Our Family Tree

IRISE is built by the culmination of so many great people. Here are some of the people that make up our roots. 

Postdoctoral Fellows

  • May Lin, PhD

    May is a community-rooted researcher and educator who supports social movements led by those most impacted by systemic injustices. As a research associate for Californians for Justice, she helped design and conduct multi-methods research to strategically advance youth-led educational and racial justice campaigns. Her other collaborative research informs social movements' work such as mental health needs in schools; gender neutral restrooms; integrated voter engagement; and youth governance. May has also been involved in grassroots organizing against gentrification in Brooklyn and Los Angeles, graduate student unionizing, and critical consciousness/ leadership development in Taiwanese and Asian American communities. Her dissertation, Emotional Counterpublics, shows how Black, Latinx, and Southeast Asian youth harness emotions to redefine and expansively enact social change. She has published her research on Asian American and immigrant young adult political engagement and health equity frames in community organizing in Journal of Ethnic and Migration Studies and Health Affairs. May received her PhD in Sociology, with a Certificate in Public Policy and emphasis in Gender Studies, from the University of Southern California. She also has prior degrees and grounding in Ethnic Studies.   May will be working with the Social Movement Support Lab at IRISE.


  • Christine Vega, PhD

    Dra. Christine Vega is a first-generation, Chicana-Indigena Feminista from Pacoima, California. She earned her Ph.D. in Education from the University of California, Los Angeles (UCLA), with formal training in the fields of Social Science and Comparative Education of Race and Ethnic Studies. As an interdisciplinary teacher-scholar-activist, Dra. Vega specializes in Critical Race Theory and Chicana/Latina Feminisms. She holds an A.A. from Los Angeles Mission College, B.A.’s in Chicana/o & Women Gender Studies from UCLA, and an M.Ed. from the University of Utah. Her research is centered on Motherscholars of Color movidas (hustles) while co-leading two collectives: Chicana M(other)work Collective and Mothers of Color in Academia (MOCA) de UCLA. As a postdoctoral research fellow, Dra. Vega will work directly with the Office of Teaching and Learning (OTL) and the directors of Inclusive Teaching Practices and Academic Assessment to implement inclusive pedagogies, critical theories in teaching and learning and contribute innovative lenses of analysis and praxis. In her role as an educator, she will be teaching Inclusive Pedagogies and other courses for the Morgridge College of Education.

  • Myntha Anthym, PhD

    IRISE Postdoctoral Fellow 2018-2020

  • Alfredo Huante, PhD

    IRISE Postdoctoral Fellow 2018-2020

  • David Barillas-Chon

    IRISE Postdoctoral Fellow 2018-2020

    Assistant Professor, Western University (current)

    PhD from University of Washington

  • Subini Annamma, PhD

    Postdoctoral fellow, University of Denver: 2014-2015

    Assistant Professor, University of Kansas: 2015-2019

    Associate Professor, Stanford University (Graduate School of Education): 2019-Present 


    Emerging Scholar Award, Critical Race Studies in Education Association (2019-2020)

    Postdoctoral Fellowship Award, Ford Foundation (2018-2019)

    Alison Piepmeier Book Prize, National Women’s Studies Association (2018-2019)

    Faculty Achievement Award for Promising Scholar, University of Kansas School of Education (2017-2018)

    Division G Early Career Award, American Educational Research Association (AERA) (2017-2018)

    Outstanding Emerging Scholar, Western Social Science Association (2017-2018)

    Outstanding Emerging Scholar, Western Social Science Association, (2017-2018)

    Outstanding Doctoral Candidate of 2013, University of Colorado Boulder (2012-2013)

    AERA Dissertation Minority Fellowship in Education Research Award, American Educational Research Association (2012-2013)

    Honorable Mention, Ford Foundation Dissertation Fellowship Award, University of Colorado, Boulder (2012-2013)

    School of Education Fellowship, University of Colorado, Boulder (2008-2013)

    Dual Endorsement-Special Education & English as A Second Language Fellowship, University of Colorado at Boulder (2006-2008)


    The Pedagogy of Pathologization: Dis/abled Girls of Color in the School-prison Nexus



  • Jennifer-Grace Ewa

    Postdoctoral Fellow in Open Space at University of Denver: 2014 – Present


    The Social-Ecological Resilience of an Eastern Urban-Suburban Watershed: The Anacostia River Basin

  • Maria Islas Lopez, PhD

    Visiting Teaching Assistant Professor, University of Denver (Sociology and Criminology)

  • Dian Squire, PhD

    Assistant Professor, Educational Psychology, Counseling-Student Affairs, Northern Arizona University: 2018 – Present

    Senior Research Associate, Rankin & Associates Consulting: 2015 – Present

    Visiting Assistant Professor, Higher Education and Student Affairs, Iowa State University: 2016 – 2018


    ACPA Advocate Award, ACPA Coalitions & Entity Groups
    ACPA- College Student Educators International

    Presidential Citation
    ACPA-College Student Educators International

    LGBT Faculty Staff Association Pride Award for contributions and commitment to the LGBT Community
    University of Maryland-College Park

    Outstanding Contributions to the Orientation Profession, Region VIII
    NODA- Association for Orientation, Retention, and Transition in Higher Education

    Certificate of Recognition for Exempt Staff Member- Office of Undergraduate Studies,
    University of Maryland- College Park

    Outstanding Orientation Professional, Region VIII
    NODA- Association for Orientation, Retention, and Transition in Higher Education

    Outstanding Regional Coordinator
    NODA- Association for Orientation, Retention, and Transition in Higher Education

    Outstanding Orientation Professional, Region VIII
    NODA- Association for Orientation, Retention, and Transition in Higher Education


    Campus rebellions and plantation politics: Power, diversity, and the emancipatory struggle in higher education.

    Invited Book Chapters:

    Countering heternormativity: LGBTQIA students and collegiate contexts

    Building successful foundations: Best practices in orientation, retention, and transition (pp. 66-78).

    Difficult subjects: Insights and strategies for teaching about race, sexuality, and gender (pp. 167-182)

    Leadership theory: A facilitator’s guide for cultivating critical perspectives (pp. 68-80)

    Designing successful transitions: A guide for orienting students to college (3rd Ed., pp. 131-146)



  • Holly Okonkwo, PhD

    Assistant professor, Anthropology, Purdue University: 2019 – Present


    Okonkwo, H. 2015. Spelbots: A Case Study for fostering inclusive environments for STEM learning. Report submitted to the National Science Foundation, Washington, DC

    Moses, Y. and Okonkwo, H. 2012. “Diversity and Learning Environments Survey: The African American student experience. Report submitted to the Office of the Chancellor, Office of the Executive Vice Chancellor and Provost, University of California Riverside

    Journal Articles:

    Okonkwo, H. (2016) Realigning the crooked room: The science learning experiences of African American women. (In preparation)

    Okonkwo, H. (2016) She builds robots: A case study of the Spelman College robotics team. Science, Technology & Human Values. (Submitted)

    Okonkwo, H. (2016). Making a place for science in the South: The institutional narrative Spelman women in STEM. Journal of Negro History. (In Preparation)

    Okonkwo, H. (2016) a. Designing economic inclusion: The case for ethnography in civic innovation. (In Preparation)



  • Pranietha Mudliar, PhD

    Assistant Professor, Environmental Studies and Science, Ithaca College: 2018 – Present


    International Affairs Grant, The Ohio State University, 2014

    Humane Studies’ Hayek Fund for Scholars, The Institute of Humane Studies, George Mason University, 2013

    Environmental Graduate Research Fellowship, The Ohio State University, 2011


    Mudliar, P, “Role of Social Networks in Collaborative Water Management”, Michigan Journal of Sustainability(Forthcoming, 2015)

    Koontz, Tomas M., Divya Gupta, Pranietha Mudliar, and Pranay Ranjan. (revised and resubmitted). “Institutional Adaptation in Social-Ecological Systems Governance: Some Clarifications and Synthesis.” Environmental Science and Policy

    Mudliar, Pranietha, John Obrycki, Jeanne Osborne, Pranay Ranjan, Angela Thatcher, and Tomas Koontz (submitted) “Interdisciplinary Environmental Graduate Education in the Big 10 Universities: Barriers, and Bridges for Working Across Disciplines.”

  • Danny (Daniel) Olmos, PhD

    Assistant Professor, Department of Sociology, California State University, Northridge: Present

    Lawyer at Nolan Barton Olmos, LLP: Criminal defense


    Daniel Olmos, “Racialized Im/migration and Autonomy of Migration Perspectives: New Directions and Opportunities,” Sociology Compass, 13:9 (2019).

  • Angel Hinzo, PhD

    Assistant Professor, Department of Ethnic Studies, University of San Diego: Present

    Scholarly Work:

    “‘We’re not going to sit idly by’: 45 Years of Asserting Native Sovereignty Along the Missouri River in Nebraska.” Decolonization: Indigeneity, Education & Society 7:1 (2018): 200-214.

  • Dale Broder, PhD

    Assistant Professor, Biology Department, St. Ambrose University: 2018- Present


    Broder ED, Guilbert KE, Tinghitella RM, Murphy M, Ghalambor CK, Angeloni LM (2019). Authentic science with dissemination increases self-efficacy of middle school students. Integrative and Comparative Biology.

    Westrick SE, Broder ED, Reznick DN, Ghalambor CK, Angeloni LM (2019). Rapid evolution and behavioral plasticity in an environment with reduced predation risk. Ethology.

    Mensch E, Kronenberger JA, Broder ED, Funk CW, Fitzpatrick SW, and Angeloni LM (2019). A potential role for immigrant reproductive behavior in the outcome of population augmentations. Animal Conservation.

    Tinghitella, R.M. and Broder, E.D., Gurule-Small, G.A., Hallagan, C., and Wilson, J.D. (2018). Purring crickets: The evolution of a novel sexual signal. The American Naturalist. Read the SAU Scene Magazine story on Dr. Broder's research.

    Broder, E.D., Angeloni, L.M., Simmons, S., Warren, S., Knudson, K.D., Ghalambor, C.K. (2018) Authentic science with live organisms can improve evolution education. The American Biology Teacher. 80(2), 116-123.

    Kane, E.A., Broder, E.D., Warnock, A.C., Butler, C.M., Judish, A.L., Angeloni, L.M., Ghalambor, C.K. (2018). Small fish, big questions: inquiry kits for teaching evolution. The American Biology Teacher. 80(2) 124-131.

    Broder, E.D., Handelsman, C.A., Ghalambor, C.K., and Angeloni, L.M. (2016). Evolution and plasticity in guppies: how genes and environment shape phenotypes. National Center for Case Study Teaching in Science.



GA’s and Support