About Ms. Muzzi
Ms. Muzzi is the Assistant Director for the Center for Research in Educational Policy (CREP) at The University of Memphis. In her 13 years at CREP, she has participated extensively in research design, instrument development, project implementation and reporting. Her primary experience has been working on federally sponsored projects for the Smithsonian’s Science Education Center (SSEC), evaluating the use of their inquiry-based curriculum, and the effects of their curriculum and professional development model on teacher pedagogy and student learning. The SSEC projects have also been focused on learning more about their inquiry-based curriculum specifically with students from underrepresented groups. Over the last six years, she has also been leading the 21st Century Community Learning Centers (CCLC) evaluation for the state of Virginia. She works closely with the Virginia Department of Education (VDOE) to understand how after-school programs are affecting student achievement, student behavior and parent involvement particularly in high-poverty and low-performing schools across the state. Ms. Muzzi also acts as CREP’s Qualtrics expert providing support for UofM and CREP faculty and staff who need survey development, management and data collection using this platform.
She enjoys the opportunity to collaborate and build relationships with other faculty, researchers and educators, as well as work closely with the local community and school districts. As a native Memphian, two-time graduate of the University of Memphis, and long-term employee of CREP, she is invested and motivated in supporting CREP’s impeccable work for the College of Education, the University, this community and school districts across the country. Ms. Muzzi received her Bachelor’s degree in Psychology and Master’s degree in Education Psychology and Research from the University of Memphis in Memphis, TN.
Education
M.S., Educational Psychology and Research, The University of Memphis, 2007
B.A., Psychology, The University of Memphis, 2004