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The following is an alphabetical directory that contains information about presenters, special speakers and break-out facilitators at NCPR's 2010 Developmental Education Conference:

James Applegate, Vice President, Lumina Foundation
James Applegate serves as vice president for program development at Lumina Foundation, where he leads in development of the foundation’s funding programs supporting Lumina’s goal to dramatically increase educational attainment in the U.S., especially for low-income, first-generation, minority, and adult students.

Thomas Bailey, George and Abby O'Neill Professor of Economics and Education, Teachers College, Columbia University; Director, CCRC
Thomas Bailey is the director and principal investigator of NCPR; director of the Community College Research Center (CCRC) at Teachers College, Columbia University; director of the Institute on Education and the Economy; and the George and Abby O’Neill Professor of Economics and Education in the Department of International and Transcultural Studies at Teachers College, Columbia University. Dr. Bailey leads CCRC in its research focused on access and student success at community college, with a particular focus on the experiences low-income and minority students.

Tina Bloomer, Policy Associate, Workforce Education, Washington State Board for Community and Technical Colleges
Tina Bloomer, Workforce Education Policy Associate, is agency lead for Integrated Basic Education and Skills Training (I-BEST), green economy initiatives, and Perkins. She also serves as a liaison to SkillUp Washington, a Seattle-King County initiative. She works on policy issues regarding career pathways, low-income and underserved students’ education, employment, and success outcomes. She holds an MBA from Gonzaga University, Spokane, Washington.

Angela Boatman, Doctoral Candidate, Harvard Graduate School of Education
Angela Boatman is a research assistant and doctoral candidate at the Harvard Graduate School of Education where she is studying the Economics of Higher Education, particularly in the areas of financial aid and college remediation.

Hunter Boylan, Director, National Center for Developmental Education; Professor of Higher Education, Appalachian State University
Hunter R. Boylan is the director of the National Center for Developmental Education, where he is the principal investigator for the National Study of Developmental Education, and a professor of higher education at Appalachian State University. He founded Research in Developmental Education and is a member of the editorial boards of the Journal of Developmental Education, the Journal of Teaching and Learning, the Center for Research on Developmental Education and Urban Literacy, and the international Journal of Innovation, Research, and Policy in Education.

Thomas Brock, Director, Young Adults and Postsecondary Education Policy Area, MDRC
Thomas Brock is the director of the young adults and postsecondary education policy area at MDRC. He leads MDRC’s work in higher education, which is principally focused on finding ways to increase academic achievement and persistence among low-income students attending community colleges and less selective four-year universities.

Michael Collins, Program Director, Jobs for the Future
Michael Collins is a program director at Jobs for the Future, where he co-directs the Achieving the Dream and Developmental Education initiatives.

David Conley, Professor, University of Oregon; Director, Center for Educational Policy Research; CEO, Educational Policy Improvement Center
David Conley is a professor of educational policy and leadership at the University of Oregon’s College of Education, founder and director of the Center for Educational Policy Research at the University of Oregon, and founder and chief executive officer of the Educational Policy Improvement Center. His most recent book, College and Career Ready: Helping All Students Succeed Beyond High School, features profiles of America’s most college-ready high schools to model how to develop a culture rooted in postsecondary success.

John Q. Easton, Director, Institute of Education Sciences
John Q. Easton is director of the Institute of Education Sciences (IES), where he started his six-year term on June 1, 2009. IES is the research arm of the U.S. Department of Education. It encompasses the National Center for Education Statistics, the National Center for Education Evaluation and Regional Assistance, the National Center for Education Research, and the National Center for Special Education Research.

Easton comes to IES from Chicago, where most recently he was executive director of the Consortium on Chicago School Research at the University of Chicago. Easton was affiliated with the consortium since its inception in 1990, and became its deputy director in 1997. He had a long association with the Chicago Public Schools (CPS), serving in several research capacities, including as the director of the Department of Research, Analysis, and Assessment. He also served as director of research for the Chicago Panel on School Policy, where he led a study on the effects of decentralization on CPS.

Easton served a term (2003-07) on the National Assessment Governing Board, which sets policies for the National Assessment of Educational Progress (NAEP). In 2008, he was awarded a presidential citation from the American Educational Research Association for “research leadership and evaluation studies focused on improving the nature and quality of education in a large urban city.”

Easton holds a Ph.D. in measurement, evaluation, and statistical analysis from the University of Chicago; a master’s degree from Western Washington University; and a bachelor’s degree from Hobart College. He is the author or coauthor of numerous reports and articles, and two books:  Charting Chicago School Reform: Democratic Localism as a Lever for Change and Organizing Schools for Improvement: Lessons from Chicago, published by the University of Chicago Press in 2010.

Negar Farakish, Assistant Dean of Developmental Education, Westchester Community College
Negar Farakish, Ed.D., is the assistant dean of developmental education at Westchester Community College. She holds a doctorate degree in higher and postsecondary education, an education specialist degree in English, a master’s degree in teaching English to speakers of other languages (TESOL), and a bachelor’s degree in English translation.

Nikki Edgecombe, Senior Research Associate, Community College Research Center
Nikki Edgecombe is a senior research associate at the Community College Research Center (CCRC). She co-leads CCRC’s qualitative studies in Virginia, including analyses of factors that affect progression from developmental to gatekeeper math courses and upcoming research on student success and online courses. In addition, Nikki studies instructional and curricular reform, with a particular focus on strategies designed to enhance the likelihood of developmental education and credential completion, such as acceleration.

Susan Fuhrman, President, Teachers College
Dr. Susan H. Fuhrman is the President of Teachers College, Columbia University, founding Director and Chair of the Management Committee of the Consortium for Policy Research in Education (CPRE), and President of the National Academy of Education (to which she was first elected member in 2002, and of which she was named Secretary-Treasurer in 2005).

Dr. Fuhrman’s substantial leadership track record includes, most recently, her term as Dean of the University of Pennsylvania’s Graduate School of Education from 1995-2006, where she was also the school’s George and Diane Weiss Professor of Education. While at the University of Pennsylvania, Dr. Fuhrman was influential in creating a new community school as a partnership between the University and the city of Philadelphia. She is a former Vice President of the American Educational Research Association as well as a former Trustee Board member of the Carnegie Foundation for the Advancement of Teaching and a current non-executive Director of Pearson plc, the international education and publishing company. In January 2009, she was named co-chair of the Roundtable on Education Systems and Accountability (RESA), established at the request of the U.S. Department of Education by the National Research Council’s Board on Testing and Assessment. 

Dr. Fuhrman received bachelors and masters’ degrees in history from Northwestern University and a Ph.D. in political science and education from Teachers College and Columbia University. Her research interests include accountability in education, intergovernmental relationships, and standards-based reform, and she has written widely on education policy and finance; among her edited books are The State of Education Policy Research (with David K. Cohen and Fritz Mosher, 2007); The Public Schools (The Institutions of American Democracy Series, with Marvin Lazerson, 2005); Redesigning Accountability Systems for Education (with Richard Elmore, 2004); From the Capitol to the Classroom: Standards-Based Reform in the States (2001); and Rewards and Reform: Creating Educational Incentives that Work (with Jennifer O’Day, 1996). Through the Consortium for Policy Research in Education (CPRE), she leads and conducts a variety of research with significant financial support from the U.S. Department of Education, the National Science Foundation and private funding sources. 

Dr. Fuhrman’s work has been recognized by a wide variety of international, national, state, and local organizations. In March 2008, Dr. Fuhrman was one of five women honored by New York City Comptroller William Thompson at an event co-sponsored by the Women’s City Club of New York and the League of Women Voters as part of Women’s History Month. Dr. Fuhrman was recognized for her expertise in her field; the respect accorded her by her peers and colleagues; her commitment to serving others; and her demonstrated commitment to making New York City a more vibrant, inclusive and healthy place to live. Dr. Fuhrman has also received the 2008 Distinguished Leaders in Education Award from the Rutgers Graduate School of Education. In 2007, Crain’s New York Business named Dr. Fuhrman one of the 100 most influential women in business in New York City.

Dr. Fuhrman lives in New Jersey with her husband, Dr. Robert Fuhrman; they have three sons and two grandchildren.

W. Norton Grubb, David Gardner Chair in Higher Education, UC-Berkeley
W. Norton Grubb is a professor and the David Gardner Chair in Higher Education at the School of Education, the University of California, Berkeley. He is also the faculty coordinator of the Principal Leadership Institute, an innovative program preparing leaders for urban schools. His interests include the effects of resources in schools; the occupational roles of education; secondary schools and their reforms; equity issues; and community colleges, including occupational education, basic skills, and instruction. He received his doctorate in economics from Harvard University in 1975.

Conchita Hickey, Executive Director of University College, Texas A&M International University
Conchita Hickey is executive director of University College at Texas A&M International University. She is also the P-16 Council liaison for the Council for Educational Excellence and the Regional Special Advisor for College and Career Readiness Standards for the Texas Higher Education Coordinating Board.

Laura Hope, Dean, Chaffey College
Laura Hope, dean of instructional support at Chaffey College, has served as a full-time English instructor for the past twenty years. Previously she was one of the founding leaders of the Chaffey College Success Centers and served as their coordinator for many years.

Katherine Hughes, Assistant Director for Work and Education Reform Research, CCRC
Katherine Hughes is the Assistant Director for Work and Education Reform Research at the Community College Research Center and the Institute on Education and the Economy (IEE), Teachers College, Columbia University. Since joining IEE/CCRC in 1995, Dr. Hughes has led and conducted research on the transition from high school to college and careers, including projects addressing the national school-to-work initiative, employer involvement in high schools, work-based learning, career academies, secondary-postsecondary partnerships, and state policies that facilitate transitions and pathways. Her current work focuses on the potential of dual enrollment for preparing disadvantaged youth for college.

Shanna Smith Jaggars, Senior Research Associate, CCRC
Shanna Smith Jaggars is a senior research associate at CCRC. Together with Davis Jenkins, she manages a suite of studies funded under the Bill & Melinda Gates Foundation that focus on community college student success in Virginia, Washington, New York, and Colorado. Dr. Jaggars’ topical interests include online course enrollment and performance, as well as developmental education pedagogy, programming, and policy.

Davis Jenkins, Senior Research Associate, CCRC
Davis Jenkins is a senior researcher at CCRC. A key focus of his work is finding ways to strengthen the capacity of public postsecondary institutions, particularly community colleges, to educate economically and educationally disadvantaged individuals for gainful employment in a knowledge economy.

Martha Kanter, Under Secretary, United States Department of Education
Martha J. Kanter was nominated by President Barack Obama on April 29, 2009, to be the under secretary of education and was confirmed by the Senate on June 19, 2009. In this position, she reports to Secretary of Education Arne Duncan and oversees policies, programs, and activities related to postsecondary education, vocational and adult education, and federal student aid.

From 2003 to 2009, Kanter served as chancellor of the Foothill-De Anza Community College District, one of the largest community college districts in the nation, serving more than 45,000 students with a total budget of approximately $400 million. She is the first community college leader to serve in the under secretary position. In 1977, after serving as an alternative high school teacher at Lexington High School in Massachusetts, the Public Schools of the Tarrytowns (N.Y.) and later at the Searing School in New York City, she established the first program for students with learning disabilities at San Jose City College (Calif.). She then served as a director, dean and subsequently as vice chancellor for policy and research for the California Community Colleges Chancellor's Office in Sacramento, returning to San Jose City College as vice president of instruction and student services in 1990. In 1993, she was named president of De Anza College and served in this position until becoming chancellor.

Kanter has served as a board member or officer in a wide variety of national, state, and local organizations, including the League for Innovation in the Community College, the Community College League of California, Joint Venture: Silicon Valley Network, Inc., Peninsula Open Space Trust, the Hispanic Foundation of Silicon Valley, the Mexican Heritage Corporation, the Rotary Club of Palo Alto, and the California Association of Postsecondary Educators of the Disabled.

Kanter has been recognized for her work numerous times in California, including being named Woman of the Year by the 24th Assembly District, Woman of Achievement by San Jose Mercury News and the Women's Fund, and Woman of the Year for Santa Clara County by the American Association of University Women. In 2003, she received the Excellence in Education award from the National Organization for Women's California Chapter. In 2006, she was honored for diversity and community leadership by the Santa Clara County Commission on the Status of Women, and in 2007, the American Leadership Forum-Silicon Valley honored her with the John W. Gardner Leadership Award. Last year, Kanter received the Citizen of the Year award from the Cupertino Chamber of Commerce.

Kanter holds a doctorate in organization and leadership from the University of San Francisco. Her dissertation addressed demographic, institutional, and assessment factors affecting access to higher education for underrepresented students in California's community colleges. In 1994, she opened the first Advanced Technology Center in California's community college system and promoted local and state policies to advance Foothill-De Anza's legacy of excellence and opportunity for California's expanding and increasingly diverse student population. She received her master's degree in education with a concentration in clinical psychology and public practice from Harvard University, and a bachelor's degree in sociology from Brandeis University.

Bridget Terry Long, Professor of Education and Economics, Harvard University;
Senior Staff, NCPR

Bridget Terry Long, professor of education and economics at Harvard University, studies the transition from high school to higher education and beyond. She is a faculty research associate of the National Bureau of Economic Research and research affiliate of NCPR.

Gillies Malnarich, Co-Director, Washington Center for Improving the Quality of Undergraduate Education, The Evergreen State College
Gillies Malnarich is co-director of the Washington Center for Improving the Quality of Undergraduate Education, a public service center of The Evergreen State College. She works to develop and lead the center’s learning communities work, including its national summer institute and other projects ranging from assessing integrative learning to working with faculty to design intellectually challenging and supportive learning environments for students placing in college preparatory classes.

Kay McClenney, Sid W. Richardson Endowed Fellow and Director, Center for Community College Student Engagement, Community College Leadership Program, University of Texas at Austin
Kay McClenney is director of the Center for Community College Student Engagement and Sid W. Richardson Endowed Fellow in the Community College Leadership Program (CCLP) at The University of Texas at Austin. She directs the Center’s Initiative on Student Success; serves as senior consultant to the UT/CCLP work on the national Achieving the Dream initiative; and co-directs CLASS, the California Leadership Alliance for Student Success. She previously served for 10 years as vice president and chief operating officer of the Education Commission of the States.

Bill Moore, Policy Associate for Assessment, Teaching & Learning, State Board for Community & Technical Colleges (SBCTC) in Washington
As Policy Associate at SBCTC since 1990, Bill Moore has helped lead a systemic assessment initiative in Washington higher education; over the past several years he has focused much of his work on college readiness and high school/college articulation issues, including providing leadership for the Washington Transition Math Project. He is currently directing the Rethinking Pre-College Math project, an initiative focused on making substantive program-level changes to pre-college math course instruction, curriculum, and assessment in Washington state community and technical colleges. Dr. Moore has a master's degree in counseling psychology from the University of Texas at Austin and an interdisciplinary Ph.D. from the University of Maryland focusing on college student development, higher education administration, and organizational change issues.

Deanna Morgan, Associate Research Scientist, College Board
Deanna L. Morgan, PhD, is an associate research scientist at the College Board with expertise on measurement issues surrounding standardized and computer adaptive tests. Her research focuses on identifying and validating cut-off scores on high-stakes assessments.

Sonia Ortiz-Mercado, Student Services Dean, Matriculation, Early Assessment, Student Equity & Leadership; California Community Colleges Chancellor’s Office
Sonia Ortiz-Mercado works for the Chancellor’s Office of the California Community Colleges (CCC) as a dean responsible for Matriculation, Early Assessment, Student Equity and Leadership. She is also responsible for overseeing and administering over $48 million in funding for California’s 112 community college Matriculation services, including counseling and advising, assessment, and admissions. She is responsible for coordinating implementation of the Early Assessment Program to launch this new initiative within the CCC system.

Dolores Perin, Dolores Perin, Senior Research Associate, CCRC; Professor of Psychology and Education, Teachers College; Senior Staff, NCPR
Dolores Perin is a professor of psychology and education and coordinator of the Reading Specialist Program at Teachers College, Columbia University. She is also a senior staff member of NCPR and a senior research associate at CCRC, where she specializes in pedagogy, curriculum and professional development in community colleges.

Ann Person, Senior Program Officer for Research and Data, Bill & Melinda Gates Foundation
Ann Person is the Senior Program Officer for Research and Data on the Bill & Melinda Gates Foundation’s Postsecondary Success initiative. Dr. Person previously worked as a researcher at Mathematica Policy Research and as an administrator at the University of Wyoming. She holds a Ph.D. in Human Development and Social Policy from Northwestern University and is author of numerous articles and book chapters on two-year colleges and the school-to-work transition; she is co-author of the book After Admission: From College Access to College Success (2006).

Jonell Sanchez, Senior Director of Academic Initiatives and Program Development, College Board
Jonell Sanchez is the senior director of academic initiatives/program development at the College Board’s ACCUPLACER and CLEP programs. In this role, he works closely with federal and state leaders, secondary and postsecondary faculty and staff, and national and international organizations to foster college preparedness and student success. Prior to College Board, Sanchez held faculty and administrative roles at Rutgers University and Fairleigh Dickinson University.

Judith Scott-Clayton, Assistant Professor of Economics and Education, Teachers College
Judith Scott-Clayton is an assistant professor in the Economics and Education program at Teachers College, Columbia University, where she teaches courses in labor economics and quantitative methods. She is a senior research associate at CCRC where her work includes studies of financial aid policy, remedial college assessment and placement policy and the role of community college program structure in student success.

Rachel Singer, Director, Academic Affairs, Kingsborough Community College
Rachel Singer is director of academic affairs at Kingsborough Community College, where she is responsible for coordinating and overseeing many learning community initiatives. She has also worked as a resource person for Lumina Foundation’s Achieving the Dream; resource faculty at the Washington Center for Undergraduate Education's Summer Institute for Learning Communities; and as a technical advisor for MDRC’s National Learning Communities Demonstration.

Uri Treisman, Professor of Mathematics and Public Affairs, University of Texas-Austin
Uri Treisman is a professor of mathematics and public affairs at the University of Texas at Austin. He holds leadership roles in a number of organizations and foundations, including the Charles A. Dana Center, which he founded and serves as executive director.

Catherine Unite, Supplemental Instruction Trainer; Coordinator for Supplemental Instruction (SI) and Video-Based Supplemental Instruction (VSI), Center for Academic Development, University of Missouri-Kansas City
Born in the United Kingdom, Catherine Unite is a certified SI trainer and currently appointed as the SI and VSI Coordinator at the Center for Academic Development at the University of Missouri-Kansas City.  She was previously the head of the SI National Office for Southern Africa, at the Nelson Mandela Metropolitan University, where she was responsible for the implementation and supervision of student academic development programs on campus, as well as on a national level.

Bruce Vandal, Project Co-Director, Tennessee Board of Regents Developmental Studies Redesign Initiative; Director, Postsecondary and Workforce Development Institute, Education Commission of the States
Bruce Vandal is director of the Postsecondary and Workforce Development Institute of the Education Commission of the States (ECS). He is responsible for coordinating research and policy work related to postsecondary and workforce development issues within the institute and in collaboration with the other ECS institutes.

Andrea Venezia, Senior Policy Associate, WestEd
Andrea Venezia is a senior policy associate at WestEd, where she focuses on postsecondary readiness and success for traditionally underserved students. More specifically, she is currently working on projects related to high-school-to-college reforms at the state and federal levels, community college readiness and success, multiple curricular pathways and college readiness, dual enrollment, and Early College High Schools.

Mary Visher, Senior Research Associate, Young Adults and Postsecondary Education Policy Area, MDRC; Senior Staff, NCPR
Mary Visher is a Senior Associate in MDRC’s Young Adults and Postsecondary Education and K-12 policy areas, where she works on several projects, including Achieving the Dream impact studies, Career Academies, and NCPR. For NCPR, she serves as the project director for the Learning Communities Demonstration, a six-site experiment testing the impact of learning communities on student outcomes.

Heather Wathington, Assistant Professor, Curry School of Education, University of Virginia; Senior Staff, NCPR
Heather Wathington is an assistant professor in the Department of Leadership, Foundations, and Policy at the Curry School of Education, University of Virginia. Her research focuses on the academic achievement of low-income students and students of color in higher education, with a specific focus on understanding the educational contexts, levers, and practices that promote greater academic success for these students.

Kim Wilcox, National Coordinator of Training, National Center for Supplemental Instruction, University of Missouri-Kansas City
For the last 20 years, Kim Wilcox, Ph.D., has been the National Coordinator of Training for Supplemental Instruction at the University of Missouri, Kansas City. He has trained over 1000 colleges and universities in Supplemental Instruction, presented at or keynoted for over 75 educational conferences, and published articles and chapters about issues related to student academic assistance programs. He is a member of the faculty at Penn Valley Community College.

Susan Wood, Vice Chancellor for Academic Services and Research, Virginia Community College System
Susan S. Wood is Vice Chancellor for Academic Services and Research for the Virginia Community College System (VCCS). Dr. Wood serves as the chief academic officer for Virginia's system of 23 community colleges, which serve more than 400,000 students annually in credit and non-credit courses.  She provides leadership in educational policy, educational programs, instructional technology, student services, and institutional research, reporting, and effectiveness.

Elizabeth Zachry, Research Associate, MDRC
Elizabeth Zachry is a research associate in MDRC’s young adults and postsecondary education policy area, where she directs MDRC's evaluation of the Achieving the Dream initiative. Her doctoral dissertation, completed at Harvard Graduate School of Education, received an award from the American Educational Research Association.