Jason Crowley, Director

Jason holds a BBA in Marketing and a MS in Educational Statistics and Measurement from the University of Wisconsin – Milwaukee and is nearing completion of his EdD from California State University, San Bernardino. Jason has spent nearly 15 years supporting medical education, including most recently helping start a new medical school in Southern California as the Medical Education Director overseeing the MD program implementation. Jason is excited to return to more data-centric role where he can explore his research interests of student performance & outcomes measurement, survey design, and program evaluation. He has a special interest in how educational disparities are impacted by student capital – the educational support students receive from their surroundings, such as their family, friends, and community.

Travis Ambrose, Institutional Research Data Systems Analyst

Travis has Bachelor’s degree in Computer Science and has supported the Institutional Research function since 2016 as an analyst for a community college in southeast Arizona. He is currently pursuing additional education and experiences in the fields of data engineering and data science. Having accepted a position at Owens Community College as a Data Systems Analyst, Travis is excited to support decision-making by helping provide actionable data and insights that will further the effectiveness of the college and improve student success.

Bryan DeLauney, Ed. D., Research Associate

Dr. DeLauney has a BS in Chemistry with a minor in Biology from Jacksonville State University, a MSIS from the University of Alabama in Huntsville, and an EdD in Education Policy, Organization & Leadership, with a concentration in Learning Design and Leadership from the University of Illinois Urbana-Champaign. Bryan has over 20 years of management experience in the petroleum, telecommunications, and other industries, fulfilling roles such as Operations Manager, Continuous Improvement Manager, and State Manager. Bryan’s focus of interest is understanding how academia can utilize methodologies to bridge gaps in learning for disadvantaged students. His doctoral dissertation is titled The Evaluation of a Metacognition Education Intervention Through Dialogic Teaching for the Promotion of Self-Regulated Learning of Deaf and Hard of Hearing Students in Deaf Schools.