Faculty Spotlights

EDUCATION:

Ph.D. Counselor Education, Florida Atlantic University

M.Ed. Counselor Education, Clinical Rehabilitation Counseling, Florida Atlantic University

B.S. Counseling Psychology, Hacettepe University, Ankara, Turkey

TITLE:

Assistant Professor, Department of Counselor Education, specialization in Clinical Rehabilitation Counseling

RESEARCH INTERSTS:

• Outcome research on rehabilitation counseling interventions
• Utilization of Artificial intelligence for suicide prevention among individuals with developmental disabilities
• Community integration for veterans with disabilities
• Youth with disabilities transitioning to adulthood

THOUGHTS TO SHARE:

我研究的潜在主题包括残疾人的生活过渡咨询. Throughout our lives, we experience many transitions; some are predictable, such as transitioning out of school, entering into adult life, and some are unpredictable, such as acquiring a physical or mental disability due to a traumatic accident. There are also major transitions that impact communities at large, but are not well-understood, such as military veterans’ reintegration into civilian life. 适应变化可能是具有挑战性的，并可能导致不理想的心理健康, which is detrimental to the individuals’ wellbeing. 适当的康复服务，以帮助个人准备改变或适应是至关重要的, especially for individuals with disabilities and their families.

我的研究主要集中在以下几个方面:残疾青年进入劳动力市场, veterans reintegrating into civilian life, and community-based programs for suicide prevention. Recently, I partnered with colleagues at FAU Christine E. 来了解退伍军人的心理健康问题. As a result of our collaborative efforts, we received a $250,000 funding award from the Patient-Centered Outcomes Research Institute (PCORI). As a Principal Investigator in this project, I lead teams to develop a veteran-centered, community-engaged, mental health research agenda. For more information about this award, please visit: http://www.pcori.org/research-results/2021/operation-red-white-blue-building-pcor-competencies-veterans-and-mental-health

我很高兴被选为本期《KU体育》的特邀嘉宾, and I would like to express my gratitude to all of my colleagues and students at FAU.

NOTABLE ACCOMPLISHMENTS:

2020-2021 Researcher of the Year, Florida Atlantic University College of Education

2017-2018 Outstanding Dissertation Award, Florida Atlantic University College of Education

Grants:

External - Funded

Torres, Ayse (Principal Investigator). Grant, Research. 红白蓝行动:建立退伍军人和心理健康提供者的PCOR能力. 以患者为中心的结果研究所(PCORI)尤金·华盛顿PCORI参与奖. Funded, $250,000. March 2021 – 2023.

Torres, Ayse (Co-Principal Investigator). Grant, Training. 康复训练:康复长期计划-职业康复咨询, The Rehabilitation Services Administration (RSA). PI: Michael Frain, Florida Atlantic University. Funded, $1,200,000. August 2020 – July 2025.

Torres, Ayse (Co-Principal Investigator). Grant, Research. 职业康复优质就业技术援助中心(VRTAC-QE). PI: Timothy Tansey, University of Wisconsin-Madison. Subcontractor: Florida Atlantic University. Funded, $16,700,000. January 2021 – July 2025.

Torres, Ayse. (Principal Investigator) Contract, Research Support. Initial Analysis for Rehabilitation and Mental Health Needs in Quindío, Colombia. Sponsored by University of Quindío, Colombia. Funded, $1,500. July 1, 2019 – July 30, 2019.

Internal - Funded

Torres, Ayse (Principal Investigator) “What-Can I-Do?“向患有IDD的大学生教授与工作相关的情境决策技能。. Sponsored by Academy for Community Inclusion (ACI), Florida Atlantic University. Funded, $1,500. May 2022 –May 2023.

Torres, Ayse. (Principal Investigator). Grant, Research. 干预研究:社区康复提供者的工具，发展和传播. Sponsored by Office of Community Engagement, Florida Atlantic University. Funded, $1,000. October 2019 – December 2020.

PUBLICATIONS:

Kearney, K., Torres, A. (2022). 通过屏幕分享和远程音频指导，向有智力和发育障碍的大学生传授求职技巧. Education and Training in Autism and Developmental Disabilities, 57(2) 167–176.

Torres, A., Kearney, K. B., Berlingo, L., & Brady, M. P. (2021). “What ELSE about this job?“向有智力和发育障碍的大学生教授工作决策. Journal of Developmental and Physical Disabilities. 1-20 http://doi.org/10.1007/s10882-021-09820-x

Torres, A., Diaz, P., Baker. T., Baker, A., Freund, R., & Peluso, P. (2021). 职业康复咨询中的治疗联盟:评估来访者因素和功能. Journal of Vocational Rehabilitation. 55(3), 313-322. http://doi.org/10.3233/JVR-211165

Torres, A., Juhnke, G., Canfield, B., Gomez-Escudero, A., & Ramírez, A. (2021). Empowering families to address suicide in rural Colombia. The Family Journal, 29(2), 220–226. http://doi.org/10.1177/1066480720986493

Downey, A., Torres, A., Kearney, K. B., Brady, M. P., & Katz, J. (2022). Teaching virtual job interview skills to college students with IDD using literacy-based behavioral interventions. Career Development and Transition for Exceptional Individuals, 45(1), 4–16. http://doi.org/10.1177/2165143421989408

Torres, A., Kearney, K. B., Brady, M. P., Wood, J., & Katz, J. (2021). Using a literacy-based behavioral intervention to teach job interviewing skills to adults with intellectual disability. Journal of Vocational Rehabilitation, 54(2), 161-174 http://doi.org/10.3233/JVR-201127

Joseph, B., Kearney, K. B., Brady, M. P., Downey, A., & Torres, A. (2021). 教学闲聊:使用远程音频指导增加智力和发育障碍大学生的主题对话交流. Behavior Modification, 45(2), 251–271. http://doi.org/10.1177/0145445520975174

Torres, A., Frain, M., & Tansey, T. (2019). The impact of motivational interviewing training on rehabilitation counselors: Assessing working alliance and client engagement. A randomized controlled trial. Rehabilitation Psychology, 64(3), 328–338. http://doi.org/10.1037/rep0000267

Torres, A., Wittel, A., Marquit, D., & Beauduy, G. (2018). The essential role of evaluation in transition plans and programming. The Rehabilitation Professional, 28(4), 197-204.

Frain, M., Torres, A., Bishop, M., Sakala, K., Khan-Jordan, C., & Schoen, B. (2016). Certified rehabilitation counselors’ role in the acceptance of disability of returning Afghanistan and Iraq military veterans with disabilities. Rehabilitation Research, Policy, and Education, 30(2), 176-187. http://doi.org/10.1891/2168-6653.30.2.176

Brady, M. P., Kearney, K. B., Downey, A., Torres, A., & McDougall, D. (in press). Using mnemonics, remote coaching, 范围变化标准设计，教育IDD大学生做出就业决策. Education and Training in Autism and Developmental Disabilities.

Torres, A., Kearney, K., Downey, A., Tedesco, C. (in press). Self-determination development among college students with intellectual and developmental disabilities: A longitudinal study. Focus on Autism and Other Developmental Disabilities.

Kearney, K., Torres, A. (in press). 运用电子识字为基础的行为干预，向有智力和发育障碍的大学生传授就业技能. DADD Online Journal.

Krause-Parello, C., Torres, A., Pratt, B., & Moreno, J. (in press). The Role of Companion Animals in the Treatment of Mental Disorders. In N. R. Gee (PhD), L. Townsend (LCSW-C, PhD), & R. L. Findling (MD, MBA). Chapter 7: Companion animals in the treatment of PTSD. American Psychiatric Association Publishing.

EDUCATION:

Ph.D. Curriculum & Instruction, University of Louisville, Louisville KY (Dec. 2017)

Areas of Emphasis: Critical Pedagogy, Teacher Preparation, Intersectional Positionality Dissertation Title: Educating Critically: Challenging the Familiar Contours of Literacy Teacher Education

M.Ed. Literacy Specialization, University of Louisville, Louisville, KY (May 2012)

课程组成:36学分的课程包括理论指导和研究性课堂执行.

Certification: Literacy Specialist

B.S. Elementary Education, Eastern Michigan University, Ypsilanti, MI (Dec. 2004)

Major: Literacy, Minor: Science

Certification: Elementary Education

TITLE:

Assistant Professor and the Department of Curriculum & Instruction

RESEARCH INTERSTS:

My stance towards educational equity stems from my own introduction to education. Considering I was retained in kindergarten, labeled with a learning disability in first grade, and tracked in the lowest reading group in second grade, I didn’t think academic achievement was a possibility for me. Couple this with being a Black girl, attempting to learn within a 1980s Euro-centric curriculum, and you have the recipe for a marginalized student. Though my experience was unfortunate, 我用它作为一种催化剂来抵制主流形式的标准化课程，这些课程忽视了“不同学生群体丰富的文化和语言遗产”(金洛克), 2013, p.15). My philosophical outlook on education is antithetical to my educational experience, and platforms my work as a critical educator and researcher.
I received my Ph.D. in Curriculum and Instruction from the University of Louisville in 2017. I joined the FAU family in 2018, and currently serve as an assistant professor in the department of Curriculum and Instruction at Florida Atlantic University. As a critically engaged community scholar, my work nests within school, community, and academic settings, in which I collaborate with university students, 在职教师和社区利益相关者设计文化可持续的教学方法. Located at the intersections of critical literacy, hip hop pedagogy, and afro-indigenous paradigms, my research interrogates, resists, and re-frames traditional notions of curriculum development to consider the racially, socially and politically charged structures that shape education, 以及为不同文化创造公平学习条件的实际途径, colors, and contours of 21^st century students.

NOTABLE ACCOMPLISHMENTS:

Awards & Roles:

2021 More Just World Award- 我们相信集体的魔力:尊重过去，重塑未来的扫盲研究， Journal of Literacy Research: Theory, Method, and Practice

2021 Article of the Year Award- Putting Black Boy’s Literacies First: Collective Curriculum Development for the Lives and Literacies of Black Boys, Journal of Literacy Innovation

Creator & Facilitator: Decolonial Pedagogies Project-A Trans-University Learning Collective (2021 & 2022, Florida Atlantic University)

2019-2021 Literacy Research Association STAR Mentoring Fellow (selected, national competition)

2020-2021 Chair 美国大学教师教育协会(AACTE)多元化教师队伍标签的成员.

Grants:

2022 National Science Foundation, South Florida STEM Content and Literacies, (Submitted January 2022) (10,000,000)

2022 National Endowment for the Arts Research Grant, Hip-Hop & Youth Education (60,000) (Funded)

2021 Peace Justice & Human Rights Faculty Work Group Grant- Decolonial Pedagogies Project, (5,000) (Funded)

2021年国家人文基金会资助，一个更完美的联盟:扩大反叙事 & Storytelling ($350,000) (Unfunded)

2021 Peace Justice & Human Rights Initiative Grant for Professional Development Grant ($1,800) (Funded)

PUBLICATIONS:

The Literacy Futurisms Collective. (2021)我们相信集体的魔力:尊重过去，重塑扫盲研究的未来. Literacy Research: Theory Method & Practice, 70(1), 1-20.

Nightengael-Lee, B., Massy, P., Knowles, B. (2021)将黑人男孩的读写能力放在首位:为黑人男孩的生活和读写能力开发课程. Journal of Literacy Innovation, 6 (1), 5-22.

Aguilera, D. & Nightengale-Lee, B. (2020)城乡紧急远程教学:教育公平的视角. 信息与学习科学特刊:基于证据和实用的在线教学和学习方法:对k-12远程在线教育紧急过渡的回应 & Higher Education, 121(5), 471-478.

Nightengale-Lee, B. (2020). 通过对自我的交叉理解接近白人职前教师的教育公平. Chapter in Norton-Meir, L, Overstreet M (Eds.), Clinical Partnerships in Urban Elementary Settings: An Honest Celebration of the Messy Realities of Doing this Work (pp. 79-91). Sense Publishers.

Nightengale-Lee, B., Clayton-Taylor, N. (2020). Rapping, recording, & performing: Amplifying student voice to reclaim a community. Chapter in Adjapong, E, Levy, P. (Eds.), #HipHopEd: The Compilation on Hip-hop Education Volume2: HipHop as Praxis & Social Justice (pp. 103-125). Brill Sense Publishers.

Gist, C., Jackson, I., Nightengale-Lee, B., & Allen, K., (2019). Culturally responsive pedagogy in teacher education. Oxford Research Encyclopedia of Education. Ed. Jo Lampert. New York: Oxford University Press.

Manuscripts under Review

Acosta, M. & Nightengale-Lee, B. Doin’ Diversity in Teacher Education: Beginning Black Teacher Perspectives on Learning to Teach for Social Justice. Teaching and Teacher Education.

Jackson, I., Ball, A., Nightengale-Lee, B. “年轻人需要学习的东西太多了，只有社区才能教他们。. Arnetha Ball. Multicultural Perspectives

EDUCATION:

• Ph.D., Special Education, Vanderbilt University; George Peabody College, Nashville, TN
• M.Ed., Special Education, University of Hawaii, Honolulu, HI
• B.Ed., Special Education, University of Hawaii, Honolulu, HI

TITLES:

Department Chair and Professor, Department of Special Education

IN MEMORIAM:

Michael P. Brady, Ph.D., served as chair of the Department of Special Education for 21 years. He was a son of the late M. Sgt. Donald E. Brady and Elizabeth D. Brady. 迈克尔在新泽西州长大，后来在夏威夷、美属萨摩亚、田纳西州、德克萨斯州和佛罗里达州生活过. He joined the faculty of Florida Atlantic University (FAU) in 2000. Brady’s scholarly record is long and prestigious. 在他的职业生涯中，他发表了120多篇文章，并做了160次专业演讲. He exhibited rewarding grantsmanship, garnering over four million dollars to support teacher preparation and educational opportunities for adults with intellectual disabilities. In 2016, Brady and others started the Academy for Community Inclusion (ACI), 为有智力和发育障碍的成年人提供的大学证书课程. He also worked extensively to promote graduate education in special education, with a special emphasis on doctoral education. 在他的职业生涯中，他主持或服务于49个论文委员会(25个在FAU)。. 布雷迪教授被评为2018年FAU年度大学学者，并被东方教育研究协会评为高级学者.

Brady’s work was not confined to academics. He was an avid diver, widely known as a highly skilled scuba instructor, and certified by the National Association of Underwater Instructors (NAUI). He also served as FAU’s scuba diving club advisor, and was recognized as Club Advisor of the Year in 2008. 最令人难忘的是布雷迪对最严重残疾人士的大力倡导, his student-centered approach to any issue, and the fervor with which he approached mentoring many in his field. Mike is survived by his long-time partner Dawn Furlan, brother Donald E. Brady, Jr. (Laura Marshall) of Maryland, aunts, an uncle, cousins, a host of professional colleagues and friends. His absence will be mourned by his family, friends, and colleagues near and far.

In remembrance, you may donate to the Dr. Michael P. Brady Memorial Scholarship for Doctoral Education in Special Education, 这将支持那些与迈克一样热爱终身教育和治疗残疾人的学生的教育. Learn more about the scholarship and how to donate here: Dr. Michael P. Brady Memorial Scholarship Fund | FAU Foundation Inc.

AWARDS & HONORS:

Senior Scholar Award, Eastern Educational Research Association, 2020

University Scholar of the Year Award, Florida Atlantic University, 2018

Club Advisor of the Year (博卡拉顿学生俱乐部)，KU体育官网APP学生组织委员会，2008年

Advisor of the Year, Student Organizational Council, Florida Atlantic University, 2002

Phi Delta Kappa Professor of the Year, Florida International University, 1996

College of Education Research Excellence Award, University of Houston, 1993

University Research Excellence Award, University of Houston, 1990

University Teaching Excellence Award, University of Houston, 1988

Alice H. Hayden Award. Selected by The Association for Persons with Severe Handicaps. (TASH), 1984

EDITORIAL BOARDS:

Education and Training in Autism & Developmental Disabilities (ETADD), 1984 – 2021

Teacher Education & Special Education (TESE), 1992-2001; 2003 – 2021

Focus on Autism & Other Developmental Disabilities (FADD), 2003 – 2021

Journal of the Association for Persons with Severe Handicaps (JASH), 1992-1996 DPH Journal, 1983-85

EDUCATION:

• Ph.D. in Education, University of California, Berkeley
• M.A. 教育的社会与文化分析，加州州立大学，长滩
• B.A. in History, University of California, Irvine

TITLES:

课程、文化与教育探究系助理教授

IN MEMORIAM:

While visiting friends in Kerens, TX, 黄川在试图帮助他的朋友从一股强大的水流中获救时不幸淹死在湖中.

Hoang was born in Viet Nam on January 31,1983. His family immigrated to the United States in 1990. From there, he navigated himself through his new American surroundings while retaining a deep appreciation for his Vietnamese heritage. Hoang was beloved by all for his humor, quick wit and snappy remarks, but most of all, his caring and thoughtfulness to his loved ones. 他有一种本能的理解，知道人们需要什么来改善他们的生活，而不需要经常问, simple conversations would put people on the right path.

Hoang was set to teach his 4th year at Florida Atlantic University where his research and teaching interests were in Critical Race Theory, whiteness studies and educational law. 他的研究课题之一是教育中的制度不平等，以及接受适当教育如何给那些没有接受适当教育的人带来截然不同的优势. 黄先生谈到，简单的教育机会是许多学生在公平竞争的环境中学习的最大障碍之一，他对支持他的祖国越南那些不幸的孩子产生了强烈的热情.
— Minh Trung Trần, brother of Hoang Vu Trần

Hoang Vu Tran was a promising scholar at FAU. His research and teaching interests included Critical Race Theory, whiteness studies, and educational law. In his inimitable and relaxed styles, Tran喜欢教学，并与学生一起研究种族不平等问题, educational access, and fulfilling the Civil Rights promise of education. In his very brief tenure at FAU, he touched people’s lives, 帮助我们所有人更好地理解我们对解决制度不平等的民主承诺(或缺乏民主承诺)——特别是在教育方面. In these trying and often chaotic times, his calm demeanor will be missed.
– Ira Bogotch, Ed.D., Professor 

RESEARCH:

Tran's research focused on two dimensions of the affirmative action debate. First, 他研究了平权法案的历史轨迹，以便更好地理解我们对解决制度不平等的民主承诺(或缺乏承诺)——尤其是在教育方面. Secondly, 他研究了我们当代的“色盲”话语，即我们如何概念化和构建民主平权行动是否值得和必要.

NOTABLE ACCOMPLISHMENTS:

National Center for Institutional Diversity (NCID)
University of Michigan
NCID Emerging Diversity Scholar (2016)

University of California, Berkeley
Office of the President UC Dissertation Year Fellowship (2014 - 2015)
American Cultures Engaged Scholarship (ACES) Fellow (2012 - 2013)
Chancellor’s Multi-Year Fellowship (2008 - 2012)
Berkeley Diversity Research Initiative Fellow (2010)
Graduate Division Summer Research Grant, UC Berkeley (2009, 2010, 2011)

California State University, Long Beach
Dean’s Graduate Honor’s List (2008)
Phi Delta Gamma (National Graduate Honor Society) (2007)

University of California, Irvine
Gates Millennium Scholar (2000 - 2004)

THOUGHTS TO SHARE:

Hoàng Trần ... an exquisite mix of qualities...

We uplift his humility, shunning the spotlight, but never the work;
We cherish his smile and chuckle, the wise cracks and good-humored banter;

We are grateful for his scholarship – his meticulous critique of color-blindness in law and policy; his daring advocacy for Affirmative Action; his deep concerns about the intersectionality of race and class in the perpetuation of inequity, particularly in education.

We remember fondly the casual, easy-going demeanor of this young professor who needed no powerpoints or notes in class as he deliberately drew students into engaging, - indeed wrestling with - readings, concepts and the world around them, as active agents of their own learning. It was an equal joy to watch students respond to this rare opportunity.

We appreciate those long stretches of silent concentrated listening – for facts; for feelings; underlying ideology; he heard personal pain; silent objection and discerned hypocrisy.
Hoang was the faculty member who said “What is your toughest scheduling slot to fill? Put me there.” “How can I make life easier for you?”

He asked about our families, and listened intently; and he lit up with pride about his own.
Theresa’s creativity; Ai Viet’s development; Mom’s projects in Vietnam … all recounted with glowing animation.

Hoàng,
In your short time with us, you have impacted us for a life time.
May you live in our hearts as we practice your kindness and humanity.
May you live in our minds as we aspire to your brilliance and insight.
愿你们活在我们的手中，因为我们伸出手去拥抱那些被边缘化的人，或减轻他人的负担，
And in our feet as we move into our communities to serve and learn, and then return to make our institution a better place.
愿你活在我们的脊梁里，因为我们效仿KU体育勇气，面对制度上的不平等.
May you live in the classes we teach as a scholar, pedagogue and mentor.
May you live as a guest in our homes reminding of us of who and what should matter,
愿你永远不会离开这个世界，因为你活在你感动过的人们的心中.
– Dilys Schoorman, Ph.D., Professor

PUBLICATIONS:

Book

Tran, H. V. (2019). Race, Law, and Higher Education in the Colorblind Era: Critical Investigations into Race-Related Supreme Court Disputes. New York, NY: Routledge.

Journal Articles

Tran, H. V. (Under Review). 课堂上的平权行动教学:正义的定位与精英主义的调查. Critical Questions in Education.

Tran, H. V. (2019). Seeing the Racial Elephant: CRT and the Focus of Educational Scholarship, Equity & Excellence in Education. http://doi.org/10.1080/10665684.2019.1630341

Tran, H. V. (2017). After Fisher v. University of Texas: Toward Racial Justice or Whiteness Rising? Whiteness and Education. http://doi.org/10.1080/23793406.2017.1406316

Tran, H. V. (2017). 多样性的模糊地带:教育中的平权行动如何等同于色盲时代的“歧视”. Race Ethnicity and Education.
http://dx.doi.org/10.1080/13613324.2017.1417255

Book Chapters

Tran, H. V. (2016). Colorblindness and the Permanence of Whiteness in the Legal System. Frankenberg, L. Garces, & M. Hopkins (Eds.), School Integration Matters: Research- Based Strategies to Advance Equity. New York, NY: Teachers College Press.

Leonardo, Z. and Tran, H. V. (2013). What Is So Liberal about Neo-Liberalism? Schooling, Law, and Limitations of Race-Neutral Reforms. In R. Brooks, M. McCormack, K. Bhopal (Eds.), Contemporary Debates in the Sociology of Education (pp. 168-184). Palgrave Macmillan.

MANUSCRIPTS IN PREPARATION:

参与行动:用平权行动的语言重新构建社区参与.

College Access and the Necessity for a Critical Multicultural Approach.

(不)平等的竞争环境:反平权行动叙事的轻描淡写.

最近特权区:多元文化背景下的维果茨基特权理论 Education.

From Deficit to Strength: Navigating the College Admissions Statement with Somali

American Students and the Significance Toward a Critical Multiculturalism.

A False Narrative: Asian Americans, College Admissions, and the Problem of Colorblindness. w/ Jocyl Sacramento.

EDUCATION:

PhD, Audiology and Auditory Electrophysiology, The University of Memphis

MS, Audiology, Idaho State University

BSc, Audiology, Iran University of Medical Sciences

TITLES:

教育学院传播科学与障碍系教授， FAU | Ali Danesh, Ph.D.

Director of Audiology, Hearing, Tinnitus, Balance Research Laboratory

Affiliate faculty in Charles E. Schmidt College of Medicine and Charles E. Schmidt College of Science at Florida Atlantic University

Affiliate faculty in the department of Otolaryngology, Miller School of Medicine, University of Miami

RESEARCH:

Emphasis on Tinnitus, Hyperacusis and auditory/vestibular disorders

NOTABLE ACCOMPLISHMENTS:

Teaching future clinicians and scientists

帮助社区管理耳鸣，眩晕，降低声音耐受障碍

Contributing to science

THOUGHTS TO SHARE:

My research activities have evolved significantly during the past several years. Throughout my tenure at FAU, I have been productive in many areas of research with emphasis on Tinnitus, Vertigo, Sound Sensitivity Disorders (such as hyperacusis and misophonia) and auditory behaviors and characteristics in Autism Spectrum Disorders. I have reached a level of global recognition in those fields where I receive continuous search for expert opinions from journals, grant foundations, post-doctoral evaluations, and scientific conventions. 在过去的五年里，我发表了28篇文章，其中很多是在高排名的期刊上发表的，比如 Journal of the American Academy of Audiology, Ear & Hearing, and American Journal of Audiology. Additionally, I have presented more than 40 research and training presentations in state, 国家和国际论坛和公约，其中17人受邀发言. With the support from our college dean and my department chair, I currently have a research laboratory space dedicated to Hearing, Tinnitus, Balance Research. With the funding from my grants I have been able to establish a laboratory which is now being equipped with several research tools (http://vmbi5l.qmwawa.net/education/academicdepartments/csd/htbrl/) that will attract interested students and potential post-doctoral candidates for studying such topics in my laboratory.

I have a collaborative nature when it comes to research and teaching. I have affiliate faculty appointments in many departments and colleges at FAU. These include college of Medicine, Department of Psychology, the FAU Neurology Residency program, 复杂系统与脑科学中心(博士生论文委员会成员), and the Department of Otolaryngology, University of Miami. I am a faculty member for iBrain and iHealth at FAU. My international network of scientific collaboration is also quite extensive. For many years, 我和我在德岛大学的日本同事一起开发了耳鸣的神经网络模型. Additionally, 我与英国萨里医院和剑桥大学的研究人员合作，在耳鸣和听觉亢进领域发表了许多出版物.

总的来说，我相信我已经能够成为FAU社区的一名有效成员. 我很高兴被选为本期《KU体育》节目的特邀嘉宾，我想对我在FAU的所有同事和学生表示感谢.

PUBLICATIONS: (2018 - 2021)

1. Aazh H, Danesh AA, Moore BCJ (2021). Self-reported Tinnitus Severity Prior to and During the COVID-19 Lockdown in the UK. Journal of American Academy of Audiology. In Press.
2. Aazh H, Danesh AA (2021). ONLINE FEATURE | Trilogy of Papers: Audiologist-Delivered Cognitive Behavioral Therapy for Tinnitus and Hyperacusis. Audiology Today, March-April Online Issue, http://www.audiology.org/audiology-today-marchapril-2021/online-feature-trilogy-papers-audiologist-delivered-cognitive
3. Aazh, H. and A. Danesh (2021). "Internet-based Cognitive Behavioral Therapy for Tinnitus: Insights from Health Care Professionals " The Hearing Journal 74(2): 20-22. http://journals.lww.com/thehearingjournal/Fulltext/2021/02000/Internet_based_Cognitive_Behavioral_Therapy_for.7.aspx
4. Aazh H, Danesh AA, Moore BCJ (2020). 听觉亢进症状量表的内部一致性和收敛效度. Ear Hear. 2020 Nov 30. doi: 10.1097/AUD.0000000000000982. Epub ahead of print. PMID: 33259445.http://journals.lww.com/ear- hearing/Abstract/9000/Internal_Consistency_and_Convergent_Validity_of.98580.aspx

5. Porcaro, C. Singer, C., Djokic, B., Danesh, A.A., Tappen, R. @ Engstrom, G. (2020). Perceived Voice Disorders in Older Adults and Impact on Social Interactions. Perspectives of the ASHA Special Interest Groups. http://doi.org/10.1044/2020_PERSP-20-00059
6. Aazh, H & Danesh, AA (2020). 耳鸣和失眠，听力杂志:2020年6月-第73卷-第6期-第14,15页. http://journals.lww.com/thehearingjournal/Fulltext/2020/06000/Tinnitus_and_Insomnia__Management_via.5.aspx
7. Danesh, AA & Aazh, H (2020). Misophonia: A Neurologic, Psychologic, and Audiologic Complex. The Hearing Journal. Vol 73, pp20-23. http://journals.lww.com/thehearingjournal/Fulltext/2020/03000/Misophonia__A_Neurologic,_Psychologic,_and.5.aspx
8. Aazh, H., Landgrebe, M., Danesh, AA & Moore, BCJ. Cognitive Behavioral Therapy for Alleviating the Distress Caused by Tinnitus, Hyperacusis and Misophonia: Current Perspectives. Psychol Res Behav Manag. 2019 Oct 23;12:991-1002. http://www.ncbi.nlm.nih.gov/pubmed/31749641
9. Danesh, AA (2019). Incorporating Tinnitus Management Services into your Audiology Practice. The Hearing Journal. Vol 72, pp22-23. http://journals.lww.com/thehearingjournal/Fulltext/2019/11000/Incorporating_Tinnitus_Management_Services_into.8.aspx
10. Aazh H, Landgrebe M, Danesh AA. 儿童时期父母精神疾病是成人寻求耳鸣和/或听觉亢进帮助时产生自杀和自残想法的危险因素. Am J Audiol. 2019 Sep 13;28(3):527-533. doi: 10.1044/2019_AJA-18-0059. Epub 2019 Jun 11. PMID: 31184510. http://pubmed.ncbi.nlm.nih.gov/31184510/
11. Porcaro, C.K., Alavi, E., Gollery, T., & Danesh,A. (2019).   Misophonia: Awareness and Responsiveness Among Academics. Journal of Postsecondary Education and Disability, 108-118, 32 (2). http://www.ahead.org/professional-resources/publications/jped
12. Aazh, H., Langguth, B. & Danesh, AA (2018). 童年时期父母分离和父母心理健康以及成年后耳鸣和耳聋残疾:回顾性探索性分析. Int J of Aud. 2018 Oct 1:1-6. doi: 10.1080/14992027.2018.1514470. http://www.ncbi.nlm.nih.gov/pubmed/30272507
13. Aazh, H., Danesh, AA & Moore, BCJ (2018). Parental mental health in childhood as a risk factor for anxiety and depression among people seeking help for tinnitus and hyperacusis. J of Am Acad Aud. http://www.ncbi.nlm.nih.gov/pubmed/30446035
14. Aazh H, Knipper M, Danesh AA, Cavanna AE, Andersson L, Paulin J, Schecklmann M, Heinonen-Guzejev M, & Moore BCJ (2018). Insights from the Third International Conference on Hyperacusis: Causes, Evaluation, Diagnosis, and Treatment. Noise Health. 2018 Jul-Aug ;20(95):162-170. http://www.noiseandhealth.org/article.asp?issn=1463-1741;year=2018;volume=20;issue=95;spage=162;epage=170;aulast=Aazh;type=0
15. Ocak, M, Eshraghi, R, Danesh, AA, Mittal, R & Eshraghi E (2018). Central Auditory Processing Disorders in Individuals with Autism Spectrum Disorders. Balkan Medical Journal, June 2018. http://www.researchgate.net/publication/326028400_Central_Auditory_Processing_Disorders_in_Individuals_with_Autism_Spectrum_Disorders?ev=project
16. Danesh, AA, Shahnaz, N, & Hall, JW (2018). The Audiology of Otosclerosis. Otolaryngol Clin North Am. 2018 Apr; 51(2):327-342. http://pubmed.ncbi.nlm.nih.gov/29397946-the-audiology-of-otosclerosis/?from_term=danesh+tinnitus&from_pos=1 http://www.ncbi.nlm.nih.gov/pubmed/29397946

EDUCATION:

Doctor of Philosophy, University of Arizona
Major: Special Education and Rehabilitation

Master of Arts, New Mexico Highlands University
Major: Special Education

Master of Science, University of Madras, India
Major: Geography

Bachelor of Arts, University of Madras, India
Major: Geography

TITLES:

Professor of Exceptional Student Education

FAU Holmes Scholars Program Coordinator

Senior Fellow and Professor National Institute of Education, Nanyang Technological University, Singapore.

RESEARCH:

My area of research includes applied behavior analysis, classroom management, and behavior intervention strategies, as well as students with autism, special needs students, 残疾人的全纳教育和从学校到成人生活的过渡.

NOTABLE ACCOMPLISHMENTS:

1. 协助院长在复旦大学教育学院建立福尔摩斯学者计划.
2. Mentored Holmes Scholars from four doctoral granting departments in the COE to present papers at AACTE Conferences, accompanied them to Washington D.C. for Summer Policy Institute, 并帮助他们在国会山与当选的众议员和参议员一起为FAU和佛罗里达州倡导各种与教育相关的问题.
3. Coordinated College of Education work with St. 从印度招募并指导了17名数学老师, science, and special education to reduce critical teacher shortage for the school district.
4. Chaired A.D. Henderson University School Board Education Committee. 我与院长和校长一起精心制定了一个特殊教育项目，并为学校编写了特殊教育政策手册.
5. President - College of Education Faculty Assembly

THOUGHTS TO SHARE:

I worship my work. Mentoring Holmes Scholars, meeting with them once a month, and noticing their growth in research productivity is awesome to share with other doctoral students in the COE. Two years ago, at the AACTE Conference in Baltimore, 我们的一位福尔摩斯学者来找我，说这是她第一次在会议上做报告. 她对这个机会非常兴奋，她用眼泪感谢福尔摩斯项目. My advice and guidance to students of color is to stay in school, stay focused, and get as much education as possible. If I can get a Ph.D. with my poor rural beginning, anybody can get an education and make it in life. 有了自律、奉献和毅力，一个人可以成为任何他想成为的人.

PUBLICATIONS:

Books

Richards, S., Taylor, R., Ramasamy, R. (2014)单学科研究:在教育和临床环境中的应用(第2版).). Belmont, CA: Wadsworth, Cengage Learning.

Richards, S., Taylor, R., Ramasamy, R., & Richards, R. (1999). Single subject research: Applications in educational and clinical settings. San Diego: Singular Publications.

Selected Refereed Publications

Brown, V., & Ramasamy, R. (2017). Changing faculty perspective of distance learning through support. Journal of eLearning. 14 (3), 29-35.

Finn, L., Ramasamy, R., Dukes, C., & Scott, J. (2015). 使用WatchMinder增加自闭症谱系障碍学生的任务行为, Journal of Autism and Developmental Disabilities, 45, 1408-1418.

Bennett, K. D., Ramasamy, R., & Honsberger, T. (2013). Further Examination of Covert Audio Coaching on Improving Employment Skills among Secondary Students with Autism. Journal of Behavioral Education. DOI: 10. 1007/s10864-013-9168-2

Bennett, K. D., Ramasamy, R., & Honsberger, T. (2013). 隐蔽音频训练对自闭症谱系障碍青少年文书技能教学的影响. Journal of Autism and Developmental Disorders. DOI: 10.1007/s10803-012-1597-6

Ramasamy, R. (1996). Post-high school employment: A follow-up of Apache Native American Youth. Journal of Learning Disabilities, 29(2), 174-179.

Ramasamy, R., & Taylor, R. (1996). Transition assessment: A critical process for students with disabilities. Diagnostique, 21(4), 59-62

Ramasamy, R. (1996). 纳瓦霍族学生学习方式与有效教学方法的文化影响. The Journal of Educational Issues of Language Minority Students, 17, 139-151.

Ramasamy, R., Taylor, R. L., & Ziegler, E. W. (1996). 使用DRO时间表消除不适当的课堂行为:初步研究. Psychological Reports, 78, 753-754.

Ramasamy, R. (1995). 高中课程对阿帕奇特殊教育和普通教育学生过渡的有效性. Career Development for Exceptional Individuals. 18(1), 51-58.

Holmes Program Publications

McEwan, D., Demezier., Dean, S., Dowdie. D., & Ramasamy, R. (2019). The Story of BIG Data with All the Small Details. AACTE, Ed Prep Matter. Key news and insights on educator preparation.

Ramasamy, R., & McEwan, D. (2018). Dissertation workshop: Theoretical Framework an Essential Steering Wheel. AACTE, Ed Prep Matter. Key news and insights on educator preparation.

Manuscripts Submitted for Publication

Ramasamy, R., & McCormick. J. (已提交)《KU体育》. Journal of Teacher Education.

Honsberger, C., Ramasamy, R., Brady, M., Frain, M. (submitted). Increasing Language Use in Parents of Children with Autism Spectrum Disorder.

McCormick, J., Ramasamy, R., & Kearney, K. (submitted). Understanding Autism and Collaboration Skills: Evaluation of Asynchronous Presentations for Pre-service Teachers. Journal of Special Education Apprenticeship.

Collazo, S., Lee, Y., & Ramasamy, R. (submitted). 幼儿教师科学知识与感知的探索性质的研究, Technology, Engineering, Art, and Math (STEAM) Education. Research in Early Childhood Education.

EDUCATION:

Doctor of Education, Florida Atlantic University, 2009
Major: Curriculum and Instruction
Master of Education, University of Florida, 2004
Major: Elementary Education
Bachelor of Education, University of Florida, 2003
Major Elementary Education

TITLES:

Assistant Professor, Department of Curriculum, Culture, and Educational Inquiry

RESEARCH:

Michelle Vaughan, Ed.D. is an assistant professor at Florida Atlantic University. 她教授课程与教学、行动研究和学校改革方面的课程. She received her Ed.D. in Curriculum and Instruction from the Department of Curriculum, Culture, and Educational Inquiry at Florida Atlantic University.

As a scholar, I define action research as a vehicle for change, a way to arm practitioners with data and give them the voice they need to engage in critical conversations with decision-makers. 我的工作使用行动研究来关注教学和研究的交叉点, continually asking the question, ‘How do I improve my practice?’ As an action researcher, 我的实践和学术研究与我的学生在我的课程中积累经验以及为课程和教学领域贡献教学知识是间接联系在一起的.

NOTABLE ACCOMPLISHMENTS:

Excellence in eLearning Distinguished Achievement Award (2019), awarded by the Center for eLearning at Florida Atlantic University.

高等教育创新奖(2017)，由佛罗里达州远程教育协会颁发.

Excellence in eLearning Faculty Award (2016), awarded by the Center for eLearning at Florida Atlantic University.

THOUGHTS TO SHARE:

I have always been a teacher first. I believe it is necessary to have a deep understanding of your pedagogy, to comprehend the guiding values of your teaching thoroughly and how they manifest in relationships with students and the curriculum. When your values align with your instruction, students inevitably reap the rewards of excellent teaching. My work also argues that educational research should be conducted by and with 教师应该抓住在教育政策研究中经常缺失的观点

PUBLICATIONS:

1.Vaughan, M. (2019). 学习我是谁:通过生活理论方法论探索我的指导价值. Educational Journal of Living Theories, 12(1), 62-80.

2. Vaughan, M., Cavallaro, C., Baker, J., Celesti, C., Clevenger, C., Darling, H., Kasten, R., Laing, M., Marbach, R., Timar, A., & Wilder, K. (2019). Positioning teachers as researchers: Lessons in empowerment, change, and growth. Florida Educational Research Association Journal.

3. Vaughan. M., Boerum, C., & Whitehead, L. (2019). 博士课程中的行动研究:对独立研究经验的看法. International Journal for the Scholarship of Teaching and Learning , 13(1), 1-8.

4. Uribe, S. & Vaughan, M. (2017). Facilitating student learning in distance education: A  case study on the implementation of a multi-faceted feedback system. Distance Education, 38(3), 288-301. doi: 10.1080/01587919.2017.1369005 

5. Vaughan, M. & Uribe, S. (2017). Giving them what they want: Online feedback that works. College Teaching, 66(1). doi:10.1080/87567555.2017.1336611.

6. Dassa, L. & Vaughan, M. (2017). #classagain? How education faculty engage the disengaged college student. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 91(1), 42-45. doi:10.1080/00098655.2017.1342434

7. Vaughan, M., Baxley, T., & Kervin, C. (2017). Connecting the dots: A scaffolded model for undergraduate research. National Forum of Teacher Education Journal, 26(3), 1-12.

8. Vaughan, M. & Henderson, A. (2016). 杰出教育工作者:为包容唐氏综合症学生而建立的合作培训伙伴关系. Support for Learning, 31(1), 46-58. doi: 10.1111/1467-9604.12113

9. Vaughan, M. & Beers, C. (2016). Using an exploratory professional development initiative to introduce iPads in the early childhood education classroom. Early Childhood Education Journal, 45(3), 321-331. doi: 10.1007/s10643-016-0772-3

10. Vaughan, M. & Burnaford, G. (2015). Action research in graduate teacher education: A review of the literature 2000-2015. Educational Action Research, 24(2), 280-299. doi:10.1080/09650792.2015.1062408

11. Vaughan, M., Beers, C. & Burnaford, G. (2015). ipad对教师教育实践的影响:一个合作的专业发展倡议. International Journal of Technology in Teaching and Learning, 11(1), 21-34.

12. Vaughan, M. (2014). Flipping the learning: An investigation into the use of the flipped classroom model in an introductory teaching course. Education Research and Perspectives, 41(1), 25-41.

EDUCATION:

Ph.D. 在伊利诺伊大学厄巴纳-香槟分校的早期儿童特殊教育
M.Ed. in Special Education from Central Oklahoma University
B.S. in Journalism from University of Kansas
B.A. in Psychology from University of Kansas

TITLES:

Associate Professor and the department of Curriculum, Culture and Educational Inquiry Coordinator of Early Childhood Programs

RESEARCH:

影响儿童健康的家庭和更广泛的社会制度之间的复杂联系, development, and education.
Professional development of educators in early childhood and special education.
Early childhood environmental education, investigating strategies and policies that impact the well-being of all.

NOTABLE ACCOMPLISHMENTS:

Nietzel Distinguished Faculty Award from the University of Kentucky. Obligations include serving on dissertation committees and providing public lectures in the Spring 2019 semester. He plans to deliver lectures relating to rethinking early childhood education by integrating more place-based and experiential learning.
Outstanding Service to Environmental Education Award from the North American Association for Environmental Education (NAAEE). The award is given to individuals who exemplify national leadership in the field of environmental education (EE).

PUBLICATIONS:

国际幼儿环境教育杂志，2019，第6卷，第6期. 2: Addressing Policy, Practice, and Research That Matters
2018 – Use of Children’s Literature to Support an Emerging Curriculum Model of Education for Sustainable Development for Young Learners
2015 – Early Childhood Environmental Education Rating Scale

EDUCATION:

Ed.D., Higher Education Administration, University of Illinois at Urbana-Champaign
毕业论文:“高等教育学位与伊利诺伊大学香槟分校1980-1993年男女毕业生职业发展路径的关系”.”
M.S., Athletic Administration, University of Illinois at Urbana-Champaign
B.S.，伊利诺斯州立大学，师范，体育教学(K-12)，最优等生

TITLES:

Associate Professor & Coordinator, Higher Education Leadership Master’s Degree Program, Department of Educational Leadership & Research Methodology, Florida Atlantic University
Founder, Office of Appreciative Education, Department of Educational Leadership & Research Methodology, Florida Atlantic University

RESEARCH:

Appreciative Advising, Appreciative Education, and Appreciative Administration

NOTABLE ACCOMPLISHMENTS:

NATIONAL/INTERNATIONAL AWARDS

Virginia N. Gordon Award for Excellence in the Field of Advising, NACADA:全球咨询社区-授予“通过研究对学术咨询行业产生重大的国家和/或国际影响”的人, publications, and/or presentations at the national and/or international level, leadership in the field of advising, 并承诺在国家和/或国际层面提供学术咨询的重要性”——2017年10月

全国学术顾问协会(NACADA)杰出顾问管理奖- 2005年

National Academic Advising Association (NACADA) Graduate Scholarship Awardee – 1994

FLORIDA ATLANTIC UNIVERSITY

2017年4月，获得FAU学生事务部年度教师合作伙伴奖

FAU Chi Sigma Alpha Honor Society Advisor of the Year Award – April 2016

2015年10月，获FAU研究生与专业学生协会授予的年度研究生学术顾问称号

COLLEGE:

College of Education

TITLES:

Professor and coordinator for Effective Teaching Practices.

RESEARCH:

Dr. Dassa继续深入研究高质量的教师预备课程和教师留任.

NOTABLE ACCOMPLISHMENTS:

Dr. Dassa has published several articles and studies, and developed as well as runs the Honors in the Elementary Education major. 她与布劳沃德和棕榈滩县两所学校的校长建立了合作关系，并帮助COE的教学和学习部门协调非常重要的实习课程. Dr. Dassa is the author of the second edition book, So Now What? New Elementary Teacher Survival Guide.