Our Advisory Board
Note: If you have any questions about Blueprints programs and/or certification, please email the Blueprints team at email@example.com. Advisory board members are unable to answer questions or share information about Blueprints evaluations to the general public.
Thomas D. Cook, Ph.D.
Institute for Policy Research, Northwestern University
Institute of Public Policy, George Washington University
Thomas D. Cook is Professor Emeritus of Sociology and Institute for Policy Research Fellow Emeritus at Northwestern University. He is also research professor at George Washington Institute of Public Policy. He was elected to the American Academy of Arts and Sciences in 2000 and was inducted as the Margaret Mead Fellow of the American Academy of Political and Social Sciences in 2003. He is interested in social science research methodology, program evaluation, school reform, and contextual factors that influence adolescent development, particularly for urban minorities.
Delbert Elliott, Ph.D.
Institute for Behavioral Science, University of Colorado Boulder
Delbert S. Elliott is a Distinguished Professor Emeritus of Sociology, Fellow of the Institute of Behavioral Science and founder of the Center for the Study and Prevention of Violence at the University of Colorado Boulder. He is also the founder of Blueprints for Healthy Youth Development. His research interests include adolescent problem behavior and the prevention of violence, crime, and juvenile delinquency.
Abigail Fagan, Ph.D.
Professor, Department of Sociology, Criminology & Law, University of Florida
Abigail Fagan is Professor of Criminology & Law at the University of Florida. She served as a graduate student for the Blueprints for Healthy Youth Development initiative and has returned as an Advisory Board Member. Her research focuses on the etiology and prevention of juvenile delinquency and drug use, with an emphasis on examining the ways in which scientific advances can be successfully translated into effective crime and delinquency prevention practices.
Frances Gardner, Ph.D.
Professor of Child and Family Psychology, Fellow of Wolfson Colledge Centre for Evidence-Based Intervention , Centre for Evidence-Based Intervention, Department of Social Policy & Intervention, Oxford University
Frances Gardner is Professor of Child and Family Psychology in the Department of Social Policy and Intervention and Fellow of Wolfson College. She is Director of the graduate program in Evidence-Based Social Intervention and Policy Evaluation at Oxford and co-Director of the Centre for Evidence-Based Intervention. Her research focuses on the development and testing of parenting interventions for reducing child behavior problems, and violence against children, in high, as well as low- and middle-income countries. She investigates questions about transportability of parenting interventions across cultures and countries, about mechanisms of change, and about the subgroups of families and children for whom these interventions are most effective.
Denise C. Gottfredson, Ph.D.
Department of Criminology and Criminal Justice, University of Maryland
Denise C. Gottfredson is a Professor at the University of Maryland Department of Criminal Justice and Criminology. She is a Fellow of the Academy of Experimental Criminology and an Advisory Panel Member of the Top Tier Initiative for the Coalition for Evidence-Based Policy. She also serves on a Task Force on Ethical Issues in Prevention Science for the Society for Prevention Research. Her research interests include delinquency and delinquency prevention – particularly the effects of school environments on youth behavior.
David J. Hawkins, Ph.D.
Social Development Research Group, University of Washington
David J. Hawkins is Emeritus Endowed Professor of Prevention and Founder of the Social Development Research Group, School of Social Work, University of Washington. He is a Fellow of the American Society of Criminology, the Society for Prevention Research, the American Academy of Social Work and Social Welfare, the Academy of Experimental Criminology, and the Washington State Academy of Sciences. He develops and tests preventive interventions for child and adolescent behavioral health problems involving families, schools and communities as well as strategies for scaling tested and effective preventive interventions.
Larry V. Hedges, Ph.D.
Institute for Policy Research, Northwestern University
Larry V. Hedges is the Board of Trustees Professor of Statistics and Education and Social Policy, Chairman of the Department of Statistics and Medical Social Science, and a Fellow at the Institute for Policy Research at Northwestern University. Previously, he was the Stella M. Rowley Distinguished Service Professor at the University of Chicago. In 2018, he was selected to receive the Yidan Prize in Education Research for his ground-breaking statistical methods for meta-analysis, which serve as a foundation for much of the rigorous, evidenced-based policy across the country and the globe.
Karl G. Hill, Ph.D.
Blueprints Principal Investigator, Institute of Behavioral Science, University of Colorado Boulder
Karl G. Hill is the Principal Investigator of Blueprints, and directs the Program on Problem Behavior and Positive Youth Development at the University of Colorado Boulder. Over the last thirty years he has focused on two key questions: What are optimal family, peer, school and community environments that encourage healthy youth and adult development? And How do we work with communities to make this happen? In addition, he has focused on developing and testing interventions to shape these outcomes, and on working with communities to improve youth development and to break intergenerational cycles of problem behavior.
Velma M. Murry, Ph.D.
Professor, Specialty in Poverty and Intervention Professor and Betts Chair, Department of Human and Organizational Development, Vanderbilt University
Velma M. Murry is the Lois Autrey Betts Chair of Education & Human Development and Professor of Human Organizational Development at Vanderbilt University. She has conducted research on African-American parents and youth for over a decade and identified proximal, malleable protective factors that deter emotional problems and risk engagement in youth. This work has advanced current knowledge of the impact of contextual factors, particularly racism, on African-American family functioning. She has also made key contributions to HIV risk prevention research. She serves on several advisory boards and governing councils, including the National Academy of Science, Society for Research on Child Development, American Psychological Association Committee on Psychology and AIDS, and Institute of Medicine’s National Academies Board of Children, Youth and Families.
Patrick H. Tolan, Ph.D.
Director, Center for Positive Youth Development, Curry School of Education, Youth-Nex Center to Promote Effective Youth Development, University of Virginia
Patrick H. Tolan is Charles S. Robb Professor, Curry School of Education and Human Development and Professor, Department of Psychiatry and Neurobehavioral Sciences at the University of Virginia where he is affiliated with the Youth-Nex UVA Center to Promote Effective Youth Development. He is also Emeritus Professor, University of Illinois. He has led multiple developmental longitudinal and randomized control studies focused on prevention of academic, behavioral, and social failures and promoting resilience and effective youth functioning, with most emphasis on high risk communities and/or critical developmental transitions, making contributions to basic science, methodology, interventions, applications, and policy.