Dr. Edith G. Davis. Edith Davis Vita 2013.pdfEdith Davis, The Science of Teaching a Spiral Science...

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without Dr. Edith G. Davis permission August 18, 2011

Florida A&M University

DAVIS, EDITH G.

Science Education and Research

Dr. Edith G. Davis



I am a science professor at Florida A & M University. I have a vision to increase science

achievement in our children. My background is as follows. I was a Woods Hole United

States Geologic Survey Research Fellow as well as the State of Texas Environmental

Specialist for Small Business. I represented Texas’ small business on EPA’s task force

as well as a White House round table representative for women. I am also a Stanford

University Earth Science graduate. I graduated in December, 2007 with my Doctorate in

Education Curriculum and Instruction with emphasis in Science Education and Research

(Middle Schools). I worked at Parkdale Elementary School under Dr. K. Fred Curtis,

Dr. Betty Conaway, and Dr. Pat Sharp.

I have a tremendous amount of teaching experience in secondary, middle school, high

school, college as well as knowledge to offer. As an African-American woman and the

first African-American female Geophysicist in the United States of America, I

believe that I am able to contribute in meaningful ways to the Nations Science and

Technology needs as well as continuing a commitment to scholarly, collaborative

activities with emphasis on cultural diversity, pluralism, and individual differences.

My career spans from being the designer and implementer of the Science Education

Curriculum and Instruction course for the University of Miami’s Upward Bound

program, to Science Education Director for an all girls science education program

sponsored by Penn State, and to implementing a new environmental curriculum into

selected public and private high schools in the Kansas City school district. I have

designed and implemented the Middle School Science Education Curriculum and

Instruction. In addition, I have increases science achievement at Parkdale Elementary

School Waco, Texas School District inner city kids to improve their state achievement

test scores by using my own science education curriculum designed in completing my

Doctorate in Curriculum and Instruction from Baylor University. I am presently

increasing the science achievement of children at FAMU Developmental Research

School Baylor University received 11.8 million dollars partly based on my science

education research 5th graders. My work with the children throughout the county has

been rewarded by the Mayor of Waco and the Waco Community Race Relations

Coalition as a 2008 Black History Difference Maker.

Currently, I am the Chairperson of Science Education Special Interest Groups for the

Association of Teacher Educators . Through my work and affiliations, part of my goal is

to help build and establish significant meaningful relationships with others of similar

interests. I endeavor to be a leader in the education field and recognize that building a

relationship network with other races, nationalities, educators, scientists and women is

the most crucial element to all of our success.

Dr. Edith Davis

Visionary, Instructional, Organizational, Collaborative and Professional Leadership

Visionary Leadership

I can translate the my overall mission my Community Strategic Plan into a set of critical,

consistent, success actions that lead to measurable results from my diverse student groups. I can

and have reflect high expectations for administrators, teachers, and students and exercise a high

degree of initiative, judgment, and insight in the planning, design and execution of district-wide

improvement efforts. I can and have create and sustain a high performing culture where the



administrators, faculty, and district staff, are highly engaged and focused on student outcomes,

education excellence, and full accreditation.

Instructional Leadership

I can be innovative in integrating research-based best practices in technologies, instructional

strategies, quality curriculum standards, and emerging skills that enable all students to reach their

full potential in a globally competitive environment. I can lead and monitor district-wide student-

centered programs within available resources that are designed to meet or exceed the

performance, content, and character of high quality school systems in the United States. I can

conduct comprehensive evaluations of schools to identify problem areas and test the validity of

policies and procedures. I can coordinate and analyze the collection of meaningful data to

accelerate academic achievement and ensure operational efficiency and accountability. As well as

provide every student with enlightened, highly effective school leaders, teachers, and support

staff using focused, varied, and sustained professional development opportunities that enhance

student outcomes.

Organizational Leadership

I can maintain strong supervisory and operational controls that demonstrate prudent use of the

financial, human, material, and technology resources to support the district’s teaching and

learning goals. I can direct the implementation of appropriate precautionary and control measures

to minimize vulnerability and optimize operational efficiency. As well as demonstrate expertise

in budget, finance and capital improvements and manage and execute funds allocated by my

program to support district staff and schools.

Collaborative Leadership

I can raise academic achievement by motivating, developing and supporting a high-performing,

diverse and caring team, holding all accountable for improved achievement. I can make decisions

valuing an inclusive decision making process. I can use effective oral and written communication

skills and media relations programs to reach out to all community groups, and develop productive

and beneficial relationships. I can be a visible presence in the schools and serve as an ambassador

to the public for the district, schools, and military community. As well as model relationship

building; partner with the military community, family services, community groups, and district to

strengthen teaching and learning goals.

Professional Leadership

I can build sound relationships with district and school based personnel and inspire staff to

become highly effective. I can embrace and promote diversity and work well in diverse ethnic,

racial, cultural and socio-economic communities and environment. I can welcome dissenting

opinions and value all segments of the community with opposing points of views and priorities.

As well as be transparent and honest while working within a political environment at the

community, district, and system level, achieving organizational goals.

My career spans from being a Cost Accountant, the designer and implementer of the Science

Education Curriculum and Instruction course for the University of Miami’s Upward Bound

program, to Science Education Director for an all girls science education program sponsored by

Penn State, and to implementing a new environmental curriculum into selected public and private

high schools in the Kansas City school district. I have designed and implemented the Middle

School Science Education Curriculum and Instruction Program.

In addition, I am completing consultation with the Waco, Texas School District inner city kids to

improve their state achievement test scores by using my own science education curriculum

designed in completing my Doctorate in Curriculum and Instruction from Baylor University.



Baylor University received 11.8 million dollars partly based on my science education research.

My work with the children throughout the county has been rewarded by the Mayor of Waco and

the Waco Community Race Relations Coalition as a 2008 Black History Difference Maker. I am

presently an Assistant Professor in Science Education at Florida A & M University.

Currently, I am the Science Education Coordinator for Physics, Chemistry, Biology, Earth, and

Space Science. I am the Chairperson of Science Education Special Interest Groups for the

Association of Teacher Educators. Through my work and affiliations, part of my goal is to help

build and establish significant meaningful relationships with others of similar interests. I

endeavor to be a leader in the education field and recognize that building a relationship network

with other races, nationalities, educators, scientists and women is the most crucial element to all

of our success.

Research and Scholarship

Publications

Edith Davis, “A Study of the Effects of an Experimental Spiral

Physics Curriculum Taught to Sixth Grade Girls and Boys,” The

International Journal of Science in Society (2010): August 2011.

Edith Davis and K. Fred Curtis, “A Spiral Science Curriculum from the

Laboratory to the Field: A Science Intervention in an Elementary

School,” Association of Teacher Educators (2007): 78.

Perry L. Glanzer, Todd C. Ream, Pedro Villarreal III and Edith Davis, “The

Teaching of Ethics in Christian Higher Education: An Examination of

General Education Requirements,” Journal of General Education 53

(2004): 184-200.

Edith Davis, Betty Conaway, Tony Talbert, Larry Browning and Truell Hyde,

“The Science of Teaching a Spiral Science Curriculum” Submitting to

American Educational Research Journal April 2009.

Edith Davis, Betty Conaway, and Tony Talbert, The Science of Teaching a Spiral

Science Curriculum to Resilient Children” Submitting to American

Educational Research Journal May 2009.

Edith Davis, Pat Sharp and K. Fred Curtis, “A Spiral Science Curriculum from the


School,” Action in Teacher Education: The Journal of the Association of

Teacher Educators April 2009.

Edith Davis, The Science of Teaching a Spiral Science Curriculum to Teachers”

Submitting to Science June 2009.



Professional Presentations

Conference: 2013 ATE Annual Meeting in San Antonio, TX in

February 15-19, 2013. Presentation Micro spiral Curriculum

Science Middle School Science Summer Camp.

Conference: 2012 ATE Annual Meeting in San Antonio, TX in

February 12-14, 2012. Presentation Micro spiral Curriculum

Science Middle School Students.

Conference: Madrid, Spain in November 2010:

Micro Pedagogies: Implementing a Micro-Spiral

Science Curriculum for Middle School Children

Conference: 2011 ATE Annual Meeting in Orlando, FL in

February 12-16, 2011.

B. Description of Presentation Thematic Presentation

1. Title: A Grounded Theory Study of the Effects of A Spiral Physics

Curriculum For Resilient Sixth Grade Girls and Boys

2. Type of Presentation: Single Paper

3. Objective(s) of Presentation: To inform the educational community

about the research.

4. Relationship to Conference Theme/Strands: The researcher has

trained future teachers in the spiraling technique in order to increase

academic achievement in their future students. 5. Relationship to Teacher Educator Standards: The research can be

used to strength our nations teacher education programs and in

particular science teachers education programs.

Conference: Keynote speaker at the Teachers for a New Era 2010

THIRD ANNUAL PROVOST’S INDUCTION SYMPOSIUM April 9-

10, 2010 & The FATE 2010 Regional Panhandle Symposium Friday

day, April 9, 2010.

Conference: Presented at the 2010 ATE Annual Meeting in Chicago, IL

in February 13-17, 2010.

B. Description of Presentation Thematic Presentation

1. Title: A Grounded Theory Study of the Effects of A Spiral Physics

Curriculum For Resilient Sixth Grade Girls and Boys

2. Type of Presentation: Single Paper

3. Objective(s) of Presentation: To inform the educational community

about the research.

4. Relationship to Conference Theme/Strands: The researcher has

trained future teachers in the spiraling technique in order to increase

academic achievement in their future students. 5. Relationship to Teacher Educator Standards: The research can be



used to strength our nations teacher education programs and in

particular science teachers education programs.

Conferences: 2009 Association of Teacher Educators

Invited Presentation “The Spiral Curriculum from the Lab to the Field:

Teaching Teachers the Spiral Science Curriculum”



A Science Instruction in Elementary Schools”


Invited Presentation “The Spiral Curriculum from the Lab to the Field: A

Science Intervention in an Elementary School”

Service

Science Advisor to FAMU DRS and NIMS Middle School

Educational Excellence School Advisory Council (EESAC),

Representative for Henry S. West Laboratory School (2008-2009)

Conferences: 2007 Association of Teacher Educators chairperson for

science SIG Phi Delta Kappa Vice President of Membership for Baylor

University (2005-2007)

The Association of Junior Leagues of Waco, Texas

SUMMARY OF QUALIFICATIONS

Fifteen years of progressive training responsibility and operational leadership in the

public and private business sectors.

A highly organized, detail-oriented manager that developed work products requiring

long-range planning & innovative thinking in a changing environment.

An articulate communicator, skilled in quickly engaging team members and

audiences, establishing rapport and developing strong relationships with diverse

individual’s at all organizational levels.



Dr. Edith G. Davis’ Science Education Teaching Philosophy

First, it is my objective to demystified science and to make it transparent for all to

understand. It is also my objective to make science fun and relevant to the students’

(future teachers’) world. I plan to model the five key behaviors of an effective teacher

which are to make lessons clear, to provide instructional variety, to be task oriented, to

engage students (future teachers), and to increase student’s learning success rates. I will

also use some of the helping behaviors such as using student ideas and contributions, as

well as structuring their curriculum, units, and lessons plans so that the students (future

teachers) will find information easy to learn. I will use various questioning and probing

methods to energize the classroom environment. But, even after following the behavior

models and methods, I will only become an affective teacher by truly caring about the

students (future teachers) and the subject that I am teaching.

Second, I recognize we have a very diverse group of students (future teachers) to teach

and it is my role to understand students (future teachers) and their different learning

styles whether they are global learners and look at the world holistically (field dependent

or sensitive) or whether they look at the world in discrete parts (field independent or

insensitive). Understanding this about students (future teachers) will help me to

strategize the best ways to teach and to maximize their educational experience. Knowing

how students (future teachers) obtain information will help me to plan the best learning

structures. Because task-relevant facts, skill, and understanding of science comes in

many different ways, I will use various structures such as general to detail, simple to

complex, abstract to concrete or conceptual to procedural to ensure the scientific content

imparted through the lessons will enhance the students (future teachers) learning

experience.

Finally, I understand that I must gain the student’s (future teacher’s) attention, direct

them to the frequencies where the knowledge is being transmitted, elicit the desired

behavior, give the feedback and assess the behavior. Simply put, my objective will be to

get their attention, to motivate action, to see production, and to show retention. I will try

never to lose sight that learning should be fun.

Overview of Dr. Edith Davis educational background and experience

Dr. Davis has a 20-year career as a scientist, career development trainer, corporate

manager, and educator. Dr. Davis has earned a Bachelor of Science in

Geology/Mathematics, a Master of Science in Geophysics, a Master of Business

Administration and a Doctor of Education in Curriculum and Instruction emphasis in

science education and research.

Dr. Davis is the first African American Female Geophysicist upon graduating from

Stanford University. Dr. Davis was a White House Representative for Women’s

Roundtables. Dr. Davis represented the state of Texas on an EPA Metal Finishers Task

Force. Dr. Davis has worked for fortune 500 companies in various roles.

Dr. Davis has been a speaker on science, education, and the world of business for various

conferences throughout the country. Within the past seven years, Dr. Davis has

volunteered her time to teach science curriculums in urban schools. Dr. Davis has a



Doctor of Education in Curriculum and Instruction with emphasis in Science Education

and Research. Dr. Davis stresses, that public education should be outstanding.

Dr. Davis and her husband have two young children.

The success of Dr. Edith Davis doctoral dissertation

Spiral Science Curriculum

My research compared the effectiveness of using an experimental spiral science

curriculum to a traditional linear science curriculum for sixth through eighth grades. The

study also surveyed students’ parents and principals about students’ academic history and

background as well as identified resilient children’s attributes for academic success.

The purpose of the complete study was to compare the effectiveness of using an

experimental spiral science curriculum and a traditional linear science curriculum for

increasing academic success.

My research proved that both the experimental spiral science curriculum and the

traditional linear science curriculum increased science achievement. However, it is

important to note that the majority of the subgroups studied did show statistically

significant differences in effectiveness for the experimental spiral science curriculum

compared to the traditional linear science curriculum. The Grounded Theory analysis of

resilient student characteristics resulted in categories for future studies including the

empathy factor (“E” factor), the tenacity factor (“T” factor), the relational factor (“R”

factor) and the spiritual factor (“S” factor).

My dissertation study used mixed methods and implemented a spiral curriculum on the

study of light with middle school students. I compared the achievement of the

experimental group with the achievement of the control group who worked with the same

content presented in a more traditional, linear format. I conducted a pilot study prior to

the actual dissertation study. I wrote the curriculum, made all the arrangements with the

local middle school to implement the study, taught the classes and analyzed the results of

the test instrument. In addition, I identified several unique markers of resilient students

among the sample population in the dissertation study.

As a doctoral student in the School of Education, Department of Curriculum and

Instruction, I completed a three month intervention study at Parkdale Elementary that

investigated the effectiveness of teaching an experimental Spiral Science Curriculum

(SSC) to 5th grade students. The basic concept of a spiral curriculum is one in which

there is an iterative revisiting of topics or themes throughout the course. A spiral

curriculum is not simply a repetition of a topic taught; it requires a deeper understanding

of the course material, with each encounter of course matter building on the previous

topic. This provides for increased competence of students.

The study involved teaching linear and spiral science curriculum to 5th grade students. In

addition to the linear and spiral science classroom instruction, the study included surveys

of school administrators, teachers, and parents to gather information about the current



science curriculum, school demographic information, students’ and behavioral attributes,

and the students’ academic progress.

The results from the intervention showed a statistically significant increase in TAKS

achievement for those students being taught using the spiral science curriculum.

Drs. Edith Davis, K. Fred Curtis, and Pat Sharp’s Successful Intervention at a

Central Texas Elementary

Overall 32% increase.

9% of the African Americans passed in 2005, 54% passed in 2006.

38% of the Latinos passed in 2005, 62% passed in 2006.

57% of the Anglos passed in 2005, 82% passed in 2006.

28% of the Economically Disadvantage Americans passed 2005, 65% passed in

2006. *The 2007 percentages are goal percentages set by Parkdale Elementary. Edith’s work is

reflected in the 2005-2006 statistics*

Dr. Edith Davis design to positively and substantively impact science,

social studies, and health education in this nation

My vision is to create a Tier 1 Science, Social Studies, and Health Education program for

our nation’s children that will be admired and emulated throughout the world. In

particular, I am looking for an opportunity where I will be able to raise the academic

achievement for our children, to apply for supporting grants, and to have the necessary

resources to begin and follow through on science education programmatic concepts.

My primary focus is to improve the science and math skills of K-8 graders nationally.

International studies show that students in the United States rank near the bottom of

industrialized countries in math and science achievement. I am working to investigate

the effect of teaching science using an experimental Spiral Science Curriculum at the 5th

through 8th grades. The curriculum is designed specifically to improve the overall

science and math abilities of middle school students on a national basis.

It is an honor to teach our nations children and it is a double honor to teach the teachers

that will be teaching those children. The main purpose of teaching science curriculum is

to make science accessible to all students no matter what the learning style. However,

the approximate time required to cover a science curriculum is sometimes very daunting

to teachers. One way to address the accessibility and the time issues is to teach a science

curriculum across disciplines. By teaching across disciplines, the whole student can be

targeted.

Another purpose of teaching science curriculum is to set the foundation for the study of

science and the learning of scientific process skills. A science curriculum which teaches

across disciplines should be an intensive and enriching experience for the students. The

students will learn Math, Reading, Writing, History and other subjects while learning

science. It is my hope that my teaching philosophy will cause a thirst for scientific

knowledge in teachers that will never be quenched and that they will transfer this thirst

for scientific knowledge to their students.



EDITH G. DAVIS

P.O. Box 5275 [email protected] Office: (850) 599-3038

Tallahassee, FL 32314 Residence: (816) 678-6838

EDUCATION, & TRAINING

Ed.D, Curriculum and Instruction Education, Major Science Education and Research Baylor University, Waco, TX, Full-time Student expected graduation 2006-2007

MBA, Major Marketing & Minor Management, University of Texas, Austin, TX, 1991

M.S., Geophysics, Stanford University, Stanford, CA, 1982

B.S., Major Geology & Minor Mathematics, University of Miami, Coral Gables, FL, 1981

Training in Team Leadership, Time Management, Performance Management Train the Trainers

PROFESSIONAL EXPERIENCE

PROFESSIONAL EXPERIENCE

FLORIDA A & M UNIVERSITY

Assistant Professor, College of Education, Department of Secondary and

Foundations,

Tallahassee, FL 2009-2013

Instructor of Science and Earth/Space Science

Teacher of record for SCE 3811 Science Instruction in the Elementary School Fall 2009-13

Teacher of record for GLY 001,002,003 Earth and Space Science

Secondary School Fall 2009-13

Teacher of record for EDG 5906 Science Instruction in the Secondary School Fall 2009-13

Teacher of record for EDG 4906 Earth and Space Science

Secondary School Fall 2009-13

Teacher of record for SCE 3811 Science Instruction in the Elementary School Spring 2010-13

Teacher of record for GLY 001, 002, 003 Earth and Space Science

Secondary School Spring 2010-13

UNIVERSITY OF MIAMI

Visiting Assistant Professor, School of Education, Department of Teaching and

Learning,

Coral Gables, FL 2008-2009

Instructor of Science and Mathematics

Teacher of record for TAL 422 Mathematics Instruction in the Elementary School Fall 2008

Teacher of record for TAL 423 Science, Social Studies, and Health, Instruction in

the Elementary School Fall 2008

Teacher of record for TAL 520 Curriculum, Assessment, Teaching, and Learning for

Measurement and Geometry Fall 2008

Teacher of record for TAL 422 Mathematics Instruction in the Elementary School Spring 2009



EDITH G. DAVIS Page 2

Teacher of record for TAL 423 Science, Social Studies, and Health, Instruction in

the Elementary School Spring 2009

Teacher of record for TAL 520 Curriculum, Assessment, Teaching, and Learning for

Measurement and Geometry Spring 2009

Teacher of record for TAL Science Instruction in the Elementary School Spring 2009

BAYLOR UNIVERSITY Doctor of Education Curriculum and Instruction with Science Education/Research, Waco,

TX 2003-2007

Dissertation topic: A Study of the Effects of an Experimental Spiral Physics Curriculum

Taught to Sixth Grade Girls and Boys.

Teacher of record for small group TED 2380 Education Thought Western World Fall 2004

Teacher of record for small group TED 2381 American Education Thought Spring 2005

Teacher of record for small group TED 1212 Introduction to Teaching I Fall 2005

Science Education Intervention Consultant at Parkdale Elementary School, Waco Spring 2006

Recipient of Exxon Mobil Educational Grant for $2000.00 Spring 2006

Teacher of record for small group TED 2380 Education Thought Western World Fall 2004

Teacher of record for small group TED 2381 American Education Thought Spring 2005

Teacher of record for small group TED 1212 Introduction to Teaching I Fall 2005

Science Education Intervention Consultant Parkdale Elementary School, Waco Texas Spring 2006

Recipient of Exxon Mobil Educational Grant for $2000.00 Spring 2006

Center for Astrophysics, Space Physics, and Engineering Research, Research Assistance

2004-2006

Research and Scholarship

Publications

Edith Davis, “A Study of the Effects of an Experimental Spiral

Physics Curriculum Taught to Sixth Grade Girls and Boys,” The

International Journal of Science in Society (2010): August, 2011.

Edith Davis and K. Fred Curtis, “A Spiral Science Curriculum from the


School,” Association of Teacher Educators (2007): 78.

Perry L. Glanzer, Todd C. Ream, Pedro Villarreal III and Edith Davis, “The

Teaching of Ethics in Christian Higher Education: An Examination of

General Education Requirements,” Journal of General Education 53

(2004): 184-200.




Edith Davis, Betty Conaway, Tony Talbert, Larry Browning and Truell Hyde,”

The Science of Teaching a Spiral Science Curriculum” Submitted to

International Journal of Science Education June 2009.

Edith Davis, Betty Conaway, and Tony Talbert, The Science of Teaching a Spiral

Science Curriculum to Resilient Children” Submitted to International

Journal of Science Education June 2009.

Edith Davis, Pat Sharp and K. Fred Curtis, “The Science Effects of A Micro-

Spiral Science Curriculum For Fifth Grade Girls and Boys” Submitted

to International Journal of Science Education June 2009

Edith Davis, The Science of Teaching a Spiral Science Curriculum to Teachers”

Submitting to Submitting to International Journal of Science Education

December, 2009.

Professional Presentations

Conferences: 2010 Science in Society to be held at the Carlos III

University of Madrid, Madrid, Spain from 11 to 13 November 2010 “A

Study of the Effects of an Experimental Spiral Physics Curriculum Taught

to Sixth Grade Girls and Boys ”


Invited Presentation “ Phase 2 The Spiral Curriculum from the Lab to the

Field: Teaching Teachers the Spiral Science Curriculum”



Teaching Teachers the Spiral Science Curriculum”



Science Instruction in Elementary Schools”



Science Intervention in an Elementary School”




Service

Educational Excellence School Advisory Council (EESAC),

Representative for Henry S. West Laboratory School (2008-2009)

Conferences: 2007 Association of Teacher Educators chairperson for

science SIG Phi Delta Kappa Vice President of Membership for Baylor

University (2005-2007)

The Association of Junior Leagues of Waco, Texas

CORD, Curriculum Developer

2006

Southwest Educational Development Laboratory, Science Achievement Researcher

2005

HARLEY-DAVIDSON MOTOR COMPANY COMMUNICATION/TRAINING ANALYST, Kansas City, MO 1997-2003

Harley-Davidson offers products to complete the entire riding experience, including motorcycles,

MotorClothes apparel and accessories, and genuine motor accessories.

Responsible for the Kansas City facility personnel training and communications media in a High

Performance Work Organization (HPWO).

Created content and agenda, orchestrated logistics, and facilitated trainings for the H-D

personnel training curricula including New Employee Orientation (NEO) and Group

Development Training (GDT).

Developed and published H-D quarterly employee newsletter. Also, managed the closed-

circuit TV station and RIDE (H-D Intranet) program.

Operation Analyst

Analyzed operations, business and staff performance, cost accounting and budgets, material

analysis, and work flow processes to institute new management operational system that improved

budget data collection, internal communications, performance measurements, and job

satisfaction.

Implemented the first Factory Actual Cost Tracking System (FACTS) cost management

software program within the Harley Davidson business operations.

Developed and coordinated product costs and financial procedures training seminars and

workshops.




TEXAS NATURAL RESOURCE CONSERVATION COMMISSION 1994-1996

SMALL BUSINESS TECHNICAL ASSISTANCE PROGRAM ADMINISTRATOR III, Austin, TX

A comprehensive environmental regulatory agency created from (5) separate state agencies.

First point of contact for small businesses and local governments to provide confidential technical

assistance on air, water, waste, and pollution prevention issues without the threat of enforcement,

to educated customers through site visits, workshops, and conferences; and to promote

conservation of natural resources through stakeholder partnerships.

Co-authored the Texas Small Business Multi-Media Compliance Audit program that

rewarded participants that show voluntary environmental leadership to protect Texas air,

water, and land resources.

Administrator of the Small Business Pollution Prevention program that composed plans to

help customers save money, lower their regulatory burden, and increase product efficiency

and quality.

Designer and/or trainer of the Environmental Cost Accounting program, Pollution Prevention

guidelines, and the Environmental talk show.

Penn State University, University Park, PA, Director of Summer Science Program

1995

EXPERIENCE

Educational Excellence School Advisory Council (EESAC), Representative for Henry

S West Laboratory School (2008-2009)

Black History Difference Maker Award, Presentation of Difference Maker Award by

Virginia Dupuy, Waco Mayor & Don Wright, CRRC Board Member (2008)

Chairperson for Graduates of DLESE, Digital Library Earth Science Education (2004)

Science Teacher, Kansas City, MO School District, Kansas City, MO. (1996)

SUMMARY OF QUALIFICATIONS

Fifteen years of progressive training responsibility and operational leadership in the

public and private business sectors.

A highly organized, detail-oriented manager that developed work products requiring

long-range planning & innovative thinking in a changing environment.

An articulate communicator, skilled in quickly engaging team members and

audiences, establishing rapport and developing strong relationships with diverse

individual’s at all organizational levels.



Juliet Shepard, J.D.

Mentor

Consultant to Tim Kaine, Governor of Virginia

White House Aid to U.S. Secretary of State George Shultz

P.O. Box 2256

Merrifield, VA 22116

Phone: 703-795-0565

Email: [email protected]

Degrees,

J.D. Harvard University Law School

B.S. University of North Carolina

mailto:[email protected]

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