EDUCATION
| Ph.D. | Curriculum and Instruction | University of Illinois at Urbana-Champaign |
| M.S.W. | Mental Health | University of Illinois at Urbana-Champaign |
| M.Ed. | Curriculum and Instruction (Core Coursework in Program Evaluation) | University of Illinois at Urbana-Champaign |
| M.S.Ed. | Intervention Specialist | Wright State University |
| B.A. | Sociology, minor in Criminology | Hampton University |
AWARDS AND HONORS
| Year | Award |
|---|---|
| Delta Region Authority Leadership Fellow |
AREAS OF EXPERTISE
STEM Education
STEM Evaluation
Community Mental Health Programming
K-12 Culturally Responsive Trauma-Informed Schools
TEACHING PHILOSOPHY
Dr. Combs’s teaching philosophy is rooted in culturally responsive, trauma-informed pedagogy that centers the unique needs and strengths of each student. He believes that learning happens best when students feel valued, respected, and understood, especially in diverse and often challenging environments.
Dr. Combs approaches teaching with a student-centered mindset, recognizing that each learner brings a wealth of cultural, personal, and academic experiences to the classroom. By building strong, trusting relationships with students, he aims to create a safe space where they feel empowered to take risks, express themselves, and actively engage in their learning process.
Incorporating trauma-informed practices is crucial in ensuring that all students, especially those who have experienced adversity, feel supported. Dr. Combs prioritizes emotional safety and provides consistent, predictable structures in the classroom. He is sensitive to the impact of trauma on learning and aims to create an environment where students can heal, build resilience, and thrive academically.
At the heart of Dr. Combs’s approach is a strengths-based philosophy, where he focuses on what students can do, not just what they struggle with. He works to highlight and build upon their unique talents, abilities, and potential. By recognizing and validating students’ strengths, he fosters self-esteem and a growth mindset, which encourages perseverance and the belief that all students can succeed.
Overall, Dr. Combs’svb goal is to create an inclusive and supportive learning environment that honors students’ identities and experiences, promotes emotional well-being, and cultivates academic growth.
BIOGRAPHY
Dr. Dominic Combs is a Clinical Assistant professor of Evaluation Research and currently serves as the Deputy Director of the Office of Evaluation at The University of Alabama. Accordingly, as a practitioner-scholar, his research interests focus on culturally responsive trauma-informed care clinical programming in underserved communities. Driven by a Culturally Responsive Evaluation vision for evaluation, Dr. Combs’s evaluation background has provided him with repeated opportunities to work on various NSF grants using mixed method approaches, including qualitative and evaluation methods. Dr. Combs uses mixed methods to develop, implement, and sustain programming in K-12 and post-secondary settings focused on behavioral health and STEM programming in the Alabama Black Belt Region, emphasizing broadening participation and retention among members of traditionally under-represented groups. Dr. Combs is a licensed intervention specialist (Mild-Moderate, secondary). Additionally, Dr. Combs is a substance abuse/mental health professional. His work experience as a university clinical practicum program coordinator, substance abuse counselor, and criminal justice liaison has allowed him to become rooted in culturally responsive trauma-informed best practices.
Dr. Combs’s, current work is centered on Building STEM Capacity in the Alabama Black Belt. This region is arguably one of the poorest geographical regions in the United States. As a Curricula Specialist and Culturally Responsive Evaluator, Dr. Combs aims to address systemic disparities and injustices, particularly those related to race, within the context of evaluation and program assessment. Within this work, he identifies and recognizes values as they relate to diversity, equity, and inclusion through a values-engaged educative critical lens that incorporates:
- Recognition of Cultural Context.
- Centering Marginalized Voices.
- Addressing Bias and Assumptions.
- Utilizing Data Collection and Analysis Methods that are inclusive and give voice to all.
- Intentional Equity-Focused Objectives.
- Empowerment and Action that leads to change.
In summary, Dr. Combs’s work intersects with racial equity by recognizing and addressing the impact of systemic racism, promoting cultural understanding and respect, centering marginalized voices, eliminating biases, and fostering more inclusive and equitable evaluation processes that promote culturally responsive STEM programs. His ultimate goal is to contribute to the broader efforts of building STEM Capacity in the Alabama Black Belt while serving as a change agent to rectify racial disparities, promote equity, and create a more just society.