PhD Jobs Brochure 2014-15 by University of Michigan School of Social Work

University of Michigan Interdisciplinary PhD in Social Work and Social Science Doctoral CV Booklet 2014-2015

SCHOOL OFSOCIALWORK

UNIVERSITY OF MICHIGAN

Laura Lein, Dean Berit Ingersoii-Dayton, Director Joint Doctoral Program in Social Work and Social Science

Telephone (734} 763-5768 Fax (734} 615-3192

October, 2014

Dear Colleagues: I am very pleased to send you the attached materials with curricula vitae and research summaries for doctoral students from the University of Michigan joint Doctoral Program in Social Work and Social Science. These students are now beginning the process of finding employment as researchers and academics. The Joint Doctoral Program at the University of Michigan admitted its first students in 1957. It is a strongly interdisciplinary program, leading to a Ph.D. in Social VVork and one of five social sciences- Anthropology, Economics, Political Science, Psychology and Sociology. It is designed to ensure that students: (l) develop rigorous and methodologically~sound modes of thinking, analysis and criticism; (2) acquire specialized knowledge of disadvantaged, oppressed, or vulnerable populations; and (3) learn how to apply their intellectual and research skills in developing theoretical and empirical forms of knowledge that have potential for contributing both to the amelioration of major social problems and the improvement and advancement of practice methods and skills. Students also have opportunities to acquire teaching experience in the course of their studies. I hope that you will review these curricula vitae. If you have questions, would hke further information, or need assistance in contacting a student, please contact me (bid@umich.edu), Sincerely yours,

~~~路路 Berit Ingersoll~ Dayton Professor of Social Work Director of the Joint Program in Social Work and Social Science

University of Michigan Interdisciplinary PhD in Social Work and Social Science 2014-2015 Doctoral CV Brochure

Table of Contents Adriana Aldana, Social Work and Psychology CV........................................................................................ 5 Research Statement ................................................................................................................................ 13 Teaching Statement ............................................................................................................................ 15 Elizabeth Armstrong, Social Work and Sociology CV ................................................................................ 17 Emily Bosk, Social Work and Sociology CV ................................................................................................ 24 Research Statement ................................................................................................................................ 35 Teaching Statement ............................................................................................................................ 40 Matthew Chin, Social Work and Anthropology CV ................................................................................... 42 Research Statement ................................................................................................................................ 48 Teaching Statement ............................................................................................................................ 50 Alix Gould-Werth, Social Work and Sociology CV ..................................................................................... 52 Research Statement ................................................................................................................................ 56 Teaching Statement ............................................................................................................................ 61 Jaclynn Hawkins, Social Work and Sociology CV....................................................................................... 65 Summary Statement ............................................................................................................................... 75

Athena Kolbe, Social Work and Political Science CV................................................................................. 79 Summary Statement ............................................................................................................................... 87 Amy Krings, Social Work and Political Science CV .................................................................................... 91 Summary Statement ............................................................................................................................. 105 Na Youn Lee, Social Work and Political Science CV ................................................................................ 108 Ann Nguyen, Social Work and Psychology CV ......................................................................................... 116 Research Statement .............................................................................................................................. 123 Teaching Statement .......................................................................................................................... 126 Lauren Reed, Social Work and Psychology CV ........................................................................................ 129 Research Statement .............................................................................................................................. 140 Teaching Statement .......................................................................................................................... 144 Ninive Sanchez, Social Work and Psychology CV .................................................................................... 146 Research Statement .............................................................................................................................. 156 Teaching Statement .......................................................................................................................... 159 Elizabeth Thomason, Social Work and Psychology CV............................................................................ 162 Heather Tidrick, Social Work and Anthropology CV ............................................................................... 167 Summary Statement ............................................................................................................................. 176 Amanda Tillotson, Social Work and Political Science CV ........................................................................ 181 Summary Statement.............................................................................................................................. 194

Adriana Aldana, Ph.D. M.S., M.S.W. Department of Planning, Policy, and Design University of California, Irvine

Email: adriana.aldana@uci.edu 300 Social Ecology, I Irvine, CA 92697

Education 2014 Ph.D., Social Work & Psychology, University of Michigan Specialization: Intergroup Relations, & Youth Empowerment 2011

M.S., Developmental Psychology, University of Michigan Specialization: Adolescence, Racial Socialization, & Civic Engagement

2009

M.S.W., University of Michigan Dual Concentration: Social Policy and Evaluation; Children & Youth in Families

2007

B. A. (with Highest Distinction), Chicano Studies & Psychology (Magna Cum Laude), California State University, Northridge (CSUN)

Academic Positions 2014Postdoctoral Fellow, Department of Planning, Policy, and Design University of California, Irvine PI: Dr. Maria G. Rendon Fellowships and Grants 2013 School of Social Work Research Partnership Program ($4,000) 2013 Center for Public Policy in Diverse Societies Research Grant, Co-PI ($10,000) 2012 Rackham Centennial Spring Summer Research Fellowship ($6,000) 2011 Rackham Graduate Student Research Grant ($3,000) 2009 Rackham Pre-doctoral Research Grant, University of Michigan ($1,500) 2008 Rackham Merit Fellowship, University of Michigan ($17,600) 2007 School of Social Work Merit Fellowship, University of Michigan ($16,000) 2007 California Pre-doctoral Summer Research Internship ($5,592.86) 2006 Sally-Casanova Pre-Doctoral Fellowship ($3,000) 2000 Research Fellowship, Career Opportunities in Research, CSUN ($5,000) Awards and Honors 2011 Spencer Foundation Dissertation Fellowship, Honorable Mention 2011 Shapiro/John Malik/Jean Forrest Award 2011 Barbara A. Oleshansky Memorial Award 2011 Barbara Perry Roberson Summer Research Scholarship 2010 Ford Foundation Pre-doctoral Fellowship, Honorable Mention 2009 Diversity APA Travel Grant, Society for the Psychological Study of Social Issues 2009 Travel Award, Society for Research on Child Development, Latino Caucus 2006 The National Honors Society in Psychology, CSUN

Aldana, Adriana CV/ Page 1 of 8 /Fall 2014

Research and Teaching Interest Adolescent development, community-based research and practice, social justice education, intergroup relations, ethnic-racial socialization, civic engagement and sociopolitical development, program development and evaluation.

Publications Peer-Reviewed Manuscripts Manago, A., Ward, M., & Aldana, A. (2014) The influence of parental and peer messages about sex on sexual exploration and sexual assertiveness among Latino college students. Emerging Adulthood, 1-10, doi: 10.1177/2167696814536165 Checkoway, B., & Aldana, A. (2013). Four forms of youth civic engagement for diverse democracy. Children and Youth Services Review, 35(11), 1894-1899. http://dx.doi.org/10.1016/j.childyouth.2013.09.005. Richards-Schuster, K., & Aldana, A. (2013). Learning about racism: Evaluating the impact of a youth intergroup dialogues program. Social Work with Groups, 36, 332–348. doi:10.1080/01609513.2013.763327 Aldana .A, Rowley, S. J., Checkoway, B., & Richards-Schuster, K. (2012). Raising ethnic-racial consciousness: The relationship between intergroup dialogues and adolescents’ ethnicracial identity and racism awareness. Equity & Excellence in Education, 45(1), 120–137. DOI: 10.1080/10665684.2012.641863 Evans, A. B., Banerjee, M., Meyer, R., Aldana, A., Foust, M., & Rowley, S. (2011). Racial socialization as a mechanism for positive development among African American youth. Child Development Perspectives, 1-7. doi: 10.1111/j.1750-8606.2011.00226.x Manuscripts Under Review/In Prep Aldana, A. & Byrd, C. (revise and resubmit). School racial-ethnic socialization: Learning about race and ethnicity among African American students Byrd, C. & Aldana, A. (under review) Content and frequency of school racial socialization in a predominantly black school. Aldana, A., Richards-Schuster, K., Checkoway, B. (intended submission September 2014). Intergroup dialogues as a tool for social work practice: A case study of youth participatory action research Aldana, A. (intended submission October 2014). Sociopolitical development in schools: The role of perceived racial climate, agency, and racism awareness on youth civic engagement

Aldana, Adriana CV/ Page 2 of 8 /Fall 2014

Conference Presentations Aldana, A. & Richards-Schuster, K. (July, 2013). Social Action Scale: Validation of a YouthDeveloped Measure of Civic Behaviors for Racial Justice. Poster presented at the American Psychological Association’s annual convention in Honolulu, HI. Aldana A. (2013, April). Diversity in Secondary Education: The Role of High Schools in Promoting Adolescents’ Sociopolitical Development. Paper presented at the meeting of the Society for Research on Child Development, Seattle, WA. Aldana, A. (June, 2012). Down Woodward: Preparation for Bias and Civic Participation along a Historic Byway. Presented at the Interdisciplinary Scholarship for Community Practice in the 21st Century symposium in Ann Arbor, MI. Aldana, A. (August, 2010). Raising Consciousness: The influence of Youth Intergroup Dialogues on Racial-ethnic Identity and Racism Awareness. To be presented at the American Psychological Association’s annual convention in Washington D.C. Aldana, A. (November, 2010). The Co-construction of Pivotal Moments for Academic Success. Presented at the National Latino Psychological Association conference in San Antonio, TX. Aldana, A., & Reed, B. (November, 2009). Beyond Diversity: Strategies, Contestations and “Surveillance” in Social Justice Learning. Presented at the Council for Social Work Education conference in San Antonio, TX. Aldana, A., Rowley, S., & Checkoway, B. (August, 2009). Youth Intergroup Dialogues: Adolescents’ Racial-ethnic Identity, Racism Awareness, and Social Action. Presented at the American Psychological Association convention in Toronto, Canada. Aldana, A. (April 2009). Ethnic Identity Development and Academic Achievement of Latino Young People. Presented at the Society for Research in Child Development meeting in Denver, CO. Aldana, A. (November, 2008). “Are you getting any ‘cuz I am?”: The social discourses impacting Latino youth’s sexual behavior. Presented at the Society for the Scientific Study of Sexuality Annual Conference in San Juan, Puerto Rico. Aldana, A., Navaro, E.L., Rodriguez, B., & Chavira, G. (May, 2007). The role of student mobility on ethnic identity and academic achievement of Latino students. Presented at the Psychology Undergraduate Research Conference in Los Angeles, CA. Aldana, A., Chavira, G., & De Mirani, T. (March, 2007). Ethnic identity, acculturation, and academic achievement of Latino high school students. Presented at the Society for Research in Child Development meeting in Boston, MA. Aldana, Adriana CV/ Page 3 of 8 /Fall 2014

Research Experience 2013-present Co-PI, “Assessing Youth Participation in Public Policy” Co-PI, Katie Richards-Schuster, Ph.D. Project funded by the Center for Public Policy in Diverse Societies, School of Public Policy, University of Michigan 2009-2014

Research Assistant Department of Psychology, University of Michigan Advisor, Stephanie Rowley, Ph.D. “Racial Socialization and Achievement Gap Study” • Video coding of parent and adolescent interactions. • Co-authored manuscript and grant writing • Translate study materials from English to Spanish.

2008-2014

Research Assistant, School of Social Work, University of Michigan Advisor: Barry Checkoway, Ph.D. “Youth Empowerment for Community Development and Policy Advocacy” • Co-PI on studies and program evaluations that examined developmental outcomes of program participation • Lead policy and research training groups for teenagers from diverse racial, ethnic, gender, and socioeconomic backgrounds

2012-2013

Research Associate Program on Intergroup Relations, University of Michigan Supervisor: Adrienne Dessel, Ph.D. “Gender Intergroup Dialogue Study” • Supervise undergraduate/graduate research assistants • Survey development and data collection • Assist with grant writing

2007-2009

Research Assistant Department of Psychology, University of Michigan Supervisor: Monique Ward, Ph.D. “Sexual Socialization and Latino Youth Development Study” • Data collection, data entry, and analysis • Co-author manuscript

Pedagogical Training 2012 Learning (Dis) abilities in the Classroom, CRLT 2010 Leading Discussions in the Humanities and Social Sciences, CRLT

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Teaching Experience 2013 Graduate Student Instructor, Psych 356: Educational Psychology (Fall 2013) University of Michigan, Undergraduate course Primary Instructor: Kai Cortina, Ph.D. 2013

Primary Instructor, Social Work 631: Integrative Learning and Portfolio Development (Winter 2013) University of Michigan, Masters course

2012

Grader, Psych 353: Social Development (Winter 2012), University of Michigan, Undergraduate course Primary Instructor: Shelly Schreier, Ph.D.

2011

Graduate Student Instructor, Psychology 317: Community-Based Research & Laboratory in Community Research (Fall 2011) University of Michigan, Undergraduate Course Primary Instructor: Lorraine Gutierrez, Ph.D.

2011

Guest Lecture, Psychology 325: Practicum in the Multicultural Community University of Michigan, Undergraduate course Lecture: â&#x20AC;&#x153;Youth Participation in Community Changeâ&#x20AC;? Primary Instructor: Lorraine Gutierrez, Ph.D.

2011

Co-Instructor, University Course 321: Practicum in Intergroup Dialogue Facilitation Program on Intergroup Relations, University of Michigan, Undergraduate course Co-instructor: Roger Fisher, Ph.D.

2011

Co- Instructor, University Course 311: Training in Intergroup Dialogues Facilitation Program on Intergroup Relations, University of Michigan, Undergraduate course Co-instructor: Mark Chesler, Ph.D.

Post-MSW Practice Experience 2011-2014 Program Manager Youth Dialogues on Race and Ethnicity in Metropolitan Detroit Michigan Youth & Community Program, University of Michigan 2013-2014

Project Coordinator Faculty Allies for Diversity, School of Social Work, University of Michigan

2011-2013

LLMSW Intern Program on Intergroup Relations, University of Michigan

2011-2012

Program Evaluator Leadership: Dialogues on Diversity, Farmington Public School District

2011

Workshop Facilitator Training and Supporting Facilitators of IGD, University of MichiganAldana, Adriana CV/ Page 5 of 8 /Fall 2014

National Institute on Intergroup Dialogue 2011

Workshop Facilitator & Diversity Consultant Social Justice Education Network, Oakland County Public School District

2011

Diversity Education Consultant Social Justice Youth Leadership Committee, Novi Public School District,

2010-present

Program Evaluation Assistant Michigan Youth & Community Program, University of Michigan

Paraprofessional Training 2009 Committee Member and Workshop Facilitator Michigan Youth Policy Summit, University of Michigan 2008-2009

Masters Social Work Intern Michigansâ&#x20AC;&#x2122;s Youth & Community Program University of Michigan

2008-2010

May Day March Task Force, University of Michigan Student Coordinator

2008

Workshop Facilitator Generation with Promise Summit, Detroit Public Middle Schools

Institutional Leadership & Committees 2012-2014 Doctoral Student Member, Community Organizing Learning Community, School of Social Work, University of Michigan 2012-2013

Doctoral Student Associate, Faculty Committee, Psychology Department, University of Michigan

2010-2013

Co-founding Coordinator, Coalition for Interdisciplinary Research on Latina/o Issues, Rackham Graduate School, University of Michigan

2011-2012

Curriculum Committee Member, Program on Intergroup Relations, University of Michigan

2011-2012

Planning Committee Member, Interdisciplinary Scholarship for Community Practice in the 21st Century Symposium, School of Social Work, University of Michigan

Aldana, Adriana CV/ Page 6 of 8 /Fall 2014

2010-2012

Postdoctoral Fellowship Screening Committee Member, National Center for Institutional Diversity, University of Michigan

2010-2012

Co-Chair, Latina/o Student Psychological Student Association, Psychology Department, University of Michigan

2010-2011

Curriculum Committee Member, Developmental Psychology, University of Michigan

2010-2011

Social Committee Member, Developmental Psychology, University of Michigan

2009-2010

Community Action Committee Chair, Latina/o Student Psychological Student Association, Psychology Department, University of Michigan

2009-2010

Recruitment & Retention Committee Chair, Latina/o Social Work Coalition, School of Social Work, University of Michigan

2007-2009

Co-chair, Latina/o Social Work Coalition, School of Social Work, University of Michigan

2007-2008

School of Social Work Representative, Michigan Student Assembly, University of Michigan

2007-2008

MSW Student Member, Multicultural & Gender Affairs Committee, School of Social Work, University of Michigan

Peer Reviewer • Journal of Community Practice • American Psychological Association, Division 45, Annual Conference • Educational Researcher, Peer Reviewer • Equity & Excellence in Education, Peer Reviewer • Journal of Adolescent Research, Peer Reviewer • Society for the Psychological Study of Social Issues, Biennial Conference Professional Affiliation • Bouchet Honor Society • American Psychological Association • Council on Social Work Education • Society for Social Work Research • Society for the Psychological Study of Social Issues • Society for Research on Adolescence • Society for Research in Child Development

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Professional References Barry Checkoway, PhD Professor (Co-chair) School of Social Work and School of Urban Planning University of Michigan Phone: (734) 763-5960 Email: barrych@umich.edu Stephanie Rowley, PhD Professor (Co-chair) Department of Psychology and Education Phone: 734-763-4532 Email: srowley@umich.edu Lorraine M. GutiĂŠrrez, PhD, LCSW Professor (Committee Member) School of Social Work and Department of Psychology Phone: (734) 936-9124 Email: lorraing@umich.edu Maria G. Rendon Assistant Professor (Postdoctoral Advisor) Department of Planning, Policy, and Design and Sociology School of Social Ecology Phone: (949) 824-5880 Email:mgrendon@uci.edu

Aldana, Adriana CV/ Page 8 of 8 /Fall 2014

RESEARCH AGENDA Adriana Aldana Understanding opportunities for more empowered participation of youth in the United States is of interest to community organizers, educators, and researchers alike. While research on political socialization and civic engagement has regained popularity over the past decade, less is known about how critical pedagogy and intergroup relations within schools influence the development of civic participation and sociopolitical beliefs. Thus, my scholarship seeks to examine the role of intergroup dialogues (IGD)—as form of critical pedagogy —in developing youth’s racial attitudes and civic engagement. Adolescents are ideally positioned for engagement in IGD deliberation, since they are in a developmental phase characterized by the exploration of identity and social roles. IGDs are repeated structured discussions, between two or more social identity groups, that focus on a particular social identity (e.g., gender, race-ethnicity, religion) examined within the context of systems of oppression (e.g., racism, sexism, heterosexism). Educational efforts using IGD are a promising civic participation approach for engaging adolescents in public deliberation of racial and socioeconomic inequality and inclusive policy advocacy. Moreover, the study of IGD participation can provide greater insight into developmental processes within intergroup discussions of civic and sociopolitical issues that promote ethnic identity development, awareness of racism, and civic engagement. My aim is to expand on this scholarship by building an interdisciplinary program of work with two lines of research. First, I will continue to examine how critical pedagogy informs adolescents’ critical consciousness (e.g., feminist thought, racism awareness) and sociopolitical development. Second, I plan to pursue a similar line of research that focuses specifically on the sociopolitical development of Latina/o youth. Current Research As an interdisciplinary scholar my research integrates developmental perspectives with social work practice skills to examine socialization processes that foster young people’s ability to think critically about society and build capacity for engagement in civil life. Nonetheless, my research is also informed by scholarship in ethnic- and critical-youth studies, education, sociology, and political science. My dissertation, Youth Civic Engagement: Sociopolitical Development in Schools with Lessons from and for Multicultural Education examined the effects of an IGD highschool course on students’ development of sociopolitical attitudes and expectations. The dissertation used a sequential mixed methods design to examine both the predictors and process of fostering youth’s civic engagement and greater understanding of racism among a diverse sample of students. Quantitative findings suggest that racism awareness, school racial climate, and student’s sense of agency are primary predictors of youth’s sense of civic accountability and expectations for civic participation in the future. That is, perceptions of school racial inclusivity and racism awareness were positively associated with student’s beliefs about ones responsibility to be civically engaged. On the other hand, student agency (i.e., perceived ability to enact change in school context) was positively associated with participant’s expectations to engage in civic activities after graduating from high school. Qualitative findings suggest that the IGD course initiated youth’s exploration of race relations in their community, understanding of intersecting identities (e.g., gender, religion), and examination of privilege and oppression. Together these findings suggest that empowerment interventions must attend to differing developmental pathways between civic accountability and civic expectations. Prior to the dissertation, the majority of my research investigated the effectiveness of community-based IGD programming on adolescents’ ethnic-racial consciousness. I conducted two studies on the effects of IGD youth programming. One is a quantitative study that examines

Adriana Aldana / Page 1 / Fall 2013

the effects of dialogues on ethnic-racial consciousness that is published in the journal of Equity & Excellence in Education, and the other is a qualitative study of youth’s experience with the program’s curricular content, published in the journal of Social Work with Groups. These studies suggest that experiential learning using deliberative democratic principles may successfully engage adolescents, from diverse backgrounds, in discussions with one another about race that facilitate both self-reflection about identity and social action. I have also collaborated with colleagues in the Department of Psychology to co-author studies that examine the effects of racial- and sexual-socialization on the social development of youth of color. I am also involved in a Participatory Action Research (PAR) project that investigates how learning about racial injustice through intergroup collaboration influences youth’s civic participation and community leadership. Using photovoice—in which participants constructed critical narratives using photographs — I engaged a racially diverse group of adolescents from the inner cities and suburbs of Detroit in a project examining the relationship between racial segregation and the achievement gap. In this study, I framed the PAR process as an opportunity to engage differently situated young people in action research in order to transform the injustices they collectively (albeit differently) experience. This study has implications for the use of critical-dialogic pedagogy in social work practice that facilitate the process of finding common ground on issues that affect multiple communities. Future Directions In my scholarship, I use applied research methods that integrate social work and developmental perspectives to examine youth’s sociopolitical attitudes and actions. I anticipate continued efforts in engaged scholarship that promotes the civic empowerment of youth of color and development of white allies. A long-term research objective is to build a second line of research that focuses specifically on the sociopolitical development of Latina/o youth. I am confident that the skills and theoretical knowledge gained through previous scholarship and practice has much to contribute to the study of diversity within the Latino community and its implications on youth’s sociopolitical development. In particular, I am interested in exploring how the (in)formal educational experiences of foreign-born Latina/os, first- , and secondgeneration Latina/os differ, and how those different experiences shape youth’s identity, sociopolitical beliefs, and expectations to participate in civic life. Moreover, I anticipate using PAR methodology to identify and examine more closely existing forms of engagement that are already embedded within Latino communities (but that remain mostly unexamined by large-scale, nationally-representative, survey research). This line of research is designed to: (1) describe developmental processes and implications of ethnic identity development for Latina/o youth’s sociopolitical development (2) characterize the school and community environments that support Latina/o youth’ participation in civil society and (3) identify educational practices that facilitate the collective action of Latina/o youth. In sum, I plan to continue documenting the effectiveness of critical-dialogic pedagogy on diverse groups of youth, with the aim of contributing to literature on social work practice, critical pedagogy, and youth civic engagement.

Research Agenda Adriana Aldana / Page 2 / Fall 2014

TEACHING STATEMENT Adriana Aldana Teaching Experience My teaching experience and pedagogical approach reflect both the educational principle of praxis—a continuous process of knowledge construction, critical self- reflection, and action—and an overall commitment to social justice education. Accordingly, my teaching experience has focused on experiential courses that explicate the relation between social systems and human development. At the University of Michigan, I taught a two-semester sequence course, Training and Practicum in Intergroup Dialogue Facilitation, in which undergraduate students were first trained in intergroup dialogue (IGD) pedagogy and then supervised as they lead a dialogue course that discussed issues related to social identity, privilege, and oppression. I also taught a service-learning course, Community-Based Research, which engaged undergraduate students in service work in various non-profit organizations in Detroit to teach students about various research methods commonly used in community-based scholarship. As the primary instructor for a graduate-level course, Integrative Learning and Portfolio Development, I helped social work students integrate their classroom and field learning experiences using social media and technology. Finally, I taught an undergraduate-level course Educational Psychology that provided an overview of major issues in educational psychology, including perspectives on education and inequality. Teaching Objectives Teaching within a social justice education framework, I aim to foster skills necessary for students to: (1) think critically about knowledge construction, (2) reflect on the psychology of social identity and intergroup relations, and (3) work with others to take collective action. Thinking critically about knowledge construction Central to my teaching philosophy is the assumption that knowledge is socially constructed and reflects scholars’ personal experiences, as well as the social, political, and economic contexts in which they live and work. I encourage students to consider whether universal application of a theory is appropriate, or if factors such as gender, class, sexual orientation, and culture place limits on its application. To illustrate, when teaching about gender norms in Training in Intergroup Dialogue Facilitation, a group of students wanted to examine how people enact gender norms by conducting observations of students at the university using a list of “gender roles and norms for men and women.” I encouraged them to examine whether or not the list they had created was inclusive of people that may not identify within the gender binary (e.g., transgendered or gender ambiguous) and what implications their assumptions about gender may have on their observations and interpretations of gender dynamics. I continuously challenge students to critically examine their assumptions and predispositions in relation to the course content. To this end, I develop rapport with the students, which results in them being more receptive to my efforts to challenge them to look beyond their own perspectives.

Adriana Aldana/ Page 1 / Fall 2014

Self-reflection on social identity and intergroup relations I also encourage students to share their unique experiences with one another to facilitate the understanding of abstract theoretical concepts. For instance, to teach about racial socialization, I asked students to write a testimonial about the different messages they received growing up about race and ethnicity. Students shared their testimonials with one another in class and discussed the commonalities and differences across individual experiences. I also used weekly reflection papers to help students think about how the concepts discussed in class can be integrated to other aspects of their academic and personal life. As another example, in the Integrative and Portfolio Development course, I used generative interviewing techniques to help students articulate their practice experience into marketable skills they could apply to various professional fields. Building capacity for collective action To build students’ capacity for collective action, I assign multiple group projects that culminate in students applying skills and concepts learned in class to address a community issue or problem. For example, in the Community-Based Research course, I assigned a group project in which students had to use research methods reviewed in class to (a) assess an aspect of student life (e.g., social life, safety, academics, resource use) at the University of Michigan, (b) determine ways to improve student life, and (c) create an “action plan” for addressing that issue (e.g., convene a student forum, draft petition). In addition, a main objective of group work is for students to acquire the skills necessary to collaborate effectively with people of diverse social backgrounds. Thus, I incorporated a group evaluation component into the group project, whereby students were asked to critically analyze intergroup dynamics as part of the final report. The evaluations help impart to students greater appreciation of importance of addressing intergroup dynamics in group work and social action. Conclusion My commitment to teaching is also evident in the time I have spent training and mentoring students outside of the classroom. For instance, I supervised undergraduate research assistants and social work interns at the Program on Intergroup Relations involved in a project that evaluated whether curricular changes to gender-based dialogues were effective. I have also managed a summer program that involves undergraduate and graduate students who facilitate community-based IGD with adolescents of diverse racial backgrounds. Each year this summer-long program engaged over 70 adolescents from various (highly segregated) communities across the Metropolitan Detroit region in weekly workshops and discussions about racism, inequality, and social justice. For the past three years, I was responsible for developing the program curriculum, training undergraduate facilitators, and supervising weekly sessions. I am confident that my experience teaching, supervising, and mentoring students has prepared me for college-level teaching and supervision.

Teaching Philosophy Adriana Aldana/ Page 2 / Fall 2014

ELIZABETH M. ARMSTRONG elimarie@umich.edu / (734) 223-0593 University of Michigan School of Social Work 1080 S. University Ave., Rm. 3680 Ann Arbor, MI 48109-1106

1212 Arborview Blvd. Ann Arbor, MI 48103

EDUCATION 2015

Ph.D. (Expected). Joint Doctoral Program in Social Work and Sociology, University of Michigan, Ann Arbor. Committee: Elizabeth A. Armstrong and Beth Glover Reed (Co-Chairs), Jason OwenSmith, Eve Garrow, Michelle McClellen Dissertation: Bridging the Intimate Partner Violence and Alcohol and Other Drug Intervention Fields. Preliminary Exam (Social Work): “A Field Analytic Approach to the Integration of Intimate Partner Violence and Substance Abuse Interventions,” Winter 2012. Committee: Beth Glover Reed (Chair), Karen Staller, David Tucker, Elizabeth A. Armstrong Preliminary Exam (Sociology): Culture/Knowledge, Fall 2009. Committee: Geneviève Zubrzycki (Chair), Muge Goçek, Frederick Wherry

2007

M.S.W., University of Michigan, Ann Arbor, MI. Social Policy & Evaluation (Concentration), Community Organizing (Minor) Communities & Social Systems (Practice Area)

2007

Graduate Certificate in Women’s Studies, University of Michigan, Ann Arbor, MI.

2003

B.A. in Interdisciplinary Studies, Psychology and Human Services (Concentrations), Simon’s Rock College of Bard, Great Barrington, MA. Magna Cum Laude.

RESEARCH INTERESTS Alcohol and other drug use Nonprofit organizations

Gender Qualitative methods

Intimate partner violence Social service systems

Intimate partner violence policy Social welfare policy and services

Program evaluation Substance abuse policy

TEACHING INTERESTS Grant writing Qualitative methods

FELLOWSHIPS AND AWARDS 2014-2015

Mary Malcomson Raphael Fellowship. Center for the Education of Women, University of Michigan. ($9,000). Rackham Predoctoral Fellowship, Rackham Graduate School, University of Michigan. ($29,280 stipend & tuition). Elizabeth M. Armstrong CV |

2012-2014

Predoctoral Fellowship. National Institutes of Health Ruth L. Kirschstein National Research Service Award T32 DA007267. University of Michigan Substance Abuse Research Center/National Institute of Drug Abuse. ($21,600 stipend & tuition).

2011-2012

Susan M. Lipschutz Award. Rackham Graduate School, University of Michigan. ($5,000). Community of Scholars Fellowship. Institute for Research on Women and Gender, University of Michigan. ($8,080). Henry J. Meyer Award for the best paper integrating social work and social science. Joint Doctoral Program in Social Work and Social Science, University of Michigan. ($14,000).

2008-2009

Joint Doctoral Program Fellowship. Joint Doctoral Program in Social Work and Social Science, University of Michigan. ($14,800 stipend & tuition). School of Social Work Summer Funding. Joint Doctoral Program in Social Work and Social Science, University of Michigan. ($4,000).

GRANTS 2014-2015

Doctoral Research Support Grant. Nonprofit and Public Management Center, University of Michigan. ($3,750).

2013-2014

Research Grant. Rackham Graduate School, University of Michigan. ($3,000). Doctoral Dissertation Research Grant. Department of Sociology, University of Michigan. ($2,500).

2011-2012

Travel Grant to the Society for the Study of Social Problems Annual Program Meeting. Rackham Graduate School, University of Michigan. ($700).

2010-2011

Research Grant. Rackham Graduate School, University of Michigan. ($1,500). Spring/Summer Research Partnership (with Professor Beth Glover Reed) Rackham Graduate School, University of Michigan. ($6,000). OVPR Faculty Grant & Curtis Center Faculty Grant for Pilot Projects. Organizational Innovations to Negotiate Two Contested Fields (Intimate Partner Violence and Alcohol and Other Drugs): Logics, Timing, and Strategies. (Proposal Co-Author; PI: Beth Glover Reed). University of Michigan Office of the Vice President for Research, Faculty Grants and Awards Program. ($30,000 total).

2009-2010

Small Grant. Interdisciplinary Committee on Organizational Studies Small Grant: Organizational Position-Taking in Contested Spaces. (Proposal Co-Author; PI: Beth Glover Reed). University of Michigan. ($2350). Faculty Grant. Institute for Research on Women and Gender. Addressing both Intimate Partner Violence and Alcohol and Other Drugs: Field Analyses of Contested Spaces. (Proposal Co-Author; PI: Beth Glover Reed). University of Michigan. ($5000). Elizabeth M. Armstrong CV |

Grant for Research, Scholarship and Creative Activities. Institute for Research on Women and Gender, University of Michigan. ($500). Travel Grant to the Council for Social Work Education Annual Program Meeting. Rackham Graduate School, University of Michigan. ($600). Spring/Summer Research Partnership (with Professor Beth Glover Reed) Joint Doctoral Program in Social Work and Social Science, University of Michigan. ($4,000).

PEER REVIEWED PUBLICATIONS Armstrong, Elizabeth A; Laura Hamilton; Elizabeth M. Armstrong and J. Lotus Seeley. (2014). “Good Girls: Gender, Social Class, and Slut Discourse on Campus.” Social Psychology Quarterly, 77(2): 100-122.

ARTICLES IN PRESS Armstrong, Elizabeth M. (2015). “Shared Subjects, Divergent Epistemologies: Sociology, Social Work and Social Problems Scholarship.” Qualitative Social Work, 13(6).

WORKS IN PROGRESS Armstrong, Elizabeth M. “Bridging the Intimate Partner Violence and Substance Abuse Intervention Fields.” In preparation for submission to Social Service Review. Bennett, Larry; Armstrong, Elizabeth M. & Reed, Beth Glover. “How ‘Integrated’ are Integrated Substance Abuse and Domestic Violence Programs: A Survey of Organizations.” Islam, Taz; Reed, Beth Glover & Armstrong, Elizabeth M. “Accountability Dilemmas in the Integration of Two Fields: The Case of Intimate Partner Violence and Use of Alcohol and Other Drugs.” Schupe, Brittany; Reed, Beth Glover & Armstrong, Elizabeth M. “Addressing both Intimate Partner Violence and Substance Use: Success and Challenges in Hybrid Approaches.”

PRESENTATIONS 2014

Elizabeth A. Armstrong, Laura T. Hamilton, Jessica L. Seeley & Elizabeth M. Armstrong. ““Good Girls”: Gender, Social Class and Slut Discourse on Campus.” [Paper; Invited Session on Gender, Race, Culture and Sexuality]. Eastern Sociological Society Annual Program Meeting. Baltimore, MD. February 20-23.

2013

Elizabeth M. Armstrong. “Bridging the Intimate Partner Violence and Alcohol and Other Drug Intervention Fields.” [Poster]. Dissertation Poster Session. Interdisciplinary Committee for Organizational Studies. Ann Arbor, MI. February 22.

2012

Larry W. Bennett, Elizabeth M. Armstrong and Beth Glover Reed. “How “Integrated” Are Integrated Substance Abuse and Domestic Violence Programs: A Survey of Organizations.” [Paper]. Society for Social Work Research Annual Program Meeting. Washington, DC. January 11-15.

2011

Reed, Beth Glover; Michelle McClellen; Jolene Sanders; Kyla Day and Elizabeth M. Armstrong. “Illuminating Addiction and Recovery through Feminism(S).” [Panel]. Annual Conference of the National Women’s Studies Association. Atlanta, GA. Elizabeth M. Armstrong CV |

November 10-13. Amanda M. Gengler; Nancy A. Naples; Shawn A. Cassiman and Elizabeth M. Armstrong. “Addressing Inequalities: Building Bridges Between Sociology and Social Work.” [Panel]. Society for the Study of Social Problems Annual Program Meeting. Las Vegas, NV. August 19-21. 2010

Beth Glover Reed and Elizabeth M. Armstrong. “Integrated Approaches for Intimate Partner Violence (IPV) and Alcohol and Other Drugs (AOD): Services, Organizational and Field Analyses of Contested Spaces.” [Poster]. University of Michigan Substance Abuse Research Center Annual Symposium. Ann Arbor, MI. September 17. Deena Policicchio and Elizabeth M. Armstrong. “Navigating Youth Voice and Program Fidelity: Lessons from the Girl Smart Process Evaluation.” [Poster]. XVIII International AIDS Conference, Vienna, Austria. July 18-23.

2009

Reed, Beth Glover; Larry W Bennett; Priti Prabhugate and Elizabeth M. Armstrong. “Addressing Both Domestic Violence and Substance Abuse: Integrating Approaches in Contested Spaces.” [Panel Presentation]. Council of Social Work Education Annual Program Meeting, San Antonio, TX. November 6-9.

RESEARCH EXPERIENCE 2012-2014

Principal Investigator. Bridging the Intimate Partner Violence and Substance Abuse Intervention Fields. (Dissertation Research). Interdisciplinary, mixed-methods exploration of the relationship between the social service systems for intimate partner violence (IPV) and alcohol and other drug use (AOD). Quantitative analysis of differences between IPV and AOD organizations in a Midwestern metropolitan area. Archival research into statelevel activities related to both issues. Semi-structured, in-depth interviews with policy makers, funders, and practitioners in both fields. Comparative case studies of a subset of organizations engaged in work on both IPV and AOD.

2008-2014

Research Assistant. Contested Spaces/ Policy Research on Women and Drugs. (PI: Beth Glover Reed, University of Michigan School of Social Work) Developed conceptual framework for project, protocols and measures for qualitative and quantitative data collection; Supervised MSW and undergraduate research assistants; Conducted interviews and site visits; Developed and implemented analytic strategies for quantitative and qualitative data; Assisted with grant-writing.

2010-2014

Research Assistant. College Social Life Project. (PIs: Elizabeth A. Armstrong, University of Michigan Sociology Department and Laura Hamilton, University of California-Merced) Developed and implemented a coding scheme for in-depth qualitative interviews; Coded interview transcripts using NVivo; Developed text towards book (Paying for the Party: How College Maintains Inequality) and journal articles.

2009-2010

Research Assistant. Custody Evaluators’ Beliefs about False Domestic Violence Allegations. (PI: Daniel Saunders, University of Michigan School of Social Work). Conducted semi-structured interviews; Coded interview data by hand and using NVivo; Drafted analytic memos; Analyzed open-ended responses to survey items; Provided feedback on final report to National Institute of Justice.

Elizabeth M. Armstrong CV |

ADDITIONAL METHODOLOGICAL TRAINING 2013

Qualitative Comparative Analysis (QCA) and Fuzzy Sets. American Sociological Association Pre-Conference Course. New York, NY. August 9.

2011

Social Network Analysis. Inter-university Consortium for Political and Social Research (ICPSR) Summer Course. Ann Arbor, MI. June 21-July 15.

2010

Introduction to NVivo. Center for Statistical Consultation and Research. University of Michigan. Ann Arbor, MI. March 18.

TEACHING 2012-2013

SOC 447: Sociology of Gender, Grader Primary Instructor: PJ McGann, PhD Fall 2012, 58 students Graded exams and papers; Maintained grade book; Calculated final course grades.

2011-2012

SOC 310: Introduction to Research Methods, Graduate Student Instructor Primary Instructor: Professor Jennifer Barber Winter 2011, 27 students Facilitated weekly discussion sections; Provided detailed feedback on written assignments (course fulfills the Universityâ&#x20AC;&#x2122;s upper-level writing requirement); Graded exams and papers; Held weekly office hours; Maintain graded book; Calculated final course grades.

2010-2011

SOC 310: Introduction to Research Methods, Graduate Student Instructor Primary Instructor: Professor Jennifer Barber Winter 2011, 59 students Facilitated weekly discussion sections; Graded exams and papers; Held weekly office hours; Maintain graded book; Calculated final course grades. SOC 447: Sociology of Gender, Grader Primary Instructor: PJ McGann, PhD Winter 2011, 45 students Graded exams and papers; Maintained grade book; Calculated final course grades. SOC 345/WS 348: Sociology of Sexualities, Graduate Student Instructor Primary Instructor: PJ McGann, PhD Fall 2010, 54 students Facilitated weekly discussion sections; Graded exams and papers; Held weekly office hours; Maintain graded book; Calculated final course grades.

PEDAGOGICAL TRAINING 2012

Teaching Writing in the Disciplines (WRITING 993). Sweetland Center for Writing. University of Michigan. Ann Arbor, MI. January 24-March 13.

2010

Evaluating Student Writing. Graduate Student Instructor Teaching Orientation. Center for Research on Learning and Teaching. University of Michigan. Ann Arbor, MI. August 31. Facilitating Discussions in the Social Sciences. Graduate Student Instructor Teaching Orientation. Center for Research on Learning and Teaching. University of Michigan. Ann Elizabeth M. Armstrong CV |

Arbor, MI. August 31.

INSTITUTIONAL SERVICE 2010-2011

Doctoral Student Representative to Faculty Meetings. Department of Sociology, University of Michigan.

Fall 2011

Doctoral Student Representative to Supervisory Committee. Joint Doctoral Program in Social Work and Social Science, University of Michigan.

2008-2010

Doctoral Student Representative to M.S.W. Curriculum Committee. University of Michigan School of Social Work.

POST-MSW PRACTICE EXPERIENCE 2007-2010

Evaluation Consultant, Alternatives For Girls, Detroit, MI & National AIDS Fund, Washington, DC. Designed evaluation tools assessing fidelity to curriculum, participant outcomes, and participant satisfaction for an adaptation of the Street Smart program for use with adolescent peer educators; Analyzed data using SPSS; Prepared and presented interim and final reports to organization and funding agency.

2008

Research Assistant, Formative Evaluation Research Associates (FERA), Ann Arbor, MI. Took detailed notes during focus groups and project planning meetings; Assisted with drafting interim and final reports.

2008

Outreach Worker, The Safe Choices Project, Alternatives For Girls, Detroit, MI. Conducted harm-reduction-based street outreach to women in the street-level sex trade; Supervised volunteer outreach workers; Designed monthly newsletters for distribution during outreach.

PRE-MSW PRACTICE EXPERIENCE 2007

MSW Intern, The Safe Choices Project, Alternatives For Girls, Detroit, MI. Developed and implemented outcome evaluation procedures for the Safe Choices Project Street Outreach program; Using SPSS, designed a database to house Safe Choices Project outcomes and provided training for staff in basic data analysis; Implemented evidencebased assessment procedures for Street Outreach and trained staff and volunteers on their use.

2005-2006

Personal Protection Order Advocate, SafeHouse Center, Ann Arbor, MI. Assisted survivors of intimate partner violence with preparation and filing of petitions for Personal Protection Orders (PPOs); Created protocol and database for tracking all PPO requests in Washtenaw County; Developed manual detailing court procedures related to PPOs for agency use; Provided training for SafeHouse staff on PPO court proceedings; Provided training to law students on intimate partner violence.

2005

Families First Advocate, SafeHouse Center, Ann Arbor, MI. Provided short-term, intensive case management and advocacy for survivors of intimate partner violence and their children residing in four local shelters; Developed goals and action plans with clients using a service-participant centered, strength-based approach Elizabeth M. Armstrong CV |

focused on self-sufficiency and sustainability; Networked and collaborated with other human service and state agencies to assist clients in reaching goals. 2004-2005

Youth Counselor (Dona Maria), Vista Maria, Dearborn Heights, MI. Facilitated group therapy, provided individual counseling and daily supervision for courtappointed female adolescents in a residential program focused on treatment of physical and sexual abuse and neglect.

2003-2004

Residential Caseworker (Childrenâ&#x20AC;&#x2122;s House), The KEY Program, Pittsfield, MA. Facilitated group therapy and provided daily supervision in a group home setting for emotionally and behaviorally disturbed children; Developed/implemented individual treatment plans for a caseload of 2 to 3 clients; Maintained weekly contact with parents, guardians and referring workers.

MEMBERSHIP IN PROFESSIONAL ORGANIZATIONS American Sociological Association Association for Research on Nonprofit Organizations Council for Social Work Education Society for Social Work Research Society for the Study of Social Problems

REFERENCES Beth Glover Reed Associate Professor Social Work and Womenâ&#x20AC;&#x2122;s Studies University of Michigan 1080 S. University Ave., Room 3736 Ann Arbor, MI 48109-1106 Phone: (734) 763-5958 Email: bgr@umich.edu

Elizabeth A. Armstrong Associate Professor Sociology and Organizational Studies University of Michigan Room 3001, LSA Building 500 South State St. Ann Arbor, MI 48109-1382 Phone: (734) 763-0144 Email: elarmstr@umich.edu

Jason Owen Smith Associate Professor Sociology and Organizational Studies University of Michigan Room 3001, LSA Building 500 South State St. Ann Arbor, MI 48109-1382 Phone: (734) 936-0700 Email: jdos@umich.edu

Elizabeth M. Armstrong CV |

Emily Adlin Bosk Curriculum Vitae September 2014 Home (Correspondence) Address: 812 Catherine St Ann Arbor, MI 48104 Cell: (484) 368-4870 Email Address: bosk@umich.edu

Office Address: School of Social Work University of Michigan 1080 South University Ave. Ann Arbor, MI 48109

EDUCATION AND TRAINING 02/2015 (Expected)

Ph.D. in Social Work and Sociology Dissertation Title: All Unhappy Families: Standardization and Child Welfare Decision-Making University of Michigan, Ann Arbor, MI

07/2010-07/2011

Social Work Fellowship Intensive In-Home Child and Adolescent Psychiatric Services Yale Child Center, Yale University, New Haven, CT

04/2009

Master of Social Work Practice Method: Interpersonal Practice Practice Area: Mental Health University of Michigan, Ann Arbor, MI

05/2003

Bachelor of Arts, American Culture General and Departmental Honors Vassar College, Poughkeepsie, NY

LICENSURE 07/2013

Clinical Social Work License: #6801092378 Issued by the State of Michigan

RESEARCH INTERESTS

TEACHING INTERESTS

Intervention with high-risk children, youth and families; child welfare; prevention of child maltreatment; intersection of social service systems; implementation science; evidencebased practice, improving professional practice; parent-child relational disturbances; trauma; infant mental health.

Qualitative research methods; infant mental health; social work practice with children, youth and families; social work practice with adults; history of social policy in the US; contemporary social policy; child welfare; human behavior and the environment; sociology of childhood. Bosk CV - 1

RESEARCH FELLOWSHIPS 2012-2014

Doris Duke Fellowship for the Promotion of Child Well-Being, Doris Duke Charitable Foundation / Chapin Hall at the University of Chicago

2014

Jean Forrest Award, Rackham Graduate School, University of Michigan

2013

Doctoral Dissertation Research Improvement Grant, Law and Social Science Division, National Science Foundation

2013

Graduate Student Debt Award, Rackham Graduate School, University of Michigan. Competitive award for the repayment of undergraduate student loans for students committed to social service.

2013

Fahs-Beck Scholar, Fahs-Beck Fund for Research and Experimentation

2013

Eliza Buffington Fellowship, Vassar College

2012

Research Grant, Rackham Graduate School, University of Michigan

2012

Centennial Scholar, Rackham Graduate School, University of Michigan

2012

Joint Doctoral Program Award for Recognition of Outstanding Performance in the Joint Doctoral Program, School of Social Work, University of Michigan

2011

Mary Pemberton Nourse Award, Vassar College

2010

Irene and William Gambrill Fellowship, School of Social Work, University of Michigan

2009

Honorable Mention, Graduate Student Research Fellowship, National Science Foundation

2009

Kellogg Fellowship in Children and Families, School of Social Work, University of Michigan

2009-2011

Faculty Partnership Research Grant, School of Social Work, University of Michigan (received annually)

2009-2014

Conference Travel Grants, Rackham Graduate School, University of Michigan (received annually)

2008

Student Research Award, Institute for Research on Women and Gender, University of Michigan Bosk CV - 2

AWARDS 2014

Henry Meyer Award for Outstanding Paper in Social Work and Social Science, School of Social Work, University of Michigan

2011

High Honors, Preliminary Social Work Exam, University of Michigan (Awarded to 2 Students in Previous 10 Years)

2006

Professional Merit Award, In Recognition of Outstanding Job Performance, AcademyHealth

2003

Phi Beta Kappa, Vassar College

2003

Helen D. Lockwood Prize for Excellence in the Study of American Culture, Vassar College

2003

Outstanding Student Service Award, Vassar College

PEER REVIEWED PUBLICATIONS Powell, B., Bosk, E., Bauman, A., Danko, C., Van Scoyoc., A., Wilen. J, Velazquez, M. Evidence-Based Programs in Real World Settings: Finding the Best Fit. (Chapter in book on Child Welfare Innovation to be published by Sage in 2015). Miller, J., Duron, J., Bosk, E., Velazquez, M., Abner, K. 2014. The Role and Impact of Peer Networks in Social Work Doctoral Education. Journal of Social Work Education (Accepted for Publication) Bosk, Emily Adlin. 2013. Between Badness and Sickness: Reconsidering Medicalization for High-Risk Children and Youth. Children and Youth Services Review, 35(8), 1212-1218. Awarded the Henry J. Meyer Award for Outstanding Paper in Social Work and Social Science. Veinot, Tiffany, Bosk, Emily Adlin, Unnikrishnan, KP, and Theodore Iwashyna. 2012. Revenue, Relationships and Routines: The Social Organization of AMI Patient Transfers in the United States. Social Science and Medicine, 75(10), 1800-1810. Miller, Melissa, Bosk, Emily Adlin and Theodore Iwashyna. 2012. Implementation Challenges: The Why, Who, and How of Daily Interruption of Sedation. The Journal of Critical Care, 27(2), 211-218. Bosk, Emily Adlin, Tiffany Veinot, and Theodore Iwashyna. 2011. Which Patients and Where? A Qualitative Study of Patient Transfers from Community Hospitals. Medical Care, 49(6), 592-598. Bosk CV - 3

BOOK REVIEWS Bosk, Emily Adlin. 2011. Narrative Inquiry by Kathleen Wells, Qualitative Social Work, 10(4) 537-545

MANUSCRIPTS IN PREPARATION Bosk, Emily Adlin. A Childless Child Protective Service? How Intervention is Constructed in Child Protective Service Work Bosk, Emily Adlin. Matter Over Mind: Patterns of Legal Intervention in Child Neglect Cases Bosk, Emily Adlin. Standardizing Discretion: Does Structured Decision-Making Make A Difference in Child Protective Service Work? Martin, K., Bosk, E., Bailey, D. The Process for Preschool Expulsion Bosk, Emily Adlin, and Theodore Iwashyna. Creating a Zone of Limited Authority: Rethinking the Effects of Protocols on Professional Autonomy

REPORTS AND ESSAYS Austin, Bonnie A. and Emily Adlin Bosk. 2008. A Common Application for Physicians? Washington, D.C.: AcademyHealth. Arnold, Sharon, Amanda Folsom and Emily Adlin Bosk. 2008. A User’s Guide for Monitoring and Evaluating Medicaid Fee-for-Service Care Management Programs. Prepared by AcademyHealth under Contract No. 290-04-0001. Rockville, MD: Agency for Health Care Research and Quality. Bosk, Emily Adlin. 2007. Meeting the Future Long-Term Care Needs of Baby Boomers Washington, D.C.: Changes in Health Care Financing and Organization Initiative. Bosk, Emily Adlin. 2006. Who Decides? Do Individual Physicians Have Discretion Over the Acceptance of New Patients? Washington, D.C.: Changes in Health Care Financing and Organization Initiative.

PRESENTATIONS Bosk, E. “Matter Over Mind: Patterns of Legal Intervention in Child Neglect Cases” at the Society for Social Work Research Annual Conference, January 2015 (Accepted)

Bosk CV - 4

Bosk, E. “Standardizing Discretion in Child Protective Service Work: Does Structured DecisionMaking Make A Difference?” at the Society for Social Work Research Annual Conference, January 2015 (Accepted) Miller, J., Duron, J., Bosk, E., Velasquez, M., Abner, K. "The Role and Impact of Peer Networks in Social Work Doctoral Education" at the Council on Social Work Education Annual Meeting, October 2013 Bosk, E. “Evaluating Service Plans for Effective Child Welfare Case Representation” at the Bergstrom Law Fellows Training, University of Michigan Law School, May 2013 Bosk, E. “Action Steps for Improving Disproportionality in the Child Welfare System for Native American Youth,” Report on Group Progress at The Fauri Memorial Conference, University of Michigan, November 2011 Bosk, E. “Food Insufficiency and Mental Health: A Case for Cumulative Trauma,” at the Health, Health Policy, and Health Services Tables in the Round, The Society for Social Problems Annual Meeting, August 2011 Bosk, E. “The Bad Seed: Domestic Violence Survivors and Their Maternal Perceptions of Male Children,” at The Shifting Boundaries of Childhood Conference, The University of Michigan, March 2010 Bosk, E. “Expanding Our Conception of Trauma,” Panel on Access to Care and Resources, at The Interdisciplinary Conference on Poverty and Inequality, University of Michigan, February 2011

RESEARCH EXPERIENCE 2012-ongoing Researcher, Pre School Expulsion Project, Department of Sociology, University of Michigan (PI: Karin Martin) This study investigates the causes and consequences of preschool expulsion. While preschoolers are expelled at higher rates than any other educational cohort, there is little known about the path to expulsion. How do our smallest citizens come to be removed from educational or care settings? This research seeks to fill gaps in knowledge about the process for expulsion as well as make concrete recommendations for change. I have worked with the PI to develop the study, recruit participants, conduct qualitative interviews, and analyze the data. I will continue to participate in all aspects of drafting papers for publication from the study. 2012-2013

Researcher, Strengthening Interdisciplinary Collaboration in Doctoral Education, Doris Duke Charitable Foundation

Bosk CV - 5

This study investigates the role of a peer-learning network in strengthening doctoral education. I led the design, collection, and analysis of the qualitative data and participated in the design and analysis of the survey data. Along with coinvestigators, drafted paper to be published in the Journal of Social Work Education. 2010

Researcher, Food Insecurity as a Cumulative Trauma, School of Social Work, University of Michigan (PI: Kristen Siefert) Using data from the Collaborative Psychiatric Epidemiology Surveys, this research examined whether food insecurity and insufficiency are associated with anxiety disorders, including Post-Traumatic Stress Disorder (PTSD). We argue that food insecurity and food insufficiency may be a source of cumulative trauma that could be effectively addressed through changes in U.S. food policy, specifically increases in the allocations of food stamps. I was involved in every aspect of this study from proposal development and writing, research design, data collection, data analysis, and the drafting of publications.

2008-2011

Researcher, Revenues, Relationships, and Routines, Medical School, University of Michigan (PI: Theodore Iwashyna) This multidisciplinary study conducted by a team from the Medical School, School of Information, and the School of Social Work, examined how community hospitals make decisions about which patients to transfer to academic medical centers for higher levels of care. Health care policy has focused on enhancing the dissemination of Quality Improvement (QI) data to improve the decision-making process and advance health outcomes as a result. This research demonstrates that decisions about patient transfers are mainly driven by criteria other than QI data. I was the lead qualitative methodologist on this study and designed the interview instrument, recruited participants, conducted interviews, and lead the data analysis. I assisted in drafting the proposal and papers for publication.

2008-2011

Researcher, The Daily Interruption of Sedation, Medical School, University of Michigan (PI: Melissa Miller) This study investigated why new evidence-based protocols to interrupt daily sedation of patients in Intensive Care Units were not routinely followed. A mixed method study, this research was conducted by an interdisciplinary research team from the Medical School, School of Information, and School of Social Work. I assisted in the design of the qualitative methodology, the analysis of the data, as well as in the drafting of papers for publication.

2008

Interviewer, Collaboration in Global Health Research Project, Medical School, University of Michigan (PI: Frank Anderson)

Bosk CV - 6

This study examined the factors that facilitate and hinder collaborative work between resource rich and resource poor countries related to global health. A Gates Foundation funded project aimed at increasing human resources for health in Ghana served as the study site. I conducted 38 qualitative interviews with participants from both Ghana and the US for this project. 2005-2007

Research Assistant, Changes in Health Care Financing and Organization Initiative, Robert Wood Johnson Foundation/AcademyHealth As a Research Assistant, I reviewed and made recommendations on grant proposals for both the Robert Wood Johnsonâ&#x20AC;&#x2122;s Changes in Health Care Financing and Organization (HCFO) Initiative and their Public Health Systems Research Initiative. As a researcher, I conducted a study funded by the Commonwealth Fund on efforts related to administrative simplification in health care. I also drafted Findings and Issues Briefs on topics related to health care policy and public health systems research.

2003-2004

Fellow, The Thomas J. Watson Fellowship, The Thomas J. Watson Foundation. Selected for highly competitive national fellowship for one year of independent research and travel. Designed and implemented ethnographic research project to study social theater organizations in Canada, Australia, New Zealand, Peru, and Brazil. Performed community outreach in cross-cultural settings focusing on gender issues and race and reconciliation efforts.

PRACTICE EXPERIENCE 2011-ongoing Psychological Consult and Supervisor, Child Advocacy Law Clinic, University of Michigan Law School, Ann Arbor, MI. I provide psychological consultation to the Child Advocacy Law Clinic on all aspects of child welfare cases including but not limited to assessments, educational placement, the effects of trauma on children, youth, and families, substance abuse, service placement, home placement, and multi-system collaboration. Based on this work, I developed a social work program to provide direct social work practice to clients of the clinic. I supervise the casework of MSW students who intern at the clinic, provide training on all aspects of casework, oversee professional development related to the fieldwork experience, and evaluate the performance of interns. As a member of the clinic team, I lecture to summer fellows and student attorneys about the child welfare system and psychological issues related to system involvement. Currently, I am involved in proposal development to create permanent and sustainable ties between the School of Social Work and the Child Advocacy Law Clinic.

Bosk CV - 7

2012

Facilitator and Supervisor, Mom Power, Ann Arbor, MI. A 10-week intervention to help mothers from a variety of backgrounds and skill levels to safely cope with their current stressful life circumstances and mental health symptoms, all of which may pose risk to their parenting and child’s safety. Each week has a different focus related to parenting and the mother’s emotional needs. Topics include child development, understanding how past traumatic stress affects parenting skills and mother/child bonding, self-care skills (including breathing and relaxation techniques and medications), and how to connect and play with children. I assisted in the supervision of MSW students involved in this intervention.

2010-2011

Social Work Fellow, In-Home Child and Adolescent Psychiatric Services, Yale Child Study Center, Yale Medical School, New Haven, CT. Provided intensive in-home child and adolescent psychiatric services to high-risk children, youth and family including 24/7 emergency consultation. Conducted child, parent and family therapy for children at risk of home removal. Performed comprehensive psychological assessments and developed treatment plans. Coordinated care and decision-making with clients and educational, legal, and child welfare systems. Attended interdisciplinary seminars and weekly trainings with psychiatry, psychology, and social work fellows. Conducted independent research on the overlap between sociological and psychological approaches to behavioral issues.

2009

Facilitator of Support Group for Mothers of Sexually Abused Children, Family Assessment Clinic, University of Michigan, Ann Arbor, MI. Facilitator of ten-session therapeutic group for mothers whose children have experienced sexual abuse aimed at addressing issues related to stress and trauma, guilt, enhancing mothers’ parenting, connection to their children, and coping behaviors.

2008-2009

Social Work Intern, The Women’s Center of Southeastern Michigan, Ann Arbor, MI. Conducted assessments for and provided psychotherapy to women with a range of emotional problems, and psychiatric disturbances with a specific focus on trauma. Utilized a range of modalities in treatment such as Cognitive Behavioral Therapy and Psychodynamic Psychotherapy.

2008

Facilitator of Kids’ Club and Moms’ Empowerment Program, SafeHouse, Ann Arbor, MI. Facilitator of ten-session intervention program for mothers who have experienced domestic violence and their young children, aimed at enhancing children’s social Bosk CV - 8

and emotional adjustment and coping behaviors, and enhancing mothers’ adjustment and parenting. 2006-2007

Consultant, Teens Against the Spread of AIDS, Children’s National Medical Center, Washington DC. Designed drama and health education lesson plans for a diverse mix of high school students participating in a 14 week peer education program. Facilitated workshops on sexual health and decision-making in high schools, juvenile detention centers, and after school programs across Washington, D.C. Mentored participants.

1999-2003

Volunteer, Office of Disabilities and Support Services, Vassar College, Poughkeepsie NY Designed and implemented peer-mentoring program for students with disabilities. Planned lecture series for local community members on issues related to education and children with disabilities. Served as the student representative on college’s committee on disability and support services.

TEACHING EXPERIENCE 2013-2014

Instructor, Department of Sociology, University of Michigan Sociology 394: Sociology Undergraduate Research Opportunity

2013, Winter Grader, Department of Sociology, University of Michigan Sociology 206: Animals and Society 2012, April

Guest Lecturer, University of Michigan Law School Defining Child Neglect: Building a Meta Theory Law 910: Child Advocacy Law Clinic

2012, March Guest Lecturer, Department of Sociology, University of Michigan Child Maltreatment: A Sociological Lens Sociology 102: Contemporary Issues: Children and Childhood 2011, Winter Graduate Student Instructor, Department of Sociology, University of Michigan Sociology 325: Project Community: Homelessness Project Community: Public Health 2011, Fall

Graduate Student Instructor, Department of Sociology, University of Michigan Sociology 325: Project Community: Homelessness Project Community: Public Health

Bosk CV - 9

2009, Winter Grader, Department of Sociology, University of Michigan Sociology 475: Sociology of Health and Illness ACADEMIC SERVICE Elected Positions 2011-2013 2010 2009-2010 2008-2009

Member, School of Social Work Supervisory Committee Distinguished Faculty Award Committee, School of Social Work Culture Chair, Doctoral Students in Social Work and Social Science Organization Co-Chair, Sociology Graduate Students Organization

Invited Talks “Gaining Practice Experience in Graduate School,” Joint Doctoral Program Symposium (UM), March 2012 “Publishing in Graduate School,” Proseminar in Sociology (UM), December 2011 “How to Successfully Navigate Graduate School,” Joint Doctoral Program in Social Work and Social Science Orientation (UM), September 2009 “Networking and Mentoring in Graduate School (UM),” Proseminar in Sociology, October 2008

PRACTICE MODALITIES Brief Solution Focused Therapy Cognitive Behavioral Therapy Family Therapy Parent-Child Relational Therapy Play Therapy Psychodynamic Psychotherapy

JOURNAL REVIEWER 2012-ongoing Children and Youth Services Review 2011-ongoing Social Science and Medicine

MEMBERSHIPS IN PROFESSIONAL SOCIETIES American Sociological Association Council on Social Work Education Law and Society Organization Michigan Association for Infant Mental Health Society of Social Work Researchers Society for the Study of Social Problems World Association for Infant Mental Health Bosk CV - 10

REFERENCES Mary Ruffolo, PhD Associate Professor of Social Work University of Michigan, School of Social Work 1080 S. University Ave. Ann Arbor, MI 48109 mruffolo@umich.edu (734) 936-4799

Renee Anspach, PhD Associate Professor of Sociology Department of Sociology Room 3001 500 S. State Street Ann Arbor, MI 48109 ranspach@umich.edu (734) 763-0439

Karin Martin, PhD Professor of Sociology Department of Sociology University of Michigan Room 3001 500 S. State Street Ann Arbor, MI 48109 kamartin@umich.edu (734) 936-0525

Katherine Rosenblum, PhD Clinical Associate Professor Department of Psychiatry University of Michigan 4250 Plymouth Rd. Ann Arbor, MI 48109 katier@med.umich.edu (734) 764-0231

Beth Glover-Reed, PhD Associate Professor of Social Work University of Michigan, School of Social Work 1080 S. University Ave. Ann Arbor, MI 48109 bgr@umich.edu (734) 763-3372

Julie Ribaudo, LMSW Associate Professor of Social Work University of Michigan, School of Social Work 1080 S. University Ave. Ann Arbor, MI 48109 jribaudo@umich.edu (734) 936-4949

Bosk CV - 11

Research Statement Emily Adlin Bosk, LMSW Ph.D. Candidate Social Work & Sociology

Overview Drawing on my experience as a clinical practitioner to high-risk children, youth, and families, my research is broadly focused on three areas: (1) understanding the dynamics of child maltreatment and institutional responses to it; (2) analyzing organizational interventions to improve professional practice; and (3) examining how high-risk children and families intersect with and experience multiple social service systems. As a whole, my research uses rigorous social science methods both to theorize how organizations and individuals understand and intervene with vulnerable children and families and to trace out the policy and practice implications of these approaches. As a doctoral candidate in social work and sociology, I utilize my interdisciplinary training to engage research questions related to child welfare, child wellbeing, and the improvement of family functioning at the macro, meso, and micro levels. As a sociologist, I draw on literatures from organizational dynamics, medical sociology, and the sociology of childhood to examine how ideas about child welfare and wellbeing take shape as cultural constructs and how these constructs then influence the development of social service policies and clinical practice. As a social work researcher and experienced clinician, I draw on my work as a home visitor and outpatient therapist to inform the evaluation and development of interventions aimed at improving the health and wellbeing of children and families. In both sociology and social work, my commitment to qualitative inquiry adds narrative depth to theories of how policies are implemented and change is accomplished. In sum, my interdisciplinary approach explores the relationship of child welfare and wellbeing to multi-layered organizational and social environments while translating theoretical insights regarding community and family dynamics into actionable ideas for micro level practice. Dissertation Research The concepts motivating my dissertation, All Unhappy Families: Standardization and Child Welfare Decision-Making, emerged from observations I made during a postMSW fellowship at the Yale Child Study Center. While a fellow, I worked intensively with families at risk for having a child removed from the home. During this training experience, I noted that similar families were treated differently: some were considered to be good candidates for assistance through social services while others were only considered for legal intervention. My dissertation uses observation and semi-structured interviews with 66 Child Protective Service (CPS) workers in 2 states to investigate how and under what conditions CPS workers decide which families investigated for neglect will be offered legal versus social service interventions. These choices are examined in the context of new tools designed to standardize the decision-making process. The goals

of this research are to understand how the Structured Decision-Making (SDM) model influences choices in child welfare proceedings and how child welfare professionals create meaningful narratives to explain which families can and cannot be “helped.” While much attention has been paid to the quantitative evaluation of interventions within child welfare, there has been little examination of the way that new regulations like SDM are incorporated into the everyday practice of CPS workers. This research fills a gap in knowledge about how the SDM is used in routine work, the cultural factors that impede or promote its implementation and how the SDM itself structures ideas about which families can and cannot be intervened with successfully. The importance of this research has been recognized through competitive grants awarded by external funders. From 2012-2014, I was a Doris Duke Fellow in the Promotion of Child Wellbeing. My dissertation has received additional support from The National Science Foundation (Doctoral Dissertation Research Improvement Grant in Law and Social Science), the Fahs-Beck Fund for Research and Experimentation, and the Rackham Graduate School at the University of Michigan. The first paper from my dissertation investigates how and to what extent CPS workers have incorporated standardized methods like the Structured Decision Making Model into their everyday work practices and then analyzes whether standardized assessments control for bias and subjectivity or encode bias and subjectivity in new ways. My research demonstrates that workers’ ways of utilizing the SDM are associated with their socio-demographic characteristics, including those related to gender, race, and years of experience. White male workers and workers with over 8 years of experience reported that they “manipulated” the SDM to ensure that its outcome reflected a decision they had already made. In contrast, African-American, female, and relatively inexperienced workers reported that they relied on the SDM to tell them what to do in cases and “did not make decisions.” Contributing to a larger debate about the utility or limitations of actuarial risk models for the reduction of bias in decision-making, these findings contradict claims that SDM tools are neutral objects that facilitate objective conclusions about which families should maintain custody of their children. This work challenges the idea that standardized tools are able to eliminate subjective processes in decision-making by demonstrating that standardization alone cannot correct for differences in social power and standing that are embedded in any social system. In response to findings like the ones describe above, disparities in child welfare outcomes are often investigated and then addressed at the level of the individual worker. Implementation science and Quality Improvement (QI) initiatives recommend better training to improve workers’ ‘fidelity to the model,’ on the theory that the discrepancies between the desired and actual outcomes of an intervention are the result of workers’ poor implementation. The second paper of my dissertation demonstrates that differences in decision-making are not confined to individuals but also occur at the organizational level. Comparing work practices in Michigan and Connecticut, I find that there are significant policy differences related to the meaning, implementation, and use of the SDM model in each state. These differences suggest that whether a standardized tool achieves a standardizing function is not only a consequence of the validity or reliability of the tool itself but also of the social and structural context in which a tool is introduced and utilized. By re-framing standardization as a social rather than technical process, this paper challenges the idea that well-implemented, evidenced-based interventions with

close fidelity to the model will necessarily be able to eliminate the messiness inherent in the complex work of child welfare decision-making. In doing so, I show that both tools and evidence-based practices are not self-actuating. My findings here have implications not only for Quality Improvement initiatives in social work practice but also for standardized tool-based approaches in other domains, such as education, medicine, and law. In the third paper, I find that the content of standardized decision-making tools greatly influences the kinds of cases that are considered candidates for social service assistance. Legal interventions in the form of protective supervision orders, temporary custody orders, and termination of parental rights are most often mobilized in neglect cases when there are tangible, non-psychological features of neglect such as poor conditions of the physical environment, parental substance abuse with positive drug screens, and missed school (educational neglect), which can easily be documented as objective assessments. Cases that involve issues related to the mind such as parental mental illness, the emotional distress of a child, and exposure to domestic violence are less likely to result in the mobilization of legal or intensive social service interventions and when they do, these interventions often are for shorter durations. Yet workers often struggle to classify and make decisions about cases related to emotional issues, typically characterizing them as both complex and likely to return to the child welfare system. Identifying gaps in the kinds of cases for which the SDM is most responsive, I argue that the risk assessment in its current form is ill equipped to recognize chronic mental health and mental illness issues that affect child welfare. Further, the lack of appropriate services makes management of these issues difficult and I contend that new strategies of assessment and engagement with mental health issues are needed. Finally, I take up the broader policy and practice implications of this research. Breaking away from rigid dichotomies that pit clinical and actuarial decision-making as mutually exclusive methods, I propose an integrative model that capitalizes on the strengths of both clinical and standardized processes. I argue that it is critical to understand and recognize how reflective practices and subjective assessments are incorporated into the processes for using standardized decision-making tools. Acknowledging these practices in actuarial processes whether in the form of narrative recommendations, reflective supervision about use of the tools in each case, or clinical case reviews, creates a space for unconscious, subjective, or biased assessments to play out. I find that when workersâ&#x20AC;&#x2122; subjective assessments are intentionally excluded from case decision-making processes, they find alternative ways to influence case outcomes regardless of the formal procedural mechanisms in place. The solution is not to find new ways to exclude caseworkersâ&#x20AC;&#x2122; judgment but to offer a place for it alongside other approaches to improving case decision-making. In the dissertation, I propose a revised set of tools to act on these recommendations. Additional Research Intersection of Social Service Systems As a clinician, I focus on treating parent-child relational disturbances, young children, and complex trauma. My work is iterative in nature: the questions that motivate

my research are shaped by my clinical practice, and I endeavor to use project findings to inform policy and interventions. My article “Between badness and sickness: Reconsidering the medicalization of high-risk children and youth,” recently published in the Children and Youth Services Review, exemplifies this process. I draw from my work as a home visitor to argue that children and youth with behavioral disorders are conceptualized and treated as both deviant and psychologically disturbed. Tracing the implications of these two competing narratives for intervention, I contend that frames of badness or deviance are more likely to win out with children and youth from disadvantaged backgrounds. When children and youth with mental health issues are framed as ‘bad,’ legal interventions or ones that employ some form of punishment are more likely to be deployed than social service ones. This work challenges claims that solely expanding mental health diagnoses and interventions for all children will necessarily circumvent incarceration that results from an undiagnosed mental disorder. In 2013, this paper won the Henry J. Meyer award for the best paper in social work and social science at the University of Michigan. Part of my larger research agenda is to understand how ‘badness’ is understood and intervened upon in different contexts. In a collaborative project led by Karin Martin, we examine how frames of ‘badness’ are understood in relation to our youngest children. Currently, preschoolers are expelled at three times the rate of children in grades K-12. We ask two questions: (1) How is it that a child could be considered ‘too bad’ for preschool? and (2) Given that many young children exhibit challenging behaviors, how do some come to be expelled? Drawing from semi-structured interviews with 30 preschool directors and day care providers, this study outlines the paths to expulsion for young children with the intention of furthering our insights on what might be done to prevent it. Our preliminary findings suggest that there is a common trajectory for children with challenging behaviors who are asked to leave a care setting. We find that at first, challenging behaviors are framed in ways that are amenable to intervention but that when providers become frustrated and exhausted, the description of the problem changes. Children’s behavior are no longer just challenging but become described as “unsafe” and “dangerous” for the child him/herself, other children, or even the adults. This research moves beyond quantitative work on the contours of childcare expulsion to provide an understanding of its mechanisms. Based on data gathered from the study, I am working on translating our findings into a policy brief as well as developing guidelines for “good goodbyes” for childcare providers when children are asked to leave. While the goal of this work is to prevent expulsions, our findings suggest that there is a need for immediate intervention with childcare providers to make an already difficult and potentially traumatic experience more manageable for children. Interventions for Improving Professional Practice As both a social worker and sociologist, I also have a long-standing interest in organizational initiatives to improve professional performance in the social services, public health, and medicine. While my dissertation and projects on which I am lead investigator use primarily qualitative data, I am also an experienced partner on interdisciplinary research projects that employ diverse research methods. As a qualitative methodologist, I have collaborated with researchers in medicine, nursing, information

science, bioethics, and public health to investigate how protocols and standardized procedures impact professional performance and how professional performance, in a variety of settings, can be improved. These projects include a study of how a controversial protocol was implemented and responded to in the Intensive Care Unit at the University of Michigan Hospital, an initiative to examine how community hospitals decide which patients to transfer to higher levels of care, a study of how revenues and routines often take precedence over policy interventions to standardize decision-making, and work in progress on the utility of protocols for increasing nursing autonomy. Articles from this work have been published in distinct social science and medical journals such as Social Science and Medicine, Medical Care, and The Journal of Critical Care Medicine. Taken together, this line of research represents a sustained effort to build theory in the area of implementation science, evidence-based practice, and professional development. Future Research: My future work will include extensions of current research and new projects. In the coming years, I expect to publish articles from my dissertation, complete a book manuscript based on this research, and continue the ongoing work described above. Future work grounded in data collected from my dissertation includes but is not limited to articles on how the discourse and recommendations for the prevention of child maltreatment are disconnected from evaluation and intervention; how child wellbeing and children themselves are excluded from the child welfare process; and an examination of the use and implications of safety plans as extra judicial interventions for families. My dissertation research suggests that emotional neglect and complex trauma have few good ways of currently being accounted for or intervened with in the child welfare system, yet these issues often form a major component of complex and reoccurring cases. Aligned with new policies that focus on improving child wellbeing, my next research project will investigate the lack of integration of appropriate mental health services for children and families in the child welfare system, with particular attention paid to the gaps in trauma related care. In a theoretically related but empirically separate project, I am interested in the potential to translate and develop Eye Movement Desensitization and Reprocessing (EMDR) into a short term intervention for children and families either currently engaged in the child welfare system or for those families at risk of involvement. My track record in receiving external funding positions me well to continue innovative research projects throughout my career. I plan to seek funding for future research from the National Institute of Child Health and Human Development, the National Institute for Mental Health, the Agency for Healthcare Research and Quality, the Centers for Disease Control and Prevention, and other foundations with aligned funding priorities. I am committed to a career that integrates research, policy and practice to contribute to our understanding of complicated issues that affect the well being of our most vulnerable children and families.

Teaching Statement Emily Adlin Bosk Ph.D. Candidate Social Work & Sociology University of Michigan As a joint doctoral student in social work and sociology, my graduate studies have provided a theoretical foundation for understanding social problems while giving me the tools to work with individuals and communities to produce change. Believing education to be at its strongest when theory, research, and practice are integrated, I am committed to fostering critical social work competencies both in and outside of the classroom. My teaching pedagogy is informed by my experiences as a clinical supervisor to MSW students; a graduate student instructor; a mentor to graduate and undergraduate students; and a psychological consultant to student attorneys. Moving from learning about social work to effectively practicing social work is perhaps the hardest and also most important component of social work training. As a doctoral student, I developed a social work program at the Child Advocacy Law Clinic (CALC), where I serve as a psychological consultant on child welfare cases. In this capacity, I oversee the direct services that MSW interns provide to clinic clients which includes: trauma informed assessment and practice with parents and children; preparation of children for court; recommendations about reunification; and collaboration with attorneys and child protective service workers on cases. I practice reflective supervision, a relationship-based model that utilizes reflection, collaboration, and regularity to inform the professional development of supervisees. Creating a space for mistakes to be examined, strengths to be nurtured, and questions to be raised is a critical part of my work as a supervisor. I believe that it is in the context of a supportive relationship that students are able to expand their capacities to engage with the complexities of social work practice and develop new skills. In addition to my role at CALC, I have participated in the supervision of MSW students taking part in MomPower, a ten-week intervention to strengthen parent-child relationships with high-risk mothers and children. My goal as a supervisor is for students to connect case, personal, and classroom content to hone their critical thinking about, and approach to, the choices they make in the field. These experiences have prepared me well to teach practice to emerging social workers both in the classroom as well as in field-based and applied experiences. According to Lewin, â&#x20AC;&#x153;there is nothing more practical than a good theory.â&#x20AC;? This sentiment forms the basis for my classroom pedagogy (Lewin, 1951). I strive to highlight how core concepts are important to the every day performance of social work. As a Graduate Student Instructor (GSI) in Project Community, an experiential education class that uses field experience to teach social theory, I worked to contextualize the individualized issues that students encountered as larger social problems. In my role as GSI, I was responsible for the design of the seminar for each class, presenting materials to students, structuring discussion, managing classroom debates, assisting students one-on-one, and evaluating student essays. To facilitate the analysis and translation of macro theory to individual practice, I utilized interactive and collaborative learning strategies. Classroom exercises simulated the ways that students would need to apply their knowledge as professionals, invited students to wrestle with questions that had no easy answer, and provided a space for reflection. While lecturing is a necessary and

important component of many courses, to the greatest extent possible, I structure classes so that students are in dialogue with each other. This is an active process. I encourage students to take ownership of class material, use probing questions to help students fully unpack their ideas and consistently seek out perspectives that run contrary to the dominant narrative emerging in discussions. My work in the classroom invites students to take ownership over their own learning while creating a strong communal context in which to test out their ideas. By continuously illustrating how theory is a practical part of social work, I prepare students to be critical and intentional social workers. One of my goals as a teacher is for students to understand how their own life experiences influence their thinking about classroom material and response to others. I recognize that students bring a diverse set of opinions, knowledge, viewpoints and experiences to the classroom and that tensions often arise when discussing controversial topics that touch on deeply held beliefs. Negotiating difficult conversations is a critical skill for all social work students and I frame participation in such discussions as an essential social work competency. Earlier teaching experiences with diverse populations have influenced my approach to both meeting the multifaceted needs of students in the classroom and teaching controversial subjects. I taught at a sexeducation program, where students from inner-city and preparatory schools in Washington D.C. developed peer-education programs for diverse environments such as juvenile detention centers, after school programs, and private schools. Additionally, I worked in indigenous communities in Brazil and New Zealand on theater projects that addressed issues of race and reconciliation. These experiences provided me with hands-on training in teaching diverse student populations while honing my skills in navigating sensitive subjects, presenting content dynamically, and tailoring material to groups where there is a wide variety of background knowledge and ability. The excellent mentorship that I have received throughout my graduate training provides a framework for my mentorship of other students. Through the Student Undergraduate Research Opportunity (SURO), I trained a sociology major in qualitative research methods. The student then applied his training to active engagement in the research process through tasks such as coding, memoing, and participating in the literature review. I work to provide a strong foundation so that my students are prepared to work independently. My participation in SURO has expanded my interest in teaching research methods both in the classroom and to students in the process of conducting their own research. As I have progressed through the joint doctoral program, I have enjoyed developing informal mentoring relationships with other graduate students. Through panels, seminars, and other invited talks, I have advised graduate students on multiple topics including but not limited to successfully developing mentoring relationships and publishing in graduate school. As an Assistant Professor of Social Work, I would be interested in teaching practice courses (particularly on social work with children, youth, and families), human behavior and the environment, historical and contemporary social welfare policy, and qualitative and communitybased practice and research. In addition, I would like the opportunity to incorporate my sociological training into my teaching. I am particularly interested in developing a seminar that utilizes sociological approaches to understanding social problems with a focus in translating macro level theory into applied interventions. I look forward to working closely with undergraduate and graduate students, providing hands-on experiential education as well as opportunities for collaborative research and mentorship, improving written communication skills, and completing and publishing research.

MATTHEW CHIN, M.S.W, M.A. 728 S. Main St., Apt 101 ♦ Ann Arbor, MI, 48104 ♦ 734-276-9272 ♦ chinm@umich.edu

EDUCATION UNIVERSITY OF MICHIGAN Joint Doctoral Program in Social Work and Social Science Masters of Social Work Masters of Arts (Anthropology)

2009-PRESENT 2011 2011

HALIBURTON SCHOOL OF THE ARTS Expressive Arts Certification

2011

UNIVERSITY OF TORONTO, SCARBOROUGH Honors BA with High Distinction - Specialist (Cooperative) Program in International Development Studies with a Major in Anthropology

2007

ACADEMIC HONORS, FELLOWSHIPS AND GRANTS Rackham Graduate Student Research Award Rackham Travel Grant Social Sciences and Humanities Research Council of Canada (SSHRC) Doctoral Fellowship Rackham International Student Fellowship University of Toronto Graduation Prize in the Social Sciences University of Toronto Scholar Honour’s List Gallant Y. T. Ho Scholarship in International Development Studies Ali Tayyeb Scholarship

2013 2011 2010 2010 2007 2007 2006 2005

RESEARCH AND TEACHING INTERESTS: race and ethnic studies, gender and sexuality studies, community organizing, temporality, feelings/emotion/affect, practice theory, community arts, political economy, community-based research

PUBLICATIONS -

Chin, M., Sakamoto, I., Bleuer, J. (2014). The dynamics of show and tell: Arts-based methods and language ideologies in community based research. Journal of Community Practice: Special Issue on Interdisciplinary Scholarship for Community Practice 22 (1): 256-273 Sakamoto, I., Chin, M., Wood, N., Ricciardi, J. (in press). Methodological learnings: Animating arts in participatory action research with homeless women. In D. Conrad & A. Sinner (eds.) Creating together: Participatory, community-based and collaborative arts practices and scholarship across Canada. Waterloo: Wilfred Laurier University Press Sakamoto, I., Chin, M., & Baskin, C. (2010). Collaborating for social change: Bringing together arts informed research projects on homelessness. In C. McLean & R. Kelly (eds.), Creative Arts in Interdisciplinary Practice, Inquiries for Hope and Change. Detselig/Temeron Books. Sakamoto, I., Chin, M., & Young, M. (2010). „Canadian Experience,‟ employment challenges, and skilled immigrants: A close look through „tacit knowledge‟. Canadian Social Work Journal: Special Issue on the Settlement and Integration of Newcomers to Canada. Sakamoto, I., Ricciardi, J., Plyler, J., Wood, N., Chapra, A., Chin, M., Allan, B., Cameron, R., & Nunes, M. (2010). Coming Together: Homeless Women, Housing and Social Support -- With a special focus on the experiences of Aboriginal women and transwomen. Toronto: Wellesley Institute. Sakamoto, I., Chin, M., Chapra, A., & Ricciardi, J. (2009). Transphobia and emotional injury: Elucidating the experiences of transwomen with experiences of homelessness. Gay & Lesbian Issues and Psychology Review, 5(1), 2-19 Sakamoto, I., Khandor, E., Chapra, A., Hendrickson, T., Maher, J., Roche, B. & Chin, M. (2008). Homelessness –Diverse experiences, common issues, shared solutions: The need for inclusion and accountability. Toronto: Factor-Inwentash Faculty of Social Work, University of Toronto

MATTHEW CHIN, M.S.W, M.A. 734-276-9272 ♦ chinm@umich.edu

PRESENTATIONS -

Chin, M (accepted) Assembling queer of color community arts: The political economic ephemerality of th tenderqueer. Paper presented at 113 American Anthropological Association Annual Meeting. Washington, DC, USA. Dec 6, 2014 Chin, M (2014 May) Value and feelings-based work within community arts organizing among queer and trans people of color (QTPOC) in Toronto, Canada. Paper presented at Society for Cultural Anthropology Biennial Meeting. Detroit, MI, USA. May 9, 2014 Chin, M (2014 January). Arts as social inclusion? Exploring grassroots community arts programs for and by queer and trans people of color. Paper presented at 17th Annual Conference of the Society for Social Work Research, Austin, T.X., USA, January 16,, 2014 Sakamoto, I., Kim, J. & Chin, M. (2012, January). Examining the requirement of “Canadian experience” for immigrant job candidates: Legitimate peripheral participation and communities of practice. Presentation. 16th Annual Conference of the Society for Social Work Research, Washington, D.C., USA, January 12, 2012. Chin, M. (2011, March). From liminality to heterotopia: Embodied difference and drama therapy. Paper presented at Society for Psychological Anthropology Biennel Meeting. Santa Monica, California, USA, March 31, 2011 Ethnography as Activism Study & Action Group on Repatriation (2010, March). A case for shared ethics: Moving forward on Repatriation at the University of Michigan. Paper presented at Is Boas Dead?! FourField Anthropology in the 21st Century, Ann Arbor, Michigan, USA, March 27, 2010. Sakamoto, I., Chin, M. & Kim, J. (2011, January). Tacit Knowledge and Immigrants‟ Employment Challenges: A Case of “Canadian Experience.” Presentation. 15th Annual Conference of the Society for Social Work Research, Tampa, Florida, USA, January 13-16, 2011. Sakamoto, I. Chapra, A., Khandor, E. & Chin, M. (2009, August). What‟s Next? From Individual ArtsInformed Research Projects to Collaborative Initiative. Presentation. American Psychological Association Annual Convention, Toronto, Canada, August 8, 2009. Sakamoto, I., Chin, M., Chapra, A., & Khandor, E. (2009, February). Homelessness - Solutions from lived experiences from arts-informed research. Presentation. Growing Home: Housing and Homelessness in Canada, Calgary, Canada, February 20, 2009. Sakamoto, I., Chin, M., Chapra, A., & Ricciardi, J. (2009, February). A „normative‟ homeless woman?: Social exclusion and resiliency of transwomen with experiences of homelessness. Presentation. Growing Home: Housing and Homelessness in Canada, Calgary, Canada, February 19, 2009. Sakamoto, I., Chin, M., Chapra, A., & Ricciardi, J. (2008, November). Elucidating the experiences transwomen who are homeless: Community-based research. Presentation. Annual Program Meeting, Council of Social Work Education, Philadelphia, USA, November 2, 2008.

INVITED PRESENTATIONS - Sakamoto, I., Chin, M., Wood, N., Ricciardi, J. (2012, May). Methodological learnings: Animating arts in participatory action research with homeless women. Presentation. SSHRC-sponsored conference: Creating together: Participatory, community-based and collaborative arts practices and scholarship across Canada. Concordia University, Montreal. - Sakamoto, I., Chin, M. & Canadian Experience Project Team (2011 October). Tacit knowledge, immigrants, and the issue of “Canadian experience”: Why are immigrant professionals not getting jobs? Invited presentation as part of the Knowledge Mobilization Seminar Series. Office of Associate Dean – Research, Factor-Inwentash Faculty of Social Work, University of Toronto. - Sakamoto, I., Maher, J., & Meeks, J., & Chin, M. (2009, January). Coming Together and Beyond: From a single arts-based research project to an arts-informed community-based research collaborative on homelessness. Presentation. Environmental Health Justice Seminar Series. Centre for Urban Health Initiatives, Toronto, Canada, January 13, 2009.

MATTHEW CHIN, M.S.W, M.A. 734-276-9272 ♦ chinm@umich.edu

RESEARCH EXPERIENCE: RESEARCH ASSISTANT 2011-2012 "Do skilled immigrants need "Canadian (work) experience"?: Public engagement and conversations through new media and reader's theatre." Supervisor: Izumi Sakamoto, PhD University of Toronto, Factor-Inwentash Faculty of Social Work  Engaged in arts-based data analysis of interview and focus group transcripts and memos  Translated research findings to co-author a readers theatre script with a drama therapist in order to facilitate the dissemination of research findings within policy, academic and social service settings  Participated in the initial performance of the script to students, service providers and academics RESEARCH ASSISTANT 2010-2011 Re-examining the “Canadian Experience” and Acculturation: The Missing Context of Canada’s High-Skilled Immigrants. Supervisor: Izumi Sakamoto, PhD University of Toronto, Factor-Inwentash Faculty of Social Work  Participation in the design of arts-based data collection methods  Engaged in different modes of data collection including participant observation of social service workshop sessions, conducting semi-structured interviews and facilitation of arts-based focus groups  Experience building relationships with community partner agencies as well as social service providers and job seeking skilled immigrants GRADUATE STUDENT RESEARCH ASSISTANT 2010-2011 Learning from multicultural community organizers Supervisor: Lorraine Gutierrez, PhD University of Michigan, School of Social Work  Lead research team member responsible for data analysis of semi-structured interview transcripts  Trained other members in data analysis using NVivo and organized a process of collective data analysis  Produced final report of research findings GRADUATE STUDENT RESEARCH ASSISTANT 2009-2011 Why get involved?: Understanding student participation Supervisor: Lorraine Gutierrez, PhD University of Michigan, School of Social Work  Lead research team member responsible for training other members on how to conduct semi-structured interviews, including procedures of informed consent  Facilitated the recruitment of research participants and coordinated data collection processes by designing and implementing a system for research team members to conduct audio-recorded interviews with research participants  Organized collective data analysis process among team members using NVivo and produced final report of research findings RESEARCH COORDINATOR 2008-2009 Homelessness – Solutions from lived experience through arts-informed research Supervisor: Izumi Sakamoto, PhD University of Toronto, Factor-Inwentash Faculty of Social Work  Experience writing literature review and co-writing successful grant applications  Coordination of a collaborative of eight arts-informed community based research projects around homelessness - working in committees composed of academics, people with experiences of homelessness and their service providers  Responsible for a broad range of dissemination efforts including co-authoring a policy recommendation report, coordinating an exhibit of the projects at Toronto City Hall, producing a short video to document the collaborative process and launching a website

MATTHEW CHIN, M.S.W, M.A. 734-276-9272 ♦ chinm@umich.edu RESEARCH ASSISTANT 2006-2009 Coming Together – Homeless women, housing and social support Supervisor: Izumi Sakamoto, PhD University of Toronto, Factor-Inwentash Faculty of Social Work  Experience with community-based research, working with women and transwomen with experiences of homelessness (who were community advisory board members of the study) and their service providers  Responsible for data collection (conducting interviews) and data analysis  Coordinated events to disseminate the arts-based findings of the research among academic and social work settings

TEACHING EXPERIENCE: GRADUATE STUDENT INSTRUCTOR University of Michigan, School of Social Work, Department of Anthropology SW871/ANT836: Social Work and Anthropology Seminar

2014

GRADUATE STUDENT INSTRUCTOR University of Michigan, Department of Anthropology ANT 314: Cuba and its Diaspora

2012

GRADUATE STUDENT INSTRUCTOR University of Michigan, Department of Anthropology ANT 344: Medical Anthropology

2012

SOCIAL WORK PRACTICE EXPERIENCE: SOCIAL W ORK INTERN 2011 Across Boundaries, Toronto  Provided case management to clients of color by supporting them and advocating on their behalf to gain access to housing, health and employment resources from city, provincial and federal agencies  Successful in collaboratively working with clients and other workers and agencies to achieve client goals  Conducted recreational therapeutic arts workshops in a variety of modalities (music, dance, visual arts, theatre) as part of the Social Rehabilitation Day Program  Facilitated men‟s peer support workshops using experiential interactive activities to explore issues such as masculinity, body image, as well as personal and community strengths  Experience with client information management systems and recording client interactions SOCIAL W ORK INTERN 2010 Mental Health Intensive Case Management – Veteran Affairs, Michigan  Familiarity working with veterans with severe and persistent mental health illness  Knowledge of working within an Assertive Community Treatment (ACT) model of care; engaging with clients in community contexts and providing support to facilitate individual-level community functioning  Demonstrated ability to work collaboratively with clients to identify needs, research community resources and negotiate equitable access to appropriate services  Strong ability in writing clinical notes, patient-centered assessments and treatment plans  Experience with collaborative medication management principles OUTREACH COORDINATOR 2008 Lesbian Gay Bi Trans Youthline, Toronto  Leadership in outreach activities to raise service awareness and recruit volunteers  Revised peer support volunteer training curriculum and manual; planned and executed training program including facilitating skills building workshops  Developed collaborative partnerships with community service organizations in various sectors  Active participation in outreach strategic planning process;  Responsible for website maintenance and promotional material mailings  Established systems of tracking and measuring outreach material dissemination and outcomes

MATTHEW CHIN, M.S.W, M.A. 734-276-9272 ♦ chinm@umich.edu

PARAPROFESSIONAL TRAINING INTERN 2012-2014 ILL NANA DiverseCity Dance Company, Toronto  Actively participated in the organization of ongoing programming held by this queer positive, multi-racial dance company that seeks to allow for greater movement expression by people marginalized in the mainstream dance world  Experience in the collective writing of successful grant proposals to various arts funding bodies including the Ontario Arts Council  Assisted in the planning, implementation and coordination of “Making a Stage for Our Stories” Canada‟s first queer and trans specific Dance Conference and Showcase  Provided organizational, production and technical support to various community dance showcases COLLECTIVE MEMBER – VOLUNTEER & SITE COORDINATION 2012-2014 Blockorama/BlacknessYes! Toronto  Member of community-based collective committed to celebrating the histories, resistance and creativity of African, Black and Caribbean queer and trans people.  Responsible for recruiting, training and supervising volunteers who performed various roles during the day-long series of performances hosted at the Blockorama stage at Pride Toronto  Co-coordinated the Blockorama event site physical set up: placement of barriers to control audience engagement, establishment of accessibility viewing area, and creation and mounting of decorations  Actively involved in collective decision making concerning the work of other sub-committees including: media and entertainment, art and design, stage management, and web and social media  Established effective working relationship with Pride Toronto in hosting the Blockorama Stage OUTREACH AND ACCESSIBILITY COORDINATOR 2012-2014 Unapologetic Burlesque Showcase, Toronto  Responsible for ongoing efforts to ensure that this queer, consensual, anti-racist showcase was as accessible to as wide a range of audience members as possible  Recruited and coordinated the work of American Sign Language interpreters; active listeners; accessibility ushers and childcare providers  Coordinated outreach efforts through face-to-face engagement and social media in the attempt to reach as many potential audience members as possible  Responsible for publicizing and managing accessibility concerns at the showcase: making performers and audience members aware of the need for a scent-free space, ensuring performers submit trigger warnings with their performance pieces, prioritizing front row seating for people with wheelchairs etc. PEER FACILITATOR/MEMBER 2005-2014 Asian Arts Freedom School, Toronto  Designed and implemented workshops exploring themes of identity (race, gender, sexuality etc.) and community in an arts-based radical Asian history and activism program for Asian/Pacific Islander youth  Actively participated in the organization, planning and execution of performance events in different venues COLLECTIVE MEMBER 2009-2011 Ethnography as Activism Group on Repatriation, Michigan  Fostered collaborative relationships among student groups, faculty and staff interested in addressing the repatriation of Native American remains at the University of Michigan  Raised awareness and created dialogue about issues of repatriation through: writing content for and building a website, coordinating and hosting numerous workshops with invited guest speakers, and presented a collaboratively written paper inviting community dialogue at a local conference

MATTHEW CHIN, M.S.W, M.A. 734-276-9272 ♦ chinm@umich.edu

ACADEMIC SERVICE: SUPERVISORY COMMITTEE REPRESENTATIVE 2011 Doctoral Students Organization University of Michigan, School of Social Work,  Responsible for attending and representing doctoral students interests at monthly School of Social Work supervisory committee meetings where issues concerning the doctoral program are addressed  Attended monthly Doctoral Students Organization (DSO) meetings to report about the supervisory committee meetings and to learn about students concerns about the doctoral program FACULTY REPRESENTATIVE 2010 Michigan Anthropology Graduate Association University of Michigan, Department of Anthropology  Responsible for attending and representing graduate students interests at monthly faculty meetings where issues concerning the Anthropology Department are addressed  Attended monthly Michican Anthropology Graduate Association (MAGA) meetings to report about the faculty meetings and to learn about students concerns about the Anthropology Department

PROFESSIONAL ASSOCIATIONS: American Anthropological Association Council on Social Work Education Society for the Anthropology of Work Society for Psychological Anthropology Society for Social Work Research

REFERENCES: Dr. Lorraine M. Gutiérrez Arthur F Thurnau Professor, Professor of Psychology, College of Literature, Science, and the Arts, and Professor of Social Work, School of Social Work, University of Michigan 1080 S. University, Room 3828 Ann Arbor, MI 48109 Telephone: 734.936.1450 E-mail: lorraing@umich.edu Dr. Damani Partridge Associate Professor, Department of Anthropology and Associate Professor, Department of African American Studies, University of Michigan 1085 S. University Ave, WH 104-A Ann Arbor, MI 481089 Telephone: 734.647.6777 Email: djpartri@umich.edu Dr. Rich Tolman Professor of Social Work, University of Michigan 1080 S. University, Room 3702 Ann Arbor, MI 48109 Telephone: 734.764.5333 Email: rtolman@umich.edu

Matthew Chin

Research Statement 1/3

Introduction:

One of my most transformative experiences has been witnessing how transwomen of color with experiences of homelessness use the arts to reflect on their lives and come up with solutions to some of their everyday challenges. These kinds of experiences within my research and community organizing work have inspired my current research interests, which center on the interplay between 1) the political economic conditions, institutional practices and social relations that interact to produce patterns of social inequality, and 2) the collective, creative responses of those who are directly impacted to these mechanisms of disadvantage. In order to grasp both the broader landscape and the subtle nuances of this reciprocal dynamic, I utilize a range of qualitative research methods to develop a holistic understanding of the social issues under investigation. I am committed to carrying out research in ways that are relevant and accountable to the individuals, communities and organizations that I work with.

Early work: Exploring mechanisms of marginality and creative solutions for change

In collaboration with Dr. Izumi Sakamoto and Dr. Lorraine Gutiérrez my previous research focused on understanding how social policies and institutional practices come to disadvantage certain groups, and coming up with ways to counter these mechanisms of disadvantage. These projects have examined as diverse topics as immigration and employment, gender and homelessness, and the strategies used by multicultural community organizers. In these studies, I have been involved in all aspects of the research process: from project design and granting writing, to recruiting and assembling a research team, to data collection, data analysis, final report writing and the dissemination of research results. That several of these projects have been arts-based, community-based participatory action (CBPR) studies has meant that I have had the chance to work collaboratively with different stakeholders including social workers, policy makers, academics and, most importantly, those directly affected by the social issue under study to come up with creative ways of advancing social change. For instance, as part of the research team for the Canadian Experience (CE) project, I sought to understand the challenges that skilled immigrants face in accessing the Canadian labor market. Despite the fact that many newcomers are admitted to Canada based on their ability to contribute to the Canadian economy, they nevertheless struggle to obtain employment in their respective fields. And though the requirement of CE has frequently been cited as a barrier for job seeking skilled immigrants, the intangible and subtle nature of this phenomenon has meant that few studies have been able to document the way it adversely affects newcomer employment. In order to more fully understand CE, this project engaged in several modes of data collection including participant observation at four newcomer employment training workshops, semi-structured interviews (n =20) and art-based focus groups (n=7) with job seeking skilled immigrants, their service providers and potential employers. While recognizing the role of systemic discrimination in immigrant employment outcomes, the findings also indicate that the illusive nature of CE can best be understood in terms of “tacit knowledge” or knowledge that can only be gained through experience or “learning by doing”. Due to the subsequent extensive knowledge mobilization efforts of this project, the provincial human rights commission mandated that the strict requirement of CE as a professional accreditation criterion constituted a violation of human rights.

Dissertation: Making art, forging community: Queer and trans people of color organizing

My dissertation research focuses on community organizing around the arts among queer and trans people of color in Toronto, Canada. While still a small segment in the larger field of community organizing in general, the collective efforts of queer and trans people of color (QTPOC) to address issues pertaining to their diverse lived experiences highlight how intertwined mechanisms of racism, sexism and gender oppression form both the basis of their marginalization and the foundation of their resistance. Yet, with few exceptions, much of the literature on this topic has focused on the United States and has not made use of ethnographic methods that are able to reveal the complex and

Matthew Chin

Research Statement 2/3

contradictory nature of peoples every day lived realities. There are several differences between Canada and the United State that make the former a particular interesting place to undertake this study: 1) the level of acceptance around a diversity of gender and sexual identities (distinct debates around same sex marriage and health insurance coverage for gender affirming surgery); 2) race relations (the American “melting pot” vs. Canadian “multiculturalism”); and 3) the infrastructure for community arts funding (high levels of private funding and low levels of government contributions in the US whereas the opposite is the case in Canada). Ultimately, this study seeks to investigate the locally specific and contingent processes through which a “community” is constituted as a site of social action. The data for this project is based on 20 months of ethnographic fieldwork including: 1) extensive participant observation among four grassroots QTPOC community arts initiatives, 2) semi structured interviews with community organizers (n=14) community arts participants (n=41) and arts administrators and funders (n=8); and 3) two community feedback sessions on the preliminary research findings (n= 16). One of the main findings of this research is that rather than a singular entity, “community” is actually a series of shifting synergistic and antagonistic relationships among different members and groups. While existing social work literature has come to recognize the importance of diversity within a community as well as the fact that a community may come to identify itself in opposition to “others”, this research combines these perspectives with the mainstream understanding of community in terms of commonality to show how community is formed through the complex combination of all of these relationships of internal and external similarity and difference. For instance, the community that is the focus of Toronto-based QTPOC arts organizing comes about through a web of both supportive and tense relationships within and among public arts funding agencies, private arts organizations and grassroots QTPOC arts organizers. This study has implications for understanding “community” as the context in which social workers operate. It also has the potential to increase the effectiveness of social workers for whom community is the target of intervention by demonstrating the relevancy of working with individuals, groups and institutions that are not normally considered to fall under the domain of “community”.

Future Research: The historical erasure of queer and trans people of color organizing

My future research plans are motivated by two aims: to understand the mechanisms through which local histories of QTPOC cultural production are erased, and to analyze the responses of the communities directly affected by these mechanisms of erasure. One of the unexpected findings of my dissertation research is that grassroots QTPOC arts organizing initiatives are often short-lived and that younger generations of organizers and arts participants tend to be unaware of the local history of arts organizing in their communities. The organizers that I worked with most closely and several of the people that I interviewed frequently commented that they were happy that I was doing this study because it served as a means of much needed documentation of important community work that might otherwise be forgotten. To carry out this study, I will conduct interviews and focus groups with different generations of QTPOC community organizers and program participants in order to gather accounts of how organizing initiatives come to an end and local interpretations of the lack of intergenerational transfer of knowledge about these initiatives. I will also work with QTPOC community organizing groups to undertake a community-based response to the conditions that result in a loss of knowledge about their communities. Through preliminary discussions, several of these groups have indicated a desire to undertake a community-based archiving project. Ultimately, this study will allow for an investigation into the processes of local history making; how materials linked to events that have already occurred make their way into the archive and how these select materials come to be valued and organized. More importantly however, it will speak to the importance of those who are often excluded from dominant historical accounts taking matters into their own hands to create their own histories.

Matthew Chin

Teaching Statement 1/2

Introduction:

Some of my most gratifying experiences as a graduate student have come from seeing the transformation of students over the period of a course where they develop a deeper understanding of social issues and a greater sense of how their own experiences and worldviews are connected to broader historical, social and political-economic contexts. My teaching experience has focused on exploring different forms of social life and the importance of understanding how dynamics of power inform how these forms are created and maintained. I have been the graduate student instructor (GSI) for an upper-level undergraduate writing intensive course, Cuba and its diaspora, which examines Cuban history, literature and culture since the Revolution. I have also taught Medical Anthropology, a lower level undergraduate course that introduces students to some of the core concepts and key debates in how anthropologists approach health and wellbeing. In addition to teaching in university classrooms, I have also had the privilege of working in research settings, providing training in data collection and analysis as well as in community settings, facilitating arts-based anti-oppression oriented workshops. The way that I teach is informed by all of these experiences and I use a variety of learning modalities as a way of sharing knowledge and encouraging students to learn from each other (lectures, discussions, small group work, arts-based experiential activities). Central to my teaching philosophy is the recognition that people have different learning needs; that they acquire knowledge and engage with subject material in different ways. I attempt to ensure that I am sharing knowledge with students through different modalities (lectures, films, reading, experiential activities) as well as providing them with different options for engaging with the instructor, with each other and with the course material (reflection papers, small group discussion, course website, arts-based work, etc.) By creating learning environments that allow for different modes of sharing and learning, I seek to foster the skills necessary for students to: 1) Think critically about existing social conditions; 2) Reflect on how they understand themselves and their relationship to others through engagement with the subject matter; and 3) Develop confidence in their own intellectual abilities

Thinking critically about existing social conditions

I am deeply invested in fostering studentsâ&#x20AC;&#x2122; abilities to question the way they perceive the world and to critically examine social conditions that seem to be "natural". I ask students to look at processes of social change and how issues that appear to be fixed and enduring have been subject to transformation. I also ask them to scrutinize issues of power and question them as to who gains and who is disadvantaged by what they may see as "just the way things are". Finally, I encourage them to imagine alternate social arrangements and to think through the kinds of work required to bring them into existence as well as the new dilemmas that they may produce. For instance, in Medical Anthropology, students learned about the consumption advisory issued by the Alaska Division of Public Health in response to high levels of methylmercury toxicity among local fish populations as a result of environmental pollution. Using newspaper articles covering similar issues, short films and small group activities, I asked students to identify the different stakeholders in the situation and to think about the broader repercussions of the advisory. Students were able to identify important issues such as environmental racism given that a large proportion of the Alaskan population is Native. They also came to the conclusion that the consumption advisory does not address the larger underlying issue of environmental degradation and that instead of dealing with the pollution, the state was actually downloading this responsibility onto Alaskans. This case study was also useful in encouraging students to question the "objectivity" of scientific and medical officials and to understand that all actors have political interests.

Encouraging students to reflect on how they understand themselves and their relationship to others through engagement with the subject material.

Students have shared with me that their most significant learning experiences have come from thinking about their own personal relationship to the course content. However, I have also found that while

Matthew Chin

Teaching Statement 2/2

students are not hard pressed to share their insights on complex social issues "out there", they are more reluctant to discuss their personal relationship to these issues and how this relationship impacts the way that they relate to others. In an attempt to create a safer environment where students feel comfortable in sharing their thoughts, I work with them at the beginning of the course to establish a set of ground rules to guide classroom interaction (that are open to change throughout the duration of the semester). The guidelines invariably include the importance of avoiding shame-inducing comments or behavior toward other classmates. They also cite the importance of being respectful in class conversations because students do not know the personal experiences and social identities of everyone in the room and thus topics under discussion may have personal relevance to those present. As the semester progresses and students become more comfortable with each other, I begin to bring up more difficult topics of conversation such as issues of race and racism. I encourage students to continue expressing their thoughts and let them know that feelings of discomfort are also learning experiences. Through small group work, personal reflection papers and class discussions, I ask students to reflect on their own relationships to the course content and on the broader implications of these relationships on existing social conditions. In her final paper assignment, one student chose to discuss Havana's urban agricultural movement in relation to her own involvement in an urban farming initiative in Detroit and linked the rise of these geographically disparate efforts to similar processes of economic disenfranchisement. It is experiences such as these where students engage with course material in ways that facilitate a deeper understanding of themselves and their relationship to others that I strive to cultivate.

Developing confidence in their own intellectual abilities

While I attempt to create a learning environment where students feel comfortable expressing their opinions, I have found that some students, especially those from minority backgrounds, often do not feel as though their thoughts are valid or worthy of being shared. For instance, in meeting with a student in Cuba and its Diaspora, I felt compelled to assure her that her idea for her final paper to relate her family's experience of the "Great Migration" of African Americans in the US to the experiences of Cuban refugees in the Mariel boatlift was not "too small" when she worried that her chosen topic was too particular to be of any importance. I operate from the belief that we are all teachers and learners at the same time (including the instructor), which is important in an environment where students are coming from an array of backgrounds and thus all have unique insights to offer. In addition to co-creating classroom guidelines with students at the beginning of the course, I also require students to meet with me individually at least once per semester and create mechanisms for students to submit questions, comments, issues or concerns periodically throughout the term that I then integrate and address in subsequent classes as a way of encouraging students to be invested in their own learning. Recognizing that students both learn and demonstrate that learning in different ways, I not only teach in different modalities, but I provide students with different assignment options to be able to show their intellectual growth in ways that work best for them. Giving feedback on student assignments, I provide supportive commentary that acknowledges their efforts while also encouraging them to further develop their critical thinking skills. In these ways, I try to create an environment where students can learn to trust and to gain confidence in their abilities and to realize that their voices matter. I consider these objectives to be central to my role as a teacher. It is crucial for students to gain the skills necessary to reflect on how they understand themselves and to develop confidence in their own abilities as they leave academic institutions and move through the world. By learning to analyze how their relationships to others are patterned and to interrogate current social conditions, students become critical thinkers and gain the ability to question and transform existing realities. I am excited about the possibilities of participating in this endeavor.

Alix Gould-Werth Address: 1080 S. University / Ann Arbor, MI/ 48109 Cell Phone: (610) 781-4365 email: agouldw@umich.edu Website: www.alixgouldwerth.com EDUCATION

University of Michigan Doctoral Candidate in Social Work and Sociology

Ann Arbor, Michigan

Dissertation title: “From Pink Slip to Unemployment Insurance: Legal Mobilization and the Struggle to Make Ends Meet” Dissertation Committee: Sarah Burgard & H. Luke Shaefer (co-chairs), Karyn Lacy, Sandra Levitsky, Kristin Seefeldt University of Michigan Ann Arbor, Michigan Master of Social Work, 2012. Concentration in Community Organization/Community and Social Systems. Swarthmore College Swarthmore, Pennsylvania Bachelor of the Arts with High Honors, 2007. Majors in History and Sociology/Anthropology School for International Training Development Studies Program Fall 2005. In-depth Study: Grassroots Development

Kampala, Uganda

RESEARCH INTERESTS Social welfare policy, social programs and their evaluation, social stratification, social mobility, poverty, employment, Unemployment Insurance PEER-REVIEWED PUBLICATIONS Alix Gould-Werth and H. Luke Shaefer. “Participation in Unemployment Insurance: Differences in Application Rates and Receipt among Applicants by Education and Race and Ethnicity.” (2012) in Monthly Labor Review, 135(10) 28-41. Alix Gould-Werth and H. Luke Shaefer. “Do Alternative Base Periods Increase Unemployment Insurance Receipt Among Low-Educated Workers?” (2013) in Journal of Policy Analysis and Management, 32(4) 835-852. MANUSCRIPT UNDER REVIEW Alix Gould-Werth. “‘The Help That We Get’: Job Losers’ Private Safety Nets and the Reproduction of Racial Inequality During the Great Recession.” MANUSCRIPT IN PROGRESS Alix Gould-Werth and H. Luke Shaefer. “Supported from Both Sides? Changes in the Dynamics of Joint Participation in SNAP and UI Following the Great Recession.”

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POLICY BRIEFS Alix Gould-Werth and Alexander Hertel-Fernandez. “How to Fix America’s Broken Unemployment Benefits.” Brief for Scholar’s Strategy Network Basic Facts series (February 2014). Alix Gould-Werth and Sarah A. Burgard. “Employment Problems in the Wake of the Great Recession: Findings from the Michigan Recession and Recovery Study.” Policy Brief #30 for National Poverty Center (March 2012). Alix Gould-Werth and Kristin Seefeldt. “Material Hardship in the Wake of the Great Recession: Findings from the Michigan Recession and Recovery Study.” Policy Brief #35 for National Poverty Center (July 2012). Alix Gould-Werth and Claire McKenna. “Unemployment Insurance Application and Receipt: Findings on Demographic Disparities and Suggestions for Change.” Policy Brief for the National Employment Law Project (December 2012). CONFERENCE PRESENTATIONS Alix Gould-Werth. “New Work Arrangements and Old Problems: Why Low-Wage Workers Fail to Access Unemployment Benefits.” To be presented at the Society for Social Work and Research Annual Conference. New Orleans, Louisiana, January 2015. Alix Gould-Werth. “My Boss’ Business? The Employer’s Role in Unemployment Benefit Access.” To be presented at the Association of Public Policy and Management Annual meeting. Albuquerque, New Mexico, November 2014. Alix Gould-Werth. “‘The Help That We Get’: Job Losers’ Private Safety Nets and the Reproduction of Racial Inequality During the Great Recession.” Presented at the American Sociological Association Annual Meeting. San Francisco, California, August 2014. Alix Gould-Werth. “‘The Help That We Get’: Job Losers’ Private Safety Nets and the Reproduction of Racial Inequality During the Great Recession.” Presented at the Welfare Research and Evaluation Conference. Washington, D.C., May 2014. Alix Gould-Werth and H. Luke Shaefer. “Better Together? Changes in the Dynamics of Joint Participation in SNAP and UI Following the Great Recession?” Presented at the Association for Public Policy and Management Fall Research Conference. Washington, D.C., November 2013. Alix Gould-Werth and H. Luke Shaefer. “Better Together? Changes in the Dynamics of Joint Participation in SNAP and UI Following the Great Recession?” Presented at the Welfare Research and Evaluation Conference. Washington, D.C., May 2013. Alix Gould-Werth and H. Luke Shaefer. “Do Alternative Base Periods Increase Unemployment Insurance Receipt Among Low-Educated Workers?” Presented at the Association for Public Policy and Management Fall Research Conference. San Diego, California, January 2013. Alix Gould-Werth and H. Luke Shaefer. “Do Alternative Base Periods Increase Unemployment Insurance Receipt Among Low-Educated Workers?” Presented at the Association for Public Policy and Management Fall Research Conference. Baltimore, Maryland, November 2012. Alix Gould-Werth. “Radical Case Management.” Presented at the RISE Conference: Social Work in an Era of Change. New York, New York, 2010.

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POPULAR PRESS AND PRESENTATIONS “The Real Unemployment Insurance Fix No One is Talking About” (with Alexander HertelFernandez), Talking Points Memo, February 6, 2014. “Making Unemployment Insurance Work Better for Low-Income Working Families,” webinar presentation with the Self-Sufficiency Research Clearinghouse, August 19, 2013. Research coverage in Roque Planas’, "Latinos Less Likely to Receive Unemployment Insurance than Non-Hispanic Whites, Study Says," Huffington Post, December 19, 2012. RESEARCH FUNDING Social Work-Social Science Research Partnership (with Sarah Burgard)

$4,000

2011

Social Work-Social Science Research Partnership (with H. Luke Shaefer)

$4,000

2012

IRP RIDGE Center for National Food and Nutrition Assistance Research Small Grants Program (with H. Luke Shaefer)

$40,000

2012

University of Michigan Sociology Dissertation Research Grant

$2,400

2013

Social Work-Social Science Research Partnership (with Kristin Seefeldt)

$4,000

2013

Center for Diversity in Public Policy Research Seed Grant

$7,900

2013

Non-Profit and Public Management Center Doctoral Research Support Grant

$3,865

2013

National Science Foundation SBE Doctoral Dissertation Research Improvement Grant Law and Social Science Division $20,508

2013

TEACHING EXPERIENCE Graduate Student Instructor: • SOC 102: Sociology of Inequality with Professor Sarah Burgard (Fall 2011) • SOC 610: Statistical Methods with Professor Jeffrey Morenoff (Winter 2012) • SOC 100: Introductory Sociology with Professor Sandy Levitsky (Fall 2013) Teaching Assistant: • University of Michigan Workshop on Conducting Research with the Survey of Income and Program Participation with Professor Luke Shaefer (Summer 2013) • Duke University Workshop on Conducting Research with the Survey of Income and Program Participation with Professor Luke Shaefer (Winter 2014) HONORS AND AWARDS

Joint Doctoral Program Grant Clara P. Davis and Larry E. Davis Scholarship High Honors, Swarthmore College Eugene M. Lang Summer Initiative Grant Joanna Rudge Long ’56 Award in Conflict Resolution

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2014 2012 2007 2006 2005

RELATED PROFESSIONAL AND VOLUNTEER EXPERIENCE Fountain House Inc. / New York, New York Program Staff / August 2007-August 2009 • Facilitated social interaction and job skill development for adults with serious mental illness • Developed food service, exercise, and health information dissemination programs • Managed ten transitional employment placements at Baker Mackenzie Law Firm and Newsweek Magazine • Assisted members in accessing government benefits and entitlements • Participant in Advocacy Committee, bringing information about community services and relevant political campaigns to members and staff of the Fountain House Community Jews for Racial and Economic Justice/ New York, New York Campaign Co-Chair / Housing Justice Campaign (HJC) /2008-2009 • Built and maintained relationships between HJC and community organizations • Coordinated bi-weekly canvas of Lower East Side apartment buildings • Developed internal membership structures for HJC as well as strategic campaign plan • Supported membership development and skill building: facilitated and planned meetings and trainings Jewish Family Services of Washtenaw County/ Ann Arbor, Michigan Board Fellow / October 2009 – May 2010 • Member of Direct Services Committee • Researched and compiled a report, “Fee-for-Service: Planning for Implementation” based on secondary research and primary interviews with nine directors of Jewish Family Services agencies Urban Neighborhood Initiatives / Detroit, Michigan Student Intern / January 2010 – August 2010 • Designed ten-week work readiness curriculum for Youth Apprenticeship Program • Coordinated Census2010 outreach to prevent undercounting in the Springwells Village area • Led advanced ESL group in Adult Education program Michigan Unemployment Insurance Project / Ann Arbor, Michigan Volunteer Office Coordinator / September 2012-December 2013 • Conducted intake for potential clients who are having difficulty with the Unemployment Insurance system • Liaised between clients and advocates • Filed paperwork • Relayed messages to the court and opposing counsel.

• • • • •

PROFESSIONAL SOCIETY MEMBERSHIPS Association for Public Policy Analysis and Management American Sociological Association National Association of Social Workers Scholars’ Strategy Network Society for Social Work & Research

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REFERENCES Dr. H. Luke Shaefer Associate Professor of Social Work 1080 S. University Ave Ann Arbor, Michigan 48109 Telephone: 734.936.5065 Email: lshaefer@umich.edu Dr. Sarah Burgard Associate Professor of Sociology 500 South State Street Ann Arbor, MI 48109-1382 Telephone: 734.615.9538 Email: burgards@umich.edu Dr. Karyn Lacy Associate Professor of Sociology 500 South State Street Ann Arbor, MI 48109-1382 Telephone: 734.647.3339 Email: krlacy@umich.edu Dr. Sandra Levitsky Assistant Professor of Sociology 500 South State Street Ann Arbor, MI 48109-1382 Telephone: 734.763.0066 Email: slevitsk@umich.edu Dr. Kristin Seefeldt Assistant Professor of Social Work 1080 S. University Ave Ann Arbor, Michigan 48109 Telephone: 734.615.2113 Email: kseef@umich.edu

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RESEARCH STATEMENT ALIX GOULD-WERTH My research is guided by a central question: how do public programs succeed or fail in assisting Americans who are unable to support themselves through labor market participation? I have taken two distinct approaches to answering this question, both focusing on unemployment benefits. First, I have used quantitative methods to describe levels of program participation and evaluate an intervention designed to increase program participation. Second, I have used qualitative methods to understand the context in which unemployed Americans make decisions about program participation, and how program structure constrains that participation. Why Unemployment Benefits? Much research on the American social safety net has focused on social welfare programs, particularly Temporary Assistance for Needy Families (TANF, known colloquially as welfare). In the contemporary context, this program is less relevant to the general population than it once was: the number of American households receiving welfare benefits fell from 5 million to 2 million between 1992 and 2012. In the U.S. today there are more avid stamp collectors than there are cash welfare recipients. While TANF has shrunk, other programs have grown over the past few decades, particularly those designed to assist the working poor. However, in the context of shorter average job tenures, and the increase in levels of long-term unemployment, Americans on the lower rungs of the economic ladder struggle to stay employed. Thus, in today’s context Unemployment Insurance (UI)—the social insurance program designed to help Americans who lose jobs through no fault of their own—is particularly prominent and particularly understudied. Early Work: Describing and Evaluating Unemployment Insurance Participation While individuals who lose jobs (termed “job losers” in this literature) of every demographic group struggle with a loss of employment income, my collaborative work with Dr. Luke Shaefer has resulted in a number of related projects showing that receipt of unemployment benefits is uneven along lines of racial group and educational attainment. First, using data from a special Current Population Survey (CPS) supplement, we find that these disadvantaged demographic groups are less likely to access these benefits than their more advantaged peers. This work, published in Monthly Labor Review, sets the stage for the rest of my research in graduate school, which explores the context, causes, and proposed amelioration of this disparity. In related work, using longitudinal data from the Survey of Income and Program Participation (SIPP) for the years 2000 to 2011, we examine the rising prevalence of joint participation in the Supplemental Nutrition Assistance Program (SNAP, formerly food stamps) and UI among job losers during the Great Recession. Following the onset of the Great Recession, we find that the composition of the group of joint participants became more advantaged across a range of demographic characteristics. A series of logistic regression models predicting joint SNAP-UI participation suggest that the extended length of unemployment spells following the onset of the Great Recession drove much of this increase in joint participation. These results suggest that our safety net programs have been responsive to a changed macroeconomic context, but that—in terms of joint participation—the safety net is most flexible in responding to the needs of its more advantaged constituents. The Association of Public Policy Analysis and Management (APPAM) selected this paper for inclusion in their online paper collection, which is meant to provide “a Alix Gould-Werth

Email: agouldw@umich.edu

Website: alixgouldwerth.com

sense of the research that APPAM members do, the policy issues their research addresses, and the insight they can and do provide in the policy making process.” Finally, in work published in Journal of Policy Analysis and Management, we evaluate the most prominent intervention designed to ameliorate inequities in UI participation, a change to UI eligibility criteria called the Alternative Base Period (ABP). We analyze CPS data from 1987 to 2011 to assess the efficacy of the ABP in increasing UI receipt. Using a natural-experiment design to capture the combined behavioral and mechanical effects of the policy change, we found no association between state-level ABP adoption and individual UI receipt for all unemployed workers, but a small increase in the probability of UI receipt for part-time workers without high school degrees. Our results suggest that the $7 billion spent by the federal government to incentivize this mildly effective intervention was poorly targeted, perhaps because the causes behind inequitable receipt of UI benefits were not well understood. Dissertation: Understanding Mechanisms Underlying UI Participation While my quantitative research has shown that there are inequities in UI participation, qualitative work can provide a better understanding of the context around UI benefit receipt, and mechanisms behind disparities in receipt of these benefits. My three-paper dissertation includes the quantitative work described above and two papers that use a grounded-theory approach to analyze 45 in-depth interviews that I conducted with individuals—across the socioeconomic spectrum and racial divides—who experienced job loss. My sample is drawn from the Michigan Recession and Recovery Study’s larger population-representative sample of adults in the MetroDetroit region. This research is funded by the National Science Foundation, the Rockefeller Foundation (through a National Poverty Center grant), and the University of Michigan’s Centers for Non-Profit Management and Diversity in Public Policy. Private Safety Nets In a manuscript available as a writing sample, I show that—like incarceration, eviction, and high school completion—job loss is a life course moment during which racial inequality is magnified and reproduced. Building on work examining how poor Americans make ends meet during hard times, I broaden the group under examination to include Black and White Americans across the socioeconomic spectrum. I find that, alone, UI benefits do not allow members of any sociodemographic group to smooth consumption (maintain their spending habits) during a prolonged spell of job loss and assist in securing re-employment. Instead, members of every sociodemographic group fall back on a mix of support from the state, their own assets, and help from their social networks. I find, however, that racial minorities have weaker private safety nets (assets and help from social ties) than their racial majority counterparts and are less able to use those safety nets to secure optimal labor market outcomes—either re-employment in jobs comparable to those they lost or a comfortable retreat from the labor force. This has important implications for disparities in public benefits receipt: racial minorities who are less likely to procure public benefits and less able to rely on private resources are doubly disadvantaged. Thus, job loss is a pivotal point in the life course during which racial inequality reproduces itself and downward mobility occurs at differential rates by racial group. Less able to rely on private resources, racial minority job losers need more support from the public safety net, but they access it at lower rates.

Alix Gould-Werth

Email: agouldw@umich.edu

Website: alixgouldwerth.com

The Role of the Employer My final dissertation paper identifies former employers as key actors affecting whether claimants receive unemployment benefits. Existing research on benefit access focuses on the relationship between the state and the individual who is legally entitled to benefits. In the case of UI, an individual’s former employer is also party to the claim—a program feature originally designed to deal with issues of moral hazard. I find, though, that because of this structural feature of the law, job losers perceive their claim to benefits not as simply a transaction between themselves and the state, but as an action affecting their former employer as well (who may face higher taxes as a result of the claim). Respondents report that their former employers fail to notify employees of their UI eligibility and discourage legitimate claims to UI. Respondents’ private safety nets and relationships with former employers affect their willingness to claim contested benefits—with members of disadvantaged sociodemographic groups being less willing and able to pursue claims. This has implications for our theoretical understanding of the welfare state as well as for the current policy landscape. Theoretically, it pushes research on benefit take-up to examine a broader group of parties than just the individual and the state— other entities may have stakes in claims. Politically, it adds a layer of complexity to policies in which an employer is included in the sphere of individual-level benefit claims. There are many recent examples of such dynamics at play, for example women’s claims to contraceptives under the Affordable Care Act, and proposed changes to disability insurance that would include employers in the claims process. My work provides a theoretical frame for understanding how these dynamics unfold as well as policy insights applicable to these other arenas. Future Extension of the Dissertation Research: The Role of Employers My dissertation research highlights the way former employees modify their benefit-claiming behavior based on their perceptions of their former employers. To fully understand how and why employers choose to interact with former employees around issues of benefits, I plan to extend my mixed-methods study of UI program participation by making employers the explicit focus of study. I will conduct interviews with employers and Human Resources managers, in which I will examine how and why employers make decisions about contesting or facilitating their employees’ unemployment benefit claims. Importantly, I will supplement these interviews with participant observation. By spending time in the Human Resources offices of a diverse array of companies, I will gain insight into the cultural and institutional factors shaping the everyday interactions between employers and employees. In the course of this project, I will broaden my focus to uncover the mechanisms through which these cultural and institutional factors affect not only UI program participation and but also employee welfare more broadly, by examining the interactions between employer, employee, and the state around programs such as health care and food stamps in addition to UI. While my qualitative findings suggest that employers intervene in the benefit-claims process because of the tax burden they face when employees claim benefits, it is unclear whether these findings hold true at the national level. To generate nationally representative conclusions that could inform policy decisions, I am collaborating on a paper that uses CPS data and variation in tax schedules across states and time to examine whether differences in the penalty faced by employers whose employees claim unemployment benefits affect an individual’s likelihood of receiving UI. Early results suggest that this is the case, and thus that two workers who are Alix Gould-Werth

Email: agouldw@umich.edu

Website: alixgouldwerth.com

equally deserving of UI are disparately likely to claim benefits depending on the tax schedules faced by their employers. I plan to extend this line of inquiry to examine the policies that involve employers in other government social programs. New Directions: Transportation Research In a second line of research, I will extend my focus on government social programs that affect the lives of poor Americans but that are not traditionally considered “anti-poverty” programs. I plan to examine the role of transportation in the lives of the American poor. Though the 3% of GDP that is annually spent on transportation and infrastructure is rarely considered an “antipoverty” expenditure, early results from my dissertation research suggest that transportation is a key mechanism through which individuals meet their material needs and find labor market success. In the first stage of my inquiry, I will use the data I collected during my dissertation to examine the ways access to transportation affects recovery from job loss. Early results from my dissertation research suggest that middle-class people who lose a job typically have personal resources that are sufficient to maintain car ownership and thus to travel to unemployment insurance offices, job interviews, and discount stores. This access allows middle-class job losers to prevent the slides into further downward mobility to which poorer respondents, lacking adequate transportation of any type, fall vulnerable. While I would ideally complement this qualitative analysis with a quantitative inquiry into the generalizability of these findings, a lack of adequate data prevents me from doing so. Most currently used survey measures reduce transportation to a dichotomous car/no car measure, though there is significant variation in the adequacy of transit options among car owners (can they afford car insurance? Is their license suspended? Is the car in need of repair?) as well as among the carless (can they get a ride with a friend? Do they have access to adequate public transit? Are there walking-distance opportunities to meet their needs?). For this reason, I am embarking on a project with Alexandra Murphy, assistant professor of sociology at University of Michigan that will use qualitative methods to collect data on respondents’ access to transportation in six field sites and culminate in the design of a new measure of transportation access, “the transportation security index,” modeled after the widely used food security index. It is my hope that this measure will be used in concert with measures of other social problems that qualitative research suggests are causes or effects of transportation insecurity (e.g. lack of social support, substance dependency, unemployment) in a regression/causal inference framework. At this time, Dr. Murphy and I are working to secure funding for this research, and the Russell Sage Foundation has invited us to submit a full proposal for their consideration.

Alix Gould-Werth

Email: agouldw@umich.edu

Website: alixgouldwerth.com

TEACHING STATEMENT ALIX GOULD-WERTH I see my teaching as an extension of my social work practice. By working to build relationships with students, create a climate of respect, and transfer concrete skills and knowledge to students, I facilitate students’ growth as consumers and producers of social science knowledge. As a graduate student instructor I use active learning techniques to introduce undergraduate students to social science concepts and to teach statistical methods to graduate students. My teaching, research and practice are all undergirded by the belief that respect for all parties involved is central to ethical and effective work. In this vein, I will open each social work course I teach with a chapter from Sarah Lawrence-Lightfoot’s thought-provoking monograph, Respect: An Exploration. Lawrence-Lightfoot uses rich case studies to show how practitioners infuse their work with respect: using dialogue, curiosity and attention to clients. Creating a classroom atmosphere that extends respect to fellow students, clients, and the subjects of research is central to my pedagogical approach to fostering students’ identities as practitioners and community members. Introductory Social Science: I bring the spirit of respect to my work leading introductory level sociology discussion sections. In these classes my students gain academic perspectives on issues such as race, immigration, gender, and class by connecting abstract theoretical concepts, empirical facts, and lived experiences. As a discussion leader at the introductory level, I have three main aims: 1. To develop close reading skills 2. To help students digest and process material 3. To cultivate the sociological imagination First year students often struggle to make the transition from learning from textbooks to learning from scholarly work. I help students identify the audience for various pieces (are they written for other scholars? students? the public?) and use the attached article-tracking sheet to assist students in pulling out the argument from articles they read. In one activity, I ask all students to complete an online survey identifying the main argument, key terms, and evidence in CJ Pascoe’s article, “‘Dude You’re a Fag’: Adolescent Masculinity and the Fag Discourse.” I then compile the results and distribute them in class. In small groups, students read the results and decide what submissions best represent the main argument and help each other to identify methods for identifying that argument. In mid-semester feedback, students rated this activity highly and in an email one student noted that because of activities such as these she learned “not only about the subject matter, but also about how to succeed better in college.” I devote a small portion of each class to defining and discussing key concepts from lecture and readings. In explanations, I draw parallels between concepts students may understand from everyday life or other coursework. For example in explaining the concept “cultural capital” I begin with a discussion of economic capital, and ask students to distinguish between the returns that are given to capital stock such as tractors or bonds, and the return that is given to certain cultural habits, such as golfing or shopping at certain stores.

Alix Gould-Werth

Email: agouldw@umich.edu

Website: alixgouldwerth.com

To make abstract concepts tangible, I rely heavily on examples. I use examples from students’ lives, for instance asking students to form a human likert scale in response to statements relating to gendered behavior such as “I pay attention fashion trends” or “I would feel embarrassed to cry in public.” I also use examples from the news, youtube clips, and outside experts. For instance, when we discuss educational inequality, I share with students letters in which teachers (one from a private school and one from an urban public school) discuss the type of students they teach, the challenges and rewards of their jobs, and their predictions for their students’ futures. In small groups, students discuss what they observe in these letters, how the teachers’ attitudes and the challenges they describe are likely to affect the reproduction of inequality, and the degree to which these letters match the concepts they learn in class. By giving students tools to extract ideas from text, clarifying foundational concepts using students’ own knowledge, and applying concepts to examples from everyday life, I work to cultivate students’ sociological imaginations and ability to consume social science research. In these courses my students achieve a 100-level foundation of knowledge that they can draw on as they develop as practitioners, academics, and members of their communities. Statistics: While in 100-level sociology courses I aim to foster the critical consumption of social science knowledge, I see advanced quantitative courses as a chance to integrate statistical skill with broader research methods. I have led the discussion sections for the first-year PhD student statistics sequence, and served as a teaching assistant for workshops introducing advanced graduate students and junior faculty to the Survey of Income and Program Participation. In my work teaching statistics, I have three main aims: 1. To help students grasp statistical concepts 2. To integrate statistical knowledge with sociological knowledge and research logics 3. To demystify and make accessible statistical software packages and complex datasets Students with all levels of mathematical knowledge benefit from thinking about basic statistical concepts in a rigorous manner and building intuition around advanced statistical concepts. When working through statistical concepts with students, I build on existing foundations of knowledge. For example, when discussing linear regression, I return to the concept of slope to aid in the interpretation of coefficients, and algebraic systems of equations to discuss the best fitting line. When discussing the best-fitting line and OLS regression, I lead students in a discussion comparing the quantitative analysis in the physical and social sciences. We discuss why in the physical sciences we can solve a system of equations to discover a physical law, in contrast to the social sciences, where we can only hope to minimize the squared distance between our data points and the best-fitting line to suggest a social law. Students discuss the factors leading to a lower r-squared figure in the social sciences, which helps them to understand the distinct goals of explaining variation and uncovering relationships between variables. In statistics courses, I devote a portion of each class to the organizational business of conducting statistical research. I orient students to the purposes of .log, .do and .dta files; explain how statistical software incorporates weighting techniques; share strategies for documenting work; browse data files of different structures; and introduce students to programming, breaking down syntax command-by-command. For students new to quantitative research, demystifying complex datasets and software packages empowers students to focus on statistical concepts. Alix Gould-Werth

Email: agouldw@umich.edu

Website: alixgouldwerth.com

Mentorship: During my time in graduate school, I have enjoyed building relationships with my two undergraduate research assistants, whom I first encountered as students in a 100-level course. I helped these undergraduates to transition from their role as introductory-level students in fall 2013, to a new role as research assistants in winter 2014 when I familiarized them with qualitative research and instructed them in the execution of various data management tasks. By Summer 2014, I was able to design work experiences with my data that allowed my research assistants to transition from consumers and organizers of sociological research to producers of research, developing their own coding schemes and uncovering their own findings. Future Teaching: In the future, in addition to providing students with social science and statistical knowledge, I would enjoy directly drawing on my practice experience as I work with students. My practice experience spans the breadth of social work specialization, focusing most prominently on non-therapeutic interpersonal practice and community organizing. This breadth would allow me to teach foundation-level courses in social structure, social disparities, social work research, social welfare policy, and macro-level social work. I am also well equipped to teach practice courses in community development, community organizing, social policy development, social policy advocacy, program evaluation, and statistical methods. I would be pleased to build on my previous experience in mentorship by providing supervision to students engaged in community organizing or social policy work and advising doctoral students.

Alix Gould-Werth

Email: agouldw@umich.edu

Website: alixgouldwerth.com

3 Â

Soc 100: Introduction to Sociology Article Tracking Sheet Author, Year, Title:

Research Question:

Main Ar~ument :

Evidence Pr ovided:

Kev Tet·ms:

Theor etical perspective:

Problems mth the article:

Links to other r eadings:

Modif ied f rom a simila r resou rce d esigned by Karyn Lacy, Univer sity of Michigan.

Alix Gould-Werth

Email: agouldw@umich.edu

Website: alixgouldwerth.com

Jaclynn Marie Hawkins Curriculum Vitae 1080 S University Ave Ann Arbor, MI 48109 Cell: 510-754-2686 Email: jachawk@umich.edu

EDUCATION AND TRAINING 04/2015 (expected)

Ph.D., Joint Doctoral Program in Social Work and Sociology University of Michigan, Ann Arbor Dissertation title: Social Determinants of Diabetes SelfManagement, and Diabetes Health Care Utilization in African American and Latino Men with Type 2 Diabetes Dissertation Co-Chairs: Daphne C. Watkins, Ph.D., School of Social Work and Department of Psychiatry & Sarah Burgard, Ph.D., Department of Sociology and Department of Epidemiology





Co-Chairs: Julia F. Hastings, Ph.D. & Julian Chow, Ph.D.

 



 

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M.S.W., Masters in Social Welfare, Health Concentration University of California, Berkeley Honors Thesis title: Access to Treatment for Depression Among African Americans and Latinos with Diabetes: The Role of Health Insurance Plans

B.A., Social Welfare (Sociology Concentration) University of California, Berkeley     Highest Honors (GPA based on a 4.0 or A) GPA= 3.9  Honors thesis title: Identifying Predictors for Diabetes Diagnosis in African American Women  Co-Chairs: Julia F. Hastings, Ph.D. & Lonnie R. Snowden, Ph.D.

  RESEARCH INTERESTS  Gender and racial/ethnic disparities in health; self-management behaviors and utilization of health services; health management interventions for persons with chronic illness; community-based participatory research

AWARDS AND HONORS 2014-15 2014 2013 2012 2012 2012 2011-13 2011 2009-14 2008-09 2008 2007 2004 2003-04 2003

University of San Francisco, Ethnic Minority Dissertation Fellowship ($36,000) Rackham Travel Grant, University of Michigan ($700) Dr. Joan B. Kessler Award, University of Michigan ($5,000) High Honors, Social Work Preliminary Exam, University of Michigan Vivian A. and James L. Curtis Endowed Scholarship, University of Michigan ($18,000) Center for Education of Women Mini-Grant, University of Michigan ($2,500) National Institutes of Health Diversity Supplement Fellow ($120,000) Rackham Travel Grant, University of Michigan ($700) Rackham Merit Fellowship, University of Michigan ($17,600) Center for Race and Gender Research Grant, UC Berkeley ($1,000) UC Berkeley, School of Social Welfare 2nd Year Fellowship ($1,000) UC Berkeley, School of Social Welfare Fellowship ($2,000) Fall Dean’s Honor List, UC Berkeley Fall/Spring Dean’s Honor List, UC Berkeley Initiative for Diversity in Education and Leadership Scholarship Recipient. Full four-year scholarship, UC Berkeley National Society of Collegiate Scholars, UC Berkeley

2003   PUBLICATIONS/PAPERS

A. Peer-reviewed publications  1. Watkins, D. C. Hawkins, J., & Mitchell, J. (in press). The discipline’s escalating whisper: Social work and black men’s mental health. Research on Social Work Practice, doi: 1049731514526621.  2. Mitchell, J. & Hawkins, J., Shires, D. (2014). The psychosocial care of African American adults with diabetes: A brief review. Social Work in Public Health, 29(6), 518-527.  3. Burgard, S. A., & Hawkins, J. (2014). Race/ethnicity, educational attainment, and foregone health care in the United States in the 2007–2009 recession. American Journal of Public Health, 104(2), e134-e140. [Accepted with no revisions]  Spencer, M. S., Hawkins, J., Espitia, N. R., Sinco, B. R., Jennings, T., Palsimano, G., & Keiffer, E. (2013). Impact of a community health worker-led diabetes lifestyle intervention on mental health outcomes. Race & Social Problems, 5(2), 137-146. 

5. Hawkins, J., Kieffer, E. C., Sinco, B., Spencer, M., Anderson, M., & Rosland, A. M. (2013). Does gender influence participation? Predictors of participation in a community health worker diabetes management intervention with African American and Latino adults. The Diabetes Educator, 39(5), 647-654. 6. LeBron, A. M., Valerio, M. A., Kieffer, E., Sinco, B., Rosland, A. M., Hawkins, J., & Spencer, M. (2013). Everyday discrimination, diabetes-related distress, and depressive symptoms among African Americans and Latinos with diabetes. Journal of Immigrant and Minority Health, 1-9. 7. Mitchell, J. Hawkins, J., & Watkins, D. C. (2013). Proposing a model of cancer family history communication between African American men and their families. The Journal of Men’s Studies, 21(2), 97-111. 8. Hastings, J. F. & Hawkins, J. (2010). Health insurance and diabetes among multiracial men: The mediation effects of usual source of care. American Journal of Men’s Health, Sep;4(3), 207-17. 9. Hastings, J. F. & Hawkins J. (2009). Body weight and goal setting among African American young women: California health interview survey (CHIS). Journal of African American Studies, Sep;13(1), 14-28. 10. Hawkins J. (2007). CalWORKs recipients: Mother’s in higher education and survival strategies. University of California at Berkeley McNair Scholars Research Journal. 14, 27-38. B. Manuscripts Under Review 1. Spencer, M. S. Espitia, N.R., Hawkins, J., Nicklett, E.J., Sinco, B.R., Palsimano, G., & Keiffer, E. (under review). Using path analysis to model the process of change in hemoglobin a1c (hba1c) among clients in a culturally tailored diabetes intervention for African Americans and Latinos. American Journal of Public Health. 2. Hawkins, J., Watkins, D., Keiffer, E., Spencer, M., Espitia, N., Sinco, B., & Anderson M. (under review). Structural and psychosocial factors that influence health care use and self-management for African American and Latino men with type 2 diabetes: An exploratory study. The Journal of Men’s Studies. C. Manuscripts In Progress 1. Mitchell, J., Shires, D. & Hawkins, J. (in progress). Characterizing how partners support African American men during clinical consultations for a new cancer diagnosis. Supportive Care in Cancer. 2. Mitchell, J., Shires, D., & Hawkins J. (in progress). Physicians’ verbal and non-

verbal communication accommodation strategies influence African American male patients’ trust and confidence during post-diagnostic oncology consultations. Health Communication. 3. Hawkins, J. Hastings, J. F., Watkins, D. C., & Thompson, T. (in progress). Access to treatment for depression among African Americans and Latinos with diabetes: The role of health insurance plans. Journal of Social Work in Health Care. 4. Hawkins, J. (in progress). Differences in predictors of diabetes self-care and health care use in African Americans and Latinos with type 2 diabetes. In preparation for: Diabetes Care. 5. Hawkins, J. (in progress). ― We can take care of ourselves‖: Defining gender identity and its influence on health behavior among African American and Latino men with type 2 diabetes. In preparation for: American Journal of Men’s Health. 6. Hawkins, J. (in progress). Social determinants of health care utilization among U.S. men with diabetes: Findings from the 2009 National Health Interview Survey. In preparation for: Journal of Health and Social Behavior. D. Book Chapters 1. Watkins DC. & Hawkins J. (in press). Qualitative evidence in health promotion. In K. Olson, R. Young, & I. Schultz (Eds.), Handbook of qualitative research for evidence-based practice. New York, NY: Springer-Science. PRESENTATIONS 1. Hawkins, J. (2014). Masculinity, health Services, social support and community health: Factors that facilitate health behavior in Latino And African American Men. Poster presented at the 2014 Annual Interdisciplinary Conference of the American Men’s Studies Association. 2. Mitchell, J., Hawkins, J., & Shires, D. (2013). Access is not enough: Socioeconomic barriers to colorectal cancer screening among insured older African American men. Paper presented at the 17th Annual Society of Social Work Research Conference. San Antonio, TX. 3. Hawkins, J. (2013). A conceptual model for working with African American and Latino men with diabetes. Paper presented at the 2013 Annual Interdisciplinary Conference of the American Men’s Studies Association. 4. Hawkins, J. Kawaii-Bogue B. Mitchell JA. Page A. Watkins DC. (2013). The physical & mental health of black men. Panel presented at the 2013 Annual Interdisciplinary Conference of the American Men’s Studies Association.

5. Hawkins, J., Spencer, MS., Kieffer, E., & Anderson, M. (2013). Understanding health care management behaviors among African-American and Latino men with diabetes in a diabetes lifestyle intervention. Paper presented at 16th Annual Society for Social Work and Research Conference. San Diego, CA. 6. Hawkins, J. Kieffer, E., Sinco, BR., Spencer, MS., Anderson, M. & Rosland, AM. (2011). Does gender influence participation? Predictors of participation in a community health worker diabetes management intervention with African American and Latino men. Paper presented at the 2012 Annual Interdisciplinary Conference of the American Men's Studies Association. 7. Hawkins, J. Kieffer, E., Sinco, BR., Spencer, MS., Anderson, M. & Rosland, AM. (2011). Participation in diabetes care among African American and Latino men: Findings from a community-based intervention. Paper presented at the 14th Annual Society for Social Work and Research Conference. Tampa, FL. 8. Hawkins, J., Hastings, JF. (2008). Disparities in public health insurance use for diabetic African American men and women: California health interview survey (CHIS). Paper presented at 12th Annual Society for Social Work and Research Conference. Washington, DC. 9. Hawkins, J. (2006). CalWORKs recipients: Mother’s in higher education and survival strategies. Paper presented at 14th Annual McNair Scholars Symposium at UC Berkeley. Berkeley, CA. RESEARCH EXPERIENCE  01/13 – present Lab Member, Watkins Research Lab (Directed by Daphne C. Watkins, School of Social Work) Co-authoring publications, data collection, data analysis, grant writing and participating in various research projects relating to health and mental health issues of African American and Latino men. 09/09 – present

Lab Member, Racial and Ethnic Approaches to Community Health (REACH) Research Lab (Directed by Dr. Michael Spencer, School of Social Work) Co-authoring publications using data from the REACH community health worker-led diabetes lifestyle intervention.

06/11 – 06/14

Principal Investigator, NIH/NIDDK Diversity Supplement Received financial support to conduct research regarding self-care and healthcare utilization issues among African American and Latino men with a diabetes diagnosis. Completed focus groups

    09/10 – 05/11

and prepared papers for publication.   Graduate Student Research Assistant, Healthy Mother’s on the Move (PI: Edith Kieffer, School of Social Work) Assisted with publication using qualitative data, a diabetes intervention for African American and Latina pregnant and postpartum women. Paper examined impact of intervention and pregnancy on depression and other mental health related issues.  Also assisted with literature reviews on various papers relating to maternal and child health, and data cleaning. 

09/08 – 05/09 

Graduate Honors Thesis, UC Berkeley, School of Social Welfare Study examined differences in rates of depression diagnosis and treatment for African American and Caribbean Black women with diabetes enrolled in public and private health insurance plans using data from the National Survey of American Life. 

09/08-12/08

Graduate Student Research Assistant, MACK Center on Nonprofit Management in the Human Services (Directed by Dr. Mike Austin) Conducted extensive literature reviews related to nonprofit management. Created database for relevant literature.

09/07 – 05/08

Graduate Student Research Assistant, UC Berkeley, School of Social Welfare Assisted Julia F. Hastings, Ph.D. with various research tasks, data analysis, methods and results write up. Research examined African American women and public health insurance issues and African American men and women and mental health/specialty careaccess. 

 09/07 – 05/08

 05/06 – 06/07

 

Senior Honors Thesis, UC Berkeley, School of Social Welfare Study responded to whether a diabetes disparity exists among women of color in California, whether poverty status plays a role in differential rates of treatment seeking, and what factors predict diabetes diagnosis.  McNair Scholars Program, UC Berkeley, School of Social Welfare Completed 10-week summer internship. Attended weekly twohour seminar focused on research methods. Research project focused on identifying survival techniques of African American mothers in higher education receiving welfare benefits.

TEACHING INTERESTS Qualitative research methodology; Health policy; Introductory research methods; Gender and racial/ethnic health disparities; Community-based participatory research   TEACHING EXPERIENCE  2014-15 Fall/Spring Instructor Behavioral Health 614- Foundational Skills for Behavioral Health Practice. Master’s of Behavioral Health Graduate Course. University of San Francisco. Instructor Social Work 634 Health Policy- Master’s of Social Work Graduate Course. University of Michigan. University of Michigan. 

2013, Winter

  2013, Winter

Guest Lecturer Social Work 685 Program Evaluation, Qualitative Methods- Master’s of Social Work Graduate Course. University of Michigan.

2010, Winter    2007, Fall

 10/04 – 12/06

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Teaching Assistant Social Work 634 Health Policy- Master’s of Social Work Graduate Course. University of Michigan.   Guest Lecturer Social Welfare 98/198: Social work and health. Undergraduate Colloquium on Depth and Diversity in Social Welfare at UC Berkeley, School of Social Welfare.  Teaching Assistant Developed science curricula and facilitated science classes for lowincome, at-risk students at Sante Fe Elementary School. Lawrence Hall of Science, UC Berkeley.

  PROFESSIONAL WORK EXPERIENCE A. Paid Experience   10/08 – 05/09 MSW Intern, Kaiser Permanente-Early Start Program/Labor and Delivery Substance abuse counseling, assessment and casework under

supervision with low income pregnant women and women with newborns. 06/08 – 08/08

Intern, Centers for Medicare and Medicaid Services Region IX-Division of Medicaid and Children’s Health Operations (DMCHO) Completed comprehensive review of Medicaid reimbursement policy and service delivery for Native American populations in the region (California, Nevada, and Arizona.) Also conducted reviews of children’s health programs in the region with federal and state staff. 

9/07 – 05/08

MSW Intern, Highland County Hospital-Adult Immunology Clinic Helped clients living with an HIV/AIDS diagnosis complete assessment tools. Referrals, in-take, resource management, and home-visits under supervision.

01/07 – 04/08

Focus Group Facilitator, Catholic Charities of the East Bay Scheduled and facilitated focus groups. Focus groups were part of a needs assessment for youth ages 12-18 in Richmond and Oakland, California.

09/06 – 05/07

Student Chair, Level Playing Field Institute Planned and coordinated community activities for fifty students in the Initiative for Diversity in Education and Leadership scholarship program at the University of California, Berkeley.

09/05 – 05/06

Program Coordinator, Stiles Hall Planned, developed and implemented curricula for after school program for under privileged African American youth. Recruited and paired mentors with students at Martin Luther King, Jr. middle school. 

10/04 – 08/07

Emerging Leaders Intern, Glide Memorial Church Conducted client in-take, worked with meal program, planned, developed and implemented agency wide disaster emergency plan.  Planned, developed and implemented summer curriculum for Family Youth and Childcare Center, 1st and 2nd grade.  Completed comprehensive evaluations of youth training and employment programs. 

 B. Volunteer Experience  09/06-04/07

Intern, Berkeley Food and Housing Project (BFHP) Funded by the Chancellor’s Community Partnership Fund at UC

Berkeley. Conducted resource counseling and created concrete plans for transitioning clients into permanent housing. Participated in creation, development and implementation of new CalWORKs program. Attended weekly 2-hour seminar that addressed practice, community, and policy issues related to American homelessness and community and agency homelessness events. 

  AD HOC REVIEW ACTIVITIES

International Journal of Men’s Health (2013 — present) American Journal of Sociology (2014 — present) COMMITTEES & SERVICE 2014-15 2012-14 2011-13 2010-11 2010-11 2009-11 2008-09

American Public Health Assoc. Student Representative-Social Work Section Student-Member-at-Large, Society for Social Work Research Board Co-Chair, Doctoral Student Organization-U of M School of Social Work Chair, Sociologists of Color-U of M Department of Sociology Assistant Editor, Michigan Journal of Social Work and Social Welfare Secretary, Doctoral Student Organization-U of M School of Social Work Research Representative, UCB Social Welfare Graduate Assembly

SPECIAL TRAINING 2013 2013 2009

Interuniversity Consortium for Political and Social Research (ICPSR), Regression II Linear Models Certificate in Mixed Methods Research, University of Michigan Interuniversity Consortium for Political and Social Research (ICPSR), Introductory Statistics

PROFESSIONAL AFFILIATIONS American Sociological Association Society for Social Work Research  American Men’s Studies Association  Council on Social Work Education American Public Health Association  REFERENCES

ď&#x20AC; Daphne C. Watkins, PhD (Advisor and Dissertation Co-Chair) (734) 763-1540 Daphnew@umich.edu University of Michigan School of Social Work 1080 S. University Ann Arbor, MI 48109 Sarah Burgard, PhD (Advisor and Dissertation Co-Chair) (734) 615-9538 Burgards@umich.edu University of Michigan Sociology LSA Building Room 3001 500 S. State Street Ann Arbor, MI 48109-1382 Michael Spencer, MSW, PhD (Dissertation Committee Member) (734) 764-7224 Spencerm@umich.edu University of Michigan School of Social Work 1080 S. University Ann Arbor, MI 48109

Description of Research Interests Jaclynn Hawkins, MSW Driven by the dearth of research on men of color with chronic illness, my research is broadly focused on the social determinants of health disparities in African American and Latino men, with a particular focus on men with diabetes. Presently, I maintain two areas of research: 1) identifying the causes of physical health disparities in men of color compared to non-Hispanic white men; and 2) creating and evaluating diabetes health interventions and social work practice techniques with an emphasis on addressing the unique needs of men. Ultimately, this work will help to understand the social causes of race- and gender-based health disparities and to identify practical solutions. As a joint doctoral candidate in both social work and sociology, I am motivated to explore how structural and psychosocial factors influence race and gender-based health disparities, utilizing an interdisciplinary framework to consider the implications of my work on the ground for health policy and practice. From a sociological perspective, I theorize that race is a fundamental cause of health disparities and emphasize the role of masculinity and gender socialization in how men manage their health. I also utilize social network theory to explain how social support can impact health behaviors in men. With this information, I seek to identify risk and protective factors that contribute to negative and positive health management behaviors in men and to use these findings to help African American and Latino men with diabetes develop and sustain effective self-management strategies and optimize their interactions with health care services. To further my research agenda, I utilize an array of methodologies in my work, including the analysis of large secondary datasets as well as my own qualitative data. In my research, community involvement and applicability of research findings to real world situations is key, and as a result, much of my work has been completed within a communitybased participatory research framework. Below I outline my research interests and the future trajectory of my work. Dissertation Research My dissertation seeks to identify psychosocial and structural factors that influence self-care and health care utilization in Latino and African American men with diabetes on regional and national levels. My dissertation also explores how gender identity â&#x20AC;&#x201C; specifically masculinity â&#x20AC;&#x201C; is conceptualized among Latino and African American men with diabetes; and examines how these conceptualizations of masculinity influence their self-care and health care utilization behaviors. While studies on women of color with diabetes have been completed, racial/ethnic differences in the health and help seeking behaviors of Latino and African American men with diabetes have not been studied extensively. Several factors that predict health care use and self-care have been identified in the social work, sociology and public health literatures, but a more focused examination of psychosocial and structural factors that predict these outcomes in African American and Latino men is lacking. My dissertation is comprised of three interlocking publishable articles examining different aspects of this significant gap in the literature. The first dissertation article is a response to previous studies of diabetes selfmanagement and health care use that suggest each of these outcomes has the same predictors. This tendency to generalize and implement an all-encompassing outcomes framework may mask how these factors could influence the two distinct health outcomes of interest, individually, and in different ways. In an attempt to begin to fill this gap in the literature, the first chapter of my dissertation examines whether socioeconomic status, education, social support, patient-provider relationships and diabetes knowledge influence

diabetes self-care and health care use in similar ways. My results showed that diabetes selfmanagement and health care use were associated with different sets of predictors. I found that, for diabetes self-management, older age increased the likelihood that a man would manage his diabetes and that low levels of diabetes knowledge significantly decreased diabetes self-management. However, these same associations did not exist for health care utilization. Identifying heterogeneity in predictors of diabetes self-management versus health care use can assist health care providers, researchers, and policy makers in developing more effective strategies for working with people of color with diabetes. The second article from my dissertation explores definitions of masculinity and how masculinity may serve as a barrier or facilitator to diabetes self-management and health care use in African American and Latino men with type 2 diabetes. I collected data using three focus groups with African American men and Latino men who were part of a diabetes intervention. Three themes emerged that characterize gender identity and its relationship to health behavior in men: 1) menâ&#x20AC;&#x2122;s beliefs about being men; 2) manhoodâ&#x20AC;&#x2122;s influence on health behavior; and 3) menâ&#x20AC;&#x2122;s role in diabetes education. Similar to previous literature (Liburd et al., 2007; Sherman, 2013), results from my exploratory study suggest that the way men define gender roles may have implications for how they engage in their care. However, my study is unique because it is the first to examine both African American and Latino men with diabetes. The implications of my work suggests that social workers and other health care professionals consider the direct impact of masculine roles and modify their approaches to delivering care to men living with chronic illness accordingly. The final article from my dissertation provides an analysis of racial/ethnic differences in health care utilization among men using national data. My study builds on previous work (Gorman et al., 2007) by exploring whether specific aspects of social networks provide the same buffering effect as the negative effects of race on health. This paper sought to understand if social support and social integration served as mechanisms through which race may influence health. Specifically, I examined whether emotional support and social integration mediated the relationship between race and health care utilization. My findings suggest that the effect of either emotional support or social integration differs by race/ethnicity. For instance, non-Hispanic black men with high levels of social integration were less likely to forego care than their non-Hispanic white counterparts with high social integration. Also, non-Hispanic black men who did not attend church had higher odds of foregoing care compared to men who did attend church services. Other Research Activities

Diabetes-Related Research

During my time as a doctoral student, I have maintained two threads of research. The first focuses on identifying best practices in clinical and health intervention research for African Americans and Latinos with diabetes. African Americans are disproportionately affected by type 2 diabetes and experience significantly higher age-adjusted prevalence of the disease. Psychosocial support, material resources, and education can have a significant impact on successful diabetes management, particularly among populations with diabetesrelated psychological distress such as African Americans. I co-authored a literature review that identifies and synthesizes current evidence on faith-based, community-based, empowerment-based, strength-based, and culturally competent strategies that may be particularly relevant for social work practitioners supporting African American adults at risk for or diagnosed with Type 2 diabetes (Social Work in Public Health, 2014). In addition to research on clinical social work practice, much of my work has also focused on health outcomes in a diabetes lifestyle intervention. The Racial and Ethnic Approaches to Community Health (REACH) project is a federally-funded Detroit-based

diabetes program (PI: Michael Spencer) that utilizes a community-based participatory research framework. Despite the successes demonstrated by community health workers (CHWs) in promoting glycemic control among racial/ethnic minorities with diabetes, there is a lack of research to rigorously examine which components of the interventions determine success. As part of the REACH research team, I have co-authored four publications relating to the health and mental health outcomes of Latinos and African Americans participating in the intervention. One study examined the influence of the intervention on mental health outcomes (Race & Social Problems, 2014). This study contributes to an understanding of how a CHW-led diabetes intervention can result in positive mental health outcomes for Latinos and African Americans with Type 2 diabetes. The study also highlights the importance of further exploring what factors may contribute to racial/ethnic variation in mental health outcomes for African Americans and Latinos with diabetes and the role CHWs can play. Lastly, the REACH research team recently submitted a paper using path analysis to model the process of change in hemoglobin A1C (hba1c) among clients participating in the intervention (American Journal of Public Health, under review). In this paper, we found that attendance of CHW-led group classes was the most significant predictor of reduction in HbA1c levels and increased diabetes knowledge. We also published an article examining the role of everyday racial/ethnic discrimination, diabetes-related distress, and depressive symptoms in African Americans and Latinos in REACH (Journal of Immigrant and Minority Health, 2014).

The Physical Health of Men of Color

The second thread of my research agenda involves a study of the physical health of men of color. An extensive body of research indicates that minority men in particular have health-seeking behaviors that may lower their participation in diabetes interventions, general health care, and self-management. In this particular area, my work seeks to determine the effects of gender on participation in a community-based, culturally tailored diabetes lifestyle intervention led by trained community health workers, for African Americans and Latinos with type 2 diabetes (The Diabetes Educator, 2013). During their lifetime, men have fewer visits with physicians and go longer periods in between seeing physicians in comparison to women. Latino men who are non-English speaking and/or do not have US citizenship face additional barriers to treatment due to potential fear of deportation and language barriers. I argue that diabetes management interventions may need to adapt their designs to optimize retention and participation of Latino men. I also have found that among African American men, the CHW model may be promising. In addition, I recently submitted an article to a special issue of The Journal of Menâ&#x20AC;&#x2122;s Studies that identified structural and psychosocial factors that influence health care use and selfmanagement for African American and Latino men with type 2 diabetes. Building on the work of Sherman et al. (2014) and Gary et al. (2003), my study contributes to the literature by suggesting that men of color with type 2 diabetes encounter significant challenges to maintaining optimal health. This work helps to elucidate some of these challenges, but it also highlights key mechanisms that help to facilitate diabetes health management behaviors in an at risk group of men. I am also working on an analysis of secondary data from the Medical Interaction Research Archive (MIRA) located in Karmanos Cancer Institute, in Detroit, MI (PI: Terrance Albrecht). I am assisting in the analysis of a sub-set of 900 archived video recorded medical interactions (PI: Jamie Mitchell) in an effort to characterize how partners support African American men during clinical consultations for a new cancer diagnosis. I am working with Dr. Mitchell to study physiciansâ&#x20AC;&#x2122; verbal and non-verbal communication

accommodation strategies and their influence on African American male patientsâ&#x20AC;&#x2122; trust and confidence during post-diagnostic oncology consultations. Lastly, given my interest in health care utilization, I am also the second author on a study that assessed differences by race and education in foregone health care before, during and immediately after the Great Recession of 2007-2009 (American Journal of Public Health, 2014). Our study found that despite the presence of a major economic crisis, race and education-based disparities in access to health care remain. While this study did not focus on men specifically, findings have implications for men of color who frequently serve as primary breadwinners. Future Work My future work on diabetes in men of color represents a convergence of my two main threads of research: (1) the study of physical health disparities in men of color, and (2) diabetes health interventions and best practices targeting the needs of men. In my future work, I plan to pursue the following research objectives: (1) Assess what factors impact racial/ethnic differences in self-care and health care use among Latino and African American men who have a diabetes diagnosis from both the patient and health professional perspectives; (2) explore further the conceptualizations of gender in Latino and African American men and their impact on self-management behaviors and utilization of diabetes and other chronic illness-related health care; (3) further test and develop a conceptual model for working with persons with diabetes that addresses potential gender differences; and based on this work (4) develop a pilot intervention method that considers the roles of gender and cultural context, in addition to models for working with persons with diabetes. To complete this work, I plan to apply for competitive awards through the National Institutes of Health, including the K-Award and the R03 mechanisms. In the past, my research has received competitive awards, both federal and university-based, demonstrating its significance and providing a strong background for my future grant seeking opportunities. For example, from 2011 to 2014, I was supported by a National Institutes of Health Research Supplement to Promote Diversity in Health-Related Research (PI: Jaclynn Hawkins), which included funds to collect data for my dissertation. My research has also received competitive awards from the University of Michigan. My research and awards illustrate my fervent commitment to an academic career that synthesizes research and practice aimed at eliminating health disparities for a significantly marginalized and underserved population.

Athena R. Kolbe 243 E. Edsel Ford Fwy, Detroit MI 48202 Phone: 313-444-6409 Email: kolbe@umich.edu Skype: AthenaKolbe Education 2008-2014

University of Michigan, Ann Arbor: Social Work & Political Science PhD (Candidate) Dissertation: “Reintegrating members of armed groups into Haitian society: An evaluation of three approaches,” Committee: Rich Tolman (chair), James Morrow, Berit Ingersoll-Dayton, Allan Stam

2008 -2011

University of Michigan, Ann Arbor: MA Political Science Thesis: “Securing the State: The Haitian National Police before and after the earthquake” (Readers: Richard Tolman, Allan Stam)

2006-2007

Wayne State University: Graduate Certificate in Social Work Practice

2004-2006

Wayne State University: MSW Interpersonal Social Work Practice Thesis: “Human Rights Abuses and Crime in Port-au-Prince, Haiti: A Random Survey of Households.” (Readers: Royce Hutson, Bart Miles, Eileen Trzcinski)

2000-2002

Golden Gate Seminary: MA Theological Studies

1998-2000

Skidmore College: BA International Affairs & Labor Studies

1995-1998

Laney Community College

Employment 2011-2014 Director of Social Science Education; Social Work and Political Science Instructor - Institute of Social Work & Social Science/Enstiti Travay Social & Syans Sosyal, Petionville, Haiti 2009-2014

Graduate Student Instructor/Graduate Student Research Assistant, Department of Political Science and School of Social Work - University of Michigan, Ann Arbor, MI

2007-2011

Researcher/Contractor - Small Arms Survey, Geneva, Switzerland

2007-2012

Clinical Social Worker - Children’s Center of Wayne County, Detroit, MI

2005-2007

Teaching Assistant/Research Assistant, School of Social Work and Addiction Research Institute, School of Psychiatry - Wayne State University, Detroit, MI

1993-2004

Journalist - Pacific News Service, San Francisco, CA

Courses Taught/Teaching Assistant Experience: Undergraduate Introduction to the Profession of Social Work HBSE: Development across the Lifespan Introduction to World Politics Political Psychology Issues in Practice: Substance Use and Abuse Graduate International Social Work Practice Human Sexuality Social Work Practice with Individuals HBSE: Human Behavior Theory 1 (Micro) HBSE: Human Behavior Theory 2 (Mezzo/Macro)

Funded Research Projects: 2014

PI: Sexual Exploitation by UN Peacekeepers in Haiti (United Nations Office of Internal Oversight, New York)

2013

PI: Mapping Crime and Human Security in the Caribbean (Igarape Institute, Brazil)

2013

PI: Impact of Remittances from Abroad on Food Security in Developing Countries (University of Michigan)

2013

PI: Is Tourism Haitiâ&#x20AC;&#x2122;s Magic Bullet? Innovative Methods for Measuring Crimes Against Foreigners in an Emerging Tourism Economy (Igarape Institute, Brazil)

2012

PI: Evaluation of the Community Violence Reduction Program in Haiti (UN Department of Peacekeeping Operations)

2012

PI: After the Storm: A Household Survey of Food Security in Rural Haiti After the 2012 Hurricane Season and Predictions for Long-Term Food Shortages (Igarape Institute, Brazil)

2012

PI: Measuring the Economic and Social Costs of Crime, Illness and Accidental Injury in Developing Countries (Igarape Institute, Brazil)

2011

Co-Investigator: Evaluation of Cash for Work and Food for Work Programs in PostEarthquake Haiti (World Food Program)

2010

PI: Study of Health and Harm in Post-Earthquake Haiti (University of Michigan, International Development Research Centre of Canada)

2010

PI: Individual Interactions with Peacekeepers & Perceptions of Security Provision in Haiti (Small Arms Survey)

2009 PI: Haiti Violence Assessment: A National Study of Health, Human Rights, and Small Arms Violence (Small Arms Survey) 2008 Co-Investigator: Perceptions of Security in South Lebanon (U.K. Embassy in Beirut/Overseas Projects) 2008 Co-Investigator: Program Evaluation of the Viva Rio Intervention: A neighborhood survey (Small Arms Survey) 2007 Co-Investigator: Lebanon Armed Violence Assessment (Small Arms Survey)

Selected Publications Peer Reviewed Journal Articles: Hutson, R.A., Trzcinski, E., Kolbe, A.R. (2014) Features of Child Food Insecurity after the 2010 Haiti Earthquake: Results from Longitudinal Random Survey of Households. PloS ONE 9 (9): 112. Shannon H.S., Hutson, R. A., Kolbe, A.R., Stringer, B., and T Haines. (2012) "Choosing a survey sample when data on the population are limited: a method using Global Positioning Systems and aerial and satellite photographs". Emerging Themes in Epidemiology 9(4): 1. Kolbe, A.R., Hutson, R. A., Shannon, H.A., Trzcinski, E, Miles, B., Levitz, N., Puccio, M., James, L., Noel, J.R., Muggah, R. (2010). Mortality, crime and access to basic needs before and after the Haiti earthquake: a random survey of Port-au-Prince households. Medicine, Conflict and Survival 26 (4): 281-297. Kolbe, A. R. & Hutson, R. A. (2006) Human Rights Abuses and Other Criminal Violations in Port-au-Prince, Haiti: A Random Survey of Households. Lancet 368(9538): 864-873.

Peer Reviewed Book Chapters: Kolbe, A.R. & Muggah, R. (2011). â&#x20AC;&#x153;Securing the State: Haiti before and after the earthquakeâ&#x20AC;? in E. Lebrun (Ed.) Small Arms Survey 2011: States of Security. Cambridge: Cambridge University Press.

Hutson, R. A. & Kolbe, A.R. (2009) “Survey Research Methodology” in B. Thyer (Ed) Handbook of Social Work Research Methods. Thousand Oaks, CA: Sage Publications. Hutson, R. A., Kolbe, A.R., Stringer, B., Haines, T.D., Shannon, H.A., & Salamy, I.R. (2009). “Testing Perceived Wisdom: Attitudes About Security Provision and Violence in South Lebanon” in R. Muggah and E. Lebrun (Eds.) Small Arms Survey 2009: Shadows of War. Oxford, UK: Oxford University Press. Kolbe, A.R. & Hutson, R.A. (2007) “Haiti” in R. Muggah (Ed.) Small Arms Survey 2008: The Gun and the City. Oxford, UK: Oxford University Press. Kolbe, A.R. & Hutson, R.A. (2007) “Human Rights Abuse in Port-au-Prince” in Human Rights. Andhra Pradesh, India: ICFAI University Press.

Peer Reviewed Briefs, Reports, & White Papers: Kolbe, A.R., Herman, Augusta, & Muggah, R. (2014) Break Your Bones: Mortality and Morbidity Associated with Haiti’s Chikungunya Epidemic. Rio de Janeiro: Instituto Igarape. McDougal, T.M., Kolbe, A. R., Muggah, R., and Marsh, N. (2014) Ammunition Leakage from Military to Civilian Markets: Market Price Evidence from Haiti 2004-2012. San Diego: Small Arms Data Observatory of the University of California. Kolbe, A.R., Puccio, M. N., Bautista, M., Childs, E., James, L., Muggah, R., Masipag. J.A., & Jean, A. (2013) Assessing Needs After the Super Typhoon: Results From a Random Household Survey in Samar, Leyte, Cebu, Iloilo, Capiz, Aklan, and Palawan. Rio de Janeiro: Instituto Igarape. Kolbe, A.R., Brookes, K., & Muggah, R. (2013) Is Tourism Haiti’s Magic Bullet? An Empirical Treatment of Haiti’s Tourism Potential. Rio de Janeiro: Instituto Igarape. Kolbe, A.R. (2013) HiCN Working Paper 147: Revisiting Haiti’s Gangs and Organized Violence. Brighton: Households in Conflict Network, Institute of Development Studies, University of Sussex. Kolbe, A.R., Puccio, M. N., & Muggah, R. (2012) After the Storm: Haiti’s Impending Food Crisis. Rio de Janeiro: Instituto Igarape. Kolbe, A.R., Muggah, R., & Campbell, J. (2012) An Evaluation of the Community Violence Reduction Intervention in Haiti. New York: United Nations Department of Peacekeeping Operations.

Kolbe, A.R., Muggah, R. & Puccio, N.M. (2012) The Economic Costs of Crime: Results from Monthly Surveys of Haitian Households. Rio de Janeiro: Instituto Igarape. Kolbe, A.R. et al (2012) Evaluation of Cash and Food for Work Projects in Post-Earthquake Haiti. Port-au-Prince: World Food Program. Kolbe, A. R. & Muggah, R. (2012). Haiti’s Urban Crime Wave? Results from Monthly Household Surveys August 2011 - February 2012. Rio de Janeiro: Instituto Igarape. Muggah,R. & Kolbe, A.R (2012) Haiti Needs to Confront the Causes and Consequences of Violent Crime. Rio de Janeiro: Instituto Igarape. Kolbe, A.R. & Muggah, R. (2010). Surveying Haiti's Post-Quake Needs: A Quantitative Approach. Humanitarian Exchange 4. Available online at www.odihpn.org/rep. Kolbe, A.R., Shannon H, Levitz N, Muggah R, Hutson RA, James L, Puccio M, Trzcinski E, Noel JR, Miles B (2010). Assessing Needs After the Quake: Sexual Violence, Property Crime and Property Damage. Geneva: Small Arms Survey. Kolbe, A.R., James L, Puccio M, Trzcinski E, Shannon H, Levitz N, Noel JR, Miles B, Muggah R, Hutson RA (2010) Assessing Needs After the Quake: Security and Basic Needs. Geneva: Small Arms Survey. Kolbe, A.R., Muggah R, Hutson RA, Puccio M, Trzcinski E, Shannon H, Levitz N, Noel JR, Miles B, James L (2010) Assessing Needs After the Quake: Access to Food, Water, Fuel and Property. Geneva: Small Arms Survey. Kolbe, A.R., James L, Puccio M, Trzcinski E, Shannon H, Levitz N, Noel JR, Miles B, Muggah R, Hutson RA (2010). Surveying Needs After the Quake: Results of a Random Survey of Haitian Households. Geneva: United Nations Development Program. Kolbe, A.R., Muggah, R., Levitz, N., Miles, B., Hutson, R.A., Trzcinski, E., Balistra, S., & Jean, D. (2010). Assessing Needs after the Quake: Preliminary Findings from a Randomized Survey of Port-au-Prince Households. Geneva, Switzerland: University of Michigan/Small Arms Survey. (Report to the United Nations Development Programme & International Development Research Centre). Hutson, R.A., Kolbe, A.R., Haines, T., Springer, B., Shannon, H., & Salamey, I. (2010) “Security Provision in Southern Lebanon: Surveying Public Opinion” Lebanon Armed Violence Assessment, Issues Brief #1, Geneva, Switzerland: Small Arms Survey. Hutson, R. A., Kolbe, A.R., Stringer, B., Haines, T.D., Shannon, H.A., & Salamy, I.R. (2009). Human Rights and Small Arms Violence in South Lebanon. Geneva: Small Arms Survey.

Hutson, R.A., Kolbe, A.R., Haines, T., Springer, B., Shannon, H., & Salamey, I. (2008) South Lebanon Armed Violence Assessment. (Report to the British Embassy – Beirut, Lebanon). Selected Op-Eds and Other Writings Kolbe, A.R. & Muggah, R. (2013) “Haiti’s Gangs could be a Force for Good.” Ottawa Citizen. http://ottawacitizen.com/2013/06/04/kolbe-and-muggah-haitis-gangs-could-be-a-force-forgood/ Kolbe, A.R. & Muggah, R (2012) “Chronicling an Everyday Rape in Haiti.” Huffington Post online. http://www.huffingtonpost.com/athena-kolbe/rape-in-haiti_b_2165466.html Kolbe, A.R. & Muggah, R. (2012) “Haiti’s Silenced Victims.” New York Times. http://www.nytimes.com/2012/12/09/opinion/sunday/haitis-silenced-victims.html? Kolbe, A.R. & Muggah, R. (2012) “The Economic Cost of Violent Crime.” The Guardian (London) http://www.theguardian.com/commentisfree/2012/aug/22/haiti-violent-crimeeconomic-costs Kolbe, A.R. & Muggah, R. (2011) “Haiti: The Science of Counting the Dead,” Los Angeles Times, July 12. http://articles.latimes.com/2011/jul/12/opinion/la-oe-muggah-haiti-count20110712 Selected Conference Presentations Kolbe, A.R. (2015, January) Reintegrating Armed Insurgents into Society: An Evaluation of Three Social Work Interventions. Paper to be presented at the annual meeting of the Society for Social Work and Research. Kolbe, A.R. (2014, October) BSW Education using Flipped Learning in the Classroom. Paper to be presented at the annual meeting of the Council on Social Work Education. Tampa, FL. Kolbe, A.R. & Jean, A. (2014, January) Parenting Skills Training for Caregivers of Behaviorally Disordered Children in Port-Au-Prince, Haiti. Poster presented at the annual meeting of the Society for Social Work and Research. San Antonio, TX. Kolbe, A.R. & Soulouque, A. (2013, January) “Social Work Isn’t Just for Foreigners”: The Experience of Starting a BSW-Granting Social Work Institute in Port-Au-Prince, Haiti. Paper presented at the annual meeting of the Society for Social Work and Research, San Diego, CA. Hutson, R.A., Trzcinski, E., & Kolbe, A.R. (2012, January) Features of Child Food Insecurity after the 2010 Haiti Earthquake: Results from a Random Survey of Households. Paper presented at the annual meeting of the Society for Social Work and Research. Washington, DC.

Kolbe, A.R., Trzcinski, E., Hutson, R., & James, L.E. (2011, January) Multiple Vulnerabilities of Children in Haiti. Paper presented at the annual meeting of the Society for Social Work and Research. Tampa, Fl. Kolbe, A.R, Muggah, R., Levitz, N., Miles, B., Hutson, R., Trzcinski, E., Balistra, S. & Jean, D., (November, 2010) Mortality, Morbidity and Displacement in Haiti: A Random Survey of Portau-Prince Households Before and After the January 2010 Earthquake. Paper presented at the annual meeting of the American Public Health Association. Denver, CO. Hertz, R., Kolbe, A.R., Hutson, R., Miles, B., Trzcinski, E., (January, 2010) Household Characteristics Associated with Human Rights Victimization in Port-au-Prince, Haiti. Poster presented at the annual meeting of the Society for Social Work and Research. San Diego, CA. Hutson, R., Kolbe, A.R., Haines, T., Springer, B., Shannon, H., & Salamey, I., (October, 2008) Health, Human Rights & Small Arms Violence in South Lebanon: Results from a Random Survey of Households. Paper Presented at the American Public Health Association. San Diego, CA. Kolbe, A.R. & Hutson, R., (November, 2007) Human Rights Violations Against Children in Urban Post-Coup Haiti: Results from a Random Household Survey. Paper presented at the annual meeting of the American Public Health Association. Washington, D.C. Hutson, R., & Kolbe, A.R., (June, 2007) Assessing Mortality and other Human Rights Violations in Conflict Zones using Randomized GPS Coordinate Sampling. Paper presented at the Measuring and Costing Armed Violence and Developmental Impacts Workshop sponsored by the Small Arms Survey-Graduate Institute for International and Development Studies, Geneva, Switzerland. Kolbe, A.R. & Hutson, R., (April, 2007) Sexual Violence against Women and Girls in Latin America: The Case of Haiti. Paper presented at the 4th Annual Meeting of the Latin American Solidarity Conference. Chicago, IL. Kolbe, A.R. & Hutson, R., (January, 2007) Child Sexual Abuse and Human Rights in Haiti. Paper presented at the annual meeting of the Society for Social Work and Research. San Francisco, CA. Kolbe, A.R. & Hutson, R., (November, 2006) The Frequency of Human Rights Abuses in Portau-Prince, Haiti, Paper presented at American Public Health Association. Boston, MA. Kolbe, A.R. & Hutson, R., (August, 2006) The Frequency of Human Rights Abuses in Port-auPrince, Haiti, Paper presented at Society for the Study of Social Problems. Montreal, Quebec.

Community Involvement and Academic Service 2012-2014 Chair, Curriculum Committee, Institute of Social Work & Social Science/Enstiti Travay Social & Syans Sosyal, Petionville, Haiti 2011-2012 Reviewer, Progress in Community Health Partnerships 2009-2011 Member, Curriculum Committee, University of Michigan, Ann Arbor, School of Social Work 2007-2F010 Reviewer, Advances in Social Work Journal 2005-2006 Member, Curriculum Committee, Wayne State University, School of Social Work 1994-2001 Member, Board of Directors, National Center for Youth Law, San Francisco 1994-2000 Member, Board of Directors, National Child Rights Alliance, New York Professional Affiliations Society for Social Work and Research National Association of Social Workers Haitian Studies Association International Association of Emergency Managers American Public Health Association Society for the Study of Social Problems International Federation of Social Workers Urban Studies Association References Richard Tolman (Chair/Social Work Advisor): rtolman@umich.edu; (734) 764-5333 University of Michigan, School of Social Work 1080 S. University Ann Arbor, MI 48109 Berit Ingersoll-Dayton (Committee Member): bid@umich.edu; (734) 763-6577 University of Michigan, School of Social Work 1080 S. University Ann Arbor, MI 48109 James Morrow (Political Science Advisor): jdmorrow@umich.edu; (734) 615-3172 University of Michigan, Department of Political Science, 5700 Haven Hall, 505 South State Street, Ann Arbor, MI 48109-1045 Allan Stam (Committee Member): acs8tb@Virginia.edu; 434-924-0812 Frank Batten School of Leadership and Public Policy, Garrett Hall, 235 McCormick Road, P.O. Box 400893, Charlottesville, VA 22904-4893 Robert Muggah (Research Collaborator): robert@igarape.org.br; +55 218104 7054 Igarape Institute, Rua Conde De Irajรก- 370- 3 Andar, Rio De Janeiro, Brasil, CEP 22271-020

Athena R. Kolbe: Statement of Research, Teaching, and Social Work Practice

Interventions to prevent violence and mitigate its impact on individuals, families, and communities have historically been organized by those with power and resources, and then implemented on those without either power or resources. With the advocacy of social workers, much progress has been made to change this asymmetrical dynamic, but it will only be fully transformed when the voices, needs, and contributions of marginalized communities are integrated into the process of service development and delivery. Because of this my career is focused on social change, and my overriding interests in practice, education and research, are grounded in international social work. In general, international social work has five related, but separate, dimensions: 1) social work practice in a country other than the social worker’s home country; 2) working with services users who are not in their home country; 3) interventions with and by international organizations; 4) the collaborative action and exchange of ideas and knowledge between social workers from differing countries; and 5) addressing the local impact of globalization. Social Work Practice Abroad In 1995, as an undergraduate student, I traveled to Port-au-Prince, Haiti to help a group of homeless youth establish a children’s radio station, Radyo Timoun (90.9 FM). The children I worked with were currently or recently living on the streets, many had grown up in orphanages or as restaveks (a type of unpaid domestic servant). The radio station’s goal was two-fold; to advocate for policy change through the promotion of children’s voices, but also as an educational program to bring information and skills to the young people who were on air as well as to the listeners. An ongoing dialogue quickly emerged; people from all sectors of society were engaged by calling in to the radio station during evening talk shows and sending messages to be read over the air. The radio station became a key part of a nascent movement to protect and promote the rights of children; eventually government leaders responded to these concerns by passing a series of laws protecting children in the workplace and at home, redefining sexual abuse as a crime against persons (rather than property), and outlawing particular forms of child exploitation. During the following decade I worked as a journalist, but continued to maintain relationships with the young people I met in Haiti. Many grew up to be journalists, teachers, and social workers. I eventually left journalism to purse an MSW so that I could be more active in the process of creating, rather than simply reporting on, social change. As an MSW student I collaborated with some of my former radio colleagues in developing a network of social service providers in Haiti. During my MSW I also conducted a large household survey examining crime and other human rights violations committed after a coup which had occurred the previous year. Today I serve as a consultant on a variety of social service projects in the Caribbean, West Africa, and the Middle East. I also volunteer with local schools and community groups in Port-au-Prince, conducting needs assessments and completing psychosocial evaluations and devising recommended treatment plans for children with mental illness. Since 2007 I have been a co-organizer of a peer-led social work supervision group for mental health workers in Port-auPrince. Collaborative action and exchange of ideas and knowledge between social workers from differing countries I continued to conduct research and social work training in Haiti after completing my MSW, collaborating closely with social service providers on the local level; these efforts

Athena R. Kolbe: Statement of Research, Teaching, and Social Work Practice

culminated in the establishment of Enstiti Travay Sosyal ak Syans Sosyal (Institute of Social Work and Social Science, known as ETS). At ETS I have served as one of the co-directors on a leadership team and have been responsible for directing the social work educational programs at the BSW and MSW levels. The process of administering a social work program has been challenging given the logistical, governmental, and financial constraints of working in a developing country. Adapting social work education to fit the cultural and societal expectations involved collaboration on multiple levels with students, service providers, clients, government ministries, and educators. However, a coherent and rigorous curriculum, adapted significantly to the Haitian context and inclusive of CSWE requirements (in case a student should desire to continue graduate school in the U.S. or work for a U.S. based NGO in Haiti) was created. The first class graduates in April 2015 and ETS is moments away from attaining recognition from the state Ministry of Education, a significant achievement in this context. Since 2013 I have been the ETS contact with the International Association of Schools of Social Work (IASSW) developing global South-South connections between ETS students/faculty members and IASSW member schools. Last year I organized a cross-border dialogue between social workers in Haiti and the Dominican Republic regarding the IASSWâ&#x20AC;&#x2122;s proposed global definition of social work, as well as to promote cooperation between social workers in the two countries (despite ongoing political tensions at the governmental level). My teaching in Haiti has included the standard social work theory and practice courses one would expect in the U.S. including the HBSE sequence and some specialized practice classes. In addition to supervising MSW students from the U.S. who are completing field placements in Haiti, I also developed a series of practice courses to bridge the gap between theoretical learning and real world experiences in the field placement; an aspect of the MSW process that continues to challenge educators in other countries as well. At the University of Michigan I am currently teaching SW701 International Social Work Practice, which covers much of the same concepts regarding the integration of theory and practice, but from a cross-cultural perspective. As a social work educator I focus on developing critical thinking and writing skills; I frequently use â&#x20AC;&#x153;flipped learning,â&#x20AC;? an approach in which students receive lecture-type information through videos or online work outside the class so that class time can be given to activities, discussion, and the application of skills. Social Work Practice with Immigrants and Refugees Though I have a clear focus on macro-level interventions, my personal interest has always been in the area of interpersonal practice with children and their families. As a social work intern I facilitated grief and bereavement groups for children in Detroit and Dearborn public elementary schools. This was challenging, as my clients and their families had differing cultural views of death and the bereavement process. Using photography, drama, and the arts helped overcome some of these cultural barriers and I developed a 12-week curriculum of group activities to use in future programs. During my second year MSW placement I began working with immigrants and refugees in Detroit who struggled with substance abuse; most of my clients were single women with children. My clients participated in one of four different inventions involving a combination of intensive case-management with individual, family, and/or group therapy, buprenorphine treatment, and/or twelve-step recovery meetings. Nearly all of my clients were homeless, HIV positive, and/or lacked legal status in the United States. I continued to serve with my social work internship after graduation, being hired on as a research assistant to complete two studies,

Athena R. Kolbe: Statement of Research, Teaching, and Social Work Practice

including one focusing on motivational interviewing. The experience sparked my interest in the process of creating evidence-based practice for micro-level social work interventions; which has become an ongoing theme in my research. Post-MSW I served as a clinical social worker with children in foster care and children/families experiencing serve and persistent mental illness. As a home-based therapist I worked intensively with children aged 7-16, seeing them in their homes and schools 2-5 times per week, in an effort to prevent hospitalization and to improve their caregiver’s abilities to cope. Again, a large portion of my caseload included immigrant children and the children of political refugees; my clients had survived war, experienced torture, seen family members killed, and been abducted. In addition to posttraumatic stress disorder, I treated children with impulse control disorders, pyromania, anxiety, and complicated grief; my treatment philosophy focused on improving community integration and family functioning. Interventions with International Organizations (IO’s) Much of my research in recent years has been conducted in and with international organizations and international nongovernmental organizations (NGOs). I have been contracted by various United Nations agencies to conduct program evaluations of interventions related to food security, community violence reduction, job creation, mental health and physical health services, recreational programs for children, school-based social services, access to water, and the reintegration of child soldiers and adult former combatants. Additionally, in collaboration with Haitian social work students and the Igarape Institute (a Brazil-based South-South think tank), I have implemented and studied the effectiveness of preventative interventions within international organizations. Preventive interventions included activities which identified and mitigated risk factors while promoting factors which enhanced the adaptive functioning of individuals, families, and/or communities. Within international organizations, in particular the UN Development Program, the World Bank, and the UN Department of Peacekeeping, my focus has been on promoting the idea of establishing an evidence base for social work interventions and facilitating the process of cultural adaptation of established interventions. My aim is to see international organizations promote and fund interventions that enhance human well-being, and hold their funded social service projects to high standards which are based on actual outcomes of participants rather than numbers of individual served or units of material resources distributed. Addressing the Local Impact of Global Problems An ongoing theme in my career is that of social work within the humanitarian sector, specifically on the localized consequences of globalization. The humanitarian sector (relief agencies, NGOs, and IO’s, those who “do” social work at the local level in much of the world) is increasingly facing a new challenge of “fragile” states and cities. Though war has declined since the 1990s, many cities have come to resemble conflict zones. Economic disparities, the impact of free trade, the diffusion of ideas and cultures, as well as the impact of emigration, is confounded by a new, and controversial, willingness of middle and upper-income donor countries to intervene in an effort to contain instability. The UNDP classifies more than 40 countries as fragile. From Afghanistan to South Sudan, from Kenya to Columbia, wealthy countries are increasingly responsible for providing basic municipal and social services on the local level in lower-income countries.

Athena R. Kolbe: Statement of Research, Teaching, and Social Work Practice

The preoccupation with fragile cities reflects a set of priorities and assumptions of predominantly western donor governments; social services are funded based on the priorities of donor countries, delivered by NGOs or for-profit government subcontractors, and are often led by foreigners rather than local social workers. This has effectively created a parallel state in many countries, disempowering local elected leaders and gutting state services which relied previously on foreign aid to provide services. The choice of what services to fund, where to offer them, and how they are delivered is often motivated by the political goals of the donor countries in an effort to undermine local religious, gang, insurgent, military, or political leaders as well as to promote a climate conducive to a Western-style democracy which is amenable to the needs of the donor country for labor, exports, or a reduction in the perceived threat of illegal migration or porous borders. My dissertation research examines three separate interventions aimed at reintegrating members of armed gangs and insurgent groups into Haitian society. Disarmament, Demobilization, and Reintegration (DDR) programs have become a stable feature of modern United Nations missions. Practically such programs are similar to post-incarceration re-entry, foster care-to-adulthood transition, drug rehabilitation, and similar programs offered in the United States. Casemanagement, education, employment, and counseling are given to varying degrees, often with a residential component, with the goal of the individual eventually attaining employment and living as a law-abiding citizen. Over the past 15 years during which they have been most widely used, DDR programs have rarely been subjected to empirical evaluations and when thus examined, have had a mixed record of success. In my dissertation I look at what variables contribute to the reintegration of young people from armed groups and gangs in three programs:1) a faith-based DDR program with features of a traditional DDR intervention including residential intake, counseling and vocational rehabilitation; 2) vocational training and job placement services using a Community Violence Reduction approach; and 3) an educationally-focused leadership training intervention modeled on Brazilian efforts to rehabilitate urban gang leaders. The second intervention program uses a model based on global North-South interests in political stabilization and the creation of a civil sector conducive to American and European interests in the country. The other two programs are global South-South models, which are new to the DDR landscape, but are well-received by the local community. The study methodology is quantitative and includes the analysis of survey data collected at baseline during the fiscal year 2007-2008, at program exit, and at 12, 24 or 36 months postintervention. A unique opportunity for a natural experiment was offered in this situation as a limited number of participant slots existed in the third program, resulting in clients being randomly assigned through a lottery to intervention #1 or #3. This is one of a few times that longitudinal data has been examined to establish the efficacy of such interventions, providing valuable insight to service providers and policy makers. This study also establishes the need to create social services which overcome the political motivations of foreign donors, and are, instead, firmly grounded in the needs and desires of the local community.

Amy Krings, MSW 890 Edison Street Detroit, MI 48202 akrings@umich.edu 513-602-2390 EDUCATION University of Michigan. Ann Arbor, Michigan Doctoral Degree in Social Work and Political Science (expected)

May 2015

Dissertation: Building Bridges Where Thereâ&#x20AC;&#x2122;s Nothing Left to Burn: The Campaign for Environmental Justice within a Southwest Detroit Border Community Dissertation Committee Members: Lorraine M. GutiĂŠrrez and Gregory B. Markus (Co-Chairs), Donald R. Kinder, Michael Spencer Master of Social Work (MSW) 2003 Community Organization (Concentration), Management of Human Systems (Minor), Communities and Social Systems (Practice Area) Xavier University, Cincinnati, Ohio Bachelor of Social Work (BSW), Peace Studies and Minority Studies (Minors).

2002

Cemanahuac Educational Community, Cuernavaca, Mexico Spanish language immersion

2001

The International Partnership for Service Learning and Leadership, Kingston, Jamaica Service learning semester.

2000

RESEARCH AND TEACHING INTERESTS Community organization, social movements, civic engagement and political participation, urban politics, economic and political inequality, environmental justice, social justice education, research methods, social policy, program evaluation, grant writing. FELLOWSHIPS AND AWARDS Rackham Predoctoral Fellowship, Rackham Graduate School, University of Michigan.

2014 - 2015

Association for Community Organization and Social Administration (ACOSA) Emerging Scholar Annual Award 2014 Sweetland/ Rackham Dissertation Writing Institute Fellowship

Amy Krings. Fall 2014. Page 1

2014

Irene and William Gambrill Fellowship, The University of Michigan School of Social Work Rackham Regent’s Fellowship

2014 2013 - 2014

Undergraduate Research Opportunities Program (UROP) Outstanding Research Mentor Award Gerald R. Ford Fellowship, Department of Political Science. Rackham Centennial Spring / Summer Fellowship

2013

2012 - 2013 2012

Rosemary Sarri Scholarship in Management, Social Policy or Community Organization, The University of Michigan School of Social Work 2011 Margaret Dow Towsley Scholar Award, The Center for the Education of Women, The University of Michigan 2010 Regent Fellowship Award, Rackham Graduate School, The University of Michigan

2009

Kennedy Heights Community Council Resident of the Year

2006

The University of Michigan School of Social Work Merit Scholarship Graduated Magna Cum Laude, Xavier University

2002 – 2003 2002

Xavier University Service Fellowship

1998 – 2002

Charlotte Trowle Social Work Student of the Year Award, Xavier University

2002

Gudorf Women and Minority Studies Award, Xavier University

2002

National Association of Social Workers (NASW) Region VI Student of the Year

2002

GRANTS Rackham Graduate Student Doctoral Candidate Research Grant, The University of Michigan

2014

Rackham Spring / Summer Research Grant, The University of Michigan (declined)

2012

Rackham Conference Travel Grant

2011, 2012

Rackham Graduate Student Pre-Candidate Research Grant, The University of Michigan

2011

Rackham Spring / Summer Research Grant, The University of Michigan

2011

Amy Krings. Fall 2014. Page 2

RESEARCH EXPERIENCE The Southwest Detroit Community Benefits Coalition: A Case Study 2011 - present Principle Investigator. Dissertation Research. • Developed and implemented the three-year ethnographic research design. • Collected, transcribed, and analyzed original data including in-depth interviews, field notes, and historical archives. • Supervised and mentored a team of research assistants. Michigan Multicultural Education Evaluation Program 2010 – 2013 Project Manager and Research Assistant for Social Work Professor Lorraine Gutiérrez • Funded in year one by the School of Social Work, year two by a Rackham Spring / Summer Research Grant, and year three by the Rackham Centennial Award. • Collected and analyzed quantitative and qualitative data using SPSS and NVivo. • First author of an article about the effects of social justice education pedagogies including service learning, intergroup dialogues, and lecture courses on political participation, civic engagement and multicultural activism (under review). • Co-author of article about what motivates young people to engage in community service (in preparation). • Oriented, trained, and supervised a team of MSW and undergraduate research interns in research skills including interviewing, transcribing, qualitative data, and how to complete a literature review. Shrinking Detroit: The View From Below Research Assistant for Political Science Professor Gregory B. Markus 2013 • Conducted in-depth, semi-structured interviews with elected officials, city planners, and non-profit managers, and community activists. • Trained and supervised a team of twelve undergraduate students in research skills including interviewing, transcription, and content analysis. • Publication in process. Organizing for Environmental Justice: A Comparative Study 2011 - 2012 Research Assistant for Social Work Professor Michael Spencer • Developed literature reviews summarizing social movement theories and empirical studies about community organizations and environmental injustice • Co-authored a published book chapter comparing environmental justice organizing in Hawaiian island of ‘Oahu with that of Southwest Detroit, Michigan. PUBLICATIONS Krings, A., Spencer, M.S., & Jimenez, K. (2014). Chapter 10 Organizing for environmental justice: From bridges to taro patches. In S. Dutta and C. Ramanathan (Eds.), Governance, Development and the Human Service Professions in the 21st century. 186-200. Rutledge Publishing. Krings, A. (2013). Rhomberg, C. (2012). Book Review of “The Broken Table: The Detroit Newspaper Strike and the State of American Labor”. Journal of Community Practice. 21(1-2), 162-164.

Amy Krings. Fall 2014. Page 3

WORKING PAPERS Krings, A., Gutiérrez, L. M., Meier, E., & Webster, K. (revise and resubmit). The Effect of Social Justice Education on Political Participation, Civic Engagement, and Multicultural Activism. Krings, A. (intended submission October 2014). The Reproduction of Environmental Injustice: An Analysis of Power Dynamics within a Southwest Detroit Neighborhood’s Community Benefits Agreement Campaign. Mustafa, A., Krings, A., & Gutiérrez, L. M. (intended submission November 2014). What Motivates Young People to Engage in Community Service? Krings, A. (intended submission January 2015). Deciding to Build or Burn Bridges: Strategic Goal-Setting within an Environmental Sacrifice Zone. (in progress) Markus G. B. & Krings, A. (intended submission March 2014). Planning, Participation, and Power: The Struggle for the Soul of Detroit. CONFERENCE PAPERS AND POSTERS (PEER REVIEWED) Krings, A. (2014). “Local ‘Re-sistance’ within a Context of Extreme Inequality: The Promise and Limitations of Community Benefits Agreements for Making Economic Redevelopment Accountable.” Wayne State University ‘Re: The City’ Symposium. Panel Presentation. Detroit, MI. Krings, A. (2014). “Place-Based Community Organizing: Implications for Social Work Education.” Council for Social Work Education (CSWE) Annual Meeting. Panel Presentation and Panel Organizer. Tampa Bay, FL. Krings, A. & Gutiérrez, L. M. (2014). “Interdisciplinary Perspectives on Scholarship and Education for Community Development Practice.” Paper Presentation. Community is the Answer Conference. Glasgow, Scotland. Krings, A. (2014). “How Power Dynamics Influence the Role of Social Work Community Practice in Sacrifice Zones.” Society for Social Work and Research (SSWR) Annual Meeting. Paper Presentation. San Antonio, TX. Krings, A. & Markus G. B. (2013). “The Provision of Goods and Services in Detroit: An Analysis of the Detroit Future City Plan”. Conference on Transnational Vulnerabilities in Governance, Employment, Health, and Education: Exploring Integrated Solutions for the US and Africa. Paper Presentation. Ann Arbor, MI. Krings, A. & Dowis S. (2013). “Decision-Making within Low-Income Communities Facing Undesirable Development: A Case Study from Southwest Detroit (2008 – 2012).” American Political Science Association (APSA) Annual Meeting Paper presentation. Chicago, IL.

Amy Krings. Fall 2014. Page 4

Dowis, S. & Krings, A. (2013). “How Collective Historical Consciousness Shapes Political Rationality among Marginalized and Low-Resourced Community Organizations”. International Congress of Qualitative Inquiry. Paper presentation. Champaign, IL. Krings, A., Markus, G. B., Grosso, B., & Karnovsky, S. (2013). “How Communities Strategically Adapt to ‘Shrinking’ Cities: A Comparative Case Study of the Detroit Works Project.” Midwest Political Science Association (MPSA) Annual Meeting. Paper presentation. Chicago, IL. Krings, A., Matlen, S., & Velencia, J. (2012). “How a Marginalized Community Negotiates a Community Benefits Agreement.” National Institute of Health (NIH) Summit on the Science of Eliminating Health Disparities. Paper presentation. Washington, DC. Krings, A., Matlen, S., & Velencia, J. (2012). “Building Power and Critical Consciousness within a Context of Extreme Inequality.” National Institute of Health (NIH) Summit on the Science of Eliminating Health Disparities. Poster presentation. Washington, DC. Krings, A. & Spencer, M. “Organizing for Environmental Justice: From Bridges to Taro Patches.” (2012). Council for Social Work Education (CSWE) Annual Meeting. Paper presentation. Washington, DC. Krings, A., Gutiérrez, L. M., Meier, E., & Webster, K. (2012). “Does Social Justice Education Influence Political Participation, Civic Engagement, and Multicultural Activism?” Council for Social Work Education (CSWE) Annual Meeting. Paper presentation. Washington, DC. Krings, A. & Markus G. B, Russ, S., & Velencia, J. (2012). “Community Organization, Participatory Democracy, and Political Power: Insights from Participatory Action Research in Detroit.” American Political Science Association (APSA) Annual Meeting. Poster presentation. New Orleans, LA. Krings, A. & Spencer, M. (2012). “An Application of Social Movement Theory: Organizing for Environmental Justice.” American Sociological Association (ASA) Annual Meeting. Collective Behavior and Social Movements Roundtable. Denver, CO. Krings, A., Gutiérrez, L. M., Meier, E., & Webster, K. “APA Symposium: Engaging Students in Community Research and Action.” (2012). American Psychological Association (APA) Annual Convention. Paper presentation. Orlando, FL. Krings, A. (2012). “How Do Low-Resourced Community Organizations Build (Equitable) Strategic Alliances?” Symposium on Interdisciplinary Scholarship for Community Practice in the 21st Century. Poster presentation. Ann Arbor, MI. Krings, A., Kingra, A., & McClain, N. (2012). “How can a Low-Resourced Community Organization Build Allies, Neutralize Opponents and Influence Decision Makers? The Story of the Southwest Detroit Community Benefits Coalition.” Midwest Political Science Association (MPSA) Annual Meeting. Poster presentation. Chicago, IL.

Amy Krings. Fall 2014. Page 5

Krings, A., Gutiérrez, L. M., Meier, E., & Webster, K. (2012). “The Effect of Social Justice Education on Political Participation, Civic Engagement, and Multicultural Activism.” Ball State Diversity Research Symposium. Paper presentation. Muncie, IN. Pandit, S., Krings, A., & Gutiérrez, L. M. (2012). “What motivates young people to engage in community service?” Ball State Diversity Research Symposium. Poster presentation. Muncie, IN. SELECTED INVITED TALKS “Dialogue on Detroit: Learning from and with the Motor City”. (2014). University of Michigan Detroit School Series. Ann Arbor, MI. “Out of the Office and Into the Field: A Roundtable Discussion of Fieldwork in the Humanities and Social Sciences.” (2014). Wayne State University Humanities Center. Detroit, MI. “The Future of Detroit: Challenge, Promise, Opportunity.” (2013). Rackham Graduate School Donor Luncheon. Ann Arbor, MI. “Mentoring and the Joint Program in Social Work and Social Science.” (2013). University of Michigan School of Social Work Panel for First-Year Students. Ann Arbor, MI. “Mentoring Undergraduate Research Assistants.” (2013). The University of Michigan Undergraduate Research Opportunities Program orientation for new research sponsors. Ann Arbor, MI. “An Introduction to Community Based Qualitative Research.” (2013). The University of Michigan Undergraduate Research Opportunities Program Community Based Research Program. Detroit, MI. “An Introduction to Undergraduate Research in the Academy: The Do’s and Don’ts of Research Assistantship.” (2013.) The University of Michigan Undergraduate Research Opportunities Program Orientation for Research Assistants. Ann Arbor, MI. “Making Poverty and Inequality Visible: Doing Research That Matters.” (2013.) Panel Presentation. The Interdisciplinary Group on Poverty and Inequality Annual Conference. Ann Arbor, MI. “Gun Violence Reduction and Social Work: The Role of Community Based Practice.” (2013). Keynote speaker. Xavier University Social Work Department Annual Alumni Night. Cincinnati, OH. “Preventing Gun Violence: Implications for Social Work”. (2013). Panel Presentation. The University of Michigan School of Social Work Community Organization and Child Welfare Learning Community. Ann Arbor, MI. “Social Justice 101: Putting the Pieces Together.” (2012). Symposium for the South Asian Action Network, Growing Allies, and Human Rights Through Education student groups. Ann Arbor, MI. “Community & Family Violence: Breaking the Cycle.” (2008). A Community Forum Sponsored by the Cincinnati YMCA and University of Cincinnati. Panelist. Cincinnati, OH.

Amy Krings. Fall 2014. Page 6

WORKSHOPPED PAPERS “Local Resistance and the Reproduction of Environmental Injustice within Sacrifice Zones”. (2014.). Social Movements Workshop, The University of Michigan Sociology Department. Ann Arbor, MI. “Planning, Participation, and Power: The Struggle for the Soul of Detroit”. 2013. Interdisciplinary Workshop on American Politics, The University of Michigan Political Science Department. Ann Arbor, MI. “The Politics of Local Organizing to Reduce Environmental Injustice: An Analysis of a Community Benefits Agreement Negotiation Process.” The University of Michigan School of Social Work Qualitative Methods Workshop. Ann Arbor, MI. “Dynamic Relationships and the Negotiation of a Community Benefits Agreement”. 2013. Interdisciplinary Workshop on American Politics, The University of Michigan Political Science Department. Ann Arbor, MI. “Why and how do marginalized community members come together, strategically and collaboratively, to influence public policy?” 2012. The University of Michigan School of Social Work Doctoral Student Brown Bag. Ann Arbor, MI. “How can a low-resourced community organization build allies, neutralize opponents, and influence decision makers? The case of the Southwest Detroit Community Benefits Coalition.” 2011. Interdisciplinary Workshop on American Politics, The University of Michigan Political Science Department. Ann Arbor, MI. “Case Study: The Southwest Detroit Community Benefits Coalition.” 2011. Social Movements Workshop, The University of Michigan Sociology Department. Ann Arbor, MI. TEACHING EXPERIENCE The University of Michigan, Political Science Department - Graduate Student Instructor Politics of the Metropolis (Urban Politics). The Theory and Practice of Community Organization.

Fall 2011 Winter 2012

Xavier University, Social Work Department - Adjunct Teacher Theories and Methods of Social Work Practice II / Macro Social Work. Community Organizing.

Fall 2007 and Fall 2008 Winter 2008

Community Building and Social Change. Team-taught.

Fall 2008

Community and Electoral Organizing. Team-taught.

Fall 2003

Amy Krings. Fall 2014. Page 7

University of Michigan Athletic Department, Student Athlete Tutor 2011 – 2013 • Courses included Introduction to Sociology, Sociology of Inequality, and Sociology of Marriage and the Family • Student-athletes were primarily first-generation college students from marginalized backgrounds. Independent Study Supervision The Promise and Limitations of Community Practice in a Globalized World.

Winter 2013

Research Methods in Political Science.

Winter 2013

Sustainability and Development in Urban Areas.

Fall 2012

Community Action and Social Change: The Southwest Detroit Community Benefits Coalition.

Fall 2012

Invited Guest Lectures (Selected Presentations) “Social Work, Community Practice, and Activism Inside and Outside of the Academy.” (2014.) Masters of Social Work course “Theory and Practice of Community Building and Development”. Wayne State School of Social Work. Detroit, MI. The Southwest Detroit Community Benefits Coalition: Investing in a Bridge to a Healthy Community. (2014 & 2013). Masters of Social Work course “Introduction to Social Welfare Policy and Services”. University of Michigan School of Social Work. Ann Arbor, MI. An Application of Social Movement Theories: Organizing for Environmental Justice in Southwest Detroit. (2013). Masters of Social Work course “Human Differences, Social Relationships, Well-Being, and Change Through the Life Course”. Ann Arbor, MI. Social Work Research and Social Policy Analysis: Power Dynamics within a Campaign for a Community Benefits Agreement. (2013.) Masters of Social Work course “Introduction to Social Welfare Policy and Services”. University of Michigan School of Social Work. Ann Arbor, MI. Qualitative Methods and Social Work Research: The Case of the Southwest Detroit Community Benefits Coalition. (2013). Social Work Research Methods. Wayne State School of Social Work. Detroit, MI. An Introduction to Community Organizing and Social Change. (2014, 2013, 2012, 2011, & 2010.) University of Michigan Department of Psychology. “Detroit Initiative Service Learning Class.” Ann Arbor, MI. MENTORSHIP EXPERIENCE Undergraduate Research Opportunity Program (UROP) • Anisha Kingra, Erin Bozek-Jarvis, Candace Curtis. o Ms. Bozek-Javis and Ms. Curtis won “Best Research Poster” Awards.

Amy Krings. Fall 2014. Page 8

2012 – 2013

•

Anisha Kingra, Joel Klann, and Nolan McClain. o Mr. Klann won a “Best Research Poster” Award.

2011 – 2012

Undergraduate Community Based Research Summer Program • Stacey Matlen. Summer of 2012. o Ms. Matlen won a “Best Research Poster” Award.

2012

Southwest Detroit Community Benefits Coalition Case Study Research Team • Sian Dowis, Sam Russ, Xhensila Velencia, and Heekyoung Lee.

2012

Michigan Multicultural Education Evaluation Research Team 2011 - 2012 • Surabhi Pandit, Kaleigh Webster, Miranda Struck, Aesha Mustafa, and Frances Gonzalez. POST-MSW PRACTICE EXPERIENCE The Center for Southeast Asian Studies at the University of Michigan / Ann Arbor, Michigan 2014 United States – Indonesia Study Tour Project Planner • Planned and organized the Detroit segment of a multicultural, multi-site study tour involving American and Indonesian college students • Created a syllabus to compliment the tour’s theme of “Democracy and Pluralism” The University of Illinois at Chicago. / Chicago, Illinois 2014 Grant Writer for Chancellor Paula Allen-Meares • Researched, developed, reviewed, and organized grant opportunities to expand support for racial minority student recruitment and retention The Community Police Partnering Center / Cincinnati, Ohio 2009 Grants and Development Director • Wrote and received grants from the City of Cincinnati, the Macy’s Foundation, the Cincinnati Bar Foundation, the Better Together Cincinnati Funders Collaborative, and the United States Congressional Appropriations Committee • Created and managed a direct mail campaign • Wrote and presented reports to the organization’s board and funders Interim Executive Director • Developed annual budget in collaboration with the Board of the organization • Completed annual reviews with all staff • Managed fundraising and development efforts

2009

Trainer and Senior Community Safety Specialist 2005 - 2008 • Community Coordinator for CeaseFire Cincinnati campaign, a community-based effort to reduce gun violence • Directed and organized the Annual CPOP (Community Problem Oriented Policing) Summit

Amy Krings. Fall 2014. Page 9

• • •

Developed evidence-based curriculum in partnership with criminal justice scholars and police officers on crime and safety concerns ranging from gun violence reduction to engaging youth Organized and presented in trainings on best practices in problem solving and asset based community development to more than 1,000 citizens and police per year Supervised staff and AmeriCorps interns

Community Safety Specialist 2004 – 2005 • Recruited and supported community stakeholders as they worked in partnership with the police to implement effective problem solving strategies • Developed curriculum for staff and community members on the theories and methods of community organization and problem solving. The David Pepper for City Council Campaign / Cincinnati, Ohio 2003 Manager of Volunteers and Community Engagement • Recruited and managed campaign volunteers with special attention to high school and college students • Assisted with strategic planning and campaign fundraisers

PRE-MSW PRACTICE EXPERIENCE

Bridgewatch Detroit Campaign, / Detroit, MI 2003 MSW Student Intern, The Mexicantown Community Development Corporation • Recruited and organized residents, businesses, and faith groups as part of a campaign to improve public health within this multi-ethnic, multi-lingual neighborhood • Lobbied city, state, and federal officials with neighborhood leaders to prevent the encroachment of the neighborhood by a growing interstate system Keep Cincinnati Beautiful / Cincinnati, Ohio Community Outreach Worker • Organized and implemented campaigns to decrease littering in urban areas The NAACP Cincinnati Branch / Cincinnati, Ohio BSW Student Intern • Researched policing and criminal justice reforms to be implemented • Participated in the Mayor’s Community Action Now Committee on Criminal Justice The Courtis Fuller for Mayor Campaign / Cincinnati, Ohio Campaign Staff • Interviewed policy makers and synthesized their findings into policy briefs • Recruited and managed campaign volunteers

2002

2001 - 2002

2001

Seasongood Foundation / Cincinnati, Ohio 2001 Research Assistant • Interviewed community leaders to assess proposed changes to the council-manager form of city government and local election rules

Amy Krings. Fall 2014. Page10

SERVICE WITHIN THE ACADEMY Member, ACOSA Special Commission to Advance Macro-Practice in Social Work

2014

Reviewer, The Journal of Community Practice

2014

Discussant, Interdisciplinary Workshop on American Politics, The University of Michigan Political Science Department. 2013 Member, Community Organization Learning Community. The University of Michigan.

2012

Member, Community Organization Symposium Planning Committee. The University of Michigan.

2012

Panel Chair, “Mobilization in the U.S”. Midwest Political Science Association.

2012

Co-Chair, Conversations Across Social Disciplines, The University of Michigan.

2010 – 2011

Co-Chair, Political Science Department Women’s Caucus.

2009 – 2010

Team Member, Political Science Department Student Recruitment Committee Team Leader, University of Michigan U-Move Program

2010 2009, 2010

President, Alpha Sigma Nu, Xavier University Chapter

2002

SELECTED SERVICE WITHIN THE COMMUNITY Detroit Community Land Trust Coalition / Detroit, Michigan 2014 Volunteer and Member • Researched and disseminated information about community land trust development models and other policies intended to stabilize neighborhoods while protecting affordable housing. Michigan United / Detroit, Michigan 2013 Volunteer and Member • Participated in grassroots organizing campaigns to raise the minimum wage, reduce housing foreclosures, and develop pathways to citizenship within Michigan The YMCA of Ann Arbor / Ypsilanti, Michigan Youth Basketball Coach • Volunteered to coach a (undefeated) youth basketball team with under-privileged children. • Organized a fundraiser on behalf of the YMCA Strong Kids Campaign.

2010

Refugee Resettlement Program, the Archdiocese of Cincinnati / Cincinnati, Ohio 2001 - 2002 Student Intern • Taught a class to immigrants and refugees on the written section of the State of Ohio Drivers’ Licensure Exam

Amy Krings. Fall 2014. Page11

•

Assisted refugees in navigating human services departments.

The Drop Inn Center Homeless Shelter 2000 – 2001 Community Organizer • Collaborated with residents to create and implement a campaign to prevent the forced relocation of the shelter. Washington Park Elementary School / Cincinnati, Ohio 1998 - 2000 After School Tutor Program Director • Organized and coordinated an after school homework club for students of Washington Park Elementary School with volunteer tutors from Xavier University. PROFESSIONAL DEVELOPMENT Center for Teaching and Learning Faculty Mentorship Program, Mentor Ann Rosegrant Alvarez, Wayne State University 2014 Intermediate Spanish Classes

2013 - present

Research Trip to Kerala, India on Women’s Empowerment Programs, University of Michigan School of Social Work 2013 Center for Teaching and Learning, “Teaching Writing in the Disciplines” Course

2011

NVivo Training, The University of Michigan Center for Statistical Consultation and Research

2010

Advanced Fundraising and Sustainability Planning, The Health Foundation of Greater Cincinnati

2008

Demystifying Evaluation, The Health Foundation of Greater Cincinnati

2008

Strategic Thinking and Planning, The Health Foundation of Greater Cincinnati

2008

Coaching and Team Building Skills, The Health Foundation of Greater Cincinnati

2008

Asset Based Community Development, The Leadership Institute

2007

Community Organizing, Midwest Academy

2006

Crime Prevention Through Environmental Design Seminar, American Crime Prevention Institute 2006 National Crime Prevention Council National Conference

2005

Center for Problem Oriented Policing National Conference

2004

Camp Wellstone, Wellstone Action

2004

Amy Krings. Fall 2014. Page12

PROFESSIONAL AFFILIATIONS American Political Science Association (APSA)

2009 - present

Association for Community Organization and Social Administration (ACOSA)

2010 - present

Council on Social Work Education (CSWE)

2012 - present

Society for Work and Research (SSWR)

2013 - present

Midwest Political Science Association (MPSA)

2011 - 2013

American Sociological Association (ASA)

2010 – 2012

National Association of Social Workers (NASW)

2001 – 2003, 2008 - 2009

POPULAR PRESS FEATURING MY WORK Klineflelter, Quinn. (April 30, 2012). “Detroit-Windsor Needs Second Bridge”. Morning Edition. National Public Radio. Interview. Ritter, Jessica, Halaevalu Vakalahi, and Mary Kiernan-Stern. (2009). 101 Careers in Social Work. Springer Publishing. Featured on page 216: “Social Worker Spotlight: Amy Krings-Barnes, BSW, MSW, Community Police Partnering Center, Cincinnati, Ohio”. Little, Aesha D. (November 2007). “Into the Crossfire.” Cincinnati Magazine. Interview. Orr, Katie. (June 17, 2007). “CeaseFire Cincinnati.” Cincinnati Edition. WVXU Cincinnati. Interview. Trong, Quan. (August 15, 2007). “Avondale Dismayed, Determined”. The Cincinnati Enquirer. Interview. Kelley, Eileen. (August 14, 2007). “Killing won’t end ‘Peace Bowl’”. The Cincinnati Enquirer. Interview. Richardson, Rachel. (April 10, 2007). “Summit to focus on community safety, crime reduction.” The Cincinnati Enquirer. Interview. Coolidge, Sharon. (August 18, 2006). “Out of ‘the life’, they learn to live.” USA Today. Interview. Arnold, Christy. (November 13, 2005). “’Bumps’ on bridge deter drug dealers”. Cincinnati Enquirer. Interview Downs, Maggie. (November 3, 2003). “Student volunteers get full exposure to campaign”. Cincinnati Enquirer. Interview.

Amy Krings. Fall 2014. Page13

PROFESSIONAL REFERENCES Lorraine M. GutiĂŠrrez, PhD, LCSW Arthur F. Thurnau Professor (Dissertation committee co-chair) School of Social Work and Department of Psychology The University of Michigan Phone: (734) 936-9124 Email: lorraing@umich.edu Gregory B. Markus, PhD Professor Emeritus and Research Professor Emeritus (Dissertation committee co-chair) Department of Political Science The University of Michigan Phone: (734) 763-2222 Email: gmarkus@umich.edu Donald R. Kinder, PhD Research Professor, Center for Political Studies (Dissertation committee member) Philip E. Converse Professor, Department of Political Science Professor, Department of Psychology The University of Michigan Phone: (734) 936-1771 Email: drkinder@umich.edu Michael Spencer, MSW, PhD Associate Dean and Professor (Dissertation committee member) School of Social Work The University of Michigan Phone: (734) 764-7224 Email: spencerm@umich.edu

Amy Krings. Fall 2014. Page14

Amy Krings Page 1 of 3 Research and Teaching Statement As a PhD Candidate in the University of Michigan Joint Program of Social Work and Political Science, my scholarship reflects my overall commitment to the advancement of social and economic justice through excellent in education, research, and practice. I will defend my dissertation in May of 2015. Research and Publications My dissertation, Building Bridges Where There is Nothing Left to Burn: The Campaign for Environmental Justice within a Southwest Detroit Border Community, is an ethnographic study of a lowincome community’s efforts to secure protections and investments in exchange for hosting a new international bridge crossing. The Southwest Detroit case is representative of low-income communities of color that are confronted with transportation projects in which social and environmental burdens are passed onto the local host community. Drawing from more than three years of participant observation (2010 – 2014), including seventy in-depth interviews and an analysis of media coverage, I examine why and how power dynamics influence this neighborhood group’s goal and tactical selection, ability to build alliances, and campaign outcomes. I have published the preliminary findings of my dissertation research in a book chapter in which I am the lead author. Additionally, I presented them at national conferences in the fields of Social Work, Political Science, Sociology, Urban Planning, and Public Health. In October 2014, I will submit an analysis of power dynamics within the community benefits agreement (CBA) campaign to the Journal of Urban Affairs. I will also submit a second manuscript that utilizes social movement theories to explain the group’s strategic goal setting and organizing dilemmas in January 2015. One of my long-term goals is to publish a book from my dissertation research that raises awareness about the reproduction of environmental injustice and the reduced quality of life within impacted communities, ultimately catalyzing policy reform. My dissertation research is complimented by a number of collaborative projects that utilize qualitative and quantitative research methodologies to examine civic and political participation. For example, I have collaborated with my Social Work advisor, Lorraine Gutiérrez, on two projects. The first is a qualitative, empirical study about why young people engage in community service. Our corresponding manuscript will be submitted for publication in November 2014. Our second study is a quantitative assessment of the impacts of social justice education pedagogies such as service learning and intergroup dialogue on students’ political participation, civic engagement, and multicultural activism. This work is currently under review at the Journal of Equity and Excellence in Education. I have also collaborated with my Political Science advisor, Gregory Markus, to analyze planning processes and in Detroit, Michigan to adapt to the city’s long-term declines in population, employment, tax base, and essential public services. We will submit our findings for publication in February of 2015. I have been honored to receive a number of awards in support of my scholarship. They include the Association for Community Organization and Social Administration (ACOSA) 2014 Emerging Scholar Award, the University of Michigan Rackham Pre-Doctoral Fellowship (2014 – 2015), and the Rackham Centennial Scholarship (2013). In the future, I expect to continue disseminating research findings based upon these projects, while collaborating with colleagues to identify new opportunities to research community and political organizing.

Amy Krings Page 2 of 3 Teaching and Mentorship Experience Years of teaching inside and outside of the academy have formed my approach to teaching and mentorship. As a college student, I organized and ran an inner-city afterschool homework club for two years, taught math at a state-run girls home in Kingston, Jamaica, and taught refugees the written section of the driver’s license exam through a resettlement program. After I completed my Master’s of Social Work degree, I worked at a Cincinnati non-profit that was created to reform policing practices. Between 2003 and 2009, I developed evidence-based curriculum and, in collaboration with police partners, trained hundreds of citizens and police officers to creatively and non-violently prevent crime without increasing arrests. These experiences formed my ideas about presenting information to audiences that include a wide range of backgrounds and learning styles. Concurrently, I taught one course per semester as an adjunct lecturer at Xavier University, in Cincinnati. My first course, Community and Electoral Organizing, was team-taught and utilized a syllabus that I co-created. I later became the sole instructor of upper-level Social Work majors in two courses, Theories and Methods of Macro Social Work Practice and Community Organizing. As an instructor, I employed a mix of lecture, facilitated discussions, guest speakers, video clips, and field trips including a day at City Hall. I included a service-learning component in each of these courses to enhance students’ understanding of subject material while developing their confidence and capacity to effectively engage in civic and political life. I continued to seek out opportunities to teach and mentor young people as a doctoral student. As a graduate student instructor of Urban Politics and Theory and Practice of Community Organization, I was responsible for evaluating students’ written work and helping them to integrate the course readings with their required community engagement. This experience further shaped my ideas about how to design syllabi in a way that integrates rigorous coursework, service-learning, and academic writing. Additionally, I taught within the university’s athletic department and football program. The majority of my students were the first in their families to attend college, often from low-income, racial-minority communities, and had a difficult time balancing the demands of the football program with their academic pursuits. I worked with them one-on-one and in small groups, focusing on the ways in which course concepts resonated with their personal experiences. Through my mentorship, the students became more confident speaking about course concepts and social issues and their grades improved. I also mentored many undergraduate students through the Undergraduate Research Opportunities Program (UROP) at the University of Michigan. As a research mentor, I believe it is my job to encourage and guide my students as they attained new skills and content knowledge. My research assistants accompanied me on interviews with respondents including local and state elected officials, community leaders, and lobbyists and they joined me in conducting fieldwork in Southwest Detroit, the Michigan State Capitol, and the Canadian neighborhood where the international bridge is proposed to land. Three of my students won their program’s highest award for their independent research, and I have co-presented with several of them at national conferences. In 2013, I was the only graduate student awarded the highly selective UROP Research Mentor Award. I am eager to continue teaching and mentoring young people in the future.

Amy Krings Page 3 of 3 Community Practice and Management of Human Services My ability to research and teach about community practice is urban areas is grounded in more than six years of experience as an organizer and non-profit organization manager. After I completed my MSW in 2003, I returned to Cincinnati and worked for an emerging non-profit, The Community Police Partnering Center. The Partnering Center was established as a result of a lawsuit to prevent racial profiling that resulted in a number of reforms within the criminal justice system. I began working there as a neighborhood-based organizer and was soon promoted to trainer. In 2008, I was asked to fill the role of Interim Executive Director while the director had an emergency leave of absence. Upon the directorâ&#x20AC;&#x2122;s return, I became the organizationâ&#x20AC;&#x2122;s Director of Development and Grant Writing. My work at the Partnering Center was featured in the book 101 Careers in Social Work (Ritter, Vakali, & Kiernan-Stern, 2009) in a section on community development. It was also positively acknowledged by the federal monitors assessing Cincinnatiâ&#x20AC;&#x2122;s policing reforms and was featured in USA Today, The Cincinnati Enquirer, Cincinnati Magazine, and NPR. In the future, I would like build upon my practice experience to design and evaluate innovative community-based interventions to reduce social problems such as gun violence. Next year, as an assistant professor, I expect to expand upon my existing lines of research by disseminating findings and pursuing grants that support my work. Furthermore, I will seek out partnerships with colleagues to design new and innovative research projects, some based upon my practice experience. Finally, I am excited to teach and mentor young people in a way that builds their capacity and confidence as change agents, motivated to address social problems.

NA YOUN LEE 2366 HOPKINS DR. WEST LAFAYETTE, IN 47906 PHONE: (646)457-2871 EMAIL: NAYOUN@UMICH.EDU EDUCATION PhD

UNIVERSITY OF MICHIGAN, ANN ARBOR, MI Expected June 2015 Joint Doctoral Program in Social Work and Political Science Dissertation: Asian American racial identity, political participation, and family wellbeing: The influence of racial frameworks Dissertation Committee: Kathleen C. Faller (Co-chair, Social Work); Jenna Bednar (Cochair, Political Science); Andrew Grogan-Kaylor (SW); Nicholas Valentino (PS); Janelle Wong (PS)

MSW

COLUMBIA UNIVERSITY, NEW YORK, NY May 2007 School of Social Work Social Welfare Policy (Macro-Practice Track); Family and Childrenâ&#x20AC;&#x2122;s Services

MIA

COLUMBIA UNIVERSITY, NEW YORK, NY School of International and Public Affairs International Affairs (Human Rights Concentration)

YONSEI UNIVERSITY, SEOUL, KOREA College of Social Science, Political Science & International Studies

February 2004

YONSEI UNIVERSITY, SEOUL, KOREA College of Social Science, Social Welfare

February 2004

Certificate

UNIVERSITY OF WASHINGTON, SEATTLE, WA Extension Program (Classes in Psychology & English)

May 2007

Fall 2002

WESTERN WASHINGTON UNIVERSITY, BELLINGHAM, WA Winter & Spring 2002 Yonsei Exchange Student Program (Classes in American Politics, Economics, & English) AWARDS, GRANTS, & FELLOWSHIPS Rackham Graduate School One Term Dissertation Fellowship, University of Michigan

2015

Thesis Grant, Department of Political Science, University of Michigan

2014

Inter-university Consortium for Political & Social Research Training Grant, Social Work, UM

2014

Multi-Racial & Ethnic Political Surveys Workshop (Competitive), ICPSR, UM

2014

Asian and Pacific Islanders Social Work Education Association Doctoral Fellowship

2014-2015

W.K. Kellogg Foundation Fellowship in Children and Families, Social Work, UM

2012-2013

SeAH-Haiam Arts and Sciences Scholarship, Nam Center for Korean Studies, UM

2012 Lee, Na Youn 1

Nam Center for Korean Studies Graduate Fellow, University of Michigan

2011

Institute for Social Research-Rackham Summer Training Award, University of Michigan

2011

International Institute Individual Fellowship, University of Michigan

2010

Nam Center for Korean Studies Research Fellowship, University of Michigan

2010

Conversations Across Social Disciplines, Rackham Student Group Support Grant, UM

2010

Social Work Deanâ&#x20AC;&#x2122;s Fund Travel Grant, University of Michigan Rackham Travel Grant, University of Michigan Social Work-Social Science Summer Funding Award, UM

1/2012, 11/2012, 1/2013 2010, 2011, 2012, 2013, 2014 2008, 2009, 2011, 2012, 2014

Joint Doctoral Fellowship, School of Social Work, UM

2007-2008, 2013

School of International and Public Affairs Program Assistant Fellowship, Columbia Univ.

2006-2007

Panasonic Scholarship, Extension Program, University of Washington Yonsei Social Science Scholarship for Deanâ&#x20AC;&#x2122;s Honors List, Yonsei University

2002 2000-2002

PUBLICATIONS PEER-REVIEWED JOURNALS Hong, J. S., Peguero, A. A., Choi, S., Lanesskog, D., Espelage, D. L., & Lee, N.Y. (2014). Social ecology of bullying and peer victimization of Latino and Asian youth in the United States: A review of the literature. Journal of School Violence, 13 (3), 315-338. Hong, J. S., Lee, C.H., Lee, N.Y.*, Lee, J., & Garbarino, J. (2013). A review of bullying prevention and intervention in South Korean schools: An application of the social-ecological framework. Child Psychiatry & Human Development, 45 (4), 433-442. (*Co-third authorship with Jungup Lee) Hong, J.S., Lee, N.Y., Park, H.J., and Faller, K.C. (2011). Child maltreatment in South Korea: An ecological systems analysis. Children and Youth Services Review, 33, 1058-1066. Hong, J.S., Lee, N.Y., Grogan-Kaylor, A., and Huang, H. (2011). Alcohol and tobacco use among South Korean adolescents: An ecological review of the literature. Children and Youth Services Review, 33, 1120-1126. Lee, N.Y. (2010). A comparative analysis of child poverty: Welfare in advanced western countries. Michigan Journal of Social Work and Social Welfare, Inaugural Issue, 15-29. BOOK CHAPTERS Hong, J.S., Kim, Y.S., Lee, N.Y., and Ha, J.W. (2013). Social welfare in South Korea. In S. Furuto (Ed.). Social Welfare in East Asia and the Pacific. New York, NY: Columbia University Press. MANUSCRIPTS IN PREPARATION Lee, N.Y. Parenting practices and perceptions of child maltreatment in Korean American families (2012 Summer Pilot in Seattle, WA). Lee, N.Y., Hong, J.S., and Grinnell-Davis, C. The impact of child, mother, and neighborhood factors on Lee, Na Youn 2

the use of corporal punishment: A longitudinal repeated measures analysis. Hong, J.S. and Lee, N.Y. Bi-ethnic children’s experience of bullying and peer victimization in South Korean schools. Lee, N.Y. Perspectives from South Korean child welfare experts on child maltreatment: Preliminary findings from a pilot study (2010 Summer Pilot in Seoul, South Korea). Lee, N.Y. and Grinnell-Davis, C. Could class action lawsuits improve child well-being? Saunders, D. and Lee, N.Y. Human rights framework in domestic violence cases: A cross-national study. PRESENTATIONS PEER-REVIEWED CONFERENCES Lee, N.Y. The effects of racial frameworks on the pan-ethnic identity, race relations, and family wellbeing of Asians in the U.S. Paper accepted for presentation at the 2015 Annual Conference of the Association for Asian Studies (AAS), Chicago, IL, March 2015. Lee, N.Y. Model minority internalization, racial identity, and perceived race relations of Asian Americans. Paper accepted for presentation at the 19th Annual Conference of the Society for Social Work and Research (SSWR), New Orleans, LA, January 2015. Lee, N.Y. Making visible the invisible minority: How racial frameworks affect Asian American racial identity, political participation, and family well-being. One of two dissertations accepted for presentation at the annual meeting for the Asian and Pacific Islanders Social Work Education Association at the 60th Annual Program Meeting of the Council on Social Work Education (CSWE), Tampa, FL, October 2014. Lee, N.Y. The model minority stereotype, pan-ethnic racial identity, and political participation of Asian Americans: The potential influence of the digital revolution. Paper presented at the 110th Annual Meeting of the American Political Science Association (APSA), Washington, DC, August 2014. Lee, N.Y. Exploring the relationships among racial frameworks, pan-ethnic racial identity, and political participation of Asian Americans: “Modeling” the model minority and perpetual foreigner stereotypes. Paper presented at the 72nd Annual Conference of the Midwest Political Science Association (MPSA), Chicago, IL, April 2014. Lee, N.Y. Children of “tiger moms and dads”: Parenting and adolescent well-being in Asian-American immigrant families. Poster presented at the 17th Annual Conference of the Society for Social Work and Research (SSWR), San Diego, CA, January 2013. Lee, N.Y. & Grinnell-Davis, C. Could class action lawsuits improve both policy and child well-being outcomes? Poster presented at the 58th Annual Program Meeting of the Council on Social Work Education (CSWE), Washington, DC, November 2012. Grinnell-Davis, C. & Lee, N.Y. Could class action lawsuits improve child well-being? Poster presented at the Rackham Graduate School Centennial Research Symposium, Ann Arbor, MI, February 2012. Lee, Na Youn 3

Lee, N.Y., Hong, J.S., & Grinnell-Davis, C. The impact of child, mother, and neighborhood factors on the use of corporal punishment: A longitudinal repeated measures analysis. Poster presented at the 16th Annual Conference of the Society for Social Work and Research (SSWR), Washington, DC, January 2012. Grinnell-Davis, C. & Lee, N.Y. The impact of religion and spirituality on mental health outcomes in a child protective services sample of preteens and adolescents. Poster presented at the University of Michigan Health Systems and the School of Social Work Research Symposium, Ann Arbor, MI, October 2011. Lee, N.Y., Hong, J.S., & Grinnell-Davis, C. The impact of child, mother, and neighborhood factors on the use of corporal punishment: A longitudinal repeated measures analysis. Poster presented at the University of Michigan Health Systems and the School of Social Work Research Symposium, Ann Arbor, MI, October 2011. Lee, N.Y. Pre-dissertation pilot research: Perspectives from South Korean child welfare experts on child maltreatment. Paper presented at the 9th Annual Hawaii International Conference on Arts and Humanities, Honolulu, HI, January 2011. Lee, N.Y. Perspectives from South Korean child welfare experts on child maltreatment: Preliminary findings from a pilot study. Paper presented at the 59th Annual Meeting of the Midwest Conference on Asian Affairs, Columbus, OH, October 2010. OTHER PRESENTATIONS Lee, N.Y. and Grinnell-Davis, C. A study of ASFA and its role in child welfare frameworks. Paper presented at the Shifting Boundaries of Childhood Seminar: Implications for Social Work Policy and Practice, Ann Arbor, MI, March 2010. RESEARCH INTERESTS & EXPERIENCE DISSERTATION RESEARCH INTERESTS Determinants of child and family well-being in Asian American households; racial stereotypes (i.e., “model minority,” “perpetual foreigner,” “tiger parent”); stereotype threat/internalization; mediating/moderating effects of Asian American pan-ethnic racial identity; cross-racial group dynamics & possibilities for inter-group coalition building; political efficacy, mobilization, and participation; community-based intervention and policy; quantitative methods (HLM; GLM; factor analysis) OTHER/FUTURE RESEARCH & TEACHING INTERESTS Race-related stress & peer dynamics; bullying prevention & intervention; cross-national analyses of family and child welfare policies using the “culture-institution interaction” framework; parenting styles, discipline, and corporal punishment in South Korea (“whip of love”) and the U.S. (focus on Asian American families); model minority internalization scale development; quantitative research methods PRINCIPAL INVESTIGATOR Pilot Research: Parenting Practices and Perceptions of Child Maltreatment in Korean American Families (Advisor: Dr. Kathleen Faller)

7/2012-8/2012 Seattle, WA Lee, Na Youn 4

▪ Funding: SeAH-Haiam Arts and Sciences Scholarship ($2,500); Nam Center for Korean Studies Graduate Fellowship ($400) ▪ Field research on Korean-American parenting practices and beliefs using the Conflict Tactics Scale, Parent & Child (Straus, 1979) and the Dimensions of Discipline Inventory (Straus, 2005) ▪ Developed and collected over 50 surveys from the Seattle area ▪ Analysis in progress Pilot Research: Perspectives from South Korean Child Welfare Experts on the Definition of Child Abuse and the Sociocultural Challenges to Ending Corporal Punishment (Advisor: Dr. Kathleen Faller) ▪ Funding: International Institute Individual Fellowship ($5,000); Nam Center for Korean Studies Research Fellowship ($1,500) ▪ Through the lens of South Korean child welfare experts, explored the question of how Western child welfare institutions, with a special focus on child abuse policies, transfer to the sociocultural settings in South Korea and interact ▪ Child welfare professionals were asked to give their own definitions of what constitutes child abuse; identify practical challenges to policy implementation, especially in light of the concept of the “whip of love”; and identify any sociocultural changes in perceptions and practice of parental discipline in South Korea ▪ Qualitative face-to-face interviews with child welfare professionals from diverse backgrounds, from frontline child protection workers to law/policymakers, at 8 sites

5/2010-7/2010 Seoul, Korea

RESEARCH ASSISTANT Domestic Violence and Human Rights, Dr. Daniel Saunders UNIVERSITY OF MICHIGAN, School of Social Work ▪ Assist research on domestic violence laws & cases in Western advanced countries that use the human rights framework (e.g., U.S., Canada, Australia, UK, and NZ) ▪ Clean Safe Havens Project dataset & manage a Ctools site on international DV laws ▪ Write summary reports on int’l DV laws that use the human rights framework

9/2008-5/2010 Ann Arbor, MI

State Child Welfare Law Project, Dr. Jane Waldfogel COLUMBIA UNIVERSITY, School of Social Work ▪ Assist research on state child welfare laws and policies in the U.S. (50 states) ▪ Collect data as well as develop and manage a database ▪ Attend and write summary reports on seminars, conferences, and meetings

7/2006-5/2007 New York, NY

Short-Term Research Assistant, Officer Kae Ishikawa UNITED NATIONS POPULATION FUND (UNFPA), Resource Mobilization Branch ▪ Research major policies on Health and Welfare in South Korea with a focus on women and children ▪ Attend UN meetings and conferences and write summary reports ▪ Complete & present a 30-page project report on Korea’s major policies and issues on welfare, health, women and children, both international and domestic agendas

10/2006-11/2006 New York, NY

Lee, Na Youn 5

TEACHING & MENTORING LEAD INSTRUCTOR

9/2012-12/2012

Social Work 530: Intro to Social Welfare Policies and Services UNIVERSITY OF MICHIGAN, School of Social Work ▪ Introductory course that focuses on the historical development of social work and the welfare state in the U.S.; mostly first-year MSW students (N=25) ▪ Weekly 3-hour class w/ lecture & discussion GRADUATE STUDENT INSTRUCTOR

9/2009-12/2009, 1/2010-5/2010

POLSCI 140: Intro to Comparative Politics, Professor Ronald Inglehart UNIVERSITY OF MICHIGAN, Department of Political Science ▪ Undergraduate introductory course on modernization theory; historical trajectories of democratization & economic liberalization; & modern political institutions in the UK, Germany, France, Russia, China, India, Mexico, & Japan; mostly for freshmen & sophomores ▪ Responsible for leading and grading two discussion sections per semester with 25 students per section (N=100) MENTORSHIP

9/2010-5/2011, 9/2011-5/2012

Political Science Undergraduate Advisor UNIVERSITY OF MICHIGAN, Department of Political Science ▪ General advising for undergraduate students; assist with exploration/declaration of the Political Science major/minor; supervise students on course planning, research opportunities, internship credits, Michigan in Washington Program (DC government internship program), honors program; approve transfer/ study abroad credits; file concentration releases for graduating seniors; attend mentorship training sessions and meetings FIELD EXPERIENCE THE NATIONAL ASSEMBLY Intern, Office of Congresswoman H.S. Jang, Committee on Health and Welfare ▪ Assist with public hearings on bill amendments to expand pension benefits to the disabled & national health care coverage to low-income individuals ▪ Develop, research, and coordinate projects focusing on the effectiveness of governmental policies on regulating child abuse and neglect in preparation for the parliamentary inspection of the administration starting September 2005 ▪ Attend and write summary reports on the Health and Welfare Committee meetings

6/2005-8/2005 Seoul, Korea

INSTITUTE FOR COMMUNITY LIVING IN BROOKLYN Intern, Brooklyn Parent Resource Center & Highland Park Center ▪ Provide indiv & family therapy to people with mental illness & economic hardships ▪ Intakes, case referrals, and case management service ▪ Develop & organize after-school programs (e.g., the Girls Group for girls ages 8-15)

9/2004-5/2005 Brooklyn, NY

Lee, Na Youn 6

YONSEI UNIVERSITY MEDICAL CENTER Intern, Child Cancer Unit, Social Service Team ▪ Assist with case counseling, fundraising, & managing student volunteers ▪ Provide counseling & connect sponsors to children with cancer or other fatal diseases

2/2004-5/2004 Seoul, Korea

ASAN MEDICAL CENTER Intern, Organ Transplant Center, Social Service Team ▪ Assist with case counseling for organ donors and recipients ▪ Supervise high school volunteers

1/2004-2/2004 Seoul, Korea

EWHA UNIV. SONGSAN COMMUNITY WELFARE HALL Intern, Community Welfare Team ▪ Work with low-income families & children in the Songsan district ▪ After-school program planner; community welfare center assistant to single-parent families, abused children and their parents, & poor families

7/2003-8/2003 Seoul, Korea

ADDITIONAL RESEARCH TRAINING INTER-UNIVERSITY CONSORTIUM FOR POLITICAL AND SOCIAL RESEARCH, University of Michigan Structural Equation Models with Latent Variables, 2014 Measurement, Scaling, and Dimensional Analysis, 2014 Categorical Data Analysis, 2011 Hierarchical Linear Modeling, 2011 PROFESSIONAL AFFILIATIONS American Political Science Association (APSA) Asian and Pacific Islanders Social Work Education Association (APISWEA) Association for Asian Studies (AAS) Council on Social Work Education (CSWE) Midwest Political Science Association (MPSA) Society for Social Work and Research (SSWR) ACADEMIC SERVICE CHILD WELFARE LEARNING COMMUNITY Student Member, School of Social Work, University of Michigan ▪ Attend monthly meetings that consist of Social Work faculty, graduate students, and community professionals who collaborate to advance knowledge, teaching, and training in child welfare ▪ Help organize and attend interdisciplinary workshops, forums, and lectures

1/2010-Present

CULTURE AND INSTITUTIONS Student Member, Department of Political Science, University of Michigan ▪ Interdisciplinary doctoral workshop organized by PS faculty & students ▪ Attend bi-weekly workshops to present/hear ongoing work, receive/give feedback,

4/2011-12/2012

Lee, Na Youn 7

and discuss theoretical frameworks and empirical studies on culture and institutions CONVERSATIONS ACROSS SOCIAL DISCIPLINES Student Member, School of Social Work, University of Michigan ▪ Attend regular board meetings ▪ Organize interdisciplinary forums, workshops, and brown bags to promote intellectual exchange among different schools and programs at UM

9/2010-5/2011

KOREAN GRADUATE STUDENTS ASSOCIATION 6/2005-5/2006 President, Columbia University ▪ Arrange social events & activities for a student body of approximately 450 students (e.g., welcome reception, happy hours, movie nights, picnics, ski trip) ▪ Organize Korea Forums to promote intellectual exchange among different schools and programs at Columbia on Korea-related issues ▪ Coordinate recruiting information sessions and job fairs for Korean graduate students ▪ Collaborate with other student organizations on- & off-campus to organize school-wide events REFERENCES Kathleen C. Faller, Marion Elizabeth Blue Endowed Professor of Children and Families University of Michigan School of Social Work 1080 S. University Ann Arbor, MI 48109 (734) 763-3786 kcfaller@umich.edu

Jenna Bednar, Associate Professor of Political Science University of Michigan Department of Political Science 505 S. State Street Ann Arbor, MI 48109 (734) 615-5165 jbednar@umich.edu

Andrew C. Grogan-Kaylor, Associate Professor of Social Work University of Michigan School of Social Work 1080 S. University Ann Arbor, MI 48109 (734) 615-3369 agrogan@umich.edu

Nicholas A. Valentino, Professor of Political Science University of Michigan Department of Political Science 505 S. State Street Ann Arbor, MI 48109 (734) 647-4302 nvalenti@umich.edu

Janelle Wong, Associate Professor & Director of Asian American Studies University of Maryland Department of American Studies 1145 Cole Student Activities Building College Park, MD 20742 (301) 405-0996 janellew@umd.edu Lee, Na Youn 8

ANN W. NGUYEN, MSW, LMSW Joint Program in Social Work & Psychology University of Michigan 5062 ISR 426 Thompson Street Ann Arbor, MI 48104-2321 nguyena@umich.edu (734) 531-8125

EDUCATION Ph.D., Social Work and Psychology (anticipated 2015) The University of Michigan, Ann Arbor, MI M.S.W. (2011) The University of Michigan, Ann Arbor, MI B.A., Psychology and Sociology (2008) The University of Texas, Austin, TX

AWARDS & HONORS 2014 2014 2014 2013, 2010, 2009 2013 2013 2012 – 2013 2009 2009 2008 2008 2007 2005 – 2008 2003 – 2006 2003 2003

Rackham One Term Dissertation Fellowship Institute for Social Research – Rackham Summer Training Award Social Work Research Partnership Grant Rackham Travel Grant Department of Psychology Diversity Research Award Rackham Research Partnership Grant School of Social Work Dean’s Fund for SSWR Conference Rackham Graduate Student Research Grant NSF Graduate Research Fellowship Honorable Mention Rackham Merit Fellowship Alpha Kappa Delta Sociology Honor Society Undergraduate Essay Contest Winner Runner-up in Southern Demographic Association Undergraduate Student Paper Competition University Honors Dean’s Honors List President’s Achievement Scholarship Mary Gibbs Jones Scholarship

PEER-REVIEWED PUBLICATIONS

(7 journal articles)

Nguyen

Peterson, T. L., Chatters, L. M., Taylor, R. J., & Nguyen, A. W. (2014-in press). Subjective well-being of older African Americans with DSM IV psychiatric disorders. Journal of Happiness Studies. Nguyen, A. W., Taylor, R. J., Chatters, L. M., Ahuvia, A., Izberk-Bilgin, E., & Lee, F. (2013). Mosque-based emotional support among young Muslim Americans. Review of Religious Research, 55, 535-555. Nguyen, A. W., Taylor, R. J., Peterson, T. L., & Chatters, L. M. (2013). Health, disability, psychological well-being, and depressive symptoms among older African American women. Women, Gender, and Families of Color, 1 (2), 105-123. Taylor, R. J., Chatters, L. M., & Nguyen, A. W. (2013). Religious Participation and DSM IV major depressive disorder among Black Caribbeans in the United States. Journal of Immigrant and Minority Health, 15, 903-909. Taylor, R. J., Nguyen, A. W., Sinkewicz, M., Joe, S., & Chatters, L. M. (2012). Comorbid mood and anxiety disorders, suicidal behavior, and substance abuse among Black Caribbeans in the USA. Journal of African American Studies, 17, 409-425. Chatters, L. M., Taylor, R. J., Lincoln, K. D., & Nguyen, A. (2011). Church-based social support and suicidality among African Americans and Black Caribbeans. Archives of Suicide Research, 15, 337-353. Himle, J.A., Chatters, L. M., Taylor, R. J., & Nguyen, A. (2011). The relationship between obsessive-compulsive disorder and religious faith: Clinical characteristics and implications for treatment. Psychology of Religion and Spirituality, 3, 241-258. Also published in Spirituality in Clinical Practice, 1(S), Aug (2013), 53-70.

BOOK CHAPTERS Chatters, L. M., Nguyen, A. W., & Taylor, R. J. (2013). Religion and spirituality among older African Americans, Asians and Hispanics. In K. E. Whitfield & T. A. Baker (Eds.), The handbook on minority aging. New York: Springer Publishing Company.

MANUSCRIPTS UNDER REVIEW

(2 manuscripts)

Nguyen, A. W., Chatters, L. M., & Taylor, R. J. (under review). The impact of social support from family and friends on subjective well-being of older African Americans. Levine, D. S., Taylor, R. J., Nguyen, A. W., Chatters, L. M., & Himle, J. A. (revise & resubmit). Family and friendship informal support networks and 12 month and lifetime social anxiety disorder among African Americans and Black Caribbeans.

Nguyen

MANUSCRIPTS IN PREPARATION

(3 manuscripts)

Nguyen, A. W., Taylor, R. J., Levine, D. S., Chatters, L. M., & Himle, J. A. (in preparation). Social support, negative interaction, and PTSD among African Americans. Nguyen, A. W., Taylor, R. J., & Chatters, L. M. (in preparation). Correlates of church-based emotional support and negative interaction among Black Caribbeans. Taylor, R. J., Mouzon, D., Nguyen, A. W., Chatters, L. M. (in preparation). Extended family reciprocal support networks of African Americans: Findings from the National Survey of American Life.

CONFERENCE PRESENTATIONS Nguyen, A. W., Taylor, R. J., Chatters, L. M. (May 2014). Other people matter: The influence of social support on psychological well-being among African Americans. Poster presented at the Annual Convention of the Association for Psychological Science; San Francisco, CA. Nguyen, A. & Lee, F. (June 2010). Stereotype boost and identity integration: Who does it really help? Poster presented at the Biennial Conference of the Society for the Psychological Study of Social Issues; New Orleans, LA. Nguyen, A., Taylor, R. J., Chatters, L. M., Lee, F., Ahuvia, A., Chatkoff, D., Izberk-Bilgin, E., & Pecina, S. (June 2010). The face of mosque-based emotional support among young Muslims. Paper presented at the Annual Meeting of the Society for Spirituality, Theology and Health; Durham, NC. Guan, M., Nguyen, A., Estrada-Hollenbeck, M., Lee, F., & Schultz, P. W. (May 2009). Feeling good and being different: Integrating multiple identities and well-being. Poster presented at the Annual Convention of the Association for Psychological Science; San Francisco, CA. Nguyen, A. (October 2007). Religion, religiosity, and autonomy: The case of Arab American women. Paper presented at the Annual Conference of the Southern Demographic Association; Birmingham, AL.

RESEARCH EXPERIENCE 2014

Graduate Student Investigator Social Support and Subjective Well-Being School of Social Work, University of Michigan Supervisor: Robert Joseph Taylor, MSW, Ph.D.

Nguyen

Funding: Social Work Research Partnership Grant 2013

Graduate Student Investigator Race Differences in Relationship between Religious Participation and Psychiatric Disorders School of Social Work, University of Michigan Supervisor: Robert Joseph Taylor, MSW, Ph.D. Funding: Rackham Research Partnership Grant

2011-2013

Graduate Student Research Assistant Religion and Aging in African Americans School of Social Work, University of Michigan Supervisor: Robert Joseph Taylor, MSW, Ph.D.

2009-2010

Graduate Student Investigator Social Contexts of Religious Participation among Young Muslim Americans Department of Psychology, University of Michigan Supervisors: Fiona Lee, Ph.D. and Robert Joseph Taylor, MSW, Ph.D. Funding: Rackham Graduate Student Research Grant

2008 â&#x20AC;&#x201C; 2010

Graduate Student Investigator Multicultural Teamwork Department of Psychology, University of Michigan Supervisor: Fiona Lee, Ph.D.

TEACHING EXPERIENCE Fall 2013

Introduction to Psychology Graduate Student Instructor Department of Psychology, University of Michigan Faculty supervisor: Carla Grayson, Ph.D.

Winter 2013

Introduction to Psychopathology Graduate Student Instructor Department of Psychology, University of Michigan Faculty supervisor: Joseph Gone, Ph.D.

Fall 2012

Research Methods in Psychology Graduate Student Instructor Department of Psychology, University of Michigan Faculty supervisor: Julie Boland, Ph.D.

Winter 2010

Introduction to Psychology Graduate Student Instructor

Nguyen

Department of Psychology, University of Michigan Faculty supervisor: Brian Malley, Ph.D. Fall 2009

Introduction to Psychology Graduate Student Instructor Department of Psychology, University of Michigan Faculty supervisor: Brian Malley, Ph.D.

CLINICAL EXPERIENCE 2014 – present

Social Work Field Instructor Child Advocacy Law Clinic Law School, University of Michigan

2012 – 2013

Adjunct Psychotherapist (Post-MSW) Jean Ledwith King Women’s Center of Southeastern Michigan Ann Arbor, MI Supervisors: Barbara Eagle, MSW, LMSW & Margaret Erickson, MSW, LMSW

2010 – 2012

Intern Psychotherapist Jean Ledwith King Women’s Center of Southeastern Michigan Ann Arbor, MI Supervisors: Sara Gibb, MSW, LMSW & Barbara Eagle, MSW, LMSW

ADDITIONAL RESEARCH & STATISTICAL TRAINING 2014

Latent Class Analysis in Social Science Research Interuniversity Consortium for Political and Social Research University of Michigan

2014

Structural Equation Models with Latent Variables Interuniversity Consortium for Political and Social Research University of Michigan

2014

MCUAAAR – CSWE Summer Training Workshop on African American Aging Michigan Center for Urban African American Aging Research & School of Social Work University of Michigan

2010 & 2012

MCUAAAR Summer Training Workshop on African American Aging Research

Nguyen

Michigan Center for Urban African American Aging Research & Program for Research on Black Americans, Institute of Social Research University of Michigan 2008

Categorical Data Analysis Interuniversity Consortium for Political and Social Research University of Michigan

2008

Regression Analysis II: Linear Models Interuniversity Consortium for Political and Social Research University of Michigan

SERVICE ACTIVITIES 2010 â&#x20AC;&#x201C; present

Social Work Allies for Immigrant Rights, Community Organizer University of Michigan

2012

Personality & Social Context Psychology Admissions Committee University of Michigan

2008-2011

Michigan Association for Psychology Scholars, Graduate Mentor University of Michigan

2008 â&#x20AC;&#x201C; 2009

Undergraduate Research Opportunity Program, Research Advisor University of Michigan

PROFESSIONAL AFFILIATIONS Association for Psychological Science Council on Social Work Education National Association for Social Workers Phi Beta Kappa Society Religious Research Association Society for the Psychological Study of Social Issues Society for the Scientific Study of Religion Society for Social Work Research

REFERENCES Robert Joseph Taylor, MSW, Ph.D. Sheila Feld Collegiate Professor of Social Work School of Social Work, University of Michigan 1080 South University Avenue, Room 3778

Nguyen

Ann Arbor, MI 48109-1106 Telephone: (734) 936-2618 Email: rjtaylor@umich.edu Linda M. Chatters, Ph.D. Professor of Social Work and Public Health School of Social Work and School of Public Health, University of Michigan 1080 South University Avenue, Room 3852 Ann Arbor, MI 48109-1106 Telephone: (734) 763-0411 Email: chatters@umich.edu Joseph A. Himle, MSW, Ph.D. Director of Vivian A. and James L. Curtis School of Social Work Research and Training Center Associate Professor of Social Work and Psychiatry School of Social Work and Medical School, University of Michigan 1080 South University Avenue, Room 3792 Ann Arbor, MI 48109-1106 Telephone: (734) 615-0611 Email: himlej@umich.edu Toni C. Antonucci, Ph.D. Elizabeth M. Douvan Collegiate Professor of Psychology Department of Psychology, University of Michigan 530 Church Street, Room 2217 Ann Arbor, MI 48109-1043 Telephone: (734) 764-9192 Email: tca@umich.edu

Nguyen

Ann W. Nguyen

Research Statement

My research examines social support, social networks, mental health and well-being among African American adults, with a particular interest in aging. More specifically, my work seeks to understand the influence of social support/social networks on mental health (e.g., depression, depressive symptoms, anxiety, suicide ideation and attempts) and subjective well-being (e.g., life satisfaction, happiness). Further, I am interested in identifying characteristics of African Americansâ&#x20AC;&#x2122; social networks and social support and whether particular characteristics are important for mental health and subjective well-being outcomes. African Americans overwhelmingly rely on informal social networks to provide assistance when dealing with serious personal problems. Studies focusing on well-being and mental health outcomes indicate that social support is positively associated with subjective well-being, while being negatively associated with a range of mental health issues and disorders. Although many studies examine social support and social networks in the general population, few studies have focused specifically on African Americans. My research aims to develop a more nuanced understanding of how specific features of social support and social networks function and influence mental health and subjective well-being among African Americans. Current Research My dissertation examines different social network typologies among African Americans and how these typologies relate to mental health and well-being. Social network typologies are profiles of different types of social networks and their associated characteristics. These profiles are based on indicator variables related to the: 1) structural (e.g., number of network members, network density), 2) functional (e.g., receipt of social support, negative interactions), and/or 3) interactional (e.g., frequency of contact with family, subjective closeness to friends) characteristics of the social network. Extant research on social network typologies has been focused on either the general U.S. population, which is predominately white, or on foreign populations outside of the U.S. Thus, there currently is no information on social network typologies among African Americans. The goal of my dissertation is to identify what types of social network typologies, or profiles, exist among African Americans and how these profiles predict mental health and well-being outcomes. Latent class analysis is used to identify different typologies of social networks in a nationally representative sample of African Americans from the National Survey of American Life (NSAL). Typology indicator variables include functional and interactional network characteristic that are related to both family and friendship networks. More specifically, variables assessing subjective closeness to family, frequency of contact with family, receipt of emotional support from family, negative interaction with family, subjective closeness to friends, and frequency of contact with friends are used as indicator variables from which typologies are derived. Structural network characteristics are not included as typology indicators because the NSAL does not have this type of data. Once, these social network typologies are identified, they are used to predict mental health (i.e., 12 month depression, depressive symptoms, psychological distress) and subjective well-being (i.e., life satisfaction, happiness, life satisfaction) outcomes. In this way, we can examine whether belonging to a specific type of social network elevates or lowers oneâ&#x20AC;&#x2122;s risk for mental illness and promotes or detracts from subjective well-being. I predict that network typologies that are characterized by low levels of social integration and social support and high levels of negative interaction will be associated with higher probability of mental illness and lower levels of subjective well-being. Conversely, I predict that network typologies marked by high levels of social integration and social support and low levels of negative interaction will predict lower rates of mental illness and higher levels of well-being. This research program has implications for social work practice, as these social network typologies can contribute to the development of prevention and intervention programs for at risk African American

Ann W. Nguyen

Research Statement

adults. In particular, individuals with mental illness and individuals in hospital and institutional settings (e.g., those residing in nursing homes, assisted living communities) are important target populations for these programs. These client groups are especially vulnerable to developing and/or worsening mental health problems and, as such, represent a major practice focus for social workers (i.e., clinicalinterpersonal practice, family counseling, adult group work). Previous research indicates that particular social network typologies (e.g., socially isolated types) are related to depressive symptoms, disability, lower life satisfaction, elevated mortality and other adverse health and well-being factors. As a preventive measure, social network typologies can be used as a screening tool to identify persons who are at risk. In a similar vein, the information characterizing at risk social network typologies could be used to inform the development of interventions. For example, previous research indicates that persons who have socially isolated typologies tend to lack social support, the absence of which is associated with lower levels of health and well-being. With this knowledge, intervention strategies and programs could be designed to reconcile these network shortcomings by, for example, enhancing supportive interactions with existing network members and/or expanding or supplementing social network resources through group interventions. Prior to beginning the dissertation, my research focused predominantly on African American and Black Caribbean adults and gerontology. My research examines African Americans and Black Caribbeans as separate and distinct ethnic groups within the U.S. Black population, an approach that acknowledges the cultural heterogeneity existing within the Black American population. My research projects constitute two different areas of inquiry. The first research area broadly examines the social contexts of religious involvement. These studies, focused on African American and Muslim respondents: 1) assess characteristics of informal church-based and mosque-based social support (i.e., social support exchanged between congregants of a church/mosque) and negative interaction with congregants and 2) examine the relation between church-based social support and negative interaction with congregants and mental health outcomes. An additional line of investigation examines the association between religious participation and mental health. Overall, results from these projects suggest that religious participation and churchbased social support is protective against mental health problems and, further, negative interactions with congregants have adverse effects on mental health. Moreover, results suggest that specific individual characteristics are related to the receipt of church-based and mosque-based social support and negative interaction with congregants. My second area of research focuses on mental health and well-being. This research program evaluates the demographic correlates of mental health (e.g., depressive symptoms) and subjective well-being (e.g., life satisfaction, happiness, self-esteem), the relation between mental health and well-being assessments, and the relation between co-morbid mood and anxiety disorders and suicide and substance abuse disorders. The mosque-based social support study was based on a Muslim American sample from Southeast Michigan. I independently developed the study questionnare and collected original data. All analyses based on African American and Black Caribbean samples are based on nationally representative samples from the National Survey of American Life. Future Research Following the completion of my doctoral degree, I look forward to continuing and expanding my research on social support, social networks, and their implications for mental health and well-being in African Americans. More specifically, my future research program examining how social network typologies may differ according to age and ethnicity is organized around several different areas of work. Previous research indicates that characteristics of older adultsâ&#x20AC;&#x2122; social networks tend to differ from those of younger adults. For example, older adults tend to have more family and fewer friends and peripheral social

Ann W. Nguyen

Research Statement

partners in their networks than do younger adults. These differences in network characteristics may lead to identification of a different set of social network typologies among older African Americans than among younger African Americans. Alternatively, the network typologies of older African Americans may, in fact, be identical to those of younger African Americans. However, the prevalence rates for the typologies may differ between age groups. For instance, older adults tend to have more restricted, or limited, social networks. Consequently, I predict that while the range of typologies may be similar, the prevalence of restricted network typologies will be higher among older African Americans than their younger counterparts. I will also examine how social network typologies may differ for Black Caribbeans living in the U.S. in contrast to native African Americans. These questions build upon previous research demonstrating heterogeneity in social networks within the Black American population. Additionally, my research will evaluate the influence of church members on social network typologies. Similar to my dissertation research, this line of research will identify social network typologies among African American adults using additional data related to social relations with church congregants. That is, variables detailing the characteristics of social relations with congregants will supplement variables on family and friendship networks as typology indicators. In particular, variables on receipt of emotional support from congregants, frequency of contact with congregants, subjective closeness to congregants, and negative interaction with congregants will be additionally included as typology indicators. Church members are recognized as being an important part of African Americansâ&#x20AC;&#x2122; social networks. Thus, the inclusion of social relations with congregants is important for providing a fuller understanding of African Americansâ&#x20AC;&#x2122; social networks. Moreover, my future research will evaluate the relation between social network typologies and a range of psychiatric disorders, such as generalized anxiety disorder, posttraumatic stress disorder, and substance abuse/dependence disorder. These studies will determine whether belonging to a particular social network typology would increase the odds of being diagnosed with a specific psychiatric disorder. In sum, my current and previous research documents my commitment to focused research on ethnic and racial minorities. I plan to continue expanding my research program on Black Americans in an effort to develop a richer understanding of social support/social networks and their roles in the mental health and well-being of this diverse population.

Ann W. Nguyen

Teaching Philosophy

My approach to teaching is a collaborative one, in which everyone, including myself, is both a teacher and a learner. I value opportunities to learn from my students, and I constantly look for opportunities to facilitate peer learning. I also believe that the classroom should be a safe space for students to learn and grow. In order to maintain a safe and welcoming classroom environment, I work with students on the first day of class to develop a set of ground rules for class discussions, so that students could freely and comfortably express their thoughts without fear of ridicule or embarrassment. I strive to incorporate diverse teaching strategies that reflect these approaches and cultivate critical thinking, social justice awareness, and social change in students. These principles guide my work with undergraduate students, who I taught in discussion sections, as well as MSW student interns for whom I serve as a social work field instructor at the Child Advocacy Law Clinic (CALC) at the University of Michigan Law School. In my teaching, I aim to help students develop analytical skills that would enable them to critically think about the course materials as well as apply this critical thinking outside of the classroom. My goal is for students to feel comfortable with challenging the course materials and their own conceptions, judgments, and assumptions of the course materials. Furthermore, I seek to help students connect and apply their classroom learning to their lives. For example, I occasionally ask students to spend about 10 minutes in class writing a brief reflection paper, in which they are asked to think about how factors at the micro, mezzo, and macro level relate to and influence specific course topics. I encourage my students to think of how their own personal identities and background shape the way they relate to the topic, how the topic applies to them, and how students with different personal identities and from different backgrounds may relate to the topic differently from them. After students complete their reflection paper, I invite them to share their reflections with the class. This often produces very thoughtful and engaging class discussions, as students offer their own experiences and respond to other students’ experiences. Moreover, my goal for student learning is to foster a sense of social justice in students and to empower students as agents of social change. I believe that as a social work educator, it is my responsibility to help my students understand social justice issues related to the course’s subject and how they could enact social change. For instance, in my Introduction to Psychopathology discussion sections, I started the first day of the course with an interactive mental health trivia activity. I first read aloud a statement about mental illness (e.g., “People with mental illness are more likely to behave violently compared to the average person.”) to students, and students were instructed to determine if the statement was true or false. Students who believed the statement to be true were asked to form a group on one side of the classroom, and students who believed the statement to be false formed a second group on the opposite side of the classroom. I then asked each of the two groups to discuss amongst themselves why they believed the statement to be true/false and provide (anecdotal and empirical) supporting evidence if possible. After a few minutes of discussion, I asked each group to share their reasons for why they believed the statement to be true/false before revealing to them the correct answer. I repeated this process with a series of statements. This activity facilitated deep discussions of students’ assumptions about mental illness, how these assumptions shaped their understanding and judgments of mental illness and individuals with mental illness, and the implication of these assumptions for individuals with mental illness in our society.

Ann W. Nguyen

Teaching Philosophy

As an educator, I am mindful of students’ diverse learning styles, needs, abilities, and preferences. Thus, I am deliberate in my course preparation and teaching to integrate teaching modalities and activities that address a range learning styles and needs in order to create an inclusive classroom environment for my students. I use written and oral activities, such as minute papers, think-pair-share activities, and classroom discussions to accommodate students who are more linguistically inclined. Students who identify themselves as experiential learners tend to appreciate role-playing and simulation activities. Visual aid tools, such as video clips, images, concept maps, and Power Point slides are helpful for students who learn well visually. While I encourage students to actively participate in classroom discussions, I am mindful that some students are not comfortable speaking in front of the entire class. For this reason, I am conscious to include activities that involve discussions in dyads or small groups and individual activities to ensure that these students are able to more comfortably participate in class. Throughout my courses, I use multiple methods to evaluate student learning. I use short papers, such as muddiest point and minute papers, to assess students’ comprehension of the course material and problematic areas in the material. I also use graded and ungraded quizzes as a means to assess students’ comprehension of the course material. Short, ungraded quizzes are opportunities for students to assess their own learning. After students complete these quizzes, I review the answers with them. This is also an opportunity for me to facilitate peer learning; rather than giving students the answers to the quiz, I review each question individually and ask students to volunteer their answers. During this time, I solicit feedback from the class whenever students asked for the rationale for the correct answer or the rationale for an incorrect answer. As I have personally benefited from mentoring, I am keenly aware of how important mentoring is in academia. Accordingly, I use teaching as an opportunity to mentor students who seek me out as a mentor. From the first day of class to the last day of class, I continually encourage my students to consider me as a resource for navigating academia and to approach me if they would like support and/or guidance with their academic endeavors. I have also mentored undergraduate students on issues related to navigating academia, research, and applying to graduate programs through the Michigan Association of Psychology Scholars program at UM. One of my mentees from this program successfully completed her psychology honors program research project and is currently a doctoral student at the University of Southern California. A second mentee received a postbaccalaureate training award from the National Institutes of Health and is now a doctoral student at the University of Illinois at Urbana-Champaign. Being a mentor in UM’s university-wide Undergraduate Research Opportunity Program has enabled me to work with undergraduate students specifically on research projects, which included consulting with students on developing research ideas, collecting data, statistical analysis of data, and navigating ethical concerns in research. Additionally, as a social work field instructor at CALC, I serve as mentor to MSW student interns in addition to serving as a supervisor and teacher. For example, I work with MSW interns on issues of professional identity, preparation for the job market, licensure and testing, and challenges of the social work profession. Finally, I am passionate about teaching and improving my skills as an educator. As a result, I continually invite feedback on my teaching from students throughout the semester. I am conscious to provide students with multiple methods that they could use to provide me with feedback. In addition to the official, university-wide course evaluation administered at the end of

Ann W. Nguyen

Teaching Philosophy

the term, I provide students an opportunity to complete an anonymous mid-term teaching evaluation. In order to demonstrate to my students how much I value their feedback, after I have reviewed and collated the evaluations, I share with students the results from their evaluation and discuss changes that I will institute consequent to their feedback. I also encourage students to provide me with feedback during office hours or through email if they are more comfortable using these methods. Studentsâ&#x20AC;&#x2122; assessments and my personal self-reflections on my teaching has enabled me to continually improve and develop my skills as an educator, and I look forward to future opportunities to work with students and expand my teaching repertoire.

Lauren A. Reed Curriculum Vitae Department of Psychology 530 Church Street, 2056 East Hall Ann Arbor, MI 48109

Email: reedla@umich.edu Phone: 734-751-6122

EDUCATION Expected 06/2015

PhD, Social Work and Developmental Psychology University of Michigan, Ann Arbor, MI Doctoral Candidate Dissertation (tentative title): “Beyond the Checklist: A gendered, contextual approach to digital forms of dating violence among high school students” Dissertation Committee: Richard Tolman (Co-chair), L. Monique Ward (Co-chair), Katherine Richard-Schuster, and Marc Zimmerman

2012

Master of Science, Developmental Psychology University of Michigan, Ann Arbor, MI

2011

Master of Social Work: Interpersonal Practice, Children & Youth University of Michigan, Ann Arbor, MI Licensure: Limited License for Clinical Practice (received February 2014)

2009

Bachelor of Arts, Psychology with Honors University of Michigan-Dearborn, Dearborn, MI

RESEARCH INTERESTS Gendered violence prevention, youth violence prevention, positive youth development, digital media as a context and tool for dating violence, “digital dating abuse,” youth participatory action research, and media as a sexual socialization agent for youth. PUBLICATIONS (* indicates peer-reviewed) *Reed, L. A., Tolman, R. M., & Ward, L. M. (in press). Snooping and sexting: Dating violence in a digital media context. Violence against Women. Ward, L. M., Reed, L., Trinh, S., & Foust, M. (2013). Sexuality and entertainment media. In D. Tolman, L. M. Diamond, J. Bauermeister, J., William, G., Pfaus, J., & Ward, L.M. (Eds.), APA Handbook of Sexuality and Psychology, Volume 2: Contextual Approaches (pp. 373-423). Washington, DC: American Psychological Association.

Lauren A. Reed, Curriculum Vitae

MANUSCRIPTS IN SUBMISSION Manago, A.M., Ward, L.M., Lemm, K., Reed, L., & Seabrook, R. (revise and resubmit). Facebook involvement and objectified body consciousness: A model of gender differences in sexual health outcomes in young adulthood. (Submitted to Sex Roles) Reed, L. A., Tolman, R. M., & Safyer, P. (under review). Too close for comfort: The role of attachment insecurity in intrusive digital media behaviors in dating relationships. Seabrook, R., Ward, L. M., Reed, L., & Manago, A. (under review). Our scripted sexuality: The development and validation of a measure of the heterosexual script and its relation to television consumption. MANUSCRIPTS IN PREPARATION Reed, L. A., Lippman, J., Ward, L. M., & Tolman, R. M. Digital harm: Facebook involvement and engagement in on- and off- line dating abuse among college students. Lippman, J., Reed, L. A., & Ward, L. M. Menâ&#x20AC;&#x2122;s use of multiple media genres, gender attitudes, and digital forms of dating violence. Ward, L. M., Seabrook, R., Lippman, J., Manago, A., Reed, L. A., & Trinh, S. Exploring contributions of multiple media to self-sexualization among undergraduate women and men. DISSERTATION MANUSCRIPTS IN PREPARATION (tentative titles) Reed, L. A. Keeping tabs: The role of attachment insecurity in digital dating abuse among adolescent girls and boys. Reed, L. A. Beyond the checklist: A gendered approach to the motivation, experience, and consequences of digital dating abuse in adolescent dating relationships. Reed, L. A. Our on-line and off-line relationship: The association between digital dating abuse, relationship quality, and other forms of dating violence in adolescent dating relationships. OTHER PUBLICATION Hartmann, W. E. & Reed, L. A. (2014). Michigan Community Research and Action Student Workgroup, The Community Psychologist, 47 (3). Advance online publication. Can be accessed at http://scra27.org/publications/tcp/new-graduateprograms/#ioEeMURgDcTIKEzy.99.

Lauren A. Reed, Curriculum Vitae

CONFERENCE PRESENTATIONS (all peer-reviewed unless indicated) Reed, L.A., Tolman, R. M., Safyer, P. (November 2014). Too close for comfort: Attachment insecurity and electronic intrusion in dating relationships among college students. Presentation accepted for the Society for Social Work Research Annual Meeting in Tampa, FL. Reed, L. A. (March 2014). Digital harm: Facebook use, traditional gender beliefs, and dating aggression. Presented at the Society for Research on Adolescents Biennial Conference in Austin, TX. Reed, L. A. (January 2014). "Facebook Stalking" and "Textual Harassment": Attachment Anxiety as a Predictor of Digital Dating Behaviors. Accepted for poster presentation at the Society for Social Work and Research in San Antonio, TX. Reed, L. A. (October 2013). Digital dating abuse: Do media use and gender beliefs predict digital dating behaviors? Poster presented at the Life Course: Evolutionary and Ontogenetic Dynamics (LIFE) Academy in Constance, Germany. Reed, L., Ward, L. M., Tolman, R. (August 2013). Digital dating abuse: Do media use and gender beliefs predict digital dating behaviors? Poster presented at the American Psychological Association Annual Convention in Honolulu, HI. Pieper, K., Ward, L. M., Seabrook, R., Reed, L. A. (November 2013)Popular, Profitable and Problematic: Content and Effects of Realistic Media for Teens and Emerging Adults. Non-presenting co-author at the National Communication Association Annual Meeting in Washington, DC. Reed, L., Ward, L. M., Tolman, R. (November 2012). Sexting and Stalking: Digital Dating and Electronic Victimization. Presented at the Society for the Scientific Study of Sexuality Annual Meeting in Tampa, Florida. Reed, L., Tolman, R., Ward, L. M. (July 2012). Digital dating abuse: Digital media as a tool and context for adolescent partner violence. Paper accepted at the International Family Violence and Child Victimization Research Conference in Portsmouth, New Hampshire. Ward, L. M., Reed, L. Carlson, C., Johnson, J. (March 2012). Beyond the screen: Linking varied forms of media use to adolescents’ gender and sexual attitudes. Non-presenting co-author at the Society for Research on Adolescents Biennial Meeting in Vancouver, BC, Canada. Reed, L., Ward, L. M., Tolman, R. M. (August 2011). Measuring dating violence in a digital context. Poster presented at the Annual Convention of the American Psychological Association in Washington, D.C. Reed, L., Tolman, R. M. & Ward, L. M. (March 2011). The impact of adolescent boys’ reported dating violence victimization on their psychological well-being. Poster present at the Annual Meeting of the American Men’s Studies Association in Kansas City, MO. Reed, L., Ward, L. M. & Tolman, R. M. (March 2011). Adolescent media/technology use and digital dating abuse. Poster presented at the Annual Regional Meeting of the Society for the Scientific Study of Sexuality in Philadelphia, PA. Tolman, R. M. & Reed, L. (October 2010). Adolescent intimate partner violence. Workshop presentation at the Mott Children’s Health Center 38th Annual Tuuri Day Conference in Flint, MI. (not peer-reviewed) Evans, M., Reed, L., Rossi, M. & Watts, S. (April 2010). Fear of mortality: Relationships among end of life attitudes. Poster presented at the Annual Meeting of the Midwestern Psychological Association in Chicago, IL.

Lauren A. Reed, Curriculum Vitae

Reed, L., Fuller, E., Beddow, M., Bracey, H. & Matyas, R. (April 2009). Confidence in interpreting social cognition in minimal groups dyads. Poster presented at the Annual Meeting of the Midwestern Psychological Association in Chicago, IL. Reed, L., Cassens, J., Michalski, K., Masiarak-Byars, M. & Watts, S. (April 2009). Accuracy of social cognition in minimal groups procedure. Poster presented at the Annual Meeting of the Midwestern Psychological Association in Chicago, IL. Reed, L. & Matyas, R. (April 2008). Love attitudes in collectivist and non-collectivist cultures. Poster presented at the Annual Meeting of the Midwestern Psychological Association in Chicago, IL. RESEARCH FUNDING 2014 2014 2014 2013 2012

2012 2011

Arts of Citizenship Grant for Public Scholarship, University of Michigan $3,000 Psychology Department Dissertation Grant, University of Michigan $1,000 Rackham Graduate Student Research Grant, University of Michigan $3,000 Conference Travel Grant, Rackham Graduate School, University of Michigan $950 Barbara Perry Roberson Summer Research Award, Department of Psychology, University of Michigan $1,000 Conference Travel Grant, Rackham Graduate School, University of Michigan $950 Conference Travel Grant, Rackham Graduate School, University of Michigan $600

HONORS AND AWARDS 2014 2013 2013 2013 2013 2012 2009

Rackham Predoctoral Fellowship, Rackham Graduate School, University of Michigan Kellogg Family Endowed Fellowship, Kellogg Children and Family Fellow John & Penny Tropman Conference Networking Grant, School of Social Work, University of Michigan Community of Scholars Summer Fellowship, Institute for Research on Women and Gender, University of Michigan Harold T. and Vivian B. Shapiro Award, Joint Doctoral Program in Social Work and Social Sciences, University of Michigan Rackham Outstanding Graduate Student Instructor Award Nomination Graduate Scholar Award, Golden Key International Honour Society

Lauren A. Reed, Curriculum Vitae

RESEARCH EXPERIENCE 2014-present Principal Investigator Community-based intervention project: “Safe Off- and On-line Spaces:” Youth empowerment to end digital dating abuse, dating violence, and sexual assault at three high schools • One-year grant funding from the Arts of Citizenship program for Fall 2014Winter 2015. • Will utilize survey research data from three local high schools to inform pilot youth participatory action project to prevent on-line and off-line dating and sexual violence. 2013-present Principal Investigator Dissertation project: Digital dating abuse among high school students Collaborators: Richard M. Tolman, Ph.D. & L. Monique Ward, Ph.D. • Designed and implemented a survey study of 948 high school students assessing their experience with dating violence, digital dating abuse, sexual violence, and bullying. • Conducted data collection at three local high schools during the 20132014 school year. • Our aim for this project was to better understand the motivation, experiences, and consequences of digital dating abuse for adolescent girls and boys, and to inform our yearlong youth participatory action intervention project. • Currently conducting data analysis and writing manuscripts for dissertation. 2013-present Principal Investigator Focus Group Study: College students’ use of digital media in relationships • Designed and conducted a focus group study with college students (primarily underclassmen) on the topics of digital media use in friendships and dating relationships, positive and negative digital behaviors, and dating violence. • Facilitated ten focus groups with a total of 53 participants. • Currently conducting content analysis. 2010-2014

Principal Investigator Survey Research: Exploring digital dating abuse among college students Collaborators: Richard M. Tolman, Ph.D. and L. Monique Ward, Ph.D. • Utilized survey methods to investigate digital media (Internet and cell phones) as a context and tool for dating violence among 365 college students. • Created a survey measure of 19 digital dating abuse behaviors for use in this study. • Submitted two manuscripts from these data (one currently in press).

Lauren A. Reed, Curriculum Vitae

2010-2012

Research Assistant First Time Parents Longitudinal Study Principal Investigator: Richard M. Tolman, Ph.D. University of Michigan School of Social Work, Ann Arbor, MI • Investigated prenatal parenting behaviors, focusing on father behaviors, to determine the impact of parenthood on father motivation and the quality of relationships between parents. • This research aimed to prevent domestic violence and child maltreatment by promoting positive partner and father behaviors in men. • Data collection was completed in Winter 2013 and the team is now preparing manuscripts.

2009-present Research Assistant Media and Sexual Socialization Lab Principal Investigator: L. Monique Ward, Ph.D. • Collaborated with graduate and undergraduate colleagues to conduct a research program investigating the ways that traditional and digital media shape youth’s beliefs and behaviors about gender, sexuality, and dating violence. • Completed four waves of survey research data collection with college students. • Two co-authored manuscripts under review, and three in preparation. 2008-2009

Data Processing Intern Inter-university Consortium for Political and Social Research National Archive of Criminal Justice Data Supervisors: Julie Eady, M.A., Kaye Marz, and Tim Bynum, Ph.D.

TEACHING EXPERIENCE Winter 2013 Graduate Student Instructor Department of Psychology, University of Michigan Advanced Lab in Developmental Psychology (351-Undergraduate) Applied research methods lab course Average student rating of teaching excellence (out of 5): 4.97 Fall 2012

Graduate Student Instructor Department of Psychology, University of Michigan Advanced Lab in Developmental Psychology (351-Undergraduate) Applied research methods lab course Average student rating of teaching excellence (out of 5): 4.96

Winter 2012 Graduate Student Instructor Department of Psychology, University of Michigan Introduction to Developmental Psychology (250-Undergraduate) Average student rating of teaching excellence (out of 5): 4.88, 4.95, 4,90 Lauren A. Reed, Curriculum Vitae

Fall 2011

Graduate Student Instructor Department of Psychology, University of Michigan Introduction to Developmental Psychology (250-Undergraduate) Average student rating of teaching excellence (out of 5): 4.86, 4.88, 5

INVITED GUEST LECTURES AND PRESENTATIONS Fall 2014

Invited Volunteer Training Presentation Digital dating abuse and teen engagement in prevention Safe House Center, Ann Arbor, MI

Winter 2013 Guest Lecture Dating violence, digital dating abuse, and dating violence prevention Plymouth-Canton High School, Canton, MI Fall 2013

Invited Talk Sexting, stalking, and snooping: Dating violence in a digital media context Interdisciplinary Sexuality Seminar University of Wisconsin- Madison

Winter 2012 Brown Bag Presentation Sexting, Stalking, and Snooping: Dating Violence in a Digital Media Context Developmental Psychology Area Brown Bag Speaker Series University of Michigan Winter 2012 Guest Lecture Adolescent Dating Violence and Prevention Efforts School of Public Health Youth and Violence (Masters-level course) Winter 2011 Training workshop Digital dating abuse Co-presenter: Richard M. Tolman PULSE (student-run public health organization training meeting) Ann Arbor, MI Winter 2011 Guest Lecture Adolescent Dating Violence and Prevention Efforts School of Social Work, University of Michigan Children and Youth Services and Policy (633- Masters level course) Winter 2011 Guest Lecture Adolescent Dating Violence Co-presenter: Richard M. Tolman School of Public Health, University of Michigan Youth and Violence (Masters level course)

Lauren A. Reed, Curriculum Vitae

Fall 2011

Presentation Cyber-stalking, snooping, and expecting sexting: Use of digital media as tools for partner abuse. Co-presenter: Richard M. Tolman Sexual Assault: Tools for Safety, Knowledge for Change Teach-in Ann Arbor, MI

Fall 2011

Guest Lecture Dating Violence and Digital Dating Abuse Department of Psychology, University of Michigan Project Outreach (211-Undergraduate)

POST-MSW PRACTICE EXPERIENCE 2013-present Safe Off- and On-line Spaces: Youth empowerment to end digital dating abuse, dating violence, and sexual assault at three high schools Principal Investigator and Project Coordinator • Received grant funding to implement a one-year pilot intervention project in three local high schools. • Project utilizes youth participatory action methods to address on-line and off-line dating violence and sexual violence in these communities. • I will meet weekly with students to organize events, recruit additional students, meet with teachers and administration to garner support and communicate progress, and act as the facilitator for student meetings and workshops. • I will collect data to evaluate the design and implementation process of this project. 2012-present Safe House Center, Ann Arbor, MI Teen Voice Program Volunteer co-facilitator • Teen Voice is a teen-led, peer-to-peer educational dating violence and sexual assault prevention program. • I co-facilitate weekly member meetings, assist in teen training, and present workshops to members on topics of their choosing from academic literature on dating violence and sexual assault. PREVIOUS PRACTICE EXPERIENCE 2009-2010

Safe House Center, Ann Arbor, MI, Domestic violence and sexual assault services Interpersonal Practice Field Intern • Two-semester social work field internship in the emergency shelter for adult domestic violence survivors. • Completed a 40-hour training on domestic violence, sexual assault, and crisis intervention.

Lauren A. Reed, Curriculum Vitae

• • • • 2008-2009

Duties included crisis line intervention, case management, and cofacilitation of weekly shelter resident support group. Updated curriculum for shelter resident support group. Assisted in training shelter volunteers. Engaged in community outreach by giving presentations about Safe House Center services to local community groups and college students.

Growth Works, Inc., Canton, MI Psychology Field Intern • Growth Works is a non-profit organization that conducts family-centered behavioral intervention and substance abuse treatment for youth. • Co-facilitated a weekly treatment group with teenagers to reduce involvement in illegal activities and violence. Coordinated efforts with facilitators of a group comprised of teens’ parents and family members. • Co-facilitated a weekly treatment group with youth and their parents to prevent substance abuse.

SERVICE TO PROFESSION 2010

Guest Reviewer Research on Social Work Practice Supervised by Brian Perron, Ph.D., Editorial Board Member

DEPARTMENTAL/UNIVERSITY SERVICE AND MENTORING 2014

Recruiting, Office of Student Services Joint Social Work & Social Sciences Doctoral Program Council for Social Work Education Annual Conference in Tampa, FL

2014

Panel Member, School of Social Work, Doctoral Student Orientation

2013

Panel event coordinator, Michigan Community Research & Action Workgroup

2013-present Departmental Associate, Department of Psychology, University of Michigan 2013-2014 2012-2013

Graduate Student Council member, Department of Psychology, University of Michigan Graduate Student Representative, Student Academic Affairs Committee, Department of Psychology, University of Michigan

2011-2013

Brown Bag Committee, Developmental Psychology, University of Michigan

2012

Panel Member, “Life as a Doctoral Student” Brown Bag lunch presentation for potential students, School of Social Work, University of Michigan

2012

Panel Member, Doctoral Student Orientation, School of Social Work

Lauren A. Reed, Curriculum Vitae

2011-2012

Michigan Association of Psychology Scholars, Workshop for undergraduate students on applying to graduate school, panel member

2009-2012

Graduate Student Mentor, Michigan Association of Psychology Scholars, University of Michigan

2009-2011

Social Committee Co-Chair, Doctoral Student Organization, School of Social Work

2010

Recruiting, Office of Student Services Joint Social Work & Social Sciences Doctoral Program Council for Social Work Education Annual Conference in Portland, OR

2009

Social Committee, Developmental Area, Department of Psychology, University of Michigan

RELEVANT TRAINING EXPERIENCES 2013-present The Life Course: Evolutionary and Ontogenetic Dynamics program (LIFE) International university collaboration and research exchange program for scholar studying lifespan development. 2013

Community of Scholars Summer Seminar Institute for Research on Women and Gender, University of Michigan

2013

Qualitative Methods: Design and Interviewing Survey Research Center, University of Michigan

2012

Teaching Writing in the Social Science Disciplines Sweetland Writing Center, University of Michigan

2012

Structural Equation Modeling Workshop Center for Statistical Consultation and Research, University of Michigan

2011

Hierarchical Linear Modeling WorkshopCenter for Statistical Consultation and Research, University of Michigan

2009

Domestic Violence and Sexual Assault Crisis Intervention Training Safe House Center, Ann Arbor, MI

PROFESSIONAL MEMBERSHIPS • • • •

Council for Social Work Education, Associate member Michigan Community Research & Action Workgroup, Member University of Michigan Injury Center Society for Community Research and Action, Student Member

Lauren A. Reed, Curriculum Vitae

• • •

Society for Research on Adolescence, Student Member American Psychological Association, Graduate Student Affiliate Society for the Psychological Study of Social Issues

REFERENCES Richard M. Tolman, Professor (Co-chair) School of Social Work University of Michigan 1080 S. University Ann Arbor, MI 48109 Office Phone: 734-764-5333 Email: rtolman@umich.edu L. Monique Ward, Professor (Co-chair) Department of Psychology University of Michigan 530 Church St. Ann Arbor, MI 48109 Office Phone: 734-764-0430 Email: ward@umich.edu Katherine Richards-Schuster, Assistant Professor (Committee) School of Social Work University of Michigan 1080 S. University Ann Arbor, MI 48109 Office Phone: 734-615-2118 Email: kers@umich.edu Marc Zimmerman, Professor (Committee) Public Health (Health Behavior and Health Education) and Psychology Center for Human Growth and Development University of Michigan 3702 SPH I 1415 Washington Heights Ann Arbor, Michigan 48109 Office Phone: (734) 647-0224 Email: marcz@umich.edu

Lauren A. Reed, Curriculum Vitae

Lauren Reed, Doctoral Candidate Research Statement As an interdisciplinary scholar studying “digital dating abuse” among adolescents and young adults, I am interested in youth violence prevention and positive youth development. My research program and social work practice have focused on 1) understanding diverse forms of media engagement as important contexts (or medium) of socialization for beliefs and behaviors around sex, gender, and dating, 2) exploring the use of digital media (Internet and cell phones) as a gendered space for dating violence, and 3) utilizing this research for youth participatory research and action in community settings (schools and community centers). This work arose from my unique position as a practitioner and researcher with interdisciplinary training in social work and developmental psychology. Although digital media played a large role in the abusive experiences of my clients at intimate partner violence service agencies, it went largely unnoticed in service provider trainings and the research literature. Therefore, I developed a program of research using multiple methods and settings to study the intersection of digital media and dating violence.

Dating violence is a pressing social issue among young people, and nationally representative data estimate that 9.4% of adolescents experience physical dating violence and 30% of youth ages 12-21 report psychological dating violence (CDC, 2011; Halpern et al., 2001). Digital media, including the Internet and cell phones, have become a widespread and important context for youth’s dating relationships. Although there are both positive and negative aspects of digital media use in relationships, the new ubiquity of social media has raised concerns about the role these technologies play in harmful or abusive dating behaviors. In my research, I use the term “digital dating abuse” (DDA) to describe a repeated pattern of behaviors to control, pressure, or threaten a current or former dating partner through the use of the Internet or cell phones (Reed, Tolman, & Ward, in press). Examples of DDA behaviors include pressuring a partner to send a sexual or nude photo, monitoring a partner’s whereabouts and activities, and sending mean or harassing messages via text or social media. A study using a nationally representative sample found that 56% of youth reported DDA experiences (Korchmaros et al., 2013). Despite the prevalence of DDA, the impacts of DDA experiences are poorly understood and little is known about how digital spaces function to shape youth’s larger social worlds. In this way, my research will help better understand the impact of gendered violence on adolescents, and will assist service providers in validating and appropriately responding to the experiences of gendered violence among today’s youth. My research program expands on the scant DDA literature by proposing new ways to measure the motivation, experience, and consequences of DDA in gendered digital spaces. I have utilized survey research, focus groups, and youth participatory action methods. Theoretically, I draw from perspectives that consider individual psychological development as embedded in sociocultural environments and approach social change as a collaborative, empowering, and community-based process. Previous and Current Research My research conceptualizes digital media as a “co-constructed” space in which youth simultaneously consume and create media, intertwining their off-line and on-line social worlds (Subrahmanyam & Smahel, 2011). Consequently, digital media are one important context in which youth develop ideas about dating, gender, violence, and sexuality. Below I have outlined my current and future research on: digital media as a context for gender and sexual socialization, digital dating abuse among college students and adolescents, and the application of this research to youth participatory action research. Digital dating abuse among college students. For my initial research study in this area, I created a new survey measure of DDA with my advisors L. Monique Ward and Richard Tolman. This measure

Lauren Reed, Doctoral Candidate Research Statement asked participants to report their lifetime and past year victimization and perpetration experiences with 19 potentially abusive DDA behaviors. Example items included “My dating partner looked at my private information on a cell phone or computer without permission” and “I pressured my dating partner to take a sexually suggestive/nude photo using the Internet or a cell phone.” Using this measure, we collected data from 365 college students on their experiences with digital media, dating violence, and digital dating abuse. A paper describing these data, which will soon appear in Violence Against Women, was one of the first to measure and frame potentially harmful digital dating behaviors as dating violence (Reed, Tolman, & Ward, in press). We found that using digital media to monitor a partner’s whereabouts and activities, monitoring who a dating partner talks to and is friends with, and looking at private information without permission were the most common DDA behaviors reported. Young women and men reported the same rates of overall number of DDA behaviors. However, we also found that experiences of DDA differ for women and men. Namely, women and men differed in rates of reporting certain DDA tactics and women reported more negative responses to sexual messaging than men (i.e., men were likely to pressure women for digital sexual behaviors, and women reported more negative emotional responses to sending or receiving digital nude photos than men). We also found that DDA was strongly associated with other forms of dating violence (e.g., sexual, psychological, and physical violence).

A second paper from these data explored the contributions of individual developmental factors in the perpetration of “electronic intrusion” (EI) (Reed, Tolman, & Safyer, under review). EI is measured using the three most commonly reported DDA behaviors from our measure, as discussed above. We found that high levels of attachment anxiety were associated with greater EI for college women and men, and high levels of attachment avoidance were associated with less EI for women only. Results suggest that digital media may create a cycle of anxiety for anxiously attached individuals, as it both triggers relationship anxiety and provides a means for engaging in EI to relieve this anxiety. In addition to survey research, I sought to infuse youth’s perspectives into the emerging literature on DDA by conducting focus groups with college students. I am currently analyzing these data to better understand how college students are experiencing digital media and DDA behaviors in their relationships, if and when they frame these behaviors as a problem, and if gender differences in experiences emerge. Digital media as a context for college students’ gender and sexual socialization. Digital media are only one part of youth’s larger co-constructed media environment, which also includes television, movies, and music videos. Digital media are also used as platforms to share, comment, and consume these more traditional forms of media. Together, these media help socialize youth about cultural expectations for women, men, and sexual relationships. These lessons include messages—and often myths—about dating violence and relationship power dynamics. I have therefore engaged in a line of research investigating the ways that traditional and digital media shape youth’s beliefs and behaviors about gender, sexuality, and dating violence. I worked with the Ward Media and Sexual Socialization Lab to design and conduct surveys of college students’ gender beliefs, dating experiences, and media use over four consecutive semesters. Several papers have emerged from this project. One survey study, which has been revised and resubmitted to Sex Roles, used survey reports from 815 college students and structural equation modeling to show that Facebook involvement (social investment, passive use, active use, and minutes used per day) predicted objectified body consciousness, which in turn predicted higher levels of body shame among both women and men, and lower levels of sexual assertiveness among women (Manago, Ward, Lemm, Reed, & Seabrook,

Lauren Reed, Doctoral Candidate Research Statement revise and resubmit). Another paper found that media, and reality television in particular, contain frequent references to and reinforce rigid stereotypical sexual scripts for dating among college women (Seabrook, Ward, Reed, & Manago, under review). This paper validated a Heterosexual Script measure that can be used to assess endorsement of these sexual scripts.

Digital dating abuse among high school students. Throughout my graduate education, I volunteered in community agencies and schools to present workshops on DDA and the creation of safe “digital boundaries” in relationships. After attending one of these workshops, a high school principal became interested in collaborating to conduct research and develop programming to prevent dating violence, sexual assault, and DDA among students in this school. I worked with administration from three local high schools to design a survey study addressing these broad questions: 1) How have digital media become a gendered, co-constructed space for problematic dating behaviors and dating violence among high school students? 2) What is the role of gender in the motivation, experience, and consequences of DDA for high school students? This survey study of 948 high school students advanced research on DDA by exploring new ways of measuring the context and gendered experience of DDA. For this study, we modified our DDA measure (Reed, Tolman, & Ward, in press) to ask participants about their experience with 18 behaviors in their current or most recent dating relationship. Participants were also given follow-up questions to glean contextual information about the most recent incident of each behavior reported. For example, follow-up questions asked participants whether the incident upset them, or asked what motivated them to perpetrate a behavior. Participants also reported on their experience with other forms of dating violence and on the quality and power dynamics of their most recent relationship. Focusing on one relationship and obtaining contextual information about DDA experienced will allow for an unprecedented exploration of digital media as a gendered space for dating violence. Dissertation and Future Directions To date, my research has helped develop a basic understanding of digital media as a space in which dating violence occurs among youth. We have used this knowledge to develop new ways to measure the motivations, experiences, and consequences of DDA. We know that DDA is common, differentially impacts young women, and is strongly associated with other forms of dating violence. Looking forward, my dissertation and future research will emphasize contributions to social developmental theory and apply theory to practice for community-based interventions involving active collaborations with youth and youth-serving institutions. My dissertation research is a “first look” at the results of my large high school survey study. The three-paper dissertation: 1) attempts to replicate and expand on my previous study of attachment orientation and electronic intrusion, 2) describes the experience of DDA (frequency, distress experienced, and emotional and behavioral responses) among high school girls and boys, and 3) investigates possible associations between DDA victimization and perpetration, relationship quality and power, and other forms of dating violence among high school students. All three papers will focus on how the experience of DDA may or may not differ for girls and boys. There are also more data in the high school DDA survey to explore. In future analyses, I plan to investigate how youth’s social networks can help prevent and intervene in DDA and bullying by looking at whom youth talk to and depend on when they experience various forms of violence. I will further explore the contribution of traditional gender beliefs to the motivation, experience, and consequences of DDA. I will conduct analyses concerning the gendered experience of “sexting”

Lauren Reed, Doctoral Candidate Research Statement (sending or receiving sexual or nude photos), examining youth’s motivations for sending and pressuring others for these photos. I will also investigate links between DDA experiences and students’ perceptions of school climate, including the frequency of and school staff response to racist, sexist, and homophobic speech and on-line communication.

In the next phase of my collaboration with local high schools involved in this DDA study, survey data will be used to support youth-led efforts to prevent dating and sexual violence in their on-line and off-line communities. I received grant funding to launch a one year pilot project called “Safe Onand Off-line Spaces: Youth empowerment to end digital dating abuse, dating violence, and sexual assault at three high schools.” This project, inspired by my involvement with another communitybased teen-led dating violence prevention program, seeks to put youth at the center of on-line and off-line gendered violence prevention in their communities. The aims of this intervention project include: 1) Working with leaders among school administrators, teachers, and students to find creative ways to disseminate survey research findings to the school community, 2) Developing interactive student-led workshops on topics related to dating violence and digital dating abuse, sexual violence prevention, and digital boundaries in healthy relationships, 3) Forming a sustainable, student-led group that will continue peer education and social action projects, and 4) Evaluating the process of developing and implementing this project, focusing on how youth participation can influence larger communities and create institutional change. The larger process represented by these collaborative works—the use of survey research to develop a more complete, community-grounded understanding of social issues facing youth in order to mobilize for social change—is representative of where I see my research going in the future. I intend to continue collaborating with youth and schools to meet the growing need for “safe on- and off-line spaces,” and also confronting a broader range of barriers to positive youth development through participatory action and research methods.

Lauren Reed, Doctoral Candidate Teaching Philosophy Statement

As an interdisciplinary teacher and scholar, I encourage critical thinking, collaboration, and inclusivity in class content and climate. My teaching integrates social work and psychology values to promote an ecological perspective on social issues experienced across the lifespan, with understanding that building solutions requires individual and community level collaborations for social change. I also believe that mentoring is an essential component of teaching, as it provides the opportunity to address students’ learning needs on an individual basis and support individual career goals. Teaching Training and Experience: I am dedicated to developing my teaching skills as an important aspect of my career. I have taught undergraduate students as a Graduate Student Instructor (GSI) for four semesters, including two semesters teaching Introduction to Developmental Psychology and two semesters teaching research methods in the Advanced Lab in Developmental Psychology. For each of these classes, I was responsible for planning and teaching discussion sections to supplement course lectures. In teaching Introduction to Developmental Psychology, I provided a contextual and ecological perspective on developmental periods across the lifespan. In the Advanced Lab in Developmental Psychology, I facilitated students’ hands-on experience collecting data and designing research studies, working collaboratively with school communities to connect research methods to real-world issues and important developmental questions. Written communication is central to building social work and psychology knowledge through scholarship, advocating for clients, and securing funding for projects. However, writing is often a struggle for students and a major source of stress. Through teacher training at the Center for Research on Learning and Teaching (CRLT) and a seven-week course on Teaching Writing in the Social Science Disciplines at the university Writing Center, I enhanced my teaching by incorporating group work and writing assignments in my syllabi. The feedback I provide on students’ writing is a crucial intervention motivating students’ improvement. I have honed my feedback on student writing, focusing on either broad conceptual issues or more specific line editing. I avoid overwhelming students with confusing and conflicting feedback that is difficult to incorporate into the revising process. My experiences as a social work practitioner inform my teaching, as I draw from my practice experiences to illustrate concepts. For example, I use my experience in family-focused counseling with adolescents to illustrate how social environments influence individual development and well-being. I discuss how working with adolescents that struggle with substance abuse issues was much more effective when we engaged their family in supporting their sobriety and addressed substance use at the community level with school counselors and law enforcement. Here, social work practice and psychology can be successfully integrated to present material in new and engaging ways. My research and practice have also included a focus on digital media (Internet and cell phones) and I integrate digital media as both a teaching tool and course content, as digital media impact social issues and can be utilized for more effective community engagement and practice. Critical Thinking, Collaboration, and Inclusivity: I structure my classes to encourage critical thinking and active engagement with material. For example, I created a lesson about media and adolescent sexual socialization that asked students to watch popular music videos and analyze the videos and lyrics for messages about sexuality and gender stereotypes. Students were surprised to find that some of their favorite songs contained frequent messages promoting rigid

Lauren Reed, Doctoral Candidate Teaching Philosophy Statement

gender norms of male violence and dominance in relationships, and female passivity and sexual objectification. This activity illustrated theories of media effects and sexual socialization in a way that was relevant to the students’ everyday experience, promoted critical thinking about media consumption, and connected course content and popular culture to important social issues. This lesson is also an example of how I use media in the classroom. I encourage students to collaborate with one another to improve their learning process, especially during preparation for papers and exams. During my first semester of teaching, a few of my students were struggling to perform well on course exams. When my initial suggestions did not improve their scores, I reached out to high-scoring students and asked them to share their study habits and tricks for this particular course. I compiled and de-identified their feedback to create a worksheet of “Study Tips for Intro to Developmental Psychology” to distribute to students. Students found these new tips helpful, and a student shared with me that this helped her prepare for and improve her grade on the next exam. In this way, I utilized the expertise and skills of my students to help others actively engage with material through effective study skills. I seek to create an inclusive classroom climate in which all student voices are valued. Much of the research in social work and psychology is based on privileged majority and perspectives (e.g., white, male, and heterosexual). Therefore, I make it a priority to allow space for other kinds of experiences, and to include work by and with women, ethnic and racial minorities, sexual minorities, and those living in poverty. I encourage discussion of contextual influences on development (e.g., culture) and integrate issues of oppression and privilege into lessons on individual development at a particular point in the lifespan. A student stated in my teaching evaluation: “I really appreciate your sensitivity to other viewpoints and the importance of culture in affecting individuals' experiences. I've never had a GSI who so naturally brought up issues with heteronormativity; it made me feel willing to speak up and contribute to discussion.” In this way, my position as an interdisciplinary scholar helps me to raise ideas of social justice and oppression in psychology courses. Formal and Informal Mentoring: Through my various rewarding teaching and mentoring experiences, I have worked to pass on my skills and knowledge to the next generation of scholars, activists, and practitioners. I make it a priority to take time for students inside and outside the classroom, encouraging students to meet with me about many issues, including their progress in my courses, research ideas, graduate school options, and letters of recommendation. Our university has no undergraduate social work degree, and I have become the “go-to” person in the Department of Psychology for mentoring students on graduate school and career options in social work and interdisciplinary fields. I also mentor younger graduate students through our “buddy” program, and I continue to meet with my five generations of buddies to give advice and support throughout their program. Teaching Interests I am prepared and excited to teach foundation courses in social work theory and research methods, broad courses in psychology and adolescent development, and courses on my topics of interest including gendered violence, media and sexual socialization, human sexuality, feminist psychology and critical feminist theory, and youth and community participatory action research.

Ninive Sanchez, MSW (734) 757-0436 • ninive@umich.edu School of Social Work University of Michigan 1080 S. University Ave. Ann Arbor, MI., 48109 EDUCATION_________________________________________________________________ Fall '09-present

Ph.D. Social Work and Social Science (Psychology) University of Michigan, Ann Arbor, MI. Dissertation Title: Medical Visits and Media Portrayal of Adolescents and Women with Polycystic Ovary Syndrome (Expected defense May 2015)

12/07

Master of Social Work (Concentration: Community Organization, Community & Social Systems) University of Michigan, Ann Arbor, MI.

05/06

Bachelor of Arts, Psychology, Minor in Public Health University of Southern California, Los Angeles, CA.

PEER-REVIEWED ARTICLES__________________________________________________ Delva, J., Han, Y., Sanchez, N., Andrade, F. H., Sanhueza, G., & Krentzman, A. (in press). Spirituality and alcohol consumption among adolescents in Chile: Results of propensity score stratification analyses. Social Work Research. Delva, J., Lee, W., Sanchez, N., Andrade, F.H., Grogan-Kaylor, A., Sanhueza, G., & Ho, M. (2014). Ecological factors and adolescent marijuana use: Results of a prospective study in Santiago, Chile. International Journal of Environmental Research and Public Health, 11(3), 3443-3452, doi:10.3390/ijerph110303443 Sanchez, N. (2014). A life course perspective on polycystic ovary syndrome. International Journal of Women’s Health, 6, 115-122. doi: 10.2147/IJWH.S55748 Ho, M., Sanchez, N., Maurizi, L., Bares, C.B., Grogan-Kaylor, A., & Delva,. J. (2012). Examining the quality of adolescent-parent relationships among Chilean families. Child & Adolescent Social Work Journal, 30(3), 197-215. doi: 10.1007/s10560-012-0289-6 Horner, P., Sanchez, N., Castillo, M., & Delva, J. (2012). Parental perceptions of neighborhood effects in Latino comunas: the script of “the Delinquent” in understanding drug use, violence, and social disorganization. Substance Use & Misuse, 47(7), 809-820. doi: 10.3109/10826084.2012.671647 Sanchez 1 of 10

Sanchez, N., Grogan-Kaylor, A., Castillo, M., & Delva, J. (2010). Sexual intercourse among adolescents in Santiago, Chile: A study of individual and parenting factors. Pan American Journal of Public Health, 28(4), 267-274. Momper, S., Delva, J., Grogan-Kaylor, A., Sanchez, N., & Volberg, R.A. (2010). The association of at risk, problem, and pathological gambling with substance use, depression, and arrest history. Journal of Gambling Issues, 24, 7-32. doi: 10.4309/jgi.2010.24.3 Delva, J., Dietz, N.A., Perron, B., Sanchez, N., & Woolley, M.E. (2009). Adult awareness of a youth-focused anti-tobacco campaign: Does having children matter? Substance Use & Misuse, 44(6), 763-774. doi: 10.1080/10826080802484363 MANUSCRIPTS IN PROGRESS_________________________________________________ Patton, D.U., Sanchez, N., & Fitch, D. (in progress). "I know God's Got a day 4 me": The importance of Twitter for enhancing social workersâ&#x20AC;&#x2122; understanding of trauma: A case study of a Chicago gang member. Advances in Social Work. Special Issues on Technology, the Internet, and Social Work Practice. Delva, J., Antonakos, C., Horner, P., Sanchez, N., & Andrade, F.H. (in progress). Marijuana use and discrimination. Translational Issues in Psychological Science. Special Issue on Prejudice and Discrimination. BOOK CHAPTERS____________________________________________________________ Delva, J,. Horner, P,. & Sanchez, N. (2014). Adolescent pregnancy in Chile: A social, cultural, and political analysis. In A. Cherry and M. Dillon (Eds.), International Handbook of Adolescent Pregnancy: Medical, Psychosocial, and Public Health Responses (pp. 225-240). Springer, NY. Delva, J., Grogan-Kaylor, A., Andrade, F., Hynes, M., Sanchez, N., & Bares, C. (2013). An agenda for longitudinal research on substance use and abuse with Hispanics in the U.S. and with Latin American populations. In Y. Thomas, L. Price, & A. Lybrand (Eds.), Drug use trajectories among African American and Hispanic youth. Springer. Bares, C.B., Delva, J., Hynes, M., & Sanchez, N. (2012). Adolescent tobacco use in the Americas: The link with depression and anxiety. In V. Olisah (Ed.), Mental Health / Book 2. InTech Pubs.

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CONFERENCE PRESENTATIONS______________________________________________ Sanchez, N. (2014, October). Comorbid mental health and polycystic ovary syndrome in U.S. medical visits. Poster to present at the Council on Social Work Education Annual Program Meeting, Tampa, FL. Sanchez, N. (2014, October). Communications of community violence among youth on Twitter: Implications for social work. Poster to present at the Michigan Institute for Clinical and Health Research Symposium â&#x20AC;&#x153;Coloring Outside the Lines: Innovating and Collaborating in the Changing World of Health Researchâ&#x20AC;?. Medical School, University of Michigan, Ann Arbor, MI. Sanchez, N. (2013, November). Advancing social work research and practice on polycystic ovary syndrome. Paper presented at the Council on Social Work Education Annual Program Meeting, Dallas, TX. Delva, J., & Sanchez, N. (2012, November). Training emerging scholars on responsible conduct of research: Administrative challenges and solutions. Paper presented at the Council on Social Work Education Annual Program Meeting, Washington, DC. Sanchez, N., Hollingsworth, L.D., Gant, L.M., Miller, P. (2012, June). Providing technical assistance to urban communities: Development of a guide for community members. Poster presented at the Interdisciplinary Scholarship for Community Practice in the 21st Century conference. School of Social Work, University of Michigan, Ann Arbor, Michigan. Sanchez, N., Bares, C.B., Andrade, F., Grogan-Kaylor, A., Castillo, M., & Delva, J. (2011, January). Psychological and health predictors of self-rated health among adolescent smokers in Santiago, Chile. Poster presented at the Society for Social Work and Research Annual Conference, Tampa, Florida. Sanchez, N., Grogan-Kaylor, A., Castillo, M., & Delva, J. (2010, January). Sexual activity among adolescents in Santiago, Chile: An examination of the role of peers, parents, families, and neighborhoods on youth sexual development. Poster presented at the Society for Social Work and Research Annual Conference, San Francisco, California. Delva, J., Sanchez, N., Lorenzo-Blanco, E., Horner, P., Hallman, S., Grogan-Kaylor, A., Castillo, M., & Encino, P. (2010, January). Self-reported discrimination and substance use among adolescents in Santiago, Chile. Poster presented at the Society for Social Work and Research Annual Conference, San Francisco, California. Lee, W., Grogan-Kaylor, A., Sanchez, N., Castillo, M., & Delva, J. (2010, January). The relative impact of crime, poverty and physical environment on youth substance use in seven neighborhoods in Santiago, Chile. Poster presented at the Society for Social Work and Research Annual Conference, San Francisco, California.

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Ho, M., Sanchez, N., Delva, J., & Grogan-Kaylor, A. (2010, April). Predictors of relationship quality between adolescents and their parents in Santiago, Chile. Poster presented at the 24th National Conference on Undergraduate Research, Missoula, Montana. Horner, P., Sanchez, N., Castillo, M., & Delva, J. (2009, November). Parental perceptions of neighborhood effects in Latino comunas. Oral paper presented at the Council on Social Work Education Annual Program Meeting, San Antonio, Texas. Sanchez, N., Grogan-Kaylor, A., Castillo, M., & Delva, J. (2009, October). Sexual intercourse among adolescents in Santiago, Chile: A study of individual and parenting factors. Poster presented at the National Hispanic Science Network on Drug Abuse Annual Conference, Miami, Florida. Delva, J., Bares, C., Andrade, F., Sanhueza, G., Sanchez, N., Horner, P., Castillo, M., & GroganKaylor, A. (2009, October). Religion and substance use: A study of urban Chilean adolescents. Poster presented at the National Hispanic Science Network on Drug Abuse Annual Conference, Miami, Florida. Horner, P., Grogan-Kaylor, A., Sanchez, N., Castillo, M., & Delva, J. (2009, October). Understanding structural and agentic forces in tobacco, alcohol, and marijuana use among Latin American adolescents. Poster presented at the National Hispanic Science Network on Drug Abuse Annual Conference, Miami, Florida. Horner, P., Sanchez, N., Castillo, M., & Delva, J. (2009, June). Parental perceptions of neighborhood effects in Latino comunas: The script of â&#x20AC;&#x153;the Delinquentâ&#x20AC;? in understanding drug use, violence, and social disorganization. Poster presented at the National Institute on Drug Abuse International Forum and College on Problems of Drug Dependence Annual Scientific Meeting, Reno, Nevada. Delva, J., Grogan-Kaylor, A., Sanchez, N., Castillo, M., & Callazo, M. (2009, June). Maternal depression, family stressors, and youth marijuana involvement: A longitudinal investigation in Santiago, Chile. Poster presented at the National Institute on Drug Abuse International Forum and College on Problems of Drug Dependence Annual Scientific Meeting, Reno, Nevada. Delva, J., Lorenzo-Blanco, E., Horner, P., Hallman, S., Sanchez, N., Grogan-Kaylor, A., & Castillo, M. (2009, June). Association between discrimination and substance use is not limited to the U.S.: Preliminary evidence from the Santiago Longitudinal Study. Poster presented at the National Institute on Drug Abuse International Forum and College on Problems of Drug Dependence Annual Scientific Meeting, Reno, Nevada. Sanchez, N., Delva, J. & Grogan-Kaylor, A. (2009, March). Association among school experiences, school drug use prevention, and cigarette, alcohol, and marijuana use: Results of a community-based study of youth in Santiago, Chile. Poster presented at the Annual Research Administration Services and Doctoral Office Research Retreat. School of Social Work, University of Michigan, Ann Arbor, Michigan. Sanchez 4 of 10

RESEARCH TRAINING GRANTS_______________________________________________ Summer 2014

Trainee, Michigan Institute for Clinical & Health Research (MICHR), Health Disparities Summer Program, Medical School, University of Michigan MICHR is a National Institutes of Health, National Center for Advancing Translational Sciences grant. The goal of the program is to engage trainees in health disparities research and translation of findings into individual, community, and policy interventions. I coded and analyzed communications about community violence and trauma on social media (e.g. Twitter) and was second author on a manuscript. Participated in group learning activities in health disparities research such as interactive seminars and field visits to community partner sites. Observed a biomedical Internal Review Board meeting. Reviewed and scored grants in a mock, structured grant application review meeting. Co-facilitated dialogue on health disparities with masters- and doctoral-level students from diverse disciplines.

Summer 2007

Trainee, Minority Health & Health Disparities International Research Training (MHIRT) Program, Center for Human Growth & Development, University of Michigan MHIRT is a National Institutes of Health, National Institute on Minority Health and Health Disparities grant for students that show promise to pursue a career in health disparities research. Conducted systematic neighborhood observations and home interviews about neighborhood perceptions in Santiago, Chile. Received training in cultural sensitivity and research methods.

RESEARCH EXPERIENCE____________________________________________________ 8/10-4/13

Research Assistant, Technical Assistance Center, School of Social Work, University of Michigan Reviewed documentation on technical assistance provided to communities in Detroit, Michigan, that participated in the Skillman Foundationâ&#x20AC;&#x2122;s Good Neighborhoods initiative. Conducted semi-structured interviews with technical assistance providers. Collaborated in writing a guide on technical assistance for community members that focused on improving safety, health, education, and preparing youth for the future.

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6/12-9/12

Research Assistant, Re-tooling Michigan’s Child Support Enforcement Project, School of Social Work, University of Michigan, and the State of Michigan Office of Child Support Completed web-based training on the structure and function of the State of Michigan Child Support Enforcement System (MiCSES) at the Washtenaw County Trial Court. Assisted in the merging, preparation, and cleaning of very large, complex MiCSES data. Conducted univariate and bivariate analyses of predictors of payment (e.g. gender, race, ethnicity, welfare status) and wrote well-commented syntax using STATA for multivariate analyses to identify indicators and enforcement interventions (e.g. withholding income) that predicted payment.

1/9/11-3/8/11

Research Assistant, VisionSpring, School of Social Work and Ross School of Business, University of Michigan Assisted in cleaning data on an intervention that provided low cost reading glasses to individuals in Andhra Pradesh, located in rural India. Conducted a descriptive analysis using nationally representative survey data from India to assess whether demographics (e.g. age, gender, marital status, education, number of people in the household, and income) from the study sample paralleled those of districts in Andhra Pradesh.

9/07 – 8/10

Project Coordinator, The Santiago Longitudinal Study, School of Social Work, University of Michigan Coordinated a National Institute on Drug Abuse-funded RO1 (DA021181) longitudinal study of substance abuse and mental health among adolescents and their families in Santiago, Chile. Responsible for the dayto-day management of project activities. Assisted in the development of instruments, helped create and manage the project database, and traveled to Santiago to set up the data collection infrastructure and supervise data collection. Responsible for data preparation activities and overall liaison between research teams in Chile and Michigan.

TEACHING EXPERIENCE & TRAINING________________________________________ Winter & Fall 2012

Graduate Student Instructor, Psychology Department, University of Michigan Taught an advanced research methods laboratory in developmental psychology (Psychology 351). Handled a weekly, 1‐1/2 hour section of 20 students. Led group exercises on writing research reports, research methods, and data analysis. Supervised research studies conducted with preschool and elementary school children, held office hours, and graded APA‐style reports and other written assignments and quizzes. Met weekly with the course professor and consulted individually with students on major writing assignments. Sanchez 6 of 10

Winter 2012

Sweetland Writing Center, University of Michigan Successfully completed a course for instructors and graders of undergraduate courses that fulfill the Universityâ&#x20AC;&#x2122;s upper-level writing requirement (Psych 351). Topics studied included grading and providing feedback on written work, fostering student motivation for writing and revising, and addressing common issues in writing pedagogy.

Fall 2011

Center for Research on Learning and Teaching and the Program on Intergroup Relations, University of Michigan Successfully completed a six-session training course to learn about and practice a range of facilitation strategies for use in multicultural classrooms. Focused on pedagogical techniques to engage student identity and experience in the learning process as well as balance different voices and views. Discussed strategies for managing student resistance and conflict.

INTERNSHIPS________________________________________________________________ 1/14-5/14

Visiting Observer, Department of Psychiatry, University of Michigan Health System Participated in weekly psychotherapy training with psychiatry residents in the child and family clinic that consisted of readings and case discussion. Learned about the theory and practice of interpersonal and family therapy, particularly for the treatment of depression. Observed on-going therapy between patients and psychiatry residents.

9/06-5/07

Master of Social Work Intern, Mothers Moving to a Healthy Future (Healthy MOMS), School of Social Work, University of Michigan Conducted community-based participatory research on social support and health among Latino women receiving care at the Community Health and Social Services Clinic in Southwest Detroit. Transcribed documents from Spanish to English. Analyzed themes from transcripts of meetings, focus groups, and field notes from the social support/activity meetings component of the intervention.

REVIEWS____________________________________________________________________ 7/14

Journal article reviewer, General Hospital Psychiatry

3/14

Abstracts reviewer, 142nd American Public Health Association Annual Meeting and Exposition, Public Health Social Work Area

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PROFESSIONAL WORK EXPERIENCE_________________________________________ 11/11-8/14

Exam Proctor, Testing Accommodation Center, University of Michigan Proctored exams for undergraduate students that required testing accommodations such as extended test time, assistive technology, or a distraction-reduced environment. Met regularly with the Center coordinator and other proctors to improve student and faculty experiences with the Center, confidentiality, and test security. Assisted the Center coordinator in interviewing and hiring proctors.

8/23/10-9/3/10

Research Assistant, Cancer Center Survey 2010, Comprehensive Cancer Center, University of Michigan Introduced patients and their family members to a survey on patient experiences with the Cancer Center. Answered participant questions and concerns about the survey.

12/07-1/09

Center Coordinator, Vivian A. and James L. Curtis School of Social Work Research and Training Center, School of Social Work, University of Michigan Assisted with administrative tasks and coordination of logistics for Center activities including meetings, workgroups and guest speakers by working with the Centerâ&#x20AC;&#x2122;s co-directors and other faculty and staff.

PUBLIC SERVICE_____________________________________________________________ 9/13-4/14

Volunteer, FRIENDS Depression Education Resource Center, University of Michigan Depression Center Provided patients and family members with access to reliable information on depressive, bipolar, and related conditions using a variety of print and electronic sources including pamphlets, books, audio-visual materials, and internet. Organized and ordered materials, oversaw the online library catalogue and tracked overdue/missing books. Practiced strong communication and interpersonal skills and maintained professional interactions with patients.

DEPARTMENTAL SERVICE___________________________________________________ Fall 2013 & Winter 2014

Student Mentor, Hustle & Grow Mentorship Program, Rackham Graduate School, University of Michigan

Winter 2013

Student Representative, Master of Social Work Curriculum Committee, School of Social Work, University of Michigan

Fall 2010 & Winter 2011

Student Mentor, Michigan Association of Psychology Scholars, Psychology Department, University of Michigan Sanchez 8 of 10

3/4/09

Invited speaker, School of Social Work Office of Global Activities, University of Michigan Sanchez, N., & Delva, J. Language fluency, an open mind and humility: Three critical ingredients to understand and be welcomed by people from other countries and cultures.

AWARDS_____________________________________________________________________ 8/09-present

Rackham Merit Fellowship, University of Michigan Rackham Graduate School

Winter 2014

Dr. John F. Longres Award in Psychology, School of Social Work, University of Michigan

Summer 2013

Dr. Joan B. Kessler Award, University of Michigan

Spring/ Summer 2013

School of Social Work Research Partnership, School of Social Work, University of Michigan

Summer 2012

Barbara Perry Roberson Summer Research Award, Department of Psychology, University of Michigan

Multiple years

Rackham Conference Travel Grant, Rackham Graduate School, University of Michigan

CERTIFICATES______________________________________________________________ Summer 2013

Interpreter Services Program, University of Michigan Health System Successfully completed â&#x20AC;&#x153;Bridging the Gapâ&#x20AC;?, a nationally-recognized medical interpreter training program developed by The Cross Cultural Health Care Program. Course topics included interpreting skills and communication techniques, ethics, medical vocabulary, health care information, and advocacy.

PROFESSIONAL AFFILIATIONS_______________________________________________ Society for Social Work and Research Council on Social Work Education National Association of Social Workers American Psychological Association National Hispanic Science Network Alliances for Graduate Education and the Professoriate LANGUAGES_________________________________________________________________ Fluent in Spanish speaking, writing, and reading Sanchez 9 of 10

REFERENCES________________________________________________________________ Jorge Delva, MSW, PhD Professor of Social Work and Associate Dean School of Social Work University of Michigan School of Social Work 1080 S. University Ave., Rm. 2840 Ann Arbor, MI., 48109 (734) 936-3898 jdelva@umich.edu Andrew Grogan-Kaylor, MA, MSSW, PhD Associate Professor School of Social Work University of Michigan 1080 S. University Ave., Rm. 3847 Ann Arbor, MI., 48109 (734) 615-3369 agrogan@umich.edu E. Margaret Evans, PhD Associate Research Scientist Center for Human Growth and Development University of Michigan 300 N. Ingalls Bldg, 10th Floor Ann Arbor, MI 48109-5406 (734) 662-6929 evansem@umich.edu

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Ninive Sanchez, MSW Doctoral Candidate, Ph.D. Social Work and Psychology School of Social Work, University of Michigan Research Statement From Detroit, Michigan, to Santiago, Chile, I have observed disparities in health across diverse populations and settings. I have used advanced quantitative methods to analyze longitudinal, survey, and social media data, and more recently, qualitative approaches, to understand how sociodemographic, cultural, and community characteristics influence health in areas such as substance use, sexual behavior, mental health, women’s health, and community violence. My experiences and research, in addition to my training in community social work practice, psychology, and public health have strengthened my resolve to study social determinants of health and health disparities using inter- and multidisciplinary approaches, with the intent to eliminate these disparities and improve the health of vulnerable populations in the United States and internationally. My scholarly work is guided by the principle that social workers have a responsibility to identify and remedy health disparities and facilitate the delivery of health and social services to improve health. The need to advocate for the health of racial and ethnic minorities and low-socioeconomic status populations is particularly great, as these populations experience some of the greatest challenges to health and well-being. Dissertation Research In my search to understand whose needs are represented and prioritized in research, I learned about populations of women underrepresented in social work and behavioral health research. These are women living with a chronic and complex hormonal, endocrine, and metabolic condition known as polycystic ovary syndrome (PCOS). Polycystic ovary syndrome is a stigmatizing condition that challenges women's perceptions of womanhood, beauty, and femininity because it is associated with symptoms like irregular or no menstrual periods, excessive body hair, acne, and infertility. Women with PCOS are also highly susceptible to type 2 diabetes, cardiovascular disease, depression, and poor health-related quality of life. Although PCOS is highly prevalent in the U.S. and worldwide (approximately 7% of women ages 18 to 45 years have PCOS in the U.S.), women with PCOS tend to be excluded from studies and reports that inform policymakers, the public, and other stakeholders about the country’s progress in addressing health and health care disparities (e.g. National Healthcare Disparities Report, Healthy People 2010), mainly due to lack of research on PCOS. The study of PCOS in the U.S. is receiving increased attention as evidenced by the first National Institutes of Health (NIH) Evidence-based Methodology Workshop on PCOS held in 2012 that reviewed the state of research on PCOS and proposed recommendations for future research. 1 The NIH Office of Disease Prevention described PCOS as a major public health issue requiring “multidisciplinary programs to improve public and health care provider awareness and management for women who currently have the syndrome”. In light of this need, my dissertation research aims to understand 1) health care associated with PCOS and 2) media that can increase public awareness of PCOS.

National Institutes of Health. (2012). Evidence-based Methodology Workshop on Polycystic Ovary Syndrome. Executive Summary, Final Report. Retrieved from https://prevention.nih.gov/docs/programs/pcos/FinalReport.pdf

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Medical visits Women with PCOS describe the process of searching for answers about their symptoms as confusing, frustrating, and devastating, and they often look to health care providers as an initial source of information on PCOS. One component of my dissertation examines health care associated with PCOS-related medical visits. I utilized data from the National Ambulatory Medical Care Survey and National Hospital Ambulatory Medical Care Survey, two national health care surveys collected by the Centers for Disease Control and Prevention. I described and compared patient, visit, and sociogeographic characteristics (based on patient’s residential zip code) associated with PCOS- and non-PCOS-related visits. The results identified differences by race, ethnicity, insurance type, depression diagnosis, and number of chronic conditions, among other findings. For instance, White patients were more likely to be seen for PCOS-related visits compared to Black and Other patients. Non-Hispanic patients were more likely to be seen for PCOS-related visits compared to Hispanic patients. Additionally, a higher proportion of PCOS-related visits were paid with private insurance than Medicaid or Medicare. The proportion of PCOS-related visits in which the patient had a diagnosis of depression was greater when the patient had two or more chronic conditions, compared to one. In spite of the use of national health care data, sample sizes did not allow for national estimates of PCOS-related visits by subgroups such as depression diagnosis by race or ethnicity, underscoring how disparities in available data can limit our understanding of health and health care disparities. Nevertheless, to my knowledge this study is one of the first to describe patient demographics and depression diagnosis associated with PCOS-related visits using national health care data. The findings point to potential disparities in PCOS-related health care access and utilization, and can inform the integration of mental health treatment in the management of chronic disease such as PCOS. Educational tools --online media In addition to seeing several doctors before receiving a diagnosis, women with PCOS report diagnosing themselves by searching for health-related information online. To better understand the content women may be coming across, the second component of my dissertation examines content on PCOS in online media. I reviewed PCOS content published in online teen and women’s magazines. These magazines are a type of education-entertainment (“edutainment”) that publish health content (e.g. breast cancer, birth control, depression) in addition to beauty, fashion, and entertainment content. These magazines have the potential to increase public awareness of PCOS among primarily female audiences, including readers not specifically searching for information on PCOS. I identified seventeen magazines that had archival issues containing content on PCOS. Fifteen of these magazines also had content on PCOS available in their online, digital issues as of August 2014. These magazines published a total of 140 publications on PCOS, primarily articles and some user comments. Publishers such as Shape, Cosmopolitan, and Woman's Day primarily targeted White, affluent women. A minority of publishers such as Essence targeted primarily African American women. Only two of the publishers, Seventeen and Cosmo Girl, targeted teens. I conducted a content analysis of articles on PCOS to understand the narratives of illness and discourse on gender and health published in these magazines. For instance, I asked questions such as “Whose stories get told?” and “How is information on PCOS conflated with constructions of beauty, femininity, and womanhood?” Preliminary results suggest differences in PCOS content published in magazines targeting different racial, ethnic, and age groups. The findings have implications for the use of edutainment to increase public awareness of PCOS, particularly among African American and Latino women, groups highly susceptible to PCOS due to the prevalence of obesity among these groups. Sanchez 2 of 3

Research Agenda My research is published in peer-reviewed journals in social work, medicine, psychology, and substance use fields. After defending my dissertation I plan to submit manuscripts for publication in social work (e.g. Health and Social Work, Social Work), communication (e.g. Journal of Health Communication), and women's studies (e.g. Gender and Society). My future research will build on the findings of my prior research but particularly those of my dissertation work to understand how individual, family, community, and societal factors influence the health and mental health of adolescents and young adults. To address the increasing prevalence of multiple chronic conditions in the U.S., I would like to examine comorbidity between mental health (e.g. anxiety and depression) and chronic disease. I am particularly interested in lowsocioeconomic status and racial and ethnic minority groups who face barriers to health and wellbeing such as discrimination, stigma, low health literacy, and limited community resources. This work can inform culturally-sensitive, evidence-based interventions to improve the health of youth and prevent poor quality of life in adulthood. My long-term goal is to contribute to the integration of health and mental health services. I would like to further understand the role of social work and social workers in collaborative, multidisciplinary health care teams, and the effectiveness of collaborative care in improving behavioral health outcomes. Additionally, building on my training in community organizing, I look forward to using community-based participatory research approaches that engage community members in promoting health in their communities. As a junior faculty, I plan to apply for an NIH early career development award, in addition to pursuing funding from other federal sources such as the Health Resources and Services Administration (HRSA) and the Centers for Disease Control (CDC) as well as from State sources and foundations. As my research career grows, I will continue pursuing funding from these sources, including through the various R-mechanisms (R03, R21, R34, R01). My desire to pursue these funding streams is influenced by the mentorship I have received from faculty in the School of Social Work, Psychology, Public Health, and the Medical School at the University of Michigan, all of whom have been funded by multiple sources including NIH, CDC, and the Substance Abuse and Mental Health Services Administration. I understand that writing competitive applications is challenging, but as a result of my training, I believe I can create and join multi- and interdisciplinary research teams to successfully compete for funding. Additionally, the mentorship I have received working with faculty, and through my participation in NIH-funded training programs, has instilled in me a great deal of appreciation towards mentorship. With this in mind, I look forward to partnering with students to collaborate on projects, publications, and conference presentations.

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Ninive Sanchez, MSW Doctoral Candidate, Ph.D. Social Work and Psychology School of Social Work, University of Michigan Teaching Statement As an educator, I challenge students to critically examine root causes of complex social issues and consider how comprehensive, multidisciplinary approaches have the potential to address these issues more effectively than those of a single profession alone. My research is adaptable to courses in health and mental health disparities, public health, developmental psychology, gender, and research methods, with emphasis on how these intersect with social work to understand social problems experienced by high risk or underserved populations. I would like to develop my teaching expertise and teach a course on developmental psychology and the life course, and how knowledge of life events, life transitions, and social roles can inform social work assessment and practice. Because I am also fluent in Spanish and have experience conducting research internationally, I am interested in working with students interested in studying abroad in Spanish-speaking countries and collaborating with Latino communities. I also plan to teach a course at the University of Michigan, Social of Social Work in Winter 2015, an experience that will further strengthen my teaching skills prior to my graduation. Completing my masterâ&#x20AC;&#x2122;s and doctoral education at the University of Michigan in a School with a strong focus on issues of privilege, oppression, diversity, and social justice in its curricula, has motivated me to integrate these topics in learning objectives and course content in BSW, MSW, and PhD curricula. These approaches can help students understand how social work theory, research, and practice can be used to advocate on behalf of oppressed groups as well as promote social justice and social change for socially disadvantaged individuals, groups, and communities. Additionally, having served as a student representative on the MSW curriculum committee, I understand the importance of revisiting and developing curricula to meet student needs and demands of a continuously changing and evolving social work profession. As such, I would enjoy working with your faculty and students on curriculum development. Facilitation Experience As a facilitator, I practice multipartiality, a practice focused on balancing social power in intergroup dialogue, an approach I learned through the University of Michigan Center for Research on Learning and Teaching. Using this approach, I encourage students to share diverse identities, experiences, and narratives to evaluate how these relate to, promote, or challenge dominant ideology. Additionally, I pay attention to who speaks and for how long, whose concerns or issues are discussed and prioritized, and ways in which my own dialogue reflects privilege, power, and oppression, with the intent to avoid silencing or privileging one perspective over another. In Summer 2014, I co-facilitated the Michigan Institute for Clinical and Health Research (MICHR) Health Disparities Summer Program journal club. I practiced multipartiality to facilitate dialogue among twenty masterâ&#x20AC;&#x2122;s and doctoral-level students from diverse disciplines including social work, nursing, kinesiology, psychology, and pharmacy. The primary goal of the journal club was to engage students in critical dialogue about issues important to research on health disparities. With guidance from a faculty member in the Department of Health Behavior and Health Education in the School of Public Health, I co-facilitated weekly dialogue on topics like historical perspectives of racial, ethnic, gender, and SES disparities; intersection of race, ethnicity and other social determinants (e.g. gender, discrimination); and cultural sensitivity. Students had in-depth discussions about how these issues were embedded in their own research with regards to Sanchez 1 of 3

conceptualization, definition and measurement of race and ethnicity, and research design, ethics, implementation and evaluation. In Psychology 351, an advanced research methods section, I facilitated dialogue among undergraduate students with the aim of considering how research can advance our understanding of important psychosocial problems with diverse populations. I worked with students to write research questions, hypotheses, methods, and data analysis plans for a research proposal on a topic of their choice. Students wrote proposals on a range of topics including substance use among ethnic minority youth; depression among lesbian, gay, bisexual, and transgendered youth; and social support among older adults. Perhaps my attention to multipartiality is one of the reasons I scored highly (median of 4.81 out of 5 points) on the item “The instructor was sensitive to multicultural issues in the classroom environment” on a University evaluation. Teaching Experience I use collaborative approaches to develop students' teamwork and collaboration skills. For instance, students in my sections participated in peer-review sessions in which they reviewed drafts of their research papers, either on their laptops or hard copy, in class. Guided by rubrics, students provided each other with comments and written feedback on positive aspects of the work and areas for improvement. Students shared and clarified content presented in lecture in their own words and in ways that made sense to them. When student concerns were not fully addressed in peer-review sessions, I communicated with them face-to-face, via chat forums on the course website, and in some cases, instant messaging through University email, depending on students' comfort level communicating with me and using web-based medium. According to my end-of-term University evaluations, students tended to appreciate instructor and peer feedback and the opportunity to revise their drafts prior to submitting papers for a grade, as one student wrote: “I think that section was a good opportunity to review our papers, particularly in the peer review. I also think section was a good opportunity to go over the statistics of the course, which were confusing. I really liked having Ninive as my GSI because I thought she was extremely willing to meet with students outside of class, and every time I met with her she was extremely helpful and insightful.” Student perspectives and experiences are important to my teaching and necessary to create a valuable learning experience. In my view, teaching and learning are bidirectional processes in which students and instructors learn from each other and collaborate to meet teaching and learning goals. This is why I invite student feedback on how I can more clearly present course material, modify activities to help students better understand content, and make students feel more comfortable speaking and asking questions in class. Students noticed how I integrated their feedback in the course to better meet their needs, as a student wrote in one of my University evaluations: “She responded extremely favorable to the mid-semester evaluations. She is one of the top 3 GSIs I've had in my four years. This means a lot, as GSIs often put themselves on a pedestal. I've had a lot of bad GSIs with whom to compare Ninive, and Ninive is not one of them.” I believe that as an educator I have a responsibility to be aware of departmental and University resources such as library resources, writing centers, psychological support services, or testing accommodations, that can help students succeed. For instance, in Psych 351 I observed that students had different levels of library experience that affected their ability to find evidence-based information for their assignments. To meet these needs, I facilitated a workshop led by a University librarian on tips for identifying the best keywords to use in searches and use of electronic databases, including interdisciplinary databases, to find scholarly articles. Based on student feedback via an online evaluation system developed by the librarian, the majority of students reported learning something new in the workshop. Additionally, having worked as an exam proctor with the University of Michigan Testing Accommodation Center for about three years, I am aware of and Sanchez 2 of 3

sensitive to the needs of students with disabilities. The purpose of the Center is to provide assistive technology, distraction-reduced environment, and extended test time, among other accommodations, to facilitate student academic success. I was part of the first cohort of proctors when the Center opened in 2011. During the time I worked at the Center I observed how collaboration between Services for Students with Disabilities, faculty, students, and Center staff has been key to responding to student needs. Mentorship I value opportunities to mentor students and facilitate progress toward their degrees and goals after graduation. I have mentored undergraduate students across different levels of academic and career interests, personal backgrounds, and life experiences. I particularly enjoyed mentoring students interested in graduate studies in social work who approached me to learn more about my graduate experience. Through my conversations with these students I became aware of issues that were unclear or confusing to students about the relations between interpersonal practice and community organizing, research and practice, and social work practice in international settings compared to the U.S. I helped clarify these issues and advised students on which areas of social work to pursue to meet their professional goals. I met one-on-one with students to understand their motivations for pursuing an MSW degree, career goals, and develop a plan to apply to graduate programs. Additionally, I provided students with feedback on their personal statements and wrote letters of recommendation. Students were appreciative of my guidance and mentorship, as one student expressed in an email to me after learning of her acceptance to an MSW program: “…and I really appreciate that you spent your time giving me valuable advice! You were the only a person in the School of Social Work who I knew and your advice was really helpful to extend my perspective while I was deciding my area in a graduate school. Also, the psychology class was also really useful to learn how to write an academic paper. You were a great mentor to me!!” Another student also wrote the following in an email: “I wanted to say thank you for all of the time and effort you have put into helping me through this process. I could not have done it without you!” This feedback is encouraging because one of the reasons I want to pursue an academic career is my strong commitment to contribute to students’ educational and professional development. Helping students pursue and achieve their goals is very gratifying to me, and I would like to participate in the School's efforts to recruit and retain students underrepresented in higher education.

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Elizabeth Thomason

Elizabeth Thomason, PhD 1080 S. University, B648 Ann Arbor, MI 48109 lizzyb@umich.edu 248.797.4105

Education 2007-2013

The University of Michigan, Ann Arbor PhD, Social Work and Developmental Psychology MS, Developmental Psychology

2003-2006

Wayne State University MSW, Interpersonal Practice Concentration Post-graduate Certificate, Infant Mental Health

1996-1999

The University of Michigan, Dearborn BA, English Language & Literature

Research Interests My long-term research goal is to develop interventions that will improve womenâ&#x20AC;&#x2122;s mental health during the perinatal period. In particular, I am interested in understanding the factors influencing perinatal depression, such as cognitive beliefs and social support, with an emphasis on examining health disparities. For example, I examined how maternal beliefs of anticipated maternal self-efficacy and perceptions of societal expectations of mothers predict depressive symptoms. Additionally, I am interested in the effects of perinatal depression on parenting behaviors, early child socio-emotional development, parental-infant attachment relationships, and family well-being and relationships. Currently, I am working on several evaluation projects related to parenting and families as well as conducting a study examining the feasibility and acceptability of cognitive behavioral therapy for postpartum depression with African-American women through a support group format.

Research Positions 2013-Present

Postdoctoral Fellow The Curtis Center for Research and Evaluation University of Michigan School of Social Work

2007-Present

Graduate Student Researcher & Collaborator Family Transitions Study University of Michigan, Department of Psychology Principal Investigator: Brenda Volling, PhD

2012

Research Assistant The Curtis Center for Research and Evaluation University of Michigan, School of Social Work

2008-2010

Graduate Student Researcher Enhancing Care and Behavior Outcomes Study University of Michigan, Department of Psychiatry Principal Investigators: Heather Flynn, PhD, and Joseph Himle, PhD

Elizabeth Thomason

Publications Thomason, E., Flynn, H. A., Himle, J., & Volling, B. L. (in press). Are perinatal women’s parentingspecific beliefs associated with depressive symptoms?: Development of the Rigidity of Maternal Beliefs Scale. Depression and Anxiety. Thomason, E., Volling, B. L., Lopez, J. F., McDonough, S. C., Marcus, S., Flynn, H., & Vazquez, D. M. (2014). Parenting stress and depressive symptoms in postpartum mothers: Bidirectional or unidirectional effects? Infant Behavior and Development, 37, 406-415. Thomason, E., Stacks, A. M., & McComish, J. F. (2010). Early intervention and perinatal depression: Is there a need for provider training? Early Child Development and Care, 180, 671-683.

Under Review Kuo, P. X., Saini, E. K., Thomason, E., Schultheiss, O. C., Volling, B. L. Individual variation in fathers’ testosterone reactivity to infant distress predicts parenting behaviors with their 1-year-old infants.

In Preparation Thomason, E., Oh, W., Yu, T., & Gonzalez, R. Developmental trajectories of separation anxiety in firstborn children following the birth of a second child. In B. L. Volling & R. Gonzalez (Eds.) Changes in firstborn children’s adjustment across the transition to siblinghood: Developmental trajectories, prenatal predictors, and sibling outcomes. Monographs of the Society for Research in Child Development. Thomason, E. & Lopez, K. Ethnic group differences in maternal depression over a child’s first five years. Lopez, K. & Thomason, E. Impact of sociodemographic factors and maternal depression on child health at one year of age. Volling, B. L., Yu, T., Gonzalez, R., Thomason, E. & Stevenson, M. Trajectories of maternal and paternal depression following the birth of a second child.

Grants Principal Investigator, Curtis Research and Training Center Pilot Grant 4/1/14-3/31/15, $8602 “Incorporating cognitive behavioral therapy for postpartum depression with African-American women through a support group format: A feasibility and acceptability study” Co-Evaluator, Health Resources and Services Administration (HRSA) 9/1/14-5/31/19, $82,500 for Evaluation “Eliminating disparities in perinatal health in Genesee County”

Presentations Thomason, E. & Savas, S. A. (2015, March). Reasons for child protective services involvement, barriers, and child legal status in an urban parenting education program. Poster submitted to the biennial meeting of the Society for Research on Child Development, Philadelphia, PA.

Elizabeth Thomason

Thomason, E., Flynn, H. A., Himle, J., & Volling, B. L. (2015, January). Are perinatal womenâ&#x20AC;&#x2122;s parenting-specific beliefs associated with depressive symptoms?: Development of the Rigidity of Maternal Beliefs Scale. Poster submitted to the 19th Annual Conference of the Society for Social Work and Research, New Orleans, LA. Thomason, E., Lein, L., Savas, S. A., Sundstrom, L., Gaertner, J. (2015, January). Non-custodial parents' mental health, child support compliance, and employment status in Michigan. Poster submitted to the 19th Annual Conference of the Society for Social Work and Research, New Orleans, LA. Thomason, E., Volling, B. L., Lopez, J. F., McDonough, S. C., Marcus, S., Flynn, H., & Vazquez, D. M. (2013, April). Maternal stress and postpartum depression in an at-risk sample. Poster presented at the biennial meeting of the Society for Research on Child Development, Seattle, WA. Lopez, K. & Thomason, E. (2013, January). Impact of sociodemographic factors and maternal depression on child health at one year of age. Poster presented at the 17th Annual Conference of the Society for Social Work and Research, San Diego, CA. Thomason, E. & Lopez, K. (2012, November). Ethnic group differences in maternal depression over a childâ&#x20AC;&#x2122;s first five years. Poster presented at the 58th Annual Program Meeting of the Council on Social Work Education, Washington, D.C. Lopez, K. & Thomason, E. (2012, November). Child health among Hispanic children in the first five years. Poster presented at the 58th Annual Program Meeting of the Council on Social Work Education, Washington, D.C. Thomason, E., Volling, B. L., Flynn, H., Dayton, C. J., Gonzalez, R. (2012, June). Childcare stress, feelings of maternal self-efficacy and control, and maternal depression during pregnancy for second-time mothers. Poster presented at the biennial International Conference on Infant Studies, Minneapolis, MN. Dayton, C., Volling, B. L., Oh, W., Thomason, E., Rosenberg, L., Gonzalez, R. (June 2012). Maternal and paternal soothing behaviors in response to infant crying. Poster presented at the biennial International Conference on Infant Studies, Minneapolis, MN. Volling, B. L., Yu, T., Gonzalez, R., Oh, W., & Thomason, E. (June 2012). Trajectories of maternal and paternal depression following the birth of a second child. Paper presented at the biennial International Conference on Infant Studies, Minneapolis, MN. Thomason, E., McDonough, S. C., MacKenzie, M. J., Volling, B. L., Lopez, J. F., Marcus, S., Flynn, H., & Vazquez, D. M. (2011, April). The contribution of infant and maternal characteristics to infant behavior during the Still-Face Paradigm. Poster presented at the biennial meeting of the Society for Research on Child Development, Montreal, Quebec, Canada. Thomason, E., Volling, B. L., Hiltz, C. E., Lopez, J. F., McDonough, S. C., Marcus, S., Flynn, H., Robbins, N. M., & Vazquez, D. M. (2011, April). Neuroendocrine differences among insecurely and securely attached infants. Poster presented at the biennial meeting of the Society for Research on Child Development, Montreal, Quebec, Canada. Thomason, E., Volling, B. L., Yu, T., Flynn, H., Marcus, S., McDonough, S., Lopez, J., Vazquez, D. (2010, November). Investigating social contextual factors and the marital relationship during the first year of parenthood. Paper presented at the National Council on Family Relations 72nd Annual Conference, Minneapolis, MN. Shanks, T. R., & Thomason, E. (2010, November). Personal and economic constraints in a pre-school child savings program: Insights from the SEED impact assessment. Paper presented at the 32nd Annual Association for Public Policy Analysis and Management Research Conference, Boston, MA.

Elizabeth Thomason Robbins, N., Thomason, E., Hiltz, C., Zhao, J., McDonough, S., Vazquez, D. M., Lopez, J. F., Marcus, S., & Volling, B. L. (2010, October). Neuroendocrine responses of infants during Strange Situation and dyadic free-play: The moderating role of attachment security and parent behavior. Poster presented at the annual meeting of the American Academy of Child and Adolescent Psychiatry, New York, NY. Thomason, E., Volling, B. L., Yu, T., Flynn, H., Marcus, S., McDonough, S., Lopez, J., Vazquez, D. (2010, March). Father involvement, maternal depression, and the marital relationship in the first year postpartum. Poster presented at the biennial International Conference on Infant Studies, Baltimore, MD. Thomason, E., Volling, B. L., Lopez, J. F., McDonough, S. C., Marcus, S., Flynn, H. Neal Jr., C. R., Kaciroti, N., Huth-Bocks, A. C., & Vazquez, D. M. (2009, April). Models of contextual influence and infant attachment. Poster presented at the biennial meeting of the Society for Research on Child Development, Denver, CO. Thomason, E., Stacks, A. M., & McComish, J. F. (2007, May). Early intervention and perinatal depression: Is there a need for provider training? Poster presented at the biennial meeting of the Michigan Association for Infant Mental Health, Ann Arbor, MI.

Evaluation Projects Genesee County Healthy Start (2013-present): Evaluation of the Genesee County Healthy Start Program, which serves pregnant and postpartum women and their children and aims to reduce racial and ethnic health disparities. Family Care Network (2013-present): Outcome evaluation of the Nurturing Parents parenting education program in Southeastern Michigan for parents who have had their children removed from the home. Day One Program, Northeast Michigan Childrenâ&#x20AC;&#x2122;s Behavioral Health Initiative (2013-present): Evaluation of the Day One Mother-Infant Program in Northeastern Michigan for mothers who are at-risk for child abuse and neglect. Washtenaw County Friend of the Court (2014-present): Evaluation of Washtenaw County pilot intervention with non-custodial parents with child support arrears. Gleaners Community Food Bank (2013): Evaluation of Mobile Pantry program, a traveling food pantry that delivers food directly to agencies to hold a one-day, large-scale food distribution for people in need. Blueprint for Aging (2014): Needs assessment of Washtenaw County older adults (65+). University of Michigan, Transforming Learning for a Third Century (2014-present): Evaluation of an intensive community-based program evaluation experience for graduate students in the MSW program.

Teaching Experience SW 683, Program Evaluation in Social Work Instructor, Fall 2014 Teaching assistant, Fall 2013, Winter 2014 Taught students basic evaluation skills and how to assess and apply evaluation methods from various perspectives, including scientific, ethical, multicultural, and social justice perspectives. SW 685, Methods of Program Evaluation Teaching assistant, Spring/Summer 2014 Guided students in review of evaluation and data analysis plans.

Elizabeth Thomason

Psych 322, Field Practicum in Research Techniques for Psychology Teaching assistant, Winter 2012, Spring/Summer 2012 Trained and led teams of undergraduate students in parent-child observation coding systems. Psych 457, Observational Research Methods in Research with Children and Families Teaching assistant, Fall 2011 Trained students in a parent-child observational coding system. Psych 351, Developmental Psychology Research Methods Graduate Student Instructor, Fall 2010, Winter 2011, Fall 2011 Taught 1.5-hour lab section designing, conducting, evaluating, and communicating research on human development. Psych 303, Psychology Research Methods Graduate Student Instructor, Fall 2009, Winter 2010 Taught two 1.5 hour lab sections of this writing-intensive course designed to teach students the fundamentals of scientific approaches to psychological research.

Awards & Achievements 2013 2013 2013 2007-2009, 2011-2013 2010, 2013 2012 2009-2013 2011 2010-2011 2010 2010 2006

King-Chavez-Parks Faculty Fellowship ($35,000) Rackham Debt Management Award ($5,000) Rackham One-Term Dissertation Fellowship UM Rackham Merit Fellowship UM Rackham Student Research Grant ($1500, $3000) Curtis Center Doctoral Student Travel Award ($1500) UM Rackham Conference Travel Grant ($600-1000) Rackham Research Partnership Program Spring/Summer Research Grant W.K. Kellogg Family Fellow in Children and Families ($15,000) Barbara A. Oleshansky Research Award ($1000) Institute for Social Research (ISR)-Rackham Summer Training Award Loretta Ziegelman Endowed Scholarship ($400)

Service 2014 2009-2013 2010-2011 2008-2010

Committee to Develop Online Modules for SW 683 Social Work Doctoral Committee Developmental Psychology Preliminary Examination Committee Developmental Psychology Newsletter Committee

Scientific and Professional Membership Council on Social Work Education National Association of Social Workers National Council on Family Relations Society for Research on Child Development Society for Social Work Research

HEATHER TIDRICK, LLMSW 477 Egleston Ave. Kalamazoo, MI 49001 tidrick@umich.edu +1.734.717.6305

Education University of Michigan, Ann Arbor PhD in Social Work and Anthropology, expected August 2015 Masters in Anthropology, expected December 2014 Master of Social Work, December 2008 Dissertation (expected defense in May 2015): Discourses of Roma integration and institutional practices with Roma/Gypsies in postsocialist Hungary (Dissertation committee: Sandra Danziger, Alaina Lemon, Krisztina Fehervary, Laura Lein, and Gayle Rubin) University of Texas at Austin Completed coursework for masters in Russian, East European and Eurasian Studies, 2004 University of California, Santa Cruz Bachelor of Arts in American Studies (minor in Music), June 1998 Awards: Highest honors in major; Porter College honors; Phi Beta Kappa Senior thesis (Advisor: John Dizikes): "The Crooked Road" (92 pages) explored metaphoric and literal journeys of Beat Generation writers, examining romanticized portrayals of poverty and race in Beat literature and the marginalization of women in the movement

Honors and Fellowships Fulbright/IIE Student Grant to Hungary, 2011-12 academic year Social Science Research Council/American Council of Learned Societies International Dissertation Research Fellowship Award, 2011-12 academic year International Research and Exchanges Board (IREX) Individual Research Opportunity Fellowship, 2011-12 academic year Rackham Graduate Student Research Grant, University of Michigan, July 2011 Rackham Graduate Student Research Grant, University of Michigan, August 2010 Foreign Language and Area Studies (FLAS) academic year fellowship, Hungarian language, University of Michigan, 2011-12 Foreign Language and Area Studies (FLAS) summer fellowship, Hungarian language, University of Michigan, 2011 Center for Russian and East European Studies Research, Internship, and Fellowship (CRIF) Award, University of Michigan, June 2009 Anthropology Department Summer Research Award, March 2009 Conference Bursary Award, St Andrews University, Scotland, March 2009 Center for Russian and East European Studies Conference Travel Grant, March 2009 Rackham Conference Travel Grant, February 2009

Heather Tidrick — Curriculum Vitae W. K. Kellogg Foundation Fellowship in Children and Families, University of Michigan School of Social Work, 2007-08 Graduate Seminar on Global Transformations, participant and grant recipient, Center for Comparative and International Studies, University of Michigan, 2006-07 Nonprofit and Public Management Center Doctoral Research Award, University of Michigan, 2006 International Institute Individual Fellowship, University of Michigan, 2006 Center for Russian and East European Studies Research, Internship, and Fellowship (CRIF) Award, Pryor Fellowship in Russian and East European Studies, University of Michigan, 2006 Fellowship, School of Social Work, University of Michigan, 2005-06 Foreign Language and Area Studies (FLAS) academic year fellowship, Romani language, University of Texas, 2002-03, 2003-04 Foreign Language and Area Studies (FLAS) summer fellowship, Hungarian language, University of Texas, 2003

Research Interests Race and ethnicity; multiculturalism; social policy; institutional practices; implementation; power/knowledge and cultural representation; “cultural competency;” poverty and inequality; urban anthropology; Hungary; East European Roma; postsocialism; the neoliberal state

Research Experience Discourses of Roma integration and institutional practices with Roma/Gypsies in postsocialist Hungary Grant-supported ethnographic dissertation research, July 2011-December 2012 Muslims in the American Healthcare System (PI: Aasim Padela, MD) Robert Wood Johnson-funded participatory action research project Developed codebook and coded manuscripts of focus groups with diverse American Muslims in Southeastern Michigan, as research assistant on collaborative team, summer 2010 ‘Roma integration’ and institutions in Pécs, Hungary Pre-dissertation ethnographic field research on discourses of Roma integration in institutions in the southern Hungarian city of Pécs, summer 2009 Developing Models of Effective Child Welfare Staff Recruitment and Retention Training. (PI: Kathleen Faller, PhD) US Department of Health and Human Services Administration of Children and Families – Children’s Bureau Research assistant to Robert Ortega, PhD, on collaborative team studying American child welfare, University of Michigan, 2006-07 Cross-cultural coalition-building with community-based organizations in international nongovernmental organizations: Habitat for Humanity International Europe and Central Asia's Roma Program as a case study, 2006 Principal investigator in ethnographic research study on coalition-building between the central and affiliate offices of Habitat for Humanity International in Hungary, Romania, and Slovakia, and local Romani community-based organizations while acting as intern building HFHI's Roma program for the Europe and Central Asia region Original field research on discourse of Roma integration in Romani community, nongovernmental organizations, and local government in Budapest, Hungary, 2004-05

Heather Tidrick — Curriculum Vitae

Presentations and Publications

Peer-reviewed Academic Publications 2010. “Gadžology as Activism: What I would have ethnography do for East European Roma” in Ethnography-asActivism: Learning from Dilemmas in the Field, Collaborative Anthropologies 3. Peer-reviewed Publications Under Preparation With Katya Dunajeva and Matyas Arato. 2015. “Youth and Romani Language: Top-down and Bottom-up Perspectives.” Abstract accepted to Roma Children/Families and Well-being, Today’s Children, Tomorrow’s Parents (edited at West University in Timisoara, Romania, The Centre of Research in Child-Parent Interaction). Other Publications "Making Strides: Gender Equity in the Slavic Studies Profession" by the ASEEES Committee on the Status of Women: Paula A. Michaels (Monash U), Karen Petrone (U of Kentucky), Laura Schlosberg (Independent scholar), Heather Tidrick (U of Michigan), and Christine D. Worobec (Northern Illinois U), NewsNet (newsmagazine of the Association for Slavic, East European, and Eurasian Studies), March 2014. Contributing editor to European Roma Rights Centre, Budapest, Hungary, on two country report publications: "The Limits of Solidarity: Roma in Poland" (Budapest: European Roma Rights Centre, 2002). "Cleaning Operations: Excluding Roma in Greece" (Budapest: European Roma Rights Centre, 2002). Conference Presentations -- Papers “Discourses of Roma integration in postsocialist Hungary,” paper presentation in panel on “Critical Approaches to Roma Participation and Empowerment,” Gypsy Lore Society meeting, Bratislava, Slovakia, September 12, 2014 “Contextualizing postsocialist Hungarian anti-Gypsyism in the expanding European Union,” paper presentation to Cosmopolitanism in a Wider Context, Södertörn University, Stockholm, Sweden, November 25, 2011 “A Case for Shared Ethics: Moving forward on Repatriation at the University of Michigan,” Ethnography-asActivism Study and Action Group on Repatriation, University of Michigan (co-authored paper presentation), Is Boas Dead?! Four-Field Anthropology in the 21st Century conference, University of Michigan, March 27, 2010 “Methodological considerations for the ethnographic study of ‘Roma integration’ and institutions in Pécs, Hungary,” paper presentation, Ethnography-as-Activism graduate student conference, University of Michigan, Ann Arbor, April 4, 2009 "Envisioning Romani ‘Dignity’: Producing the Romani subject and the Western humanitarian-hero in Habitat for Humanity, " paper presentation, Postcommunist Visual Culture and Cinema conference, University of St. Andrews, Scotland, March 21, 2009 "Mental hygiene and the Roma integration project in post-socialist Hungary," Comparative Literature Intra-Faculty Forum (CLIFF) Conference, University of Michigan, Ann Arbor, March 14, 2009 "Global Poverty as Performance: Producing the Romani subject and the Western humanitarian-hero in Habitat for Humanity," presentation at Emerging Issues in Poverty and Inequality Graduate Student Conference, Sponsored by Interdisciplinary Group on Poverty and Inequality, University of Michigan, Ann Arbor, March 6, 2009 "An Instrumental Role: Romani Musicians in East European Society," Germanic Studies Graduate Symposium, University of Texas at Austin, 2004 Conference Presentations -- Posters “Today, It Doesn't Matter That We Are Clean": Perceptions of Roma/Gypsy integration in postsocialist Hungary,” upcoming poster presentation in session “Displacement, Migration, and Exclusion in Europe” at American Anthropological Association Meetings, Washington, D.C., December, 2014 “International Stuff: The challenges and rewards of conducting international research in an American school of social work,” poster presentation at Council on Social Work Education conference, Atlanta, Georgia, Novermber 2011.

Heather Tidrick — Curriculum Vitae “Doing interdisciplinarity: Graduate student initiatives at the University of Michigan,” with co-authors Amanda Tillotson, Kerri Nicholl, and Jessica Wiederspan. Poster presentation at Council on Social Work Education conference, San Antonio, Texas, November 2009 "Envisioning Romani ‘Dignity:’ Producing the Romani subject and the Western humanitarian-hero in Habitat for Humanity, " poster presentation at School of Social Work Research Retreat, University of Michigan, Ann Arbor, March 13, 2009 Guest Lectures "Roma in Postsocialist Eastern Europe," University of Michigan, Ann Arbor, MI, March 28, 2013 "Roma in Eastern Europe," Washtenaw Community College, Ann Arbor, Michigan, 2008 "Models of Housing Intervention for Romani People in Eastern Europe: Examining Pata Rat and Svinia, " guest lecture at University of Michigan School of Social Work, November 2, 2006 "Introduction to the East European Romanies," guest lecture at St. Edwards University, Austin, Texas, 2004 Other Presentations & Workshops Participant in Woodrow Wilson Center’s Junior Scholars Training Seminar for Eastern Europeanist scholars, Aspen Wye River, Queenstown, Maryland, August 16-19, 2013 Panelist in student summit on activist research with Ethnography-as-Activism representatives from University of Michigan and University of Texas activist Anthropology students, Abriendo Brecha conference, University of Texas at Austin, February 20, 2010 "The World of the Roma: A Minority One and Many in the New Europe," roundtable discussion, Conversations on Europe Lecture Series, Center for European Studies-European Union Center, University of Michigan International Institute, December 10, 2008 "Problematizing Participation: 'Sweat Equity' and Romani Citizenship in East Central Europe," brown bag talk at the University of Michigan School of Social Work, February 15, 2008 Discussant, "Integrating Politics and Activism in Academia," Conversations Across Social Disciplines interdisciplinary workshop with Stuart Kirsch and Karen Staller, University of Michigan, November 30, 2006 "Reflections on Romani Housing Programs in Central Europe," presentation at Center for Russian and East European Studies, University of Michigan, November 29, 2006 Participant, graduate student workshop with Association for Political and Legal Anthropology, American Anthropological Association conference, San Jose, California, November 16, 2006

Teaching Experience Part-time faculty member, Social Work 3650: Social Work Research Methods, Western Michigan University, Kalamazoo, Michigan, Fall 2014 and Spring 2015 (Teaching mentor: Donna Weinreich)

Sole instructor, managing all aspects of weekly two-and-a-half-hour course for 25 undergraduate (BSW) students in course on research methods in social work

Part-time faculty member, Social Work 6420: Evaluation of Social Work Practice, Western Michigan University, Kalamazoo, Michigan, Spring 2014 (Teaching mentor: Donna Weinreich) Taught as sole instructor and managed all aspects of weekly two-and-a-half-hour course for 24 graduate (MSW) students in course on program evaluation in social work

Adjunct lecturer, “Historicizing Romology,” Department of Romology, University of Pécs, Hungary, Winter 2012 Prepared own syllabus and taught seminar to 16 undergraduate students in Romology/”Gypsy Studies” course at Hungarian university.

Heather Tidrick — Curriculum Vitae Graduate Student Instructorships Graduate student instructor in Russian, East European, and Eurasian Studies, REEES 396/Anthropology 317 , Eastern Europe in Transition, University of Michigan, Ann Arbor, Michigan, Winter 2013 (Supervising professor: Krisztina Fehérváry) Taught undergraduate students in two discussion sections of 15 students; graded and held office hours for this course on postWorld War II Eastern Europe

Graduate student instructor in the Center for International and Comparative Studies, CICS 101 – Introduction to International Studies, University of Michigan, Ann Arbor, Michigan, Winter 2011 (Supervising professor: Anna Meyendorff)

Taught 100 undergraduate students in four biweekly 90-minute discussion sections of 25 students; graded and held office hours for this course on globalization and global interdependence

Graduate student instructor in Social Work, Social Work 647 – Policies and Services for Social Participation and Community Well-Being, University of Michigan, Ann Arbor, Michigan, Winter 2010 (Teaching mentor: Mike Spencer) Taught as sole instructor and managed all aspects of weekly three-hour seminar for 14 graduate students in Social Work in Community Organizing course on policy, participation, and community well-being

Graduate student instructor in Social Work, Evaluation 683 – Evaluation in Social Work, University of Michigan, Ann Arbor, Michigan, Fall 2009 (Teaching mentor: Mary Ruffolo) Taught as sole instructor and managed all aspects of weekly three-hour foundation course for 25 graduate students in Social Work in class on program evaluation methods and ethics

Graduate student instructor in History, History 331 – Eastern Europe in the 20th and 21st centuries, University of Michigan, Ann Arbor, Michigan, Winter 2009 (Supervising professor: Brian Porter-Szűcs)

Taught undergraduate students in three discussion sections of 25 students; graded, maintained online discussion forum, and held office hours for this course on recent history of Eastern Europe, including themes of nationalism, revolution, the Holocaust, Communism, and post-Communism

Graduate student instructor in Slavic Languages and Literatures, Russian 347 – 19th century Russian Literature, University of Michigan, Ann Arbor, Michigan, Fall 2008 (Supervising professor: Sofya Khagi)

Graded and assisted undergraduate students with their papers in office hours for this upper-level writing course on 19th century Russian literature, including Tolstoy’s War and Peace, Lermentov’s A Hero of Our Time, Pushkin’s Eugene Onegin

Head graduate student instructor in Anthropology, Anthropology 101 – Introduction to Anthropology, University of Michigan, Ann Arbor, Michigan, Fall 2007 (Supervising professor: Tom Fricke) Assisted professor in administrative duties, exam preparation, and management and mentorship of graduate student instructor team with six other GSIs, while teaching 75 students in three discussion sections, grading, and holding office hours for this introductory course in four-field anthropology

Graduate student instructor in Anthropology, Anthropology 101 – Introduction to Anthropology, University of Michigan, Ann Arbor, Michigan, Fall 2007 (Supervising professor: Holly Peters-Golden) Taught 75 students in three discussion sections, graded, and held office hours for this introductory course in four-field anthropology

Graduate student instructor in Slavic Languages and Literatures, Slavic 312 – Race, Ethnicity, and Gender in Central European Cinema, University of Michigan, Ann Arbor, Michigan, Spring 2007 and 2008 (Supervising professor: Herb Eagle)

Graded and assisted undergraduate students with their papers in office hours for this upper-level writing course examining themes of gender, ethnicity and ethnic conflict, and the Holocaust in films of Hungary, Poland, Czechoslovakia, and Yugoslavia

Other selected teaching experience Substitute lecturer in American Studies, ELTE Teacher Training College, Budapest, Hungary, 1998-2002 (Primary instructor: Miklós Molnár) Lectured undergraduate students on topics in American Studies such as media, race relations, and education

Teacher Training

Heather Tidrick — Curriculum Vitae

Western Michigan University, Kalamazoo, Michigan Completed three faculty development workshops on metacognition in the classroom, leading productive discussions, and using iPads in the classroom, Spring 2014 University of Michigan, Ann Arbor, Michigan Completed Center for Research on Learning and Teaching 6-week workshop on Multicultural Facilitation, Fall 2009 Completed Rackham Graduate Student Instructor orientation and Anthropology department orientation, Fall 2007 Completed requirements for Sweetland Writing Center 993, Graduate Student Instructor training for teaching writing to undergraduate students, Spring/Summer 2007 International House, Budapest, Hungary Certificate of English Language Teaching to Adults, December 1999 University of California, Santa Cruz Audited undergraduate course on teaching English to adults and completed teaching practicum for the course, 1998

Community Service and Social Work Practice Participant, Ethnography-as-Activism – Study and Action Group on Repatriation, Fall 2009-Spring 2011

Key member of a student-initiated effort to rebuild trust and working relationships with Native American community members and promote the repatriation of Native American remains and funerary items per the terms of the 1990 Native American Graves Protection and Repatriation Act

Social work intern, Alternatives for Girls, Detroit, Michigan, April-December 2007

 Pioneered organization's involvement in youth empowerment and critical consciousness-building project Youth Dialogues  Assisted with program evaluation on homeless shelter services to young women and their children  Direct service work included a nutrition and fitness education group for elementary school to high school–aged girls

Summer intern, Habitat for Humanity International Europe and Central Asia, Budapest, Hungary, 2006

Worked to help develop Romani housing program in collaboration with HFHI affiliates and local Romani community-based organizations in Hungary, Slovakia, and Romania

Contract editor, European Roma Rights Centre, Budapest, Hungary, 2001-2002 Volunteer English and Math teacher, Jamyang Choling Institute, Gharoh, India April-June 1999

Taught English and math to Tibetan Buddhist nuns, many with no background in English, through creative use of pictures, games, movement, and miming (a pedagogy known as ‘communication-based teaching’)

Peer educator on sexual harassment, University of California, Santa Cruz, California, 1997-1998

Developed and led educational workshops in dormitories with student organization

Assistant teacher in English as a Second Language, Santa Cruz Adult School, Santa Cruz, California, 1996-1998 Peer educator on reproductive health, University Health Center, Santa Cruz, California, 1995-1997 Counseled female college students on contraception, sexually transmitted disease, and reproductive health

Academic Service Student representative, Committee on the Status of Women (task force on women in academia), Association for Slavic, East European, and Eurasian Studies, January 2013-present Student representative, Social Work Search Committee, University of Michigan, Fall 2010-Winter 2011

Heather Tidrick — Curriculum Vitae Participant, Ethnography as Activism student group, Fall 2009-Spring 2011 Policy development assistant on Reproductive Health, Health Care for Impoverished Women in Michigan in an Era of Health Care Reform: A Collaboration of the University of Michigan School of Social Work and the Nokomis Foundation. University of Michigan, Ann Arbor, April 15-16, 2010 Coordinator for Conversations Across Social Disciplines, Rackham Interdisciplinary Workgroup, Fall 2008-present Coordinator for Interdisciplinary Group on Poverty and Inequality, Rackham Interdisciplinary Workgroup, Fall 2008-present Mentor to undergraduate student in Anthropology and two first-year graduate students in Social Work and Anthropology, Fall 2006-Winter 2008 Representative to Rackham Graduate Student Forum, September 2006-April 2007 Student representative, Social Work International Committee, University of Michigan, March 2006-April 2007 Participated in graduate student advisory committee on future department lectures and events, Center for Russian, East European, and Eurasian Studies (CREEES), University of Texas at Austin, 2004 Assisted in planning and coordination of Ethnic Politics Symposium, CREEES, University of Texas at Austin, 2003

International Courses Attended Hungarian language study, Debreceni Nyári Egyetem, Hungarian Language School, Katedra Nyelviskola, and with private instructors, Budapest, Hungary (1998-present); Debreceni Nyári Egyetem super-intensive spring course, Debrecen, Hungary (2003, 2005, 2006) "The Roma: Bringing together Linguistic, Historical, and Anthropological Perspectives," Central European University Summer University course, Budapest, Hungary, 2002 Course in Romani language, dance, and song, Amala School of Gypsy Language and Culture, Valjevo, Serbia, 2002

Other Selected Professional Experience Research assistant, Toulouse, France, Summer 1996

Translated interviews and texts, arranged travel and accommodations in four languages for graduate researcher in public policy at University of California, Berkeley

Project manager, BBQ.COM, San Francisco, California, 1999-2000 Reference aide, Kalamazoo Valley Community College Library, Kalamazoo, MI, 2013-present

Professional Affiliations  Research associate at the University of Pécs, Hungary, Fall 2011-Winter 2012  Graduate student associate of the Center for Russian, East European, and Eurasian Studies, University of Michigan, Winter 2011-present

Professional Associations  Society for Social Work and Research

Heather Tidrick — Curriculum Vitae  Association for Slavic, East European, and Eurasian Studies (American Association for the Advancement of Slavic Studies)  American Anthropological Association

Languages Hungarian (proficient speaking, intermediate reading) French (proficient speaking and reading) German (conversational speaking, intermediate reading) Romani (basic conversational, intermediate reading) Italian (basic conversational, intermediate reading) Language studies have also included short-term courses in Spanish, Bosnian-Croatian-Serbian, Hindi, Ancient Greek, Japanese, and Băjás

Computer Skills Internet research, Web design (Dreamweaver, HomeSite), digital image editing (ACDSee, Photoshop, Paintshop Pro), presentation design (Powerpoint), poster design (Adobe Illustrator), database entry (Filemaker Pro, MedStaff, Endnote, iRelay), database building (Filemaker Pro), word processing, advanced spreadsheets (Excel), quantitative data analysis (SPSS), qualitative data analysis (NVivo), GIS (ArcGIS)

Heather Tidrick 1 Research and teaching statements Research statement My research employs ethnographic methods to explore interconnected issues of race and ethnicity, empowerment, representation, inequality, social policy and its implementation, institutional practices with diverse populations, discrimination, social constructions of difference and the process of categorization, multiculturalism, and cultural competency. I am particularly interested in how social policy is translated into practice at the institutional level and how those institutional practices inform, enable, and constrain agency and particular subjectivities for diverse individuals and groups. I attempt to situate contemporary policy and practices in a historical and comparative context, with consideration for the legacies of previous regimes and the existing infrastructures, conceptual frameworks, and habits they played a role in creating. I also use social programs as a lens for understanding perceptions of difference, because imbedded within them are important assumptions about their target group, what they are like, and the etiology of their apparent problems. In my research to date, I deal with these issues in an international context in relation to Roma/Gypsies of Central Europe, a population that is racially and ethnically differentiated from majority national groups and which experiences profound discrimination and stark inequalities in nearly every locality in which they live around the world. A particular focus is so-called Roma integration, a project to which twelve European countries have formally committed through the Decade of Roma Inclusion, 2005-2015. Dissertation research The central argument of my dissertation is that in the conceptualization of Roma integration at the national and international levels, where policy and measurable objectives are formulated, and in its operationalization at the local/grassroots level through Roma programs organized by various institutions in Hungary, there is a failure to acknowledge or address societal discrimination against Roma people. The erasure of anti-Gypsyism from the problem formulation at the highest levels and the consistent inattention to challenging discrimination at the local level dooms to failure the high-profile, expensive project of Roma integration. I argue that while a depoliticized, technocratic formulation of Roma integration, entailing amelioration of living conditions, modestly enhances in the short term its palatability for members of the ethnic majority, in the long term it has devastating consequences for Roma people in their communities, where the failure comes to be attributed to them and seen as an indicator of their unwillingness to integrate. The problem is exacerbated by the range of different understandings of Roma integration, which tends in everyday colloquial discourse to be a synonym for assimilation, entailing the erasure not only of poverty, poor health and housing conditions, unemployment, and other social problems, but indeed Roma distinctiveness from ethnic Hungarians. Thus the entire project of Roma integration â&#x20AC;&#x201D; with its multiplicity of highly visible Roma programs that consume considerable resources within a context of profound economic crisis â&#x20AC;&#x201D; contributes to an overall

Heather Tidrick 2 Research and teaching statements sense of “Roma fatigue” and the intractability of the “Gypsy problem” and ultimately reinforces negative stereotypes and anti-Gypsyism. The dissertation is based on intensive ethnographic fieldwork conducted in Hungary, primarily from July 2011 to December 2012, conducting observations of dozens of Roma-themed events and programs, formal and informal interviews with Roma and non-Roma involved in various capacities with such programs, and analysis of documents and other media. The project was made possible thanks to generous funding from the Social Science Research Council, Fulbright/IIE, IREX, and University of Michigan’s Center for Russian, East European, and Eurasian Studies, Rackham Graduate School, School of Social Work, and the Nonprofit and Public Management Center. Beyond the importance of my critique to the understanding of Roma integration — in its own right, a major political issue across contemporary Europe — my research also touches on broader questions about the relationship between social policy and practice and the problem of implementation. My in-depth analysis of social programs and institutional practices also speaks to questions about how difference is socially constructed and the ways perceptions of difference can reinforce and sometimes even create structural inequalities. Future research and publications The ethnographic work I have conducted in the East European region has yielded a rich, vast repository of field data that I will continue to analyze in the coming years, as I can only treat a fraction of it in the dissertation. Therefore I anticipate many publications emerging from this research in the coming years. As I write my first monograph I will develop further my observations from the dissertation on the topic of Romological knowledge and the ways that it is (and has been) formulated, circulated, and manifested through overlapping networks of actors such as academics, policymakers, government employees, social workers, and Roma leaders in Europe. Power and authority are asserted through knowledge production and dissemination about Gypsies in Hungary in crucially important ways that have profound implications for social justice. This aspect of my research also speaks to approaches to cultural competency training for social services work with diverse individuals and groups. I am also interested in relating the problems I investigate in Central Europe to approaches to diversity employed in other geographic and social contexts. In the coming one to two years, I plan to begin a series of coauthored publications that connect my research to thematically related work in the United States in which I have had some role, including projects on Muslims in the American healthcare system (Aasim Padela et al); on cultural competency trainings for child welfare workers involved with American Indian families (Kathleen Faller, Robert Ortega, et al); and the Youth Dialogues program on race and ethnicity in metropolitan Detroit (Intergroup Dialogues program, University of Michigan); to reflect comparatively on international models of diversity accommodation and cultural competency training. In a similar vein, I will continue to develop my observations about contradictions and tensions in various modes of engagement by, for, and/or with Roma – such as Romani language revitalization, music and dance programs for

Heather Tidrick 3 Research and teaching statements youth, political demonstrations, direct services and poverty alleviation, employment and job market support, and educational support for the development of a Roma elite â&#x20AC;&#x201C; and the potential for any of these approaches to effect empowerment of Roma and the amelioration of the living conditions for the large proportion of the group that lives in poverty and even extreme poverty. I also intend to develop this aspect of the work with a comparative lens, examining multiculturalism as it is conceived and practiced in Hungary in relation to American models, and comparing and contrasting approaches to Roma empowerment in Hungary with those employed elsewhere to advance the theory on empowerment and multiculturalism. My research interests crosscut conversations in multiple disciplines, including social work and anthropology as well as history; cultural studies; public policy; race and ethnicity studies; Russian, East European, and Eurasian area studies; and poverty and inequality research. I therefore intend to target an international interdisciplinary audience with my publications and I will attempt to speak across disciplinary and national boundaries through future articles and books. One important consideration as I develop publications and other products from my research is to locate ways to develop forms of knowledge that are accessible beyond the academy, to practitioners, disenfranchised Roma being targeted by the programs I study, and others who will not be reached through English-language academic publications. I am very interested in exploring alternative media or modes of engagement and dissemination such as documentary film or community action projects with community-based partners in the region. One direction I would like to take in future research within Central Europe, ideally in cooperation with locally based colleagues, is exploring the experiences of socioeconomic, social, and cultural transformations over the life course of aging Roma and non-Roma in Hungary through life histories. As my ethnographic project has developed, I have been increasingly struck by the complexities of the so-called transition from state socialism in the early 1990s and the years since then, including the emergence of stark socioeconomic inequalities and new language and practices that lay bare discriminatory and racist attitudes that were subdued or silenced under the previous regime. A particular contradiction deserving further analysis is the role the Communist Party played in the lives of Roma. In some ways, their interventions ultimately contributed to disproportionate unemployment and poor housing conditions for Roma in the postsocialist period. And yet the state socialist years were a time when Roma experienced significantly decreased segregation and improved living conditions in many areas. The notable de-integration of Roma in the postsocialist period is contrary to narratives of modernity and progress and raises questions about the durability and long term effect of social interventions. The ways that experiences of these transformations are understood and remembered could offer valuable insights into best practices in formulating interventions.

Heather Tidrick 4 Research and teaching statements Teaching statement I view teaching as a fundamental aspect of the work that I do toward the promotion of social justice. I push my students to think critically and reflect more deeply on the social contexts in which they work, the ways they understand social problems, and the role that they may play in social change. When teaching in the field of social work, I recognize the interests of the future clients of my students in their education process and consider them as stakeholders in the students’ mastery of professional competencies. I therefore see an ethical obligation to hold my students to high standards – and also to provide them with the tools and support to make those standards attainable. Classroom approach The diversity that is the focus of my research is also one of my central concerns as an instructor. I endeavor to create a classroom environment where students with diverse learning styles and life experiences are comfortable to participate and find activities and materials that stimulate their interest and learning. Sometimes I circulate discussion questions in advance of the class to stimulate a lively classroom conversation. Other times I may ask the students to find an artifact such as a newspaper article or other media item related to that week’s content. I also frequently bring audiovisual materials such as images, documentary films, and music into the classroom to promote reflection and productive discussion. We often talk about concrete cases, which help to link general concepts to real-life scenarios, bridging the gap between theory and practice. We frequently discuss implementation and practice issues in settings with diverse populations in the United States as well as other countries, to destabilize their personal assumptions and challenge them to be reflexive about their own values and how to manage them in their professional practice. I often employ pair and small group work and short student presentations, and experiment with different activities that decenter the dynamics of power and authority within the classroom and promote recognition that all the participants have a role to play as both teacher and learner. I embrace training opportunities for developing new skills and ideas to bring to the classroom. Courses with themes such as multicultural facilitation and metacognition in the classroom have been influential on my thinking and practice in teaching. In all my courses, I place a particular emphasis on students’ development of verbal communication skills in oral and written work, active listening skills, and their abilities to critically evaluate knowledge claims from different types of sources, because of the importance of these skills to social work practice and universal applicability of these competencies to any other future academic and professional work. Building personalized relationships with students I strongly encourage my students to come for individual consultations during office hours to build more personalized relationships with them and improve our mutual awareness of their individual goals, strengths, and challenges in relation to

Heather Tidrick 5 Research and teaching statements both the course material and their broader professional and personal identity. This approach also helps me to connect them in a more targeted and personalized way with other resources – organizations, academics, practitioners, and media – that can enrich and support them in their educational, professional, and personal development. Teaching interests My specific teaching interests in the field of social work include diversity and cultural competence, race and ethnicity, international social work, qualitative research methods, research methods, and the history of social welfare. Future pedagogical aspirations I am very interested in exploring collaborative educational projects that link together students with experiences from different practice settings to promote their more nuanced, complex, and critical understandings of oppression, diversity, and just practices, including cultural humility, as Robert Ortega has reformulated the concept of cultural competence. In particular, I wish to develop innovative pedagogical approaches that allow for international cultural exchange. I am in the process of developing a concept for a course employing teleconferencing technologies to allow social work students in Hungary and Michigan to learn together and challenge one another to think more critically about their social work practice around diversity issues. Reading materials dealing with cases in both Hungary and the United States, the students would engage in discussion in both online and teleconferencing forums. I would also recruit guest speakers from Budapest as well as Ann Arbor to discuss their own community work with the students. With a social work faculty member in Budapest with extensive experience in Roma issues, I have discussed the possibility of implementing this course. My hope is to do a pilot for this course in the spring/summer 2015 at University of Michigan, Ann Arbor, and Eötvös Loránd Tudományegyetem, Budapest.

References Sandra Danziger, PhD Professor of Social Work and Research Professor of Public Policy University of Michigan 1080 S. University Ave. Ann Arbor, MI 48109 (734) 764-5254 sandrakd@umich.edu Krisztina Fehervary, PhD Associate Professor of Anthropology and Associate Director of the Center for Russian and Eastern European Studies University of Michigan 1085 S. University Ave. Ann Arbor, MI 48109 (734) 764-2361 fehervar@umich.edu Alaina Lemon, PhD Associate Professor of Anthropology University of Michigan 1085 S. University Ave. Ann Arbor, MI 48109 (734) 764-2333 amlemon@umich.edu Robert Ortega, PhD Associate Professor of Social Work University of Michigan 1080 S. University Ave. Ann Arbor, MI 48109 (734) 763-6576 rmortega@umich.edu

CURRICULUM VITA Amanda Rowe Tillotson 1308 McIntyre Ann Arbor, Michigan 48105 734-355-8219 amantill@umich.edu (Last updated September, 2014) EDUCATION  2007-present: Joint Doctoral Program in Social Work and Political Science, University of Michigan. Doctoral Prospectus Defended, July, 2012 Dissertation Title: Reds, Riots, Recessions and Risk: Race and the Development of the Home Ownership State, 1917-1977.  2010: MSW, University of Michigan School of Social Work  M.A., Political Science, University of California at Los Angeles (ABD; preliminary examination passed with Distinction)  B.A., Political Science/English, State University of New York at Fredonia Summa cum Laude  A.A., Humanities, Jamestown Community College, Jamestown New York Summa cum Laude Additional Methodological Training  

University of Michigan Center for Statistical Consulting and Research: Completed courses on NVivo, Statistics, and Stata Intensive Training. Institute for Social Research, University of Michigan Summer Program: Qualitative Methods, Statistics, Mixed Methods Research Design ACADEMIC EMPLOYMENT

Instructor of Record May, 2013-June 2013: Black Americans and the Politics of Race, University of Michigan at Ann Arbor. Independent teaching assignment with responsibility for developing syllabus, designing course, conducting class sessions and evaluating work. Graduate Student Instructor  January 2013-April, 2013: Graduate Student Instructor, Constitutional Politics, Professor Mariah Zeisberg. Graded student papers, supervised and lectured at three course meetings, met with students to improve writing and to discuss papers and course materials.  September, 2013- December 2013: Graduate Student Instructor, Politics of the Metropolis, Professor Gregory Markus. Grade student papers; meet with students to improve writing and to discuss papers and course materials.

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September 2012-December 2012: Graduate Student Instructor, Professor Gregory Markus, University of Michigan, PS 300, Contemporary Issues. Taught sections and graded papers. September, 2011-December, 2011: Graduate Student Instructor, Professor Gregory Markus, University of Michigan, PS 300, Contemporary Issues. Taught sections and graded papers. September 2010-December, 2010: Graduate Student Instructor, Professor Gregory Markus, University of Michigan, PS 300, Contemporary Issues. Taught sections and graded papers. September, 2009-December 2009, September 2012- December 2012: Graduate Student Administrative Assistant, Professor Gregory Markus, University of Michigan. Taught sections and graded papers for PS 300, Contemporary Issues. Supervised and mentored other Graduate Student Instructors. January, 2010-April, 2010: Graduate Student Teaching Assistant, Professor Daniel H. Levine, Comparative Politics and Religion. Upper-Level Writing Instructor. Assisted students with writing in upper-level writing class. September –December 2008: Grader, Professor Hanes Walton, Jr., University of Michigan Department of Political Science.

Research Assistant April 2010-Present: Research Assistant, Laura Lein, Dean, University of Michigan School of Social Work. - Developed themes and analyzed qualitative data from interviews with Hurricane Katrina survivors for inclusion in Community Lost, by Ron Angel, Hollie Bell, Laura Lein, Julie Beausoleil and Laura Lein. Cambridge University Press (20012). Currently analyzing qualitative data for a project on panhandlers in Austin, Texas. EMPLOYMENT-RELATED TRAINING: Attended intensive course in NVivo Analyzed qualitiative data from a study of panhandlers in Austin, Texas. Currently preparing a proposal for a joint-authored book.  January, 2013-June, 2013 : Research Assistant, Professors Eve Garrow and Sandra Danziger, University of Michigan School of Social Work. Case study of organizational change in response to changes in the policy environment for a Michigan child advocacy organization. Attended meetings, analyzed themes. EMPLOYMENT-RELATED TRAINING: Transcription, interview techniques  October, 2010-June, 2013: Research Assistant, Professor Hesekel Hasenfeld (UCLA) and Professor Eve Garrow (University of Michigan). Developed themes, coded content for a project on frames for non-profit advocacy around issues of homelessness and welfare in the 1960’s-1980’s. EMPLOYMENT –RELATED TRAINING: Training in coding software

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July, 2008-September, 2009: Research Assistant for Professor Steven Croley, University of Michigan School of Law. Conducted research on public choice models of interest groups, wrote annotated bibliography. Conducted research on the history of regulatory capture theory as part of the Tobin Whiteboard project. EMPLOYMENT-RELATED TRAINING: LexisNexis, WestLaw June, 2008: Research Assistant, Caroline Moyer, University of Michigan Department of Political Science. Conducted research, constructed bibliography and wrote critical literature review for project on non-compliance with EU directives in federalist systems PEDAGOGICAL TRAINING Completed course in teaching and evaluating college writing at the Sweetland Writing Center Completed courses in pedagogy through the Center for Research on Teaching and Learning and the Department of Political Science. Selected for CRLT Preparing Future Faculty Seminar CRLT Graduate Teaching Certificate (in progress) PUBLICATIONS AND RESEARCH AGENDA

Refereed Articles  Laura Lein, Sandra Danziger, Luke Shaefer and Amanda Tillotson (forthcoming) “Comparative National Policies, Transfers and Programs.”. Oxford Encyclopedia of Poverty ( Oxford University Press).  Laura Lein and Amanda Tillotson (forthcoming) “Household Economy: Budgets, Budgeting and Poverty”. SAGE Emerging Trends in the Social and Behavioral Sciences (John Wiley).  Amanda Tillotson and John Tropman (September, 2014). “Early Responders, Late Responders and Nonresponders: Principal Agent Theory and Board Oversight of Nonprofit CEO’s.” Human Services Organizations: Management, Administration and Governance.  Amanda Tillotson (2010). “Pathologizing Place and Race: The Rhetoric of Urban Renewal, 1935-1965.” AGORA: The Urban Planning Journal, April, 2010.  Amanda Tillotson (2009): “A Tale of Two Crises: Symbolization, Causal Narration and Categorization in the Farm Foreclosure Crisis of the 1980’s and the Early Phases of the Subprime Crisis. AGORA: The Urban Planning Journal. April, 2009  Amanda Tillotson (2009): “Rural Needs and Urban Paradigms: How Policy Paradigms Shape Practice.” Proceedings of the 34th Annual National Institute on Social Work and Human Services in Rural Areas,” pp. 170-200.  Amanda Tillotson (1989): “Open States and Open Economies: Denmark’s Contribution to a Statist Theory of Development.” Comparative Politics 21.

Invited to Revise and Resubmit 

Amanda Tillotson: “Housing Race, Housing Class: Race, Class and the FHA in the Post-World War II Home Ownership State.” Accepted with a request for minor revisons. DePaul Journal of Social Justice Law.

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Laura Lein and Amanda Tillotson: “Buddy Can You Spare Some Health Care? Physical Health, Social Capital and Panhandling.” World Medical and Health Policy.

Under Review 2014:  Amanda Rowe Tillotson. Invited Entries for the Sage Encyclopedia of World Poverty: Truman Administration; Harding Administration; Coolidge Administration; Nixon Administration; School and Housing Segregation; Housing Assistance  Amanda Rowe Tillotson. “Welfare Crimes: Welfare Fraud and the Criminalization of Low-Income Coping Strategies.” Paper based on a data set which I constructed from public record reports of welfare fraud prosecutions. Examines the distribution of specific infractions and the way in which they criminalize the identified coping strategies of low-income families. Working Papers  With Laura Lein. Book proposal on the interaction of individual and structural factors in the lives of panhandlers.  “Present at the Creation: The Children’s Bureau’s As Policy Entrepreneur in the Developing American Welfare State.” Using primary source materials, this paper examines attempts by the Children’s’ Bureau to shape the developing welfare state along the lines being followed by other nations at the time. It focuses on the way in which the Bureau used working papers, reports to Congress, and materials for women’s home discussion groups to provide information about welfare provisions in other advanced nations, and to advocate for changes in the developing American system of social provision. The data demonstrate that these attempts attended both to differences in the scope of provision and to more subtle differences in eligibility requirements – such as the exclusion of illegitimate children from mothers pensions- between the United States and other nations. Target Journal: Social Service Review.

Current Projects 

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Low-Income Home Ownership: Asset or Liability? This project examines the way in which home ownership affects the finances of low-income families. The project triangulates three data sources: data derived from 150 bankruptcy filings by lowincome home owners; 2 hour, semi-structured interviews with 50 low-income home owners; and interviews with counselors at 5 HUD certified housing assistance agencies. The project examines the way in which the ongoing costs of ownership, including items such as home repairs and maintenance and municipal charges and assessments associated with ownership; affect the financial wellbeing of low-income home owners. It examines, for example, whether lowincome home owners take on debt to meet these expenses, what lending mechanisms they use and how these debts affect their overall financial situation. It also examines the way in which methods of home finance affect the value of ownership, asking, for instance, how the effects of variable-rate as against highinterest mortgages differ from those of conventional mortgages. Projects Under Design Drug Testing Social Policy. This project examines the increased use of drugtesting policies to govern access both to contributory benefits programs such as unemployment insurance and noncontributory programs, such as TANF. The project examines the historical development of this policy agenda using primary source materials including interviews with legislators, and content analyses of media accounts, legislative debates, and legislation. Rich Neighbors, Poor Neighbors: How Nonprofit Agencies Address Regional Economic Disparities. This project examines the way in which nonprofits in wealthier suburbs interact with residents and agencies in poorer neighboring areas. The study is based on a survey of nonprofits situated in wealthier and poorer areas that border one another. The research examines whether agencies located in wealthier bordering areas experience service requests from residents and agencies in poorer neighboring areas. It also examines whether nonprofits in wealthier areas set limits on the services that they provide to residents in poorer areas and develops information about the forms that these limits take. It also examines relationships between non-profits located in economically divergent areas, asking whether agencies with similar missions co-operate to improve service delivery across this economic gap.

Other Publications  Tillotson, Amanda Rowe (2012). “Clash of Agendas: Immigration Enforcement Policies and Child Welfare”. Ongoing: Magazine of the University of Michigan School of Social Work, Winter, 2012.

6 Technical Reports  Tillotson, Amanda Rowe (2014). “Report on Causes and Consequences of Lack of Personal Identification for Extremely Poor Individuals in Austin Texas.” Prepared for US Department of Justice.  Tillotson, Amanda Rowe (2007) “Resource Guide for Homeless and Nearhomeless Individuals in Crawford County.” Crawford County Mental Health Awareness Program  Tillotson, Amanda Rowe (2006).“ Trailer Park Law: a Guide for Housing Advocates” Crawford County Mental Health Awareness Program  Tillotson, Amanda Rowe (2005, 2006, 2008, 2009) “Guide to Low Income Heating Assistance: Program Regulations and Up-Dates.” Crawford County Mental Health Awareness Program 

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AWARDS/FELLOWSHIPS

2014-2015. Race, Law and History Fellowship, University of Michigan Law School ($2500). Highly competitive fellowship funding research assistant for a project on racially restrictive covenants and travel to the 2014 meetings of the American Legal History Association. Ford Fellowship, Department of Political Science, University of Michigan (20,000) Ford Research Grant for travel to Schomburg Center Archives, New York Public Library (2,500) April 2014. Moody Foundation Grant for Archival Research at LBJ Library (2500) Rackham Travel Grant for Travel to APSA Meetings in Washington, DC School of Social Work, University of Michigan. Tropman Networking Grant for Travel to 2014 Meetings of the Policy History Association School of Social Work, University of Michigan. Summer Faculty Collaboration Grant for work with Dean Laura Lein (4,000) January, 2014. Thesis Grant, Department of Political Science. Grant for travel to National Archives (2500). Travel Grant, Department of Political Science. Grant for travel to the Midwest Political Science Association Meetings, Chicago Travel Grant, School of Social Work, University of Michigan. Grant for travel to SSWR meetings, San Antonio, Texas. March, 2013: Gerald R. Ford Research Grant, Department of Political Science (2000) December, 2013: Rackham Travel Grant for travel to Conference on Homelessness, Health and Health Policy, George Mason University, Washington, DC. June, 2012: Rackham Travel Grant for travel to the American Political Science Association Meetings in New Orleans (Conference cancelled) Rackham/ Institute for Social Research Summer Research Award

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April, 2012: Gerald R. Ford Research Grant, Department of Political Science, University of Michigan (2500) Rackham Debt Management Award, Rackham Graduate School: Awarded on the basis of potential contribution to public service (10,000) March, 2012: Rackham Travel Grant for Travel to Midwestern Political Science Association Meetings October, 2010: 1) Rackham Research Grant, Rackham Graduate School, University of Michigan: Grant used to conduct pilot research for dissertation 2) James A and Vivian Curtis Endowed Scholarship, University of Michigan. Awarded for projects impacting low-income African American Populations (18,000) June, 2010: Rackham Travel Grant, University of Michigan for travel to the meetings of the American Political Science Association May, 2010: Rackham/Institute for Social Research Summer Research Award. February, 2010: Research Fellowship, Institute for the Study of Women and Gender, University of Michigan. May, 2009: Nonprofit and Public Management Center, Research Grant, University of Michigan: Project examined strategies that rural nonprofits use to implement policies that incorporate urban paradigms (2500). August, 2009: Research Grant, Center for Education of Women,. Grant used to hire coders for project on the incorporation of racialized and gendered themes in coverage of the subprime mortgage crisis (2000). June, 2009: Rackham Travel Grant to attend meetings of the Midwestern Political Science Association April, 2009: Rackham Research Grant: University of Michigan. Project examines the intergenerational transmission of housing insecurity. March, 2009: Rackham Travel Grant, University of Michigan May, 2008: Larry and Clara Davis Scholarship for Poverty and Social Justice (1500) 2007 Social Work Professional of the Year, Crawford County Community Council 1985-86 Foreign Policy Pre-dissertation Fellow, Brookings Institution 1984-1985 Ford Fellow in European Society and National Security, Center for European Studies/Center for International Affairs, Harvard

Post-MSW 

RELATED COMMUNITY EXPERIENCE

May, 2012-July 2012: Consultant, New St. Paul Head Start, Detroit, Michigan. One of two lead coordinators responsible for developing community needs assessments, conducting focus groups, analyzing data, and assisting staff in drafting grant.

Pre MSW

8 July, 2002-August, 2007: McKinney-Vento Housing Advocate, Crawford County Mental Health Awareness Project, Meadville, Pennsylvania EMPLOYMENT-RELATED TRAINING: Cultural competence trainings: HUD grant-writing training; geriatric service trainings; community-based dialecticalbehavioral therapy training; pharmacology trainings.  2000-2002: Paralegal Advocate, Women’s Service, Inc., Meadville, Pennsylvania.. EMPLOYMENT-RELATED TRAINING: Immigration law, domestic violence and immigration, seminars on changes in laws impacting domestic violence victims.  1992-2007: Home Education Evaluator, Crawford County School District: certified by Crawford County Central School District to evaluate home education programs for home-schooled students and to prepare end-of-year reports  1995-1997: Interviewer. Louis Harris, Inc.: Conducted interviews for project on rural aging in Crawford County. Met with rural elderly individuals in homes, completed survey instruments, returned surveys to employer. 

CURRICULUM DESIGN  

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Spring, 2013: Wrote curriculum for Political Science 324, Black Americans and the Politics of Race, University of Michigan at Ann Arbor. January 2009-April, 2011: Wrote curriculum and instructed 4 research assistants in coding for project on race and gender in media coverage of subprime foreclosures. Supervised research assistants on project. (Funded by UROP and the Center for the Education of Women.) 2005-2006: Wrote curriculum and taught class on “Cultural Competence with Rural, Low-Income Families” for college volunteers in on-site weatherization program for which I wrote grant. 2006: Wrote curriculum and taught class for service providers on “Interpersonal Skills Training” for presentation to local service providers by community-based Dialectical Behavioral Therapy Team. 2005-2006: Wrote curriculum and taught poetry workshop for adults with mental illness at community-based mental health center. MENTORING/TEACHING

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May- June, 2011: Preparing Future Faculty Program, Center for Research on Teaching and Learning, University of Michigan.

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December, 2012: Nominated for Rackham Outstanding GSI Award, Department of Political Science, University of Michigan.

Undergraduate Research Opportunities Program, 2008- 2013 I participated as a sponsor of students in the Undergraduate Research Opportunities Program for four years. In 2012, one of my students, Andrew Chimka, had 

9 an abstract based on our research accepted at the highly competitive National Undergraduate Research Symposium at Weber State University.

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COMMUNITY ACTIVITIES: 2005-2007: President, Crawford-Venango Office of Economic Opportunities Board: Convened meetings, participated in planning conferences. Assisted Board in evaluating and prioritizing Community Development Block Grant Proposals for two-county area. 2002-2007: Secretary, Crawford County Emergency Shelter Committee GRANTWRITING/PROGRAM DESIGN/EVALUATION:

Academic  July, 2011: Co-wrote successful grant application for Rackham Interdisciplinary Workshop funding for the Interdisciplinary Group on Poverty and Inequality.  September, 2010-2012: Undergraduate Research Opportunities Program, University of Michigan. Wrote successful application for undergraduate research assistance on two projects: “A Paler Shade of White: Constructing the Tea Party as a White Power Movement”; and “Dominant Discourse: Race and Gender in Media Coverage of the Subprime Crisis.”  July, 2010: Co-wrote successful grant application for Rackham Interdisciplinary Workshop funding for the Interdisciplinary Group on Poverty and Inequality.  September 2009-May, 2010: Evaluation and Planning Intern at the Pediatric Advocacy Initiative, a clinic of the University of Michigan Law School. Developed evaluation plan for agency to integrate intake system with evaluation system.  September, 2008 –May, 2010: Planning Committee, Conversations Across Social Disciplines, University of Michigan School of Social Work Joint PhD Program. Organized panel on “Race, Inequality and Corrections”.  September, 2008- present: Planning Committee, Interdisciplinary Group on Poverty and Inequality, University of Michigan, Joint PhD Program. Organized panel presentations and graduate research symposium for March, 2009. Cofounder and Co-lead coordinator. June-July, 2008  Co-wrote successful funding applications for Interdisciplinary Group on Poverty and Inequality, a seminar and colloquium series for students and faculty interested in poverty and inequality issues, broadly defined. Proposals were funded by Rackham Graduate School and by the Dean’s Office at the School of Social Work. Nonprofit-Related 

August, 2003:Designed program and wrote successful grant for “Project Free TAX”, a tax preparation and financial planning program for low income clients.

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The program provided free income tax preparation services and information on financial planning and asset acquisition for low-income individuals. Low-income preparers were trained and supervised by two volunteer accountants, and volunteer accountants and financial planners helped clients incorporate refunds into asset-building. Wrote evaluation survey, evaluated outcomes, reported to funding agencies. Served as volunteer program director from 2003-2005. September 2002: Designed program and wrote successful grant for “Project Warm Winter,” an in-home weatherization program that utilized college volunteers to provide window kits, weather stripping, service referrals and inhome conservation information to low-income rural families. Designed training modules, worked with college and community volunteers to provide service to over 80 families. Wrote evaluation survey, evaluated outcomes, completed final report for funding agency. Served as volunteer program director from 2002-2007 REFEREED AND INVITED PRESENTATIONS

2014  September 2014: ““How Social Work Constructs Poverty: The Centrality and Structure of Poverty Discourse, 1935-2005”. Poster accepted for presentation at 2014 meetings of Society for Social Work Research, January, New Orleans, La.  August 2014: “Housing Race, Housing Class: Intersectional Development and the Home Ownership State after World War II”. Paper presented at 2014 meetings of the American Political Science Association, Wshington, DC.  April 2014: a) Property as Theft: the Legal Environment of Residential Segregation. b) Constructing Racialized Housing Markets, Constructing Racialized Citizenship: Black Home Ownership on the National Policy Agenda Papers presented at 2014 meetings of the Midwestern Political Science Association, Chicago.  January, 2014: “Symbolic Stringency: the Proliferation of Policies to Restrict EBT Withdrawals.” With Vincent Fusaro. Poster presented at 2014 meetings of the Society for Social Work Research, San Antonio, Texas. 2013  November, 2013: “Health Issues as a Fundamental Cause of Homelessness: The Role of Health Issues in Creating and Maintaining Homelessness.” With Laura Lein. Forum on Medical Care, Homelessness and Poverty, Institute for Policy Studies, George Mason University.  August, 2013: “Race, Recession and Riots: Counterintuitive Coalitions and Black Homeownership on the National Policy Agenda, 1917-1978.” Paper accepted for presentation at the 2013 Meetings of the American Political Science Association.  March,2013:“Symbolic Stringency: the Proliferation of Policies to Restrict EBT Withdrawals.” With Vincent Fusaro. Paper presented at the 2013 Meetings of the Midwestern Political Science Association.

2012 

August, 2012: “Minority Legislators and the Regulation of Payday Lending in the Texas State Legislature.” With Jonathan Fuentes. Paper accepted for presentation at the 2012 Meetings of the American Political Science Association (Meetings cancelled)  April, 2012:a) “Painting It Black: Racialized Framing and Attributions for Subprime Foreclosures.” With Andrew Chimka. Paper presented at the 2012 Meetings of the Midwestern Political Science Association, Chicago. b) “Political Payday: Economic Representation and the Regulation of Payday Loans in the Texas State Legislature.” With Jonathan Fuentes. Paper presented at 2012 Meetings of the Midwestern Political Science Association, Chicago.  January, 2012: Invited Speaker, University of Michigan, Social Work Faculty Learning Community on Poverty and Inequality, presentation on “Housing and the Great Recession.”

2011  November,2011: Invited Speaker, Social Work and Political Science Seminar, University of Michigan, Professors Mary Corcoran and Laura Lein. Presentation on dissertation prospectus: Dark Houses: the Development of a National Agenda around African American Home Ownership, 1949-1978. 2010  October, 2010: Invited Speaker, University of Michigan Undergraduate Research Opportunities Training Seminar, Qualitative Methods, Survey Research  April, 2011: “A Paler Shade of White: Constructing the Tea Party as a White Power Movement.” Presented at 2011 Meetings of the Midwestern Political Science Association, Chicago.  August, 2010: “Picturing the Subprime Crisis: Media Coverage and Subprime Foreclosure.” (Co-authored with Kerri Nicoll and Jessica Wiederspan). Presented at 2010 meetings of the American Political Science Association.  April, 2010: Discussant, “Policy and Inequality”, 2010 Meetings of the Midwestern Political Science Association, Chicago. April, 2010: “Dominant Discourse: Race, Class and Gender in Media Coverage of the Subprime Crisis. (Co-authored with Kerri Nicoll and Jessica Wiederspan). Presented at the 2010 Meetings of the Midwestern Political Science Association, Chicago. “Constructing the Subprime Crisis: Media Narratives of Race and Gender.” With Kerri Nicoll and Jessica Weiderspan. Paper presented at the 2d Annual Interdisciplinary Conference on Poverty and Inequality, University of Michigan School of Social Work.  January, 2010: Discussant for panel presentation on “How Strong is the New Social Safety Net” presented by Conversations across Social Disciplines at the

12 University of Michigan. Panel members included Professor Kathryn Edin, Harvard University; Jennifer Sykes-McLaughlin, Harvard University; and Sarah Halpern-Meekin, Bowling Green University.

2009  July, 2009: “Rural Needs, Urban Paradigms”. Presented at 34th Annual National Institute on Social Work and Human Services in Rural Areas, University of Minnesota at Duluth. .  March, 2009: Poster presentation, “Dominant Discourse: Race, Class and Foreclosure” (with Kerri Nicoll and Jessica Weiderspahn), 2009 University of Michigan School of Social Work Research Retreat.  March, 2009: “Dominant Discourse: Race, Class and Foreclosure” (with Jessica Weiderspahn and Kerri Nicoll). Paper presented at “Emerging Issues in Poverty and Inequality” Conference at the University of Michigan. 2008  March, 2008: “Is Immigration Restriction the Poor Man’s Tariff? Applying the Stolper-Samuelson Coalition Model to Immigration Restriction in the US, 18971927.” Presented at the 2009 Meetings of the Midwest Political Science Association, Chicago. 2007  March, 2007 “Bringing the Outside In: The International Framework of United States’ Social Policy in the 1920’s.”Presented at Meetings of the Midwest Political Science Association, Earlier Presentations 1987: American Political Science Association: “Constructing Consent: Poor laws, corn laws, and extension of the franchise.” (Nominated for Best Paper) 1986: American Political Science Association: “International Sources of Domestic Fiscal Policy in Western Europe, 1960-1980. (Nominated for Best Paper). 1984: The Political Economy of the Ku Klux Klan. Paper presented at meetings of the American Political Science Association. . RESEARCH INTERESTS Social policy, poverty policy, nonprofit management, history of social welfare policy, housing policy, interaction of law and social policy PROFESSONAL ACTIVITIES 2012: Reviewer, National Conference on Undergraduate Research 2010, 2011, 2012: Invited Judge, UROP Poster Symposium, University of Michigan 2009-2013: C0-Founder and Co-Lead Co-coordinator of Interdisciplinary Group on Poverty and Inequality, University of Michigan. 2008-2011: Co-Coordinator, Conversations across Social Disciplines, University of Michigan PROFESSIONAL MEMBERSHIPS:

13 Society for Social Work Research Midwest Political Science Association American Political Science Association American Sociological Association Society for the Psychological Study of Social Issues Tobin Project LANGUAGES: French (good reading knowledge), German (intermediate reading knowledge), Spanish (fair reading knowledge), Danish, Swedish, Norwegian (fair reading knowledge), Italian (fair reading knowledge) Latin (good reading knowledge) SOFTWARE: Stata, Atlasti, NVivo CERTIFICATION: HUD certification in Grant-Writing REFERENCES Laura Lein, Dean. University of Michigan School of Social Work. Phone: 734/764/5347 Email:leinl@umich.edu John Tropman. Professor, University of Michigan School of Social Work Phone: 734/763-6275 Email: tropman@umich.edu Other References Available on Request :

1 Research Statement My research focuses on three principal areas, each related to economic and racial inequality. 

First, I investigate ways in which laws and policies create and maintain patterns of racial and economic inequality. I am interested in the historical and contemporary effects of policies that are conventionally categorized as “social policy,” such as cash assistance, medical assistance, food assistance, and housing assistance as well as in the way in which these areas interact with carceral policy and civil law. Existing research projects that address these interests include: *Reds, Riots, Recessions and Risk: Race and the Development of the Home Ownership State This dissertation project examines the development of national policies to expand home ownership during the period from 1917-1965, focusing on the way in which this policy agenda addressed Black home ownership. The project is based on primary sources. I find that while policy attempts to expand Black ownership were motivated by the idea that ownership would cause citizens to be invested in the institution of private property and in economic, social, and political stability, attempts to implement this agenda occurred within a financial and legal order that had identified Blacks as a population that posed special risks to property values and property finance. *Welfare Crimes: Welfare Fraud Prosecution and the Criminalization of Low-Income Coping Strategies. In this paper, currently under review, I develop and analyze an innovative data set based on court records and media reports of welfare fraud prosecutions during a two year period in a New York county. Existing accounts primarily address general increases in welfare fraud prosecution (Cruikshank, 1997; Kohler-Hausman, 2007) ; rely primarily on ethnographic accounts to describe the effects of continued surveillance for evidence of potential welfare fraud in the lives of recipients (Gilliom, 2001; Gustafson, 2013; Swann et al, 2008); or focus on the development of policies in the context of “welfare queen themes” (Hancock, 2004; Kohler-Hausman, 2007). The project that I develop, however, makes it possible to examine the specific violations that provoke welfare fraud charges in all programs, to understand the legal outcomes of these charges, and to develop demographic information about the individuals charged. The analysis finds that most charges are provoked by actions that have been identified as strategies for navigating the difficulties of life in poverty, such as sharing homes with relatives and friends, receiving ash and other assistance from others, and taking short-term jobs (Edin and Lein, 1997; DeParle,2005; Hays, 2004; Hancock, 2004 ). It finds that these charges perpetuate poverty by forcing individuals who receive benefits in the form of goods or services such as food or medical care to repay them in cash, and that the demographic characteristics of those charged vary among programs, so that, except in the area of child care subsidies, middle-aged individuals predominate, and that men are more likely to be charged with Medicaid fraud than women. I connect these findings to the structure of social assistance policies. Two projects currently in the planning stage also reflect this agenda. *“Drug-Testing Social Policy” will examine the development and diffusion of policies requiring drug testing of

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applicants both for contributory programs, such as unemployment, and for non-contributary programs, such as food stamps, housing assistance, SNAP, and cash assistance (Desmond, 2009; Rubenstein and Mukami, 2002; Mauer and Chesney-Lin, 2002; Simon, 2007; Allard, 2002; Murakawa, 2014). *A second project, “Low Income Home Ownership: Asset or Liability” is a mixed methods study that will combine interviews with low-income homeowners and an examination of bankruptcy filings by low income homeowners to determine whether the expenses associated with ownership pose problems for asset accumulation, and how these expenses are met. Second, I am interested in the history of the welfare state and in the historical development of ideas around poverty and inequality. Two research projects illustrate this agenda. *“Present at the Creation: The Children’s Bureau’s As Policy Entrepreneur in the Developing American Welfare State.” Uses primary source materials to examine attempts by the Children’s’ Bureau to shape the developing welfare state along the lines being followed by other nations at the time. It focuses on the way in which the Bureau used working papers, reports to Congress, and materials for women’s home discussion groups to provide information about welfare provisions in other advanced nations, and to advocate for changes in the developing American system of social provision. The data demonstrate that these attempts attended both to differences in the scope of provision and to more subtle differences in eligibility requirements – such as the exclusion of illegitimate children from mothers pensions- between the United States and other nations. *“How Social Work Constructs Poverty: The Centrality and Structure of Poverty Discourse, 1935-2005”, which I will be presenting in poster form at the 2015 meetings of SWRR, examines the way in which poverty is discussed over time in the Social Service Review. Third, I am interested in non-profit management, and particularly in challenges that face nonprofit agencies. Two projects exemplify this interest. *A paper that I recently published with John Tropman (Tillotson and Tropman, 2014), "Early Responders, Late Responders, and Non-responders: The Principal-Agent Problem in Board Oversight of Nonprofit CEOs" uses case studies to examine differences in the outcome of episodes of nonprofit CEO malfeasance, arguing that the characteristics of nonprofit boards and the characteristics of the nonprofit environment interact to make it possible for executives to create and exploit informational asymmetries that obstruct successful monitoring. *“Rich Neighbors, Poor Neighbors: How Nonprofit Agencies Address Regional Economic Disparities.” This planned project examines the way in which nonprofits in wealthier suburbs interact with residents and agencies in poorer neighboring areas. The study is based on a survey of nonprofits situated in wealthier and poorer areas that border one another. The research examines the extent to which agencies located in wealthier bordering areas experience service requests from residents and agencies in poorer neighboring areas, and how they manage these requests. It asks, for instance, whether nonprofits in wealthier areas set limits on the services that they provide to residents in poorer areas and develops information about the forms that these limits take. It also examines relationships between

3 non-profits located in economically divergent areas, asking whether agencies with similar missions co-operate to improve service delivery across this economic gap.