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Michelle Van Noy


Read about Michelle

Michelle Van Noy is the Associate Director of the Education and Employment Research Center at the School of Management and Labor Relations at Rutgers, the State University of New Jersey. She has over 20 years of experience conducting research on education and workforce. Her research includes studies of technician education, community college noncredit education, student decision making about majors and careers, quality in non-degree credentials, higher education labor market alignment, and effective practices in workforce education. 

Before joining EERC, Dr. Van Noy conducted research on community college workforce education at the Heldrich Center for Workforce Development at Rutgers and the Community College Research Center at Teachers College, Columbia University. She has experience conducting large-scale national evaluations in education and workforce development from her previous work at Mathematica Policy Research. She holds a Ph.D. in sociology and education from Columbia University, a M.S. in public policy from Rutgers, and a B.A. in psychology and Spanish from Rutgers.

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Renée Edwards

Associate Director

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Renée Edwards is a researcher and qualitative team lead for the Education and Employment Research Center. She earned her doctorate in Political Science and Public Policy at Washington State University. She also holds a Masters degree in Comparative Politics and International Relations. Renée specializes in policy implementation assessment and policy evaluation. Her areas of interest are innovation in education and equality policies. She is interested in understanding how policy affects teaching, learning, and educational/career success and how policy impacts (and is impacted by) the social environment around it.

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Victoria Coty

Research Project Coordinator

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Victoria Coty is a Research Project Coordinator for the Education and Employment Research Center. A graduate of Rutgers University with a Bachelors of Arts in Statistics and Sociology, Victoria completed an honors thesis using nationally representative data to explore the relationship between extracurricular engagement, postsecondary aspirations, and educational attainment. She presented her work and was awarded the Henry Rutgers Scholars Award, given to recognize outstanding senior theses. Victoria is currently pursuing an Ed.M in Educational Statistics, Measurement, and Evaluation from Rutgers University’s Graduate School of Education. In her role at EERC, Victoria continues to explore the factors that influence educational choices and success while assisting with the quantitative and qualitative analysis of the center’s ongoing work.

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Tracy Cangiano

Senior Program Coordinator

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Tracy Cangiano is a Program Coordinator at EERC. As such, she is responsible for program and project coordination and administration. Tracy has a B.A. from Rutgers University.

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Suzanne Michael

Senior Researcher

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Dr. Suzanne Michael is one of EERC’s principal qualitative evaluators working on a variety of multi-site, multi-year educational and work force development grants (e.g., US Department of Labor Trade Adjustment Act; US Department of Education; Hispanic Federation; Lumina Foundation; AARP Foundation). She is often the lead author of EERC project reports. Her interests include program development and model building; organizational change; staff development; mentoring/coaching; and the intersections of policy and practice. Suzanne brings to EERC a diverse background and expertise as a program director, evaluator/researcher, policy analyst, grant writer, and educator. Her experiences include teaching in graduate and undergraduate programs in sociology, social work and public health (Hunter College, Adelphi University and Lehman College); and facilitating numerous professional development workshops. While at Adelphi, Suzanne established and directed the inaugural years of the Vital Signs’ project – a pioneering epidemiological study of suburban social health. Vital Signs’ monograph series have informed policies and programs across Long Island’s public and non-profit sectors; and have been used in the academy. Prior to Suzanne’s academic appointments, she was the Director of Program Development/Community Affairs for the New York City Department of Health's Division of Child and Adolescent Health; and was the coordinator of NYC’s Pediatric HIV/AIDS School Review Committee at the height of the AIDS epidemic.

A founding member of the Center of Immigrant Health (now affiliated with Memorial Sloan Kettering), Suzanne worked extensively to increase the delivery of culturally and linguistically appropriate health and social services to immigrant communities. Early in her professional career Suzanne worked as a therapist with diverse inner-city families in Brooklyn, New York. Suzanne is the co-author of Not on Speaking Terms: Clinical Strategies to Resolve Family and Friendship Cutoffs (Lesser-Bruun & Michael) published by W.W. Norton in 2014. In addition, she has authored/co-authored journal articles, monographs, research reports, and book chapters and been on the editorial board of peer review journals. Suzanne received her Ph.D. in Sociology from the Graduate Center of the City University of New York, an M.S. from Columbia University School of Social Work, and a B.A. in cultural anthropology from the State University of New York at Binghamton.

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Daniel Douglas

Senior Researcher

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Daniel Douglas is a Senior Researcher at the Rutgers University’s Education and Employment Research Center. He is the center’s specialist in experimental and quasi-experimental design, as well as quantitative evaluation methods. At EERC, he is currently working on two grants from the US Department of Education’s First in the World Program. Daniel earned his PhD in Sociology from the Graduate Center of the City University of New York in 2017. His current research projects examine developmental mathematics in postsecondary education, connections between higher education and employment, and student progress through STEM fields of study. His research has appeared in Educational Evaluation and Policy Analysis, The Journal of Higher EducationAmerican Educational Research Journal, and The Sociological Quarterly. His work has been featured in The Washington Post, CNBC, and The Hechinger.

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Heather McKay

Research Analyst

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Heather A. McKay is a Research Analyst at the Education and Employment Research Center at the School of Management and Labor Relations. In this capacity, Heather conducts research and evaluations on community college programs, state and federal workforce development systems and education and workforce policies. She is currently leading research on two U.S. Department of Education First in the World Grants and just completed evaluation of three consortium Trade Adjustment Assistance Community College and Career Training grants across five states. 

Heather's research interests include state and federal workforce development systems, skills development, college completion, workplace literacy, and innovative and technology-based training programs. Heather completed her bachelor's degree at Bryn Mawr College. She has a master's degree in history as well a master's degree in global affairs from Rutgers University. In addition, she is a Ph.D. candidate in global affairs at Rutgers University.

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Khudodod Khodododov

Quantitative Research Analyst

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Khudodod Khudododov is a Quantitative Research Analyst at EERC.

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Faye-Marie Vassel

Visiting Researcher


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Dr. Faye-Marie Vassel is a native of NYC and received her B.S. from SUNY Stony Brook University where she studied biochemistry and Russian studies. Following her undergraduate studies at Stony Brook University Faye-Marie went on to Massachusetts Institute of Technology, where she received her Ph. D. in cancer biology. Faye-Marie’s doctoral research was focused on better elucidating how DNA-damage response mechanisms modulate chemotherapeutic resistance in drug-resistant lung cancer.

Faye-Marie is currently a 2019-2021 AAAS Science and Technology Policy Fellow and has had the opportunity to work as an evaluability and research synthesis fellow helping her host agency better understand the evolving nature of the STEM education research funding landscape. Faye-Marie’s time as a AAAS fellow has been incredibly rewarding and given her greater insight into critical issues of equity, access, and inclusion of great importance to the STEM education research community. In  Fall 2021 Faye-Marie will start a STEM Equity and Inclusion research fellowship at Stanford University’s Graduate School of Education. In the long term, Faye-Marie aims to pursue academic tenure track faculty positions where she can develop a research career focused on identifying and better understanding social and structural determinants impacting access to quality and equitable STEM educational opportunities. By conducting research of this nature, Faye-Marie hopes to help reduce the educational disparities still present in the academic trajectories of many STEM learners.

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Justin Vinton

Senior Research Assistant

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Justin is a doctoral student at the Rutgers School of Management and Labor Relations. His primary research areas are in labor and employment relations and organizational structure, and include the topics of labor-management partnership, collaborative work arrangements, high performance work systems, and the changing role of middle management. He also approaches his research with a policy lens as his current projects take place in public education and healthcare settings. He works at the Education and Employment Research Center at Rutgers, studying workforce development programs in community colleges across the US.

Justin is the recipient of the Baden-Württemberg Scholarship to study at the University of Konstanz’s Department of Politics and Public Administration. In addition to working on numerous projects, he is co-writing a review of Robert B. McKersie’s recent book, A Field in Flux: Sixty Years of Industrial Relations, which will be published in LERA’s latest Perspectives on Work volume. He was also co-organizer of the first annual Industrial Relations PhD Student Conference held at Cornell ILR, involving doctoral students from Rutgers SMLR, MIT Sloan, and Cornell ILR.

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Bruce DuBoff

Research Assistant



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Bruce DuBoff is a doctoral candidate at Rutgers SC&I with an LIS focus. His research focuses on the intersection of science fiction, interest development, inquiry design, and science and STEM subjects and activities across gender, racial, and cultural spectra. Bruce earned his BA in English from Penn State and his MLIS from Rowan University, and he expects to complete his Ph.D. in 2021-22.  He was the NJ Association of School Librarians’ 2012 Villy Gandhi Scholar and a 2017-18 AECT Cochran Intern and Legacy Scholarship recipient, and Bruce is the 2020 Rutgers University Collier-Kuhlthau Fellow. He is also a Past President of the NJ Association of School Librarians (2016), retiring after 26 years as a K-12 teacher and school librarian to focus on his studies full-time. 

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Angelica Flores-Valencia

Research Assistant



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Angelica Flores-Valencia is a Research Assistant at the Rutgers University’s Education and Employment Research Center (EERC). Angelica is responsible for conducting research and reviews of academic literature related to higher education and assisting in collecting qualitative data. Angelica received her B.A. in Political Science from Rutgers in 2019 and is currently pursuing her M.A. in Labor and Employment Relations.

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James Boyle

Research Assistant



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James Boyle is a master's student in the School of Management & Labor Relations. As an undergraduate at Rutgers, James majored in communications and was an active student organizer on campus, enmeshing his coursework and political involvement to conduct quantitative analysis into the university's investment practices as well as broader qualitative research into various social justice issues. In his role as a research assistant, James assists in qualitative analysis of the center's work, with an interest in exploring how education can empower workers in the workplace and in society.

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Eliza Peterson

Research Assistant



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Eliza Peterson is a Research Assistant for the Education and Employment Research Center. She is a Junior at Rutgers University majoring in American Studies with a minor in Education as a Social Science. Previously, she was a Research Assistant for the Rutgers Graduate School of Applied and Professional Psychology’s Morningside Center Whole School Restorative Practices and Racial Equity Project. She is very involved with the Model United Nations Development Organization and has been volunteering at their biannual conferences for the past few years. She is passionate about making college workforce programs more functional and effective for all students, and promoting educational equity at all levels, K-12 and beyond.