Jennifer Brown Urban
Dr. Urban is a Professor in the Department of Family Science and Human Development at Montclair State University. She received her PhD in Human Development with a minor in Program Evaluation and Planning from Cornell University. She also holds an MA in Human Development from Cornell University and a BA in Psychology and Child Development from Tufts University. Dr. Urban was a Society for Research in Child Development (SRCD) / American Association for the Advancement of Science (AAAS) Executive Branch Policy Fellow at the National Institutes of Health, Office of Behavioral and Social Sciences Research. Dr. Urban currently directs the Research on Evaluation and Developmental Systems Science Lab (REDSS) at Montclair State.
Dr. Urban is trained as a developmental scientist with specific expertise in youth development and program evaluation. Her scholarship is encapsulated under the umbrella of systems science including both theoretical approaches and methodologies and has three interwoven strands: (1) the development and testing of a systems science approach to program evaluation and planning to enhance internal evaluation capacity; (2) advancing the field of developmental science toward the application of systems science methodologies to developmental science questions (particularly those questions derived from a developmental systems theoretical perspective); and (3) building an evidence-base within developmental science that addresses the role of multiple contextual factors (i.e., family, school, neighborhood) on adolescent development.
Professor Urban has published several papers on the interaction of self-regulation, out-of-school activity involvement, and neighborhood contexts. She has also published on the role of program evaluation and planning in research-practice integration. Dr. Urban is an Associate Editor of Child Development and serves on the National Academies of Sciences, Engineering, and Medicine committee on Defining and Measuring Character and Character Education. She is the director of the PACE team, as well as the PI on the grant that funded the project, entitled “Character Virtue Development Evaluation Capacity Building Initiative”.
Dr. Miriam Linver is currently Professor in the Family Science and Human Development department at Montclair State University. She has also worked as a Senior Research Scientist at the National Center for Children and Families at Teachers College, Columbia University. Dr. Linver received her MS and PhD degrees in Family Studies & Human Development from the University of Arizona. She graduated from Brandeis University with a BA in Psychology and Anthropology.
Dr. Linver’s research reflects Bronfenbrenner’s ecological paradigm, focusing on the contexts of child and adolescent development. Her research has focused on how and why various environments are particularly important for children and adolescents. Much of Dr. Linver’s work has focused on the importance of the home environment for children and adolescents. Her work on the Home Observation for Measurement of the Environment (HOME) scale, for example, redefined the traditional factor-analysis-derived subscales, bringing together research from half a dozen longitudinal, large-scale datasets to support the creation of domain-based subscales. This research culminated in a special issue of the journal Parenting: Science & Practice dedicated to this methodological work. Dr. Linver has also considered the school as another influential context for children and youth, for example examining time use in schools and after school, as well as children’s grades in school. Another branch of her work has focused on the intersection of family, school, and neighborhood environments, and how these environmental influences on children and adolescents may be mediated and/or moderated by individual- or family-level constructs. Dr. Linver is the co-director of the PACE project, and serves as the co-PI on the grant from the John Templeton Foundation that funds PACE, “Character Virtue Development Evaluation Capacity Building Initiative”.
Thomas Archibald is an assistant professor and extension specialist in the Department of Agricultural, Leadership, and Community Education at Virginia Tech. His research and practice focus on program evaluation, evaluation capacity building, evaluative thinking, and research-practice integration, especially in community education contexts. He received his PhD in Adult and Extension Education from Cornell University in 2013, where he was a graduate research assistant in the Cornell Office for Research on Evaluation under the direction of Bill Trochim. His dissertation on the politics of evidence in the “evidence-based” education movement was awarded the Michael Scriven Dissertation Award for Outstanding Contribution to Evaluation Theory, Method, or Practice. He is a Board Member of the Eastern Evaluation Research Society and a Program Co-Chair of the American Evaluation Association’s Organizational Learning and Evaluation Capacity Building Topical Interest Group. Tom loves facilitating evaluation capacity building workshops, and has been lucky enough to do so around the United States and in sub-Saharan Africa.
Jane Buckley is an evaluation capacity consultant. She specializes in the promotion of Evaluative Thinking and program and evaluation planning. Jane graduated from Cornell University in 2004 with a BS in Human Development and from the Bank Street College of Education in 2006 with an M.Ed. After working as a classroom teacher at a charter school in New York City, Jane returned to Ithaca, NY and began working as specialist in science education. It was her work on evaluating these programs that led her to the field of evaluation. In 2008, Jane began working as a Facilitator of Evaluation Partnerships at the Cornell Office for Research on Evaluation (CORE). While at CORE, Jane worked with a variety of science education programs among others to develop evaluation capacity and plan their evaluation work. This experience, in a new role, but once again an educator, rekindled Jane’s interest in the way people learn, and ‘learn to learn,’ in different contexts. In 2015, Jane began working as an independent consultant (evaluativethinkingcapacity.com), with a focus on providing advice and training around Evaluative Thinking and establishing a culture of learning throughout an organization. In addition to the PACE project, Jane currently works with Catholic Relief Services to develop and implement workshops for program staff and leadership around the world.
Lisa Chauveron is a researcher and program evaluator. She has experience working with urban community-based and educational organizations for more than 15 years. She serves as Lead Evaluator at an evaluation consulting group, Impact Development & Assessment, and is interested in evaluation and program planning, evidence-based interventions, positive youth development, violence prevention, and LGBTQ and marginalized youth issues. Lisa is currently a Family Science and Human Development doctoral student at Montclair State University.
Monica Hargraves is Associate Director for Evaluation Partnerships, in the Cornell Office for Research on Evaluation (CORE) at Cornell University. Her career began in economics with a PhD from the University of Rochester and positions on the faculty of Brown University and in the Research Department of the International Monetary Fund. A growing interest in more community-based work precipitated a significant career shift. In 1998 she joined the staff of Cornell Cooperative Extension of Tompkins County, where she ran volunteer and educational outreach programs and later moved into organization-wide roles focused on valuing the work of Extension, strategic planning, and evaluation. That experience in program and organizational level work provided a valuable addition to her research interests, and led her to a new position at CORE in 2008. At CORE she is actively engaged in research on CORE’s Systems Evaluation Protocol and the Netway, through CORE’s NSF-funded research on evaluation. Her particular focus has been on “evolutionary evaluation” and evaluation capacity-building through evaluation partnerships between program staff and evaluation specialists. Cooperative Extension was the primary context for her evaluation research for much of her time at Cornell, but her current work moves outside of Extension to engage with grassroots organizations working on social justice especially in food system projects, and more diverse youth-serving organizations. She is deeply interested in collaborative research projects and how the tools and foundational principles of the Systems Evaluation Protocol and evolutionary evaluation can be used and adapted to create unique bridges between the expertise of on-the-ground practitioners and those supporting, funding, or researching community-based work.
Claire Hebbard is the office manager at the Cornell Office for Research on Evaluation (CORE). She has an MA in Marriage and Family Therapy from Syracuse University, and worked for 12 years as consultant on family issues related to farm businesses, and facilitating educational outreach. In her work at CORE, in addition to office management, she works on research on systems evaluation, including the Systems Evaluation Protocol, evaluation capacity building, team science, research-practice integration, and evaluation of military family programs. In her final semester as a student at NY Chiropractic College, her interests also include Clinical Nutrition.
Colette is the Assistant Director of Budgets and Grants in the REDSS Lab. She is responsible for the administrative and financial components of the lab and is coordinating logistics for PACE. She currently works in a similar capacity at PRISM (Professional Resources in Science and Math) housed at the Bristol-Myers Squibb Center for Science Teaching and Learning located in Blanton Hall at MSU. She has worked at Montclair State University part-time for over 14 years. Previously she worked at Patient Care Inc., American Cyanamid and Touche Ross. Colette graduated from Bentley University and is a CPA.
Satabdi Samtani is a Post-Doctoral Fellow for the PACE Project at Montclair State University. She completed her doctorate in Human Development and Family Studies from Texas Tech University. Her primary research interests are in health and well-being of families. She also has experience in project evaluation and secondary data analysis. She has a keen interest in mixed methodological techniques, innovative research designs, and developing simple but effective evaluation tools. Her future goal is to evaluate health programs and assess their impact on health disparities and access to care. Some of her research focuses on issues surrounding health care in developing countries like India.