About Us

Partnering for Progress: Building the Future of Special Education Personnel Preparation

Preparing and sustaining a high-quality workforce is essential to improving outcomes for children with disabilities and their families. Through IDEA-funded efforts supported by the U.S. Department of Education’s Office of Special Education Programs (OSEP), the DREAM Center works to strengthen personnel preparation across early intervention, early childhood special education, special education, and related services.

Florida International University, Morgan State University, and United Tribes Technical College joined together to provide technical assistance and support to institutions of higher education (IHEs), helping programs build capacity, expand opportunities, and prepare future professionals to meet the needs of diverse communities.

This collaboration reflects our shared mission to create a brighter future for education and beyond, ensuring opportunities for all.

The result of meaningful collaboration:

Enhance Program Quality: Support in developing high-quality degree programs that integrate evidence-based practices and adult learning principles to prepare professionals serving children with disabilities.

Expand Grant Access: Increase the number of IHEs applying for and successfully implementing Federal grants to train personnel that service infants and children with disabilities and their families.

Foster Collaboration: Strengthen collaboration, networking, and mentorship among IHE faculty to boost their capacity to improve programs and secure Federal funding to better serve students with disabilities.

IHE Partnerships

Florida International University

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United Tribes Technical College

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Morgan State University

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Mission Statement

The Delivering Resources, Education, Access, and Mentorship (DREAM) Center is dedicated to strengthening institutions of higher education (IHEs) through tailored technical assistance, mentorship, and resource development. Our goal is to increase Federal grant submissions, secure funding, and support program sustainability to help address the ongoing shortage of skilled special education and related services personnel. By fostering strong relationships with IHEs, DREAM strives to ensure high-quality services for all children with disabilities and their families.

Priority Objectives

Expand and Strengthen the Workforce

Support all institutions of higher education (IHE), in preparing highly-qualified special education professionals with the skills needed to serve infants and children with disabilities under IDEA.

Enhance Program Quality

Improve or develop high-quality degree and certification programs focused on early intervention, early childhood special education, special education, and related services to better serve children with disabilities.

Increase Federal Grant Awareness and Capacity

Help IHEs understand, apply for, and successfully secure Federal grants for program development and implementation, leading to enhanced preparation of personnel in the field of special education.

Foster Collaboration and Mentorship

Enhance networking, mentorship, and collaboration among faculty at IHEs through targeted and intensive technical assistance (TA) to strengthen their ability to deliver effective educational programs and improve grant success.

Expand and Strengthen the Workforce

Support all institutions of higher education (IHE), in preparing highly-qualified special education professionals with the skills needed to serve infants and children with disabilities under IDEA.

Enhance Program Quality

Improve or develop high-quality degree and certification programs focused on early intervention, early childhood special education, special education, and related services to better serve children with disabilities.

Increase Federal Grant Awareness and Capacity

Help IHE understand, apply for, and successfully secure Federal grants for program development and implementation, leading to enhanced preparation of personnel in the field of special education.

Foster Collaboration and Mentorship

Enhance networking, mentorship, and collaboration among faculty at HBCUs, TCCUs, and MSIs through targeted and intensive technical assistance (TA) to strengthen their ability to deliver effective educational programs and improve grant success.

Leadership Team

Dr. Elizabeth Cramer

Executive Director & Principal Investigator, Florida International University

Bio

Dr. Lisa Azure

Co-Director & Co-Principal Investigator, United Tribes Technical College

Bio

Dr. Sharde Theodore

Co-Director & Co-Principal Investigator, Morgan State University

Bio

Dr. Dawn Carroll Ellis

Associate Director, Aurora Sun Services

Bio

Chauntea S. Cummings, Ed.S.

Assistant Director, Florida International University

Bio

Dr. Maria A. Silva

Universal TA Program Director, Florida International University

Bio

Aniva Lumpkins, Ed.S.

Targeted TA Program Director, Florida International University

Bio

DREAM Team Members

Consultants

Dr. Arletha McSwain

Online Programming & Training TA Specialist

Bio

Dr. Chih-Ing Lim

Senior TA Consultant

Bio

Dr. Nicholas Gelbar

External Evaluator

Bio

Staff Members

Rae L. Tewa, M.Ed.

Research Associate

Bio

Wendy Correa Martinez, Ed.S.

Senior Program Coordinator

Bio

Daniel Barban

Student Project Assistant

Bio

Postdoctoral Associates

Dr. Tahnee Wilder

Florida International University

Bio

Doctoral Interns

Helen Martinez, Ed.S.

Florida International University

Contact Info

Ashley Samuel, LCSW

Florida International University

Contact Info

Reynafe Aniga, M.Ed.

University of Nevada, Las Vegas

Contact Info

Daiane Antonio, M.Ed.

University of Massachusetts Boston

Contact Info

Brielle Babcock, M.S., BCBA

Florida State University

Contact Info

Lipsia Nunez

Florida International University

Contact Info

Summer 2026 Doctoral Interns

DREAM Advisory Board

Dr. Aydin Bal

Professor & Global Engagement Office Director, University of Wisconsin-Madison

Bio

Dr. Erica McCray

Associate Dean & Executive Director CEEDAR, University of Florida

Bio

Dr. Norma Lopez-Reyna

Associate Professor Emerita, University of Illinois-Chicago

Bio

Dr. Socorro Herrera

Professor & Executive Director CIMA, Kansas State University

Bio

Dr. Cathy Kea

Professor Emerita, North Carolina A&T State University

Bio

Dr. Nathan Murata

Dean, University of Hawaii-Mānoa

Bio

Dr. Theodore Pikes

Transformational Change Specialist, PEAKE, LLC

Bio

Dr. LaRon A. Scott

Associate Dean & Professor, University of Virginia

Bio

Dr. Monika Williams Shealey

Dean & Professor, Temple University

Bio

Dr. Tyffany White

Associate Dean, Graduate Programs & Director of Teacher Education

Bio

Collaborating Partners

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Dr. Elizabeth Cramer

Executive Director & Principal Investigator, Florida International University

Dr. Elizabeth Cramer is the Graduate Program Director of the Department of Teaching & Learning and a Distinguished University Professor of Special Education at Florida International University. She has served as Principal Investigator on 18 OSEP grants totaling $34.5 million and has extensive experience providing technical assistance for a former federal center. Dr. Cramer’s research focuses on improving special education practices, with a particular emphasis on culturally sustaining teaching. Her leadership in securing and managing large-scale federal grants underscores her commitment to advancing the preparation of highly skilled personnel in the field of special education.

cramer@dreamtacenter.org

Dr. Lisa Azure

Co-Director & Co-Principal Investigator, United Tribes Technical College

Dr. Lisa Azure is the Vice President of Academic Affairs at United Tribes Technical College (UTTC). She has extensive grant management experience and has served as the principal investigator and project director for six OSEP and two OIEP (Office of Indian Education Program) grants focused on teacher preparation and program development for American Indian/Alaska Native populations, two OIEP demonstration grants that focused on services for underserved high school students from rural and reservation communities, as well as numerous other academic programming grants. Dr. Azure started the first baccalaureate degree program at UTTC in elementary education in 2010 and serves as the Accreditation Liaison Officer to the Higher Learning Commission (HLC). She also serves as a peer reviewer for the HLC and is a Leadership Coach for Achieving the Dream.

lazure@dreamtacenter.org

Dr. Sharde Theodore

Co-Director & Co-Principal Investigator, Morgan State University

Dr. Sharde Theodore is an Assistant Professor and faculty affiliate of the National Center for the Elimination of Educational Disparities (NCEED) at Morgan State University. Her work focuses on strengthening special education practices to improve experiences and outcomes for students with emotional and behavioral disabilities and advancing the recruitment and retention of a well-prepared, broadly representative special education workforce. Prior to joining Morgan State University, Dr. Theodore served as an Education Program Specialist at OSEP, where she contributed to national initiatives aimed at improving educational outcomes for students with disabilities. She is also a two-time OSEP Scholar. A proud HBCU alumna, Dr. Theodore earned her bachelor’s degree from North Carolina A&T State University and completed her master’s, specialist, and Ph.D. degrees in Special Education at Florida International University. Before her federal and academic appointments, she taught for five years in Title I schools in Miami-Dade County Public Schools as both a general and special education teacher.

sharde.theodore@morgan.edu

Dr. Dawn Carroll Ellis

Associate Director, Aurora Sun Services

Dr. Dawn Carroll Ellis is the Director and Owner of Aurora Sun Services, a private practice delivering both direct services and consulting support in speech, language, and communication, as well as consulting expertise for organizations seeking guidance on disability support initiatives, program development, and leadership. Dr. Ellis has extensive expertise in program management, organizational leadership, and capacity building in education and disability services. Previously, she served as a Project Officer and Competition Manager at the U.S. Office of Special Education Programs (OSEP), overseeing the HBCUs/MSI Personnel Preparation Competition to advance equity and excellence in education. Dr. Ellis brings a unique blend of professional expertise and academic insight. She is dedicated to fostering opportunities for individuals with disabilities.

dellis@dreamtacenter.org

Chauntea S. Cummings, Ed.S.

Assistant Director, Florida International University

Chauntea S. Cummings is an experienced educator and scholar with a robust background in school psychology and project management. She is currently an OSEP Scholar and a fourth-year doctoral candidate at Florida International University (FIU), where she focuses on advancing equitable practices in education. With 16 years of experience as an itinerant school psychologist, Chauntea has dedicated her career to supporting diverse student populations and fostering inclusive learning environments. Her leadership extends to serving as a Project Manager for a state-funded grant, where she honed her skills in program development and implementation. Chauntea’s expertise and commitment to improving outcomes for all learners exemplify her contributions to the field of education.

ccummings@dreamtacenter.org

Dr. Maria A. Silva

Universal TA Program Director, Florida International University

Dr. Maria A. Silva is a highly respected educator, scholar, and advocate dedicated to enhancing the educational experiences of children with disabilities. With over 15 years of experience as a special education teacher and as a former Specialist at a statewide technical assistance center, she has cultivated deep expertise in supporting diverse learners, mentoring educators, and building capacity across school and university systems.

A two-time OSEP Scholar, Dr. Silva recognizes the critical importance of high-quality teacher preparation programs that equip educators and related service providers to effectively serve children with disabilities. Her research focuses on the social experiences of individuals with autism spectrum disorder (ASD), particularly examining how friendship, peer relationships, and school environments influence their well-being and development.

Through her scholarship and technical assistance, Dr. Silva strives to bridge research and practice—fostering educational environments where all learners, families, and educators can thrive.

msilva@dreamtacenter.org

Aniva Lumpkins, Ed.S.

Targeted TA Program Director, Florida International University

Aniva Lumpkins is a School Psychologist with more than 20 years of experience in education and is currently a Doctoral Candidate at Florida International University, where her work focuses on systems change in early childhood education. Her professional background includes a decade in a supervisory role overseeing PK–12 school psychologists and leading efforts to build capacity and promote inclusive practices across large urban school districts.

As an OSEP Scholar and Senior Fellow with a national technical assistance center, Aniva supports the implementation and scale-up of evidence-based practices and policies that improve social-emotional outcomes for young children with, and at risk for, developmental delays or disabilities. She brings expertise in multi-tiered systems of support (MTSS) and provides professional development, technical assistance, and coaching to early childhood programs. Her research centers on strengthening early learning environments, reducing exclusionary discipline, and advancing responsive, developmentally appropriate practices that honor diverse needs and backgrounds.

 

alumpkins@dreamtacenter.org

Dr. Arletha McSwain

Online Programming & Training TA Specialist

Dr. Arletha McSwain is the Associate Provost and Chief Global Officer for Online, Graduate, and Professional Education at Virginia Union University. She has secured over $4.8 million in federal funding for diversity initiatives and earned prestigious honors, including the Education 2.0 Outstanding Leadership Award (2022) and recognition as one of the Top 25 Women Chief Learning Officers by Women We Admire. Featured in the July 31, 2024, issue of Higher Education Digest for her work in gender equality and inclusion, she has also pioneered successful online programs that meet national and international accreditation standards. Holding a Ph.D. from the University of Missouri-Columbia and Master’s and Bachelor’s degrees from Lincoln University Missouri, she serves on the Quality Matters CHLOE executive board and is a proud member of Phi Delta Kappa and Kappa Delta Pi. Passionate about access, inclusion, and bridging the digital divide in higher education, Dr. McSwain continues to drive meaningful change in the field.

amcswain@dreamtacenter.org

Dr. Chih-Ing Lim

Senior TA Consultant

Dr. Chih-Ing Lim is a Senior Technical Assistance Specialist at the Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill. She is currently Co-Director on two OSEP funded technical assistance (TA) projects and have led or served as key staff member on OSEP funded TA projects the past 15 years. Dr. Lim’s work focuses on personnel preparation and TA that builds the capacity of faculty, educators, and practitioners to ensure each and every child with disabilities is included across early childhood environments and settings.

clim@dreamtacenter.org

Dr. Nicholas Gelbar

External Evaluator

Dr. Nick Gelbar owns Educational Testing and Consulting, a psychology, consulting, and evaluation practice based in Connecticut, New York, and Rhode Island. Before starting this practice, he was the Research Director at the UConn UCEDD/LEND and the internal evaluator for the Early Childhood Personnel Center. His research focuses on Autistic adolescents as they transition into young adulthood and college students with disabilities.

ngelbar@dreamtacenter.org

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Rae L. Tewa, M.Ed.

Research Associate

Rae L. Tewa (Diné) is of the Bįįhbitoodnii clan, born for Tótsohnii clan. Her maternal grandfather is Nát’oh dine’é Táchii’nii clan, and her paternal grandfather is Kiyaa’áanii clan. She is an Indigenous educator with more than 15 years of experience advancing opportunities for Native students, families, and communities. As an OSEP Scholar and doctoral candidate at Arizona State University, she examines the experiences of Native children with disabilities and their families, centering Indigenous knowledge systems, community voices, and culturally sustaining practices. She is committed to strengthening teacher preparation by equipping educators and related service providers with the knowledge and skills to effectively support Native learners across diverse settings. Throughout her career, Rae has collaborated with educators, families, and Tribal communities to promote equitable access, inclusion, and meaningful family engagement. As a facilitator, researcher, and educational leader, she translates research into practice by creating collaborative learning environments and advancing culturally responsive, Indigenous-centered, and evidence-informed strategies that improve outcomes for Native students with disabilities and their families.

rtewa@fiu.edu

Wendy Correa Martinez, Ed.S.

Senior Program Coordinator

Wendy Correa Martinez is an economist with a background in data analytics and education research. She holds a Master’s in Applied Economics and is currently a Ph.D. candidate in Teaching and Learning. Her research examines how adverse childhood experiences generate lasting economic costs across the lifespan and explores how strategic investments in early childhood can interrupt cycles of disadvantage.

Her career has naturally grown across disciplines, blending economic analysis, administrative leadership, and education policy. Consequently, she strives to advocate for cross-disciplinary collaboration to protect and support children during their most crucial developmental years. This conviction influences her role today, as she works to ensure that federally funded programs hold the necessary administrative infrastructure to deliver meaningful impact.

wcorream@fiu.edu

Daniel Barban

Student Project Assistant

dbarb055@fiu.edu

Dr. Tahnee Wilder

Florida International University

Tahnee L. Wilder, Ph.D., CCC-SLP is a licensed Speech-Language Pathologist and educational neuroscience researcher with a Ph.D. from the University of Central Florida. She brings extensive experience in developing culturally responsive online learning modules. She has served as a grant reviewer for federal agencies and was a lead developer of bilingual learning modules for the Florida Department of Health. Dr. Wilder specializes in creating accessible digital learning environments and professional development frameworks that center cultural competency. Her collaborative approach to grant writing and deep commitment to educational equity allows her to partner with minority-serving institutions in developing strong federal grant applications and creating pathways for sustainable funding.

twilder@dreamtacenter.org

Helen Martinez, Ed.S.

Florida International University

Helen Martinez is a Ph.D. candidate in Teaching and Learning at Florida International University, specializing in special education. As a two-time Office of Special Education Programs (OSEP) scholar and previous special education teacher, coordinator, and student data administrator, Helen brings over a decade of hands-on experience to her research. Helen’s research focuses on transition services and post-school outcomes for individuals with disabilities.

hmartinez@dreamtacenter.org

Ashley Samuel, LCSW

Florida International University

Ashley D. Samuel is a third-year Ph.D. student in Special Education in the Department of Teaching & Learning at Florida International University. Drawing on her interdisciplinary background in education and clinical social work, her research examines the lived experiences of students eligible for Emotional or Behavioral Disability (EBD) services under IDEA, with particular attention to administrative decision-making surrounding exclusionary discipline. Her broader research interests include special education policy, student outcomes, and school discipline. Ashley is an Office of Special Education Programs (OSEP) Scholar, a member of the COEDUCATE Project, and was selected for the inaugural internship cohort at the DREAM TA Center. She holds a B.S. in Early Childhood, Elementary, and Special Education with a minor in Psychology from Temple University and Master of Social Work (MSW) with a clinical concentration from the University of Pennsylvania. She also serves as a Graduate Research Assistant at the National Center for the Elimination of Educational Disparities (NCEED), contributing to research and educator workforce development initiatives. If her free time, Ashley enjoys traveling and spending time with friends and family.

asamuel@dreamtacenter.org

Reynafe Aniga, M.Ed.

University of Nevada, Las Vegas

Reynafe (Reyna) N. Aniga is approaching her fourth year in the doctoral program in Special Education at the University of Nevada, Las Vegas. She is the current project manager of a research project grant funded by the Institute of Education Sciences and a part-time Board Certified Behavior Analyst (BCBA). Her research interests primarily include the perspectives and experiences of individuals undergoing training to become a BCBA. Reyna hopes to continue her involvement in grant-funded projects, either research-related or otherwise, within the context of academia.

reynafe.aniga@unlv.edu

Daiane Antonio, M.Ed.

University of Massachusetts Boston

Daiane Antonio, M.Ed., is an Assistant Professor of Early Childhood Education at Massachusetts Bay Community College and a doctoral student in Early Education and Care with a specialization in early childhood special education at the University of Massachusetts Boston. Her work focuses on inclusive personnel preparation, language access, and workforce development for linguistically diverse early childhood educators. Daiane developed and leads one of the first undergraduate Early Childhood Education certificate program in Massachusetts, offered entirely in Portuguese, expanding access to higher education and professional pathways for multilingual educators. Her research examines how linguistically responsive professional learning influences inclusive practices in early childhood settings. With professional experience spanning early intervention, inclusive classrooms, higher education, and community-based professional development, Daiane is committed to advancing equitable and culturally responsive systems that support children, families, and the early childhood workforce.

Daiane.Antonio001@umb.edu

Brielle Babcock, M.S., BCBA

Florida State University

Brielle Babcock is a Board Certified Behavior Analyst and a current Educational Psychology Ph.D. candidate at Florida State University. She is an IES Predoctoral Training Fellow and a McKnight Doctoral Fellow. Her continued work with students with varying needs has shaped her research interest in supporting educators as they serve all students.

babcock@psy.fsu.edu

Lipsia Nunez

Florida International University

lorte004@fiu.edu

Rae L. Tewa, M.Ed.

Research Associate

Rae L. Tewa (Diné) is of the Bįįhbitoodnii clan, born for Tótsohnii clan. Her maternal grandfather is Nát’oh dine’é Táchii’nii clan, and her paternal grandfather is Kiyaa’áanii clan. She is an Indigenous educator with more than 15 years of experience advancing opportunities for Native students, families, and communities. As an OSEP Scholar and doctoral candidate at Arizona State University, she examines the experiences of Native children with disabilities and their families, centering Indigenous knowledge systems, community voices, and culturally sustaining practices. She is committed to strengthening teacher preparation by equipping educators and related service providers with the knowledge and skills to effectively support Native learners across diverse settings. Throughout her career, Rae has collaborated with educators, families, and Tribal communities to promote equitable access, inclusion, and meaningful family engagement. As a facilitator, researcher, and educational leader, she translates research into practice by creating collaborative learning environments and advancing culturally responsive, Indigenous-centered, and evidence-informed strategies that improve outcomes for Native students with disabilities and their families.

rtewa@fiu.edu

Dr. Aydin Bal

Professor & Global Engagement Office Director, University of Wisconsin-Madison

Dr. Aydin Bal is a Professor of Education and Faculty Director of the Global Engagement Office at the University of Wisconsin–Madison. As a practitioner and researcher, he has worked with youth from minoritized communities facing academic and behavioral challenges in schools, hospitals, and prisons in the United States, South Sudan, Syria, Iraq, the Russian Federation, Türkiye, and the Anishinaabe Nation. His research focuses on the interplay between culture, learning, and dis/ability across local and global education systems. Informed by cultural-historical activity theory, emancipatory pedagogies, and decolonizing epistemologies, his work focuses on social justice issues in education, student-family-school-community-university collaboration, organizational innovations, and future-making. He has been involved in developing the Learning Lab methodology, a formative intervention that facilitates collective agency and systemic transformation through inclusive, stakeholder-led education system design. His Learning Labs have been implemented in over 30 public schools and teacher education institutions in the United States and internationally.

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Dr. Erica McCray

Associate Dean & Executive Director CEEDAR, University of Florida

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Dr. Norma Lopez-Reyna

Associate Professor Emerita, University of Illinois-Chicago

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Dr. Socorro Herrera

Professor & Executive Director CIMA, Kansas State University

Dr. Socorro G. Herrera is a keynote speaker, district consultant, and trainer of trainers, as well as a professor in the College of Education and director of the Center for Intercultural and Multilingual Advocacy (CIMA) at Kansas State University. Her K–12 teaching experience includes an emphasis on literacy development, and her research focuses on literacy opportunities with culturally and linguistically diverse students, reading strategies, and domestic and international teacher preparation for diversity in the classroom. Dr. Herrera has authored several books and numerous articles focusing on issues of instruction and assessment with culturally and linguistically diverse students.

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Dr. Cathy Kea

Professor Emerita, North Carolina A&T State University

Dr. Cathy Kea is Professor Emerita at North Carolina Agricultural & Technical State University. With over three decades of experience, she has dedicated her career to preparing culturally responsive Black preservice teachers for success in urban classrooms. Her research examines how these educators integrate cross-cultural experiences and culturally responsive strategies into their teaching. More recently, she has expanded her focus to the retention and sustainability of Black special education teachers, specifically during their induction years in urban schools and beyond the classroom setting. Her work has been continuously funded for 25 years by the Office of Special Education Programs (OSEP), supporting critical research and program development. Furthermore, Dr. Kea served as a consultant for the Alliance 2000 Project and the Monarch Center, OSEP-funded National Technical Assistance Centers that provided technical assistance to minority-serving institutions seeking to enhance their special education programs. Through this work, she led trainings in grant writing, curriculum integration, and faculty mentorship.

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Dr. Nathan Murata

Dean, University of Hawaii-Mānoa

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Dr. Theodore Pikes

Transformational Change Specialist, PEAKE, LLC

Dr. Theodore Pikes brings over 25 years of experience in education and social services, having served as a university administrator, professor, state education department director of teacher quality, counselor, and K-12 educator. As a systems change specialist and innovative leader, he focuses on improving educational programming and outcomes for at- promise youth while championing educational equity. Dr. Pikes has led multiple grants aimed at enhancing teacher quality and addressing systemic challenges such as school failure, dropout rates, substance abuse, incarceration, and homelessness, particularly among individuals with disabilities and ethnic minorities in urban K-12 settings. He has consulted for the former Monarch Center, a U.S. Department of Education OSEP funded National Technical Assistance Center supporting minority-serving institutions in strengthening special education programs. A dedicated advocate for education policy, he serves on the Board of Directors for the Eyes4Africa Foundation and has held leadership roles in the Council for Exceptional Children, including Member-at Large, past president of the Division of Culturally and Linguistically Diverse Exceptional Learners, and state and local chapter president. Dr. Pikes earned his Ph.D. in Special Education from Southern University & A&M College in Baton Rouge, Louisiana.

Dr. LaRon A. Scott

Associate Dean & Professor, University of Virginia

Dr. LaRon A. Scott is a Professor of Special Education at the University of Virginia. His research focuses on the recruitment, preparation, and retention of historically marginalized teacher educators, particularly special education teachers of color. Additionally, he examines postsecondary transition programming and outcomes for youth with intellectual and developmental disabilities, along with the impact of implicit bias on the conditions for marginalized educators.

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Dr. Monika Williams Shealey

Dean & Professor, Temple University

Dr. Monika Williams Shealey, Professor and Dean of the College of Education and Human Development at Temple University, is the first female dean in the college’s history. Her research interests include examining the intersection of urban and special education and the experiences of traditionally marginalized groups in teacher and special education. As past chair of the Board of Directors for AACTE, representing more than 800 postsecondary education institutions, and through her academic appointments at multiple universities, Dr. Shealey brings extensive leadership experience to her role as external consultant on the advisory board of the DREAM Center.

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Dr. Tyffany White

Associate Dean, Graduate Programs & Director of Teacher Education

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