Peabody colloquium series focuses on K-12 and higher education policyOct. 24, 2018, 10:46 AM
Vanderbilt’s Peabody College of education and human development kicked off a yearlong series of colloquiums in the Department of Leadership, Policy, and Organizations in September.
The first event held on September 19 was a lecture by Richard J. Reddick, associate professor in educational leadership and policy at the University of Texas at Austin. Additional guest speakers in October have included Preston Green, professor of educational leadership and law at the University of Connecticut, and Ebony Bridwell-Mitchell, associate professor of education at the Harvard Graduate School of Education.
Throughout the series, leading and emerging scholars from around the country will present their work on timely issues in education policy, including constraints on educational organizations from mixed methodological perspectives, social contexts of education policy from qualitative and mixed methodological perspectives, issues of race and school discipline.
All presentations take place in Room 241 of One Magnolia Circle, which also houses the Vanderbilt Kennedy Center and the Department of Special Education.
The schedule for upcoming colloquiums is as follows:
Feb. 6, 2019
Janine de Novais, assistant professor at the University of Delaware School of Education
De Novais’ work sits at the intersection of race, culture, democracy and education. In 2016, she was one of nine scholars honored by the American Educational Research Association as “Promising Minority Scholars” and as an NAEd/Spencer Dissertation Fellowship semi-finalist. She has served on the editorial board of the “Harvard Educational Review” (2012-14), and on the Dean’s Advisory Committee for Equity and Diversity at HGSE (2014-15). Before coming to Delaware, she was a lecturer at the Harvard Graduate School of Education and previously an associate director of Columbia University’s Center for the Core Curriculum. She received her doctorate from the Harvard Graduate School of Education in 2017 and her B.A. in sociology from Columbia University.
Feb. 27, 2019
Adela Soliz, assistant professor of higher education and public policy at Peabody College
Prior to coming to Vanderbilt, Soliz was a fellow at the Brookings Institution’s Brown Center on Education Policy. Her research focuses on policies affecting student success at public community colleges. Some of her current projects include studies on the effects of for-profit enrollment growth on community college behavior, the effects of working during college on students’ academic outcomes, and whether state transfer and articulation policies promote community college student transfer. Soliz received an Ed.D. in quantitative policy analysis in education (economics) from the Harvard Graduate School of Education. She also holds a master’s degree in international educational development and a B.A. in anthropology.
Feb. 27, 2019
Will Doyle, associate professor of higher education at Peabody College
Doyle’s research includes evaluating the impact of higher education policy, the antecedents and outcomes of higher education policy at the state level, and the study of political behavior as it affects higher education. Prior to joining the faculty at Vanderbilt, he was senior policy analyst at the National Center for Public Policy and Higher Education. Doyle received a master’s degree in political science and a doctorate in higher education administration from Stanford University in 2004. Doyle’s recent work has explored the link between geographic opportunity for higher education and its impact on both earnings and civic outcomes. His recent policy-related work has examined the status of college affordability in every sector of higher education in all 50 states.
March 13, 2019
Deondra Rose, assistant professor at the Duke University Sanford School of Public Policy with a secondary appointment in the Department of Political Science
Rose’s research focuses on the feedback effects of landmark social policies on the American political landscape. In addition to U.S. public/social policy, her research and teaching interests include higher education policy, American political development, political behavior, identity politics and inequality. She is the author of Citizens by Degree: Higher Education Policy and the Changing Gender Dynamics of American Citizenship (Oxford University Press, 2018), which examines the development of landmark U.S. higher education policies and their impact on the progress that women have made since the mid-20th century.
April 17, 2019
Simone Ispa-Landa, assistant professor in the School of Education and Social Policy and Sociology at Northwestern University
Ispa-Landa is a fellow at Northwestern’s Institute for Policy Research. She is a William T. Grant Scholar (2018-23) and was a Spencer Dissertation Fellow (2009-10). Her scholarship concerns the sociology of education, race and gender, and punishment and stigma. Her work advances theoretical models about how race, gender and inequality are linked within schooling and criminal justice contexts. She is interested in understanding how individuals and groups respond to stigma and discrimination, maintain the meaning systems that support it, and seek to overcome its negative consequences.
This is an edited version of an announcement that appeared previously on myVU.