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 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.
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 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.
Dr. W.A. Kritsonis, Academic Scholarship, Service, and Collaborative ActivitiesWilliam Kritsonis
Dr. William Allan Kritsonis holds several editorial and scholarly roles. He is the Editor-in-Chief of multiple National FORUM Journals and serves as a national reviewer for two journals. He has authored or co-authored numerous books and articles. Dr. Kritsonis has also presented at various conferences and universities. He has received several honors and awards for his distinguished service and leadership.
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.
Dan Prinzing has extensive experience promoting global education through various programs and partnerships in Idaho and internationally. As the coordinator of international education for the Idaho State Department of Education from 2003-2006, he helped integrate a global perspective into Idaho's content standards, support international exchanges, and develop partnerships. Since then, he has led numerous education missions abroad, published on global topics, and managed many international projects focused on civic education, human rights, and democracy.
This document provides an overview and impact report of the Florida-Georgia Louis Stokes Alliance for Minority Participation (FGLSAMP) program for 2015. It discusses the history and goals of the program in increasing minority participation in STEM fields. Key points include that FGLSAMP began in 1992 with funding from the National Science Foundation and Florida state legislature. It provides academic support and experiences to help retain underrepresented minority students in STEM programs. The program has expanded over time and now includes 14 partner institutions across Florida and Georgia as well as a Bridge to Doctorate program to support students obtaining PhDs in STEM fields.
This document summarizes a research project that used ethnomusicology to develop cultural integration curricula for two newcomer classes in Edmonton schools. The researcher conducted observations, interviews, and collaborated with teachers to design class-specific programs. One class focused on cultural empowerment through student-led music and dance exchanges with parents. The other emphasized intercultural dialogue through peer teaching of musical traditions. Preliminary results suggest ethnomusicology can help students critically examine identities, cultural stereotypes, and negotiate power dynamics in multicultural classrooms.
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.
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 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.
Dr. W.A. Kritsonis, Academic Scholarship, Service, and Collaborative ActivitiesWilliam Kritsonis
Dr. William Allan Kritsonis holds several editorial and scholarly roles. He is the Editor-in-Chief of multiple National FORUM Journals and serves as a national reviewer for two journals. He has authored or co-authored numerous books and articles. Dr. Kritsonis has also presented at various conferences and universities. He has received several honors and awards for his distinguished service and leadership.
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.
Dan Prinzing has extensive experience promoting global education through various programs and partnerships in Idaho and internationally. As the coordinator of international education for the Idaho State Department of Education from 2003-2006, he helped integrate a global perspective into Idaho's content standards, support international exchanges, and develop partnerships. Since then, he has led numerous education missions abroad, published on global topics, and managed many international projects focused on civic education, human rights, and democracy.
This document provides an overview and impact report of the Florida-Georgia Louis Stokes Alliance for Minority Participation (FGLSAMP) program for 2015. It discusses the history and goals of the program in increasing minority participation in STEM fields. Key points include that FGLSAMP began in 1992 with funding from the National Science Foundation and Florida state legislature. It provides academic support and experiences to help retain underrepresented minority students in STEM programs. The program has expanded over time and now includes 14 partner institutions across Florida and Georgia as well as a Bridge to Doctorate program to support students obtaining PhDs in STEM fields.
This document summarizes a research project that used ethnomusicology to develop cultural integration curricula for two newcomer classes in Edmonton schools. The researcher conducted observations, interviews, and collaborated with teachers to design class-specific programs. One class focused on cultural empowerment through student-led music and dance exchanges with parents. The other emphasized intercultural dialogue through peer teaching of musical traditions. Preliminary results suggest ethnomusicology can help students critically examine identities, cultural stereotypes, and negotiate power dynamics in multicultural classrooms.
College students experiences of power and marginalitymehek4
This autoethnographic study examines the experiences of a Southeast Asian American female college student at the intersection of race and class. It uses her personal narrative and experiences to counter the model minority myth that Asian American students do not face challenges. The student came from a low-income background and was the first in her family to attend college. Through her story, the study aims to show how both her racial and socioeconomic identities impacted her college experience, despite Asians being perceived as an overrepresented and high achieving group. Critical race theory, specifically the concepts of intersectionality and voice, frame the analysis by recognizing the student's multiple, interconnected identities and knowledge gained from her experiences.
This document discusses diversity at Virginia Tech through three main topics:
1) It defines diversity and provides a brief history of African American students and prominent figures at Virginia Tech before and after segregation.
2) It describes the Lee Hall controversy and the creation of the MOSAIC theme housing program to promote diversity on campus.
3) It outlines the various diversity programs and initiatives at Virginia Tech including the Office of Diversity and Inclusion, diverse academic programs and student organizations, and Virginia Tech's diversity plan.
The Leadership Program at American University engages students in community projects and leadership development activities. In their first year, students work in issue groups on social issues like human rights, urban development, and the environment. In their second year, students conduct individual social action projects on diverse topics. As juniors, students complete internships while taking a class on organizational leadership. Seniors create conference presentations on leadership theory. Throughout, the program emphasizes hands-on learning, community service, and networking opportunities to prepare students for careers as leaders and change agents.
(2015) Resources for Teaching about Canada (22.6 MB)K-12 STUDY CANADA
2015 STUDY CANADA presentation by Tina Storer, K-12 STUDY CANADA Education and Curriculum Specialist, Center for Canadian-American Studies, Western Washington University
(2014) History in Canadian High Schools: The Revival of an Endangered Subject...K-12 STUDY CANADA
2014 NCSS Conference presentation by Dr. Paul Bennett (Saint Mary’s University, Halifax, NS)
For supplementary notes on this presentation, see (2014) Supplementary Notes for Dr. Bennett’s PowerPoint Presentation – 11/2014 under the Documents tab.
The Villanova University master's program in Human Resource Development celebrated its 30th anniversary with a fundraising gala. Over 150 alumni and friends attended the event, which included a keynote speech on issues in HR and the presentation of awards to outstanding alumni. The gala raised over $35,000 for the David F. Bush Scholarship fund, which was established to support the HR program.
The document provides an update on activities and developments within the Honors College at UNC Charlotte. It discusses the new building under construction, students receiving awards and fellowships, capstone work by honors students, features on alumni and current students, and new honors and merit scholar programs. It summarizes presentations by honors students and faculty at several conferences. It also outlines the implementation of an honors student code of conduct and the expansion of community engagement efforts. New honors faculty and programs joining the college are noted.
Demaris, michalyn c. a philosophical approach to minority student persistenceWilliam Kritsonis
The document examines factors influencing student attrition at historically black colleges and universities. It discusses the inception of the first HBCU, Cheyney University, established in 1837. It also explores philosophical approaches and strategies to foster minority student persistence, including finding mastery, belonging, integrity, and understanding. The article recommends HBCUs provide opportunities for connection, adaptation, and intellectual growth to ensure student commitment and success.
A phenomenological study of filipino immigrant teachers in southAleander Francisco
This study explored the experiences of 7 Filipino immigrant teachers working in public schools in South Texas. Through interviews using a hermeneutic phenomenological approach, the teachers viewed their experiences as an opportunity, a challenge, and a source of growth. While the findings are not generalizable, the study highlights the unique identities and contributions of Filipino immigrant teachers that are often overlooked.
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 the importance and rationale for integrating global competence and global education into K-12 curricula in the United States. It provides evidence from test rankings, government mandates, frameworks like Common Core that call for students to develop global skills and perspectives, and the practices of high-performing education systems like Singapore's. The document suggests global education can be integrated into any subject area or grade level to help prepare students for a globally connected world.
The document is a newsletter from the UCLA Graduate Division welcoming new and returning graduate students. It provides information on orientation materials now being available online, introduces new associate deans, and discusses efforts to improve graduate education and student welfare through initiatives like the Arthur Ashe Student Health and Wellness Center. It also profiles interdisciplinary research centers and graduate students, highlighting the value of exploring connections across disciplines.
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.
Session #2 - Latina/o Greek-Lettered Organizations Joe Palencia
Although Latina/o college student enrollment has increased in recent years, many institutions have struggled to increase the retention of Latina/o students. It is imperative for Student Affairs professionals to understand the issues facing this population and develop innovative programs that facilitate the academic success and retention of Latina/o college students. This session will highlight the role of Latina/o Greek Lettered Organizations (LGLOs) contribute to the retention, well-being, and academic success of Latina/o students
(2012) Resources And Best Practices For Teaching About Canada 21.4 MBK-12 STUDY CANADA
This document provides an overview of best practices and resources for teaching about Canada. It begins by explaining why teaching Canada is important, noting the shared geography, history, culture and economic relationship between Canada and the US. However, Canada is sometimes left out of social studies curricula and textbooks due to a lack of standards focusing on Canada.
The document then provides details on several resources available for teaching Canada, including national resource centers, government publications, loan kits, print publications, multimedia materials and websites. It highlights the Pacific Northwest and Northeast National Resource Centers on Canada, which offer various classroom resources and partner with organizations to serve K-12 educators.
In closing, the document showcases a sample K-12 Study Canada
The document discusses implementing a service-learning project in order to address challenges in educating urban African American students. It provides background on service-learning and how it has been shown to increase academic achievement and interest for these students. The purpose of the proposed project is to compile evidence that service-learning can help address many problems in urban African American schools and to share these results with educators.
The document discusses implementing a service-learning project in order to address challenges in educating urban African American students. It provides background on service-learning and how it has been shown to increase academic achievement and interest for these students. The purpose of the proposed project is to compile evidence that service-learning can help address many problems in urban African American schools and to share these results with educators.
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.
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.
Dr. Adam Sawyer has extensive experience in education. He received his Doctorate of Education from Harvard Graduate School of Education in 2010. He has taught at several universities in California and has published numerous articles on topics related to international and comparative education, immigration, and the experiences of Latino students.
College students experiences of power and marginalitymehek4
This autoethnographic study examines the experiences of a Southeast Asian American female college student at the intersection of race and class. It uses her personal narrative and experiences to counter the model minority myth that Asian American students do not face challenges. The student came from a low-income background and was the first in her family to attend college. Through her story, the study aims to show how both her racial and socioeconomic identities impacted her college experience, despite Asians being perceived as an overrepresented and high achieving group. Critical race theory, specifically the concepts of intersectionality and voice, frame the analysis by recognizing the student's multiple, interconnected identities and knowledge gained from her experiences.
This document discusses diversity at Virginia Tech through three main topics:
1) It defines diversity and provides a brief history of African American students and prominent figures at Virginia Tech before and after segregation.
2) It describes the Lee Hall controversy and the creation of the MOSAIC theme housing program to promote diversity on campus.
3) It outlines the various diversity programs and initiatives at Virginia Tech including the Office of Diversity and Inclusion, diverse academic programs and student organizations, and Virginia Tech's diversity plan.
The Leadership Program at American University engages students in community projects and leadership development activities. In their first year, students work in issue groups on social issues like human rights, urban development, and the environment. In their second year, students conduct individual social action projects on diverse topics. As juniors, students complete internships while taking a class on organizational leadership. Seniors create conference presentations on leadership theory. Throughout, the program emphasizes hands-on learning, community service, and networking opportunities to prepare students for careers as leaders and change agents.
(2015) Resources for Teaching about Canada (22.6 MB)K-12 STUDY CANADA
2015 STUDY CANADA presentation by Tina Storer, K-12 STUDY CANADA Education and Curriculum Specialist, Center for Canadian-American Studies, Western Washington University
(2014) History in Canadian High Schools: The Revival of an Endangered Subject...K-12 STUDY CANADA
2014 NCSS Conference presentation by Dr. Paul Bennett (Saint Mary’s University, Halifax, NS)
For supplementary notes on this presentation, see (2014) Supplementary Notes for Dr. Bennett’s PowerPoint Presentation – 11/2014 under the Documents tab.
The Villanova University master's program in Human Resource Development celebrated its 30th anniversary with a fundraising gala. Over 150 alumni and friends attended the event, which included a keynote speech on issues in HR and the presentation of awards to outstanding alumni. The gala raised over $35,000 for the David F. Bush Scholarship fund, which was established to support the HR program.
The document provides an update on activities and developments within the Honors College at UNC Charlotte. It discusses the new building under construction, students receiving awards and fellowships, capstone work by honors students, features on alumni and current students, and new honors and merit scholar programs. It summarizes presentations by honors students and faculty at several conferences. It also outlines the implementation of an honors student code of conduct and the expansion of community engagement efforts. New honors faculty and programs joining the college are noted.
Demaris, michalyn c. a philosophical approach to minority student persistenceWilliam Kritsonis
The document examines factors influencing student attrition at historically black colleges and universities. It discusses the inception of the first HBCU, Cheyney University, established in 1837. It also explores philosophical approaches and strategies to foster minority student persistence, including finding mastery, belonging, integrity, and understanding. The article recommends HBCUs provide opportunities for connection, adaptation, and intellectual growth to ensure student commitment and success.
A phenomenological study of filipino immigrant teachers in southAleander Francisco
This study explored the experiences of 7 Filipino immigrant teachers working in public schools in South Texas. Through interviews using a hermeneutic phenomenological approach, the teachers viewed their experiences as an opportunity, a challenge, and a source of growth. While the findings are not generalizable, the study highlights the unique identities and contributions of Filipino immigrant teachers that are often overlooked.
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 the importance and rationale for integrating global competence and global education into K-12 curricula in the United States. It provides evidence from test rankings, government mandates, frameworks like Common Core that call for students to develop global skills and perspectives, and the practices of high-performing education systems like Singapore's. The document suggests global education can be integrated into any subject area or grade level to help prepare students for a globally connected world.
The document is a newsletter from the UCLA Graduate Division welcoming new and returning graduate students. It provides information on orientation materials now being available online, introduces new associate deans, and discusses efforts to improve graduate education and student welfare through initiatives like the Arthur Ashe Student Health and Wellness Center. It also profiles interdisciplinary research centers and graduate students, highlighting the value of exploring connections across disciplines.
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.
Session #2 - Latina/o Greek-Lettered Organizations Joe Palencia
Although Latina/o college student enrollment has increased in recent years, many institutions have struggled to increase the retention of Latina/o students. It is imperative for Student Affairs professionals to understand the issues facing this population and develop innovative programs that facilitate the academic success and retention of Latina/o college students. This session will highlight the role of Latina/o Greek Lettered Organizations (LGLOs) contribute to the retention, well-being, and academic success of Latina/o students
(2012) Resources And Best Practices For Teaching About Canada 21.4 MBK-12 STUDY CANADA
This document provides an overview of best practices and resources for teaching about Canada. It begins by explaining why teaching Canada is important, noting the shared geography, history, culture and economic relationship between Canada and the US. However, Canada is sometimes left out of social studies curricula and textbooks due to a lack of standards focusing on Canada.
The document then provides details on several resources available for teaching Canada, including national resource centers, government publications, loan kits, print publications, multimedia materials and websites. It highlights the Pacific Northwest and Northeast National Resource Centers on Canada, which offer various classroom resources and partner with organizations to serve K-12 educators.
In closing, the document showcases a sample K-12 Study Canada
The document discusses implementing a service-learning project in order to address challenges in educating urban African American students. It provides background on service-learning and how it has been shown to increase academic achievement and interest for these students. The purpose of the proposed project is to compile evidence that service-learning can help address many problems in urban African American schools and to share these results with educators.
The document discusses implementing a service-learning project in order to address challenges in educating urban African American students. It provides background on service-learning and how it has been shown to increase academic achievement and interest for these students. The purpose of the proposed project is to compile evidence that service-learning can help address many problems in urban African American schools and to share these results with educators.
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.
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.
Dr. Adam Sawyer has extensive experience in education. He received his Doctorate of Education from Harvard Graduate School of Education in 2010. He has taught at several universities in California and has published numerous articles on topics related to international and comparative education, immigration, and the experiences of Latino students.
First presentation: Empowering Young Voices in the CommunityJulianaNempequeMurci
This research proposal aims to empower the voices of 10th grade students at Consolata Bilingual School in Bucaramanga, Colombia through integrating genre pedagogy principles and youth participatory action research (YPAR) workshops into their argumentative writing curriculum. The problem is that young voices are not visible in their community and students have low interest in argumentative writing skills. The main objective is to strengthen students' argumentative writing voices through workshops over 3 cycles that teach genre principles and guide students through the YPAR process of identifying issues, designing research, analyzing data, and advocating for change. Data collection methods include interviews, observations, and analyzing students' written work. The proposal outlines the literature review, methodology, workshop timeline
Pedagogical design for honors study abroad and beyond Beata Jones
We present a framework for design of learning activities within a context of an honors study abroad program. Translating into practice the fundamental principles of honors learning, such as challenge, learner autonomy, and being part of a community of learners, incorporating structured PRISM pedagogy (Williams, 2014), Fink’s (2003) guidelines for course design for significant learning experiences, and rigorous outcome assessment (AAC&U, 2010), the presenters developed a detailed curriculum design process that can be translated to any discipline and any honors classroom. A showcase of a student ePortfolio capturing the study abroad learning and competence development accompanies the presentation.
This academic CV summarizes the education and experience of Georgann Cope Watson. It includes her PhD from Brock University in Educational Studies, as well as her teaching expertise in areas such as adult education and online teaching. Her research interests include critical pedagogy and instructional design. She has extensive teaching experience as an instructor and teaching assistant at several universities. The CV also lists her publications, conference presentations, and principles of teaching practice that emphasize transparency, authenticity, and reflexivity.
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.
This document discusses embracing Indigenous education in the role of international educators. It explores the connections between international education and Indigenous education in Canada. Some key points discussed include current efforts within organizations related to curriculum changes, student mobility and services. It discusses how to relate to First Peoples of Canada and what brings people to this conversation on Indigenous education. Principles of indigenizing education like embracing complexity, healing, respect for elders and reciprocity are discussed. Opportunities for new paradigms in areas like curriculum development, student mobility, community engagement and integrating services are presented. A collective map is proposed with areas like reciprocity, intercultural, feasibility, technology, environment and curriculum design. Developing pride in current actions
This study explored the experiences and perspectives of 20 child and youth care students who participated in a 12-day international study tour of Ireland and Scotland. The tour was designed to provide experiential learning opportunities for students to learn about the history, culture, and social care systems of these countries. Data was collected through reflective journals, a photo narrative project, and focus groups. The analysis revealed 5 themes related to the impact of the tour on students' confidence, understanding of child and youth care, relationship building, cultural competency, and perspectives on the overall experience. The results provide insights into the value of short-term international study tours from the students' point of view.
Establishing a Research Agenda for U.S. Education AbroadCIEE
This session begins with a brief overview of the major trends in contemporary education-abroad research and an assessment of the major methodological and design challenges. We'll briefly look at the major theoretical models that traditionally have informed education-abroad research and conceptual frameworks from related disciplines that may further extend this research. Commonly used instruments are discussed in the context of measuring outcomes. Notable gaps in existing research and needed directions will be discussed. This session will be particularly relevant for both U.S.- and internationally based educators interested in establishing a research agenda for U.S. education abroad.
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.
The document summarizes the qualifications and experience of Cheryl Gaver, including over 15 years of experience in academia teaching and researching topics related to world religions and indigenous cultures, as well as over 15 years of administrative experience. Her PhD focused on encounters between indigenous and European Christians in Canada's North. She has held various teaching and research positions at universities in Ontario and has experience in youth ministry and administrative roles.
This document outlines a student-researcher's action research project on supporting the needs of Korean international high school students through group counseling. The student-researcher implemented two cycles of support groups with 12 Korean international students over 8 weekly sessions. Data was collected through questionnaires, interviews, journals and feedback. Results indicated the groups helped students feel less isolated and more comfortable discussing challenges. Limitations included a lack of literature on this topic and short time frame. The student-researcher learned building rapport is key and plans to advocate for international students and continue educating themselves.
The document discusses the importance of developing global citizens in the 21st century through internationalization and globalization. It outlines National Cheng Kung University's mission to cultivate students with global vision and proposes strategies to strengthen internationalization at the university, including increasing foreign student enrollment, establishing exchange programs, and improving English language instruction. Challenges to further internationalization include low motivation for study abroad among local students and the need to enhance the university's global reputation and collaborative partnerships.
Misbah Hyder is a PhD candidate in political science at UC Irvine, specializing in global studies with a focus on international relations and methodology. Their dissertation examines how Ahmadis enact religious peacebuilding. They have conducted fieldwork on this topic and have received several grants and awards for their research. Hyder has worked on various research projects related to gender mainstreaming, the Israeli-Palestinian conflict, and religious minorities. They have taught several undergraduate courses and have organized panels at political science conferences.
This document provides an outline for a presentation on applying pedagogical models to enhance cross-cultural online learning environments. The presentation objectives are to familiarize faculty with theoretical models for multicultural pedagogy, provide techniques for engaging a multicultural student body, and enhance understanding of how instructor and student cultural backgrounds interact to shape the online learning culture. The presentation covers topics such as binary cultural oppositions, implicit bias, transnational education, multiculturalism approaches, and proposed models for social ecological learning across cultures. Statistical information on student demographics is also presented. Feedback from the session is requested.
ACADEMIC CONFERENCE PRESENTATIONS - R. AL-HAQUERashed Al-Haque
The document lists over 20 academic conference presentations given by Rashed Al-Haque between 2014-2016 related to topics of citizenship, immigration policy, and internationalization in higher education in Canada. The presentations were delivered at various universities in Canada and the United States, and covered issues such as how policy impacts international students, challenges to traditional views of internationalization, and creating global citizens within universities. Al-Haque also chaired a conference session in 2014.
Aeia conference presentation de colonizing international educationJulie Vaudrin-Charette
This document discusses efforts to decolonize international education by drawing parallels and applying lessons from indigenous education. It provides examples from Memorial University, Montana State University, and University of Ottawa of incorporating indigenous perspectives and knowledges. These include supporting indigenous student experiences abroad, collaborating with indigenous advisory committees, and grounding internationalization in theories of social justice and civic engagement rather than just individual competencies. The document argues for an activist approach to institutional leadership on these issues through challenging underlying assumptions and resisting colonial systems.
This curriculum vitae summarizes the educational and professional background of Gary Evans Scudder Jr., Ph.D. It outlines his education, including a Ph.D. in British History from the University of Cincinnati in 1991. It details his current position as a professor of history at Champlain College since 2000, and lists previous roles in academia. It also provides an extensive list of his scholarly presentations, publications, and service within the college.
TIN 2013 Information
August 16-18, 2013
This is fantastic opportunity for undergraduate students from the social sciences, humanities, and fine arts to explore topics that are important to you, with students from around the world!
Working in the KIAS Research Themes, students must submit a 300-word abstract, along with the application form and confirmation of enrollment from their institution. Students must apply for and be accepted to attend the conference; applications will be judged based on the merit. Adjudication will be carried out by University of Alberta's professors, giving participants an academically refereed paper for their CV.
KIAS invites undergraduates working in areas of study related to the KIAS research themes to read through the eligibility guidelines.
Similar to Katia Sol - Academic CV August 2017 (20)
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Add Chatter in the odoo 17 ERP ModuleCeline George
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An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
1. KATIA SOL, PH.D.
6231 Bernhard Avenue • Richmond, CA • 94805 • (510) 390-4646 • katia@soltransform.com
EDUCATION
UNIVERSITY OF TORONTO- ONTARIO INSTITUTE FOR STUDIESIN EDUCATION Sept 2006-June 2014
DEPARTMENT OF LEADERSHIP, HIGHER AND ADULT EDUCATION
Doctor of Philosophy, Adult Education and Community Development
Additional certification in two collaborative (interdisciplinary) PhD degree programs:
The Dynamics of Global Change (Munk School of Global Affairs-University of Toronto)
Comparative, International and Development Education (CIDEC-OISE)
Dissertation: The Ecology of Transformation: A Relational Study of the Ecology of Leadership
Program at the Regenerative Design Institute
Committee: Dr. Jean-Paul Restoule (Supervisor), Dr. Edmund O’Sullivan, Dr. Deborah Barndt
STANFORD UNIVERSITY Sept 1996 - June 2000
Master of Arts, Education
Thesis: Breaking down Boundaries: The Use of Dialogue Groups and Participatory Education for the
Healing of the Human Divide (Supervisor: Dr. Martin Carnoy)
Specialization: Interpersonal, Cross-Cultural and Interracial Dialogue & Communications
Bachelor of Arts, Honors –Latin American Studies
Honors Thesis: Revolucão Humana: Stories of Struggle and Human Transformation within the
Movimento Sem Terra (Brazil) (Advisor: Dr. Kathleen Morrison)
Specialization: Social Movements, Freirian Pedagogy, and Education in Latin America
Minor–Spanish and Portuguese
SCHOOL FOR INTERNATIONAL TRAINING
Culture & Development Program, Brazil Sept - Dec 1998
SAN FRANCISCO STATE UNIVERSITY
Wildlands Studies Program, Nepal June - Aug 1997
AREAS OF EXPERTISE
Specialist in transformative learning, leadership development, Indigenous worldviews and global studies
Extensive global and cross-cultural experience, spanning 50+ countries and 30+ Indigenous Nations
15+ years of teaching experience, including seven university courses, invited course lectures, workshops,
intercultural and intergenerational dialogue circles, and leadership development programs
Excellent academic record, with numerous publications, conference presentations and awards
Teaching and research interests include:
o Participatory, Community-based and
Collaborative Qualitative Research
o Mixed Methods
o Indigenous Methodologies
o Indigenous/Aboriginal Knowledge
o Transformative Learning
o Adult Education
o The Dynamics of Global Change
o International and Community
Development
o Freirian Pedagogy
o Comparative Education
o Ecopsychology
o Intergenerational & Intercultural
Dialogue
o Social Movements
o Leadership Development
2. Katia Sol (Madjidi)–CV Page 2
AWARDS AND DISTINCTIONS
John Leyerle-Canadian Institute for Advanced Research Price for Interdisciplinary Research 2014
Nominated for the best interdisciplinary research doctoral thesis by my department and OISE
William 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.
Doctoral Research Award, Social Sciences & Humanities Research Council of Canada 2008-2011
Highly competitive two-year doctoral research grant; $20,000/year for two years
Ranjit Kumar Graduate Fellowship, Foundation for International Training ($3,000) 2010-2011
Awarded to one student at the University of Toronto each year on the basis of academic excellence
Doctoral Completion Award, University of Toronto ($8,400) 2012-2013
Doctoral Completion Award, University of Toronto ($3,000 top-up to OGS) 2011-2012
Ontario Graduate Scholarship ($15,000) 2011-2012
Academic Excellence Award, University of Toronto ($3,000) 2011-2012
SGS Travel Grant, University of Toronto School of Graduate Studies ($1,750) 2010-2011
Awarded highest amount of all applicants
Academic Excellence Award, University of Toronto ($3,000) 2010-2011
Academic Excellence Award, University of Toronto ($3,000) 2009-2010
Doctoral Guaranteed Funding Award, Ontario institute for Studies in Education 2006-2011
Full scholarship plus guaranteed funding top-up (~$22,000/year for four years)
Dean’s Award, Harvard Graduate School of Education 2006
$42,000+ value, with admission to PhD program – declined to attend OISE/UT
Graduate Fellow; Peabody Dean’s Fellowship, Scholarly Fellow; Vanderbilt University 2006
$200,000+ in grants and fellowships with admission to PhD program– declined to attend OISE/UT
Overseas Research Grant, Stanford University Center for Latin American Studies ($2,500) 1999-2000
ACADEMIC TEACHING EXPERIENCE
MIDDLEBURY INSTITUTE OF INTERNATIONAL STUDIES AT MONTEREY
Assistant Professor, International Education Management Sept 2014- April 2016
Designed and am the sole instructor for the following graduate-level courses, which I have
taught 9 times over the past 2 years:
o Comparative and International Education
o Working with International Indigenous Communities
o Transformative Education
DEPARTMENT OF GLOBAL STUDIES, WILFRID LAURIER UNIVERSITY
Contract Academic Staff, Theories of International Development Sept- Dec 2009
Led weekly tutorials on the theories of international development for 90 students.
Designed lesson plans; met with students.
Responsible for all marking and grade assignments.
3. Katia Sol (Madjidi)–CV Page 3
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 incorporating cultural content and Aboriginal ways of knowing and
learning, such as ceremony and Indigenous-based pedagogy, into the classroom
Met with students; responsible for all marking and grade assignments.
ONTARIO INSTITUTE FOR STUDIES IN EDUCATION, UNIVERSITY OF TORONTO
Graduate Assistant, Comparative and International Education Course Sept 2006 - April 2008
Assistant for Comparative & International Development Education course
Helped to prepare and welcome weekly guest lecturers, facilitated class discussions, and
supported students between classes. Also responsible for the preparation and distribution of
course materials, organization of technical materials in support of the class curriculum (videos,
online learning resources, etc.), management of the course’s online forum and website, and the
preparation, compilation and editing of the course textbook.
GUEST LECTURES
Ontario Institute for Studies in Education
“Comparative Indigenous Ways of Knowing,” Comparative and International Education: Issues for
Teachers Course, November 2007, November 2008, September 2009, October 2010
“Participatory Development,” Introduction to Community Development Course, 2008.
University of Calgary
“Indigenous Issues in Latin America: Ghost River Rediscovery’s Indigenous Leadership Program in
Bolivia, Guyana & Dominica,” Latin American Studies 203.01 Course, 2005.
“Education and Development: Stories of Struggle and Human Transformation in the Brazilian
Landless Rural Workers’ Movement,” Latin American Studies 203.01 Course, 2004.
PUBLICATIONS
Refereed Publications
K. Madjidi and J.P. Restoule, "Comparative Indigenous Ways of Knowing and Learning," Chapter Six in
Comparative and International Education: Issues for Teachers, 2nd edition. Ed. Karen Mundy et al., CSPI
and Teachers College Press: Toronto, ON and New York, NY, 2017.
K. Madjidi, “The Ecology of Transformation,” book chapter in Expanding the Boundaries of Transformative
Learning, ed. E. O’Sullivan et. al., Palgrave, January 2015.
K. Madjidi, “Educating for Unity& Global Transformation,” manuscript currently under peer review,
Journal of Transformative Education, SAGE.
K. 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.
K. Mundy, K. Bickmore, R. Hayhoe, M. Madden and K. Madjidi (Eds.), Comparative and International
Education: Issues for Teachers. CSPI and Teachers College Press: Toronto, ON and New York, NY,
2008.
K. Madjidi and J.P. 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.
D. Schugurensky and K. 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.
4. Katia Sol (Madjidi)–CV Page 4
Non-Refereed Publications
K. 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.
K. 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.
K. Madjidi, Revolucão Humana: Stories of Struggle and Human Transformation within the Movimento
Sem Terra, Undergraduate Honors Thesis, Stanford University. 110 pp., Stanford, CA, 2000.
K. Madjidi, Transforming Tradition: The Significance of the Re-creation of Traditional Dances in Bahia,
Brazil, School for International Training, Ceará, Brazil, 1998.
K. Madjidi, Analysis of the History, Methodology, and Success of the Jamundi Primary School,
Foundation for the Application & Teaching of the Sciences. Colombia, 1998.
SELECTED PRESENTATIONS
TEDx Talk
K. Sol Madjidi, “The Transformative Power of Gratitude,” TEDx Mission, City 2.0, Madrone Studios, San
Francisco, October 13, 2012, < http://tinyurl.com/TEDxKatiaSol>.
Invited Conference Plenary
K. Madjidi, “Indigenous Ways of Knowing and Learning,” Keynote, Diversity and Equity in Education
Conference, Eotvos Lorand University, Budapest, Hungary, February 2012.
Refereed Conference Presentations
K. Sol Madjidi, “Relational Theory – A New Research Paradigm for our Times,” Annual Meeting of the
Comparative and International Education Society, Toronto, ON, Canada (Upcoming- March 2014.)
K. Madjidi, “Transnational Religious Actors: Shaping Global Educational Norms,” Annual Meeting of the
Comparative and International Education Society, New York, NY, March 17-21, 2008.
K. Madjidi, “Comparative and International Education for Teachers,” Annual Meeting of the Comparative
and International Education Society, panel chair and presenter, New York, NY, March 17-21, 2008.
K. Madjidi, “Educating for Unity& Global Transformation,” World Council of Comparative Education
Societies, Sarajevo, Bosnia-Herzegovina, September 3-7, 2007.
K. Madjidi, “Participatory Development for Community Transformation,” 31st Annual Conference of the
Association for Baha'i Studies-North America, Toronto, ON, August 16-19, 2007.
K. Madjidi, “Indigenous Epistemology for Global Education and Transformation,” 4th Annual Conference
on Indigenous Education: Asia/Pacific, Vancouver, BC, July 19-22, 2007.
K. Madjidi, “Comparative Indigenous Ways of Knowing and Learning,” Annual Meeting of the
Comparative and International Education Society, Baltimore, MD, USA, February 25-March 1, 2007.
Other Presentations
K. Sol, “The Ecology of Transformation: A Relational Study of the Ecology of Leadership Program at the
Regenerative Design Institute,” CIDEC Seminar, OISE-University of Toronto, October 31, 2013.
5. Katia Sol (Madjidi)–CV Page 5
K. Sol, “Youth, Elders, and Ancestors: Revisioning Communities in the 21st Century,” Institute of Noetic
Sciences 15th International Conference, July 17-21, 2013.
K. Sol, “Remembering the Original Instructions: Youth and Elders Reweaving the Sacred Web,” Institute of
Noetic Sciences 15th International Conference, July 17-21, 2013.
K. Sol Madjidi, “Tools for Inner Resilience,” Northern California Regional Transition Conference, October
12, 2013.
K. Sol Madjidi, “The Ecology of Leadership,” Northern California Regional Transition Conference, October
6, 2012.
K. Madjidi, “The Bioneers – A Revolution from the Heart of Nature, ” Transformative Learning Centre
Monthly Circle, OISE/UT, Toronto, ON, November 2010,.
K. Madjidi, “Aboriginal and Cross-Cultural Peacebuilding through Circle Processes,” Safe Schools
Conference, OISE/UT, Toronto, ON, September 29, 2007.
K. Madjidi, “Pioneer Leadership,” Leadership Calgary, Preparation and presentation of nine hour
curriculum, May 2006.
K. Madjidi, “Indigenous Youth Leadership,” Alberta Council for Global Cooperation, Annual Meeting,
2004.
K. Madjidi, “Unity in Diversity,” Closing Plenary, Global, Environmental and Outdoor Education Council
(GEOEC) Annual Conference, Canmore, Alberta, 2003.
K. Madjidi, “Indigenous Youth Leadership,” Plenary, FGL Open Global Business Society’s Global Youth
Forum Calgary, Alberta, 2003.
K. Madjidi, “Youth Leadership,” Plenary, Youth Development Through Recreation Services, National
Symposium, Calgary, Alberta, 2003.
K. Madjidi, “Connecting Indigenous Youth,” Ghost River Rediscovery Public Engagement Tours, Alberta
and British Columbia, Canada, 2003 and 2004.
OTHER RELEVANT TEACHING EXPERIENCE
SOL TRANSFORMATIONS
Founder, Lead Facilitator 2013- Present
Designed, organized and led a weekend training focused on cultivating a gratitude practice in
2013, 2014, 2015 and 2016.
Developed curriculum and facilitated weekend long course.
Work one-on-one with individuals and couples in a private coaching/counseling practice
REGENERATIVE DESIGN INSTITUTE
Co-Director, Ecology of Leadership Program October 2012- Present
Co-direct a six month adult education program for 40 individuals from various backgrounds,
focusing on the development of their personal and community leadership abilities
Emphasis on “leadership from the inside out,” or cultivating transformation through developing
practices of self-awareness, nature connection, and building conscious learning communities.
Provide instruction on content including gratitude practice, nature connection practices, how to
create and honor commitments, integrity, accountability, non-judgment, time and energy
allocation and management, trigger tracking, somatic healing, etc.
Have instructed and led 8 circles of 40 individuals each who participate in a 4-6 month process
www.theecologyofleadership.org
6. Katia Sol (Madjidi)–CV Page 6
RESEARCH EXPERIENCE
REGENERATIVE DESIGN INSTITUTE
Dissertation Research Nov 2010- Nov 2013
Three-year, in-depth participatory action research project to assess how transformative learning
is cultivated within the Ecology of Leadership program at the Regenerative Design Institute
Mixed-methods quantitative and qualitative research study, incorporating community-based
participatory action research, in-depth interviews, surveys, arts-based methods, and sharing
circles. Study has reached over 200 participants in various forms of engagement.
Co-developed an innovative 360 degree survey for 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.
Defended November 5, 2013
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,
published 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 chapters as well as on the
introduction, round robins and conclusion.
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 and reports
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
STANFORD UNIVERSITY
Master’s Thesis Research Sept 1999–June 2000
Studied the role of cross-cultural and interracial dialogue groups in transforming human
relationships. Participatory action research project, including the facilitation of a series of
dialogue groups over a two-year period and the design of an intercultural dialogue curriculum.
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
7. Katia Sol (Madjidi)–CV Page 7
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 the
newly opened Shey Phoksundo region.
OTHER RELEVANT PROFESSIONAL EXPERIENCE
SOL TRANSFORMATIONS
Founder, Coach/Counselor 2013- Present
Founded my own transformational coaching and leadership development business
Provide coaching and counseling for individuals and couple
REGENERATIVE DESIGN INSTITUTE
Co-Director, Ecology of Leadership Program October 2012- Present
Co-direct a six month adult education program for 40 individuals from various backgrounds,
focusing on the development of their personal and community leadership abilities
Emphasis on “leadership from the inside out,” or cultivating transformation through developing
practices of self-awareness, nature connection, and building conscious learning communities.
EMERGENT PERFORMANCE CONSULTING, LTD.
Design Partner July 2011- August 2013
Design partner for an innovative 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.
Coordinator, Intergenerational Dialogue Circle April-November 2011
Coordinated 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, together with Penny Livingston-Stark and Belvie Rooks.
Responsible for all 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.
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 the programs
Provided diverse programs, ranging from two to eight months’ duration, for up to 500
Aboriginal youth annually, resulting in the youths’ 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.
8. Katia Sol (Madjidi)–CV Page 8
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.
ACADEMIC SERVICE AND ASSOCIATIONS
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 Counseling 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
Helped to initiateand 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 Conferences 2007, 2010, 2012 (OISE-UT) Volunteer – Music
Comparative and International Education Society (CIES) Member
ADDITIONAL EDUCATIONAL CERTIFICATIONS AND TRAINING
Awakening your Intuition August 2017
Course with Sonia Choquette and Dr. Mike Dow at 1440 Multiversity
Grieving and Ritual February 2016
Community grief ritual and healing course with African traditional healer Sobonfu Some
Global Love School – Tamera Healing Biotope, Portugal 2013, 2014, 2015, 2016
Training in community development and healing in model peace research community
Advanced Council and Tellington Touch Training – Big Island, Hawaii January 2015
Training in Council and Somatic Healing with Gigi Coyle and Linda Tellington-Jones
Building a Vocal Community - Ojai Foundation, California September 2014
Community song training with Ysaye Barnwell
Nature of Council – Three Creeks, California June 2013
School of Lost Borders training with Gigi Coyle in Council Facilitation
Ecology of Leadership Program – Regenerative Design Institute 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 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
The Emerging Wisdom Culture - State of the World Forum and Wisdom University March 2010
9. Katia Sol (Madjidi)–CV Page 9
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 Oct 2009
Weekend course on healing and awakening the sacred feminine
Women’s Ceremonial Training, Sacred Fire, Six Nations ON Feb-Sept 2009
Participated in 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 for Youth and Elders, Helping Professionals from
Aboriginal and Non-aboriginal Communities, Canadian Institute for Transpersonal and
Integrative Sciences - Oct 2008-May 2009
Year long training led by Dr. Beth Hedva (transpersonal psychologist), Grandmother Sara Smith
(Mohawk Elder) and Kim Haxton (Potawatomi teacher and ceremonialist)
Students trained in facilitation and counseling for both individual and community-based healing,
particularly in Aboriginal communities but also in non-Aboriginal contexts.
Leadership Calgary- Volunteer Calgary, Calgary, AB Sept 2005-June 2006
Year-long in-depth leadership training. 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
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” 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
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
CROSS-CULTURAL AND INTERNATIONAL EXPERIENCE
Dual citizen of the United States and Canada, with mixed European and Native American (Cherokee)
ancestry.
Firsthand experience living in, travelling to, and working with communities in the following countries:
Argentina, Aruba, Bolivia, Bonaire, Bosnia-Herzegovina, Brazil, Canada, Colombia, Costa Rica, Croatia,
Dominica, Dominican Republic, Ecuador, Germany, Guyana, Finland, France, Hungary, Indonesia, Israel,
10. Katia Sol (Madjidi)–CV Page 10
Italy, Mexico, Poland, Portugal, Nepal, the Netherlands, New Zealand, Saint Lucia, South Africa, Spain,
Switzerland, Thailand, Uruguay, the United Kingdom, the United States, and Venezuela.
And with the following Indigenous Nations:
Quechua,Aymara, Guarani, Mapuche, Makushi, Arawak,Kalinago, Maori, Anishinaabe, Mohawk,
Plains Cree,Swampy Cree,Nakoda, Haida, Haisla, Wet’suwet’en,Kwakwaka’wakw,Nlaka’pamux,
Okanagan, St’at’imc, Ktunaxa, Cowichan, Tsmishian, Gitksan, Dene,Kainai, Siksika, Tsuu T’ina,
Métis, Cherokee,Chippewa, and Saami
I have facilitated numerous cross-cultural and interracial dialogue circles, bringing together of people from
diverse ethnic and racial backgrounds to increase understanding and work together toward common
causes.
LANGUAGES
Fluent in Spanish, Portuguese
Basic French (was previously fluent)
Completed introductory level courses in Arabic, Hebrew and Farsi
NB: *PLEASE NOTE THAT DUE TO A CHANGE IN PERSONAL CIRCMSTANCES I HAVE ALSO
CHANGED MY NAME IN RECENT YEARS. FOR WEB AND PUBLICATIONS SEARCHES, I CAN ALSO BE
FOUND UNDER THE NAMES:
Katia Sol (Name I Currently Use)
Katherine Madjidi (Legal Name)
Kathy Madjidi
Kathy Wiatt (Maiden Name)