The current post-baccalaureate fellows support the work of analytics, project management and program support, networked improvement science, and communications.
2018 – 2020 Fellows
As a networked improvement science post-baccalaureate fellow, I support the Foundation with field-building initiatives, specifically with professional education course development and new business inquiries. Before Carnegie, I graduated from Seattle Pacific University with degrees in psychology and political science. After graduation, I spent two years serving in the Seattle School District where I used climate data to track discipline and attendance disproportionality to help close opportunity gaps for Seattle students. My interests include strategic planning, education policy, and equity-centered student and community activism.
As a post-baccalaureate fellow working in the in analytics department, I code, clean, and analyze data, and prepare reports to support the improvement efforts of various organizations. I attended Clark University where I double majored in sociology and psychology and earned my MAT in Elementary Education. Prior to coming to the Carnegie Foundation, I worked as an English as a second language teacher in the Worcester Public Schools.
2017 – 2019 Fellows
As a post-baccalaureate fellow in communications, I manage social media, design graphic elements for presentations and outreach, and support the team in our efforts to bring improvement work to life through written and visual media. My work also involves supporting social media, material design, and video editing for events including the Spotlight on Continuous Improvement in Education and the Carnegie Summit. I have a passion for story theory and the power of storytelling to illustrate improvement journeys in a tangible way. Before my time at Carnegie, I earned a bachelor’s degree in English and communications from the University of Massachusetts, a combination I like to term “new media storytelling.”
As a post-baccalaureate fellow working under project management and program support, I support developing networks through communication, logistics, and knowledge management. Through my work I enjoy learning about the processes involved in network initiation, and about improvement science as it is implemented on the ground by educational practitioners. I look forward to learning more about supporting and sustaining the work of Networked Improvement Communities (NICs). Prior to joining Carnegie, I received my bachelor’s degree in American studies from Scripps College, and worked as a program coordinator for a non-profit providing after school programming to LAUSD students and families.
As a post-baccalaureate fellow in project management and program support, I support two main projects: the Summit on Improvement in Education and Carnegie’s partnership with the California County Offices of Education (CA COE). For the Summit, I work primarily in registration, sponsorships, and outreach. For CA COE, I support the planning and execution of improvement science trainings in Southern, Central, and Northern California. I am excited about exploring systems thinking and how education policy can increase equity in education. Prior to Carnegie, I graduated from Boston University, where I studied English, English education, and English as a second language.
As a post-baccalaureate fellow in networked improvement science, I support the Foundation’s higher education field building efforts and learning resource projects. I am involved in the development of a repository of improvement science teaching materials and in the coordination of two initiatives to further integrate improvement science into education leadership programs. Before Carnegie, I graduated from Kenyon College with a degree in anthropology and served as a Princeton in Latin America fellow in Mexico, where I worked on instructor training and course evaluation and design.
To contact a current fellow, please email PostBacFellowship@CarnegieFoundation.org and include the fellow’s name in the subject line.
As a post-baccalaureate fellow in project management and program support, I supported the trainings and workshops to help educators and administrators around the country build their capacity for learning to improve. Before Carnegie, I graduated from the University of San Diego with a degree in English and spent two years working with the California State University system office as an AmeriCorps VISTA member and Leader.
As the post-baccalaureate bellow for Carnegie Math Pathways, I supported community college leaders and faculty leaders in spreading and scaling the Pathways. I graduated from the University of Chicago with a BA in public policy.
As the post-baccalaureate fellow for collaborative technology, I provided support for information and user management across the Pathways networks and within the foundation. Before joining the Carnegie Foundation, I attended the University of California, Irvine where I focused on the development of educational iPad games for children as I pursued a degree in studio art with minors in digital arts and education. Also prior to Carnegie, I worked as a graphic designer for a marketing company in Salinas, California.
As a post-baccalaureate fellow, I supported the analytics needs for the Carnegie Math Pathways. My role comprised data manipulation, analysis, and visualization. I graduated with a BA in psychology from the University of California, Berkeley and have been an online course assistant for the Greater Good Science Center located in Berkeley.
Haley McNamara was a post-baccalaureate fellow for Advancing Quality Teaching (AQT) at the Carnegie Foundation. She earned a BS in psychology from UCLA in the summer of 2014, and focused her undergraduate thesis work on the intersection of psychology and education within the context of college-level mathematics classrooms. At the Foundation, Haley split her time between 1. working alongside Ann Edwards and Dan Ray in applying improvement science methodology to the faculty support program, and 2. Serving as a team lead for Staying Strong alongside Rachel Beattie.
As the external offerings and partnerships (XOP) post-baccalaureate fellow, I supported the coordination and communication in the Foundation’s network offerings such as the Learning Lab, Higher Education Network, California Networks, and Summit on Improvement in Education. Prior to Carnegie, I graduated from the University of California, San Diego and worked as a program associate in Oakland focusing on college access and success.
As the Student Agency Improvement Community (SAIC) post-baccalaureate fellow, I supported the knowledge management, analytics, improvement science, research, logistics, and program improvement of SAIC. Every day I had the opportunity to tackle the challenge of working to learn, test, and disseminate best practices informed by psychological research, while staying user-centered by always keeping practitioners in the forefront of the work. Prior to Carnegie, I graduated from James Madison University where I pursued my BS in psychology with a minor in statistics.
Natalie was the liaison between the network instructors and the Foundation. She provided holistic support to the faculty by leading monthly check-in calls, ensuring online materials were error-free and accessible, welcoming new members into the network, and resolving issues as they came up. She enjoyed working directly with the faculty and strove to incorporate their voice into all of her work. Natalie attended Seattle University, where she studied economics and development.
As the materials development post-baccalaureate fellow, I will be working extensively to incorporate the lesson materials and out-of-class exercises of the Community College Pathways into the online platform. I have also enjoyed writing and editing lesson components and will continue to do so in preparation for a new release next year. Before joining Carnegie Foundation I studied biomedical engineering at Vanderbilt University
At the Carnegie Foundation, Stephanie greatly enjoyed working with the improvement science team on research that is designed to improve practice and that has real applications for practitioners. This included supporting Pathways networked improvement communities faculty in running iterative inquiry cycles in their classrooms, and using formative assessment data to drive curricular improvements. Stephanie graduated with a BA in linguistics from Stanford University, where she conducted research in linguistically diverse classrooms to inform culturally relevant pedagogy.
As the former collaborative technology post-baccalaureate fellow, Joanna provided support for user and data management across the Pathways networks and the foundation itself. She worked on two major projects: 1) to ideate design principles for recreating classroom face to face teaching concepts to the online environment via a digital platform and 2) to deploy a new collaborative platform to facilitate better communication and collaboration among internal and external users. Joanna graduated from UC San Diego with a degree in cognitive science with a specialization in human computer interaction and a minor in public service – social issues track.
I collaborated with the analytics team to organize, analyze and visualize institutional data from Carnegie’s NIC partners. During my time here, I have greatly enjoyed working on the issue of education reform under a quantitative lens. Prior to joining the post-baccalaureate program, I majored in psychology/political science at Emory University and served preschool classrooms as a Jumpstart Corps Member.
Working with the communications team, I have been excited to aid with the development and creation of a completely new website for the Carnegie Foundation to better capture our current work and its impact. It has been a fantastic opportunity to development new skills and get to learn about all aspects of the foundation’s work. In May 2013, I graduated from Harvard with a degree in Social Anthropology with a focus on education in China.
Iris’ favorite project as a previous fellow was creating a video tour that is used to onboard new instructors in the Community College Pathways program. This video is an overview of class activities that are geared toward reducing the non-cognitive barriers that exist for students in developmental math courses. She really enjoyed the opportunity to share what productive persistence is all about in a way that will have a substantial impact in the classroom and for the Pathways program overall. Iris majored in psychology at Harvard University prior to joining the Carnegie Foundation in July as the productive persistence post-baccalaureate fellow.
As a post-baccalaureate fellow working primarily with the Building a Teaching Effectiveness Network, I have learned a lot about improvement science and how it can be applied to educational issues I feel passionate about. One of my most rewarding experiences so far has been to work on a 90 Day-Cycle research project and then “test” our early findings with a group of 35 school leaders at our network meeting. I really enjoyed interacting with the practitioners and hearing their responses to our work. Before joining Carnegie, I taught high school ESL for two years with Teach For America in San Antonio, Texas.
As the post-baccalaureate fellow for network development, I worked closely with the Carnegie Math Pathways program and the analytics team to coordinate communication and collaboration between the Carnegie Foundation and its network partners. Previously, I was a laboratory coordinator at the Laboratory for the Neurodevelopment of Reading and Language at the University of Maryland, College Park.
I have really enjoyed helping with the development of our hybrid/online faculty preparation program. (A bit of background: Because the Community College Pathways include different curriculum [it’s not just a curriculum, but it is one component], there was a need to help teachers in our network’s community colleges to teach these Pathways. That’s what this faculty preparation program is.) Its development is ongoing but it’s been a lot of fun so far, and I’m really excited to find out what actual faculty think about it. Prior to Carnegie, I majored in psychology at UCLA and worked under Karen Givvin — one of our external partners— as an undergraduate research assistant.
At Carnegie, Allison worked on Quantway and Statway curriculum and materials development within the Community College Pathways program. She enjoyed writing several lessons and assessment items for students to use within the course. Allison studied math, psychology, and theatre at the George Washington University in Washington, DC and did some graduate coursework in math education at Columbia Teachers College.