Clarence K. Bumpas
ClarenceÌýis pursuing a doctoral degree in Counselor Education & Supervision, specializing in Clinical Mental Health Counseling. He completed his master’s in Clinical Mental Health Counseling from Colorado Christian University. Bumpas’ research interests include masculinity and men’s issues, the effects of child-rearing in single-parent homes in Black males in secondary education settings, and the desensitization of Black males in counseling settings (e.g., school, clinical, community, and medical). He is driven to contribute to the overall quality of life and health of underserved and underrepresented populations, through diversifying and destigmatizing mental health awareness and seeking treatment. Post-graduation, he hopes to be matriculated to full professorship while contributing to the field through publication, coursework/curriculum, supervision, training, and conference/keynote presentations.
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Hilda Adu Gyamfi
Hilda is pursuing a doctoral degree in Special Education. She completed her master's in special education from ¹ÏÉñÍø and has work experience as a special education teacher. Gyamfi’s research interests include effective intervention strategies for high school students with specific learning disability in math (dyscalculia) to overcome academic helplessness in math. Her four years working as a math special education teacher motivate her to find strategies to help students overcome their helplessness and persevere to succeed so as to increase graduation rates among students with special needs. She hopes to pursue a job as a professor, after completing her PhD.
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Natisha Harper
NatishaÌýis pursuing a doctoral degree in Educational Psychology. She completed her master’s in Library and Information Sciences from North Carolina Central University and has work experience as a librarian. Harper’s research interests are in active learning and student engagement and retention methods. She is motivated to engage students in critical thinking that motivates them to perform deeper research and retain research methods. Additionally, she wants to ensure classes on pedagogy are added to Master of Library Science curriculums. Harper’s hopes after graduation are to work to change library curriculums to mirror education and teaching curriculums, as well as write on ways to actively engage students as research and reference librarians.
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Deondre Johnson
DeondreÌýis pursuing a doctoral degree in Higher Education. He completed his master’s in Public Health at ¹ÏÉñÍø and has work experience as a Coordinator of Fitness, Wellness, and Health Promotion. Johnson’s research interests include student well-being, student success, and student-athletes. As a former student-athlete and campus advocate of wellness, he is motivated to examine the relationship between student well-being and student success from the student-athlete perspective. He hopes to identify ways to support student athletes and help this population thrive and achieve their goals on and off the field. His plans after graduation are still to be determined.
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Christine Marie Turner
ChristineÌýis pursuing a doctoral degree in Counselor Education & Supervision, specializing in School Counseling. She completed her master’s in Counselor Education with an emphasis in School Counseling from the University of Virginia and has experience working as a school counselor. Turner’s research interests are in school counseling advocacy, media portrayals of school counselors, supporting school counselors from diverse intersectional identities, school counselor collaborations, Asian/Asian American mental health, and interdisciplinary and arts collaborations. Her eight years of experience as a school counselor inspired her to challenge misconceptions about school counselors, create more accurate and positive portrayals of them in media and society, and create supports to empower school counselors of color. Additionally, she aspires to pave the way for other Asian Americans in mental health research and advocacy, hoping to become a professor, researcher, and consultant post-graduation, and train future school counselors, encourage effective school counselor collaborations, and advocate for marginalized groups.
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