HILT Conference 2020
Championing Equitable Instruction and Inclusive Classrooms
Friday, October 16, 2020
A virtual event
#hiltconf
All speakers in alphabetical order:
Bharat Anand is Vice Provost for Advances in Learning at Harvard University, and the Henry R. Byers Professor of Business Administration at Harvard Business School. He is an expert in digital strategy, corporate strategy, and organizational change. He has published over 50 articles and case studies on these topics, and his work has influenced start-ups and established companies around the globe. His recent book The Content Trap has received acclaim for its perspective on strategy and digital transformation in content industries. He helped oversee the design and creation of Harvard Business School’s digital learning platforms, and created one of its first online courses. Professor Anand is a two-time winner of the Faculty Award for Teaching Excellence in the MBA program and a recipient of the Apgar Award for Innovation in Teaching at HBS. He is a recipient of the Greenhill Award for outstanding contributions to Harvard Business School. He received his B.A. in economics from Harvard College magna cum laude and his Ph.D. in economics from Princeton University.
Lawrence S. Bacow is the 29th President of Harvard University.
One of higher education’s most widely experienced leaders, President Bacow is committed to supporting scholarship and research, encouraging civic engagement, and expanding opportunity for all. From 2001 to 2011, he was president of Tufts University, where he fostered collaboration and advanced the university’s commitment to excellence in teaching, research, and public service. Prior to Tufts, he spent 24 years on the faculty of the Massachusetts Institute of Technology, where he held the Lee and Geraldine Martin Professorship of Environmental Studies and served as Chair of the Faculty (1995-97) and as Chancellor (1998-2001).
An expert on non-adjudicatory approaches to the resolution of environmental disputes, President Bacow received an S.B. in economics from MIT, a J.D. from Harvard Law School, an M.P.P. from the Harvard Kennedy School of Government, and a Ph.D. in public policy from the Graduate School of Arts and Sciences. Prior to his election to the Harvard presidency in February 2018, he served as a member of the Harvard Corporation (2011-18), a Hauser Leader-in-Residence at the Harvard Kennedy School of Government (2014-18), and a President-in-Residence at the Harvard Graduate School of Education (2011-14).
President Bacow was raised in Pontiac, Michigan, by parents who were both immigrants. He and his wife, Adele Fleet Bacow, were married in 1975 and have two adult sons.
Amarildo “Lilu” Barbosa is the Chief Diversity, Inclusion, and Belonging Officer at the Harvard T.H. Chan School of Public Health. Lilu served as Chief Diversity Officer at Lesley University, and prior to that as director of the Office of Multicultural Affairs and Student Inclusion. He has experience in the higher education and nonprofit sectors over the past decade, with interests in diversity and multicultural affairs, residential education, and academic support. He holds certifications in restorative justice, social justice conflict mediation, areas of bias response, and is licensed as an Intercultural Developmental Inventory (IDI) Qualifying Administrator. Lilu holds a bachelor of science in business administration and marketing, and a master of education in higher education and student affairs administration, both from the University of Vermont. He is currently a Ph.D. candidate in the Human Development and Leadership program at Lesley University, where his research focuses on strategic diversity leadership, professional development, and organizational learning and capacity building.
Jennifer Betancourt is Director of Educational Policy at the Harvard T.H. Chan School of Public Health. She has nearly 20 years’ experience in nonprofit, foundation and academic institution spaces with a focus on higher education, youth services and community-based behavioral health services. Jennifer provides leadership and guidance in a wide range of educational areas, including educational policies, new curricular initiatives, TA training and oversight around the School’s accreditation activities. She received her B.A. in Psychology from Rutgers University in New Brunswick, NJ; a MSW degree, with a concentration in Administration, from Fordham University, NYC; and a Professional Certificate in Global Affairs from the New York University School of Continuing and Professional Studies.
Josh Bookin is the Associate Director of Instructional Support and Development at the Harvard Graduate School of Education’s Teaching and Learning Lab. Josh engages with faculty members and teaching fellows to assist them in solving problems of practice to best meet the learning needs of their students. In doing so, he offers a wide variety of development opportunities including classroom observations, one-on-one consultations, one-off workshops, and on-going communities of practice. Josh serves as the co-chair for HGSE’s newly-launched Anti-Racist Teaching and Advising initiative, which compliments all-faculty professional development with opt-in opportunities to deepen the learning, and he is the co-lead of the Conversations about Race and Racism and the Developing as Anti-Racist White Educators learning communities. He also is the project lead for Instructional Moves, a HILT-funded endeavor aimed at helping instructors incorporate and refine high-leverage teaching practices tailored to the higher education context.
Sherri Ann Charleston serves as the first Chief Diversity and Inclusion Officer (CDIO) at Harvard University. She is one of the nation’s leading experts in diversity and higher education and assumed her role in August 2020. Dr. Charleston is a historian trained in U.S. history with a focus on race, women, gender, citizenship, and the law, and an attorney with a specialization in constitutional and employment law. Most recently, she served as the Assistant Vice Provost for Diversity, Equity, and Inclusion and Chief Affirmative Action Officer at the University of Wisconsin (UW)-Madison. As an academician and administrator, she has expertise in affirmative action, Title IX, and Americans with Disability Act enforcement and compliance. Her focus is on translating diversity and inclusion research into practice for students, staff, researchers, postdoctoral fellows and faculty of color. Dr. Charleston received a B.A. from Columbia University in history and African American studies, a M.A. and Ph.D. in history from the University of Michigan, and J.D. from the University of Wisconsin Law School.
Alan M. Garber is Provost of Harvard University, where he holds professorships in the Medical School, Faculty of Arts and Sciences, Kennedy School of Government, and School of Public Health. Alan’s academic work explores health policy and the economics of health care. As Provost, Alan has taken a special interest in pedagogy and teaching, leading Harvard in its partnership with MIT to create edX. He received his AB summa cum laude and Ph.D. in Economics from Harvard University, as well as his MD with research honors from Stanford University.
Anthony Abraham Jack is a junior fellow at the Harvard Society of Fellows and Assistant Professor of Education at the Harvard Graduate School of Education. He holds the Shutzer Assistant Professorship at the Radcliffe Institute for Advanced Study. He is the author of the award-winning book The Privileged Poor: How Elite Colleges are Failing Disadvantaged Students. His scholarship appears in the Common Reader, Du Bois Review, Sociological Forum, and Sociology of Education and has earned awards from the American Educational Studies Association, American Sociological Association, Association for the Study of Higher Education, Eastern Sociological Society, and the Society for the Study of Social Problems. The National Center for Institutional Diversity at the University of Michigan named him an Emerging Diversity Scholar. He received his B.A. in Women’s and Gender Studies and Religion at Amherst College and an A.M. and Ph.D. in Sociology from Harvard University.
Monik C. Jiménez, ScD, SM, FAHA, is an epidemiologist and Assistant Professor of Medicine. As a 2019 H. Richard Nesson Fellow, she has been funded to examine factors that impact the cardiovascular health of patients who have experienced incarceration, identify ways to support respectful patient-clinician communication about such experiences and inform future policy to support health care equity. In addition, in partnership with community advocacy groups, she is the PI of the INdividuals Speak: Incarcerated during the COVID-19 Epidemic (INSIDE) study to examine the lived experience of conditions of confinement experienced by those incarcerated or detained during COVID-19. In addition to her research she is the recently appointed Program Director of the Brigham and Women’s Hospital STARS program, a summer research opportunity for underrepresented in medicine (URiM) undergraduate rising juniors and seniors, and first-year medical students interested in pursuing careers in the biomedical sciences.
Dan Levy is a Senior Lecturer in Public Policy at the Harvard Kennedy School, where he teaches courses in quantitative methods, policy analysis, and program evaluation. His research focuses on evaluating social programs, including a transparency program in Indonesia and Tanzania, education interventions in Burkina Faso and Niger, and a welfare program in Jamaica. He is passionate about effective teaching and learning, and enjoys sharing his experience and enthusiasm with others. He is particularly interested in leveraging technology and data to improve teaching and learning. He recently co-founded Teachly, a web application aimed at helping faculty members teach more effectively and more inclusively. He was a founding member and served as the faculty chair of the Kennedy School’s SLATE (Strengthening Learning and Teaching Excellence) Initiative. He received his PhD in Economics from Northwestern University, grew up in Venezuela, and is fluent in Spanish and French.
Noelle Lopez is the Assistant Director, Equity and Inclusion at the Derek Bok Center for Teaching and Learning. Noelle collaborates with students, faculty, staff, and administrators to support pedagogical effectiveness and innovation, especially in response to inequities in the classroom and in courses featuring ethical or community-engaged components. She coordinates and supervises the Bok Center’s Undergraduate Pedagogy Fellows, a small but mighty group of Harvard College undergrads who develop and deliver workshops on student identities, power dynamics in learning environments, and ethical pedagogy to Harvard instructors and to peers in Engaged Scholarship classes. Noelle’s approach to pedagogy is informed by her years of competitive athletics and multimedia artistic practice as much as by her years studying ancient Greek philosophy of love and ethics. Noelle received her Master’s and Doctoral degrees in Philosophy from the University of Oxford on a Rhodes Scholarship; she received her B.A. in Philosophy from Santa Clara University.
María Luisa Parra is Senior Preceptor of Romance Languages and Literatures and course head for multiple courses. She is pioneering Spanish courses for Latino students and is the coordinator of the RLL’s initiative on the teaching of Spanish as a heritage language. A native Spanish speaker from Mexico City and a mother of two bilingual and bicultural teenage boys, Parra has always been fascinated by the complexities and joys of bilingual development. She enjoys working with parents, teachers, and pediatricians in training who seek to understand and enhance the road to multilingualism. She is the founder and director of the Multilingual Family Resource Center. She received a BA in psychology and a Ph.D. in Hispanic linguistics.
Pamela Pollock is Director of Professional Development at the Derek Bok Center for Teaching and Learning where she provides strategic oversight of a full portfolio of teacher training, professional development and scholarly communication programming for graduate students, including the Bok Seminars and Teaching Certificate, the Fall Teaching Conference and Winter Teaching Week, the Pedagogy Fellows program, the Professional Communication Program for International Teachers and Scholars, the Harvard Horizons mentoring program and other initiatives. She has over a decade of experience in graduate student program development and is passionate about scholarly communication, teaching and learning. She holds a Ph.D. in Learning, Teaching and Social Policy from Cornell University, a MA in Foreign Language Education from the University of Texas at Austin, and a BA in Spanish from Bryn Mawr College.
Katherine Rieser is a lecturer on education in the Harvard Teacher Fellows Program and Teacher Education Program at HGSE. She received her A.B. in English from Harvard University and her Master’s in urban education policy from Brown University. Before teaching at Harvard, she taught middle and high school humanities for seven years and spent three years as the dean of curriculum and program at a small charter school in Cambridge, MA. Her research and teaching interests include anti-racism in classroom practice, best practices in hiring and retaining teachers of color, developing culturally competent and relevant English curricula, and achieving “day one” readiness for pre-service teachers.
Sindhumathi Revuluri is Associate Dean of Academic Engagement in the Office of Undergraduate Education at Harvard University. She oversees academic opportunities and resources that support student learning in and out of the classroom, including advising, research and fellowships, career services, international education, accessible education, peer tutoring, and other learning supports. She was formerly a faculty member in the Department of Music at Harvard where her research and teaching focused on music and empire, from the 19th century to the present, and on critical pedagogies.
Sheehan Scarborough serves as the Senior Director of the Harvard Foundation for Intercultural and Race Relations in the Dean of Students Office at Harvard College. As Senior Director, Sheehan oversees the Foundation’s flagship events, educational programs, and individualized support that centers diversity, inclusion, and belonging at the heart of the student experience. At Harvard, Sheehan has served as the Director of BGLTQ Student Life, as Assistant Director of Student Services at Harvard Summer School, as a seminarian at The Memorial Church, and as a first-year proctor in the former Freshman Dean’s Office. Sheehan received a B.A. from Harvard College and a Master of Divinity from Harvard Divinity School.
Eric H. Shed is lecturer on education. Prior to coming to HGSE, Shed was the director of secondary history/social studies education at Brown University. He received his Ph.D. in Curriculum and Teacher Education from Stanford University and has also served as a methods instructor at New York University, and with the Stanford Teacher Education Program (STEP). His work as a teacher educator has been greatly informed by eight years of experience as a high school social studies teacher in three distinct types of urban schools: a small alternative high school, a large comprehensive high school, and an early college magnet school. From the Bronx to Harvard University, Shed’s passion for helping struggling students become critical thinkers has been the driving force in his fifteen-year career as a teacher and teacher educator.
Clint Smith is a staff writer at The Atlantic and the author of Counting Descent, which won the 2017 Literary Award for Best Poetry Book from the Black Caucus of the American Library Association and was a finalist for an NAACP Image Award. Clint has received fellowships from New America, the Art For Justice Fund, Cave Canem, and the National Science Foundation. His writing has been published in The New Yorker, The New York Times Magazine, Poetry Magazine, The Paris Review and elsewhere. He currently teaches writing and literature at the DC Central Detention Facility. His debut nonfiction book How the Word Is Passed, which explores how different historical sites reckon with—or fail to reckon with—their relationship to the history of slavery, will be published by Little, Brown in 2021. He received his B.A. in English from Davidson College and his Ph.D. in Education from Harvard University.
Alexis J. Stokes is the Director of Diversity, Inclusion, and Belonging at the Harvard John A. Paulson School of Engineering and Applied Sciences (SEAS). Dr. Stokes has over 11 years of experience working with non-profit and higher education institutions. Throughout her career, she has worked to not only increase college and career access but also create systematic changes to support the success of underrepresented minorities, nontraditional students, and education programs in rural and urban areas. In her current role, she is responsible for working with various SEAS offices, including Faculty Affairs, Academic Programs, Human Resources, and the Senior Administrative Leadership Team, to develop and implement a diversity and inclusion plan, programming, engagement initiatives, and special projects. She chairs the SEAS Committee on Diversity, Inclusion, and Belonging and serves as a member of the Harvard Women in Technology Taskforce on Diversity and Inclusion. She has a B.S. in Psychology from Xavier University of Louisiana, a Master of Education in Community Counseling from the University of Georgia, and a Ph.D. in Higher Education Leadership and Policy from Vanderbilt University.
Dustin Tingley is Professor of Government in the Government Department at Harvard University. He is also Deputy Vice Provost for Advances in Learning (Deputy VPAL) and directs the VPAL Research Group and the Harvard Initiative for Learning and Teaching (HILT). He received a Ph.D. in Politics from Princeton and a BA from the University of Rochester. His research interests include international relations, political economy, data science, and education.