Appendix F

Brief Biographies of Presenters and Panelists

ERIC BETTINGER is an associate professor in the Education and the Economics departments at Stanford University. Prior to joining the faculty at Stanford, he was an associate professor of economics at Case Western Reserve University. He has done wide-reaching research on how organizational structure and policy influence educational achievement of students of different race, gender, and income. He is also studying what factors determine student success in college. His work aims to bring understanding of these cause-and-effect relationships in higher education. He earned his B.A. from Brigham Young University and Ph.D. from Massachusetts Institute of Technology.

GEORGE BOGGS: See biographical sketch in Appendix E.

DEBRA D. BRAGG is a professor in the Department of Education Organization, Policy and Leadership at the University of Illinois. She is also director of the Office of Community College Research and Leadership and director of the Forum on the Future of Public Education, a strategic initiative of the College of Education at Illinois. Her research focuses on P-20 policy, with a special interest in the transition of youth and adults to college. She has led research and evaluation studies funded by federal, state, and foundation sponsors, including examining the participation of underserved students in college transition and career pathways. Recent studies include evaluations of bridge-to-college programs funded by the Joyce Foundation and the U.S. Department of Education and applied



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Appendix F Brief Biographies of Presenters and Panelists ERIC BETTINGER is an associate professor in the Education and the Economics departments at Stanford University. Prior to joining the fac- ulty at Stanford, he was an associate professor of economics at Case Western Reserve University. He has done wide-reaching research on how organizational structure and policy influence educational achievement of students of different race, gender, and income. He is also studying what factors determine student success in college. His work aims to bring understanding of these cause-and-effect relationships in higher educa - tion. He earned his B.A. from Brigham Young University and Ph.D. from Massachusetts Institute of Technology. GEORGE BOGGS: See biographical sketch in Appendix E. DEBRA D. BRAGG is a professor in the Department of Education Orga- nization, Policy and Leadership at the University of Illinois. She is also director of the Office of Community College Research and Leadership and director of the Forum on the Future of Public Education, a strategic initiative of the College of Education at Illinois. Her research focuses on P-20 policy, with a special interest in the transition of youth and adults to college. She has led research and evaluation studies funded by federal, state, and foundation sponsors, including examining the participation of underserved students in college transition and career pathways. Recent studies include evaluations of bridge-to-college programs funded by the Joyce Foundation and the U.S. Department of Education and applied 141

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142 COMMUNITY COLLEGES IN THE EVOLVING STEM EDUCATION LANDSCAPE baccalaureate programs funded by the Lumina Foundation for Educa- tion. She is the recipient of the career teaching and distinguished research awards from the College of Education at the University of Illinois, and the senior scholar award from the Council for the Study of Community Colleges. She holds a bachelor’s degree from the University of Illinois and master’s and Ph.D. degrees from Ohio State University. V. CELESTE CARTER is program director of the Division of Undergradu- ate Education (DUE) at the National Science Foundation (NSF). She joined the Division of Biological and Health Sciences at Foothill College in 1994 to develop and head a biotechnology program. She served as a DUE pro - gram director twice as a rotator and accepted a permanent program direc- tor position in 2009. She is the lead program director for the Advanced Technological Education (ATE) Program in DUE, as well as working on other programs in the division and across NSF. She received her Ph.D. in microbiology from the Pennsylvania State University School of Medicine in 1982 and completed postdoctoral studies in the laboratory of Dr. G. Steven Martin at the University of California, Berkeley. ALICIA C. DOWD is an associate professor of higher education at the University of Southern California’s Rossier School of Education and co- director of the Center for Urban Education (CUE). Her research focuses on political-economic issues of racial-ethnic equity in postsecondary out - comes, organizational learning and effectiveness, accountability, and the factors affecting student attainment in higher education. She is the prin - cipal investigator of the National Science Foundation-funded study Path- ways to STEM Bachelor’s and Graduate Degrees for Hispanic Students and the Role of Hispanic Serving Institutions. As a research methodologist, she has also served on numerous federal evaluation and review panels. She was awarded a B.A. in English literature at Cornell University and a doctor- ate at Cornell, where she studied the economics and social foundations of education, labor economics, and curriculum and instruction. HARVEY V. FINEBERG is president of the Institute of Medicine (IOM). He previously served Harvard University as provost for four years and 13 years as dean of the School of Public Health. He helped found and served as president of the Society for Medical Decision Making and has been a consultant to the World Health Organization. His research has included assessment of medical technology, evaluation of vaccines, and dissemi - nation of medical innovations. At IOM, he has chaired and served on a number of panels dealing with health policy issues, ranging from AIDS to new medical technology. He also served as a member of the Public

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143 APPENDIX F Health Council of Massachusetts (1976-1979), as chairman of the Health Care Technology Study Section of the National Center for Health Services Research (1982-1985), and as president of the Association of Schools of Public Health (1995-1996). He is the author or co-author of numerous books and articles on subjects ranging from AIDS prevention to medi- cal education. He holds four degrees from Harvard, including M.D. and Ph.D. in public policy. TOBY HORN is co-director of the Carnegie Academy for Science Edu- cation at the Carnegie Institution of Washington. She joined the faculty of Thomas Jefferson High School for Science and Technology in Fairfax County, VA, two weeks before the doors opened in 1985. As co-director of the Life Science and Biotechnology Laboratory for nearly 14 years, she developed one of the first high school biotechnology programs for stu- dents in grades 9-12. After two years as outreach coordinator for the Fralin Biotechnology Center at Virginia Tech, she joined the Carnegie Institution to work in District of Columbia Public Schools. Other relevant activities include membership on the NAS committee to revise Science, Evolution, and Creationism, recipient of the Bruce Alberts Award (2009), president of the National Association of Biology Teachers (2006), and current member on the National Visiting Committee for the Bio-Link National Center of Excellence. She holds an A.B. in chemistry from Bryn Mawr College and a Ph.D. in MCD biology from the University of Colorado, Boulder. She was also a staff fellow at the National Cancer Institute for five years. FREEMAN A. HRABOWSKI, III, has served as president of the Univer- sity of Maryland, Baltimore County (UMBC) since 1992. His research and publications focus on science and math education, with special empha - sis on minority participation and performance. He chaired the National Academies committee that recently produced the report Expanding Under- represented Minority Participation: America’s Science and Technology Talent at the Crossroads. In 2008, he was named one of America’s Best Leaders by U.S. News & World Report, which in 2009, 2010, and 2011 ranked UMBC as the #1 “Up and Coming” university in the nation. In 2009, Time maga- zine named him one of America’s 10 Best College Presidents. In 2011, he received the TIAA-CREF Theodore M. Hesburgh Award for Leadership Excellence and the Carnegie Corporation of New York’s Academic Lead - ership Award. With philanthropist Robert Meyerhoff, he co-founded the Meyerhoff Scholars Program in 1988, considered a national model. He has authored numerous articles and co-authored two books, Beating the Odds and Overcoming the Odds (Oxford University Press), focusing on parent- ing and high-achieving African American males and females in science.

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144 COMMUNITY COLLEGES IN THE EVOLVING STEM EDUCATION LANDSCAPE 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. She oversees policies, programs, and activities related to postsecondary education, adult and career-technical education, federal student aid, and five White House Initiatives. She is the first community college leader to serve in the under secretary position. From 2003 to 2009, she served as chancellor of the Foothill-De Anza Com - munity College District, one of the largest community college districts in the nation. In 1977, after serving as an alternative high school teacher in Massachusetts and New York, she established the first program for stu - dents with learning disabilities at San Jose City College. She then served as a director, dean, and vice chancellor for policy and research for the California Community Colleges Chancellor’s Office in Sacramento. In 1990, she returned to San Jose City College as vice president of instruction and student services until she was named president of De Anza College in 1993. She received a bachelor’s degree in sociology from Brandeis University, master’s degree in education with a concentration in clinical psychology and public practice from Harvard University, and a doctorate in organization and leadership from the University of San Francisco. She also holds honorary degrees from Palo Alto University, Chatham Uni- versity, Lakes Region Community College, Moraine Valley Community College, and the Alamo Colleges. JAY B. LABOV: See biographical sketch in Appendix E. JANE OATES was nominated by President Barack Obama in April 8, 2009, and confirmed as assistant secretary for employment and training on June 19, 2009. She leads the Employment and Training Administration in its mission to design and deliver high-quality training and employment programs. Prior to her appointment, she served as executive director of the New Jersey Commission on Higher Education and senior advisor to Governor Jon S. Corzine. She served for nearly a decade as senior policy advisor for Massachusetts Senator Edward M. Kennedy. She began her career as a teacher in the Boston and Philadelphia public schools and later as a field researcher at Temple University’s Center for Research in Human Development and Education. She received her B.A. in education from Boston College and M.Ed. in reading from Arcadia University. BARBARA M. OLDS is acting deputy assistant director and senior advi- sor to the Directorate for Education and Human Resources of the National Science Foundation, where she focuses on issues related to international science and engineering education, program and project evaluation, and education and education research policy. She previously served in the

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145 APPENDIX F directorate as an expert/consultant on education issues, as division direc - tor for the Division on Research, Evaluation and Communication, and as acting division director for the Division of Elementary, Secondary, and Informal Education. She is professor emerita of liberal arts and interna - tional studies at the Colorado School of Mines. During her long career there, she served as the director of the Engineering Practices Introduc - tory Course Sequence, as the director of the McBride Honors Program in Public Affairs for Engineers, and as the associate provost for educational innovation. Her research interests lie primarily in understanding and assessing engineering student learning. She has participated in a number of curriculum innovation projects and has been active in the engineer- ing education research and evaluation communities. She is a fellow of the American Society for Engineering Education, a senior editor for the Journal of Engineering Education, and was a Fulbright lecturer/researcher in Sweden. She holds an undergraduate degree from Stanford University, and an M.A. and Ph.D. from the University of Denver, all in English. BECKY WAI-LING PACKARD is a professor of educational psychology at Mount Holyoke College. She is also the co-director of the Weissman Center for Leadership and the Liberal Arts with responsibility for teach - ing and faculty development initiatives. Her research, funded by the National Science Foundation, focuses on the mentoring and persistence of students from first-generation for college and lower-income backgrounds as they navigate trade, work, community college transfer, and four-year college pathways in science and engineering fields. In 2005, she received the Presidential Early Career Award for Science and Engineering at the White House. She has published numerous articles on this topic and fre - quently works with colleges, community organizations, and businesses to design formalized mentoring programs and effective advising practices. She earned her B.A. from the University of Michigan and Ph.D. in educa- tional psychology from Michigan State University.

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