Hee-Joon Kim,Ph.D., leads the curriculum design in MPACT. She is a mathematics education researcher who designs curriculum materials and studies the mathematical knowledge essential for teaching mathematics. Formally trained as a secondary math teacher in Korea and as an education researcher in the U.S., she has engaged in designing and studying the use of innovative curriculum materials integrated with dynamic representation technology to deepen student understanding of mathematical concepts and broaden participation of underserved students in STEM+C for 10 years. For fun, she likes cooking, decorating foods, and making fun (and tasty) lunchboxes. She received her B.S. in Mathematics at Ewha Womans University in Korea and Ph.D. in Mathematics Education at the University of Texas at Austin.
Jennifer Knudsen is MPACT’s director. She is a veteran mathematics educator who works at the intersection of research and design. A former high school math and computer science teacher, she has designed and implemented innovative, technology-rich curriculum and teacher professional development, all focused on increasing the opportunity to learn high-level content for historically marginalized students. She has helped students learn through pure mathematics and through real-world based projects. Her approaches bring playfulness to professional development and the classroom. She also does watercolor and collage for the fun of it. Knudsen is a graduate of the Evergreen State College, where she came to love both mathematics and learning.
Teresa Lara-Meloy, leads MPACT’s professional development activities and is part of the curriculum design team. As a former educator and member of a family of educators, she is committed to supporting teacher in any way she can. She has over 20 years of experience in designing experiences for students and teachers integrating curriculum, technology, and professional development. She has an Ed.M. from the Harvard Graduate School of Education (Technology in Learning). For fun, she spends lot of time with her children mathematizing and making art together. And, in another pre-pandemic life, she loved traveling.
Ken Rafanan leads MPACT’s mentoring outreach and is part of the curriculum design team. He brings over 15 years of experience as a mathematics education researcher. Ken’s work focuses on the design of learning activity systems integrating teacher professional development, curriculum, assessment, and technology aimed at enhancing learning of critical mathematics. Ken enjoys coaching baseball, cooking, and spending time with his wife, son and their two cats. He received his masters degree from the Stanford University Graduate School of Education (Learning, Design and Technology) working with Professors Shelley Goldman and Jim Greeno (now emeritus).
Harriette S. Stevens, Ed.D., is a mathematics educator with experience teaching in urban secondary schools and community colleges. For over 30 years she directed mathematics professional development programs for K-12 teachers at the University of California’s Lawrence Hall of Science, with a focus on bridging research and best practices in teaching and learning mathematics. She has collaborated with diverse urban school districts, including Oakland, San Francisco, and San Mateo. She has a B.A. in Applied Mathematics and an M.A. in education, with a concentration in mathematics from the University of Kansas; a doctorate in curriculum and instruction, from the University of San Francisco; and continuing education coursework from Columbia University, New York City. Throughout her career, she has focused on helping teachers strengthen their knowledge of mathematics in ways that encourage students to problem solve and communicate their understanding of mathematics. These experiences have fueled her passion for increasing the achievement of underrepresented students in STEM-related fields. In addition to her professional practice, Harriette enjoys reading, crocheting and cultivating her urban garden as a habitat for bees, butterflies and hummingbirds.
Nicole L. Arshan, PhD, is MPACT’s project director and is responsible for the overall success of the grant. Arshan’s work at SRI focuses on the scaling and rigorous evaluation of educational interventions designed to improve teaching quality. In addition to her work on MPACT, Arshan’s recent work includes evaluations of teacher professional development in writing and data-driven instruction. Arshan also co-leads SRI’s Evaluation Methods working group. Arshan holds a PhD and MA from the Stanford University School of Education and a BA from The College of William and Mary.
Anna Chiang is an assistant project manager for the Center for Education Research & Innovation (CERI) at SRI Education. Her main role with MPACT is to support the team with project coordination and administrative tasks. In addition, Chiang also assists with the recruitment and intake process of MPACT teachers, writing bi-weekly newsletters, communication support with teachers as a liaison, and supporting in any other areas of need.
Xavier Fields has experience in both quantitative and qualitative education research on a spread of education topics, among them are school reform, STEM education, educational equity, gender and sexuality in education, and college and career pathways. His responsibilities include project management, survey development and administration, qualitative data collection, and coordination with external partners. Additionally, he was worked as part of the Education Division’s Diversity and Equity workgroup. His main roles with MPACT are to develop and administer surveys and serve as a research liaison.
Rebecca Griffiths, EdD, focuses on investigating how educational innovations can increase student learning and success in K12 and postsecondary education. She leads studies that blend qualitative and quantitative methods to shed new light on the benefits and challenges of new instructional models and technologies for diverse students, as well as the factors that drive successful implementation and scaling. Griffiths is managing the MPACT project on an interim basis and serves as a teacher liaison.
Cris Jimenez has experience in qualitative research methods with a special interest in educational equity, STEM education and technology in the classroom. His responsibilities include survey administration, supporting the development of survey instruments, project management, and coordinating data collection with school districts and stakeholders.
Jimenez earned his BS in Public Health from San Francisco State University. Prior to joining SRI, Jimenez was a research assistant at the Department of Public Health.
ElaJoshi, PhD, is a mixed-methods researcher whose work examines how people interact with and within organizations. She is particularly interested in programs enhancing teacher effectiveness and teacher leadership as well as school reform efforts improving equity and access for students from socially significant populations. Joshi has experience in quantitative, extant data analysis, and qualitative methodologies.
At SRI, Joshi contributes to several studies, including the evaluation of the National Writing Project’s Investing in Innovation (i3) Scale-up grant implementing the College, Career, and Community Writers Program (C3WP), the evaluation of the Barr Foundation’s Engage New England Initiative, and the study of the Math and Computation Thinking through 3D Making (MPACT) Program.
Joshi earned her PhD in education policy and leadership from Vanderbilt University’s Peabody College of Education and Human Development, where she served as a research assistant on four mixed-methods research-practice partnerships. Joshi also earned her MEd in elementary education from Arizona State University and her BA in philosophy, with dual minors in economics and digital communication from Rutgers University. Joshi taught fifth grade in Phoenix, Arizona.
Elise Levin-Güracar has experience with qualitative research methods with a focus on case studies. Her research interests include high school and college completion rates, teacher training, and mathematics education. Currently Levin-Guracar is participating in a range of projects related to teacher leadership, career and technical education, and high school graduation. Her main roles with MPACT are to develop qualitative instruments and serve as a research liaison.
Levin-Guracar earned her B.A. in Interdisciplinary Studies from the University of California, Berkeley. Her focus areas were education, public policy, and sociology. She received high honors for her thesis ¨The Oakland Promise: Cradle to Career Initiatives to Improve College Graduation in Oakland, California¨. She minored in math education and completed her student teaching in Berkeley, CA.
Eliese Rulifson is a qualitative and quantitative researcher with a focus on teacher quality and K-12 math education. Her main role with MPACT is to create and manage streamlined systems of communication in order to best support teachers. Before beginning a career in education research, Rulifson taught middle school math and served as an instructional coach for ten years in New Orleans and Arkansas public schools. She holds a Master’s of Education Policy from the University of Washington and a Bachelor of Architecture & Community Design from the University of San Francisco.
MPACT Fellows work across four states – California, North Carolina, South Carolina, and West Virginia. See the maps below to see where they’re all from!