Katia Sol Madjidi has over 15 years of experience in transformative education, leadership development, and international community work. She is currently a PhD candidate focusing on transformative learning and leadership. Her areas of expertise include indigenous knowledge, social transformation, environmental education, and experiential learning.
This document summarizes Shirley Giraldo's education and professional experience. She holds a Master's degree in Higher Education from Harvard University and a Bachelor's degree in Public Relations and Political Science from Syracuse University. Her professional experience includes roles managing business operations and advising student governments at UC Berkeley and UCLA. She has also worked as a college access counselor and resident advisor.
Experiential Learning Center - BEF 2013paulvanermen
The document summarizes the Experiential Learning Center (ELC) in the Birmingham Public Schools. The ELC was created in 1990 and offers adventure trips, experience-based classes, staff development projects, and cooperative teaching efforts to over 900 students annually. Inspired by John Dewey's progressive education philosophy, the ELC's mission is to provide adventure and goal-setting programs to develop students' problem-solving, independence, sense of community, and other skills through experiential learning.
The document discusses the need for education reform and preparing students for an uncertain future. It advocates for developing learners' independence, creativity, and ability to learn how to learn. Teachers should focus on improving their own practice through collaboration rather than just delivering standard content. The goal is creating confident learners who can thrive in diverse situations through a more individualized and self-directed approach to education.
This document summarizes the education and experience of Kijua Sanders-McMurtry. It lists her positions at Agnes Scott College from 2006 to present, including Director of Multicultural Affairs, Associate Dean of Students, Associate Vice President for Inclusion and Global Diversity, and current role as Interim Vice President for Student Life and Dean of Students. It also provides a brief summary of her doctoral education and certifications. Key accomplishments are highlighted for each role, such as establishing new programs and committees focused on diversity, inclusion and supporting underrepresented students.
This document discusses professional development for teachers in a culture of participatory learning. It introduces a working group that brought together stakeholders to discuss participatory models of professional development. The working group identified four core values of effective participatory professional development programs: participation, exploration, contextualization, and iteration. The document then introduces a collection of case studies that exemplify participatory approaches to professional development from various contexts.
Community Engagement: Conceptualizations, Evidence, and Campus Change for DeP...Dr. Ariane Hoy
This document summarizes a presentation about community engagement given at DePauw University. It discusses the evolution of community engaged learning from its origins in the 1960s to current conceptualizations. It outlines key definitions, theorists, and milestones that have shaped the field. The presentation also reviewed large scale studies demonstrating positive impacts of community engagement on student outcomes. It discussed how high-impact practices have emerged from this evidence base to foster curriculum and institutional change.
The document provides a retrospective of a project aimed at outdoor education. It summarizes the objectives and activities of each stage of the project, including establishing the team, courses on English language and outdoor education, mobility activities in Turkey and Romania, and dissemination events. Partners collaborated on curriculum development, exchanged best practices, and strengthened relationships through visits to schools and cultural sites. Students participated directly through environmental activities and a camping trip. Regular evaluation and planning activities helped ensure effective partnership and project implementation.
The Middle Years Programme (MYP) is a curriculum framework from the International Baccalaureate aimed at students aged 11 to 16. The MYP focuses on developing internationally-minded and responsible learners through acquiring broad and balanced knowledge. It emphasizes approaches to learning, community and service, health and social education, environments, and human ingenuity. Assessment is criterion-related and includes self, peer, and teacher evaluation. The goal is to help students understand local and global issues and encourage responsible citizenship.
This document summarizes Shirley Giraldo's education and professional experience. She holds a Master's degree in Higher Education from Harvard University and a Bachelor's degree in Public Relations and Political Science from Syracuse University. Her professional experience includes roles managing business operations and advising student governments at UC Berkeley and UCLA. She has also worked as a college access counselor and resident advisor.
Experiential Learning Center - BEF 2013paulvanermen
The document summarizes the Experiential Learning Center (ELC) in the Birmingham Public Schools. The ELC was created in 1990 and offers adventure trips, experience-based classes, staff development projects, and cooperative teaching efforts to over 900 students annually. Inspired by John Dewey's progressive education philosophy, the ELC's mission is to provide adventure and goal-setting programs to develop students' problem-solving, independence, sense of community, and other skills through experiential learning.
The document discusses the need for education reform and preparing students for an uncertain future. It advocates for developing learners' independence, creativity, and ability to learn how to learn. Teachers should focus on improving their own practice through collaboration rather than just delivering standard content. The goal is creating confident learners who can thrive in diverse situations through a more individualized and self-directed approach to education.
This document summarizes the education and experience of Kijua Sanders-McMurtry. It lists her positions at Agnes Scott College from 2006 to present, including Director of Multicultural Affairs, Associate Dean of Students, Associate Vice President for Inclusion and Global Diversity, and current role as Interim Vice President for Student Life and Dean of Students. It also provides a brief summary of her doctoral education and certifications. Key accomplishments are highlighted for each role, such as establishing new programs and committees focused on diversity, inclusion and supporting underrepresented students.
This document discusses professional development for teachers in a culture of participatory learning. It introduces a working group that brought together stakeholders to discuss participatory models of professional development. The working group identified four core values of effective participatory professional development programs: participation, exploration, contextualization, and iteration. The document then introduces a collection of case studies that exemplify participatory approaches to professional development from various contexts.
Community Engagement: Conceptualizations, Evidence, and Campus Change for DeP...Dr. Ariane Hoy
This document summarizes a presentation about community engagement given at DePauw University. It discusses the evolution of community engaged learning from its origins in the 1960s to current conceptualizations. It outlines key definitions, theorists, and milestones that have shaped the field. The presentation also reviewed large scale studies demonstrating positive impacts of community engagement on student outcomes. It discussed how high-impact practices have emerged from this evidence base to foster curriculum and institutional change.
The document provides a retrospective of a project aimed at outdoor education. It summarizes the objectives and activities of each stage of the project, including establishing the team, courses on English language and outdoor education, mobility activities in Turkey and Romania, and dissemination events. Partners collaborated on curriculum development, exchanged best practices, and strengthened relationships through visits to schools and cultural sites. Students participated directly through environmental activities and a camping trip. Regular evaluation and planning activities helped ensure effective partnership and project implementation.
The Middle Years Programme (MYP) is a curriculum framework from the International Baccalaureate aimed at students aged 11 to 16. The MYP focuses on developing internationally-minded and responsible learners through acquiring broad and balanced knowledge. It emphasizes approaches to learning, community and service, health and social education, environments, and human ingenuity. Assessment is criterion-related and includes self, peer, and teacher evaluation. The goal is to help students understand local and global issues and encourage responsible citizenship.
This document provides the curriculum vitae of Kijua Sanders-McMurtry, Ph.D., which outlines her education, certifications, professional experience, teaching experience, media relations, and publications. She has over 15 years of experience in higher education administration, currently serving as Associate Vice President and Dean for Community Diversity at Agnes Scott College. Her background includes positions such as Interim Vice President for Student Life, Associate Dean of Students, and Director of Multicultural Affairs. She also has experience in research, teaching, and diversity consulting.
Erasmus+ Cliche_ Education for sustainable development _ Blended learning guideVivi Carouzou
This document provides information about an Erasmus+ project called CLICHE that aims to promote education for sustainable development and the safeguarding of intangible cultural heritage.
The project involves partners from 6 countries who will develop blended educational materials and lesson plans focused on local intangible cultural heritage and its relationship to sustainable development. They will research local intangible cultural heritage, document it using videos and photos, and create an online inventory. Educational packages will integrate intangible cultural heritage into different subject areas using interdisciplinary and participatory approaches. The goal is to make the curriculum more meaningful and grounded in students' lived experiences.
Partners' 4th annual Expo brought together community leaders across education, business and philanthropy to talk about the landscape of education reform and the ways in which Partnership + Equity = Results. An important topic focused on the work of our teams in Grand Rapids and Alum Rock (East San Jose) around culturally responsive teaching and learning (CRTL). Join us via this SlideShare to learn more!
The document discusses the role and value of geography in education. It argues that geography is sometimes misunderstood or undervalued in school curriculums. While knowledge used to be the core focus of curriculums, there is now a greater emphasis on skills, processes, and social purposes. This can result in subjects like geography being overlooked or not fully appreciated for what they offer. The document advocates for balancing subjects, pedagogy, and educational aims to maximize student learning and understanding.
This document summarizes a case study of an international school in Costa Rica called Centro Educativo Futuro Verde. The study examined the educational approaches used to develop intercultural competence among teachers and students. Key findings included that teachers incorporated strategies to cultivate student empathy, perspective-taking, and respect for diversity. Professional development for teachers focused on the school's vision of developing intercultural skills. Students and teachers perceived the school environment as promoting open-mindedness and cultural understanding. The document recommends that schools incorporate intercultural competence into their mission and curriculum.
Culturally responsive teaching aims to validate and affirm student diversity by using cultural references to impart knowledge and skills. It recognizes that students' cultural backgrounds influence their experiences in school. Effective culturally responsive practices incorporate students' experiences, communities, and cultural strengths into lessons to make learning more meaningful and relevant. By acknowledging cultural diversity, teachers can help students advance academically while also teaching respect for all backgrounds.
Intercultural Faculty Training for the Development of Innovative Global Initi...CIEE
During this session, we'll explore resources and frameworks that allow participants to identify the specific needs of their home campuses in relation to implementing intercultural and diversity initiatives. Intercultural competence has an impact on educators' daily duties and projects, allowing them to bridge the cultural differences present on campuses and in education abroad programs. This type of competence helps to develop innovative initiatives and to align with global learning outcomes and goals. Furthermore, intercultural competence fosters reflection and creativity with the aim of developing thoughtful and distinctive new projects. Panelists will present models for intercultural training, lead discussions on best practices in this area, examine projects developed as a result of intercultural training, and review intercultural tools that can help when implementing new programs.
DISTANCE EDUCATION AND AFRICAN STUDENTS” College of Agriculture and Environme...Bart Rienties
The document discusses a project exploring the role of distance education in Africa using the University of South Africa (UNISA) as a case study. The project has teams in the UK and South Africa and uses methods like questionnaires, interviews, and learning analytics data from UNISA courses. The goals are to examine equitable access to distance education for African students, assess and improve quality of education, and advance theoretical understandings of distance education through a postcolonial framework. The project takes a multidisciplinary approach and involves collaboration between various universities.
Katia Sol has extensive education and experience in adult education, transformative learning, leadership development, indigenous worldviews, and global studies. She holds a PhD in Adult Education and Community Development from the University of Toronto. Her dissertation research examined how transformative learning is cultivated within a leadership development program. She has over 15 years of teaching experience at the university level and has designed and led various training programs on topics such as gratitude, nature connection, and leadership.
This document provides a summary of Zahra Ahmed's qualifications and experience. Over 20 years, she has worked in higher education administration, university teaching, and community organizing. She has 10 years of university teaching experience in various disciplines and 20 years of experience creating and implementing civic engagement initiatives. Currently, she is the Director of Civic and Community Engagement at the University of California Irvine, where she oversees engagement programs and a $100,000 budget.
The document outlines the agenda and learning outcomes for a Student Affairs Assessment Summit at the University of Oregon. The agenda covers topics such as the co-curriculum and assessment, assessment mythbusters, owning assessment, outcomes and measurement tools, and assessment in practice. The learning outcomes focus on understanding how institutional missions inform planning and assessment, learning about outcomes and data collection, and creating a culture of assessment. The document also provides examples of how departments can align their missions and outcomes with the division and institution.
This is a PowerPoint presentation that explores some of my work over the years. Please do connect with me via email if you have any questions. Look forward to connect with you!
[청심교육포럼2011] Initiating Change - Global Construct for Delivering Internationa...CSeduForum
[청심교육포럼 2011-글로벌 인재 교육을 위한 변화의 시작]
본세션: Initiating Change - Global Construct for Delivering International Education / 연사:
Roderick Fraser(Chair, Round Square) / 강연영상(http://youtu.be/BQpg81XcJ10)
This curriculum vitae summarizes the qualifications of Karen Mundy. She is an Associate Professor and Canada Research Chair at the Ontario Institute for Studies in Education of the University of Toronto. She received her PhD in Sociology of Education and Comparative Education from OISE in 1996. Her research focuses on global governance and educational change. She has authored or edited several books and published over 20 articles in peer-reviewed journals. She also directs the Comparative International and Development Education Centre and has received multiple awards for her work.
Global perspectives in the classroom - phil casasBhavneet Singh
The document discusses strategies for student learning through global education projects. It provides examples of topics that can be covered, such as the environment, human rights, and poverty reduction. Planning frameworks are presented that outline learning activities, products, and Bloom's Taxonomy. Best practices are listed like giving students an authentic audience and incorporating local connections. References are also provided for organizations and websites related to global issues and education.
This document provides information on best practices and frameworks for student learning projects that address global issues. Some key points:
- Students play an active role in co-creating their learning experience through project-based work on issues like gender equality, citizenship, and education access.
- Games, technology, art, and action-oriented activities can make learning engaging while addressing different learning styles. Community support and online collaboration tools also help learning.
- Bloom's Taxonomy and other planning frameworks can help develop higher-order thinking in areas like creating, evaluating, and analyzing as part of project work.
- Global education aims to develop global citizenship and is aligned with goals of the Australian curriculum around flexibility, cross-
【平成25年度 環境人材育成コンソーシアム(EcoLeaD)事業】
日付:平成25年12月14日
イベント:第3回アジア環境人材育成研究交流大会-国際シンポジウム2部
タイトル:サステナビリティリーダーの育成 / Shaping‘ Sustainability’ Leaders
発表者:アウレア・クリスティン・タナカ 氏(国際連合大学高等研究所ESDプログラムリサーチアソシエイト) / Dr. Aurea Christine Tanaka(Research Associate, Education for Sustainable Development Programme, United Nations University Institute of Advanced Studies)
詳細:http://www.eco-lead.jp/active/seminar/2013-2/
The document discusses multicultural education and the role of technology in innovative teaching. It describes how multicultural education aims to provide equal opportunities to all students from diverse backgrounds. It also outlines several teacher exchange programs that allow educators to broaden their perspectives by teaching abroad. Finally, the document discusses how educational technology can support learning goals and enable innovative teaching approaches like simulations, collaborative projects, and access to information databases. The roles of both multicultural understanding and technology are presented as ways to meet global demands for quality education.
This document outlines the agenda and activities for a 3-day workshop on community engagement for the Innovation Scholars Program at Lilongwe University of Agriculture and Natural Resources in Malawi. The workshop introduces concepts of community engagement, contextualizes existing approaches at LUANAR, and helps participants apply community engagement strategies to their individual projects. Participants will develop plans to operationalize community engagement in their work and identify next steps to institutionalize lessons learned.
CALL FOR PAPERS, 62 (2020-1) COMUNICAR JOURNAL @Rev_comunicar Special Issue. ...eraser Juan José Calderón
CALL FOR PAPERS, 62 (2020-1) COMUNICAR JOURNAL @Rev_comunicar Special Issue. Learning ecologies in the digital era Ecologías de aprendizaje en la era digital
Global Learning for Educators webinars are offered free twice monthly, September 2012 - May 2013. Please visit http://asiasociety.org/webinars for details and registration.
What is your school doing to prepare students for success in the global era? Join Brandon Wiley, Director of the International Studies Schools Network at Asia Society, to learn how to implement global learning initiatives in your school. Understand how schools across the United States are utilizing innovative approaches and proven practices in global education. Get strategies and tools to help ensure students develop global competence and are prepared for a global society.
This document provides the curriculum vitae of Kijua Sanders-McMurtry, Ph.D., which outlines her education, certifications, professional experience, teaching experience, media relations, and publications. She has over 15 years of experience in higher education administration, currently serving as Associate Vice President and Dean for Community Diversity at Agnes Scott College. Her background includes positions such as Interim Vice President for Student Life, Associate Dean of Students, and Director of Multicultural Affairs. She also has experience in research, teaching, and diversity consulting.
Erasmus+ Cliche_ Education for sustainable development _ Blended learning guideVivi Carouzou
This document provides information about an Erasmus+ project called CLICHE that aims to promote education for sustainable development and the safeguarding of intangible cultural heritage.
The project involves partners from 6 countries who will develop blended educational materials and lesson plans focused on local intangible cultural heritage and its relationship to sustainable development. They will research local intangible cultural heritage, document it using videos and photos, and create an online inventory. Educational packages will integrate intangible cultural heritage into different subject areas using interdisciplinary and participatory approaches. The goal is to make the curriculum more meaningful and grounded in students' lived experiences.
Partners' 4th annual Expo brought together community leaders across education, business and philanthropy to talk about the landscape of education reform and the ways in which Partnership + Equity = Results. An important topic focused on the work of our teams in Grand Rapids and Alum Rock (East San Jose) around culturally responsive teaching and learning (CRTL). Join us via this SlideShare to learn more!
The document discusses the role and value of geography in education. It argues that geography is sometimes misunderstood or undervalued in school curriculums. While knowledge used to be the core focus of curriculums, there is now a greater emphasis on skills, processes, and social purposes. This can result in subjects like geography being overlooked or not fully appreciated for what they offer. The document advocates for balancing subjects, pedagogy, and educational aims to maximize student learning and understanding.
This document summarizes a case study of an international school in Costa Rica called Centro Educativo Futuro Verde. The study examined the educational approaches used to develop intercultural competence among teachers and students. Key findings included that teachers incorporated strategies to cultivate student empathy, perspective-taking, and respect for diversity. Professional development for teachers focused on the school's vision of developing intercultural skills. Students and teachers perceived the school environment as promoting open-mindedness and cultural understanding. The document recommends that schools incorporate intercultural competence into their mission and curriculum.
Culturally responsive teaching aims to validate and affirm student diversity by using cultural references to impart knowledge and skills. It recognizes that students' cultural backgrounds influence their experiences in school. Effective culturally responsive practices incorporate students' experiences, communities, and cultural strengths into lessons to make learning more meaningful and relevant. By acknowledging cultural diversity, teachers can help students advance academically while also teaching respect for all backgrounds.
Intercultural Faculty Training for the Development of Innovative Global Initi...CIEE
During this session, we'll explore resources and frameworks that allow participants to identify the specific needs of their home campuses in relation to implementing intercultural and diversity initiatives. Intercultural competence has an impact on educators' daily duties and projects, allowing them to bridge the cultural differences present on campuses and in education abroad programs. This type of competence helps to develop innovative initiatives and to align with global learning outcomes and goals. Furthermore, intercultural competence fosters reflection and creativity with the aim of developing thoughtful and distinctive new projects. Panelists will present models for intercultural training, lead discussions on best practices in this area, examine projects developed as a result of intercultural training, and review intercultural tools that can help when implementing new programs.
DISTANCE EDUCATION AND AFRICAN STUDENTS” College of Agriculture and Environme...Bart Rienties
The document discusses a project exploring the role of distance education in Africa using the University of South Africa (UNISA) as a case study. The project has teams in the UK and South Africa and uses methods like questionnaires, interviews, and learning analytics data from UNISA courses. The goals are to examine equitable access to distance education for African students, assess and improve quality of education, and advance theoretical understandings of distance education through a postcolonial framework. The project takes a multidisciplinary approach and involves collaboration between various universities.
Katia Sol has extensive education and experience in adult education, transformative learning, leadership development, indigenous worldviews, and global studies. She holds a PhD in Adult Education and Community Development from the University of Toronto. Her dissertation research examined how transformative learning is cultivated within a leadership development program. She has over 15 years of teaching experience at the university level and has designed and led various training programs on topics such as gratitude, nature connection, and leadership.
This document provides a summary of Zahra Ahmed's qualifications and experience. Over 20 years, she has worked in higher education administration, university teaching, and community organizing. She has 10 years of university teaching experience in various disciplines and 20 years of experience creating and implementing civic engagement initiatives. Currently, she is the Director of Civic and Community Engagement at the University of California Irvine, where she oversees engagement programs and a $100,000 budget.
The document outlines the agenda and learning outcomes for a Student Affairs Assessment Summit at the University of Oregon. The agenda covers topics such as the co-curriculum and assessment, assessment mythbusters, owning assessment, outcomes and measurement tools, and assessment in practice. The learning outcomes focus on understanding how institutional missions inform planning and assessment, learning about outcomes and data collection, and creating a culture of assessment. The document also provides examples of how departments can align their missions and outcomes with the division and institution.
This is a PowerPoint presentation that explores some of my work over the years. Please do connect with me via email if you have any questions. Look forward to connect with you!
[청심교육포럼2011] Initiating Change - Global Construct for Delivering Internationa...CSeduForum
[청심교육포럼 2011-글로벌 인재 교육을 위한 변화의 시작]
본세션: Initiating Change - Global Construct for Delivering International Education / 연사:
Roderick Fraser(Chair, Round Square) / 강연영상(http://youtu.be/BQpg81XcJ10)
This curriculum vitae summarizes the qualifications of Karen Mundy. She is an Associate Professor and Canada Research Chair at the Ontario Institute for Studies in Education of the University of Toronto. She received her PhD in Sociology of Education and Comparative Education from OISE in 1996. Her research focuses on global governance and educational change. She has authored or edited several books and published over 20 articles in peer-reviewed journals. She also directs the Comparative International and Development Education Centre and has received multiple awards for her work.
Global perspectives in the classroom - phil casasBhavneet Singh
The document discusses strategies for student learning through global education projects. It provides examples of topics that can be covered, such as the environment, human rights, and poverty reduction. Planning frameworks are presented that outline learning activities, products, and Bloom's Taxonomy. Best practices are listed like giving students an authentic audience and incorporating local connections. References are also provided for organizations and websites related to global issues and education.
This document provides information on best practices and frameworks for student learning projects that address global issues. Some key points:
- Students play an active role in co-creating their learning experience through project-based work on issues like gender equality, citizenship, and education access.
- Games, technology, art, and action-oriented activities can make learning engaging while addressing different learning styles. Community support and online collaboration tools also help learning.
- Bloom's Taxonomy and other planning frameworks can help develop higher-order thinking in areas like creating, evaluating, and analyzing as part of project work.
- Global education aims to develop global citizenship and is aligned with goals of the Australian curriculum around flexibility, cross-
【平成25年度 環境人材育成コンソーシアム(EcoLeaD)事業】
日付:平成25年12月14日
イベント:第3回アジア環境人材育成研究交流大会-国際シンポジウム2部
タイトル:サステナビリティリーダーの育成 / Shaping‘ Sustainability’ Leaders
発表者:アウレア・クリスティン・タナカ 氏(国際連合大学高等研究所ESDプログラムリサーチアソシエイト) / Dr. Aurea Christine Tanaka(Research Associate, Education for Sustainable Development Programme, United Nations University Institute of Advanced Studies)
詳細:http://www.eco-lead.jp/active/seminar/2013-2/
The document discusses multicultural education and the role of technology in innovative teaching. It describes how multicultural education aims to provide equal opportunities to all students from diverse backgrounds. It also outlines several teacher exchange programs that allow educators to broaden their perspectives by teaching abroad. Finally, the document discusses how educational technology can support learning goals and enable innovative teaching approaches like simulations, collaborative projects, and access to information databases. The roles of both multicultural understanding and technology are presented as ways to meet global demands for quality education.
This document outlines the agenda and activities for a 3-day workshop on community engagement for the Innovation Scholars Program at Lilongwe University of Agriculture and Natural Resources in Malawi. The workshop introduces concepts of community engagement, contextualizes existing approaches at LUANAR, and helps participants apply community engagement strategies to their individual projects. Participants will develop plans to operationalize community engagement in their work and identify next steps to institutionalize lessons learned.
CALL FOR PAPERS, 62 (2020-1) COMUNICAR JOURNAL @Rev_comunicar Special Issue. ...eraser Juan José Calderón
CALL FOR PAPERS, 62 (2020-1) COMUNICAR JOURNAL @Rev_comunicar Special Issue. Learning ecologies in the digital era Ecologías de aprendizaje en la era digital
Global Learning for Educators webinars are offered free twice monthly, September 2012 - May 2013. Please visit http://asiasociety.org/webinars for details and registration.
What is your school doing to prepare students for success in the global era? Join Brandon Wiley, Director of the International Studies Schools Network at Asia Society, to learn how to implement global learning initiatives in your school. Understand how schools across the United States are utilizing innovative approaches and proven practices in global education. Get strategies and tools to help ensure students develop global competence and are prepared for a global society.
Using Youth Development Approach to Foster Global Learning through Media & Te...pasesetter230
This document provides an overview and agenda for a workshop on using a youth development approach to foster global learning through media and technology. The workshop will discuss how afterschool programs can build youth's global competence and outcomes like improved life skills and relationships. It will provide examples of programs like World Savvy that integrate global learning, media literacy, and civic engagement. It will also overview resources from organizations like PASE, TeachUNICEF, and UNICEF that support global citizenship education and connecting classrooms internationally.
This document summarizes a presentation given at the Spring EAIE Academy in 2013 on facilitating cultural learning in education abroad. The presentation discussed how mobility programs can maximize intercultural development, introduced key intercultural concepts and theories, and provided practical applications for program design before, during, and after study abroad experiences to support students' cultural learning. Specific topics covered included cultural learning theories, cultural dimensions, dimensions of intercultural learning, and cultural mentoring strategies.
Intercultural Learning from the Inside Out: Supporting Faculty, Staff, and St...CIEE
This document discusses intercultural learning from the perspective of faculty, staff, and students. It outlines research showing that the intercultural development of faculty and staff directly impacts their ability to facilitate intercultural learning for students. Programs are described that provide training and coaching for instructors to develop interculturally and help students develop skills like cultural self-awareness and cultural bridging. The document also discusses how intercultural training can benefit staff professional development and help organizations build inclusive environments.
2021 researchcolloqium south africa_22september2021_ossiannilsson_finalEbba Ossiannilsson
2021 Research Colloquium hosted by South African Department of Higher Education and Training Research Colloquium. My presentation on Blended learning: State of the nation
Katia Sol Madjidi PhD Dissertation - The Ecology of Transformationkatia7sol
This document is a doctoral thesis that examines the Ecology of Leadership program at the Regenerative Design Institute in Bolinas, California. The author conducted a relational study of the program using interviews, surveys, sharing circles, and participatory research. The thesis argues that humanity is undergoing a Great Turning from an industrial growth society to a life-sustaining society. It explores how the Ecology of Leadership program supports personal and collective transformation through reconnecting participants to themselves, each other, nature, and purpose. The author concludes by outlining an Ecology of Transformation model for holistic inner and outer change through reconnection practices.
This document provides a summary of Katia Sol Madjidi's background and qualifications. She has over 15 years of teaching experience in areas related to transformative learning, leadership development, Indigenous worldviews and global studies. She holds a PhD in Adult Education and Community Development from the University of Toronto. Madjidi has extensive global experience spanning 50+ countries and 30+ Indigenous Nations. She has numerous publications, presentations and awards to her name.
The document provides a summary of Katia Sol Madjidi's educational and professional background. It summarizes that she has a PhD in Adult Education and Community Development from the University of Toronto, over 15 years of teaching and program development experience, and expertise in areas such as transformative learning, Indigenous knowledge, leadership development, and international community development.
Primary School Research Project
June-Aug 1998
Assisted with the evaluation of the Jamundi Primary School, an innovative rural school in
Colombia using participatory, experiential and community-based pedagogies. Conducted
interviews, observations, and analysis of the school’s methodology and impact.
CONSULTING EXPERIENCE
REGENERATIVE DESIGN INSTITUTE
Consultant
2013-Present
Provide ongoing consulting services to support the development of the Ecology of Leadership
program, including:
- Program evaluation and assessment
- Curriculum design
- Facilitator training and support
- Strategic planning
- Fundraising and proposal writing
- Organizational development
The Ecology of Transformation Katia Sol PhD Defense Nov 5 2013katia7sol
This document summarizes a PhD dissertation on a study of the Ecology of Leadership program at the Regenerative Design Institute. The research examined practices that support individual and collective transformation in times of global crisis. A relational methodology was used that centered relationships and connections. Major findings included a "Tree Model" for inner transformation from self-connection to engagement in the world. Practices supporting self-connection, connection to nature, and connection to community were explored. Nature was found to be a teacher, healer, and mirror for personal growth.
This document discusses an Indigenous/Ecological approach to transformation presented by Katia Sol. It outlines the global context of crisis across multiple levels and an opportunity for global transformative learning. Katia presents a relational epistemology and methodology for research grounded in relationships and reconnection to self, nature, village, and engagement in the world. The core of her work focuses on practices that support individual and collective transformation through cultivating connection across these different spheres in a holistic way.
This document discusses the transformative power of gratitude. It argues that practicing gratitude can positively impact personal health and happiness, relationships, families, organizations, and communities. Regular gratitude practice is linked to benefits like higher life satisfaction, better physical health, stronger social connections, and more positive relationships. The document provides tips for developing a gratitude practice, including committing to it daily, focusing on what is appreciated, sharing gratitude with others, and being thankful for the future. It suggests gratitude can help build stronger, more resilient communities by fostering a greater sense of unity.
1. KATIA SOL MADJIDI, PH.D. (CANDIDATE)
616 Plateau Drive • Kensington, CA • 94708 • (510) 390-4646 • katia7sol@gmail.com
QUALIFICATIONS
• Over fifteen years of global experience in education, transformative learning, and leadership development, in
Bolivia, Brazil, Canada, Colombia, Costa Rica, Dominica, Ecuador, Guyana, Finland, Israel, Poland, Portugal,
Nepal, New Zealand, South Africa, Thailand and the United States, and with more than 30 Indigenous Nations
• Currently completing PhD dissertation focusing on transformative learning and leadership, in collaboration with
the Ecology of Leadership Program at the Regenerative Design Institute (www.regenerativedesign.org)
• Fluent in Spanish, Portuguese; basic knowledge of French.
• Areas of expertise include:
Transformative Education Indigenous/Aboriginal Knowledge
Leadership Development Spirituality and Wisdom Traditions
Social Transformation Ecological Knowledge
Gratitude Practice Environmental Education
Nature Connection Experiential Learning
Comparative Education Participatory, Community-based and
International and Community Development Collaborative Research
EDUCATION
UNIVERSITY OF TORONTO- ONTARIO INSTITUTE FOR STUDIES IN EDUCATION Sept 2006- present
Doctor of Philosophy (In Progress; Candidate), Adult Education and Community Development
Collaborative PhD Program: Comparative, International and Development Education (OISE)
Collaborative PhD Program: The Dynamics of Global Change (Munk School of Global Affairs)
Supervisor: Dr. Jean-Paul Restoule (Dokois First Nation; Indigenous Knowledge & Learning)
Committee: Dr. Edmund O’Sullivan (Transformative Learning), Dr. Deborah Barndt (Arts- and
Community-Based Collaborative Research)
Specializations: Comparative Education, Transformative Learning, Indigenous Knowledge, Ecological and
Social Movements, International & Community Development, Leadership, Community
and Arts-Based Collaborative Research; Experiential Learning
Thesis (in progress): Cultivating Transformative Learning: A Case Study of the Ecology of Leadership
Program of the Regenerative Design Institute
STANFORD UNIVERSITY Sept 1996 - June 2000
Master of Arts, Education
Specializations: Interpersonal, Cross-Cultural and Interracial Dialogue and Communications
Community Transformation & Development
Supervisor: Dr. Martin Carnoy
Scholarly Paper: Breaking down Boundaries: The Use of Dialogue Groups and Participatory Education
for the Healing of the Human Divide
Bachelor of Arts, Honors –Latin American Studies
Specialization: Integrated Community Development and Education in Latin America
Advisor: Dr. Kathleen Morrison
Honors Thesis: Revolucão Humana: Stories of Struggle and Human Transformation
within the Movimento Sem Terra (Brazil)
Minor–Spanish and Portuguese
SCHOOL FOR INTERNATIONAL TRAINING, Culture & Development Program, Brazil Sept - Dec 1998
Coursework: Overseas experiential learning program, focusing on Brazilian history and culture,
Portuguese language, research methodology, and issues of social justice
SAN FRANCISCO STATE UNIVERSITY, Wildlands Studies Program, Nepal June - Aug 1997
Coursework: Overseas experiential learning program, combining classes in the field with a two-month
trek in the Himalayas. Anthropological and biological field studies; independent research.
2. Katia Sol Madjidi–CV Page 2
ACADEMIC AND PROFESSIONAL EXPERIENCE
REGENERATIVE DESIGN INSTITUTE
Lead Facilitator, Ecology of Leadership Program November 2010- Present
• Co-facilitating a five month educational program for 40 individuals from various backgrounds, focusing
on the development of their personal and community leadership abilities
• Focuses on “leadership from the inside out,” by cultivating transformation through self-awareness,
nature connection, gratitude practice, authenticity, and building conscious learning communities.
• Working in collaboration with Christopher Kuntzsch and James Stark, Co-Directors of the Ecology of
Leadership (EOL) program, to assess the transformative learning impacts of the EOL Program
• Co-developed an innovative 360 degree on-line survey for the program participants to assess their own
inner and outer leadership development as well as for them to receive global feedback on how they are
perceived in these capacities by people in their various circles and communities.
Coordinator, Intergenerational Dialogue Circle April-November 2011
• Worked in collaboration with Penny Livingston and Belvie Rooks to coordinate an intergenerational
and intercultural Peacemakers’ Council of youth leaders and Elder mentors currently working with
underserved youth in East Bay, San Francisco and Marin County communities.
• Responsible for all aspects of coordination of the event, including logistics and planning, outreach
to stakeholders, creating a collective vision for the event with existing participants, planning for
ongoing community impact and involvement, communications to all participants, etc.
EMERGENT PERFORMANCE CONSULTING, LTD.
Design Partner July 2011- Present
• Invited to become a design partner for a new consulting company focusing on transformative and
experiential educational experiences and leadership development from an emergent paradigm.
• Member of team of consultants that provides innovative educational solutions to individuals and
organizations based on a model of deep living and precise engagement.
KEYI STRATEGIES
Assistant Editor, Commonwealth Series on Social Entrepreneurship Dec 2010-Sept 2011
• Assisted Dr. Ruth Shapiro in editing the Commonwealth Club series on Social Entrepreneurship, being
published in a book by Stanford University Press. The book includes chapters by luminaries in the field
such as Muhammad Yunus, Bill Drayton, Premal Shah, Sally Osberg, and Jacqueline Novogratz.
• Content-edited, proofread and provided editorial feedback on all lecture-based chapters as well as the
introduction, round robins and conclusion.
DEPARTMENT OF GLOBAL STUDIES, WILFRID LAURIER UNIVERSITY
Contract Academic Staff, Theories of International Development Sept- Dec 2009
• Led weekly tutorials on the history and theories of international development for 90 students.
• Designed lesson plans; met with students.
• Responsible for all marking and grade assignments.
DEPARTMENT OF ABORIGINAL STUDIES, UNIVERSITY OF TORONTO
Teaching Assistant, Introduction to Aboriginal Studies Sept 2007 - Dec 2009
• Led weekly tutorials on Aboriginal and Indigenous studies for 120 students.
• Designed lesson plans; met with students; responsible for all marking and grade assignments.
ONTARIO INSTITUTE FOR STUDIES IN EDUCATION, UNIVERSITY OF TORONTO
Research Assistant, Comparative and International Education May 2007-June 2008
• Assisted with various aspects of the functioning of the Comparative, International and
Development Education Centre, including supporting the formation of a CIDE student association
and core organizing structure as well as production of newsletters, reports, etc.
3. Katia Sol Madjidi–CV Page 3
Co-Editor, Comparative and International Education: Issues for Teachers May 2007- June 2008
• Coordinated communications and planning between editors, authors, and publisher
• Managed the editing and submission of all chapters and of the final manuscript
• Completed a full editorial and proofreading revision of the textbook
• Contributed a chapter on Comparative Indigenous Ways of Knowing and Learning
Teaching Assistant, Comparative and International Education Course Sept 2006 - April 2008
• Assistant for Comparative & International Development Education for Pre-Service Teachers course
• Supported technical needs for the class through preparation of course materials, organization of video
library, arrangement of copyright, etc.
GHOST RIVER REDISCOVERY, CALGARY, ALBERTA
Program Coordinator, International Indigenous Youth Leadership Oct 2002–Aug 2006
• Directed an international Indigenous youth leadership program for an Aboriginal-based non-profit
organization that specializes in experiential, cultural education programs.
• Responsible for all aspects of program coordination and management, including project design and
delivery, fund-raising, budget management, hiring, recruitment, staff training, program expansion,
promotions and marketing, and public relations.
• Successfully fundraised over $3 million CAD to support my programs
• Provided diverse programs, ranging from two to eight months’ duration, for up to 500 Aboriginal youth
annually, resulting in the youths’ demonstrated successful emergence as community leaders.
• Recruited, hired, and managed 30+ staff across international locations, in challenging and remote sites
• Conducted regular site visits, program evaluations, and extensive reporting to funding agencies
INTERNATIONAL TEACHING CENTRE, HAIFA, ISRAEL
Program Officer, Quality Controller Sept. 2000–May 2002
• Worked overseas at a multicultural international organization with 800 employees, overseeing
correspondence related to grassroots education and training.
• Responsible for upholding a high degree of excellence in correspondence with over 180 countries and
territories. Position required excellent writing and analytical skills and comprehensive geographical and
cultural knowledge.
• Analyzed budgets and monitored ongoing financial needs for individual overseas volunteers as well as
large-scale educational training projects around the world.
• Awarded special projects in addition to regular responsibilities, i.e. compilation of periodic newsletter,
creation of country analyses and reports, and document editing.
STANFORD UNIVERSITY
Master’s Thesis Research Sept 1999–June 2000
• Studied the role of cross-cultural and interracial dialogue groups in transforming human relationships.
Facilitated a series of groups over a two-year period, designing curriculum and leading dialogues.
Honors Thesis Research June 1999-June 2000
• Analyzed the implementation of Freirian pedagogy within the Brazilian Landless Rural Worker’s
Movement (MST). Traveled to rural sites where MST had seized and occupied land, conducting
research on grassroots, participatory education within the movement.
FOUNDATION FOR THE TEACHING & APPLICATION OF THE SCIENCES (FUNDAEC- COLOMBIA)
Educational Research Analyst June–August 1998
• Conducted an evaluation of a newly developed primary school system for potential application
throughout Latin America. Traveled to Costa Rica and Ecuador to visit parallel educational sites.
Conducted interviews and on-site research and composed a final 50-page analysis.
SAN FRANCISCO STATE UNIVERSITY WILDLANDS STUDIES PROGRAM (NEPAL)
Student Researcher June–August 1997
• Researched the integration of conservation and development within the Nepalese WWF park system,
analyzing the potential for inclusion of local peoples into park management in Shey Phoksundo region.
4. Katia Sol Madjidi–CV Page 4
AWARDS
Doctoral Completion Award, University of Toronto (full tuition + top-up to OGS) 2011-2013
Ontario Graduate Scholarship ($15000) 2011-2012
Academic Excellence Award, University of Toronto ($3000) 2011-2012
Doctoral Ranjit Kumar Graduate Fellowship, Foundation for International Training ($3000) 2010-2011
Awarded to one student at the University of Toronto each year on the basis of academic excellence
SGS Travel Grant, University of Toronto School of Graduate Studies ($1750) 2010- 2011
Awarded highest amount of all applicants for the award
Academic Excellence Award, University of Toronto ($3000) 2010-2011
William E. Taylor Fellowship, Social Sciences & Humanities Research Council of Canada 2008-2011
Awarded to the most outstanding social sciences doctoral student in Canada; $5000/year for two years.
Academic Excellence Award, University of Toronto ($3000) 2009-2010
Doctoral Research Award, Social Sciences & Humanities Research Council of Canada 2008-2011
Two-year doctoral research grant; $20,000/year for two years.
Doctoral Guaranteed Funding Award, Ontario institute for Studies in Education 2006-2011
Full scholarship for four years plus guaranteed funding top-up of roughly $20000/year
Dean’s Award, Harvard Graduate School of Education 2006
Vanderbilt University - Graduate Fellow; Peabody Dean’s Fellowship, Scholarly Fellow 2006
Overseas Research Grant, Stanford University Center for Latin American Studies 1999-2000
PUBLICATIONS
Kathy Madjidi, “Educating for Unity & Global Transformation,” manuscript currently under peer review,
Journal of Transformative Education, SAGE.
Kathy Madjidi, “Solos and Spirit Spots: Aboriginal-based Spaces for Silence in Education,” in Silences, pp. 73-
74. Council of 3M National Teaching Fellows and the Society for Teaching and Learning in Higher
Education, Gatineau, QB, June 2008.
Karen Mundy, Kathy Bickmore, Ruth Hayhoe, Meggan Madden and Katherine Madjidi (Eds.), Comparative
and International Education: Issues for Teachers. CSPI and Teachers College Press: Toronto, ON and New
York, NY, 2008.
Katherine Madjidi and Jean-Paul Restoule, "Comparative Indigenous Ways of Knowing and Learning," Chapter
Four in Comparative and International Education: Issues for Teachers, ed. Karen Mundy et al., CSPI and
Teachers College Press: Toronto, ON and New York, NY, 2008.
Daniel Schugurensky and Kathy Madjidi, “Reinventing Freire: Citizenship Education in Schools and Social
Movements in Brazil,” Chapter Nine in The Sage Handbook of Education for Citizenship and Democracy,
ed. James Arthur, Ian Davies and Carole Hahn, SAGE, London, 2008.
Kathy Madjidi, "Bahá’í Institute of Higher Education Established to Provide Educational Opportunities for
Oppressed Religious Minority in Iran." History of Education: Selected Moments of the 20th Century. Edited
by Daniel Schugurensky. Online: www.oise.utoronto.ca/research/edu20/moments/1987bihe.html, 2006.
Several reports evaluating the progress and results of projects funded through government agencies such as CIDA,
FAC, and HRSD. Ghost River Rediscovery, Calgary, AB, 2002-05.
Kathy Madjidi, Breaking down Boundaries: The Use of Dialogue Groups and Participatory Education for the
Healing of the Human Divide, Stanford University School of Education. 77 pp., Stanford, CA. 2000.
Kathy Madjidi, Revolucão Humana: Stories of Struggle and Human Transformation within the Movimento
Sem Terra. Undergraduate Honours Thesis, Stanford University. 110 pp., Stanford, CA, 2000.
Kathy Madjidi, Transforming Tradition: The significance of the re-creation of traditional dances in Bahia,
Brazil. School for International Training, Ceará, Brazil, 1998.
5. Katia Sol Madjidi–CV Page 5
Kathy Madjidi, Analysis of the History, Methodology, and Success of the Jamundi Primary School, 50 pp.
Foundation for the Application & Teaching of the Sciences. Colombia, 1998.
SELECTED CONFERENCE PRESENTATIONS & LECTURES
Diversity and Equity in Education Conference, “Indigenous Ways of Knowing and Learning,” February 2012,
Eotvos Lorand University, Budapest, Hungary.
Transformative Learning Centre Monthly Circle, “The Bioneers – A Revolution from the Heart of Nature, ”
November 2010, OISE/UT, Toronto, ON.
Comparative and International Education: Issues for Teachers, Ontario Institute for Studies in Education of
the University of Toronto–Guest lecture, “Comparative Indigenous Ways of Knowing,” November 2007,
November 2008, September 2009, October 2010
Introduction to Community Development, Ontario Institute for Studies in Education of the University of
Toronto–Guest lecture, “Participatory Development”, 2008.
Annual Meeting of the Comparative and International Education Society, “Transnational Religious Actors:
Shaping Global Educational Norms,” March 17-21, 2008, New York, NY.
Annual Meeting of the Comparative and International Education Society, panel chair and presenter,
“Comparative and International Education for Teachers,” March 17-21, 2008, New York, NY.
Safe Schools Conference, “Aboriginal and Cross-Cultural Peacebuilding through Circle Processes,”September 29,
2007, OISE/UT, Toronto, ON.
World Council of Comparative Education Societies, “Educating for Unity & Global Transformation,”
September 3-7, 2007, Sarajevo, Bosnia-Herzegovina.
31st Annual Conference of the Association for Baha'i Studies-North America, “Participatory Development for
Community Transformation,” August 16-19, 2007, Toronto, ON.
4th Annual Conference on Indigenous Education: Asia/Pacific, “Indigenous Epistemology for Global
Education and Transformation,” July 19-22, 2007, Vancouver, BC.
Annual Meeting of the Comparative and International Education Society, “Comparative Indigenous Ways of
Knowing and Learning,” February 25-March 1, 2007, Baltimore, MD, USA.
Latin American Studies 203.01 Course, University of Calgary –Guest lecture “Indigenous Issues in Latin
America: Ghost River Rediscovery’s Indigenous Leadership Program in Bolivia, Guyana & Dominica,”
2005.
Latin American Studies 203.01 Course, University of Calgary –Guest lecture “Education and Development:
Stories of Struggle and Human Transformation in the Brazilian Landless Rural Workers’ Movement,” 2004.
Leadership Calgary, Preparation and presentation of nine hour curriculum on Pioneer Leadership, 2005-06.
Alberta Council for Global Cooperation – 2004 Annual Meeting, “Indigenous Youth Leadership.”
Global, Environmental and Outdoor Education Council (GEOEC) Annual Conference, Closing Conference
Plenary session – “Unity in Diversity,” Canmore, Alberta, 2003.
FGL Open Global Business Society – “Global Youth Forum” 2003, Plenary – “Indigenous Youth Leadership”
Youth Development Through Recreation Services – 2003 National Symposium, Plenary- “Youth Leadership”
Youth Movement Coordination Team, Presentation and facilitation at several provincial wide youth conferences
Ghost River Rediscovery “Connecting Indigenous Youth” Public Engagement Tours 2003 and 2004
ADDITIONAL EDUCATION AND TRAINING
Ecology of Leadership Program – Regenerative Design Institute, Bolinas, CA Feb- June 2011
• Five month leadership development program focused on inner and outer leadership in one’s personal life,
community and service path/work (part of collaborative, participatory research project for my PhD)
Cultivating Women’s Leadership Training - Bioneers, Ocate, NM July 2010
• One week training with Nina Simons and Toby Herzlich on developing women’s leadership capabilities
Awakening the Dreamers Symposium, Pachamama Alliance, Toronto, ON June 2010
• Attended symposium; planning to be trained as a facilitator
The Emerging Wisdom Culture - State of the World Forum and Wisdom University March 2010
• One week course of the Wisdom University and State of the World Forum, with an integral focus and
intensive teaching by Paul Ray, Jim Garrison, Lester Brown, Randy Hayes, Marcela Olivera, and others.
Awakening the Divine Feminine - Divine Feminine, Awakened Masculine Institute, Esalen Institute Oct 2009
• Weekend course hosted by Caroline Muir and Joan Heartfield on healing and awakening the sacred feminine
6. Katia Sol Madjidi–CV Page 6
Women’s Ceremonial Training, Sacred Fire, Six Nations ON Feb-Sept 2009
• Attended monthly women’s ceremonies and training led by Diane Longboat (Leading Earth Woman)
(Mohawk-Haudenosaunee) at the Sacred Fire on Six Nations Territory
Emotional Healing and Community Renewal, Six Nations, ON Oct 2008-May 2009
• Year long training led by Dr. Beth Hedva (transpersonal psychologist) and Kim Haxton (First Nations
ceremonialist) to learn to facilitate processes of individual and community healing and renewal.
Leadership Calgary- Volunteer Calgary, Calgary, AB Sept 2005-June 2006
• Year-long in-depth leadership training by application only. Curriculum focused on the Human Venture and
the Pioneer Leadership Journey, including aspects of personal responsibility, social and cultural co-
responsibility, the creative realization process, and the cultivation of tools of wisdom and judgment.
Rediscovery International Training, Rediscovery International (Pearson College, BC) June 2003
• Two week intensive training in facilitating cultural outdoor education programs, based on Indigenous
wisdom and focused on developing participants’ connections with themselves, one another, and the land.
Ruhi Institute Facilitator Training Sept 2001-Feb 2003
• Seven course training to become a facilitator for the Bahá’í-inspired Ruhi Institute training program, focused
on developing spiritual capabilities for transforming our global civilization
ACADEMIC SERVICE
Dynamics of Global Change Collaborative PhD Program Steering Committee Member
• Selected as student representative for the steering committee of the Dynamics of Global Change PhD
program at the Munk School of Global Affairs
Department of Adult Education and Counselling Psychology Faculty Search Committee Member
• Selected as student representative for a faculty search committee for a new faculty position in the
department of Adult Education and Community Development
Comparative, International and Development Education Student Association Co-Founder, Member
• Helped to initiate and co-found the CIDE Student Association – now a flourishing student association with
an annually elected core organizing team and over 100 members
Indigenous Education Network (IEN) Member
Transformative Learning Centre (TLC) Member
One Earth Community Conference 2007 (OISE-UT) Volunteer – Music
VOLUNTEER & COMMUNITY ACTIVITIES
CommuniTuesdays – Member Dec 2011- present
Keeva A Cappella – Community Choir June 2011-present
Voices of Unity - Community choir Nov 2009-June 2011
“Harmony Circle & Joyful Gems” Children’s Virtues Classes-Founder and Educator March 2009-June 2010
Echo Women’s Community Choir September 2007-May 2008
Leadership Calgary – Program Guide July 2005- June 2006
Leadership Calgary – Program Participant Sept 2004-June 2005
Women in Spirituality – Board Member Jan 2004-June 2006
Alberta Youth Movement Coordination Team- Chairperson Aug 2002-Feb 2005
Youth Activities Committee – Youth Developer (Haifa, Israel) May 2001–May 2002
Stanford Race Dialogue Program – Initiator and Facilitator Jan 1999–June 2000
Talisman A Cappella – Fundraising Director, Member Sept 1999–June 2000
Youth Year of Service program, Bolivia – Volunteer Sept 1995–May 1996
REFERENCES
Available upon Request
*Please note that for web searches, you will also find me under “Katherine” or “Kathy” Madjidi.