From an unexpected journey into education to a deep commitment to literacy research, Dr. Angela Stefanski, Associate Professor in the Department of Elementary Education, has made a lasting impact on her students and the broader community. Her passion for education, research, and equity in literacy shines through in every aspect of her work at Ball State University.

A Path Unexpected: From College Student to Literacy Advocate

Dr. Stefanski never envisioned herself becoming a teacher. “I had no plans to become a teacher. I loved working with children, but I didn’t love school,” she admits. However, her career trajectory shifted when she took a student worker position at a University Reading Clinic. “With assessments guiding systematic instruction with phonics and the one-on-one support of caring tutors, young people who came to us began to thrive. Many times, it literally changed their posture as they came to us and actually begged to keep reading at the end of the day. I haven’t looked back since.”

Her passion for literacy education stems from recognizing the transformative power of reading interventions. She acknowledges the privileges that led her to this career and strives to ensure that literacy opportunities are accessible to all students, regardless of background.

Finding a Home at Ball State

When deciding where to continue her academic journey, Dr. Stefanski was drawn to Ball State University because of its people.

“As someone growing up in Texas, I never imagined myself surrounded by so much corn or driving on ice!” she jokes. But what truly won her over was the search committee and the welcoming atmosphere. “They all went out of their way to help me feel comfortable and welcome. Ball State also had a very positive reputation with some professors I worked with at the University of Texas in Austin.”

A Passion for Teaching and Empowering Students

For Dr. Stefanski, the most rewarding part of working at Ball State is the students.

“Every semester, I don’t know how Ball State does it, but somehow all the best students end up in my classes,” she says. “They come to us with such varied experiences and knowledge. Many are already actively making their own positive impact within their families and communities.”

She admires how students are engaging with the world, challenging existing systems, and seeking answers to difficult questions. “I don’t have answers for most of them. But I am glad they are courageously asking for a better world and politically active to be a part of making it better. They give me hope.”

Research That Makes a Difference

Dr. Stefanski’s research interests reflect her commitment to literacy and education reform. As a Participatory Action Researcher (PAR), she embraces the “messiness” of research, preferring to work alongside communities rather than simply observe from afar.

For the past several years, she has worked with local literacy organizations to expand access to literacy beyond traditional school settings.

“While we want to ‘move the needle’ on literacy outcomes here locally, the purpose of the work of non-profit organizations focused on literacy has a broader purpose—to provide a growing web of literacy supports so that literacy, in all its forms, becomes part of the everyday superpowers that our families and communities can access, construct, and benefit from.”

She also focuses on teacher preparation, constantly reflecting on two key questions: “How do I know my practice is improving?” and “How do I know my students are learning?” She encourages future educators to engage in the same process of self-reflection. “I want my students to become intentional in their own practice with their students so that they can ask themselves their own important questions—questions that help them become the teachers they want to be.”

Advice for Future Educators

For those considering a career in literacy education, Dr. Stefanski offers this advice:

“Read and write. Become more curious about your own literacy journey. What experiences shaped you as a reader and a writer? How is this the same or different from those around you and in communities outside your own?”

She emphasizes the importance of staying informed.

“Don’t assume that just because something is labeled as Science of Reading that it fully reflects the research. A career in literacy education at any level requires a critical awareness of research. The field is rich, dynamic, and always on the move.”

To her students and incoming scholars, she offers a simple but powerful directive: “Make time to think. The Greek word for scholar, also related to where the word school comes from, is skholē, which means leisure time that is devoted to learning. In my experience, this is one of the most important and difficult things to do as a scholar and a teacher.”

Life Outside of Academia

When she’s not immersed in research and teaching, Dr. Stefanski finds joy in birdwatching. “While responding to these questions, I’ve seen a wren, Chickadees, Downy woodpeckers, a Nuthatch, and a Northern Harrier swoop down into the prairie grasses outside my window and grab a Junco for lunch. The world is less one Junco.”

A Legacy of Learning

Dr. Stefanski’s dedication to literacy education and teacher preparation is evident in everything she does.

“I’m proud of stepping out and taking risks even when it’s scary. And I’m thankful for family, friends, students, and colleagues who provide the fuel to keep going.”

Her work continues to shape the next generation of educators, ensuring that literacy is not just a skill taught in classrooms, but a lifelong tool for empowerment and change.