43 Foundry Avenue
Waltham, Massachusetts 02453-8313
Trisha O’Connell has deep expertise in nonprofit development and management, portfolio building, and collective impact. She brings decades of experience in successful fundraising to her work to advance EDC’s goals to improve the quality and equity of education and promote the health and well-being of children, youth, and families.
In collaboration with the other members of the division’s leadership team, O’Connell plays a key role in furthering EDC’s mission to transform lives with learning. She researches and analyzes funding opportunities and trends in areas such as early childhood development and learning, afterschool, health and wellness, STEM education, and college and career readiness. Across content areas, O’Connell leads teams of researchers and experts in identifying and obtaining resources to expand and sustain R&D, evaluation, instructional design, professional development, and implementation support initiatives through federal, state, and private grants and contracts.
Before joining EDC, O’Connell served as Director of Research & Development for the WGBH National Center for Accessible Media, developing initiatives to research and address barriers facing people in disabilities in telecommunications and educational polices and practices. Earlier in her career, she played a key role in establishing the Women’s Technical Institute, the nation’s first technical school for adult women career changers.
O'Connell has authored several publications on the topic of accessibility, including: "Using Apple Technology to Support Learning for Students with Sensory and Learning Disabilities,” "e-Accessibility Policy Toolkit for Persons with Disabilities, A Joint ITU/G3ict Toolkit for Policy Makers Implementing the Convention on the Rights of Persons with Disabilities," and the chapter "Universal Design in Media" in Universal Design Handbook 2nd Edition, ed. W.F.E. Preiser, K. H. Smith and E. Ostroff.
She holds an MBA from the Simmons College Graduate School of Management.