Dr. Evelyn Bilias Lolis, assistant professor of school psychology and special education, is the new interim associate dean of the Graduate School of Education and Allied Professions (GSEAP). In this role, she succeeds Dr. Christine Siegel, who has become the new associate vice president for Academic Affairs.
As Interim Associate Dean, Dr. Bilias Lolis serves as the University Certification Officer and liaison to the Connecticut State Department of Education (CSDE). Her responsibilities include endorsing GSEAP candidates for state certification, ensuring that all GSEAP programs that require CSDE certification meet the standards required, and assisting in program accreditation processes. Dr. Bilias Lolis will now oversee curriculum and program development initiatives, providing support and consultation to GSEAP faculty in the development and revision of courses and/or programs. She will further oversee GSEAP’s community partnership work, which includes serving as the administrative liaison to community partner schools, coordinating specific aspects of GSEAP partnership projects, and providing support and consultation to faculty who collaborate in partner schools.
“These responsibilities provide an exciting blend of consultation, assessment, and community engagement practices,” Dr. Bilias Lolis notes. “I feel honored for the opportunity to serve GSEAP, its students and faculty, in this capacity.”
Before coming to Fairfield in 2010, Dr. Bilias Lolis worked in adolescent mental health for over ten years, helping to design numerous therapeutic programs for at-risk youth with a concentration in crisis counseling and intervention in the schools. After earning her doctoral degree from the University of Connecticut in educational psychology, she worked as a school psychologist in a large urban high school while serving as a behavioral consultant to local schools and specialized learning facilities. She later served as the District Department Chair of Psychology for the Stamford Public Schools and district leader in the assessment and development of school climate reform practices through the implementation of a Positive Behavioral Interventions and Supports (PBIS) paradigm.
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