United:Ed

Introducing cohort seven of Unite:Ed’s Community Partner Fellows program

stonevm@washington.edu — Tue, 12 Nov 2024 20:09:07 +0000

Introducing cohort seven of Unite:Ed’s Community Partner Fellows program

November 21, 2024

7th cohort of Unite:Ed's Community Partner Fellows (CFP) program

We are thrilled to welcome the 7th cohort of Unite:Ed's Community Partner Fellows (CFP) program.

Charlie Mahoney (Learning Sciences and Human Development; Current advisor: Katie Taylor; Placement: Unite:Ed)
Chris Arguedas (Culturally Sustaining Education; Current advisor: Django Paris; Placement: WA STEM)
Christopher Mangogna (Teaching and Curriculum; Current advisor: Jessica Thompson; Placement: TAF EdWorks)
Jamie Chase ( General Special Education; Current advisor: Carly Roberts; Placement: COE - TA)
Jiangyue Bella Li (School Psychology; Current advisor: Janine Jones; Placement: Bush School)
Jiaqi Wang (Language, Literacy, and Culture; Current advisor: Lakeya Afolalu; Placement: COE - TA)
Kendall Fujioka (Organizational and Policy Studies; Current advisor: David Knight; Placement: City of Seattle, Department of Education and Early Learning
Lingshan Li (Learning Sciences and Human Development; Current advisor: Soojin Park; Placement: COE - TA)
Lu Xu (Organizational and Policy Studies; Current advisor: David Knight; Placement: Central College)

CFP is an initiative that equips doctoral students with the skills and opportunities to make a meaningful impact beyond academia. As Dr. Alvin Logan, Jr., director of Unite:Ed, notes, “What makes the community partner fellows program unique is that we prepare doctoral students for research and practice opportunities outside of higher education.” This program not only deepens the fellows' academic journeys but also strengthens the capacity of community-based organizations dedicated to closing educational opportunity gaps.

Cohort 7 holds special significance, marking Dr. Logan's inaugural cohort as program director. He shares, “I have a special place in my development of Unite:Ed for them.” This group brings a diverse range of international and national experiences, united by a shared commitment to solving challenges in marginalized communities and driving transformative change. Dr. Logan is particularly excited about the impact this cohort will have: “Even the first-year fellows have impactful placements in colleges, supporting much of the teaching and research work that will help shape the next generation of educators and staff.”

We're excited to see the impact of Cohort 7's work in advancing educational equity and community empowerment.

Read more about some of the Fellows below.

Jamie Chase (she/they)

Jamie Chase is a doctoral student in Special Education, focusing on language development in autism, particularly Gestalt Language. Their advisor is Dr. Carly Roberts. Jamie is deeply committed to advocating for equity in education, especially among underserved disabled populations. She shared, “I believe all learners can be successful when they are given the opportunity, support, and tools they need.”

As an autistic researcher, Jamie aims to bring authentic lived experience to her work, offering representation of autistic perspectives in academia. Through the Unite:Ed fellowship, they hope to contribute to solutions that address educational inequities and improve support for students with diverse linguistic backgrounds.

I am passionate about working toward and advocating for equity in education, particularly amongst underserved disabled populations.

Kendall Fujioka (she/her)

Kendall Fujioka is a doctoral student in Education Policy, Organizations, and Leadership (EdPOL), with research interests in education law and policy, school finance, and students' civil rights. Her advisor is Dr. David Knight. Kendall’s deep commitment to community-based work stems from her experiences during her undergraduate studies at the ��ߺ�� and her time as a school social worker in Los Angeles. She shared, “I saw firsthand the vital role that community-based organizations (CBOs) play in supporting students’ development and learning, both inside and outside of the classroom, by providing services and resources that are considered outside the capacity and scope of traditional education.”

Her research with the City of Seattle’s Department of Education and Early Learning will focus on evaluating school-based mental health services and their impact on student engagement, achievement, and well-being. Kendall is committed to using her interdisciplinary background in education, law, and social work to advocate for policies that advance equity in education, saying, “I strongly believe that public education has both the capacity and responsibility to provide equitable learning opportunities for all students.”

I hope to strengthen my skills in quantitative data analysis, and learn how to communicate numerical data effectively to drive changes in the laws and policies that directly impact children, families, and schools.

Jiangyue Bella Li (she/her)

Jiangyue Bella Li is a doctoral student in School Psychology, advised by Dr. Janine Jones. Her research focuses on culturally responsive evaluation and intervention for children with Autism and anxiety disorders. Jiangyue Bella believes in the importance of community collaboration, stating, “Raising a child requires a village,” and works to address systemic barriers and promote equitable access to resources for children and families. Her work is guided by values of care, respect, and inclusivity, and she aims to create supportive environments where every child feels seen, valued, and empowered. As she explains, “I believe that every child deserves to feel seen, valued, and supported, regardless of their background or circumstances.”

The Unite:Ed fellowship excites her because it offers an opportunity to collaborate with local schools and community partners to create lasting, meaningful change. She hopes to apply her research to reduce barriers to care and ensure children receive culturally responsive support. Reflecting on her journey, Jiangyue Bella says, “The insights I’ve gained have made me a more thoughtful and effective practitioner, reinforcing my commitment to giving back.”

By integrating cultural responsiveness into my practice and research, I hope to empower families, reduce barriers to care, and contribute to more inclusive and effective systems of support for children and their communities.

Lingshan Li (she/her)

Lingshan Li is a doctoral student in Learning Science & Human Development, working with Dr. Soojin Park. Her research interests include early childhood education, multilingualism, and literacy development. Lingshan’s passion for community work is driven by her belief that “no research or study can compare to working with the community.”

She is excited by the Unite:Ed fellowship’s potential to translate her equity-focused research into real-world impact, particularly through partnerships with community-based organizations. Lingshan aims to provide evidence-based recommendations for curriculum design and policy advocacy, drawing on her bilingual and bicultural background to foster collaboration and empowerment within diverse communities.

My work in education and community engagement is deeply rooted in values of equity, empathy, and collaboration. As a bilingual minority, I have experienced the barriers faced by underrepresented communities, which have shaped my commitment to fostering inclusive and equitable educational opportunities.

Charlie Mahoney (he/him)

Charlie Mahoney (he/him) is a doctoral student in the Learning Sciences and Human Development program, under the guidance of Dr. Katie Headrick Taylor. His research focuses on exploring how universities can collaborate with communities to amplify and build on the powerful work already being done outside academic spaces. Charlie is deeply committed to understanding and respecting the diversity of knowledge, values, and histories that shape educational practices. He explains, “A word I come back to often is multiplicity. This word reminds me to take seriously a variety of knowledges, values, histories, and visions for the future.”

His work seeks to identify ways universities can form partnerships that strengthen these community efforts, ensuring they are mutually beneficial. Reflecting on his approach, he shares, “I hope my research will uncover ways that partnerships between communities and universities can work best.” Through his involvement in the Unite:Ed fellowship, Charlie is excited to learn alongside peers from diverse contexts, helping to foster long-term, supportive relationships that enrich his work and the communities he serves.

I hope my research will uncover ways that partnerships between communities and universities can work best. Some of these approaches are already being done by the CPF Program, but there are always ways to grow in new directions in concert with our partners. This growth can, I hope, ultimately better serve the communities that our partners work with.

Christopher Mangogna (he/him)

Christopher Mangogna is a doctoral student in Teacher Education and Teacher Learning for Justice, focusing on how science teachers learn to teach environmental and social justice. His advisor is Dr. Jessica Thompson. Christopher’s passion for community-driven education grew from years of working alongside teachers to navigate the complexities of classroom practice. He believes that “the most effective educational initiatives emerge from genuine partnership with the communities we serve,” and that true education “isn’t just about transferring knowledge—it’s about creating spaces where students can explore, question, and connect their learning to real-world challenges.”

His work is rooted in the idea that teacher learning must be situated in practice and grounded in local contexts, with the goal of addressing educational inequities through sustained collaboration and teacher development. Christopher is excited about the Unite:Ed fellowship because it aligns with his commitment to bridging the gap between academic research and community needs. Through this fellowship, he hopes to develop frameworks that center community voices, empower teachers as agents of change and improve student engagement and learning outcomes.

...meaningful educational change happens when we work alongside communities rather than implementing top-down solutions.

Jiaqi Wang (Jyah-chee Wahng)(she/her)

Jiaqi Wang is a doctoral student in the Language, Literacy, and Culture program, focusing her research on using museum resources and digital tools to help multilingual students develop their reading and writing skills. Her advisor is Dr. Lakeya (Omogun) Afolalu. Jiaqi is passionate about community-based education and believes that real change happens when education connects with the community. She explains, “I think it's so important to understand the communities we serve and to create educational strategies that are responsive to their unique needs.”

Her work aims to make literacy education more engaging and accessible, particularly for multilingual students, by integrating museum resources into literacy programs and transforming traditional visits into interactive, inquiry-based learning experiences. Jiaqi’s goal is to ensure that students' cultural backgrounds are seen as assets, not barriers, to their success. Reflecting on her approach, she says, “I hope my work will create practical solutions that effectively help students.”

I want to make literacy education more relevant and accessible, especially for multilingual students.

Community-based organizations interested in joining the Community Partner Fellows initiative, should contact Dr. Alvin Logan Jr., Director of Unite:Ed, at alogan8@uw.edu. For more information about making a gift to support the ��ߺ��’s community partnership work, contact the Advancement and Outreach team at edudev@uw.edu.

Contact

Alvin Logan, Jr.

Director of Unite:Ed

alogan8@uw.edu

New director spotlight with Dr. Alvin Logan Jr.

stonevm@washington.edu — Mon, 26 Aug 2024 17:13:25 +0000

New director spotlight with Dr. Alvin Logan Jr.

August 27, 2024

Dr. Alvin Logan, Jr.

Dr. Alvin Logan, Jr., PhD, is a distinguished leader in education and museum studies with a rich background in fostering community engagement and learning. He earned his doctorate in education from the University of Texas at Austin, following his bachelor's in urban planning and master's in education from the ��ߺ�� (UW).

In his new role as director of Unite:Ed at the UW ��ߺ��, Dr. Logan brings over a decade of experience in both education and museum settings. Before this role, he was director of education at the Burke Museum, director of student leadership at Seattle Central College, and faculty in the Educational Administration Program at Seattle University. His career is marked by a deep commitment to integrating education, race and identity development, and enhancing community-institution partnerships.

Dr. Logan’s work has focused on creating impactful educational experiences and securing grants for BIPOC youth and STEAM education across various states. He continues to contribute to the field through his roles as affiliate assistant professor in Anthropology at the UW and affiliate curator for African culture and education at the Burke Museum.

Discover more about Dr. Logan’s vision for Unite:Ed in the interview below.

Can you share a bit about your journey in education and how it led you to Unite:Ed?

My journey in education has been an amazing one, both professionally and personally. From experiencing phenomenal education and thought mentors to working for some of the most impactful organizations in the state, I found myself continually reigniting my passion for learning, leading, and supporting others. Personally, the institutions I attended sharpened my ability to find and use information to problem-solve. Professionally, serving in higher education has been rewarding in the way I can see students and colleagues progress into better versions of themselves. These experiences have catapulted me into this role with Unite:Ed through a passion for connecting people, communities and organizations. The role supports so much of the great work happening between the community and our college. For me, this role exemplified what it means to support students, communities, faculty, and staff in the process of not just reading the word, but reading the world and locating our place and purpose in it.

What excites you most about your new role?

What excites me most about this new role is the level of creativity and connectivity that can be had. There are endless ways to connect with people and communities, and I believe this a one of the most productive ways to do it. Helping communities by supporting organizations solve problems and create better version of their services builds deeper connections among all involved. To do this, creativity is often the cure. I love that we, as a college, are engaged in so many important problem-solving arenas in education. It is exciting that I get to be a part of the team that connects the ideas and people to the community, as many barriers continue to persist in this endeavor.

What do you believe makes Unite:Ed unique compared to other programs?

I believe that Unite:Ed is unique because it works for the betterment of community and students first and foremost. Additionally, Unite:Ed as an alliance is flexible. What I mean by that is, it has the space for growth to be what continually serves communities. Those two aspects are often lost between community-university research programs because it becomes about the university more than anything else. Fortunately, we have excellent and equity minded individuals working for the college that can ensure we don’t fall into that mindset with our engagement.

How do you see Unite:Ed adapting to meet the evolving needs in education today?

I see Unite:Ed adapting beautifully because we listen more than we move, and support more than we lead. When working with community it’s easy to come from UW and say what we can do for communities, however only those communities know what will authentically help them. When listening more than moving, we can see how our resources can support community direction. Education will continue to move in ways we can predict but not actualize until we live it. We offer support through many stages of research partnerships that can fill in many of the gaps between what we (community and college) can predict and what we will experience in the present.

What are some of your goals and aspirations for Unite:Ed under your leadership?

Usually when I start a role, I wait at least a year to understand the role, constituents, the present operation before making any goals. However, I know that Unite:Ed is important to the college and the community organizations we serve. My aspiration in this endeavor is to help more organizations understand our approach to research and how we can further their goals. I would like for Unite:Ed to be a welcoming alliance that is valued in community for its reciprocity, authenticity, and deep knowledge in the field of education.

Finally, what’s a hobby or activity you enjoy outside of work that brings you joy?

Outside of work, I enjoy camping with my family, barbecuing or smoking food, and playing billiards. If I could do all three of those at once every day, I’d be the happiest you’ve seen a person be.

Contact

Alvin Logan, Jr.

Director of Unite:Ed

alogan8@uw.edu

Unite:Ed alliance | Advancing educational opportunities for underserved communities together

alxbclrk@washington.edu — Thu, 16 Nov 2023 23:19:40 +0000

Unite:Ed alliance | Advancing educational opportunities for underserved communities together

Published

September 18, 2020

The ��ߺ��’s ��ߺ�� commitment to create authentic and impactful relationships with community partners, tribes and school districts led to the creation of the College’s Unite:Ed alliance. Established in 2017, Unite:Ed brings together families, community leaders, practicing educators and researchers in long-term collaborations to co-design solutions to the issues that matter to our partners. This effort is strengthening justice-oriented research practice partnerships with the goal of advancing educational opportunities for historically underserved and marginalized communities.