Assistant Professor, Foundations, Curriculum and Instruction
“Seek to Understand in Order to be Understood”
Tiffany Hollis was born in Norwalk, Connecticut, grew up in Gaffney, SC and is a resident of Charlotte, NC. She earned her Bachelor’s degree from Davidson College and her Master’s degree from Columbia College. Hollis received her Ph. D. in Curriculum and Instruction (Urban Education Concentration) from UNC Charlotte in Charlotte, NC in 2017. She has a clear and strong commitment to diversity, equity, and social justice with over 13 years in the education setting as a social justice educator with a special education background, nine of those years were spent working with students with emotional and behavioral disabilities.
Hollis’s research interests focus on the intersection of trauma, culture, and special education, while focusing on the ecological factors of students who have emotional and behavior disabilities or mental health-related issues. She also focuses on the importance of family-school-community-college partnerships to help youth thrive in the face of risk. Dr. Hollis has written several book chapters, articles, and briefs. She has presented at numerous conferences from Washington, DC to Montego Bay, Jamaica and facilitated professional development workshops for teachers locally, nationally, and internationally including in Jakarta, Indonesia. Dr. Hollis enjoys spending time with family, traveling, writing poetry, advocating for youth, and just enjoying life in her spare time.
Dr. Hollis is a spoken word artist in her spare time and loves using creative arts (hip hop, spoken word poetry, dancing, music, theatre, etc.) as a form of therapy for youth and with youth, especially marginalized youth.
She enjoys thrifting and looking for deals in her spare time.
Mental health and trauma informed practices in schools, academic and community-based interventions for students with emotional and behavioral disorders, social emotional learning, culturally responsive responses to intervention, behavior interventions, and creating equitable learning environments for students with disabilities.
Response to intervention for students with emotional and behavior disabilities, inclusion and access in the inclusive classroom, and special education teacher preparation.