Toni A. May (Sondergeld), PhD, is an Associate Professor and Provost Faculty Assessment Fellow for Drexel University's School of Education. Her research interests include assessment development & use, program & grant evaluation, STEM education, and urban education.
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Kristin L. Koskey, PhD is a Visiting Scholar in the School of Education. Her research interests include psychometrics, mixed method data integration techniques, and program evaluation primarily in K-16 contexts serving minoritized populations. Her research has received state and federal funding support and is published in peer-reviewed journals such as the Journal of Mixed Methods Research, International Journal of Qualitative Methods, Journal of Applied Measurement, Journal of Experimental Education, and Studies in Educational Evaluation.
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Kathleen Provinzano, PhD is an Assistant Professor of Educational Leadership in the School of Education at Drexel University. She teaches research design, education policy, and education leadership courses in the K-12 school principal and superintendent preparation programs.
Dr. Provinzano's research interests are associated with urban comprehensive school reform specifically, full-service community school strategies, leadership dynamics in full-service community schools, the influence of integrated student supports on student learning and behavior outcomes in community schools, and the reciprocal influence of community school programming on local neighborhoods.
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Alonzo M. Flowers III, PhD, is an associate professor in the School of Education at Drexel University. He is also the program director for the PhD in Education program. He specializes in educational issues, including academic identity development of African American and Latino males in STEM education. He also focuses on issues including diversity, teaching and learning, and college student development. Specifically, Flowers' research focuses on the academic experiences of academically gifted African American male students in the STEM disciplines and impacts the needs of underrepresented students in education.
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Turea M. Hutson, M.Ed. (she/her) is a second-year student in the Drexel University Ph.D. program with a concentration in Educational Leadership and Policy. She currently serves as the co-editor of the Emerging Voices in Education (EViE) Journal, and the Secretary for the graduate student executive committee for Division G of the American Education Research Association. She is a Cum Laude and Distinguished Dean’s List graduate of Arcadia University, where she received her BA in Elementary Education and her MEd in Literacy Studies and TESOL. Social justice and equity were a primary focus of Hutson’s undergraduate and graduate studies, and she spent much of her time researching ways to make schools a more equitable space for marginalized students to learn. Hutson’s interest in education policy led her to run for the school board in her hometown. She served for seven years. She served as president of the board for three years.
In her professional life, Hutson spent time in the classroom, mostly in early childhood education settings. However, much of her career was spent working in government, which included seven years of experience leading programs and helping constituents. Seeing firsthand the inequities policy was capable of perpetuating, Hutson was inspired to start her own consulting business in diversity, equity, inclusion and belonging where she has worked with a range of clients from institutions of higher education to national parks. As a part of her graduate school journey, Hutson’s work has allowed her exposure to multidisciplinary research opportunities including working for the Social Dynamics of Intervention Lab at the AJ Drexel Autism Institute, in addition to the Methods Lab. Hutson’s research interests include equity, education policy, racial trauma, intersectionality, assessment and measurement, autism spectrum disorder in diverse communities.
Michael Klein MS.Ed.(He/Him) is a doctoral student in the School of Education. He received his bachelor's degree from Bloomsburg University and his master's degree from the University of Pennsylvania. Previously, Michael has worked as an English teacher and reading specialist in the School District of Philadelphia. Currently, his research interests relate to adult education and talent development.