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Dr. Tabassum Amina

Tabassum Amina

Assistant Professor and Lead of Mental Health Team

tabassum.amina@bracu.ac.bd


Brief Bio:

Tabassum Amina is an Assistant Professor and her expertise lies in educational technologies, learner perspectives, socio-emotional learning, and online and blended learning. She teaches in the graduate programs at the Institute and also leads the Mental Health team here. Her team focuses on integrating mental health care in early childhood development, adolescent and youth well-being, climate change, and inclusion. Dr. Amina is keen to increase access to preventive and early mental health care and with this vision has been actively working towards building partnerships and collaborative efforts with public and private institutions to increase mental health awareness and developing psychosocial support providers. She has been writing Op-eds on community based mental health care and mental health stigma and awareness and is leading research focused on climate change and mental health impacts. Dr. Amina did her Honors in Sociology from the University of Dhaka and MA in Sociology and Education from Columbia University. She completed her PhD from the University of Illinois at Urbana-Champaign and continues to hold an Adjunct position at the university.

Areas of Specialization

EdTech, peer mentorship, online teaching and learning, gender and education, socio-emotional learning, multimodal learning

Research Interests

EdTech, community based mental health care, Adolescent mental health, online and blended learning, peer mentoring, SEL, climate change and mental health

Publications

  • Amina, T. & Mariam, E. (In Progress). Displaced Children's Mental Health: Humanitarian Playlabs as an Effective Space. In Duggal, C and Bhola, P. (Eds) Handbook on Diversity and Equity in Mental Health Practice. Springer

  • Amina, T. (2023). MOOC Learners: Self-Motivation and Success in online learning. In Research Anthology on Remote Teaching and Learning and the Future of Online Education, 883-903, IGI Global.

  • Amina, T. (2022). Resilience and finding the balance in a pandemic. In Academic Resilience During and Beyond the COVID-19 Pandemic, Emerald Publishing.

  • Amina, T. (2021, August 31). Online education and women's empowerment. In Oxford Research Encyclopedia of Education. Last modified (2021). doi: https://doi.org/10.1093/acrefore/9780190264093.013.1592

  • Amina, T. (2019). MOOC Learners: Self-Motivation and Success in online learning. In Montebello, M., Kalantzis, M., and Cope, W. (eds.) Handbook of Research on Digital Learning. PA: IGI Global.

  • Montebello, M., Cope, B., Kalantzis, M., Haniya, S.,Amina, T., Tzirides, A. O., Searsmith, D., Zhao, N., & Chen, M. (2019). Multimodal Mastery Learning. International Journal of Learning and Teaching, 5(1), 19-23. https://doi.org/10.18178/ijlt.5.1.19-23

  • Montebello, M., Cope, W., Kalantzis, M., Searsmith, D., Amina, T., Tzirides, A.O., Zhao, N., Chen, M., Haniya, S. (2018). Deepening e-Learning through Social Collaborative Intelligence. In: Proceedings of the 48th IEEE Annual Frontiers in Education (FIE) Conference, San Jose, California, USA. (in print).

  • Montebello, Montebello, M., Cope, W., Kalantzis, M., Searsmith, D., Amina, T., Tzirides, A.O., McMichael, M. (2018). Critical Thinking through a Reflexive Platform. In: Proceedings of the 17th IEEE International Conference on Information Technology Based Higher Education and Training, ITHET 2018, Olhao, Algarve, Portugal. pp.1-6. DOI: 10.1109/ ITHET.2018.8424778 ISBN: 978-1-5386-4622-9

  • Montebello, M., Pinheiro, P., Cope, W., Kalantzis, M., Amina, T., Searsmith, D., Dungyun, C. (2018). The Impact of the Peer Review Process Evolution on Learner Performance in e-Learning Environments. In: Proceedings of the Fifth Annual ACM Conference on Learning at Scale (L@S), London, UK. ISBN 978-1- 4503-5886-6/18/06 https://doi.org/10.1145/3231644.3231693

  • Montebello, M., Pinheiro, P., Cope, W., Kalantzis, M., Haniya, S., Tzirides, A.O., Amina, T., Searsmith, D. (2018). Enriching Online Education through Differentiated Learning. In: Proceedings of the 4th International Conference on Higher Education Advances (HEAd'18), pp. 489-496. Valencia, Spain. DOI: http://dx.doi.org/10.4995/HEAd18.2018.8019

  • Amina, T. (2017). Active knowledge making. In W. Cope and M. Kalantzis edited E-learning Ecologies, UK: Routledge.

  • Azam, S., Marjuk, O., & Amina, T. (2014). Social struggle of the empowered women in Bangladesh. Bangladesh e-Journal of Sociology, 11(2), 53-64.

Conferences/Workshops
  • “BRAC Paracounsellor Model’s effect on Wellbeing and Wellness for Rohingya Children and Their Families”, Presented as part of a panel in the Theveli International Conference, Male, Maldives (August, 2024).

  • “Social Emotional Learning and Wellbeing through the Education System”, Presented as a Spotlight presentation at the Wellbeing in Higher Education Network (WHEN) Summit, Queretaro, Mexico (July, 2024)

  • “Paracounsellors in Community-Based Play Labs: Reducing Mental Health Stigma and Promoting Socio-Emotional Development of Children”, Presented as a poster at the World Association for Infant Mental Health (WAIMH) Interim Congress, Tampere, Finland, (June, 2024).

  • “A Path to Hope: BRAC Paracounsellors fostering compassion and self-care among Care Providers in Home-based Child care facilities”, Presented as a poster at the World Association for Infant Mental Health (WAIMH) Interim Congress, Tampere, Finland, (June, 2024).

  • “Healing Through Play: Mental Health and Psychosocial Support through Humanitarian Play Labs”, Presented as part of a panel in the Bold Ideas for Brighter Futures Conference, Stockholm, Sweden, (May, 2024).

  • “Social Emotional Learning for Social and Climate Justice and Reducing Inequality in Urban-Rural Bangladesh” Presented as part of a panel in the Comparative and International Education Society (CIES) 2024 conference, Florida, USA (March, 2024).

  • “The BRAC Para-counselor Model: Cultural influences in design and iteration” Presented at 18th World Congress for World Association for Infant Mental Health, Dublin, Ireland (July 2023).

  • “Play and wellbeing: Community based mental health and psychosocial support” Presented at 5th Global Mental Health Summit 2022, Chennai, India (December 2022).

  • “Navigating the local setting with global information: Using knowledge from MOOCs” Presented at International Conference on Social and Education Sciences (ICONSES) 2019, Colorado, USA (October 2019).

  • “TIER-ED – A College of Education Initiative” Presented as part of Playful Environments and Digital Spaces panel, Playful by Design Spring Symposium, Illinois, USA (April 2019).

  • “MOOC platform: Experiences of a South Asian woman” Presented in the International Congress of Qualitative Inquiry (ICQI) 2017 conference, Illinois, USA (May, 2017).

  • “Participants from developing countries in Massive Open Online Courses: Are they anywhere in research?” Presented as part of a panel in the Comparative and International Education Society (CIES) 2016 conference, Vancouver, Canada (March, 2016).

  • “Online learning in local context: Opening doors for Muslim women.” Presented as part of a panel in the Comparative and International Education Society (CIES) 2015 conference, Washington, USA (March, 2015).

  • “Women Leaders as agencies: A possible route to educational success in primary schools in

  • Bangladesh”. Presented as part of a panel in the Globalizing Education in the 21st Century: The Bologna Reform and Beyond conference, Illinois, USA (October, 2012).