Summit Speakers

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The National Academy of Sciences
Board on Higher Education and the Workforce
Board on Life Sciences
Board on Science Education
Teacher Advisory Council

The National Academy of Engineering

Community Colleges in the Evolving STEM Education Landscape

December 15, 2011

Eric Bettinger is an Associate Professor in the Education and the Economics Departments at Stanford University.  Prior to joining the faculty at Stanford, Bettinger was an Associate Professor of Economics at Case Western Reserve University.   Dr. Bettinger’s wide-reaching research on how organizational structure and policy influence educational achievement of students of different race, gender and income. Eric is also studying what factors determine student success in college. Eric’s work aims to bring understanding of these cause-and-effect relationships in higher education.  Dr. Bettinger earned his BA from Brigham Young University and his Ph.D. from Massachusetts Institute of Technology.

Debra D. Bragg is a Professor in the Department of Education Organization, Policy and Leadership at the University of Illinois. In addition to being Director of the Office of Community College Research and Leadership, Dr. Bragg is 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 baccalaureate programs funded by Lumina Foundation for Education. Dr. Bragg holds a Ph.D. and master’s degree from The Ohio State University, and a bachelor’s degree from the University of Illinois. 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.

V. Celeste Carter, Ph.D., Program Director, Division of Undergraduate Education (DUE), National Science Foundation (NSF).  V. Celeste Carter received her Ph.D. in Microbiology from the Pennsylvania State University School of Medicine in 1982 under the direction of Dr. Satvir S. Tevethia. She completed postdoctoral studies in the laboratory of Dr. G. Steven Martin at the University of California at Berkeley. 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 Program Director twice in the Division of Undergraduate Education (DUE) as a rotator.  Dr. Carter accepted a permanent Program Director position in DUE 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 the Foundation.

Alicia C. Dowd, Ph.D., 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). Dr. Dowd’s research focuses on political-economic issues of racial-ethnic equity in postsecondary outcomes, organizational learning and effectiveness, accountability and the factors affecting student attainment in higher education. Dr. Dowd is the principal investigator of a National Science Foundation funded study of Pathways to STEM Bachelor’s and Graduate Degrees for Hispanic Students and the Role of Hispanic Serving Institutions. Through this study, CUE is examining the features of exemplary STEM policies and programs to identify ways for institutions — both Hispanic Serving Institutions (HSIs) as designated by the U.S. Department of Education, and non-Hispanic Serving — to increase the number of Latino STEM graduates. As a research methodologist, Dr. Dowd has also served on numerous federal evaluation and review panels, including the Education Systems and Broad Reform Panel and the National Education Research and Development Center panels of the Institute for Education Sciences (IES) and NSF’s Science, Technology, Engineering, and Mathematics Talent Expansion Program (STEP-Type 2) review panel. She has served on research advisory groups for Congressional Advisory Committee on Student Financial Aid (ACSFA) and the Academic Competitiveness and SMART (science, mathematics, technology) grants awarded by the U. S. Department of Education. Dr. Dowd was awarded the doctorate by Cornell University, where she studied the economics and social foundations of education, labor economics, and curriculum and instruction. Her undergraduate studies were also at Cornell, where she was awarded a Bachelor of Arts degree in English literature.

Harvey V. Fineberg, M.D., Ph.D., is President of the Institute of Medicine. He previously served Harvard University as Provost for 4 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 dissemination of medical innovations. At the Institute of Medicine, 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 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 medical education. Dr. Fineberg holds four degrees from Harvard, including the MD and PhD in Public Policy.

“Dr. Toby” Horn is co-Director of the Carnegie Academy for Science Education at the Carnegie Institution of Washington. After earning an AB in Chemistry, PhD in MCD Biology and 5 years as a Staff Fellow at the National Cancer Institute, she joined the faculty at the new Thomas Jefferson High School for Science and Technology in Fairfax County VA, 2 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 students in grades 9-12, teaching every 9th grader (4000+ students) technical fundamentals of microbiology, plant and animal cell culture and biochemistry (and handwashing, aseptic handling, documentation and interdependent teamwork). Grade 10-12 students took semester electives in Plant Tissue Culture and DNA Biotech, and, even though the school had 10 different senior tech options, fully 20% of all 12th graders conducted senior research in biotech, either in school or through outside mentorships at laboratories throughout the DC metro area. After 2 years as outreach coordinator for the Fralin Biotechnology Center at Virginia Tech, traveling around the state to assist high schools and community colleges to develop biotech courses, she joined the Carnegie Institution to work in District of Columbia Public Schools. DCPS requested CASE assistance in developing a high school Biotech Career Pathway. In the absence of any community college in Washington, DC, CASE served as lead institution on the NSF-ATE-funded DCBiotech Project (0603415) to foster development of the DCPS CTE pathway.
Her relevant activities include membership on the NAS committee to revise “Science, Evolution and Creationism,” recipient of the Bruce Alberts Award (2009, ASCB), president of the National Association of Biology Teachers (2006), and currently serves on the National Visiting Committee for the Bio-Link National Center of Excellence.

Freeman A. Hrabowski, III, has served as President of UMBC (The University of Maryland, Baltimore County) since 1992. His research and publications focus on science and math education, with special emphasis on minority participation and performance. He chaired the National Academies committee that recently produced the report, “Expanding Underrepresented 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 the #1 “Up and Coming” university in the nation. In 2011, U.S. News also ranked UMBC 4th for “Best Undergraduate Teaching” – tied with Yale and immediately before Brown and Stanford. In 2009, Time magazine named him one of America’s 10 Best College Presidents. In 2011, he received both the TIAA-CREF Theodore M. Hesburgh Award for Leadership Excellence and the Carnegie Corporation of New York’s Academic Leadership Award, recognized by many as the nation’s highest awards among higher education leaders.  With philanthropist Robert Meyerhoff, he co-founded the Meyerhoff Scholars Program in 1988. The program is open to all high-achieving minority students committed to pursuing advanced degrees and research careers in science and engineering, and advancing minorities in these fields. The program has become a national model, and based on program outcomes, Hrabowski has authored numerous articles and co-authored two books, Beating the Odds and Overcoming the Odds (Oxford University Press), focusing on parenting and high-achieving African American males and females in science. Both books are used by universities, school systems, and community groups around the country.

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. Kanter reports to Secretary of Education Arne Duncan and oversees policies, programs, and activities related to postsecondary education, adult and career-technical education, federal student aid, and five White House Initiatives on Asian Americans and Pacific Islanders, Educational Excellence for Hispanics, Historically Black Colleges and Universities, Tribal Colleges and Universities, and Faith-Based and Neighborhood Partnerships. To spur education, economic growth and social prosperity, Kanter is charged with planning and policy responsibilities to implement President Obama’s goal for the U.S. to have “the best educated, most competitive workforce in the world by 2020” as measured by the proportion of college graduates over the next decade. Under Secretary Kanter and her team are keenly focused on improving college access, affordability, quality, and completion to implement President Obama’s American Graduation Initiative.

In her first two years as under secretary, the successful implementation of the Direct Student Loan program resulted in a 50-percent increase in college enrollment, growing from 6 to 9 million students today who are Pell Grant recipients. Kanter and her team are working closely with postsecondary partners from across the nation to boost American innovation and competitiveness with an ambitious college completion agenda, teacher quality reforms, adult education program improvements, modernization of career-technical education, and a new partnership with the U.S. Department of Labor that has announced the first $500 million of a $2 billion federal investment to increase quality, graduation, and employment opportunities for community college students.

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 in Massachusetts and New York, 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 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, serving in this position for a decade until her appointment as chancellor.

Kanter has been recognized for her work numerous times, 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. In 2008, Kanter received the Citizen of the Year award from the Cupertino Chamber of Commerce. In 2009, Notre Dame High School in Silicon Valley honored her with the “Woman of Impact” award and, in 2010, Junior Achievement of Silicon Valley and Monterey Bay nominated her for the Business Hall of Fame. In 2011, Kanter was appointed to the U.S. National Commission for the United Nations Educational, Scientific, Cultural Organization (UNESCO), a federal advisory committee to the Department of State that supports worldwide humanitarian development and values by coordinating efforts and delivering expert advice on issues of education, science, communications and culture.

Under Secretary 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. Kanter holds honorary degrees from Palo Alto University, Chatham University, Lakes Region Community College, Moraine Valley Community College and the Alamo Colleges.

Jay B. Labov is Senior Advisor for Education and Communication for the National Academy of Sciences (NAS) and the National Research Council (NRC). He has directed or contributed to thirteen National Academies reports focusing on teacher education, advanced study for high school students, K-8 education, and undergraduate education. He has served as Director of committees on K-12 and undergraduate science education, the National Academies’ Teacher Advisory Council, and was Deputy Director for the Academy’s Center for Education. He also directed a committee of the NAS and the Institute of Medicine that authored Science, Evolution, and Creationism (and oversees the NAS’s efforts to confront challenges to teaching evolution in the nation’s public schools. He oversees an effort at the Academy to work with professional societies and with state academies of science on education issues. He also oversees work on improving education in the life sciences under the aegis of the NRC’s Board on Life Sciences.  Dr. Labov is an organismal biologist by training. Prior to accepting his position at the Academy in 1997, he spent 20 years on the biology faculty at Colby College (Maine). He is a Kellogg National Fellow, a Fellow in Education of the American Association for the Advancement of Science, and a Woodrow Wilson Visiting Fellow.

Jane Oates was nominated by President Barack Obama to join Secretary of Labor Hilda L. Solis’ leadership team at the Department of Labor in April, 2009. Confirmed as Assistant Secretary for Employment and Training on June 19, 2009, she now leads the Employment and Training Administration (ETA) in its mission to design and deliver high-quality training and employment programs for our nation’s workers. Working with States and territories, municipalities, labor management organizations, employers, educational institutions, fellow Federal agencies, and other partners, ETA strives to assist workers in gaining the skills and credentials needed to enter careers that pay family supporting wages and offer opportunities for advancement. With a nationwide reach and focus on good jobs in promising industries, ETA programs are designed to serve every American who aspires to career success. Prior to her appointment, Ms. Oates served as Executive Director of the New Jersey Commission on Higher Education and Senior Advisor to Governor Jon S. Corzine. In that position Oates worked to strengthen the connections among high school, post-secondary education and the workforce. Ms. Oates served for nearly a decade as Senior Policy Advisor for Massachusetts Senator Edward M. Kennedy. She worked closely with the Senator on a variety of education, workforce and national service legislative initiatives, including the Workforce Investment Act of 1998. Ms. Oates 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 BA in Education from Boston College, and an M.Ed in Reading from Arcadia University.

Barbara M. Olds is Acting Deputy Assistant Director and Senior Advisor to the Directorate for Education and Human Resources (EHR) of the U. S. 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 EHR Directorate at NSF as an Expert/Consultant on education issues, as Division Director for the Division on Research, Evaluation and Communication, and as Acting Division Director for the Division of Elementary, Secondary, and Informal Education.   She served two terms on the International Advisory Committee for NSF and chaired the Committee of Visitors for NSF’s international activities in 2008.

Dr. Olds is Professor Emerita of Liberal Arts and International Studies at the Colorado School of Mines.  During her long career there, she served as the director of the Engineering Practices Introductory Course Sequence (EPICS), as the director of the McBride Honors Program in Public Affairs for Engineers, and, most recently, 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 engineering education research and evaluation communities, publishing numerous papers, making presentations, and conducting invited workshops globally.  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 teaching and faculty development initiatives. Dr. Packard’s 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. Packard has published numerous articles on this topic and frequently works with colleges, community organizations and businesses to design formalized mentoring programs and effective advising practices. Packard earned her PhD. in Educational Psychology from Michigan State University and her B.A. from the University of Michigan.




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