Changing Urban Landscapes Through Public Higher Education

Anika Burtin is an Associate Professor in the Division of Education, Health, and Social Work at the University of the District of Columbia. Dr. Burtin earned her Ph.D. in Learning Sciences from Northwestern University, a Master's in English Education from Teachers College, Columbia University, and her Bachelor of Arts in English from Spelman College. Dr. Burtin has worked as a high school teacher and administrator, curriculum consultant, and teacher trainer. Her research interests include the development of novice teachers, urban education, and adolescent struggling readers. Jeffery Fleming is an Associate Professor of Mathematics and Associate Dean of UDC's College of Arts and Sciences. Dr. Fleming has established himself as a student-centered advocate for STEM education in formal and informal learning environments. Dr. Fleming is an energetic and innovative educator with over 15 years of teaching experience at all levels of undergraduate mathematics to diverse populations of students including first-generation students, transfer students, and adult learners. Dr. Fleming continues to show his commitment to underrepresented and underprepared students, especially students in the STEM pipeline, by providing high quality educational experiences that use high impact practices that meet students where they are and shift them to greater understanding of mathematical content by bridging the gap between mathematical theory and mathematical application. Dr. Pamela Hampton-Garland is an Assistant Professor in the Adult Education, in the College of Arts and Sciences in the School of Education at the University of the District of Columbia. Dr. Hampton-Garland earned her doctoral degree in Curriculum and Teaching with a concentration in Cultural Studies from the University of North Carolina at Greensboro, her Master’s degree in Adult Education and her Bachelor’s degree in Psychology from North Carolina Agricultural and Technical State University. Dr. Hampton-Garland’s research interests were developed through personal experiences with the pursuit of higher education and were theoretically identified during the proposal phase of her dissertation. Pierre Bourdieu’s (1978) Cultural Capital is the theoretical platform that under-girds her research. The three areas of cultural capital include embodied, objectified, and institutionalized capital. Dr. Hampton-Garland's research focuses on the transformations of adults as they strive to shift from generational poverty to sustainability. This area of research undergirds her interest in the development of this book.