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Embracing Transformation: Navigating the Challenges of Program Re/Design
Friday, February 07, 2025, 12:00 PM - 1:00 PM EST
Category: Events

CPED February Challenge Friday

Embracing Transformation: Navigating the Challenges of Program Re/Design

Date: Friday, February 7, 2025

Time: 1:00 - 2:00 PM ET 

This is the first of two meetings which will allow our CPED Convening workshop attendees to come together and check in on our re/design efforts across the academic year.

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Presenters:

Amy Markos

Amy Markos is a clinical associate professor specializing in enacting pedagogies and crafting policies to support learners and educators with the skills, knowledge, and dispositions necessary to thrive in various educational contexts. As a practitioner-researcher, her scholarship and teaching aim to advance programs, courses, mentorship, and learning experiences that support diverse learners. Her mentorship philosophy is grounded in diversity, inclusion, and community-building. As a mentor, she emphasizes the value of diverse perspectives and experiences among her mentees. When mentoring doctoral students, she aims to foster a sense of belonging and collective growth, culminating in shared triumphs as students navigate the doctoral journey together. She recognizes that continuous learning is integral in her work and seeks opportunities to adapt and evolve her practices. Her research interests include understanding educators' dispositions and beliefs about diverse learners, using critical reflection in learning, and program design, evaluation, and assessment.

Linsay DeMartino

Linsay DeMartino (she/her) is an Assistant Professor in the Division of Educational Leadership & Innovation housed within Mary Lou Fulton Teachers College at Arizona State University. Her research considers equitable advancements in educational spaces, with an emphasis on the transformative possibilities and opportunities within justice-based educational communities. Relatedly, she is interested in sustainable equity and justice practices rather than educational trends and “best practices” in PreK-12 schools. She recently completed her first co-authored book, Transformative Democracy in Educational Leadership and Policy: Social Justice in Practice. Prior to her role as a scholar-practitioner, Dr. DeMartino served as a special education teacher, inclusion specialist, special education department chair, and instructional data and intervention coordinator. She was honored to be mentored as a preservice and early career teacher by a veteran Mexican-American Studies (MAS) educator in Tucson Unified School District. The opportunity to co-teach in the Social Justice Education Project (SJEP) was a life-changing experience for her. The educators, students, and families affiliated with the MAS program educated her, whereas the university schooled her. She will be forever grateful for the gifts of knowledge, activism, and fierce love.

Lydia Ross

Lydia Ross (she/her) is an assistant professor for the Division of Educational Leadership in the Mary Lou Fulton Teachers College at Arizona State University. Her research broadly centers on issues of equity, access, and inclusion in K-12 and post-secondary education, focusing on STEM. Specifically, she aims to understand 1) how students access educational systems and opportunities, 2) student experiences within educational systems, and 3) fostering professional development (PD) opportunities for people facilitating educational experiences (i.e., faculty or school counselors). Ross’ work has been published in national and international journals, including Research in Higher Education, AERA Open, Teachers College Record, Journal of Women and Minorities in Science and Engineering, and the Journal of Higher Education Theory and Practice.

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