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Hanna Campbell is the Chief of Staff, Director of Operations and Strategy at Student Experience Research Network (SERN). Prior to joining SERN, she was the Senior Manager, Education at The Moth, where she designed and led personal storytelling workshops for high school students and professional development opportunities for educators. Before her work with The Moth, Hanna served as a school operations leader. She worked as the Director of Operations for City School of the Arts, the Director of Operational Learning & Development for Achievement First, and a Director of Operations at Uncommon Schools. She started her career as a Teach For America corps member. Hanna earned her BA in English from Amherst College and her MS in Nonprofit Management from The New School.
Marisa Goldstein is the Research Officer at Student Experience Research Network (SERN). Prior to joining SERN, she was the Senior Associate at the Aspen Institute Education & Society Program, where she designed learning experiences and developed tools and resources for senior Congressional education staff, state policymakers, district practitioners, and national advocates on topics including the implementation of the Every Student Succeeds Act, educational equity, social-emotional development, and human capital policy. As a Team Leader at the National Council of Teacher Quality, she helped to produce the first-ever Teacher Prep Review, which published ratings from over 2,400 teacher preparation programs from across the country. She holds an MPP in social policy from the University of Maryland, College Park and a BA in History from the Indiana University of Pennsylvania.
Kaleen Healey is the Director of Strategic Outreach and Partnerships at Student Experience Research Network (SERN). Prior to joining SERN, she worked as a researcher at RTI International and the University of Chicago Consortium on School Research. She brings a practice lens to research that is informed by her prior roles as a college readiness program director and elementary school teacher. Dr. Healey earned a PhD in human development and social policy from Northwestern University, a master’s degree from Loyola University Chicago, and a bachelor’s from the University of Notre Dame.
Imani Kane is the Manager of Strategic Outreach and Partnerships at Student Experience Research Network (SERN). Prior to joining SERN, Imani worked in a number of learning and development capacities. She has trained student leaders, coached educators and administrators, and cultivated experiential learning communities for such organizations as the Jack Kent Cooke Foundation, the Anti-Defamation League, and the Posse Foundation. Imani holds an MA in Theological Studies (Hons) from Wesley Theological Seminary and a BA in Justice (Hons) from American University.
Haley McNamara is the Research Associate for Student Experience Research Network (SERN). She earned a BS (Hons) in psychology from the University of California, Los Angeles, with her thesis exploring the intersection of psychology and learning in mathematics. Haley went on to graduate from a two-year fellowship in Improvement Science at the Carnegie Foundation for the Advancement of Teaching. While traditional research methods are necessary for understanding whether and how psychosocial interventions produce significant results, Improvement Science offers a framework for adapting interventions across myriad classroom contexts with reliability, at scale. Immediately prior to joining SERN, Haley served as a Research Coordinator for the Carnegie Math Pathways Networked Improvement Community (NIC) where she managed multiple mixed methods, classroom-based studies related to applied mindset science.
Shanette Porter is the Director of Research and Senior Fellow at Student Experience Research Network (SERN). Prior to joining SERN, Porter was a senior researcher at the University of Chicago Consortium on School Research, where her research and partnerships focused on understanding the role of schools in shaping students’ social, emotional, and motivational experiences. Her ongoing lines of research examine the relationships among structural inequality, economic disadvantage, and students’ academic and life outcomes. This work centers on addressing issues related to practical measurement, effective data use, and policy implementation processes. Dr. Porter completed a postdoctoral fellowship at Northwestern University’s Institute for Policy Research and the Department of Psychology, and earned a PhD in social and personality psychology from Cornell University, and a BA in psychology from Yale University.
Lisa Quay is the Executive Director of Student Experience Research Network. She has previously held positions at the Stupski Foundation, the Chief Justice Earl Warren Institute on Law and Social Policy at the Berkeley School of Law, The Bridgespan Group, and Mathematica Policy Research. Across these roles, Lisa has focused on bridging research, practice, and policy in service of educational equity. She earned a bachelor’s degree from Oberlin College.
Scott Sears is the Operations Associate at Student Experience Research Network (SERN). Prior to joining SERN, Scott served as the Youth Program Manager at Hello Neighbor, a non-profit organization in Pittsburgh committed to supporting refugee and immigrant families. He also completed a year-long Public Service Fellowship with the Cleveland Foundation’s education grant-making team and Say Yes to Education Cleveland. Scott started his career in education as a 6th grade English and social studies teacher via Teach for America. He earned his BA in Political Science at The College of Wooster, where his research focused on major U.S. political parties’ immigration policy platforms.
Chloe Stroman is the Senior Associate, Communications and Outreach at Student Experience Research Network (SERN). Prior to joining SERN, Chloe was a grant writer at Citizen Schools, a nonprofit organization that partners with public schools to create hands-on learning experiences and opportunities for social-emotional growth among middle school students. She also completed an internship with the Clinton Global Initiative University, a program that supports college-age students in designing innovative solutions to pressing local and global challenges. Chloe earned her BA in English from Wellesley College.
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Jenny Buontempo is currently a database administrator on the National Study of Learning Mindsets. She received her bachelor’s degree in mathematics and international business from Saint Peter’s University. She holds a master’s degree in mathematics from the University of Kansas and a master’s degree in interdisciplinary education with a STEEM (Science, Technology, Environmental Education, and Mathematics) emphasis from Santa Clara University. Jenny received her PhD in STEM Education from the University of Texas at Austin. Her prior experiences as a high school math teacher inform her current research interests of examining gender disparities in science, technology, engineering, and mathematics and their relation to student and teacher attitudes and the classroom environment.
Allison Master received her Ph.D. in Developmental Psychology at Stanford University working in the Dweck/Walton lab. She is currently an Assistant Professor of Measurement, Quantitative Methods, & Learning Sciences at the University of Houston. Previously, she was a research scientist at the University of Washington working with Sapna Cheryan and Andrew Meltzoff. Her research examines motivation, identity, and social cognitive development.
Carissa Romero is a Co-Founder & Managing Director at Paradigm. She is also the Co-Founder of the Project for Education Research That Scales (PERTS) at Stanford University. She received a B.A. in Psychology from Emory University and a Ph.D. in Developmental Psychology from Stanford University. Dr. Romero also serves as a consultant to the tech industry on how research on mindsets can be applied to increase diversity and inclusion in the sector.