Ofelia Castro Schepers

• PhD – Sociological, Multicultural, and Bilingual Foundation of Education: Educational Equity and Cultural Diversity (2017)
• M.S.E – Curriculum and Instruction, University of Kansas (2012)
• B.S.E – Elementary Education, University of Kansas (2008)

• 2022- present Assistant Professor of Literacy and Language Purdue University, West Lafayette, IN
• 2021-2022 Associate Professor of Elementary Education Metropolitan State University, Denver, CO
• 2017-2021 Assistant Professor of Elementary Education Metropolitan State University, Denver, CO
• 2013-2017 Graduate Teaching and Research Assistant University of Colorado, Boulder
• 2008-2013 Elementary School Teacher and Interventionist Salina Public Schools, Salina, KS

• American Educational Research Association (AERA)
• National Association for Multicultural Education (NAME)
• National Association for Bilingual Education (NABE)
• National Council of Teacher Education (NCTE)

Edited Collections

• Schepers, O., Brennan, M., & Bernhardt, P. (eds.). (2022) Creating Classrooms that Foster Equity, Resiliency, and Asset-Based Approaches: Research Findings from Teacher Preparation. Contemporary Perspectives on Developing Trauma Informed Teachers. Charlotte, NC. Information Age Publishing (IAP).
• Schepers, O., Brennan, M., & Bernhardt, P. (eds.). Creating Classrooms that Foster Equity, Resiliency, and Asset-Based Approaches: Implementation of Curricula and Programs in Teacher Preparation. Contemporary Perspectives on Developing Trauma Informed Teachers. (Forthcoming, January 2023). Charlotte, NC. Information Age Publishing (IAP).

Book Chapters, Refereed

• Young, K.S., Schepers, O., & Joseph, A. (2022) Incorporating Trauma-Informed Practices into One Teacher Education Program. In Schepers, O., Brennan, M., & Bernhardt, P. (Eds.), Convenience, Intentionality, and Institutionalization. Developing Trauma-Informed Teachers Creating Classrooms that Foster Equity, Resiliency, and Asset-Based Approaches. Charlotte, NC. Information Age Publishing (IAP).

Journal Articles, Refereed

• Caires-Hurley, J., Jimenez-Silva, M., & Schepers, O. (2020). Transforming Education with Problem-Based Learning: Documenting Missed Opportunities for Multicultural Perspectives. Multicultural Perspectives, 22 (3) pp. 118-126. DOI: 10.1080/15210960.2020.1792303
• Sparrow, W., Castro Schepers, O., & Escamilla, K. (Forthcoming). A Trajectory toward Biliteracy: Longitudinal Results of a Paired Literacy Program for Emerging Bilinguals.
• Castro Schepers, O. & Young, K. (2021). Mitigating Secondary Traumatic Stress in Pre-Service Educators: A Pilot Study on The Role of Trauma-Informed Practice Seminars. Submitted to Psychology in the Schools. Psychology in the Schools, 59 (2) https://doi.org/10.1002/pits.22610

• Centering Trauma-Informed Practices (TIP) to Sustain TIP Knowledge and Reduce Secondary Traumatic Stress in Novice Teachers: An Interdisciplinary Research-Practice Partnership. (P.I.) - ncer Foundation Research-Practice Partnership Grant (2021-2024)