Nicol R. Howard, PhD was named Dean for the University of Redland’s School of Education after serving as the school’s Associate Dean of Academic Affairs. Dr. Howard is also the Co-Director of the Race in Education Analytics Learning Lab (REAL Lab) where she engages students in quantitative and mixed methods research projects that allow them to critically examine systems, policies, and practices as they seek change within their various professional contexts.
Dr. Howard’s research focuses on learning experiences and identity development in STEM and Computer Science education, as well as family involvement. Recently she has been examining the racialized experiences of Black girls and families in mathematics, science, and computer science learning spaces, through quantitative and mixed methods studies. She is a National Science Foundation QCM Scholar in the Institute in Critical Quantitative, Computational, and Mixed-Methodology (ICQCM). In addition to her journal publications, Dr. Howard has published works in practitioner-focused outlets and has co-authored three books: Closing the Gap: Digital Equity Strategies for Teacher Prep Programs, Closing the Gap: Digital Equity Strategies for the K-12 Classroom, and Coding+Math: Strengthen K-5 Math Skills with Computer Science. She is also co-editor for the Journal of Computer Science Integration and an associate editor for the American Educational Research Association’s (AERA) Review in Educational Research journal. Previously, Dr. Howard served for AERA’s Technology, Instruction, Cognition, and Learning SIG as a chair, program chair, and communications officer. She currently serves as the Communications Chair for AERA’s Research in Mathematics Education SIG and co-chairs the California Council on Teacher Education’s Policy Committee and Spring Policy Action Network.
Prior to joining the faculty at the University of Redlands, Dr. Howard taught at the high school level (9th – 12th grades and Special Education), grades K through 5 and was a Program Specialist in Personalized and Blended Learning. Her continued work is motivated by the encouragement and support she received throughout her own academic and professional journey. She believes that successful education is achieved when students are provided encouragement, support, and quality academic direction.