Shelah Crear, Ph.D., Texas A&M University
Dr. Crear is the director of Rice University’s First Year Programs, designed to successfully assimilate freshmen to college life and academics. Her responsibilities include the development of a week-long orientation week and the development and implementation of UNIV 110, a first year course designed to address the unique needs of freshmen students. Additionally, Dr. Crear provides leadership to the first year Common Reading program, and is currently developing support structures for Rice University “first generation” college students.
Margie Crawford, M.Ed., University of Houston
Ms. Crawford has a career of experience in secondary education, currently teaching at TH Rogers Middle School in Houston ISD. She teaches English and works closely with diverse learners including G/T, ESL and special education populations. Margie has worked as a content specialist with pre-service teachers in the Rice Teacher Education program for many years.
Scott Hochberg, M.E.E., Rice University
Representative Scott Hochberg represented southwest Houston in the Texas House of Representatives from 1993 -2012. He is widely regarded as one of the state’s foremost experts on public school finance and a champion for public school children. Mr. Hochberg was recognized twice as one of the Texas' "Ten Best Legislators" by Texas Monthly magazine, as a "Legislative Hero" by the Texas Freedom Network and honored by Children at Risk for his work on children's issues.
Linda McNeil, Ph.D., University of Wisconsin
Dr. McNeil is a leading figure in national school reform and the author of "Contradictions of Control: School Structure and School Knowledge" (1986), and "Contradictions of School Reform: The Educational Cost of Standardized Testing" (2000). Her writings analyze the tension between educational excellence and the increasing standardization of education in the U.S. Her research and work in urban school reform center on the policies and organizational factors shaping teaching and learning. She has taught at the Harvard University Graduate School of Education and was a visiting scholar at the Stanford University School of Education. She has been vice president of the Curriculum Studies Division of the American Education Research Association and editor of the Social and Institutional Analysis section of the "American Educational Research Journal." She is founding director of the Rice University Center for Education. Her research encompasses curriculum theory, urban schools, school organization and assessment, and educational policy, with a special focus on equity and the education of historically underserved youth.
Judy Radigan, Ph.D., University of Houston
Dr. Radigan spent more than 20 years teaching high school English, debate, speech, drama and ESL in Texas, and also served as an elementary school principal for five years. For the past ten years, Dr. Radigan has had joint appointments at Rice University and the University of Houston. She has been a lecturer in the Teacher Education Department at Rice University and the facilitator for the online Cultural Studies Program at the University of Houston. She has also served as an evaluator for the Even Start Programs in Houston ISD, Fort Bend ISD and Angleton, and has worked as a researcher with the Center for Education at Rice University.
Thomas Schanding Ph.D., University of Southern Mississippi
Dr. Schanding has extensive experience in school psychology. He is both a licensed psychologist and a licensed specialist in school psychology. His experience is varied, having worked with several Houston area school districts, institutions of higher education and entities within the Houston medical center.
Sheila Whitford, M.B.A., University of Houston-Clear Lake
Ms. Whitford is a retired educator from Furr High School in Houston ISD where she served as a literacy coach, School Improvement Facilitator and English teacher. She holds a B.A. in English and history from Texas Women’s University and her MBA from the University of Houston – Clear Lake. Sheila provides support to the Teacher Education program and works with team members on compliance, academic program changes, admissions, program evaluation, the development of innovative new courses and strategic planning.