Dana Center Role
Jennifer serves as a research and evaluation analyst at the Center, specializing in qualitative research. She leads the evaluation of the Dana Center Mathematics Pathways (formerly the New Mathways Project), an initiative to modernize entry-level college mathematics programs through working with states, universities, and colleges. Jennifer works with Center staff to design and conduct research and evaluation of the DCMP and analyze, interpret, and report results. She works with Center staff to disseminate research findings through publications, presentations, professional networks, and electronic media.
In addition, Jennifer works with external evaluators of the DCMP, including MDRC, the Community College Research Center, and Shore Research Group. She also serves as a qualitative research consultant for other projects at the Center, including work with the Academic Youth Development program and the Urban District Leadership Network.
Before Joining the Dana Center
Jennifer previously worked as a research consultant, specializing in formative and summative program evaluation. She received her doctorate in the Culture, Community, and Education program at the Harvard Graduate School of Education. Her main areas of study were qualitative research, youth and the media, and youth understanding of difference and diversity. Jennifer was a teaching fellow at the Harvard Graduate School of Education, working with master’s students on the skills of program evaluation, evaluation and research design, participant observation, conducting focus groups and interviews, qualitative data analysis, and crafting evaluation reports. Prior to receiving her doctorate at Harvard, Jennifer was a middle school teacher in the Los Angeles Unified School District for six years.
Ed.D., Culture, Community, and Education, Harvard Graduate School of Education
M.Ed., Harvard Graduate School of Education
M.A. Secondary Education, Loyola Marymount University
B.A., English and Plan II, University of Texas at Austin
Dorsey, J., Carvalho, S., & Stano, N. (2014). The NMP’s four guiding principals: Selected supporting research (NMP Annotated Bibliography No. 1). Austin, TX: The Charles A. Dana Center at The University of Texas at Austin.
Dorsey, J., Carvalho, S., & Castillo, A. (2014). Curriculum design standards: Selected supporting research (NMP Annotated Bibliography No. 2). Austin, TX: The Charles A. Dana Center at The University of Texas at Austin.
Stano, N., & Dorsey, J. (2014). Frameworks for mathematics and collegiate learning: Selected supporting research (NMP Annotated Bibliography No. 3). Austin, TX: The Charles A. Dana Center at The University of Texas at Austin.
An introduction to analyzing qualitative evaluation data. Presented at the American Evaluation Association conference, Washington, DC (November 2017).
Showing the data: Multiple studies of Dana Center Math Pathways. Presented at the 43rd American Mathematical Association of Two-Year Colleges Annual Conference, San Diego, CA (November 2017).
Making math count: Building accelerated math pathways and early findings on their impact on students’ success. Presented at the Strengthening Student Success Conference, San Francisco, CA (October 2017).
Structuring higher education for student success and the public good. Presented at the SHEEO Higher Education Policy Conference, Minneapolis, MN (August 2017).
Tools for tracking developmental math students across semesters. Presented at the Texas Association for Institutional Researchers 38th annual conference, Addison, TX (February 2016).
Implementing course redesigns: Curriculum options and measuring effect. Presented at the National Association for Developmental Education National Mathematics Summit, Anaheim, CA (March 2016).
American Educational Research Association
American Evaluation Association
International Communication Association
Texas Association of Institutional Researchers