Professor Ferri has published widely on the intersection of race, gender, and disability, including articles inÌýTeachers College Record,ÌýRace Ethnicity and Education,ÌýEducational Studies,ÌýReview of Research in Education,ÌýInternational Journal of Inclusive Education,ÌýRemedial & Special Education,ÌýMultiple Voices for Ethnically Diverse Exceptional Learners,ÌýFeminist Formations,ÌýHistory of Education Quarterly, and theÌýJournal of African American History.

She has also published five co-authored and co-edited books:ÌýReading Resistance: Discourses of Exclusion in Desegregation and Inclusion DebatesÌý(2006, with Connor, Peter Lang);ÌýRighting Educational Wrongs: Disability Studies Law and EducationÌý(2013, with Kanter, SU Press);ÌýDisCrit: Critical Conversations Across Race, Class, & Dis/abilityÌý(2016, with Connor & Annamma, Teachers College Press);ÌýStories from our Classrooms: How Working in Education Shapes Thinking about Dis/AbilityÌý(2021, with Connor, Peter Lang); andÌýDisCrit ExpandedÌý(2022, Teachers College Press, with Annamma & Connor).

Education

• ÌýPh.D., Mathematics Education, Western Michigan University, 2012ÌýDissertation: “Characterizing and Supporting Change in Algebra Students’ Representational Fluency in a CAS/Paper-and-Pencil Environment”
• M.A., Mathematics, Western Michigan University, December 2009
• M.A., Mathematics Education, Western Michigan University, April 2008
• B.A., Mathematics, University of Saint Thomas, May 2006

In my spare time, I make craftsman- and mission-style furniture. This work keeps me out of trouble and gives my children shelves for their books.

With support from the National Science Foundation, the International Reading Association, and the Spencer Foundation, Chandler-Olcott has published six books and more than 120 book chapters, articles, and editorials. Her scholarly interests cluster in three areas: classroom inquiry by teachers, literacy across the curriculum, and preparing professionals to teach writing in diverse, inclusive classrooms. She identifies primarily as a design researcher, developing, testing, and refining instructional approaches in collaboration with school-based practitioners, university colleagues, and students themselves.

Her scholarship has been recognized with the International Literacy Association’s Computers in Reading Research Award (2019) and the Divergent Book Award for Excellence in 21st Century Literacies Research (2021). She served as a member of the Board of Directors for the Literacy Research Association from 2010 to 2013 and co-editedÌýJournal of Adolescent & Adult LiteracyÌýwith her RLA colleague Kathleen A. Hinchman from 2015-2021.

Education:

• ÌýEd.D. University of Maine, 1998

Professor Ashby’s teaching and research focus on inclusive education broadly, with specific emphasis on supports for students with labels of autism and other developmental disabilities, communicative diversity, disability studies, and clinically rich teacher preparation. Her work seeks to disrupt dominant notions of disability as deficiency and underscores the importance of considering the lived experiences of individuals with disabilities and creating contexts for competence in inclusive schools and communities.

Ashby’s work has been published in journals including theÌýEquity and Excellence in Education,ÌýInternational Journal of Inclusive Education,ÌýDisability and Society,ÌýTeacher Education and Special Education,ÌýandÌýIntellectual and Developmental Disability. Her co-edited book,ÌýEnacting Change from Within: Disability Studies Meets Teaching and Teacher EducationÌýexplores how disability studies can inform the practical work of teachers. She is also the co-editor of Excelsior: Leadership in Teaching and Learning. Current collaborative projects with the Syracuse City School District focus on issues of equity related to special education service provision and access to fine arts, athletics and accelerated classes for students across a variety of demographic factors.

Ashby earned an undergraduate degree from the State University of New York College at Geneseo and a master’s in special education, certificate of advanced study in disability studies and Ph.D. in special education from Syracuse University. She was an inclusive special education teacher before beginning her university career. Ashby is co-chair of the Disability Access and Inclusion Council, served as co-chair of the Public Impact Working Group for the Academic Strategic Plan and was a member of the Academic Affairs Committee of the Senate from 2018 to 2023. She was also selected as a member of the inaugural Women in Leadership cohort. She is currently faculty representative to the Syracuse University Board of Trustees.

Kal Alston is trained in philosophy of education. She spent her earlier career at the University of Illinois at Urbana-Champaign in educational policy studies and as director of the Gender & Women’s Studies Program.

Her most recent publications have focused on ethics and community responsibility, the phenomenal experience of race in philosophical practice, and the connection of the Brown decision to contemporary educational experience.

Education

Ph.D. University of Chicago, 1989

Research & Scholarship

Intersections of popular culture/media with American experiences of race, class, and gender.

She is currently working on analyses of contemporary girlhood, early adolescent culture and education, and race and fatherhood, as well as the development of women’s leadership in academia and in other social contexts.

Professor Myers taught in the Lower Merion School District in Pennsylvania and helped to create a best-practice inclusive program there. She opened a regional center for autism services in 2006 and served as Executive Director before joining the center’s consultation team in 2011. Beth holds a dual appointment with the Kelberman Center for Autism Services as Director of Special Projects. She has provided school consultations for students with autism and staff development to over 60 school districts. Additionally, Professor Myers has been the faculty liaison to the Syracuse City School District for the SUITR Program, a Masters Residency program in urban special education.

Dr. Myers was awarded a $2 million grant from the US Department of Education for her work on Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID). She has served on the Fit Families research team and has recently published several articles in that area and a forthcoming book chapter. Myers co-authored the recent special issue of TASH Connections: Post-secondary Education and Self-Advocacy. Her book, Autobiography on the Spectrum: Disrupting the Autism Narrative, was published in 2019 by Teachers College Press. Her second book, Narrating Higher Education: Intellectual Disability with co-author Michael Gill, is under contract with University of Minnesota Press.

Myers has conducted research to study the autobiographical works of adolescents with autism, which won the Ralph C. Preston Award for Scholarship and Teaching Contributing to Social Justice and Educational Equity. Myers currently serves on the National Down Syndrome Society Inclusion Committee. She is the founding Executive Editor of the Journal of Inclusive Postsecondary Education. Dr. Myers was recently awarded the CNY Business Journal’s Business Woman of the Year in Higher Education.

Dr. Myers holds bachelor’s and master’s degrees in elementary education, special education, and literacy from St. Joseph’s University in Philadelphia and a doctorate from the Graduate School of Education at the University of Pennsylvania.

Education:

• Ed.D., University of Pennsylvania, 2012
• M.Ed. Reading Specialist, Saint Joseph’s University, 2000
• B.S. Elementary Education and Special Education, Saint Joseph’s University, 1999

Research Focus:

Autism Spectrum Disorders, disability studies, special education and teacher preparation, self-determination and transition planning, literacy education

Honors:

• Business Journal News Network Successful Business Woman of the Year, Higher Education
• Ralph C. Preston Award for Scholarship and Teaching Contributing to Social Justice and Educational Equity

As an expert in instructional systems design, Koszalka focuses on studying the integration of learning, instruction, and technologies in instructional and learning environments. Her current work focuses on R&D projects investigating online learning and digital learning resources to support distance education, self-directed learning activities. With the COVID-19 pandemic, Koszalka’s work and research is especially important given the transition to online or hybrid work for students of all ages.

She spent over three decades in the instructional design field with over a decade in corporate environments designing, implementing, and evaluating multimedia-based training and human performance technology systems.

Her scholarship includes 5 books, 8 book chapters, 18 manuals, 24 refereed article, 40+ published conference papers, 40+ research reports, 70+ invited key notes, and 95+ conference presentations just over the last 15 years.

Throughout her career, Maury has managed and provided research support to senior scientists for studies and projects in the public and private sectors, including factors impacting on-the-job performance, effects of personal financial mismanagement behaviors, training needs assessment, workload assessment, organizational restructuring, job and occupational analysis and equal pay for equal work. She has extensive experience in survey development and worldwide data collection, and has been responsible for developing, implementing and managing surveys for data collection on the large and small scale, for organizations including VAnalytic, Metrica, U.S. Coast Guard, U.S. Air Force and Texas State University. Her work has been featured in numerous publications.

Previously, she worked with the Coast Guard’s Occupational Analysis Surveys, where she created online surveys, hosted surveys, and managed and provided survey tech support and data ready for analysis. She was involved in the Air Force Security Forces Job Compatibility Assessment Tool and helped develop a screening instrument, scoring rubric and user’s guide for use by the test administrator in conjunction with other standard hiring interviews and tests. She was also involved with the Air Force Financial Assessment Tool, which helped identify airmen most at risk for developing personal financial management problems. She was responsible for the literature review, item development, data collection, data analysis and reporting findings.

Maury holds master’s and bachelor’s degrees in psychology from the University of Texas at San Antonio.

Prior to her doctoral work, Masingila taught secondary mathematics for six years. Her research interests include teacher development, teacher educator development, mathematical knowledge for teaching teachers, and students’ out-of-school mathematics practice.

She is or has been a principal investigator or co-principal investigator for over $7 million in grants, including six from the National Science Foundation and two from the United States Agency for International Development. Masingila has published widely in journals and books, and has developed a number of multimedia case studies examining issues in teaching practice.

Her scholarly interests center on the experiences of students of color in literacy and English teaching and teacher education. She also directs theÌý project, a program geared toward supporting the writing practices of urban youth within and beyond school contexts. Prof. Haddix is also the inaugural co-Director of the .

Prof. Haddix’s work is featured in Research in the Teaching of English, English Education, Linguistics and Education, and Journal of Adolescent and Adult Literacy. She was a fellow in the 2006-2008 cohort of the Cultivating New Voices Scholars of Color fellowship program of the National Council for Teachers of English, and a 2009-2011 fellow for the inaugural cohort of the Scholars of Color Transitioning into Academic Research Institutions (STAR) Mentoring Program of the Literacy Research Association. Her awards and recognitions include the American Educational Research Association Division K Early Career Award; the National Council for Teachers of English Promising Researcher Award; and the Syracuse University Meredith Teaching Award, one of SU’s most prestigious teaching honors.

She earned a Ph.D. from Boston College, a master’s degree in education from Cardinal Stritch University, and a bachelor’s degree in English education from Drake University.