Biography

Eboni M. Zamani-Gallaher is Professor of Higher Education and Community College Leadership. She is the Director of the Office for Community College Research and Leadership (OCCRL). Zamani-Gallaher previously served as Associate Head of the Department of Education Policy, Organization, and Leadership and Associate Dean of the Graduate College at the University of Illinois at Urbana-Champaign. She currently serves as the Executive Director of the Council for the Study of Community Colleges (CSCC).

Zamani-Gallaher holds a PhD in Higher Education Administration with a specialization in Community College Leadership and Educational Evaluation from the University of Illinois at Urbana-Champaign. Her teaching, research, and consulting activities largely include psychosocial adjustment and transition of marginalized collegians, transfer, access policies, student development and services at community colleges.

Dr. Zamani-Gallaher is a recipient of the Council for the Study of Community Colleges (CSCC) Senior Scholar Award (2017), is an American College Personnel Association (ACPA) Senior Scholar (2018) and ACPA Diamond Honoree (2017), as well as the Association for the Study of Higher Education (ASHE) Council on Ethnic Participation (CEP) Founder’s Service Award recipient (2018) and the ASHE-CEP Mildred B. Garcia Senior Exemplary Scholarship Awardee (2009). In 2019, Dr. Zamani-Gallaher was recognized by the National Association of Student Personnel Administrators (NASPA) as the recipient of the Community College Research Award and honored by the National Institute for the Study of Transfer Students (NISTS) with the Transfer Catalyst Award. Dr. Zamani-Gallaher served as President of the Council for the Study of Community Colleges (CSCC) an affiliate of the American Association of Community Colleges (2013-2014) and was Director for Research and Scholarship for ACPA (2015-2017).

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Education

Ph.D., Educational Organization and Leadership, University of Illinois at Urbana-Champaign, 2000

M.S., General Experimental Psychology, Western Illinois University, 1997

B.S., Psychology, Western Illinois University, 1993

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Awards, Honors, Associations

Senior Scholar Award, Council for the Study of Community Colleges (CSCC), 2017 - 2017

Diamond Honoree, American College Personnel Association (ACPA), 2017 - 2017

Senior Scholar Award, American College Personnel Association (ACPA), 2018 - 2018

Big Ten (CIC) Academic Leadership Fellow, Big Ten Academic Alliance, 2016 - 2016

ASHE-CEP Mildred García Senior Exemplary Scholarship Award, Association for the Study of Higher Education (ASHE), 2009 - 2009

Research & Service

For the last two decades, Dr. Eboni M. Zamani-Gallaher has conducted research on marginalized student populations in marginalized institutional contexts. Namely, her work has focused on access, broadening participation, and equitable postsecondary educational trajectories for diverse collegians in two- and four-year institutions. Zamani-Gallaher's scholarship specifically concerns how underrepresented and underserved students navigate open systems of admissions to further education and/or gainful employment. Her studies span policy relevant inquiry on affirmative action in college admissions, postsecondary prison education, and ADA compliance to addressing campus climate for racially minoritized students, students with disabilities, LGBTQIA collegians, and student veterans.

Dr. Zamani-Gallaher's research has been published in various journals and scholarly texts, including Equity and Excellence in Education, Higher Education Policy, New Directions for Community Colleges and Teachers College Record. She has authored/co-authored and edited/co-edited eight books which include Rethinking LGBTQIA Students and Collegiate Contexts: Identity, Policies, and Campus Climate (Routledge Publishing), Working with Students in Community Colleges: Contemporary Strategies for Bridging Theory, Research, and Practice (ACPA/Stylus Publishing), The Obama Administration and Educational Reform (Emerald Group Publishing) and African American Females: Addressing Challenges and Nurturing the Future (Michigan State University).

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Publications

Zamani-Gallaher, E., Yeo, H., Velez, A., Fox, H., & Zamani-Gallaher, E. (2019). STEM Completion at Hispanic-Serving Community Colleges in California. ( pp. 17). Champaign, IL , United States: University of Illinois: Office of Community College Research and Leadership.

Zamani-Gallaher, E., Yeo, H., Velez, A., Fox, H., & Zamani-Gallaher, E. (2019). STEM Completion at Hispanic-Serving Community Colleges. ( pp. 16). Champaign, IL , United States: University of Illinois: Office of Community College Research and Leadership.  link >

Baber, L., Zamani-Gallaher, E., Stevenson, T., & Porter, J. (2019). From access to equity: Community colleges and the social justice imperative. Higher Education: Handbook of Theory and Research ( vol. 34, pp. 203-240). New York: Springer.  link >

Burn, H., Zamani-Gallaher, E., Mesa, V., & Wood, J. (2019). Transitioning STEM learners to calculus: Findings from a national survey of mathematics chairs in two-year colleges by Hispanic-serving institutional designation. The Journal of the American Mathematical Association of Two-Year Colleges, 10 (2), 5-12.  link >

Castro, E., & Zamani-Gallaher, E. (2018). Expanding quality higher education for currently and formerly incarcerated people: Committing to equity and protecting against exploitation. ( pp. 31). Bloomington, IN, US: National Institute for Transformation and Equity (NITE.  link >

Fuller, K., & Zamani-Gallaher, E. (2018). Pipelines from Prison to Postsecondary Access: Community College Pathways Behind Bars. Engaging African American Men in Community College ( pp. 185-203). Charlotte, NC, US: Information Age Publishing (IAP.  link >

Gallaway, C., & Zamani-Gallaher, E. (2018). Community colleges, the Racialized Climate, and Engaging Diverse Views through Intergroup Dialogue. ( 1 ed vol. 4, pp. 8). Champaign, IL, USA: Office of Community College Research and Leadership.  link >

Welton, A., & Zamani-Gallaher, E. (2018). Facilitating Institutional Change for Racial Equity in the Educational Pipeline. Teachers College Record, 120 (14).  link >

Welton, A., Owens, D., & Zamani-Gallaher, E. (2018). Anti-racist Change: A Conceptual Framework for Educational institutions to take systemic action Teachers College Record, 120 (14), 1-22.  link >

Fox, H., Thrill, C., & Zamani-Gallaher, E. (2017). Serving Racial Minority Students in STEM at Minority-serving Community Colleges.  link >

Bell, A., & Zamani-Gallaher, E. (2017). Access, Accommodation, and Reasoned Action in College Choice Among Collegians with Disabilities. Journal of Applied Research in the Community College, 24 (1), 95-106.  link >

Zamani-Gallaher, E. (2016). Community Colleges and the Massification of Higher Education. Encyclopedia of International Higher Education Systems and Institutions Netherlands: Springer.  link >

Zamani-Gallaher, E. (2016). Autobiographical Counternarratives from the Community College to the PhD. Community College Journal of Research and Practice, 41 (4-5), 326-328.  link >

Zamani-Gallaher, E., & Choudhuri, D. (2016). Tracing LGBTQ Community College Students' Experiences. New Directions in Community College/Wiley-Jossey Bass, 174 47-63.  link >

Zamani-Gallaher, E., Leon, R., & Lang, J. (2016). Abroad as Self-Authorship: Globalization and Reconceptualizing College and Career Readiness. International education at community colleges: Themes, practices and case studies ( pp. 111-125). Palgrave.  link >

Zamani-Gallaher, E., & Bragg, D. (2015). Research, Policy, and Practice in Action: The Office of Community College Research and Leadership - University of Illinois at Urbana-Champaign. Community College Journal of Research and Practice, 39 (10), 950-953.  link >

Zamani-Gallaher, E. (2014). The Obama Administration and Educational Reform. Bingley , UK: Emerald Group Publishing.  link >

Zamani-Gallaher, E., Lester, J., Bragg, D., & Hagedorn, L. (2014). ASHE Series Reader on Community Colleges 4th edition. ( 4th ed pp. 830). Boston, MA, USA: Pearson.  link >

Flowers, R., Luzynski,, C., & Zamani-Gallaher, E. (2014). Male Transfer Student Athletes and Schlossberg’s Transition Theory. Journal for the Study of Sports and Athletes in Education, 8 (2), 99-120.  link >

Zamani-Gallaher, E. (2017). Conflating Gender and Identity: The Need for Gender-fluid Programming in Community Colleges. New Directions for Community Colleges 179 89-99.  link >

Zamani-Gallaher, E., & Fuller, K. (2016). Altering the Pipeline to Prison and Pathways to Postsecondary Education. Update on Research and Leadership Office of Community College Research and Leadership, University of Illinois at Urbana-Champaign.  link >

Rockey, M., Fox, H., & Zamani-Gallaher, E. (2019). What does reverse transfer look like when there is no funding or mandate to support it? Community College Journal of Research and Practice.  link >

Stevenson, T., & Zamani-Gallaher, E. (2016). Racialized and gendered experiences of African American female faculty at public community colleges. Transforming understandings of diversity in higher education: Demography, democracy and discourse ( pp. 180-201). Sterling, VA, USA: Stylus.  link >

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Presentations

Institutional Change for Racial Equity in Higher Education: Recommendations for Necessary Action (2019). AERA: Toronto, Ontario, CA.

A Wake-Up Call: Mathematics as an Equalizer for Social Justice and Equity (2019). AERA: Toronto, Ontario, CA.

GET OUT: The Disembodiment of Black Faculty and Staff (Practitioner/Scholar) Identity in Predominantly White Institutions (2019). AERA: Toronto, Ontario, CA.

Critical Learning on Community Colleges: The American Council on Education Framing Discussions for Higher Education Leaders (2019). CSCC: San Diego, CA.

Mathematics as Whiteness: Deconstructing Interest Convergence and Institutional Culture in Community Colleges (2019). CSCC: San Diego, CA.

Anti-racist Change: A Conceptual Framework for Educational Institutions to Take Systemic Action (2018). ASHE: Tampa, FL.

Observing Teaching in a Field of Whiteness: Community College Mathematics Classrooms at Minority Serving Institutions as Sites for Equitable Practices (2018). ASHE: Tampa, FL.

The Politics of Institutional Identity: Understanding STEM Pathways at a Hispanic-Serving Community College (2018). ASHE: Tampa, FL.

Diversity and Divergence: Getting Beyond Enrollment to Bolster Educational Equity (2017). University of North Texas: Denton, TX.

Striving for Black Male Success in the Community College (2019). AERA: Toronto, Ontario, CA.

Meet the Editors: ACPA Publications Board (2018). ACPA - College Educators International: Houston, TX.

Me, myself and I-dentity: Reconciling critiques of insider research (2017). Association for the Study of Higher Education: Houston, TX.

Programs, structures, and instructional strategies that facilitate diverse learners transitioning to and through calculus in two-year colleges (2017). American Mathematical Association of Two-Year Colleges: San Diego, CA.

Meaningful Mentorship: Exploring Domains and Sharing Experiences for the Next Generation of Two-Year College Researchers and Practitioners (2019). CSCC: San Diego, CA.

Racial Justice Strategies in Two-Year Colleges: Past, Present, and Future (2018). ACPA - College Educators International: Houston, TX.

Time to Tilt: Collegiate Contradictions, Professorial Paradoxes, and Asserting Black Minds Matter (2017). Indiana Association of Blacks in Higher Education (IABHE) and Indiana Student Affairs Association (ISAA): Terre Haute, IN.

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Grants

Principal Investigator, Bolstering Equity in Community College Career and Technical Education - Perkins V Consulting, Technical Assistance, Applied Research and Evaluation (FY21), Illinois Community College Board, 2015 - 2021

Principal Investigator, Embedding Equity within Pathways Catalog of Services, Gates Foundation, 2018 - 2020

Principal Investigator, Transfer and the Undergraduate STEM Pipeline at Two-year Hispanic Serving Institutions, National Science Foundation, 2017 - 2020

Principal Investigator, Collaborative Research: Transitioning Learners to Calculus in Community Colleges (TLC3): Advancing Strategies for Success in STEM, National Science Foundation, 2016 - 2020

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Service

ASHE Awards Chair, Association for the Study of Higher Education (ASHE), 2017 - 2019

ACPA Director of Research and Scholarship, American College Personnel Association (ACPA), 2016 - 2018

Journal of Critical Thought & Praxis Advisory Board Member, Journal of Critical Thought & Praxis, 2012 - 2017

Michigan State University Press, 2016 - present

Editorial Board Member, Journal of Higher Education, 2016 - present

ASHE Bobby Wright Dissertation of the Year (DOTY) Committee Chair, Association for the Study of Higher Education (ASHE), 2014 - 2016

Journal of The First-Year Experience & Students in Transition Editorial Board Member, Journal of The First-Year Experience & Students in Transition, 2013 - 2016

CSCC Membership Chair, Council for the Study of Community Colleges (CSCC), 2015 - present

CSCC Officer, President/Elect/Past, Council for the Study of Community Colleges (CSCC), 2012 - 2015

ASHE Committee on Ethnic Participation, Evaluation Chair, Association for the Study of Higher Education (ASHE), 2012 - 2014

Community College Review Editorial Board Member, Community College Review, 2013 - present

Community College Review Consulting Editor, Community College Review, 2011 - present

Teaching

Dr. Zamani-Gallaher's approach towards instructional delivery and design are grounded in critical theory, more specifically, the organizing conceptual framework for her teaching is critical pedagogy as she finds it useful in engaging students in active learning, analytic thinking especially in terms of calling to question cultural hegemony. In her courses, she encourages students to challenge interest convergence and marginalization as well as policies and practices that oppress or act to suppress access and equity. She embraces central tenets of adult learning theory that values the experiences of students and the expertise they bring to the program. Hence, she seeks to develop scholars and educational leaders with the knowledge, skills, and dispositions for helping to build learning communities within a global culturally pluralistic society.

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Courses

The Community College (EOL 573) Community and technical colleges; their purposes, function, and objectives; social forces related to their development and evaluation; characteristics and needs of students; educational programs and teaching strategies; and organization, control, and financing.

The Community College (EPOL 558) This course meets synchronously on 10/23/20, 11/6/30, 11/20/20 from 2-4pm CST.

The Community College (HRD 501)

Profile Picture for Eboni Zamani-Gallaher

Professor, Education Policy, Organization and Leadership

Contact

Office

380 Education Building
1310 S. Sixth St.
Champaign, IL 61820

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