Cambridge, Massachusetts
April 13-22, 2009

PROFESSORS

Philip Altbach
altbach@bc.edu

Philip G. Altbach is Monan professor of higher education and director of the Center for International Higher Education at Boston College. He was the 2004-2006 Distinguished Scholar Leader for the New Century Scholars initiative of the Fulbright program. He has been a senior associate of the Carnegie Foundation for the Advancement of Teaching, and served as editor of the Review of Higher Education, Comparative Education Review, and as an editor of Educational Policy.

He is author of Turmoil and Transition: The International Imperative in Higher Education, Comparative Higher Education, Student Politics in America, and other books. He co-edited the International Handbook of Higher Education. His most recent book is World Class Worldwide: Transforming Research Universities in Asia and Latin America.

Dr. Altbach holds B.A., M.A. and Ph.D degrees from the University of Chicago. He has taught at the University of Wisconsin-Madison and the State University of New York at Buffalo, and was a post-doctoral fellow and lecturer on education at Harvard University. He has also as been a visiting professor at Stanford University, the Institut de Sciences Politique in Paris, and at the University of Bombay in India. He has received awards from the Japan Society for the Promotion of Science and the German Academic Exchange Service (DAAD), has been Onwell Fellow at the University of Hong Kong, and a senior scholar of the Taiwanese government.

Kenneth Bain
baink@mail.montclair.edu

Kenneth Bain is Vice Provost for Instruction, Director of the Research Academy for University Learning and history professor at Montclair State University, New Jersey. He has been the founding director of four major teaching and learning centers:  the Center for Teaching Excellence at New York University, the Searle Center for Teaching Excellence at Northwestern University, the Center for Teaching at Vanderbilt University, and the Research Academy for University Learning at Montclair State University

His recently-published book, What the Best College Teachers Do (Harvard University Press, 2004) won the 2004 Virginia and Warren Stone Prize for an outstanding book on education and society, and has been one of the top selling books on higher education. It has been translated into eight languages.

He has won four major teaching awards, including a teacher-of-the-year award, faculty nomination for the Minnie Piper Foundation Award for outstanding college teacher in Texas in 1980 and 1981, and Honors Professor of the Year Awards in 1985 and 1986. A 1990 national publication named him one of the best teachers in the United States.

Joan Becker
joan.becker@umb.edu

Joan Becker is the Vice Provost for Academic Support Services at the University of Massachusetts Boston. In this role, she provides leadership and administrative oversight for the University Advising Center, Academic Support Programs, the Office of Career Services and Internships, and Pre-collegiate and Educational Support Programs. In addition, Dr. Becker oversees the university’s partnership with the Dorchester Education Complex and is the coordinator of the University’s Title III grant which is focused on improving transfer student retention. Initially hired by the university to develop the Urban Scholars Program, Dr. Becker served as director from 1984-1998.

Dr. Becker has been actively involved for over 25 years in state, regional, and national professional associations focused on advancing educational opportunities for low-income and minority youth. She was a member of the Board of Directors of the Council for Opportunity in Education from 1986-93 and served two terms as treasurer. She is a past president of the New England Educational Opportunity Association and of the Massachusetts Educational Opportunity Association and has served on numerous committees. Dr. Becker received her bachelor's degree from Wellesley College and her Master's and doctorate in Education from the Harvard Graduate School of Education.

Josh Bookin
jbookin@fas.harvard.edu

Josh Bookin brings a diversity of teaching and learning experiences to his role as an educational consultant. He began his career teaching math and economics to high school students in the San Francisco Bay Area. He then enrolled in the Master’s program at the Harvard Graduate School of Education (HGSE), where he focused his course work on pedagogy, curriculum development, and teacher training. Since coming to Harvard, Josh has worked at the university in several educational capacities: an undergraduate economics section leader, an economics instructor at the Kennedy School of Government (HKS), an advisor to prospective high school teachers as part of HGSE’s Teacher Education Program, an Economics department advisor to undergraduate section leaders, a revision assistant helping Professor Mankiw update his popular introductory economics textbook, and an educational consultant for the Strengthening Learning and Teaching Excellence Initiative at HKS. He has won numerous teaching awards for his work with undergraduates.

Lori Breslow
lrb@MIT.EDU

Lori Breslow has been the Director of the Teaching and Learning Laboratory (TLL) at the Massachusetts Institute of Technology since its inception in 1997. TLL works with faculty, administrators, staff, and students to strengthen the quality of education at the Institute.

She is also a Senior Lecturer in the Sloan School of Management where she teaches courses in managerial, professional, and intercultural communication. Dr. Breslow’s research interests are in interdisciplinary education and the dissemination of pedagogical innovation in higher education.

Barbara Brittingham
bbrittingham@NEASC.org

Barbara Brittingham is the Director of the Commission on Institutions of Higher Education for the New England Association of Schools and Colleges (NEASC), the regional accrediting body for the six New England states. NEASC accredits 222 colleges and universities, including four outside the U.S., and is recognized as a reliable authority on the quality of education by the U.S. government and the Council on Higher Education Accreditation.

Previously, she served as Founding Dean of the College of Education at Zayed University in the United Arab Emirates, and before that at the University of Rhode Island in a number of positions, including Dean of the College of Human Science and Services and Interim Dean of University Libraries, Director of the Curriculum Research and Development Center, and Professor of Education. Brittingham also worked in Turkey leading the development and field testing of a system to accredit teacher education programs.

She has published and spoken widely on issues relating to teacher education, higher education, and accreditation.

Doris Brodeur
dbrodeur@MIT.EDU

Doris Brodeur is a Professor of Education, serving as a research and evaluation specialist on engineering education projects at the Massachusetts Institute of Technology in Cambridge, Massachusetts. Current projects include the CDIO Initiative, the Bernard M. Gordon Engineering Leadership Program, and Innovations in Aeronautics Instruction. She began her tenure at MIT in June 2000.

Her prior experiences include teacher education at Anna Maria College (Massachusetts), Ohio University, and Illinois State University; corporate education and training at the former AT&T Bell Laboratories and United Technologies Corporation; and international education in Botswana. Her research interests and consulting focus on learning assessment, program evaluation, project-based learning, and faculty development. Dr. Brodeur is currently working with faculty and program leaders at MIT and at other technical universities in the United States, Canada, and Latin America.

Jennifer Craig
jcraig@mit.edu

Jennifer Craig, M.S., M.A, is a Lecturer in the Writing Across the Curriculum Program. Since arriving at MIT in 2002, she has taught primarily in the Department of Aeronautics and Astronautics. In addition to teaching writing and oral presentation, she also addresses teamwork and collaborative issues in communication. She is a co-author of Learning to Write and Speak in Science and Engineering: Case Studies From MIT is forthcoming on MIT Press.

A recent article “ Innovation Across the Curriculum: Three Case Studies in Teaching Science and Engineering Communication” appeared in IEEE Transactions in Professional Communication. Ms. Craig is also interested in ESL issues and has worked with non-native speaking graduate students in an Engineering Manufacturing degree program based in Singapore. She is currently pursuing research on independent language learning at two universities in Mexico. She also teaches ESL in community settings, most recently at Massachusetts General Hospital and Cambridge Center for Adult Education.

Ed Crawley
crawley@mit.edu

Ed Crawley is the Ford Professor of Aeronautics and Astronautics and Engineering Systems at MIT. He received an Sc.D. in Aerospace Structures from this institution in 1981. From 2003 to 2006 he served as the Executive Director of the Cambridge – MIT Institute, a joint venture funded by the British government and industry with a mission to understand and generalize how universities act as engines of innovation and economic growth. For the previous seven years, he served as the Department Head of Aeronautics and Astronautics at MIT, leading the strategic realignment of the department.

Dr. Crawley was the founding co-director of the System Design and Management Program , which leads to a degree jointly offered by the School of Engineering and Sloan School of Management at MIT. He is the founding co-director of an international collaboration on the reform of engineering education, and the lead author of the book, Rethinking Engineering Education, the CDIO Approach. He has also been chairman of the NASA Technology and Commercialization Advisory Committee, and holds a NASA Public Service Medal.

Chris Dede
chris_dede@harvard.edu

Chris Dede is the Timothy E. Wirth Professor in Learning Technologies in the Technology, Innovation, and Education Program at Harvard University Graduate School of Education. His research spans emerging technologies for learning, infusing technology into large-scale educational improvement initiatives, policy formulation and analysis, and leadership in educational innovation.

He is currently conducting funded studies to develop and assess learning environments based on modeling and visualization, online teacher professional development, wireless mobile devices for ubiquitous computing, and multiuser virtual environments. Dede is also active in policy initiatives, including creating a widely used State Policy Framework for Assessing Educational Technology Implementation and studying the potential of developing a scalability index for educational innovations. From 2001 to 2004, he served as chair of the Learning & Teaching area at HGSE.

Willis Emmons
wemmons@hbs.edu

Willis Emmons is Senior Lecturer and Director of the C. Roland Christensen Center for Teaching and Learning at Harvard Business School. As director of the Christensen Center, Emmons oversees programs for developing and enhancing case method teaching skills and supports individual faculty members in their quest for teaching excellence. In addition, he is building the center's capabilities for conducting and disseminating research on best practices and innovations in case method teaching and participant-centered learning and for serving as a convener for symposia on topics of critical importance in the field.

From 1999-2004, Emmons was Associate Professor at Georgetown University's McDonough School of Business in the area of Strategy, Economics, Ethics and Policy, where he received the Graduate Teaching Award (2003). At Georgetown he taught courses on strategic management and international business. Emmons was a member of the Harvard Business School faculty from 1989-1999 where, as part of the Business, Government, and the International Economy (BGIE) unit, he taught courses in the M.B.A. and executive education programs. He also has taught extensively in corporate executive development programs and has consulted to corporations and governments on domestic and international issues relating to business strategy and government policy.

Emmons received the A.B. cum laude in Government (Phi Beta Kappa), the M.B.A. with high distinction (Baker Scholar), and the Ph.D. in Business Economics, all from Harvard University.

Laura Hess
Sheridan_humss@brown.edu

Laura Hess received her B.A. Magna Cum Laude with Honors in East Asian Studies from Yale University in 1984, and her M.A. and Ph.D. in Chinese Language and Literature from the University of Washington in 1989 and 1994 respectively. After earning her doctorate, she served for two years as a Visiting Assistant Professor at St. Olaf College. She joined the faculty of the Department of East Asian Studies at Brown University in 1996.

Her teaching interests include modern and classical Chinese, and she has published a number of journal articles, book chapters and book reviews on various sinological topics. In 2000, she became the Associate Director for the Humanities and Social Sciences at the Harriet W. Sheridan Center for Teaching and Learning . In addition to her work in faculty development and professional development for graduate students, she regularly serves as a first-year and sophomore advisor.

James Honan
james_honan@gse.harvard.edu

James Honan's teaching and research interests include financial management of nonprofit organizations, organizational performance measurement and management, and higher-education administration. At Harvard University he is educational co-chair of the Institute for Educational Management (IEM) and a faculty member in a number of executive education programs for educational leaders and nonprofit administrators.

Honan has served as a consultant on strategic planning, resource allocation, and performance measurement and management to numerous colleges, universities, schools, and nonprofit organizations, both nationally and internationally. Previously, he served as institutional research coordinator in the Office of Budgets at Harvard and as a project analyst in the Harvard University Financial Aid Office. He has also been a research assistant at the Educational Resources Information Center (ERIC) Clearinghouse on Higher Education in Washington, D.C., and has served as executive assistant to the president of Lesley University in Cambridge, Massachusetts.

Margot Gill
mgill@fas.harvard.edu

Margot Gill is the Administrative Dean of the Graduate School of Arts and Sciences at Harvard University. She is responsible for the implementation of policy at the Graduate School. She is also the President for the University Committee on General Scholarships, which administers international scholarships funds for Harvard University’s various schools and departments.

Gill has also worked as special assistant to the Director of Harvard’s Center for International Affairs and has been strategic advisor to the Faculty of Arts and Sciences at Harvard in international projects. She received her degree in History from Michigan State University and completed her Master’s degree and doctorate studies in Anthropology at Boston University.

Neal Lerner
nlerner@mit.edu

Neal Lerner, Ed.D., is Director of Training in Communication Instruction for the Program in Writing and Humanistic Studies at MIT. He teaches scientific and technical writing and supports lecturers and graduate students who teach in communications-intensive classes. He is the author of The Idea of a Writing Laboratory (Southern Illinois University Press, 2009), co-author with Mya Poe and Jennifer Craig of Learning to Communicate in Science and Engineering: Case Studies from MIT (MIT Press, 2009), and co-author with Paula Gillespie of The Longman Guide to Peer Tutoring, 2 nd ed (Longman, 2002) . He is a former co-editor of The Writing Center Journal and has been a frequent consultant or invited speaker on writing program/writing center administration and writing across the curriculum at colleges and universities in the United States and Europe. His current research is a history and contemporary classroom study of teaching high-school English in Holyoke, MA.

Eric Mazur
mazur@physics.harvard.edu

Eric Mazur is the Balkanski Professor of Physics and Applied Physics at Harvard University, where he leads a research program in optical physics and supervises one of the largest research groups in the Physics Department at Harvard University.

Mazur obtained his Ph.D. degree in experimental physics at the University of Leiden in the Netherlands in 1981, and came to Harvard University in 1982. In 1984 he joined the faculty and obtained tenure six years later. In 1988 he was awarded a Presidential Young Investigator Award. He is Fellow of the Optical Society of America and Fellow of the American Physical Society, and has been named APS Centennial Lecturer during the Society's centennial year. In 2007 Mazur was appointed Phi Beta Kappa Visiting Scholar; and in 2008 he received the Esther Hoffman Beller award from the Optical Society of America and the Millikan Medal from the American Association of Physics Teachers.

Dr. Mazur is interested in the field of education. In 1990 he began developing Peer Instruction a method for teaching large lecture classes interactively and in 1997 he published Peer Instruction: A User's Manual (Prentice Hall). In 2006 he helped produce the award-winning DVD Interactive Teaching. Dr. Mazur is author or co-author of 219 scientific publications and 12 patents.

Rebecca Metcalf
rmetcalf@bridgew.edu

Rebecca Metcalf is an Assistant Professor of Mathematics and Computer Science at Bridgewater State College. Dr. Metcalf is also the facilitator of the CONNECT Math group, a faculty-driven working group within a partnership formed by Bridgewater State College, Bristol Community College, Cape Cod Community College, Massasoit Community College, and the University of Massachusetts Dartmouth, aimed at improving the quality, accessibility, and affordability of higher education in Southeastern Massachusetts. The CONNECT Math group recently planned and organized a meeting for mathematics faculty from community colleges state-wide. Dr Metcalf also planned and facilitated working sessions at the Student Transfer Symposium, sponsored by the Massachusetts Department of Higher Education and the Museum of Science in Boston, where biology faculty members were brought together to discuss curriculum alignment issues for first year, majors-level general biology courses.

Dr. Metcalf received her B.S. in Mathematics from Buffalo State College and her M.A. in Mathematics and Ph.D. in Mathematics Education from The State University of New York at Buffalo. Her research interests include students’ understanding of mathematical concepts taught at the undergraduate level, particularly pre-college mathematics and precalculus, as well as training pre-service secondary teachers.

Iván Pacheco
ivan.pacheco@bc.edu

Iván Pachecoholds a law degree from the Universidad Externado de Colombia (1987), Masters in Sociology of Law (1997) from the International Institute for Sociology of Law in Oñati, Spain, and a Master of Arts in Higher Education Administration from Boston College (2007). He is currently a doctoral student in the Higher Education program at Boston College. He has also been a visiting scholar at Oxford University (1997) and an intern at LASPAU-Harvard (2007).

Iván has over ten years of experience in the field of higher education. Before starting his doctoral studies he worked for the Ministry of Education in Colombia (2002 – 2006), where he was the Director of Quality Assurance for Higher Education. During this time he was also acting Vice Minister of Higher Education, on several occasions, and he was a board member in more than ten public universities in Colombia. He represented his country at the UNESCO – OECD drafting meetings on Guidelines for Quality Provision in Cross Border Higher Education (2004/05) and at RIACES, the Ibero-American Network of Quality Assurance Agencies, among others. Previously he worked for the Universidad Santo Tomás as Secretary General (2002), the Universidad Externado de Colombia (2001, 1994/95), and ICFES (the Colombian Institute for Higher Education) in different positions.

Among his most important publications are: International Comparison of Academic Salaries: An exploratory Study (with L. E. Rumbley and P.G. Altbach, 2008); Educación culpable, educación redentora: Evolución legislativa de la educación superior en Colombia (2004), and Nuevo Compendio de Normas sobre la Educación Superior (2001).

Lorna M. Peterson
lmpeterson@fivecolleges.edu

Lorna Peterson, Executive Director of Five Colleges, Incorporated, since 1990, is responsible for the operation of one of the United States’ oldest and most comprehensive educational consortiums. She administers a wide range of administrative and academic cooperative programs across the member institutions -- Amherst, Hampshire, Mount Holyoke, and Smith Colleges, and the University of Massachusetts at Amherst.

Dr. Peterson received her Ph.D. in Slavic languages and literatures from Yale University and holds a B.A. in American history and government from the University of Buffalo. She has taught and written about women’s literature, with a special focus on women in Russian literature, contemporary women’s literature, and the writer Doris Lessing. From 1990-95 she held an adjunct appointment in the Slavic Department at the University of Massachusetts Amherst. She has been a frequent speaker and consultant on collaborative arrangements and is Special Advisor to the Board of the Association for Consortium Leadership (ACL).

Mya Poe
myapoe@mit.edu

Mya Poe, Ph.D., is Director of Technical Communication at the Massachusetts Institute of Technology. At MT she works with science and engineering faculty to integrate writing and speaking instruction in their courses and develops assessment approaches for the Writing Across the Curriculum program. She teaches Rhetoric of Science and team-teaches courses in Quantitative Physiology, Biomedical Engineering Design, and Frontiers in Biomedical Engineering. In some of her recent research, Dr. Poe has looked at how scientists use visual evidence in making scientific claims; the changing demands of contemporary scientific writing; and racial stereotypes in writing assessments. She has published her work in journals such as College Composition and Communication and IEEE Professional Transactions as well as has contributed to a number of book collections. Her co-authored book Learning to Write and Speak in Science and Engineering: Case Studies From MIT is forthcoming on MIT Press. She is currently working on an edited collection called Race and Racism in Writing Assessment with Asao Inoue.

Francesca Purcell
FPurcell@bhe.mass.edu

Francesca Purcell is the Associate Commissioner for Academic and P-16 Policy at the Massachusetts Department of Higher Education where she serves as senior academic policy officer providing leadership in policy development, implementation, and effectiveness.  She also oversees the comprehensive evaluation process of academic program proposals from public, independent, and out-of-state higher education institutions seeking to offer new degrees in Massachusetts. 

Dr. Purcell chairs both the statewide Commonwealth Transfer Advisory Group charged to improve student transfer across the public higher education system and the Achieving the Dream State Policy Team which aims to improve community college student success through change in state and federal policy.  Most recently, she was awarded the Citation for Outstanding Performance by Governor Deval Patrick in recognition of her contribution to the goals of the Department.  Dr. Purcell holds a B.A. from Amherst College, an M.S. from Northeastern University, and a Ph.D. from Boston College.

Claire Ramsbottom
cramsbottom@colleges-fenway.org

Claire Ramsbottom, Executive Director, Colleges of the Fenway, Inc., was hired in 1996 to help create the newly formed Colleges of the Fenway (COF), a collaboration of six Boston colleges, Emmanuel College, Massachusetts College of Art and Design, Massachusetts College of Pharmacy and Health Sciences, Simmons College, Wentworth Institute of Technology and Wheelock College formed to enhance opportunities for students, faculty and staff, to share services and find ways to mitigate the rising costs of higher education. She works closely with the colleges’ presidents and senior leadership in identifying and implementing opportunities strengthen the individual colleges and the collective through collaboration.

Prior to joining Colleges of the Fenway, she worked in higher education administration for 15 years at SUNY Cortland, Simmons College and Wheaton College and as a recruiter in private industry. Claire also serves serves on the board of the Association for Consortium Leadership and has co-authored a chapter in Best Practices in Higher Education Consortia: How Institutions Can Work Together published by Jossey-Bass. She has a BA from Framingham State College and a M.Ed. in Higher Education Administration from Springfield College.

Sybille Reichert
sybille@reichertconsulting.ch

Since her PhD from Yale University in 1994, Sybille Reichert has been working as a consultant and researcher in higher education policy focusing on issues of strategic development, internationalization and organizational reforms of universities in Europe. Before setting up Reichert Consulting in Zurich in 2004 (www.reichertconsulting.ch), she was responsible for strategic planning at ETH Zurich. All her projects and studies, commissioned by individual universities, education ministries, the European Commission, the European University Association or higher education research centres, have an international comparative dimension, relating institutional development to larger systemic trends in higher education. See http://www.eaie.nl/pdf/F92art13.pdf for an interview with Sybille Reichert.

Liz Reisberg
reisberg@bc.edu

Liz Reisberg is a research associate at the Center for International Higher Education with primary responsibility for the ongoing development of the Center's website and online resources for scholars and practitioners. She completed her doctorate at Boston College in 2007. Liz's dissertation focused on the experience of three universities in Argentina with institutional self study. Her research interests continue to focus on quality assurance and reform in Latin American higher education.

Prior to joining the staff at CIHE Liz had a long career in international admissions and was the co-founder and executive director of The MBA Tour. She holds a BA from Bennington College and a M.Ed. from the University of Massachusetts-Amherst.

Susan Russinoff
susan.russinoff@tufts.edu

Susan Russinoff is a Senior Lecturer in Philosophy at Tufts University. She did her undergraduate work at Washington University, and earned a Ph.D. in Philosophy at MIT. She has taught at MIT, Dartmouth College, and Harvard University, and has published articles in the areas of philosophy of language and logic.

Russinoff was the director of the Tufts University Critical Thinking Program, a faculty development initiative designed to enhance students' capacity for careful and creative thought, that aids faculty in developing courses, facilitates the exploration of connections between different subject areas, and provides opportunities for interested faculty to discuss issues of pedagogy.

Corrine Taylor
ctaylor1@wellesley.edu

Corrine Taylor is Director of the Quantitative Reasoning Program at Wellesley College. She joined the faculty in 1998 after receiving her Ph.D. in economics from the University of Wisconsin‑Madison. Professor Taylor is a 1988 graduate of the College of William and Mary in Virginia, where she was elected to Phi Beta Kappa.

Her main course these days is “Introduction to Quantitative Reasoning,” a first-year course for students who need to develop their quantitative reasoning skills before enrolling in quantitative courses within the disciplines.

Professor Taylor has led workshops, given invited lectures, and served as a consultant for national conferences and other colleges, universities, and public school systems that are developing new QR initiatives. Since June 2007, she has served as president of the National Numeracy Network.

Kathy Takayama
Kathy_Takayama@brown.edu

Kathy Takayama holds a B.S. in Biology from the Massachusetts Institute of Technology, and a Ph.D. in Biochemistry and Molecular Biology from UMDNJ – Robert Wood Johnson Medical School. She was an NIH Postdoctoral Fellow from 1991–1993 in the Department of Biochemistry at the University of Madison-Wisconsin. From 1994-2007 Kathy was a faculty member of the School of Biotechnology and Biomolecular Sciences at the University of New South Wales in Sydney, Australia.

She joined the Sheridan Center for Teaching & Learning at Brown in 2007 as the Associate Director for Life & Physical Sciences. Kathy's research in science education focuses on visualizations and learning. She has developed online collaborative learning tools for scientific inquiry and has worked nationally and internationally with students. She has delivered keynotes on her research in visualizations (Gordon Conference on Visualizations and Science Education) and on her SoTL research (The SoTL Commons Conference).

Takayama is a Carnegie Scholar, and a founding member of the International Society for the Scholarship of Teaching and Learning. She serves on the National Steering Committee of the NSF Biology Scholars Program, and Co-Chairs the Biology Scholars Writing Residency Program. Kathy also serves on the Curriculum Development Advisory Board for College Board AP Biology.

Amy Tarr
atarr@mit.edu

Amy Tarr is Communications Advisor at the MIT-Portugal Program, an international collaboration seeking to demonstrate that an investment in science, technology and higher education can have a positive, lasting impact on the economy by addressing key societal issues through quality education and research in the emerging field of engineering systems. The program has targeted bio-engineering systems, engineering design and advanced manufacturing, sustainable energy systems, and transportation systems and as key areas for economic development and societal impact.

Ingrid Vargas
ingrid.vargas@comcast.net

Ingrid Vargas is an independent consultant working on higher education issues in the United States and abroad. She has provided research and information to support evidence-based decision-making at dozens of leading U.S. colleges and universities. From 2005 to 2008, Ms. Vargas was Director at Eduventures Inc., a Boston-based research and consulting firm, where she led the development of new programs and managed a team of senior advisors to university clients. Previously, she was a Senior Researcher at Harvard Business School, where she collaborated with HBS faculty on an empirical study of entrepreneurship in emerging markets. During her nearly six years at HBS, she also co-authored more than twenty cases on general management, strategy, marketing and organizational behavior, which have been taught in MBA programs worldwide.

Ms. Vargas holds a BA from Queens College of the City University of New York and an MA from the Johns Hopkins University School of Advanced International Studies. She is currently completing a PhD dissertation on history of education in Latin America. Ms. Vargas has taught in interdisciplinary programs at College of the Holy Cross, Worchester Polytechnic Institute and Harvard University.

James Wilkinson
james_wilkinson@harvard.edu

James Wilkinson has served as the director for the Derek Bok Center for Teaching and Learning at Harvard University since 1988. Professor Wilkinson has been recipient of several fellowships such as the John Simon Guggenheim Foundation Fellowship, the National Endowment for the Humanities Senior Research Fellowship, and the Harvard Graduate Prize Fellowship, among others.

He is author of The Art and Craft of Teaching and Homesteading on the Electronic Frontier: Technology, Libraries, and Learning, and has taught seminars in the United States and abroad. Wilkinson is a member of the Committee on Pedagogical Improvement of the Faculty of Arts and Sciences at Harvard University, and has a Master’s degree in Comparative Literature and a Ph.D. in History from this institution.

Louise Zak
lzak@neasc.org

Louise Zak is the Associate Director of the Commission on Institutions of Higher Education for the New England Association of Schools and Colleges (NEASC), the regional accrediting body for the six New England states. NEASC accredits 222 colleges and universities, including four outside the U.S., and is recognized as a reliable authority on the quality of education by the U.S. government and the Council on Higher Education Accreditation.

Agenda | Session Abstracts | Participants | Professors
Readings | Presentations | Additional Resources

Copyright 2008 © LASPAU: Academic and Professional Programs for the Americas
25 Mount Auburn St., Cambridge, MA. 02138, Tel: (617) 495-5255, Fax: (617) 495-8990
Email: angelica_natera@harvard.edu or kathleen_koehler@harvard.edu