Rockefeller Global Leadership Program (RGLP) 
Session Descriptions & Speaker Bios 
Fall 2014 
The Rockefeller Global Leade...
Intercultural Developmental Inventory: Assessing Cultural Proficiency 
This session provides students with feedback from t...
Stuart W. Grande 
Post-doctoral Research Fellow 
The Dartmouth Center for Health Care Delivery Science 
Cultural Fluency: ...
Aidan Galligan is a Dartmouth senior majoring in Government and minoring in 
History. Post-graduation, he plans on pursuin...
also holds a faculty appointment at the Tuck School as an Adjunct Assistant Professor of Business Administration 
and teac...
About the Nelson A. Rockefeller Center 
The Rockefeller Center is a lively, intellectual gathering place for students and ...
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F'14 RGLP Speakers and Bios

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F'14 RGLP Speakers and Bios

  1. 1. Rockefeller Global Leadership Program (RGLP) Session Descriptions & Speaker Bios Fall 2014 The Rockefeller Global Leadership Program (RGLP) is a one-term program that seeks to equip sophomore, junior and senior students at Dartmouth College with the skills necessary for global and international leadership. Guest lecturers lead weekly sessions, employing experiential teaching techniques to engage students through hands-on learning of core intercultural competencies. Participants work individually and in small groups throughout the program to develop practical skills applicable to their leadership roles at Dartmouth, internships, projects, and in their respective careers. For more information about RGLP, including registration deadlines for the 2013-14 academic year, please visit us at: http://rockefeller.dartmouth.edu/studentopps/rglp.html Gama Perruci Dean of McDonough Leadership Center, Marietta College Professor of Leadership Studies Board of Directors Chair, International Leadership Association (ILA) “Leading Thoughts” Section Facilitator, The New York Times in Leadership Project Framing Global Leadership and developing Global Consciousness This session introduces students to the concept of “Global Consciousness.” Through activities and discussions, participants will explore how the concept of “Global Consciousness” relates to their own leadership development in the context of a global environment. Furthermore, students will grapple with how they can successfully lead in an environment that promotes “Global Consciousness.” Dr. Gama Perruci is the Dean of the McDonough Center for Leadership and Business and McCoy Professor of Leadership Studies at Marietta College. Aside from his research and administrative duties, Dr. Perruci also serves as a consultant to colleges and corporations. He currently serves as a consultant for The New York Times, focusing on the newspaper’s educational programming for leadership students. His most recent consulting assignments also include a review of the Department of Leadership, Ethics and Law (LEL) at the United States Naval Academy (Annapolis, Maryland) and an evaluation of the leadership program at Zayed University in Dubai, United Arab Emirates. During the 2013-2014 academic year, Dr. Perruci will be a visiting lecturer in the Global Leadership Program at Dartmouth College’s Rockefeller Center for Public Policy. He currently serves as the Chair of the International Leadership Association, Inc. (ILA) Board of Directors – a global nonprofit organization focused on the study and practice of leadership. Dr. Perruci has been a frequent guest analyst for the London-based BBC World Service and Paris-based Radio Best Leaders Project, Top American Leaders Project convened by Harvard Kennedy School’s Center for Public Leadership in collaboration with the weekly magazine, U.S. News & World Report (2009-2010), and The Washington Post (2011). A native of Brazil, Dr. Perruci has a Ph.D. in political science from the University of Florida and a Master’s in international journalism (M.I.J.) from Baylor University in Texas.
  2. 2. Intercultural Developmental Inventory: Assessing Cultural Proficiency This session provides students with feedback from the IDI, which is the only theory-based assessment of intercultural competence. Unlike other tools that measure separate personal characteristics (e.g., open mindedness, flexibility), the IDI allows RGLP participants to analyze both their individual and the collective group’s progression along a continuum of cross-cultural competence. Since the IDI measures one’s mindset and skillset, students can focus on increasing their intercultural competence both individually and collectively (from how they currently engage cultural differences to how they can more effectively engage diversity). This session will focus on facilitating cooperative conversations and actions directed toward growth and development rather than judgment and resistance. Amy Newcomb Program Officer, Dickey Center for International Understanding Amy Newcomb is the Students Program Officer at the John Sloan Dickey Center for International Understanding, advising students on international study and global engagement opportunities on and off campus. She has had more than 10 years of experience working passionately as an international educator. Prior to joining the Dickey Staff, Amy was a Program Coordinator of ProWorld Volunteers with ProBelize. She has also served as Assistant Director of the Collis Center for Student Involvement at Dartmouth College. Vincent Mack Program Officer, Nelson A. Rockefeller Center for Public Policy Vincent L. Mack is the Program Officer for the Nelson A. Rockefeller Center for Public Policy at Dartmouth College. Prior to joining the Rockefeller Center's staff, Vincent lived in Germany, working extensively for the Congress-Bundestag Youth Exchange for Young Professionals, a program partnered through the United Nations and the Department of the State. An avid traveler, he thoroughly enjoys one-on-one conversations, exploring other cultures and places, and has been to nearly 25 countries. His experiences abroad continually inspire him to encourage Dartmouth students to widen their global perspective through leadership and public service. Consultant for Intercultural Developmental Inventory Terrence Harewood Assistant Professor School of Education Terrence Harewood currently teaches undergraduate and graduate courses in multicultural education and social foundations where his primary role is in the preparation of interculturally competent pre-service teachers and school leaders. Terrence was named the University of Indianapolis Teacher of the Year in 2011. He conducts research in the area of intercultural competency development of pre-service and inservice teachers, and also regularly serves as a site team member to audit various Mayor of Indianapolis Charter Schools. He serves as a qualified administrator for the Intercultural Development Inventory (IDI) and was recently certified to be a national IDI qualifying seminar facilitator. His research interests are educators' development of intercultural competence, correlation between teachers' intercultural competence, and the rate by which they refer students of color for discipline
  3. 3. Stuart W. Grande Post-doctoral Research Fellow The Dartmouth Center for Health Care Delivery Science Cultural Fluency: Understanding 'other' by developing 'self' This session will teach students the importance of navigating discomfort—the feeling of being uncomfortable with thoughts, interactions and personal bias. In order to do this, students will be tasked with identifying a space on campus that is both new and different to them. Then, students will research and become a part of this space on campus for at least one week. Finally, the students will be asked to journal or creatively report their experience back to the group. Dr. Stuart Grande comes to The Dartmouth Center after serving as a curriculum and teaching assistant with The Dartmouth Institute’s Center for Education. Stuart has over six years teaching experience in Romania, Hungary, Indiana, Massachusetts, and New Hampshire. He has taught courses as common as English conversation and as nuanced as American Health Disparities. He has training in community mediation and international conflict resolution, when as a graduate student he earned the Keller Runden Fellowship. Stuart received his PhD in health behavior and holds an MPA in public management, both from Indiana University in Bloomington. His research background is in mixed methods, community-based participatory research, thematic analysis, as well as categorical and limited dependent variable analysis. His current academic interests include implementation of Option Grids into usual care, and the use of shared decision making to reduce variation in patient-provider communication. Currently, Stuart is finalizing two manuscripts from his dissertation research and looks forward to working with Glyn Elwyn, as well as the other members of his new research family, to improve methods for delivering patient-centered health care. Understanding American Exceptionalism A simple description of American exceptionalism is that the United States can take any action because it is qualitatively different from other countries and governments. Some have used the view of American exceptionalism to justify that the United States is exempt from following the same social and political rules that other countries follow. As such, this session uses activities, discussions, and reflections to help students better understand the ways in which American exceptionalism has become part of our personal ideologies. Students will also explore ways to resist exempting themselves from learning about other cultures. This session is designed to help students develop a set of strategies for when they enter a new culture and to identify appropriate behaviors in new settings. The session is designed to help students objectively examine and analyze American exceptionalism. The students will learn how to appreciate elements of a cultural force without regarding it as exception or supreme. The practical interactive session is designed to allow students to engage with the difficult task of immersing oneself in another culture without the sway of internalized biases of one’s own cultural background. The session is led the RGLP Student Leaders (clockwise from left): Amanda Lamothe-Cadet is a Dartmouth senior, double majoring in Government and Asia & Middle Eastern Studies. After graduation she intends on pursuing a career in international public law.
  4. 4. Aidan Galligan is a Dartmouth senior majoring in Government and minoring in History. Post-graduation, he plans on pursuing a career in foreign policy analysis. Han Suh is a Dartmouth senior, majoring in Government and minoring in Studio Art. Her interests lie in policy research and development. She interned with South Korean presidential candidate Moon Jae in 2013 and served as student intern at the Office of Pluralism and Leadership at Dartmouth. Han also enjoys teaching Zumba. Elizabeth Winslow ’83 Associate Director of the MBA Program and Adjunct Asst. Prof. of Business Administration Tuck School of Business at Dartmouth College Working in Teams Across Borders and Cultures This session will introduce the principles and best practices for effective teamwork. Students will share their previous experiences with group work and complete an experiential exercise designed to illustrate different ways to work as a group. Students will collectively create a team charter and complete a worksheet that explores their individual group behaviors. Dr. Betsy Winslow is an Associate Director of the MBA Program at the Tuck School of Business at Dartmouth College and an Adjunct Asst. Prof. of Business Administration. Before coming to Tuck, Winslow spent seven years as first an Assistant Director and then an Associate Director in the undergraduate admissions office at Dartmouth College, where she was responsible for hiring and training new admissions officers, organizing staff development activities, acting as a liaison for all alumni volunteers, and representing the admissions office on the Committee on Standards. Prior to her time in admissions, she taught English and coached soccer, ice hockey, cross-country and track, at several secondary schools in New England, including The Noble and Greenough School, The Salisbury School, The Loomis Chaffee School and Lebanon High School. Winslow did her undergraduate work at Dartmouth College, graduating with a degree in English in 1983. She completed her Masters in Education (EdM) and her doctorate in Education (EdD) at the Harvard Graduate School of Education, in June of 2004, with a focus on Administration, Planning and Social Policy. Her dissertation, titled Proposing Significant Organizational Change: A Case Study Examining the Views of a Cross-Section of Participants’ Perspectives About Dartmouth’s Student Life Initiative, is a case study of the Student Life Initiative at Dartmouth, analyzed through the lens of Organizational Change Theory and Organizational Behavior. She
  5. 5. also holds a faculty appointment at the Tuck School as an Adjunct Assistant Professor of Business Administration and teaches a course called “Comparative Models of Leadership. Bethany Seremet Community Outreach Coordinator Lutheran Social Services: Services for New Americans Refugees: Stories of Oppression, Resilience, and Hope This session provides participants with an overview of refugee resettlement in NH and personal stories from New Americans who have come to the United States as refugees to once again begin a new life. In this session, students will learn about the refugee resettlement process as it pertains to the United States and NH involvement, engage with local New Americans who have personally experienced the resettlement process, and identify next-step actions to learn from and mentor new refugees. The instructor will explore concepts including economic stability, mentorship (as enabling versus empowering), and the role of the United Nations High Commissioner for Refugees. Participants will work in small groups, engaging with the New American refugees and their stories. The session will conclude with a collective reflective activity. Bethany Seremet is a New England girl who has taught English in university settings, gypsy villages, and to international business professionals. She earned a BA in Organizational, Interpersonal Communications from Oral Roberts University and an MA in Government: International Politics & Global Economics from Regent University. In her spare time, she is the co-owner of “A Woven Thread LLC” and is a wedding planner. Sadhana Hall Deputy Director, Nelson A. Rockefeller Center Dartmouth College Pulling it Together: Translating Theory to Practice This session will look at case studies of cultural conflicts and ask students to employ their newly developed skills to analyze and solve problems using different cultural frameworks. The session will help students continually process the cultural implications of each RGLP session and help students reflect on their learned experiences. As Deputy Director of the Nelson A. Rockefeller Center, Sadhana Hall designs, implements, and oversees programs for undergraduate students focusing on leadership, public policy, and civic engagement. She also oversees the overall operations of the Center and is a member of the senior management team that develops the overall vision and strategic planni ng initiatives for the Center. Prior to this appointment, Hall worked for more than 20 years with communities around the world in strategic planning, staff and program management, financial planning, and program development. In Tuvalu, Bhutan, and the Caucasus, she helped implement programs in health, agriculture, economic development, and water supply. In the USA, Hall's experience includes managing primary healthcare programs and extending health services to disadvantaged communities in the state of New Hampshire. Hall served as director of international relations with the Global Health Council, where she also directed three annual global health conferences with 1,500 participants representing 80 countries. Hall holds a B.S. from the University of Delhi, India (1978); a M.A. from the University of Rajasthan, India (1980); and a M.P.H. from the University of North Carolina at Chapel Hill's School of Public Health (1986).
  6. 6. About the Nelson A. Rockefeller Center The Rockefeller Center is a lively, intellectual gathering place for students and faculty, and a catalyst for public policy research and education. Through the opportunities it offers for discussion and interaction with scholars, policymakers and political figures, the Center prepares students for lives of leadership and service in a diverse and globally interdependent world. Students are encouraged to bridge their academic and personal lives through informal discussions and structured, intentional programming. Interdisciplinary workshops and seminars support the scholarly work of the Dartmouth faculty. The Center also funds student and faculty research as well as classroom enhancements. The Center invites distinguished guests to campus for public programs, enriching the community as a whole. For more information, please visit our website at http://rockefeller.dartmouth.edu

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