2016 – 2018 Fellow
As a Post-Baccalaureate Fellow in External Offerings and Partnerships (XOP), I help educators and administrators around the country build their capacity for learning to improve by supporting trainings, knowledge management, and analytics for Networked Improvement Communities (NICs). Specifically, I work closely with Reach Higher Shasta, the Central Valley NIC, and the Tennessee Early Literacy Network, and I’m excited to continue learning from the wealth of knowledge my colleagues and mentors bring. 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.
2015 – 2017 Fellows
As the Post-Baccalaureate Fellow for Carnegie Math Pathways, I support community college leaders and faculty leaders in spreading and scaling the Pathways. I recently graduated from the University of Chicago with a B.A. in Public Policy and am in the process of applying to Education Policy graduate schools to study institutional change and rigorous continuous improvement methods.
As the Post-Baccalaureate for Collaborative technology, I provide support for information and user management across the Pathways networks and within the foundation. I am excited to learn about innovative ways I can use technology to showcase the collective efforts of the foundation and establish a reliable knowledge base for users. 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 support the analytics needs for the Carnegie Math Pathways. My role comprises data manipulation, analysis, and visualization. I graduated with a B.A. 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 is 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 splits 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 support 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. I am excited to study the ways in which Networked Improvement Communities (NICs) are initiated and sustained. 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 support the knowledge management, analytics, improvement science, research, logistics, and program improvement of SAIC. Every day I have 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 B.S. in Psychology with a minor in Statistics.
To contact a current fellow, please email PostBacFellowship@CarnegieFoundation.org and include the fellow’s name in the subject line.
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 B.A. in Linguistics from Stanford University, where she conducted research in linguistically diverse classrooms to inform culturally relevant pedagogy.
As the former Collaborative Technology Post-Bacc 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-Bac 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, D.C. and did some graduate coursework in math education at Columbia Teachers College.