During the course of the academic year, we’re sharing out Q&As completed by our newest faculty members to introduce them to our School and campus communities. Here is a Q&A from Allison Lombardi, a professor in the Department of Rehabilitation Psychology and Special Education.
Hometown: Los Gatos, California
Educational/professional background: For 12 years, I was at the University of Connecticut in the Department of Educational Psychology (2012-2024), first as an assistant professor and then an associate professor. Prior to that, I spent eight years at the University of Oregon, where I earned my PhD in special education and worked as a postdoctoral researcher. I earned both my bachelor’s and master’s degrees from the University of California, Berkeley, and was a student athlete in track and field.
What is your field of research, and how did you get into it? In my research, I focus on disabled youth and young adults and the education systems in place to help them transition from high school to college and careers. Within the special education system, youth are obligated to receive “transition services.” Historically, these services have looked very different from and have been more limiting than schoolwide college and career readiness supports that are in place for all youth. For much of my research career, I’ve focused on improving transition services, so they are more equitable, inclusive, and aligned with broad schoolwide college and career readiness in high schools.
I first became interested in a research career after working as a learning specialist for several years in higher education settings. As a learning specialist, my priority was to support student athletes with diagnosed disabilities by collaborating with Disability Services and licensed psychologists to conduct evaluations. I was in this position at a few different universities in academic support services for student athletes, starting with a graduate assistantship at UC Berkeley during my master’s program, and then working full-time as a learning specialist at the University of Maryland and the University of Oregon. It was during this time that I became very interested in the high school to college transition, how it was so variable among young people, how underprepared they can be, and how social capital plays a crucial role. I also noticed important intersections at play — social class, race, disability, gender — among the student athletes that I supported. I have continued to focus on identity intersections throughout my research past and present.
My initial interest in research was focused on disabled college students and improving university faculty awareness of disability. I then shifted my focus to high school settings. Now, I am looking forward to shifting my focus back to university settings to focus on graduate-level education, a new piece of career pathway transition that I have not yet had the opportunity to examine. In a newly funded grant from the National Science Foundation, my colleagues and I will examine barriers and solutions to workplace settings for disabled graduate students in physics graduate programs. This new research will allow me to extend my focus on transitions for disabled youth spanning from high school to undergraduate to graduate levels of education.
What attracted you to UW–Madison? UW–Madison has always been a place of interest for me. While it is quite different geographically, it has a lot of other similarities to my undergraduate alma mater, UC Berkeley. Interestingly enough, I have applied to jobs at UW–Madison previously at different points in my career. The first time was in 2003. I interviewed for a learning specialist position in Academic Services within Intercollegiate Athletics. I did not get an offer and took a similar position at the University of Maryland instead. The second time was in 2011. I applied for an assistant professor position in the Department of Rehabilitation Psychology and Special Education. I did not make it to the final interview rounds, unfortunately. My current position is my third and only successful attempt at interviewing and securing employment at UW–Madison. The third time was the charm, as I am now a full professor with tenure.
What was your first visit to campus like? The first time was 2003, long ago, but I do recall going for a run on the lake, eating at fantastic restaurants, and touring Camp Randall stadium and surrounding athletic facilities. I did not visit again for quite some time.
Fast forward to spring 2023 when I was here for a campus interview. So much about UW–Madison impressed me, but probably most exciting to me is the potential to foster collaborative relationships with my departmental colleagues. The opportunity to work with Rehabilitation Psychology and Special Education researchers together in one department is quite unique and a fantastic fit for someone like me who focuses on disabled youth and young adults.
Do you feel your work relates in any way to the Wisconsin Idea? If so, please describe how. Absolutely! I feel my work aligns with the Wisconsin Idea as it has always been about promoting equity in career pathways and opportunities for disabled youth and young adults. Most of my work has been about critically examining the systems and structures in place so that barriers can be reduced for this historically marginalized group.
What’s something interesting about your area of expertise you can share that will make us sound smarter at parties? About one quarter of us will acquire some type of disability over the life span. Thus, if you are not disabled now, you could very well be at some point in your life. Disability is the only facet of diversity that is prone to this type of change over time. Also, it is more expensive to live as a disabled person.
Hobbies/other interests: I enjoy outdoor activities, such as hiking, road cycling, walking my dog, and spending time with my partner of seven years, Graham. Also, I have two teenage kids, Frankie and Irie, and enjoy spending time with them and supporting their interests and pursuits as they navigate their own transitions.