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Project Based Learning (PBL) Staff

Brooke Culclasure
Brooke Culclasure is the Center for Education Policy and Leadership's Research Director. Currently, Dr. Culclasure oversees the Center’s Evaluation Capacity Building Initiative and serves as the Principal Investigator of the South Carolina Public School Montessori study, the Overcoming Obstacles Life Skills Program evaluation, and the South Carolina Project-Based Learning evaluation. She also currently serves as a lead evaluator for the United Way of Greenville County's OnTrack Greenville Initiative and served from 2012-2014 as an evaluator for the Florida Race to the Top federal grant. She completed her B.A. at the University of Richmond and earned masters degrees from the University of Virginia and University of South Carolina and her Ph.D. from the University of Virginia.
864.294.3236
Alexis Sprogis
Alexis Sprogis joined the Riley team in 2008. She is currently a Research Specialist with the Center for Education Policy and Leadership, where she is responsible for assisting with data collection, instrument and report creation, research logistics, and database compilation associated with several research projects, including the South Carolina Public School Montessori study, the Overcoming Obstacles Life Skills Program evaluation and the education model evaluation funded by the Education Oversight Committee. She received a B.A. from Winthrop University in 2006 and is in the process of earning her M.A. at the University of Nebraska (Kearney).
864.294.3696
Cathy Stevens
Cathy Stevens is the Program Director for the White-Riley-Peterson Afterschool Policy Fellowship, focused on improving policy in support of afterschool and summer learning across the country. She is also working on the development of a new teacher certification in project-based learning for South Carolina's teachers. Cathy assists in developing the overall strategic direction for the Center for Education Policy and Leadership. From 2005 to 2007, she helped direct the Riley Institute's Hewlett Foundation financed research project on public education, the most comprehensive systematic study of public education ever done in South Carolina. She has a B.A. from Furman and an M.Ed from Clemson University. 
864.294.3265
Troy Terry
Troy Terry, Co-Investigator of the Project Based Learning evaluation, received his Ph.D. from Clemson University. As Director of Graduate Studies in Education at Furman, he oversees all phases of the Graduate program and serves as a professor of School Leadership. His past professional experiences include teaching high school English and Drama, and serving as a middle school assistant principal and an elementary principal. Dr. Terry is a literacy and service-learning advocate and has presented at county, state and regional meetings on project-based learning, public school law, integrated literacy programs in the elementary school, creating an exemplary writing school, service learning, curriculum integration, teaming, reading and writing across the curriculum, grant writing, and humanities-based curriculum. Dr. Terry has authored or edited three publications on curriculum integration: ARISE – Integrating Service Learning into the Curriculum 9-12; ARISE: Service Learning at the Middle Level; and REACH: Integrating the Collaborative Humanities and is currently working on a text on project-based learning. His continued research interests include Public School Administration and the Law, Project-Based Learning, and Literacy.
864.294.2213
 
 
 

 

 

Interns

Noah Zimmermann
Noah Zimmermann is a junior Political Science and Philosophy double major with a minor in Poverty Studies, and is from Camden, South Carolina. On campus, he is actively involved in Catholic Campus Ministry, Poverty Awareness Committee, Admission Ambassadors, Riley Institute Advance Team, and the Outdoors Club. In his free time, he loves getting out in nature on hikes with friends and enjoying the outdoors.