I currently (2023-2025) serve as the past president of the International Society for Educational Planning https://isep.info/. I also serve as a support to the Fulbright organization for the orientation of individuals about to embark on their experiences abroad. I am currently on a three-year tenure on the Fulbright Specialist roster where I have completed a project on Pemba Island Tanzania and hope to complete a second project related to building human capacity in research methods and scholarly communication in sub-Saharan Africa.
My research interests are closely tied to areas of equity both within the United States and internationally. These interests include improving learning environments; students and educator motivations, aspirations, well-being, and persistence; fair and equitable partnerships and collaborations; global social justice in scholarly communication, and the benefits of cross-disciplinary/national and international investigations. I am directing the Global Epistemic Justice lab within CEHC.
Angel Y. Ford, EdD: About Me
I joined the University at Albany in July 2023. I arrive with a diverse set of professional, teaching, and research experiences including positions as an Assistant Professor of Educational Research, and as a researcher in several higher education programs and partnerships. In 2019-2020, I was honored to serve as a Fulbright Scholar to Addis Ababa University in Ethiopia, teaching and conducting research. While I was in Ethiopia, I also taught PhD research courses in Information Science for Jimma University where I continue to support their growing Information Science program.
Previous to entering the field of higher education, I served in K-12 classrooms and as a K-12 administrator and prior to that I served as an aircraft electro-environmental technician in the U.S. Air Force, where I enjoyed working on A-10, F-15, and F-16 aircrafts.
My education includes an EdD in Curriculum Development and Instruction and a MA in Teaching and Learning, a BA in Psychology, and an A.S. in Aircraft Systems Maintenance Technology. I have also completed several courses for a PhD in Educational Psychology and Program Evaluation from Old Dominion University.
Teaching
IST 608: Research Methods
Basic research methods and statistics for students entering the information science professions. Covers descriptive and inferential statistics through correlation and regression, basic research process methods, quantitative and qualitative, and the creation of grant or research proposals.
Prerequisites: Previous IST coursework recommended.
IST 672: Curriculum & Supportive Resources
This course, grounded in evidence-based theory and practice, introduces students to information literacy curriculum by teaching preservice and/or in-service educators how to design, assess, and evaluate information literacy curriculum and resources for elementary, middle, and high school students.
Includes 50 school library field experience hours.
IST 682: Elementary Internship
One 70-day session in an elementary school library. Opportunity for curriculum development, program development, research design, teaching, skill development and problem solving through observation and instructional practice, documented by formative assessments, in an information environment designed to meet the learning and information needs of all preK-6 students, under the supervision of a faculty member and a certified tenured school library media specialist or other information professional.
CEHC 391: Research Internship – Global Epistemic Justice Lab
The research internship provides students with insight into the personal qualities and skills that make a good researcher, as well as learning about the broader impact of scientific discovery. While working alongside a faculty member, students will be able to hone their research and analytical skills, through hands-on experiences. While each course design will vary, students will primarily be involved in library research, compiling literature reviews, data collection, programming and/or data analysis. Students may repeat the course for a maximum of 6 credit
CEHC 466: Independent Research/Global – Global Epistemic Justice Lab
Student-initiated research project under faculty guidance. Students will present their research as appropriate. May be repeated for credit up to a total of 6 credits with permission of department.
Prerequisite(s): Informatics juniors and seniors only.
IST 100: Information in the 21st Century
Introduction to information and technology in the 21st Century. Different resources, including the Internet, libraries, news sources and other sources of information, hardware, and Web 2.0 technologies will be explored. The primary emphasis of the class is on discovering reliable information sources for any and all subjects so that a student’s future research and other pursuits are supported by the methods developed in this course. Each student is called upon to fortify their own individual communication and reasoning skills and will demonstrate the use of those skills through course assignments, class presentations and group activities.
Global Epistemic Justice 