Cohort 19

Nabatah Ahmed is from the San Francisco Bay Area. She is a passionate and equity-driven education professional with over a decade of experience supporting BIPOC students and families in California's public school system. She currently serves as a Family Engagement and Equity Specialist in the Berkeley Unified School District, where she fosters inclusive school environments by building authentic partnerships between schools, families, and communities. Nabatah’s leadership is rooted in culturally responsive practices, systems thinking, and advocacy for equitable resource distribution.

Holding a Master’s degree in Education from San Francisco State University and a B.A. in Human Development from CSU East Bay, Nabatah also brings a strong foundation in child development, health, and wellness, with certifications that deepen her commitment to holistic student and family support. She has served as a School Site Council member and Equity Committee leader, where she collaborated with administrators and stakeholders to dismantle systemic barriers and improve school policy through data-driven decision-making.

Through her bilingual skills as an Arabic interpreter and translator, Nabatah ensures multilingual families are fully included in their children's education. Her deep belief in the power of family voice as a lever for school improvement has led her to design and lead empowering workshops, professional development sessions, and community events that affirm and celebrate diverse cultural identities.

Nabatah’s goal is to complete her Ed.D. in Educational Leadership at San Francisco State University, where she will continue researching equitable family engagement practices in California public schools. Her long-term vision is to serve as an educational leader who transforms systems to be more inclusive, culturally affirming, and responsive to the communities she serves.

Outside of her professional work, Nabatah is a proud mother and an avid half-marathon runner. She has traveled across Northern California to complete numerous races, drawing strength, discipline, and resilience from the sport, qualities that also shape her approach to leadership and community advocacy.

Dalileh Alaei is an educator and community leader with a strong commitment to equity, cultural preservation, and student empowerment. She currently serves as a full-time chemistry instructor at Contra Costa College, where she engages a diverse student body through inclusive and hands-on teaching practices. With over eight years of experience teaching in Bay Area community colleges, Dalileh has consistently supported student success both inside and outside the classroom.

She holds a master’s degree in chemistry and is pursuing an Ed.D. in Educational Leadership at San Francisco State University, beginning in Fall 2025. Her research interests include access and equity in STEM education, culturally responsive pedagogy, and community-based educational initiatives.

In addition to her work in higher education, Dalileh is the founder and director of Borna Farsi School, a nonprofit organization dedicated to teaching the Persian language and culture to children and families in the Bay Area. She also serves as co-chair of the Planning Committee at Contra Costa College, contributing to institutional development and program review.

Dalileh’s educational and leadership journey is deeply rooted in her values of service, advocacy, and creating inclusive learning environments for all students.

Alicia Baires Rios (she/her/ella) was born in El Salvador and raised in West Oakland, California, where she has lived since the age of one. With over 20 years of experience as a preschool teacher, Alicia has dedicated her life to nurturing young children, especially those growing up in underserved communities like the one she came from. Her work in early childhood education is rooted in a deep desire to be the teacher she wished she had as a child—a guiding and supportive presence for children facing adversity.

Although Alicia does not have children of her own due to medical reasons, this has only fueled her passion for child development and education. She has completed over 30 units in Early Childhood Education from community college and earned both her Bachelor’s and Master’s degrees in Education, with a concentration in Early Childhood, from San Francisco State University.

Alicia is an enthusiastic traveler and food lover who has explored several countries across Europe, as well as parts of North, Central, and South America. Her culinary curiosity is matched by her wanderlust—she hopes to one day visit Asia and Africa, with Thailand and Egypt topping her list. In her downtime, she enjoys spending time with her family and binge-watching her favorite sci-fi and horror series, including Star Trek and just about anything involving zombies.

In recent years, Alicia has faced medical challenges that have required her to rethink her role in the classroom, including two significant falls that pushed her to recalibrate how she teaches. While she would love to remain in the classroom indefinitely, she is also exploring new ways to continue her impact in the field of education.

Alicia remains deeply committed to supporting the children of West Oakland and believes in giving back through service, mentorship, and leadership. Her life's work reflects a powerful mission: to be a transformative force in the lives of children and to create the kind of classroom—and community—where every child feels valued, seen, and capable.

Joshua Bonse-Davis is a third-generation San Francisco native who, before beginning his professional and academic career at San Francisco State University, was a three-sport varsity athlete. For his athletic performance, academic achievement, and school leadership, Joshua earned the National Football Foundation and College Hall of Fame scholarship and was presented with offers from universities to continue playing football at the collegiate level. However, Joshua declined to pursue these scholarship offers as he prioritized providing full-time care for his disabled veteran parents—including his father who was a combat-wounded Vietnam veteran that ultimately passed from service-connected afflictions. These events catalyzed Joshua's ambitions that his purpose in life was oriented towards service to others by providing tangible professional and philanthropic contributions. With steadfast resolve, Joshua has effectuated this by serving the military community within academia whilst also coaching and mentoring high school athletes. 

In pursuing professional avenues of public service, Joshua has worked for San Francisco State University across two departments. He began while contracted through the Department of Veterans Affairs where he worked in the SF State Veterans Office as an educational benefits specialist—counseling the university's military community, processing veteran's benefits, and facilitating students' pursuits of academic endeavors. Upon completing his contract with the VA, Joshua transitioned to the university's office of Student Affairs and Enrollment Management to serve students more broadly. Among his responsibilities, Joshua programs AI for outreach campaigns and utilizes data to assist with tracking student yield and retention metrics to facilitate resource allocation. Concurrent with these duties, Joshua simultaneously serves as an interdepartmental liaison with SFSU's Veterans Office due to his veteran's educational benefits specializations and passion for serving this community. 

Across his academic career at San Francisco State University, Joshua has earned a Bachelor of Science in International Business, a Master of Education: Special Interest Concentration—focusing his research on the political economy of the field of education—as well as a Master of Business Administration. While obtaining his MBA, Joshua concurrently earned graduate certificates in Business Ethics and Compliance, Sustainable Business, and International Business and Global Leadership. In his academic pursuit, Joshua was awarded San Francisco State University's 2023 Graduate Distinguished Achievement Award for Academic Excellence whilst simultaneously earning membership to the prestigious Beta Gamma Sigma International Honors Society.

In conjunction with his professional and academic pursuits, his emphasis on community service has lead Joshua to serve as vice president for the SF State Chapter of Net Impact—a program dedicated to empowering the next generation of MBA professionals with the acumen and skills to drive social and environmental change throughout their careers, as vice president of external affairs for SF State’s Veterans Club, and as a volunteer football coach at his alma mater Abraham Lincoln High School where he has helped student-athletes achieve their maximum athletic and academic potential through mentorship and by fostering a positive team environment conducive to achieving success on and off the field. 

Melanie Valino-Bauzon is an accomplished youth workforce development specialist, parent advocate, and community leader from San Francisco with over 15 years of experience empowering youth, especially those with disabilities, in the K-12 public school system, non-profit sector, and community organizations. She holds a Master’s in Special Education and has dedicated significant time volunteering with the San Francisco Unified School District’s Community Advisory Committee for Special Education, where she proudly serves as Secretary and Board Member, advocating for inclusive practices and equitable access for neurodivergent students and families.

Melanie currently serves as the High School Bridge Manager at the University of California, San Francisco, where she leads UCSF’s first-ever youth allied pathway program for San Francisco high school students, expanding access to healthcare career pathways and connecting education with workforce opportunities for the city’s most vulnerable communities. Over the years, she has built strong partnerships with schools, community organizations, and city agencies, resulting in hundreds of successful work-based learning placements across diverse career sectors.

Deeply committed to dismantling systemic barriers and championing equity, Melanie continues to foster inclusion, accessibility, and innovative workforce development strategies that holistically support young people and their families in building meaningful, sustainable futures.

Kaycee Hasan is a Bay Area native, proudly raised in East Oakland, California. She earned her bachelor’s degree in African American Studies and Social Welfare from the University of California, Berkeley, and went on to obtain her Master of Social Work from the University of Southern California.

With over 15 years of experience in education and mental health, Kaycee has dedicated her career to creating affirming, healing-centered spaces for youth, families, and the adults who serve them. She is passionate about supporting educators in reaching their full capacity to serve young people and families with intentionality, empathy, and cultural responsiveness.

Kaycee is a Licensed Clinical Social Worker and currently works full-time within Oakland Unified School District by way of a EBAYC, where she provides school-based mental health services and trauma-informed care. Her approach is grounded in the belief that all youth and families deserve to be supported by professionals who see them as whole people - honoring their lived experiences, identities, and inherent strengths as they pursue their goals.

Kaycee is a proud member of Delta Sigma Theta Sorority, Inc., an organization committed to public service and social justice. Outside of her professional work, she enjoys cooking, hiking, and spending quality time with friends and her little fur babies.

Bridgett A. Hernandez (she/her/ella) is a dedicated High School Counselor. Born and raised in South San Francisco, California, Bridgett has the honor and privilege of serving her community at her alma mater. 

Bridgett earned her Bachelor of Arts in Psychology with a minor in Leadership Studies at Dominican University of California and her Master of Arts in Counseling Psychology with an emphasis in School Counseling from the University of San Francisco. Bridgett is passionate about providing a comprehensive developmental program based on students’ unique needs. She is committed to preparing and supporting students’ academics, college, career, and social-emotional development and goals through advocating, education, and empowering. She takes great pride in connecting with and embodying the diverse community she serves. 

Bridgett is eager to embark in this next endeavor and hopes to continue to learn the tools and skills needed to promote equity in education and access for all students. She is especially passionate about continuing her research in the sense of belonging and the unique experiences of BIPOC students. 

Bridgett is the daughter of Salvadoran immigrant parents and is proud to be a first-generation doctoral candidate.

Karmela Herrera Billones has worked in and for public schools for nearly twenty years in New York City. There she had the opportunity to serve as a teacher, instructional and leadership coach, and Director of Diversity, Equity, and Social Justice at NYC Outward Bound Schools, an educational nonprofit. 

Karmela and her family returned to San Francisco in 2023 so her children, Mateo and Amina, could be amongst educators and community organizations that center their identity and honor their ancestral knowledge.

Professionally, Karmela’s return to California has also marked a return to Ethnic Studies at the core of her work. As Director of Youth Education and Equity at the College of Ethnic Studies, Karmela led Ethnic Studies youth programming, supported community-engaged research, and fostered community partnerships. Currently, Karmela is a consultant with Community Responsive Education (CRE), a firm led by Dr. Allyson Tintiangco-Cubales, partnering with  school districts to design or reimagine Ethnic Studies frameworks, implementation plans, curriculum, and professional development. She is also a proud contributor to the Foundations and Futures, a digital Asian American and Pacific Islander multimedia textbook.  

As both a parent and an educator, Karmela has been transformed by the joy, brilliance, and resilience of students and teachers. And alongside that beauty, she also carries the heartbreak of witnessing and confronting injustice within the educational system. In resistance, and in hope, Karmela roots her work in the values and principles of Ethnic Studies, not only as an academic discipline, but as a lived and loving praxis of accountability, care, and collective liberation. 

In all pursuits, Karmela brings a deep commitment to justice, community responsive education, and equity-driven systems change.

Niki Kangas (they/them) is a proud Sacramentan with 20+ years of journalism, marketing, and communications experience, serving local arts and culture publications and brand strategy firms for the majority of their career. Kangas has had the honor of serving the Sacramento City Unified School District since 2021 in the Communications Office as the Community Engagement Manager. They have also been a teaching assistant at California State University, Sacramento in the College of Education. Kangas is an avid community volunteer. They served from 2021-2025 on the City of Sacramento Youth, Parks, and Community Enrichment Commission. In addition, they have volunteered as the Brand Experience expert for the grassroots political organization, Swing Left, and were a volunteer UX copywriter for the nonprofit, the Harvest Fund. They also volunteer as a program facilitator at the Sacramento LGBT Center.

Kangas obtained their Bachelor’s degree in Education, Career and Technical Studies, followed by a Master’s degree in Education, Gender Equity. Their research focused on gender and racialized disproportionalities in participation in outdoor adventure education, exploring how history, stereotypes, messaging, and media representation play a role in making women, transgender, gender fluid, gender non-conforming, and people of color often feel excluded in outdoor sports. They won the People’s Choice Award in the 2024 CSU-wide Grad Slam and presented their research at the 2025 Hawaii International Conference on Education. Kangas plans to continue working in TK-12 and higher education leadership. Their dissertation research will focus on the impacts of U.S. Immigration and Customs Enforcement (ICE) raids on TK-12 migrant students’ attendance and academic achievement in the Sacramento region. 

Kangas is happily married with four children and a cat, and enjoys traveling, art, playing guitar in The Ruby Woos, burlesque dancing, hiking, rock climbing, and running.

Katie Lam was born and raised in Sonoma County and works as the Administrative Assistant to the Dean of Curriculum and Educational Support Services at Santa Rosa Junior College. She supports curriculum, scheduling, faculty evaluations, and the college’s Lifelong Learning Program. She also serves as Communications Officer for the Classified Senate.

Katie holds multiple associate degrees from Santa Rosa Junior College, a B.A. in Anthropology from the University of California, Davis, and an M.A. in Curriculum, Teaching, and Learning from Sonoma State University. She is currently pursuing an Ed.D. in Educational Leadership at San Francisco State University, with research interests in media literacy, AI literacy, and equitable curriculum design.

Her approach to education is shaped by her participation in the Courageous Leaders Academy on Justice and Belonging, where she focused on ableism, audism, and linguistic justice. She also draws on more than 15 years of volunteer experience with the Girl Scouts, where she planned and led workshops and camps in subjects ranging from art and science to cooking and community building. She approaches her work with curiosity, collaboration, and a commitment to equity.

Outside of work, Katie enjoys spending time outdoors, playing music, and being with family, often combining all three. She also paints, creates, and is learning to play the piano.

Nour Loren (she/her) is the Director of Campus Case Management and the SAFE Place -- the confidential advocacy center for students navigating experiences of gendered violence at San Francisco State University. Nour has a deep passion for interrogating systems of violence that impact student access, well-being, and retention. Nour has a background in social work and community advocacy; consequently, much of her work is situated within an intersectional, student-centered, trauma-informed care approach.

Nour received her Bachelor of Arts in Sociology, Ethnic Studies and Gender Studies before obtaining her Master of Social Work degree from the University of Wisconsin-Madison. Nour is excited to focus her dissertation on implementing community care approaches within higher education to address gender and racial violence on American college campuses.

Christian Lozano Cuellar (he/him) is a higher education leader with over a decade of experience in student affairs, equity-driven programming, and operational coordination. His work is rooted in a deep commitment to building inclusive, community-centered spaces where individuals feel a strong sense of belonging and purpose.

He currently serves as Manager for Conference and Event Services at San Francisco State University within Housing, Dining, and Conference Services, part of the Division of Administration and Finance. In this role, he oversees centralized event operations, manages campus-wide scheduling through 25Live, and leads strategic planning around the use of instructional and auxiliary spaces. His portfolio also includes policy development, vendor relations, and fiscal planning—ensuring all efforts reflect SFSU’s values of equity, access, and service excellence.

Previously, Christian served as Director of Diversity, Student Equity, and Interfaith Programs at SFSU, where he led campus-wide initiatives advancing social justice, inclusion, and interfaith engagement. His professional background also includes roles at Long Beach State University, the University of Dayton, Calumet College of St. Joseph, and Indiana University, where he consistently championed practices that support historically marginalized communities.

Christian is currently pursuing a Doctorate in Educational Leadership at SFSU, where his research will focus on institutional equity, student success, and the inclusive implementation of policy. He holds a M.S.Ed. in Education and Health Sciences from the University of Dayton and a B.S. in Business Administration from Calumet College of St. Joseph.

Outside of his professional work, Christian enjoys spending quality time with family and friends. He has a deep love for music and dancing, and finds joy in traveling, exploring new places, and trying different cuisines. His beloved dog, Cali, often joins him on his adventures. Born in León, Guanajuato, Mexico, and raised in Indiana, Christian has proudly called California home since 2015.

Daina Lujan (she/her) is a Bay Area native with over twenty years of experience in the field of public education. She currently serves the field of education as the Director of Human Resources for the Jefferson Union High School District and as adjunct faculty for the San Mateo County Community College District. As an education leader, she is committed to ensuring all students have access to dedicated educators who reflect the student body population so that all students thrive. 

Daina holds a Bachelor of Arts in Liberal Studies, a Master of Arts in Elementary Education and a Master of Arts in Education Administration. All of Daina's degrees were earned at San Francisco State University (SFSU) and she is thrilled to be returning home to earn her EdD in Educational Leadership from SFSU. Go Gators! She is excited to have the opportunity to explore staffing shortages and sustainable solutions to the staffing shortages school districts face each hiring season for the benefit of all students, particularly marginalized students.

Daina is deeply committed to serving her community. She has served on a variety of boards and commissions, including school board trustee for nine years, PTA/PTSA Boards, and planning commission. She also volunteers regularly at her church. She is grateful to be embarking upon this journey with support from her husband and son. When she isn't working or studying, she enjoys time with her family, walking the dog, gardening, cooking and construction projects.

Jerell Maneja has dedicated thirteen years to secondary education, beginning his career at Milpitas High School as a science teacher in 2013 with the goal of helping students build scientific literacy and believe in their own potential to be scientists, regardless of background. In 2019, he transitioned into educational leadership as an Activities Director, where he championed student voice, inclusivity, and belonging through the mantra “Embraced as Individuals, Together as Trojans.” His leadership in student activities was recognized with the Bob Burton Spirit Award from the California Association of Directors of Activities for building an equity-centered program that utilized the OKR model and data-driven decision-making. In 2023, Jerell returned to his home community as Assistant Principal at El Camino High School in the South San Francisco Unified School District, where much of his work centers on MTSS, shifting and creating Tier 1 systems, and strengthening school culture under the guiding phrase “Cultivating Colts with Community.”

As a lifelong resident of South San Francisco and proud Filipino educator, Jerell is committed to breaking down barriers for students from disadvantaged backgrounds and fostering a school culture where every learner feels a sense of belonging, motivation, and self-belief. Through his doctoral studies at San Francisco State University—where he also earned his teaching credential in 2013—he hopes to deepen his ability to lead systemic change, promote whole-child development, and inspire communities to address inequities. Having presented at state and national conferences (CADA, CUE) on inclusive school culture and systems change, Jerell aspires to not only strengthen his home community, but also contribute to the development of future educators and leaders who are ready to prepare students for an ever-changing world.

Zahra Mojtahedi has over a decade of experience in higher education across the areas of strategic planning, institutional research, policy analysis, teaching, accreditation, and equity-focused institutional change. She currently serves as the Senior Planning and Research Analyst in the Office of Planning, Research, Innovation and Effectiveness (PRIE) at Skyline College, where she leads cross-functional projects that advance institutional effectiveness in collaboration with administrators, faculty, classified professionals, and students.

Zahra also teaches political science at multiple community colleges in the San Francisco Bay Area, regularly collaborating with faculty and students on curriculum redesign, pedagogical innovation, and faculty professional development, with a sustained focus on supporting equitable student access and success in higher education. Her personal commitment to strengthening educational institutions stems from her own K-12 academic experiences, and from having attended multiple community colleges before transferring to earn her bachelor’s degree.

She holds a Bachelor of Arts in Political Science from the University of California, Berkeley, and a Master of Public Policy from the University of California, Los Angeles.

Ilya M. Osovskiy (BA, English; MA, English; MA TESOL; Comp. Certificate; Reading Certificate, SFSU) is Assistant Professor of English as a Second Language at College of San Mateo. He has worked in education since 2014, starting as an Assistant Professor in 2024.

He believes in addressing the historical and systemic disparities that affect student success. He argues that equity in education means not only acknowledging these challenges but actively working to provide teachers with the resources, theory, and support to help under-served students survive and thrive in college as they work toward their goals.

His experience includes developing curricula that emphasizes critical thinking and self-directed learning, which are essential to student success, and he is a student of using technology to enhance learning, including online teaching platforms and computer-assisted language learning tools. He is enthusiastic about using these tools to create dynamic, interactive learning experiences that empower students to take ownership of their language learning.

Ilya seeks to bring a passion for collaboration and professional growth to the Ed.D. program. He is an active member of professional organizations like CATESOL and has presented research at numerous conferences to stay current in the field of L2 (second language) education. His Ed.D. interests include research into the teaching of college-level reading and writing and helping instructors meet student learning outcomes in teaching English as a second language.

He is excited to contribute to the program, network, and create a strong system of professional support and creativity that we can leverage to help students thrive.

Kimberly Padua grew up in Pacifica, CA and is currently an educator at Roosevelt Middle School in Oakland, CA. She earned her Bachelor of Science in Biological Sciences from the University of California, Irvine, followed by a teaching credential and a Master’s in Education with an emphasis in teaching. During her graduate studies, she focused on building relationships through student reflection as a way to strengthen connections in the classroom.

In 2019, Kim served as an Oakland Education Association Union representative during the Oakland Teacher Strike, advocating for teachers and students. She has also mentored pre-service teachers through the Exploratorium Teacher Institute, supporting the next generation of educators. With over a decade of experience in Oakland public schools, Kim has gained deep insight into the unique challenges faced by students from diverse backgrounds. She is now pursuing an applied doctorate in educational leadership to further develop her skills and drive positive change. Her ultimate goal is to become a teacher leader who fosters spaces where both teachers and students feel represented, promotes equity in education, and encourages open communication to address the needs of the school community.

Curtis is the Division Director of Justice Services at Felton Institute. Curtis is responsible for divisional oversight of Felton Institute Justice Services programs, e.g., Success Moving From: Incarceration, SMI, Reentry Engagement Program REP, Young Adult Court, YAC, Supporting Treatment and Reducing Recidivism, STARR) in Alameda County and San Francisco. Curtis’s divisional oversight also expands in other counties that include Crossroads to Hope, C2H and Behavioral Health Bridge Housing in Sonoma County, and Felton’s two Community Mobile Response Programs, e.g., Integrated Health Resource Team, IHART in Solano County and Angelo Quinto Community Response Team, AQCRT in Contra Costa County.
 

Before joining the Felton Institute, Curtis worked as a Residential Case Manager with Options Recovery Services and as a Reentry Consultant with Roots of Success. After earning his undergraduate degree in Sociology, Curtis was the Associate Student, Program Director of Project Rebound at San Francisco State University. Curtis went on to earn his master’s degree in public administration with emphasis on criminal justice & Public Policy.

Rayna Penning is an educator with 13 years of experience in the field. After beginning her career as a high school English teacher, Rayna spent nearly eight years as a Program Manager, and then a Program Director, for federally funded TRIO Upward Bound and Talent Search programs, serving over 1,000 low-income and first-generation students in grades 6-12 across Sonoma County. She is now back in the classroom full-time as a middle school English and elective teacher.

Rayna's professional philosophy is grounded in the belief that all students deserve an equitable, safe, fulfilling educational experience. Her areas of interest include culturally responsive pedagogies, curriculum design and reform, and the impact of teacher engagement on student outcomes. Rayna's experiences working in Title I schools and her childhood in California's Central Valley are integral to her continued dedication and passion for serving marginalized student populations.

Rayna holds a BA in Creative Writing, MA in English, and an additional MA in Education (Curriculum, Teaching, and Learning), as well as a Single-Subject Teaching Credential in English, from Sonoma State University. Outside of her professional interests, Rayna is a writer who enjoys spending time on the coast, trying new foods, and reading.

Angelica Posadas (she/her) is San Francisco born and bred, true and through! Loyal to her soil and the roots that raised her. Angelica is committed to providing a safe space for all San Francisco youth to engage in critical dialogue to become their true authentic self. Her work supports BIPOC students, educators, and school counselors, to highlight the importance of mental health and anti-racist practices. She is a Mama-scholar to Ava & Ayson whom she credits to being the best version of herself!

Jose Roa is a Career Advisor at the UC Davis Career Center, where he supports undergraduate students and recent alumni in Health and Biological Sciences, Engineering, and Physical Sciences career fields. He recently completed his Master of Science in Counseling with a specialization in Career Counseling and an emphasis in College Counseling at San Francisco State University. He also holds a Bachelor of Arts in Psychology with a concentration in Mental Health from Southern New Hampshire University.

A proud U.S. Army veteran, Jose brings over a decade of leadership, mentorship, and professional development experience to his work in higher education. He is deeply committed to advocating for veterans in higher education and advancing equity in student support services. Throughout his career, Jose has served diverse student populations—including first-generation, veteran, and international students—by guiding them through career exploration, job search strategies, and skill-building for lifelong success.

Jose is passionate about creating inclusive, student-centered career programs and mentoring systems that empower underrepresented communities. Outside of work, he enjoys spending time with his family and dogs, exploring the outdoors, and continuing his advocacy for veterans in post-secondary education.

Jonathan Song grew up in Pacifica, CA, Jonathan brings over 10 years of professional electrical engineering experience in a broad range of project types that include healthcare, industrial, and automotive work. In addition to his teaching duties at SFSU, Jonathan is currently a doctoral student in the Educational Leadership Program on campus.

Chris Trudell (he/him) serves as the Assistant Dean of Students at San Francisco State University, where he leads strategic initiatives across New Student Orientation, Student Activities & Events, and Campus Recreation, and university wide events/activities. With over a decade of experience in student affairs and academic affairs, Chris is known for building collaborative systems that foster student belonging, engagement, and holistic development.

His professional focus lies at the intersection of student success, organizational strategy, and innovation. He is particularly interested in how emerging technologies—such as AI—can be thoughtfully integrated into higher education to support equitable and student-centered practices.

Chris is currently pursuing his EdD, where his research explores the future of student engagement and the evolving role of institutional leadership in times of complexity and change. In addition to his campus role, he facilitates with the National Orientation Directors Association (NODA), supporting professional development for directors and mid-level managers nationwide.

Based in Oakland, Chris lives with his husband and their French bulldog, Ham. Outside of work, he finds inspiration in nature, travel, music, art, woodworking, and philosophy. He is excited to join this cohort and looks forward to contributing to and learning from a community of thoughtful, values-driven leaders.

Jessica Zambrano, MPA is a first-generation Mexican-American higher education leader with nearly a decade of progressive experience in student services and equity-focused support programs. Her journey in education began as a foster youth and high school dropout at age 16, later finding a second chance through Santa Rosa Junior College’s Gateway to College Academy. After completing her high school diploma, she pursued higher education while working full-time, ultimately earning a dual B.A. in Sociology (with distinction) and Criminology & Criminal Justice from Sonoma State University, followed by a Master of Public Administration and a Graduate Certificate in Public Policy from the University of Southern California Sol Price School of Public Policy.

At 19, Jessica became the youngest classified employee hired at SRJC, serving as an Admissions, Records, and Enrollment Specialist, where she supported students navigating the enrollment process. She later advanced to the role of Program Specialist for the Mathematics, Engineering, Science Achievement (MESA) Program, serving first-generation, economically disadvantaged STEM students. Today, she leads the MESA Program as Manager, where she oversees student-centered initiatives, builds community and industry partnerships, and champions efforts to increase access and success for underserved students.

Jessica is actively involved in both national and local organizations. She is a proud member of Lambda Theta Nu Sorority, Inc. and serves on the executive board of SRJC’s Latinx Faculty and Staff Association, where she contributes to the Latinx Graduate Celebration, Scholarship, and Fundraising committees. In addition, she participates in campus-wide Hispanic-Serving Institution (HSI) initiatives, including the HSI Task Force and the Student Equity Committee. Her professional vision is deeply informed by her personal journey of resilience and the community support that shaped her path.

Jessica seeks to apply evidence-based, transformational leadership to advance institutional policies and practices that expand educational opportunity for underserved students. Grounded in her lived experiences with poverty, housing insecurity, foster care, and reentry into education, Jessica is pursuing her Doctorate to research and lead systemic change that expands opportunity for underrepresented student communities. 

Verma Soria Zapanta (she/her) is an educator, holistic wellness practitioner, and mental health program consultant based in Yelamu–unceded Ramaytush Ohlone Territory (San Francisco, CA). She is a first-generation college graduate, earning her Bachelor of Arts in Asian American Studies from San Francisco State University. She holds a Master of Arts in Education and earned a single-subject credential in Social Studies from the University of California, Los Angeles (UCLA).  A proud San Franciscan and daughter of Filipino immigrants from the Visayan islands of the Philippines, she is humbled to serve the communities that raised her.  

Verma’s teaching experience began with Pin@y Educational Partnerships (PEP) in 2007 at Balboa High School in the Excelsior District, developing Ethnic Studies curriculum and lesson plans for San Francisco Unified School District (SFUSD). She later returned to SFUSD as a credentialed teacher at Thurgood Marshall Academic High School, where she taught 9th-grade Ethnic Studies during its inaugural year as a pilot program.  In Los Angeles Unified School District (LAUSD), Verma taught at the intersections of Ethnic Studies, social studies, media literacy, visual arts, and mental health at the School for Visual Arts and Humanities (SVAH) High School at Robert F. Kennedy Community Schools in Los Angeles’ Koreatown neighborhood. As a CTE Linked Learning Coordinator and Instructional Leader, Verma has experience with professional development, designing work-based learning programs, and aligning curriculum with career pathways.  She has mentored graduate students from teacher education programs at St. Mary’s College and UCLA, focusing on classroom-based support and program supervision rooted in critical pedagogy and culturally and community-responsive teaching. Verma continues to work with undergraduate and graduate students, primarily from SF State, in her current role as Assistant Director of PEP, where she supports instructional coaching, implements wellness initiatives, and facilitates mental health service linkage for PEP teachers and school communities. 

Verma focused on her healing journey after transitioning from the classroom in 2018, which led her to learn about ancestral healing practices from medicine keepers and Indigenous elders throughout the Philippine archipelago. Through her studies, she began to recognize that the relationship between (re)membering, reconnecting, and the preservation of ancestral medicine as a form of healing also serves as an entry point to engage community members in conversations about mental health — a stigmatized topic in many Filipino families. Verma began hosting knowledge-sharing sessions and community gatherings focused on traditional Philippine healing practices, such as Hilot, decolonization, and kwentuhan (storytelling), which centered the experiences of Filipina/x women living in the diaspora. These experiences have informed Verma’s role as the Director of Wellness Education and Youth Programming at the Filipino Mental Health Initiative-San Francisco (FMHI-SF). At FMHI-SF, she develops accessible, culturally responsive mental health and wellness programs for the Filipino and Filipina/o/x American community in the San Francisco Bay Area. She is the proud co-founder of Buong Loob, a work-based learning mental health internship serving Filipino and Filipina/o/x American-identified high school students in SFUSD and transitional-aged youth (TAY) aimed to provide culturally responsive mental health support systems that nurture their identities and inspire them to lead initiatives that center the well-being of their communities. As a mental health worker, Verma is grounded in the values of kapwa (interconnectedness) and ginhawa (well-being), promoting collective healing within communities.