Ruslan Korchagin
MBA'15, MSIST '16, EdD'26
About me
I am in the final year of my Doctorate in Higher Education Leadership at California Lutheran University, having completed all coursework and preparing to defend my dissertation in early February 2026. Alongside my doctoral studies, I serve as a Research and Teaching Assistant in the School of Education, a Senior Research Assistant at the Center for Economics of Social Issues, and a Research Assistant with the Master of Public Policy and Administration Program at California Lutheran University.
With over a decade of experience in higher education, I have held a variety of academic and administrative roles, including part-time faculty member and project manager at Voronezh State University, program specialist at California Lutheran University, and research associate at Damooei Global Research. These positions have allowed me to combine teaching, program management, and applied research in ways that directly inform my scholarship and practice.
I hold an MBA and an M.S. in Information Systems and Technologies from California Lutheran University, as well as bachelor’s and master’s degrees in law from Voronezh State University. My research interests focus on education policy, social justice, socioeconomic deprivation, and the social determinants of health.
Over the course of my career, I have published multiple peer-reviewed journal articles, contributed to numerous large-scale research projects for government and nonprofit organizations, and participated in the preparation of reports that shaped policy discussions. I have also assisted in conducting more than a dozen program evaluations, working at the intersection of academic research and real-world impact.
I am an active member of the American Educational Research Association and serve as a peer reviewer for Frontiers in Education and Creative Education. My recent publications explore disparities in physical education access, racial inequities in school discipline, barriers to graduate enrollment among racially minoritized students, and the social determinants of health among homeless children.
Education
Research at Glance
Peer-Reviewed Journal Articles
Published
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Templeton D. and Korchagin R. (2025) Reducing enrollment disparities for prospective racially minoritized graduate students through financial aid: evidence from an online survey experiment in the U.S. Front. Educ. 10:1639255. doi: 10.3389/feduc.2025.1639255
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Templeton, D., & Korchagin, R. (2025). Stratification economics and racial disparities in U.S. K–12 education. Frontiers in Education, 10, 1600820. https://doi.org/10.3389/feduc.2025.1600820
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Templeton, D., & Korchagin, R. (2025). Stratified fitness: Post-COVID inequities in physical education across race, class, and dis/ability in Connecticut schools. Children, 12(9), 1144. https://doi.org/10.3390/children12091144
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Templeton, D., Korchagin, R., Valla, B., & Ford, J. R. (2025). When parent–teacher collaboration turns violent: Corporal punishment in American schools and subsequent (secondary) trauma. Children, 12(6), 684. https://doi.org/10.3390/children12060684
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Templeton, D., Korchagin, R., & Valla, B. (2025). Left behind in lockdown: How COVID-19 deepened the crisis in K–12 physical education. Children, 12(5), 603. https://doi.org/10.3390/children12050603
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Templeton, D., & Korchagin, R. (2024). Exercising educational equity using California’s physical fitness data: A call for more school physical fitness programs, data, and research. Frontiers in Education, 9, 1433466. https://doi.org/10.3389/feduc.2024.1433466
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Damooei, J., & Korchagin, R. (2023). Examining child deprivation across California and how it could be addressed with early childhood education. California Journal of Politics and Policy, 15(1), 1–18. https://doi.org/10.5070/p2cjpp15160082
Submitted
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Templeton, D. & Korchagin, R. (submitted). Supporting American Indian Student Success: The Role of Financial Aid and Institutional Type on Higher Education Enrollment. Native American and Indigenous Studies Journal
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Templeton, D. & Korchagin, R. (submitted). Empowering Schools: Exploring PBIS Implementation and Social-Emotional Learning. Education Evaluation Policy Analysis
Book
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Damooei, J., & Khan, S. (manuscript under review). California: A Promised Land for Dreams Come True or a Mirage of Opportunities
Research Projects
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Impact of Extreme Heat in California by 2050 (March 2026)
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Affordable Housing is the Core of Economic and Social Stability in Our Communities in California: How Far Have We Drifted and Where Are We Going? (February 2026)
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Undocumented but Indispensable: Updated Finding on Their Economic Impact in Ventura and Santa Barbara Counties (September 2025)
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Affording a Dignified Life on the Central Coast of California: Challenges and Opportunities (February 2025)
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Demographic Profile and Economic Impact of Undocumented Immigrants in California (February 2024)
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Undocumented Immigrants and Their Economic Impact on the Central Coast of California: A Close Look into Ventura and Santa Barbara Counties (February 2023)
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Transfer of Wealth in Ventura County: Leveraging Philanthropic Giving to Enhance Community Well-Being (Original Report: 2018 | Revised Edition: February 2022)
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Digital Divide Within the SCAG Region: Depiction of the Existing Digital Access Within Six Counties of the Region and Across Selected Demographic Indicators in Each Zip Code (January 2022)
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Digital Divide Within the SANDAG Region: Depiction of the Existing Digital Access San Diego County Across Selected Demographic Indicators in Each Zip Code (January 2022)
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Digital Divide Within Santa Barbara County: Depiction of the Existing Digital Access in Santa Barbara County Across Selected Demographic Indicators in Each Zip Code (March 2022)
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Profile of COVID-19, Community, Business, Nonprofit & Worker Impacts: Informing an Inclusive & Equitable Economic Recovery in Ventura and Santa Barbara Counties (June 2021)
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Looking into the Imperative of Creating a Universal High-Quality Early Childhood Education in Ventura County: An Essential Step towards Creating A Better Tomorrow for All (April 2021)
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Community Profile of Ventura County: Looking into the Existing Socio-Economic and Demographic Profile at Present and During Recent Years (September 2020)
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The Future of Caregiving for an Aging Population: Increasing Community and Economic Vitality in Ventura County (2019)
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Gap Analysis for Preconception to Age Five Blueprint for Funding (Fresno County) (2018)
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Economic Growth and Educational Opportunities for the West End & Inland Empire Region (2015)
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State of the Region Report (2015)
Program Evaluations
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Sacramento City College Equity Pathways Project, Pre- and Post-Test Data Analysis (Fall 2024)
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Economic Impact of Community Colleges in Ventura County: Showing the contribution of community colleges in boosting the regional economy, enhancing the ability of their graduates to improve their lives, and serving the common good of the community in Ventura County and beyond (February 2022)
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Evaluation of the Human Trafficking Task Force, Led by the Ventura County Sheriff’s Department (2022)
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Report of the Findings from Matched Pre and Post Survey for the Nutrition Education and Obesity Prevention (NEOP) Program of Elementary School Children (2019, 2018, 2017)
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Economic Impact of Boys & Girls Clubs in Ventura County (2018)
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Economic Impact of Boys & Girls Clubs of Fontana (2018)
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Economic and Social Impact of Connections Community Programs in the State of Delaware (2017)
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Economic and Social Impact of the Boys & Girls Clubs of the State of Delaware (2016)
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Final Report for Evaluation of Ventura County Juvenile Specialty Court Community Integration Program (JSCCIP) (2016)
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Economic and Social Impact of the Boys & Girls Club of Greater Houston (2015)
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Economic and Social Impact of Boys & Girls Clubs of Central Texas (2015)
Conferences
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Affordable Housing is the Core of Economic and Social Stability in Our Communities in California: How Far Have We Drifted and Where Are We Going? (2026)
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Affording a Dignified Life on the Central Coast of California (2025)
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Separating Myths from Realities: Challenges Undocumented Immigrants Face and Their Economic Impact in California (2024)
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Russia and Europe: A Mosaic That Doesn’t Come Together (2022)
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"EU Environmental Policy 'Green Deal': Russia’s Role in Europe’s Green Transformation" (2021)
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Public Diplomacy in the Dialogue Between Russia and the EU (2021)
Publications and Conferences
Peer-Reviewed Publications
Publicly Accessible Research Projects
Research Grants
Courses Taught and Assisted
Teaching Philosophy
I am an educator with extensive international experience and a strong commitment to equity. My teaching philosophy is deeply rooted in culturally responsive pedagogy, as described by Geneva Gay, and a student-centered approach. I aim to create inclusive learning environments where every student, regardless of their background, feels respected, supported, and empowered to achieve their full potential.
Having lived, studied, and taught in diverse cultural settings, including Russia, the United States, Spain, and Colombia, I bring a global perspective to my teaching. This multicultural lens enables me to connect authentically with students from various backgrounds and to recognize the value of affirming their cultural identities and lived experiences in the learning process. I view cultural diversity not as a challenge but as a strength that enriches classroom discussions, broadens perspectives, and fosters empathy.
In my previous role as a part-time faculty member, I taught Foundations of Information Systems and Technologies to first-year undergraduates. I prioritized hands-on learning experiences, believing that practical application often teaches more effectively than theoretical lectures. Whether students were working with software or collaborating on group projects, I ensured that learning was active, relevant, and connected to real-world scenarios. My students consistently described me as their favorite instructor—not only because of my rigorous and clear teaching but also because I treated them with respect, viewing them as future professionals. I encouraged questions, fostered engagement, and ensured that every student, not just the majority, felt seen, heard, and supported.
I am particularly attuned to the needs of racially minoritized and high-need students. My doctoral research focuses on the academic capital of racially minoritized students, and I have authored multiple peer-reviewed studies examining disparities in education and physical well-being across race, class, and dis/ability. Through over a decade of community-based research and service with nonprofit organizations, I have worked to address systemic inequalities and develop policy recommendations to support underserved communities. These experiences continually inform my teaching, reminding me that education must serve as a force for equity and social change.
Teaching is more than the transfer of knowledge; it is a relational, ethical, and transformative practice. Every student has the potential for greatness, and it is my responsibility as an educator to nurture that potential by designing inclusive, culturally affirming instruction that meets individual learning needs. I strive to be an educator who uplifts every learner, listens more than lectures, and bridges the gap between theory and practice, between aspiration and achievement.
Ultimately, I teach because I believe in the transformative power of education. My dissertation focuses on human capital theory and the role of education as a social bridge. I see education as a pathway that enables individuals to access better opportunities, improve their socioeconomic standing, and contribute meaningfully to their families and communities. This belief is not just theoretical, it is deeply personal and informed by my own experiences and those of the students and communities I have served. I firmly believe that a truly prosperous society is one where every individual thrives, and I see my role as an educator as essential to realizing that vision.
