Carrie Parker is the lead PI on the Project RISE Pilot Study. She is a Research Scientist with the New England and the Islands Regional Educational Lab, conducting studies on large-scale assessment, English language learners, and students with disabilities, and with NSF's National ITEST Learning Resource Center (LRC) at EDC, researching the impact of youth and teacher experiences with innovative, emerging technologies. She also works with four New England states and Montana on an Enhanced Assessment Grant, using cognitive labs to investigate how existing grade level items on large-scale reading assessments may be modified to reduce cognitive load for students with disabilities.
Director of Strategic Initiatives in Workforce and Human Development
Dr. Malyn-Smith is Director of Strategic Initiatives in Workforce and Human Development for Education, Employment, & Community Programs at EDC. She is PI for ITEST and also for IT (Information Technology) Across Careers funded by NSF Advanced Technological Education to develop a common language and framework for core IT “user skills” across all careers. Formerly, as Project Director for the Department of Education’s IT Career Cluster Initiative, she led 12 states to develop and pilot OVAE’s national career cluster model and curriculum framework for education programs leading to careers as “IT producers” (those who design, development, management and support of hardware, software, multi-media and systems integration services). From 1994-7 she directed The Techforce Initiative funded by DOL to highlight and increase participation of IT Companies in School-to-Work nationally. From 1992-6 she served as EDC’s primary industry skill standards developer/expert for the National Skill Standard’s Board funded BioScience, Human Services and Chemical Process projects. Since then her work has focused on Connecting K-12 content standards to industry skill standards through scaffolded “career development frameworks” to help explain how young people develop skills/knowledge in schools and community settings, negotiate the education system to build their own capacity, and translate these skills/knowledge into economic/social currency in the workplace to benefit themselves, their families and communities. She is currently researching the educational implications of youth in our schools who are “power users” of technology; and working with the PTC/MIT Consortium to develop/validate Engineering Career Development Frameworks. Prior to joining EDC Dr. Malyn-Smith served Boston Public Schools for 23 years as teacher, administrator and Program Director for Occupational Instructional Design.
Sarita Nair-Pillai is a Project Director with the Education, Employment & Community Programs division at Education Development Center, Inc (EDC). Drawing on her own background as a computer scientist and technology developer, her role involves managing national projects that focus on the creation of powerful technology-based resources for teachers and students, with a special focus on the needs of diverse users. As the director of The FunWorks digital library project (http://www.thefunworks.org) and the Gender and Science Digital Library (http://www.gsdl.org), she has helped shape both technology and content strategy for the National Science Foundation's National Science Digital Library system. She also serves as co-principal investigator for NSF's National ITEST Learning Resource Center at EDC which supports close to 100 projects around the country, located in schools and community-based settings, focused on building IT skills and knowledge of school-age children and teachers through intensive hands-on science experiences. Sarita has presented nationally and internationally on the use of digital libraries for education, and on the development of innovative and inclusive learning technologies. She holds an undergraduate degree in Computer Science and a masters degree in Business Administration and Marketing.
Kimberly Lucas is a Research Assistant with the Education, Employment & Community Programs division at EDC. Kimberly is a team member on PRPS, working on instrument development, data collection, and analysis. She also works on the Girls Communicating Career Connections (GC3) project, a youth-produced, web-based media series and companion educator materials on science and engineering careers, targeting girls from underserved groups. This project is tied to the FunWorks digital library project, a career exploration site for middle school aged youth. Kimberly holds an undergraduate degree in psychology and sociology from UCLA and a Master’s degree in child development and urban and environmental policy and planning from Tufts University.
Bethany Carlson is a Research Associate with the Education, Employment & Community Programs division at EDC and has worked on a number of projects focused on engaging middle and high school-aged youth in STEM education and the workforce. She has been a curriculum developer for the Ford Partnership for Advanced Studies (FordPAS), and was one of the lead researchers for the NSF-funded Effective Access research project which examined how effectively high-school STEM teachers use digital resources (such as digital libraries). She was the lead research associate for the FunWorks project and worked extensively with youth to conduct research and to conceptualize and develop this middle school career exploration digital library. Trained as an engineer, she has also written STEM curricula for high school students, facilitated classroom action research projects in urban middle schools, and conducted numerous surveys, focus groups, and interviews with teachers, principals, district personnel, K12 students, and graduate students.
Assistant Professor, University of New Hampshire
Dr. Graham has expertise in the design of longitudinal studies and the analysis of longitudinal data. As a Lecturer at the Harvard Graduate School of Education between 1998 and 2004, she developed and taught a course on the application of discrete-time survival analysis and individual growth modeling to analyses of longitudinal data in educational research. Currently, as Assistant Professor of Education Statistics at the University of New Hampshire, she is involved with training faculty in longitudinal design and analysis. Substantively, she has performed analyses of national longitudinal data, studying course-taking trajectories of girls and boys during high school and college.
Senior Evaluation Adviser, Northwest Regional Education Laboratory
Ms. Ault is also currently the principal evaluator for an NSF ITEST project. As an advisor, she will provide guidance in the area of research and evaluation, having evaluated other technology grants, statewide school-to-work initiatives, and museum learning projects. She will also help frame the formative and summative evaluation of the project.
K-12 Science Coordinator (retired), Cambridge Public School District, State of Massachusetts
Ms. Barron has also been principal Investigator of the “Habits of Mind: Science in Cambridge” project, an NSF TE grant from 1994-1999. She has participated extensively in national science education reform projects and collaborated with school districts in science curriculum implementation. She will advise the project on issues of high school science education and school reform issues around student access to advanced science. She will guide the development of this research in ways that substantively link informal and formal science education experiences.
Assistant Professor, Boston College
Laura has contributed to numerous studies that examined issues such as the relationship between tracking practices and mathematics achievement, the impact of a technology-infused professional development program on student and teacher outcomes, the effects of a capacity building online professional development program on teacher practice, and the relationship between the organizational characteristics of schools and teachers' use of technology as a teaching and learning tool. She currently works on the eLearning Initiative funded under the Ready to Teach program. Interests include international comparative studies and the effects of organizational characteristics on individual outcomes. Recent work has focused on the impacts of school organizational characteristics on the adoption of technology as a teaching and learning tool.
Senior Scientist, Wisconsin Center for Education Research (WCER)
Robert Meyer is the Director of the Value-Added Research Center (VARC). Meyer is known for his research on value-added modeling and evaluation methods and is currently working on projects funded by the Institute of Educational Sciences (U.S. Department of Education), the Joyce Foundation, the Milwaukee Public Schools, the National Science Foundation, and the Wisconsin Department of Public Instruction. Over the last decade and a half, Meyer has worked closely with districts and states to develop and apply innovative statistical methods. He has conducted major statistical evaluations of programs and policies such as SAGE (the Wisconsin class-size initiative), systemic reform in Texas, integrated versus traditional mathematics, and professional development and other math and science reforms in Cleveland and Riverside, California. Meyer has also worked with numerous districts to develop and implement value-added indicator and accountability systems, including the school report card implemented in the Milwaukee Public Schools in 2002.
Project Site PIs
Executive Director and Founder, Girls Get Connected Collaborative, Simmons College
Deborah Muscella is an educator with over 25 years of experience. She taught students with special needs in the Philadelphia Public Schools and in the Head Start program in Austin, Texas. She completed her doctorate in education at The University of Texas at Austin. While there she studied how the social and cultural context influences teaching and learning. She continued this research in several national and international projects in which she worked with classroom teachers to establish best practices. She has led projects with funding from the United States Department of Education, the National Science Foundation (including an ITEST project, Technology at the Crossroads), and the United States Department of Commerce. For the past several years, Deborah has worked with a national group of teachers to establish electronic communities that support teachers and showcase their expertise.
Senior Vice President of School and Community Programs and Partnerships, Saint Louis Science Center
Miller was the project director and program developer for two YouthALIVE! grants, one for the California Science Center (formerly the California Museum of Science and Industry) and one for the Saint Louis Science Center. She was a member of the YouthALIVE! steering committee and responsible for co-planning and co-facilitating national network meeting. Currently she is PI on two NSF grants and Co-PI on two additional NSF grants, including one ITEST project, YES to Technology (YES-2-Tech). A main focus of her job is to design and management of programs that utilize the environment and galleries of the Saint Louis Science Center, and development of comprehensive inviting curriculum that nurtures and interest in science, technology, engineering, and math. Miller holds a BA in English from the California State University at Chico and is currently pursing a Masters in Museums Studies at the University of Missouri - St Louis.