Susan Rovezzi Carroll, Ph.D. Resume

Here is the resume of Susan Carroll, Ph.D. It reflects academic training in research, experience in academia at the University of Connecticut, and decades of work as president of a successful research and evaluation firm that has designed and conducted hundreds of studies for clients around the world. At this point in her life, she is hoping to increase the amount of time that she works with doctoral students because that part of her business has offered the most intrinsic reward and enjoyment.


1981. Ph.D. University of Connecticut

1974 MA University of Connecticut

1973 BA University of Connecticut summa cum laude


WORDS & NUMBERS RESEARCH, Inc. President and Founder (1984 to present), Conducted numerous surveys and evaluation projects which in¬volved: original questionnaire design and/or test selection; individual and focus group interviewing; complete mail, online and tele¬phone surveys; sampling strategies; data collection; coding data for computer entry into SPSS a statistics package; computer programming, de-bugging and execution; interpretation of quantitative and qualitative data; written and verbal reporting to non-academic audiences. Several projects were multi-year in length and were conducted for the National Science Foundation, the US Department of Education and the CT State Department of Education as well foundations such as the Javits, the Eisenhower and the Graustein Foundations. In addition, many survey and evaluation projects have been conducted for national associations such as the American Dietetic Association, hospitals and health organizations, colleges and universities and other profit and non-profit clients. Many involved large numbers of subjects, and required multiple methods of data collection (questionnaires/tests, focus groups, interviews, observation).

UNIVERSITY OF CONNECTICUT. School of Allied Health. Assistant Professor 1979-1984 Associate Professor 1985-1986 Visiting Associate Professor 1986- Served on the Dean's Council (top management body where decision and policy making occurred in a collaborative format). Chief responsibility was leadership in all evaluation and research. A primary emphasis was the provision of data for decision-making and strategic planning. Conducted a large-scale evaluation of undergraduate programs, which serves as a model in Allied Health. Supervised all faculty and graduate research projects, and assisted with grants acquisition and pub¬lication efforts. Interfaced with faculty, administration, the public, as the information/research expert of the School. Taught graduate and undergraduate Research Methods and undergraduate Management courses. Designed a Program Evaluation course that is currently taught. Served on many committees and Task Forces. Enjoyed a 90 percent publication rate in referred journals. Numerous invited presentations.

BUREAU OF EDUCATIONAL RESEARCH. 1978-1979 UCONN. Graduate Research Assistant. Assisted in teaching Educational Psychology courses in statistics and research design. Provided statistics and research consulta¬tion to School of Education faculty and doctoral students. Test development. Executed computer programs (SPSS) and interpreted output for major research projects.

TRINITY COLLEGE. 1976-1977 The Upward Bound program Trio Program Counselor and Assistant Director. Grants writing. Provided counseling, advising and college place¬ment to 100 low income students. Liaison to Hartford Public School Guidance Department, community agencies, and parents.

CENTRAL CT. STATE UNIVERSITY. 1975-1976 Financial Aid Office. Assistant Director. Conducted student needs analysis for eligibility. Conducted resource analysis for financial aid. Designed and distributed financial aid packages for students. Interfaced with students parents, academic community, work-study employers, and federal government. Supervised staff.

WESLEYAN UNIVERSITY. 1974-1975 CONNTAC Trio Program. Counselor. Advised 400 low income high school seniors per year on college placement and financial aid requirements. Public speaking. Liaison with high school guidance departments, commu¬nity and colleges officers. Grants writing. Other duties.

UNIVERSITY OF CONNECTICUT. 1974 Spring Semester Head Resident. Concurrent with pursuit of Master's Degree Managed a large residence hall that was historically plagued with many problems. Supervised 6 resident assistants and 200 female residents.


2011 Paper session at the annual meeting of the American Educational Research Association Conference, Vancouver, B.C. The Impact of advanced geometry and measurement curriculum units on the mathematics achievement of first-grade students.

2008 Paper session at the annual meeting of the American Educational Research Association Conference, New York, New York. The impact of advanced curriculum on the achievement of mathematically promising elementary students.

Numerous presentations as co-author of several books.

2005 Leadership 101: How to Make an Impact. Chamber of Commerce Forum for Women

1999 Medical staff at Charlotte Hungerford Hospital - Leadership training

1995, 23rd National Kitchen and Bath Assoc. Officers (300) Leadership Training, New Orleans

1995, CT Principals Training: Speech on Marketing

1994, CT Society of Association Executives: Speech on Surveys

1993, High Impact Marketing for CEOs: Speech on Marketing Research

1983, 4th International Congress on Obesity, NYC 1983 Annual Meeting of Allied Health Deans, Buffalo, NYC

1983 Am. Physical Therapy Assoc. Annual Meeting, Kansas City, MO

1982 Am. Society of Allied Health Professions Annual Meeting, Chicago, IL

1982 American Educational Research Assoc. (AERA) Annual Meeting, NYC *

1981 4th Annual Myers-Briggs Type Indicator Annual Meeting, Palo Alto, CA * * Doctoral dissertation presented.


2007 Invited by US Department of Education (FIPSE) to evaluate proposals for funding from higher educational institutions

Distinguished Alumni Award, University of Connecticut

Trustee & Corporator , Torrington Savings Bank

Trustee & Corporator, Torrington Library

Past President and Board Member, The Torrington Club

Corporator and past Board, Charlotte Hungerford Hospital

Corporator and past Board, The Brooker Memorial

Adjunct professor at UCONN, School of Education

1993 Small Business Success -1993 by US Small Business Administration

1993 Founder and coordinator of Daughters Day (20 years)

Corporator YMCA

Advisory Board, The School of Allied Health Professions, UCONN

1992 Who's Who Worldwide

1990 Woman in Business Award, Small Business Administration, Washington DC

1990 Who's Who, Benson International

1990 Board of Directors, Northwest CT Chamber of Commerce

1985 Warren J. Perry Distinguished Author Award

1984 Dean's Leadership Award, University of Connecticut

1984 Candidate for "Young Leader in Allied Health” award

1983 Selected by the Ford Foundation, training for 20 women scholars in USA

1983 Chosen by AREA as an Evaluator of paper presentations in Montreal

1979 Chosen for special program" Federal Government's Role in Higher Education" - Washington, DC



Carroll, S. & Carroll, D. (2015). How to Become Data Literate: Basics for Educators. Rowman & Littlefield: Maryland, USA and Oxford, UK.

Carroll, S. & Carroll, D. (2011). Marketing 101: How Smart Schools Get and Keep Community Support. Rowman & Littlefield and National Association of School Public Relations: Maryland, USA and Oxford, UK.

Carroll, S. & Carroll, D. (2002). Statistics Made Simple for School Leaders: Data Driven Decision Making. Rowman & Littlefield and American Association of School Administrators: Oxford, UK.

Carroll, S. & Carroll, D. (2000). EdMarketing: How Smart Schools Get and Keep Community Support (2ndedition). Solutions Tree: Indiana.

Carroll, S. & Carroll, D. (1994). How Smart Schools Get and Keep Community Support. Bloomington. National Education Services: Indiana. A best seller for NES


Gavin, K. Casa, T., Adelson, J., Carroll, S. Sheffield, L. (2013). The Impact of advanced geometry and measurement curriculum units on the mathematics achievement of first-grade students. Gifted Child Quarterly. Vol. 57 (April), 71-84.

Carroll, S and Carroll, D.(2009) How to market your school system without making mistakes, Principal Matters.

Gavin, K. Casa, T. Adelson, J. Carroll, S. Sheffield, L. (to be published in 2009). The impact of ad vanced curriculum on the achievement of mathematically promising elementary students. Gifted Child Quarterly.

Gavin, K. Casa, T. Adelson, J. Carroll, S. Sheffield, L, & Spinelli, A. (2007). Mentoring mathematical minds: a research based curriculum for talented elementary students. Journal of Advanced Academics, 18(4), 566-585.

Carroll, S. (2003). Daughters Day: Fostering Self Esteem in Adolescent Girls. Voices for Young Adolescents (VOYA), 26 (4), 285-287.

Carroll, S & Carroll, D. (2001). Outside-Inside Marketing: How Smart Schools Get and Keep Community Support, The School Administrator, 7 (58), 21-23.

Carroll, S. (1998). Good incentives improve questionnaire response rates. Marketing News, 33 (22), 8-42.

Hayes, S. Fiebert, I. Carroll, S. & Magill, R. (1977). Predictors of academic success in a physical therapy program: Is there a difference between traditional and non-traditional students? Physical Therapy Education.

Carroll, S. (1994) Questionnaire design affects response rate. Marketing News, 28 (1), 14.

Carroll, S. (1992). The employee as a marketing tool. The Employer’s Digest, 1.

Carroll, S. (1991). Market education to your customers. The School Administrator, 37.

Carroll, S. (1991). Evaluation of the BRIDGE Dropout Prevention Program. ERIC Resources in Education, #UD027966. 95 pages.

Carroll, S. (1987). The CT SDE Summer Incentive Program: An Evaluation of Three Years - FY86, FY87, and FY88. ERIC Resources in Education, #300470, 68 pages.

Douglas, P. and Carroll, S. (1987). Faculty evaluations: Are college students influenced by differential purposes? College Student Journal, 21(4), 360-365.

Feitelson, M. Fitz, P, Carroll S. & Bernstein, L. (1987). Enteral nutrition practices: similarities and differences among dieti¬tians and physicians in Connecticut. Journal of the American Dietetic Association, 87(10), 1363-1368.

Carroll, S. (1986). Health care students ought to learn marketing. Marketing News, 20(15), 14.

Hayes, S. & Carroll, S. (1986). Early intervention rehabilitation and the acute stroke patient: Length of Stay and Functional Status. Archives of Physical Medicine, 67, 319-321.

Carroll, S. (1985). Warning: Program evaluation may be hazardous to your health: A myth. Journal of Health Promotion, 2(1), 7-9.

Carroll, S. & Fitz, P. (1985). Making accountability less painful: Program evaluation in allied health education. Journal of Allied Health, 14(1), 33-42. (Won award, 1985.)

Carroll, S. & Leavitt, R. (1984). Personality characteristics and ex¬pressed career choice of graduating physical therapy students. Physical Therapy, 63(10), 1549-2552.

Carroll, S. & Fitz, P. (1984). Predicting major field of study in allied health education with selected personality characteristics. Col¬lege Student Journal, 18(1), 43-51.

Van Koten, C. & Carroll, S. (1983). Self-efficacy: Predicting success in a protein sparing supplemental intake. Fourth Annual Interna¬tional Congress on Obesity Program Abstracts, 1983, 64a.

Carroll, S. (1981). Undergraduate program evaluation in allied health. ERIC Resources in Education, #203741.

Carroll, S. Predicting major fields of study in allied health education with selected personality characteristics. Unpublished doctoral dissertation, University of Connecticut, 1981.

Carroll, S. & Thompson, D. (1980) Forecasting college success for low-income students. Journal of College Student Personnel, 21(4), 340-343.

Carroll, S. & Thompson, D. (1980) Helping low-income students to attend college. Dialogue, 9

**Does not include many op-ed pieces for newspapers.

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