Dr. Carol Clymer,Carol Clymer
Co-Director, Goodling Institute
Co-Director, Institute for the Study of Adult Literacy
Phone:  814-865-5876

Bachelor of Arts, Spanish, Cedar Crest College (1973)
Master of Arts in Teaching, Secondary Education, New Mexico State University (1975)
Ed.D., Curriculum and Instruction, New Mexico State University (1978)

Carol has extensive experience developing and evaluating programs to improve the education and employment prospects of low-income and/or low skilled individuals. She recently worked as a consultant on the Urban and Aspen Institute’s evaluation team for the Accelerating Opportunities Initiative. Prior to this work, Carol was a senior program director at Public/Private Ventures (P/PV) where she oversaw a number of projects aimed at enabling youth and young adults to access employment and education. For P/PV, Carol also designed and delivered capacity building strategies, including tools and curriculum for practitioners. Carol was also the Director of Literacy and Workforce Development at El Paso Community College, in Texas. In this capacity, she wrote and administered federal, state and local grants to support adult education, workplace and family literacy, and career development for low-skilled and low-income adults – including those with limited literacy in their native language of Spanish.

 Dr. Esther S. Prins, Esther Prins
Professor of Adult Education
Co-Director for Research, Goodling Institute
Co-Director, Institute for the Study of Adult Literacy
Phone:  814-865-0597

Bachelor of Arts, Sociology, Summa Cum Laude, Wheaton College (1994)
Master of Science, Adult Education, Cornell University (1999)
Ph.D., Adult Education, Cornell University (2003)

Esther provides leadership and research in adult and family literacy. Drawing on critical and sociocultural approaches to education, her research examines the ways in which social class, culture, race/ethnicity, and gender shape how learners participate in, and benefit from, adult education and family literacy. Her other research interests include health literacy, digital literacy, and participatory approaches to education, community development, and research. Esther previously coordinated an adult education program and taught ESL classes to Latino/a immigrants in Chicago. She has conducted research and worked in rural and urban educational and community settings in the U.S., Belize, El Salvador, Ghana, Tanzania, and Ireland. She also teaches the following graduate courses: Family Literacy; Language, Literacy, Identity, and Culture in Global Contexts; Politics, Language and Pedagogy: Applying Paulo Freire Today; and Historical and Social Issues in Adult Education.

Honors include the Outstanding Researcher Award (Penn State College of Education, 2011), Imogene Okes Award for Outstanding Research (American Association for Adult and Continuing Education, 2010, with Kai Schafft), Outstanding Paper by an Early Career Scholar Award (Adult Literacy and Adult Education SIG, American Educational Research Association, 2007, with Kai Schafft), Professors for the Future Fellowship (UC-Davis, 2003-04), and Women's Studies Dissertation Fellowship (Cornell University, 2001).

Dr. Elisabeth L. Grinder McLean, Grinder Elisabeth 72
Early Childhood Specialist
Goodling Institute
Lead Faculty and Instructor for the Family Literacy Certificate
Phone:  717-432-3498

Bachelor of Arts, Psychology, Pomona College (1981)
Master of Science, Child Psychology, Penn State University (1989)
Ph.D., Curriculum and Instruction (Early Childhood Education), Penn State University (1994)

Elisabeth has a Ph.D. in Curriculum and Instruction, with an emphasis in Early Childhood Education from The Pennsylvania State University. She joined the Institute for the Study of Adult Literacy and the Goodling Institute in 2002, but has been working with family literacy programs since 1997. Dr. McLean's work with family literacy programs included providing support in the areas of early childhood assessment and evaluations; conducting assessment trainings; development of training materials; development of family literacy standards; and development of self-assessment and monitoring tools for the early childhood, parenting education, and parent-child interactive literacy components of family literacy programs. Her current work involves research on parent leadership in literacy programs, teaching courses for the Family Literacy Certificate, and updating the Goodling Institute website.