ITP: Interdisciplinary Training Program in the Education Sciences ITP: Interdisciplinary Training Program in the Education Sciences
at the University of Wisconsin-Madison

 

ITP GRADUATES: 2006 to the Present

(listed alphabetically)

 

Alvarado, Steven Elías (PhD '11, sociology)

Assistant Professor of Sociology, Cornell University

Steven Elías Alvarado

Steven’s dissertation “The Effect of Neighborhood Context on Obesity and Educational Achievement among Youth” examines how neighborhood change impacts children's health and education outcomes between 1986 and 2008, using restricted geo-coded data from the National Longitudinal Survey of Youth, 1979. His current research investigates racial and ethnic differences in early science engagement in the U.S. using data from the High School Longitudinal Study of 2009. Steven was a postdoctoral fellow at Notre Dame (2011-13), and is currently an assistant professor of sociology at Cornell University. Email: alvarado@cornell.edu

 

An, Brian (PhD '09, sociology)

Assistant Professor of Educational Policy and Leadership Studies, University of Iowa

Brian An

Brian is an assistant professor at University of Iowa's Department of Educational Leadership and Policy Studies. Previously, he held a postdoctoral fellowship at Notre Dame. For his dissertation “The Effect of Dual Enrollment on College Persistence and Attainment” he used observational data from the National Education Longitudinal Study of 1988. His research interests include educational transition, social inequality and stratification, college persistence, school desegregation, and social returns to education. Email: brian-an@uiowa.edu

 

Anderson, Andrew (PhD '14, economics)

Financial Economist, Office of the Comptroller of the Currency,
Washington, DC

Andrew’s dissertation is titled “Human Capital and Educational Institutions.” His recent work includes developing empirical methods to assess teacher value-added, as well as using longitudinal data to examine the labor market outcomes associated with different postsecondary fields of study. In fall 2014, he began working in the Office of the Comptroller of the Currency in Washington, DC. Email: Andrew.Anderson@occ.treas.gov

 

Anderson, Drew M. (PhD '15, economics)

Postdoctoral Researcher, Wisconsin HOPE Lab & the Center for Financial SecurityDrew Anderson

Drew graduated in 2015. His dissertation "Essays in Public Economics" focuses on how public policies shape the financial decisions of firms and households. The first two chapters explore sources of private funding for higher education, how these interact with public policy, and how this affects decisions of both schools and students. The third chapter turns attention to the financial products households use to receive Social Security payments. Drew continues to research the economics of higher education at the Wisconsin Hope Lab, housed in the UW-Madison School of Education. Website: https://sites.google.com/a/wisc.edu/dmanderson5/
Email: dmanderson5@wisc.edu

 

Benson, James (PhD '10, sociology)

IES Program Officer,
National Center for Education Research
James Benson

James graduated in 2010 with the dissertation “State Policies andCommunity College Students: Do High School and Finance Policy Reforms Promote Postsecondary Attainment?” He is a program officer in the Policy and Systems Division at the Institute for Education Sciences, National Center for Education Research, in Washington, D.C. Email: James.Benson@ed.gov

 

Bodmann, Shawn (PhD '08, psychology)

Senior Consultant, DNV-GL
Shawn Bodmann
Shawn received a doctorate in Personality/Social Psychology from University of Wisconsin-Madison in 2008, with the dissertation “Achievement Goal Systems: Implications for Research and Educational Policy.” He is a senior consultant at the private energy consulting firm DNV GL. Email: sbodmann@gmail.com

 

 

Bowdon, Jill (PhD '13, sociology)

Researcher, American Institutes for Research (AIR)
Jill Bowdon

Jill's dissertation “The Origins, Growth, and Implications of Black-White Non-Cognitive Skill Gaps During Elementary School” examines how black-white gaps in noncognitive skills develop from toddlerhood through adolescence and whether these skill gaps contribute to the existence and expansion of black-white gaps in reading, math, and behavior throughout elementary school. Jill is a quantitative sociologist specializing in the study of educational inequities, especially in early childhood. From 2013-15, she was an IES postdoctoral fellow at the University of Pennsylvania. She is a researcher with American Institutes for Research in Chicago. Email: jbowdon@gmail.com

 

Brey, Libbie (PhD '16, psychology)

Postdoctoral Fellow, University of Hawaii

Libbie's dissertation is titled "Children Use Nonberbal Cues to Evaluate Peers." She tested whether 5- and 6-year-old children use teachers' nonverbal behaviors to guide their inferences about, and desire to associate with, unfamiliar children. Results provide evidence that teachers' nonverbal behaviors serve as an important guide for students' evaluations of one another, and that children who receive negative nonverbal cues from their teachers may also face negative peer evaluations and exclusion from group activities, which could hinder both their social and academic success. Email: elizabeth.brey@gmail.com


Brown, Megan (PhD '11, psychology)

Sr. Talent Analytics Manager and Data Scientist, Amazon
Megan Brown

Megan’s dissertation is titled “The Effects of Increased Phonic and Morphemic Knowledge on the Skills of Struggling Readers.” She was a postdoctoral researcher in the interdisciplinary Language and Literacy program at Georgia State University, 2011-13, and then worked as a research scientist and executive project director at Georgia State University, 2013-15. With her research team, she designed and implemented a $2.5 million grant from the NIH to evaluate the accuracy of language and reading assessments for public school students. Email: megancbrown@gmail.com

 

Bruch, Sarah (PhD '12, sociology)

Assistant Professor of Sociology, University of Iowa
Sarah Bruch

Sarah’s doctoral dissertation is titled “Discipline, School Community, and Racial Dynamics: Understanding How Authority Relations Affect Student Experiences of School and Citizenship Outcomes.” Her research focuses on the processes and policies that ameliorate or exacerbate social inequalities. Sarah is an assistant professor of sociology at the University of Iowa. Email: Sarah-Bruch@uiowa.edu

 

Canning, Elizabeth (PhD '16, psychology)Elizabeth Rempe

Postdoctoral Fellow, Indiana University

As a postdoctoral fellow at Indiana University, Elizabeth works with Dr. Mary Murphy in the Department of Psychological & Brain Sciences. Her dissertation “Testing a Utility Value Intervention in Two-Year Colleges,” uses a randomized field experiment to test two different ways of scaffolding a utility value writing intervention. She examined how the interventions work, and for whom they are most effective, in terms of academic performance, interest, and perceived utility value. Email: canning@iu.edu

 

Carlson, Deven (PhD '12, political science)

Assistant Professor of Political Science, University of Oklahoma
Deven Carlson

Deven’s dissertation is titled “Out of the Classroom and into the Voting Booth? Analyzing the Effects of Education on Political Participation.” His current research agenda explores the operations of public policies and analyzes their effects on political, social, and economic outcomes of interest. Current projects include studies on neighborhood contributions to student academic outcomes, and the Milwaukee school voucher program. Deven is an assistant professor of political science at the University of Oklahoma. Email: decarlson@ou.edu

 

Condon, Meghan (PhD '12, political science)

Assistant Professor, School of Public Service, DePaul University
Meghan Condon

Meghan’s dissertation, for which she was awarded the American Political Science Association Experimental Research Section Best Dissertation Prize (2013), is titled “Practice Makes Participants: How Communication Skills Acquired in School Affect Political Engagement.” Meghan is an assistant professor in the School of Public Service at DePaul University. Her research examines how childhood disadvantage and inequality affect democratic engagement and how public policy can improve the lives of American children. Email: mcondon6@depaul.edu

 

Cowen, Joshua (PhD '08, political science)

Associate Professor of Education Policy, Michigan State University
Joshua Cowen

Joshua’s dissertation is titled “Bargain-Based Schooling: Teacher Unionization and American Education.” He was an assistant professor at the Martin School of Public Policy, University of Kentucky (2009-13), and is currently an associate professor of education policy in the College of Education at Michigan State University, as well as an associate editor for the journal Education Finance and Policy. Email: jcowen@msu.edu

 

Noelle CrooksCrooks, Noelle (PhD '14, psychology)

Assistant Professor of Behavioral Science, Broward College


Noelle received her doctorate in 2014 with the dissertation “Does Comparison Promote Gains in Conceptual Learning? The Case of Learning about Confidence Intervals.” She is an assistant professor of behavioral science at Broward College in Florida. Email: ncrooks@broward.edu

 

Dahill-Brown, Sara (PhD '12, political science)

Assistant Professor of Political Science, Wake Forest University
Sarah Dahill-Brown
Sara’s dissertation is titled “The State of American School Governance: Who's in Charge and Does It Matter?” Sara is an assistant professor of politics and international affairs at Wake Forest University. Her research and teaching interests in American politics focus on public policy, education, state and local government, and democratic accountability. She also teaches courses in quantitative research methods. Email: dahillse@wfu.edu

 

Engle, Par Jason (PhD '16, political science)Jason Engle

Dean for Organizational Learning, Columbia Basin College

Jason was a consultant for four years (2012-2016) at the Wisconsin Department of Public Instruction, Office of Educational Accountability. His dissertation (2016) is titled "Response Style in the Poltical Survey." In 2016, Jason accepted the position of Dean of Organizational Learning, a quantitative research/ evaluation administration position at Columbia Basin College, a community college in Pasco, Washington. Email: jengle@columbiabasin.edu

 

Fiel, Jeremy (PhD '15, sociology)

Assistant Professor of Sociology, University of ArizonaJeremy Fiel

Jeremy's dissertation is titled "Different Sides of the Track, or Different Tracks? Socioeconomic Disparities in Processes of Development and Educational Attainment." His research interests include educational inequality and social stratification, with particular interests in contemporary school segregation and in the role of child development in intergenerational stratification. Jeremy is now an assistant professor of sociology at the University of Arizona. Website: http://www.ssc.wisc.edu/~jfiel/
Email: jfiel@email.arizona.edu



Rachel FishFish, Rachel (PhD '15, sociology)

Assistant Professor of Special Education, New York University

Rachel's dissertation on "Racial Dispropotionality in Special Education" examines institutional contexts and mechanisms that produce racial disproportionality in special education and gifted/talented services. She is a postdoctoral fellow at the University of Notre Dame, and has accepted a tenure track position at New York University starting in fall 2016.
Email: rachel.fish.15@nd.edu
Website: http://www.rachelelizabethfish.com/


Fleming, David (PhD '09, political science)

Associate Professor of Political Science, Furman University
David Fleming
David’s dissertation is titled “Parents and Politics: How Parenthood and Education Policy Shape Civic and Political Behavior.” He is currently an associate professor at Furman University in Greenville, SC, where he teaches courses in American politics, political analysis, and public policy. David’s research interests include education policy, civic education, and political participation. Through his association with the Riley Institute at Furman University, David is a co-investigator on a five-year evaluation of public Montessori schools in South Carolina. Email: david.fleming@furman.edu

 

Mandy GaulkeGaulke, Mandy (PhD '15, economics)

Assistant Professor of Economics, Kansas State University

Mandy's dissertation "Essays on Enrollment and Persistence in Higher Education" focuses on three topics: 1) the role of credit constraints; 2) whether in-state tuition for undocumented immigrants leads to crowding out of native students in postsecondary education; 3) bachelor's degree recipients and enrollment in training programs. Mandy is an assistant professor of economics at Kansas State University. Email: gaulke@ksu.edu

 

Grigg, Jeffrey (PhD '14, sociology)

Assistant Professor, Johns Hopkins University, School of Education

Jeffrey Grigg

Jeffrey’s doctoral dissertation is titled “Student Mobility, Identity Threat, and Self-Affirmation.” Jeffrey is an assistant professor affiliated with the Center for Social Organization of Schools and the Baltimore Education Research Consortium (BERC) at the Johns Hopkins School of Education. Email: jgrigg1@jhu.edu

 

Hanselman, Paul (PhD '14, sociology)

Paul HanselmanAssistant Professor of Sociology, The University of California, Irvine

Paul’s dissertation is titled “Teacher Effectiveness and Equality of Educational Opportunity.” He is interested in how the structures of formal schooling contribute to broader patterns of racial and socio-economic inequality. His research identifies the causal effects of specific features of schooling with a particular emphasis on whether and how these features impact different types of students differently. Paul wa a postdoctoral fellow 2014-16 in the School of Education at UC-Irvine, with Greg Duncan's "Human Capital Interventions across Childhood and Adolescence" project. In 2016-2017 he was a postdoctoral fellow at the University of Texas at Austin in the Populations Research Center. Paul will be an Assistant Professor at the University of California, Irvine in 2017-2018. He will be member of an interdisciplinary cluster entitled "Restoring Opportunity through Educational Interventions". Email: paul.hanselman@gmail.com

 

Haskins, Anna (PhD '13, sociology)

Assistant Professor of Sociology, Cornell University
Anna Haskins

Anna’s dissertation is titled “Mass Imprisonment, Educational Inequality, and the Intergenerational Transmission of Disadvantage: Effects of Paternal Incarceration on Children’s Educational Outcomes and School Contexts.” Her research agenda revolves around coming to a better understanding of the development, persistence, and later-life social implications of educational disparities by race and class, and the role these inequities play in the transmission of inequality or opportunity from one generation to the next. In 2013-14, Anna was a postdoctoral fellow at Columbia University. She became an assistant professor of sociology at Cornell in fall 2014. Email: arh96@cornell.edu

 

Hattikudur, Shanta (PhD '11, psychology)

Assistant Professor of Educational Psychology, Temple University

Shanta Hattikudur

Shanta’s dissertation is titled “Comparing Concepts and Procedures in Math Instruction.” She is an assistant professor of educational psychology at Temple University. Shanta’s areas of interest include comparison in mathematical learning; mechanisms of learning; learning concepts and procedures; and developmental psychology for educators. Email: shanta.hattikudur@temple.edu

 

Hulleman, Chris (PhD '07, psychology)

Associate Professor, Curry School of Education, University of Virginia
Chris Hulleman

Research Chris conducted for his dissertation “The Role of Utility Value in the Development of Interest and Achievement" was published in the journal Science (2009). He was an IES Postdoctoral Fellow in the Peabody College of Education at Vanderbilt University (2007-2009), and an assistant professor at James Madison University (2009-2012). Chris is currently a research associate professor in the Curry School of Education at the University of Virginia. In 2014-15 he was on sabbatical at Stanford, where he was an inaugural fellow for an interdisciplinary scholars network, housed at the Center for Advanced Study of Behavioral Sciences and dedicated to improving student outcomes and expanding educational opportunity by advancing our scientific understanding of students’ mindsets about learning and school. He also helped launch a national researcher-practitioner partnership network, coordinated by the Carnegie Foundation for the Advancement of Teaching, that focuses on translating the latest knowledge about the social psychology of student motivation into teaching practices. Email: chris.hulleman@virginia.edu

 

Knowles, Jared (PhD '15, political science)

Policy Research Advisor, Wisconsin Department of Public InstructionJared Knowles

Jared's dissertation is titled "School Boards and the Democratic Promise." In it, he examines the response of voters, candidates, and elected officials in school districts and on school boards to the passage of Wisconsin Act 10 and the 2011-13 biennial budget, which greatly changed the relationship between school boards and their employees. Since 2013, Jared has been working as a policy research advisor at the Wisconsin Department of Public Instruction. Email: jeknowles@wisc.edu
Website: http://www.jaredknowles.com/

 

Lavery, Lesley (PhD '11, political science)

Assistant Professor of Political Science, Macalester College
Lesley Lavery

Lesley’s dissertation is titled “Lessons Learned: Parent Policy Feedback and No Child Left Behind.” Her interests include American politics, political behavior, civic engagement and public policy. Her scholarship focuses specifically on the ways in which policy may influence political engagement and participation. Using No Child Left Behind as a lens, she recently examined parents’ views on schools, education policy and government, adding to a growing body research that suggest that public policies shape citizens’ beliefs about their place in and value to society. She is an assistant professor of political science at Macalester College. Email: llavery@macalester.edu

 

Mader, Nicholas (PhD '10, economics)

Senior Researcher, University of Chicago
Nicolas Mader

Nick’s dissertation is titled “School Choice, Competition and Quality--Evidence from the Milwaukee Parental Choice Program.” Nick is the co-organizer and research head of the Integrated Evaluation Project for Youth Support Service Providers in Chicago, working with a diverse coalition of non-profit providers to broker data linkages with city agencies, develop and apply quantitative methods for measuring impacts, and develop processes for enriching quantitative data to on-the-ground practices at providers’ sites around Chicago. Email: nsmader@gmail.com


Ryne MarksteinerMarksteiner, Ryne (PhD '16, economics)

Federal Trade Commission, Washington, DC

Ryne has accepted a position as an Economist for the Federal Trade Commission, Bureau of Consumer Protection, in Washington, DC. In his dissertation “Essays in Public Economics” he investigates the effects of removing state postsecondary grant aid eligibility, faculty role models and undergraduate major choice, and causal spousal health spillover effects and implications for program evaluation. Email: marksteiner@wisc.edu

 

McCarty, Alyn Turner (PhD '14, sociology)

Alyn TurnerPostdoctoral Fellow, University of Wisconsin-Madison

Alyn’s dissertation is titled “The Role of Parent Social Resources in High Poverty Schools and the Promise of Family Engagement Programs for Reducing Income-Related Inequality in Children's Mental Health and Academic Skills.” She is a postdoctoral trainee in the Center for Women's Health and Health Disparities Research at the University of Wisconsin-Madison. Her research uses a wide range of quantitative methods, with a particular focus on careful attention to causal inference, to explore core questions in social stratification and medical sociology. Email: aturner@ssc.wisc.edu ; website: http://alynturnermccarty.com/

 

Hannah MillerMiller, Hannah (PhD '16, sociology)

Senior Analyst, Abt Associates

Hannah is a senior analyst in the Social and Economic Policy Division of Abt Associates, a global research firm in Cambridge, MA. Her dissertation is titled "Gender, Racial/Ethnic, and Socioeconomic Inequalities in U.S. High Schools: How School Resources Affect Disparities in Educational Achievement and Attainment." Hannah's future research interests include educational and social policy; children’s and families’ wellbeing; and gender, race, and socioeconomic inequalities in educational achievement and attainment. Email: Hannah.kathleen.miller@gmail.com
Website: www.hannahkmiller.com

 

Prather, Richard (PhD '09, psychology)

Assistant Professor of Human Development and Quantitative Methodology, University of Maryland
Richard Prather

Richard’s dissertation is titled “Acquisition of Arithmetic Principles through Structured Input.” After graduation, Richard held a postdoctoral fellowship at Indiana University. Richard is now an assistant professor at the University of Maryland’s College of Education, Department of Human Development and Quantitative Methodology. The Prather Lab investigates children's neurocognitive development with a primary focus on "mathematical cognition" and related processes. In addition to laboratory based experiments Richard also works in schools to develop interventions to improve children's mathematics performance. Email: prather1@umd.edu

 

Rangel, David (PhD '16, sociology)David Rangel

Assistant Professor, Brown University

David wrote his dissertation on "Parental Relationships and Social Capital in the School-Community Context: A Multiple Method Study with Under-resourced Mexican-origin Families." His multi-method approach draws on qualitative and quantitative data from a cluster-randomized controlled field trial in under-resourced, Latino school-communities. David is an Assistant Professor of Education at Brown University. Email: david_rangel@brown.edu

 

Anne RiggsRiggs, Anne (PhD '16, psychology)

Assistant Professor, Western Washington University

Anne’s dissertation “Children’s Inferences about the Scope of Social Information” investigates the cognitive mechanisms underlying children’s ability to form scope inferences independently and, in turn, how those inferences affect their generalization, memory and adoption of social behavior. She is an assistant professor at Western Washington University in Bellingham, WA. Email: Anne.Riggs@wwu.edu

 

Rozek, Chris (PhD '14, psychology)

Postdoctoral Scholar, University of Chicago
Chris Rozek

Chris’s doctoral dissertation is titled “Learning Can Be Stressful: The Role of Cognitive Appraisals and Cortisol Trajectories in Learning and Interest Development.” Chris was a postdoctoral researcher at the University of Wisconsin-Madison in 2014-15. He worked with Geoffrey Borman on the Madison Writing and Achievement Project, an efficacy trial designed to reduce stereotype threat vulnerability and close academic performance gaps. Starting in fall 2015, Chris will be a postdoctoral scholar in psychology at the University of Chicago, working with Sian Beilock in the Human Performance Lab. Email: crozek@uchicago.edu

 

Schrager, Sheree (PhD '08, psychology)

Director of Research, Childrens Hospital Los Angeles
Sheree Schrager
Sheree’s dissertation is titled “Competition, Achievement Goals, and Motivation: A Multiple-Context Process Model.” She is the Co-Investigator of two NIDA-funded R01 grants to study substance abuse among child welfare involved teens and medical marijuana use among adolescents and young adults in Los Angeles County. Her key research areas include: maternal mental health and its role in infant outcomes; primary care for children with special health care needs; biopsychosocial outcomes of transgender youth and adolescents; and health, functioning, and risk behavior among high-risk adolescents and young adults. Email: sschrager@chla.usc.edu

 

Schudde, Lauren (PhD '13, sociology)

Assistant Professor, College of Education, The University of Texas at Austin
Lauren Schudde

Lauren’s dissertation is titled “Heterogeneous Treatment Effects in Higher Education: Exploring Variation in the Effects of College Experiences on Student Success.” She was a postdoctoral fellow 2013-15 at Columbia University, where she studied processes that contribute to socioeconomic inequalities in postsecondary degree attainment and labor market outcomes. Her research with the Center for Analysis of Postsecondary Education and Employment focuses on labor market returns associated with different college pathways and student experiences. She is now an Assistant Professor in the College of Education at The University of Texas at Austin. Email: schudde@austin.utexas.edu

 

Shager, Hilary (PhD '12, social welfare)

Associate Director, LaFollette School of Public Affairs,
University of Wisconsin-Madison

Hilary Shager

Hilary’s dissertation is titled “What Role Do Peer Effects Play in Early Childhood Education? Evidence from the 2003 Head Start Family and Child Experiences Survey (FACES).” In 2011, Hilary began working as an advanced research analyst at the Wisconsin Department of Children and Families, and in 2014, she became the Associate Director of the LaFollette School of Public Affairs at the University of Wisconsin-Madison. Her research interests include early childhood education, poverty, and the intersection of education and social welfare policy. Email: hshager@wisc.edu

 

Arnie ShoberShober, Arnold (PhD '06, political science)

Associate Professor of Government, Lawrence University

Arnold’s dissertation is titled “Building Government: Autonomy and Scope in State Departments of Education, 1981-2001.” Arnold joined the faculty of Lawrence University in 2006. His scholarship focuses on public policy, particularly higher education and K-12 education, as well as local and state government and American political development. He has authored two books on education policy--Splintered Accountability: State Governance and Education Reform (2010) and The Democratic Dilemma of American Education: Out of Many, One? (2012)--and is currently completing a third that examines the policies and politics surrounding Common Core. Email: arnold.shober@lawrence.edu

 

Shoji, Megan (PhD '14, sociology)

Researcher, Mathematica Policy Research

Megan Shoji

Megan’s doctoral dissertation is titled “Nice to Meet You? Exploring the Development of Supportive Parent-School Relationships in Low-Income Latino Communities.” Her research focuses on identifying mechanisms of educational stratification and areas of potential intervention. Megan is a researcher at Mathematica Policy Research in Cambridge, MA. Email: MShoji@mathematica-mpr.com

 

Pooja SidneySidney, Pooja (PhD '16, psychology)

Starting in fall 2016, Pooja will be a postdoctoral fellow at Kent State University, working with Dr. Clarissa Thompson. Her dissertation, "Does New Learning Provide New Perspectives on Familiar Concepts? Exploring the Role of Analogical Instruction in Conceptual Change in Arithmetic," examines the hypothesis that children’s prior arithmetic knowledge becomes reorganized as they gain more arithmetic experience.
Email: pgupta6@wisc.edu

 

James TopitzesTopitzes, James Dimitri (PhD '06, social welfare)

Associate Professor of Social Welfare, University of Wisconsin-Milwaukee

Dimitri’s dissertation is titled “The Effects of Child Maltreatment on Adult Crime: An Examination of a Long-Term Development Model.” He is an associate professor at the Helen Bader School of Social Welfare at the University of Wisconsin-Milwaukee. Dimitri has conducted research in the following substantive areas: the long-term effects of child maltreatment, interventions aimed at preventing or treating early psychological trauma, and the long-term impacts of an early childhood intervention. He has also studied the social determinants of health, tracking the influence of educational experiences and childhood traumas on behavioral health outcomes. Email: topitzes@uwm.edu

 

Jessa ValentineValentine, Jessa (PhD '15, sociology)

Managing Consultant, DVP-PRAXIS LTD.

Jessa's dissertation is titled "All or Nothing? The Varied Benefits of Sub-Baccalaureate Credits and Credentials in a College-for-All Era." Based on survey and postsecondary transcript data from the National Longitudinal Survey of Youth 1997 cohort,she assesses 2008-2011 wage and employment returns to education for a sample of men and women enrolling in college in the late 1990s and into the first decade of the 2000s, addressing the question: What is the payoff to sub-baccalaureate credits and credentials in a college-for-all era? Jessa is a managing consultant with DVP-PRAXIS LTD, a consulting firm that specializes in evaluation of higher education programs and initiatives.
Email: jessa@ssc.wisc.edu
Profile: https://www.linkedin.com/pub/jessa-lewis-valentine/3a/ba0/203

 

Andrew YoungYoung, Andrew (PhD '16, psychology)

Postdoctoral Fellow, Occidental College

Andrew graduated in 2016 and will be a postdoctoral fellow at Occidental College, working with Dr. Andrew Shtulman.
Email: agyoung2@wisc.edu