Publications

This list consists of publications from 2010-2020. Dr. Hecht's extensive work can be viewed on her resume, in the directory.

Hecht, D, et.al. (various): Technical reports for all funded projects submitted to project management and funding agencies.

Burghardt, M.D. and Hecht, D. (2019). An Analysis of STEM Learning Facilitation in Informal Educational Environments. 2019 Hawaii International Conference on Education. Honolulu.

Hecht, Deborah et. al. (2019). Virtual Professional Development: Low cost – High success. 2019 NSF STEM for all Video Showcase. Retrieved from https://stemforall2019.videohall.com/presentations/1419

Hecht, D., Chiu, J. Bridgelal, I. & Burghardt, D. (2018). Supporting Engineering Practices in Informal Learning Environments with a Tablet-Based Engineering Design Environment. 2018 IEEE Integrated STEM Conference.

Hecht, D., Chiu, J., Bridgelal, I., & Burghardt, D. M. (2018). Supporting engineering practices in informal learning environments with a tablet-based engineering design environment. Paper presented at the IEEE Integrated STEM Conference (ISEC), http://dx.doi.org/10.1109/ISECon.2018.8340490%5Bdx.doi.org%5D

Burghardt, David. (May 2018). Wise Guys & Gals—Engineering Design using WISEngineering. 2018 STEM for all Video Showcase. (The video highlights CASE’s work) http://stemforall2018.videohall.com/presentations/1158?panel=mc#panel-jq

Bridgelal, I., & Hecht, D. (2018, April). Retrospective Application of a Collective Impact Lens. PowerPoint presentation at the 41st annual conference of the Eastern Evaluation Research Society (EERS), Galloway, NJ.

Bridgelal, I.M. Hecht, D. (2018, March). Supporting Engineering Practices in Informal Learning Environments with a Tablet-Based Engineering Design Environment. Paper presented at the 8th annual IEEE Integrated STEM Conference (ISEC), Princeton, NJ.

Hacker, M., Crismond, D., Hecht, D., Lomask, M. (2017). Engineering for All: A Middle School Program to Introduce Students to Engineering as a Social Good. Technology and Engineering Teacher. 77(3):8-14.

Haras, C, Bondad-Brown, B, Hecht, D. Snow, M, (2017) The Evidence: Pairing Research and Practice to Drive Student Success (Part I) Change Magazine: http://acue.org/change/%5Bacue.org%5D 

POD presentation: https://podnetwork.org/content/uploads/POD-Program-2017-Draft-10-21-2017.pdf%5Bpodnetwork.org%5D Connecting the dots between faculty development, faculty learning, and student outcomes has long been a challenge for postsecondary institutions. How do we know that our investment in faculty preparation results in increased student engagement and learning?

Gelin, M., Teora, F. Hecht, D. (2017, October). Engineering for All: Where middle school engineering design meets social justice. A new curriculum for technology teachers. Presentation at the 23rd Annual Read Write Act Virtual Conference.

Burghardt, M. D. and Hecht, D. (2016). Children’s Engineering. STEM for All, Video Showcase, National Science Foundation. http://stemforall2016.videohall.com/presentations/736

Almendral, C., Burghardt, M.D., Gilken, J. (2016). WISEngineering Kindergarten Kids: A Feasibility Case Study. Proceedings Hawaii International Conference on Education, Oahu, Hawaii.

WISEngineering: Massive Online Science and Engineering Education by Embracing Social Media: Xiang Fu, M.D. Burghardt, Jennie Chiu, Hofstra University, University of Virginia. 2015 ASE International Conference on Data Science.

Burghardt, M. D., Lauckhardt, J., Kennedy, M., Hecht, D., and McHugh, L. (2015). The Effects of a Mathematics Infusion Curriculum on Middle School Student Mathematics Achievement. School Science and Mathematics. 115(5).

Chiu, J. L., Malcolm, P. T., Hecht, D., DeJaegher, C. J., Pan, E. A., Bradley, M., & Burghardt, M. D. (2013). WISEngineering: Supporting precollege engineering design and mathematical understanding. Computers & Education, 67, 142-155.

Burghardt, M. D., Chiu, J.L, and Hecht, D. (2013). Infusing Informed Engineering Design Pedagogy in K-12 Math and Science Courses. Proceedings 2013 Hawaii International Conference on Education. Honolulu, HI.

Deborah Hecht, Ph.D., Andrew Cavanagh, Caterina La Fata Almendral, and Dahlia Kaufman, Ph.D August 2013 A Study of Jumpstart Corps Members

Hecht, D., & Grode, D. (2012). The case for prosocial education: Service learning as community building. In P. Brown, M. W. Corrigan, & A. Higgins-D’Alessandro (Eds.), Handbook of prosocial education (Vol. 1). Plymouth, UK: Rowman & Littlefield, 271-288.

DeJaegher, C.J., Chiu, J.L., Burghardt, M.D. Hecht, D., Malcolm, and P.T., Pan, E. (2012). Learning Common Core Math Concepts with WISEngineering. Proceedings 2012 ASEE Annual Conference, San Antonio, TX. Malcolm P. T., Chiu J.L.., Pan E., and Burghardt, M.D. (2012). WISEngineering: A Web-based Engineering Design Learning Environment. Proceedings 2012 ASEE Annual Conference. San Antonio, TX.

Russo, M., Hecht, D., Burghardt, M.D., et.al. (2011). Development of a Multidisciplinary Middle School Mathematics Infusion Model. Middle Grades Research Journal. 6(2).

Burghardt, M. D., Hecht, D., Russo, M., Lauckhardt, J., & Hacker, M. (2010). A study of mathematics infusion in middle school technology education classes. Journal of Technology Education, 22(1).

Burghardt, M. David, Hecht, Deborah, et.al. (2010). A Study of Mathematics Infusion in Middle School Technology Education Classes. Journal of Technology Education. 22, 1.

Burghardt, David, Hecht, Deborah, Hacker, Michael. (2010). Interconnecting STEM— Math Infusion. Presentation 2010 MSP Learning Network Conference.

Auslander, L. (2017). Building bridges: A cross-case site study of a curriculum for students with interrupted formal education. Unpublished manuscript, The Graduate Center, CUNY, New York, NY.

Auslander, L. (2015, May). Building bridges for emergent bilinguals: Bridges to Academic Success. Presentation at TAC-D Conference, Technical Assistance Center for Disproportionality, New York University, New York, NY.

Auslander, L. (2016, September). The role of academic inquiry and culturally responsive instruction in promoting learning for multilingual students. Multilingual and Language Empowerment Symposium: A Response to Inequality, the CUNY Graduate Center, New York, NY.

Auslander, L. (March, 2015). Aligning Assessment and Instruction to Emergent Bilingual Academic and Social Needs with Culturally Responsive RtI. Poster presentation at the CUNY Faculty Diversity and Inclusion Conference 2015: Promoting Diversity, Equity and Inclusion. CUNY Graduate Center, NY.

Curinga, R. & Garrison-Fletcher, L. (2016, September). The importance of the home language for academic success in adolescent newcomers. Multilingual and Language Empowerment Symposium: A Response to Inequality, the CUNY Graduate Center, New York, NY.

Curinga, R. & Heidrick, I. (2014). Expanding Bridges: A look at the past and future for emergent bilinguals with limited L1 literacy. RISLUS Research Forum, The CUNY Graduate Center, New York

Curinga, R. & Heidrick, I. (in press). Supporting low literacy SIFE in New York high schools: An instructional approach to developing language and literacy across the curriculum. Proceedings of the 11th Symposium of Low Educated Second Language and Literacy Acquisition (LESLLA), St. Augustine, FL.

Curinga, R. & Garrison-Fletcher, L. (2015). The importance of first language reading skills in English reading comprehension for adolescent newcomers. Proceedings of the 9th Symposium of Low Educated Second Language and Literacy Acquisition (LESLLA), San Francisco, CA.

Curinga, R. (2016, June). A qualitative analysis of professional development for teachers of SIFE with low home language literacy. Paper presented at the 12th Symposium of Low Educated Second Language and Literacy Acquisition (LESLLA), Granada, Spain.

Heidrick, I. & Curinga, R. (2015). Bridges to Academic Success: Supporting low literacy SIFE in language, literacy, and content. Paper presented at the RISLUS Research Forum, the CUNY Graduate Center, New York, NY.

Klein, E. C. & Martohardjono, G. (2009). Understanding the student with interrupted formal education (SIFE) Phase II: A study of SIFE skills, needs and achievement. Report to the New York City Department of Education, Office of English Language Learners.

Klein, E. C. & Martohardjono, G. (2006). Students with interrupted formal education: A study of SIFE skills and needs. Report to the NYC Department of Education, Office of English Language Learners.

Klein, E. C. (2012). Building Bridges: A language and literacy intervention for developing bilingual competence. Paper presented at the RISLUS Research Forum, the CUNY Graduate Center, New York, NY.

Klein, E. C., Cacicio, S. Hernandez, L, & Curinga, R. (2013). Bridges over changing waters. Paper presented at the RISLUS Research Forum, the CUNY Graduate Center, New York, NY.

Klein, E. C., Cacicio, S. Hernandez, L, & Curinga, R. (2013). Bridges Over Changing Waters. RISLUS Research Forum, The CUNY Graduate Center, New York.

Klein, E. C., McNamara, S. & Smith, A. (2016, September). Bridges to equality. Multilingual and Language Empowerment Symposium: A Response to Inequality, the CUNY Graduate Center, New York, NY.

Klein, E. C., Short, D., Curinga, R., McNamara, S. & Smith, A. (2014). Building Bridges for emergent bilinguals. Paper presented at the American Association for Applied Linguistics (AAAL) Annual Conference, Portland, OR.

Klein, E. C., Short, D., Curinga, R., McNamara, S. and Smith, A. (2014). Building Bridges for emergent bilinguals: A pre-ninth grade intervention for low literacy newcomers. Paper presented at the Teachers of English to Speakers of Other Languages (TESOL) Annual Conference, Portland, OR.

Klein, E.C. & Martohardjono, G. (2015). English language learners with low native language literacy: A profile and an intervention in NYC. .Proceedings of the 9th Symposium of Low Educated Second Language and Literacy Acquisition (LESLLA), San Francisco, CA.

Martohardjono, G. & Klein, E. (2016). Second language acquisition in children and adults. In E. Fernandez & H. Cairns (Eds.). Handbook of psycholinguistics, Chap 37, Wiley/Blackwell.

McNamara, S. & Smith, A. (2015). Bridges to Academic Success: Supporting Low Literacy SIFE: New ELA and FLL Curricula. 11th Symposium for Low Educated Second Language and Literacy Acquisition (LESLLA) for Adults, St. Augustine, FL.

McNamara, S. & Smith, A. (2015). What do teachers need to understand about the challenges that the Common Core State Standards and Next Generation Science Standards present for students with interrupted formal education? In G. Valdes, M Castro, & K. Menken (Eds.). Common Core, bilingual and English language learners: A resource for educators (pp. 222-227). Philadelphia: Caslon.

Russo, M., Hecht, D., & Burghardt, M. D. (2009). Development of a multidisciplinary middle school math infusion model. Paper presented at the American Educational Research Association Annual Meeting (San Diego, CA, April 13-17, 2009).

Burghardt, M. D., Hecht, D., Russo, M., Lauckhardt, J., & Hacker, M. (2010). A study of mathematics infusion in middle school technology education classes. Journal of Technology Education, 22(1).

Chiu, J. L., Malcolm, P. T., Hecht, D., DeJaegher, C. J., Pan, E. A., Bradley, M., & Burghardt, M. D. (2013). WISEngineering: Supporting precollege engineering design and mathematical understanding. Computers & Education, 67, 142-155.

Flugman, B., Hecht, D., Russo, M. & La Fata, C. (2009). Mathematics across the middle school MST curriculum (The MSTP Project). (Technical Report). New York: Center for Advanced Study in Education, CUNY Graduate Center.

Hecht, D. & Kaufman, D. (2005). Creating a community of character by linking special education students and their peers through service learning. Character Education Partnership 13th National Forum (Atlanta, GA October 2015).

Hecht, D. Diton, I, Morgan, W, & Holst, P (2000). Planning and sustaining school based service-learning – A curriculum for administrators. (Technical Report). Center on Advanced Study in Education, CUNY Graduate Center.

Hecht, D. La Fata, C, Petropoulos, C. Hecht-Felella, L. (2002). Building character and academic enrichment through youth engagement in service-learning. Presented at Safe School, Safe Youth: Building Character and Creating Enduring Peace, Hunter College. NY.

Hecht, D., & Grode, D. (2012). The case for prosocial education: Service learning as community building. In P. Brown, M. W. Corrigan, & A. Higgins-D'Alessandro (Eds.), Handbook of prosocial education (Vol. 1). Plymouth, UK: Rowman & Littlefield, 271-288.

Hecht, D., Russo, M., & Flugman, B. (2009). Infusing mathematics into science, technology, and engineering classes: Lessons learned from middle school teachers and students. In STEM symposium: Mathematics infusion into science, technology, & engineering, 86-98.

Dr. Logue's extensive work dates back to 1976. Here is a brief preview of the publications she has done, from 2010-2020:

Logue, A. W., Douglas, D., & Watanabe-Rose, M. (2019). Corequisite mathematics remediation: Results over time and in different contexts. Educational Evaluation and Policy Analysis, 41, 294-315. First published online May 20, 2019, at https://journals.sagepub.com/doi/full/10.3102/0162373719848777

Logue, A. W., Douglas, D., & Watanabe-Rose, M. (2019, March 19). Evidence clearly favors corequisite remediation. Chronicle of Higher Education. Letter to the Editor. Retrieved from https://www.chronicle.com/blogs/letters/evidence-clearly-favors-corequisite-remediation/

Logue, A. W. (2018, November 8). Three compatible reforms for increasing college success: Corequisite math remediation, Dana Center Mathematics Pathways, and guided pathways. CAPR Blog. Retrieved from https://postsecondaryreadiness.org/three-compatible-reforms-increasing-college-success/

Logue, A. W. (2018, August 20). Research backs California’s push to reform remedial math education. Edsource. Retrieved from https://edsource.org/2018/research-backs-californias-push-to-reform-remedial-math-education/601457

Logue, A. W. (2018, July 17). The extensive evidence of co-requisite remediation’s effectiveness. Inside Higher Ed. Retrieved from https://www.insidehighered.com/views/2018/07/17/data-already-tell-us-how-effective-co-requisite-education-opinion

Logue, A. W. (2018, June 21). How to circumnavigate common roadblocks in changing the status quo: Some guidance from experimental psychology. The Evolllution. Retrieved from https://evolllution.com/managing-institution/higher_ed_business/how-to-circumnavigate-common-roadblocks-in-changing-the-status-quo-some-guidance-from-experimental-psychology/

Logue, A. W. (2018, March 9). Considering curriculum reform? Data can help you do it better. The Chronicle of Higher Education, p. A12. Online version retrieved from https://www.chronicle.com/article/Considering-Curriculum-Reform-/242726

Logue, A. W. (2017, November 20). Will devoting funds to Excelsior help students? Invited post for Ithaka S+R Blog. Retrieved from http://www.sr.ithaka.org/blog/will-devoting-funds-to-excelsior-help-students/

Logue, A. W. (2017, October 23). The growing discussion in higher education of transfer and curricular control. The Evolllution. Retrieved from https://evolllution.com/attracting-students/accessibility/the-growing-discussion-in-higher-education-of-transfer-and-curricular-control/ Excerpt from Pathways to reform: Credits and conflict at The City University of New York (2017). Princeton, NJ: Princeton University Press.

Logue, A. W. (2017, October 6). Insider’s take on CUNY’s Pathways. Inside Higher Ed. Retrieved from https://www.insidehighered.com/news/2017/10/06/former-cuny-official-her-book-about-pathways-program Q&A by Fain, P. with Logue, A. W. about Pathways to reform: Credits and conflict at The City University of New York (2017). Princeton, NJ: Princeton University Press.

Logue, A. W. (2017, September 13). CUNY’s new approach to transferring college credit. EducationNext. Retrieved from http://educationnext.org/cunys-new-approach-transferring-college-credit-excerpt-pathways-to-reform-logue/ Excerpt from Pathways to reform: Credits and conflict at The City University of New York (2017). Princeton, NJ: Princeton University Press.

Logue, A. W. (2017, June 1). Driving evidence-based reform: Applying the problem of remedial math across the institution. The Evolllution. Retrieved from https://evolllution.com/managing-institution/operations_efficiency/driving-evidence-based-reform-applying-the-problem-of-remedial-math-across-the-institution/

Logue, A. W. (2017, May 1). Why you should care about remedial math. Inside Higher Ed. Retrieved from https://www.insidehighered.com/views/2017/05/01/why-virtually-all-faculty-members-should-be-concerned-about-problems-remedial-math

Logue, A. W., Watanabe-Rose, M., & Douglas, D. (2017, spring). Reforming remediation. Education Next, 17(2). Retrieved from: http://educationnext.org/reforming-remediation-college-students-mainstreamed-success-cuny/ [Named one of Education Next’s top 20 articles for 2017, https://www.educationnext.org/top-20-education-next-articles-2017/

Logue, A. W. (2016). Eating and drinking. In H. Miller (Ed.). The Sage encyclopedia of theory in psychology. Thousand Oaks, CA: Sage.

Logue, A. W. (2016, July 1). Should college students assessed as needing remedial algebra take college-level statistics instead? The Evolllution. Retrieved from: http://evolllution.com/attracting-students/retention/should-college-students-assessed-as-needing-remedial-algebra-take-college-level-statistics-instead/

Logue, A. W. (2016, July 26). Is it a push or a pull? Inside Higher Ed. Retrieved from: https://www.insidehighered.com/views/2016/07/26/does-time-remaining-reach-graduation-influence-degree-completion-essay

Logue, A. W., Watanabe-Rose, M., & Douglas, D. (2016). Should students assessed as needing remedial mathematics take college-level quantitative courses instead? A randomized controlled trial. Educational Evaluation and Policy Analysis, 38, 578-598. Retrieved from: http://journals.sagepub.com/doi/pdf/10.3102/0162373716649056 [Most read paper in EEPA for 2016. Results accepted to What Works Clearinghouse “Without Reservations” in March 2018: https://ies.ed.gov/ncee/wwc/Study/86040 ]

Scrivener, S., & Logue, A. W. (2016, April). Building college readiness before matriculation: A preview of a CUNY Start evaluation. MDRC Brief. Retrieved from: http://www.mdrc.org/publication/building-college-readiness-matriculation

Logue, A. W. (January 23, 2015). CUNY’s pathway to shared governance. Chronicle of Higher Education. Retrieved from: http://chronicle.com/blogs/conversation/2015/01/23/cunys-pathways-to-shared-governance/#disqus_thread Logue, A. W., & Shrank, I. (August 3, 2015). An ignored conflict of interest. Inside Higher Ed. Retrieved from: https://www.insidehighered.com/views/2015/08/03/essay-conflicts-interest-regarding-faculty-members-and-curricular-decisions

Logue, A. W. (August 4, 2014). Essay on the academic performance of undocumented and other immigrant students. Inside Higher Ed. Retrieved fromt: https://www.insidehighered.com/views/2014/08/04/essay-academic-performance-undocumented-and-other-immigrant-students

Logue, A. W. (November 20, 2014). “Whither thou goest, I will go.” Inside Higher Ed. Retrieved from: https://www.insidehighered.com/views/2014/11/20/essay-importance-transfer-students-increasing-college-completion-rate

Logue, A. W. (April 16, 2013). Provost defends CUNY General-education reforms. Chronicle of Higher Education. Letter to the editor retrieved from: http://chronicle.com/blogs/letters/provost-defends-cuny-general-education-reforms/

Logue, A. W. (November 18, 2013). Essay on changing ideas of time, space and learning in higher ed. Inside Higher Ed. Retrieved from: http://www.insidehighered.com/views/2013/11/18/essay-changing-ideas-time-space-and-learning-higher-ed.

Logue, A. W. (October 8, 2012). Higher ed disruption: Not so new. Inside Higher Ed. Retrieved from: http://www.insidehighered.com/views/2012/10/08/essay-evolving-ideas-about-technology-and-education

Logue, A. W. (2011, February 11). Money, money, money. Inside Higher Ed. Retrieved from: http://www.insidehighered.com/views/2011/02/11/alexandra_w_logue_essay_on_money_and_higher_education

McCarthy, J., & Logue, A. W. (2011, September 8). Going to scale: Seeking lessons from colleges and universities that successfully serve large numbers of community college transfer students. Chronicle of Higher Education. Retrieved from: http://chronicle.com/campusViewpoint/The-City-University-of-New/57/

Logue, A. W. (2010). Hunger, satiety, and food preferences: Effects of the brain and the body on the self-control of eating. In L. Dubé, A. Bechara, A. Dagher, A. Drewnowski, J. Lebel, P. James, R. Y. Yada, & M.-C. Laflamme-Sanders (Eds.), Obesity prevention: The role of brain and society on individual behavior (pp. 115-123). New York: Elsevier.

Logue, A. W. (2010, May 21). The power of the system. Inside Higher Ed. Retrieved from: http://www.insidehighered.com/views/2010/05/21/logue.

Dr. Logue's extensive work dates back to 1976. Here is a brief preview of the presentations she has done, from 2010-2020:

Logue, A. W. (2019, November 22). Corequisite math remediation. Paper to be presented at the Center for the Analysis of Postsecondary Readiness’s (CAPR’s) 2019 conference, “Reimagining Developmental Education.” New York, NY.

Logue, A. W. (2019, January 10). Working together to inform policy and practice. Participant in panel to occur at the Institute of Education Sciences’ (IES) Annual Principal Investigators Meeting. Washington, D.C
.

Logue, A. W. (2018, November 5). Math equity ideals & realities : A legal & policy dialogue. Participant in panel at The Mathematics of Opportunity Conference. Berkeley, CA.

Logue, A. W., Douglas, D., & Watanabe-Rose, M. (2018, June 15). Three-year effects of corequisite remediation with college-level statistics. Paper presented at the Conference on Acceleration in Developmental Education. Washington, D.C. http://alp-deved.org/2018/06/three-year-effects-of-corequisite-remediation-with-college-level-statistics/#more-4967

Brathwaite, J., & Logue, A. W. (2018, June 15). CUNY Start: An alternative approach to addressing students with the greatest remedial need. Paper presented at the Conference on Acceleration in Developmental Education. Washington, D. C.

Logue, A. W. (2018, April). Pathways to higher education reform. Paper presented at the Annual Conference of the American Education Research Association. New York, NY.

Logue, A. W. (2018, February). Pathways to Change: A Contemporary Examination of Transfer Policy at CUNY. Participant in panel at the Annual Conference of the National Institute for the Study of Transfer Students. Atlanta, GA.

Logue, A. W., & Watanabe-Rose, M. (2017, November). Students assessed as needing developmental (remedial) algebra are more likely to graduate if they take college-level statistics instead. Paper presented at the Annual Conference of the Association for the Study of Higher Education. Houston, TX.

Watanabe-Rose, M., & Logue, A. W. (2017, November). Mathematics remediation reforms in states and university systems: Using data to influence policy changes. Paper presented at the 39^th Annual Fall Research Conference of the Association for Public Policy Analysis and Management (APPAM). Chicago, IL.

Ecevit, O., Logue, A. W., Stachelek, A., & Walker, R. (2017, April). PRIME: Project for Relevant and Improved Mathematics Education. Presentation at the 97^th Annual Conference of the American Association of Community Colleges. New Orleans, LA.

Logue, A. W., Watanabe-Rose, M., & Douglas, D. (2017, January). Students assessed as needing remedial algebra: Their challenges and how evidence can help us overcome those challenges. Presentation at the 4^th Annual Bronx Community College Conference on Community College Excellence. New York, NY

Logue, A. W., Watanabe-Rose, M., Licwinko, S., Walker, R., Tyner-Mullings, A., Dias, O., & Wolfe, K. (2016, April). Remedial mathematics and beyond: A faculty-led project for curriculum alignment and streamlining of quantitative requirements at community colleges. Panel held at the First Annual LaGuardia Community College Developmental Mathematics Conference. New York, NY.

Logue, A. W., & Watanabe-Rose, M. (2015, April). Remedial Mathematics Students: A Randomized Controlled Trial Comparing Traditional Remediation and Introductory Statistics. Paper presented at the annual meeting of the American Educational Research Association (AERA). Chicago, IL.

Watanabe-Rose, M., Logue, A. W., & Douglas, D. (2016, June 18). Mainstreaming remedial mathematics students: Follow-up on a random assignment experiment. Presentation at the 8^th Annual Conference on Acceleration in Developmental Education. Baltimore, MD.

Logue, A. W., Watanabe-Rose, M., & Douglas, D. (2015, November). Students assessed as needing remedial mathematics: Policy implications of a randomized controlled trial examining the effects of mainstreaming. Paper presented at the Annual Fall Research Conference of the Association for Public Policy Analysis & Management. Miami, FL.

Logue, A. W., & Watanabe-Rose, M. (2014, June). Mainstreaming Remedial Mathematics Students: A Random Assignment Experiment at the City University of New York. Annual National Conference on Acceleration in Developmental Education. Baltimore, MD.

Watanabe-Rose, M., & Logue, A. W. (2014, September). Mainstreaming Remedial Mathematics Students in Introductory Statistics: Results Using a Randomized Controlled Trial. ETS and the National Urban League Symposium. Princeton, NJ.

Logue, A. W., & Watanabe-Rose, M. (2014, September). Mainstreaming Remedial Mathematics Students in Introductory Statistics: Results Using a Randomized Controlled Trial. Paper presented at the Society for Research in Educational Effectiveness Annual Fall Conference. Washington, D.C.

Logue, A. W. (2012, June). Glass ceilings, labyrinths, and turbulent times: Factors facilitating successful passage. Keynote address given at theLong Island/Manhattan Women in Higher Education Chapter of the American Council of Education Diversity Initiative. New York, New York.

Logue, A. W. (2011, March). Assessing all angles: Evaluating campuses and presidents at the City University of New York. Panelist at the annual meeting of the American Council on Education, Washington, D.C.

Logue, A. W. (2010, May). Using data to enhance higher education at the City University of New York. Paper presented at the Action Analytics Symposium: Advancing the National Agenda, St. Paul, MN.