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Liliana Richins

Research Administrator, Pre-Award
She, Her, Hers

Summary

With over 19 years of experience in education and research grant management, Liliana has built a career dedicated to supporting faculty and students in securing funding, navigating research compliance, and advancing scholarly initiatives.

Her expertise encompasses the full grants lifecycle—ranging from identifying funding sources and proposal development to post-award administration and financial oversight. In her previous role at Texas Woman’s University, she provided comprehensive research support in the health sciences, helping faculty strengthen their grant applications and ensuring effective management of awarded funds.

Beyond her technical skills, Liliana is passionate about fostering inclusive research environments that amplify diverse voices and perspectives. She believes that effective research administration is not only about funding but also about creating opportunities for meaningful impact. She is convinced that collaborating with faculty, researchers, and institutional partners is key to advancing the School of Public Health’s research mission.

Publications

  • Grosso Richins, L., & Hansen-Thomas, H. (2017). Heritage language development of pre-service bilingual teachers: How a practice situated intervention promoted multiliteracy. In G. Zapata & M. Lacorte (Eds.), Multiliteracies Pedagogy and Language Learning (pp. 175-196). Palgrave.
  • Mojica, Z., Stewart, M. A., & Grosso Richins, L. (2022). “Yo ya pasé por eso”: Estudiantes latinas conectan teorías del lenguaje con sus vivencias en un entorno universitario bilingüe. Bilingual Research Journal, 45(1). DOI: 10.1080/15235882.2022.2130473
  • Lozada, V. A., Ríos-Jiménez, E., Hansen-Thomas, H., Richins, L. G., & South, S. (2022). Una noche de música: Sustaining our students’ culture. Journal of General Music Education, 35(2), 13–19. https://doi.org/10.1177/10483713211032311
  • Grosso Richins, L., Hansen-Thomas, H., Lozada, V., South, S., & Stewart, M. (2021). Understanding the power of Latinx families to support the academic and personal development of their children. Bilingual Research Journal.
  • Ríos-Jiménez, E., South, S., Grosso Richins, L., Hansen-Thomas, H., & Lozada, V. (2020). Using Latin American folkloric music to support emergent bilingual’s literacy development in the classroom. NABE Global Perspectives, 44(2), 10-14.
    • Hansen-Thomas, H., & Grosso, L. (2015). ESL mentoring for secondary rural educators: Math and science teachers become second language specialists through collaboration. TESOL Journal, 6(4), 766-776. doi:10.1002/tesj.221
  • Hansen-Thomas, H., Grosso, L., Kakkar, K., & Okeyo, K. (2014). ‘I do not feel I am properly trained to help them!’ Rural teachers’ challenges and needs with English Language Learners. Professional Development in Education, 42(2), 308-324. doi:10.1080/19415257.2014.973528
  • Hansen-Thomas, H., & Grosso, L. (2013). How second language acquisition theory changes practice: Content area teachers of ELLs talk. MexTESOL Journal, 37(2) [On-line at http://www.mextesol.net/journal/index.php?page=journal&id_article=464]

Presentations at Professional Meetings

  • International Conference on Urban Education: Voices of Resilience: Women of Color in Doctoral Programs at an Ethnically Diverse Institution (with Esmeralda Cartagena Collazo, Raegan Francis, and Brooke Huley).
  • American Association of Hispanics in Higher Education: Latinx Preservice Bilingual Teachers Utilizing their Cultural Wealth to Reclaim their Space in Higher Education.
  • American Association of Colleges of Teacher Education: The Impact of the Holmes Scholars Program on Advocacy Efforts: A Case Study (with Gina Anderson, Randa Keeley, Angelica Addo, Blanca Jurado, and Mayra Chavez).
  • The 22nd European Conference on Literacy: Languaging, Literacy, and Love: Educating Emergent Bilinguals through a Whole-School Approach (with Mandy Stewart, Victor Lozada, Phyliciá Anderson, Holly Hansen-Thomas, Jorge Figueroa, Patricia Flint, and Mariannella Nunez)
  • The 22nd European Conference on Literacy: Translingual Disciplinary Literacies: A Framework for Teaching Multilingual Students (with Mandy Stewart, Victor Lozada, Phyliciá Anderson, Holly Hansen-Thomas, Jorge Figueroa, Patricia Flint, and Mariannella Nunez)
  • 51st Annual Conference of the National Association for Bilingual Education: Disrupting English-only and Monolingual Norms: Repositioning Bilingualism in Bilingual Teacher Preparation (with H. Hansen-Thomas, M. A. Stewart, Z. Mojica, J. Borda, & J. Figueroa).
  • AERA Annual Meeting: Latinx Parents’ Voices: An Asset-Based Approach to Understanding Parental Involvement and Engagement (with V. A. Lozada, H. Hansen-Thomas, S. South, and M. A. Stewart).
  • XV Symposium of Linguistics and Social Communication: El translenguar como una estrategia culturalmente mediada para la enseñanza de la escritura a adolescentes bilingües (with M. A. Stewart, J. Araujo, C. Revelle, & C. Wickstrom). Santiago de Cuba, Cuba.

Education

  • B.A. in International Relations, Instituto Tecnológico y de Estudios Superiores de Monterrey, 1994
  • M.A. in International Communication, Instituto Tecnológico y de Estudios Superiores de Monterrey, 1998
  • M.S. in Educational Psychology-Research and Evaluation, University of North Texas, 2020