The Center is led by a team of scholars from a wide variety of backgrounds, working to prepare a culturally diverse pool of highly trained evaluators, assessment specialists, researchers, and policy analysts to conduct culturally responsive/relevant evaluation and assessment studies and policy analyses in education and social service fields, while further refining and developing CRE concepts and practice.
His research focuses primarily on the role of culture in educational assessment and culturally responsive approaches in program evaluation. His work in the development of culturally responsive evaluation and building evaluation capacity has been funded by multiple grants from the National Science Foundation. His recent scholarly publications have focused primarily on the importance of culture in program evaluation and culturally relevant computer-based pedagogy and assessment for algebra. He has also served as a program evaluation and testing consultant to the federal government, state departments of education, school districts, universities, foundations, regional educational laboratories, and internationally in New Zealand and Ireland. His collaboration with Maori (indigenous people of New Zealand) evaluators explores how to make Maori culture central to their evaluations and with evaluation scholars in Dublin Ireland to understand the impact of a culturally diverse “new immigrant” student population is also particularly germane for the work of the Center. Stafford is also the founding Co-Director of the annual national conference on the Relevance of Assessment and Culture in Evaluation that was sponsored by the College of Education at Arizona State University. He serves on numerous national advisory boards and committees including the American Indian Higher Education Consortium’s NSF funded “Building an Indigenous Framework for STEM Evaluation” project with recent professional service as a member of the Educational Testing Service’s Visiting Panel for Research.
Thomas’ scholarship is primarily focused on the intersection of social research and practical philosophy and is heavily influenced by the tradition of philosophical hermeneutics. He investigates questions concerning the nature of human action, practice, and understanding, as well as the nature and role of expertise and dialogue in developing understanding. In addition, he studies matters the ethics of evaluation, the nature and status of evidence, and the ways in which evidence is linked to claims. He is the 2002 recipient of the Paul Lazarsfeld Award for Contributions to Evaluation Theory from the American Evaluation Association. He is currently editor-in-chief of the American Journal of Evaluation.
Jennifer's research focuses on the intersections of social science and social policy. Her work in the domain of educational and social program evaluation seeks to advance the theory and practice of alternative forms of evaluation, including qualitative, democratic, and mixed methods evaluation approaches. Her current work emphasizes evaluation as a venue for democratizing dialogue about critical social and educational issues, with a focus on conceptualizing evaluation as a public good. Jennifer is the 2003 recipient of the Paul Lazarsfeld Award for Contributions to Evaluation Theory from the American Evaluation Association. She was president of that organization in 2011.
Amy's research focuses on young children with disabilities and their families within the context of early intervention and early childhood special education services. Through her research, teaching, and service activities, she aims to make a positive impact on the lives of culturally and linguistically diverse children with disabilities and their families by enhancing the practices of professionals who work directly with these children and families. Amy is Principal Investigator on multiple state and federally-funded grants. She has extensive experience evaluating university-based pre-service programs that are preparing early childhood special education teachers to work in culturally and linguistically diverse communities. Amy is the 2013 recipient of the Council for Exceptional Children's Leadership Award and the 2012 Division for Early Childhood's Merle B. Karnes Service to the Division award. She is past president of the Division for Early Childhood of the Council for Exceptional Children and the current editor of Young Exceptional Children journal.
Katherine’s research focuses on educational evaluation and the intersection of educational accountability issues and high stakes assessment. As educational accountability has become increasingly more important nationally and globally, her work has examined both evaluative capacity building and monitoring issues involved in test-based educational accountability. Her current research includes an investigation of the intended and unintended consequences of a statewide assessment and accountability system in relationship to students, instruction, and educational outcomes. She is a former associate editor of the American Journal of Evaluation.
Bill received his doctorate in sociology at the University of North Carolina, Chapel Hill, and is a professor of Educational Policy Studies and Sociology at the University of Illinois at Urbana-Champaign. Trent's research centers on K-12 and postsecondary educational inequality. In addition to his faculty role at the University, he also served as an Associate Chancellor from 1995 to 1999. He has served as a member of the National Research Council, Board on Testing and Assessment, was appointed a 2006-7 Spencer Foundation Resident Fellow, a Fulbright Senior Scholar in 2004 and a Visiting Scholar at the College Board for 2003-2004. Bill has served as a member of the National Academy of Education Committee on Social Science Research Evidence on Racial Diversity in Schools and the Working Group on Standards, Assessments and Accountability. He currently serves as a member of the Social Science Research Council’s College Learning Assessment Committee. Bill is the Principal Investigator for an NSF funded project examining undergraduate STEM participation for women and underrepresented minority students.
Dr. Zamani-Gallaher is Professor of Higher Education/Community College Leadership in the Department of Education Policy, Organization, and Leadership at the University of Illinois at Urbana-Champaign. She is also faculty affiliate of the Office for Community College Research and Leadership (OCCRL). She holds a PhD in Higher Education Administration with a specialization in Community College Leadership and Educational Evaluation from the University of Illinois at Urbana-Champaign. Her teaching, research, and consulting activities largely include psychosocial adjustment and transition of marginalized collegians, transfer, access policies, student development and services at community colleges.Dr. Zamani-Gallaher is a recipient of the Association for the Study of Higher Education (ASHE) Council on Ethnic Participation Mildred B. Garcia Senior Exemplary Scholarship Award. Dr. Zamani-Gallaher served as president of the Council for the Study of Community Colleges (CSCC), an affiliate of the American Association of Community Colleges and on the advisory board for the ACPA Commission for Student Development in Two-year Institutions.
Kevin D. Franklin received degrees in Psychology and Education from Old Dominion University. He holds a Doctorate of Education in Organization and Leadership from the University of San Francisco. Formerly Executive Director of the University of California System-wide Humanities Research Institute and Deputy Director of the University of California San Diego, Supercomputer Center (SDSC),Franklin was appointed as Executive Director of the University of Illinois Institute for Computing in the Humanities, Arts and Social Sciences, and Senior Research Scientist for the National Center for Supercomputing Applications (NCSA) in July of 2007. Franklin is a principal co-founder of the Humanities, Arts, Science and Technology Advanced Collaboratory (HASTAC) and founder of the HASSgrid, a distributed Cyberinfrastructure supporting humanities, arts and social science data preservation and archives. Franklin is co-chair of the HASS Research Group for the Open Grid Forum (OGF), and a member of the Worldwide University Network Grid Advisory Board (WUN). In May 2007, Franklin co-guest edited Cyberinfrastructure Technology Watch for the issue Socializing Cyberinfrastructure: Networking the Humanities, Arts, and Social Sciences. Franklin is also the HASS Editor for Grid Today and HPCWire. In addition to his United States HASS Cyberinfrastructure work, Franklin leads a number of international research activities including the Advanced Research and Technology Collaborative for the Americas (ARTCA) which he founded in 2007. He is a Special Advisor to the Costa Rica-United States Foundation (CRUSA) and the Centro Nacional de Alta Technologia Franklin began his academic career teaching and coaching at San Francisco State University where he also directed the Urban Scholars Minority Student Outreach Program and was a Senior Fellow in the San Francisco Urban Institute. In recognition for his work in Education Reform and Minority Teacher Development, Franklin received the Old Dominion University Distinguished Alumni Award in 1996 and the Columbia University Teachers College, Klingenstein Center Leadership Award in 1997.
Andrea Fierro, an employee with the University of Illinois for over 11 years, has been the Administrative Aide for the Center for Culturally Responsive Evaluation and Assessment (CREA), as well as the Center for Education in Small Urban Communities since December 2015. She works with the faculty and staff of both centers to plan and implement program, research, and event efforts. Andrea is currently a graduate student in Education Policy, Organization and Leadership with a focus in Diversity and Equity at the University of Illinois at Urbana-Champaign. In addition to her work and education efforts, Andrea gave two guest lectures at UIUC which included “Children and Families with Special Needs: A Parent’s Perspective” and “Dementia, Alzheimer’s, and Families: Caregiver and Family Stress”. In her free time, Andrea volunteers as a bilingual Pre-K book mentor with the iMentor Program, works closely as a volunteer with the C-U Immigration Network, and donates her clerical talents to The Immigration Project. Andrea is motivated by her desire to be an advocate – one that fully understands diversity and equity, and compassionately supports others as they navigate the world.
Dominic is a native of Dayton, Ohio, where he also worked as a secondary special educator within the Dayton Public School District prior to beginning his journey as a PhD student in the Department of Curriculum and Instruction. Dominic's teaching experience with urban underserved schools and communities fuels his passion for urban education and working with students from diverse populations, while driving his overarching research agenda. Specifically, his research interest involves using social cultural theory to examine culturally responsive differentiated instructional practices with students of color. The goal of Dominic's research is to evaluate and assess educators; instructional capacities and develop, design, and implement effective training plans to help aide education professionals in their instructional methodology and practices.
Leah Q. Peoples is originally from Delaware but completed her B.S. in Psychology from Southern University A&M in Baton Rouge, Louisiana. Leah is currently a doctoral student in Education Policy, Organization, and Leadership (EPOL) at the University of Illinois at Urbana-Champaign. Broadly, her interests lie in educational inequities focusing on school closures, charter schools, and full service or community schools. In addition, Leah studies evaluation, with a particular interest in culturally responsive evaluations. Throughout her studies, she has built and continues to build a repertoire of quantitative and qualitative skills to best address her research questions. Leah is motivated by her desire to create meaningful and adequate educational experiences for students of color.
Nino Rodriguez is a two-time alumnus of the University of Illinois at Urbana Champaign where he received his B.S. in Recreation, Sport, and Tourism with a concentration in Sports Management and his M.A. in Education Policy, Organization, and Leadership (EPOL) with a concentration in the Social and Cultural Studies of Education. His thesis Watering Seeds: The Socialization of African American Male Adolescent Masculinity explored: (1) masculinity ideologies of adolescent Black males; (2) the agents of socialization that helped shape their masculinity ideologies; and (3) the impact that their masculinity ideologies had on their lives thus far. Currently, Nino is a fifth year doctoral student in EPOL exploring the influence American institutions have on the socialization of masculinity for adolescent Black males. While on campus, he has worked with the Office of Minority Student Affairs, Illinois Leadership Center, Division of General Studies, and the Office of Inclusion and Intercultural Relations on efforts and initiatives to support underrepresented students. In addition to his scholarly pursuits and civic engagement on campus, Nino has been an active member in the Champaign-Urbana community working with adolescent males in the local school districts and community organizations. He can be reached via email at email@example.com as well as via twitter @RevolutioNino.
Tamara Bertrand Jones, Ph.D., is an Assistant Professor of Higher Education at Florida State University. Her research examines the sociocultural contexts that influence the graduate education and professional experiences of underrepresented populations, particularly Black women, in academia. Her previous work as an administrator and program evaluator also influence her other research interests in culturally responsive assessment and evaluation.
She is a founder and past president of Sisters of the Academy Institute, an international organization that promotes collaborative scholarship and networking among Black women in the academy. In the spirit of collaborative scholarship, she collaborated with fellow scholars, LeKita Scott Dawkins, Marguerite McClinton, and Melanie Hayden to write Pathways to Higher Education for African American Women(Stylus Publishing). Her work with colleagues Kathy Guthrie, Shouping Hu, and Laura Osteen produced Cultivating Leader Identity and Capacity in Students from Diverse Backgrounds (Jossey-Bass). Dr. Bertrand Jones has also collaborated on scholarly journal articles and conference presentations with senior and junior scholars, and graduate students.
She teaches graduate courses on Diversity in Higher Education, Student Services in Higher Education, Outcomes of Higher Education, Institutional Research, Critical Theory in Education, and Literature Review and Professional Writing, and Program Evaluation.
Dr. Bertrand Jones belongs to many professional organizations; the American Evaluation Association (AEA), Southeast Evaluation Association (SEA), National Association of Student Personnel Administrators (NASPA), American Educational Research Association (AERA
Dr. Bertrand Jones remains active in the campus and community by serving on numerous college and university committees and volunteering regularly.
In 2013, she received a Transformation through Teaching Award for faculty that have had an intellectual, inspirational, and integrative impact on the lives of their student. In 2012, she was inducted into the FSU chapter of the Honor Society of Phi Kappa Phi, the nation’s oldest, largest, and most selective honor society for all academic disciplines. Tamara was also named the 2009 recipient of the Dr. Martin Luther King Jr. Distinguished Service Award from Florida State University for exemplifying outstanding service in keeping with the principles of Dr. King.
Dr. Bertrand Jones attended the University of Texas at Austin where she received a Bachelor’s degree in Journalism. Upon graduation she enrolled in the Higher Education Program at Florida State University. After completing the Higher Education Master’s program, she went on to doctoral studies in the Research and Program Evaluation program. Bertrand Jones received her Doctor of Philosophy in Research and Evaluation Methods from The Florida State University in 2006.
Katrina L. Bledsoe, Ph.D., is a senior research director at the Kansas City, Missouri-based DeBruce Foundation’s responsible for starting up ThinkShift, a research and social innovation institute focused on community, economic, and education development. Dr. Bledsoe received her doctoral degree from Claremont Graduate University in psychology with a concentration in applied social psychology and specialization in evaluation research. Prior to arriving to the DeBruce Foundation, she was a research scientist and senior evaluation specialist at Education Development Center (EDC) in Washington, DC. She is an adjunct professor in the department of public policy and evaluation at the George Washington University (2016), an adjunct research associate professor of psychology at Claremont Graduate University, and an affiliated faculty member of the Center for Culturally Responsive Evaluation and Assessment of the University of Illinois, Urbana-Champaign. Dr. Bledsoe is a trained evaluator, mixed methodologist, and social psychologist with 20 years of evaluation experience at the local, state, and federal government levels. Her expertise is in community-based education and social services program evaluation, mixed methodology and methods, applied social psychology, and cultural contexts. Dr. Bledsoe has served as principal investigator, co-principal investigator, or project director, on a variety of projects, and has received several grants and contracts of programs ranging from education to school-based health and mental health. She is also a consultant to agencies such as theOffice of Juvenile Justice and Delinquency Prevention, the National Science Foundation and to schools, universities, and community-based organizations.
Dr. Bledsoe is the author of chapters, articles, and blogs focusing on evaluation practice, mixed methodology and evaluation, as well as cultural responsiveness in evaluation, social psychology, and other topics. Her work has been published in journals such as theAmerican Journal of Evaluation, New Directions in Evaluation, Families in Society, and in edited volumes such Qualitative Inquiry in the Practice of Evaluation, Continuing the Journey to Reposition Culture and Cultural Context in Evaluation Theory and Practice, theInternational Handbook of Urban Education, the Handbook of Mixed Methods Research, theHandbook of Ethics for Research in the Social Sciences, When Research Studies Go Off the Rails: Solutions and Prevention Strategies, Evaluation in Action: Interviews with Expert Evaluators, and Evaluation for Equitable Development Results.
Dr. Bledsoe is the 2013 winner of the American Evaluation Association’s (AEA) Multiethnic Issues in Evaluation Topical Interest Group’s Scholar Award. She is an active member of AEA having served a three-year term on the Board of Directors and a seven-year term as the chair and program chair of the Program Theory and Theory-driven Evaluation Topical Interest Group. She was a member of the task force that developed the organization’sPublic Statement on Cultural Competence in Evaluation and currently is a technical advisor to the AEA Cultural Competence Statement Dissemination Workgroup. She is on the editorial board for the Journal of Multi-Disciplinary Evaluation and is a peer reviewer for both the American Journal of Evaluation and the Journal of Evaluation and Program Planning. Finally, Dr. Bledsoe is a member of the Association for Psychological Science, and the Society the Study of Psychological Issues.
Fiona Cram is from Aotearoa New Zealand and has Maori/Indigenous tribal connections with Ngati Pahauwera. She has one son.
Fiona has a PhD from the University of Otago (Social and Developmental Psychology), and over 20 years research and evaluation experience.
Currently, she is the Director of Katoa Ltd, a research and evaluation company. She is involved in a wide range of Kaupapa Maori (by Maori, for Maori) research and evaluation with Iwi (tribal) and Maori (Indigenous New Zealanders) groups, philanthropic organisations, District Health Boards, and government agencies.
Her interests include Maori health and wellness, research and evaluation methods and ethics, organisational capacity development, and Maori decision-making about new technologies.
In 2010, she was guest editor of a special edition of the MAI Review journal on methods for researching with whanau (Maori family) collectives. In 2012, she co-edited, with Donna Mertens and Bagele Chilisa, a forthcoming anthology of Indigenous researcher stories of how they became researchers and evaluators.
In 2011, she led the evaluation of the Kaitoko Whanau initiative, which is a social service navigator service for vulnerable Maori families. She also evaluated a Vulnerable Pregnant Women’s Multidisciplinary Team initiative run by one of their District Health Boards.
Currently, she is the principle advisor on the Whanau Ora (family wellness) action research initiative, in which Maori and Pacific action researchers are working alongside NGOs that provide holistic services to Maori and Pasifika families. She is also working with a team of researchers at the University of Otago on a study of the health journeys of young pregnant Maori women. This is leading into an intervention trial.
Kevin E. Favor, Ph.D., Professor of Psychology earned his Ph.D. in Educational/Counseling Psychology from the University of Illinois Urbana Champaign and Master’s in Clinical/Minority Mental Health from Washington University in St Louis. He is licensed in Psychology in Maryland and Pennsylvania, certified in the assessment and treatment of substance abuse by the APA, holds the Diplomate in Forensic Assessment and Child and Adolescent Psychology and has been engaged in program evaluation of HIV/AIDS, violence prevention, and educational programming for underrepresented groups. His background in addiction services includes Level IV Substance Abuse Counselor for Project ADAPT at Liberty Medical Center (and its former designation as Provident Hospital) in Baltimore Maryland, Substance Abuse Specialist at Johns Hopkins’ East Baltimore Medical Center, and as duties associated with his former role as Lincoln University’s Consulting Psychologist. The training in minority mental health has served to prepare him for advancing culturally-responsive service delivery and scholarship through his teaching, consultations, writing and direct service delivery. Dr. Favor has served as a panel member for the CDC, NSF, and Ford Fellowship Foundation in an effort to promote diversity and social equity within the behavioral science community. He serves as co-chair of the Minority Serving Institutions (MSI) Faculty Initiative for broadening inclusion in evaluation for the American Evaluation Association.
Linkages to CREA:
The Center for Culturally Responsive Evaluation (CREA) provides unique opportunities to advance evaluation capacity building within minority-serving institutions (MSI) and to foster a pipeline for members of underrepresented groups to enter the field of evaluation. The notable efforts on the part of Drs. Stafford Hood, Thomas Schwandt, Jennifer Greene, Rodney Hopson, Henry Frierson, and Elmima Johnson to engage MSI faculty and administrators in educating the next generation of program evaluators continues to bear fruit. Many MSI students express a desire to forge policies and programs that strengthen their respective communities from which they emerge in ways that are harmonious with their communities’ cultural norms, values and objectives.
Most importantly, CREA’s goals are well suited for outreach to and collaboration with MSIs, such as Lincoln University, where resources do not always align well with professional development needs. The broader communities for which MSI expertise is often in demand requires such aid to be culturally responsive and theoretically intune to the history, issues, and needs of those whose voice is too often dismissed. CREA shall allow for evaluation practices to be well scrutinized for cultural suitability and serve as a clearinghouse of resources deemed essential for empowering service recipients.
Presently, the concerns of the adequacy of educational, health, and social programs in meeting the needs of persons of African descent, and other historically disenfranchised groups, loom large. Disparities in the well-being of men, women, and children are acknowledged and openly discussed; yet, remedies are hotly debated and often discarded as a consequence of evaluation findings. Evidence-based and theory-driven policy demands seem imprudent given the dearth of evaluation findings that have resulted in enlivening programs where disparities dissolve. The need for protocols that best reflect prevailing cultural behavioral determinants of the recipients and where value considerations are inclusive of those with little social capital is imperative. I see CREA as being able to generate the needed evaluation protocols for initiating, replicating, and upscaling health, education, and social well-being programs that are sustained and valued by communities disproportionately impaired within the U.S. and abroad. Professionals seeking continuing education relative to culturally sound procedures and instrumentation will cite CREA as a preferred resource. Public and private sector consultation with CREA associates will have been evaluated as resulting in highly desired outcomes sought by recipients.
PAMELA FRAZIER-ANDERSON, PH.D., NCSP received her M.Ed. and Ph.D. from Arizona State University in Educational Psychology. She is also a graduate of Spelman College. Her formal training includes the academic, behavioral and cognitive assessment of children in grades Pre-K through 12, with an emphasis on serving special education populations.
Her experience in charter school settings as well as the development and implementation of educational programs for non-profit and private organizations have addressed the needs of youth from underserved populations as well as ACT/SAT preparation, financial literacy for high school students and youth within the juvenile justice system. Dr. Frazier-Anderson has provided evaluation assistance to private and public organizations and to individuals in the areas of survey development and implementation, project development/implementation, program management, program evaluation and grant proposal development and writing.
Dr. Frazier-Anderson is one of the creators of the ACESAS (African American Culturally Responsive Evaluation System for Academic Settings), which is a method for conducting culturally responsive program evaluations in educational settings serving students in grades Pre-K through 12. She was first appointed and then elected to serve as the Co-Chair of the Research on Evaluation Special Interest Group (RoE SIG) of the American Educational Research Association (2009-2012) where she successfully led efforts to create and establish the first Distinguished Scholar Award for the SIG to recognize the work of scholars and researchers in the field.
Dr. Frazier-Anderson was a member of the Board of Trustees at the Long Ridge School, in Stamford, Connecticut. She is the founder of FARE (Frazier-Anderson Research & Evaluation, LLC) and is currently the Executive Director of Bridge DA Gap in Atlanta, GA.
Since 2007, Henry T. Frierson is Associate Vice President and Dean of the Graduate School and Professor of Educational Research and Evaluation Methodology at the University of Florida. In 1996, he begin to teach a graduate course in program evaluation at the University of North Carolina at Chapel Hill. He taught the course each semester until 2007. During that time he mentored many students in a number of aspects of program evaluation and a number of his students became professional evaluators. He became a strong proponent of cultural responsiveness in program evaluation and vigorously advocates cultural responsive evaluation approaches in all program evaluation projects and studies. He has written articles and chapters related to program evaluation and as early as 1994 he and Stafford Hood published the edited volume, Beyond the Dream: Meaningful Program Evaluation and Assessment to Achieve Equal Opportunities for Minorities at Predominantly White Universities. Eleven years later, with Stafford Hood and Rodney Hopson, he published the edited volume, The Role of Culture and Cultural Context: A Mandate for Inclusion, the Discovery of Truth and Understanding in Evaluative Theory and Practice. Most recently, the three published the edited volume, Continuing the Journey to Reposition Culture and Cultural Context in Evaluation Theory and Practice.
Dr. Juan E. Gilbert is the Andrew Banks Family Preeminence Endowed Chair and the Associate Chair of Research in the Computer & Information Science & Engineering Department at the University of Florida where he leads the Human Experience Research Lab. Dr. Gilbert has research projects in spoken language systems, advanced learning technologies, usability and accessibility, Ethnocomputing (Culturally Relevant Computing) and databases/data mining. He has published more than 140 articles, given more than 200 talks and obtained more than $24 million dollars in research funding. He is a Fellow of the American Association of the Advancement of Science. In 2012, Dr. Gilbert received the Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring from President Barack Obama. He was recently named one of the 50 most important African-Americans in Technology. He was also named a Speech Technology Luminary by Speech Technology Magazine and a national role model by Minority Access Inc. Dr. Gilbert is also a National Associate of the National Research Council of the National Academies, an ACM Distinguished Scientist and a Senior Member of the IEEE. Recently, Dr. Gilbert was named a Master of Innovation by Black Enterprise Magazine, a Modern-Day Technology Leader by the Black Engineer of the Year Award Conference, the Pioneer of the Year by the National Society of Black Engineers and he received the Black Data Processing Association (BDPA) Epsilon Award for Outstanding Technical Contribution. In 2002, Dr. Gilbert was named one of the nation's top African-American Scholars by Diverse Issues in Higher Education. In 2013, the Black Graduate and Professional Student Association at Auburn University named their Distinguished Lecture Series in honor of Dr. Gilbert. Dr. Gilbert testified before the Congress on the Bipartisan Electronic Voting Reform Act of 2008 for his innovative work in electronic voting. In 2006, Dr. Gilbert was honored with a mural painting in New York City by City Year New York, a non-profit organization that unites a diverse group of 17 to 24 year-old young people for a year of full-time, rigorous community service, leadership development, and civic engagement.
Drew Gitomer joined the Rutgers University Graduate School of Education as the Rose and Nicholas DeMarzo Chair in Education in September 2011. As a member of the Learning and Teaching Department, his research centers on the assessment and evaluation of teaching and related policy issues in teaching and teacher education. His current work focuses on a range of constructs that are related to teaching quality, including the quality of classroom interactions, teacher knowledge, teacher beliefs, and student achievement.
These studies are all being carried out in districts and classrooms whose students are predominantly poor and are children of color. In order to improve the education that all children receive, the factors that affect the quality of teaching that they receive must be understood and addressed. Therefore, teaching is evaluated within a framework that not only pays attention to the knowledge and skills of teachers, but also addresses contextual factors, such as student characteristics, curriculum, and school leadership, that all affect the quality of instruction that students experience. These contextual factors, insufficiently attended to by current state and federal policy efforts, are critical to evaluating and supporting teaching in a manner that is culturally responsive.
Leslie Goodyear has 20 years of experience evaluating educational projects and programs at local, regional, national, and international levels. She has conducted evaluations and evaluation capacity building in formal and informal educational settings, afterschool, youth civic engagement, HIV prevention, youth development, and human services programs, with a recent focus on STEM educational programs in informal settings.
Currently, as Principal Research Scientist at EDC, she serves as the PI for multi-year evaluations of the NSF Broadening Participation in Computing–Alliances Program, the Statewide Evaluation of the Illinois 21st Century Community Learning Centers Program, and the Teen Science Café Network. From 2009 to 2012, she took a leave from EDC to serve as a Program Officer at the National Science Foundation, where she administered grants in the programs of the Division of Research on Learning, including ITEST, Informal Science Education, Promoting Research and Innovation in Methodologies for Evaluation, and CAREER; supervised evaluation and research contracts; and developed directorate and division level evaluation policy.
All the projects and programs that Leslie evaluates are targeted at broadening participation of underrepresented groups, whether that be through exciting, hands on STEM experiences; safe, stimulating afterschool learning spaces; or new approaches to recruiting and retaining women, people of color and people with disabilities in computer science. Dr. Goodyear is invested in ensuring that evaluation approaches and techniques are responsive to the culture and context of programs and they people they serve.
Goodyear is the Associate Editor of the American Journal of Evaluation, lead editor ofQualitative Inquiry in Evaluation: From Theory to Practice (2014), author of the chapter “Building a Community of Evaluation Practice Within a Multisite Program,” editor of a special issue on ethics in evaluation in Evaluation and Program Planning, and coauthor of “The Role of Culture and Cultural Context in Evaluation,” among other publications.
Melvin E. Hall, Ph.D., is Professor of Educational Psychology at Northern Arizona University. Dr. Hall completed his B.S., and Ph.D., degrees at the University of Illinois at Urbana Champaign in Social Psychology and Educational Psychology respectively; and M.S. in Counseling at Northern Illinois University.
Over a thirty six-year career in higher education, Dr. Hall has served in four successive appointments as an academic dean comprised of positions at Florida Atlantic University, University of California-Irvine, University of Maryland at College Park, and Northern Arizona University (NAU). At NAU, Dr. Hall served as Dean of the College of Education and additionally was the principal investigator on two five-year US Office of Education GEAR UP grants providing dropout prevention programs and services to thousands of middle and high school students throughout Arizona.
Returning to full-time faculty life in 2002, Dr. Hall melded teaching and scholarship with responsibility as co-principal investigator on a National Science Foundation grant supporting the Relevance of Culture in Evaluation Institute for a period of five years. Subsequent to the RCEI grant, Dr. Hall has been named as an affiliated faculty member with the Center for Responsive Evaluation and Assessment (CREA) at the University of Illinois. Dr. Hall additionally provides public service as an appointed member of the Arizona State Supreme Court Committee on Character and Fitness, which reviews all candidates for admission to the practice of law.
Linkages to CREA:
Because I identify as an applied social psychologist, my interest in culturally responsive evaluation and assessment is comprised of a focus on the underlying processes that produce both the significance of culture in human affairs and the challenges to any effort at systematic inquiry. Many have documented and exhorted the importance of being culturally responsive, competent, and grounded. My interest is in facilitating discussion about the mechanisms, understandings, traditions, and interpretations which undergird the significance of culture in all areas of human affairs. Since self-identity is the most basic of the mechanisms that links human behavior to culture, and it forms the basis for tenacity in protecting both individual identity and group affiliation, it also forms the core area of interest I share with CREA.
What I hope to contribute to CREA, now and into the future, is attention to how culture is significant in its impact on individual and group behavior. With this focus the message of the Center, regarding the importance of culturally responsive practice, will be grounded in an understanding of both what defines this practice and why the suggested practices have the positive impact purportedly associated with their use. A central element of this contribution will also be to frame our work in a way that honors the inter-cultural nature of efforts to be culturally responsive; understanding well how the intersections between various cultural, political, socio-economic, and human factors drive perceptions. We cannot imagine or accomplish what we cannot conceive, and conception is an inherently cultural/individual process.
As the work of the Center evolves, I would hope that it responds to the political and practical urgency of culturally responsive practice; but that this response is complemented by promoting public education and engagement with the knowledge necessary to an appreciation of the significance of this response.
Rodney K. Hopson is Professor, Division of Educational Psychology, Research Methods, and Education Policy, College of Education and Human Development, George Mason University. Previously, he served as Professor, Department of Educational Foundations and Leadership in the School of Education, and teaching faculty member in the Center for Interpretive and Qualitative Research and Honors College in the School of Liberal Arts, Duquesne University. He received his Ph.D. from the Curry School of Education, University of Virginia and has done post-doctoral/sabbatical studies in the Faculty of Education, University of Namibia, the Johns Hopkins Bloomberg School of Public Health and Centre of African Studies, Cambridge University.
Hopson’s research interests lie in social politics and policies, foundations of education, sociolinguistics, ethnography, and evaluation. Relative to his research interests, Hopson raises questions that 1) analyze and address the differential impact of education and schooling on marginalized and underrepresented groups in diverse global nation states and 2) seek solutions to social and educational conditions in the form of alternative paradigms, epistemologies, and methods for the way the oppressed and marginalized succeed and thrive despite circumstances and opportunities that suggest otherwise. Author of 6 (co-authored and co-edited books), his research and evaluation work can be found in Addiction Research and Theory, American Journal of Evaluation, Anthropology and Education Quarterly, Chicago Policy Review, Diaspora, Indigenous, and Minority Education, International Journal of Human Rights, Journal of Negro Education, New Directions for Evaluation, Review of Education Research, Race, Ethnicity, and Education, Urban Education, and in a host of international handbooks and other book titles.
Hopson serves as editor (or co-editor) of the book series: Studies in Educational Ethnography(Emerald) and (with Ted-Hamann) Education Policy as Practice: Critical Cultural Studies(Information Age) ln professional leadership capacities, Hopson has served on the Board of the Directors of the Council of Anthropology and Education, the American Evaluation Association, and various program and committee chair roles in the American Educational Research Association, and the Comparative and International Education Society. He served as the 2012 President of the American Evaluation Association.
Karen E. Kirkhart holds a Ph.D. in Social Work and Psychology from The University of Michigan and is currently Professor, School of Social Work, David B. Falk College of Sport and Human Dynamics, Syracuse University. She served as President of the American Evaluation Association in 1994 and has held a number of leadership roles in that organization. Dr. Kirkhart’s work on multicultural validity seeks to bring issues of culture competence to the center of the evaluation profession by placing them squarely in the middle of validity theory. Her work on evaluation influence recasts use more broadly in terms of both scope and intention and calls for closer examination of the consequences of evaluators’ work. Dr. Kirkhart’s contributions to the evaluation profession have been recognized by the American Evaluation Association (AEA) with the Paul F. Lazarsfeld Award for Outstanding Contribution to Evaluation Theory and the Robert Ingle Award for Outstanding Services to the AEA. She collaborated with the American Indian Higher Education Consortium (AIHEC) in their development of an Indigenous Evaluation Framework and was a member of the writing team for the AEA Public Statement on Cultural Competence in Evaluation. She has partnered with Rodney Hopson to present a workshop on Strengthening Evaluation through Cultural Relevance and Cultural Competence at the AEA/CDC Summer Institute for the past seven years. Recent and forthcoming publications include a coauthored chapter on Equity-focused evaluation with Rodney K. Hopson and Katrina Bledsoe, an article in New Directions on the centrality of context in evaluation, co-authored with Joan LaFrance and Richard Nichols, and a chapter honoring Scriven’s Key Evaluation Checklist in a forthcoming book edited by Stewart Donaldson.
Michelle Knight-Manuel is a professor at Teachers College, Columbia University, and a former middle school teacher and high school college advisor. She is also currently serving as the Director of Culturally Relevant College and Career Readiness for the New York City Department of Education’s Expanded Success Initiative. This initiative seeks to increase college readiness for Black and Latino young men across 40 high schools. Her research interests focus on educational (in)equities including college readiness, access and success for Black and Latin@ youth and the educational and civic assets of immigrant youth and young adults. Her research seeks to address educational equity with practitioners, researchers, policymakers, and all who work with youth and young adults in school reform efforts, teacher education, and community-based organizations. Michelle Knight-Manuel has published in the American Educational Research Journal, Teachers College Record, Race, Ethnicity and Education and the Journal of Educational Policy. She is the co-author (with Joanne Marciano) of College Ready: Preparing Black and Latina/o youth for higher education – A Culturally Relevant Approach. She is the recipient of several honors and awards, including the 2013 Education Research Service Project Award, American Educational Research Association; the 2013 Faculty Research Innovation Award, Teachers College, Columbia University; and a 2001 Spencer Foundation Postdoctoral Fellowship. Recently, she was appointed to the Advisory and Review Committee for the New York City Partnership for College Readiness and Success and selected as a Senior Research Fellow for the Massachusetts Institute on College and Career Readiness.
Joan LaFrance, Ed.D., is owner of Mekinak Consulting, a management and evaluation service in Seattle, Washington specializing in educational program evaluation, research, and management studies. She is a member of the Turtle Mountain Band of Chippewa. Joan received her doctorate Harvard University, and a Master’s of Public Administration from the University of Washington.
Mekinak Consulting has a long history of evaluation of programs in Tribal Colleges and Universities, tribal and indigenous communities, and for non-profit organizations. With support from the National Science Foundation (NSF) through a grant to the American Indian Higher Education Consortium (AIHEC), she conducted the research and co-authored the book Indigenous Evaluation Framework: Telling Our Story in Our Place and Time. Currently, she is conducting research on the application of the Indigenous Evaluation Framework in three tribal college communities. She was a founding member of the Indigenous Peoples in Evaluation TIG in AEA, and believes that traditional Indigenous voices and values will make significant contributions to evaluation theory and practice.
In addition to her ongoing work in American Indian tribal communities, she is working projects in the United States Affiliated Pacific Islands to assess culturally relevant mathematics curriculum and climate change education projects. She was the lead evaluator for CEMELA, a NSF funded four university consortium dedicated to research in mathematics learning among Latino populations.
Joan has taught research and evaluation methods in graduate programs for the University of Washington, Western Washington University, The Evergreen State College, and Lesley University. She has done municipal budgeting, program development and management, and curriculum development. She has also worked as an internal consultant in the City of Seattle’s Performance Resource Group where she was involved in government improvement efforts such as performance measures, surveys of city residents and businesses, organizational research and organizational development.
Chance W. Lewis is the Carol Grotnes Belk Distinguished Professor and Endowed Chair of Urban Education at the University of North Carolina at Charlotte. Additionally, Dr. Lewis is the Executive Director of the University of North Carolina at Charlotte’s Urban Education Collaborative which is publishing a new generation of research on improving urban schools. Dr. Lewis received his B.S. and M.Ed. in Business Education and Education Administration/ Supervision from Southern University in Baton Rouge, Louisiana. Dr. Lewis completed his doctoral studies in Educational Leadership/Teacher Education from Colorado State University in Fort Collins, Colorado.
Dr. Lewis currently teaches graduate courses in the field of Urban Education at the University of North Carolina at Charlotte. His experiences span the range of K-12 and higher education. From 2006-2011, Dr. Lewis served as the Houston Endowed Chair and Associate Professor of Urban Education in the College of Education at Texas A&M University. Additionally, he was the co-director of the Center for Urban School Partnerships. In 2001-2006, he served as an assistant professor of teacher education at Colorado State University. From 1994-1998, Dr. Lewis served as a Business Education teacher in East Baton Rouge Parish Schools (Baton Rouge, LA), where he earned Teacher of the Year honors in 1997.
Ms. Laura Pan Luo is Professor in the College of Humanities and Development Studies, China Agriculture University (CAU). She teaches Evaluation, English Communication, and Chinese Culture and Society. Prior to joining the CAU in 2004, Ms. Luo worked for the World Bank, the U.S. Government Accountability Offic and the U.S. Department of Agriculture .
Having conducted evaluation both in the East and West, Ms. Luo’s research focuses on the role of culture in evaluation, culturally responsive approaches in development evaluation and the importance of connecting to one’s roots in evaluation. Ms. Luo holds a Ph.D. and a M.Ed. in Program Evaluation from University of Virginia, and a B.A. in English Language and Literature from Peking University. She serves as an Interim Board Member of the Asia-Pacific Evaluation Association.
Dr. Dominica McBride is Founder and CEO of Become, Inc. She has conducted domestic and international program development and evaluation projects with marginalized communities, including rural communities in Tanzania, Africa, African American, Hispanic, and Native American communities, and women.
Dr. McBride has led various multicultural projects, infusing cultural responsiveness into her work, with a focus on community involvement and participatory approaches. She has designed and implemented workshops nationally, including trainings on cultural competence, program evaluation, leadership, teambuilding, wellness, social and emotional intelligence for audiences including Goodwill Industries International, Inc., prevention specialists, lawyers, mental health professionals, government employees, teachers, and community members.
She has published articles and chapters on culturally responsive evaluation, substance abuse in the African American community, cultural competence, prevention of risky behaviors in youth, prevention and human rights, HIV prevention in youth, cultural considerations in homicide-suicide, and cultural representations of Africa.
Dr. McBride has also worked on the ground providing substance abuse counseling and clinical therapy to individuals, youth, and families. She has facilitated groups on recovery, life skills, and parenting skills to prevent risky behavior. She also is an adjunct professor at The Chicago School of Professional Psychology and teaches Diversity and Program Evaluation. She has received awards from the American Evaluation Association and from the ARK of St. Sabina for her evaluation and development work. She has her PhD in Counseling Psychology with a specialization in Consultation from Arizona State University.
Gerry McNamara is Associate Professor of Education at Dublin City University. He was Head of the School of Education Studies from 1997 to 2008. He developed and coordinated the BSc in Education and Training, the only degree in Irish universities designed to prepare trainers for work in the Further Education and Training sector. He now leads the Doctorate of Education in Leadership and Evaluation. Before moving to DCU, Gerry was development officer with the National Council for Vocational Awards where he worked on the creation of the National Qualifications Framework.
Gerry is a specialist in the evaluation of education and training programmes, value for money audits, and quality assurance systems. He has led evaluations for a wide range of organisations at home and abroad, including the National Centre for Guidance in Education, the Equality Authority of Ireland, the EU Commission and the United Nations Development Programme. He acts as an external evaluator of projects and programmes for a variety of agencies including Leargas and the Economic and Social Research Council of Great Britain. He was invited to act as co- evaluator of the Young Ballymun project, a range of education and training initiatives in Ballymun funded by Atlantic Philanthropies in partnership with the State.He also currently evaluates research proposals and reports under the EU Lifelong Learning initiative and has been asked by the Teaching Council of Ireland to evaluate for formal recognition teacher education courses proposed by providers in the area of Further and Adult Education.
Gerry has published widely in his field. His most recent paper was in the journalEvaluation and was titled ‘Developing a Culture of Evaluation in the Irish Public Service’. His next book will be published in 2012 by Continuum, entitled Inspection and Self Evaluation, Key Elements in Effective Quality Assurance in Schools.
Monica B. Mitchell, Ed.D., is founder and President of MERAssociates, LLC, an educational research and evaluation consultancy that specializes in broadening participation in science, technology, engineering and mathematics (STEM) across the preK-16 educational spectrum. Dr. Mitchell launched MERAssociates to address the need for quality and rigorous program evaluation in STEM interventions initiated by institutions, educators, and practitioners serving underserved communities and underrepresented minorities. Her work has been characterized as serving as a boundary spanner in leveraging STEM interventions in disparate cultural contexts including academia, school districts, and multi-partner collaborations (as cited in Disrupting Tradition: Research and Practice Pathways in Mathematics Education by William Tate, Karen King, and Celia Anderson, Reston, VA, 2011). Current projects examine the extent to which initiatives build capacity and maximize potential by addressing issues of access and equity in STEM, including the development of computational algorithmic thinking capabilities in African American middle school girls through gaming; using culturally-relevant pedagogy in gaming in rural settings with indigenous populations; the transformation of the gatekeeper effect of introductory coursework at the undergraduate level to gateway opportunities for underrepresented minority students; the cultural and social capital of a STEM-focused Center at a minority-serving institution (MSI) to broaden participation; and advancing research capacity at MSIs to prepare the next generation of scientists.
Dr. Mitchell has contributed to broadening participation internationally by examining the contributions of the Pan African Mathematical Union in identifying and nurturing mathematical talent in Africa. While at the Quality Education for Minorities (QEM) Network, she organized the first international workshop on developing a mathematics educational research agenda between Africa and the United States. She has produced studies commissioned by the Alfred P. Sloan Foundation and the John Templeton Foundation on mathematical talent, such as Expanding opportunity and access for mathematically talented precollege students in the 21st century, which led to the creation of the Courant Center for Mathematical Talent at New York University.
Dr. Mitchell has a special research interest in STEM self-efficacy as well as examining social-cultural constructs of underserved minority students’ experiences in mathematics. Her evaluation of Olympiad training for African-American and Latino youth of the American Association for the Advancement of Science (AAAS)examines the exceptional talents of African-American and Latino youth who participate in mathematics competitions domestically and internationally. Dr. Mitchell served as a Program Officer at the National Science Foundation for several years in the Division of Research on Learning and Informal Learning (DRL). She is a member of the American Educational Research Association (AERA), American Evaluation Association (AEA), Mathematical Association of America (MAA), National Council of Teachers of Mathematics (NCTM), and the Benjamin Banneker Association. Dr. Mitchell earned her graduate degrees, including a M.S. in engineering, from Columbia University, and her bachelors from UCLA.
Sharon Nelson-Barber, Ed.D., a sociolinguist, directs WestEd's Center for the Study of Culture and Language in Education. She combines expertise in qualitative research and culturally competent assessment and evaluation with years of experience providing equity assistance to schools, organizations, and service agencies serving diverse communities. Her research explores ways in which teachers can more effectively teach the full spectrum of students in today’s classrooms and centers on the teaching knowledge and abilities of educators in nontraditional contexts spanning indigenous settings in the USAPI, Hawai’i, the lower 48 states, and Alaska. Much of her work focuses on the study of cultural issues in the teaching and learning of mathematics and science. She is co-Editor and contributor to the 2009 book Culturally Responsive Mathematics Education and co-founder of POLARIS: Pacific/Polar Opportunities to Learn, Advance and Research Indigenous Systems, a research and development network that encourages social and educational transformation. She is also the Principal Investigator of the Pacific Climate Change Education Partnership and DRK-12 project: Investigating the Relationship Between Teacher-Level and Student-Level Factors and NAEP Mathematics Test Performance by American Indian and Alaska Native Students, both funded by the NSF. Dr. Nelson-Barber is of Rappahannock Indian decent and has life-long personal and professional experience in indigenous communities. She is active in major organizations and meetings in anthropology and education and serves on a number of national advisory boards. She holds a doctorate in Human Development from Harvard University.
Joe O'Hara is Professor of Education and Head of the School of Education Studies, Dublin City University. He is a member of the The Teaching Council of Ireland and Director of EQI- The Centre for Evaluation, Quality and Inspection. Joe O'Hara is also a member of the Board of Management of Glasnevin Educate Together National School .Joe is a specialist in the area of educational evaluation and has a particular research interest in the development of culturally sensitive approaches to school evaluation and inspection. He has conducted evaluations for a wide range of national and international organisations including the United Nations Development Programme, Irish Aid, The European Commission and the Department of Education and Skills, Ireland. Joe has published widely in the field of educational evaluation and is currently PI on the European Union funded research project PINS – Polycentric Inspection of Networked Schools.
Katherine Tibbets conducts educational program evaluation and research at Kamehameha Schools. Her current role includes technical support to KS program staff and collaborators for program monitoring and evaluation, research related to the well-being of Native Hawaiian students in the public school system, and innovations in culturally responsive research and evaluation. Kathy has a PhD in Educational Psychology from the University of Hawaii at Manoa. She is a founding member of the American Evaluation Association’s Indigenous Peoples in Evaluation TIG and of the Hawaii-Pacific Evaluation Association (an AEA Affiliate).
Caroline S. Turner is Professor and Graduate Coordinator for the Doctorate in Educational Leadership Program at California State University, Sacramento. Previously, she served as Lincoln Professor of Ethics and Education at Arizona State University (ASU) where she founded and directed graduate programs in Higher & Postsecondary Education. Prior to her appointment at ASU, she served as a Professor of Educational Policy & Administration at the University of Minnesota, Twin Cities where she was appointed as Research Coordinator of Faculty Development Programs in the Office of the Associate Vice President for Multicultural and Academic Affairs. She co-founded the national Keeping our Faculties of Color Symposium which continues to this day. Turner currently serves as Immediate Past President of the Association for the Study of Higher Education (ASHE), the leading scholarly society for research on higher education.
Turner’s research interests focus on access, equity, leadership, and qualitative approaches to policy research in higher education. Her work has been published in several peer-reviewed journals. She has also served on numerous peer-reviewed journal editorial boards and is one of the founding editorial advisory board members for the Journal of Diversity in Higher Education. Her publications, particularly Faculty of Color in Academe: Bittersweet Success (with Myers, Jr.) and Diversifying the Faculty: A Guidebook for Search Committees(widely adopted selling over 17,000 copies), advanced the dialogue on faculty gender and racial/ethnic diversity among scholars and practitioners. Her recent book, Modeling Mentoring Across Race/Ethnicity and Gender: Practices to Cultivate the Next Generation of Diverse Faculty (with González), addresses the preparation of the next generation of higher education professionals. Turner received her undergraduate and master’s degrees from the University of California, Davis and her Ph.D. from Stanford University.
- Center for Instructional Resources and Curriculum Evaluation (CIRCE)
- Terry Denny, Professor Emeritus of Educational Psychology, University of Illinois at Urbana-Champaign
- Gordon Hoke, Professor Emeritus of Educational Psychology, University of Illinois at Urbana-Champaign
- Ernest House, Professor Emeritus, UC-Boulder
- Robert Stake, Professor Emeritus of Educational Psychology, University of Illinois at Urbana-Champaign