CURRICULUM VITAE

A. POST-SECONDARY EDUCATION- DEGREES

1. Ph.D. in Education | University of Illinois at Urbana-Champaign Curriculum & Instruction Department/Language & Literacy Division

a. University of Illinois Pre-Doctoral Fellow b. First-Place Winner, J.S. Tanaka Outstanding Dissertation Award, Asian American Studies

Program c. Two-Time Awardee (Selected by Faculty), J. Machin Award for Academic Excellence

2. M.A. in Education | University of Nebraska at Omaha

College of Education/Teacher Education Department

3. M.P.A. in Public Administration | University of Nebraska at Omaha College of Public Affairs & Community Service/School of Public Administration

4. B.S. in Political Science with Minors in Education & English | University of Nebraska at Omaha

Graduate of Project Achieve TRIO Program & University-Wide Honors Program (magna cum laude) B. POST-SECONDARY CERTIFICATES & TRAINING 1. Best Practices in Online Learning & Teaching Certificate | Hamline University

School of Education

2. Graduate Teacher Certificate | University of Illinois at Urbana-Champaign Center for Teaching Excellence

3. Graduate Certificate in Instructional Technology | University of Nebraska at Omaha

College of Education/Teacher Education Department C. EMPLOYMENT HISTORY IN INSITUTIONS OF HIGHER EDUCATION

1. University of Washington Tacoma (2017-present) Founding Dean, School of Education Rank: Professor with Tenure (& Member of the University of Washington Graduate Faculty) Interim Director, Doctorate in Educational Leadership Program (summer 2019) • Unit’s Structure: The School of Education was founded in autumn 2016, receiving University of

Washington status as an academic unit (Education was one of the founding programs on campus—established in 1992). The School of Education now includes 2 undergraduate education minors, an innovative M.Ed. for practicing educators (with 5 tracks), an interdisciplinary Ed.D. in partnership with the Nursing & Healthcare Leadership Program, and 3 Teacher Certification programs (dual-track K-8/ESL, dual-track K-8/Special Education, and Secondary Mathematics and Science) under its governance and structure.

• Summary of Key Duties: 1. Serve as the chief academic, administrative, and financial officer of the School of Education

including at the primary institutional liaison to the Washington State Professional Educators Standard Board.

2. Supervise faculty (47 full-time faculty and part-time lecturers), Director of Operations (who directly supervises 5 full-time staff), and Director of Field Placements and Partnerships.

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i. Oversee all annual reviews and promotion, reappointment, and tenure reviews of faculty across ranks.

3. Develop and maintain mutually beneficial partnerships and relationships with external partners including community organizations, corporate partners, governmental agencies, and PK-12 schools.

4. Create, review, and approve all contracts, grants, and memoranda of understanding. 5. Serve as the unit’s primary budgetary authority. 6. With the Advancement Office and University Leadership Team, participate in advancement,

development, and fund-raising efforts on behalf the School of Education and the UW Tacoma campus.

7. Resolve all faculty, staff, and student concerns and grievances in a timely manner. 8. Drive the school’s enrollment-management goals and long-range marketing plan, including

projecting growth models, and seeking innovative ways to add, enhance, or revise programs. New programs developed or those approved and under development: a. Undergraduate Minor in Community Engagement (launched in autumn 2018). b. Ed.S. in School Psychology (target launch: autumn 2021). c. B.A. in Education (target launch: autumn 2022).

9. In collaboration with voting faculty, manage all academic and curricular decisions including the development and assessment of new courses and credit-bearing (and non-credit-bearing) initiatives, and submitting assessment reports to the appropriate accrediting bodies and university administrators.

10. Collaborate with faculty and staff to develop or revise by-laws; policies and procedures manual; and policy statements around anti-biased approaches to hiring and evaluating faculty and staff; and supporting candidates of concern.

11. Chair school-wide advisory board (created inaugural board in 2019). 12. Serve on the Chancellor’s Cabinet and the Council of Deans.

2. Hamline University (2010-2017)

Inaugural Chair, Teacher Education Department Faculty Coordinator of Additional Licensure & Master of Arts in Teaching Programs Faculty Affiliate, Continuing Studies, Partnerships, & Strategic Initiatives Department Rank: Professor with Tenure (attained in 2017) • Unit’s Structure: The Teacher Education Department was the university’s largest unit with

Additional Licensure, English as a Second Language (including Bicultural and Bilingual licensure programs), Master of Arts in Teaching, Reading Licensure (until 09/01/2013 due to restructuring), Special Education, Teach For America- alternative licensure (until 05/2015 due to end of partnership), and Undergraduate Teacher Education programs encompassing 17 licensure options under its governance and structure.

• Summary of Key Duties: 1. Managed the daily operations of the Teacher Education Department. 2. Supervised faculty (60 adjunct and full-time faculty each year depending on enrollments)

including those with joint appointments. Managed all annual reviews of faculty. a. Oversaw all performance and promotion/tenure reviews. b. Developed and monitored adjunct and core faculty annual teaching assignments.

3. Acted as the department’s budgetary authority. Participated in development and fund-raising efforts including individual and planned giving to support initiatives and programs.

4. Coordinated in-services, meetings, and professional-development opportunities for continuing and new employees.

5. Coordinated regular events, initiatives, professional development, and programs that aligned with the school’s mission of “promoting equity and social justice in schools and society.”

6. Advised additional licensure, graduate, and undergraduate students; determined course equivalencies.

7. Coordinated all departmental efforts related to admissions, recruitment, and retention of students

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in additional licensure, graduate, and undergraduate programs. 8. Coordinated course scheduling across 6 graduate and undergraduate licensure programs. 9. Developed and maintained relationships with external partners including community

organizations and PK-12 schools, and reviewed memoranda of understanding with the Dean’s Office for secured partnerships.

10. Drove the department’s enrollment-management goals and long-range marketing plan, including projecting growth models, and seeking innovative ways to add, enhance, or revise licensure programs. New programs developed under tenure: a. Autism Spectrum Disorders (ASD). b. Core Skills for Teachers of Special Education. c. Induction Series Master of Arts in Teaching program for early-career teachers. d. STEM Residency Program for initial-licensure candidates. e. Undergraduate co-major in education leading to Minnesota teacher licensure. f. Undergraduate major pathway leading toward Minnesota teacher licensure and Master of Arts

in Teaching degree in 5 calendar years. 11. Managed all academic and curricular decisions at the departmental level including the

development and assessment of new courses and credit-bearing (and non-credit-bearing) initiatives, mapping learning outcomes, and submitting assessment reports to the appropriate accrediting bodies (Minnesota Board of Teaching/Department of Education, National Council for Accreditation of Teacher Education) and university administrators.

12. Monitored cases involving students placed on academic probation. 13. Led information sessions with the department’s staff for prospective students. 14. Resolved grade appeals and other student-related grievances. 15. Resolved faculty and staff concerns and grievances. 16. Served on the Hamline School of Education’s Leadership Team (committee of dean and chairs). 17. Taught 4-8 credits annually in graduate and undergraduate programs. Courses taught:

1. EDU 1150 (hybrid): Schools and Society- Undergraduate Teacher Licensure Program. 2. EDU 3500/EDU 5620: Diversity and Education - Undergraduate Teacher Licensure

Program. 3. FYSEM 1010: First-Year Seminar- College of Liberal Arts Undergraduate Program (Topic:

Multicultural Literature for Children and Youth: Issues, Problems, and Trends). 4. GED 7862: Education and Cultural Diversity- Graduate Teacher Licensure Program. 5. GED 7790: Advanced Practicum for Practicing Teachers (across 17 licensure areas-

Graduate Teacher Licensure Program. 6. GED 8092 (hybrid): Becoming a Critically Reflective Practitioner II- Master of Arts in

Teaching Students in Culture/Teaching and Literacy Strands in the Induction Series Program.

7. INTD 3990: Faculty Internship Supervisor for Psychology Major with High-Impact Learning Experience.

8. URED 7724 (totally online): Culturally Relevant Pedagogy: Teaching for Diverse and Democratic Classrooms- Graduate Urban Teaching Certificate Program.

3. College of St. Mary (2007-2010)

Core Faculty Member, Liberal Arts & Professional Studies Divisions Master of Arts in Teaching Faculty Program Coordinator Faculty Rank: Interim Assistant Professor & Graduate Lecturer

• Summary of Key Duties: 1. Served as Faculty Coordinator for the Master of Arts in Teaching Program. Ensured alignment of

common assignments/assessments, technology integration across 8 of 11 multi-section classes in the program (consisting of face-to-face and hybrid courses), and use of common syllabi for state-level accreditation.

2. Coordinated 100-125 clinical/practicum placements in K-12 private and public schools for students in the Master of Arts in Teaching and Undergraduate Secondary Education Programs; included overseeing multi-step evaluation of candidates’ dispositions and teaching effectiveness.

3. Coordinated and oversaw applied service-learning projects and summer-opportunity programs in

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culturally diverse community-based settings and PK-12 schools. 4. Taught a broad range of graduate and undergraduate courses in the Liberal Arts and Teacher

Education Divisions. Co-taught/taught culturally responsive literacy instruction in K-5 settings for guided clinical placements as part of methods courses. Courses taught: 1. CAC 200: Speech for Elementary Teachers- Undergraduate Teacher Licensure Program. 2. CAC 212: Speech for Professionals- Undergraduate Creative Arts and Communication

Program. 3. CAC 301: Speech for Language Arts Teachers - Undergraduate Creative Arts and

Communication Program. 4. CAC 365: Media, Culture, and Society - Undergraduate Creative Arts and Communication

Program. 5. EDU 201 (hybrid): Technology in the Classroom- Undergraduate Teacher Licensure

Program. 6. EDU 375 (hybrid): Human Relations in a Multicultural Society- Undergraduate Teacher

Licensure Program. 7. ELA 306: Experiencing Liberal Arts Seminar (Topic: Understanding Intercultural

Communication through Multiethnic and World Literature) - Undergraduate Liberal Arts Program (co-taught with Dr. B. Bauer, Professor of English).

8. EDU 501 (hybrid): Educational Technology and Instructional Methods in the Classroom- Master of Arts in Teaching Licensure Program.

9. EDU 506: Intercultural Communication for K-12 Teachers- Master of Science in Education Program.

10. EDU 512 (hybrid): Educational Psychology and Measurement- Master of Arts in Teaching Licensure Program.

11. EDU 520: Lifespan Development- Master of Arts in Teaching Licensure Program. 12. EDU 527 (hybrid): History, Philosophy, and Trends in Education- Master of Arts in

Teaching Licensure Program. 13. EDU 540: Guidance and Classroom Management- Master of Arts in Teaching Licensure

Program. 14. EDU 575 (hybrid): Human Relations in a Multicultural Society- Master of Arts in Teaching

Licensure Program. 15. EDU 695 (hybrid): Capstone Project Seminar Director, Master of Science in Education

Program’s Assessment Leadership and English as a Second Language Strands. 16. ENG 561: Literature for Middle-Level Students - Master of Arts in Teaching Licensure

Program. 17. ENG 562 (hybrid): Literature for Young Adults - Master of Arts in Teaching Licensure

Program. 4. University of Illinois at Urbana-Champaign (2005-2007)

Instructor, Asian American Studies/Ethnic Studies & Teacher Credential Programs • Summary of Key Duties: 1. Managed e-portfolios for teacher candidates in the Secondary Education Teacher Credential

Program. 2. Taught graduate and undergraduate courses in the Asian American Studies and Teacher

Credential Program. Courses taught: 1. AAS 100: Introduction to Asian American Studies discussion-recitation section. Asian

American Studies/Ethnic Studies Program. 2. CI 335 (hybrid): Content-Area Applications in Educational Technology, 3 separate sections

for Pre-Service English, Mathematics, and Science Teachers (cross-listed graduate/undergraduate)- Teacher Credential Program.

3. CI 467: Principles for Teaching Literature to Children and Youth - Undergraduate Teacher Credential Program.

5. University of Nebraska at Omaha (2003-2005) Director, Office of American Multicultural Students Graduate Assistant, First-Year Experience Program & Teacher Education Department

• Summary of Key Duties:

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1. Designed and implemented the University of Nebraska at Omaha’s cultural awareness and diversity programs in collaboration with academic departments, offices in student affairs, and student organizations.

2. With faculty, staff, and students, created the University of Nebraska at Omaha’s first-ever Asian Pacific American Heritage Month.

3. Served on campus committees to make recommendations on matters pertaining to diversity matters (including the first-generation experience) and programming in relation to institutional mission and strategic-planning goals.

4. Advised students of color (grades 8-12 and university students) on academic, community, and leadership opportunities across the middle-secondary and post-secondary scope

5. Supervised Assistant Director and student volunteers. 6. Managed program budget; included approving co-sponsorship requests.

D. SELECT AWARDS & RECOGNITIONS

1. Recipient, American Educational Research Association Division G (Social Contexts of Education) Excellence in Mentorship Award (2019). Award “recognizes a scholar who has made distinguished contributions in the mentoring of students, undergraduate and Ph.D. students, as well as junior scholars, contributing to the development of a new generation of scholars who focus on social contexts of education.”

2. Recipient, Arthur R. King, Jr. Award for Curriculum Innovation and Promoting Equity in Education (2018), Pacific Circle Consortium. Award is presented for those whose work represents “excellence and exceptional work in curriculum innovation.”

3. Recipient, University of Illinois College of Education’s Distinguished Alumni Award (2018). Award is “presented to those alumni who have attained outstanding success and national or international distinction in their chosen profession or life’s work, and whose accomplishments reflect admirably on, or bring honor to, the College and their Alma Mater.

4. Recipient, National Association for Multicultural Education’s Carl A. Grant Excellence in Research Award (2017). Award recognizes “an individual or group that has made a significant contribution to advancing our knowledge of multicultural education.”

5. Recipient, American Educational Research Association SIG 94’s (Research on the Education of Asian and Pacific Americans) Inaugural Don T. Nakanishi Excellence in Mentorship Award (2017). Award recognizes “an individual who has made a significant impact in the lives of students, emerging scholars, and colleagues who are developing or engaged in research and work that contributes to the field of Asian American and Pacific Islander education.”

6. Recipient, Hamline University’s Exemplary Teacher of the Year, awarded by the General Board of Higher Education (2015). Award recognizes a faculty member who demonstrates "civility and concern for students and colleagues; commitment to value-centered education; and service to students, the institution, and the community.”

7. Recipient, College of St. Mary’s Outstanding Faculty of the Year (nominated by students). Students recognize faculty who invest in causes that promote gender and racial equity in PK-20 education (2010).

8. List of Teachers Rated as Excellent by their Students, University of Illinois at Urbana Champaign campus-wide teaching recognition (listed twice in autumn 2005 and once in autumn 2006). Summative evaluations places one’s courses within the top 10 percent among all instructional faculty across campus.

9. Recipient, Outstanding Leader Recognition, awarded by the Student Organizations and Leadership

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Program Office, University of Nebraska at Omaha (2004). 10. Recipient, Office of Multicultural Affairs Distinguished Academic, Service, and Leadership Award,

University of Nebraska at Omaha (2004).

E. RESEARCH & SCHOLARLY ACTIVITIES

Part 1: Books 1. Endo, R. (Ed.). (in press 2020). Experiences of racialization in U.S. colleges and schools of education:

Critical reflections on inclusion in the academy (Research in Educational Equality & Diversity Series). New York, NY/Abington, UK: Routledge.

2. Endo, R. (2018). The incarceration of Japanese Americans in the 1940s: Literature for the high school classroom (High School Literature Series). Urbana, IL: The National Council of Teachers of English (NCTE). Book supplements:

a. Endo, R. (2018). Criminalizing racialized bodies: Then and now—Ideas for classroom connections [offers teachers ideas for discussing the politics of the current “border crisis” with secondary students]. Available: http://www2.ncte.org/blog/2018/11/criminalizing-racialized-bodies-now/

b. Anderson, M. D. (2018). Connecting the past to the present: Author Q&A with Rachel Endo. NCTE Chronicle Council, 28(2), 16-17.

3. Hernandez, F., & Endo, R. (Eds.). (2017). Developing and supporting critically reflective teachers:

Diverse perspectives in the twenty-first century. Amsterdam: Sense. Part 2: Peer-Reviewed Journal Articles 1. Endo, R., Basford, L., & Lewis, J. (in press 2020). Community experts who transform teacher education:

A tribute to Philip Borer Nelson. Multicultural Education.

2. Endo, R. (2020). Male of color refugee teachers on being un/desirable bodies of difference in education. Equity & Excellence in Education, 52(4), 448-464.

3. Endo, R. (2018). Reading civil disobedience, disaffection, and racialized trauma in John Okada’s No-No Boy: Lessons learned 75 years after Executive Order 9066. Children’s Literature in Education: An International Quarterly, 49(4), 413-429.

4. Brown, C. L., & Endo, R. (2017). The challenges of differentiating instruction for ELLs: An analysis of content-area lesson plans produced by pre-service language arts and social studies teachers. Teacher Education and Practice, 30(3), 372-385.

5. Endo, R. (2016). Counter-narrating racialized expectations at school: The diverse enactments of “non-

dominant” identities among 1.5-generation Japanese immigrant youth. Journal of Language, Identity & Education, 15(3), 201-215.

6. Endo, R. (2016) The educational aspirations and expectations of Japanese immigrant mothers: Narratives of raising bicultural Nikkei children in the post-1965 diaspora. Diaspora, Indigenous, and Minority Education: Studies of Migration, Integration, Equity, and Cultural Survival, 10(3), 156-168.

7. Endo, R. (2016). The narrative experiences of Hmong American adolescent males labeled as educationally “at risk.” Education and Urban Society, 48(4), 1-23.

8. Endo, R. (2015). Linking practice with theory to model cultural responsiveness: Lessons learned from a

collaborative service-learning project in an urban elementary classroom. Multicultural Education, 23(1), 23-31.

9. Endo, R. (2015). From unconscious deficit views to affirmation of linguistic varieties in the classroom:

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White pre-service teachers on building critical self-awareness about linguicism’s causes and consequences. Multicultural Perspectives (25th Anniversary Issue), 17(4), 1-8.

10. Endo, R. (2015). How Asian American female teachers experience and negotiate racial micro-aggressions

from pre-service preparation to their professional careers. The Urban Review: Issues and Ideas in Public Education (Special Issue: Critical Race Theory and Teacher Education), 47(4), 601-625.

11. Endo, R. (2014). Problematizing diversity initiatives: Japanese American youth identities and the politics

of representation with/in school spaces. Equity & Excellence in Education, 47(2), 100-116. 12. Endo, R. (2013). Realities, rewards, and risks of heritage-language education: Perspectives from Japanese

immigrant parents in a Midwestern community. Bilingual Research Journal, 36(3), 278–294. a. Reprinted in Routledge’s Global Issues: Language, Culture, & Identity- Migration and Super-

Diversity Collection (2015), a special issue of cross-disciplinary articles in high-impact journals designated as “valuable research in[to] the effects of modern-day migration.”

13. Endo, R. (2012). Child abuse versus ethnic medicine: The 2002 cao gio case, the politics of school intervention, and implications for culturally responsive practice. Journal of Multiculturalism in Education, 8(1), 1-15.

14. Endo, R. (2012). Mis/representations of Asian/Americans in the curricula: Perspectives from second-

generation Japanese American youth. International Journal of Multicultural Education, 14(1), 1-18.

15. Endo, R. (2009). Complicating culture and difference: Situating Asian American youth identities in Lisa Yee’s Millicent Min, girl genius and Stanford Wong flunks big-time. Children’s Literature in Education: An International Quarterly, 40(3), 235-249.

Part 3: Book Chapters, Book Reviews, Encyclopedia Entries, & Other Publications 1. Endo, R. (in press, 2021). Review of Rick Bonus’s The ocean in the school: Pacific Islander students

transforming their university. Journal of Asian American Studies.

2. Endo, R. (in press, 2020). A note on terminology: The power of language. In R. Endo (Ed.), Experiences of racialization in U.S. colleges and schools of education: Critical reflections on inclusion in the academy (Research in Educational Equality & Diversity Series). New York, NY/Abington, UK: Routledge.

3. Endo, R. (in press, 2020). Optical illusions: On being un/desirable bodies of difference in education. In R.

Endo (Ed.), Experiences of racialization in U.S. colleges and schools of education: Critical reflections on inclusion in the academy (Research in Educational Equality & Diversity Series). New York, NY/Abington, UK: Routledge.

4. Endo, R. (in press, 2020). From relics of racial oppression to sites of inclusive excellence: Challenges and

possibilities. In R. Endo (Ed.), Experiences of racialization in U.S. colleges and schools of education: Critical reflections on inclusion in the academy (Research in Educational Equality & Diversity Series). New York, NY/Abington, UK: Routledge.

5. Endo, R., & Wong, V. (2019). Heritage and legacy: Lau v. Nichols, 1974. In D. Lan (Ed.). 25 events that

shaped Asian American history: An American mosaic (pp. 339-356). Westport, CT: Greenwood Press.

6. Endo, R. (2017). Review of Kevin D. Lam’s Youth gangs, racism, and schooling: Vietnamese American youth in a postcolonial context. Journal of Asian American Studies, 20(2), 301-305.

7. Hernandez, F., & Endo, R. (2017). Developing and supporting critically reflective teachers. In F. Hernandez & R. Endo (Eds.), Developing and supporting critically reflective teachers: Diverse perspectives in the twenty-first century (pp. 1-16). Amsterdam: Sense.

8. Hernandez, F., & Endo, R. (2017). Implications for practice and theory. In F. Hernandez & R. Endo (Eds.), Developing and supporting critically reflective teachers: Diverse perspectives in the twenty-first

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century (pp. 87-112). Amsterdam: Sense.

9. Abanu, V., Endo, R., Chiinze, T., Chu, R., Curiel, J., Davis, M., Haley, N., Hamilton, J., Kocher, T., May, J., Novachek, J., Porter II, L., Rodriguez, M., Sorenson, N., Spies, P., & Unni, A. (2016). 2015 State of education for students of color and American Indian students in Minnesota (2016) (60-page report). Edited by J. Hamilton, C. Mariani Rosa, J. Godinez, & P. Spies. St. Paul, MN: Minnesota Education Equity Partnership: Advancing Race, Equity, and Excellence. Contribution to socio-historical time-lines and section on teacher education.

10. Endo, R. (2012). Review of Sue Walter’s Ethnicity, race, and education: An introduction. Teachers College Record, ID Number: 16776.

11. Endo, R. (2012). Hidden narratives of unequal citizenship: Asian Americans, social movements, and the secondary social studies curriculum. In W. B. Russell (Ed.), The International Society for the Social Studies Annual Conference Proceedings, 2012(1), pp. 102-110. Orlando, FL: University of Central Florida.

12. Endo, R. (2010). Asian American youth and educational inequalities: The case of post-1965 Japanese

American youth in an urban schooling milieu (pp. 107-123). In R. Saran & R. Diaz (Eds.), Beyond the stereotyped image: Minority immigrant children in urban schools. Amsterdam: Sense.

13. Endo, R. (2010). Author of Multicultural Counselor and Teacher Education My Education Lab Curriculum Series. Developed 14 Assignments and Activities modules and 10 Building Skills and Teaching Dispositions scenarios (total of 24 entries) on the following topics: Class, Curriculum, Ethnicity/Cultural Diversity, Exceptionality, Identity Development, Immigration, Language, Religion, School-Wide Diversity Issues, Sexism/Gender, Sexual Orientation, Strategies, and Working with Families. Each activity and module is linked to content-specific learning outcomes, multi-part assessments, and Interstate New Teacher Assessment and Support Consortium (InTASC) standards. Boston, MA: Pearson Higher Education.

14. Endo, R. (2010). Asian Americans: Second and subsequent generations (pp. 77-79/Volume 1). In J. H. X. Lee & K. Nadeau (Eds.), Greenwood encyclopedia of Asian American folklore. Oxford, UK: ABC-CLIO Press.

15. Endo, R. (2010). Japanese American children’s literature and songs (pp. 581-583/Volume 2). In J. H. X.

Lee & K. Nadeau (Eds.), Greenwood encyclopedia of Asian American folklore. Oxford, UK: ABC-CLIO Press.

16. Endo, R. (2010). Japanese American family and community (pp. 590-591/Volume 2). In J. H. X. Lee & K. Nadeau (Eds.), Greenwood encyclopedia of Asian American folklore. Oxford, UK: ABC-CLIO Press.

17. Endo, R. (2010). Japanese American identity (pp. 603-605/Volume 2). In J. H. X. Lee & K. Nadeau (Eds.), Greenwood encyclopedia of Asian American folklore. Oxford, UK: ABC-CLIO Press.

18. Endo, R. (2010). Japanese American internment camps (pp. 606-610/Volume 2). In J. H. X. Lee & K. Nadeau (Eds.), Greenwood encyclopedia of Asian American folklore. Oxford, UK: ABC-CLIO Press.

19. Endo, R. (2010). Japanese American National Museum (pp. 611-613/Volume 2). In J. H. X. Lee & K. Nadeau (Eds.), Greenwood encyclopedia of Asian American folklore. Oxford, UK: ABC-CLIO Press.

20. Endo, R. (2009). Review of Jamie Lew’s Asian Americans in class: Charting the achievement gap among Korean American students. Urban Education, 44(1), 5-10.

21. Endo, R. (2008). Wendy Law-Yone [author biography of critically acclaimed Burmese American novelist]. In G. Huang (Ed.), The Greenwood encyclopedia of Asian American literature, Volume 2 (pp. 588-593). Westport, CT: Greenwood Press.

22. Endo, R. (2007). Review of Andrew Garrod’s and Robert Kilkenny’s Balancing two worlds: Asian

American college students tell their life stories. Teachers College Record, ID Number: 14595.

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23. Endo, R., Zarp, K., Castro, E., & Kennedy, M. (2004). Evaluation of the New Frontier Program for “at-risk” youth at Millard South High School (2004) (38-page report). Omaha, NE: Millard Public Schools.

Part 4: Academic Conference Activities (Peer-Reviewed) 1. Endo, R. (04/2020). Male of color refugee teachers on being un/desirable bodies of difference in

education. Paper session sponsored by the Committee for Scholars of Color in Education for session Perspectives on teachers, students, and schooling processes. American Educational Research Association’s Annual Meeting. San Francisco, CA (conference cancelled due to COVID-19 pandemic in 2020).

2. Basford, L., Endo, R., & Lewis, J. (11/2019). Community experts who transform teacher education. Overcoming Racism Conference. Minneapolis, MN.

3. Endo, R. (07/2018). What's America? Whose America? Who's American? Lessons learned 76 years after Executive Order 9066. Plenary speaker. Pacific Circle Consortium International Conference. Minneapolis, MN.

4. Endo, R. (04/2018). Women of color faculty as socially un/desirable: Perspectives from an Asian American dean. Symposium session sponsored by the Committee on Scholars and Advocates for Gender Equity in Education: Narratives of Resistance and Resilience: The Experiences of Women of Color Scholars in Predominantly White Colleges/Schools of Education (also, session organizer and chair). With S. Wright Stamm (discussant). American Educational Research Association’s Annual Meeting. New York, NY.

5. Endo, R., & Basford, L. (04/2018). Community experts who transform teacher education: A tribute to Philip Borer Nelson. Paper session sponsored by SIG Critical Educators for Social Justice: Transforming schools from the outside-in: Families and communities as school activists. American Educational Research Association’s Annual Meeting. New York, NY.

6. Endo, R., Kim. H., Marrun, N., & Neal, R. (10/2017). Separate and un/equal: Women of color navigating and negotiating the tenure-track “hidden curriculum” (also, session organizer and chair/discussant). National Association for Multicultural Education International Annual Conference. Salt Lake City, UT.

7. Endo, R. (04/2017). An ethnic studies scholar/third-world feminist up against most odds: Leading in racially contested spaces. In R. Endo (session organizer), symposium session sponsored by the Committee for Scholars of Color in Education: Scholars of color leading in professional colleges/schools of education: Challenges, opportunities, and new perspectives on socially responsible leadership symposium session (also session organizer). American Educational Research Association’s Annual Meeting. San Antonio, TX.

8. Panelist for To the left or the right of the color line? Asian American and Pacific Islander radical solidarities for racial justice (04/2017). Panel sponsored by the Research on the Education of Asian Pacific American’s Annual Business Meeting. American Educational Research Association’s Annual Meeting. San Antonio, TX.

9. Discussant for Multicultural/multiethnic education: Students navigating educational and social contexts (04/2017). Paper session sponsored by SIG-Multicultural/Multiethnic Education: Theory, Research and Practice. American Educational Research Association’s Annual Meeting. San Antonio, TX.

10. Endo, R., Joubert III, E., & Neal, R. (11/2016). Navigating and negotiating racialized trauma: Narratives from scholars of color in teacher education (session organizer and chair/discussant). National Association for Multicultural Education International Annual Conference. Cleveland, OH.

11. Chhuon, V., Cunningham, M., Endo, R., RB-Banks, Y., & Spies, P. (10/2016). The Coalition to Increase Teachers of Color and American Indian Teachers in Minnesota: Disrupting “business as usual.” Session at the Twin Cities Social Justice Fair: Upsetting the System Conference. Minneapolis,

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MN.

12. Endo, R. (04/2016). The “color of peril” in professional colleges/schools of education: Reflections from a leader of color on developing an oppositional consciousness to support faculty of color. Paper presented in session Contesting and decentering white dominance in professional colleges/schools of education: Faculty of color on re/claiming place, space, and race (session co-organizer with V. Chhuon). University of Minnesota’s Keeping Our Faculty of Color Symposium. Minneapolis, MN.

13. Chair (and session organizer), Moving beyond the forever foreigner-honorary white binary: Asian/American education scholars on re/claiming diasporic and transnational lived experiences symposium session (04/2016). With K. Kumashiro (discussant). American Educational Research Association’s Annual Meeting. Washington, DC.

14. Chair for Intersections of gender diversity (04/2016). Roundtable session sponsored by Division G/Social Contexts of Education. American Educational Research Association’s Annual Meeting. Washington, DC.

15. Chair for Curriculum choices for building and understanding complexity in and out of school (04/2016). Symposium session sponsored by Committee for Scholars of Color in Education. American Educational Research Association’s Annual Meeting. Washington, DC.

16. Chhuon, V., & Endo, R. (04/2016). Teaching Asian/American Studies in Midwestern teacher-preparation programs: External constraints, internal tensions. In J. Carlson (chair): The great third coast: How teaching in the Midwest and South challenges Asian American Studies. Association for Asian American Studies Annual Meeting. Miami, FL.

17. Chair for From admissions to campus life to activism: Dimensions of Asian American student experiences (04/2016). Panel session sponsored by the Association for Asian American Studies Annual Meeting. Miami, FL.

18. Chhuon, V., Endo, R., Joubert, E., Martin-Kerr, K., & Marrun, N. (11/2015). Responding to rage and resistance in the classroom: Lessons learned from critical multicultural educators of color. In V. Chhuon & R. Endo (co-chairs and co-session organizers), symposium session. National Association for Multicultural Education International Annual Conference. New Orleans, LA.

19. Endo, R. (04/2015). ‘It never ends’: How Asian American female K-12 teachers experience gendered and racialized microaggressions from initial-licensure preparation to their professional careers. In R. Endo (chair and session organizer) and S. Museus, symposium session sponsored by Division G/Social Contexts of Education: Situating the identities of Asian/American girls and women across multiple contexts and institutional settings: New paradigms for explicating “gendered” experiences. American Educational Research Association’s Annual Meeting. Chicago, IL.

20. Endo, R. (04/2015). Where do transnational Japanese communities belong in twenty-first century Asian America? Questions, unspoken barriers, and new directions for Ethnic Studies. In J. Wu (chair), symposium session sponsored by the Research on the Education of Asian and Pacific Americans SIG: Examining the role of Ethnic Studies for research and advocacy: Moving Asian American Pacific Islanders toward a new direction. American Educational Research Association’s Annual Meeting. Chicago, IL.

21. Session chair (04/2015) for Betwixt and between: Identity formation of transnational youth across political and social contexts. Roundtable session sponsored by Division G/Social Contexts of Education. American Educational Research Association’s Annual Meeting. Chicago, IL.

22. Endo, R. (04/2015). Repurposing experiences with racial micro-aggressions into counter-stories. In J. Carlson (chair): The great third coast: How teaching in the Midwest and South challenges Asian American Studies. Association for Asian American Studies Annual Meeting. Evanston, IL.

23. Endo, R. (11/2014). Faculty of color re/claiming place, race, and space: Strategies for managing and responding to racialized expectations. Workshop presented at the National Association for Multicultural

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Education’s Association International Annual Conference. Chicago, IL.

24. Endo, R. (04/2014). Insights from an Asian/American faculty administrator on negotiating modern Orientalism and racialized sexualization in the workplace. In R. Endo (chair), symposium session sponsored by the Research on the Education of Asian and Pacific Americans SIG: Asian/American women navigating academia: Challenges, opportunities, and new perspectives. American Educational Research Association’s Annual Meeting. Philadelphia, PA.

25. Endo, R. (04/2014). Japanese immigrant youth contest racialized linguicism at school: Explicating counter-narratives and other discursive enactments of transnational identity. Paper presented at Division G/Social Contexts of Education’s Session Race and racialized experiences in context of multiple languages and literacies. American Educational Research Association’s Annual Meeting. Philadelphia, PA.

26. Endo, R. (04/2014). Dis/connecting practice and theory: Bridging Asian American Studies and K-12 clinical preparation. In J. Carlson (chair): The great third coast: How teaching in the Midwest and South challenges Asian American Studies. Association for Asian American Studies Annual Meeting. San Francisco, CA.

27. Endo, R. (04/2014). The educational aspirations and expectations of Japanese immigrant parents: New directions for language and literacy education. In Y. Lau (Chair) symposium session: Lessons learned after 40 years: The impact of Lau v. Nichols on linguistic minorities. Association for Asian American Studies Annual Meeting. San Francisco, CA.

28. Endo, R. (04/2014). Alternative literacies, counter-narratives, and other discursive enactments of transnational identities: The case of 1.5-generation Japanese immigrant youth. In T. Tokunaga (Chair) and K. Kumashiro: Reimagining and rebordering the education of Asian American children and youth panel. Association for Asian American Studies Annual Meeting. San Francisco, CA.

29. Endo, R. (11/2013). Relevant and transformative approaches to teaching multicultural education: New directions for teacher education. Paper presented at the National Association for Multicultural Education’s Association International Annual Conference. Oakland, CA.

30. Endo, R. (04/2013). Un/learning Asian America in the curricula: Perspectives from Japanese American youth. Research on the Education of Asian and Pacific Americans: Roundtable Session on Teachers and Teaching. American Educational Research Association’s Annual Meeting. San Francisco, CA.

31. On behalf of Brown, C. L. (from The University of Tennessee-Knoxville) (04/2013). Chair for Research on the education of Asian and Pacific Americans: Roundtable session on Asian Americans and Pacific Islanders and STEM subjects. American Educational Research Association’s Annual Meeting. San Francisco, CA.

32. Endo, R. (04/2013)- also served as session chair. Asian American Studies/Ethnic Studies as conceptual interventions in practitioner-oriented preparation programs. Paper presented at the Association for Asian American Studies Annual Meeting. Seattle, WA.

33. Chair for Education, access, and identities panel (04/2013). Association for Asian American Studies

Annual Meeting. Seattle, WA.

34. Endo, R. (11/2012). 30 years later: The 1982 murder of Vincent Chin, contemporary Asian American movements, and connections to critical multicultural education. Paper presented at the National Association for Multicultural Education Association International Annual Conference. Philadelphia. PA.

35. Senior-scholar discussant (invited by NAME President) for New Scholar Symposium (11/2012). National Association for Multicultural Education’s Association International Annual Conference. Philadelphia. PA.

36. Endo, R. (04/2012). Heritage-language education for second-generation Japanese Americans: Realities, rewards, and risks from the perspectives of Japanese immigrant parents. Invited presentation for the

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Inaugural Presidential Roundtable Session. American Educational Research Association’s Annual Meeting. Vancouver, BC.

37. Discussant for Language, identity, and agency: New directions in Asian American education (04/2012).

American Educational Research Association’s Annual Meeting. Vancouver, BC. 38. Chair for Research on the education of Asian and Pacific Americans: Roundtable session on gender

differences (04/2012). American Educational Research Association’s Annual Meeting. Vancouver, BC. 39. On behalf of Li, Q. (from Syracuse University) (04/2012). Growing up experiences of American-born

Children of Chinese immigrants: Neighborhood, family, and education. Paper presented at the American Educational Research Association’s Annual Meeting. Vancouver, BC.

40. Endo, R. (03/2012). Hidden narratives of unequal citizenship: Asian Americans, social movements, and

the secondary social studies curriculum. Paper presented at the International Society for the Social Studies Annual Meeting at the University of Central Florida. Orlando, FL.

41. Chair for session Intersections of global citizenship, international education, and transnational studies (03/2012). International Society for the Social Studies Annual Meeting at the University of Central Florida. Orlando, FL.

42. Basford, L., & Endo, R. (11/2011). Rethinking cultural competence: The value of experiential learning in diversity courses for pre-service teachers. Paper presented at the National Association for Multicultural Education’s Association International Annual Conference. Chicago, IL.

43. Endo, R. (05/2011). From Kikokushijo to Shin Nisei: The multiple contexts of contemporary Japanese

American youth identities in post-1965 Midwestern contexts. In J. Carlson (chair): The great third coast: How teaching in the Midwest challenges Asian American Studies. Session at the Association for Asian American Studies Annual Meeting. New Orleans, LA.

44. On behalf of Wang. C., & Kolano, L. Q. (from the University of North Carolina at Charlotte) (04/2011). English learners’ willingness to communicate within authentic contexts. Paper presented at the American Educational Research Association’s Annual Meeting. New Orleans, LA.

45. Endo, R. (04/2011). Beyond kodomo no tame ni: Japanese immigrant mothers on the education and socialization of the new second-generation Japanese Americans. Paper presented at the American Educational Research Association’s Annual Meeting. New Orleans, LA.

46. Chair for Postcolonial approaches with students and teachers session (04/2011). American Educational Research Association’s Annual Meeting. New Orleans, LA.

47. Chair for Research on the Education of Asian and Pacific Americans panel (04/2011). American Educational Research Association’s Annual Meeting. New Orleans, LA.

48. Endo, R. (04/2010). The assimilated and/but different other: The representations of Asian Americans in

diversity education textbooks. Paper presented at the American Educational Research Association’s Annual Meeting. Denver, CO.

49. Chair for Critically studying critical studies of curriculum and critical pedagogy panel (04/2010). American Educational Research Association’s Annual Meeting. Denver, CO.

50. Chair and Discussant for Experiences of Asian American students in higher education panel (04/2010).

American Educational Research Association’s Annual Meeting. Denver, CO.

51. Endo, R. (04/2010). Coordinating with culturally and linguistically diverse populations. Workshop facilitator at The Governor’s Conference on Volunteerism/Nebraska Volunteer Service Commission. Omaha, NE.

52. Endo, R. (10/2009). Interrogating the savior mentality: Teaching anti-oppressive pedagogy to pre-service

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teachers. Paper presented at the National Association for Multicultural Education’s Association International Annual Conference. Denver, CO.

53. Endo, R. (04/2009). Assimilationist educational policies and the ‘new’ Asian Americans: Rethinking the language and literacy needs of second-generation Japanese Americans in the Midwest. Paper presented at the American Educational Research Association’s Annual Meeting. San Diego, CA.

54. Endo, R. (04/2008). Asian American families navigate home and school: The case of post-1965 Japanese American immigrant families in an urban K-12 milieu in the Midwest. Paper presented at the Association for Asian American Studies Annual Conference. Chicago, IL.

55. Endo, R. (02/2008). Shin Nikkei youth and heritage-language loss: Individual and social consequences.

Paper presented at the National Association for Bilingual Education Annual Conference. Tampa, FL. a. Funded by the University of Illinois at Urbana-Champaign Jeffrey S. Tanaka Grant (2007-2009).

PI, Transnational Nikkei families in the Midwest: New directions for language and literacy education project.

56. Endo, R. (11/2007). Alternative paradigms for explicating experiences: Incorporating Asian American narratives in multicultural classrooms. Paper presented at the National Association for Multicultural Education’s International Annual Conference. Baltimore, MD.

57. Endo, R. (10/2007). Interrogating ‘diversity’ discourses: Evaluating web-based K-12 curricula on global issues. Paper presented at the University of Nebraska at Omaha’s International Studies and Program 30th Annual Global Studies Conference on Latin America, Africa, Asia, and the Middle East. Omaha, NE.

58. Chair and Discussant for Virtual classrooms and information literacy education panel (10/2007). University of Nebraska at Omaha’s International Studies and Programs 30th Annual Global Studies Conference on Latin America, Africa, Asia, and the Middle East. Omaha, NE.

59. Chair and Discussant for Diversity in cultural discourse II panel (10/2007). University of Nebraska at Omaha’s International Studies and Programs 30th Annual Global Studies Conference on Latin America, Africa, Asia, and the Middle East. Omaha, NE.

60. Endo, R. (04/2007). Child abuse versus ethnic medicine: The 2002 Cao Gio case and the politics of school intervention. Paper presented at the American Educational Research Association’s Annual Meeting. Chicago, IL.

61. Endo, R. (04/2007). Post-1965 Midwestern Japanese American immigrant families and the formation of Hoshuko sites. Paper presented at the Association for Asian American Studies Annual Conference. New York, NY.

62. Endo, R. (03/2006). Working with Asian American students with disabilities. Paper presented at the APAGSO Annual Conference. Urbana, IL.

63. Chair and Discussant for Forces of socialization panel (03/2006). University of Illinois at Urbana-

Champaign APAGSO Annual Conference. Urbana, IL.

64. Discussant and Facilitator for Academic resources for students of color panel (01/2005 & 01/2004). University of Nebraska at Omaha’s Multicultural Affairs Student Unity Retreat Conference. Omaha, NE.

65. Endo, R. (03/2003). The experience of gender quotas in legislative elections. Paper presented at the University of Nebraska’s Women’s Studies Annual No Limits Conference. Omaha, NE.

Part 5: Graduate-Level Projects Supervised- Capstones/Theses & Dissertations 1. University of Washington Tacoma, Dissertation Chair or Committee Member (2017-present) for

Doctorate in Educational Leadership program. Titles of projects supervised: 1. Asian American community college presidents: An adaptive leadership framework (secondary

reader, Doctorate in Educational Leadership Candidate M. Pham, projected completion 2020). 2. Regional accreditation in higher education: From compliance to commitment (committee chair,

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Doctorate in Education in Educational Leadership Candidate C. Requa, projected completion 2020).

3. Asian American community college presidents: An AsianCrit analysis of their approaches to leadership (committee chair, Doctorate in Education in Educational Leadership Candidate J. Hu, 2019).

2. Hamline University, Graduate-Level Capstone and Dissertation Chair and Committee Membership (2010-2017) for the following programs in the School of Education: (a) Doctorate in Educational Leadership, (b) Master of Arts in Education, (c) Master of Arts in Environmental & Global Education, (d) Master of Arts in English as a Second Language Education, (e) Master of Arts in Literacy Education, and (f) Master of Arts in Teaching. Titles of projects supervised:

1. How a small learning community informs the experiences of students in a school-within-a-school program (secondary reader, Doctorate in Educational Leadership Candidate E. Janey).

2. The impact of independent investigations on the engagement of elementary Spanish immersion students who are gifted and talented (primary adviser, Master of Arts in Education Candidate C. Suarez).

3. Integrating cultural studies into the first-grade Chinese immersion social studies curriculum (primary adviser, Master of Arts in Teaching Candidate Q. Qin).

4. Research-based PTSD curricular interventions for students with EBD and high incidents of homelessness and mobility (primary adviser, Master of Arts in Teaching Candidate J. Parkhurst).

5. Food cooperatives for environmental and social justice (primary adviser, Master of Arts in National Science and Environmental Education Candidate B. Larsen).

6. Differentiating the elementary reading curriculum using Gardner’s theory of multiple intelligences (primary adviser, Master of Arts in Teaching Candidate M. Schou).

7. How student-led goal-setting and self-monitoring improves self-efficacy among third-grade students at an international school in Eastern Europe (primary adviser, Master of Arts in Teaching Candidate J. Stoll).

8. Teaching MLA formatting and research using screen-casting technology: Resources for high school English teachers and students (primary adviser, Master of Arts in Teaching Candidate T. Dion).

9. Teaching health literacy to secondary students from underrepresented backgrounds: A model for advisory teachers (primary adviser- Master of Arts in Teaching Candidate A. Dmytrenko).

10. Food-waste reduction toolkits for environmental educators (primary adviser, Master of Arts in National Science and Environmental Education Candidate N. Lo).

11. How literature circles impact students’ use of critical questioning in a tenth-grade English classroom (primary adviser- Master of Arts in Teaching Candidate D. Brook).

12. One-to-one ipad usage and student engagement in a special-education classroom (primary adviser, Master of Arts in Teaching Candidate A. Brumbaugh).

13. How non-tenured public-school teachers describe their experience with mentoring programs (secondary adviser, Doctorate in Educational Leadership Candidate K. Palmen).

14. Strategies for increasing leisure reading among adolescent learners (primary adviser, Master of Arts in Teaching Candidate C. Scallon).

3. College of St. Mary, Graduate-Level Capstone Advising for Master of Science in Education Candidates in one of the following strands: (a) Assessment Leadership, or (b) English as a Second Language (2009-2010). Titles of projects supervised:

1. Nutritional values of elementary lunch programs in a rural district (chair, Master of Science in Education Candidate J. Hewitt).

2. Inclusion of learners with special needs and English language learners in the mainstream classroom: Perceptions of elementary school teachers (chair, Master of Science in Education Candidate S. Riggins).

3. Examining the efficacy of a phonics-based school for readers who are struggling (chair, Master of Science in Education Candidate S. Frisbie).

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4. Investigating the efficacy of standards-based grading in an elementary math classroom (chair, Master of Science in Education Candidate K. Borstein).

5. Preparing mainstream teachers to meet the needs of English language learners (chair, Master of Science in Education Candidates M. Kaminski and C. Phipps).

6. The design and development of an ESL program for rural Iowa schools (chair, Master of Science in Education Candidate C. Ahern).

7. The role of a daycare in preparing children with kindergarten readiness skills: Perspectives from teachers and parents (chair, Master of Science in Education Candidates L. Henry and K. Wordekemper).

8. Genderblind? Male high school students, their female teachers, and educational opportunities (chair, Master of Science in Education Candidate C. Stolinski).

F. SELECT PANELS & WORKSHOPS 1. Invited community expert for Never again: Reflections on the mass incarceration of Japanese Americans

during World War II panel (01/2020). National Endowment for the Arts Big Reads. Des Moines, WA.

2. Dismantling whiteness in higher education (05/2018 & 01/2018). Workshop for the Washington Community and Technical Colleges Faculty of Color Mentoring Retreat. Tacoma, WA.

3. Invited panelist for Administrators of Color panel (01/2018). Workshop for the Washington Community and Technical Colleges Faculty of Color Mentoring Retreat. Tacoma, WA.

4. Invited facilitator for Aspiring and current Asian Pacific American teachers in Minnesota (02/2016). The

Coalition to Increase Teachers of Color and American Indian Teachers in Minnesota’s Conference for Aspiring and Current Teachers. St. Paul, MN.

5. Cunningham, M., Endo, R., RB-Banks, Y., & Spies, P. (04/2015). The Coalition to Increase Teachers of Color and American Indian Teachers in Minnesota Schools: A call to action. Presentation at the Minnesota Associated Colleges for Teacher Education. Plymouth, MN.

6. Invited community-activist panelist for the state of Ethnic Studies in Minnesota’s K-12 schools and higher education panel discussion (02/2016). Minnesota Educational Equity Partnerships Annual Conference: Minnesota’s Pathway Forward (Deepening Racial Equity in Education). Minneapolis, MN.

7. Invited facilitator for Teacher preparation programs with a special focus on increasing teachers of color session (02/2016). The Coalition to Increase Teachers of Color and American Indian Teachers in Minnesota’s Increasing Teacher Diversity in Minnesota: An Ongoing Community Conversation and Call to Action Conference. Minneapolis, MN.

8. Department-chair representative (04/2015) for pre-conference institute for incoming chairs and directors. Association for Asian American Studies Annual Meeting. Evanston, IL.

9. Negotiating and responding to micro-aggressions: Tips for new classroom teachers (11/2013). Workshop for graduate and undergraduate initial-licensure candidates, Hamline University. St. Paul, MN.

10. Copyright and fair use: What do faculty need to know? (09/2013). Faculty facilitator with Ms. E. Wantz, Law School Librarian, Center for Teaching and Learning Faculty Development Workshop, Hamline University. St. Paul, MN.

11. We were first generation too: Faculty and staff panel on affirming the first-generation experiences (03/2013). Invited faculty panelist for Hamline University’s Committee for First-Generation Students. St. Paul, MN.

12. Academic success: Transitioning from high school to college (08/2013; 08/2012). Invited faculty mentor for Hamline University’s Hedgeman Center for Diversity Initiatives and Programs institute for first-year students of color. St. Paul, MN.

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13. Endo, R. (07/2012). Evaluating and selecting culturally sensitive multicultural children’s literature for inclusive K-6 classrooms. Conference workshop for Hamline University Summer Literacy Institute on Theme Rethinking Literacy. Hamline University. St. Paul, MN.

14. Conversations with first-generation college students panel series (2012). With Prof. G. Rose, English

Department. University-wide workshop at Hamline University (co-sponsored by the Committee for First-Generation College Students and Staff Diversity Development Initiative). St. Paul, MN.

15. Teaching English equals imperialism? (04/2012). Invited panelist for School of Education/Twin Cities

Save the Kids. St. Paul, MN.

16. The teacher's role in facilitating difficult conversations about discrimination in the classroom (12/2011). Workshop for initial-licensure candidates, Hamline University. St. Paul, MN.

17. Negotiating college and navigating success (2011-2016). Invited faculty keynote for Hamline University Piper Previews Orientation, specially designated event for incoming first-generation college students and their families (co-sponsored by the Committee for First-Generation College Students and Staff Diversity Development Initiative). St. Paul, MN.

18. Racial profiling, segregation, and Japanese Americans: Collective memories from World War II (04/2010). Invited speaker for the College of St. Mary’s Great Conversations with author Jamie Ford. Omaha, NE.

19. Teaching Asian American children and youth: Beyond understanding cultural differences (03/2010 and also 06/2004, 03/2004, 06/2003, 04/2003). Invited workshop facilitator for K-12 teachers at the University of Nebraska at Omaha. Omaha, NE.

20. No Tegrity, no problem: Using the ANGEL online learning platform to archive class presentations (08/2009). Workshop Co-Presenter, with Mr. M. Steinbrink, Reference Librarian. Professional Development Workshop for College of St. Mary’s Faculty In-Service. Omaha, NE.

21. The story of us: Women (of color) making HERstory (07/2009). Invited Keynote Speaker for the College of St. Mary’s Doctoral and Master’s Alumni Leadership Network for Women. Omaha, NE.

22. The multiple contexts of Shin Nisei education (03/2009). Public presentation for the Asian American Studies Program’s Asian Pacific American Heritage Month Series, University of Illinois at Urbana-Champaign. Urbana, IL.

23. Leadership for social justice (11/2004). Invited Keynote Speaker for the University of Nebraska at Omaha’s Golden Key International Honour Society Induction Ceremony for New Members. Omaha, NE.

24. Dialogue on diversity workshop (11/2004). Co-facilitator with Prof. P. McNamara, Director of Omaha’s Anti-Hate Project. Special event/employee training on diversity in commemoration of The National Park Service’s Black History Month. Omaha, NE.

25. Cross-cultural communication in educational settings (04/2004). University-wide workshop, co-facilitated with Prof. W. Austin, Associate Professor and Chair of the Diversity Committee, Teacher Education Department, University of Nebraska at Omaha. Omaha, NE.

26. Including Asian Americans in public-library services (04/2004). Invited community expert for Omaha Public Library’s Staff Diversity Day. Omaha, NE.

27. Multicultural issues in K-16 education (04/2004). University-wide workshop, Co-facilitated with Ms. M. Govan. Omaha, NE.

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G. SELECT SERVICE

Part 1: External Service A. Academic/Professional Organizations 1. National Association for Multicultural Education:

a. Membership Committee, appointed by the NAME President (2017-2018). b. Nominations and Elections Committee, appointed by the NAME President (2015-2017;

Committee Co-Chair 2015-2016).

2. Conference Planning Committee Member, Association for Asian American Studies 2016 Conference in Orlando, Florida (2015-2016).

3. Member of the Board of Directors, Minnesota Chapter of the National Association for Multicultural Education (2013-2014). MN-NAME is a non-profit organization comprised of educators, activists, parents, non-profit folks, and others committed to equity, social justice, and multicultural education.

a. Conference organizer/planner for 2014, 2013 annual conferences on “Insisting on Equity.” b. Website manager.

4. Multicultural Education Advisory Council Member, Pearson Higher Education’s Teacher Education

Division (2009-2016).

5. Member, Mentoring Initiative for Emerging and New Scholars, National Association for Multicultural Education (2010-2014).

6. Treasurer, Membership Coordinator, and Executive Board Member (Elected), American Educational Research Association’s Research on the Education of Asian and Pacific Americans SIG (2011-2013). Major contributions during term included the following:

a. Awards Coordinator for Distinguished Scholar Award and Outstanding Dissertation awards (2012-2013). Created encrypted online management system and standard rubrics.

b. Lead Coordinator for the SIG’s Mentoring Program (2011-2013). i. Created a 3-tiered mentoring program to match graduate/undergraduate students, junior

faculty, and senior faculty in working groups to discuss scholarship, teaching, and work-life balance; included developing online platform and procedures to maximize productive interactions.

ii. Worked with executive board to coordinate events to maximize collaborative research and networking opportunities among membership.

c. Reviewer for Distinguished Scholar, Outstanding Dissertation Award, and Outstanding Paper Award (2012, 2011).

d. Travel Funding Subcommittee Member (2013, 2012, 2007). B. Community Organizations 1. Community Mentor, Palmers Scholars of Tacoma (2019-present). Mentors are community members who

mentor and support first-generation students of color from high school through college completion.

2. Member, Research Collaborative Team, Minnesota Education Equity Partnership: Advancing Race, Equity, and Excellence (2015-2017).

3. Member (Teacher Education Representative), Coalition Building and Development/Financial Segment Teams, Coalition to Increase Teachers of Color and American Indian Teachers in Minnesota (2016-2017).

4. Member of the Board of Directors, Shades of Yellow, St. Paul, MN (2013-2014). SOY is a Hmong LGBTQ nonprofit organization that works to provide support, education, advocacy, and leadership

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development to Hmong LGBTQ individuals and allies. a. Served on the Development, Grant-Writing, and Hiring committees.

5. Member of the Board of Directors, Asian Media Access, Minneapolis, MN (2013-2015). AMA is a

comprehensive, media-based community advocacy organization. It believes the media arts and information-technology will empower all of us with critical thinking and promote good citizenship—especially important as we prepare young people to be tomorrow’s leaders.

b. Advisory Member of Education, Fund-raising, and Outreach committees.

6. Steering Committee Member, Asian Pacific Day on the Capitol Planning Team, Council on Asian Pacific Minnesotans (2012).

7. Member of Board of Directors (Vice-President of Membership), Japanese American Citizens League Omaha Chapter (2004-2005, 2007-2010). The JACL is the oldest and largest Asian American civil rights organization in the United States. It monitors and responds to issues that enhance or threaten the civil and human rights of all Americans, and implements strategies to effect positive social change, particularly to the Asian Pacific American community.

a. Scholarship Committee Chair, 2004-2005, 2007-2010.

C. Community Service to Higher Education and PK-12 Education 1. External Reviewer for 27-Month Program Evaluation for Northwest University’s Teacher Education

Program, State of Washington’s Professional Educators Standards Board Review Team (2020).

2. Advisory Board Member, Washington State Community and Technical College’s Cross-Institutional Faculty of Color Mentoring Program (2018-present). Responsible for co-planning 3 quarterly retreats and mentoring program each academic year.

3. Minnesota Private Council Representative for the Every Student Succeeds Act (ESSA) Educator Quality Committee of the Minnesota Department of Education Commissioner (2016-2017).

4. Discussant, East Metro Integration District 6067 (voluntary integration district between St. Paul Public

Schools and 9 suburban districts in the eastern Twin Cities Metro Area) 2011-2012 Collaborative Inquiry Program (CIP) Research Symposium for K-12 Teachers (08/2012). This rigorous 15-month program for K-12 teachers linked essential concepts of educational equity, inter-cultural competence, action research, professional learning communities, critical reflection, and formative assessment to improve instruction. Reviewed 5 action-research team projects created by 20 classroom teachers:

a. Building culturally and linguistically engaging English-language learner activities to support Latino students and their families through innovative practices in family literacy.

b. Fostering an equity mindset in the classroom: Shifting from neutral to drive. c. Improving communication and school performance. d. Objectives and standards-based grading in the sheltered content classroom. e. Project Connection.

5. Member/Hamline University Representative, Twin Cities Teachers Collaborative Assessment and

Accountability Segment Team (2011-2012).

6. External Adviser for St. Paul Federation of Teachers experimental license-to-license ABS (MN Rule 8710.5050: Teachers of Special Education- Academic and Behavioral Strategist) Experimental Residency Program, an additional-licensure program for unemployed/underemployed St. Paul Public School teachers.

a. Served on the following subcommittees: Advisory, Curriculum Design/Writing, Evaluation, Professional Development, and Program Design (2010-2012).

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D. Select Editorial & Peer-Reviewing Activities 1. Editorial Board, Children’s Literature in Education: An International Quarterly (2017-Present).

a. Manuscript Reviewer (2007-Present).

2. Editorial Board, Bilingual Research Journal (2019-2021). a. Manuscript Reviewer (2013-Present).

3. Manuscript Reviewer, Journal of Language, Identity and Education (2017-present).

4. Manuscript Reviewer, Teacher Education Quarterly (2015-present).

5. Manuscript Reviewer, Teachers College Record (2014-present).

6. Manuscript Reviewer, Educational Studies (2014-present).

7. Manuscript Reviewer, Multicultural Perspectives (2013-present).

8. Manuscript Reviewer, International Journal of Multicultural Education (2007-Present).

9. Manuscript Reviewer, Peace Studies Journal (2012-2013).

10. Manuscript Reviewer, Journal of Educational Controversy (2011-Present).

11. Manuscript Reviewer, International Journal of Learning, Teaching and Educational Research (2015-

present).

12. Invited Manuscript Reviewer, Journal for Southeast Asian American Education and Advancement Special Issue: 50th Anniversary of the Model-Minority Stereotype (2016).

13. Editorial Board Member, Journal for Critical Urban Education (2011-2014).

14. Book proposal reviewer for Routledge (2014-present).

15. Conference Proposal Reviewer, Pacific Consortium Circle International Conference (2018).

16. Conference Proposal Reviewer, Association for Asian American Studies Annual Conference (2015-present).

17. Conference Proposal Reviewer, American Educational Research Association’s Annual Conference (2006-present). Reviewed proposals for the following divisions and SIGs:

a. Committee for Scholars of Color in Education. b. Division B/Curriculum Studies. c. Division G/Social Contexts in Education. d. Division J/Postsecondary Education. e. Division K/Teaching and Teacher Education. f. Scholars and Advocates for Gender Equity. g. SIG Critical Educators for Social Justice. h. SIG Critical Examination of Race, Ethnicity, Class, and Gender. i. SIG Critical Issues in Curriculum and Cultural Studies. j. SIG Media, Culture, and Curriculum. k. SIG Multicultural/Multiethnic Education: Theory, Research, and Practice. l. SIG National Assessment of Educational Progress Studies. m. SIG Postcolonial Studies in Education.

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n. SIG Research on the Education of Asian and Pacific Americans. o. SIG Research on Women in Education.

18. Chair (work with team of reviewers, and serve as a tie-breaker to accept or reject) and Conference

Proposal Reviewer for the National Association for Multicultural Education (2010-present) in the following strands:

a. Critical Race Studies/Racism/Anti-Racism (Chair). b. Culturally Relevant Pedagogy/Critical Pedagogy. c. Teacher Education/Professional Development/Teachers. d. Urban Teacher Education.

19. Conference Proposal Reviewer for the National Association for Bilingual Education (2007-2008).

20. Conference Proposal Reviewer for the University of Illinois at Urbana-Champaign APAGSO Conference

(2005).

D. External Reviewer for Promotion & Tenure Institutions: City University of New York, Denison University, Millikin University, University of Massachusetts at Lowell, and University of North Carolina at Charlotte. Part 2: University Committees & Service A. University of Washington Tacoma 1. Search Co-Chair, Inaugural Dean of the School of Social Work & Criminal Justice (2019-2020).

2. Internal Reviewer, Asian American and Native American Pacific Islander Serving Institution Program

(2019).

3. Member, Center for Equity and Inclusion Race and Equity Institute Steering Committee (2018-2019).

4. Member, Carnegie Community Engagement Classification Assessment and Evaluation Working Group (2018).

5. Member, Community & Technical Colleges and K-12 Partnerships Committee (2017-present).

6. Advisory Board Member, Office of Community Engagement Council (2017-present).

7. Ex-Officio Member, Doctorate of Educational Leadership Faculty Council (2017-present).

8. Member, Executive Budget Committee (2017-2018).

9. Member, Learning and Retention Council (2017-2018).

B. Hamline University 1. Founding Member, Committee for First-Generation College Students (2012-2017).

a. Working group of faculty and staff who are committed to raise awareness of the experiences and needs of first-generation college students through sponsored university events.

2. Member, Hamline School of Education Recruitment & Retention of Diverse Candidates Committee

(2015-2017).

3. Search Committee Member, 2016-2017 Assistant Professor of Elementary Literacy Education Faculty Position (2016).

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4. Search Committee Chair, 2014-2015 Assistant Professor of Learning Sciences Faculty Position (2014).

5. Ex-Officio Member, Hamline School of Education Advisory Board, Appointed by the Dean (2013-2017).

6. Member, Center for Teaching & Learning Faculty Leadership Advisory Board, Appointed by the Provost (2013-2016).

7. Member, Diversity Integration Standing Committee and Faculty Council Liaison, Appointed by the President (2012-2014).

b. Served as faculty reviewer (2013, 2014) for Diversity Research Grant applications, and member of Faculty Development subcommittee (2013-2017).

8. Faculty Facilitator, Hamline University Diversity Reading Group on Ethnicity/Race in the Workplace for SDDI (Staff Diversity Development Initiative) (2014-2015).

9. Co-Chair and Founder of Hamline School of Education Special Education Advisory Board (2012-2017). The group converted Hamline’s Autism Spectrum Disorders Certificate Program into a Minnesota B-21 (birth to age 21) license, and also developed a new K-12 license in Core Skills for Teachers of Special Education. Programs were fully approved by the Minnesota Board of Teaching and Minnesota Department of Education on April 18, 2013.

1. New courses aligned with the revised (2012) Minnesota Department of Education content-area standards in Autism Spectrum Disorders (Minnesota Rule 8710.5850) and Core Skills for Teachers of Special Education (Minnesota Rule 8710.5000).

2. Responsible for writing and submitting approval applications to the Minnesota Board of Teaching/Department of Education, Minnesota Office of Higher Education, and Higher Learning Commission (regional accreditor).

3. Served as a lead curriculum writer, worked with team of directors of special education, B-21(birth to age 21) teachers, and resource specialists on course revisions including developing a scope-and-sequence plan for a new additional license in Special Education.

10. Core Faculty Reviewer for Master of Arts in Teaching Synthesis Papers for Induction Series Teacher

Candidates in the Culture and Teaching Strand- 15 candidates total (autumn 2012).

11. Member, Culturally Responsive Pedagogy Faculty Taskforce, School of Education (2011-2016). a. With other adjunct/core faculty and with input from students, developed common

assessments/rubrics across all sections of required licensure courses pertaining to diversity and human relations.

b. Designed and implemented faculty-development opportunities to support integration of culturally responsive pedagogy in licensure coursework.

12. Member and School of Education Representative, Faculty Council (2011-2012). a. Served on the Faculty Council’s Institutional Relations Committee; charged with following up

and making recommendations on the discrimination/sexual-harassment policy; issues pertaining to intellectual property; and campus-climate survey.

b. Served on the Faculty Handbook Taskforce.

13. Chair, Academic Program Review Committee for Master of Arts in Teaching and Undergraduate Teacher Education Programs (appointed by the Dean and Vice President for Academic & Student Affairs); also served as the lead report writer (2010-2011).

14. Member, Program-Level Revision Committees (2010-2017): a. Additional Licensure Program Faculty Lead: alignment and revision committee (2012-2015). b. Alignment Subcommittee: merging requirements for initial-licensure graduate and undergraduate

programs (2010-present).

Endo CV

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c. Master of Arts in Teaching Induction Series- Culture/Teaching and Literacy strands (2011-2014). d. Urban Teaching Certificate (2010-2013).

15. Search Committee Chair, English as a Second Language Licensure Adviser Staff Position (2011).

16. Search Committee Chair, Receptionist and Administrative Assistant Staff Position (2011).

17. Search Committee Chair, Urban Education Assistant Professor Faculty Position (2011).

18. Member, School of Education’s NCATE (National Council for the Accreditation of Teacher Education)

Standard 2 (Assessment & Evaluation) and Standard 5 (Faculty Qualifications) committees (2011-2012).

19. Lead Coordinator/Planner, School of Education’s Data and Reflection Day for Faculty and Staff (2011).

20. Founding Member, School of Education’s Appeals Committee (formerly called the Student Progress & Grievance Committee) (2011-2015); served as Interim Chair in 2013-2014 & 2011-2012.

21. Chair, School of Education’s Academic Assessment Committee (2010-2011). C. College of St. Mary 1. Teacher Education Department Advisory Committee (2009-2010).

2. Great Conversations Planning Committee (2009-2010). D. University of Nebraska at Omaha 1. Member, Chancellor’s Commission on Multicultural Affairs (2003-2004).

2. Member, Vice-Chancellor’s Leadership Council (2003-2004).

3. Member, Cultural Awareness Programs Committee (2003-2004).

4. Advisory Board Member, University Honors Program (2003-2004).