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Wanda Blanchett

Wanda J. Blanchett, Ph.D., Affiliate

Distinguished Professor & Dean

Graduate School of Education

Rutgers

 

On September 1, 2014, Dean Wanda J. Blanchett began her tenure as the twelfth Dean of Rutgers Graduate School of Education. She previously held a faculty appointment at Syracuse University, and both faculty and administrative appointments at the University of Wisconsin-Milwaukee and the University of Colorado-Denver. She served as Dean of the School of Education and the Ewing Marion Kauffman Endowed Chair in Teacher Education from 2009-2014 at the University of Missouri – Kansas City. Dean Blanchett earned her Ph.D. in special education from The Pennsylvania State University in 1997. Her research focuses on issues of educational inequity including urban teacher preparation, issues of race, class, culture, and gender, disproportionate representation of students of color in special education, severe disabilities, transition planning and issues of sexuality for students with disabilities.

Kimberly Bryant

Kimberly Bryant, Affiliate

Founder and Executive Director

Black Girls CODE

 

Kimberly Bryant is the Founder and Executive Director of Black Girls CODE, a non-profit organization dedicated to “changing the face of technology” by introducing girls of color (ages 7-17) to the field of technology and computer science with a concentration on entrepreneurial concepts.

Kimberly has enjoyed a successful 25+ year professional
 career in the pharmaceutical and biotech industries as an 
Engineering Manager in a series of technical leadership roles
 for various Fortune 100 companies such as Genentech, Merck,
 and Pfizer. Since 2011 Kimberly has helped Black Girls CODE
 grow from a local organization serving only the Bay Area, to an 
international organization with seven chapters across the
 U.S. and in Johannesburg, South Africa. Black Girls CODE has currently reached over 3000 students and continues to grow and thrive.

Kimberly serves on the National Champions Board for the National Girls Collaborative Project, and the National Board of the NCWIT K-12 Alliance. Kimberly and Black Girls CODE have been nationally recognized as a social innovator and for her work to increase opportunities for women and girls in the tech industry. In August 2012 Kimberly was given the prestigious Jefferson Award for Community Service for her work to support communities in the Bay Area. In 2013 Kimberly was highlighted by Business Insider on its list of “The 25 Most Influential African- Americans in Technology” and was named to The Root 100 and the Ebony Power 100 lists. A highlight of 2013 for Kimberly was being invited to the White House as a Champion of Change for her work in tech inclusion and for her focus on bridging the digital divide for girls of color.  In 2014 Kimberly received an American Ingenuity Award in Social Progress from the Smithsonian along with being given the Inaugural Women Who Rule Award in Technology via Politico.  She has been identified as a thought leader in the area of tech inclusion and has spoken on the topic at events such as Personal Democracy Forum, TedX Kansas City, Platform Summit, Big Ideas Festival, SXSW, and many others.

Erika Tatiana Camacho, Ph.D., Affiliate

Associate Professor

New College of Interdisciplinary Arts & Sciences

Arizona State University

 

Dr. Erika Camacho, Associate Professor of Arizona State University (ASU), published the first set of mechanistic models addressing photoreceptor degeneration laying the mathematical framework to study degenerative disease of the retina.  While experimental physiologists have been working on this area for decades, Dr. Camacho has helped provide a new framework through which experimentalists can examine this degeneration.  Her work examines the characteristics and interactions of photoreceptors that are critical to their functionality and viability, traces the path of various subtypes of RP, and tests/discriminates various hypotheses on certain degenerative eye diseases.  Establishing this area of research within mathematical physiology has been impactful and has led to new national and international collaborations with experimental biologists and medical researchers who are experts on retinal degeneration such as Retinitis Pigmentosa (RD) and mathematicians in the area of optimal control. Her work uses in silico experiments to computationally test or suggest hypotheses, discover new (unknown) interactions and principles that drive the system dynamics, and provide a platform for guiding experiments and data analysis.  She will continue to work towards a complete understanding of photoreceptor degeneration with the ultimate goal of preventing blindness.

Dr. Camacho grew up in East Los Angeles and was taught by Jaime Escalante at Garfield High School.  She received her B.A. in Mathematics and Economics from Wellesley College and her Ph.D. in applied mathematics at Cornell University. Dr. Camacho spent a year as a postdoctoral research associate at Los Alamos National Laboratory in 2004. She then held a tenure-track faculty position at Loyola Marymount University before joining the faculty at ASU in 2007.   She was a 2013-2014 MLK Visiting Assistant Professor of Mathematics at Massachusetts Institute of Technology (MIT). She co-founded and co-directed the Applied Mathematical Sciences Summer Institute (AMSSI), dedicated to the recruitment of undergraduate women, underrepresented minorities, and those that might not otherwise have the opportunity. She served as co-director of the Mathematical & Theoretical Biology Institute in 2011-2013. Dr. Camacho’s passion is to continue the work and legacy of her mentors: to create opportunities for those individuals from marginalized communities and make graduate education attainable to them through intensive research.

Her leadership, scholarship, and mentoring have won her national and local recognition including the SACNAS Distinguished Undergraduate Mentoring Award, the Hispanic Women Corporation National Latina Leadership Award, one of 12 Emerging Scholars by Diverse: Issues in Higher Education, one of the 40 Hispanic Leaders Under 40 Award, a citation for mentoring and guiding undergraduates in research by the U.S. National Security, the Outstanding Mentor Award from UT Arlington Math Department, the ASU Faculty Women’s Association Outstanding Faculty Mentoring Award, and the Dr. Manuel Servin Faculty Award for excellence in research, mentorship of Hispanic students, and leadership at ASU and the community. Her national service ranges from Associated Editor for the journal of Bulletin of Mathematical Biology to Board member for SACNAS.

Carlos Castillo-Chavez, Ph.D., Affiliate

Regents' Professor & Executive Director

Simon A. Levin Mathematical, Computational and Modeling Sciences Center

Arizona State University

 

Carlos Castillo-Chavez is a Regents' Professor, a Joaquin Bustoz Jr. Professor of Mathematical Biology, and a  Distinguished Sustainability Scientist  at Arizona State University. His research program is at the interface of the mathematical and natural and social sciences with emphasis on (i) The role of dynamic social landscapes on disease dispersal; (ii) The role of environmental and social structures on the dynamics of addiction and disease evolution, and (iii) Dynamics of complex systems at the interphase of ecology, epidemiology and the social sciences. Castillo-Chavez has co-authored over two hundred publications (see Google Scholar citations), edited several volumes of research articles, and co-authored a textbook in Mathematical Biology in 2001 (second edition in 2012). His 34 PhD students include 14 women, 19 from US underrepresented groups and 6 from Latin America. He has mentored 25 postdoctoral researchers; and co-mentored over 400 undergraduates in research projects.

Castillo-Chavez is the founding director of the Simon A. Levin Mathematical, Computational and Modeling Sciences Center and the graduate field in applied mathematics in the life and social sciences or AMLSS at ASU (07-01-2008). The AMLSS PhD degree has graduated 24 students, including 18 students who are members of underrepresented groups. Castillo-Chavez is also the Executive Director of the Mathematical and Theoretical Biology Institute or MTBI and The Institute for Strengthening the Understanding of Mathematics and Science or SUMS. He has been appointed (2013) Director of STEM Programs for Underrepresented Minorities, ASU, a position that supports STEM synergistic activities that increase access, excellence and impact at the four ASU campuses.

Castillo-Chavez’s recognitions include two White House Awards: Presidential Faculty Fellowship Award in 1992 and a Presidential Award for Excellence in Science, Mathematics and Engineering Mentoring in 1997; the 2002 Society for the Advancement of Chicanos and Native Americans in Science (SACNAS) Distinguished Scientist Award ; and the 2003 Richard Tapia Award . C-C is the 12th recipient of the American Mathematical Society Distinguished Public Service Award (01-14-2010).

Lindy T. Elkins-Tanton, Ph.D., Affiliate

Professor and Director

School of Earth and Space Exploration

Arizona State University

 

Lindy Elkins-Tanton is the director of the School of Earth and Space Exploration at Arizona State University. Her research is on the formation of terrestrial planets, and the relationships between Earth and life on Earth, particularly examining the role of volcanism.

One research focus concerns the relationships between large volcanic provinces and global extinction events, focusing on the Siberian flood basalts and the end-Permian extinction. A second research effort addresses the chemistry and physics of the formation of terrestrial planets, with projects focusing on planetesimals, the Moon, Mercury, the Earth, rocky exoplanets, and on processes such as degassing the earliest atmospheres. 

She has lead four field expeditions in Siberia, as well as participated in fieldwork in the Sierra Nevada, the Cascades, Iceland, and the Faroe Islands, and a fifth Siberian expedition.

Elkins-Tanton received her B.S. and M.S. from MIT in 1987, and then spent eight years working in business, with five years spent writing business plans for young high-tech ventures. She then returned to MIT for a Ph.D. Elkins-Tanton spent five years as a researcher at Brown University, followed by five years on MIT faculty, culminating as Associate Professor of Geology, before accepting the directorship of the Department of Terrestrial Magnetism at the Carnegie Institution for Science. In 2014 she moved to the directorship at Arizona State University.

Elkins-Tanton is a two-time National Academy of Sciences Kavli Frontiers of Science Fellow and served on the National Academy of Sciences Decadal Survey Mars panel. In 2008 she was awarded a five-year National Science Foundation CAREER award, and in 2009 was named Outstanding MIT Faculty Undergraduate Research Mentor. In 2010 she was awarded the Explorers Club Lowell Thomas prize. The second edition of her six-book series The Solar System, a reference series for libraries, was published in 2010. In 2013 she was named the Astor Fellow at Oxford University. 

Gabriel Escontrias

Gabriel Escontrías, Jr., Ed.D., Affiliate

Founder and Managing Member

College Readiness Coach, LLC

 

Dr. Gabriel Escontrías, Jr., is the Founder & Managing Member of College Readiness Coach, LLC. In addition, he is a Faculty Associate in the Mary Lou Fulton Teachers College at Arizona State University and an Adjunct Lecturer in the Mel & Enid Zuckerman College of Public Health at the University of Arizona. He has served in various academic, student affairs, and research professional capacities within higher education over the last fifteen years.  Most recently he served at ASU as the Manager of the Center for Gender Equity in Science and Technology. He is committed to ensuring equity, access to higher education, and student success.

Serving our community is key in his life and therefore he is currently the Vice President of A Stepping Stone Foundation, Development Chair for the ASU Chicano/Latino Faculty & Staff Association, member of AARP’s AZ Hispanic Connection, a member of the Association of Fundraising Professionals, a member of the Phoenix Association of REALTORS®, and a Group Exercise Instructor at the Lincoln Family Downtown Phoenix YMCA. Nationally he is a member of the American Educational Research Association and the Association for the Study of Higher Education. His service has been recognized as he was awarded the MLK Diversity Award in Education by the Tempe Human Relations Commission (2014), selected as one of 40 Hispanic Leaders Under 40 in Arizona (2013), and awarded the 2013 Excellence in Diversity Award (classified staff/service professional/administrator category) from the Committee for Campus Inclusion at ASU.

Dr. Escontrías is an alumnus of Arizona State University (ASU) having received his Ed.D. (2012) and M.Ed. (2006) in the Higher and Postsecondary Education Program in the Mary Lou Fulton Teachers College and his B.A. (2003) in the Sociology Program in the College of Liberal Arts and Sciences.

Leah Gerber, Ph.D., Affiliate

Professor & Founding Director

Center for Biodiversity Outcomes

Arizona State University

 

Leah Gerber is a Professor of Ecology, Evolution and Environmental Sciences in the School of Life Sciences Founding Director of the Center for Biodiversity Outcomes (CBO) at Arizona State University.  Gerber is the recipient of Career Awards from the National Science Foundation and the Pew Charitable Trusts, and is a Fellow with the Aldo Leopold Leadership Program.  She has published over 100 papers in top-tier journals (e.g., Science, Nature, American Scientist).  As the Founding Director for CBO, Dr. Gerber aims to accelerate the success of sustainable biodiversity outcomes.  Recognizing that social inequality one of the most pressing challenges to the future of humans and nature, CBO works with CGEST to recruit, matriculate, and retain disadvantaged youth into ecological disciplines. To learn more aobut Dr. Gerber's research visit the Gerber Lab.

Barbara J. Guzzetti, Ph.D., Affiliate

Professor

New College of Interdisciplinary Arts & Sciences

Arizona State University

 

Barbara Guzzetti is a Professor in the English department, School of Humanities, Arts & Cultural Studies in the New College of Interdisciplinary Arts and Sciences at Arizona State University (ASU), West Campus. She is also an Affiliated Faculty member in the Mary Lou Fulton Teachers College and has been an Affiliated Faculty member in Women’s and Gender Studies at ASU. She previously held a faculty appointment as an Associate Professor at California State Polytechnic University, Pomona. Her prior professional experience includes serving as an Evaluation Specialist for the Northwest Regional Educational Laboratory at Denver, Colorado and as a Research Associate for the Mid-continent Regional Educational Laboratory at Aurora, Colorado. She received her Ph.D. in Curriculum and Instruction with a specialization in Literacy Education from the University of Colorado at Boulder. Prior to earning her doctorate, Dr. Guzzetti served for eleven years as an Elementary Classroom Teacher, a Secondary Reading Teacher, a Secondary Reading Specialist, and a Title I Reading Teacher. 

Professor Guzzetti’s research in secondary classrooms has focused on equity and gender issues in teaching and learning in STEM. Her research in out-of school contexts and in online spaces of virtual worlds and online communities has focused on identifying the contextual conditions that influence adolescent girls’ take up of new digital media and technologies. Her co-edited book, Adolescent Literacies and the Gendered Self: Reconstructing Identities through Multimodal Literacy Practices, explores the dynamic range of literacy practices that reconstruct gender identities. Her line of inquiry has been funded by the U.S. Department of Education, the Spencer Foundation, and the International Literacy Association. She has been recognized by ASU’s Commission on the Status of Women for her scholarship and teaching devoted to gender equity.

Mina Johnson

Mina C. Johnson, Ph.D., Affiliate

Chief Executive Officer

Embodied Games

 

Dr. Johnson-Glenberg holds a Ph.D. in Cognitive Psychology from the University of Colorado at Boulder. She creates embodied games that specialize in teaching STEM (Science, Technology Engineering and Math) and Health Sciences.  Her current research focuses on designing games for behavioral and cognitive change. She has also designed several NLP algorithms for use in her games. One innovation that sets her lab’s games apart is that motion-capture technologies are used while learners gesture during play.

She serves as the Director of the Embodied Games for Learning lab (EGL) located at the Learning Sciences Institute at Arizona State University. In addition, she is the CEO/co-Founder of a spin-out company called Embodied Games, LLC. This new company will serve as the portal for her commercialized games.

She has been the Principle Investigator on multiple federal grants from the Department of Education (IES), the National Institutes of Health (NICHD) and the National Science Foundation (EHR- DRK-12). In addition, she has run several grants from private foundations including the fragile X Foundation - where she created a neural network of memory function individuals with fragile X syndrome. A recent Gates Foundation/NGLC grant was just completed where she helped to create several games to teach middle school children about Simple Machines. She has published widely on cognition, embodied learning in new media, and neural networks. Her most recent game is an award-winnning exer-game using the Kinect sensor to teach children about nutrition and MyPlate called The Alien Health Game. You can read a peer-reviewed article on Alien Health Game by clicking here.

Jean Larson, Ph.D.

Jean Larson, Ph.D., Affiliate

Education Coordinator

Center for Bio-mediated and Bio-inspired Geotechnics (CBBG)

Arizona State University

 

Jean Larson has a Ph.D. in Educational Technology, postgraduate training in Computer Systems Engineering, and many years of experience teaching and developing curriculum in various learning environments. She has taught technology integration and teacher training to undergraduate and graduate students at Arizona State University, students at the K-12 level locally and abroad, and various workshops and modules in business and industry. Dr. Larson is experienced in the application of instructional design, delivery, evaluation, and specializes in eLearning technologies for training and development. Her research interests focus on efficient and effective online learning, and how instructors are prepared to teach in digital environments. She coordinates outreach events for the Center for Bio-mediated and Bio-inspired Geotechnics (CBBG) with local school districts and organizations, various centers on the ASU campus, and summer programs for teachers, high school students and undergraduates. She also develops CBBG curriculum for learners at the K-12, college, and professional development levels.

Traci L. Morris, Ph.D., Affiliate

Director

American Indian Policy Institute

Arizona State University

 

Morris has a diverse professional background, which includes academia; university teaching; book, article, and white paper researcher and author; and is a nationally acclaimed speaker. She has worked with Native American tribes; Tribal businesses; Native American non-profits; Native media makers, artists and galleries; written a college accredited curriculum in Native American new media; and has advocated for digital inclusion at the Federal Communications Commission and on Capitol Hill.

A member of the Chickasaw Nation of Oklahoma, Morris maintains a strong working relationship with her community and her passion for art, media, policy and advocacy emerged from these strong ties and her own tribal roots. Her book, Native American Voices: A Reader, continues to be a primary teaching tool in colleges throughout the country. Morris’s research and publications on Native American media and the digital divide is focused on Internet use, digital inclusion, network neutrality, digital and new media curriculums, digital inclusion and development of broadband networks in Indian Country.

As an entrepreneur the prior to her ASU appointment, Morris founded Homahota Consulting LLC  a national Native American woman owned professional services firm working in policy analysis, telecommunications, education, and research assisting tribes in their nation-building efforts and working with Native Nations, tribal businesses and those businesses working with tribes.

Morris has a M.A. and Ph.D. from the University of Arizona’s American Indian Studies, in addition to a B.A. from Colorado State University.

Maria Ong

Maria (Mia) Ong, Ph.D., Affiliate

Senior Research Scientist and Evaluator

TERC

 

Maria (Mia) Ong, Ph.D., is a Senior Research Scientist and Evaluator at TERC, a STEM education research organization in Cambridge, Massachusetts. She is also the Founder and Director of Project SEED (Science and Engineering Equity and Diversity), a social justice collaborative affiliated with The Civil Rights Project/Proyecto Derechos Civiles at UCLA. For nearly twenty years, she has conducted empirical research focusing on women of color in higher education and careers in STEM and has led evaluation of several STEM diversity/inclusion programs. Dr. Ong’s work has appeared in reports to U.S. Congress and to the U.S. Supreme Court and in journals such as Social Problems and Harvard Educational Review, and she was an invited speaker at the 2016 White House meeting on inclusive education in STEM. Between 1996 and 2000, she directed an undergraduate physics program for minorities and women at U.C. Berkeley; for this work, she was a co-recipient of a U.S. Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring.

Beyond her research, Mia currently serves as a Member of several advisory committees, including the Social Science Advisory Board for the National Center for Women and Information Technology (NCWIT) and the Center for Gender Equity in Science and Technology (CGEST). She is a former member of the NSF Committee on Equal Opportunities in Science and Engineering, the NSF Advisory Committee for the GPRA Performance Assessment, and the NSF Advisory Committee to the Social, Behavioral, and Economic Sciences. At TERC, Mia is a Member of the Diversity Council, the Diversity Recruitment Sources Task Force and the Institutional Review Board. She holds a Ph.D. in Social and Cultural Studies in Education from U.C. Berkeley.

Delia Saenz

Delia Saenz, Ph.D., Affiliate

Associate Professor

College of Liberal Arts & Sciences

Arizona State University

 

Professor Delia Saenz is Associate Professor of Psychology and Vice Provost for Undergraduate Education at Arizona State University. Her doctorate, in Social Psychology, was awarded from Princeton University in 1987. She served previously as an assistant professor of Psychology at the University of Notre Dame before moving to ASU. Dr. Saenz is also a Research Professor in the ASU Hispanic Research Center, and during her tenure at ASU, she has served administratively as Director of the Graduate Program in Social Psychology, interim Associate Dean of the Graduate College, and Director of the Intergroup Relations Center. Dr. Saenz is a Fellow of the Western Psychological Association, and has served as Representative at Large and Program Chair for WPA. She is also a member of the editorial board for Small Group Research.

Her research over the past 15 years has focused on tokenism, intergroup processes, acculturation, social identity and family dynamics, and has included both laboratory and field research. Her journal articles on tokenism are often cited for their innovation and contribution to the understanding of diversity in work groups. Dr. Saenz is currently the principal investigator of Diversification and the Academy-Post-Grutter, a project that focuses on experiences of women of color faculty in higher education. This research is supported by a grant from the Ford Foundation. Her previous work has been supported by the National Science Foundation, and the National Institutes of Mental Health.

Beyond her contributions to scholarship and administration, Dr. Saenz has been recognized at both institutional and national levels for outstanding contributions to the teaching and mentoring of undergraduate students and graduate students of color.

Daniel Sarewitz

Daniel Sarewitz, Ph.D., Affiliate

Professor & Co-Director

Consortium for Science, Policy & Outcomes

Arizona State University

 

Daniel Sarewitz’s work focuses on revealing the connections between science policy decisions, scientific research and social outcomes. How does the distribution of the social benefits of science relate to the way that we organize scientific inquiry? What accounts for the highly uneven advance of know-how related to solving human problems? How do the interactions between scientific uncertainty and human values influence decision making? How does technological innovation influence politics? And how can improved insight into such questions contribute to improved real-world practice?

From 1989 to 1993, Sarewitz worked on R&D policy issues as a staff member in the U.S. House of Representatives, and principal speech writer for Committee Chairman George E. Brown, Jr. He received a doctorate in geological sciences from Cornell University in 1986. He now directs CSPO’s office in Washington, D.C., and focuses his efforts on a range of activities to increase CSPO’s impact on federal science and technology policy processes.

Sarewitz’s most recent book is The Techno-Human Condition (MIT Press, 2011; co-authored with Braden Allenby). Since 2009 he has also been a regular columnist for Nature magazine. Other published work includes Frontiers of Illusion: Science, Technology, and the Politics of Progress, (Temple University Press, 1996), Living with the Genie: Essays on Technology and the Quest for Human Mastery (Island Press, 2003; co-edited with Alan Lightman and Christina Desser) and Prediction: Science, Decision-Making, and the Future of Nature (Island Press, 2000; co-edited with Roger Pielke, Jr., and Radford Byerly, Jr.). Visit the CSPO online library for more.

Wilhelmina C. Savenye, Ph.D., Affiliate

Professor & Education Director

Center for Bio-mediated & Bio-inspired Geotechnics

Arizona State University

 

Dr. Wilhelmina (Willi) Savenye is a Professor of Educational Technology in the Division of Educational Leadership and Innovation in the Mary Lou Fulton Teachers College. Dr. Savenye has also served on the education faculty at The University of Texas at Austin and San Diego State University, and been an adjunct faculty member of Instructional Design and Distance Education at Nova Southeastern University. She began her career in instructional media, serving on the staff of what is now Seattle Pacific University, as well as North Seattle and Bellevue Community Colleges, and the Bellevue (WA) School District. For the past few years, she has had the pleasure of working with Texas State University, San Marcos, Instructional Technology staff in leading Technology Integration Summer Workshops for faculty. She earned her MEd and PhD in Educational Technology from ASU, as well as an AA in Media Technology and BA in Anthropology (University of Washington.)

Dr. Savenye has published over 70 articles, chapters, and monographs related to instructional design and evaluation of technology-based learning systems. She serves as Associate Editor of the Journal of Applied Instructional Design, and as Associate Editor for the upcoming Encyclopedia of Educational Technology (Sage). She has held several elected conference leadership positions. She has also made over 140 presentations at international, national and regional conferences and workshops.  She has been awarded numerous federal and foundation grants in these areas. She has designed and produced numerous digital media products and programs.

Her research includes work on instructional design; evaluation and assessment; cognitive and affective learning in student-centered learning environments; interactive online learning systems; multi-model environments for learning in the arts, media and engineering; pedagogy of technology integration into teaching; informal science learning; innovations in qualitative research methods; learning in museums; and international perspectives on learning systems. Dr. Savenye's instructional design, evaluation and online learning work has been conducted in such diverse settings as public school districts, museums, botanical gardens, zoos, universities, corporations and Army tank maintenance settings.

Michael Simeone, Ph.D., Affiliate

Director, Nexus Lab

Institute for Humanities Research

Arizona State University

 

Michael Simeone is the Director of the Nexus Lab for Digital Humanities at Arizona State University. He is also affiliated with the Innovative Software andl Data Analysis Division at the National Center for Supercomputing Applications. His research includes digital/computational humanities, post-cybernetic control systems, analysis of human-technology networks, and data-driven collaborations that bridge environmental sciences and humanities.

Currently, he serves as a Domain Champion for Humanities for the Extreme Science and Engineering Discovery Environment. He received his PhD in English from the University of Illinois at Urbana-Champaign.

Sharon Torres, Affiliate

Program Coordinator, Sr.

American Indian Policy Institute

 

Sharon is a Program Coordinator, Sr. with ASU's American Indian Policy Institute (AIPI).

As Program Coordinator, Sr. for the Advocacy Branch of CGEST, Sharon served as the liaison for the National STEM Collaborative, a consortium of higher education institutions and non-profit partners whose mission is to amplify knowledge, build networks, and scale best practices that support girls and women of color in STEM.

Sharon came to CGEST having served in various capacities within higher education since 2001. At ASU, she had served as Coordinator for Project Humanities and Student and Cultural Engagement, wherein she was responsible for planning and implementing numerous programs and activities and for creating new initiatives and partnerships in education and programming.

Prior to ASU, Sharon had worked at Western Connecticut State University, Temple University, and Princeton University. Her area of interest and practice was always focused on student leadership and development, receiving accolades from the Association of College Unions International and her alma mater for her work in enriching student engagement.

Sharon earned her B.A. in Media Arts from Western Connecticut State University and is pursuing her M.A. in Social and Cultural Pedagogy at ASU. Her research focuses on the academic and social value of culturally relevant teaching in both formal and informal. 

Angelicque Tucker-Blackmon

Angelicque Tucker-Blackmon, Ph.D., Affiliate

President and CEO

Innovative Learning Concepts, LLC

Dr. Blackmon is the President and CEO of Innovative Learning Concepts, LLC in Atlanta, Georgia, a full service premier science and mathematics educational consulting firm. She has been CEO and Director of Research and Evaluation for 11 years responsible for providing research and evaluation services for federally funded programs.  Dr. Blackmon has an extensive background in developing and executing performance, outcome, and impact based evaluations. She has a depth of knowledge of mixed methods research and specializes in qualitative methodologies. Dr. Blackmon earned her B.S. degree in Chemistry and a M.S. degree in Analytical Chemistry from The Georgia Institute of Technology. She received her Ph.D. in Educational Studies with an emphasis in Science Education from Emory University and completed a two-year AERA-IES Postdoctoral Fellowship in Cultural Anthropology. Her work focused on the influence of sociocultural contexts on science teaching and learning. Prior to entering the field of education, Dr. Blackmon worked as a research chemist with Dow Chemical and 3M.

Caroline S. V. Turner, Ph.D., Affiliate

Professor & Interim Dean

College of Education

California State University, Sacramento

 

Caroline S. Turner is Professor, Doctorate in Educational Leadership, California State University, Sacramento and Professor Emerita, Higher & Postsecondary Education, Lincoln Professor of Ethics and Education, Arizona State University. Recognizing her exemplary scholarship, Turner is the 2009 Recipient of the American Educational Research Association (AERA) Scholars of Color in Education Distinguished Career Contribution Award and the 2009 AERA Dr. Carlos J. Vallejo Memorial Award for Lifetime Scholarship, the 2008 Recipient of the Association for the Study of Higher Education (ASHE) Council on Ethnic Participation Mildred Garcia Award for Exemplary Scholarship, and the recipient of the 2008 & 2009 Mary Lou Fulton College of Education Dean's Faculty Excellence Award. Recently, she was a Visiting Scholar with the Stanford Institute for Higher Education Research (SIHER) and named a Distinguished Alumni Scholar by Stanford University. Turner received her undergraduate degree in History and her master's degree in Educational Psychology from the University of California, Davis. She received her doctorate in Administration and Policy Analysis from the Stanford University School of Education.

Professor Turner's research and teaching interests include access, equity and leadership in higher education, faculty gender and racial/ethnic diversity, organizational change, and the use of qualitative methods for policy research. Her research includes a Spencer Foundation funded study of the faculty search committee process and hiring of faculty of color, a PEW Foundation funded study of Latino faculty in theological education, a Ford Foundation funded study of Diversity in Academe Post-Grutter, a Stanford University funded study of Pre - 16 reforms and the promise of a seamless educational system, a study of women of color presidents in higher education, and a study of faculty and students of color in mathematical sciences and related fields. Her current book contracts include the following titles: Promoting Social Justice in Higher Education: Preparing the Next Generation of Scholars and Practitioners (sole author) and Mentoring Across Institutions, Gender, Race & Class: Cultivating Future Academics of Color (co-editor).

Erin Walker, Ph.D., Affiliate

Assistant Professor

Ira A. Fulton Schools of Engineering

Arizona State University

 

Erin Walker is an Assistant Professor in the School of Computing, Informatics, and Decision Systems Engineering at Arizona State University. Her research uses interdisciplinary methods to improve the design and implementation of educational technology, and then to understand when and why it is effective.  She is currently working on various projects that attempt to incorporate social and contextual adaptation into learning technologies, including implementing a teachable robot for mathematics learning and reimagining the design of the digital textbook. Prior to January 2013, Walker was a Computing Innovations Postdoctoral Fellow at Arizona State University. She completed her PhD in 2010 at Carnegie Mellon University in Human-Computer Interaction. Her undergraduate degree is a B.Sc. (Honors) from the University of Manitoba, awarded in 2004 in both Computer Science and Psychology. Walker's work has resulted in nine journal articles and twenty peer-reviewed full conference papers, and has included a best young researcher’s track paper award at AIED, a best paper nomination at ITS, and a best technology design nomination at CSCL.