Caroline Heller
Ed.D., University of California Berkeley

Caroline Heller directs the Interdisciplinary Studies specialization of the PhD program. She brings her background as an urban educator, qualitative researcher of out-of-school literacy settings, writer for the Teaching Tolerance Program of the Southern Poverty Law Center, and archival researcher for her present study of central Europe before the war, to her research courses at Lesley. Heller is particularly interested in the intersection between qualitative research and journalism, and in helping qualitative researchers write well about their areas of study.

Judith Beth Cohen
Ph.D., Union Institute;
M.A., University of Michigan;
B.A., University of Michigan

markanjudy@msn.com, jcohen@lesley.edu

Judith Beth Cohen, Professor, earned a Ph.D. from Union Institute in Literature and Creative Writing, a Master’s in Educational Psychology and a Bachelor’s in English Literature, both from the University of Michigan. She was Coordinator of the Interdisciplinary Master’s Program in the Graduate School of Arts and Social Sciences and taught a course for Lesley students at Homerton College of Cambridge University in England. She recently helped design and implement the new doctoral program in adult learning and development. Cohen has drawn on her interdisciplinary background throughout her 40 years of teaching at the college level. Her previous academic positions include Goddard College’s innovative adult bachelor’s program, Harvard University’s Expository Writing Program, and Bard College’s Writing Institute for teachers. Her current student’s research covers yoga studies, women’s literature, narrative and memoir and adult learning. Cohen’s recent projects involve integrating yoga concepts into western education, and representations of women in post-colonial fiction. Her articles can be found in JAEPL The journal of the Assembly for Expanded perspectives on Learning, Volume 12. Winter 2006-07, p.14-24, and Learning as Transformation: Critical Perspectives on a Theory in Progress, Jack Mezirow & Associates, Jossey-Bass: San Francisco, Ca. 2000, 205-228. She has published a novel, Seasons, and many short stories in literary journals such as Rosebud, The Larcom Review, and The Mochila Review.


Stephen Gould

Assistant Professor;
Ed.D., University of Massachusetts, Amherst;
M.Ed., Fitchburg State College;
B.M., Berklee College of Music
Stephen Gould directs the Educational Leadership specialization of the PhD program. He is a practitioner-scholar with a background as a principal, assistant superintendent, leadership coach, consultant and composer. Areas of interest include the role of schools in a democratic society, creating a sense of community in schools, collective inquiry, organizational development, the process of large-scale change, leadership development, curriculum, assessment, instructional design, systems thinking, team building, strategic planning, executive coaching, arts in education, ethnomusicology, djembe drumming and music composition.


Amy Rutstein-Riley

Amy Rutstein-Riley, PhD, MPH directs the Adult Learning & Development Specialization of the PhD Program in Educational Studies. She holds a joint appointment in Sociology in the Social Science Division of Lesley College. Amy is a senior advisor in the PhD Program and teaches courses in medical sociology, women’s studies, girls’ studies, family studies, research methods, adult learning and development, and interdisciplinary inquiry, and is a faculty advisor in the Learning Community Bachelor’s program. She is the principle investigator of Girlhood, Identity, and Girl Culture and has received the prestigious American Association of Women’s Community Action Grant (2-years) and the Reebok Foundation Grant to fund the project and research activities. Amy currently Co-chairs the Lesley University Women’s Studies Steering Committee and Co-directs the Women’s Center. Amy’s research interests include emerging adulthood, young adult women’s health, the intersections of identity development, body image and media, college student mental health, and girls’ groups and relational-cultural theory.

Amy recently completed a two year appointment as a Visiting Scholar in the Women’s Studies Research Center at Brandeis University and focused on her ongoing research on emerging adult women’s health. Amy received her PhD in Educational Studies, Specialization in Women’s Health Studies (Lesley University); MPH, (1) Epidemiology and (2) Behavioral & Social Sciences (Boston University School of Public Health, School of Medicine); BA, Psychology & Sociology (Simmons College) arutstei@lesley.edu
View a recent article of Dr. Rutstein-Riley’s project, Girls, Media, and You!, awarded prestigious AAUW Community Action Grant.

Terry Keeney
B.A. University of California, Berkeley
Ph.D. University of Minnesota, Minneapolis

I am interested in how, when and why people form, alter and transform their frames and beliefs about themselves, others and the world. I utilize the perspectives of psychology, human development, education, philosophy, somatics, visual arts and esoteric studies in this investigation of cognition, meta-cognition, learning and development. As an integral aspect of this investigation, I am interested in “how we know”, or, in academic parlance, “research methods” which I understand in its broadest possible meaning to include intuition, hunches and implicit knowledge, as well as the more recognized scientific methods. I believe that all these methods can be pursued with rigor and integrity and interpersonal and interspecies respect and responsibility.

I have been a faculty member and administrator at The University of California, Riverside, Antioch University, and Goddard College before joining Lesley University. At Lesley University I have served as Dean of the Adult Baccalaureate College, now a past of Lesley College, and the Art Institute of Boston and am now a faculty member in Lesley College as well as the Doctoral Program in Educational Studies with Specialization in Adult Learning. I have advised and mentored doctoral students at the University of California and The Union Institute and University in psychology, linguistics, and human development. My publications are in the fields of learning, memory, cognition, ecopsychology, and organizational learning and leadership as well as a number of photographic art exhibitions.

Audrey M. Dentithattachment

Audrey has been an educator for three decades. Her career began as an urban public school secondary teacher in Pennsylvania. She earned an M.S in Special Education from Bloomsburg State University. After 8 years as a public school teacher, she left to open a large childcare center in Northeastern PA where she held the position of Executive Director for several years. During this time, she earned an M.Ed from Temple University in Psycho-educational Processes, and also worked as a trainer and a regional administrator for Head Start during this time. Over the years, she has consulted with schools and educational agencies on a wide range of curricular development needs and accommodations for students based on disabilities, gender, and other issues related to institutional and cultural inequities. She also developed and delivered numerous workshops for educators and administrators related to these issues.
Her Ph.D work at Penn State University centered around the social construction of identities including gender. She studied feminisms, cultural, critical and curriculum studies. Her dissertation on girls’ identities and resistance in the sexualized context of Las Vegas was nominated for the Selma Greenberg Award for outstanding research on women and gender issues. This work has been published in Gender & Education, the journal of Sociology and the Forum for Qualitative Social Research. Since earning her Ph.D. in Curriculum & Supervision, she has held positions as Visiting, Assistant or Associate Professor at the University of Nevada, Reno, Monmouth University in New Jersey, the University of Wisconsin Milwaukee and the University of Texas San Antonio. She consults with educational agencies in the areas of curriculum development, gender issues in education, and action research.
She has taught courses in administrative leadership, adult education, curriculum theory and planning, women’s leadership, interdisciplinary studies, and qualitative research methods. She has published 25 refereed articles on her research and 15 book chapters on gender issues and the curriculum. She has presented more than 50 papers or symposiums at national, regional and international conferences. Her articles appear in such journals as: Educational Forum, International Journal of Inclusive Education, Democracy and Education, Curriculum & Pedagogy, Urban Education and the Journal of Research on Leadership in Education.
Her current interests are in ecofeminism and feminist public pedagogies. She is currently working on a film project based on an academy on ecojustice issues she designed for educators in the San Antonio area. She is also working on an invited book chapter on feminisms and public pedagogies to be included in a edited volume for Routledge Press. And, she continues to work on two book projects including an edited book on interdisciplinarity in higher education, and a sourcebook or primer for educators on feminisms and education.

Linda Pursley
Director of Assessment and Institutional Research
PhD. in Program Evaluation and Planning, Cornell University

For the past five years, Linda Pursley has served Lesley as Director of Assessment and Institutional Research. Working with the Provost and other academic administrators, faculty and an institution-wide assessment leadership group, she has facilitated a structure and priorities for assessment that built on prior assessment efforts, while developing new initiatives to strength the “culture of evidence” at Lesley. Her office manages all required institutional data reporting, supports all accreditation efforts, voluntary national benchmarking initiatives and periodic alumni surveys. Linda brings a varied educational and experiential background to her work, including research and teaching in youth development and cultural exchange programs, more than ten years experience in teacher training and curriculum development in several countries in Africa, and the establishment and leadership of an office of research for planning and evaluation at another New England college. She received her PhD from Cornell in 1996, and maintains her research interest in participatory approaches to research and evaluation as a means of fostering increased utilization and empowerment of participants. Current interests also include approaches to improving the use of assessment data, assessment of creativity and increasing diversity in higher education. Linda resides in Cambridge with her 17-year-old son, Nathan, and their two cats.

Salvatore Terrasi

Ph.D., Boston College (Educational Research, Measurement, & Evaluation)
M.A., Framingham State College (Counseling Psychology)
B.A., Boston College (Classical Languages)

Dr. Terrasi, a member of Lesley University’s National Adjunct Faculty, conducts courses in quantitative and qualitative research methods. He has 38 years experience working in public education, and currently is the Executive Director of Pupil Personnel Services for the Brockton Public Schools. Research interests include: the effects of high stakes testing in public education, especially in urban settings; and the integration of schools & mental health services.

Nancy Wolf

1351 Pine Ridge Dr,
Glide, OR 97443-9722
Toll Free Cell: 866-396-9602
Home Office: 541-496-0573
FAX: 541-496-9607
Skype: NK.WOLF

Nancy Wolf, PhD, earned her doctorate in Adult Education at the University of Nebraska and a master’s in education (special education, technology in education, gifted and talented, blind and visually handicapped) from Ball State University in Indiana. Her undergraduate work at Miami University in Oxford, OH was in elementary education and special education (learning disabilities and behavioral disorders). She has taught all ages and levels from preschool to medical school, including technology and visual arts. She worked in medicine at the University of Nebraska Medical School planning continuing education programs for primary care physicians and redesigning the first year student medical program to be problem-based.

Nancy has taught for Lesley University for over 20 years; she started out as an adjunct teaching weekend courses while teaching in the public school classroom or in higher education at other universities. In 2003, she was hired as core faculty for Lesley University. She revises programs, mentors instructors and students and teaches at all levels (undergraduate, master’s and doctoral) in multiple programs including the Adult Learning PhD Program, Special Education, Integrating the Arts into Education and Professions and Practices.

She lives on the side of a mountain in southwestern Oregon with her husband and their multiple pets. Their two grown children also live in Oregon. Her other passions are in painting, drawing, baking, bicycling and traveling.

 Paul Naso

Ed.D., Harvard University;
C.A.S., Harvard University;
M.Ph., Newton College;
B.S., University of Scranton

Paul has extensive experience in public schools as a teacher, curriculum coordinator, principal, and assistant superintendent. His teaching assignments have been at the elementary, secondary, and graduate level. His consulting work has including mentoring and coaching of elementary school principals, facilitating collaborative action research, and making presentations on writing instruction, curriculum leadership, and student motivation.
Interests: School Leadership, writing and research by practitioners, students’ perceptions of school, practitioners’ use of theory.

Jo Ann Gammel

Ed. D in International Development and Administration PhD in Adult Learning and Leadership
Jo Ann Gammel, Ed.D., earned her doctorate in adult learning and leadership at Columbia University. She was an Assistant Professor at Lesley in the PhD program in Educational Studies and previously administered the PhD program, developed curricula, advised students and worked with faculty across the university.  She has taught Adult Development and Learning in the adult bachelor’s, masters/CAGS, and doctoral programs at Lesley in a variety of formats.  She also teaches Qualitative Research and is a research and thesis advisor for MBA students at Endicott College.  Jo Ann has a Master’s in International Development and Administration from the School for International Training in Vermont, and has experience in foreign student advising, community development work in Venezuela and Guatemala, and educational development non-profits.  She conducts qualitative and program evaluation research, coaches adults in transition, and performs 360 degree research for an executive coaching firm.   Jo Ann’s research interests include the adult learner; adult identity development, transition, and transformation; advising and mentoring relationships; and narrative methods.

Joe Petner

Education Program Director,
Adjunct Faculty Lesley University, Wheelock College, and Boston Teacher Residency Program, U. Mass, Boston.
Support Facilitator, District and School Assistance Center, MA Dept of Elementary and Secondary Education
Joe has worked in public education for over 40 years. He began his career in teaching in 1967 in the Philadelphia Public Schools. He earned a doctorate from the University of North Dakota’s Center for Teaching and Learning in 1974. He served as a liaison to the Fort Yates School located on Standing Rock Sioux Reservation in North Dakota in support of the school’s implementation of the Follow Though Program, a sequel to Head Start.
Joe joined the Cambridge Public Schools in 1974 as a staff and program developer for its Follow Through Program under the instructional sponsorship of Bank Street College in New York. He was director of the Cambridge Follow Through Program from 1979-1989. In 1989 he became Principal of the Haggerty Elementary School in Cambridge, Massachusetts, a position he retired from in July 2007.During his tenure at the Haggerty he was involved in building a new school facility and the development of a whole school model of inclusion. As an early childhood educator, he has served on the Cambridge Council for Children, the Cambridge Early Childhood Council, and the Kindergarten Entry Age Task Force.
Joe has been an adjunct faculty member at both Lesley University since 1988 and Wheelock College since 1992. He is also mentoring principals in the Boston metropolitan area through the School Network for Innovative Principals (SNIP). Joe is also working with the MA Dept of Elementary and Secondary Education in the role of a support facilitator with the District and School Assistance Center in the Greater Boston Region. He serves on the Board of Directors of the Federation for Children with Special Needs and is an Intergenerational Math Tutor for the Cambridge School Volunteers.
He has received been recognized by the following organizations: Cambridge Community Television: The Leading Role Award for Service to the Cambridge Community, September, 2007; Massachusetts Teacher’s Association Award: Creative Leadership in Human Rights, May, 2007; Federation for Children with Special Needs, 2005, Community Partnership Award; Haggerty School Peace Prize Award, 2002; Greater Boston Association for Retarded Citizens (GBARC) distinguished educator award, 1994.
Joe has collaborated with Dan Habib, filmmaker, on his award winning documentary, Including Samuel. Joe together with his family have participated in the Pan Mass Challenge Bike Ride for fifteen years. His wife Jody, his younger daughter Caroline, and he are all cancer survivors which has made them appreciate the value of friends, family, and a community.


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