Dr. Amanda Stefanski is an Assistant Professor of Special Education at Columbia College, where she teaches courses related to education, special education, and trauma-informed instruction in multiple programs (APEC, Day and Evening, Graduate, Online, SC CREATE). Dr. Stefanski holds a Ph.D. in Curriculum and Instruction from the University of Maryland and maintains research interests grounded in equity and inclusion, specifically in terms of teacher preparation for diverse student needs. She remains involved as lead evaluator on a 21st Century Learning grant based in Suitland, MD.
Awards & Accomplishments
- Vice President Nomination (pending) for SC Chapter of CEC (2022)
- Student Choice Faculty Award (2022)
- Faculty Secretary (2017-2019)
- Student Choice Faculty Nomination (2016-2019)
- Huisman, S., Stefanski, A., Johansson, J., & Dollar, J. (forthcoming). The TIP of the iceberg: Trauma-informed practices in education. In O. Schepers, M. Brennan, & P.E. Bernhardt (Eds.), Developing trauma-informed teachers: Creating classrooms that foste
- Stefanski, A, LeBlanc, C., & Davis, A.B. (forthcoming). Principals and Special Education: What’s the Big IDEA?
- Valli, L., Stefanski, A., & Jacobson, R. (2016). School-community partnerships: A Typology for guiding systemic educational reform. In W.J. Mathis & T. Trujillo (Eds.), Learning from the federal test-based reforms: Lessons for ESSA (583-602). Charlotte, N
- Stefanski, A., Valli, L., & Jacobson, R. (2016). Beyond involvement and engagement: The role of the family in school–community partnerships. School Community Journal, 26(2), 135-160.
- Valli, L., Stefanski, A., & Jacobson R. (2016). School-community partnership models: Implications for leadership. International Journal of Leadership in Education, DOI:10.1080/13603124.2015.1124925
- Valli, L., Stefanski, A., & Jacobson, R. (2014). Typologizing school-community partnerships: A framework for analysis and action. Urban Education, 2 (1), 19-31.