Alisha K Wackerle-Hollman

Alisha K. Wackerle-Hollman serves as an Assistant Research Professor in the Department of Educational Psychology at the University of Minnesota-Twin Cities. Her professional journey is deeply rooted in the commitment to enhancing child and family outcomes through active community engagement. With a keen focus on parenting intervention, assessment design, and data-based decision-making, Alisha's work is pivotal in shaping early childhood multi-tiered systems of support. Her collaboration with the Northside Achievement Zone (NAZ) is a testament to her dedication to community empowerment. Through this partnership, Alisha plays a crucial role in developing courses for the Family Academy, aimed at empowering caregivers. These courses are designed to strengthen family dynamics and boost the academic success of children, particularly in communities that have been historically marginalized. Alisha's partnership with Vince Frazier, the Family Academy Program Manager at NAZ, is central to their mission of closing educational gaps. Together, they work tirelessly to support families in becoming influential leaders for their children and communities. Their joint efforts focus on implementing evidence-based practices and engaging caregivers in meaningful ways. In her academic role, Alisha is passionate about integrating research with practical applications that have a tangible impact on communities. Her work is characterized by a commitment to using data-driven approaches to inform decision-making processes, ensuring that interventions are both effective and sustainable. Alisha's contributions extend beyond her immediate academic environment, as she actively seeks to influence broader educational policies and practices. Her research not only addresses current challenges but also anticipates future needs, positioning her as a thought leader in the field of educational psychology. Through her dedication and collaborative spirit, Alisha K. Wackerle-Hollman continues to make significant strides in fostering environments where children and families can thrive, underscoring the importance of community engagement in achieving educational equity.