Position:

Assistant Provost for Faculty Affairs, Development, and Diversity

Contact Information:

sstorms@paloaltou.edu

Education:

Ed.D.,University of Massachusetts, Social Justice Education

M.Ed., Kent State University, Community Counseling

B.A., Kent State University, Psychology

Biography:

Dr. Stephanie Storms is an Assistant Provost for Faculty Affairs, Development, & Diversity at Palo Alto University. She received an Ed.D. in Social Justice Education from the University of Massachusetts, a M.Ed. in Community Counseling, and a BA in Psychology from Kent State University. Her research interests include educational outcomes of social justice education, social justice issues in faculty mentoring and peer evaluation, and assessing students’ readiness for social action engagement. Stephanie has published articles, book chapters, and co-edited two books in 2020 titled, Breaking down silos for equity, diversity, and inclusion: Teaching and collaboration across disciplines and Teaching through challenges for equity, diversity, and inclusion. Dr. Storms is a former board member of the National Association for Multicultural Education and a former member of the Connecticut State Advisory Committee to the United States Commission on Civil Rights. In June 2021, the National Coalition of 100 Black Women – New Haven Metropolitan Chapter, selected Dr. Storms for the Candace Education Leadership Award for her work in promoting educational equity.

Areas of Interest:

Social Justice Education, Faculty Development, Scholarship of Teaching and Learning, Assessment

Selected Publications:

Bookwala, J., Falk, M., Hemming, J., Storms, S., & Wu, B. (2023). Peer review of teaching: Should it be the gold standard? The ACAD Leader, https://acad.org/newsletter_issue/current-issue/

Berrett-Abebe, J., Reed, S. C., & Burrell Storms, S. (2023). Counternarratives: An Antiracist Approach in Social Work Education, Practice, and Research. Social Work, 68(2), 122-130.

Shamash, E. R., Berrett-Abebe, J., Smith, L., Storms, S., Regan, M., Novella, J., ... & Martin, A. (2023). The value of process in racial equity work: Reflections from a faculty learning community. To Improve the Academy: A Journal of Educational Development, 42(1).

Burrell Storms, S. (2021). “You need to be more social:” Addressing controlling images of Black women in tenure dossiers. In V. Chhun & R. Endo. Experiences of racialization in predominantly white institutions: Critical reflections on inclusion in the academy. New York: Routledge.

Burrell Storms, S., Donovan, S. K., & Williams, T. P. (Eds.) (2020). Breaking down silos for equity, diversity, and inclusion (EDI): Teaching and collaboration across disciplines, Lanham, MD: Rowman & Littlefield

Burrell Storms, S., Donovan, S. K., & Williams, T. P. (Eds.) (2020). Teaching through challenges for equity, diversity, and inclusion (EDI), Lanham, MD: Rowman & Littlefield

Burrell Storms, S., Calderwood, P., & Quan, M. (2017). Reflections on student learning and discernment in a service learning course. International Journal of Research on Service-Learning in Teacher Education, 5, 1-16.

Bender, M & Burrell Storms, S. (2017). “We ain’t come over here for that!”: Critical moments in racial identity development while learning and serving in Tanzania. Journal of Multicultural Affairs, 2(2), 1-19.

Hartwell, E., Kirsten, Donohue, S., Greene, R., Burrell Storms, S., & Williams, T. (2017). Breaking down silos: Teaching equity, diversity, and inclusion across the disciplines, Humboldt Journal of Social Relations, 1(39), 143 – 162.