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Holly Kosiewicz

Holly Kosiewicz is Director of Policy Development at the Texas Higher Education Coordinating Board. She served as a Peace Corps volunteer in Jordan and El Salvador and has worked on research teams in Colombia, Peru, and the United States. Her work has been included and published in several book projects as well as The Journal of Higher Education, The Journal of Economic Psychology, and Education Week. Holly earned her Master’s at Brandeis University (2007) and completed her PhD at the University of Southern California (2015).  

HARRIS: What were your immediate plans after finishing undergrad and did they work out the way you imagined they would?

HOLLY: I graduated from UT Austin in 2002, and my intent was to do international development work. I’m a first-generation American, and my Polish parents instilled in me the importance of understanding different cultures. So, after UT, I joined the Peace Corps and worked in Jordan. Unfortunately, we were evacuated after six months of service. That sent me back to the States for about half a year. After that I returned to the Peace Corps in El Salvador but I realized it wasn’t really a good fit; nevertheless I still wanted to do something related to international development work. So, afterwards, I decided to get a Master’s in International Development from Brandeis University. As a student there, I became a research assistant on a project that was examining the well-being of a Bolivian indigenous group: the Tsimane’. That experience is what sparked my interest in doing research.

After I graduated with my Master’s degree, I got a job working as a research assistant at the Universidad de los Andes in Bogota, Colombia. There, I worked on a number of projects, but the project that most interested me was one that investigated the impacts of a financial aid program intended to help lower-income students attend and succeed in college. What I liked about that project was that I was able to work with economists and psychologists who were studying the behavioral dimensions of student aid. I worked at Los Andes for a year before returning to the States to start paying off my student loans. When I returned, I began my work in DC as a researcher for an education newspaper called Education Week. If you’re interested in education, or K-12, I would recommend looking into it and reading its articles.

After working there for two years, I enrolled in the education policy Ph.D. program at the University of Southern California. USC gave me the best opportunity to do my own research and gave me the best financial support. While there, I studied developmental education in community colleges. To give you some context, developmental education is largely used by community colleges to help underprepared students succeed at the college level. Some people call it “remedial coursework.” And there’s been a lot of debate about the effectiveness of developmental education. I did a wide range of research—I do mixed methods research, which means it involves both quantitative and qualitative approaches—trying to test the effectiveness of different assessment instruments to determine which ones can adequately assess if a student is prepared for college or not.

In my last year of school, I was laboring on whether I should go to academia or whether I should enter the government. It was a hard decision. Deep down, I really wanted to conduct research that could make a meaningful impact on the education that students receive, and I wanted to work directly with state and local policy makers.

So instead of taking a job in academia, I decided to take a job as Director of Policy Development at the Texas Higher Education Coordinating Board. Because the work I’m doing has a clear impact on state higher education policy, I think it is the right place to be, at least for now. But only time will tell if I transition to a research organization or try being an academic later.

HARRIS: You’re back in Texas, right? Did a longing to be home bring you back?

HOLLY: Yeah, for sure. I wanted to be closer to my parents, especially as they get older. My husband and I have a family here and want to make sure our kids have a close relationship with our relatives.

HARRIS: Can you describe for me what you do during a typical day at work?

HOLLY: Well, my work really ebbs and flows. I don’t really have a typical day, but I can tell you what I do. My official title is Director of Policy Development at the Texas Higher Education Coordinating Board, and I work in a relatively new division at the agency called Innovation and Policy Development. And the short of it is: we’re considered a think tank within the state agency, that supports and conducts research that has the potential to inform higher education policy and practice in the state. For the past year, I have been developing relationships with external researchers—these might be researchers in academic institutions, like Dickinson, or in think tanks—to work on studies that answer the big questions that state policy makers have around higher education.

For example, one of the things I’m currently working on is dual-credit education. Dual-credit education is a process by which a high school student can simultaneously earn high school and college credit from a single course. In Texas, participation in dual-credit education has been expanding rapidly for the last 15 years. But recently, due to new legislation, it’s also seen a significant increase in the percent of 14- and 15-year-olds participating in it. As a result of these shifts, state and local policymakers are raising questions about whether dual-credit education is being effectively scaled. Are students academically prepared to succeed in dual-credit courses, which are college-level courses? Are the academic standards used to teach dual-credit courses the same as those used to teach regular college courses? What are the costs of delivering dual-credit education? And very broadly, how are high school students benefitting from dual-credit education? These are some questions that the Coordinating Board, in collaboration with the RAND Corporation, is trying to answer, and we hope that these answers can help state legislators and policymakers decide what kinds of reform should take place.

HARRIS: What do you think are some of the biggest challenges to developing and implementing policies in higher education?

HOLLY: I think one big challenge is how to go about improving education policy and practice when working with very limited resources. In other words, where can you introduce reforms that generate the largest gains for the least amount of money? That question is always at the forefront of policymaking at all levels of government.

Another challenge is the political pressure that policymakers encounter continuously to get things done. Many times, the pressure to get things done quickly runs counter to the long time it takes research to inform what policy should look like. Research is typically very methodical and it’s slow to produce results. Policymakers, however, need to make decisions quickly, and so they are not going to wait for research that takes five years to complete. The challenge is thus designing research that can produce results relatively quickly while meaningfully informing the decisions that policymakers need to make.

Another challenge is that there are a lot of stakeholders involved, and each of them has its own interests and concerns. It’s sometimes difficult to understand what all of these interests and concerns are, not to mention determining how to balance them in such a way that everyone benefits. Not only students, for instance, but also teachers and faculty, advisors and administrators.

HARRIS: You’ve worked in different educational systems and in several capacities related to education: development projects, policy research abroad. How have these experiences informed the work you do now?

HOLLY: Well, I’ve always believed that education can make society more equal. And that belief has shaped the work that I have done since I’ve graduated from college. I’ve always wanted to ensure that my work could really improve education quality, particularly for the underserved. If I wasn’t doing that—if my work was helping maintain the status quo, for instance—that would make me feel very uncomfortable.

HARRIS: Some people might cast or imagine policy research as being a separate project from what could be called “on the ground” work, or work that interacts directly with the people affected by policy.

HOLLY: I don’t think policy research has to be detached at all from the people you are trying to affect. There are all different types of research. There is research that uses administrative records from state government agencies or federal government agencies. But there is also policy work or policy research where the researcher engages directly with students, with teachers, with community organizers to really get a better grasp of what is happening in the trenches and to give voice to those who have been silenced by more dominant groups. I think the experiences of people who deliver education or experience education is extremely valuable, especially when you’re trying to contextualize, for example, quantitative findings. And the only real way you can get at that is by actually talking to the people who are directly involved in overseeing and delivering education.

HARRIS: What advice do you have for someone trying to determine the best way to have an impact on the educational systems that surround them?

HOLLY: I took some time off after earning an undergraduate degree—I didn’t go straight into my PhD because I think it is really important to figure out where your passion lies. And I think one way of doing that is working in the trenches and really trying to figure out what are the challenges that students are facing and what are the challenges that teachers are facing. I think those experiences can really help you figure out what you are interested in and what you like to do. For example, I was a teacher in the Peace Corps and I discovered that I wasn’t particularly good at it. But that experience also helped me to better understand that there are so many external factors, like nutrition and outside demands, that can impact if a child learns and performs well. I saw that with my own eyes, and I don’t think I would have learned about that sitting behind a computer screen or reading a report, you know? Or at least, I wouldn’t have learned it so profoundly.

So I would recommend to anyone who is interested in making an impact on education policy to work side-by-side with educators, parents, students and educational organizations. Get to really know the challenges that they are facing before trying to make change. Once you get a good grasp of what those challenges are, the way you approach education policy research will be more thoughtful, and probably will gain more respect.

Interview with Leigh Arsenault

Leigh Arsenault is the Program Manager for Federal and State Policy at the Aspen Institute’s College Excellence Program, where she oversees the Aspen Prize for Community College Excellence. Before joining Aspen, Leigh served as a Senior Policy Advisor for higher education at the U.S. Department of Education. She also worked as National Youth Vote Director and National Policy Coordinator for Obama for America for the 2008 and 2012 elections, respectively.

THEO: Okay! So I’m going to pull up you’re LinkedIn profile.

LEIGH: Oh jeez, so you’ve been doing research!

THEO: Yes, I came prepared. . . .Okay, so you worked on the Obama campaign. How was that?

LEIGH: It was an incredible experience! It was my first job right out of college so I actually moved to New Hampshire when President Obama announced in 2007 that he was going to run. I worked the primaries as a campus organizer, so I moved to colleges across the state to organize student chapters of what was then called Students for Barack Obama. It was an amazing opportunity for me to be a part of something where you could really feel the day-to-day tangible impact you were having. I had to measure the number of people I was talking to, learn what they cared about, and figure out how I could then turn that into real organizing on the ground. It also taught me a lot of skills that I continue to bring to my day-to-day work.

THEO: So your interests fall on the political side of things, but also lie in education? Would you say that you’re more interested in one or the other, or are they equal for you?

LEIGH: I would say that I am now on a track that puts my career squarely in the field of education, particularly education policy—and, in my current work, also research on institutional practice. What I think connects those two things—my political experience with my work in education—is my own personal drive to dedicate my time to issues that will help make positive change, however that may be. With education, I think that if we can further improve outcomes for students and ensure greater equity within our system as a whole, that can have larger benefits for our society. As for my organizing work, I would call it more organizing work than political work really in terms of how I view it, but I was also compelled to work on things that would have an impact on social issues and help produce change that would really be meaningful to people.

THEO: So when would you say your interest in education began?

LEIGH: My mother was a teacher, my sister’s a teacher…I come from a background where the importance of education was told to me early and very often, so I always understood the importance of that. I’ll be honest though: When I was in college I didn’t know that I would work in the field of education. I didn’t plan for that at all. When I completed my work on the Obama campaign, I moved to Washington D.C. and I was hired to work at the Department of Education to support the Under Secretary of Education—her name is Martha Kanter, and she was the former Chancellor of the Foothill-De Anza Community College District. My job was to support her in her work and through that I was exposed to a number of different issues on a very global scale, in particular those related to higher education. Martha was the first person to take me under her wing (she does this with many people), and she quickly became a mentor to me. I was very lucky in that regard. Once I was exposed to higher ed issues, I began working on them and moving further down that path so, though I wish I could say I planned my career path all out from the beginning, it really evolved organically on its own for me.

THEO: Was there ever a point where you wanted to teach at a college or a high school or did you want to do something different with education from the start?

LEIGH: Working at the Department of Education, I was exposed to policy issues and I now work for a nonprofit organization that researches community colleges specifically in terms of the practices that result in successful outcomes for students. So I’ve continued to be exposed to that work, but I’m continually drawn down to the institutional level of education. In fact, I’m actually considering whether to continue my own education by pursuing a doctoral degree in higher education. And I hope to have the opportunity to teach—that’s something I’d really like to do. So the short answer is yes, I hope that I will teach in my career.

THEO: So you mentioned briefly the program you are working with now. You are the Program Manager for Federal and State Policy in the College Excellence Program at the Aspen Institute. Can you tell me a bit about that?

LEIGH: Our program is to support institutional practice and policy and leadership that results in high and improving outcomes for students. That’s a quick summary of the work. In terms of how we do that, we offer what’s called the Aspen Prize for Community College Excellence. It’s a million-dollar prize for which community colleges across the nation compete. To identify colleges doing ground-breaking work, first we look at data in terms of how students are varying in persistence and completion at a different colleges. We reach out to the top ten percent of community colleges from a pool of over a thousand and invite them to apply for the Prize. From the information they provide, we then learn more not only about how many of their students complete certificates and degree but what strategies the schools use to measure student learning. That is, what are students learning in their courses, and what value will those courses have for their jobs in the future? We learn how well colleges help students complete and also how well they help them land jobs, whether or not they earn livable wages, whether or not the outcomes achieved are equitable, and whether the students who would like to receive an education are able to obtain it. So that’s the work we do. It’s really fun, because we get to go to the colleges, spend time with professors, students, and college presidents and learn who they are, why they do the work they do, and how their personal dedication translates into the outcomes they’re achieving. At the end of the process, we acknowledge the top ten colleges and present the prize to the winner.

We also look at leadership for higher education more generally, so we try to study the qualities that make exceptional leaders–exceptional meaning they’re able to ensure that their institutions achieve great outcomes for students. The other thing we’ve been engaged in recently is looking at ways in which we can encourage the top colleges in the country to increase their diversity in terms of socio-economic status, how they can enroll greater numbers of students who may come from low-income families and who may not otherwise have been able to afford college without some sort of scholarship and assistance.

 THEO: So you work with colleges to make this happen or are you working with students?

LEIGH: We’re working with college presidents and with policy makers really, to ask the questions and look at the data to find out what the current level of socioeconomic diversity is for colleges in America and then ask the question: How can we improve upon that? How can we ensure that more low-income students are able to access and enroll in colleges where we know they can and should succeed?

THEO: How long has this program been going?

LEIGH: We’re pretty new. Our program was founded in 2010 and it was founded specifically for the purpose of delivering the Aspen Prize for Community Colleges that I mentioned.

THEO: Alright, I’m really curious: Can you describe your average work day?

LEIGH: Oh, that’s tough! Every day’s a little different…I’m trying to think what my day was like today and see how that maps out…So, for today, I basically edited a report—I’m giving a full laundry list, here—I edited the report, also edited the design component of that report. I staffed a meeting where my boss was producing video clips talking about who this year’s prize winners would be. I worked with our Communications team to develop press releases to talk about that. I had a staff meeting talking about program management and how to improve our budgeting practices in our program. And I worked with researchers to define outcome measurements for colleges that we’re working with that are setting improvement plans at their institutions. So as you can see, there is a whole host of things that occupy my day everyday.

THEO: Seems very busy! So you’ve been with this program since it started in 2010? 

LEIGH: I joined the program a year and a half ago.

THEO: And are you thinking about staying with them afterward? What do you see yourself doing in the future?

LEIGH: As I mentioned, I recently applied to graduate school, and I’m considering now whether to enroll in a PhD program for higher education. That would be a five-year program, so that would entail research and teaching experience and also developing the course skills and cognitive skills that I need to hopefully one day lead research efforts and work at an educational institution perhaps. So that’s really exciting.

In terms of the College Excellence Program, one of the really great things about working at a non-profit is that you get exposed to a lot of people and ideas, and the programming you do always has to quickly change—there’s a lot of change in terms of the projects that come your way. So, as I described, we have the Prize, and in our leadership work we’re developing a new curriculum to help prepare the next generation of community college leaders, and that adds a whole host of aspects to the work that are really exciting and involving. We have policy projects like the one I mentioned to you about increasing socio-economic diversity at colleges. That would be a year-long project and evolve into many other things, so it keeps me creative and on my toes at all times. For that reason, each work day is always different, but also very engaging and exciting. So, if I don’t continue my education, there’s a lot of opportunity along the road at Aspen. And the work I’d be doing here would have a lot of impact on the world, which is, you know, what you really want out of a career.

THEO: Going back a little to your time in the Education Department, I was wondering: How did you get involved in all this? Did they come to you, or did you seek out them? Again, I’m a college student, so I’m interested in how I can get involved in this as well as other career paths.

LEIGH: My work on the campaign was actually a natural pathway to that job because I was what is called a “political appointee.” Those who had worked for the President on his campaign were given priority for positions classified as political appointments, and because I would be starting out in an entry-level position in terms of providing administrative support, those kind of job opportunities were available to me. It took two long years on the campaign (and super long days!) to get there in DC, but that was my pathway. I know it’s not the natural pathway for everyone.

In fact, there are two additional pathways for government jobs in DC. Instead of being a political appointee, who’s only employed for the life of the administration, you could be a “career employee,” who’s in their job for their entire career, across multiple administrations, and really keep the government functioning at a high level. So for you, when you finish your degree, you could apply right away for a position in any of those offices as a career employee. There are also opportunities called Presidential Management Fellows, where you would apply to be a Fellow and spend time in multiple agencies. That’s a great opportunity to get a bird’s eye view of government/public service work and expose yourself to subjects you might want to grasp onto, such as education. Does that help?

THEO: Definitely, thank you. I’m a junior, so I’m still trying to figure out what I’m going to do with my life after I graduate.

LEIGH: So you’re a junior, and you’re making decisions now. You’re an education minor.

THEO: Yes, I’m an English major with an education minor. My original plan was to become a high school teacher or teach at the college level, but I keep hearing, especially from Professor Steirer, that I should keep pushing myself and try to look at all the different avenues of the education sector. It’s a lot of exploring right now, and I’m still trying to figure out what to do. It’s pretty interesting.

LEIGH: That’s great! And when you think about it, what sort of careers pop out at you?

THEO: I don’t know yet. That’s a lot of the reason why I’m looking around. I had always thought the idea of being a teacher would be nice. I volunteer a lot at schools, and I like working with kids. I guess I just don’t know yet everything that’s out there, career-wise.

LEIGH: Teaching obviously is a great profession, but I agree there are a lot of other options and knowing that you like to work with people is good. Starting there with what you enjoy is a good place to start. I guess my message to you for right now would be: You don’t need to figure out what you’re going to do for your whole life. You need to figure out how you want to spend your time, what you think is rewarding for you, and what you think you’re good at—like working with people. Then spend your time in that way, and I think opportunities will always follow. So if education is the path for you, know that and follow that, but a lot of different things can emerge and you don’t know where they will lead you.

THEO: So plan for the next year or so rather than the next five or ten?

LEIGH: Someone once gave me the advice that you always need to have an answer for where you will be in five years, but it doesn’t mean you have to stick to that path. You just have to do the hard work to know you’re moving forward. You need to focus and know you’re doing good work and you need to have a plan, but being flexible is okay. Be adaptable. Things may change, and that may be for the good. As long as you know how you’re oriented, what you care about, and where you hope to go, you’re on your way.

THEO: Alright, well thank you. it’s been very informative!

LEIGH: Thank you! And good luck!

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