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Joan Y. Reede, MD, MPH, MS, MBA
Dean for Diversity and Community Partnership
Emorcia V. Hill, PhD
Director, Converge, Research and Evaluation
Megan Pasquantonio-Pierce, BS
Pamela Watters, PhD
Research Data Analyst
Joan Y. Reede, MD, MPH, MS, MBA is the Dean for Diversity and Community Partnership and Professor of Medicine at Harvard Medical School (HMS). Dr. Reede also holds appointments as Associate Professor in the Department of Social and Behavioral Sciences at the Harvard T. H. Chan School of Public Health, and is an Assistant in Health Policy at Massachusetts General Hospital. Dr. Reede is responsible for the development and management of a comprehensive program that provides leadership, guidance, and support to promote the increased recruitment, retention, and advancement of individuals underrepresented in medicine, women, LGBT, and individuals with disabilities at HMS. This charge includes oversight of all diversity activities at HMS as they relate to faculty, trainees, students, and staff. Dr. Reede also serves as the director of the Minority Faculty Development Program, and faculty director of Community Outreach Programs at HMS, Program Director of the Faculty Diversity Inclusion Program of the Harvard Catalyst/The Harvard Clinical and Translational Science Center. Dr. Reede has created and developed more than 25 programs at HMS that aim to address pipeline and leadership issues for minorities and others who are interested in careers in medicine, academic and scientific research, and the healthcare professions.
Dr. Reede has served on a number of boards and committees including the Secretary’s Advisory Committee to the Director of the National Institutes of Health; the Sullivan Commission on Diversity in the Healthcare Workforce; the National Children’s Study Advisory Committee of the Eunice Kennedy Shriver National Institute of Child Health and Human Development, and the Advisory Committee to the Deputy Director for Intramural Research of the National Institutes of Health. Some of her current affiliations include the Steering Committee and Task Force for the Annual Biomedical Research Conference for Minority Students (ABRCMS); co-chair of the Bias Review Committee of the Advisory Committee to the NIH Director’s Working Group on Diversity; the Association of American Medical Colleges Careers in Medicine Committee (AAMC); chair of the AAMC Group on Diversity and Inclusion (GDI), HMS representative to the GDI Diversity Strategic Planning Working Group; the CTSA Women in CTR Interest Group of the NIH, and the American Hospital Association Equity of Care Committee. Dr. Reede also served on the editorial board of the American Journal of Public Health, and she was the guest editor for the 2012 special issue, “Diversity and Inclusion in Academic Medicine” of Academic Medicine for AAMC. Dr. Reede is a past chair of the National Academy of Medicine’s (formerly the Institute of Medicine) Interest Group (IG) 08 on Health of Populations/Health Disparities.
Dr. Reede is acknowledged as an authority in the area of workforce development and diversity. Her colleagues and mentees have recognized her with a number of awards that include the Herbert W. Nickens Award from AAMC and the Society of General Medicine in 2005; election to the Institute of Medicine of the National Academy of Science in 2009; the 2011 Diversity Award from the Association of University Professors; and in 2012 she was the recipient of an Elizabeth Hurlock Beckman Trust Award. In 2013 she received an Exemplar STEM Award from the Urban Education Institute at North Carolina A & T University in Greensboro, North Carolina, and in 2015, she was the Distinguished Woman Scientist and Scholar ADVANCE Lecturer at the University of Maryland School of Public Health. Recently, Dr. Reede was recognized by her medical school classmates as a recipient of The Mount Sinai Alumni Association and Icahn School of Medicine 2015 Jacobi Medallion for extraordinary leaders in health care, and with the Anne B. Young Diversity Scholar Award from the Massachusetts General Neurology Diversity Committee.
Emorcia V. Hill, PhD is Converge’s Director of Research and Evaluation. Dr. Hill’s work focuses on the development of integrated theoretical, methodological and analytical frameworks that can be generically applied across disciplines, organization and sectors to understand how social and institutional environments change. Her expertise is in basic and applied research, program development and policy analysis that draw on multiple disciplines and perspectives.
On the program side, Dr. Hill has significant experience in the design, implementation, research and evaluation of educational and professional/career development programs. She has developed and implemented programs to increase the participation of groups underrepresented in medicine and in science, technology, engineering and mathematics (STEM)–students, trainees and faculty— in academia and other sectors of the labor force. She is currently the New England regional director representative for the National Compact for Faculty Diversity Institute on Teaching and Mentoring. Dr. Hill was the Senior Director of the Excellence through Diversity program at the New England Board of Higher Education, where she established and implemented program priorities and conducted research for a region-wide network to improve the participation and success of minority students and professionals in higher education and industry
On the research side, Dr. Hill’s formal training and professional experience covers quantitative, qualitative and mixed-methods research. She is involved, as Co-PI, in all of Converge’s research projects that focus on faculty career development, social, human and cultural capital, with attention to the career progression of women of color within the context of their institutions.
Dr. Hill spent five years at Abt Associates Inc. where much of her work concentrated on various aspects of STEM across the K-20 education continuum and into the faculty ranks. On these evaluation projects, Dr. Hill assumed significant management and administrative responsibilities, which included developing evaluation plans, designing instruments (surveys, interview protocols, classroom observations), managing data collection and analysis, preparing technical reports, overseeing staff and budget, and interacting with clients. In addition to assessing program impact and implementation, these evaluations provided data essential for analytical and policy support, program monitoring and reporting requirements.
Conceptually and operationally, Dr. Hill’s current work involves the development of models and frameworks that guide, and potentially catalyze, institutional change and transformation and which results in more inclusive environments. Dr. Hill has a Ph.D. in sociology from Boston College. Her dissertation examined the class structure of academia and the factors that inhibit or facilitate the success of scientists and engineers in institutions of higher education.
Megan Pasquantonio-Pierce, BS, ALM (Expected November 2016) (Research Assistant). Ms. Pasquantonio-Pierce is responsible for the data management of the Pathways database and continues to work on streamlining the administrative database for research and analytical activities. She has been charged with administrative duties as well as supporting the research team in collaborative efforts.
Ms. Pasquantonio-Pierce has been involved in descriptive, exploratory, and explanatory research on topics related to child development, group dynamics, positive psychology and workforce development. She has conducted research studies at institutions including the University of Rochester and St. John Fisher College both in Rochester, NY. Ms. Pasquantonio-Pierce graduated from St. John Fisher College of Rochester with a Bachelor of Science degree in Psychology in 2011. Her Master’s thesis examines the relationship between self-efficacy and mentor functions among female faculty in academic medicine with a focus on race/ethnicity. Her current research interests include mentoring, self-efficacy and resiliency, specifically within the context of underrepresented populations.
Dr. Pamela Watters, Research Data Analyst/Statistician, examines bibliometric faculty networks, and how they contribute to advancement and productivity of faculty from diverse populations. Her work is guided by the knowledge that a diverse workforce is an acknowledged cornerstone for developing critical and creative thinking skills in the biomedical and science, technology, engineering and mathematics (STEM) disciplines and she regards bibliometric production as a measure of creative production.
Dr. Watters has significant experience conducting quantitative research studies that address a wide variety of topics, including the reliability of large scale network computer systems, and research into cognitive and “soft” skills at both secondary and higher education levels. Much of her research has focused on understanding the impact of summative and standardized testing upon the development of student creative thinking skills. She has conducted several research studies that examine the relationship between divergent thinking and verbal/math SAT scores, as well as creativity and motivation. She has also examined the relationship between family income and the New England Common Assessment Program (NECAP) tests in Rhode Island school districts. Dr. Watters authored an opinion piece on the impact of standardized testing upon creativity in the International Journal of Innovation, Creativity and Change (Nov. 2015).
Dr. Watters has taught quantitative analysis in several disciplines at the undergraduate level. These experiences enhanced her understanding of the challenges facing diverse groups within STEM disciplines. She also serves on the editorial board of the International Journal of Innovation, Creativity and Change, where she provides input on program policy directions and the review process. She has presented her research at various conferences, including 1) the American Educational Research Association, 2) the Northeastern Educational Research Association, 3) the Joint Undersea Technology, and 4) the University of Rhode Island Graduate Student.
Dr. Watters received her PhD in Education and her MS degrees in Statistics and Computer Science from the University of Rhode Island. Her doctoral dissertation focused on the relationship between creative production and personality, motivation, and divergent and convergent thinking among architecture students at the undergraduate level.