April Ursula Fox, Ph.D., is a researcher and teacher in educational psychology, and works as a grant specialist at the Office of Research and Sponsored Programs within the College of Education, where she supports faculty and research teams in developing, coordinating, and securing funding for innovative educational projects. Her work emphasizes collaboration, creative problem-solving, and alignment between research design and broader institutional and community goals.

She holds a Ph.D. in Educational Psychology from the University of Nevada, Las Vegas, where she also earned her M.S. in Educational Psychology. Her research explores how learning unfolds as an embodied, relational, and performatic process—particularly within informal and underserved environments such as museums, community gatherings, and creative workshops. Grounded in constructivist, post-constructivist, and post-humanist traditions, her work examines how agency, culture, and multimodal expression shape learning and identity beyond traditional classroom settings.

Her current research advances the Performatic Learning Framework, which conceptualizes creative practices, such as zine-making, as tools for meaning-making, reflection, and epistemic authorship. Through this lens, Fox investigates how learners claim, express, and transform knowledge in spaces that value creativity, embodiment, and cultural voice.

Fox’s teaching and scholarly practice bridge educational psychology, design thinking, and creative pedagogy, reimagining how learning environments can support reflection, agency, and transformation. Her broader interests include experiential learning, metacognition, epistemic agency, and the affective dimensions of cognition. Outside academia, she continues to create zines and other artistic projects, using creative expression as a way to explore the intersections of education, culture, and self-authorship.

Fox is a published author whose work spans technical, creative, and academic genres. Her book, Social Media Analytics Strategy: Using Data to Optimize Business Performance (Apress, 2022), reflects her expertise in analytics and the strategic use of data. She has also authored works such as the fantasy series Goblins! of the Neverending Lands and the anthology STTAR – Storytelling with Tarot, which explore narrative, myth, and multimodal expression. Additionally, her master’s thesis, The Experience of Self-Coherence: Self-Coherence as the Hub of All Needs (UNLV, 2021), investigates identity, meaning-making, and self-narrative in educational psychology. Her creative publishing also includes ZAZAZINE, a self-published zine series that exemplifies her ongoing engagement with zine-making as both artistic practice and pedagogical inquiry. She is also the co-author of the peer-reviewed article From Visitor to Author: How Visitor-Created Zine Artifacts Promote Meaningful, Multimodal and Culturally Mediated Learning in Science Museums, published in the Journal of Museum Education. Across these works, Fox’s publications reflect a unique intersection of data analytics, creativity, and educational research—extending her scholarly and artistic practice into the published realm.