Dr. Callie Womble Edwards is the Acting Director of Program Evaluation and Education Research at the Friday Institute for Educational Innovation and an Adjunct Assistant Professor in the College of Education. Dr. Edwards has over 10 years of experience leading research and evaluation efforts in academic and government settings, including statewide initiatives.
Dr. Edwards holds a Ph.D. in Educational Research and Policy Analysis with a specialization in Higher Education Administration from North Carolina State University (NCSU). Her dissertation explored the counternarratives of high-achieving Black male engineering majors, and earned the NCSU 2018 Higher Education Dissertation of the Year Award, and an honorable mention from the American Association of Blacks in Higher Education 2019 Dissertation of the Year Award selection committee.
Prior to joining the Friday Institute in 2018, Dr. Edwards served as a Research Specialist at the North Carolina Department of Commerce, a Research Assistant in the Office of Assessment at NCSU, and a Program Coordinator in the Minority Engineering Programs Office at NCSU.
Dr. Edwards teaches doctoral-level qualitative methods courses in the NCSU College of Education, and serves on student qualifying/negotiated exam and dissertation committees.
Ph.D. Educational Research and Policy Analysis NC State University 2018
M.P.H. Health Behavior UNC Chapel Hill 2014
B.S.P.H. Health Policy and Management UNC Chapel Hill 2012
Area(s) of Expertise
As an equity-focused educational researcher and evaluator, Dr. Edwards studies, partners with, and advocates for historically underrepresented and underserved populations in health, education, and science, technology, engineering, and mathematics (STEM) fields, such as women, communities of color, individuals who experience low-income backgrounds, and those who are the first in their family to graduate from college. In 2020, she launched the Program Evaluation and Education Research (PEER) Internship Program for Undergraduates. Her leadership of this impactful student development program was commended in 2022 as Dr. Edwards earned NCSU College of Education level and University level Awards for Excellence in Human Relations.
The Program Evaluation and Education Research (PEER) Group at the Friday Institute for Educational Innovation will partner with the MPAACT project team to support their collection, analysis, and reporting of formative and summative evaluation data. Dr. Callie Edwards, Associate Director of the PEER Group, and a Graduate Research Assistant (GRA) will serve as evaluation staff. In Year 1 of the project, evaluation staff will convene quarterly with members of the project team to provide consultation and technical assistance on the design of evaluation instruments. In Years 2 and 3 of the project, evaluation staff support the execution of the corresponding evaluation questions.
The evaluation questions developed for this proposal are explicitly aligned with the strategic objectives of the NCEC. Collectively, the evaluation questions are intended to help NCEC better understand: Q1.How, and to what extent, does NCEC foster effective partnerships with schools to implement research-based programs that support teachers and help students thrive? Q2.How, and to what extent, does NCEC activate untapped talent by connecting Corps members to partner schoolsÃƒÂ¢Ã¢â€šÂ¬Ã¢â€žÂ¢ needs? Q3.How effectively does NCEC train corps members for high-impact tutoring, and how can training better meet the needs of corps members and partner schools? Q4.How effective are ongoing supports provided to corps members, and how can NCEC better support members in-service and in pursuit of public service careers? Q5.To what extent does NCEC implement high-impact interventions that improve early literacy and social-emotional outcomes for students? Q6.How can NCEC improve and grow program services to better serve public schools and children in need?
In this three-year project funded by the Oak Foundation, the Friday Institute will continue to offer its high quality professional learning experiences that focus on learning differences, social and emotional learning, and learner agency. It will build on these experiences in providing additional administrator supports and school-wide deep dives. It will also conduct research to discover evidence-based lessons learned for the field, and contribute to transferable knowledge that extends beyond the life of the grant. The FI will also sustain this high quality content by leveraging existing partnerships, developing new partnerships, and using open source technologies to support organizations in integrating and customizing the FIÃƒÂ¢Ã¢â€šÂ¬Ã¢â€žÂ¢s content to meet their unique needs and contexts.
COVID-19 compelled teachers and students to shift to digital teaching and learning promoting the use of educational technology. During the pandemic, North Carolina General Assembly utilized ESSER III State reserve funds to help districts and charter schools monitor student internet activity and help identify and protect young children from related threats such as violence, self-harm, and suicide; child pornography, online predators, and sexual content; cyberbullying or other forms of online abuse; and drug or alcohol abuse. While intuition is that such monitoring software can protect children from various types of attacks, a comprehensive evaluation is still lacking on their effectiveness and the tradeoff between the protection and the sacrifice of childrenâ€™s privacy. This research study brings together researchers with expertise in educational technology, cybersecurity, school counseling, and program evaluation to examine the effectiveness and impact of the use of software applications to monitor student internet activity and the use of these devices to mitigate cyberbullying and suicide prevention through the following project objectives: â— Examine what and how monitoring applications were implemented in North Carolina districts â— Examine the impact of the implementation of the monitoring software applications to protect students from threats and harms â— Examine the data collected by the software, its access, and data privacy protection â— Examine the monitoring needs of North Carolina districts and charter schools â— Provide policy recommendations at the State and local levels
The primary goal of this work is to develop a comprehensive and responsive evaluation plan that details programmatic strategies and intended outcomes, measures for assessing and improving program impact, a timeline of evaluation activities, and an estimated budget. Working collaboratively with TIP leadership, North Carolina Public School Units (PSU), and the North Carolina Department of Public Instruction (NCDPI), the Friday Institute Program Evaluation and Education Research (PEER) Group will ensure evaluation efforts for the NC HTLA are: 1.Aligned to the program goals and priorities of the TIP leadership team; 2.Inclusive of legislative and funder-specified reporting requirements; and, 3.Responsive to the context and needs of North Carolina Public School Units. A secondary goal is to document design, development, and implementation efforts during the first year of the initiative using an ethnographic approach. Reporting of these efforts is intended to inform program stakeholders and external audiences of the progress made towards program objectives, design decisions and rationale, and successes and challenges experienced by program leadership and participants.
To continue building our leadership capacity at the Friday Institute, the Learning Differences project team will enroll in the Center for Creative Leadership's "Lead 4 Success" training program. The proposed cost would cover the enrollment of all five members of the team and would build the team's distributed leadership capacity and further strengthen our culture.
The FI proposes to continue the in-depth work on Learning Differences and to build resources around Learner Agency and SEL by developing modules/courses and micro-credentials to support educators in building and deepening their understanding of these topics. Building capacity for Learning Differences, Learner Agency, and SEL and helping educators and administrators understand how they work together support district and schools in their transition to personalizing learning. The FI also seeks to continue to expand the vertical integration of the program beyond teachers, coaches, and students to include parents, administrators, and entire school buildings, as well as the refinement of tools that are integral to the programÃƒÂ¢Ã¢â€šÂ¬Ã¢â€žÂ¢s success. The proposed work will continue to engage current Oak Foundation partners and practitioners in the field. The FI seeks funding to address the following objectives in the next phase of Learning Differences work: 1. Sustain high impact programs from previous grants. 2. Develop new courses/modules, resources, tools, and micro-credentials to support educator, student, and parent needs. 3. Build capacity across schools with immersion of supports around Learning Differences through a continuous improvement approach. 4. Host convenings for and with the Oak Foundation. 5. Evaluate work for impact on teachers and students.
The Friday Institute proposes the formation of a research-practice partnership (RPP) with the Center for Applications of Psychological Type (CAPT) and A.B. Combs Leadership Magnet Elementary (Combs) to create a new model for application of the MMTIC (Myers Briggs Inventory for Children https://www.capt.org/) to improve instruction and student's social, emotional, and academic decision-making in public schools in Wake County, North Carolina. The RPP will engage in a collaborative and iterative process that capitalizes on the strengths of the practitioner partner (Combs) and the research partners (Friday Institute, CAPT) to develop a product (Best Practice Guide) that is both reflective of the goals, expertise, and needs of the practitioner and of the data collected via a research-based approach to information-gathering and analysis targeted to the key elements of the model.
The Friday Institute will extend the depth and breadth of our evaluation of teacher career ladder pilot initiatives. Extension of our ongoing work in the areas of teacher retention, compensation, and professionalization allows us to generate in-depth, multi-year case studies of three pilots, which significantly strengthens the power of our recommendations to the State Board of Education and the General Assembly regarding development of a statewide, career-oriented model for teacher compensation.
The Friday Institute proposes to evaluate the teacher compensation models and advanced teaching roles pilot program and to develop (in partnership with representatives at NCDPI) an overall logic model that clearly represents NCDPIÃƒÂ¢Ã¢â€šÂ¬Ã¢â€žÂ¢s understanding of how the pilot program as a whole ideally contributes to all intended outcomes.
- Diversity, Equity and Inclusion
- Educational Evaluation and Policy Analysis
- Educational Leadership and Policy
- Equity & Diversity
- Friday Institute
- Higher Education
- Program Evaluation
- Qualitative Research
- Research Methodology
- Science, Technology, Engineering, and Mathematics Education
- STEM Education
- Students of Color Experience in Higher Education
- Underrepresented Populations
Honors and Awards
- Award for Excellence in Human Relations
- PEER Group Acting Director Callie Edwards Receives NC State’s Award for Excellence for Human Relations
- Callie Edwards, John Kelley Receive College of Education’s 2022 Staff Awards for Excellence
- Through a Mutually-Beneficial Model, the Friday Institute PEER Group is Making Space for Historically Marginalized Students in Education Research and Evaluation
- Program Evaluation and Education Research Internships Center Equity