Monika Bharti is an award-winning, emerging educator based in Nevada. A Ph.D. candidate in Literacy Studies at the University of Nevada, Reno, she was recently named the Shane and Katherine Templeton Outstanding Doctoral Student in Literacy by the College of Education & Human Development—just one of many accolades recognizing her leadership, research, and commitment to equity in education. She was previously honored as the Outstanding Master’s Student and is also a recipient of the 2023 Outstanding International Graduate Student Scholarship Award.
Monika's research interests mainly focus on STEM education in the elementary classroom, creating virtual literacy spaces for English learners, and the writing development of multilingual students. Her research has been featured in multiple publications, including the International Journal of Advanced Research and Publications, as well as by the National Association for Bilingual Education (NABE), and the American Educational Research Association (AERA).
Monika currently works as a graduate teaching assistant for the Center for Learning and Literacy at the University of Nevada, Reno, and as a preschool educator at the Child and Family Research Center in Nevada. She continues to advance her advocacy efforts and global educational leadership through these roles. We recently sat down with Bharti to talk about these recognitions and about her future plans.
How did your career in education get started?
I was born and raised in India, where I earned my bachelor's degrees in Chemistry and Education, followed by a master’s in Education from the University of Delhi. My early career as a science teacher in India introduced me to the potential of education to transform not only individual lives but also entire communities. I witnessed firsthand how young children responded to inquiry-based learning and how crucial early educational experiences are.
When I moved to the U.S., I earned a second master’s degree—this time in Elementary Education and Teaching from the University of Nevada, Reno. That transition wasn’t just geographic. It also reshaped how I understood educational access, policy, and equity. I saw incredible promise in the U.S. system, but also glaring disparities. That duality inspired me to stay, research, and advocate for change from within. Currently, I am working on earning my PhD in literacy studies by next year.
As an academic and teacher, what do you focus on?
As an academic, I've been working on writing instruction for multilingual learners as well as the training of pre-service teachers. As a teacher, I have also worked to develop and implement a curriculum that nurtures children’s emotional, cognitive, and linguistic growth in my position. I work closely with families and staff to create inclusive learning environments that reflect the diverse cultural and linguistic backgrounds of our students.
You have a rich educational background. Will you continue after your PhD?
Absolutely. I plan to pursue an Executive MBA to deepen my strategic and administrative leadership skills. While my foundation lies in education and research, I strongly believe that transformative change, especially in public education, requires strategic thinking, systems analysis, and cross-sector collaboration. Each academic milestone has built my interdisciplinary lens by merging science, literacy, pedagogy, and leadership. My aim is to become a bridge between classrooms, communities, and policy-making spaces.
You’ve also played a role in statewide policy and international education. Can you tell me more?
Yes, in 2022, I co-authored and advocated for a statewide housing resolution that was presented to Nevada’s Interim Finance Committee. It addressed graduate student housing insecurity and received formal recognition. That experience taught me how academic insights and grassroots concerns can influence legislative decisions when presented strategically.
In 2022, I was also appointed the Global Director of Education for STEM/STEAM by the International Teachers Association, a role in which I’ve led impactful programming across borders. In this second role, I have led global educational initiatives aimed at expanding access to quality STEM and literacy education. I manage international partnerships, mentor educators, and develop curriculum resources. My work includes promoting digital equity, advancing multilingual education, and ensuring gender-inclusive STEM practices.
What has challenged you along the way?
I’ve faced many of the same challenges that most first-generation international students encounter—particularly navigating a foreign education system with limited support structures. Still, there have been silver linings. Balancing multiple degrees while working to fund my education taught me invaluable lessons in time management, persistence, and resilience.
As a woman of color in academia, I have also encountered systemic barriers. However, these experiences have only strengthened my determination to create inclusive and equitable spaces. In fact, they became the driving force behind my advocacy. They inspired my leadership within the Graduate Student Association, where I spearheaded initiatives focused on student housing, mental health, and equity. Every hurdle has only amplified my voice.
Author:
Sarah Thompson is a freelance education journalist and contributor to several U.S. and international media outlets. She covers stories at the intersection of equity, policy, and innovation in education, with a focus on highlighting emerging voices in the academic world.
