• Joined Ashland University in 2007 and teaches undergraduate and graduate education courses

• Research interests include College students with disabilities, technology and disabilities, access to education and retention of college students, Universal Design, and diversity

• Authored or co-authored articles in the following journals: Journal of Developmental Education, Brock Education Journal, Journal of College Orientation and Transition, and Journal of Teaching and Learning

• Co-authored a book chapter, The digital divide in disability and education. In C. Vrasidas, M. Zembylas, & G. V. Glass (Eds.), ICT for Education, Development, and Social Justice. Greenwich, CT: Information Age Publishing Inc

• Serves as member of the NAMI Richland County Board and a board member of the Country School Association of America (CSAA)

• Joined Ashland University in 2008 and teaches graduate education courses

• With extensive experience as an elementary school teacher and principal, he brings a practical perspective that is informed by his theoretical and philosophical roots in child-centered, progressive education  

• Areas of expertise include early and middle childhood education, Reggio-Emilia inspired teaching and integrated curriculum planning, as well as innovative approaches to teacher and student evaluation

• Joined Ashland University in 2019 and teachers undergraduate and graduate courses
• Background in education includes teaching middle grades history and mathematics, working as an academic coach, Ohio Teacher Evaluator, Ohio Resident Educator Mentor, as well as a state compliance facilitator
• Areas of expertise include teacher motivation, STEM/STEAM education, working with students in low socio-economic areas and restorative practices
• Research focuses on both teacher motivation and STEM/STEAM education

• Joined Ashland University faculty in 2008 and teaches graduate program courses in curriculum, qualitative inquiry, education of ELL’s and global perspectives in education. The latter involves an optional study away of London - 2014 UK schools

• Prior to her current position, Dr. Ifedi joined the Ashland University community as a principal licensure student (1999), an adjunct instructor (2004) and a graduate of Ashland University’s doctoral program in educational leadership (2007)

• Research includes examining the intersections of race, identity, gender and achievement in the lives of immigrant, transnational and second language learners as well as in the professional lives of those who educate them

• She is author of African-born women faculty in the United States: Lives in contradiction (Edwin Mellen Press, New York, 2008)

• Her teaching and administrative experiences include work at Ohio’s historically Black colleges, Central State University and Wilberforce University, Columbus Public Schools, Ohio Correctional Education System and high schools and colleges in Nigeria. She has written and presented locally, nationally and internationally

• Joined the ACCESS Program at Ashland University in 2012
• Joined the Dwight Schar College of Education in 2018 as TESOL coordinator
• Served as member of the INTERLINK Language Center at Indiana State University from 2007-2012
• Taught English in Japan for eleven years

• Joined Ashland University as adjunct faculty in 2014, and full-time faculty in 2019.

• Research foci includes school safety and crisis response, school violence and school climate and culture.

• Is a prolific speaker, trainer and frequent media contributor. Co-author of a book published by ASCD, their work has been featured on the front page of USA today and has been featured in Time, Newsweek, the New York Times, and other national and international news outlets.

·        Joined Ashland University and teaches undergraduate and graduate courses in literacy education.

·        Founded and provides professional development to K-12 teachers in the Adolescent Critical Reading Intervention (ACRI), a researched intervention which successfully accelerates adolescents who are reading significantly below grade level toward literacy proficiency in expository text.

·         Areas of expertise include: Literacy intervention, reading comprehension, expository genre analysis, adolescent literacy, and adolescent struggling readers.

·        Past experience in K-12 education includes serving as a K-12 Reading Specialist and elementary classroom teacher.

·        Past experience in higher education includes both graduate and undergraduate teaching at multiple colleges and universities, masters and doctoral level course design, and supervising graduate literacy practicum.