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Speaker Series

The Saint Louis University Education Speaker Series was initiated in 2018 by SLU's School of Education and the Office of the Vice President for Research. 

Lectures are presented on the SLU campus approximately monthly on current topics in the world of education policy. Speakers include researchers and practitioners from around the country who are actively engaged in education or in education research.

The objective of the speaker series is to generate discussion and promote interest in issues related to education policy and to create an opportunity for SLU faculty and students to interact with leaders in the field of education. 

Each lecture will be preceded by a lunch at 11:30 a.m., with the lecture starting at noon. Please email elizabeth.nutt@slu.edu with any questions.

Upcoming Speakers

 

March 5, 2020: Brian Kisida, Ph.D.

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Lecture Title: The Benefits of Arts Education
Location:
Sinquefield State Room, DuBourg Hall room 409
Time: Lunch served at 11:30 a.m., lecture at 12 p.m.

Brian Kisida is an Assistant Professor in the Truman School of Public Affairs at the University of Missouri. He focuses on education policy, experimental design, and causal inference. His research has examined the broad educational benefits of school partnerships with cultural institutions and community arts organizations, teacher diversity, and school integration. His work has been cited in congressional testimony before the U.S. House and Senate, and it has appeared in numerous media outlets, including The New York Times, USA Today, The Washington Post, The Wall Street Journal, and CNN.

Suggested Readings:

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April 23, 2020: Catherine Compton-Lilly, Ed.D.

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Lecture Title: Meaning-Making over Time: Methodologies and Possibilities
Location: Sinquefield State Room, DuBourg Hall room 409
Time: Lunch served at 11:30 a.m., lecture at 12 p.m.

Catherine Compton-Lilly is the John C. Hungerpiller Professor at the University of South Carolina where she teaches courses in literacy studies and works with local educators. Her past research followed eight of her former first grade students through high school. In a current study, now in its tenth year, she is exploring the longitudinal school experiences of children from immigrant families. Compton-Lilly has authored several books and many articles in major educational literacy journals including the Reading Research Quarterly, Research in the Teaching of English, Written Communication, and The Journal of Literacy Research. Her interests include examining how time operates as a contextual factor in children’s lives as they progress through school. 

Suggested Readings: Request a copy of the suggested readings.
  • The Emergence of Transnational Awareness Among Children in Immigrant Families
  • Intersectional Identity Negotiation: The Case of Young Immigrant Children
  • Revisiting Children and Families

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September 10, 2020: Michelle Fine, Ph.D.

Lecture Title: TBD
Location: Sinquefield State Room, DuBourg Hall room 409
Time: Lunch served at 11:30 a.m., lecture at 12 p.m.
 
Michelle Fine, Ph.D., is a Distinguished Professor of Critical Psychology, Women's Studies, American Studies, and Urban Education at the Graduate Center at The City University of New York. Her primary research interest is the study of social injustice: when injustice appears as fair or deserved, when it is resisted, and how it is negotiated by those who pay the most serious price for social inequities.
 
Suggested Readings:
  • TBD

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Loretta Prater, Ph.D., September 12, 2019
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Excessive Use of Force: An Educator Shares Research and Personal Experiences
 
Loretta Prater, Ph.D., is an author, a retired professor, and the former dean of the College of Health and Human Services at Southeast Missouri State University.

Suggested Reading:
"Excessive Use of Force: One Mother's Struggle Against Police Brutality and Misconduct," published by Rowman and Littlefield. To purchase, click here.

Howard Fuller, Ph.D.,October 17, 2019
Howard Fuller, Ph.D.
 

Considering School Choice through a Social Justice Lens  
and
Why We Need Committed & Talented Educators in Urban Schools (more than ever) 

Howard Fuller, Ph.D., is a Distinguished Professor of Education and the Director of the Institute for the Transformation of Learning (ITL) at Marquette University.

 Tiffany Anderson, Ed.D., November 15, 2019
Tiffany Anderson
 

Transformational Leadership: Eliminating Opportunity Gaps

Be inspired to think beyond the traditional methods used to disrupt poverty and low academic performance. Tiffany Anderson, Ed.D., will share inspirational stories that highlight strategies used to close opportunity gaps in schools resulting in improved achievement. Hear how staff members in three different school districts she led helped transform a school system to eliminate achievement gaps and meet over 90 percent of state standards. Anderson will share researched-based, tiered intervention systems of support that influence academic achievement and provide practical strategies that you can use to disrupt poverty and improve low academic performance. Participants will gain data-driven strategies that Anderson has successfully implemented and that have been highlighted nationally by universities, the New York Times, and the Washington Post.
 
Tiffany Anderson, Ed.D., is the Superintendent of Topeka Public Schools USD 501 and has been a public school educator for more than 24 years. Anderson will also be a keynote speaker at the 2019 ASCD Conference on November 9, 2019. She will be presenting, "Transforming Schools for Excellence Through Leadership: Eliminating Opportunity Gaps." 

Suggested Readings:

ASCD: Dispatch From Topeka: How Schools Can Carry Out the Promise of Brown v. Board
Heinemann Publishing: Equity Now: Realizing the Promise of Brown v. Board of Education

 

John Pijanowski, Ph.D., December 3, 2019
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Translating moral thinking into moral doing

Abstract: The judgment-action gap (the difficulty one often faces in moving from knowing to doing) has broad implications for all facets of how people navigate their personal and professional lives. The literature in public health, education, and ethics are replete with examples pointing to how the people who have already come to the conclusion of what they should do often fail to act on those decisions. Physical and emotional stressors, and contextual pressures, can heavily influence whether someone successfully moves from sound judgment to effective action. Self care and wellness are foundational to effective decision-making and ethical action, including those decisions that further support personal and public health. Therefore promoting self care and wellness are critical and foundational elements of how we help people make better choices, and ultimately act on those choices to improve their lives and the lives of others. This talk will focus on the implications of the judgment-action gap for the practice of educators.

John Pijanowski, Ph.D., is a current professor and former administrator with 25 years of experience. He regularly teaches classes at the University of Arkansas in the educational leadership program. He has also created several ethics courses including The Moral Mind in Action, Moral Courage, Teaching Character, and Leadership Ethics. Dr. Pijanowski's research and areas of expertise include ethics education, school leadership, and mindfulness and medication in education. He has led a National Science Foundation funded effort to develop ethics curriculum and teaching guides for future scientists and educators.

Shaun Dougherty, Ed.D., January 16, 2020
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 The Effects of Career and Technical Education: Evidence from the Connecticut Technical High School System

Dougherty presented a working paper, The Effects of Career and Technical Education: Evidence from the Connecticut Technical High School System. This paper estimates the causal effect of getting into and attending a set of specialized high schools that emphasize career and technical education. It estimates these effects on high school, college, and workforce outcomes using more than a decade’s worth of administrative data in a statewide system that serves nearly 10% of high school students in Connecticut.

Shaun M. Dougherty, Ed.D. is an associate professor of public policy and education at Vanderbilt’s Peabody College. His research emphasizes the use of quantitative research methods to evaluate the impact of educational policies and programs. He emphasizes understanding how the requirements, incentives and behaviors that those policies produce develop human capital.

Suggested Readings:
The Effects of Career and Technical Education: Evidence from the Connecticut Technical High School System

Michael Hayes, Ph.D., February 11, 2020
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The Effect of the New Jersey Superintendent Salary Cap on Superintendent Turnover

Abstract: Previous education policy research have examined possible explanations for why school leaders and teachers remain or leave their schools. One potentially important factor is salary. Interestingly, there has been only a few studies that have attempted to estimate the causal effect of salary reductions on school leaders. This study fills this gap through an analysis of a natural experiment in New Jersey. Starting in 2011, New Jersey set a salary cap for all future superintendent contracts based on student enrollment. The salary cap caused large and sudden reductions in base salaries for a significant number of NJ school superintendents in the initial year. Using a self-compiled dataset on NJ superintendent contracts, he finds that an additional $10,000 reduction in base salary due to the salary cap corresponds to a 16% increase in the likelihood of superintendent turnover. This is an important contribution to the field of educational administration because the study’s main finding suggests that the relationship between salary and turnover is quite strong for superintendents, especially those in districts with a relatively high number of at-risk students.

Brian Kisida is an assistant professor in the Truman School of Public Affairs at the University of Missouri. He focuses on education policy, experimental design, and causal inference. His research has examined the broad educational benefits of school partnerships with cultural institutions and community arts organizations, teacher diversity, and school integration. His work has been cited in congressional testimony before the U.S. House and Senate, and it has appeared in numerous media outlets, including The New York Times, USA Today, The Washington Post, The Wall Street Journal, and CNN.