College & Careers

Farzeen Harunani

Email

Descriptors (Bodies of Work): 

Photo: 

Farzeen Harunani

First name: 

Farzeen

Last name: 

Harunani

Bio: 

Farzeen Harunani brings a fresh outlook on computer science (CS) education to her work at EDC. Harunani is committed to facilitating the expansion of CS education across the country and to seeking solutions to STEM equity issues for traditionally under-represented groups in the field.

As the Coordinator of District & Teacher Engagement the Massachusetts Computing Attainment Network (MassCAN), Harunani develops and assesses professional development efforts in the state to deliver high-quality computer science education to all teachers.

Previously, Harunani served as a mentor for the Girls Who Code program.  While a student at Marquette University, she proposed and founded a tutoring initiative for Upsilon Pi Epsilon, the computing honor society, to provide additional support to CS students outside of the classroom.

Harunani received a BS in Computer Engineering from Marquette University in 2015, and an MS in Computer Science from the University of Massachusetts, Lowell in 2016.

 

Staff: 

Staff Profile

Job title: 

Project Associate II

Program: 

Pathways to College and Careers

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2591

Rebecca Schillaci

Email Rebecca Schillaci

Descriptors (Bodies of Work): 

Photo: 

Rebecca Schillaci

First name: 

Rebecca

Last name: 

Schillaci

Bio: 

Rebecca Schillaci is committed to conducting high-quality research of educational programs. She contributes her expertise in research design, quantitative and qualitative methodologies, survey design, statistics, and data analysis to a wide range of studies.

Schillaci is an evaluator for the Think College Transition (TCT) Model Project, an inclusive dual-enrollment model aimed at improving outcomes for students with intellectual disabilities enrolled in transition services by providing them with college experiences.

Schillaci is also a team member of the NSF-funded STEM Learning and Research (STELAR) Center, the resource center for the Innovative Technology Experiences for Students and Teachers (ITEST) program. Through her work on webinars and as a project liaison, she provides technical support to ITEST projects and helps inform NSF and other stakeholders of ITEST’s impact by collecting and synthesizing data from those projects.

Previously, Schillaci served as an evaluator of an algebra curriculum in use in Connecticut (read a blog post describing the findings) and was a researcher in an NSF ITEST-funded-study of the effectiveness of technology-focused professional development. She is a co-author of an article that presents the results of that study, “Examining the Quality of Technology Implementation in STEM Classrooms: Demonstration of an Evaluative Framework” (Journal of Research on Technology in Education).

Before joining EDC, Schillaci was manager of the Child Cognition Laboratory at Boston University, where she contributed to the development, design, execution, and dissemination of several grant-funded research projects examining a broad range of topics including science learning, artifact categorization, teleological reasoning, and imitative learning in children and adults. She is coauthor on several publications based on this research, including “Children’s Conformity When Acquiring Novel Conventions: The Case of Artifacts” (Journal of Cognition and Development), “The Designing Mind: Children’s Reasoning about Intended Function and Artifact Structure” (Journal of Cognition and Development), and “Young Children Can be Taught Natural Selection Using a Picture-Storybook Intervention” (Psychological Science).

Schillaci received a BA in Psychology from Wellesley College and an MA in Developmental Science from Boston University.

Staff: 

Staff Profile

Job title: 

Research Associate

Program: 

Leadership for Learning Innovation

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2772

Joe Ippolito

Email Joe Ippolito

Descriptors (Bodies of Work): 

Photo: 

Joe Ippolito

First name: 

Joe

Last name: 

Ippolito

Bio: 

Joe Ippolito provides expertise in the design and management of large-scale initiatives focused on career education and training for diverse fields. He is deeply committed to creating pathways to STEM careers and improving outcomes for at-risk young people, including youth reentering the community from juvenile detention centers.

Ippolito engages experts in documenting the skills and knowledge that professionals need to succeed. Career-technical education institutions, workforce training programs, and colleges use the resulting “professional profiles” to design curricula, workshops, and courses. Recently, for EDC’s Oceans of Data Institute, he co-led  panels of big data experts in developing the first profiles of a Big Data-enabled Professional and Data Practitioner. Previously, he co-led the development of profiles of what “Social Technology-Enabled” and “Computational Thinking-Enabled” professionals need to know and be able to do. He is the lead author of the recent case study “Defining an Emerging Occupation: Who Is the Social Technology Enabled Professional” published by Sheffield Hallam University.

As the principal investigator for a National Science Foundation (NSF) Advanced Technological Education (ATE) research project, Ippolito is examining the extent to which best-practice social media strategies enable colleges to increase student enrollment. He is also leading an NSF-ATE project that is working with community colleges to create big-data career pathways. Previously, he supported Athens Technical College (GA) in strengthening career pathways for its students.  Ippolito has co-authored Fulfilling the Call: A Model for Unitarian Universalist Ministry in the 21st CenturyProject SMART: Local Manufacturing Industry Skill Standards, and Project SMART: Work-Based Learning in the Manufacturing Firm.

Before joining EDC, Ippolito served as Vice-President / Programs and Development for Youth Opportunities Unlimited, where he designed and managed programs to deliver comprehensive career development, job readiness, and mentoring services to middle- and high-school students. Earlier in his career, he worked as a community organizer, building interdenominational faith-based advocacy organizations in low-income communities. 

Ippolito received a BA in Religious Studies from Duke University and an MA in Religious Studies from the Divinity School of the University of Chicago    

 

 

Staff: 

Non-Staff Profile

Job title: 

Senior Project Director

Program: 

Pathways to College and Careers

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

216-386-3051

Jessica Brett

Email Jessica Brett

Descriptors (Bodies of Work): 

Photo: 

Jessica Brett

First name: 

Jessica

Last name: 

Brett

Bio: 

Jessica Brett is committed to working with practitioners to design relevant research projects that produce actionable findings. Currently, she is advancing the growing knowledge base focused on competency-based learning and student-centered learning, and is contributing her education research, evaluation, and technical assistance expertise to a range of initiatives.

Brett is the facilitator for the Northeast College and Career Readiness Alliance for the REL Northeast & Islands at EDC. She has also worked on several studies related to competency-based learning under the research agenda of the alliance. Brett also serves as a technical assistance liaison for projects that have received Investing in Innovation (i3) grants from the U.S. Department of Education. In this role, she leads a community focused on bringing together grants focused on STEM. She is currently working to support several evaluation projects in the STEM area.

Previously, Brett served as the manager of the Reference Desk for REL-NEI, where she supported a staff of researchers who drafted brief responses to quick turnaround research requests from stakeholders in the Northeast region. She also served as an evaluator of the Nellie Mae Education Foundation’s Building New Models for System Change Initiative, in which capacity she worked closely with school districts across New England as they implemented policies and changes focused on student-centered learning. 

Brett has co-authored several publications on competency-based learning and teacher evaluation systems, including Competency-Based Learning: Definitions, Policies, and Factors Related to Implementation and An Examination of Performance-Based Teacher Evaluation Systems in Five States

Before joining EDC, Brett was a project attorney for Womble, Carlyle, Sandridge & Rice.  She also worked as the Legal Programs Developer at Discovering Justice where she developed and wrote curriculum for an after-school program focused on the legal system. She began her career as an elementary school teacher.

Brett received a BA from Colby College, an EdM from Harvard Graduate School of Education, and a JD from Northeastern University School of Law.

Staff: 

Non-Staff Profile

Job title: 

Research Associate II

Program: 

Research, Evaluation, and Policy

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2847

Wendy Rivenburgh

Email Wendy Rivenburgh

Descriptors (Bodies of Work): 

Photo: 

Wendy Rivenburgh

First name: 

Wendy

Last name: 

Rivenburgh

Bio: 

Wendy Rivenburgh is an expert in youth media education, technical support, communications, community building, and instructional design. To all of her work, she brings a deep commitment to empowering learners, supporting the creation of original works for a social purpose, and, in particular, tapping the potential of children and youth as the next generation of leaders and innovators.

Rivenburgh manages communications for the National Center on Afterschool and Summer Enrichment (NCASE), funded by the US Department of Health and Human Services to ensure that low-income children have increased access to high-quality learning experiences.  She is responsible for strategic outreach and dissemination of materials, and serves as lead editor for NCASE products, including new and adapted print and electronic resources.

Rivenburgh previously led communications for Adobe Youth Voices (AYV), a project dedicated to working with educators and young people to apply their creative skills to solving real-world problems. The overarching goal was to increase creativity in education and equip youth media-makers to create social change through the power of digital storytelling.

In close collaboration with the Adobe Foundation, Rivenburgh developed a wide array of online and print communications that advance the AYV mission. She was the lead writer of an app about AYV, The AYV Story, which provides a moving, close-up view of the experiences of AYV youth media makers and educators. She was also the lead developer of the interactive AYV Program Guide, co-developed numerous curricular resources—including the video narrative curriculum, Moment of Truth—and was the author and editor of the AYV collection of program stories that highlights the experiences of participating youth and educators around the world.

Rivenburgh has contributed her skills to numerous other technology-infused youth development initiatives at EDC, including YouthLearn and the creation of a technology curriculum database for the National Partnership for Quality Afterschool Learning at SEDL. She is the co-author of a chapter, “Working in Afterschool,” which shares lessons learned from the National Science Foundation's Innovative Technology Experiences for Students and Teachers (ITEST) program, as well as a report on the ITEST Convening, Defining an Afterschool Research Agenda.

Before joining EDC, Rivenburgh taught English literature and writing courses at the high school and college level, and worked with young people in academic enrichment and other extracurricular activities.

Rivenburgh received her BA from Middlebury College and her MA in English from Boston College.

Staff: 

Non-Staff Profile

Job title: 

Senior Research Associate

Program: 

Pathways to College and Careers

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2159

Jim Stanton

Email Jim Stanton

Descriptors (Bodies of Work): 

Photo: 

Jim Stanton

First name: 

Jim

Last name: 

Stanton

Bio: 

Jim Stanton brings a unique blend of experience in K–12 education, workforce development, political and community organizing, and business to his groundbreaking work to ensure all students have a strong foundation in computing and are ready to lead and innovate in a future economy driven by computer technology.

Stanton is the Executive Director of the Massachusetts Computing Attainment Network (MassCAN) facilitated by EDC. In this initiative, he is collaborating with industry, education, and policy leaders across Massachusetts to  enhance access to computer science education, improve professional development for teachers, and create more pathways to STEM careers. 

In December 2015, Stanton was one of two EDC computer science education leaders invited to the White House to share their expertise during the White House’s K–12 Computer Science Education Workshop. He presents regularly at national and state forums focused on computer science education, including the annual Massachusetts STEM Summit. 

In 2008, Stanton was a member of the Task Force that rewrote the Massachusetts K-12 Instructional Technology Standards and was a member of the Governor’s Readiness Committee on Teacher Recruitment, Retention and Quality. Currently, Jim is a member of the Governor’s STEM Advisory Council, the Tech Hub Collaborative Talent Working Group and serves on the Teachers21 Board of Directors.

Prior to joining EDC, Stanton founded and developed the widely acclaimed Leadership Initiatives for Teaching and Technology (LIFT²) program. LIFT² provided paid summer externships in a wide array of STEM industries and three graduate level courses for middle and high school math and science teachers. Forty corporate partners joined with the public sector to provide over $2M in stipends, course tuition, and funds for program coordination. In 2009 LIFT² was selected to participate in a National Teacher Externship retreat, organized by the Ewing Marion Kauffman Foundation, as one of ten “Best practice” externship programs in the country.

Earlier in his career, Stanton directed national education research projects at the Institute for Responsive Education and served as Executive Director of the Cambridge Civic Assn. which recruited and provided year-round support to education reform candidates for the School Committee and City Council. He consulted for the U.S. Department of Justice Community Relations Service on the Boston School Desegregation case and directed the Boston Citywide Parent’s Council under Judge Garrity’s Court Orders.

Stanton holds an MEd in Urban Education and a BA in Economics from Boston College.

Staff: 

Non-Staff Profile

Job title: 

Senior Project Director

Program: 

Pathways to College and Careers

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2456

Jessica Juliuson

Email Jessica Juliuson

Descriptors (Bodies of Work): 

Photo: 

Jessica Juliuson

First name: 

Jessica

Last name: 

Juliuson

Affiliation/Organization: 

EDC

Bio: 

Jessica Juliuson specializes in supporting districts and schools in making systemic changes to ensure students acquire the skills and knowledge to thrive in a 21st century economy and to be effective participants in a democratic society. To this work she brings more than 20 years of experience in advancing innovations in instructional design and teacher development that enhance students’ learning, improve their academic achievement, and prepare them for college and careers.

As a professional developer, Juliuson plays a key role in the Ford Next Generation Learning (NGL) initiative’s efforts to transform teaching and learning, the high school experience, and business and civic engagement.  As a member of Ford NGL’s National Leadership Team supporting a national network of Ford NGL communities, she strengthens collaboration between schools and local communities and industries as one of the lead developers and facilitators of Community Connected Learning. 

With EDC’s Nellie Mae District Level Systems Change (DLSC) team, Juliuson provides assistance to DLSC districts using a networked improvement community approach to deepen and scale student-centered learning. She also co-developed a curriculum to support scaling up effective practices in high schools as a member of the National Center on Scaling Up Effective Schools.

Juliuson’s work focuses on empowering educators to be agents of change in their schools and communities. She is developing and managing a pilot international teacher recognition project for the Amgen Foundation’s ABE Program Office at EDC. Juliuson serves as a member of a national professional development planning team for the National Career Academy Coalition (NCAC), with the goal of facilitating adult learning using user-centered design principles and processes. As the lead writer for the Law and Justice program, Juliuson co-developed an innovative curriculum that engages and empowers students through authentic projects based on issues of power, fairness, and equity. Recently, Juliuson co-authored the EDC publication In Support of Educators: Strategies That Work. She is a member of the National School Reform Faculty and a trained Critical Friends Group coach.

Juliuson believes in the power of partnerships to advance systemic changes in education. She has collaborated with ConnectEd California, the California Department of Education, the California State Bar Association, Calamari Educational Productions, Vanderbilt University, and the Lastinger Center at the University of Florida. She has also worked with Philadelphia Academies, Inc. to support the development and sustainability of wall-to-wall academies in Philadelphia, and is a co-developer of the Innovators’ Institute, a unique fellowship model for Philadelphia partners to collaborate across organizations for youth empowerment.

Prior to joining EDC, Juliuson worked as a whole school change coach in the Boston Public Schools. As a consultant for several other large urban school districts, she partnered with leaders and educators to align curriculum, build professional learning communities, support the use of data to improve instruction, and develop strategic plans. Earlier in her career, she was a high school social studies and law teacher and provided technical assistance and coaching to Grade K–12 teachers and administrators.

Juliuson received a BA in History from Hamilton College and an MA in Teaching from the University of New Hampshire.

Staff: 

Non-Staff Profile

Job title: 

Senior Training and Technical Assistance Associate

Program: 

Pathways to College and Careers

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2630

Rebecca Lewis

Email Rebecca Lewis

Descriptors (Bodies of Work): 

Photo: 

Rebecca Lewis

First name: 

Rebecca

Last name: 

Lewis

Bio: 

Rebecca Lewis works to promote the integration of rigorous academic content with opportunities for students to develop essential skills necessary for success in postsecondary education and the workplace. She seeks to excite students about learning in formal and informal education settings, while giving them the tools to succeed in their educational pursuits and beyond.

Lewis is the Director of EDC's Amgen Biotech Experience (ABE) Program Office, in which capacity she leads the provision of technical assistance to support the innovative ABE Program's sites and participating teachers. Previously, she co-led the Ford Motor Company-funded Ford PAS project which developed—and provides technical assistance and professional development for—a program that has evolved from an academically rigorous high school curriculum integrating academic and career education into a comprehensive community-wide high school reform strategy (Ford Next Generation Learning).

She brings extensive expertise in developing a wide range of STEM curriculum and professional development materials, including modules for Ford PAS and curriculum development work for the middle school Zero Robotics programming competition (a NASA Summer of Innovation program). On a regular basis, she contributes her science content knowledge, teaching experience, and skills in research and materials development to advising projects on their efforts to design instructional resources and support for teachers.

Lewis has worked with schools, districts, corporate funders, and community-based partners on EDC programs. She created a hands-on guide for teachers on how to integrate gender equity into existing science curricula, and she assisted with the development of classroom scenarios and working papers on science and mathematics education. She is the author of "Engaging the Controversy in Science Education: Scientific Knowledge and Democratic Decisions."

She received a BS from the University of Wisconsin–Madison, an MAT in biology from Northeastern University, and a CAES from Boston College.

Staff: 

Non-Staff Profile

Job title: 

Senior Project Director

Program: 

Pathways to College and Careers

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2935

Sophia Mansori

Email Sophia Mansori

Descriptors (Bodies of Work): 

Photo: 

Sophia Mansori

First name: 

Sophia

Last name: 

Mansori

Bio: 

Sophia Mansori explores and supports innovative uses of technology and media in formal and informal educational settings, youth development efforts, educator professional development programs, and changes in curriculum and instruction that address student engagement and achievement. As a program evaluator and researcher, she strives to help programs and funders engage in continuous improvement, as well as document and disseminate the impact of their work and lessons learned.

Mansori currently contributes to the evaluation of the Nellie Mae Education Foundation’s district-level systems change initiatives, and manages the statewide evaluation of the Illinois State Board of Education 21st Century Community Learning Center program. Her evaluation and research experience includes a number of STEM initiatives, such as the NSF-funded project, Formative Assessment in the Mathematics Classroom: Engaging Teachers and Students (FACETS), the Amgen Biotech Experience program, and the National Academy of Science’s Communicating Chemistry in Informal Settings project.

For six years, Mansori served as the Project Director on the program evaluation of Adobe Youth Voices, the Adobe Foundation’s global philanthropic initiative that supports youth in creating media to find their voice and take action in their communities. She has worked on a wide range of research and evaluation projects within the Learning and Teaching Division, employing both qualitative and quantitative methods to conduct formative and summative analyses. These have included evaluations of inquiry-based curricula, school-community collaborations, and capacity building efforts for afterschool staff. Early in her career at EDC, she conducted research on and provided technical assistance for community technology centers funded by the U.S. Department of Education and U.S. Department of Housing and Urban Development.

Mansori received a BA in English from Tufts University and an EdM in technology in education from the Harvard Graduate School of Education. She completed course work through The Evaluators’ Institute and is a member of the American Evaluation Association.

Staff: 

Non-Staff Profile

Job title: 

Project Director

Program: 

Pathways to College and Careers

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2113

Joyce Malyn-Smith

Email Joyce Malyn-Smith

Descriptors (Bodies of Work): 

Photo: 

Joyce Malyn-Smith

First name: 

Joyce

Last name: 

Malyn-Smith

Bio: 

Joyce Malyn-Smith, a nationally-recognized thought leader in the field of workforce development, brings specialization in effective strategies to promote STEM career readiness and success. She has extensive expertise in facilitating the efforts of business and industry leaders to identify the major tasks, skills, knowledge, and abilities needed by workers in emerging fields and significantly changed occupations. For decades, she has drawn on this expertise to define new career pathways in industries as diverse as manufacturing, social media, and big data.

Malyn-Smith is the Principal Investigator (PI) of several initiatives that focus on fostering key workforce competencies (e.g., computational thinking, computing skills, data literacy) in K-12 students. Working closely with the Massachusetts Department of Elementary and Secondary Education, she is leading a National Science Foundation (NSF)-funded initiative to expand and strengthen computer science education throughout Massachusetts. With NSF support, Malyn-Smith is also leading a national computational thinking forum at EDC and is heading up an initiative to design online learning experiences that will prepare a large, diverse group of high school teachers to implement the Exploring Computer Science curriculum. In her work for the Oceans of Data Institute, she is co-leading work with four community colleges to create a career pathway model for big data careers.  

Recently, through her work on the EDC-led Massachusetts Computing Attainment Network, Malyn-Smith supported Massachusetts' development of new, voluntary digital literacy and computer science standards. As a Senior Research Scientist for the Center for Innovative Research in Cyberlearning (CIRCL), Malyn-Smith is collaborating with EDC colleagues and SRI to co-lead community building, technical assistance, and dissemination activities to advance CIRCL's mission to support, synergize, and amplify the efforts of NSF-funded Cyberlearning Program. (View the Call for Participation for Cyberlearning 2017, the fifth national convening to facilitate connections among Cyberlearning researchers across disciplines and with practitioners and stakeholders.)

In her 25 years at EDC, Malyn-Smith has led a long stream of cutting-edge work focused on STEM education and workforce development, including IT Across Careers (ITAC 1, 2 and 3: 2002–2010). As the project director of the U.S. Department of Education's Information Technology Career Cluster, she worked with 13 states to develop a national model which over 45 states and U.S. territories continue to use to design and implement programs leading to careers in Information Technology. For 10 years, she was the PI for the NSF's Innovative Technology Experiences for Students and Teachers (ITEST) Learning Resource Center. She was the PI for the NSF-CISE–funded Computational Thinking (CT) in America’s Workplaces project, which developed and validated core skill sets used by scientists, technicians, engineers, and mathematicians in STEM workplaces. And, she served as PI for the NSF-ATE–funded New Media Enabled Technician project, in which she developed problem-based learning materials to help community college faculty integrate new media skills into technician education programs.

Malyn-Smith co-authored the September 2016 Google Education blog post, “Computational Thinking for a Dispositions Perspective." She has authored or co-authored many articles, white papers, and chapters including "Workforce Education Models for K–12 STEM Education Programs: Reflections On, and Implications for, the NSF ITEST Program" (Journal of Science Education and Technology), "Can CTE Change The Brain?" (Techniques), "Innovative Technology Experiences for Students and Teachers: Developing the Next Generation of STEM Talent" (Journal of Research in Technology Education), "New Jobs and New Skills for a Changing Workforce" (Career Planning and Adult Development Journal), and “Computational Thinking for Youth in Practice.”

Malyn-Smith began her career as a classroom teacher and central office administrator for Boston Public Schools—positions she held for over 20 years. Previously, she served as a member of the Massachusetts STEM Operations Board, the Advisory Board for LearningTimes, and the Educational Testing Services' (ETS) Blue Ribbon Panel on Digital Literacy.

She received a BS from Universidad Interamericana in Puerto Rico, an MEd from Boston State Teacher’s College, and an EdD in Bilingual Education Leadership and Career Education from Boston University, where she was a U.S. Department of Education Fellow.

Staff: 

Non-Staff Profile

Job title: 

Managing Project Director

Program: 

Pathways to College and Careers

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2386

Pages

Subscribe to RSS - College & Careers