Advisory Board

                                                                                                                                                                                                                                                           Floyd D. Beachum, EdD., is the Bennett Professor of Urban School Leadership at Lehigh University. He is also an Associate Professor in the Educational Leadership program in the College of Education. He received his doctorate in Leadership Studies from Bowling Green State University. He also holds a master’s in education and a bachelor of science in social studies education from Alabama State University. Before going to Lehigh, he served as Associate Professor and program coordinator for Educational Administration at the University of Wisconsin-Milwaukee. His research interests include: leadership in urban education, moral and ethical leadership, and social justice issues K-12 schools. He has authored several peer-reviewed journal articles on these topics in journals such as the International Journal of Qualitative Studies in Education, Multicultural Learning and Teaching, Urban Education, and the Journal of Cases in Educational Leadership. In addition, he is co-editor of the book, Urban Education for the 21^st Century: Research, Issues, and Perspectives and a co-author of the book Radicalizing educational leadership: Dimensions of social justice.

Juan E. Gilbert, PhD., is Professor and Chair of the Human Centered Computing Division in the School of Computing at Clemson University where he leads the Human-Centered Computing (HCC) Lab. Dr. Gilbert has research projects in spoken language systems, advanced learning technologies, usability and accessibility, Ethnocomputing (Culturally Relevant Computing) and databases/data mining. He has published more than 80 articles, given more than 120 talks and obtained more than $9 million dollars in research funding. In 2002, Dr. Gilbert was named one of the nation’s top African-American Scholars by Diverse Issues in Higher Education. He was recently named one of the 50 most important African-Americans in Technology. He was also named a Speech Technology Luminary by Speech Technology Magazine and a national role model by Minority Access Inc. Dr. Gilbert is also a National Associate of the National Research Council of the National Academies, an ACM Distinguished Speaker and a Senior Member of the IEEE Computer Society. Recently, Dr. Gilbert was named a Master of Innovation by Black Enterprise Magazine, a Modern-Day Technology Leader by the Black Engineer of the Year Award Conference, the Pioneer of the Year by the National Society of Black Engineers and he received the Black Data Processing Association (BDPA) Epsilon Award for Outstanding Technical Contribution. Dr. Gilbert recently testified before the Congress on the Bipartisan Electronic Voting Reform Act of 2008 for his innovative work in electronic voting. He is a Fellow in the Center for Governmental Services at Auburn University as well. In 2006, Dr. Gilbert was honored with a mural painting in New York City by City Year New York, a non-profit organization that unites a diverse group of 17 to 24 year-old young people for a year of full-time, rigorous community service, leadership development, and civic engagement.

Shaun R. Harper, PhD., is an Assistant Professor in the Graduate School of Education at the University of Pennsylvania. He also holds a faculty appointment in the Penn Center for Africana Studies. Dr. Harper maintains an active research agenda that examines Black male college access and achievement; race and gender disparities in American higher education; and the effects of education policies and campus environments on college student development, outcomes, and engagement. Professor Harper has published seven books and more than 50 refereed journal articles, book chapters, and other academic publications, including his 2006 report for the Joint Center on Black male students at public flagship universities. He has also presented over 120 research papers, symposia, and workshops at national education conferences since 2000. His newest single-authored book, Exceeding Expectations: Black Male Achievers and Insights into College Success, is being published by Harvard University Press. Best known for his scholarship on Black male undergraduates, Dr. Harper authored three chapters for the book African American Men in College (Jossey-Bass, 2006). In September 2007, he was featured on the cover of Diverse Issues in Higher Education for his National Black Male College Achievement Study, the largest-ever empirical study of Black male undergraduates. He has received more than $900,000 in research grants from the Lumina Foundation for Education, the Andrew W. Mellon Foundation, and other sources to fund his research on Black men. Dr. Harper received the 2008 Early Career Award from the Association for the Study of Higher Education. His Ph.D. in higher education is from Indiana University.

Marc Lamont Hill, PhD., is an Associate Professor of Education at Teachers College, Columbia University. He also holds an affiliated appointment in the African American Studies at Columbia University. His current research focuses on the relationships between literacy and a range of processes including identity work, globalization, social mobility, and nation-state development. Dr. Hill has published in journals such as Teachers College Record, International Journal of Qualitative Studies in Education, Journal of Black Studies, and Qualitative Inquiry. He is the author of Beats, Rhymes, and Classroom Life: Hip-Hop Pedagogy and the Politics of Identity, as well as the co-editor of Media, Learning, and Sites of Possibility.

 Jerlando F. L. Jackson, PhD., is an Associate Professor of Higher and Postsecondary Education in Educational Leadership and Policy Analysis, Faculty Associate for the Wisconsin Center for the Advancement of Postsecondary Education, and Faculty Affiliate in the Weinert Center for Entrepreneurship (School of Business) at the University of Wisconsin-Madison. Dr. Jackson’s central research interest has been to explore workforce diversity and workplace discrimination in higher education. In addition, he serves as the Executive Director for the Center for African American Research and Policy, which is developing and publishing a new generation of research on policy issues confronting African Americans in both the academy and the society at-large. Frequently sought as a keynote speaker, he is credited with over 90 publications, 125 presentations, and has edited the books- Strengthening the African American Educational Pipeline: Informing Research, Policy, and Practice for SUNY-Albany Press (2007) and Toward Administrative Reawakening: Creating and Maintaining Safe College Campuses for Stylus Publishing (2007). 

                                                                                                                                                                                                                                                   Walter M. Kimbrough, PhD., is the 12th president of Philander Smith College in Little Rock, Arkansas. Prior to Philander Smith College, he served in administrative capacities at Albany State University, Old Dominion University, Georgia State University and Emory University. Dr. Kimbrough earned a Bachelor of Science in Agriculture Degree in biology from the University of Georgia in 1989.  He continued his education at Miami University in Oxford, Ohio, completing a Master of Science Degree in College Student Personnel Services in 1991, and in 1996 he earned the Doctor of Philosophy Degree in Higher Education from Georgia State University. Dr. Kimbrough has maintained active memberships in several higher education organizations, including the National Association of Student Personnel Administrators (NASPA), Association of Fraternity Advisors (AFA) and Brothers of the Academy (BOTA).  He has served as a reviewer for the NASPA Journal, an associate editor for the College Student Affairs Journal, and a 2001 Senior Scholar for AFA. Dr. Kimbrough has forged a national reputation as an expert on historically Black fraternities and sororities. He has conducted interviews with numerous national publications. He is the author of the book, Black Greek 101: The Culture, Customs and Challenges of Black Fraternities and Sororities, currently in its 10^th printing.

Marvin Lynn, PhD., is Associate Professor of Curriculum & Instruction at the University of Illinois at Chicago where he directed both the graduate and undergraduate elementary education programs from 2007 to 2009. A proven leader who has held a variety of leadership positions, Dr. Lynn is also founder and executive director of South Shore Opera Company of Chicago-a community-based nonprofit civic organization that serves residents of the Southside of Chicago. Before returning home to Chicago, he was founder and coordinator of the Minority and Urban Education program at the University of Maryland-College Park. In addition, he has been actively involved in creating liberatory spaces for scholars of color in the academy. In 2007, he helped found the Critical Race Studies in Education conference that is planning its fourth annual conference in 2010. As a scholar, he is well-recognized for his seminal research on African American male teachers having published more than two-dozen articles and book chapters in prestigious publication outlets. As an expert on African American male teachers, the education of African Americans and race and education in the US, he is regularly sought-after by the media as an expert in these areas. He is currently working on a book entitled “What’s Race got to do with it?” with Sense Publishers. He lives in Chicago with his wife and three sons.

James L. Moore III, Ph.D., received his B.A. in English Education from Delaware State University and earned both his M.A.Ed. and Ph.D. in Counselor Education from Virginia Polytechnic Institute and State University (a.k.a., Virginia Tech). He is currently an associate professor in Counselor Education in the College of Education and Human Ecology and is the Coordinator of the School of Counseling Program Track. Dr. Moore also is the inaugural director of the Todd Anthony Bell National Resource Center on the African American Male and has faculty affiliated appointments with the Ohio Collaborative, John Glenn Institute, and Criminal Justice Research Center at The Ohio State University. Dr. Moore has a national- and international-recognized research agenda that focuses on the following: (a) how educational professionals, such as school counselors, influence the educational/career aspirations and school experiences of students of color (particularly African American males); (b) socio-cultural, familial, school, and community factors that support, enhance, and impede academic outcomes for K-16 African American students (e.g., elementary, secondary, and postsecondary); (c) recruitment and retention issues of students of color, particularly African Americans, in K-12 gifted education and those high-potential college students in science, technology, engineering, and mathematics (STEM) majors; and (d) social, emotional, and psychological consequences of racial oppression for African American males and other people of color in various domains in society (e.g., education, counseling, workplace, athletics, etc.). In nine years, he has made significant contributions in school counseling, gifted education, urban education, higher education, multicultural education/counseling, and STEM education. To this end, Dr. Moore has published over 75 publications (e.g., refereed articles, editor reviewed articles, book chapters, special theme issues, etc.). He has also given over 100 different scholarly presentations and has obtained over $2.4 million in extramural funding.  As a result of Dr. Moore’s professional success, he has biographies listed in Outstanding Young Men in America (1998 edition), Academic Keys Who’s Who in Education (2003 edition), Manchester Who’s Who among Professionals in Counseling and Development (2005/2006 edition), Prestige International Who’s Who Registries of Outstanding Professionals (2007 edition), and Who’s Who in Black Columbus (2007 and 2008 editions).  He is also the recipient of Brothers of the Academy’s National Junior Scholar Award (2003), The Ohio State University’s College of Education Distinguished Scholar Award (2004), North Central Association for Counselor Education and Supervision’s Research Award (2004), Ohio School Counselor Association’s Research Award (2004), American Educational Research Association (AERA)- Division E Early Career Award in Counseling (2005), Ohio School Counselors Association’s George E. Hill Counselor Educator Award (2005), Counselors for Social Justice’s Ohana Award (2006), Phi Delta Kappa’s Emerging Leaders Award (2007-2008), National Association for Gifted Children’s Early Scholar Award (2009), Institute for School-Based Family Counseling’s Outstanding Contributions to School-Based Family Counseling (2009), and is an inducted member in numerous professional and honor societies, including Alpha Kappa Mu, Phi Kappa Phi, Phi Delta Kappa, Kappa Delta Pi, and Chi Sigma Iota.

Jamillah Moore, EdD., is President of Los Angeles City College. President Moore brings 15 years of educational, policy, instruction and advocacy experience to her role as President. Dr. Moore began her career in advocacy as a California State Senate fellow in public policy for Senator Teresa P. Hughes. In 1996, she was appointed as senior consultant for the California State Senate Select Committee on College and University Admissions and Outreach. She then went to work for the Los Angeles County Office of Education as the Director of Governmental Relations. In 2004, Dr. Moore joined the System Office of the California Community Colleges as a Senior Vice-Chancellor for Governmental and External Relations. Shortly after taking the post she was officially appointed to the position by Governor Arnold Schwarzenegger. In 2005, she led the state recovery team for one year as the Interim President of Compton Community College, working to sustain educational opportunities for the students in that community. While there, she took the lead in advocating and obtaining successful passage of a $30 million recovery loan under Assembly Bill 318 for Compton College. She began her teaching career at Sierra Community College and has never lost sight of her teaching roots. On occasion she has returned to the classroom as an adjunct professor in the Communication Studies and Multicultural Education Departments at California State University, Sacramento. Dr. Moore used her experience in higher education and public policy to write her first book, Race and College Admissions: A Case for Affirmative Action. Dr. Moore is a native of Los Angeles County and a graduate of the University of San Francisco, where she earned a doctorate in International and Multicultural Education. She is also a former EOP student and graduate of California State University, Sacramento, where she earned a Masters in Intercultural Communication and Public Policy and a Bachelor of Arts in Communication.

Kelli Peck Parrott, PhD., is the Director for the Student Affairs Administration in Higher Education Program and Clinical Associate Professor in the College of Education and Human Development at Texas A & M University.  She earned her Ph. D. in Educational Administration from Bowling Green State University, with an emphasis in higher education law. Additionally, she holds a M.A. in Student Affairs and a B.A. in English and Secondary Education from Western Kentucky University. Kelli has had a variety of work experiences in both higher education administration and student affairs. She has held positions in the Office of the Provost, Office of the Dean of Students, Student Activities, Residence Life, Judicial Affairs, and Student Disability Services. Additionally, she has worked abroad at the University of Edinburgh in Scotland. Kelli is also active in the National Association of Student Personnel Administrators (NASPA), serves on the editorial board for the NASPA Journal, and served for several years as the Chair of the Research Committee for the Association for Student Judicial Affairs. Kelli’s research interests include judicial affairs, student development, and student affairs in China. She has been the recipient of several awards including the ACUHO-I Journal of College and University Student Housing Betty L. Harrah Manuscript of the Year, the Association of Student Judicial Affairs Dissertation of the Year Award, and recently the Graduate Student Council’s Teaching Excellence Award. Additionally, she and Dr. Bryan Cole have worked closely with the National Academy of Educational Administration in Beijing, China. Together they have provided training for Chinese student affairs administrators and presented at numerous international conferences.

Terrell L. Strayhorn, Ph.D., is Associate Professor of Higher Education, Special Assistant to the Provost, and Director of the Center for Higher Education Research and Policy (CHERP) at the University of Tennessee, Knoxville, where he also serves a Faculty Affiliate in Sociology and Africana Studies. Dr. Strayhorn maintains a highly visible and active research program that centers on issues of access and diversity, student learning and achievement, and the impact of college on students with a particular accent on the experiences of racial/ethnic minorities, socioeconomically disadvantaged students, and marginalized populations. Author of four books and more than 75 refereed journal articles, book chapters, scientific reports, and scholarly publications, Professor Strayhorn is a highly-regarded scholar, keynote speaker, and consultant. He has presented over 100 scholarly papers and sessions at international and national conferences, including invited sessions at gatherings of education sociologists, psychologists, and practitioners. His work has been accepted for publication in journals such as The Journal of Higher Education, Review of Higher Education, Journal of College Student Development, NASPA Journal, Journal of African American Studies, and Urban Education, among others. To date, he has secured more than $700,000 in research grants from the National Science Foundation, US Department of Education, state coordinating agencies, and professional associations to support his research. In 2008, Dr. Strayhorn received a prestigious NSF Faculty Early Career Development (CAREER) Grant that provides 5 years of funding to study the experiences of minority men in STEM fields. He is Associate Editor of the National Association of Student Affairs Professionals (NASAP) Journal and a member of several editorial boards including Journal of College Student Development, Journal of Student Affairs Research and Practice, College Student Affairs Journal, The Qualitative Report, to name a few.

Clarence “La Mont” Terry, PhD., is an is an Assistant Professor of Education at Occidental College in Los Angeles, CA.  He completed his doctoral studies in Education with an emphasis in Urban Schooling at UCLA’s Graduate School of Education & Information Studies.  As a former classroom teacher, Dr. Terry’s research focuses on the creation of ‘counter-space’ as an alternative environment for the mathematics education of Black males.  Within these spaces, he explores the impact of critical literacies on the formation of Black males’ racial and mathematics identities, as well as their social agency within a context of participatory action research (PAR). Born in Texas, and raised between the west coast cities of Los Angeles and Seattle, Dr. Terry developed an early excitement for mathematics that was nurtured by a mentor at Tyee Senior High School (Seattle, WA).  He received the A.B. degree at Occidental College in 1998, majoring in mathematics.  After completing an M.A.T. (mathematics) at the same institution a year later, he worked as a mathematics instructor and math coach at Madrid Middle School in El Monte, CA for six years.  He is most proud of his work with the Math Field Day teams and Chess Club during his tenure at Madrid, as well as the enduring relationships he has with former students. As an African American male who has successfully navigated K-16 mathematics curricula, Dr. Terry brings to his research a passion for the teaching/learning of mathematics, as well as a deep experiential understanding of the day-to-day struggle of someone who is not expected to achieve in academically-rigorous settings.  As a former department chair and mathematics coach, Dr. Terry brings a unique perspective on the role and development of the teacher-leader, as well as the tensions one experiences as a result of this identity as negotiated in both the classroom space as well as the school site.  His experience teaching in urban space provides the foundation from which he currently works with pre-service and novice educators who are engaging students across L.A. with socially- and racially-just pedagogies.