Biography

Rebecca Smith-Hill, Ph.D. is the Assistant Director for CarolinaLIFE, an inclusive postsecondary education (IPSE) program at the University of South Carolina. She is a social worker and former middle and high school special education teacher. In her 9 years as a practicing social worker, Becca worked with families experiencing homelessness and poverty. Her research interests include equity in transition outcomes for students with disabilities, specifically students from historically minoritized backgrounds as well as enhancing teacher cultural competency through pre-service teacher opportunities and education. Becca has two children, Birdie and Jones. 

Education

• Doctor of Special Education, Department of Educational and Developmental Science, University of South Carolina, Columbia, SC. Major field: Transition, 2023
• Project Fusion Scholar: Preparing Special Education Leaders with a Focus on Research to Practice in Transition, Department of Educational and Developmental Science, University of South Carolina, 2019-2023
• Master of Social Work, University of South Carolina, Columbia, SC. Professional specialization: Macro Social Work. May 2007 
• 18 Hours of Master’s Level Work in Special Education; University of South Carolina and San Jose State University, August 2001- June 2004
• Bachelor of Arts, Psychology and Education, Washington & Lee University, Lexington, VA. June 2001

Awards

• Ph.D. in Special Education Outstanding Research Award, 2023 
• Support to Promote Advancement of Research and Creativity (SPARC) Graduate Research Grant at University of South Carolina: Agency and College Students with Intellectual Disabilities: A Photovoice Project, awarded 2022-2023
• Co-recipient College of Education Equity and Justice Advocacy Award, CarolinaLIFE, University of South Carolina, 2021-2022
• Nelle Taylor Scholarship in Special Education, University of South Carolina Department of Education Studies, 2021-2022; 2020-2021
• Bryant A. & Jacqueline F. Meeks Scholarship, University of South Carolina Department of Education Studies, 2021-2022
• 2015-2016 Dreher High School Teacher of the Year

Presentations (refereed)

National/International
Childs, T. M., Smith-Hill, R., McNally, S. S., Iachini, A., Curcio, R., Ascetta, K., Ross, R., & Guest, J. (2022). ReadySET: A Data-Based Decision-Making Intervention for Enhancing Readiness to Implement Social-Emotional Learning Programs. To be presented at the 2022 Southeastern School Behavioral Health Conference.

Smith-Hill, R., Stinnett, C. V., & Plotner, A. (2022). Supporting parents of students with IDD in college to develop student agency. Council for Exceptional Children (CEC)’s Division on Career Development and Transition (DCDT) annual conference, Myrtle Beach, SC.

Smith-Hill, R., Curcio, R., & Ascetta, K. (2021). Being heard: Teachers' perceptions of schoolwide positive behavior support. National Association for Professional Development Schools (NAPDS) conference: Stronger Together, virtual due to Covid-19 restrictions.

Smith-Hill, R., Curcio, R., & Ascetta, K. (2021). Thinking socially: Teachers’ perceptions of social emotional learning for student and teacher well-being. National Association for Professional Development Schools (NAPDS) conference: Stronger Together, virtual due to Covid-19 restrictions.

Smith-Hill, R., Plotner, A., Pound, S., & Bloom, M. (2021). Culturally responsive teaching for students with disabilities: Examining teacher self-efficacy to enhance transition outcomes. American Educational Research Association (AERA) conference: Accepting Educational Responsibility, in-progress student research poster presentation. Virtual due to Covid-19 restrictions.

Curcio, R., Smith-Hill, R., & Ascetta, K. (2021). What we wonder: How a professional development school-district collectively uncovered teachers’ perceptions of social-emotional learning. American Educational Research Association (AERA) conference: Accepting Educational Responsibility, paper presentation. Virtual due to Covid-19 restrictions.

Ascetta, K., Smith-Hill, R., & Curcio, R. (2021). Being heard: Teachers’ perceptions and understanding of schoolwide positive behavior support. American Educational Research Association (AERA) conference: Accepting Educational Responsibility, paper presentation. Virtual due to Covid-19 restrictions.

Stinnett, C. V. & Smith-Hill, R. (2021). Ethics of providing sexuality education to adults with IDD. Council for Exceptional Children (CEC) annual conference, virtual due to Covid-19 restrictions.

Smith-Hill, R. & Stinnett, C. V. (2020). Supporting parents of students with IDD in college to develop student agency. State of the Art annual conference, Syracuse, NY. (Cancelled due to Covid-19).

Plotner, A. J., Marshall. K. M., & Smith-Hill, R. (2019). The influence of special education teachers’ preservice experience in postsecondary education (PSE) programs 
on expectations, advocacy, and philosophy. Teacher Education Division (TED) of the Council of Exceptional Children (CEC) annual conference, New Orleans, LA.

Sauls, L.A. & Smith-Hill, R. (2014). Literacy success for all: Implementing a literacy-based summer program for homeless youth. Institute for Children, Poverty & Homelessness’ conference: Beyond Housing: A National Conversation on Child Homelessness and Poverty, New York City, NY. 

Smith-Hill, R. (2008). Veterans and WorkKeys- A WINning combination. WorkKeys Southeastern Conference, Chattanooga, TN.

Albritton, D. & Smith-Hill, R. (2007). Homefront Readiness: Innovative veteran homelessness prevention. National “Homeward Bound: Celebrating Years of VA and Community Partnership in Services to Homeless Veterans” Conference, San Diego, CA. 

Albritton, D. & Smith-Hill, R. (2006). Creating summer camps in your community technology center. CTCNet National Conference; Washington, DC.

State
McNally, S. S., Iachini, A., Childs, T.M., Smith-Hill, R., Curcio, R., Ascetta, K., Ross, R. & Guest, J. (2022). Introducing ReadySET: Enhancing School Social Workers and Other School Stakeholders’ Readiness to Implement Social-Emotional Learning Programs. To be presented at the NASW South Carolina 35th Annual Symposium.

Smith-Hill, R. (2008). Panel member for Youth Issues and Challenges Session at the Midlands Community Leaders Institute: Building and Sustaining Healthy Communities; Columbia, SC. 

Smith-Hill, R. (2007). “Homefront Readiness: Technology in economic and workplace development.” Benedict’s Broadband in Cities and Towns Conference, Columbia, SC. 

Publications

Refereed

Plotner, A.J., Marshall, K., & Smith-Hill, R. (in press). The influence of special education teachers’ preservice experience in postsecondary education (PSE) programs on expectations, advocacy, and philosophy.  Teacher Education and Special Education.

Curcio, R., Smith-Hill, R., Ascetta, K. (in press). What we wonder: An iterative exploration of teachers’ perceptions of social-emotional learning.  School-University Partnerships.

Plotner, A. J., Stinnett, C. V., Smith-Hill, R., Bloom, M., & Walters, C. B. (in press).  Responding to COVID-19: Administrative and procedural implications for inclusive postsecondary education programs for individuals with intellectual and developmental disability.

VanHorn Stinnett, C., & Smith-Hill, R. (2021). Sexuality education: Ethics and consent. E. Harkins Monaco, T. Gibbon, & D. Bateman (Eds.), In Talking About Sex: Sexuality Education for Learners with Disabilities. Roman & Littlefield. 

Under review
Smith-Hill, R., Walter, C. B., Stinnett, C. V., & Plotner, A. J. (under review).  Social work as social justice: Supporting the autonomy of youth with disabilities through alternatives to guardianship.  Child and Adolescent Social Work.

Ascetta, K., Smith-Hill, R., & Curcio, R.  (under review). Being heard: Teachers’ perceptions and understanding of schoolwide positive behavior support.

Non-refereed
Smith-Hill, R. & Walters, C. B.  (December 2021). Not smaller dreams, just different: Ph.D. students with kids looking to the job market.  AERA Graduate Student Newsletter: The Manual, p. 5.

Smith-Hill, R.  (July 2021).  Culturally responsive teaching made accessible: A book review [Review of the book Culturally Responsive Teaching & the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students, by Zaretta Hammond].  AERA Graduate Student Newsletter: The Manual, p. 14.