Fall 2012 Curry Research Lectureship Series


'Learning from Impact Variation: Principles and Practice'

Howard Bloom

Chief Social Scientist, MDRC

October 5, 2012, 11:00-12:30
Holloway Hall, 1st Floor Bavaro Hall

Audio from the Panel

Dr. Howard S. Bloom has spent the past 30+ years teaching evaluation research, conducting evaluation research, and helping others conduct evaluation research. Since 1999, he has been Chief Social Scientist at MDRC, where he leads the development and application of experimental and quasi-experimental methods. Previously, Dr. Bloom taught research methods, program evaluation and applied statistics as a full-time faculty member at Harvard for eight years and at NYU for 12 years (where in 1993 he was selected as university-wide Teacher-of-the-Year). Dr. Bloom frequently conducts methodological workshops and seminars for government agencies, universities and national research conferences.

 

'When Nurture Becomes Nature or, The Anthropologist's Veto'

David Lancy

Professor of Anthropology, Utah State University

October 19, 2012, 1:30 p.m.
Holloway Hall, 1st Floor Bavaro Hall

Audio from the Panel

David Lancy is an Anthropologist at Utah State University.  He has earned degrees from Yale and the University of Pittsburgh and has done fieldwork in Liberia, Papua New Guinea, Trinidad (Fulbright Fellowship), Sweden (Fulbright Fellowship) and the United States. His research interests include the study of cultural influences on children's literacy, ethnographic research methods, and the anthropology of childhood. In 2001, Lancy was honored by the Carnegie Foundation as Utah's Professor of the Year and in 2011, Dr. Lancy was given the D. Wynne Thorne award as Utah State’s outstanding scholar.

Lancy has authored eight books and more than 60 articles, chapters and reviews in major, peer-reviewed journals such as American Anthropologist. One of his books, The Anthropology of Childhood: Cherubs, Chattel, Changelings, has helped launch a new sub-discipline in anthropology and is a candidate for two awards, the Stirling Prize for best new book in psychological anthropology, and the J.I. Staley Prize, described as the “Pulitzer Prize” for books in anthropology.

 

'Improving Social-Cognitive Skills Among Disadvantaged Youth'

Jens Ludwig

Professor of Social Service Administration, The University of Chicago

November 2, 2012, 11:00-12:30
Holloway Hall, 1st Floor Bavaro Hall

Audio from the Panel

Jens Ludwig is the McCormick Foundation Professor of Social Service Administration, Law, and Public Policy at the University of Chicago, Co-Director of the University of Chicago Crime Lab, a Non-Resident Senior Fellow at the Brookings Institution, Research Associate of the National Bureau of Economic Research (NBER), and co-director of the NBER's Working Group on the Economics of Crime.
His research on education covers a range of topics from early education to school-to-work transitions, and includes recent projects on the effects of family resources on children's outcomes and the consequences of court-ordered school desegregation on youth involvement with crime. His co-authored article on race, peer norms, and education with Philip Cook was awarded the 1997 Vernon Prize for best article by the Association of Public Policy Analysis and Management (APPAM).

He is currently a member of the editorial boards of Criminology, the Journal of Quantitative Criminology, and the Journal of Policy Analysis and Management, has served as the Andrew Mellon Visiting Fellow in Economic Studies at the Brookings Institution, as a visiting scholar to the Northwestern University and University of Chicago Joint Center for Poverty Research, and as a visiting professor at the University of Chicago Law School, and is an elected member of APPAM's policy council (board of directors). In 2006 he was awarded APPAM's David Kershaw Prize for distinguished contributions to public policy by the age of 40.

 

'Americans By Heart: Undocumented Latino Students and the Promise of Higher Education'

William Perez

Professor Education, Claremont Graduate University

November 30, 2012, 11:00-12:30
Holloway Hall, 1st Floor Bavaro Hall

Audio from the Panel

William Perez is an Associate Professor of Education at Claremont Graduate University. His research focuses on the social and psychological development of immigrant students. He also studies Latino academic achievement and higher education access. He is recognized as one of the nation’s leading experts on undocumented students. His book, We ARE Americans: Undocumented Students Pursuing the American Dream was awarded the 2009 Mildred Garcia Prize for Excellence in Research by the Association for the Study of Higher Education. He has been interviewed or quoted as an academic expert in various media outlets including NBC Nightly News with Brian Williams, Telemundo and Univision national evening news, the Chicago Tribune, the LA Times, La Opinion, Hispanic Magazine, Colorlines, and NPR’s All Things Considered. In 2010, he received the Stanford University Distinguished Scholar Alumni Award. Most recently, Alma Magazine named him as one of four Lo Mejor de Nosotros (One of Our Best) in its 50th Anniversary Hispanic Heritage Month Edition. Before joining CGU, he worked at various research institutes including the RAND Corporation, the Stanford Institute for Higher Education Research, the UCLA Neuropsychiatric Institute, and the Tomas Rivera Policy Institute.

 

'Low-Income Children's Self-Regulation: New Models & Methods'

Cybele Raver

Professor of Applied Psychology, New York University

December 7, 2012, 11:00-12:30
Holloway Hall, 1st Floor Bavaro Hall

Cybele Raver is a Professor of Applied Psychology and serves as Vice Provost of Academic, Faculty and Research Affairs at New York University. She maintains an active program of research, examining the mechanisms that support children's self-regulation in the contexts of poverty and social policy. Raver and her research team currently conduct CSRP, a federally-funded RCT intervention and she regularly advises local and federal government agencies and foundations on promoting school readiness among low-income children. Raver has received a William T. Grant Faculty Scholar award as well as support from the Spencer Foundation, the MacArthur Foundation, the National Institutes of Health, and the National Science Foundation. Raver earned her Ph.D. in developmental psychology from Yale University.

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