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Work with thought leaders and academic experts in Education

Companies can benefit from collaborating with an academic researcher in the field of Education in several ways. Firstly, they can gain valuable insights and expertise to inform their educational strategies and programs. Researchers can conduct studies and analyze data to identify trends and best practices in education. Secondly, companies can leverage the researcher's knowledge to develop innovative solutions and technologies that enhance learning experiences. Researchers can provide guidance on the use of technology, instructional design, and pedagogical approaches. Thirdly, collaborating with an academic researcher can help companies stay up-to-date with the latest research and advancements in the field of Education. This can ensure that their educational programs are based on evidence-based practices and align with current educational theories. Overall, working with an academic researcher can bring a fresh perspective, evidence-based insights, and innovative ideas to companies in the education industry.

Researchers on NotedSource with backgrounds in Education include Christos Makridis, Chandra Orrill, Marybeth Gasman, Tyler Ransom, Colleen Lindecker (Miron), Ph.D., Yongyeon Cho, Edward Elliott, Ph.D., Dr. Gina C. Pieters, Joel T. Nadler, and Vlad Glaveanu.

Christos Makridis

Nashville, TN
Web3 and Labor Economist in Academia, Entrepreneurship, and Policy
Most Relevant Research Expertise
Education
Other Research Expertise (15)
Finance
Economics and Econometrics
Accounting
Pharmacology (medical)
Law
And 10 more
About
Christos A. Makridis holds academic appointments at Columbia Business School, Stanford University, Baylor University, University of Nicosia, and Arizona State University. He is also an adjunct scholar at the Manhattan Institute, senior adviser at Gallup, and senior adviser at the National AI Institute in the Department of Veterans Affairs. Christos is the CEO/co-founder of [Dainamic](https://www.dainamic.ai/), a technology startup working to democratize the use and application of data science and AI techniques for small and mid sized organizations, and CTO/co-founder of [Living Opera](https://www.livingopera.org/), a web3 startup working to bridge classical music and blockchain technologies. Christos previously served on the White House Council of Economic Advisers managing the cybersecurity, technology, and space activities, as a Non-resident Fellow at the Cyber Security Project in the Harvard Kennedy School of Government, as a Digital Fellow at the Initiative at the Digital Economy in the MIT Sloan School of Management, a a Non-resident Research Scientist at Datacamp, and as a Visiting Fellow at the Foundation for Defense of Democracies. Christos’ primary academic research focuses on labor economics, the digital economy, and personal finance and well-being. He has published over 70 peer-reviewed research papers in academic journals and over 170 news articles in the press. Christos earned a Bachelor’s in Economics and Minor in Mathematics at Arizona State University, as well a dual Masters and PhDs in Economics and Management Science & Engineering at Stanford University.
Most Relevant Publications (1+)

25 total publications

The impact of COVID-19 on the U.S. child care market: Evidence from stay-at-home orders

Economics of Education Review / Jun 01, 2021

Ali, U., Herbst, C. M., & Makridis, C. A. (2021). The impact of COVID-19 on the U.S. child care market: Evidence from stay-at-home orders. Economics of Education Review, 82, 102094. https://doi.org/10.1016/j.econedurev.2021.102094

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Chandra Orrill

Fall River, MA, Massachusetts, United States of America
I am a mathematics educator interested in elementary and middle school who also does research on computational thinking.
Most Relevant Research Expertise
Education
Other Research Expertise (1)
Developmental and Educational Psychology
About
My work is primarily focused on how teachers learn about and understand the content they teach. My work has been primarily with upper elementary and middle school teachers in the areas of mathematics and computational thinking. I got into this field because of my interest in educational technology and in school reform. My work has focused on investigating how teachers understand the content they teach, how to design effective professional development to support them, and how to assess their learning. All of this is with an eye toward how students learn and how we can build better schools to support learning. I am also a certified running coach (UESCA) and personal trainer (NASM) with a particular interest in women's physiology as it relates to running -- particularly in the menopausal and perimenopausal phases. I am interested in working on projects that are focused on improving education - particularly math education, but also education more broadly. I am also interested in projects that relate to my interest in women running.
Most Relevant Publications (16+)

20 total publications

High school mathematics teachers’ discernment of invariant properties in a dynamic geometry environment

Educational Studies in Mathematics / Apr 04, 2022

Nagar, G. G., Hegedus, S., & Orrill, C. H. (2022). High school mathematics teachers’ discernment of invariant properties in a dynamic geometry environment. Educational Studies in Mathematics, 111(1), 127–145. https://doi.org/10.1007/s10649-022-10144-6

Exploring differences in practicing teachers’ knowledge use in a dynamic and static proportional task

Mathematics Education Research Journal / Sep 12, 2020

Brown, R. E., Orrill, C. H., & Park, J. (2020). Exploring differences in practicing teachers’ knowledge use in a dynamic and static proportional task. Mathematics Education Research Journal, 34(2), 419–436. https://doi.org/10.1007/s13394-020-00350-x

Teachers’ abilities to make sense of variable parts reasoning

Mathematical Thinking and Learning / Jul 17, 2020

Orrill, C. H., & Millett, J. E. (2020). Teachers’ abilities to make sense of variable parts reasoning. Mathematical Thinking and Learning, 23(3), 254–270. https://doi.org/10.1080/10986065.2020.1795567

Framing a robust understanding of proportional reasoning for teachers

Journal of Mathematics Teacher Education / Jan 01, 2020

Weiland, T., Orrill, C. H., Nagar, G. G., Brown, R. E., & Burke, J. (2020). Framing a robust understanding of proportional reasoning for teachers. Journal of Mathematics Teacher Education, 24(2), 179–202. https://doi.org/10.1007/s10857-019-09453-0

When Constant in a Proportional Relationship Isn’t Constant—A Sign of Not-So-Shared Understandings

Investigations in Mathematics Learning / Jun 07, 2020

Brown, R. E., Epstein, M. L., & Orrill, C. H. (2020). When Constant in a Proportional Relationship Isn’t Constant—A Sign of Not-So-Shared Understandings. Investigations in Mathematics Learning, 12(3), 194–207. https://doi.org/10.1080/19477503.2020.1772035

International perspectives on frameworks for mathematics teachers’ knowing and quality of mathematics instruction

Research in Mathematics Education / May 03, 2020

Manizade, A., & Orrill, C. H. (2020). International perspectives on frameworks for mathematics teachers’ knowing and quality of mathematics instruction. Research in Mathematics Education, 22(2), 93–97. https://doi.org/10.1080/14794802.2020.1798809

Revisiting purpose and conceptualisation in the design of assessments of mathematics teachers’ knowledge

Research in Mathematics Education / Jan 31, 2020

Orrill, C. H., Copur-Gencturk, Y., Cohen, A., & Templin, J. (2020). Revisiting purpose and conceptualisation in the design of assessments of mathematics teachers’ knowledge. Research in Mathematics Education, 22(2), 209–224. https://doi.org/10.1080/14794802.2019.1702893

Mathematics teachers’ ability to identify situations appropriate for proportional reasoning

Research in Mathematics Education / Apr 30, 2019

Weiland, T., Orrill, C. H., Brown, R. E., & Nagar, G. G. (2019). Mathematics teachers’ ability to identify situations appropriate for proportional reasoning. Research in Mathematics Education, 21(3), 233–250. https://doi.org/10.1080/14794802.2019.1579668

Examining the design features of a communication-rich, problem-centred mathematics professional development

International Journal of Mathematical Education in Science and Technology / Sep 07, 2017

de Araujo, Z., Orrill, C. H., & Jacobson, E. (2017). Examining the design features of a communication-rich, problem-centred mathematics professional development. International Journal of Mathematical Education in Science and Technology, 49(3), 323–340. https://doi.org/10.1080/0020739x.2017.1373153

Building technology-based, learner-centered classrooms: The evolution of a professional development framework

Educational Technology Research and Development / Mar 01, 2001

Orrill, C. H. (2001). Building technology-based, learner-centered classrooms: The evolution of a professional development framework. Educational Technology Research and Development, 49(1), 15–34. https://doi.org/10.1007/bf02504504

Educational technology research in postsecondary settings: Promise, problems, and prospects

Journal of Computing in Higher Education / Mar 01, 2005

Hannafin, M., Orrill, C., Kim, H., & Kim, M. (2005). Educational technology research in postsecondary settings: Promise, problems, and prospects. Journal of Computing in Higher Education, 16(2), 3–22. https://doi.org/10.1007/bf02961472

Making sense of double number lines in professional development: exploring teachers’ understandings of proportional relationships

Journal of Mathematics Teacher Education / May 19, 2012

Orrill, C. H., & Brown, R. E. (2012). Making sense of double number lines in professional development: exploring teachers’ understandings of proportional relationships. Journal of Mathematics Teacher Education, 15(5), 381–403. https://doi.org/10.1007/s10857-012-9218-z

Mathematics Teachers' Reasoning About Fractions and Decimals Using Drawn Representations

Mathematical Thinking and Learning / Jul 01, 2011

Lee, S. J., Brown, R. E., & Orrill, C. H. (2011). Mathematics Teachers’ Reasoning About Fractions and Decimals Using Drawn Representations. Mathematical Thinking and Learning, 13(3), 198–220. https://doi.org/10.1080/10986065.2011.564993

Measuring Middle Grades Teachers' Understanding of Rational Numbers with the Mixture Rasch Model

The Elementary School Journal / Mar 01, 2010

Izsák, A., Orrill, C. H., Cohen, A. S., & Brown, R. E. (2010). Measuring Middle Grades Teachers’ Understanding of Rational Numbers with the Mixture Rasch Model. The Elementary School Journal, 110(3), 279–300. https://doi.org/10.1086/648979

Supporting Online PBL: Design Considerations for Supporting Distributed Problem Solving

Distance Education / May 01, 2002

Orrill, C. H. (2002). Supporting Online PBL: Design Considerations for Supporting Distributed Problem Solving. Distance Education, 23(1), 41–57. https://doi.org/10.1080/01587910220123973

Understanding a Teacher's Reflections: A Case Study of a Middle School Mathematics Teacher

School Science and Mathematics / Oct 01, 2007

Kwon, N.-Y., & Orrill, C. H. (2007). Understanding a Teacher’s Reflections: A Case Study of a Middle School Mathematics Teacher. School Science and Mathematics, 107(6), 246–257. Portico. https://doi.org/10.1111/j.1949-8594.2007.tb18286.x

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Marybeth Gasman

Philadelphia , Pennsylvania, United States of America
Expert on race and class in the United States, with particular expertise related to Minority Serving Institutions, Historically Black Colleges and Universities, Philanthropy, and Faculty Hiring
Most Relevant Research Expertise
Education
Other Research Expertise (6)
race
leadership
fundraising
philanthropy
History
And 1 more
About
Marybeth Gasman is the Samuel DeWitt Proctor Endowed Chair in Education, a Distinguished Professor, and the Associate Dean for Research in the Graduate School of Education at Rutgers University. She also serves as the Executive Director of the Samuel DeWitt Proctor Institute for Leadership, Equity & Justice and the Executive Director of the Rutgers Center for Minority Serving Institutions. Marybeth is the Chair of the Rutgers University, New Brunswick Faculty Council. Prior to joining the faculty at Rutgers, Marybeth was the Judy & Howard Berkowitz Endowed Professor in the Graduate School of Education at the University of Pennsylvania. Her areas of expertise include the history of American higher education, Minority Serving Institutions (with an emphasis on Historically Black Colleges and Universities), racism and diversity, fundraising and philanthropy, and higher education leadership. She is the author or editor of 33 books, including *Educating a Diverse Nation*(Harvard University Press, 2015 with Clif Conrad), *Envisioning Black Colleges* (Johns Hopkins University Press, 2007), *Making Black Scientists* (Harvard University Press, 2019 with Thai-Huy Nguyen), and her most recent book *Doing the Right Thing: How to End Systemic Racism in Faculty Hiring* (Princeton University, 2022). Marybeth has written over 250 peer-reviewed articles, scholarly essays, and book chapters. She has penned over 450 opinion articles for the nation’s newspapers and magazines and is ranked by *Education Week* as one of the most influential education scholars in the nation. Marybeth has raised over $23 million in grant funding to support her research and that of her students, mentees, and MSI partners. She has served on the board of trustees of The College Board as well as historically Black colleges – Paul Quinn College, Morris Brown College, and St. Augustine College. She considers her proudest accomplishment to be receiving the University of Pennsylvania’s Provost Award for Distinguished Ph.D. Teaching and Mentoring.
Most Relevant Publications (49+)

79 total publications

"It Takes a Village to Raise a Child": The Role of Social Capital in Promoting Academic Success for African American Men at a Black College

Journal of College Student Development / Jan 01, 2008

Palmer, R., & Gasman, M. (2008). “It Takes a Village to Raise a Child”: The Role of Social Capital in Promoting Academic Success for African American Men at a Black College. Journal of College Student Development, 49(1), 52–70. https://doi.org/10.1353/csd.2008.0002

The Contribution of HBCUS to the Preparation of African American Women for Stem Careers: A Case Study

Research in Higher Education / Sep 16, 2008

Perna, L., Lundy-Wagner, V., Drezner, N. D., Gasman, M., Yoon, S., Bose, E., & Gary, S. (2008). The Contribution of HBCUS to the Preparation of African American Women for Stem Careers: A Case Study. Research in Higher Education, 50(1), 1–23. https://doi.org/10.1007/s11162-008-9110-y

Understanding Minority-Serving Institutions, by M. Gasman, B. Baez, & C. S. V. Turner (Eds.)

Diaspora, Indigenous, and Minority Education / Apr 01, 2012

Nichols, J. D. (2012). Understanding Minority-Serving Institutions, by M. Gasman, B. Baez, & C. S. V. Turner (Eds.). Diaspora, Indigenous, and Minority Education, 6(2), 117–119. https://doi.org/10.1080/15595692.2012.662551

An HBCU-Based Educational Approach for Black College Student Success: Toward a Framework with Implications for All Institutions

American Journal of Education / Nov 01, 2014

Arroyo, A. T., & Gasman, M. (2014). An HBCU-Based Educational Approach for Black College Student Success: Toward a Framework with Implications for All Institutions. American Journal of Education, 121(1), 57–85. https://doi.org/10.1086/678112

Diversity and senior leadership at elite institutions of higher education.

Journal of Diversity in Higher Education / Mar 01, 2015

Gasman, M., Abiola, U., & Travers, C. (2015). Diversity and senior leadership at elite institutions of higher education. Journal of Diversity in Higher Education, 8(1), 1–14. https://doi.org/10.1037/a0038872

Marybeth Gasman, Envisioning Black Colleges: A History of the United Negro College Fund. Baltimore, MD: The Johns Hopkins University Press, 2007. Hardback $45.00.

History of Education Quarterly / Nov 01, 2010

Perkins, L. M. (2010). Marybeth Gasman, Envisioning Black Colleges: A History of the United Negro College Fund. Baltimore, MD: The Johns Hopkins University Press, 2007. Hardback $45.00. History of Education Quarterly, 50(4), 559–561. https://doi.org/10.1111/j.1748-5959.2010.00299.x

Understanding Race in Doctoral Student Socialization

International Journal of Doctoral Studies / Jan 01, 2014

Petrease Felder, P., C. Stevenson, H., & Gasman, M. (2014). Understanding Race in Doctoral Student Socialization. International Journal of Doctoral Studies, 9, 021–042. https://doi.org/10.28945/1947

"Difficult yet rewarding": The experiences of African American graduate students in education at an Ivy League institution.

Journal of Diversity in Higher Education / Jun 01, 2008

Gasman, M., Hirschfeld, A., & Vultaggio, J. (2008). “Difficult yet rewarding”: The experiences of African American graduate students in education at an Ivy League institution. Journal of Diversity in Higher Education, 1(2), 126–138. https://doi.org/10.1037/1938-8926.1.2.126

When Gender Issues Are Not Just About Women: Reconsidering Male Students at Historically Black Colleges and Universities

Teachers College Record: The Voice of Scholarship in Education / May 01, 2011

Lundy-Wagner, V., & Gasman, M. (2011). When Gender Issues Are Not Just About Women: Reconsidering Male Students at Historically Black Colleges and Universities. Teachers College Record: The Voice of Scholarship in Education, 113(5), 934–968. https://doi.org/10.1177/016146811111300508

Swept Under the Rug? A Historiography of Gender and Black Colleges

American Educational Research Journal / Dec 01, 2007

Gasman, M. (2007). Swept Under the Rug? A Historiography of Gender and Black Colleges. American Educational Research Journal, 44(4), 760–805. https://doi.org/10.3102/0002831207308639

Effectively recruiting faculty of color at highly selective institutions: A school of education case study.

Journal of Diversity in Higher Education / Dec 01, 2011

Gasman, M., Kim, J., & Nguyen, T.-H. (2011). Effectively recruiting faculty of color at highly selective institutions: A school of education case study. Journal of Diversity in Higher Education, 4(4), 212–222. https://doi.org/10.1037/a0025130

Fund Raising from Black-College Alumni: Successful Strategies for Supporting Alma Mater

International Journal of Educational Advancement / Nov 01, 2004

Affleck, A. G. (2004). Fund Raising from Black-College Alumni: Successful Strategies for Supporting Alma Mater. International Journal of Educational Advancement, 5(1), 97–98. https://doi.org/10.1057/palgrave.ijea.2140238

Black male success in STEM: A case study of Morehouse College.

Journal of Diversity in Higher Education / Jan 01, 2017

Gasman, M., Nguyen, T.-H., Conrad, C. F., Lundberg, T., & Commodore, F. (2017). Black male success in STEM: A case study of Morehouse College. Journal of Diversity in Higher Education, 10(2), 181–200. https://doi.org/10.1037/dhe0000013

Lives intertwined: A primer on the history and emergence of minority serving institutions.

Journal of Diversity in Higher Education / Jan 01, 2015

Gasman, M., Nguyen, T.-H., & Conrad, C. F. (2015). Lives intertwined: A primer on the history and emergence of minority serving institutions. Journal of Diversity in Higher Education, 8(2), 120–138. https://doi.org/10.1037/a0038386

In Search of a "Good College": Decisions and Determinations Behind Asian American Students' College Choice

Journal of College Student Development / Jan 01, 2011

Kim, J. K., & Gasman, M. (2011). In Search of a “Good College”: Decisions and Determinations Behind Asian American Students’ College Choice. Journal of College Student Development, 52(6), 706–728. https://doi.org/10.1353/csd.2011.0073

The state of research on historically Black colleges and universities

Journal for Multicultural Education / Jun 03, 2014

Gasman, M., & Commodore, F. (2014). The state of research on historically Black colleges and universities. Journal for Multicultural Education, 8(2), 89–111. https://doi.org/10.1108/jme-01-2014-0004

Negotiating Power, Developing Trust: Transgressing Race and Status in the Academy

Teachers College Record: The Voice of Scholarship in Education / Apr 01, 2004

Gasman, M., Gerstl-Pepin, C., Anderson-Thompkins, S., Rasheed, L., & Hathaway, K. (2004). Negotiating Power, Developing Trust: Transgressing Race and Status in the Academy. Teachers College Record: The Voice of Scholarship in Education, 106(4), 689–715. https://doi.org/10.1111/j.1467-9620.2004.00355.x

The Characteristics of Historically Black College and University Presidents and Their Role in Grooming the Next Generation of Leaders

Teachers College Record: The Voice of Scholarship in Education / Jul 01, 2014

Freeman, S., & Gasman, M. (2014). The Characteristics of Historically Black College and University Presidents and Their Role in Grooming the Next Generation of Leaders. Teachers College Record: The Voice of Scholarship in Education, 116(7), 1–34. https://doi.org/10.1177/016146811411600706

Perceptions of Black College Presidents

American Educational Research Journal / Aug 01, 2011

Gasman, M. (2011). Perceptions of Black College Presidents. American Educational Research Journal, 48(4), 836–870. https://doi.org/10.3102/0002831210397176

Engaging voices

Journal for Multicultural Education / Jun 13, 2016

Gasman, M., & Nguyen, T.-H. (2016). Engaging voices. Journal for Multicultural Education, 10(2), 194–205. https://doi.org/10.1108/jme-01-2016-0011

Colorism Within the Historically Black Colleges and Universities (HBCUs)

Theory Into Practice / Dec 08, 2015

Gasman, M., & Abiola, U. (2015). Colorism Within the Historically Black Colleges and Universities (HBCUs). Theory Into Practice, 55(1), 39–45. https://doi.org/10.1080/00405841.2016.1119018

“How It’s Done”: The Role of Mentoring and Advice in Preparing the Next Generation of Historically Black College and University Presidents

Education Sciences / Jun 21, 2016

Commodore, F., Freeman, S., Gasman, M., & Carter, C. (2016). “How It’s Done”: The Role of Mentoring and Advice in Preparing the Next Generation of Historically Black College and University Presidents. Education Sciences, 6(4), 19. https://doi.org/10.3390/educsci6020019

Salvaging “Academic Disaster Areas”: The Black College Response to Christopher Jencks and David Riesman's 1967 Harvard Educational Review Article

The Journal of Higher Education / Mar 01, 2006

Gasman, M. (2006). Salvaging “Academic Disaster Areas”: The Black College Response to Christopher Jencks and David Riesman’s 1967 Harvard Educational Review Article. The Journal of Higher Education, 77(2), 317–352. https://doi.org/10.1080/00221546.2006.11778928

Mixed Motivations, Mixed Results: A History of Law, Legislation, Historically Black Colleges and Universities, and Interest Convergence

Teachers College Record: The Voice of Scholarship in Education / Jul 01, 2012

Gasman, M., & Hilton, A. (2012). Mixed Motivations, Mixed Results: A History of Law, Legislation, Historically Black Colleges and Universities, and Interest Convergence. Teachers College Record: The Voice of Scholarship in Education, 114(7), 1–34. https://doi.org/10.1177/016146811211400705

From Marginalized to Validated: An In-depth Case Study of an Asian American, Native American and Pacific Islander Serving Institution

The Review of Higher Education / Jan 01, 2018

Nguyen, T.-H., Nguyen, M. H., Nguyen, B. M. D., Gasman, M., & Conrad, C. (2018). From Marginalized to Validated: An In-depth Case Study of an Asian American, Native American and Pacific Islander Serving Institution. The Review of Higher Education, 41(3), 327–363. https://doi.org/10.1353/rhe.2018.0011

Preparing Underrepresented Students of Color for Doctoral Success: The Role of Undergraduate Institutions

International Journal of Doctoral Studies / Jan 01, 2013

Lundy-Wagner, V., Vultaggio, J., & Gasman, M. (2013). Preparing Underrepresented Students of Color for Doctoral Success: The Role of Undergraduate Institutions. International Journal of Doctoral Studies, 8, 151–172. https://doi.org/10.28945/1901

Race and Equality in the Academy: Rethinking Higher Education Actors and the Struggle for Equality in the Post-World War II Period

The Journal of Higher Education / Jan 01, 2011

Hutcheson, P., Gasman, M., & Sanders-McMurtry, K. (2011). Race and Equality in the Academy: Rethinking Higher Education Actors and the Struggle for Equality in the Post-World War II Period. The Journal of Higher Education, 82(2), 121–153. https://doi.org/10.1353/jhe.2011.0010

Advancing Black Male Success: Understanding the Contributions of Urban Black Colleges and Universities

Urban Education / Dec 16, 2015

Gasman, M., Nguyen, T.-H., & Commodore, F. (2015). Advancing Black Male Success: Understanding the Contributions of Urban Black Colleges and Universities. Urban Education, 52(9), 1129–1139. https://doi.org/10.1177/0042085915618725

Senior Level Administrators and HBCUs: The Role of Support for Black Women’s Success in STEM

Education Sciences / Apr 10, 2018

Washington Lockett, A., Gasman, M., & Nguyen, T.-H. (2018). Senior Level Administrators and HBCUs: The Role of Support for Black Women’s Success in STEM. Education Sciences, 8(2), 48. https://doi.org/10.3390/educsci8020048

Motivations for Philanthropic Giving in the African American Church: Implications for Black College Fundraising

Journal of Research on Christian Education / Sep 01, 2003

Holloman, D. B., Gasman, M., & Anderson-Thompkins, S. (2003). Motivations for Philanthropic Giving in the African American Church: Implications for Black College Fundraising. Journal of Research on Christian Education, 12(2), 137–169. https://doi.org/10.1080/10656210309484949

“Building Bridges, Not Fences”: A History of Civic Engagement at Private Black Colleges and Universities, 1944–1965

History of Education Quarterly / Aug 01, 2015

Gasman, M., Spencer, D., & Orphan, C. (2015). “Building Bridges, Not Fences”: A History of Civic Engagement at Private Black Colleges and Universities, 1944–1965. History of Education Quarterly, 55(3), 346–379. https://doi.org/10.1111/hoeq.12125

A Renaissance on the Eastside: Motivating Inner-City Youth Through Art

Journal of Education for Students Placed at Risk (JESPAR) / Oct 01, 2003

Gasman, M., & Anderson-Thompkins, S. (2003). A Renaissance on the Eastside: Motivating Inner-City Youth Through Art. Journal of Education for Students Placed at Risk (JESPAR), 8(4), 429–450. https://doi.org/10.1207/s15327671espr0804_4

Practices of Remedial Mathematics Students Who Succeed in College: A Case Study of Developmental Math Education at Chief Dull Knife College

The Review of Higher Education / Jan 01, 2018

Lundberg, T., Conrad, C., Gasman, M., Nguyen, T.-H., & Commodore, F. E. (2018). Practices of Remedial Mathematics Students Who Succeed in College: A Case Study of Developmental Math Education at Chief Dull Knife College. The Review of Higher Education, 42(1), 61–101. https://doi.org/10.1353/rhe.2018.0034

White Corporate Philanthropy and Its Support of Private Black Colleges in the 1960s and 1970s

International Journal of Educational Advancement / Jun 01, 2008

Gasman, M., & Drezner, N. D. (2008). White Corporate Philanthropy and Its Support of Private Black Colleges in the 1960s and 1970s. International Journal of Educational Advancement, 8(2), 79–92. https://doi.org/10.1057/ijea.2008.14

Expanding the Student Persistence Puzzle to Minority Serving Institutions: The Residential Historically Black College and University Context

Journal of College Student Retention: Research, Theory & Practice / Jun 21, 2018

Baker, D. J., Arroyo, A. T., Braxton, J. M., Gasman, M., & Francis, C. H. (2018). Expanding the Student Persistence Puzzle to Minority Serving Institutions: The Residential Historically Black College and University Context. Journal of College Student Retention: Research, Theory & Practice, 22(4), 676–698. https://doi.org/10.1177/1521025118784030

W.E.B. Du Bois and Charles S. Johnson: Differing Views on the Role of Philanthropy in Higher Education

History of Education Quarterly / Jan 01, 2002

Gasman, M. (2002). W.E.B. Du Bois and Charles S. Johnson: Differing Views on the Role of Philanthropy in Higher Education. History of Education Quarterly, 42(4), 493–516. https://doi.org/10.1111/j.1748-5959.2002.tb00008.x

Minority Serving Institutions: Incubators for Teachers of Color

The Teacher Educator / Apr 03, 2017

Gasman, M., Samayoa, A. C., & Ginsberg, A. (2017). Minority Serving Institutions: Incubators for Teachers of Color. The Teacher Educator, 52(2), 84–98. https://doi.org/10.1080/08878730.2017.1294923

Activism, identity and service: the influence of the Asian American Movement on the educational experiences of college students

History of Education / Mar 05, 2015

Nguyen, T.-H., & Gasman, M. (2015). Activism, identity and service: the influence of the Asian American Movement on the educational experiences of college students. History of Education, 44(3), 339–354. https://doi.org/10.1080/0046760x.2014.1003338

Educating a Diverse Nation: Lessons from Minority-Serving Institutions, by Clifton Conrad and Marybeth Gasman

Teaching Philosophy / Jan 01, 2016

McCrickerd, J. (2016). Educating a Diverse Nation: Lessons from Minority-Serving Institutions, by Clifton Conrad and Marybeth Gasman. Teaching Philosophy, 39(2), 247–250. https://doi.org/10.5840/teachphil201639259

Twice removed: a White scholar studies the history of Black sororities and a Black scholar responds

International Journal of Research & Method in Education / Oct 01, 2006

Gasman, M., & Payton‐Stewart, L. (2006). Twice removed: a White scholar studies the history of Black sororities and a Black scholar responds. International Journal of Research & Method in Education, 29(2), 129–149. https://doi.org/10.1080/17437270600891549

Scylla and Charybdis: Navigating the Waters of Academic Freedom at Fisk University During Charles S. Johnson's Administration (1946–1956)

American Educational Research Journal / Jan 01, 1999

Gasman, M. (1999). Scylla and Charybdis: Navigating the Waters of Academic Freedom at Fisk University During Charles S. Johnson’s Administration (1946–1956). American Educational Research Journal, 36(4), 739–758. https://doi.org/10.3102/00028312036004739

Culturally relevant study abroad for students of color: Lessons from the Frederick Douglass Global Fellowship in London.

Journal of Diversity in Higher Education / Jun 01, 2020

Blake, D., Gasman, M., Esmieu, P. “Lola,” Castro Samayoa, A., & Cener, J. (2020). Culturally relevant study abroad for students of color: Lessons from the Frederick Douglass Global Fellowship in London. Journal of Diversity in Higher Education, 13(2), 158–168. https://doi.org/10.1037/dhe0000112

Understanding Student Persistence in Commuter Historically Black Colleges and Universities

Journal of College Student Development / Jan 01, 2020

Baker, D. J., Arroyo, A. T., Braxton, J. M., & Gasman, M. (2020). Understanding Student Persistence in Commuter Historically Black Colleges and Universities. Journal of College Student Development, 61(1), 34–50. https://doi.org/10.1353/csd.2020.0002

The Master Plan and the Future of California Higher Education: Assessing the Impact of State Policy on Minority-Serving Institutions

American Educational Research Journal / Aug 06, 2018

Boland, W. C., Gasman, M., Nguyen, T.-H., & Castro Samayoa, A. (2018). The Master Plan and the Future of California Higher Education: Assessing the Impact of State Policy on Minority-Serving Institutions. American Educational Research Journal, 55(6), 1369–1399. https://doi.org/10.3102/0002831218787463

The Role of Minority Serving Institutions in Transforming Teacher Education and Diversifying the Teaching Profession: A Literature Review and Research Agenda

Teachers College Record: The Voice of Scholarship in Education / Oct 01, 2017

Ginsberg, A., Gasman, M., & Samayoa, A. C. (2017). The Role of Minority Serving Institutions in Transforming Teacher Education and Diversifying the Teaching Profession: A Literature Review and Research Agenda. Teachers College Record: The Voice of Scholarship in Education, 119(10), 1–31. https://doi.org/10.1177/016146811711901007

Rhetoric vs. Reality: The Fundraising Messages of the United Negro College Fund in the Immediate Aftermath of theBrownDecision

History of Education Quarterly / Jan 01, 2004

Gasman, M. (2004). Rhetoric vs. Reality: The Fundraising Messages of the United Negro College Fund in the Immediate Aftermath of theBrownDecision. History of Education Quarterly, 44(1), 70–94. https://doi.org/10.1111/j.1748-5959.2004.tb00146.x

Supporting Black women's pursuits in STEM

Journal of Research in Science Teaching / Feb 11, 2021

Nguyen, T., Gasman, M., Washington Lockett, A., & Peña, V. (2021). Supporting Black women’s pursuits in <scp>STEM</scp>. Journal of Research in Science Teaching. Portico. https://doi.org/10.1002/tea.21682

Historically Black College MBA Programs: Prestige, Rankings, and the Meaning of Success

Journal of Education for Business / Nov 01, 2003

Curtin, M. A., & Gasman, M. (2003). Historically Black College MBA Programs: Prestige, Rankings, and the Meaning of Success. Journal of Education for Business, 79(2), 79–84. https://doi.org/10.1080/08832320309599093

A Maverick in the Field: The Oram Group and Fundraising in the Black College Community during the 1970s

History of Education Quarterly / Nov 01, 2009

Gasman, M., & Drezner, N. D. (2009). A Maverick in the Field: The Oram Group and Fundraising in the Black College Community during the 1970s. History of Education Quarterly, 49(4), 465–506. https://doi.org/10.1111/j.1748-5959.2009.00226.x

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Tyler Ransom

Norman, Oklahoma, United States of America
Associate Professor of Economics at the University of Oklahoma
Most Relevant Research Expertise
Education
Other Research Expertise (14)
Economics
Labor Economics
Economics of Education
Urban Economics
Applied Microeconomics
And 9 more
About
Tyler Ransom is an associate professor of economics at the University of Oklahoma. He received his Ph.D. in economics from Duke University in 2015. His research interests include labor economics, economics of education, urban economics, and machine learning applications. He has published papers in leading journals such as the Journal of Labor Economics, the Journal of Human Resources, and the Journal of Econometrics. He is also an associate editor of the Annals of Economics and Statistics and a research affiliate of IZA and GLO. He has taught courses on econometrics, data science, and economics of education at both undergraduate and graduate levels. He has received several awards and fellowships for his research and teaching, such as the OU Dodge Family College of Arts & Sciences Irene Rothbaum Outstanding Assistant Professor Award in 2022. He is proficient in various coding languages such as Matlab, Stata, R, Julia, Bash, Git, and LaTeX. He also has advanced language skills in Japanese.
Most Relevant Publications (3+)

15 total publications

Has the college wage premium continued to rise? Evidence from multiple U.S. surveys

Economics of Education Review / Apr 01, 2019

Ashworth, J., & Ransom, T. (2019). Has the college wage premium continued to rise? Evidence from multiple U.S. surveys. Economics of Education Review, 69, 149–154. https://doi.org/10.1016/j.econedurev.2019.02.003

Recruit to reject? Harvard and African American applicants

Economics of Education Review / Jun 01, 2022

Arcidiacono, P., Kinsler, J., & Ransom, T. (2022). Recruit to reject? Harvard and African American applicants. Economics of Education Review, 88, 102255. https://doi.org/10.1016/j.econedurev.2022.102255

Do high school sports build or reveal character? Bounding causal estimates of sports participation

Economics of Education Review / Jun 01, 2018

Ransom, M. R., & Ransom, T. (2018). Do high school sports build or reveal character? Bounding causal estimates of sports participation. Economics of Education Review, 64, 75–89. https://doi.org/10.1016/j.econedurev.2018.04.002

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Colleen Lindecker (Miron), Ph.D.

Executive Vice President Training and Continuous Learning, ROC USA
Most Relevant Research Expertise
Education
Other Research Expertise (9)
psychology
compassion fatigue
online learning
remote work
Disability advocacy
And 4 more
About
Dr. Colleen Lindecker is a highly accomplished and dedicated professional with over 25 years of experience in the field of education and psychology. She holds a Ph.D. in Educational Psychology, with a focus on adult learning and development. She also holds a Master of Science degree in College Student Development and Administration and a Bachelor of Arts degree in Psychology. Throughout her career, Dr. Lindecker has held various leadership positions in both educational and corporate settings. Currently, she serves as the Executive Vice President of Training and Continuous Learning at ROC USA, a national non-profit organization that focuses on resident-owned communities. In this role, she is responsible for developing and implementing training programs for22,000+ residents and staff to support their success in community ownership. Prior to joining ROC USA, Dr. Lindecker served as the Associate Dean of Faculty and Program Director of Psychology at large online, for-profit universities. In these roles, she oversaw the development and delivery of academic programs and provided support and guidance to faculty members. Dr. Lindecker also has experience in the business world, having served as the CEO and Founding Member of Lakeside Investments, LLC. In this role, she was responsible for driving portfolio growth and managing real estate investment assets. Dr. Lindecker's expertise and passion lie in the areas of adult learning, leadership development, disability advocacy, and community empowerment. She is committed to making a positive impact on individuals and communities through education and training. In her spare time, she enjoys hiking, reading, yoga, and spending time with her family.
Most Relevant Publications (1+)

4 total publications

Student Self-Disclosure and Faculty Compassion in Online Classrooms

Online Learning / Sep 01, 2021

Lindecker, C. A., & Cramer, J. D. (2021). Student Self-Disclosure and Faculty Compassion in Online Classrooms. Online Learning, 25(3). https://doi.org/10.24059/olj.v25i3.2347

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Yongyeon Cho

Ames, Iowa, United States of America
Assistant Professor in the Department of Interior Design at Iowa State University
Research Expertise (0)
About
Yongyeon Cho is currently an assistant professor in the Department of Interior Design at Iowa State University. He holds a Master of Fine Art degree from Iowa State University, in Ames and a Master of Interior Architecture from Konkuk University and a Bachelor of Engineering in Interior Architecture from Soongsil University, both in Seoul, Korea. Since 2018, he is working as an interior design consultant at Keumkang Enterprises Inc, in Seoul, Korea. In 2017, he was an interior design professional at HOK, Chicago office. He was a member of a student winning team for the Healthcare Environment Award, sponsored by Contract magazine and The Center for Healthcare Design (2016). He is a recipient of Masaaki Yamada Juror’s Award of Merit (2015) & Award of Excellence at American Society of Architectural Illustrators (2019), and the winner of AAHID (American Academy of Healthcare Interior Designers) graduate research fellowship (2017).

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Edward Elliott, Ph.D.

Portland, Oregon, United States of America
Ph.D. Chemist with expertise in nanoparticle synthesis and characterization, medical diagnostics, materials chemistry, additive manufacturing, and development of novel composites.
Most Relevant Research Expertise
Education
Other Research Expertise (15)
Nanoscale Characterization
Nanoparticle Synthesis
Surface Chemistry
Atomic and Molecular Physics, and Optics
Physical and Theoretical Chemistry
And 10 more
About
Ed has been working in the field of nanoscience and chemistry since completing his Ph.D. in 2014. He has worked on a variety of projects ranging from drug delivery to nanodevice fabrication and characterization. Elliott has published numerous papers in both peer-reviewed journals and conferences and holds several US patents. He has also presented his research at various international conferences and workshops and currently works as a consultant focused on sustainability and green chemistry.
Most Relevant Publications (1+)

7 total publications

Using Chem-Wiki To Increase Student Collaboration through Online Lab Reporting

Journal of Chemical Education / Dec 18, 2009

Elliott, E. W., & Fraiman, A. (2009). Using Chem-Wiki To Increase Student Collaboration through Online Lab Reporting. Journal of Chemical Education, 87(1), 54–56. https://doi.org/10.1021/ed800022b

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Dr. Gina C. Pieters

Chicago, Illinois, United States of America
Structural international macroeconomist, with specific area focus in CBDCs, cryptocurrencies, and tokenomics, Lecturer at University of Chicago.
Most Relevant Research Expertise
Education
Other Research Expertise (10)
Cryptocurrencies
Digital Currency
CBDC
Blockchain
Economics Pedagogy
And 5 more
About
Dr. Gina C. Pieters has over 10 years of experience in economics. Dr. Pieters has a strong background in theoretical, computational, and applied economics, with a focus on international macroeconomics. She has published numerous articles in academic journals and has presented her research at conferences, central banks, and universities around the world. In addition to her academic career, Dr. Pieters has also worked as a consultant providing economic analysis and policy recommendations. She has been interviewed by numerous news and media organizations, including BBC and NPR, in a variety of formats including live television, radio, and print. She has taught undergraduate and MA courses on microeconomics, macroeconomics, international trade, monetary systems, and crypto assets. She received her PhD in Economics from the University of Minnesota, after earning her BA in Economics and B.S. in Physics from the University of California Santa Cruz.
Most Relevant Publications (1+)

12 total publications

Designing effective assessments in economics courses: Guiding principles

The Journal of Economic Education / Oct 14, 2023

Pieters, G. C. (2023). Designing effective assessments in economics courses: Guiding principles. The Journal of Economic Education, 55(1), 63–76. https://doi.org/10.1080/00220485.2023.2265941

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Joel T. Nadler

Bloomfield , Indiana, United States of America
Former Professor of Psychology, SIUE: Senior Consultant PDRI
Most Relevant Research Expertise
Education
Other Research Expertise (18)
Industrial Organizational Psychology
Gender Studies
Social Psychology
Business and International Management
Strategy and Management
And 13 more
About
Joel T. Nadler is Senior Consultant at PDRI and an adjunct faculty member at the University of Indiana. He was a formerly at Aon Assessment Solutions and a Professor of I/O psychology at SIUE. Dr. Nadler has taught classes including Industrial/Organizational Psychology, Personnel Psychology, Organizational Development, Employee Selection, Test and Measures, graduate and undergraduate Research Design and Statistics, Social Psychology, Group Dynamics, Organizational Behavior, and Psychology of Gender. ​ Dr. Nadler has in the past actively worked as an independent consultant and as a co-founder of AOA Consulting and has consulted with organizations on areas such as assessment validation, organizational climate and culture, survey development, performance appraisal, program evaluation, needs assessment, organizational change and development, and study design and methodology. Dr. Nadler research interests include gender bias in selection and performance appraisal, sexual harassment, organizational attractiveness, adverse impact (EEO law), and assessing inclusive diversity practices.  Additionally, Dr. Nadler has expertise in advanced measurement, design and statistical techniques. His research has been published in journals such as Industrial Organizational Psychology: *Perspectives on Science and Practice, Sex Roles, Social Issues and Policy Review,  Journal of Applied Social Psychology, American Journal of Evaluation, Journal of Leadership and Organizational Studies.*   Dr. Nadler enjoys cycling, traveling, horseback riding, motorcycling, music, science fiction, and collecting bourbon and scotch when he is not busy consulting and conducting research.
Most Relevant Publications (3+)

47 total publications

Student attitudes toward impairment: an assessment of passive and active learning methods in urban planning education

Teaching in Higher Education / Apr 01, 2011

Lewis, J. L. (2011). Student attitudes toward impairment: an assessment of passive and active learning methods in urban planning education. Teaching in Higher Education, 16(2), 237–249. https://doi.org/10.1080/13562517.2010.524921

Correction: How Did the COVID-19 Pandemic Impact Medical Students From Low- vs Higher-Socioeconomic Status Backgrounds? A Multicenter U.S. Survey Study

Academic Medicine / Jun 23, 2023

Correction: How Did the COVID-19 Pandemic Impact Medical Students From Low- vs Higher-Socioeconomic Status Backgrounds? A Multicenter U.S. Survey Study. (2023). Academic Medicine, 98(7), 844–850. https://doi.org/10.1097/acm.0000000000005278

Applied Research Consultants (ARC)

American Journal of Evaluation / Nov 10, 2009

Nadler, J. T., & Cundiff, N. L. (2009). Applied Research Consultants (ARC): A Vertical Practicum Model of Training Applied Research. American Journal of Evaluation, 30(4), 592–602. https://doi.org/10.1177/1098214009345006

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Vlad Glaveanu

Dublin
Full Professor of Psychology & Director DCU Centre for Possibility Studies, Dublin City University
Most Relevant Research Expertise
education
Other Research Expertise (4)
Sociocultural psychology
possibility studies
creativity
technology
About
Social scientist and educator trained at the London School of Economics and Political Science, UK. International expert on topics related to creativity, learning, technology, collaboration, migration, and culture. Founder of the transdisciplinary field of Possibility Studies. Author of Creativity: A Very Short Introduction and The Possible: A Sociocultural Theory with Oxford University Press and Wonder: The Extraordinary Power of an Ordinary Experience with Bloomsbury Press. Consultant or invited expert on creativity and innovation for organisations and companies such as OECD, UNESCO, the Lego Foundation, the International Baccalaureate, Climate KIC, among others. Currently Full Professor in the School of Psychology and Director of the DCU Centre for Possibility Studies at Dublin City University and Professor II at the Centre for the Science of Learning and Technology, University of Bergen. Trainer for Talent Collection, Romania. Founder and President of the Possibility Studies Network, https://possibilitystudies.org and editor of Possibility Studies and Society (Sage).

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Example Education projects

How can companies collaborate more effectively with researchers, experts, and thought leaders to make progress on Education?

Designing Effective Online Learning Programs

An academic researcher can collaborate with a company to design and develop effective online learning programs. They can conduct research on online learning best practices, analyze user data, and provide recommendations for improving the program's effectiveness. This collaboration can result in engaging and interactive online courses that enhance the learning experience for students.

Assessing the Impact of Educational Interventions

Companies can collaborate with academic researchers to assess the impact of their educational interventions. Researchers can design and implement rigorous evaluation studies to measure the effectiveness of educational programs, interventions, or products. This collaboration can provide valuable insights into the program's outcomes and help companies make data-driven decisions to improve their offerings.

Developing Personalized Learning Platforms

An academic researcher can work with a company to develop personalized learning platforms. They can leverage their expertise in educational psychology and learning theories to design adaptive learning systems that cater to individual student needs. This collaboration can result in personalized learning experiences that optimize student engagement and achievement.

Implementing Evidence-Based Teaching Strategies

Companies can collaborate with academic researchers to implement evidence-based teaching strategies in their educational programs. Researchers can provide guidance on effective instructional methods, assessment techniques, and classroom management strategies. This collaboration can enhance the quality of teaching and learning, leading to improved student outcomes.

Designing Gamified Learning Experiences

An academic researcher can collaborate with a company to design gamified learning experiences. They can apply their knowledge of game design principles and learning theories to create engaging and immersive educational games. This collaboration can make learning fun and interactive, increasing student motivation and knowledge retention.