EXPERIENCE
LaForce Research, LLC (2017 – Current)
Principal Investigator, CEO
Sample of clients and roles:
● Strategic planning for national STEM policy and training centers, MGD-4bridge
● Research design, data collection, analysis, report & framework, Chan Zuckerberg Initiative
● Grant-writing, Rush University Education and Career Hub
● Conceptual leadership and analytic feedback for STEM education genome database, Mission Measurement
● STEM education professional development, Reynoldsburg City Schools
● STEM education strategic planning facilitation, Big Shoulders Fund
The University of Chicago (2008-2020) Chicago, IL
Associate Director & Senior Research Scientist, Outlier Research & Evaluation, UChicago STEM Education, 2011-2020
● Principal Investigator (PI) and Co-PI of federally funded research studies
● Proposed and managed large-scale research studies and evaluation projects
● Leading methodologist (research design, instrumentation) for numerous proposals and projects
● Managed data collection efforts across multi-state sites
● Analyzed quantitative/qualitative data, wrote analysis reports for multiple project strands
Senior Research Analyst, Consortium on Chicago School Research, 2008-2011
● Conducted rigorous quantitative analyses contributing to policy research questions
● Created precise sampling patterns for a time-series design
● Produced papers and reports for policy and academic settings
● Presented complex research results to practitioner and research audiences
● Collaborated with colleagues extensively on the development of research design, survey instruments, quantitative and qualitative analyses
Northwestern University, Feinberg School of Medicine (2015 – 2020) Chicago, IL
Adjunct Faculty
● Developed and taught graduate-level Advanced Social Psychology for 1st & 2nd year clinical psychology PhD students
RTI International (2006 – 2008) Chicago, IL
Survey Manager, Survey Research Division
● Coordinated the data collection efforts of multiple national surveys
● Authored technical sections on multi-million dollar proposals
● Developed and tested large sample survey instruments
● Conducted cognitive testing of survey instruments
● Produced reliability analyses and reports
● Trained data collectors
Chicago Public Schools (2003-2006) Chicago, IL
Research Analyst, Department of Postsecondary Education, 2004-2006
● Designed and conducted implementation evaluation of a postsecondary preparation program
● Developed and conducted qualitative analysis of student satisfaction survey
● Conducted research and analysis on postsecondary tracking, student achievement, and other variables using SAS
● Presented research findings in written and oral form to research and practitioner audiences
Research and Evaluation Analyst, Office of Math and Science, 2003-2004
● Analyzed data and wrote evaluation reports for numerous programs
● Developed survey questions, sampling plans, observation protocols, and analysis plans
● Content analyzed survey data
● Reviewed reports and evaluation plans
● Conducted structured observations, interviewed program participants
● Managed data files of up to 120,000 cases and developed SPSS code
EDUCATION
Loyola UNniversity Chicago, Doctor of Philosophy in Applied Social Psychology, 2006
Loyola University Chicago, Master of Arts in Applied Social Psychology, 2002
Ohio University, Bachelor of Arts in Psychology (minor in Sociology), 2000
Magna cum laude
Riverside High School, 1996
GRANTS
● Principal Investigator, National Science Foundation #1238552: Identifying and Measuring the Implementation and Impact of STEM School Models ($1,858,366.00.) 2012-2018
● Principal Investigator, Institute of Education Sciences #R305H160049: Urban STEM Elementary (USE) Partnership: Measuring Benchmarks to Success. ($398,072.) 2016-2018.
● Co-Principal Investigator, National Science Foundation #1445592: Identifying and Measuring STEM Schools and Programs ($299,175.) 2014-2016.
SELECTED COMMITTEES, BOARDS
● National Science Foundation Review Panelist (2 panels)
● Institute of Education Sciences (US DOE) Review Panelist
● Featured/Invited conference presentations include National Science Teachers Association, American Educational Research Association, Magnet Schools Assistance Program, GE Foundation Summer Conference
● Advisory Board, SRI International iSTEM project
● International Journal of STEM Education, peer reviewer
● International Journal of Science and Mathematics Education, peer reviewer
PAPERS AND PRESENTATIONS
Noble, E., Ferris, K.A., LaForce, M., & Zuo, H. (2020). A mixed methods approach to understanding PBL experiences in inclusive STEM high schools. European Journal of STEM Education, 1(5), 2.
LaForce, M., Zuo, H., Ferris, K., and Noble, E. (2019). Revisiting Race and Gender Differences in STEM: Can Inclusive STEM High Schools Reduce Gaps?
LaForce, M., Noble, E., & Blackwell, C. (2017). Problem-Based Learning (PBL) and Student Interest in STEM Careers: The Roles of Motivation & Ability Beliefs. Education Sciences, 7(4) 92.
LaForce, M. & Noble, E. (2017). Can Inclusive STEM Schools Reduce Gender and Ethnicity Gaps in the Pipeline? National Science Teachers Association Annual Conference, New Orleans, LA.
LaForce, M. & Noble, E. (2017). Defining “success” for inclusive STEM schools.
NSTA Reports, 29(2).
LaForce, M. (2017). The Essential Elements of Inclusive STEM High Schools: How STEM schools define themselves, the Strategies they Use, and the Student Experience. Invited presentation at National Science Teachers Association of America/General Electric Summer Conference. Cocoa Beach, FL.
LaForce, M., Blackwell, C., & Noble, E. (2017). Problem-based Learning (PBL) and student interest in STEM careers: the roles of intrinsic motivation and self-efficacy. Manuscript submitted for publication.
LaForce, M. (2016). Incorporating the Elements of Inclusive STEM Schools to Broad Policy and Practice. Invited Presentation, Magnet Schools Assistance Program Conference. Washington, D.C.
LaForce, M., Noble, E., King, H., Century, J., Blackwell, C., Holt, S., Ibrahim, A. (2016). The 8 Essential Elements of Inclusive STEM High Schools. International Journal of STEM Education, 3 (21), 1-11.
LaForce, M. (2016). Inclusive STEM Schools: Deconstructing and Determining the Success of a Complex Innovation. Invited presentation, National Science Teachers Association. Minneapolis, MN.
LaForce, M. & Noble, E. (2016). Facilitating High School Students’ Interest in STEM Careers via Problem-Based Learning. National Science Teachers Association. Denver, CO.
LaForce, M., Noble, E., King, H., Century, J., Blackwell, C., & Holt, S. (2016). The 8 Essential Elements of Inclusive STEM High Schools: Where is the S.T.E.M.? Symposium presented at the annual proceedings of the American Educational Research Association, Washington, D.C.
LaForce, M. (2015). The Eight Elements of STEM Schools. Bridging the Gap: Success for Tomorrow with STEM Skills Today. Invited presentation at National Science Teachers Association of America/General Electric Summer Conference. Orlando, FL.
LaForce, M. (2015). Your School’s Model. Central Ohio STEM Leaders’ Meeting. Columbus, OH.
LaForce, M. & Heppner, C. (2015). Eight Elements of STEM Schools: Findings from a National Study. Connect for Success. Columbus.
LaForce, M., Noble, E., & Curvey Johson, R. (2015). Developing an effective STEM rubric. Workshop, National Science Teachers Association STEM Forum. Minneapolis.
Noble, E., King, H., LaForce, M., & Holt, S. (2015). The Eight Elements of STEM Schools. National Science Teachers Association STEM Forum. Minneapolis.
LaForce, M., Noble, E., King, H., Holt. S., & Century, J. (2014). The 8 Elements of Inclusive STEM High Schools. Chicago, IL: Outlier Research & Evaluation, CEMSE | University of Chicago. (http://d30clwvkkpiyjx.cloudfront.net/S3/Elements_Findings.pdf)
Means, B., Lynch, S., Schneider, S., Loveland, M. & LaForce, M. (2014). Four perspectives on the nature and effectiveness of STEM-focused high schools. DRK-12 Principal Investigators Meeting. Washington, DC.
LaForce, M. (2014). How do I know my STEM school is successful? STEM Metrics and Benchmarks. Invited Panel, National Science Teachers Association STEM Forum. New Orleans.
King, H. & LaForce, M. (2014). An Introduction to STEM School Model Articulation. Workshop, National Science Teachers Association STEM Forum. New Orleans.
LaForce, M. & Bancroft, E. (2013). Articulating the Components of Inclusive STEM High Schools. Presentation given at Global STEMx Education web conference, September 19-21.
Century, J. & LaForce, M. (2013). What is STEM? Keynote address given at Global STEMx Education web conference, September 19-21.
Century, J. & LaForce, M. (2013). What is a STEM School and What do STEM Schools Look Like? Invited Panel, NSTA STEM Expo. St. Louis.
Century, J. & LaForce, M. (2013). Is it STEM or Just Good Practice? NSTA STEM Expo. St. Louis.
LaForce, M., Nagaoka, J., and Roderick, M. (2011). Evaluating the impact of Advancement Via Individual Determination (AVID) on ninth-grade students’ learning and study skills. Symposium presented at the annual proceedings of the American Educational Research Association, New Orleans, LA.
Nagaoka, J., LaForce, M. (2010). Evaluating the AVID program effects on high school outcomes using a cohort simulation. Paper presented at the AVID National Conference, Grapevine, TX.
Nagaoka, J., Roderick, M., and LaForce, M. (2010). Evaluating the impact of the Advancement Via Individual Determination program on ninth-grade students' learning and study skills. Paper presented at the annual proceedings of the Institute of Education Sciences, Washington, DC.
Hogan, S., and LaForce, M. (2008). Incentives in physician surveys: An experiment using gift cards and checks. JSM Proceedings, Survey Research Methods Section. Alexandria, VA: American Statistical Association.
Hogan, S., and LaForce, M. (2008). Incentives in physician surveys: An experiment using gift cards and checks. Paper presented at the 63rd annual proceedings of the American Association for Public Opinion Research, New Orleans, LA.
LaForce, M. (2007). Using optimal data analysis to classify high-risk sexual behavior in MSM. Paper accepted at the 16th annual proceedings of the Society for Prevention Research, San Francisco, CA.
LaForce, M. (2006). College retention of Chicago Public Schools’ 2003 graduates. Paper presented at the 5th annual Focus on Illinois Education Research symposium, Springfield, IL.
Lopez, G., Vincent, I., and LaForce, M. (2005). Using Chicago's tracking system to examine college access, enrollment, and postsecondary policy making in Chicago Public Schools. Paper presented at the annual proceedings of the American Educational Research Association, San Francisco, CA.
Lopez, G., and LaForce, M. (2005). College plans and enrollment of Chicago Public Schools 2004 graduates. Paper presented at the 4th annual Focus on Illinois Education Research symposium, Bloomington, IL.
Price, K., Deiger, M., Feranchak, B., and LaForce, M. (2005). Math and science teacher workforce: characteristics and policy implications in a large Illinois district. Paper presented at the 4th annual Focus on Illinois Education Research symposium, Bloomington, IL.
Deiger, M., LaForce, M., and Feranchak, B. (2004). The impact of early high school mathematics success on subsequent mathematics achievement and policy implications. Paper presented at the 3rd annual Focus on Illinois Education Research symposium, Naperville, IL.
Edwards, John D., Krumdick, N., and LaForce, M. (2002). A content portrait of attitude expressions. Poster presented at the 14th annual proceedings of the American Psychological Society, New Orleans, LA.
LaForce, M.N., Heath, L., Tindale, R.T., Hudzik, E., and Stanmar, E. (2001). Exploring body image ratings after exposure to advertising images. Poster presented at the annual proceedings of the Midwestern Psychological Association, Chicago, IL.
LaForce, M.N., Geers, A.L., and Lassiter, G.D. (2001). Need for cognition, expectations, and affective experience. Paper presented at the 2nd annual proceedings of the Society of Personality and Social Psychology, San Antonio, TX.
Geers, A. L., Lassiter, G. D., LaForce, M. N., and Ettenhofer, M. (2000). The interactive effect of affective expectations and communication goals on affective experience. Paper presented at the 12th annual proceedings of the American Psychological Society, Miami, FL.
Munhall, P.J., Lassiter, G.D., LaForce, M.N., and Russell, S. (1999). Prejudice, effortful processing and the correspondence bias. Paper presented at the 11th annual proceedings of the American Psychological Society, Denver, CO.
Lassiter, G.D., Munhall, P.J., Geers, A.L., Handley, I.M., Weiland, P.E., LaForce, M.N., Munson, L.L., and Gill, M.M. (2001). Does camera perspective affect how believable a videotaped confession appears? Paper presented at the 2nd annual proceedings of the Society of Personality and Social Psychology, San Antonio, TX.