Curriculum and Instruction
Selin Akgun
Selin Akgun is an assistant professor in the Department of Curriculum and Instruction. She holds a BS in primary science education and an MA in primary education from Bogazici University in Istanbul, Turkey, and a PhD in curriculum, instruction, and teacher education from Michigan State University. Her research interests include elementary science education, teacher education, and Artificial Intelligence in education.
As she completed her dissertation and PhD at Michigan State, she worked closely with elementary teachers and students in science classrooms, which helped bring her research interests into focus. “For the past five years, I have worked with pre- and in-service teachers on how we can support elementary students to make sense of and develop critical consciousness towards the science phenomena”, she says. “How they can wonder about it, investigate it, and by the end of that figure out why and how things happen in what they see in the world around them.”
Akgun believes that students need to become critical consumers of knowledge to be able to figure out how things work in science, to connect those experiences to their real lives, and to be successful in their future careers and beyond.
She is also interested in teacher identity work by studying how changing teacher identity and students’ learning experiences in science might interact with each other. “Social, cultural, and political contexts and experiences that teachers hold and be part of are connected to how they learn and teach” she says. “I see this research area as a way to bring those critical ideas together.”
Akgun’s focus on generative Artificial Intelligence stems from its swift sweep across the landscape, especially throughout schools. Akgun says it is important to embrace the affordances of AI tools in classrooms, however, it is equally important to address its ethical and societal aspects and be thoughtful of how to design and use those tools more critically.
“These topics are what I’m really interested in and passionate about,” she says. “I hope to continue working on them in Minnesota with teachers, educators, and students.”
Fun fact: What are you reading?
I’m a fan of fiction and horror novels, like Stephen King’s latest book Fairy Tale, which is about discussing the concepts of good and evil in the context of multiple universes. I just finished Octavia E. Butler’s Parable of Sower, which has a dystopian post-apocalyptic theme.
Bruna Damiana Heinsfeld
Bruna Damiana Heinsfeld is an assistant professor in the Department of Curriculum and Instruction. She was born and raised in Rio de Janeiro, Brazil. She holds a BA in language and literature from the Universidade do Estado do Rio de Janeiro, Brazil; a graduate certificate in planning, implementing, and managing distance education from the Universidade Federal Fluminense, Brazil; an MEd focusing on digital languages and technology from the Pontifícia Universidade Católica do Rio de Janeiro, Brazil; and a PhD in interdisciplinary learning and teaching, concentrating on learning design and technology from the University of Texas, San Antonio.
Besides her academic journey, she has a more than 10-year-long career in the instructional design field, also being a certified project manager specialized in e-learning projects. In her academic and industry careers, she collaborated with multicultural teams in numerous countries, such as Brazil, the United States, Serbia, Philippines, India, China, France, and Portugal. Her main research interests are critical perspectives on educational technology, and conceptions and discourses about technology in education.
“As a researcher, I critically examine how ideologies, identities, and power relations associated with the implementation of technologies are constructed through discursive practices in various contexts, such as communities, governments, and schools,” she says. “To understand the multiple roles of technology in our field, I investigate assumptions about technology's relationship with society and education.”
This inquiry is deeply connected to broader questions about the purpose of education, influenced by socioeconomic and sociotechnical imaginaries, Heinsfeld explains. “My research spans public policies, corporate discourse, and media representations of educational technology, focusing on how these discourses shape our understanding of both education and technology.”
Heinsfeld notes that social discourses shape reality by not only describing but also actively constructing it. “Discourses can reinforce power imbalances and normalize certain social scenarios,” she says. “Understanding how this phenomena works and its implications is what drives my interest.”
Her research also applies a critical lens to help educators understand these underlying contexts and beliefs in educational technology. This insight promotes more thoughtful and intentional technology use, leading to better educational practices. “My goal is to empower students, teachers, and decision-makers to critically assess how technology is perceived, chosen, and implemented,” she says.
Fun fact: What is the best piece of advice you’ve ever received?
A piece of advice from Dr. Mirya Holman has resonated with me recently: "Citations are about power." She encourages us to be mindful of our citation patterns to avoid reinforcing preexisting unfair, inequitable, sexist, and racist power structures. Additionally, during my PhD, my advisor, Dr. Vittorio Marone, often reminded me that a PhD is a marathon, not a sprint. This advice emphasized the importance of pacing oneself, managing energy wisely, and staying focused on the long-term goal. I believe we can extrapolate this piece of advice to life itself.
Ryan Oto
Ryan Oto is an assistant professor in the Department of Curriculum and Instruction (C&I). He holds a BA in history from Carleton College and an MA and PhD in curriculum and instruction from the University of Minnesota. He was most recently a lecturer in social studies education in C&I and a visiting assistant professor of educational studies at Carleton College. His research interests are in race and racism in schooling, pedagogies of solidarity, teacher action research, youth participatory action research, and community-based research methodologies.
Oto says he has been committed to racial justice in schools for as long as he’s been an educator. “Throughout my teaching career, I always felt confused and frustrated that students of color were treated as problems that needed to be solved rather than people with dreams, ambitions, and experiences,” he says. “As a multiracial Asian American classroom teacher for over a decade, I was fortunate to build deep and thoughtful relationships with students of color that challenged me to unlearn my own internalized racisms as well as support their visions for racial justice in their school communities.”
Those relationships made Oto wonder if perhaps young people had answers to problems in schools that adults struggled to solve. While in his doctoral program, this thought led him to engage with Youth Participatory Action Research (YPAR) as one way to center the experiences and knowledges of young people who are often researched rather than researchers.
“After being a collaborator alongside youth who were effecting change in their schools through YPAR projects, I found myself drawn to what lessons adults can learn from young people,” he says. “This is especially true as it concerns civic education and democratic practices that move beyond the conventions of civic learning and focus on community-based change.”
Oto finds these issues important because social change is something that can be done now. “The old adage of ‘children are our future’ is one that I push back on because young people have shown me time and again that their lives and issues they care about exist now,” he says. “Social justice is not something that young people gain access to changing because they matriculate from high school or go off to college and young people know that. The changes we want to see in the future that make our world better can happen now if we as adults took more seriously the perspectives, experiences, and knowledges of young people.”
Fun fact: If you could invite any figure—living or dead—to dinner, who would it be and why?
I'd invite my grandparents, who have all passed, to dinner. They shaped me in ways that I still find myself surprised by and I would love the opportunity to say thanks and feel that love and care.
Selin Akgun, Bruna Damiana Heinsfeld, and Ryan Oto (Photos courtesy of faculty members)
Educational Psychology
Wenchao Ma
Wenchao Ma is an associate professor in the Department of Educational Psychology. Prior to joining UMN, he was an associate professor at the University of Alabama. He holds a BS in psychology and an MEd in developmental and educational psychology from Beijing Normal University. He also holds an MS in statistics and a PhD in educational statistics and measurement from Rutgers, The State University of New Jersey.
Ma has received several prestigious awards, including the 2021 Jason Millman Promising Measurement Scholar Award and the 2017 Bradley Hanson Award for Contributions to Educational Measurement, both conferred by the National Council on Measurement in Education. Additionally, he was honored with the 2018 Outstanding Dissertation Award from Division D of the American Educational Research Association. His research has been supported by prominent organizations, including the U.S. National Science Foundation, the U.S. Department of Justice, and the American Educational Research Association.
Ma is dedicated to applying advanced statistical methods and psychometric approaches to tackle critical issues in education.
“As a measurement scholar, I have developed innovative psychometric techniques that not only assess students' proficiency but also identify specific areas for improvement through formative assessments,” he says. “My work is driven by the goal of enhancing student learning outcomes and providing actionable insights to support effective teaching practices.”
In his role as a quantitative methodologist, Ma has collaborated with researchers across a broad spectrum of fields, including special education, science education, math education, language assessments, and psychiatry. He adopts diverse quantitative methods, including machine learning and natural language processing techniques, to address unique and complex challenges within these domains. Through those collaborations, Ma strives to develop tools and analytic strategies that can lead to meaningful insights.
“My interest in applying advanced statistical methods and psychometric approaches is driven by a deep commitment to improving students’ learning outcomes and supporting effective teaching practices,” he says. “Studying these areas is essential to me because it aligns with my passion for advancing educational research and providing actionable insights that can make a real difference in students' lives.”
Fun fact: What do you do in your downtime?
In my downtime, I enjoy watching movies and spending quality time with my family.
Mollie Weeks
Mollie Weeks is a teaching assistant professor in the Department of Educational Psychology. She holds a BA in psychology from St. Olaf College in Northfield, and an MA and PhD in educational psychology from the University of Minnesota. She was most recently an assistant dean of admissions at St. Olaf College in Northfield and an instructor and specialist coordinator in the Department of Educational Psychology. Her research interests include educational disproportionalities, secondary data analysis, and equity-centered legislation.
“My research interests are driven by the notable disconnect between public education as a pathway to fulfilling personal futures and the reality that educational systems are a source of inequity and oppression,” she says. “I believe that educational research can not only illuminate how educational systems are associated with inequity but can consider solutions for changing oppressive systems.”
The avenue through which Weeks engages in these questions leverages secondary data analysis given its wide availability and flexibility, she explains. “Large-scale secondary analysis also allows me to engage in critical quantitative methods in order to ask myself whether the analyses I conduct represent the real world or seek to model real systems,” she says.
Fun fact: If you could invite any figure—living or dead—to dinner, who would it be and why?
I would invite Carl Sagan. I have been a fan of Carl Sagan for years and look up to his legacy as a science communicator.
Family Social Science
Michael Curtis
Michael Curtis is an assistant professor in the Department of Family Social Science. He holds a BA in psychology and an MS in marriage and family therapy from the University of Nevada, Las Vegas. He received his PhD in human development and family studies with an emphasis on marriage and family therapy from the University of Georgia. His research focuses on improving the mental health and service utilization of Black Americans, particularly those who identify as sexual minorities by addressing individuals from oppressed, and underserved communities. Specifically, his work seeks to address the syndemic effects of intersectional stigma, traumatic stress, and HIV risk.
“My passion for increasing Black Americans’ access to effective and culturally responsive mental health services is directly related to my childhood experiences,” he says. “Although my parents were extremely hard workers, our family experienced frequent bouts of food and housing insecurity. Growing up in this context has made me keenly sensitive to the systems of oppression that impact the mental health and well-being of Black Americans.”
The goal of Curtis’ research is not only to contribute to the existing scholarship on mental health and service use among Black Americans but to also push the field forward by accounting for the within-group differences that exist within the Black American community. “By examining the unique needs of subgroups of Black Americans, I hope to uncover unique insights into the developmental needs of the Black communities as well as inform the design of culturally responsive interventions aimed at the treatment of syndemic issues that plague Black Americans and the improvement of their overall mental health and wellbeing,” he says.
His research also pays particular attention to the role that intersectional stigma plays in the development and progression of psychological and interpersonal issues among Black Americans. “Specifically, I focus on how racism, heterosexism, and classism interact to influence Black Americans’ development, particularly during emerging adulthood,” he says. “Moving beyond simply noting that disparities exist based on a person’s identity, my work looks closely at how power, privilege, and oppression are wielded to uniquely subjugate certain subgroups of Black Americans, leaving them at heightened risk for a myriad of mental health-related issues.”
Fun fact: What is the best piece of advice you’ve ever received?
Our job as social scientists is to translate our learning into leadership. Instead of coming into communities with a list of things we want, instead come with something that you can offer that both empowers and enriches people's everyday lives.
Avelina Rivero
Avelina Rivero is an assistant professor and Extension specialist in the Department of Family Social Science. She holds a BS in family studies and human development from the University of Arizona, and an MS in human development and a PhD in human environmental sciences with an emphasis in human development and family science from the University of Missouri. Her current research identifies how family members can influence and shape Latina young women’s body image perceptions and development. She also explores the unique role cultural values play in shaping family interactions and relationships, specifically focusing on parent-adolescent and sibling dynamics.
“One fascinating aspect of sibling relationships is that they are considered the longest-lasting relationships an individual will ever have,” Rivero explains.
Approximately 80 percent of individuals in the U.S. have a sibling. In Latino families, sibling relationships are common, especially among Mexican families, where larger family sizes are more typical.
“These relationships are also unique due to their ambivalent nature, meaning it is normal and common to experience both positive and negative feelings simultaneously about a sibling,” Rivero says. “Additionally, we see differences in how siblings interact based on their cultural backgrounds, which I find fascinating.”
Despite the prevalence of sibling relationships, they remain understudied when compared to other interpersonal relationships.
“I focus on Latinas’ body image development because, for a long time, body image concerns were considered a White woman’s issue,” Rivero says. “After all, other cultures, such as Latin cultures, tend to be more accepting of curvier body types. This explains why there is so much research on White European middle- and upper-class women.”
However, research continues to find that Latinas also struggle with their body image, Rivero says, and unfortunately, many fall victim to eating disorders, which can be fatal.
“Latinas living in the U.S. have a unique relationship with their bodies because their culture promotes curviness, while mainstream culture pressures them to be thin,” she says. “These contradicting messages and the expectation to balance both cultures can leave them feeling overwhelmed and at risk of mental health struggles. Therefore, I am committed to raising awareness about Latinas’ challenges through my research.”
Rivero says she engages in “MeSearch,” which refers to research motivated by one’s life experiences. “As the oldest of five in a very close-knit immigrant Mexican family, I witnessed firsthand how resilient and strong my family had to be while navigating adversity,” she says. “We found strength in our culture and community, which brought us closer together as a family. This inspired me to research my own life experiences to better understand the challenges faced by Latino youth and families living in the U.S. My research is important because it aims to develop resources to strengthen families and improve the wellbeing of Latino youth, families, and communities.”
Fun fact: What are you reading?
Currently, I am reading Liliana's Invincible Summer: A Sister's Search for Justice by Cristina Rivera Garza. It is an amazing book so far. The author shares the story of her sister, who tragically lost her life to femicide.
Wenchao Ma, Mollie Weeks, Michael Curtis, and Avelina Rivero (Photos courtesy of faculty members)
Kinesiology
Daniel Craighead
Daniel Craighead is an assistant professor in the School of Kinesiology. He holds a BS in exercise and sports science from Ithaca College and a PhD in kinesiology from Penn State University. He was recently at the University of Colorado, Boulder, serving as an assistant research professor in its Department of Integrative Physiology and an assistant director of clinical research in its Integrative Physiology of Aging Laboratory. His research interests include exercise and cardiovascular physiology, thermoregulation, and hypertension.
Craighead notes that cardiovascular disease is a serious public health concern. It is the leading cause of death in the U.S. and many other countries. “I am interested in coming up with ways to prevent or treat cardiovascular disease as it impacts our health as a nation,” he says. “I am interested in exercise and exercise-inspired interventions. Not a pill, but how we can use our bodies to make ourselves healthier.”
Craighead is particularly interested in devising new methods of exercises that people will want to do more often. “We know that exercise is good for us, but for some reason we can’t get everyone to do it,” he says.
Fun fact: What do you do in your downtime?
Connected to my research interests, I am a marathon runner. You can find me running all the time, improving my cardiovascular health. I also enjoy trying new breweries and sampling new beers.
Alex Garn
Alex Garn is a professor and director in the School of Kinesiology. He holds a BA in education from the University of Northern Iowa, an MS in kinesiology from the University of Wyoming, and a PhD in human performance from Indiana University. Most recently, he served as the interim director of Louisiana State University’s School of Kinesiology. His research investigates motivational and emotional determinants of physical activity, motor skill performance, learning, and psychological well-being. He has a strong interest in exploring effective ways to increase health behaviors across the lifespan.
“I am really interested in understanding how physical activity and learning can be delivered or experienced in more enjoyable ways that lead to improvements in quality of life,” he says. “Finding effective ways for people to associate physical activity or learning behaviors to positive emotions can increase long-term behavioral initiation, adherence, and sustainability, which is key to promoting health.”
Although physical activity enhances quality of life, Garn says he also understands how it can represent fairly negative experiences as well. “I find the way people connect or disconnect to physical activity fascinating,” he says. “There are just so many benefits associated with being physically active across the lifespan that I am always pretty inspired to develop better understandings about how to motivate people to be more active on a day-to-day basis.”
Fun fact: What is the best piece of advice you’ve ever received?
Follow a career path and make decisions based on what you love to do. In simple terms, follow your heart. I work hard to follow this advice and I think that is a big reason why I'm excited about the work that I do.
Brianna Leitzelar
Brianna Leitzelar is an assistant professor in the School of Kinesiology. She holds a BA in exercise science from St. Olaf College in Northfield, Minnesota; an MA in counseling and MS in sport and exercise psychology from Ball State University in Muncie, Indiana; and a PhD in kinesiology–exercise psychology from the University of Wisconsin-Madison in Madison, Wisconsin. Her research interests include physical activity, cancer survivorship, and health equity.
Leitzelar uses community-engaged and mixed methods (observational, qualitative, quantitative) to develop accessible and effective movement-based interventions to improve quality of life and reduce long-term symptoms for cancer survivors, particularly in communities that experience disproportionate effects of cancer and its treatment.
“My interest in this field was sparked by my time as a counseling intern at a cancer center during graduate training,” she says. “I was moved by my patients' courage and resilience in facing their challenges. This experience, combined with my training in kinesiology and exercise psychology, fuels my commitment to investigating how movement can support health and well-being among cancer survivors.”
With advances in cancer screening and treatment, there is a growing population of cancer survivors, Leitzelar explains.
“Many survivors experience long-term health issues, which can be particularly severe for racial and ethnic minoritized groups due to systemic disparities,” she says. “My core values of community and belongingness drive my commitment to developing accessible, tailored interventions that effectively address the diverse needs of all cancer survivors.”
Fun fact: What are you reading?
Murtagh! It's a new fantasy book set in the same world as the Eragon series, which is one of my favorites from growing up. It has been fun to return to the world and see it from a new perspective.
Bo Yu
Bo Yu is an assistant professor in the School of Kinesiology. He holds a BA in English from Beijing Jiaotong University, an MS in physical education from the University of New Mexico, and a PhD in kinesiology from Texas A&M University. He was most recently a lecturer of sport management at the University of New Haven in Connecticut. His research interests include the intersection of athlete branding, Esports marketing, and fan behavior.
“My primary goal is to explore how to advance athlete personal development through innovative technology, especially for underserved populations,” he says.
Yu became interested in sport marketing and athlete branding because of his strong passion for sports and athletes. “I was deeply inspired by my favorite athlete, Li Na, who is the first Asian tennis player to win a grand slam single’s title,” he says. “Her retirement in 2014 after a career-high world number-two ranking motivated me to pursue a sport management career in the U.S. My personal story indicates that athletes like Li Na who are role models may have a positive influence on the fans. This power from athletes as role models is what fascinates me most in the sports industry and academics.”
Yu’s research interest in Esports began with his observation of the trajectory growth of esports back in 2017. “I am a gamer myself, and my game is Dota 2,” he says. “However, it was still surprising to learn about a friend who didn’t play the game but was a die-hard spectator. During my PhD at A&M, I had opportunities to collaborate with professional Esports teams including Houston Outlaws—a Texas-based Overwatch team—for several research projects.”
These experiences made Yu wonder how innovative technology such as Esports could become a bridge instead of a barrier for minorities. “In my dissertation, I explored how esports and social live-streaming services like Twitch may empower professional athletes with alternative personal development opportunities,” he says.
In the past few years, Yu started exploring how innovative technology may be adopted to bridge the gaps faced by underserved populations (such as Division II student-athletes), their personal development needs, and their mental well-being. “In a recent project funded by the NCAA, I adopted serious games to explore how game-based learning may provide a more relaxed environment to educate DII student-athletes about NIL [name, image, and likeness] policies and mental health issues,” he says.
Fun fact: If you could invite any figure—living or dead—to dinner, who would it be and why?
I would like to invite my favorite athlete, Li Na. I would like to ask if she ever regrets retiring in 2014, and how she views her positive impact on fans like me.
Daniel Craighead, Alex Garn, Brianna Leitzelar, and Bo Yu (Photos courtesy of faculty members)
Organizational Leadership, Policy, and Development
Gresham Collom
Gresham Collom is an assistant professor in the Department of Organizational Leadership, Policy, and Development. He holds a BA in criminal justice from the University of Wisconsin, Eau Claire; an MS in education from the University of Wisconsin, Whitewater; and a PhD in educational leadership and policy studies from the University of Tennessee, Knoxville. His research interests include Indigenous communities and Tribal Nation education policy, higher education finance and policy, education policy analysis, mixed-methods research, and higher education governance. He was most recently an assistant professor of higher education at St. Cloud State University.
“My experiences as a first-descendent of Wisconsin’s Stockbridge Munsee Mohican Tribe and a first-generation student directly inform how I approach my role as an educator and scholar,” he says.
As an example, Collom currently leads a project to develop a publicly available website detailing financial aid opportunities available to Indigenous college students across the United States. The project is close to Collom’s heart, as he was unaware of such opportunities for financial assistance when he first applied to college.
Collom’s student-facing website and database will be updated annually, disseminated nationwide, and free to use. Thus far, his team identified over 240 financial aid opportunities across the United States. “We anticipate piloting a draft website with students this fall and releasing the public version in early 2025," he says. “The site also will include a corresponding publicly available panel database for researchers and policymakers to evaluate and improve upon existing policies.”
Through his teaching and research, Collom strives to uplift communities historically underrepresented in education by disrupting the systematic perpetuation of inequality in educational systems. “I prioritize conducting research which directly supports students, communities, and other stakeholders through practical applications and improves educational policy and theory through rigorous, critical analysis," he says.
Fun fact: What do you do in your downtime?
I spend my downtime enjoying the Twin Cities with my partner, Britta (who also works at the U of M in CLA) and our three dogs Rocket, Dewey, and Loki. I enjoy hiking, kayaking, rock climbing, watching the Packers beat the Vikings (Go Pack Go), and reading fantasy/sci-fi. We're looking forward to attending any and all Gopher events we can now that we're both officially Gophers!
Roberto C. Orozco
Roberto C. Orozco is an assistant professor in the Department of Organizational Leadership, Policy, and Development. He holds BS degrees in psychology as well as marketing and international business from Iowa State University, an MS in higher education from Florida State University, and a PhD in higher education from Rutgers University–New Brunswick. His research explores questions around race, ethnicity, gender, and sexuality with relation to college student activism and student development, queer resistance and queer worldmaking in and outside of higher education contexts.
Orozco’s research agenda focuses on three main strands: 1) College Student Development: Examining the identity and sociopolitical consciousness development of queer and trans students, broadly, and queer and trans students of color, specifically. 2) College Student Activism: Examining historical and contemporary college student activists’ movements. 3) Critical Qualitative Methodologies: utilizing methodologies and frameworks such as Chicana Latina Feminist, Critical Race Theory (CRT), and Jotería Studies in his research.
“Currently, I am conducting a longitudinal study that examines the identity and sociopolitical consciousness development of queer and trans students of color in the Midwest,” he says. “Given the hostile and increasing anti-LGBTQ, anti-CRT, and anti-DEI legislation across the United States, I am interested in understanding how this sociopolitical landscape is informing students’ decisions of where they attend college; their racial, ethnic, gender, and sexuality developmental processes in these spaces; and the ways they are engaging in resistance and organizing in community.”
Orozco says he came into this work as a commitment to himself and his community. “As a queer Latino who grew up in Iowa, I am committed to telling the stories of queer and trans people of color in higher education in the Midwest,” he says.
Fun Fact: If you could invite any figure—living or dead—to dinner, who would it be and why?
I am between two people, both Tejanas. I would invite Selena Quintanilla, who is my all-time favorite singer. I would also invite Gloria E. Anzaldúa, whose writing and words have been instrumental to my critical consciousness and jotería. I first read Anzaldúa's work in my master's program and since then her path of conocimiento has informed my research and personally, my own queer identity and process.
Gresham Collom, Roberto C. Orozeo, Yuanyuan Hu, and Virginia (Ginny) Ramseyer Winter (Photos courtesy of faculty members)
School of Social Work
Yuanyuan Hu
Yuanyuan Hu is an assistant professor in the School of Social Work. She holds a BL from Zhejiang University and an MSW and PhD from New York University. Her research interests include behavior health equity among BIPOC groups, implementation science, integrated care, mental health services, and older adults and immigrants. She was previously a mental health therapist in New York.
“My research concentrates on advancing behavioral health equity among BIPOC populations through implementation science,” she says. “Social and systemic factors contribute to limited access to quality care for BIPOC populations, contributing to healthcare inequities.”
One critical factor Hu notes is the lack of integration between behavioral health care and social service agencies, resulting in barriers to delivering comprehensive and culturally competent care to the BIPOC populations. Fragmented care can prevent the BIPOC populations from receiving timely and appropriate behavioral health care and compromise the effectiveness of behavioral health interventions. “To mitigate this problem, I aim to study the implementation of integrated care models within diverse community settings through community-engaged research,” she says. “Additionally, my work examines the factors associated with the utilization of behavioral health services and behavioral health outcomes among BIPOC populations.”
Hu’s commitment to behavioral health equity is largely informed by years of experience in New York City as a clinical social worker in community-based mental health clinics and social service agencies. “While providing mental health services and education, I witnessed community-based organizations serving the BIPOC population often lacking the capacity to deliver culturally sensitive and evidence-based practices,” she says. “These persistent disparities in care shaped my research agenda with the goal of seeking solutions.”
Fun fact: What are you reading?
The Three-body Problem by Liu Cixin
Virginia (Ginny) Ramseyer Winter
Virginia (Ginny) Ramseyer Winter is an associate professor in the School of Social Work. She holds a BSW from the University of Kansas; an MSW from the University of Michigan, Ann Arbor; and a PhD in social work from the University of Kansas, Lawrence. She was previously an associate professor and PhD program director at the University of Missouri School of Social Work.
Her research interests include body image, weight stigma, health disparities, and reproductive health.
“I am committed to making society accessible for people of all body shapes and sizes,” she says. “Body image, a malleable construct, is commonly linked to mental, physical, and sexual health outcomes. Similarly, weight stigma is associated with negative health outcomes, including avoiding healthcare altogether. It is important to investigate body image and weight stigma in order to improve health behaviors and outcomes among individuals and communities.”
Fun fact: What do you do in your downtime?
When not at work, I am likely spending time with my family and pets.
—KEVIN MOE
(Individual photos courtesy of faculty members; background photo from pexels.com)