Consuella Lewis is an Assistant Professor in the Administrative and Policy Studies Department in the School of Education at the University of Pittsburgh and a alumnus of Claremont Graduate University. Her research career began while serving as a student affairs administrator at the University of Illinois. During that period, she was invited to serve as a summer consultant with the University of California Lawrence Livermore National Laboratory, where she conducted two quantitative studies; cost per hire for lab scientists and a workload analysis of human resource professionals. While serving in the role of Dean of the Office of Black Student Affairs at the Claremont Colleges, she became interested in involvement theory and its relationship to student persistence. Dr. Lewis subsequently conducted research on the effects of student involvement on persistence, which was published in 2002. In addition, she was invited to serve on the editorial board of the National Association of Student Affairs Professionals Journal. Furthermore, she was selected to participate in the Management Development Program at Harvard University. Near the end of her doctoral studies, Dr. Lewis was awarded an OERI dissertation fellowship and served as a Research Associate with the Southwest Regional Laboratory (WestED). She was also awarded a fellowship for and selected to participate in the California Policy Fellows Program, with the Institute for Educational Leadership.
Recently, she was selected to be a WICHE Policy Fellow and Consultant where she conducted a policy analysis research project on student financial aid for the SPIDO database. Dr. Lewis was selected to attend the AIR/NCES Summer Data Policy Institute and in the fall of 2002 she was awarded the Inaugural Sylvia Taylor Johnson Postdoctoral Fellowship at the Educational Testing Service, where conducted research using the restricted NSF/SESTAT data. Her study examined the effects of post-baccalaureate cultural capital accrual on persistence through the doctorate in science and engineering for minorities and women. Dr. Lewis is the co-editor of the book, “Intersections: Race, Gender, Organizational Culture and Leadership in Higher Education”, (A project of the African American Women’s Research Collective), forthcoming in 2007. Last year she was a Policy Associate with the National Center on Public Policy and Higher Education. Further, she was invited to present a research paper at the National Research and Policy Conference at the Claremont Graduate University. In the summer of 2006, Dr. Lewis was invited by the Fellows of the Society for Values in Higher Education to chair a presentation on “Creating Democratic Classrooms as Spaces Which Engender Human Agency”. Recently she has been a visiting professor at the Institute of International Studies at Ramkhamhaeng University in Bangkok Thailand. Lastly, Dr. Lewis has served as a process consultant with the Faculties of Education Reform Project (Equip 2) in Egypt.
- Lewis, C. (Revised and resubmitted December 2006). African American administrators in higher education: The influence of gender on career advancement. Journal of Higher Education.
- Lewis, C. (Submitted December 2006) Where they enter: The paradox of the administrative careers of African Americans in higher education.
The Review of Higher Education.
- Lewis, C. and Watkins, W. H. (to be submitted January 2007). Education and racial/classre-alignments in the globalized society. Harvard Education Review.
The Development of Higher Education in Zanzibar
This project will examine access and educational equity in Zanzibar. With the transition from a colonial elite British model of education to the post revolutionary emphasis on mass access to education, the nation of Zanzibar is challenged with the undertaking of building a public system of higher education that will sustain its economic and social development. The tensions of educational equity and quality are embedded in the dialectical questions of; who will be educated? Moreover, how will they be educated? The focus of this project will include:
(1) an assessment of the demand for higher education in Zanzibar as it pertains to the social and human resources development demand in both public and private sectors,
(2) to identify key areas for higher education expansion that will meet the anticipated social and economic development of Zanzibar
(3) to prepare a ten year master plan for the development of the State University of Zanzibar,
(4) to examine policies that will foster access and educational equity for women and persons with low SES in Zanzibar, and
(5) to increase access to higher education by creating new models of resource allocation and policies for financing higher education.