Marvin Berkowitz (Presenter) is the inaugural Sanford N. McDonnell endowed professor of character education and co-director of the Center for Character and Citizenship at the University of Missouri–St. Louis, and the University of Missouri President’s Thomas Jefferson Professor. He previously served as the inaugural Ambassador H.H. Coors professor of character development at the U.S. Air Force Academy and professor of psychology and director of the Center for Ethics Studies at Marquette University. He was also founder and associate director of the Center for Addiction and Behavioral Health Research in Milwaukee. Since 1999 he has directed the Leadership Academy in Character Education in St. Louis. He was an inaugural recipient of the Bill Porzukowiak Character Award, received the Sanford N. McDonnell Lifetime Achievement Award from the Character Education Partnership, the first Exemplary Partner Award from the Charmm’d Foundation, and the Good Works Award from the Association for Moral Education. He also received the Kuhmerker Career Award from the Association for Moral Education. He earned his B.A. in psychology from the State University of New York at Buffalo and his Ph.D. in life-span developmental psychology at Wayne State University.
Catherine Bradshaw (Committee Member) is a professor and the associate dean for research and faculty development at the Curry School of Education at the University of Virginia. Prior to her current appointment, she was an associate professor and the associate chair of the Department of Mental Health at the Johns Hopkins Bloomberg School of Public Health. Her primary research interests focus on the development of aggressive behavior
and school-based prevention. She collaborates on research projects examining bullying and school climate; the development of aggressive and problem behaviors; effects of exposure to violence, peer victimization, and environmental stress on children; and the design, evaluation, and implementation of evidence-based prevention programs in schools. She works with the Maryland State Department of Education and several school districts, and she collaborates on many federally funded research grants. She is an associate editor for the Journal of Research on Adolescence and the editor of Prevention Science. She is a coeditor of the Handbook of School Mental Health. She holds a doctorate in developmental psychology from Cornell University and a master’s of education in counseling and guidance from the University of Georgia.
Kristina Schmid Callina (Presenter) is a research assistant professor at the Institute for Applied Research in Youth Development in the Eliot-Pearson Department of Child Study and Human Development at Tufts University. Her research interests focus on the ways in which young people construct positive pathways to adulthood. In her dissertation, she examined the role of hope in positive developmental outcomes, especially youth engagement in community contributions. She has worked extensively on the 4-H Study of Positive Youth Development (PYD), a 10-year, longitudinal study of internal strengths and ecological assets that promote PYD. More recently, she has broadened the scope of her work by using a strengths-based perspective to better understand the positive development of military-connected adolescents and young adults. In collaboration with the Simon Center for the Professional Military Ethic and the Department of Behavioral Sciences in Leadership at the U.S. Military Academy, she is investigating the development of character and leadership among cadets at West Point (a project funded by the Templeton Religion Trust). In addition, she collaborates with the Military Child Education Coalition.
Noel Card (Presenter) is professor of human development and family studies at the University of Connecticut and has previously held positions in human development and in educational statistics. His substantive research investigates social development, with specific foci in peer relations, aggressive behavior, and character strengths. His quantitative research interests include meta-analysis, longitudinal data, and dyadic data. He is editor of the Journal of Research on Adolescence, is an outgoing associate editor at Developmental Psychology, and is conference co-organizer of the three meetings (2012, 2014, and 2016) of Developmental Methods. His most recent work includes meta-analyses of the psychometric properties of various measures of character strengths, supported by the John Templeton Foundation. He received his Ph.D. in clinical psychology from St. John’s University
and completed a postdoctoral fellowship in quantitative psychology at the University of Kansas.
Nancy Deutsch (Presenter) is associate professor of educational leadership and foundations at the University of Virginia’s (UVA’s) Curry School of Education. She is affiliated with the Research, Statistics & Evaluation program, as well as Curry’s interdisciplinary doctoral program in applied developmental science and Youth-NEX, the UVA Center to Promote Effective Youth Development. Her research focuses on out-of-school settings for adolescents. She co-authored two chapters in the book A Place to Call Home: Community-Based After-School Programs for Urban Youth. Her book Pride in the Projects: Teens Building Identities in Urban Contexts reports on a 4-year study of teens at an inner-city youth organization. A second book, Youth Organizations and Positive Youth Development: Case Studies of Success and Failure, co-authored with Bart Hirsch and David DuBois, won an SRCD Social Policy Book award. She is currently working on a longitudinal study of youth–adult relationships funded by the William T. Grant Foundation, a longitudinal follow-up of the Young Women Leaders Program, and an evaluation of the WINGS after-school program. She received her B.A. from Vassar College and completed her Ph.D. in human development and social policy at Northwestern University.
Joseph Durlak (Presenter) is emeritus professor of clinical psychology at Loyola University, Chicago. He remains active in writing, editing, consulting, and reviewing. His primary interests are in prevention and mental health promotion programs for children and adolescents, implementation of evidence-based interventions, meta-analysis, community psychology, and social and emotional learning programs. He has published major reviews on prevention programs for youth, after-school programs, program implementation, and school-based social and emotional learning programs. He is the senior co-editor of the Handbook of Social and Emotional Learning. His most recent project involves collaboration with Mark Lipsey and others at Vanderbilt University to develop a new set of effect-size benchmarks for universal prevention programs for school-aged youth.
Camille Farrington (Presenter) is a senior research associate at the University of Chicago Consortium on School Research (UChicago Consortium). Her work focuses on policy and practice in urban high school reform, particularly classroom instruction and assessment, academic rigor, and academic failure. She is the lead author of Teaching Adolescents to Become Learners: The Role of Noncognitive Factors in Shaping School Performance. Her primary concern is improving the long-term educational and life outcomes of youth from marginalized communities. Reflective of this
interest, her book Failing at School: Lessons for Redesigning Urban High Schools documents how high schools systematically construct widespread student failure for the most socially vulnerable students, and offers practical recommendations. She draws on 15 years’ experience as a public high school teacher and National Board Certified Teacher Mentor. She received a B.A. from the University of California, Santa Cruz, teacher certification from Mills College, and a Ph.D. in policy studies in urban education from the University of Illinois at Chicago.
Donald Floyd (Presenter) recently retired from his role as CEO and president of the National 4-H Council. He has been involved with the leadership of youth-serving, nonprofit organizations for more than 35 years. For 17 years, he held local- and national-level positions, including national executive vice president of Junior Achievement. He recently completed a term as chair of the National Collaboration for Youth and is currently a trustee with the America’s Promise Alliance. He served as a trustee of Albright College and was secretary of the board, member of the executive committee, and vice chair of its governance committee. He is former chair of the International Leaders Committee of the Institute for Applied Research in Youth Development, Tufts University. He was one of six inaugural recipients of the International Fellows in Applied Developmental Science. He has traveled to 35 countries to establish youth programs and has lived in Japan and Ghana. He served in the U.S. Air Force from 1966 to 1970, and is a graduate of Albright College.
Lucy Friedman (Committee Member) is founding president of The AfterSchool Corporation (TASC) (now known as ExpandedED Schools), a not-for-profit organization established in 1998 to enhance the quality and availability of after-school programs in New York and beyond. Prior to joining TASC, she was the founder and executive director of Victim Services (now known as Safe Horizon) for 20 years. She led a study group for Mayor David Dinkins, which recommended the creation in schools of Beacon programs that operate after school and on weekends. She serves on several boards, including the Afterschool Alliance, Leadership Enterprise for a Diverse America, and Bryn Mawr College. She is cochair of the New York State Afterschool Network, chair of the executive committee of the Coalition for Science After School, and cochair of the Study Group on Supplementary Education. She holds a Ph.D. in social psychology from Columbia University and was a Peace Corps volunteer in the Dominican Republic.
Ellen Gannett (Committee Member) is director of the National Institute on Out-of-School Time (NIOST) at the Wellesley Centers for Women at
Wellesley College. Her work ranges from system building for afterschool and youth development to professional development and creating evaluation systems. She currently serves as one of the technical assistance providers for the Wallace Foundation’s Next Generation Afterschool System Building Initiative. She is the principal investigator for the Robert Bowne Foundation Afterschool Matters Initiative and is project director for the Massachusetts Department of Elementary and Secondary Education technical assistance and training initiative for 21st Century Community Learning Center grant recipients. She also serves as senior project advisor on NIOST’s Afterschool Program Assessment System. She is a founding member of the Health Out-of-School Time Coalition and was a national board member of the American Camp Association and is a past co-chair of the Next Generation Youth Work Coalition. She received her B.S. from the University of Massachusetts Amherst, and her M.Ed. from the Lesley College Graduate School of Education.
Noelle Hurd (Presenter) is assistant professor with the Department of Psychology at the University of Virginia (UVA). She runs the Promoting Healthy Adolescent Development Lab at UVA. Her overarching research interest is the promotion of healthy adolescent development among marginalized youth. Her work has focused on identifying opportunities to build on pre-existing strengths in youths’ lives, such as supportive intergenerational relationships. Using a resilience framework, she has assessed the potential of nonparental adults to serve as resources to marginalized youth. In addition to exploring the role of supportive relationships in contributing to youth development, she also researched the role of broader contextual factors (e.g., neighborhood characteristics) in shaping youth outcomes. Currently, she is investigating the role of contextual factors in promoting or deterring the formation of intergenerational relationships and shaping the nature of interactions between marginalized youth and the adults in their communities. She is also further examining the mechanisms that drive the promotive effects of natural mentoring relationships and developing an intervention focused on enhancing positive intergenerational relationships between adolescents and the nonparental adults in their everyday lives.
Robert Jagers (Presenter) is associate professor with the School of Education at the University of Michigan. He is a developmental psychologist who investigates the complex connections among culture, race, and class and their impact on the social-emotional development of urban youth. He studies how culture influences, and is influenced by, African American youth and their functioning in the different contexts in which they must negotiate. His work is used in the design of interventions to limit risky behaviors and support positive youth development. He is a graduate of
The Pennsylvania State University and received his Ph.D. from Howard University.
Stephanie Jones (Committee Member) is the Marie and Max Kargman associate professor in human development and urban education at the Harvard Graduate School of Education. Her research focuses on the longitudinal effects of poverty and exposure to violence on social, emotional, and behavioral development from early childhood through adolescence. Much of her recent work has focused on exploring noncognitive factors across the developmental spectrum, with an emphasis on conducting rigorous scientific research while also creating translational and applied products for the early and middle childhood practitioner and policy communities. Jones serves on numerous national advisory boards and expert consultant groups related to social-emotional development and child and family anti-poverty policies. She has experience conducting large-scale literature reviews; creating multidisciplinary, integrative conceptual frameworks; and translating research into accessible content. She received the Grawemeyer Award in Education for her work with Zigler and Walter Gilliam on A Vision for Universal Preschool Education, and the Joseph E. Zins Early-Career Distinguished Contribution Award for Action Research in Social and Emotional Learning, from the Collaborative for Academic, Social, and Emotional Learning. She holds a doctorate in developmental psychology from Yale University.
Mary Keller (Presenter) serves as the president and CEO of the Military Child Education Coalition. She has been the organization’s executive leader since 1998 and was one of its founders. She served as a teacher and administrator in several Texas school districts for more than 21 years. She served for 8 years as assistant superintendent and area superintendent for education services for the Killeen Independent School District, which serves more than 20,000 military connected children and the nation’s largest military installation, Fort Hood. She holds professional certifications in teaching elementary education, as well as history, supervision, mid-management, and superintendency. She also holds a mediation certification from the Texas Bar Association. She graduated from Wayland Baptist University with a bachelor’s degree in elementary education and a master’s degree in education with a specialization in curriculum and instruction. She earned her doctorate in educational administration with a special emphasis in supervision from Texas Tech University.
Reed Larson (Presenter) is a professor in the Department of Human and Community Development, as well as in the Departments of Psychology; Educational Psychology; Kinesiology and Community Health; and Recreation, Sport, and Tourism at the University of Illinois at Urbana–Champaign.
He has served as president of the Society for Research on Adolescence; held the Pampered Chef Endowed Chair at the University of Illinois; and is editor-in-chief of New Directions for Child and Adolescent Development (with Lene Jensen). He co-developed the Experience Sampling Method, and published numerous articles on adolescents’ reports on their emotions and the dynamics of their experiences in different domains in their daily lives. He is author of Divergent Realities: The Emotional Lives of Mothers, Fathers, and Adolescents (with Maryse Richards) and Being Adolescent: Conflict and Growth in the Teenage Years (with Mihaly Csikszentmihalyi). His current primary area of interest is adolescents’ experiences of positive development in community-based programs, extracurricular activities, sports, and other structured, voluntary activities. He is using qualitative and mixed methods research to capture the cognitive and motivational processes of development that occur in these contexts. His research also examines the expertise that effective program leaders and coaches exercise in facilitating youth’s active learning processes.
Richard M. Lerner (Committee Member) is the Bergstrom chair in applied developmental science and the director of the Institute for Applied Research in Youth Development at Tufts University. He was the founding editor of the Journal of Research on Adolescence and of Applied Developmental Science, which he continues to edit. He was a fellow at the Center for Advanced Study in the Behavioral Sciences and is a fellow of the American Association for the Advancement of Science, American Psychological Association, and Association for Psychological Science. He is known for his theory of relations between life-span human development and social change, and for his research about the relations between adolescents and their peers, families, schools, and communities. He attended New York City public schools through his Ph.D., completing his doctorate at the City University of New York in developmental psychology.
Robert McGrath (Presenter) is a professor of psychology at Fairleigh Dickinson University. He is also a senior scientist for the VIA Institute on Character; program evaluator for Thriving Learning Community, a character development program implemented in all middle schools in the Cincinnati Public School system; and director of integrated care for the Underserved of Northeastern New Jersey. He also maintains an active research program and consulting practice in methodology, measurement, positive psychology, and professional issues. In the past 5 years he has authored two books, Quantitative Models in Psychology and Creating and Verifying Data Sets with Excel, and co-edited a third, Pharmacotherapy for Psychologists: Prescribing and Collaborative Roles. He is a contributor to the multivolume reference The Handbook of Research Methods in Psychol-
ogy, and has authored more than 200 refereed publications and presentations. He has received multiple awards for his work, including the Farleigh Dickinson’s Distinguished Faculty Award for Research and Scholarship and the Society for Personality Assessment’s Martin Mayman Award for distinguished contribution to the literature in personality assessment.
Clark McKown (Presenter) is associate professor of behavioral sciences at Rush University Medical Center and the executive director of the Rush NeuroBehavioral Center. McKown was principal investigator on an Institute for Education Services Goal 5 grant to develop SELweb, a web-based assessment system designed to measure social-emotional comprehension and social acceptance in grades K to 3. He is also co-investigator on an ongoing Goal 5 grant to validate the Virtual Environment for Social Information Processing and principal investigator on a Goal 5 grant to develop a developmentally appropriate version of SELweb for grades 4 through 6. Findings from his research have been published in Psychological Assessment, Journal of School Psychology, Child Development, and other outlets. He received his B.A. in psychology from Yale and his Ph.D. in psychology from the University of California, Berkeley.
Deborah Moroney (Presenter) is a principal researcher at American Institutes for Research and director of the social and emotional learning, school climate, and out-of-school time practice area. Her research and practice experience is in social and emotional learning and youth development in after-school and expanded learning settings. She is the architect of a collaborative method for the design of dual purpose (improvement and demonstration) evaluation frameworks for national multisite programs. Additionally, she has led several statewide and districtwide after-school needs assessments and evaluations. Presently, she serves as the principal investigator of the implementation and outcome study for School’s Out New York City and she is a member of the Afterschool Technical Assistance Collaborative for the C.S. Mott Foundation. She is the project director for a Robert Wood Johnson Foundation initiative to collaboratively define a transformative research agenda for a culture of health in schools. She co-authored the fourth edition of an after-school resource, Beyond the Bell®: A Toolkit for Creating Effective Afterschool and Expanded Learning Programs, and authored other numerous publications on social and emotional development and assessment. She holds an M.Ed. and a Ph.D. in special education from the University of Illinois at Chicago.
Velma McBride Murry (Committee Member) is the Lois Autrey Betts chair in education and human development and professor of human and organizational development in Peabody College at Vanderbilt University. Her
work has focused on the significance of context in studies of African American families and youth, particularly the impact of racism on family functioning. This research has elucidated the dynamics of this contextual stressor in the everyday life of African Americans and the ways in which family members buffer each other from the impact of the external stressors. Prior to joining the Vanderbilt faculty in 2008, she was professor of child and family development and co-director of the Center of Family Research in the Institute for Behavioral Research at the University of Georgia. She received a Ph.D. in human development and family studies from the University of Missouri, Columbia.
Larry Nucci (Presenter) is an adjunct professor in the Graduate School of Education at the University of California, Berkeley, and professor emeritus of educational psychology at the University of Illinois at Chicago. He has published extensively on children’s moral and social development and education, including the Handbook of Moral and Character Education (edited with Darcia Narvaez and Tobias Krettenauer) and Nice is Not Enough: Facilitating Moral Development and Education in the Moral Domain. He is a pioneer in social cognitive domain theory. An aspect of his work on social development has focused on children’s judgments about issues related to matters of privacy and discretion. This research has been carried out in a number of cross-cultural contexts, including in Asia and Latin America. He is editor-in-chief of Human Development and a member of the editorial boards of Cognitive Development, Parenting Science and Practice, and the Journal for Research in Character Education.
Karen Pittman (Presenter) is co-founder, president, and CEO of the Forum for Youth Investment. A sociologist and recognized leader in youth development, she started her career at the Urban Institute. She then became a vice president at the Academy for Educational Development, where she founded and directed the Center for Youth Development and Policy Research and its spin-off, the National Training Institute for Community Youth Work. In 1995 she joined the Clinton administration as director of the President’s Crime Prevention Council and then moved to the executive team of the International Youth Foundation. She worked with ret. Gen. Colin Powell to create America’s Promise, after which she and Merita Irby launched the Forum. She has written three books and many articles on youth issues, including as a regular columnist in Youth Today. She has served on numerous boards and panels. She has been honored with the National Commission for African American Education Augustus F. Hawkins Service Award, the American Youth Policy Forum Decade of Service Award for Sustained Visionary Leadership in Advancing Youth Policy, and the Healthy Teen Network Spirit of Service Award.
Carola Suárez-Orozco (Presenter) is a professor of human development and psychology at the University of California, Los Angeles. Her areas of research include educational trajectories of immigrant-origin youth, immigrant family separations, the role of mentors in facilitating youth development, the effects of unauthorized status on developing youth, gendered experiences, and civic engagement, among others. Her most recent book, Transitions: The Development of the Children of Immigrants, won the Society for Research on Adolescence Social Policy Award. She has been awarded an American Psychological Association Presidential Citation for her contributions to the understanding of cultural psychology of immigration and has served as the chair of the American Psychological Association Presidential Task Force on Immigration. She is the editor of the Journal of Adolescent Research and serves as senior program associate for the William T. Grant Foundation. She was elected as a member of the National Academy of Education in 2016.
Mike Surbaugh (Presenter) serves as the chief scout executive/CEO of the Boy Scouts of America. He grew up in scouting and spent the majority of his career in six local Boy Scout Councils, serving as CEO in South Dakota, Wisconsin, and Pittsburgh. He has a strong interest in the development and delivery of programs to disadvantaged youth, youth with disabilities, and American Indian youth. During his tenure in Pittsburgh, he worked closely with researchers from the University of Pittsburgh in studying the core content of scouting programs and their delivery of character competencies. While at the national service center, he followed research at Tufts University in character in Cub Scouting, and has incorporated the lessons learned into the Boy Scouts of America’s current business plan.
William Trochim (Presenter) is a professor at Cornell University. His research is focused on applied social research methodology, with an emphasis on program planning and evaluation methods. He has taught evaluation and research methods at both the undergraduate and graduate levels at Cornell since 1980 and has mentored more than 50 Ph.D. students in evaluation. He has written a number of books, including several widely used introductory research methods texts, and articles that have appeared in the American Journal of Evaluation and New Directions for Program Evaluation, among others. He is the developer of the concept-mapping methodology and software used for conceptualization purposes in hundreds of contexts and settings. He is the director of evaluation for Weill Cornell Medicine’s Clinical and Translational Science Center and participates actively in the National Institutes of Health Clinical and Translational Science Awards national evaluation. He helped develop evaluation systems for the HIV/AIDS Clinical Trials Networks of the Division of AIDS of the National
Institute of Allergies and Infectious Diseases and is actively engaged in National Science Foundation–sponsored research. He was president of the American Evaluation Association (AEA) and served several terms on the AEA board of directors. He received his Ph.D. from Northwestern University in methodology and evaluation research.
Jennifer Brown Urban (Committee Member) is an associate professor in the Department of Family and Child Studies at Montclair State University. She was a Society for Research in Child Development/American Association for the Advancement of Science Executive Branch policy fellow at the National Institutes of Health Office of Behavioral and Social Sciences Research. She currently directs the Developmental Systems Science and Evaluation Research Lab at Montclair State. She is trained as a developmental scientist with specific expertise in youth development and program evaluation. She has published on the application of systems science methodologies to developmental science questions and on the role of program evaluation and planning in research-practice integration. She is the co-principal investigator on the National Science Foundation–funded project, A Phase II Trial of the Systems Evaluation Protocol for Assessing and Improving STEM Education Evaluation. She holds a B.A. in psychology and child development from Tufts University, an M.A. in human development from Cornell University, and a Ph.D. in human development with a minor in program evaluation and planning from Cornell University.
Deborah Lowe Vandell (Committee Chair) is a professor of education and founding dean of the School of Education at the University of California, Irvine. Her research focuses on the effects of developmental contexts (early child care, K-12 schools, after-school programs, families) on children’s social, behavioral, and academic functioning. She has been elected to the National Academy of Education and to the Governing Council for the Society for Research in Child Development. She is a fellow of the American Educational Research Association, American Psychological Association, and American Psychological Society. She has served on numerous advisory boards for the National Academy of Sciences, National Institutes of Health, and U.S. Department of Education. She started her career as an elementary school teacher while earning her master’s degree in education at Harvard University and later received a Ph.D. in psychology from Boston University.
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