Education Current Students

Marcela Alvarez is a Ph.D. Student in the Department of Education at the University of California, Santa Barbara Gevirtz Graduate School of Education. Marcela's research interests are heritage language speakers (HLS), linguistic identities and ideologies, and bilingual education. Marcela is especially interested in Spanish HLS who become bilingual classroom educators. Marcela is a graduate teaching fellow for the SKILLS program, under the supervision of her advisor Dr. Jin Sook Lee. Through SKILLS she collaborates closely with local high school students and their teachers to explore their understanding of language, and how it shapes their identity and experiences. 

I was born and grew up in Rio de Janeiro, Brazil. My education and work in international relations, finance, creativity, and education have taken me to Copenhagen, Providence, Paris, São Paulo, London, Brussels, and now Santa Barbara. In addition to my work in academia, I am a certified Art of Living wellness coach, a Marma practitioner, and a teacher of breathwork and meditation. I am fluent in English, Portuguese, and French, and conversational in Spanish and Italian; I am also a student of Hebrew. Yoga, gardening, travel, hiking, whole foods, plant-based cooking, and drumming are other passions! 

Fátima Andrade Martínez (she/ella) is a current doctoral candidate at the Gervitz Graduate School of Education at UC Santa Barbara, advised by Dr. Antar Tichavakunda. Her research focuses on the experiences of undocumented students and the institutional agents who support them. Fátima works alongside undocumented students, centering them as knowledge holders and producers. She draws on Chicana feminist epistemologies, critical race theory, and organizational theories to make sense of the barriers undocumented students face and the challenges institutional agents encounter when serving them. Fátima can be reached at f_andrademartinez@ucsb.edu.

Nevan Bell, M.S., is a Ph.D. student in Education at UCSB. His research background centers liberation and resistance as a praxis in exploring topics such as abolition of police on college campuses, construction of support programs for men of color, and strengths-based approaches in supporting early career faculty of color in STEM. He currently furthers his role as a practitioner on the directorate board for the ACPA Coalition on Men and Masculinities. He looks forward to his role as a future educator, collaborator, and researcher. 

Hello everyone! My name is Yasmine Bizarro and I am a first year PhD student. I recently graduated from UCLA in June with a degree in Psychology &’ Linguistics. I’m from a small town in the Central Valley called Porterville. My passions stem from my upbringing in hopes to bridge a gap between identity and language for students. In my free time I love spending time with my friends and family, making Pinterest boards, and journaling! 

Alexis Busso is a PhD student in the Policy, Program Evaluation, and Research Methods (PPRM) emphasis at the Gevirtz Graduate School of Education, under the guidance of Dr. Tichavakunda. She earned her BA in International Studies and Spanish and her MA in Language Teaching from the University of Oregon. For six years, she taught English at a private international university in Tokyo, Japan. Her prior research examined language learning, technology in education, and collaborative teaching practices. At UCSB, her research interests focus on retention and persistence initiatives to support student success, particularly among underrepresented and first-generation students.

Siyuan Chen is a doctoral student in the Department of Education specializing in quantitative methods working under Dr. Karen Nylund-Gibson. Originally from Lanzhou, a city in northwestern China, Siyuan earned her B.A. in Education from Beijing Normal University and her M.A. in Education from Peking University. Her research focuses on how school environments and broader educational contexts shape students’ mental health, academic achievement, and equity. At UCSB, she applies advanced quantitative methods particularly in latent variable models and mixture modeling to better understand phenomena related to adolescent psychological development. Siyuan’s recent work has centered on factor mixture modeling and its applications in psychological and educational research.

Mary Franitza is a doctoral candidate advised by Professor Jin Sook Lee. Her research focuses on mentorship, community-based programs, and learning opportunities outside of the classroom. Specifically, Mary's dissertation is focused on the academic and professional development of culturally and linguistically diverse undergraduate students participating in service-learning programs. Mary has experience work with every age group, from 6 weeks to 22-years-old. Currently, Mary is the Program Coordinator for School Kids Investigating Language in Life and Society Program (SKILLS) as well as the co-host of the graduate school survival podcast, "A Brown Girl & A White Girl."

John earned a B.A. in Physics and Astrophysics from U.C. Berkeley and an M.Ed. from UCSB. For 25 years he taught Physics, Electronics & Robotics and more at Lompoc High School, next to Vandenberg Space Force Base. In 2000, he established the Space, Technology and Robotic Systems (STaRS) Academy, an engineering program that integrates Math, Science, and Language Arts with Drafting, Engineering Design, Electronics, Robotics, and Manufacturing. John participated on the State Superintendent’s STEM Task Force which culminated in publishing “Innovate: A Blueprint for STEM Education” and he helped rewrite the California Science Framework addressing NGSS. In 2017-2018, John was an Albert Einstein Distinguished Educator Fellow in Washington, DC where he worked as a legislative assistant on issues related to education, science and technology, energy and environment.

Hyeyeon Han is a Master’s student in the Department of Education working with Dr. Sarah Roberts. She received her B.A. in Elementary School Education from Seoul National University of Education. Prior to coming to UCSB, she worked as an elementary school teacher in South Korea, teaching multiple subjects including mathematics and science. Her current research interests lie in K-12 mathematics education. She can be reached at hyeyeonhan@ucsb.edu.

Destiny Hoerberg is a doctoral candidate in Education at UC Santa Barbara, working with Dr. Andrew Fedders. Her work focuses on creating inclusive and adaptive learning environments that support non-traditional students and those with disabilities. She enjoys teaching courses such as child development and educational psychology, as well as her work as a pedagogical advisor and representative for the Certificate in College and University Teaching (CCUT) within the Office of Teaching and Learning (OTL) on campus. Through workshops, video consultations, and initiatives focused on evidence-based and inclusive teaching practices, Destiny strives to promote equitable teaching and engaging learning environments for ALL students. Destiny's passion for teaching students with disabilities stems from working as a paraeducator and behavioral therapist for over ten years before attending UCSB. 

홍담희 (Damhee Dee Dee Hong) is a doctoral candidate in Education at UC Santa Barbara. Her research explores how culturally relevant campus dining experiences relate to Asian American students’ sense of belonging and well-being in higher education. Using qualitative and community-engaged approaches, she examines the intersections of food, culture, and institutional policy. Her emerging research interests also include artificial intelligence in education, particularly how AI tools can be used to create more equitable and engaging learning environments.

Munira Kairat is a PhD candidate in the Department of Education. Advised by Dr. Amy Kyratzis, Munira's research examines language socialization, family language policy, and heritage language revitalization among Central Asian diasporic communities in the United States. Using ethnography and Conversation Analysis, she studies translanguaging, arts-based approaches to heritage language learning, and Central Asian immigrant experiences within Asian American contexts. Her dissertation investigates heritage language learning, arts-based multilingual pedagogy, and cultural-linguistic identity development among urban Kazakhstani youths and children born or raised in Los Angeles.

Haewon Kim is a doctoral candidate in the Department of Education at the Gevirtz Graduate School of Education, University of California, Santa Barbara, working with Dr. Jin Sook Lee. Her research examines critical approaches to Korean language teaching in heritage and foreign language contexts, with a focus on the socioemotional dimensions of learning, such as ethnic identity development and learner agency. Her current work focuses on developing online Korean language courses that are interactive, collaborative, and critically informed. 

Kaylee Laub, is a Ph.D. Candidate with a research focus on speculative approaches to teaching and learning climate change working Drs. Danielle Harlow and Julie Bianchini. Kaylee draws on her experience as a middle school science teacher to inspire the next generation of educators. With her sights set on becoming a teaching professor in a university teacher education program, she’s driven to transform how future teachers engage with critical environmental issues.

Somer Ayala Levine is a doctoral candidate in the Gevirtz Graduate School of Education. Her research focuses at the intersection of critical reading instruction and assessment and generative Artificial Intelligence in education. She is advised by Dr. Rebeca Mireles Rios, Dr. Tory Harvey, and Dr. Maung Ting Nyeu. Somer is a first-gen college student. She earned a B.A. in English and Spanish minor from UC Santa Barbara (2006), an M.A. in Secondary Education from Loyola Marymount University (2008), and an Ed.M. in Reading Education from Boston University (2012). Somer holds a Reading Specialist credential, single subject credential in English, a Bilingual Authorization in Spanish, and a Preliminary Administrative Services credential. Somer enjoyed teaching in K-12 public schools for 14 years before transitioning to teaching and directing Pepperdine University's clinical practice in the teacher education division (2019-2022). Somer’s family is her pride and joy. She and her husband are parents to two young children and one bearded dragon. Somer welcomes your email at somerlevine@ucsb.edu.

Marlene López Torres is a Ph.D. student in the Gevirtz Graduate School of Education and is advised by Dr. Mayra Puente. She earned her B.A. in Spanish and Ethnic Studies (with a concentration in Chicanx/Latinx studies) from California State University, Sacramento. Inspired by her experiences as a first-generation student from a migrant, farm-working background and by growing up in California’s agricultural San Joaquin Valley, Marlene’s research centers on rural first-generation Latinx students' college choice and access. Her current work examines the role that social media plays in rural Latinx students’ college-decision processes.

Ojochenemi (Chenemi) Maji is an MA/PhD student in the Department of Education, with a research emphasis in STEM Education. Working with Professors Julie Bianchini and Danielle Harlow, her research interests are in improving student access to STEM, enhancing teaching practices, and creating inclusive learning environments. Chenemi holds an undergraduate degree in Earth and Climate Science with a focus on digital and computational studies. Prior to attending UCSB, she was a two-year science teacher and a lab technician, where she focused on curriculum development and accessible STEM support for middle school students. She hopes to utilize quantitative and qualitative data analysis to inform and support K-12 schools.

As a first-year PhD Student within the PPRM GGSE cohort, my interests in Education stem from my experiences as a non-traditional, first-generation, commuter college student, returning to school after a 25-year career in travel and tourism. I aim to reduce the barriers and challenges faced by students in their pursuit of higher education degrees, regardless of if transitioning from high school or the workplace to college. I earned a B.A. in Global Studies and Spanish (Cultural Studies focus) from U.C. Riverside, and an A.A. in Social and Behavioral Studies and an A.S. in Business Administration from College of the Desert.

My primary interest lies in evaluation, investigating the associated outcomes of various program interventions. Throughout my time at UCSB, my evaluation work has ranged from assessing community health needs, non-profit leadership, and higher education outcomes. As a 2024–2025 American Evaluation Association GEDI, I further strengthened my expertise in culturally-responsive evaluation. My doctoral research is primarily focused on understanding the experiences of underrepresented students to more broadly explain how over-generalized categorizations within the university can hinder success, specifically regarding transfer student groupings. I have conducted several research projects aimed at identifying the unique needs of students, alongside various evaluation projects. 

Ashlee’s research focus explores the impact of project based learning on Black students holistic success at the university. She believes strongly that creativity and confidence in the learning process fosters unique learning experiences that stick with students for life. In her full time position at UCSB she works as an academic achievement counselor in the Office of Black Student Development (OBSD) which allows her to connect with Black students and serve as a resource for them on their journey to graduation. Through this position she created the Vision Fellowship which is the basis for her masters research. This fellowship allows students to apply with a passion project of their choosing and receive resources to execute it such as a stipend, connection with a mentor, professional development opportunities and more. 

Quinn is a Chicane, Queer, Trans Nonbinary educator, consultant, and plant/dog parent from Oxnard, CA. They currently serve as the Director of UCSB's Resource Center for Sexual & Gender Diversity, leading efforts to create affirming spaces for trans and queer students and advocate for institutional change. With a background in nonprofit and social work, Quinn has supported underserved families, survivors of impersonal violence, runaway and houseless youth and LGBTQIA+ youth. They also lecture at San Francisco State University, teaching Queering Education: Policy, Research, and Pedagogy. Quinn’s passion is empowering QTBIPOC communities and cultivating spaces rooted in resilience, care, and collective liberation.

Rubysela Rodriguez is a graduate student in the Department of Education. Her research examines the intersectionality of race and class in educational trajectories. Through her work, she aims to foster inclusive environments that promote social justice within academic institutions. Before joining UCSB, she earned dual Bachelor’s degrees in Psychology and Chicano Studies from California State University, Northridge. Rubysela has worked as a SKILLS Graduate Teaching Fellow and is currently a Graduate Mentor with the McNair Scholars Program. Her academic and mentoring experiences are deeply informed by her commitment to supporting underrepresented students in achieving their academic and professional goals.

Tarah Starr is a PhD student in Education at UC Santa Barbara, working with Dr. Danielle Harlow. A former 1st grade and K–5 STEM teacher, Tarah is passionate about playful, hands-on approaches to elementary science education. She holds an M.A. in Elementary Education from the University of Southern California and aspires to become a teacher educator who supports future teachers in creating meaningful and engaging science learning experiences for young children.

Jing Su is a Ph.D. candidate in education and Chancellor's Fellowship recipient working with Dr. Mian Wang at GGSE, UCSB. She earned a Bachelor of Science degree with distinction in Accounting and Finance from Purdue University and a Master of Global Affairs from Tsinghua University as a Schwarzman Scholar. Jing holds a national teaching credential in China, and has been a volunteer teacher in different parts of world and a leader of youth development programs in both China and the U.S. Jing’s research interests include special and inclusive education, mental health and well-being, support for family of children with disabilities, and program evaluation. She also works as a graduate student researcher and a teaching associate in the Teacher Education Program. Jing can be reached at jingsu@ucsb.edu.

Tianling Wan is a first-year PhD student whose research interests include bi/multilingualism, second language acquisition, and language education in general. While her current focus is Applied Linguistics, she also has a background in Sociolinguistics. Her master’s thesis at Georgetown University examined the language of sports commentators, and she is currently developing a project on recipe language, with early findings presented at a Language and Food conference. In her future work, she aims to integrate perspectives from sociolinguistics with research on bilingualism and is glad to discuss these topics with others who share similar interests.

Chang is pursuing her doctorate in Education with a reflective approach to questions of identity, resilience, and transformation. Her work is guided by the belief that learning is not only a process of acquiring knowledge, but also of discovering oneself within shifting cultural and social landscapes.

Mallory is an M.A./Ph.D. student with a research focus on early childhood bilingual education working with Dr. Kyratzis. Before coming to UCSB, she earned a B.S. in translation studies from Kent State University and was a Fulbright English Teaching Assistant to Ecuador. Her current work employs video ethnography to examine the role of translanguaging in dual-language preschool classrooms. Mallory has been awarded two Foreign Language and Areas Studies fellowships to Ecuador (2024, 2025) and was a corecipient of a Citizen Diplomacy Action Fund (2025) to co-lead a teacher training in Ecuador. She is a former SKILLS teaching fellow. Mallory can be reached at mallorywoods@ucsb.edu.