Dr. Jessica Ruglis
School leaving (school dropout), school dis/engagement, human development, urban education, community health, education policy, health policy, inequity, youth health and development, schooling and health, social determinants of health, social policy, health promotion, community health education, program development, interdisciplinary and community based professional and graduate training models, participatory and community engaged approaches to research(e.g. PAR, CBPR, YPAR), and training models, methods and pedagogies for participatory research.
Dr. Ruglis' work centers on participatory, critical race/ethnic, social justice, feminist, and inclusive approaches to research and teaching in the areas of public education, public health, justice, and youth development. Professor Ruglis' research program is organized around three main axes: 1) Contexts and institutions of youth development, 2) Social determinants of health (SDH) and education, 3) Participatory and community engaged approaches to research, policy and professional training (e.g. participatory action research, PAR; youth participatory action research, YPAR; community based participatory research, CBPR; community engaged participatory action research, CEPAR; participatory policymaking).
Dr. Ruglis conducts mixed methods research, with a special love for qualitative and mixed methods. She is particularly interested in the nexus of social determinants of health, education and human development; especially as it concerns policy. She is interested in school, institutional and community-based approaches to child, adolescent and family health, health education and health promotion across the lifecourse. Dr. Ruglis also has expertise and interests in interdisciplinary curriculum development that is rooted in public health (K-12, and higher education), in interdisciplinary cohort models of graduate education for healthy adolescent development, and policy advocacy. She is increasingly interested in exploring the role of art as a practice central to research, policy, community and individual health. Dr. Ruglis' research and teaching takes seriously "all policy is health policy" and "health in all policies" (WHO, 2014), and her research, thinking and teaching is principally organized by a focus on education as a social determinant of health. She is also a former middle and high school science teacher.
- Postdoctoral Fellowship, W.K. Kellogg Health Scholars (Community Based Participatory Research - Community Health Track), Johns Hopkins School of Public Health, Baltimore, MD, USA (2009-2011)
- Ph.D., Urban Education (Education Policy), Graduate Center of the City University of New York (CUNY), New York, NY, USA (2009)
- M.P.H., Community Health Education (Urban Public Health), Hunter College (CUNY), New York, NY, USA (2009)
- M.A.T., Secondary Science & Biology Education, Union College, Schenectady, NY, USA (2002) *
- * Hold permanent New York State teaching certification in these areas.
- B.S., Human Biology (Combined double major: Biology & Biological Anthropology), University at Albany (SUNY), Albany, NY, USA (2000)
- W.K. Kellogg Health Scholars (Community Based Participatory Research - Community Health Track) Postdoctoral Fellowship, Johns Hopkins School of Public Health, Baltimore, MD, USA (2009-2011)
Henson, A., Ruglis, J., Fitzpatrick, M & Lanteigne, D. (under review). Self-compassion for youth in rural settings: A community based participatory research approach to a school-based prevention program. Counselling and Psychotherapy Research, Special Section: “Interventions for Children and Young People” (Ed: P. Vostanis).
Ruglis, J., Nichols, N., Saoula, M., Viger, S. & McLarnon, M. (under review). Intergenerational community based participatory research in Montréal: Critical praxis for youth development, health promotion and wellbeing. Health Promotion International.
Guishard, M.A., Ahmed, T., Brown, J.T., Cabana, A., Dill, L.J., Harris, M., Hart, B., Hassan, P., Heyward, D., Ilieva, R.T. Jones, L., Kreuger-Henney, P., Phillips, L.M., Ruglis, J., Williams, M.G., Williams, T., Strelnick, A., Greene, A. (under review). "Rethinking patient engagement: #NoResearchAboutUsWithoutUs The Community Engaged Research Academy digital curriculum." Community-Engaged Scholarship for Health (ces4health.info).
Nichols, N. & Ruglis, J. (forthcoming, 2020). “Institutional ethnography and youth participatory action research: A praxis approach.” In (P. Luken & S. Vaughan, Eds.). Handbook on Institutional Ethnography. Palgrave McMillian.
Krueger-Henney, P., & Ruglis, J. (2020). “PAR is a way of life: Participatory action research as core re-training for fugitive research praxis.” Education Philosophy & Theory, Special Issue: “Living the Dystopian-Utopian Tension as Praxis: Transformative Dreaming with/in/for Education and Educational Research.” T. Kress & R. Lake (Eds.).
Vallée, D., & Ruglis, J. (2017). Student disengagement among English-Speaking youth in Montreal. Educational Studies, 53(3), 285-314.
Ruglis, J. (2016). Theorizing participatory action research and outdoor experiential education: Pedagogy for engagement and well-being through social justice. Pathways: Ontario Journal of Outdoor Education, (29)1, 4-9.
Ruglis, J., & Vallée, D. (2016). Student disengagement as/and unfairness: Re-reading schools through photos. Journal for Critical Education Policy Studies, 14(2), 186-216.
Fine, M., & Ruglis, J. (2015). Circuits and consequences of dispossession: The racialized realignment of the public sphere for U.S. youth. Open Anthropology, 3(2), Special Issue: Approaching Youth In Anthropology (Eds: J. Antrosio & S. Han).
Ruglis, J., & Freudenberg, N. (2011). Towards a healthy high schools movement: Strategies for mobilizing public health for educational reform. In T. Wright & J. Richardson (Eds.). School-Based Health Care: Advancing Educational Success and Public Health (Chapter 27, pp. 671-687). Washington, DC: APHA Press.
Accepting students for 2023-24
