Mihaly Csikszentmihalyi, PhD, is Professor in the School of Behavioral and Organizational Sciences and founder and co-director of the Quality of Life Research Center at Claremont Graduate University. His books include the bestselling Flow, Being Adolescent, The Evolving Self, Creativity, Finding Flow, Becoming Adult and Good Business. He is a member of the American Academy of Education, the American Academy of Arts and Sciences, and the National Academy of Leisure Sciences. He lives in Claremont, California.
Read his faculty biography from CGU’s website.
Learn more about the Quality of Life Research Center.
William Damon, PhD, is Professor of Education and Director of the Center on Adolescence at Stanford University. For the past twenty years, Damon has written widely on moral development at all ages of human life. His books include Self-Understanding in Childhood and Adolescence, The Moral Child, Some Do Care, Greater Expectations, The Youth Charter, and most recently published, The Moral Advantage: How to Succeed in Business by Doing the Right Thing. Damon has received awards from many foundations, including the John D. and Catherine T. MacArthur Foundation, The John Templeton Foundation, and the Carnegie Corporation of New York. He lives in Northern California and the South Coast of Massachusetts.
Read his faculty profile at Stanford’s website.
Learn more about the Center on Adolescence at Stanford.
Howard Gardner is the Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education. He is a leading thinker about education and human development; he has studied and written extensively about intelligence, creativity, leadership, and professional ethics. Gardner’s most recent books include Good Work: When Excellence and Ethics Meet, Changing Minds: The Art and Science of Changing Our Own and Other People’s Minds, and most recently, The Development and Education of the Mind, a collection of his writings in education. He has been honored with the MacArthur “Genius” award, the University of Louisville Grawemeyer Award and twenty honorary doctorates. He lives in Cambridge, Massachusetts.
Visit his website at www.howardgardner.com.
Read his faculty profile on Harvard’s website.
Lynn Barendsen is a Project Manager at the GoodWork Project. After graduating from
Bates College, Lynn spent several years engaged in graduate study in American literature at the University of Chicago and Boston University. She has published articles on African American and regionalist literatures. At Boston University she taught courses in literature and film, English and American literature, and expository writing. Lynn has been working on the GoodWork Project since 1997, focusing in particular on the work of young professionals.
Lynn has written articles about young social and business entrepreneurs and young professionals in theater and business, and authored several chapters on GoodWork related research. Most recently, with Howard Gardner, she has co-authored a chapter on the Young Worker in a Global Age in the Oxford Handbook of Positive Psychology and Work (Oxford University Press, 2009). With Wendy Fischman, she co-developed the GoodWork Toolkit, designed to help develop a common language that school communities and other institutions can use to define their work and identify their goals.
Learn more about the GoodWork Toolkit at: http://goodworktoolkit.org/
Katie Davis is a Project Manager at Harvard Project Zero, where she investigates the role of digital media technologies in adolescents’ academic, social, and moral lives. She also serves as an Advisory Board Member for MTV’s digital abuse campaign, A Thin Line. In addition to publishing and presenting her research in scholarly venues, Katie regularly shares her work with parents, teachers, and school administrators in an effort to build connections between educational research and practice. In 2011, Katie graduated from Harvard Graduate School of Education with a doctorate in Human Development and Education. She also holds two master’s degrees from Harvard, one in Mind, Brain, and Education and one in Risk and Prevention. Prior to coming to Harvard in 2005, she taught second grade in Framingham, MA, and fourth grade in Bermuda, her native country.
Visit Katie’s website at: www.katiedavisresearch.com. You can follow her on Twitter at: @katiebda.
Kathleen Farrell worked in higher education for twelve years before enrolling as a doctoral student at the Harvard Graduate School of Education. As an assistant dean, Kathleen worked closely with faculty and staff to develop opportunities for students to explore and contemplate meaningful work and service through their in-class and co-curricular experiences. She has facilitated career and leadership development programs for students and staff, coordinated a campus-wide community-standards program, and designed orientation and disorientation programs for first-year and senior students.
Kathleen’s research explores self-reflection during adolescence and young adulthood: who makes time to consider their beliefs, goals, and experiences, what forms does their self-reflection take, and what function might self-reflection play in the development of their moral identity and sense of purpose? She has been a research assistant with the GoodWork Project since 2007.
Wendy Fischman joined Project Zero at the Harvard Graduate School of Education in 1995 as a researcher with Project Co-Arts, a study of educationally effective community art centers. Since 1996, she has managed various aspects of the GoodWork® Project, specifically focused on the meaning of work in the lives of young children, adolescents, and novice professionals. Wendy has written about education and human development in several scholarly and popular articles addressing topics such as life long commitment to service work, inspirational mentoring, and teaching in precollegiate education. She is lead author of Making Good: How Young People Cope with Moral Dilemmas at Work, published by Harvard University Press in 2004. Most recently, Wendy has co-developed a curriculum for students and teachers to introduce the concept of “good work” in classrooms and schools. Wendy has taught humanities to middle school students and has evaluated school reform programs facilitated by a government-sponsored Regional Laboratory. She received a BA from Northwestern University.
Andrea Flores is a research assistant on the GoodPlay and the Civic Trust Among Young Immigrants projects. She is a doctoral student in socio-cultural anthropology at Brown University. Her research focuses on informal education aimed at migrants in middle Tennessee. Particularly, she examines how these informal educational experiences shape migrants’ perceptions of belonging, citizenship, andtheir personal life goals. Other research interests include online memorials. She holds an A.B. in anthropology from Harvard University and an A.M. in anthropology from Brown University.
Erhardt Graeff is a research assistant on the Good Participation study and The GoodPlay Project. His research focuses on questions of internet and society with a heavy emphasis on civic engagement, digital inequality, education, journalism/media, and social capital. Erhardt is a lead researcher with the Web Ecology Project, which studies social media and internet culture, a co-founder of BetterGrads, an early-stage online college mentoring organization, and a founding trustee of The Awesome Foundation, which gives monthly grants to awesome projects. He has an M.Phil. in Modern Society and Global Transformations from the University of Cambridge and bachelor’s degrees in information technology and international studies from Rochester Institute of Technology.
Erhardt’s personal website is erhardtgraeff.com; and on Twitter he is @erhardt.
Carrie James is a research director and a principal investigator at Project Zero at the Harvard Graduate School of Education. Her research areas include young people’s engagement with the new digital media; moral and ethical ways of thinking in new media environments; and the conceptions of trust and citizenship held by youth today. Since arriving at Project Zero in 2003, Carrie has worked with Howard Gardner and colleagues on The GoodWork Project.
At present, Carrie’s work is focused on the GoodPlay Project (a MacArthur-funded study of youth, ethics, and the new digital media); the Developing Minds and Digital Media Project (supported by Judy Dimon), and the Trust and Trustworthiness Project (a study of youth trust and citizenship supported by the Carnegie Corporation and the Rockefeller Brothers Fund). Her publications include Young People, Ethics, and the New Digital Media (The MIT Press). Carrie has an M.A. and Ph.D. in Sociology from New York University.
Julie Maier works as research assistant on the GoodPlay Project at Harvard Project Zero. Her research interests include women’s sexual identity development, with specific regard to the influence of (new and old) media; feminist activism; and the social construction of the female athlete. Julie received a master’s degree in social work (MSW) from the University at Buffalo, SUNY, and a BS in Human Development from Cornell University.
Jeanne Nakamura, PhD (University of Chicago) is currently Assistant Professor, School of Behavioral and Organizational Sciences, and Co-Director, Quality of Life Research Center, at Claremont Graduate University. She has worked on the GoodWork project since 1996. She is a coauthor of Creativity and Development (Oxford University Press, 2003), coeditor of Supportive Frameworks for Youth Engagement (Jossey-Bass, 2001), and coauthor of a forthcoming book on mentoring and the transmission of excellence in science, Good Mentoring (Jossey-Bass, 2009).
Margaret Rundle is a Research Assistant on the Trust and Trustworthiness Project, the GoodPlay Project, and the Developing Minds and Digital Media Project at Harvard Project Zero. Her research interests include factors affecting work performance and happiness in the work place, decision making and perceptions of decision making in the work place. Margaret previously taught high school physics, worked in retail management and higher education administration. She received a M.Ed. in Human Development and Psychology from Harvard Graduate School of Education in 2006.
Jennifer Oxman Ryan joined Project Zero in 2006, working on Qualities of Quality: Excellence in Arts Education and How to Achieve It. She has since been involved with the Trust and Trustworthiness study and currently works on the GoodPlay Project, exploring the ethical dimensions of young people’s online activities. Jennifer’s research interests include young people’s engagement with digital media, community development, school/community partnerships, and professional development for educators. Jennifer lives in Maine, where she is involved in arts education policy and advocacy. She has been active on the Maine Arts Commission since 1999, where she is currently a commission member and serves as chair of the education committee. Prior to joining Project Zero, she worked in the arts and education sectors as an educator, director of education programs, and executive director. Jennifer earned her BA from Mount Holyoke College and Ed.M from Harvard Graduate School of Education.
Susan Verducci Sandford, Ph.D. (Stanford University) is a professor of Humanities at San Jose State University. She has worked on the Good Work Project since 2000 and is coeditor of Taking Philanthropy Seriously and of Education, Democracy and the Moral Life. Her fields of interest include educational philosophy, philanthropy and moral development.
Laurel Stolte is a research assistant on the Young People’s Perspectives on American Civic Life and Good Participation projects. As a third-year doctoral student at the Harvard Graduate School of Education, she is interested in how teachers and schools learn to promote the civic engagement of Latino immigrant students. Before beginning her doctoral studies, Laurel taught middle and high school English as a Second Language, Spanish, and social studies. She holds a B.A. in Spanish from Middlebury College and a M.A. in bilingual and multicultural education from the University of Colorado.
Tiffanie Ting is a third year doctoral student in Culture, Communities and Education and graduate of the Arts in Education Program here at GSE. Her research explores how collective identity and diversity are negotiated by cultural institutions focused on the arts. These interests are informed by her professional experiences in art museums.
Prior to beginning her doctoral work, Tiffanie worked as a museum educator at the DeCordova Museum and Sculpture Park in Lincoln, MA and the Institute of Contemporary Art in Boston. Most recently, she was Director of Public Programs and Education at the Kitchener-Waterloo Art Gallery, a regional institution in Southwestern Ontario. At HGSE, she has served as a teaching fellow for the Arts in Education core course, Museums and Learning, and GoodWork: When Excellence, Ethics, and Engagement Meet. Other positions she currently holds are Museum Instructional Technology Fellow at the Harvard Art Museums and Canada Research Fellow at the Weatherhead Center for International Affairs.