PhD Jobs Brochure 2023-24

2023 - 2024 Graduates of the Joint PhD Program in Social Work and Social Science

ssw.umich.edu

Dear Colleagues, I am delighted to share information about our 2023-2024 graduates of the Joint PhD Program in Social Work and Social Science at the University of Michigan.

We are excited to introduce you to our graduates. We believe they will be the change agents ushering in the next wave of innovation in social work research, practice, and policy.

As you know, the Joint PhD Program in Social Work and Social Science prepares our doctoral students for teaching and research careers through the advancement of knowledge about social problems, social change, social interventions, and social welfare. Our curriculum integrates comprehensive graduate training in a specific social science discipline with advanced studies and research in various areas of social work.

Therefore, we have a broad range of research areas and disciplinary specializations in which our students choose to receive expert training and experience. This year, we have a promising group of joint program graduates who are eager to reach out, raise hope, and change society. Their training and commitment to social work and social welfare will be of particular interest to your institution.

As you review their curriculum vitae you will find that our graduates have published in both social work and social science journals, have presented at our national conferences such as the Council on Social Work Education (CSWE) and the Society for Social Work and Research (SSWR), and have even secured funding or show promise for doing so in the near future.

Please contact the Joint PhD Program Coordinator, Todd Huynh at (734) 763-5768 or via email (ssw.phd.info@umich.edu), if you would like more information about any of the doctoral candidates listed here or if we can help facilitate a meeting with them.

GO BLUE! William Elliott III, PhD Professor and Director, Joint Doctoral Program in Social Work and Social Science University of Michigan

Graduates 2023- 2024

Kathryn R. Berringer Social Work & Anthropology

Joonyoung Cho Social Work & Developmental Psychology

Rita Hu Social Work & Developmental Psychology

Lauren White Social Work & Social Psychology

Kathryn R. Berringer Social Work & Anthropology

Kathryn R. Berringer, A.M. University of Michigan School of Social Work 1080 South University Avenue Ann Arbor, MI 49109

krber@umich.edu

EDUCATION The University of Michigan, Ann Arbor, Michigan September 2016-May 2024 (expected) PhD Candidate in Social Work & Anthropology Certificate of Graduate Studies in Science, Technology & Society (STS), 2018 Dissertation: Paradoxical Practice: Marginality, Visibility, and the Science of Care for LGBTQ+ Detroit Youth Co-Chairs: Karen M. Staller, PhD, Professor of Social Work Damani J. Partridge, Professor of Anthropology and Afroamerican & African Studies Committee: Katie Richards-Schuster, PhD, Associate Professor of Social Work Elizabeth F.S. Roberts, PhD, Professor of Anthropology Andrew Shryock, PhD, Arthur F. Thurnau Professor of Anthropology The University of Chicago School of Social Service Administration, Chicago, Illinois A.M. in Social Service Administration (MSW equivalent)

June 2014

Carleton College, Northfield, Minnesota B.A. in Religion; Magna Cum Laude

June 2009

PEER-REVIEWED PUBLICATIONS 1. Lacombe-Duncan, A., Berringer, K.R., Green, J., Jacobs, A., Hamdi, A. (2022). “I Do the She and Her”: A Qualitative Exploration of HIV Care Providers’ Considerations of Trans Women in Gender-Specific HIV Care. Women’s Health, 18 (2022).

2. Keene, L.C., Dehlin, J.M., Pickett, J., Berringer, K.R., Little, I., Tsang, A., Bouris, A.M., Schneider, J.A. (2021). #PrEP4Love: Success and Stigma Following Release of the First Sex-Positive PrEP Public Health Campaign. Culture, Health, and Sexuality 23(3), 397-413.

3. Berringer, K.R. (2019). Reexamining Epistemological Debates in Social Work through American Pragmatism. Social Service Review, 93(4), 608-639.

4. Pinto, R. M., Lacombe-Duncan, A., Kay, E. S., & Berringer, K. R. (2019). Expanding Knowledge About Implementation of Pre-exposure Prophylaxis (PrEP): A Methodological Review. AIDS & Behavior, 23, 2761-2778.

5. Pinto, R.M., Berringer, K.R., Melendez, R., Mmeje, O. (2018). Improving PrEP Implementation Through Multilevel Interventions: A Synthesis of the Literature. AIDS & Behavior, 22, 3681-3691.

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6. Yorke, C. B., Voisin, D. R., Berringer, K. R., & Alexander, L. S. (2016). Cultural Factors Influencing Mental Health Help-seeking Attitudes among Black English-Speaking Caribbean Immigrants in the United States and Britain. Social Work in Mental Health, 14(2), 174-194.

7. Voisin, D., Takahashi, L., Berringer, K.R., Burr, S., & Kuhnen, J. (2016). ‘Sex is violence’: African‐ American Parents' Perceptions of the Link Between Exposure to Community Violence and Youth Sexual Behaviours. Child & Family Social Work, 21(4), 464-472.

8. Voisin, D., Berringer, K.R., Takahashi, L., Burr, S., & Kuhnen, J. (2016). No Safe Havens: Protective Parenting Strategies for African American Youth Living in Violent Communities. Violence and victims, 31(3), 523-536.

9. Hochberg, C. H., Berringer, K.R., & Schneider, J. A. (2015). Next-Generation Methods for HIV Partner Services: A Systematic Review. Sexually Transmitted Diseases, 42(9), 533-539.

10. Voisin, D.R., & Berringer, K.R. (2015). Interventions Targeting Exposure to Community Violence Sequelae Among Youth: A Commentary. Clinical Social Work Journal, 43(1), 98-108.

11. Azhar, S. V., Berringer, K.R., & Epperson, M. W. (2014). A Systematic Review of HIV Prevention Interventions Targeting Women with Criminal Justice Involvement. Journal of the Society for Social Work and Research, 5(3), 253-289.

PRESENTATIONS 1. Berringer, K.R. (2023, January). Paper: Geographies of HIV Care: Imagining Virtual Care Before, During, and After the COVID-19 Pandemic. Society for Social Work & Research 27th Annual Conference, Phoenix, Arizona.

2. Berringer, K.R. (2023, January). Roundtable: Tensions & Possibilities: The Role of Peers across Social Work Context. Society for Social Work & Research 27th Annual Conference, Phoenix, Arizona.

3. Berringer, K.R. (2022, November). Paper: “It’s Us and It’s Y’all”: Sustaining Personhood, Legitimating Social Hierarchies, and Enacting Expertise through Pandemic Care Work. American Anthropological Association (AAA) Annual Meeting, Seattle, Washington.

4. Berringer, K.R. (2021, November). Paper: Between Surveillance & Green Gentrification: The Spatial Politics of Safety among LGBTQ+ Youth in Metropolitan Detroit. American Anthropological Association (AAA) Annual Meeting, Baltimore, MD. 5. Berringer, K.R. (2021, November). Roundtable: Ethnographers as Collaborators: Tensions Producing Knowledge in the Field. American Anthropological Association (AAA) Annual Meeting, Baltimore, MD. 6. Berringer, K.R. (2021, January). Paper: Queer Kinship: Expanding Notions of Family, Support & Care for Sexual and Gender Minority Youth in Foster Care. Society for Social Work & Research 25th Annual Conference, Virtual.

7. Berringer, K.R. (2020, January). Roundtable: Implicit Epistemological Privileging: Structures of Knowledge (re)Production in the Social Work Academy. Society for Social Work & Research 24th Annual Conference, DC. 2

8. Pinto, R.M., Berringer, K.R., Melendez, R. (2018, July). Poster: Improving PrEP Intervention through Multilevel Interventions: Examining & Addressing Drivers of Health Inequities in the United States. 22nd International AIDS Conference, Amsterdam, The Netherlands.

9. Berringer, K.R., Pinto, R.M. (2018, January). Paper: Navigating the Front-Line: Situating Interprofessional Collaboration in the HIV Continuum of Care. Society for Social Work and Research 22nd Annual Conference, Washington, DC. 10. Berringer, K.R. (2017, December). Roundtable: How Anthropology Matters: Thinking with Social Work.

American Anthropological Association (AAA) Annual Meeting, Washington, DC. 11. Berringer, K.R., Eavou, R. (2015, October). Leveraging Social Networks to Support HIV Prevention & Care.

Illinois Department of Public Health 24th Annual HIV/STD Conference. Springfield, IL. 12. Azhar, S., Berringer, K.R., Epperson, M.W. (2014, January). Paper: A Meta-Analysis of HIV Prevention Interventions Targeting Women with Criminal Justice Involvement. Society for Social Work and Research 18th Annual Conference, San Antonio, TX.

RESEARCH GRANTS & FELLOWSHIPS 2023-2024

American Association of University Women (AAUW) American Dissertation Fellowship ($25,000)

2023-2024

Rackham Predoctoral Fellowship, University of Michigan ($36,084)

2021

W.K. Kellogg Family Endowed Fellowship, University of Michigan School of Social Work ($12,666)

2021

Joint Doctoral Program Grant, University of Michigan School of Social Work ($6,000)

2020

Wenner-Gren Foundation for Anthropological Research Dissertation Fieldwork Grant ($19,070)

2019-2020

Dow Sustainability Fellowship, University of Michigan ($15,000)

2019

Rackham Public Scholarship Fellowship, University of Michigan ($8,000)

2017

Honorable Mention, National Science Foundation (NSF) Graduate Research Fellowship Program

AWARDS & HONORS 2019

Outstanding Graduate Student Instructor Award, Department of Anthropology, University of Michigan

2018

Henry J. Meyer Award for the paper, “On the Re-Integration of Social Work & American Pragmatism: Towards a Unity of Theory & Practice,” University of Michigan School of Social Work 3

2017

Joseph Veroff & Katherine Luke Memorial Award, University of Michigan School of Social Work

2014

Mary H. Bachmeyer Award for academic achievement & leadership promise, Graduate Program in Health Administration & Policy, The University of Chicago

2013-14

Martha E. Burton Endowed Scholarship, The University of Chicago School of Social Service Administration

2009

Phi Beta Kappa, Carleton College

2009

Distinction in Major, Carleton College Religion Department

2009

Distinction in Senior Integrative Exercise, entitled We Began to Live as Human Beings: Liberation and the Contemporary Ambedkar Buddhist Movement, Carleton College

2009

Bardwell Smith Prize for Excellence in the Study of Religion, Carleton College

RESEARCH EXPERIENCE 2019-2021

Graduate Student Research Assistant Professor Damani J. Partridge Department of Anthropology The University of Michigan

2017-2019

Graduate Student Research Assistant Professor Rogério M. Pinto The University of Michigan School of Social Work

2014- 2016

Research Project Coordinator & Supportive Services Coordinator The Chicago Center for HIV Elimination The University of Chicago Medical Center

2014

Research Assistant Professor E. Summerson Carr University of Chicago School of Social Service Administration

2013

Research Assistant Professor Dexter Voisin University of Chicago School of Social Service Administration

2012-2013

Research Assistant Assistant Professor Matthew Epperson University of Chicago School of Social Service Administration

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TEACHING EXPERIENCE 2022-present Graduate Student Instructional Consultant Center for Research on Learning & Teaching, University of Michigan Observe instruction, conduct surveys and teaching assessments, analyze data, and provide feedback, coaching, and support to fellow Graduate Student Instructors as an experienced peer instructor.

2022-present Graduate Student Mentor Student Opportunities for AIDS/HIV Research University of Michigan Provide individual mentorship to an undergraduate student as a part of their training in social science research related to HIV/AIDS treatment and prevention.

2021-2022

Instructor of Record School of Social Work, University of Michigan • •

2018-2023

Graduate Student Instructor Department of Anthropology, University of Michigan • • •

2014

Teaching Assistant, Anthropology 101, an introductory undergraduate course with Professor Leigh Stuckey, Winter 2022 Teaching Assistant, Medical Anthropology, an upper-level undergraduate course with Professor Holly Peters-Golden, Winter 2019, Teaching Assistant, Critical Theory in Medicine & Healing, an upper-level undergraduate course with Professor Elizabeth F.S. Roberts, Fall 2018

Teaching Assistant The College at The University of Chicago •

2009

Lead instructor, Program Evaluation & Applied Research, masters-level course, Winter 2022 Lead instructor, Skills & Strategies for Community Change, masters-level course, Fall 2021

Teaching Assistant, The Epidemiology & Sociology of HIV/AIDS, an upper-level undergraduate course with Professors Harold Pollack & John Schneider, Winter 2014

Program Assistant Intercollegiate Sri Lankan Education Program, University of Peradeniya, Sri Lanka Coordinated programming, mentored students, and assisted in Sinhala language acquisition, Fall 2009

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SOCIAL WORK PRACTICE & TRAINING 2014-2016

Research Project Coordinator & Supportive Services Coordinator The Chicago Center for HIV Elimination, The University of Chicago Medical Center Developed and managed Supportive Services program, including linkage-to-care for recently diagnosed HIV-positive patients, case management, mental health rapid response, and social work internship program. Managed Chicago PrEPLine program, an HIV Pre-Exposure Prophylaxis (PrEP) linkage-to-care and HIV prevention program connecting individuals with increased vulnerability to HIV to care for PrEP. Served as Interventionist for Partner Services-PrEP (PSPrEP), an NIMH-funded randomized control trial of an original intervention drawing on cognitivebehavioral therapy, Motivational Interviewing, and medical case management best practices.

2013-2014

Clinical Social Work Intern Department of Trauma, John H. Stroger, Jr. Hospital of Cook County Provided crisis counseling, Psychological First Aid, violence prevention referrals, grief counseling, and mental health support to patients & families and served as liaison between patients and medical team.

Researched and applied best practices for treating traumatic stress in the peri-traumatic period.

2013-2012

Schweitzer Fellow Chicago Area Schweitzer Fellows Program, Health & Medicine Policy Research Group, Chicago Designed and facilitated a weekly mindfulness and stress-reduction program for women in the Sheriff Women’s Justice Program at the Cook County Jail throughout a year of service.

2012-2013

Social Work Intern Edwin F. Mandel Legal Aid Clinic, University of Chicago Law School Collaborated with lawyers, law students, and social workers in the Criminal & Juvenile Justice Project to provide support and legal representation to socially vulnerable & legally indigent clients.

Facilitated psychosocial assessments and interviewed clients and their families. Supported advocacy of families affected by Juvenile Life Without Parole sentences as a part of the Illinois Coalition for Fair Sentencing of Children.

2011-2012

Women’s Advocate & HIV Services Specialist Our Place DC, Washington, DC Coordinated HIV prevention and education programs for currently and formerly incarcerated women in federal prisons, jails, halfway houses, and transitional housing facilities. Developed and facilitated weekly gender-based violence support group and discussion group. Supervised AmeriCorps Member, HIV Services Intern, and Our Place DC volunteer program. Provided and managed services for onsite, rapid HIV Counseling, Testing & Referral (CTR) program. Represented Our Place DC as a member of the Female Condom Initiative at the DC Department of Health.

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2010-2011

AmeriCorps Member & HIV Educator AIDS United/Washington AIDS Partnership at Our Place DC, Washington, DC Facilitated HIV prevention and education programs for currently and formerly incarcerated women in federal prisons, jails, halfway houses, and transitional housing facilities. Provided services for onsite, rapid HIV Counseling, Testing & Referral (CTR) program.

ACADEMIC SERVICE 2022

Head Steward Graduate Employees’ Organization, University of Michigan

2019-2020

Bargaining Committee Member Graduate Employees’ Organization, University of Michigan

2018-2019

Co-Chair, Organizing Committee Graduate Employees’ Organization, University of Michigan

2017-2018

Student Coordinator Science, Technology, Medicine & Society Colloquium Series Science Technology & Society (STS) Program, University of Michigan

2017-2018

Anthropology Department Steward Graduate Employees’ Organization, University of Michigan

2012-2014

Editor & Editorial Board Member Advocates’ Forum Journal, The University of Chicago School of Social Service Administration

PROFESSIONAL AFFILIATIONS 2017-present American Anthropological Association Member 2014 -present Society of Social Work Research Member

LANGUAGES French Advanced reading and writing, intermediate conversation Sinhala Basic reading, writing, and conversation 7

Research Statement |Kathryn R. Berringer | krber@umich.edu | 917-856-0351 My research explores the paradoxes inherent in contemporary LGBTQ+ social movement work in the United States, as advocates and care providers negotiate between the promise and threat of increased visibility amidst growing anti-LGBTQ+ political mobilization. My dissertation, Paradoxical Practice: Marginality, Visibility, and the Science of Care for LGBTQ+ Detroit Youth, examines how social and medical practitioners navigate these paradoxes in their work to enact care and advance the rights of Black LGBTQ+ youth in the city of Detroit. Drawing from over two years of ethnographic fieldwork, my work analyzes the paradoxical ways practitioners enact social policy in practice, confronting ethical dilemmas inherent in working within and against state systems of care, caught between the concomitant promise and risk of bureaucratic legibility and erasure for Black LGBTQ+ youth. This scholarship fits into my broader research agenda, which focuses on (1) examining epistemological paradigms in social work theory and practice; (2) attending to the salience of place and space in social work and the spatial politics of LGBTQ+ affirming care; and (3) utilizing community-engaged ethnographic methods to understand how social work practitioners enact social policy in practice, as well as the ethical consequences of this work.

1. Epistemological Paradigms in Social Work Theory & Practice: My scholarly lens is very much informed by my practice experience, research history, and publication record in HIV testing, treatment, and prevention. This experience ignited my interest in what has been a distinct feature of HIV/AIDS research and practice in the U.S.: the active role of patientactivists in scientific research and medical knowledge production. In my own research, I have closely examined epistemological and methodological debates in the field of social work, through both an historical and an ethnographic lens. In my Social Service Review article (2019), I analyze the intersections between social work and the philosophical tradition of American pragmatism, arguing that this philosophical tradition, historically rooted in the nascent social work profession, can provide analytic tools to address persistent epistemological tensions in contemporary social work research. This analysis informs one key facet of my dissertation research, in which I examine how social work practitioners and LGBTQ+ youth themselves collaborate with state bureaucrats and local and national researchers in metropolitan Detroit, taking up multiple, sometimes competing, epistemological paradigms in their work to establish an evidence-base for LGBTQ+-affirming care.

2. Attending to Place & Space and the Spatial Politics of LGBTQ+ Affirming Care: My dissertation research also closely examines the spatial politics of LGBTQ+-affirming care, and specifically the production of LGBTQ+ “safe space.” In the U.S., queer identities and subjectivities have been constituted in particularly spatialized ways: from the spatial metaphor of the closet to social and political calls for LGBTQ+ safe spaces. My ethnographic research centers on one nonprofit organization as it shifts its vision from producing “safe space” for LGBTQ+ youth in Detroit to “creating a world where LGBTQ+ youth are safe wherever they are.” A key finding of my research illustrates a central paradox in the production of LGBTQ+ safe spaces: that environmental hazards which threaten safety (e.g. neighborhood disinvestment, de-population, de-industrialization, and collapsing urban infrastructure) sometimes also provide protection, while environmental amenities which promise to ensure safety (e.g. centrality, visibility, material resources, and “green space” initiatives) sometimes also threaten that safety. This paradox poses serious questions about how “safe space” is theorized and constituted in practice, with implications for social work more broadly. Moreover, it reveals a significant gap in social work scholarship in a lack of attention to the production of space and place in social work interventions.

3. The Enactment of Social Welfare Policy in Practice Finally, my research utilizes community-engaged ethnographic methods to understand how social work practitioners enact social policy in practice, and the ethical consequences of this work. Since the first publication of Michael Lipsky’s foundational text, social work scholarship has attended to the critical role of Street Level Bureaucrats (SLBs) in the implementation of social welfare policy. My scholarship produces key insights to understand how SLBs navigate ethical dilemmas inherent in establishing trust between their clients and state systems of care in which they also experience harm.

Drawing on data collected on the opening of a new permanent supportive housing program tailored to LGBTQ+ youth in Detroit, I observe a persistent ethical dilemma in social workers’ efforts to enroll youth in housing programs: that while housing may be designed to serve youth within entire chosen family systems, in order to establish housing eligibility, case managers are tasked with severing or obscuring ties – both on paper and often in actually – between young people and their chosen, created, and biological kin. Paradoxically, these case managers must first “make youth homeless” in order to get them housed. This work involves not only technical skills to collect personal records, complete paperwork, and navigate complex housing policy, but also the ability to make profoundly consequential ethical decisions, often without sufficient evidence, in real time with their clients. My findings suggest the need to expand social work scholarship on the ethics of practice, with implications not only for those working with LGBTQ+ youth, but for all social work practitioners working in systems with the potential to cause harm. Moreover, it suggests a need to theorize anew the position and practices of Street-Level Bureaucrats, and their work to enact social welfare policy.

Future Directions: My future work extends across disciplinary fields, producing scholarship for publication in peerreviewed journals in social work, sociocultural and medical anthropology, public health, and social policy. First, I am working to develop chapters from my dissertation into journal articles for publication, including my article manuscript, “Heterotopic Imaginaries in Detroit: Visibility, Surveillance, and the Spatial Politics of Black Queer Safety.” Second, I am engaged in ongoing interdisciplinary collaborations on HIV research and practice, focusing on LGBTQ+-affirming care.

I am eager to continue these collaborations with my current research partners and to develop new collaborations with my future colleagues. Third, I am eager to launch my next ethnographic research project, which examines the local American public library as a site of political contestation and civic imagination. Potential sources of support for this research include the Russell Sage Foundation, the National Science Foundation, the National Endowment for the Humanities, and the Wenner-Gren Engaged Anthropology Grant. In particular, my next project endeavors to trace three social movements currently converging at the local American public library: first, nationally coordinated efforts to censor and remove books from circulation, especially those authored by Black LGBTQ+ people; second, the integration of social work into public libraries, as evidenced by the “whole person librarianship” movement and proposed federal legislation to fund professional social workers in public libraries; and finally, abolitionist librarian collectives calling for divestment from all forms of policing in public libraries. Looking at libraries as sites of circulation – of ideas, resources, and materials – my next project ethnographically examines how all three movements imagine and circulate public goods, social identities, and forms of civic participation and social belonging.

Moreover, this scholarship addresses a gap in social work research that my dissertation research reveals: the need for greater attention to space and place in social work interventions. Recent calls among librarians to import social work knowledge and practice encourage thinking about relationships as “the new reference collection” and celebrate the relational expertise of social workers. My future research asserts that social work scholars might also study the expertise of public library practitioners and their attention to space in developing place-based interventions.

Teaching Philosophy | Kathryn R. Berringer | krber@umich.edu | Unifying Theory & Practice The principle that best informs my teaching is the importance of unifying theory and practice. The Council on Social Work Education emphasizes the importance of field education to “integrate the theoretical contribution of the classroom with the practical world of the practice setting.” My teaching philosophy is rooted in this integration of theory and practice, and is informed simultaneously by my research and social work practice experience. I demonstrate this principle in the classroom by facilitating highly participatory activities, encouraging students to think reflexively about their own social position, and to apply course concepts to their own lived experience. To do this, I develop long-term projects that students work on progressively throughout the semester, which allow them to apply course concepts, hone their research and analytic skills, and, ideally, effect change in the world. Students in my courses have developed term projects as varied as planning a city-wide campaign to ban hostile architecture1 in Detroit to a mixed-method evaluation of MSW students’ field placement experiences to an ethnographic study of illness narratives in Ireland using oral history interviews. As students work towards these assignments, I incorporate reflexive exercises and activities to encourage students to examine how their own social identities, values, and ways of knowing affect their work. I have been particularly encouraged by student feedback about the integration of theory and practice in my courses, such as these comments: (1) The application aspect brought so much clarity to methods in which I can apply theory. (2) The semester–long project where we were able to create our own community change strategy was so helpful in applying what we were reading and learning in class.

Course Objectives My extensive social work practice experience, as well as my teaching and research experience, enable me to teach courses across the social work curricula: from foundational courses on social policy and practice, to organizational and community practice, social work practice with LGBTQ+ people, social welfare history, community-based participatory research, and qualitative research methods. In all of my courses, I bring an anthropological and ethnographic lens to my teaching; that is, I draw from knowledge produced across a wide-range of cultural and sociopolitical contexts, I train students to situate the policies and practices we are analyzing within particular social, environmental, and historical conditions, and I develop assignments that challenge students to become participantobservers in their fieldwork settings, reflexively examining their own social positions and interpretively analyzing their own practices and lived experience. My aim in adopting this approach is to instill in students those skills that are essential to all areas of social work practice: to develop an ecological, person-in-environment lens, to engage others with respect, curiosity, and humility, to recognize others as experts of their own lived experience, and to critically reflect upon their own practices, values, and social identities.

Equity-Focused Teaching Strategies In the classroom, I take a critical, experiential, person-centered, and equity-focused approach.

Following my training in the University of Michigan’s Center for Research on Learning and Teaching, where I currently serve as an instructional consultant, I adopt an approach to equityfocused teaching in which students enjoy equal access to learning, feel equally valued and supported in their learning, experience parity in learning outcomes, and share responsibility for the equitable learning of all in the classroom. Strategies I employ in this approach include: (1) transparently sharing learning objectives and making these explicit in each lesson, (2) incorporating various kinds 1 Architecture designed to restrict the use of public space, often targeting unhoused people and people with disabilities.

of media (e.g. film, audio, text) into lesson plans and activities, (3) including a variety of individual and small group activities in which students think together collaboratively, present material to one another, and work through problems as a group, and (4) awarding credit for various kinds of participation (i.e. not only contributing to discussions but also actively listening to their peers, posting on discussion forums, sharing questions and uncertainty, and attending office hours). I also seek to make all course expectations and grading rubrics as transparent and flexible as possible, and to eliminate, as much as possible, barriers to seeking support and accomodations. Recently, as a part of my work as an instructional consultant, I have begun to research labor-based grading strategies, which involve the co-creation of a grading contract that focuses on the amount of labor and not the quality of student assignments. I am eager to develop and implement these strategies in the classroom, to make student grading even more equitable and transparent. In my consultation with instructors, I have found that this model helps to separate student learning from assessment, enabling students to take risks and employ more creativity in their work.

Teaching Evaluations In my teaching practice, I also use ongoing evaluation as a tool to tailor my teaching to students’ strengths and learning styles, and as a means to encourage various forms of participation. In all of my courses, I include a variety of opportunities for reflection and evaluation throughout the semester, and adjust my pedagogical approach accordingly (e.g. adjusting assigned readings, incorporating more or less time in class for active group work, or dedicating more time to unpacking key terms and concepts in class). This approach has been noted in my students’ final teaching evaluations, which have included these comments: (1) Katie was an amazing [Graduate Student Instructor]! She always came to section very prepared, and everyone felt comfortable sharing and discussing their opinions. She frequently asked for student feedback, and responded accordingly when students gave her suggestions for how to improve. (2) Kathryn Berringer was an excellent [instructor]–she was very knowledgeable about the subject and I always felt as if I had gained a deeper understanding of the material after discussion. After our evaluations halfway through the course, she took our suggestions and applied them which is rare to find!

Finally, I am particularly attentive to feedback from students about their perceptions of the learning environment as comfortable and supportive, and have been heartened to receive the following comments from students in their evaluations: (1) Her feedback was always timely, relevant, and clear. She gave time in each class to ask questions, share our thoughts and feelings, and get any clarification necessary. She was always more than willing to sit down with a student and work through something until the concept was grasped. She is an amazing professor. (2) Kathryn Berringer has been the best [Graduate Student Instructor] I have had at the University of Michigan. She creates such a comfortable environment and really cares about helping students learn. (3) Best [Graduate Student Instructor] I've ever had! Super approachable and kind. Her love for the subject matter and for academia shows through everything she does!

In seeking student input and feedback, I seek to make evaluation a part of my own growth and development as an instructor, as well as a tool to foster inclusivity and accessibility in the classroom.

In this way, evaluation becomes a means to create a supportive and student-centered learning environment, as well as a means to exemplify social work ethics and values in the classroom.

Joonyoung Cho Social Work & Developmental Psychology

JOONYOUNG CHO University of Michigan School of Social Work 1080 S. University Ann Arbor, MI 48109-1106 joony@umich.edu

EDUCATION 2018-Current Joint PhD in Social Work and Developmental Psychology University of Michigan, MI Advisors: Ruth E. Dunkle Ph.D. & Jacqui Smith, Ph.D. 2018-2020 Master of Science in Psychology University of Michigan, MI 2014-2017 Master of Social Work Brown School of Social Work, Washington University in St. Louis, MO • Area of Specialization: Aging in Families & Society and Health 2014-2017 Master of Public Health Brown School of Social Work, Washington University in St. Louis, MO 2007-2013 Bachelor of Art Kyungpook National University, Daegu, South Korea • Area of Specialization: Social Welfare PROFESSIONAL LICENSURES •

Limited Licensed Master’s Social Worker, Michigan, License #6801104344

AWARDS AND HONORS • • • • • • • • • • • •

Jay and Kay Peters Graduate Psychology Student Award 2023 Joanne Yaffe Doctoral Scholarship 2023 English Language Institute Student Spotlight Winner 2022 Featured in Media Rackham Professional Development Diversity, Equity, and Inclusion Certificate 2022 John Longres Award in Psychology or Sociology 2022 Faculty Allies for Diversity Manuscript Writing Fellowship 2021 Karl Ma Endowed Scholarship, University of Michigan 2021 Harold T. and Vivian B. Shapiro Prize, University of Michigan 2021 Institute for Social Research (ISR) Training Award, University of Michigan 2020 Doctoral Scholarship for Underrepresented Students, 2019 GSA Mentoring and Career Development Travel Award 2018 Gerontological Learning Community Fund, 2018 1

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Rackham Conference Travel Grant, 2018-2023 George Warren Brown School MSW Scholarship 2014-2016 George Warren Brown School MPH Scholarship 2014-2016

RESEARCH INTERESTS Aging, aging in place, relocation, housing transitions, loneliness, social isolation, social relations, productive aging, Internet Communication Technologies (ICT) PEER-REVIEWD PUBLICATIONS 1. Cho, J. & Xiang, X. (2022). The relationship between Volunteering and Occurrence of Loneliness Among Older Adults: A longitudinal study with 12 years of follow-up.

Journal of Gerontological Social Work. 1-14. Featured in the New York Times and Michigan News and republished in Futurity 2. Cho, J. & Smith. J. (2022). Does Moving Later in Life Influence Contact with Friends?

Research on Aging. 1-12. Featured in Michigan News 3. Cho, J., Dunkle, R., Pace. G., & Harlow-Rosentraub K. (2022). Altruism Sustains the Village Model: How Motivations to Join a Village for Older Adults Predict Long-Term Membership. Journal of Gerontological Social Work. 1-17.

4. Xiang, X., Cho, J., Sun, Y., & Wang, X. (2022). Childhood adversity and cognitive impairment in later life. Frontiers in Psychology.

5. Dunkle, D., Cavagnini, K., Cho, J., Sutherland, L., Kales, H., Connell, C., & Leggett, A. (2022). Exploring dementia care in acute care settings: Perspectives of nurses and social workers on caring for patients with behavioral and psychological symptoms. Social Work in Health Care, 61(3), 169–183.

6. Cho, J., Kim, B., Jeon. J., & Park, S. (2020). Perceived Usefulness and Easiness of Information and Communication Technologies and Volunteering Among Older Adults.

Journal of Gerontological Social Work, 63(5), 428-446.

7. Park, S., Cho, J., & Chen, Y. C. (2019). Subsidized housings and geographic accessibility to neighborhood resources for low-income older people: from later year social exclusion perspective, Geoforum, 106, 297-304.

8. Kang, J. Y., Park, S., Kim, B., Kwon, E., & Cho, J. (2018). The effect of California’s paid family leave program on employment among middle-aged female caregivers. The Gerontologist. 59(6), 1092-1102.

9. Cho, J., Kim, B., Park, S., & Jang, J. (2018). Postretirement work and volunteering by poverty groups informed by role theory. Journal of Gerontological Social Work, 61(3), 243-260.

10. Park, S., Kim, B., & Cho, J. (2017). Formal volunteering among vulnerable older adults from an environmental perspective: Does senior housing matter? Journal of Housing For the Elderly, 31(4), 334-350.

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11. Lee, H., Park, S., Kwon, E., & Cho, J. (2017). Socioeconomic disparity in later-year group trajectories of depressive symptoms: Role of health and social engagement change.

International Journal of Environmental Research and Public Health, 14(6), 588.

SUBMITTED 1. Ji, Y., Cho, J. & Xiang, X (2023). Activity Limitations and Depression Among MiddleAged and Older Adults in China: The Moderating Impact of Assistance Adequacy.

IN PREPARATION •

Digital Mental Health Interventions for Older Adults: A Scoping Review

•

Relocation Effects on Changes in Social Isolation Among Community Living Older Adults

•

Relocation Effects on Depression Among Community Living Older Adults

•

Contact Frequency With Children Following Relocation Later In Life: Do Contact Modes And Proximity To A Child Matter?

•

Factors Associated With Relocation in Later life

NON-REFFERED PUBULICATIONS & REPORTS •

Dunkle E., Cho. J., Hu. R., Pace. G., & Heledga. K (2021). ShareCare of Leelanau, Inc. Participants’ Evaluation Report December 2021.

RESEARCH EXPEREREINCE 09/2019 – Current

Research Assistant

School of Social Work, University of Michigan, PI: Ruth E. Dunkle •

Serving as data analyst; engaged in first authored and co-authored manuscripts in multiple research projects including: - Factors that Influence Length of Membership in a Customer-Driven Organization, A Village - Barriers and Challenges Faced by Social Workers in Caring for Dementia Patients in Acute Care Settings.

09/2015 - 05/2018

Research Assistant

Brown School of Social Work, Washington University in St. Louis, PI: Sojung Park • Served as a data analyst & prepared manuscripts as a co-author in multiple research projects including: - Retirement and Volunteering Project: analyzed the secondary data to examine work opportunity and volunteering among retirees 3

- Senior Housing and Volunteering Project: conducted literature review to examine neighborhood factors to formal volunteering among low-income older adults PRESENTATIONS 1. Cho, J., Dunkle, R., & Smith. J. Contact Frequency With Children Following Relocation Later In Life: Do Contact Modes And Proximity To A Child Matter?

Scheduled to present at the Annual Conference of Gerontological Society of America (GSA), November 2023.

2. Cho, J., Dunkle, R., & Tarr. J. The Impact of COVID-19 on Service Usage in a Rural “Village”. Poster presented at the Annual Conference of Gerontological Society of America (GSA), November 2022.

3. Cho, J., Dunkle, R., & Pace. G. Motivations to Join And Stay A Member Of A Village For Older Adults. Poster presented at the Annual Conference of Gerontological Society of America (GSA), November 2021.

4. Dunkle, R., Cavagnini K., Cho, J., Sutherland. L., Kales. H., Connell. C., & Leggett., A. Exploring Dementia Care in an Acute Care Setting: Perspectives of Social Workers and Nurses. Poster presented at the Annual Conference of Gerontological Society of America (GSA), November 2021.

5. Cho, J., Dunkle, R., & Harlow-Rosentraub K. Factors that Influence Length of Membership in a Customer-Driven Organization, A Village. Poster presented at the Annual Conference of Gerontological Society of America (GSA), November 2020.

6. Dunkle, D., Cavagnini, K., Cho, J., Sutherland, L., Kales, H., Connell, C., & Leggett, A. Barriers and Challenges Faced by Social Workers in Caring for Dementia Patients in Acute Care Settings. Poster presented at the Annual Conference of Gerontological Society of America (GSA), November 2020.

7. Cho, J. & Smith. J. Does Moving Later in Life Influence In-person Contact with Children, Family and Friends? Poster presentation presented at the Annual Conference of Gerontological Society of America (GSA), Austin, TX, November 2019.

8. Cho, J., Kim, B., Jeon, J. & Park, S. Information and Communication Technology (ICT) Confidence and Later Year Volunteering. Poster presentation presented at the Annual Conference of Gerontological Society of America (GSA), Boston, MA, November 2018.

9. Cho, J., Kim, B., Park, S. & Jang, J. Volunteering Intensity and Psychological WellBeing Among Low-Income Older Adults. Poster presentation presented at the Annual Conference of Society for Social Work and Research (SSWR), New Orleans, LA, January 2017.

10. Jang, J., Kwon, E., Park, S. & Cho, J. Childhood Adversity, Life Stress, and Older 4

Adults’ Health: Cumulative Disadvantage and Life Events in Older Adults’ Health

by Gender Perspective. Poster presentation to be presented at the Annual Conference of Society for Social Work and Research (SSWR), New Orleans, LA, January 2017.

11. Park, S., Chen, Y., Cho, J., H. Park. An explorative study on service environment for low-income older adults in senior housing., presented at the 66th Annual Scientific Meeting of the Gerontological Society of America (GSA), New Orleans, LA, November 2016.

12. Park, S. & Kim, B. & Cho, J. Volunteering Among Low-income Older Individuals: Does Senior Housing Matter? presented at the 66th Annual Scientific Meeting of the Gerontological Society of America (GSA), New Orleans, LA, November 2016.

TEACHING EXPERIENCE 2022 Fall Semester Sole Instructor •

University of Michigan, School of Social Work, Behavioral, Psychosocial and Ecological Aspects of Health, Mental Health and Disease (SW 600) 2022, 2023 Winter Semester Graduate Student Instructor •

University of Michigan, Department of Psychology, Introduction to Developmental Psychology (Psych 250) 2021 Winter Semester Graduate Student Instructor • University of Michigan, Department of Psychology, Social Development (Psych 353) 2020 Fall Semester Graduate Student Instructor •

University of Michigan, Department of Psychology, Introduction to Psychology (Psych 100)

SERVICE EXPERIENCE

• Gerontological Society of America (GSA) Abstract Reviewers •

Departmental Associate

•

The Grad Workshop Facilitator

PRACTICE EXPERIENCE 07/2019 – 09/2019 Researcher The Area Agency on Aging 1-B, Southfield, MI

• Finalized design of an assessment tool that can be used by local governments and municipalities in urban and rural-based settings to self-assess their level of support for family caregivers.

• Produced a model report encouraging local government to invest in infrastructure updates to identify caregiver support systems and resources.

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01/2016 Student Participants Transdisciplinary Problem Solving: Public Health Interventions, Cap-Haïtien, Haiti •

Applied transdisciplinary problem-solving (TPS) in global public health, with particular emphasis on resource-poor contexts. Provided analysis and strategy for enhancing quality of programs at Sustainable Organic Integrated Livelihoods (SOIL) (January 5, 2016 January 15, 2016)

06/2016 – 08/2016 Health Department Intern (Practicum) OASIS, St. Louis, MO • •

Enhanced OASIS community partnerships through identification of gaps and/or overlaps in services in the St. Louis region.

Mapped senior housings and senior centers by employing network analysis in GIS to assess accessibility of senior housing and senior centers.

05/2015 – 07/2018 Policy Analysis Intern (Practicum) Child Care Aware of Missouri, St. Louis, MO • Conducted policy analysis to make a new policy platform for the organization and reviewed emergency preparedness materials in other states to advocate emergency preparedness related legislature in MO. 09/2013-02/2014 Graduate Student Instructor, Coordinator Official Development Assistance Research Center, Seoul, South Korea • •

Served as a TA for “Understanding of Cooperation on International Development.”

Collaborated with the Korea International Cooperation Agency to provide cultural exchange programs for university students and coordinated overseas volunteer service program in Myanmar (January 5, 2014 – January 16, 2014).

03/2013-07/2013 Resettlement Social Worker Center for North Korean Defectors, Daegu, South Korea • Assisted resettlement process for North Korean refugees.

• Managed academic, recreational, and employment support programs such as computer classes, college tours, and academic counseling for North Korean refugees.

09/2011-02/2012 Family Advocacy Intern U.S. Army Garrison, Daegu, South Korea • Provided support for Army Community Services which aimed to strengthen army families.

• Participated in programming support for stress management class, parenting class, and domestic violence awareness campaign for soldiers and civilians.

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03/2012-06/2012 Korean-American Friendship Circle Student Ambassador U.S. Army Garrison, Daegu, South Korea • Provided assistance for military personnel in adjusting to the local Korean community.

• Made connections between Korean and U.S. Army families through cultural exchange programs.

01/2011 Volunteer Overseas Volunteer Program, Laos • Visited rural areas to provide recreational, health, and cultural education for elementary school students; also participated in well construction and renovation of school’s main gate and playground.

02/2008-01/2010 Army Sergeant Republic of Korea Army, Ulgin, South Korea • Counseled junior soldiers every week in adjusting to military life.

PROFESSIONAL AFFILIATIONS • • • •

Society for Social Work Research (SSWR) Gerontological Society of America (GSA) Association for Gerontology Education in Social Work (AGESW) American Psychological Association (APA)

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Rita Hu Social Work & Developmental Psychology

Rita X. Hu Curriculum Vitae August 2023 Rita Xiaochen Hu Doctoral Candidate, Social Work and Developmental Psychology University of Michigan rxhu@umich.edu EDUCATION Joint Ph.D. in Social Work and Developmental Psychology 2018 - Anticipate June 2024 University of Michigan, Ann Arbor, MI Committee: Lydia W. Li, Ph.D. (Co-Chair), Toni C. Antonucci, Ph.D. (Co-Chair), Jacqui Smith, Ph.D., Ruth E. Dunkle, Ph.D., Alexandra Crampton, Ph.D. Master of Social Work (MSW) University of Michigan, Ann Arbor, MI Advisor: Lydia W. Li, Ph.D.

2018 - 2019

Bachelor of Arts (BA) Social Welfare and Psychology University of California, Berkeley Advisor: Andrew E. Sharlach Ph.D.

2013 - 2017

RESEARCH GRANTS PI: Hu May 2021 – May 2022 (extension until June 2024) University of Michigan Institute for Social Research Elizabeth Douvan Junior Scholars Fund in Life Course Development $10,000 Social Relations and Ageism through the Lifespan Perspective: Examining Factors and Interventions on Ageism through social Relations The project aims to use quantitative and qualitative methods to understand the development and internalizing of age-related stereotypes through social relationships across the lifespan and the potential mediating role social relationships play between ageism and older adults’ cognitive health.

Role: Principal Investigator PI: Hu May 2021 – May 2022 (extension until June 2024) University of Michigan Department of Psychology Dissertation Grant $1,000 The Internalization and Reinforcement of Self-Perceptions of Aging through Non-kin Relationships The project aims to use multiple qualitative data sources (interviews, policy documents, and participatory observations) collected in a retirement community to understand how non-kin relationships can shape older adults' beliefs and outlooks about their own aging.

Role: Principal Investigator

Rita X. Hu Curriculum Vitae August 2023 PI: Scott September 2022 – November 2022 (no cost extension until November 2023) National Institute on Aging (NIA) R01AG060933-04S1 $89,274 Coordinated Analysis Administrative Supplement to The Role of Personality in Cognitive Aging and Dementia The project organized four regionally (Michigan & New York) and nationally representative studies to conduct parallel data analysis to understand age and regional differences in social and emotional experiences during the COVID-19 pandemic.

Role: Coordinated Analysis Fellow ($7,000) PI: Crampton May 2022 – August 2022 Marquette University Institute for Women’s Leadership $8,000 Gender, Power and Culture in the Face of “Getting Old”: An Ethnographic Study in a Continuing Care Retirement Community This interdisciplinary ethnographic study aimed to understand longstanding gender socialization’s effects on growing old. Beyond academic contributions, raising awareness about the power of ageism and sexism through sharing initial research results with residents has led to resident driven intervention.

Role: Graduate Student Research Investigator ($3,000) SCHOLARSHIPS AND AWARDS W.B. Pillsbury Graduate Research Award ($12,028) 2023 Harold T. and Vivian B. Shapiro Prize ($6,000) 2023 International Research Program Fellowship (LIFE) 2022 - 2024 with Max Planck Institute, University of Virginia, University of Zurich & University of Michigan Karl C. K. Ma Endowed Scholarship May 2022 - December 2022 Patricia Gurin Award ($500) 2021 - 2022 Henry J. Myer Scholarship ($6,000) 2021 - 2022 Gerontological Society of America Junior Investigator Diversity Fellow Award November 2020 Institute for Social Research-Rackham Training Award July 2020 Rackham International Student Fellowship ($10,000) January 2019 – December 2019 Joseph Veroff and Katherine Luke Memorial Award August 2019 Rackham International Conference Travel Grant May 2019 University Honors, UC Berkeley 2015 -2017

Rita X. Hu Curriculum Vitae August 2023 PUBLICATIONS Peer-Reviewed Articles 12. Hu, R.X., Larkina, M., & Smith, J. (2023). The impact of caregiving across life on late-life self-perceptions of aging. Journal of Gerontology. Series B, Psychological Sciences.

Advance online publication. https://doi.org/10.1093/geronb/gbad103

11. Ajrouch, K.J., Hu, R. X., Webster, N.J., & Antonucci, T.C. (2023). Friendship trajectories and health across the lifespan. Developmental Psychology. Advance online publication. https://doi.org/10.1037/dev0001589 10. Xiong, X., Hu, R. X., Chen, C., & Ning, W. (2023). Effects of risk exposure on emotional distress among Chinese adults during the COVID-19 pandemic: The moderating role of disruption of life and perceived controllability. Frontiers in Psychiatry, 14. https://doi.org/10.3389/fpsyt.2023.1147530 9. Li, L. W., Hu, R. X., Luo, M. S., & McLaughlin, S. J. (2023). Pre-pandemic social integration: Protection or risk for older adults in the time of COVID-19? The Journals of Gerontology: Series B, 78(2), 330-340. https://doi.org/10.1093/geronb/gbac177 8. Kayser, J., Hu, R. X., Rosenscruggs, D., Li, L., & Xiang, X. (2023). A systematic review of the impact of select mindfulness interventions on psychological outcomes among older adults with chronic health conditions. Clinical gerontologist, 46(3), 302–314. https://doi.org/10.1080/07317115.2022.2076636 7. Hu, R. X., & Li, L. W. (2022). Social disconnectedness and loneliness: Do self-perceptions of aging play a role?. The Journal of Gerontology. Series B, Psychological sciences and social sciences, 77(5), 936–945. https://doi.org/10.1093/geronb/gbac008 6. Hu, R. X., Luo, MS, Zhang, A, & Li, L.W. (2020). Understanding ageism in relation to older adults’ health: a systematic literature review. Research on Aging. https://doi.org/10.1177/0164027520980130 5. Zhang, A., Hu, R. X., Wang, K., & Antalis, E. P. (2020). Age moderates the association between psychological distress and engagement in mindfulness among cancer patients and survivors: A population-based study. Journal of Psychosocial Oncology, 38(5), 513– 526. https://doi.org/10.1080/07347332.2020.1764158 4. Luo MS., Li., L.W., & Hu, R. X. (2020) Self-perceptions of aging and domain-specific health outcomes among midlife and later-life couples. Journal of Aging and Health. http://doi.org/10.1177/0898264320966263 3. Wang, K., Zhang, A., Sun, F., & Hu, R. X. (2020). Self-rated health among older Chinese Americans: The roles of acculturation and family cohesion. Journal of Applied Gerontology, https://doi.org/10.1177/0733464819898316

Rita X. Hu Curriculum Vitae August 2023

2. Xiang, X., Freedman, V. A., Shah, K., Hu, R. X., Stagg, B. C., & Ehrlich, J. R. (2020). Selfreported vision impairment and subjective well-being in older adults: A longitudinal mediation analysis. The Journals of Gerontology. Series A, Biological Sciences and Medical Sciences, 75(3), 589–595. https://doi.org/10.1093/gerona/glz148 1. Herrenkohl, T. I., Fedina, L., Roberto, K. A., Raquet, K. L., Hu, R. X., Rousson, A. N., & Mason, W. A. (2020). Child maltreatment, youth violence, intimate partner violence, and elder mistreatment: A review and theoretical analysis of research on violence across the life course. Trauma, Violence, & Abuse. https://doi.org/10.1177/1524838020939119 Under Review Hu, R.X., Kayser, J., Dunkle, R. E., & Tarr, J. (under review). Needs and challenges for volunteering in rural areas: Lessons learned from a survey of a service organization in rural Michigan.

Hu, R.X. & Crampton, A. (under review) “We just need to get more comfortable with calling it like it is”: Learning from Lived Experiences of Ageism from Continuing Care Retirement Community Residents and Staff.

Li, L.W. McLaughlin, S. J., Hu, R.X., & Luo, MS (under review) Social isolation in older American men and women across the transition to widowhood.

In Progress Neupert, S. D., Scott., S. B., Graham, E. K., Suitor, J., Ali, S*, Hughes, M.L.*, Hu, R.X.*, Gillian, M.*, Zavala, D.W.*, Anotnucci., T.C., Kincaid., R., Ogle, D. (invited paper) Social interactions and loneliness among the adult lifespan: A COVID-19 Coordinated Analysis. Journal of Gerontology. Series B, Psychological Sciences.

Preregistration https://doi.org/10.17605/OSF.IO/JT4WF *Equal contribution of graduate students conducting data analyses on each study.

Crampton, A. & Hu, R. X. (Invited paper). Failure as an option: Successful aging as posttraumatic growth amongst oldest-old adults. Gaugler, J. E. (Ed.). Redefining Successful Aging [Special issue]. The Gerontologist.

Book Chapters Ajrouch, K. J., Antonucci, T.C, Hu, R.X. (in press). Social Relations and Older Migrants. In S. Torres & A. Hunter (Eds.) Handbook on Migration & Aging, London: Edward Elgar Publishing.

Rita X. Hu Curriculum Vitae August 2023 Research & Evaluation Reports Dunkle, R. E., & Hu, R.X. (December 2021). ShareCare Volunteer Program Evaluation Report.

ShareCare of Leelaunau Inc. Funded by the Blue Cross Blue Shield of Michigan Foundation.

Dunkle, R. E., Cho, J., Hu, R.X. (December, 2021). ShareCare Membership Evaluation Report.

ShareCare of Leelaunau Inc. Graham, CL, Nicholson, R, Scharlach, AE, Stark B, Hu, R. X. (2018). Village Non-Participation Study Research Brief. Technical Report to Mather LifeWays Institute on Aging.

Scharlach, AE, Graham, CL, Stark, B, Hu, R. X., Rodbro, E. (2017). Creating Age-Friendly Communities Through the Expansion of Villages: Summary of Longitudinal Member Outcomes. Year Four Evaluation Technical Report to The Archstone Foundation.

Available at: http://socialwelfare.berkeley.edu/casas-recent-publications PRESENTATIONS (Peer-Reviewed) 21. Hu, R.X. & Crampton, A. (accepted) Uncovering and challenging ageism in a continuing care retirement community: An ethnographic and decolonizing approach for gerontological social work. Oral presentation at the 2024 Society for Social Work Research (SSWR). Washington D.C. 20. Morgan, B. (Chair) & Hu, R.X. (Co-Chair). (accepted). Presidential Symposium: Highlighting Emerging Professionals Who Build Bridges, Catalyze Research, and Empower All Ages. The 2023 Gerontological Society of America (GSA). Tampa, FL. 19. Hu, R.X. (accepted). Effects of self-perceptions of aging on cognitive health: Mediating role of social isolation and loneliness. Oral presentation in Symposium Li, L.W. (Chair) Longitudinal Changes in Wellbeing Associated with Aging Attitude, Cognitive Status and Widowhood Transition at the 2023 Gerontological Society of America (GSA). Tampa, FL. 18. Hu, R.X. (accepted). Measuring social isolation among us-born and foreign-born older adults. Oral presentation in Symposium Ajrouch, K. J. (Chair) Social Networks: Building Resources for Diverse Aging Families at the 2023 Gerontological Society of America (GSA). Tampa, FL. 17. Ajrouch K. J., Antonucci T. C., Hu, R.X. (accepted). Social relations and older immigrants.

Oral presentation in Symposium Torres S. (Chair) Migration and Ageing at the 2023 Gerontological Society of America (GSA). Tampa, FL.

Rita X. Hu Curriculum Vitae August 2023 16. Zavala D., Hughes, M. L., Hu, R. X., Ali, S., Kincaid, R., Ogle, D. (accepted). Social interactions and loneliness among the adult lifespan: A COVID-19 Coordinated Analysis.

Oral presentation in Symposium Grahm, E. K. (Chair) Loneliness, Social Isolation, and Health within the Context of a Global Pandemic at the 2023 Gerontological Society of America (GSA). Tampa, FL. 15. Zavala, D.W., Neupert, S.D., Scott, S. B., Graham, E.K., Suitor, J., Hughes, M.L., Hu, R.X., Ali, S., Gillian, M., Anotnucci., T.C., Kincaid., R., Ogle, D. (June 2023). Social interactions and loneliness in daily life during a population-wide stressor: A COVID-19 coordinated analysis. Poster presentation at the Society for Ambulatory Assessment (SAA).Amsterdam, the Netherlands.

14. Hu, R.X. & Li, L.W. (January 2023). Psychological mechanisms between social isolation and memory decline. Poster presentation at the 2023 Society for Social Work Research (SSWR). Phoenix, AZ. 13. Hu, R.X. (Chair) & Antonucci, T. C (Co-Chair). (November 2022). Generational transmission of social relations: Findings from multiple longitudinal studies in the U.S. Symposium at the 2022 Gerontological Society of America (GSA). Indianapolis, IN. 12. Hu, R.X., Larkina, M., & Smith., J. (November 2022). The impact of caregiving history across life on late-life self-perceptions of aging. Oral presentation in Symposium Giasson, H. (Chair), Koffer, R. (Co-Chair). Self-Perceptions of Aging in the Context of Challenging Experiences: Patterns of Risk and Resilience at the 2022 Gerontological Society of America (GSA). Indianapolis, IN. 11. Hu, R.X. & Dunkle, R. E. (November 2022). Motivations to volunteer: Survey of a service agency in rural Michigan. Poster presentation at the 2022 Gerontological Society of America (GSA). Indianapolis, IN. 10. Hu, R. X., Cooper J., Antonucci T.C. (June 2022) The relationship between social interactions seven years earlier and COVID-related stress among older adults. Paper presentation at the 2022 Society for the Study of Human Development (SSHD). Virtual.

9. Hu, R. X. (June 2022) Migration history’s effects on social isolation and loneliness. Oral presentation in Symposium Antonucci, T. C. (Chair) & Ajrouch K. (Co-Chair). Global Perspectives on Health and Social Relations at the 22nd World Congress of Gerontology and Geriatrics IAGG 2022. Virtual.

8. Hu, R.X. (January 2022). Interventions to reduce self-directed ageism among older adults: A systematic literature review and meta-analysis. Poster presentation at the 2022 Society for Social Work Research (SSWR). Washington D.C. 7. Hu, R.X. (January 2022). The effect of objective and subjective social isolation on selfperceptions of aging. Poster presentation at the 2022 Society for Social Work Research (SSWR). Washington D.C.

Rita X. Hu Curriculum Vitae August 2023

6. Hu, R.X., Li, L.W. (November 2021). Social disconnectedness and loneliness: Do selfperceptions of aging play a role? Oral presentation at the 2021 Gerontological Society of America (GSA) Annual Scientific Meeting. Virtual.

5. Neupert, S. D., Ali, S., Bouklas, I., Hu, R. X., Kincaid, R., Nelson, N. Zhang, S., Antonucci, T., Bergeman, C. S., Fingerman, K., Gillian, M., Suitor, J. J., Scott, S. (November 2021).

NIA coordinated analysis of dynamic socioemotional experiences and well-being during the pandemic. Poster presentation at the 2021 Gerontological Society of America (GSA) Annual Scientific Meeting. Virtual.

4. Hu, R. X., Li, LW, Antonucci, TC. (November 2019). Transitioning out of grandchildren caregiving: Effects on grandparents' emotional well-being. Poster at the 2019 Gerontological Society of America (GSA) Annual Scientific Meeting. Austin, TX. 3. Hu, R. X., Zhang A. (November 2019). Age moderates the association between engagement in mindfulness and psychological distress among cancer survivors. Poster at the 2019 Gerontological Society of America (GSA) Annual Scientific Meeting. Austin, TX. 2. Hu, R. X., Luo, M, Zhang, A., Li, L. W. (May 2019). Understanding ageism in relation to older adults' health: A systematic literature review. Oral presentation at the 2019 International Association of Gerontology and Geriatrics European Regional Congress.

Gothenburg, Sweden.

1. Hu, R. X. (May 2017) Aging in a foreign land: Newly arrived Asian elderly immigrants’ life in the U.S. Oral Presentation at 2017 UC Berkeley School of Social Welfare Scholar’s Day. Berkeley, CA.

RESEARCH EXPERIENCES Graduate Student Research Assistant Life Course Development Program, Institute for Social Research University of Michigan, Ann Arbor, MI PI: Toni C. Antonucci, PhD Project: Social Relations Study Wave 4

September 2023

Graduate Student Research Assistant May-August 2020 & May-August 2021 Life Course Development Program, Institute for Social Research University of Michigan, Ann Arbor MI Advisor: Toni Antonucci, PhD Project: The Developmental Trajectories of Friendship and Their Effects on Health across Adulthood Graduate Student Research Assistant School of Social Work

September 2019 – May 2020

Rita X. Hu Curriculum Vitae August 2023 University of Michigan, Ann Arbor, MI Advisor: Lydia W. Li, PhD Project: Self-Perception of Aging on Social Isolation Survey Research Associate Center for the Advanced Study of Aging Services UC Berkeley, Berkeley, CA PI: Andrew E. Scharlach, PhD & Carrie Graham, PhD, MGS Project: The Longitudinal Study of The Village Model

January 2016 – January 2018

PRACTICE EXPERIENCES July 2020 – present

Limited License Social Worker Anticipate to transition to full license by Summer 2024 Supervisor: Ruth E. Dunkle, Ph.D., LCSW Volunteer and Consultant Ann Arbor Meals on Wheels, Ann Arbor, MI Project: Culturally Responsive Delivery and Communication System Program Evaluator ShareCare of Leelanau, Leelanau, MI

February 2020 – present

January 2021 – January 2022

Group Session Leader January 2021 - December 2021 School of Social Work, University of Michigan, Ann Arbor, MI Principal Investigator: Lydia W. Li, PhD Intervention Project: Connecting Through Phone-Based Meditation Intervention Project: New Ways to Live Better MSW Intern January 2018 – August 2019 Milan Seniors for Healthy Living, Milan, MI TEACHING EXPERIENCES Mentor & Organizer International and Multicultural Student Policy Study Group for SW 508 Essentials for Welfare Policy

Fall 2021, Fall 2022, Fall 2023

Instructor Winter 2022 Course: SW 600: Behavioral, Psychosocial and Ecological Aspects of Health (MSW Course) Instructor Course: SW 508: Essentials for Social Welfare Policy (MSW Course)

Fall 2021

Graduate Student Instructor (GSI) Course: Psych 250: Introduction to Developmental Psychology (Online)

Winter 2021

Rita X. Hu Curriculum Vitae August 2023 Lead Instructor: Dr. Lucretia M. Ward Graduate Student Instructor (GSI) Course: Psych 111: Introduction to Psychology (Online) Lead Instructor: Dr. Elizabeth Buvinger English Instructor Prison University Project, San Quentin, CA Course: English 99A Pre-College Writing Writing Tutor UC Berkeley Student Learning Center, Berkeley, CA

Fall 2020

September 2016 - August 2018

January 2014 – May 2016

PROFESSIONAL SERVICE Ad hoc reviewer: Journal of Applied Gerontology, Journal of Psychosocial Oncology, Innovation in Aging, Gerontological Society of America Annual Scientific Meeting The Gerontological Society of America (GSA) Member, Program, Publications and Products Committee January 2023 – present Lead, iPoster Pilot Program Workgroup September 2023 – present Vice Chair-Elect, Emerging Scholar and Professional Organization (ESPO) 2023 Vice Chair, ESPO 2024 Chair, ESPO 2025 Lead, ESPO International Task Force 2020 - 2022 Member, Student Chapter Ad Hoc Committee March 2021 – September 2021 Podcast Host, 75th Anniversary: Science and Storytelling April 2021 – September 2021 Society for Social Work Research (SSWR) Member, Doctoral Student Leadership Committee Chair, Mentoring Subcommittee Member, Doctoral Student Committee Senior Conference Volunteer Coordinator Lead Conference Volunteer Coordinator

February 2022 - present February 2022 - present March 2020 - present August 2022 - present November 2019 - March 2022

University of Michigan Doctoral Student Representative August 2023 - July 2024 Faculty Allies for Diversity Committee, School of Social Work Departmental Associate, Department of Psychology August 2022 - July 2023 ● Serve on the Graduate Student Leadership Council ● Represent Developmental area graduate students in faculty meetings (eligible to vote) Member, Admission Committee, Developmental Psychology Area August 2021 - March 2022 Chair, Doctoral Student Organization, School of Social Work May 2019 - August 2021 Social Chair, Doctoral Student Organization September 2019 - May 2019

Rita X. Hu Curriculum Vitae August 2023 PROFESSIONAL MEMBERSHIPS Society for Social Work and Research The Gerontological Society of America American Psychological Association

Rita X. Hu MSW, LLMSW Joint Doctoral Candidate in Social Work and Developmental Psychology University of Michigan Research Statement The overarching goal of my research is to combat ageism and foster an inclusive society for all ages. My research to date has contributed to this mission by examining the internalization of ageism across the lifespan and its detrimental effects on later-life social and cognitive wellbeing. Moving forward, my research will focus on understanding the intersectionality between age, identities, life experiences, and social and physical environments and how these intersections affect health and well-being across the lifespan. My long-term goal is to design, implement, and evaluate multi-level interventions to tackle ageism.

Current Research The Internalization and Manifestation of Ageism across the Lifespan Ageism is multi-level and multi-dimensional. It manifests as stereotypes, prejudice, and discrimination based on age and affects everyone across the lifespan. It resides in our institutions, relationships, and even within ourselves. The process of internalizing ageism can begin early in life and continue throughout the lifespan. In a recent study published in the Journal of Gerontology: Psychological Sciences, I conceptualized caregiving history earlier in life as a critical life experience with meaningful social interactions and found that early caregiving experiences have long-lasting adverse effects on caregivers’ view of aging later in life (Hu et al., 2023). In addition to early-life social interactions, ongoing relationships continue the internalizing process. The first study of my dissertation uses sequence analysis to integrate caregiver-care-recipient relationship, timing, and duration of care into caregiving trajectories across the lifespan to further unpack social relationships’ role in internalizing ageism.

In addition to early-life social interactions, ongoing social relationships and the current social environment can reinforce or alleviate internalized ageism. The second study of my dissertation an ethnographic study at a Continuing Care Retirement Community (CCRC).

Findings revealed that fear of social rejections, constant reminders of aging, restrictive policies during COVID, and patronizing behaviors from family, staff, and service providers can reinforce internalized ageism. In contrast, role models, collective conversations and reflections can mitigate internalized ageism (Hu & Crampton, under review).

Internalized ageism has lasting and harmful effects on later-life health and well-being (Hu et al., 2020). My recent study, published in the Journal of Gerontology: Social Sciences, using Structural Equation Modeling, revealed that internalized ageism leads to increased social isolation and loneliness over eight years. Study three of my dissertation builds upon this and finds social isolation and loneliness to be mediators for the long-term effects of internalized ageism on cognitive health (Hu, 2023a). Social isolation and loneliness, and memory declines are two of the most prevalent stereotypes about old age. My current research sheds light on the influence of social relationships on internalized ageism and in mediating the effects of ageism on cognitive health. As demographic changes, there is an increasing need for social workers to work with and advocate for older clients. It is critical for social workers to understand the harmful role of ageism across individual, community and societal levels.

The Power of Social Relationships Effectively addressing ageism requires attention to the heterogeneities of social relationships. A complementary research direction is understanding the cultural construct of social relationships, which is pivotal for future research and intervention development. The COVID-19 pandemic underscored the prevalence of ageism and the indispensable role of social

Rita X. Hu MSW, LLMSW Joint Doctoral Candidate in Social Work and Developmental Psychology University of Michigan Research Statement relationships in our lives (Neupert et al., in progress; Li et al., 2023). While implementing interventions to tackle social isolation and loneliness through telephone-based group mindfulness, I noticed the significance of social connections among participants and the role of mindfulness in fostering and appreciating these connections.

Various dimensions of social relationships are experienced and interpreted differently based on race and ethnic backgrounds, and immigrant experiences. Older immigrants’ social relationships vary based on timing, reasons, and social and physical environment (Ajrouch et al., in press), and those factors can affect health. Cultural values play a critical role in shaping social relationships. My ongoing study examines the measurement properties of social isolation and loneliness among US-born and Middle Eastern and Northern African (MENA) immigrants and found differences in living arrangements, network size, and perceived relationship quality (Hu, 2023b). The U.S. population, especially older adults, will be more diverse in the coming decades.

Therefore, it is critical to understand the complexity of social relationships intertwined with identities and life experiences.

The Intersectionality of Age and Identities Ageism not only resides in multiple levels of society but also often exacerbates existing inequality based on gender, race, and ethnicity. My ongoing study using data collected at a CCRC, aims to explore the intersectionality of age and gender. Extending this, I also interviewed staff, who are predominately people of color. Preliminary results revealed that the lack of aging role models due to historical and structural racial discrimination in healthcare and a unique set of cultural values surrounding aging makes it clear that race and ethnicity shape people’s beliefs and attitudes about aging.

Drawing from my practice experiences with a local Meals on Wheels (MoW) program, I observed the overlapping impact of ageism, racism, and cultural discrimination. Older adults of color were often labeled as “confused” or “forgetful” when they were struggling with information delivered in medical terms or poorly translated into their native languages. Without any efforts to break the communication barriers, older adults especially older immigrants start to internalize these stereotypes and become disengaged from the MoW program. As suggested by my research, older immigrants are more likely to become socially isolated and eventually experience a decline in health and well-being. I am working with the local MoW programs to develop a culturally responsive delivery and communication system, starting with staff and volunteer education and increased efforts to engage older adults from diverse cultural backgrounds through targeted listening sessions and newsletters. My research and practice highlight the unique challenges older adults face due to these intersections and reveal how gender and/or race and ethnicity can exacerbate ageism.

Future Directions To date, my research and practice experiences have confirmed that ageism is omnipresent within individuals, relationships, communities, organizations, and institutions. Moving forward, my research will focus on 1) understanding how ageism manifests in social and physical environments, 2) investigating the consequences of ageism on health and psychosocial wellbeing across individual, community, and societal levels, and 3) exploring how changes in social and physical environments can be a point of intervention to protect people from internalizing ageism and to mitigate ageism’s detrimental health effects.

Rita X. Hu MSW, LLMSW Joint Doctoral Candidate in Social Work and Developmental Psychology University of Michigan Research Statement To achieve those aims, I plan to continue to take advantage of public datasets to identify risk factors in social and physical environments linked to internalized ageism across the lifespan, as well as identifying which aspects of social relationships are mechanisms between internalized ageism and health. For example, to address aim 1, I will use geospatial analysis to understand why climate disasters disproportionately affect older adults, especially older adults of color. To address aim 2 using Structural Equation Modeling to understand whether friendships can play a role in buffering internalized ageism’s effects on cognitive decline.

I will also apply for pilot research grants to conduct a study that aims to understand ageism experienced by minority older adults across intrapersonal, interpersonal, and institutional levels and across various time scales using measurement burst design involving ecological momentary assessments. This study design will provide a nuanced understanding of people’s social and physical environment, thoughts, and behaviors when experiencing ageism. The findings will allow a more detailed understanding of the experiences of ageism and its short-term and long-term effects on health and well-being.

While collecting data to better understand ageism, I will work closely with local community organizations to pave the way for the development of multi-level interventions.

Building on my research and theoretical frameworks, including the ecological model and multilevel stigma framework, reducing the harmful impact of ageism requires comprehensive interventions. At the micro-level, culturally responsive cognitive behavioral group therapy will utilize peer relationships to identify and mitigate negative beliefs about aging. At the mezzo level, advocacy for universal design and effective disaster response in the local community and intergenerational volunteer programs will educate the community about ageism as well as break age-related stereotypes. At the macro level, advocacy for policy changes and funding ranging from changing the physical environment by building climate change resistance to changing the social environment by integrating culturally responsive service delivery in health and social services.

Potential Funding Sources I will look to the University, government agencies and nonprofit foundations’ grant mechanisms to fund my research. My work aligns with multiple current funding initiatives. For example, pilot grants from the University’s aging research center, and the National Institute on Aging (NIA)’s approved concepts, including “leveraging social networks to promote widespread individual behavioral change” and “the role of immigration in life course health and aging.”

Nonprofit organizations such as the American Association of Retired Persons (AARP), and the John A. Hartford Foundation are also potential sources of funding given they have funded research and initiatives addressing ageism.

Conclusion Ageism is often left out in the conversation about diversity, equity, and inclusion, but ageism is a social justice issue. My current and future research aims to address ageism by harnessing the power of social relationships. This aligns with the Grand Challenge’s “Go Grander” initiative by expanding productive aging and integrating with eradicating social isolation. I will leverage the resources available at the School, the University, and the local community to develop a robust research program to tackle ageism and advance age inclusiveness in our society.

Rita X. Hu MSW, LLMSW Joint Doctoral Candidate in Social Work and Developmental Psychology University of Michigan Research Statement References Ajrouch, K. J., Antonucci, T.C, Hu, R.X. (in press). Social Relations and Older Migrants. In S. Torres & A. Hunter (Eds.) Handbook on Migration & Aging, London: Edward Elgar Publishing.

Hu, R.X. (November, 2023a). Effects of self-perceptions of aging on cognitive health: Mediating role of social isolation and loneliness. Oral presentation in Symposium Li, L.W. (Chair) Longitudinal Changes in Wellbeing Associated with Aging Attitude, Cognitive Status and Widowhood Transition at the 2023 Gerontological Society of America (GSA). Tampa, FL. Hu, R.X. (November, 2023b). Measuring social isolation among us-born and foreign-born older adults. Oral presentation in Symposium Ajrouch, K. J. (Chair) Social Networks: Building Resources for Diverse Aging Families at the 2023 Gerontological Society of America (GSA). Tampa, FL. Hu, R.X. & Crampton, A. (under review) “We just need to get more comfortable with calling it like it is”: Learning from lived experiences of ageism from a Continuing Care Retirement Community (CCRC) residents and staff.

Hu, R.X., Larkina, M., & Smith, J. (2023). The impact of caregiving across life on late-life selfperceptions of aging. Journal of Gerontology. Series B, Psychological Sciences. Advance online publication. https://doi.org/10.1093/geronb/gbad103 Hu, R. X., & Li, L. W. (2022). Social disconnectedness and loneliness: Do self-perceptions of aging play a role?. The Journal of Gerontology. Series B, Psychological sciences and social sciences, 77(5), 936–945. https://doi.org/10.1093/geronb/gbac008 Hu, R. X., Luo, MS, Zhang, A, & Li, L.W. (2020). Understanding ageism in relation to older adults’ health: a systematic literature review. Research on Aging. https://doi.org/10.1177/0164027520980130 Li, L. W., Hu, R. X., Luo, M. S., & McLaughlin, S. J. (2023). Pre-pandemic social integration: Protection or risk for older adults in the time of COVID-19? The Journals of Gerontology: Series B, 78(2), 330-340. https://doi.org/10.1093/geronb/gbac177 Neupert, S. D., Scott., S. B., Graham, E. K., Suitor, J., Ali, S*, Hughes, M.L.*, Hu, R.X.*, Gillian, M.*, Zavala, D.W.*, Anotnucci., T.C., Kincaid., R., Ogle, D. (invited paper) Social interactions and loneliness among the adult lifespan: A COVID-19 Coordinated Analysis. Journal of Gerontology. Series B, Psychological Sciences.

Preregistration https://doi.org/10.17605/OSF.IO/JT4WF *Equal contribution of graduate students conducting data analyses on each study.

Rita Xiaochen Hu MSW, LLMSW Joint PhD Candidate in Social Work and Developmental Psychology University of Michigan Teaching Statement My teaching philosophy is deeply rooted in my transdisciplinary research on lifespan development and enriched by my multicultural background. My perspectives on teaching are further shaped by my experiences teaching across disciplines and at undergraduate and graduate levels. This includes my role as a Teaching Assistant for two undergraduate Psychology courses, as the instructor of record for two graduate Social Work courses, and my mentorship initiatives in the university and professional societies. I am committed to transdisciplinary pedagogy, a lifespan perspective, and fostering a culturally inclusive learning environment. Such an approach is not only conducive to peer-to-peer learning but also provides students with the expertise required to thrive in inter-professional teams and adeptly navigate the intricacies of intersectionality in our diverse society.

Transdisciplinary Pedagogy Students in Social Work classrooms come from diverse academic and personal backgrounds. Employing transdisciplinary pedagogy creates an environment where every student can share their expertise and learn from each other. I implemented class worksheets to facilitate group discussions. I had students sit in groups and rotate group members to ensure multiple practice interests, identities, and life experiences were represented in the group.

Moreover, we transcend specific majors and disciplines to challenge ourselves to engage with unfamiliar knowledge while generating innovative ideas. For instance, when teaching Essentials of Social Welfare Policy, I collaborated with a fellow doctoral candidate in Electrical and Computer Engineering (ECE) to develop a lesson exploring machine learning and social policy. We aimed to understand how emerging technologies could influence social policy, examining both potential benefits and concerns. This interdisciplinary approach received substantial positive feedback, with students commenting, "The final class about machine learning was one of my favorite lectures." and "This course made me see policy in an entirely new way…I now find [policy] to be interesting and full of potential."

Lifespan Perspective My own research on ageism suggests that taking on a lifespan perspective is critical to understand development as a continuous process and the internalization of age-relative stereotypes. When teaching the MSW course, Behavioral, Psychosocial, and Ecological Aspects of Health, Mental Health, and Disease, I integrated lifespan developmental theories such as the Selection, Optimization, and Compensation (SOC) strategies as well as the Convoy Model of Social Relations to help students see the dynamic nature of human development and the connection between early life experiences and later life health and wellbeing. Moreover, I used the impact of ageism on health to illustrate how stigma can affect health across intrapersonal, interpersonal, and structural levels. That lecture sparked good discussions on ageism in the healthcare system and how aging is seen as a disease.

Culturally Inclusive Environment In addition to my interest in integrating lifespan perspectives and ageism, I am also invested in creating a culturally inclusive learning environment. Culture is broad, capturing the varied experiences, backgrounds, and identities of all individuals, including those who may feel alienated or experienced cultural shock within their own societies, such as students of color

Rita Xiaochen Hu MSW, LLMSW Joint PhD Candidate in Social Work and Developmental Psychology University of Michigan Teaching Statement within predominantly white institutions and students with different learning styles within a testbased grading system.

My multicultural background makes me relate to students who feel their cultural experiences are overlooked or irrelevant. For instance, while taking and later preparing to teach the MSW foundational policy course, many examples and case studies on political advocacy assumed that everyone in the classroom has voting rights, leaving out studies like DACA recipients, DREAMers, and international students. To address this, I incorporated culturally relevant pedagogy (Ladson-Billings, 2021) by introducing lessons on immigration and social work, educating on the complex pathways to citizenship, and empowering multicultural and international students with community-organizing case studies. Beyond the policy class, I initiated a weekly study group for multicultural and international students, creating a space for students from non-majoritarian cultural backgrounds to share their concerns and frustrations while brainstorming ways to effectively engage in class.

Beyond social and political culture, I am also committed to fostering a learning environment for different learning styles. Instead of a traditional course paper, I introduced a stepwise approach focuses on idea development, revision, and feedback gathering. It helps reduce stress, especially for English language learners, and emphasizes continuous peer-to-peer learning. With the advent of Generative AI tools like ChatGPT, a final written product can be generated swiftly. However, I aim to engage students in immersive learning while fostering adaptability by underscoring writing and learning as an involving, long-term, and peer-to-peer process.

Respect and Flexibility I navigated teaching hybrid, online, and in-person classes through the COVID-19 pandemic. Many students in my classes were new to the university. Interacting with other students through ZOOM or sitting six feet apart with a mask on in the classroom hindered the opportunity to form meaningful relationships. To foster a sense of community, I demonstrated caring through reinforcing flexibility and sharing my vulnerabilities and the power to co-create solutions. I created an anonymous feedback form that was open throughout the semester and reported to the class once a week, addressing the feedback. In my teaching evaluations, students provided positive feedback: "The worksheets were pretty difficult for me – I sent anonymous feedback, and she followed through." "Rita really treated us with such respect. I could tell she truly cared about our well–being and success as students, and that was so appreciated." "She always was there for concerns and truly helped us feel respected." To encourage class discussion and collaboration, instead of relying on PowerPoints, I employed whiteboard and Jamboard to slow down the lecture and visualize the materials together with the students. I also utilized technologies to build a learning environment. I used Perusall, where the class can annotate precourse materials together and reply to each other's posts, mimicking doing coursework together.

Students shared that "[Rita] really got on the students' level when explaining concepts, and her diagrams on the whiteboard of different policies were VERY helpful" and "The group facilitation was a highlight."

Rita Xiaochen Hu MSW, LLMSW Joint PhD Candidate in Social Work and Developmental Psychology University of Michigan Teaching Statement Democratize Networks and Resources My leadership roles within professional societies have offered further avenues for advocating for inclusivity. Navigating the dominant culture can be challenging due to assumed familiarity with certain terms and processes. I have experienced and witnessed the confusion and anxiety experienced by emerging scholars, particularly those with multicultural backgrounds.

While serving on the Leadership Committee and Mentoring Committee at the Society for Social Work Research (SSWR), as well as leading the International Task Force and the Emerging Scholar and Professional Organization (ESPO) at the Gerontological Society of America (GSA), I have worked to create safe spaces where emerging scholars can reflect and share their experiences. I hope to make the academic conference and professional society experiences more accessible and less daunting. I initiated the New Attendee peer-mentor program at SSWR to support students unfamiliar with the academic jargon and conventions to navigate the conference. I ensured students with various life experiences (e.g., caregiver, first-generation) were represented on the Doctoral Student Committee. Moreover, leading the Coffee with a Scholar program, I have emphasized sharing knowledge and resources. I believe professional societies offer an ideal platform to equalize access to networks and resources across different universities and programs.

Future Teaching & Mentorship I foresee opportunities for curriculum development, including designing more lifespan development and aging-related courses, integrating ageism and lifespan perspectives into more foundational courses, and building cultural inclusivity across curriculums. I am passionate about teaching course on ageism, aging and lifespan development. I am also interested in developing lifespan and aging-related special topic seminars.

Based on my experiences in group intervention development, program evaluation, and program development, I am prepared to teach practice and project-based courses at the undergraduate and the graduate level. In addition, my personal experiences as an immigrant and practice experiences of working with older immigrants prepared me to teach courses on immigration-related policy and culturally responsive practice. My experiences teaching MSW foundational policy and health courses prepared me to continue teaching foundational courses on policy, health, human development, and diversity.

Moreover, my experiences analyzing longitudinal public datasets and collecting quantitative and qualitative data in intervention and program evaluation projects and my dissertation prepared me to mentor undergraduate and graduate students who are interested in research. In addition, as I transition into the Chair ESPO at GSA in 2025, I will continue to represent and advocate for emerging scholars at professional organizations.

References Ladson-Billings G. (2021). Culturally Relevant Pedagogy : Asking a Different Question.

Teachers College Press.

Lauren White Social Work & Social Psychology

Lauren White Curriculum Vitae, October 2023

Lauren A. White, MPH, MSW, LLMSW ORCID: 0000-0002-2752-9743. Google Scholar. NCBI.

Doctoral Candidate, (ABD) Joint Program for Social Work and Psychology University of Michigan EDUCATION Year Expected 2024 2021 2019 2012

Degree PhD MSW MPH BS

Field Social Work & Social Psychology Social Work Public Health; Epidemiology Environmental Science; w/Honors

1080 South University Ave Ann Arbor, MI 48109-1106 lawhi@umich.edu @laurenalaine Institution University of Michigan University of Michigan University of Washington Oklahoma State University

RESEARCH INTERESTS Indigenous Health Equity; American Indian and Alaska Native Health; Strengths-Based Research; Participatory Approaches (e.g., CBPR); Implementation Science; Suicide Prevention; Indigenous SelfDetermination; Ethically Navigating IRBs; Mixed Methods; Indigenous Methodologies RESEARCH GRANTS CURRENT/ACTIVE GRANTS University of Michigan Institute for Social Research Aug 2023 – May 2024 Angus Campbell Scholars Fund $11,000 Total Award Employing Participatory Implementation to Investigate Collaborative Use of Research Evidence to Promote Health Equity for Indigenous Youth in a Reservation Community This qualitative study employs a novel Participatory Implementation approach to assess structural, cultural, and other contextual factors which influence how research evidence from the Tribal Reservation Adolescent Connections Study (TRACS) might be effectively translated and implemented into real world practice.

Role: Principle Investigator (Mentors: Katie Schultz and Jerreed Ivanich) Research for Indigenous Social Action and Equity (RISE) Center Jan 2023 - Jan 2024 Research Grant $5,000 Total Award Employing Participatory Implementation to Investigate Collaborative Use of Research Evidence to Promote Health Equity for Indigenous Youth in a Reservation Community This qualitative study employs a novel Participatory Implementation approach to assess structural, cultural, and other contextual factors which influence how research evidence from the Tribal Reservation Adolescent Connections Study (TRACS) might be effectively translated and implemented into real world practice.

Role: Principle Investigator (Mentors: Katie Schultz and Jerreed Ivanich) National Institute on Drug Abuse (NIDA) April 2021- March 2024 (FOA: PAR-20-214 - R21 Exploratory/Developmental Research Grant) $441,770 Total Award TRACS: Tribal Reservation Adolescent Connections Study (R21DA053789) This mixed methods study investigates the extent to which existing social network theories and data metrics adequately characterize American Indian youth networks, how they may need to be expanded for this population, and associations with risk and protective factors for substance use, exposure to violence, and suicide among a reservation-based sample.

Role: Consultant, Interviews & Qual Analysis (M-PI: Katie Schultz and Jerreed Ivanich)

White CV | 2 COMPLETED/PREVIOUS GRANTS National Institute of Mental Health (NIMH) June 2018 - March 2023 (FOA: PAR-14-260 - R01 Research Project Grant) $3,586,162 Total Award PC CARES: Promoting Community Conversations about Research to end Native Youth Suicide in Rural Alaska (R01MH112458) COVID necessitated a Revised Scope of this PC CARES trial. Our team delivered the intervention in a virtual format to clinic-based community health workers and school faculty, administration and staff (the two institutions with internet access in our remote and rural Alaska Native communities). We engaged family and community members in wellness learning through a series of mailed PC CARES Packages 2020-2023.

Outcome evaluation of this adapted delivery is ongoing.

Role: Graduate Student Research Assistant (PI: Lisa Wexler) National Institute of Mental Health (NIMH) May 2020 – May 2022 (FOA: PA-18-906 – Research Supp to Promote Diversity in Health Research) $137,536 Total Award Mixed-Methods Analysis to Closely Examine Barriers and Facilitators to Sustainment of PC CARES Outcomes using an Implementation and Dissemination Science Lens. National Institute of Mental Health, (3R01MH112458-04S1) This mixed methods study applied the Consolidated Framework for Implementation Research (CFIR) to (1) expand PC CARES survey measures to include implementation outcomes; (2) explore contextual determinants of carrying out PC CARES Learning Circles from the perspectives of PC CARES facilitators, a “middle-man” group carrying out the intervention that has often been overlooked in Implementation Science research.

Role: Primary Award Trainee (PI: Lisa Wexler) SUBMITTED MAJOR GRANTS (including only applications at the federal level (e.g., NIH))

University of Michigan Injury Prevention Center Submitted Nov 2022 (RFA-CE-24-001 – CDC Grants for Injury Control Research Centers; one of four projects in a center grant proposal) Promoting Community Conversations About Research to End Suicide (PC CARES): Community-Based Factors for Implementation Success The proposed study is a Hybrid Type II Effectiveness-Implementation Trial to examine a new implementation strategy for PC CARES – partnership with the University of Alaska Fairbanks Rural Human Services certificate program. My contributions to this grant primarily include Aim 1 which proposes to use the Consolidated Framework for Implementation Research to assess contextual determinants of this new implementation strategy.

Role: Graduate Student Research Assistant* (PI: Lisa Wexler) *Upon obtaining an appropriate research position, my role on this grant will transition to Co-Investigator, effort TBD.

National Institute of Mental Health (NIMH) (FOA PAR-23-298 -R01 Research Project Grant)

Submitted May 2023

Efficacy-Implementation Study of Promoting Community Conversations About Research to End Suicide in Rural Alaska This proposed study aims to evaluate the impact of PC CARES on (1) suicide knowledge, self-efficacy, and collaborative suicide prevention behaviors among adult PC CARES participants; as well as social diffusion of these outcomes to their acquaintances; (2) self-reported supportive interactions between adult PC CARES participants and youth they know in their communities. Lastly, my contributions to this study are in aim 3, which I took the lead in writing: proposing to use a participatory implementation methodology which blends

White CV | 3 CBPR approaches with two evidence-based implementation science frameworks (RE-AIM and CFIR 2.0) to create a model of participatory implementation for health interventions in rural AIAN communities.

Role: Co-Investigator (PI: Lisa Wexler; Co-I Mentors: Alison Hamilton, Nazanin Bahraini) (3.5 CM in year 1, 3 CM in years 2-4, 3.84 CM in year 5) NIH HEAL Initiative: N CREW Program - Addressing Overdose, Substance In Prep – to be submitted Use, Mental Health, and Pain November 1, 2024 (ROA OTA-23-007 – OT2) Promoting Community Conversation About Research to End Suicide and Drug Overdose (PC CARES-DO) Yakama Nation: Native Collective Research Effort to Enhance Wellness Program The proposed study, run by Yakama Nation (YN), aims to: (1) develop an adapted PC CARES-DO intervention for community action to prevent suicide and drug overdose via universal and selective strategies; (2) establish YN research infrastructure and capacity; (3) enhance YN data infrastructure to improve collection of local data relevant to suicide and overdose death prevention. My contribution on this study will be to assist YN in the development and evaluation of an adapted implementation strategy for PC CARES-DO. Role: Graduate Student Research Assistant* (PI: Katherine Saluskin; Co-I Mentors: Cynthia Pearson and Lisa Wexler) *Upon obtaining an appropriate research position, my role on this grant will transition to Co-Investigator, 1 CM in each year (1 & 2)

RESEARCH EXPERIENCE Pre-Doctoral Researcher/Research Coordinator January 2018 – August 2018 Washington State University, Partnerships for Native Health Worked with community partners in Oklahoma, Arizona, and South Dakota to manage data collection processes, storage, and deidentification for 2 RCTs of culturally informed behavior change interventions for American Indians related to tobacco cessation [NIMHD; P20MD006871-5739, PI: Dedra Buchwald] and stroke risk behaviors [NHLBI; R01HL122148, PIs: Dedra Buchwald and Lonnie Nelson] Research Intern/Epidemiology Field Placement October 2017 – June 2018 Seattle Indian Health Board, Urban Indian Health Institute Assisted with quantitative analysis of state vaccination records, focus group facilitation, and thematic and content analysis of qualitative focus group data on a mixed methods analysis of barriers and facilitators of HPV vaccine uptake in urban American Indians and Alaska Natives Graduate Student Research Assistant – Work Study University of Washington, Indigenous Wellness Research Institute • •

August 2017 – January 2018

Conducted data cleaning for 3 and 6 month follow up mental health surveys on large sample of American Indian/Alaska Natives at Tribal Colleges and Universities [NIMH; P60MD006909-5727, PI: Bonnie Duran].

Interpreted SAS and STATA output for manuscript preparation & wrote research proposal draft on American Indian access to mental health care for American Indian Higher Education Consortium review

Mahina International Indigenous Health Research Trainee June 2017 – August 2017 University of Washington, Indigenous Wellness Research Institute Conducted analysis of Nation New Zealand Injury Database ethnicity data variables and assessed compliance with New Zealand Ministry of Health ethnicity data protocols as a research trainee [NIMHD; 5T37MD008625-05, PI: Karina Walters] in collaboration with researchers from University of Washington, University of Hawaii Manoa, and University of Auckland, New Zealand Project Coordinator

June 2017 – August 2017

White CV | 4 Harborview Injury Research and Prevention Center, Injury & Health Equity Across the Lifespan (I-Heal) (Supervisor: Megan Moore) • Served on team organizing spring 2017 public lecture and conference kick off events for a new equity focused research core • Managed invite list/invitations, created and distributed promotional materials, scheduled national leaders on health equity topics as speakers, scheduled related grand rounds, etc.

Metrics and Reporting Specialist May 2014 – August 2016 University of Washington, Office of Research, Human Subjects Division • Managed SQL Server database, cleaned incoming records, and created reports for data quality and integrity in tracking all internal review processes and operations tracking ~6,500 active research protocols. Developed proficiency in database management tasks including writing SQL/SSMS select queries, views, and stored procedures.

• Trained IRB reviewers (40+ staff) on standardized data entry practices, managed all user documentation and created/updated database training manuals.

• Gathered requirements for and developed/maintained a suite of regular and ad-hoc reports and live operations dashboards using Tableau and Tableau Server.

• Served on project team which planned and implemented migration to first online review system & spearheaded development of the new reporting environment including building ETL processes and a data warehouse to facilitate reports merging operations data from old and new systems IRB Review Coordinator August 2013 – May 2014 University of Washington, Office of Research, Human Subjects Division • Guided minimal risk and exempt research proposals through the IRB review process, including timely annual review for ~500 open research studies in behavioral sciences, (e.g, psychology, social work, psychiatry, public health, among others) • Made independent and collaborative decisions for review and approval of protocols; communicated regulatory expectations and requirements to PIs in a professional and clear manner • Developed deep understanding of IRB regulations and processes including federal, state, and tribal laws, and how those relate to ethical and logistical considerations of study design Undergraduate Research Experiences August 2007 – August 2012 Oklahoma State University, Avila University, & University of Kansas • Worked in three different research labs focused on herpetology and ethology throughout undergraduate. Conducted independent research studies in Dominica, Lesser Antilles; Gobabeb Research Station, Namibia; and western Texas. Research Mentors: Stanley Fox, Robert Powell, & Doug and Maria Eifler PUBLICATIONS (Google Scholar Citations: 232 since 2018, h-index: 5, i10-index: 4) * undergraduate student, ^community partner PEER REVIEWED ARTICLES 16. O’Keefe, V.M., Maudrie, T.L., Cole, A.B., Ullrich, J.S., Fish, J., Hill, K.X., White, L., Redvers, N., Jernigan, V.B.B., Lewis, J.P., West, A.E., Aqpik Apok, C., White, E.J., Ivanich, J.D., Schultz, K., Lewis, M.E., Sarche, M.C., Gonzalez, M.B., Parker, M., Neuner Weinstein, S.E., McCray, C.J., Warne, D., Black, J.C., Richards, J.R.R., & Walls, M.L. (2023). Conceptualizing Indigenous Strengths-Based Health and Wellness Research using Group Concept Mapping. Archives in Public Health 81(1), 71. https://doi.org/10.1186/s13690-023-01066-7

White CV | 5 15. Bec, C., White, L., Schmidt, T., Rataj, S., McEachern, D., Wisnieski, D., ^Moto, R., ^Kirk, T., ^Garnie, J., Wexler, L., (2022) Adapting PC CARES to Continue Suicide Prevention in Rural Alaska During the COVID-19 Pandemic: Narrative Overview of an In-Person Community-Based Suicide Prevention Program Moving Online. American Indian and Alaska Native Mental Health Research. https://doi.org/10.5820/aian.2902.2022.126 14. Markowski, K., White, L., Schmidt, T., McEachern, D., Wexler, L., (2022) What Kinds of Support are Alaska Native Youth Experiencing? An Examination of Types, Quantities, Sources, and Frequencies of Support.

Health Promotion Practice. https://doi.org/10.1177/15248399221115065 13. White, L., Wexler, L., Weaver, A., ^Moto, R., ^Kirk, T., Rataj, S., Trout, L., McEachern, D., (2022) Implementation Beyond the Clinic: Community Driven Utilization of Research Evidence from PC CARES, a Suicide Prevention Program. American Journal of Community Psychology. https://doi.org/10.1002/ajcp.12609 12. Wexler, L, Apala Flaherty, A, Begum, F, White, L, Kouassi, L., Wisnieski, D., Davis, A and Foster, CE (2022). Describing Meanings and Practices Related to Firearms, Safety, and Household Storage in Rural Alaska Native Communities. Journal of Rural Mental Health. https://doi.org/10.1037/rmh0000207 11. Wexler, L. Schmidt, T., White, L., Rataj, S., Bec, C., ^Moto, R., ^Kirk, T., & McEachern, D. (2022).

Collaboratively adapting culturally-respectful, locally-relevant suicide prevention for newly participating Alaska Native communities. Journal for Social Action in Counseling and Psychology. https://doi.org/10.33043/JSACP.14.1.124-151 10. Kuhn, N., Sarkar, S., White, L., Hoy, J., McCray, C., & Lefthand-Begay, C. (2020). Decolonizing Risk Communication: Indigenous Responses to COVID-19 using Social Media. Journal of Indigenous Social Development, 9(3): 193-213. https://journalhosting.ucalgary.ca/index.php/jisd/article/view/70919 9. Kapos, F. P., White, L., Schmidt, K. A., Hawes, S. E., & Starr, J. R. (2020). Risk of Non‐Syndromic Orofacial Clefts by Maternal Rural‐Urban Residence and Race/Ethnicity: A Population‐Based Case‐Control Study in Washington State 1989‐2014. Paediatric and Perinatal Epidemiology. https://doi.org/10.1111/ppe.12727 8. Rogers, L. O., Kiang, L., White, L., Calzada, E. J., Umaña-Taylor, A. J., Byrd, C., Williams, C. D., Marks, A., & Whitesell, N. (2020). Persistent concerns: Questions for Research on Ethnic-Racial Identity Development. Research in Human Development, 00: 1-24. https://doi.org/10.1080/15427609.2020.1831881 7. Williams, C. D., Byrd, C. M., Quintana, S. M., Anicama, C., Kiang, L., Umaña-Taylor, A. J., Calzada, E.J., Gautier, M. P. Ejsi, K., Tuitt, N. R., Martinez-Fuentes, S., White, L., Marks, A., Rogers, L. O., & Whitesell, N., (2020). A Lifespan Model of Ethnic-Racial Identity. Research in Human Development, 00: 1-31. https://doi.org/10.1080/15427609.2020.1831882 6. Trout, L., McEachern, D., Mullany, A., White, L., & Wexler, L. (2018). Decoloniality as a Framework for Indigenous Youth Suicide Prevention Pedagogy: Promoting community conversations about research to end suicide. American Journal of Community Psychology, 62(3-4), 396-405. https://doi.org/10.1002/ajcp.12293

White CV | 6 2013 and Prior: Herpetology & Ethology Research Focus 5. Anderson, L., White, L., & Fox, F. (2013). A comparison of two methods to assess territorial aggression in the lizard Uta stansburiana. Herpetological Review. 44:72-77.

4. White, L., Muelleman, P. J., Henderson, R. W., & Powell, R. (2009). Behaviour, time management, and foraging modes of a West Indian racer, Alsophis sibonius. Herpetological Bulletin 106: 20–25.

3. Muelleman, P.J., White, L., Henderston, R. W., & Powell, R. (2009). Activity Patterns of Alsophis sibonius and Liophis juliae (Dipsadidae) in Cabrits National Park, Dominica, West Indies. South American Journal of Herpetology. 4(1): 55-60.

2. Danielles, E.A., Ackley, J. A., Carter, R. E., Muelleman, P. J., Rudman, S. E., Turk, P. A., Velez Espinet, N. J., White, L., & Wyszynski, N. N. (2008). An Annotated Checklist of the Amphibians and Reptiles of Dominica, West Indies. Iguana. 15(3): 131-141 1. White, L., & Muelleman, P. J. (2008). Juvenile Pattern and Ontogenetic Pattern Changes in Dominican Racers. Iguana. 15(3): 157-159.

SUBMITTED MANUSCRIPTS – UNDER PEER REVIEW 6. Martin, T. K. K., Merculief, A., Young, R. I., White, L., Marshall, S. M., Waubanascum C., White, E. J., Russette, H., Striving to be Pono (Balanced, Equitable, & Hopeful): Conceptualizing an Indigenous Writing Process from a Native Hawaiian Cultural Perspective. Accepted with revisions by Adversity and Resilience Science 9/2023.

5. Rasmus, S; Wexler, L; White, L, Allen, J. Examining Community-Level Protection from Alaska Native Suicide: An Indigenous Knowledge-Informed Extension of the Legacy of Michael Chandler and Christopher Lalonde. Accepted with revisions by Transcultural Psychiatry 9/2023.

4. White, L., Markowski, K., Schmidt, T., Rataj, S., Habecker, P., Wexler, L., Patterns of Adult Support to Promote Mental Wellness in Rural Alaska Native Communities. Submitted to American Journal of Health Promotion 2/2023.

3. White, L., Wells, C., Hilderbrande, D., Huh, D., Wexler, L., Dickerson, D., Rink, E., Reconceptualizing Science through Generative Research with American Indian and Alaska Native Communities: Navigating Generalizability, Rigor, Fidelity, and Replication. Submitted to Journal of Racial and Ethnic Health Disparities 3/2023.

2. Wexler, L, White, L., O’Keefe, V. M., Rasmus, S., Haroz, E., Cwik, M., Barlow, A., Goklish, N., and Allen, J., Centering Community Strengths and Resisting Structural Racism to Prevent Youth Suicide: Learning from American Indian and Alaska Native Communities. Submitted to Archives of Suicide Research 8/2022; accepted with revisions 11/2022.

1. Wexler, L., Ginn, J., White, L., Schmidt, T., Rataj, S., Wells, C., Schultz, K., Habecker, P., Laws, H., Expanding Community-Based Youth Suicide Prevention to Better Serve Rural and Underserved Communities: The Added Value of Health Promotion and Relationship-Building for Multilevel Action.

Submitted to Suicide and Life Threatening Behavior 12/2022.

BOOK CHAPTERS O’Keefe, V., Wiglesworth, A., Alvarez, A., White, L., Wexler, L. (in prep). “Suicide and Suicide Prevention.”

In S. Manson & J. Shore (Eds.), American Indian, Alaska Native, and Pacific Islander Mental Health.

American Psychiatric Association Press.

White CV | 7 Daniel, C., White., L., (in prep) “Community Involvement in Quantitative Research” In Walls, E., Daniel., C., Spencer, M., Winter, V, R., (Eds.), Decolonizing Quantitative Methods: Anti-Oppressive Approaches to Social Work Research. Cambridge University Press.

PRESENTATIONS *

undergraduate student, ^community partner

SELECTED PEER REVIEWED TALKS, PANELS, WORKSHOPS, AND POSTERS 17. White, L. Wexler, L, McEachern, D., ^Moto, R., ^Garnie, J., Schmidt, T., “The Power of Community is Working:” Implementation Evaluation of PC CARES, An Alaska Native Community-Based Suicide Prevention Program. 2023 Native Childrens Research Exchange Network and Conference. Denver, CO. 16. White, L., Wexler, L, Wells, C. (2023, May). Balancing Scientific and Community Knowledge to Mobilize Communities in Equitable Implementation for Prevention and Wellness. Workshop. Society for Prevention Research 2023 Annual Meeting, Washington, DC. 15. White, L., Weaver, A., Sherwood, K., Walsh-Bailey, C., (2023, January). Social Workers Harnessing Implementation Science Frameworks and Community Engaged Research and Practice to Build Solutions For Health Equity. Workshop. Society for Social Work Research 2023 Annual Meeting.

Phoenix, AZ. (withdrawn due to COVID complications) 14. Wexler, L., White, L., ^Moto, R., (2022, June). Translating Prevention Research into Community Practice: Implementing and Measuring Community-Engaged Learning and Action. Panel Presentation. Society for Prevention Research 2022 Annual Meeting. Seattle, WA. 13. White, L., Wexler, L., ^Moto, R., ^Garnie, J., McEachern, D., Schmidt, T., Rataj., Schneeberger, D., (2021, June). Partnering with Rural and Remote Alaskan School Districts to Adapt the Promoting Community Conversations to End Suicide (PC CARES) Intervention in the “New Realities” of Post-Pandemic Research. Panel Presentation. Youth Suicide Research Consortium, Second National Conference.

Online Conference.

12. White, L., *Waelchli, O, & Earl, A. (2021, February). Promoting Life and Preventing Death: A Systematic Review of Regulatory Focus Strategies Employed in Interventions to End Suicide Among American Indian and Alaska Native Peoples. Poster Presentation. Society for Personality and Social Psychology.

Online Conference.

11. White, L., Pinto, R., Weaver, A, & Wexler, L., (2020, December). Participatory Implementation Strategies in Community Settings for Health Equity. Chair, Panel Presentation. Annual Conference on the Science of Dissemination and Implementation Health. Online Conference.

10. White, L., & Wexler, L., (2019, December). Results from Piloting an Innovative Model to Engage Multiple Key Stakeholders in Learning about Suicide Prevention Research for Strategic Action in UnderResourced Rural Indigenous Communities. Poster Slam and Poster Presentation. Annual Conference on the Science of Dissemination and Implementation Health. Washington, DC. 9. White, L. (2018, June). The Role of Individual and Community Level Social and Cultural Connectedness in Modifying the Effect of Childhood Adversity on Anxiety and Depression in American Indian College Students. Oral Presentation and Roundtable Discussion Host. American Indian Higher Education Consortium (AIHEC) and the Indigenous Wellness Research Institute (IWRI) Tribal College and Universities (TCU) Data Conference, Seattle, WA. 8. White, L., Yang, Al., Dodge, L. (2018, June). Barriers and Facilitators to HPV Vaccine Uptake in American Indians/Alaska Natives in King County, Washington. Oral Presentation. Annual Conference of State and Territorial Epidemiologists, Miami, FL.

White CV | 8 7. White, L., Yang, Al., Dodge, L. (2018, April). Barriers and Facilitators to HPV Vaccine Uptake in American Indians/Alaska Natives in King County, Washington. Oral Presentation. Contemporary Northwest Tribal Health Conference. Portland, OR. 6. White, L., (2017, September). Counting Ethnicity: A Case Study of Collection and Management of Ethnicity Variables in New Zealand National Injury Data. Poster Presentation. National Native Health Research Training Conference. Denver, CO. 5. White, L., (2017, August.). Counting Ethnicity: A Case Study of Collection and Management of Ethnicity Variables in New Zealand National Injury Data. Oral Presentation. University of Auckland Department of Maori Health Monthly Symposium. Auckland, NZ. 4. White, L., Kapos, F., Schmidt, K., (2017, May). Risk for Non-Syndromic Orofacial Clefts by maternal Rural vs. Urban Residence and Race/Ethnicity: Washington State 1989-2014. Oral Presentation.

University of Washington Epidemiology Symposium. Seattle, WA. 3. White, L., Eifler, D. (2012, August). Meroles cuneirostris: A Home Range Study. Oral Presentation. 7th World Congress of Herpetology. Vancouver, BC. 2. White. L. (2010, May). Tail Autotomy and Dominance in Uta stansburiana, the side blotched lizard. Oral Presentation. Southwestern Association of Naturalists. Llano River Field Station. Junction, TX. 1. White, L. (2009, April). Behavior, Time Management, and Foraging Modes of a West Indian Racer, Alsophis sibonius. Poster Presentation. National Conference for Undergraduate Research. Missoula, MT. SELECTED INVITED LECTURES 17. White, L., Wexler, L., McEachern, D., Schmidt, T., ^Moto, R., ^Garnie, J., (2023, September).

Implementation Evaluation of PC CARES, an Alaska Native Community-Based Suicide Prevention Program. Visiting Scholar. Laureate Institute for Brain Research. Tulsa, OK. 16. Wexler, L., White, L., Schmidt, T., Moto, R., Garnie J., Rataj, S. McEachern, D. (2022, September) Balancing Scientific and Community Knowledge to Mobilize for Wellness: Promoting Community Conversations About Research to Prevent Suicide. Plenary Presentation, 2022 Native Children’s Research Exchange Network and Conference. Denver, CO. 15. White, L., Kirk, T., Garnie, J., Schmidt, T., McEachern, D., Wexler, L. (2022, May) Collaborative and Culturally Responsible Suicide Prevention Programming. National Academy of Science Engineering and Medicine’s Forum on Mental Health and Substance Use Disorders, Suicide Prevention in Indigenous Communities: A Workshop.

14. White, L., Markowski, K., Schmidt, T., McEachern, D., Wexler, L., (2022, March) Social Support as an Avenue for Strengths-Based Alaska Native Suicide Prevention: An Examination of Youth Support Profiles in Alaska Native Villages. Brownbag Presentation. Social Psychology Area, University of Michigan.

13. White, L., Wexler, L., McEachern, D., Schmidt, T. (2022, March) Collaborative and Cultural Responsible Suicide Prevention Programming: Promoting Community Conversations about Research to End Suicide (PC CARES). University of Michigan School of Social Work, ENGAGE Community Showcase.

12. White, L. (2021, October) Ethnicity Counts: Government Efforts to Measure and Operationalize Indigenous Identity, Two Case Studies from Oklahoma and New Zealand/Aotearoa. Course Lecture. University of Denver Graduate School of Social Work, Advanced Quantitative Methods Course.

11. White, L. (2021, October) Regulatory Focus Theory as a Lens to Advance Indigenous Suicide Intervention Research. Brownbag Presentation. Social Psychology Area, University of Michigan.

White CV | 9 10. White, L.., Wexler, L, Schmidt, T., ^Moto, R., ^Garnie, J, ^Kirk, T., McEachern, D. (2021, October). PC CARES: Community Health Intervention to Address Indigenous Youth Suicide. Prevention in Practice Workshop. Oklahoma State University Center for Family Resilience.

9. White, L., (2021, September) Bringing Together Suicide Knowledges. Professional Development Presentation, Intern Group Supervision. Women’s Center for Southeast Michigan.

8. White, L., (2021, August) Partnering with Rural and Remote Alaskan School Districts to Adapt the Promoting Community Conversations about Research to End Suicide (PC CARES) Intervention in the Midst of COVID-19. Poster. NIDA-NIAAA-NIMH Diversity Supplement Scholars Professional Development Workshop.

7. Wexler, L., Schmidt, T., White, L., ^Garnie, J., McEachern, D. (2021, June) Translating Research to Practice: Promoting Community Conversations About Research to End Suicide. Session in Indigenous Mental Health Research Workshop. Division of Social and Transcultural Psychiatry. McGill University.

6. White, L. (2021, June) Integrating Knowledges for Suicide Prevention. Professional Development Presentation, Intern Group Supervision. Women’s Center for Southeast Michigan.

5. White, L. (2020, September) Integrated Theory for Community-Based Suicide Prevention. Brownbag Presentation. University of Michigan Department of Psychology, Social Psychology Area.

4. White, L., Dodge, L. (2018, March). Epidemiology of HIV in American Indians/Alaskan Natives Oral Presentation. National Native HIV/AIDS Awareness Day. Urban Indian Health Institute. Seattle, WA. 3. White, L., (2018, January). Race/Ethnicity Measurement and American Indian Identity: History of the Choctaw Nation. Course Lecture. Univ of Washington Social Determinants of Health Course.

2. White., L. (2012, March). The Art of Science. Invited Speaker. ArtWorks, Dallas, TX. 1. White, L. (2010, April). Preparing for College in STEM. Invited Panelist. Women in Science: Girls Growing Oklahoma’s Future. Science Museum Oklahoma.

TEACHING EXPERIENCE INSTRUCTOR OF RECORD Theories and Practices of Community Change University of Michigan, School of Social Work MSW Program

September 2022 – December 2022

TEACHING ASSISTANT Volunteer Teacher Aid March 2020 – June 2020 Applied Indigenous Research Methods & COVID-19 University of Washington, Information School Assisted with online learning site preparation, took notes during class and planned follow up for student questions, gave feedback on student final assignments, met with student groups to advise on course projects. ~15 students. Instructor: Clarita Lefthand-Begay Teaching Assistant September 2018 – June 2019 Introduction to Public Health University of Massachusetts, Community Health Education Delivered a range of teaching and assessment activities including grading, lecturing, content development, and tutoring. Served as course lead on 8 person teaching team for 5 weeks while primary professor was leading an out of country mid-semester study abroad program. ~80 students. Instructor: Gloria DiFulvio Teaching Assistant Social Psychology 345 University of Washington, Psychology Department

March 2017 – June 2017

White CV | 10 Delivered a range of teaching and assessment activities including grading, lecturing, content development, and tutoring. Independently taught two lab sections. ~100 students. Instructor: Jonathon Brown WORKSHOPS AND TRAININGS Co-Instructor June 8, 2022 Suicide Prevention: Moving Beyond Prediction to Preparation. University of Michigan School of Social Work Continuing Education Course Served as instructor with four faculty instructors: Lisa Wexler, Lindsay Bornheimer, Debra Mattison, and Rebeccah Sokol in a 4-hour course on suicide interventions across the prevention spectrum. ~20 students Co-Instructor December 9, 2021 Co-Learning, Mutual Benefit, and Commitment: An Interactive Workshop on Participatory Research. Univ. of Michigan School of Social Work Workshop Served as instructor alongside Lisa Wexler and Irene Routte in a 90 min workshop about community engaged research methods ~15 MSW students Co-Facilitator October 2020 – May 2022 Promoting Community Conversations about Research to End Suicide (PC CARES) Virtual School Based Training, Univ of Anchorage, Alaska, RD 593 Training adapted due to COVID to occur as a university course meeting once per month over 8 modules. Served on a team of 8 which adapted curriculum and plan online delivery during the 20202021 and 2021-2022 school years. Assisted in creation of virtual material structure and google documents. Led small groups. Taught some content pieces. ~100 students (combined across 4 classes) Assistant Coordinator October 21 – 25, 2019 Promoting Community Conversations about Research to End Suicide (PC CARES) Facilitator Training, Anchorage Alaska Served on a team of 7. Helped design curriculum and plan delivery, organized curriculum materials, helped set up rooms and orchestrated logistics for 5 day training. ~30 students AWARDS, HONORS, & FELLOWSHIPS 2023

Michigan Joint Program for Social Work and Psychology, Irene and William Gambrill Fellowship, $7000

2022-2020

Cobell Scholarship Recipient, $35,000

2022

Ford Foundation Doctoral Fellowship, Honorable Mention

2021

Native Children’s Research Exchange (NCRE) Scholar, $10,000

2021

Ford Foundation Pre-Doctoral Fellowship, Honorable Mention

2019

Chahta Foundation Doctorate Scholar, $5000

2018

University of Massachusetts, School of Public Health Dean’s PhD Fellow, $10,000

2018

University of Massachusetts, Health Promotion and Policy Doctoral Fellow, $10,000

2017

University of Washington School of Public Health, Rattlinggourd Scholarship, $1,000

2016

University of Washington, Graduate Opportunities & Minority Achievement Program Fellow, ~$6,000

2016

Chahta Foundation Masters Scholar, $3,000

2010

Morris K. Udall Foundation Scholar, $7,000

2010

Oklahoma Louis Stokes Alliance for Minority Participation International Research Grant, $2,000

2010

Oklahoma State University, Institutional Diversity International Research Grant, $3,000

2009

Oklahoma State University, NiBlack Research Fellow, $10,000

2009

Oklahoma State University, Wentz Research Fellow, $4,500

White CV | 11 (declined in order to accept NiBlack) 2008 & 2010

Oklahoma State University, Native American Student and Faculty Association Scholarship, $2,000

CLINICAL EXPERIENCE Women’s Center of Southeast Michigan, Ann Arbor, MI. Jan 2022 –Present Psychotherapist Supervisor: Katie Kidle Jan 2021 –Aug 2021

Psychotherapist Intern Supervisor: Dale Simmerman

CLINICAL LICENSE 2022 - Present

Master’s Social Worker Limited License Clinical, Michigan Bureau of Professional Licensing #: 6851110895

CLINICAL TRAINING OBTAINED (TRAINEE) Jan 2022

LivingWorks Applied Suicide Intervention Skills Training (ASIST). 12 CE Contact Hours.

Barb Smith, ASIST trainer #: 13023. University of Michigan Psychiatry.

Oct 2021

Adverse Childhood Experiences, Trauma, and Child-Centered Play Therapy. 6 CE Contact Hours.

Dr. Dee Ray, (APT Approved Provider 99-050) Eastern Michigan University.

May 2020

Cognitive Behavioral Therapy for Suicide Prevention. 3 CE Contact Hours.

Dr. Lindsay Bornheimer, University of Michigan School of Social Work.

SERVICE UNIVERSITY SERVICE University of Michigan Sep 2023 – Present

School of Social Work Intervention and Implementation Science Faculty Search Committee Doctoral Student Representative

Aug 2022 – May 2023

Psychology Department Student Academic Affairs Committee Social Psychology Graduate Student Representative

Nov 2019 – May 2023

School of Social Work Doctoral Student Organization Co-Chair (September 2021—Present) Co-Treasurer (November 2019 – September 2021)

Dec 2021 – Feb 2022

Social Psychology PhD Admission Committee Doctoral Student Representative

Sep 2020 – Nov 2021

School of Social Work Dean’s Search Committee Doctoral Student Representative for Finalist Interviews

Dec 2020 – April 2021 School of Social Work Community Engagement & Research Faculty Search Committee Doctoral Student Representative University of Washington Aug 2017 – June 2018

Epidemiology Department Curriculum Committee Masters’ Student Representative

White CV | 12 Jan 2017 – July 2018

School of Public Health Anti-Racism Center for Health (ARCH) Faculty Director Committee Search Masters’ Student Representative

Aug 2016 – June 2018

School of Public Health Dean’s Advisory Council for Students Co-Chair (Feb 2017 – June 2018) Epidemiology Dept Representative (August 2016 – Feb 2017) Oklahoma State University Aug 2007 – May 2011

OSU Chapter of the American Indian Science and Engineering Society (AISES) Secretary (April 2008—April 2009)

Aug 2007 – May 2010

OSU Chapter of Society for Soil and Water Conservation President (August 2009-April 2010) Vice-President (April 2009-August 2009) Secretary (April 2008-April 2009)

COMMUNITY SERVICE Oct 2022 – Present Guidance Panel Member – 988 Formative Research Project Provide guidance on collaborative effort among the Action Alliance, SAMHSA, the Suicide Prevention Resource Center (SPRC), and the Ad Council’s Research Institute. This project is funded by SAMHSA through the SPRC grant, which is housed at the University of Oklahoma.

Feb 2020 – Aug 2022

American Indian Health & Family Services, Detroit, MI Volunteer Screener and Clinical Interventionist, Zero Suicide Project Assisted with hope and wellness screenings, safety plans, and referrals to services at local community events like job fairs, powwows, and university student gatherings.

May 2020 – Sep 2020

National Action Network & Historic King Solomon Missionary Baptist Church, Detroit, MI. Meal Delivery Driver Delivered USDA groceries and meals for homebound or unemployed seniors due to COVID-19 in the Detroit metro area, (approx. 80 deliveries / month)

Dec 2015

Moria Refugee Registration Camp, Lesbos, Greece.

Volunteer, Better Days for Moria Served with a matrix of local non-profits in a main refugee transit hotspot on the Balkan route—prior to arrival, led a fundraising campaign and raised ~$3000.00 to donate directly to on the ground needs. Assisted with clothing distribution and changing station for women and children arrivals, referred arrivals to medical, food, shelter and translation resources around the camp, collaborating with UNHCR officials, medical teams, and translators.

Sep 2010 – Nov 2010

Tumndo Ne Leel: A Coming of Age Concept, Eldoret, Kenya.

Student Intern Served as assistant for a community-based organization implementing a Kalenjinculture-based program for coming-of-age ceremonies without female circumcision, locally led by Dr. Susan Chebet, Women County Representative, Kenya National Assembly.

JOURNAL AD HOC PEER-REVIEW Reviewer, Journal of Racial and Ethnic Health Disparities, 2021 Reviewer, American Journal of Community Psychology, 2021

White CV | 13 Reviewer, Health Promotion Journal of Australia, 2023 Reviewer, BMC Public Health, 2023 PROFESSIONAL MEMBERSHIPS Society for Implementation Research Collaboration (SIRC) Society for Personality and Social Psychology (SPSP) Native American Indigenous Studies Association (NAISA) American Indian Science and Engineering Society (AISES) PERSONAL INFORMATION Place of Birth: Durant, Oklahoma Citizen of the Choctaw Nation of Oklahoma and United States Citizen