Kaki Rusmore (M.Ed. 1995) email@example.com
Mishy Lesser, (Ed. D. 1996) firstname.lastname@example.org
Helen Fox (Ed.D. 1991) email@example.com
My most recent book is called "Their Highest Vocation: Social Justice and the Millennial Generation." (2012, Peter Lang). It's based on extended interviews with students, faculty, staff, program heads, academic advisors, and others at the University of Michigan where I teach. They -- and I -- comment on the strengths and foibles of "Millennial" college students, who are said to the the most progressive generation in history, yet seem reluctant to question or challenge the system or to go very deeply into the complex issues of social justice. Nevertheless, they are developing their own leadership style and their own relationship with the people around the world they so passionately want to serve. What do they need from their teachers in order to create, as Freire says, "a world in which it will be easier to love"? You can find the book and some reviews on Amazon.com.
A recent update from Sara:
Lois Martin (1990-1992) firstname.lastname@example.org
Meyers (Ed.D. 1996) email@example.com
I am still working with UNICEF in Bangkok as the Regional Adviser – Education, supporting UNICEF’s education programmes across East Asia and the Pacific. I have been in this post, and in Bangkok, for 7 years and am still enjoying, though feeling a need for change. I am focussing mainly on quality issues related to basic education, as well as early childhood development, the basis for success in school and life. I have been really fortunate to have seen so much of the region, from lovely Pacific Island states to 7 visits to North Korea. I also get to meet a number of CIE members on the road, including Mohamed Hassan working in UNICEF Bangladesh.
Jimmy Weir (M.Ed. 1998) firstname.lastname@example.org
Edward Graybill (Ed. D. 1995) email@example.com
Flavia Ramos (M.Ed. 1989; Ed.D. 1999) firstname.lastname@example.org
Rita Raboin (M.Ed. 1997) email@example.com
Rita is a sister with Irma de Notre Dame based in Belem, Brazil. Rita recently described her activities.
I live in Northern Brasil in the State of Para on the Island of Marajo, the largest navigable Archipelago in the world. There are 16 islands and I live on the Island of Breves with two sisters. I'm currently the Diocesan Coordinator of the Justice and Peace Commission in 9 counties. I also accompany other pastorals in the local community. From 2000-2006, I coordinated "The Pastor of the Child", a UNICEF inspired NGO supported by the Brazilian Bishops which provided nutritional supplements and support for mothers and their children to improve survival rates in . Congratulations on CIE's 40th celebration! [May 2009]
Mark Lynd (Ed.D. 1994) firstname.lastname@example.org
Ann Hartman (M. Ed. 1997) email@example.com
David McCurry (Ed.D. 1995) firstname.lastname@example.org
Mantina Mohasi (Ed.D. 2000) email@example.com
Mantina Mohasi returned to the Lesotho Institute of Extra mural Studies (IEMS) in 2000. IEMS is one of the teaching institutes of the National University of Lesotho whichoffers undergraduate and graduate (Masters) programmes on a part time/open learning basis. Dr. Mohasi is a senior lecturer academic staff member in the Adult Education Department of the Institute. She presently coordinates the B. Ed Adult Education Programmes. The Institute has also introduced Masters Programme in Adult Education in 2007/2008 academic year and Dr Mohasi is one of the key facilitators
She has occupied several administrative positions as head of the department from 2000-2003 October, and acting dean of the Institute from November 2003 to October 2004. She facilitates undergraduate courses such as Introduction to Distance Education, Practicum in Adult Education, Psychology in Business. At Masters degree in Adult Education she facilitates Social Psychology and Conflict Resolution. She further supervises adult learners’ research projects.
Dr Mohasi’s research work focuses on indigenous knowledge, Open and distance learning, gender issues and community development. She presented papers to different conferences that were organized in countries like Botswana, Uganda, San Francisco and Austria. One of her highlights of her career came when she was awarded the prestigious Cyril O’Houle Scholarship in Adult and Continuing Education. This was an honors programme for emerging scholars and leaders in this field. This progamme culminated in a scholarly publication: Global Issues and Adult Education in which Dr Mohasi contributed an article on “ Mainstreaming Marginalized Populations through Adult Education Programs: The Herd boys in Lesotho.”Apart from her academic work, Dr Mohasi is also a very keen community development practitioner. She has participated in non-formal education programmes for traditional healers in the area of HIV and AIDS. She also developed material for these traditional healers on mentoring processes and skills.[5-08]
Jane Benbow (Ed. D. 1994) firstname.lastname@example.org
Jane is currently living in Cairo Egypt severing as the Chief of Party
of a $90 million dollar USAID education project. The project is called the Education Reform Project (ERP) and works with schools, communities,
teachers and administrator to implement a School Based Reform (SBR)
approach to reinventing the whole education system of Egypt. The project
also supports Adult Literacy and Scholarships for girls. At the request
of the Ministry ERP will eventually be working with all the Idarra
(districts) of Egypt to institutionalize the ERP approach to School
Self Assessments, School Improvement Planning and Active Learning. The
project will continue to work with individual schools to support
innovations such as Teacher Learning Circles, Subject Area Learning Hubs
and approaches to Early Reading.
Jane continues to be a staunch supporter of CIE, working CIE graduates like Hassan Mohamed in Afghanistan, Doc Coster in Egypt, Debbie Fredo for work in Mali, and Jenny Campos. She is also active in recruiting with three former CARE employees who have gotten degrees from CIE. [5/08]
Bonnie Mullinix (Ed.D. 1995) email@example.com
Bonnie currently works as a Senior Consultant with the Teaching, Learning and Technology Group, a national organization that works to support TL&T in Higher Education. This position allows her to work out of Greenville and continue to build other educational research and consulting efforts domestically and internationally.
Michael Marzolla (M.Ed. 1996) firstname.lastname@example.org
Don Robishaw (Ed.D. 1996) email@example.com
Since leaving CIE over ten years ago, Don has worked both internationally and domestically. He worked in Cambodia, and has also held various positions in Lowell, MA (little Cambodia) and bordering towns. Since his days at CIE, he has integrated two important concepts into his life and work experiences (intent and the inner teacher).
Currently, Don runs a GED/Basic Skills Program for several homeless shelters in "Little Cambodia". He has several unique qualifications for this position: 1) went to high school for three months, and enjoyed that experience so much he returned a year later to stay for another three months; 2) has a Ge.D to go with his Ed.D. and 3) during the 60s lived in his walk-in van for six months.
In addition to his academic work for Tewksbury Public Schools, Don taught Kouk Sundo (Korean Yoga) and Tai Chi Ball at the high school for five or six years. Don has written an article based on his studies of Kouk Sundo, entitled The Teacher is Within and Findable. The following quote is from that article.
Don believes that we all have an inner teacher, and that we can apply it to our own calling. Phanna is now just three years away from retirement. Don is not looking to retire, in fact he recently purchased the new 24 inch IMAC, and it is his "intention" to discover something that will allow him to reinvent himself, as he enters the "final chapter". [12-07]
Adama Konate (M.Ed. 1990) firstname.lastname@example.org
Mary T. Comeau-Kronenwetter (Ed.D. 1998) email@example.com
Joanie Cohen-Mitchell (Ed.D. 2004) firstname.lastname@example.org
Since the birth of her son Noah in 2002, Joanie has been piecing together consulting work around Massachusetts and internationally. She continues to work with the MA Department of Education Even Start Family Literacy Program providing program evaluation services and TA, and she has also been involved with nonprofits in capacity building efforts in Holyoke and Springfield. Joanie is in her second year of teaching the undergraduate course in International Education at CIE as well.
Jeetendra Joshee (Ed.D. 1994) JJoshee@csusb.edu
I used to say to all my friends that I am slowly moving South - started in Vermont in 1985 but got stuck in Amherst Massachusetts for 10 years and another 10 in Connecticut. With that pace, I would be long dead before I reached Florida for the warm weather. But then, I not only made a move - I leaped from East to West, leaving University of Connecticut for the sunny Southern California. Subarna (my wife) and I have settled in East Highland, California - about an hour East of Los Angeles, 40 minutes from Palm Springs and about 2 hours North of San Diego. Mountains, desert and beaches are all in close proximity, we love it here.
I was named Dean of the College of Extended Learning at California State University, San Bernardino in August 2005. My College is the continuing education and outreach arm of the university serving the Inland Empire that consists of San Bernardino and Riverside counties - the largest in the country. It is the fastest growing area of the United States.
My College has a very strong international program component which takes me
to many Asian countries. We conduct training programs for mid to high level
managers, teachers, and professionals from both the public and private
sectors. China, South Korea, Japan and Taiwan are key countries but we are
expanding to Thailand, Philippines and other South East and South Asian
I do miss East coast where I have many friends and family but so far life is good in California. I want to keep in touch with CIE friends but I don't know who lives/works around here. If you happen to be here please give me a call. [1-07](top of page)
Michele Sedor (M. Ed. 1993) email@example.com
After leaving CIE, I spent several years teaching Adult Basic Education (ABE) in Massachusetts and consulting on health and literacy projects. For the past eight years, I have worked at SABES (System of Adult Basic Education Support) which provides staff and program development for ABE practitioners in the state of Massachusetts. I also currently work under a Massachusetts Department of Education grant as the Staff Development Facilitator for Volunteer Services programs in the state. As a long-time quilter and fabric artist, I recently tried my hand at focusing more on my art but decided my passion is in adult education (but I will still keep my art and craft as a side activity!).
I live in Shutesbury with Mark Protti and our son, Luke, who is in first grade. Through Mark’s work with ITD, we have the opportunity to interact with and host folks from many different countries, which has been both exciting and enriching. In March 2007, we will be moving within our town to a home in a community where there are 20+ acres for skiing and hiking. We will have a lot of room to welcome any CIE folks who are looking for a place to stay as they pass through Amherst. Please contact us if you are visiting! [11-06]top of page
James Cumming (Ed.D. 1997) firstname.lastname@example.org
My partner, Evangelina Holvino, and I continue to run our organization consulting business based in Brattleboro, VT. As you will see from our website, at Chaos Management we try to sustain a practice in four areas of work:
An example of our work in capacity building is a project that Evangelina has been engaged in to increase competencies in the use of organizational change models for gender equity, and identify best practices on institutional change for gender equity in six universities in sub-Saharan Africa. The project provided technical assistance, research, and documentation and dissemination of successful change efforts for university change agents. Change agents were supported in the design and implementation of institutional change programs so they could provide more effective training, strategic planning, and implementation of change interventions within their institutions.
This project was funded by a Carnegie Corporation grant to the Center for Gender in Organizations.We have also gone into partnership with another organization to bid on AIDSTAR, a USAID project designed to address all aspects of HIV/AIDS in the developing world. If successful, Chaos Management’s role would be to provide support to institutions in the following ways: 1) organizational assessments of local institutions and networks 2) leadership and management training; 3) stakeholder workshops 4) training in functional collaboration for organizations in an HIV/AIDS network.
We also do work for corporations. Nine years ago we started working with Bell Atlantic, and now Verizon, to do leadership development workshops for Hispanic managers and we are endeavoring to find other clients for programs specifically targeted to improving the situation of Hispanics in organizations.
We have just started a project to put together what we know about the concept and practice of collaboration. It would be great to hear from CIE colleagues who are also interested in exploring that topic.
In my “spare” time I do Tai Chi, supervise our never-ending on-going project to renovate our house, and continue developing the problematic moment approach to managing differences and increasing collaboration in groups. The photo was taken July 22, 2006 at the local hospital’s annual fund raising event. I am with Evangelina. [7-06]top of page
Joan Dixon (Ed.D. 1995) email@example.com
Cristine Smith (Ed.D. 1997) firstname.lastname@example.org
Cris continues to work for World Education as a Senior Program Officer. Currently, she is the Deputy Director of the National Center for the Study of Adult Learning and Literacy (NCSALL), a U.S.DOE-funded center focused on conducting and disseminating research about how to best teach adults with limited literacy and English-speaking skills and adults without a high school diploma. Along with other CIE graduates (and the advice of Gretchen Rossman!) Judy Hofer, Marla Solomon, and Marilyn Gillspie, Cris directed a five-year study of how adult basic education teachers change after participating in professional development (See Publication). She also directs NCSALL's dissemination initiative, focused on how to actually get research findings into teachers' hands in ways that they can use the research in their classroom and program practice.
In the 1990s, Cris coordinated World Education's South Asia programs, including the Women's Economic Empowerment and Literacy program and the Health Education and Adult Literacy programs in Nepal, training programs for Friends of Women's World Banking and SEWA Bank in India, and advising on literacy and education programs in Bangladesh, Burma, and Thailand. Cris lives in Pelham with her husband Jon and son Pete, all of whom are devoted (fanatical?) Red Sox fans. [Nov 2005](top of page)
Sushan Acharya (Ed. D. 1999) email@example.com
Sushan wrote from Nepal to share some of her current activities.
JoDe Walp Baker (M.Ed. 1995) JoDeBaker@msn.com
In her recent travels she reports running into several CIE members - her pictures and comments below.
(top of page)
Phyllis Robinson (Ed. D. 1997) firstname.lastname@example.org
A recent communication from Phyllis on her current activities.
Badziliyi Nfila(Ed.D. 1993) email@example.com
I am a lecturer at the University of Botswana-Center for Continuing Education-Public Education Unit (UB-CCE-PEU). I develop, organize, and manage the provision of public education activities. To make them relevant to learners, I involve communities not only in organization of learning, but also in the education issues in which they need enlightenment. Because not every community member can participate at a given time in the determination of need for educational programs, communities collaborate with UB-CCE-PEU to establish Public Education Advisory Committees (PEACs) on their behalf to specify the educational programs that the communities need.
So, PEACs collaborate with the UB-CCE-PEU to implement educational activities. Public education activities include conferences, inaugural lectures, panel discussions, popular theatre - drama, songs, and dances- pubIic lectures, radio programs, short courses, symposia, talk-shows, television programs, think-tanks, and workshops. Besides organizing public education activities, PEACs also participate in education. They also participate in discussions of current issues. (June 2005)
In addition to working in Public Education, I carry out research, teach and co-teach with other University of Botswana faculty members, facilitate educational interaction between University of Botswana Faculties and the public, and create publications from such educational activities. (June 2005)
Nfila is active in education and a local newspaper reported recently on a meeting where he addressed distant education students at Meepong Community Junior Secondary School on Tuesday.
Dan Gerber (Ed.D. 1996) firstname.lastname@example.org
Dan has been an assistant professor at the Amherst UMass campus in Public Health and recently received two awards for his teaching. At the May 2005 undergraduate commencement Dan was honored with the Outstanding Teacher Award from the School of Public Health. In the previous year, he was honored with the Outstanding Teacher Award from University Without Walls. At the presentation the UWW Director said "He is a great supporter of UWW students, but he also challenges them to do their best and integrate theory and practice." Below Dan talks about his approach to teaching.
At the graduate level I now teach three courses: Group Dynamics; Community Development in Health; and the Theory of Community Health Education at U/MASS Worcester Medical School. All three courses are based on CIE's participatory class discussion, and the first two courses bring practice into the classroom through community service projects. The graduate students in our community health program are similar to CIE's Masters students in that they enjoy learning through discussion and experiential learning, it's the medical school students that are my biggest challenge. It takes several weeks of constantly asking them questions about what did they learn from the homework readings until they finally realize that I meant it when I said my course is not a lecture course. But once they internalize adult learning theories and principles the classes take off and the discussions get very lively. A common statement from students at the medical school is, "Paulo Freire might have some interesting ideas but he never had to tell a patient over and over again that they need to lose weight."
At the undergraduate level I teach a large personal health course (460 students) in Mahar Auditorium behind the Newman Center. Fortunately, I also have ten graduate students (TAs) implementing small group discussion classes along with my twice a week lectures. The course covers the basic health issues (nutrition, physical fitness, sexual health, etc.) but I also have moved the lectures towards critical thinking of the media, our societies values, etc. One of the more surprising new components of the class was the introduction of eight hours of community service two years ago. The surprising part is on the first day of class when I explain that this class has a mandatory community service component you can hear the groan of 460 students over in the Newman Center, yet in every evaluation the community service component receives extremely high marks. The usual comment we see in the students reflection papers is, "Thank you for making me do some volunteering, once I started it I very much enjoyed doing it." The challenge for me now is moving the students from a "charity mindfulness" to issues of social justice and why is the world the way it is.
Anyway, part of my spirit is still craving for being overseas living and working in another cultural, and yet another part understands that there is plenty of work to be accomplished right here in the valley. I am happy to say Jen Dolan my partner, is still very happy as the health educator at Holyoke Community College. We have two incredibly active girls (Corey's almost five and Jessica "Jessie" is two and a half), and sometime this year we will be adopting our third child from an orphanage in the Philippines. Life is good. [June 2005 ]
Kevin Jacobson (M.Ed. 1997) Kevin.Jacobson@elca.org
Kevin works in the Division for Global Mission with the Evangelical Lutheran Church in America as Director for Global Mission Education. Kevin's main responsibility is in educating the ELCA about the changes in Global Mission in the 21st century. He is involved in producing resources, establishing networks, and facilitating events for the church. The educational resources, both printed and multi-media, are used by congregations, synods, and regions of the church in educational programs.
Prior to attending CIE, Kevin served as an ELCA missionary for eight years in the country of Papua New Guinea. For six years he was chair of the Religious Education Department at the University of Goroka in Papua New Guinea. His primary responsibility was to train future secondary school teachers in religious studies. Kevin also spent two years at Balob Teachers College in Lae, Papua New Guinea working as assistant to the chaplain and teaching Christian Religious Education. Prior to his ordination Pr. Jacobson was a Peace Corps Volunteer in Liberia teaching at ZorZor Rural Teacher Training Institute. Originally from Blair, Wisconsin he grew up in a family with four sisters and five brothers, all of whom are in the field of education. Kevin is currently studying at Loyola University-Chicago for a Ph.D. in Comparative and International Education. [June 2005]
Maria Keita (M.Ed. 1997) email@example.com
a recent trip to the states, Debbie shared the following information with
us about the work that she and Maria Keita are doing in Mali. Deborah
Fredo serves as Curriculum and Training Advisor for IEP. Currently
she is working towards publication of IEP modules and community school
curriculum and training trainers to use them with local youth and community
The Institute for Popular Education (IEP) in Kati, Mali finds itself in the midst of a ten-year national program for systemic education reform. Founded by Maria Keita and Deborah Fredo in 1993, IEP has worked to develop models of alternative practice of education in Mali, starting with women's literacy and extending now to intergenerational community education with a special emphasis on quality issues in community schools. ( For a more detailed description of IEP see http://www.swaraj.org/shikshantar/ls3_coumba.htm)
Decentralization policies in place since 1998 have made it increasingly apparent that community schools will evolve into local government schools but having passed by the stage of parental control we are hopeful that parents' associations will be able to build on their experience and capacity to make schools the vehicle for their own participation in local government. IEP's evolving challenge to "make alternatives visible" is now endorsed by national education policy that makes the alternative, in a sense, the "conventional" even if still not entirely "visible". IEP promotes what we call "alterstreaming": bring the mainstream into the alternative as sanctioned by educational policy.
At present, IEP is registered as a national NGO with a staff of 16 and with programs in community participation through community schools, curriculum development and the training of local youth as teachers for community schools. IEP also has consulting capacity and we have worked on contracts to build capacity in girls' education, education policy, curriculum and teacher training. IEP runs a bilingual (national language/official language) "lab school" for curriculum development and teacher training in Kati which now has classes from pre-school to 9th grade. The curriculum is currently being tested in community schools in rural areas and has been submitted to the Ministry of Education for approval to be used on a wider scale as the education reform promotes use of national languages in primary education. We have developed a series of community education modules that IEP trainers use with youth leadership groups and parent associations to promote dialogue, analysis and action on gender, education, reproductive health, and HIV-AIDs issues. Our many collaborations with CIE and with CIE members since 1993 have been so vital to the development of IEP's practice. We continue to look for ways of extending those collaborations before this ten-year "window of opportunity" for making educational change in Mali closes! (July 2004)
Ron Van der Bosch firstname.lastname@example.org
Well, after I left the Center I became heavily involved in a local community cable access station in Turners Falls for all of Montague. I worked on a documentary film for the Quakers about Aristide and the Liberation Theology movement in Haiti. We did interviews in Aristide's old, burned-down, church where lay priests were conducting the service while explaining how the World Bank and International Monetary Fund kept the Haitians miserably poor and oppressed. We also interviewed Paul Farmer, a doctor who has built a hospital in the poorest region in Haiti and doing wonders fighting tuberculosis and other health problems with a little money that he gets from people in Boston. We did a long interview with Naom Chomski from MIT who has a remarkable history and interest in Haiti. Oh yes, we talked to our own Joanie Cohen-Mitchell, who was there during the first overthrow of the democratically elected government, contributed to the film.
In addition, Ron continues his work in the health field
with the chronically ill. (April 2004)
Cathie Bachy (M.Ed. 1993) email@example.com
Cathy works with Starbucks' Corporate Social Responsibility Department, where she now manages the Starbucks Foundation We focus our literacy grants on early childhood literacy (from birth to
5), tutor/mentoring programs in elementary schools, and in creative writing
programs for youth (ages 12-21) that stimulate personal development and
encourage social commitment. One of the key criteria for grant eligibility
is that an applying literacy organization have developed a partnership
with a local Starbucks store. She lives in Seattle with her family. [1-08]
Valerie Haugen (Ed. D. 1995) firstname.lastname@example.org
Valerie is living in Sydney, Australia where she has been engaging in pro bono work raising money for a Vietnamese orphanage in Ninh Thuan (southern Viet Nam) and has been working with a Sydney businessperson to identify and import high quality Vietnamese household items to generate income in ethnic minority households.
a professional level, Valerie has been working as a freelance consultant
on education and community development projects. Most recently, she has
been contracted as a long-term technical assistance group member to provide
external M&E expertise and advice to AusAID on its Indonesia education
projects. [She is shown in picture with staff and parents from Indonesian
government school near Ngada, Flores, Nusa Tengarra Timur]
Rahela Kamyar (M.Ed. 1999) email@example.com
Rahela recently visited Amherst and left this note:
Mark Protti (Ed.D. 1999) firstname.lastname@example.org
Mark recently brought a group of six Armenian educators to a CIE Tuesday maeeting where they discussed the task of developing civics education curricula for Armenia and the challenges that it faces.
Michele and I continue to live in the Pioneer Valley with our 3 year old son Luke. My career seems to have come full circle as I have been recently hired as a vice-president at the Institute for Training and Development here in Amherst. (http://www.itd-amherst.org/)
As the vice president of ITD my responsibilities include program management, project direction, training design, facilitation and proposal development. Currently, we are working on Civics Education curriculum development projects in Armenia, Krygyzstan and Romania. The goal is to build the capacity of national curriculum development teams to produce and implement Civics Education courses for primary and secondary schools.
Prior to coming to ITD, I worked as the Director of Training for Heifer International. Heifer's mission is to reduce poverty and hunger in the world through small-scale, livestock development projects. Again the focus of my position was developing organization-wide systems to build capacity to fulfill Heifer's mission through participatory development. It was a tremendously challenging yet rewarding experience to be working in the organizational development department of an organization that has experienced exponential growth in the last decade. Together with colleagues, I grappled in practice with age-old questions like the role of a PVO in creating conditions for grassroots community development. A good indicator of Heifer's commitment to grassroots development is the fact that we used Jane Vella's Training through Dialogue as the basis for our training for trainers course. It's great to be working again with ITD and I look forward to interacting more with CIE in the upcoming months. [May 03]
Barbara Huff (Ed. D. 1996) BarbaraJHuff@aol.com
Barbara writes from Guyana where she is now based after leaving Washington DC at the end of 2002:
Marilyn Gillespie (ED.D. 1991) email@example.com
Marilyn is an Education Researcher
at SRI International in Washington, D.C. Since leaving CIE, her work has
focused on research, planning and evaluation of literacy education, English
language learning, and workforce education. Since joining SRI in 2000,
her projects have included research and development of performance-based
assessment tools and processes for the National Institute for Literacy's
Equipped for the Future Project, design work on the Multi-Media CD-ROM
training kit for adult literacy staff development for the U.S. Department
of Education, and the evaluation of the PBS Project Connect for adult
English language learners. For more details see: http://www.sri.com/policy/cep/staff/gillespie.html
Sherry Kane (M. Ed. 1996) SKANE@uniteunion.org
After leaving CIE, I moved to New York City, where I work as Communications Director for the largest affiliate of the garment workers' union - UNITE. We are involved in a variety of issues including making sure our members get decent wages and benefits (in the garment industry, that's always a challenge) and advocating for universal health care, affordable housing, child care, immigrants' rights (and presently anti-war efforts). Unfortunately, it has been a tough period for New York's garment industry and, although the union is trying different strategies to keep our members working, many New York City garment workers are not hopeful these days.
Aside from my work at UNITE, I co-lead labor delegations to the Texas-Mexico border for another organization where we meet with activist workers in the border factories. Aside from helping with translation, logistics, and leadership of the program, I've now become quite efficient at flying through fast-moving Mexican traffic with a van full of people. (A little like ITD but more dangerous.)
In the summer, I continue to volunteer for the Experiment in International Living (the organization that started SIT in Vermont) taking high school students to live with families on educational exchange programs (most recently to France and China). Some of my 'kids' from previous trips have taken their own groups which means I'm really getting old.
It's nice to hear from Center folks so drop me a line and come visit when you're in the 'big City.' [February 2003]
Malena has been very active since leaving CIE. A recent email outlines some of her activities.
Since I left CIE I have founded two sister NGO's centered on women's economic and political empowerment: The Center for Economic and Democratic Development, CENZONTLE focusing on education, technical assistance, organization and advocacy; and FODEM-CENZONTLE, a micro-finance organization that facilitates credit. I left the executive director position at Cenzontle in July of 2001 with the satisfaction of having received a prize for best practice in the Latin American region. We developed a methodology from practice that articulates both institutions, micro-enterprise and citizenship advocacy development for women through education & training, organization and access to credit with a gender perspective.
At this moment I am a member of both boards,
Cenzontle and Fodem-Cenzontle; I am an advisor to ASOMIF, the Microfinance
Association in Nicaragua, where we are trying to introduce a gender
perspective, and I also participate in other consultancies as they arise.
I would love to have the chance of sharing my experience sometime in
the near future with all of you at CIE! [January 2003]
Sue Thrasher is currently the Coordinator of the Five College Public School Partnership, a project of the Five College Consortium in Amherst. In that capacity she is responsible for linking faculty at the five colleges with teachers and administrators in the 44 public school districts of western Massachusetts. Last year, she collaborated with the Sally Habana-Hafner and the Horizons Project of CIE to organize a study tour of SE Asia with eight teachers from Northampton, Springfield, and Amherst. She recently rotated off of the Highlander Research and Education Center Board of Directors but continues to work with the Center on its historic archives. She is Co-Chair of the National Priorities Project in Northampton www.nationalpriorties.org
Sue also was one of five women who wrote Deep in Our Hearts: Nine White Women in the Freedom Movement in March of 2002. The following is excerpted from the authors' preface.
Tony Savdié (M. Ed 1994) firstname.lastname@example.org
I am currently working on HIV prevention in Guatemala. The general idea is to make accurate information about AIDS accessible to people who meet UNAIDS and FAO impact and vulnerability criteria -folks in rural areas, prisons, the poor, the young, the usual, primarily Mayan but this past year we appear to have extended our brief and gone national.
In order to broach the subject - sexually transmissible diseases are not considered part of proper public discourse in Mayan society - we use clowning and street theatre, clowns being universally allowed to act and speak outside ordinary parameters (one of the clowns to the right is Tony - your guess as to which one!). We follow up with a mixture of intensive residential youth peer educator trainings and short (two hour) workshops with selected groups in the communities we visit - evangelical pastors, sex workers, high school kids, teachers, midwives, health workers, firefighters, those sorts of people.
We receive funding from he Guatemalan government, the UNDP and three European outfits, a bunch of really good people and organizations whose attitudes, practices and professionalism are refreshing.
Anyway, life is good; I work with a dozen other clowns, Mayan and foreign, organized as a collective called Proyecto Payaso, we have covered over a hundred communities and estimated our number of direct beneficiaries at over 50,000, but these are very soft estimates, made with local health officials, and a systematic evaluation both of the process and the impact of the project will be a priority this year. Do you know anybody looking for a topic for a master's project? [January 2003]
Tony recently published an article entitle Sexual-health communication across
and within cultures: the Clown Project, Guatemala in Development in Practice, Volume 19, Numbers 4–5, June 2009
Hello friends! I have been in Pakistan for the last year now. Since October 2001, I have been working with Aga Khan Education Service (AKES, P) in the Northern Areas of the country. I am based in Gilgit and work as Education Development Manager. AKES, P takes pride in providing access to girls' education and 65% of the students in our 125 primary, middle and high schools are girls. I have initiated a Qualitative Research Forum and our staff is very excited as they explore different issues through case studies. We plan to publish these case studies. If things remain calm in the region we plan to hold a national conference on Non-Formal Education in Pakistan. It has been a challenging job and given the violence, which is still continuing in Afghanistan, the situation in Pakistan remain also tense.
I met by chance Fatimah Ihsan at her work
and Pamela Sequeira at the airport in Islamabad. They both are
well and work in Islamabad. My own family is well in Lahore and in Germany.
It has been nice to take a break and stop by the Center. I plan to stop
by David Kinsey's Garden at the Jone's library and take inspiration before
I return to Pakistan. [March 2002].
Layton Montgomery (M. Ed. 1994) email@example.com
During the last few years, I have been doing web development and research into social aspects of the internet in less industrialized countries.
am currently in the write-up stage of a PhD at the University of Wollongong
in Australia (although I am in Washington DC) in social aspects of the
introduction and spread of the internet in Nepal. The PhD program is a
bit different from anything I have encountered in the US. To get accepted,
I had to submit a dissertation proposal to a professor and get him agree
to take me on as a PhD candidate. After that, the university application
process was just a pro forma activity. Once accepted, the only requirement
of me is that I submit a yearly progress report, and eventually submit
a finished dissertation for review by anonymous examiners. I have done
a fair bit of background reading, and two field research trips to Nepal,
so I really do have nothing left but to write up my results now. (08/02)
Carl C. Stecker (Ed. D. 1996) Cstecker@CatholicRelief.org
have been the Senior Technical Advisor for HIV/AIDS for Catholic Relief
Services (CRS) since Jan 2002. However, since March 2004 I became Chief
of Party for AIDSRelief: Providing Treatment, Restoring Hope, the Catholic
Relief Services consortium that was awarded $25 million Year 1 funds to
do antiretroviral treatment (ART) in 9 of the 15 PEPFAR (President's Emergency
Fund for AIDS Relief) countries, and a total 5-year funding commitment
from PEPFAR for $335 million, the largest grant CRS has ever
Of interest on the home front: Chantal will be a senior at Gustavus Adolphus College (St. Peter, MN) majoring in International Relations and Peace Studies; Alyssa just graduated from high school and will be going to Northpark University in Chicago this fall; Valerie is going into 8th grade and loves soccer; Paula just finished her internship year at a local Lutheran Church in Baltimore and will complete here 4th and final year of studies for a Master's of Divinity from the Lutheran School of Theology at Chicago and be eligible for ordination as a pastor in the Lutheran Church in May 2005. [August 2004]
Tossaporn (Pan) Sariyant (Ed. D. 2001) firstname.lastname@example.org
Pan finished her doctorate at the end of 2001 and returned to Thailand. She wrote to CIE friends recently.
R. Kavena Shalyefu-Shimhopileni (M. Ed. 1996) email@example.com
Kavena was a Chief Education Officer, heading the Department of Adult and Nonformal Education in Ondangwa Educational Region in Namibia, when she came to do her Masters in Adult and Nonformal Education at CIE from1994 to1996. Kavena did her Masters Project on Training and Research: Popular Theatre as a tool for Community Educational Development. Her model is now being used by the Ministry of Basic Education and Culture for literacy mobilization and to educate communities. After finishing her degree, she was posted as a Deputy Director of the Namibian College of Open Learning (NAMCOL), responsible for programs and material development in Distance Education. She later moved to the University of Namibia to help with the establishment of the Department of Adult Education and Community Development. As a standard at all universities, faculties are required to obtain a Doctoral Degree in order to be able to execute their duties effectively.
When she visited CIE to attend the regional meeting of CIES in October 2001, this is what she had to say:
You are welcome to visit Kavena's Web Site at: http://www.personal.psu.edu/rks160. You will find references there for her site on African Studies materials for U.S. primary schools and other sites she has designed. [October, 2001] top of page
Haleh Arbab (Ed. D. 1995) firstname.lastname@example.org
I am still in Colombia with Fundaec, the institution for which I have worked for the past nineteen years. At the moment I am the Rector of Fundaec's Centro Universitario de Bienestar Rural, University for Rural Well-Being, which is a University approved by the Colombian government. We offer two careers at the undergraduate and one at the graduate level. Although both undergraduate programs are aimed at training teachers for the rural areas, one puts more emphasis on the contents of the SAT program, Fundaec's secondary education program, whereas the other emphasizes agriculture. For more information on the program see: http://www.bcca.org/services/lists/noble-creation/fundaec2.html
I am directing my energy mostly towards our graduate program which focuses on education and development. This is a two year program for students who combine their studies with their work in the field of education and development. We are developing a system to deliver this course to professionals around the world by working with local institutions or individuals who are interested in forming study groups in specific areas. In addition to the groups in Colombia, we have groups in China, Zambia, Ethiopia and India.
I also collaborate with the Ruhi Foundation, the Bahai Institute in Colombia. There, we work with the junior youth, preadolescents (12-14). We also have a year of service program for youth who graduate from High School. We train them, and work with them for a year as they work in service projects in different localities.
My job includes writing materials, administering
programs, and giving classes. My two children, Hamed (13) and Bita (17),
who were with me in Amherst have grown. Bita is graduating from High School
this year. She is going to go to Bryn Mawr College to maintain the family
tradition. Before starting college though she is going to give a year
of service in Haifa, Israel. [September
2001] top of page
Francisco Anello (Ed.D. 1995) email@example.com
I am presently living in Montague, Massachusetts, but I work in Springfield, Mass. I work as a Vice Principal in an elementary magnet school grades PreK to 5. School has kept me very active with the parents and students and the most rewarding part of being at school is having students energetic as our fifth grade has been by forming a Shriners Community Service Club in which they have raised monies (even though small in amount) for the Children's Hospital.
With our new Superintendent on board we can begin to build a "Culture of Achievement"as he stated in a recent meeting with school administrators.
My work with Universidad Nur (http://www.nur.edu/ingles/)
in Santa Cruz Bolivia continues. It has been 16 years now that I have
been an active founder in its inception along with my wife and brother
Eloy Anello. Bolivia has benefitted much from the external programs and
projects from non profit organizations that have collaborated with the
university to provide training in education, health and women studies. [June 2001]
Grant Suhm (Ed.D. 1996) firstname.lastname@example.org
Marisa Suhm (Ed.D. 1999) email@example.com
Grant Suhm came by to visit with his 10 year old son Morgan in May. After finishing their course work in 1990 he and his wife Marisa spent six years as professors at the College of Micronesia.. After they returned to the states in 1995 both went to work at Texas A&M University; Marisa as a lecturer in the English Language Institute; Grant working as a program development officer for the A&M System Chancellor's Office.
For the past few years Grant has been the Executive Director of the Texas A&M System/W. K. Kellogg foundation Change Initiative called Leadership for Institutional Change in Higher Education. He has worked in closely with public university leaders across the country to identify change issues and promote inter-institutional projects. At present he partnering and communication skills he developed while at CIE to oversee about 30 inter-institutional projects at universities across Texas. His programs have been identified by the Kellogg foundation as cutting edge and exemplary. (See http://texlinc.tamu.edu)
Marisa is devoting more and more time to her language center (see http://www.englishlanguagecenter.org) Grant says that despite its hick image, Texas is definitely a "happening" place, very receptive to innovation on a large scale. His motto, partly inspired by his international work reads "Texas has a lot to learn from other developing countries." [posted 6/01]
Ellen Licht (M. Ed. 1996)
Ellen came by CIE in June to visit. Ellen lives in Forestville, California, about an hour from San Francisco. She is now working two jobs, one teaching ESL at a community college off-campus community site (mostly to Mexican workers), and the other with the Institute Sanchez Mendoza, a non-profit organization that does workshops in the community, using popular theater in Spanish.
Ellen reflected on how her memories of CIE revolved around the amazing people she met and became friends with. In her own words:
Wilma Wright (M Ed. 1997) firstname.lastname@example.org
I am just trying to touch base with my alma mater. At the moment I am a lecturer at the newly formed University of Belize, in the Faculty of Education. The Faculty of Education was formerly the Belize Teachers' College where I had worked for ten years. After three months of being one of the Chairs of the two units I decided to give up the post so that I can concentrate more on service and research. I also wanted something more challenging. Well I was given a challenge to work on a plan for the development of a distance education unit for the entire university. Now I have a challenge but I also have a little extra time on my hands to do more community work. For those who knew me well you know my main interest was in participatory research and I am now working with the staff of one of the primary schools in this area. I also conduct workshops in self-esteem, discipline and organizational planning.
Hassan Mohamed (M.Ed.1992) email@example.com
For the last three years I have been working with CARE International in Afghanistan as Education Program Coordinator. Though head office is located in Peshawar, Pakistan, our programs are inside Afghanistan. My wife and our three sons live in Peshawar and I frequently commute between Afghanistan and Pakistan.
In general implementing development activities in Afghanistan is an exteremely challenging undertaking and almost impossible in doing education particularly for girls. There is no universal primary education in Afghanistan. Education facilities have been destroyed as result of more than 20 years of armed conflict. Besides lack of infrastructure, one faces negative attitudes towards educating girls and current Taliban policies that officially ban girls' education and restrict employment of women teachers.
Despite such odds, CARE has been successful in supporting Community Organized Primary Education (COPE) initiative, which builds on indigenous education system in rural areas. For centuries communities have been organizing schooling (in the form of Koran schools) for their children. Teachers come from the community and school takes place in a mosque or a private house. Parents hire and compensate teachers in kind or cash. The project introduces secular curriculum, provides teacher training and school supplies, and builds the capacity of community through community-selected village education committees to find solutions to the impediments for educating their girls and boys and to take responsibility for school management and financing.
This approach has enabled communities to control of who teaches their children and where, thus ensuring that girls can be educated without compromising local traditions and making it possible for females to teach. Communities feel ownership of the schools and have resisted Taliban efforts to close them. As a result the Taliban have allowed such community-schools to operate despite the apparent contradiction with their policies. The project provides primary education to more than 16,000 children (41% girls) from grades one to six.
The years at the CIE have in part prepared me to
face such challenges and I am grateful for that experience. I have cherished
memories of the Center and the community. I arrived Amherst, and of course
CIE, in Fall 1988 as Masters student from Somalia. The tension and pain
of cultural adjustment in living in a big University like UMass was greatly
lessened by the sense of community and belonging that characterized life
at CIE. I remember lively discussions of the latest development theories
and practice in the classes and Center meetings, as well as the activism
in causes such as the struggle against apartheid in South Africa, El Salvador,
Haiti, etc. These causes provided the topics for academic discussions
in the classroom and stimulated the thinking and critical understanding
of the "development" work in the third world.
Meria Nowa-Phiri (M. Ed. 1984; Ed. D. 1994)
During a late evening dinner with DRE at the Capital Hotel in Malawi, Meria described the trajectory of her career in education in Malawi as being like that of a rolling stone. She has held many demanding positions and as she says "I have accepted the challenge. It hasn't always been easy, but I have tried to be innovative in each position." When she returned from completing her doctorate she took up the position of Principal Secretary for Higher and Secondary Education in the Ministry of Education. After a year in that position she was appointed Director of the Malawi National Examinations Board (MANEB), an appointment that she held until October 2000.
She is currently the Principal Secretary for the Ministry of Gender, Youth and Community Services and she now "regrets that she did not take the courses in adult literacy when she was at CIE." Malawi faces an uphill fight to improve adult literacy and the community service section of her Ministry is charged with that responsibility. Meria argues that "We need to make a difference. We need to rethink the approach that we have been using to insure that learners retain their literacy." She is now working with the staff to develop a strategic plan that contains a vision for where Malawi will be in adult literacy in five years. In addition, she has been active in the campaign against domestic violence, accompanying the Minister to functions in Malawi and to a recent conference in Lesotho.
She would love to hear from other CIE folk who
have ideas or experiences to share about approaches to adult literacy.
She can be reached at the Ministry of Gender, Youth and Community Services,
Private Bag 330, Lilongwe Malawi. She doesn't yet have access to email
but hopes to soon once she gets settled into her new position and moves
her household to Lilongwe from Zomba.
[Posted December 2000] (top
Mee-Shik Shin (Kwon) visited the Center with her daughter in August, 2000. She is now a Professor in the Department of Youth Culture at Juseong College in Korea. Mee Shik wanted to say to the CIE family that:
It is a great pleasure to return to CIE and see old familiar faces and places. Also, it is very sad to hear that David Kinsey passed away. I am glad to find out that the Center is still alive and even more vigorous than before. Since I have the Center Website address and E-mail address, I think I feel closer to the Center. I would like to say hello to the center members who know me.
(top of page) [August 2000]