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Evangelina Galvan Shreeve

Board of Directors & Officers

ACT Foundation / About Us / Inaugural Board of Directors / Evangelina Galvan Shreeve

Evangelina Galvan Shreeve

Manager, Training and Information Systems
Pacific Northwest National Laboratory (PNNL – operated by Battelle for US Department of Energy)

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Evangelina Galvan Shreeve has provided leadership in diversity, higher education, and human resources over the last 20 years for a variety of organizations.

In her current role as manager of training and human resources information systems at PNNL, Ms. Shreeve provides leadership with two enterprise systems that provide capability for staff to be trained and qualified to do their work and for stewarding the human resources information technology infrastructure. She also served as manager for STEM work-based learning and outreach at PNNL.

Prior to joining PNNL, Ms. Shreeve was the director of community partnerships for the University of Washington. From 2001-2007, Shreeve served as the vice president for diversity and grants administration for Columbia Basin College.

She studied at Harvard University’s JFK School of Government, Center for Creative Leadership, and Evans School of Government-University of Washington, where she received a master’s degree in policy and public administration and a bachelor’s degree in psychology.

Ms. Shreeve is active in a variety of community service organizations and also has lectured at the University of Washington’s Public Leadership Academy. Born to immigrant farm workers, Ms. Shreeve is a Latina and a first-generation college graduate in her family.

Q&A with Evangelina Shreeve

What excites you about joining the ACT Foundation Board of Directors?

I believe our focus on working learners and the gaps we can address present a very real opportunity to make a difference in economic advancement and impact the nation.

In addition, the diversity in expertise and perspectives combined with the power and synergy of the leadership is empowering. Ultimately, I think we have the potential to impact culture and decision making in this country to support working learners.

What are some areas that need the biggest change in order to support working learners?

Our higher education system is based on information and decisions that were made 100 years ago. We have not made any real changes since, and policies that have been put in place have missed the mark.

What is the “right formula” to address this outdated system of education?

The “right formula” is to change the entire infrastructure for education and create institutional acceptances and supports for working learners so that every individual can be valued in any learning environment. The college degree will not go away, as it will be relevant for specific careers, but alternative pathways that include work-based competencies will equally matter for career and life success.

How can the ACT Foundation facilitate this shift?

The Foundation can have substantial impact in bringing together the game-changers who can catalyze the needed cultural and systemic change in the way we look at learning. We need to engage associations and leaders who represent higher education institutions, and facilitate discussions that create collaborative partnerships to raise visibility and attention from policy makers. Only then can we bring about policy change and resources to sustain these changes.

How do we get stakeholders to collaborate with us on this journey?

We need to consider the common win for all the stakeholders in this ecosystem. Proof of concept will be in the outcomes and economics. Stakeholders will need to see changes and understand that their role and collaboration are critical to success—and then keep at it. We need to stay focused, ensure that we are always reaching for the next milestone, and demonstrate success—no matter how small.

What does success look like?

There are several key metrics of success, including: when the working learners are able to have impact in their role; when we have prepared workers in communities and can address needs of the workforce and their community; when we have a common understanding and acceptance of alternative learning pathways that do not necessarily have to include a degree, but include equally valuable competencies; and when we can demonstrate the overall impact of this approach on economics, such as the number of prepared individuals, the economic livelihood, and the sustainability of the workforce within a community. However, the ultimate success will be when all individuals can realize their full potential, and that is reflected in how they participate in a career or in everyday life.

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