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1 , PhD, NCSP Education Ph.D M.A B.A Michigan State University East Lansing, Concentration: School Psychology (APA, NASP accredited) Dissertation Topic: The Minority Report: White Students in Urban Schools Michigan State University East Lansing, Concentration: School Psychology (APA, NASP accredited) Thesis Topic: The Protective Effects of Adaptability, Study Skills, and Social Skills on Externalizing Students Teacher Relationships Hampton University Hampton, VA Concentration: Psychology Experience Assistant Professor of School Psychology, Howard University, Washington, DC Teach Consultation and Psychoeducational Assessment Staff Advisor for the School Psychology Club Conduct research on Racial Identity Development and African American children School Psychologist, Community Academy PCS, Washington, DC Initiated and coordinated the development and implementation of Response to Intervention across five campuses Provided counseling services for students identified through the special education process Conducted individual cognitive and academic assessments to assist in the identification of students with special needs. Provided leadership to other school mental health personnel for training and in-services School Psychology Intern, Recovery School District, New Orleans, LA Team leader for the Response to Intervention Team and developed school-wide procedures for academic and behavioral referrals Worked independently to administer multiple intellectual and achievement assessments Team leader for the Positive Behavior Support Team, developed school-wide procedures for PBS Supervisor: Dr. Cherri Penton Intern, DC Children & Youth Investment Trust Corporation, Washington, DC Developed a resource guide for CYITC grantees Reviewed grants and identified potential grantees Conducted grantee site visits to determine quality and 01/ Present 08/ / / / / /2008

2 Page 2 program implementation Publications Grant, S.. & Carlson, J. (2010). Crime in Schools. Clauss-Ehlers Encyclopedia of Cross-Cultural School Psychology, Springer. Baker, J. A., Crowl, A. L., & Grant, S. (2009). Psychology of European-American Children. In E. C. Chang & C. A. Downey (Eds.), Mental Health Across Racial Groups: Lifespan Perspectives. New York, NY: Springer Publishing Co. Grant, S., Oka, E., & Baker, J.A. (2009). The culturally relevant assessment of ebonics speaking youth. Journal of Applied School Psychology. Baker, J.A., Grant, S., & Morlock, L. (2008). The teacher-student relationship as a developmental context for children with internalizing or externalizing behavior problems. School Psychology Quarterly. Conference Presentations & Papers Grant, S., & Mathiason, J. (2008). The minority report: White students in urban schools. Paper presented at the annual conference of the Louisiana School Psychological Association. Carter, D., & Grant, S. (2008). How race matters: The significance of race to achievement for African American students in urban and suburban schools. Paper presented at the annual conference of the American Educational Research Association. New York, NY. Grant, S. & Baker, J. (2006). Externalizing students developmental strengths and their effect on teacher relationships. Poster presented at the annual conference of the National Association of School Psychologists. New York, NY. Baker, J.A., Clark, T., Grant, S., Morlock, L., Maier, K., Viger, S., & Ahn, S. (2006). Teacher interactions that promote adjustment of children with behavior problems. Poster presented at the annual conference of the American Psychological Association. New Orleans, LA. Carlson, J. S., Brinkman, T., Pham, A., Tomac, R., Wigent, C., Wilkinson, A., Segool, N., Grant, S., Crowl, A., & Clark, T. (2006). Exploring behavioral risk and protective factors in at-risk preschoolers. Poster presented at the annual conference of the American Psychological Association. New Orleans, LA.

3 Page 3 Grant, S., & Crowl, A. (2006). They just don t get it: cultural discontinuity in today s schools. Paper presented at the annual conference of the National Association of School Psychologists. Anaheim, CA. Carlson, J. S., Brinkman, T., Pham, A., Tomac, R., Wigent, C., Wilkinson, A. Segool, N., Grant, S., Crowl, A., & Clark, T. (2006). Exploring behavioral risk and protective factors in at-risk preschoolers. Poster presented at the annual conference of the American Psychological Association. New Orleans, LA. Carlson, J., Clark, T., Crowl, A., Grant, S., Segool, N., Wilkinson, A., Baker, J., Oka, E., Mariage, T., & Mayer, M. (2005). Exploring behavioral risk and protective factors in at-risk preschoolers. Poster session presented at the annual conference of the American Psychological Association, Washington, DC. Kruer, J. L., Ogg, J. A., Majewicz-Hefley, A., Segool, N., Mathiason, J. B., Lien, M. T., Grant, S. & Carlson, J. S. (2005). Empirically-Supported Treatments for Conduct Disordered Children. Poster session presented at the annual meeting of the Student Affiliates in School Psychology, Washington, DC. Baker, J., Grant, S., & Morlock, L. (2005). Teacher student relationship among children with internalizing or externalizing behaviors. Poster presented at the annual conference of the National Association of School Psychologists, Atlanta, GA. Grant, S., & Gray, C. (2004). Adolescent self-report of temperament and personality. Poster presented at the annual conference of the Society for Research on Adolescents, Baltimore, MD. Grant, S., & Baker, S. (2003). Adolescent self-report of temperament and personality. Poster presented at the Hampton University Research Forum, Hampton, VA. Research Experience Collected assessment data on students in Kindergarten through 3 rd grade. Administered the Woodcock-Johnson Tests of Achievement and school readiness questionnaire. Project Director: Gabriella Saenz Worked independently to collect qualitative data through interviews of urban African American youth. The focus of this project was on the racial identity 02/ / / /2008

4 Page 4 development of African American urban youth and their subsequent academic achievement. Project Director: Dr. Dorinda Carter Worked independently to quantitatively code videos of students and teachers in classrooms. This project focused on trying to delineate which teacher behaviors promoted positive student behaviors and which teacher behaviors were associated with negative student behaviors. Project Director: Dr. Jean Baker Engaged in all processes of qualitative research including: reviewing literature, interview protocol development, interviewing, transcribing, data input, coding and analysis. The focus of this project was on the racial identity development of African American urban youth and their subsequent academic achievement. Project Director: Dr. Dorinda Carter Graduate Research Assistant, University Outreach & Engagement, East Lansing, Led a team of 5-7 college students in large scale data collection at various schools Collaborated with other students in all research activities: reviewing literature, planning methodology, collecting, entering, analyzing data and writing up research. Worked independently to develop a measure of ethnic identity and assisted with overall scale development. This project focused on measuring student social, emotional and academic development and the evaluation of an after school program in Michigan. Subsequent reports with results were presented to each school in the district for prevention and intervention purposes. Project Directors: Dr. Jessica Barnes & Dr. Jason Almerigi Participated in a leadership grant that explored evidence-based interventions for children exhibiting disruptive behaviors. Entered, managed, and analyzed Devereux Early Childhood Assessment (DECA) data from Head Start preschools Received training in the evidence based program The Incredible Years. Critiqued and reviewed manuscripts in addition to presenting the research at three national conferences. Project Director: Dr. John Carlson 05 / / / / / / / /2006

5 Page 5 Teaching Experience Adjunct Professor, Global Health Nurse Training Services, Alexandria, VA 06/ /2011 Currently teach General and Developmental Psychology Lead a class of nurses in developing the fundamentals of psychology to prepare them for success in the RN program Graduate Teaching Assistant, Michigan State University, East Lansing, 08/ /2008 Led a classes of students in discussion and critical thinking skills Created class syllabus and assignments and graded all papers Taught TE 250: Human Diversity, Power, and Opportunity in Social Institutions. This class focuses on building future teachers knowledge base and confronting personal bias in regards to gender, sexual orientation, ethnicity, ability, & social class. Course Coordinator: Dr. Dorothea Anagstopolous Awards & Honors Michigan State University, Spencer Research Training Grant Fellowship Project: the Context of Schooling and its effect on the Ethnic Identity and Academic Achievement of African American Students Michigan State University, Research Enhancement Award Project: Externalizing students developmental strengths and their effect on teacher relationships. Michigan State University, Doctoral Leadership Grant: Evidence Based Interventions for Children exhibiting Disruptive Behaviors $12,000 04/2006 $3,500 03/2005 $12,000 09/2004 Michigan State University, University Graduate Recruiting Fellowship $3,500 09/2004 Affiliations/Memberships National Association of School Psychologists American Psychological Association American Educational Research Association The National Black Child Development Institute Maryland School Psychological Association

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