Javier F. Casado Pérez, PhD, NCC, is an assistant professor in the Counselor Education Department, specializing in marital, couples, and family counseling. He earned his MS in mental health counseling, with a specialization in marriage and family counseling, from Monmouth University and his PhD in counselor education and supervision from the Pennsylvania State University. Casado Pérez has been actively involved with equity work in higher education and professional counseling and has maintained a diverse counseling practice in crisis, therapeutic foster home, court-mandated, and university settings. His focus is on minoritized faculty success and change making in academia, mental health justice and equity, and the effects of sociopolitical activism on family and couples relationships.
Kelly Deits Cutler, MA, is an assistant professor of practice in the Curriculum and Instruction Department and a co-coordinator of the Bilingual Teacher Pathway (BTP) Program. She is also an elementary Graduate Teacher Education Program (GTEP) cohort leader. She has an MA in curriculum and instruction, an added elementary endorsement, and licenses in special education teaching and educational leadership, all from PSU. Her BS is in sociology from the University of Montana. Her focus is on critical literacy, multicultural and antiracist curriculum, and empowerment of teachers and teacher educators in developing social justice–focused curriculum.
Dan Heiman, PhD, is an assistant professor of practice and instructor in the ESOL/Bilingual Endorsement Program and a cohort leader of the Bilingual Teacher Pathway program (BTP) in the Curriculum and Instruction Department. His focus is on critical, equitable, and hopeful processes in dual-language contexts and preparing and working with future bilingual teachers around those processes. Previously, Heiman was a bilingual teacher in El Paso, Texas, and a teacher educator at the University of Veracruz (Mexico). He attained his PhD in curriculum and instruction in 2017, with a specialty in bilingual/bicultural education, from the University of Texas at Austin.
Torrey Kulow, PhD, is an assistant professor and cohort leader in the Graduate Teacher Education Program (GTEP), specializing in secondary mathematics education. Her focus is on understanding teacher candidate learning in field placement and supporting teachers in teaching mathematics for social justice. Kulow taught middle school mathematics in Massachusetts prior to getting her master’s degree and PhD in curriculum and instruction (in the area of mathematics education) at the University of Wisconsin–Madison. Prior to working at Portland State University, she was a postdoctoral researcher on the Investigating Proportional Relationships from Two Perspectives (InPReP2) project funded by the National Science Foundation.
Tania McKey, PhD, is an assistant professor and a member of the Educational Leadership and Policy faculty, teaching in the Initial Administrator Licensure (IAL) program. She is a former urban school instructional leader who has worked in Minnesota, Texas, Indiana, and Alabama. McKey spent over 20 years in K–12 public education as, at different times, a teacher, international baccalaureate coordinator, assistant principal and principal, Title 1 coordinator, and director of federal programs. She volunteers for the International Baccalaureate Organizations as a workshop facilitator, site visit leader, and consultant. Her research interests include urban principal preparation, implementation of STEM K–12, green schools, and whole school sustainability.
Amy Parker, EdD, COMS, is an assistant professor and the coordinator of the Orientation and Mobility Program in the Special Education Department. In 2009 she completed her doctorate in special education, with an emphasis in deafblindness and a certification in orientation and mobility, through a leadership and enrichment fellowship funded by the Office of Special Education. Using participatory methodologies with community stakeholders, she has worked to design accessible multimedia learning modules for national technical assistance and personnel preparation. Her research interests include orientation and mobility for individuals with complex disabilities, communication interventions, participatory action research with people with disabilities and their families, and community-based partnerships to create social change.
Ramona Roberts, MS, LPC, NCC, is the director of the PSU Community Counseling Clinic. Roberts holds a master’s degree in counseling from PSU and specializes in couples, marriage, and family counseling. She has completed advanced training in multiple couples counseling modalities and specializes in adults in conflict. She is a licensed professional counselor, an Oregon-approved counselor supervisor, and a nationally certified counselor. Roberts also maintains an active private practice that includes both counseling and counselor supervision.
Molly Baustien Siuty, PhD, is an assistant professor of inclusive teacher education in the Curriculum and Instruction Department. She is also a cohort leader in the Secondary Dual Educator Program (SDEP). She received her doctoral degree in special education from the University of Kansas. Siuty’s research focuses on critical and intersectional approaches to inclusive teacher preparation. In her work, she explores the ways in which inclusive teacher preparation can be a tool for disrupting dominant ideologies that construct “normalcy” in urban school systems. Prior to pursuing her graduate studies, she taught special education in New York City.
Elliot Witherspoon, MS, LPC, is an assistant professor of practice in the Counselor Education Department. She holds a master of science in counseling from PSU, with an emphasis on school counseling and marriage and family therapy. She has worked in Portland-area schools, focusing on human development, education, and the systems surrounding marginalized communities. Witherspoon has held a private practice specializing in working with families in life transitions, LGBTQ youth, practical applications of experiential counseling, and trauma-informed international relief, while integrating mindfulness and movement into accessible mental health care.