|7:00 - 7:15 PM||Welcome and Introduction by Jane Lohmann|
|7:15 - 8:15 PM|
Leading Change: Exploring the Intersection of Research and Innovation
|8:15 - 8:30 PM||Question and Answer Session|
|8:30 - 9:00 PM||Optional: Meet and Greet with Speakers and Attendees|
Join advanced doctoral students in Northeastern University's Doctor of Education program whose thesis research explicitly integrates theory, research and change work as they share their stories, helping to illustrate the scholar-practitioner endeavor in different contexts, with different people, and under different constraints. Our speakers will speak about aspects of their work, from shaping questions to collaborating with colleagues and communities in applying their findings; explore the collective nature of transforming systems; and discuss the ways in which independent scholarship can become a catalyst for collective action.
Kathleen J. Evans, Program Chair, Fashion & Retail Management, The New England Institute of Art
Kathleen Evans is the Program Chair for the Fashion and Retail Management Department at The New England Institute of Art. Her Bachelor and Master of Science were earned at California Polytechnic State University-San Luis Obispo in the Home Economics with specialization in Education, and a concentration in Clothing and Textiles. Kathleen has developed two Associate degree programs in Fashion in California and is currently in the process of developing a Bachelors of Science in fashion design at her place of employment. All it took was EDU7277 Organizational Learning and Systems Thinking, seminal papers based on Nonaka’s “Dynamic theory of organizational knowledge creation” to spark Kathleen’s continued curiosity. Since then Kathleen has gravitated toward complexity leadership and complex adaptive systems in her recent class assignments as she views theory and it practical application within the workplace.
Rudolph A. Moseley, Jr., EdD, K-12 Supervisor of Science, Providence Public Schools
Rev. Rudolph Moseley Jr. is a graduate of Queen’s College High School in Nassau, Bahamas. He attended the University of Nebraska – Lincoln earning a Bachelor of Science in Biology, completed a Master of Education degree at the University of Rhode Island, and recently successfully defended his doctoral thesis in the Doctor of Education program from Northeastern University. Rev. Moseley has over 13 years of experience in education. He has served as a Science Teacher, Science Department Head, Assistant Principal, Principal, Special Programs Coordinator, a college level adjunct, and he is currently the K-12 Supervisor of Science for Providence Public Schools. During his tenure as Principal, he led one of the lowest performing schools in the state of Rhode Island to meet the Adequate Yearly Progress standard in accordance with the Federal Mandates of No Child Left Behind. Dr. Moseley has recently submitted a completed application for the Engineering Early College Academy. The school is currently in the public comment phase of the RI Charter School application process. This school has a projected start date of September 2014. It is an Independent Charter school in collaboration with the University of Rhode Island’s College of Engineering.
Karen A. Williams, EdD, Director of Admissions, Eugene Lang College The New School for Liberal Arts
Dr. Karen Abigail Williams has been a higher education administrator for the past 17 years and currently serves as the Director of Admission for the liberal arts division of The New School in New York City. Prior to this position, she has served in various roles at Sarah Lawrence College, Catholic University, and George Mason University in various capacities. Karen also is active in a number of professional and civic organizations and has served on a number of non-profit organization boards related to education and college preparation programs for low-income students, including The College Careers Fund of Westchester, Inc., where she is currently Board Secretary and Chair of Development.
Karen also founded Ivy Educational Consulting, which specializes in consulting with enrollment management professionals on best practices for recruiting low-income students. Karen works with community based organizations to expand their college preparation programs to meet the needs of low-income students with difficult academic profiles. With the economic downturn, and its negative impact on educational access, Karen became engaged in research with the goal of solving the problem of affordability, loan debt and decreasing credit worthiness among middle and low- income families. Karen strives to become a thought leader on strategic admission and financial aid as a method of ensuring access to higher education for low and middle income students. She is actively writing and presenting her study at professional conferences and looks forward to publishing a parents' guide for balancing college choice and affordability by the end of 2013.
Petra W. Platt, Program Coordinator, Language Based Enrichment Program, Braintree High School
Petra Platt successfully defended her doctoral thesis in June 2013 in the Doctor of Education program at Northeastern University. Her doctoral thesis is a phenomenological study of the lived experience of students with moderate special needs disabilities in postsecondary transition. She has worked as a teacher and an administrator in the field of special education since 1997. Petra earned her Master of Education in Secondary Curriculum and Instruction and her Master of Education in Moderate Special Needs Education from Boston College. She earned her Bachelor of Arts from Bowdoin College.
Elizabeth F. Kinzley, MS, CAGS, Math, Science, & Technology Coordinator, Lynnfield Middle School
Liz Kinzley is a math, science and technology educator, passionate about getting kids of all ages excited about science. She is dedicated to providing guidance and support for educators as they infuse inspiration into the rigorous and relevant learning experiences they create. The 21st century needs a new kind of learner – one that can think expansively and solve problems creatively. In this age of assessment and accountability, the importance of developing STEM programs that meet a myriad of educational and business demands while being engaging is tantamount, and gives educators a critical role in students’ STEM success. Liz’s dissertation topic, An Analysis of an Effective Model of STEM Education Integration, aims to determine the relationship between innovative instructional practices and outcomes associated with successful STEM college and career placement by providing an in depth analysis of teaching pedagogy, curriculum documents, and classroom context.