|Deborah Hirsch (firstname.lastname@example.org) is the President of the Woodrow Wilson Graduate School of Teaching & Learning. Previously she served as the Vice President for Strategic Initiatives and the Founding Executive Director, providing leadership for the planning, development, and launch of the WW Graduate School, a competency-based teacher education program.
Dr. Hirsch served as Vice President for Development and Director of External Relations at Mount Ida College in Newton, MA where she was previously Associate Vice President for Academic Affairs and Acting Vice President for Academic Affairs. Prior to Mount Ida, Deborah was the Executive Director of the Boston Higher Education Partnership and Director of the New England Resource Center for Higher Education. She has been an adjunct faculty member at the University of Massachusetts at Boston and at Boston College.
Dr. Hirsch has served as a visiting team member for the New England Association for Schools and Colleges and the Massachusetts Board of Higher Education; she was a Fellow for the Salzburg Seminar’s Universities Project and a Senior Fellow at the Nellie Mae Education Foundation. She has served on several nonprofit boards, has presented widely and published numerous articles on teacher preparation, college access and success, student retention, civic engagement and service learning.
Dr. Hirsch graduated summa cum laude from Boston University, holds master’s degrees in education from the State University of New York at Buffalo and Harvard University and a doctorate in education from Harvard University.
Dr. Hirsch is a champion of the “Try, Learn, Try” mantra at the Graduate School. See more in this video.
|Owen Berliner (email@example.com), serves as Project Manager at the Woodrow Wilson Graduate School. Prior to joining the team, Owen was a Senior Curriculum Developer and Project Manager for the Engineering is Elementary project at the Museum of Science, Boston, where he created research-based, classroom-tested resources designed to serve diverse learners, especially those from traditionally underserved populations in STEM. He holds a B.A. in archaeology from Dickinson College and an M.A. in social sciences from the University of Chicago.|
|Marie Boggis (firstname.lastname@example.org), Associate Director of Admissions, has more than ten years of experience in higher education primarily in admissions and student support services. She has experience working with a diverse group of students at varying education levels including juniors and seniors in high school, undergraduate and graduate students, as well as non-traditional students. Prior to joining WW Graduate School, Marie was a Senior Assistant Director of Admissions at the University of New Hampshire Franklin Pierce School of Law. Marie Holds a B.A. in Political Science & International Affairs and an MPA from the University of New Hampshire.|
|Courtney Castle (email@example.com) is the Director of Assessment at the Woodrow Wilson Graduate School. Courtney joined the Graduate School after completing the doctoral program at Boston College where she studied measurement and statistics and did research on multidimensional assessment and teacher professional development in science. She also holds dual bachelor’s degrees in psychology and mathematics from the University of Dayton.
Dr. Castle explains the assessment methodology at the WW Graduate School in this video.
|Connie Shui-Yi Chow (firstname.lastname@example.org) is the Faculty Mentor in Science. Dr. Chow has over 16 years of experience crossing disciplinary boundaries, sectors, and continents to create intellectually challenging and inclusive learning spaces, programs, collaboratives and institutions for students and facilitators of learning in K-16, in formal and informal spaces, internationally and in the US. Her work at UMass Boston’s Honors College and UTeach Program has focused on equity, intersectionality and activism in STEM. She is the founder and director of The Exploratory, a Ghana-based STEM education NGO, and the former executive director of Science Club for Girls. Connie received her Ph.D. in Virology from Harvard University and her postdoctoral training in molecular parasitology at the Harvard School of Public Health, and was an assistant professor of Biology at Simmons College where she was also a co-PI on the NSF ITEST project, Technology at the Crossroads.|
|Anjali Deshpande (email@example.com) is the Woodrow Wilson Graduate School Faculty Mentor in Mathematics. Dr. Deshpande earned an undergraduate degree in Economics from New York University, a master’s degree in the Science of Teaching from Pace University, and a doctorate in Urban Education from New York University, Steinhardt School of Education. Dr. Deshpande served as a public school teacher in the south Bronx for six years and a secondary mathematics coach for eight years. Her passions include investigating effective assessment practices, analyzing and implementing strategies that foster the development of positive mathematics identity, and promoting justice and equity through mathematics education.|
|Dessalines (Des) Floyd (firstname.lastname@example.org), is the Director of Clinical Learning and Educator Development at the Woodrow Wilson Graduate School of Teaching & Learning. He recently completed a residency serving as Special Assistant to the Commissioner at the MA Department of Elementary and Secondary Education focused on educational equity practices that accelerate achievement and educational outcomes for youth in schools. He developed a protocol to promote empathy and critical thinking in schools as well as a coaching for equity tool. Dr. Floyd worked with Harvard’s Programs in Professional Education to support the leadership development of educators and served as a learning facilitator for the National Institute for Urban School Leaders, New and Aspiring School Leaders, and the School Turnaround Leaders Institutes. Dr. Floyd earned a Bachelor of Arts (B.A.) in English from Florida State University, a Master of Education (M.Ed.) in Curriculum & Instruction with an emphasis on teacher leadership for school improvement (TLSI) from the University of Florida, and a Doctorate in Education Leadership (Ed.LD.) from The Harvard Graduate School of Education.|
|Liam Hunt (email@example.com), is a Senior Educational Technologist at the MIT Playful Journey Lab.|
|Manjula Karamcheti (firstname.lastname@example.org), the Director of Equity and Student Support, has been a counselor, educator and administrator in diverse school districts for the past 13 years. Her areas of expertise and passion include promoting equity and access of opportunities for all learners as well as the design and delivery of authentic social-emotional learning and mental health programs. Manjula earned her B.S. from Colorado State University. She holds an M.Ed. in risk and prevention from the Harvard Graduate School of Education, an M.A. in community social psychology from the University of Massachusetts Lowell, and is a licensed school counselor.|
|YJ Kim (yjk7@MIT.EDU) is the project director of the MIT and Woodrow Wilson Partnership, and a research scientist at the MIT Playful Journey Lab. She oversees the partnership and leads the research and development collaboration. Dr. Kim’s research focuses on new forms of assessment that are authentic, playful, and seamlessly embedded in learning environments. She received a Ph.D. in learning sciences from Florida State University.
YJ leads the playful assessment and learning happening through the MIT collaboration.
|Catherine Kinyua (email@example.com) is the Program Assistant at the WW Graduate School. Before joining the Graduate School in August 2018, Catherine worked as a paralegal and has over seven years’ experience in operations management. She speaks four languages and holds a B.A. in International Relations and Affairs from Suffolk University..|
|Peter Kirschmann (pkir@MIT.EDU) is a Learning Designer at the MIT Playful Journey Lab, where he helps codesign learning experiences for and with teacher candidates. He is interested in creating opportunities for learners to design, create, and invent. He has designed and facilitated learning experiences at museums, libraries, and other informal learning spaces. He holds a B.A. in media studies from Macalester College and an Ed.M. in technology, innovation, and education from the Harvard Graduate School of Education.|
|Peter Laipson (firstname.lastname@example.org) is the Chief Academic Officer of the Woodrow Wilson Graduate School of Teaching & Learning. Most recently the Emily H. Fisher Research Fellow of Bard College, he served from 2011 to 2015 as the Provost of Bard College at Simon’s Rock, the nation’s only four-year residential early college. Prior to joining Bard, Peter taught in higher and secondary education, including 12 years at Concord Academy, an independent secondary school outside of Boston, where he also served as Dean of Faculty. Peter earned his undergraduate degree in religious studies, magna cum laude, from Brown University and received his M.A. and Ph.D. in history from the University of Michigan.
Dr. Laipson explains why the WW Graduate School is a competency-based program in this video.
|Meredith Moore (email@example.com) is a design researcher at the MIT Playful Journey Lab, where her research focuses on the design of environments that foster teacher learning. She is also a veteran educator with nine years of K-12 teaching experience and seven years of experience as a teacher educator. She holds a Ph.D. in Curriculum and Instruction from Boston College, an M.S. from Bank Street College of Education, and a B.A. from Harvard University.|
|Raha Moussavi (moussavi@MIT.EDU) is a Learning Designer at the MIT Playful Journey Lab, and helps co-design learning experiences with and for teacher candidates. Prior to joining the Playful Journey and Teaching Systems Lab, she worked as a science educator, as well as on the design and assessment of an intelligent tutoring system for science inquiry. Raha holds a Ph.D. in learning sciences and technology from Worcester Polytechnic Institute, an A.M. in chemistry from Brown University, and a B.S. in chemistry from Worcester Polytechnic Institute.|
|Joye Nagle (firstname.lastname@example.org) is the Woodrow Wilson Graduate School’s Chief Financial Officer. Joye is a CPA with over 20 years’ experience in budgeting, planning and financial management. She has worked in government, corporate and non-profit settings, including at Dow Jones and Company and at the United States Department of Agriculture. Joye holds a B.S.B.A. in accounting from Old Dominion University and an M.B.A. from Rider University.|
|Julianna Stockton (email@example.com) joined the WW Graduate School staff in December 2016 as its first Faculty Mentor in Mathematics. She now also serves as Director of Program Design. She was previously Associate Professor of Mathematics and Director of the 3+2 Engineering Program at Sacred Heart University in Fairfield, CT. An Olin Partner and member of the first graduating class of Olin College of Engineering, Julianna graduated with her B.S.M.E. in mechanical engineering from Olin, then earned her M.A., M.Phil., and Ph.D. in mathematics education from Teachers College, Columbia University.
As a faculty mentor, Dr. Stockton organizes weekly practicum seminars in math. See more in this video.
|Andrew Wild (firstname.lastname@example.org), leads the WW Graduate School’s Graduate Mentoring Program. Andrew was formerly a Senior Fellow and Research Associate for the Knowles Science Teaching Foundation. He has experience as a high school science teacher and served in teacher leadership roles in San Francisco Bay Area public high schools. Over the past decade, he has designed, facilitated, and researched science-learning experiences. He recently co-authored: Arguing From Evidence in Middle School Science: 24 Activities for Productive Talk and Deeper Learning. Wild graduated magna cum laude from Carleton College; Andrew earned a master’s degree in teaching and a Ph.D. in science education from Stanford.|