The analytics council provides insight about data collection, storage, and analysis of complex sets of data, including an examination of identity intersectionality as well as institutional climate and culture. These promising practices are used to establish guidelines for institutions wishing to begin self-assessment.
Becky Wai-Ling Packard
Becky Wai-Ling Packard, PhD, a recipient of the Presidential Early Career Award for Scientists and Engineers, is Professor of Psychology and Education at Mount Holyoke College. Previously, she served as Chancellor's Leadership Fellow in Residence at University of Massachusetts-Amherst working on equity and inclusion initiatives and a faculty fellow at the University of Michigan working on inclusive climate in STEMM departments. Recently, she studied policy levers in Ireland, including the Athena SWAN initiative. Over the past twenty years, Packard’s research has focused on the mentoring and persistence of students in STEMM fields, and she has worked with over 60 higher education institutions on improving classroom and campus climate.
Jillian Kinzie, PhD, is Associate Director, Center for Postsecondary Research and the National Survey of Student Engagement (NSSE) Institute, Indiana University School of Education. She conducts research and leads project activities on effective use of student engagement data to improve educational quality, and serves as senior scholar with the National Institute for Learning Outcomes Assessment (NILOA) project. She is co-author of Assessment in Student Affairs (2016), Using Evidence of Student Learning to Improve Higher Education (2015), Student Success in College (2005/2010), and One Size Does Not Fit All: Traditional and Innovative Models of Student Affairs Practice (2008/2014). She is co-editor of New Directions in Higher Education and serves on the boards of the Washington Internship Institute, and the Gardner Institute for Excellence in Undergraduate Education. She received the Robert J. Menges Honored Presentation by the Professional Organizational Development (POD) Network in 2005 and 2011. Kinzie earned her PhD from Indiana University in higher education with a minor in women’s studies. Prior to this, she served on the faculty of Indiana University and coordinated the master’s program in higher education and student affairs. She also worked in academic and student affairs at Miami University and Case Western Reserve University.
Lou Gross, PhD, is a leader in the application of mathematical modeling in various areas of biology. Methods applied cover the breadth of applied mathematics, with particular expertise in dynamical systems, stochastic processes, agent-based modeling and parallel computation. Over the past three decades, he has directed and organized many short courses and workshops devoted to enhancing the quantitative training of life scientists, and as Director of the National Institute for Mathematical and Biological Synthesis he oversees one of the leading international centers for research and education at the interface of mathematics and biology. His role in this project is to provide advice to the key faculty involved from several different University units, to direct the efforts of the two staff members acting as project manager and as project evaluation facilitator, and to link this effort to the variety of ones he is involved with around the US that are focused on enhancing the quantitative education of biologists.
Marco Molinaro, PhD, is the Assistant Vice Provost for Educational Effectiveness at University of California Davis where he created and oversees the Center for Educational Effectiveness (CEE). The CEE team empowers instructors and staff, improving the educational system and fostering educational innovation and discovery, all in service of removing disparities in undergraduate student outcomes while maximizing learning. Molinaro is Co-PI of the Howard Hughes Medical Institute Inclusive Excellence project to ensure that all STEMM students have the opportunity to pursue and excel in STEMM fields through the efforts of dedicated and informed instructors utilizing evidence-based instructional practices. He also serves on multiple national committees involved in higher education reform and diversity.
Travis T. York, Ph.D., is the Director of Inclusive STEMM Ecosystems for Equity & Diversity (ISEED) at the American Association for the Advancement of Science (AAAS). Dr. York’s research and work focus on catalyzing and sustaining systemic change and transformation to achieve inclusive and equitable access and progress through STEM pathways into the STEM workforce. Within AAAS, Dr. York provides leadership to a talented team who collaborate to create change in over 20 grant-funded projects and initiatives spanning all STEMM fields and the entire educational pathway including AAAS’s SEA Change Initiative, Science in the Classroom, ARISE Network, S-STEM Initiative, L’Oreal USA Women in Science Fellowships, and HBCU Making & Innovation Showcase.
Currently, Dr. York is a Co-PI on NSF INCLUDES Aspire Alliance - an effort to develop a more inclusive and diversified STEM faculty; and serves as a Co-PI on a U.S. Department of Education IES Assessment Grant titled, Affording Degree Completion: A Study of Completion Grants at Accessible Public Universities in collaboration with the Coalition of Urban Serving Universities and Temple University’s Hope Center for College, Community, & Justice. Dr. York has authored numerous peer-reviewed articles and book chapters, and his most recent article, Completion Grants: A multi-method examination of institutional practice, is available in the Journal of Student Financial Aid. Dr. York is active within several professional associations and serves on the editorial review board of the Journal of Diversity in Higher Education.
Dr. York, a native of Charleston, South Carolina, received his Ph.D. in Higher Education Administration from The Pennsylvania State University, masters in Higher Education and bachelors with distinction from Geneva College. Dr. York also studied at Oxford University’s Center for Medieval & Renaissance Studies through Keble College in 2003-04. Dr. York also supports AAAS’s Committee on Opportunities in Science, which advises the association on matters related to increasing the representation of women and minorities in science, engineering, and related fields.