt.
JENNIFER SHANKS – Educational Policy program
LISA LONGO – Counselor Education program
SARAH SMITH – Ph.D student in Education Administration program
Sarah L. Smith is an Ed.D student in Educational Administration as well as an Educational Resource Specialist at CETE, College of Education and Human Ecology here at the University. Sarah’s experiences extend to the development and delivery of early childhood professional development throughout Ohio. Sarah also coordinates module development in the content of early English Language Learners through the Early Learning Challenge Grant. She has also has presented at state and national conferences on various early childhood topics. Outside of her work with The Ohio State University she teaches early childhood courses at Ohio University and is pursuing her doctorate in Educational Studies, Educational Administration.
SELENA PHILSON – School Psychology program
Selena is from Racine, Ohio. She has a Bachelor of Science in Early Childhood Education from the University of Rio Grande and she is currently enrolled in the EDS School Psychology program at The Ohio State University. She holds an early childhood education (prek-3) teacher license, a 4th/5th grade generalist endorsement, and a reading endorsement (prek-12). Her work experience includes four years of teachings in the public school systems. She taught two years in Ravenswood, WV, Title I 3rd through 5th grade and two years in Canal Winchester, OH, 5th grade English Language Arts/Social Studies. During her two years at Canal she co-taught with the English Language Learner specialist and housed the ELL students of the grade level.
Social Committee
JANAE CRUZ – HESA program
KESSA ROBERTS – Educational Policy program
RACHEL SEAMAN – Special Education
Rachel is a second year doctoral student in Special Education and Applied Behavior Analysis. She received her B.A. in Psychology from the University of North Florida, and her M.Ed. in Special Education from Florida Atlantic University. Her research interests include vocational interventions for transition-age students with autism, job and vocational coach training, and using self-management techniques in the workplace. Rachel has worked as a behavior therapist, behavior analyst, and a school consultant.
RYAN KAPA – Educational Policy program
Originally from Wilmington, Delaware, Ryan attended the University of Delaware and received dual degrees: B.A.s in Political Science and History, with a minor in Economics. Upon completion of his undergraduate studies, he moved to a rural county in North Carolina to teach high school. For three years, he taught classes to 9th-12th graders in English, Social Studies, Mathematics, and Special Education. After moving out of the classroom, Ryan became an instructional coach for novice teachers in K-12 classrooms. During this time, he also received his M.S. in Curriculum and Instruction, complete with the Curriculum-Instructional Specialist License, from North Carolina State University. At Ohio State, Ryan is currently pursuing research interests in school violence and the programs and policies implemented to reduce its occurrence, school mental health policies and practices, and formal and informal novice teacher mentoring.