Linda Drake Gobbo is associate provost at Antioch University New England and a consultant in higher and international education. In 2019, she was named professor emerita in International Education at SIT, where previously, she had served as dean of special programs, degree chair, chief student affairs officer, and professor of international education at different points in her tenure there. Gobbo’s areas of specialization include strategic planning, internationalization in higher education, curriculum development, and multicultural group processes. She designed and implemented education abroad courses in intercultural communication in Morocco, Turkey, and Costa Rica, coupled with a TESOL certification program. Gobbo is also active in NAFSA Association of International Educators leadership. Currently, she is a trainer for the Management Development Program and previously, she was a lead designer and facilitator of NAFSA’s Academy for International Education. She also served as the first chair of the Teaching, Learning, and Scholarship (TLS) Knowledge Community, and a representative on several committees. She is a recipient of NAFSA’s Sally Heym award, which honors a colleague in the New England region who has made outstanding contributions to the field of international education. Gobbo holds an MBA, MEd, and TESOL certificate, and lived and worked in the United Kingdom on several occasions.
Chris has worked for the National Democratic Institute (NDI)’s Middle East and North Africa (MENA) team as the deputy regional director since 2004 and has managed field operations and program implementation throughout the region. He has developed expertise in local governance and administrative processes as well as election-day related policies and processes. Mr. Foley represents NDI’s MENA interests at a variety of venues and to a wide range of audiences and meets with senior level government officials in the US and around the MENA region. He is also responsible for the overall recruitment strategy for the MENA team in DC and its many field offices.
Prior to NDI, Mr. Foley was a senior analyst for Los Angeles County, California (1997 to 2003) and provided policy advice and support to the chief administrative officer and board of supervisors on matters relating to the decennial census and redistricting process, redevelopment and community development initiatives, and the provision of county services to citizens in unincorporated areas. Mr. Foley also held the position of governance and housing advisor to the USAID mission in Moscow, Russia from 1994 to 1996 and managed a multi-year, multi-million dollar contract providing support and financial management expertise to local governments throughout Russia.
Mr. Foley earned a master’s degree in public administration from the California State University, Fullerton in 2000 and a BA in American history from St. Michael’s College in Colchester, Vermont in 1985.
Davina is an assistant professor at SIT Graduate Institute in Washington, D.C. where she served as the faculty lead for the Inclusive Security Certificate Program. She was named the 2016 Statistical Advocate of the Year by the American Statistical Association and as a Forbes Top 30 Under 30 in Science for 2017 for her work on statistical modeling, human security theory, and modern slavery. She focuses on applying analytical models to understanding vulnerability, risk, and prevalence on the issue of human trafficking domestically and internationally. She is a report author and statistician on the Global Slavery Index of the Walk Free Foundation. Her current work focuses on constructing modern slavery models and profiling vulnerability to this crime in the United States and around the world.
In June 2013, Davina was selected as a Google Fellow for Technology and Social Change for her work in Human Trafficking and Technology. She was also awarded with the 2013 Trafficking in America Task Force Award for Service for her contributions to the Anti-Trafficking Field in the United States, and in 2015 she received the University Award for Outstanding Scholarship at the Graduate Level from American University, where she received her PhD in International Relations with Distinction. She received her masters degrees in Paris while studying human trafficking at the Sorbonne and the American University of Paris, and her bachelor’s degree at George Washington University’s Elliott School of International Affairs.
A member of SIT Graduate Institute’s faculty since 1988, Karen developed and taught the institute’s first course in conflict transformation. She also has directed a training program for Southeast Asian development professionals in the US and in Southeast Asia and has been an academic director in Nepal. Karen was a Peace Corps volunteer in Ethiopia, and a Peace Corps trainer in Thailand. She also has managed programs for the Peace Corps and for the Intergovernmental Organization for Migration in Switzerland and Eastern Europe, has consulted on a project in Bosnia for the Karuna Center for Peacebuilding, and is currently working on an educational project in Asella, Ethiopia.
Karen teaches the Journeys of Forgiveness course at SIT Graduate Institute, is the faculty advisor for the on-campus spirituality exploration group, and teaches courses in intercultural communication, both on campus and abroad. She has language skills in Spanish, French, Amharic, Thai, and Nepalese. She has lived in Switzerland and feels at home in several Asian countries. Karen is engaged in the local community by serving on two boards, one focused on arts activism and the other on environmental education.
Suzanne has been teaching conflict transformation, social justice, cross-cultural communication, and management courses at SIT for 17 years. She served as SIT’s first ombudsperson, bringing groups together, facilitating dialog circles for conflict resolution, and mediating one-on-one disputes. She has also taught online global peacebuilding, conflict analysis, conflict Interventions, and restorative justice practices to international students in an SIT certificate program.
For more than 20 years, Susie has led workshops and trainings for peacebuilders in conflict and post-conflict zones in Iraq, Kosovo, Macedonia, Bosnia, Rwanda, Sri Lanka, Israel, and Palestine. She has also led trainings for youth from Northern Ireland, Cyprus, Iraq, Jordan, and the United States. She served in the office of Senator Nick Petris, in Oakland, California, as an aide and advocate in the most economically depressed city in the wealthiest state in the union. In this role, she worked on legislation to create universal healthcare and represented the senator in the district for the 10 months each year that he was in the Capitol. Continuing her work in advocacy, Susie was the developer and director of Jardin de Maestros, a program to create pathways for students of color to become teachers in the very districts in which they were raised and have their roots. She was a teacher and trainer for years in Madrid, Spain; Dijon France; Florence, Italy; Porto and Lisbon, Portugal; Jenin, Palestine; and Pohnpei Island in the Federated States of Micronesia and was the associate director of world studies at Marlboro College. Currently, she is the director of the Greater Falls Community Justice Center in Southern Vermont.
Married to a Dane, Susie spends her summers in Denmark with her husband and young son. When not working and mothering, Susie enjoys vegetarian cooking, reading with her son, picking fresh tomatoes from her garden, swimming in the summer, and Nordic skiing in the winter.
Professor Emerita Susan Barduhn joined the faculty at SIT in 2003. She directed the summer MA in TESOL program for 12 years and helped design and launch the low-residency MA in TESOL program. She was also director of SIT’s Professional Development and Teacher Training Institute. Her experience includes English and Spanish language teaching, teacher training, trainer training, supervision, management, program assessment, and consulting. Some of her consultancy roles are with the World Learning Global Advisory Council, the British Council, the U.S. State Department, Fulbright, and TransformELT. She is also an SIT TESOL Certificate Trainer of Trainers and adjunct professor with the SIT TESOL degree. Previous positions include director of The Language Center in Nairobi (which she co-founded); deputy director of International House London; International House Professional Development Centre manager; and chairman for logistics in Kenya for the UN’s First Earth Run in the 1986 International Year of Peace. She is a past president and current international ambassador of IATEFL. She has been a resident of seven countries and speaks six languages. She has a BA in Latin American studies, MAs in teaching English and Spanish, a PhD in English language teaching, and a long string of publications. Her professional areas of interest and research are intercultural communication, teacher thinking, and teacher and trainer development. She is frequently invited to be keynote speaker at conferences around the world.
Dr Tatsushi Arai is a peace researcher and conflict resolution practitioner with more than 20 years of international experience. He is an associate professor at Kent State University’s School of Peace and Conflict Studies in Ohio. Previously, he taught international relations at the National University of Rwanda in the aftermath of the 1994 genocide, and peacebuilding at School for International Training. Dr Arai has worked extensively as a United Nations adviser/consultant; independent mediator; designer of peacebuilding initiatives; and conflict resolution trainer across Asia, sub-Saharan Africa, and the Middle East, as well as in the United States. His latest activities include training Syrian and Lebanese government and civil society professionals in mediation skills; working with Nigerian government agencies and traditional leaders to establish a sustainable platform of reintegration and reconciliation support for rehabilitated former Boko Haram members; providing an advisory role in Rwandan initiatives for community-based healing; empowering Burmese civil society actors to rebuild relationships between Buddhist and Muslim communities in western Myanmar;and carrying out problem-solving workshops on the Taiwan Strait and on East Asia’s reconciliation challenges. Dr Arai holds a PhD in conflict analysis and resolution from George Mason University in Virginia and is the author of many publications including Creativity and Conflict Resolution: Alternative Pathways to Peace (Routledge). He is a Japanese citizen and currently lives with his tri-national family in northeastern Ohio. For more information about Dr Arai’s publications and peacebuilding initiatives, please visit: https://works.bepress.com/tatsushi_arai/
she/her/hers
Dr. Anderson has taught, trained, and supported teachers in formal and non-formal contexts for more than 30 years. She has worked with teachers of English and French as well as those who teach non-language subjects and trainers who work in the trades and other technical environments. She has worked with teachers in dozens of countries on six continents; these teachers have taught in a range of contexts from preschool to the post-graduate level, in rural and urban schools, in schools with rich resources and those largely resource-poor, and in situations where teachers are teaching in their mother tongue or using a foreign language.
Dr. Anderson sees the opportunities she has had to be with teachers in their classrooms as the most exciting, rewarding, and humbling aspect of her professional work. She loves the face-to-face teaching that is often involved. She has developed and taught online courses for teachers and training professionals and has trained teachers via television and web-based technologies. She is interested in fostering human potential through humanistic pedagogies, reflective practice, and cross-cultural understanding in educational environments. She is especially drawn to exploring and understanding the transformative features of teaching and learning.
She holds degrees from the University of Hawaii, University of Minnesota, School for International Training, and the California Institute of Integral Studies where she earned her PhD, where she integrated her interests in philosophy, world religions, systems thinking, chaos theory, organizational development theories, and subtle energies. Other interests in Marti’s life include experiencing the nuances of other cultures, adding to her international textile collection, cooking, yoga, and her family.
Courses Taught
Graduate Courses
Developing an Approach to Teaching and Learning
Curriculum Design and Assessment
Sandanona Conference
Interim Year Teaching Practice Supervisor
Independent Professional Project Advisor
Select Publications
Anderson, M., Conley, S. & Turpin, L., editors (2021). Inside and Between: Reflections on 50 years of the Master of Arts in Teaching Program at the School for International Training. Self-published. http://www.amazon.com.
Rodgers, C., Anderson, M., Burkett, B., Conley, S., Stanley, C., & Turpin, L. (2021). Reconstructing and Reorganizing Experience: Weaving a Living Philosophy. Teachers College Record, 123(6), 1-27.
Anderson, M. (2011). The Silent Way: A Pedagogy of Life. The Gattegno Effect. Amy Logan, Editor. New York, NY: Educational Solutions Worldwide Inc.
Larsen-Freeman, D. & Anderson, M. (2013). Techniques and principles in language teaching 3rd edition-Oxford handbooks for language teachers. Oxford, UK: Oxford University Press.
Anderson, M. (2008, November) The Peaceable Classroom: Towards a Peaceable Pedagogy. Proceedings of the Gross National Happiness Conference Academic Session. Bhutan.
Anderson, M. (2007, November). Subtle Energies in the Classroom: Phenomenological Research on the role of Energy in Education. Proceedings of the Gross National Happiness Conference Academic Session, Bangkok, Thailand.
Anderson, Marti. (2002) Our Growing Understanding of Subtle Energies and Their Function in the Evolving Universe. World Futures, 59:2,83104, DOI: 10.1080/02604020216074
Anderson, M. (2003). Subtle Energies in the Classroom, Encounter, Education for Meaning and Social Justice. Brief Reports: Innovations in Education, 16(1), 51-52.
Anderson, M. (1993). Looking at How Discussions Work. In D. Freeman & S. Cornwell (Eds.), New Ways in Teacher Education. Alexandria, VA: TESOL.
Anderson, M. (1998)Ethnographic Study – Dynamic Seeing for Culture Learning. In A. Fantini (Ed.) New Ways in Teaching Culture. Alexandria, VA: TESOL.
Anderson, M. (1998). Acting is Becoming: Using student-created characters for enhanced language learning.In V. Whiteson (Ed.) New Ways of Using Drama and Literature in Language Teaching. Alexandria, VA:TESOL.
Select Presentations
Anderson, M. 2022. How VT Educators and Families are Prioritizing SEL. SEL4VT Webinar. https://sel4vt.org/
Anderson, M. 2021. Rethinking Assessment. Unicen Uzbekistan. Webinar.
Anderson, M. 2020. How can teachers become more resilient? ELT Cay for Puerto Rico Webinar.
Anderson, M. 2017. Why are we here? Critical thinking, teaching and the Digital Era. Korea TESOL, Seoul, Korea.
Anderson, M. 2016. Teaching and supporting non-native speakers of English. Castleton University.
Anderson,M. 2015. What does grammar have to do with it: English as a Lingua Franca. Colorado TESOL.
Anderson, M. 2014. English for teaching. National Geographic Learning. Vietnam.
Research Interests
Reflective practice for teachers and other practitioners
Pedagogical innovation
Humanistic pedagogy for instruction in vocational education and the trades.
Social-Emotional Learning-oriented teacher training, materials and support
Supporting refugee learners
Gerardo is currently walking passionately the path of autonomous education with the task of imagining spaces of encounter for thinking-feeling together about ways to strengthen the defense of life, memory and territory. He sees this as part of a planetary struggle for cognitive and ontological justice. He is purposefully becoming entangled in a great “we” of people enacting the pluriverse, that “world where many worlds fit.” He has a profound interest in intercultural translation as a political practice with the horizon of weaving together an anti-imperial, decolonizing, joyful South that can resist the current capitalist storm and create stories, practices, and ideas that nurture life and dignity. He’s a pilgrim of viable spaces informed by politics of love and consciousness regarding the healing of land and territory, love and intimacy, and labor and livelihood. These topics constitute his field of inquiry for his doctoral dissertation research.
she/her/hers
After teacher-training in refugee camps in Thailand, Dr. Turpin began teaching in SIT’s MA in teaching programs in 1989. Her interests include refugee adjustment, cultural identity and memory, cultural and linguistic revitalization, reflective practice, classroom inquiry, teaching practice, literacy, and teaching supervision. She received her PhD in integral studies at the California Institute for Integral Studies in 2004. Her research on inter-generational passing of cultural memory within a Laotian-American community led her to an exploration of the relationship between heritage culture/language vitality and the support of artists in a community. She has served as the tour manager for a Laotian-American folk opera troupe, Sau Sing Pin; she has also worked as the managing director of Sandglass Theater, an internationally acclaimed puppet theater, where she produced two international festivals. She is the chair of the board of trustees of the Vermont Folklife Center and is a 1985 graduate of SIT’s MA in TESOL program.
See Dr. Turpin’s full list of publications
Courses Taught
Foundations to Teaching and Learning
Developing a Reflective Practice
Practicing Reflection (supervision of teachers)
Intercultural Communications and Ethnographic Inquiry for Language Educators
Teaching the Four Skills
Curriculum Design and Assessment
Sandanona Conference
Developing an Approach to Teaching and Learning
Thesis Preparation
Select Publications
Rodgers, C., Anderson, M., Burkett, B., Conley, S., Stanley, C., Turpin, L. (2021). “Reconstructing and Reorganizing Experience: Weaving a Living Philosophy.” In Teachers College Record. Volume 123, Number 6
Turpin, L. (2018). “Eclectic Pedagogy.” In J. Lionatas (Ed.), The TESOL Encyclopedia of English Language Teaching. Wiley & Sons. Published online 1/18/2018 http://onlinelibrary.wiley.com/doi/10.1002/9781118784235.eelt0845/pdf\
Turpin, L. (2017). “Using Metaphors: Rethinking ‘thinking’ in reflective practice. In IATEFL 2016 Birmingham Conference Publications Kent, England.
Durham, J. and Turpin, L. (2016). “Designing and Teaching an Online Teacher Training Course: Integrating Critical Thinking Skills into the Exploration of Culture in an EFL Setting.” In E-learn 2016 Proceedings. LearnTechLib–The Learning and Technology Library https://www.learntechlib.org/p/173950/
Blanchard, K. Healey, T. Tannenbaum, E, Turpin, L. (2015). “Mentoring Graduate Students to Participate in a Community of Practice.” In UNM Mentoring Institute Albuquerque, New Mexico.
Turpin, L. (2014). “Told Poems: How does a year studying peacebuilding change the way I think about my teaching?” In IATEFL 2014 Harrogate Conference Selections Ed by Tania Pattison, Kent: IATEFL pp. 211-213.
Turpin, L. (2014). “Told Poems: When the familiar becomes strange.” In The Language Teacher Vol. 38. No 4: 27-29.
Turpin, L. (2011). “I didn’t do it, you did! A great lesson learned” in The Gattegno Effect: 100 Voices on One of History’s Greatest Educators. Educational Solutions, Worldwide. p. 25
Select Presentations
Post-Memory Through Art “work.” Vth International Colloquium on Languages, Cultures, Identity in Schools and Society, Loyola Marymount University School of Education held in Soria Spain (July 2019)
Post-Memory Through Art “work.” 15th International Congress of Qualitative Inquiry University of Illinois, Urbana-Champaign, (May 2019)
Rethinking Teaching-Learning Relationships in an MATESOL Hybrid Program. TESOL International Conference. Atlanta, Georgia (March 2019)
Going Hybrid While Finding What Matters in Teaching Intercultural Communications. 7th International IATEFL Poland Conference Wrocław University of Science and Technology, Wrocław, Poland (September 2018)
Traces of Places: Understanding the Passing of Cultural Identity in a Laotian American Community IV International Colloquium on Languages, Cultures, Identity in Schools and Society, Loyola Marymount University School of Education held in Soria Spain (July 2018)
Traces of Places: An intergenerational journey into memory of place in a Laotian American community. 13th International Congress of Qualitative Inquiry University of Illinois, Urbana-Champaign, (May 2017)
Interview Poems: Bridging Peace and Intercultural Communication. TESOL International Conference. Toronto, Canada (March 2016)
Understanding Relationship to Place in Laotian American Community. TESOL International Conference, Toronto, Canada (March 2016)
Using Metaphors: Rethinking ‘thinking’ in reflective practice. IATEFL
Conference, Birmingham, England (2016)
Research Interests
Cultural inquiry
Cultural memory
Intergenerational learning and change in refugee communities
Feedback and reflective practice
Collaborative learning
Dr. Elka Todeva is professor of applied linguistics at SIT Graduate Institute. She holds a PhD in applied linguistics and a master’s and bachelor’s degrees in British and American literature, English linguistics, and simultaneous interpretation. Her teaching and research are in the areas of plurilingualism, second language acquisition, applied linguistics, language education, teacher cognition, and ecological approaches to teaching.
Dr. Todeva has taught and supervised in Europe, Asia, Africa, North America, and Latin America, and is equally enthusiastic about teacher training and working with ESL/EFL students. A speaker of multiple languages, she advocates plurilinguistic approaches to language teaching that take advantage of students’ prior knowledge and experiences. Her various courses and projects encourage teachers to become public intellectuals who initiate or participate in discussions around language planning, language and identity, language and power, multilingualism, and the role of English in the era of globalization.
Graduate Courses Taught
Second Language Acquisition. 1-3
English Applied Linguistics, 1-3
Plurilingual Pedagogy
Select Publications or Policy Activities
Books and Book Chapters
Larsen-Freeman, D., & Todeva, E. (2021). A sociocognitive theory for plurilingualism: Complex dynamic systems theory. In E. Piccardo, A. Germain-Rutherford, & G. Lawrence (Eds.). Routledge Handbook of Plurilingual Language Education (pp. 209–225).
Todeva, E., & Cenoz, J. (Eds.). (2009). The multiple realities of multilingualism: Personal narratives and researchers’ perspectives. Berlin and New York: Walter de Gruyter
Todeva, E. & Cenoz, J. (2009). Multilingualism: Emic and Etic Perspectives, in E. Todeva and J. Cenoz, (Eds.) The Multiple Realities of Multilingualism: Personal Narratives and Researchers’ Perspectives, Mouton de Gruyter, Berlin, 2009, pp. 1-33
Todeva, E. (2009). Multilingualism as a kaleidoscopic experience: The mini universes within. In E. Todeva & J. Cenoz (Eds.), The Multiple realities of multilingualism: Personal narratives and researchers’ perspectives. Berlin and New York: Walter de Gruyter. pp. 53-74
Todeva, E., & Enninger, W. (1991). Practicing English Patterns (a textbook for job applicants and advanced English writers), Plovdiv: Lettera Publishing House.
An English Textbook for Bulgarians (with exercises and key), Naouka i Izkoustvo Publishing House, Sofia, 1991, A. Danchev (Ed.), pp. 490
Lexical Minimum of Scientific English, Ministry of Education Publishing House, Sofia, 1989 A. Danchev (Ed.), pp. 138
English For Bulgarians (a textbook for beginners), Naouka i Izkoustvo Publishing House, Sofia, 1983; second edition, Naouka i Izkoustvo Publishing House, Sofia, 1985, A .Danchev (Ed.), pp.494
Lexical Minimum of English for Bulgarian Learners, Narodna Prosveta Publishing House, Sofia, 1980; second edition, Narodna Prosveta Publishing House, Sofia, 1983, A. Danchev (Ed.), pp. 253
Monographs
Todeva, E. (1991). A Longitudinal Study of the Bulgarian-English Interlanguage Verbal System, a postdoctoral monograph, in Annuaire de l’Université de Sofia, Faculte des Lettres Classiques et Modernes, livre 2, tome 84, pp. 23-79
Todeva, E. (1985). The English Infinitive and its Bulgarian Functional Equivalents, Ph.D. diss. (um), Sofia, Bulgaria, pp.206
Todeva, E. (1978). English Nomina Agentis in -er, -ar and -or, M.A. thesis, in Annuaire de l’Université de Sofia ‘Kliment Ohridski’, Sofia, Bulgaria, pp.54
Articles
Werner, R., & Todeva, E (2022). Plurilingualism and multimodality: The metanoia within reach, TESL Canada Journal /Revue TESL du Canada, vol.38, issue 2, pp. 214-227.
Todeva, E. (2015). Grammaring: An almost holy trinity of genuine communication, playful focus-on-form and demand high pedagogy, in Proceedings of the 8th Foro de Lenguas, Montevideo, Uruguay. Administración Nacional de Educación Pública (ANEP), 61- 70 h
Todeva, E. (2015). Paradigms of enrichment in language and teacher education, in TEC 2015, a British Council Publication, Hyderabad, India
Todeva, E. (2015). Riding the waves and scaling the mountains: ecological approaches to ELT, Proceedings of the 20th NELTA conference, Kathmandu, Nepal.
Todeva, E. (2013). Social, Dynamic, and Complexity Theory Approaches to Second Language Development: entry on Diane Larsen-Freeman, in The Encyclopedia of Applied Linguistics, Carol A. Chapelle (Ed.) Wiley-Blackwell.
Todeva, E. (2013). Grammaring: a personal odyssey perspective, in The Language Teacher, Issue 37.4. Japan
Todeva, E. (2009). The Power of Ps: Prior Knowledge, Pattern Recognition, Projection, and Permeability, in Second Language Acquisition Binder, DLTE, World Learning, 2007-2009, 160-185
Todeva, E. (2006). Scaffolded Reflection, IATEFL Aberdeen Summary
Todeva, E. (2005). Core Grammar, Authenticity, and Brain-Friendly Learning, IATEFL Cardiff Summary
Todeva, E. (2003). Enhancing the Hundred Secret Senses: on scaffolding reflection, in The Language Teacher, v. 27, n.7
Todeva, E. (2000). Discourse Differences and Norm Flouting: on the Translation of Hedging in Academic Writing, John Benjamins Publishing Company, pp.15
Todeva, E. (1998). Non-traditional Focus on Form Activities in Japanese EFL Classes: Collaborative Dictoglosses, NUCB Journal of Language Culture and Communication, v. 1, Nagoya, Japan.
Todeva, E. (1997). Capulet and Montague – Reconciled and Ennobled. Recognizing theexistence of a balanced approach within communicative language teaching,Journal of Communication and International Studies, NUCBA, v.1, n.4, 127-135
Todeva, E., & Holmes, B. (1997). Exploring Multimedia in the Language Classroom. Part One: The Role of Microphones in Instructed Language Learning, Journal of Communication and International Studies, NUCBA, v.1, n.4, 119-127
Todeva, E., & Savova, M. (1997). Culture Quest. In A. Fantini (Ed.), New Ways of Teaching Culture, A TESOL Series
Todeva, E. (1997). The Communicative Approach and Grammar Instruction: Ume ni Uguisu, Proceedings of the 14th Annual Hokkaido Language Conference, Sapporo, Japan
Todeva, E. (1997). Sound Advice: Wireless Microphones in the Language Classroom, JALT Conference Proceedings, Japan
Todeva, E. (1996). To Teach or not to Teach – That is not the Question, Journal of Communication and International Studies, NUCBA, v. 3, n. 1, pp. 91-103
Todeva, E. (1992). On Fossilization in (S)LA Theory, In D. Staub and C. Delk (Eds.), Proceedings of the Twelfth Second Language Research Forum, April 2 – 5, 1992, E.Lansing, MI, published in the series Papers in Applied Linguistics – Michigan, pp. 216-255
Todeva, E. (1991). Language Corpora – Problems, Achievements and Perspectives, in Contrastive Linguistics, Sofia, Bulgaria
Todeva, E. (1991). Choosing between the Gerund and the Infinitive in English Verbal Syntagms, in Contrastive Linguistics, v.XVI, N 1, pp. 38 – 52
Todeva, E. (1991). Simplification in the Shaping up of the Learners’ Interlanguage, in N.Boretzki, W.Enninger, Th.Stolz (Eds.), Kontakt und Simplifikation, Universitätsverlag Dr.N.Brochmeyer, Essen, Germany, pp. 193-209
Todeva, E. (1991). Language Change Factors in a Broader Perspective, in N. Boretzki, W.Enninger, B.Jebing, Th.Stolz (Eds.), Sprachwandel und seine Prizipien, Uversitätsverlag Dr.N.Brochmeyer, Bochum, Germany, pp. 71-85
Todeva, E. (1990). Computer Programs for Foreign Language Teaching, in M. Andonyan et al (Eds.), Collection of Outstanding Papers of Young Researchers, MNP Publishing House, Sofia, Bulgaria
Todeva, E. (1990). On the Necessity of Having a Correction in the Existing Grammatical Minima of English, in Foreign Language Teaching, v. 4, Sofia, Bulgaria
Todeva, E. (1988). Bulgarian Learners’ Problems with an “Unproblematic” English Construction, in A.Danchev (Ed.), Error Analysis of Bulgarian Learners of English, Narodna Prosveta Publishing House, Sofia, pp. 113-127
Todeva, E. (1988). The Retroactive Infinitive in Modern English, in Annuaire de l’Institut des Etudiants Etrangers, Sofia 88, v. 5, pp. 107-111
Todeva, E. (1988). On the Dynamics of the Verbal Subsystem of the Bulgarian-English Interlanguage, in Collection of Papers Published on the Occasion of the 25th Anniversary of the Institute for Foreign Students, Sofia, Bulgaria, pp.S9
Todeva, E. (1983). On the Modality of the English Attributive Infinitive, in Annuaire de l’Institut des Etudiants Etrangers, v. II, pp. 82-103
Todeva, E. (1983). Compiling an Error Data Bank – Basic Principles and Problems, in Topical Problems of Education, pp. 310-313
Todeva, E. (1982). Some High-frequency English Infinitive Patterns and their Rendition into Bulgarian, in Topical Problems of Translation Theory, UBTI, Sofia, pp. 141-146
Todeva, E. (1982). On Translation and Translation Equivalence, in Contrastive Linguistics and Foreign Language Teaching, v. 4, pp. 253-273
Todeva, E. (1980). Obligatory and Optional Components in Choosing a Translation Equivalent, in Contrastive Linguistics and Foreign Language Teaching, v. 2, pp.167-178
Todeva, E. (1979). The English Infinitive and its Functional Equivalents in Bulgarian, in Contrastive Linguistics and Foreign Language Teaching, v. 1, pp. 97-113
Select Presentations
Todeva, E., & Werner, R. (2021, December 9). Plurilingualism and translanguaging: Pedagogical approaches for empowerment and validation [panel presentation at the Plurilingual Lab at McGill University, Canada]
Turpin, L., & Todeva, E. (2021, December 9). Harmonizing real life trends and educational realities through graduate study. [Conference presentation]. BridgeUNIVERSE Summit, virtual event
Todeva, E. (2021, July 29) Plurilingualism and grammaring [Conference presentation]. ELEVATE Virtual Conference
Todeva, E. (2021, March 30). On mediation and enrichment: The wh-questions of research [Invited presentation for the Ph.D and MA students at OISE, University of Toronto, Canada]
Todeva, E. (2020, March 14). Levels of granularity effects: An Eastern European example [Conference presentation] GURT, Georgetown University, Washington, DC
Todeva, E. (2020, rescheduled) Philologia & Paidagōgia: The roots of (E)LT reinvigorated and reimagined [Conference presentation] LIF, Malta
Todeva, E. (2019, April 4) The visual dimensions of language (re)explored [Conference presentation] Liverpool, England
Todeva, E. (2017, November) ELT curriculum development for the 21st century [Invited presentation] Astana, Kazakhstan
Todeva, E. (2017, June) From Roman to Möbius bridges and back: Where are we taking (E)LT next? [Keynote] BETA International Conference. Learning and teaching languages: Creating bridges to the future, Fédération internationale des professeurs de langues vivantes
Todeva, E. (2016, October) Setting the right goals [Keynote] SOFL, Hanoi, Vietnam
Todeva, E. (2015, October) Wanderers or mediated explorers: Ecological approaches to language teaching [Keynote] ANEP, Montevideo, Uruguay
Todeva, E. (2015, February) Paradigms of enrichment in language and teacher education [Keynote] TEC, Hyderabad, India
Todeva, E. (2015, February) Riding the waves and scaling the mountains: Ecological approaches to ELT [Keynote] Kathmandu, Nepal
Todeva, E., & Iams, S. (2014, November) Living corpus: Animating the classroom with language corpora [Conference presentation] NNETESOL
Todeva, E., Kennedy, J., Popovic, R., Burkett, B. & Tannenbaum, E. (2014, March) Experiential learning going digital: Teacher education for the next generation”, TESOL International, Portland, Oregon
Todeva, E. (2013, October) Grammaring: A probe into its theory and practice [Featured Speaker] 39th JALT Annual International Conference on Language Teaching and Learning. Kobe, Japan
Todeva, E. (2013, October) Gifts along the Journey: milestones in ELT [Featured Speaker] 39th JALT Annual International Conference on Language Teaching and Learning. Kobe, Japan
Todeva, E. (2013, July) Jokes, Applied Linguistics, and ELT– “these are all made out of the same stuff [Invited public lecture] New School Speaker Series, New York, NY
Todeva, E., Tannenbaum, E., Turpin, L., Giddens, K., & Popovic, R. (2013, March) The Seven (st)ages of a teacher [Conference presentation] TESOL Annual Convention, Dallas, Texas
Todeva, E., Kennedy, J., Conley, L., Burkett, B., & Tannenbaum, E. (2013, March) Humanizing online teaching: A new low residency MATESOL program [Conference presentation] TESOL Annual Convention, Dallas, Texax
Todeva, E. (2012, October) FUN theory, art synthesis and other language learning boosters: Applied SLA [featured speaker] KOTESOL International Convention, Seoul, South Korea
Todeva, E., Burkett, B., & Turpin, L. (2012, May) Achieving more encompassing and sustainable language revitalization through combining global goals with local objectives [Conference presentation] Language Revitalization in the 21 Century, New York, NY
Todeva, E. (2012, April) Grammaring – unpacking the concept [Invited virtual webinar] TESOL International
Todeva, E. (2012, March) Native language and community revitalization: Untapped resources for English teaching [Conference presentation] 46th Annual TESOL Convention, Philadelphia, Pennsylvania
Todeva, E. (2010, September) De la supervisión a la SUPERvisión: On scaffolded reflection [Keynote] 2o. Congreso Regional de Enseñanza en Lenguas, Mexico City, Mexico
Todeva, E. (2010, August) Languages lost and found – A new role for language educators [Conference presentation] Fostering Multicultural Competence and Global Justice, World Learning, Brattleboro, Vermont
Todeva, E. (2010, July) Common myths around learning and teaching [Invited public lecture] Kamenitsa Learned Society, Velingrad, Bulgaria
Todeva, E., & Morule, N. (2009, May) Learners as anthropologists: An untapped (re)source [Conference presentation] MATSOL Annual Conference, Leominster, Massachusetts
Todeva, E. (2007, October) A Two-way student/teacher learning: The equalizing and energizing power of ELF. KOTESOL, Seoul, South Korea
Todeva, E. (2007, October) Engaged pedagogy and empowerment as maximized learning [Keynote] The 15th Korea TESOL International Conference, Seoul, South Korea
Todeva, E. (2007, April) Scaffolded reflection [Conference presentation] IATEFL 41st Annual Conference, Aberdeen, Scotland
Todeva, E. (2007, February) Learning styles and multiple intelligences [Invited lecture] Centre for Gestalt Studies, Veracruz, Mexico
Todeva, E. (2006, April). Interesting choices and untapped potential: What and who we teach [Conference presentation] IATEFL 40th Annual Conference, Harrogate, England
Todeva, E. (2005, May) ELF and the concept of core language – shortcuts and the core to periphery progression [Workshop as part of the May 24 Honorary Series] University of Sofia, Sofia, Bulgaria
Todeva, E. (2005, April). Core grammar, authenticity, and brain-friendly learning [Conference presentation] IATEFL 39th Annual Conference, Cardiff, Wales
Todeva, E. (2005, January) Suggestopedia, authenticity, and brain-friendly teaching [Invited lecture] Quito, Ecuador
Todeva, E. (2004, April) To Russia (Vygotsky) with love: A diachronic co-construction [Conference presentation] IATEFL 38th Annual Conference, Liverpool, England
Todeva, E. (2004, February) An overview of the ELT and SLA field [Invited lecture] College of Micronesia, Pohnpei, Micronesia
Current Research Interests
Plurilingualism
Multimodality
Complex dynamic systems theory
Level of granularity in research
Teacher cognition
Plurilingual pedagogy
Pattern recognition and brain friendly learning and teaching
Dr. Alla Korzh teaches research methods, doctoral seminars, and capstone courses in the EdD program. Her research focuses on education inequities experienced by socio-economically disadvantaged children, youth, and adults at the secondary and post-secondary education levels. She has conducted qualitative research with orphans and incarcerated women in Ukraine, as well as formerly incarcerated women in New York City. Her earlier collaborative research examined transnational young adults’ participation in social movements and informal citizenship education. Dr. Korzh’s recent research project investigated incarcerated women’s educational aspirations in a minimum-security prison in Ukraine and the barriers they face post-incarceration. Her current research study explores how socio-economically disadvantaged youth and young adults navigate higher education in Ukraine despite the odds.
See Dr. Korzh’s full list of publications
View Dr. Korzh’s CV
Graduate Courses Taught
Research Methods I
Research Methods IV
Reflective Practice Doctoral Seminar
Practitioner Inquiry
Theory, Practice, and Policy of International Education
Reflective Practice
Capstone Seminar
Select Publications and Policy Activities
Korzh, A. (Under Preparation). Incarcerated women’s meaning-making of education in Ukraine. In A. Chamberlen & M. Bandyopadhyay (Eds.), Geographies of gendered punishment: Women’s imprisonment in global context. Palgrave MacMillan.
Korzh, A. (2023). Methodological challenges and ethical dilemmas in conducting research with institutionalized populations. Qualitative Research. DOI: 10.1177/14687941231165890
Korzh, A. (2022). “You have been punished in prison. And then when you are released, you are punished for life”: Post-incarceration barriers for women in Ukraine. International Sociology Journal. DOI: 10.1177/02685809221084447
Korzh, A. (2021). Education behind bars and beyond prison: Incarcerated women’s education aspirations and barriers in Ukraine. Compare: A Journal of Comparative and International Education. DOI: 10.1080/03057925.2021.1941775
Korzh, A., Kovalchuk, S., & Marshall, A. (2020). Euromaidan abroad: The social motivations of young Ukrainian immigrants. Nationalities Papers, 1-13. DOI: 10.1017/nps.2020.59
Kovalchuk, S. & Korzh, A. (2019). The transnational activism of young Ukrainian immigrants. In O. Oleinikova & J. Bayeh (Eds.), Democracy, diaspora, territory (pp. 127-144). London, UK: Routlege
Silova, I., Sobe, N., Korzh, A. & Kovalchuk, S. (Eds.). (2017). Reimagining utopias: Theory and method for educational research in post-socialist contexts. Rotterdam, Netherlands: Sense Publishers
Silova, I., Sobe, N., Korzh, A. & Kovalchuk, S. (2017). Introducing research dilemmas in post- socialist education contexts. In I. Silova, N. Sobe, A. Korzh & S. Kovalchuk (Eds.), Reimagining utopias: Theory and method for educational research in post-socialist contexts (pp. 1-14). Rotterdam: Sense Publishers
Sobe, N., Silova, I., Korzh, A. & Kovalchuk, S. (2017). Reimagining utopias. In I. Silova, N. Sobe, A. Korzh, & S. Kovalchuk (Eds.), Reimagining utopias: Theory and method for educational research in post-socialist contexts (pp. 301-316). Rotterdam: Sense Publishers
Korzh, A. (2015). Fieldwork dilemmas: Conducting qualitative research with institutionalized youth in Ukraine. In S. Bastien & H. Holmarsdottir (Eds.), Youth at the margins: Experiences from engaging youth in research worldwide (pp. 241-259). Rotterdam, Netherlands: Sense Publishers
Korzh, A. (2015). Education in Ukrainian orphanages: Hidden curriculum for social reproduction or transformation? In E.L. Brown, P.C. Gorski & G. Lazaridis (Eds.), Poverty, class, and schooling: Global perspectives on economic justice and educational equity (pp. 281-302). Charlotte, NC: Information Age Publishing
Select Presentations
Korzh, A. (2023, February). Methodological and ethical dilemmas in research with institutionalized populations. Paper presented at the 67th Annual Meeting of Comparative & International Education Society, Washington, DC.
Korzh, A. (2023, February). New Scholars Committee Publication Mentoring Workshop. Provided feedback on and discussed dissertation publication manuscripts of three doctoral candidates at the 67th Annual Meeting of Comparative & International Education Society, Washington, DC.
Korzh, A. (2022, April). “No one needs you”: Post-incarceration barriers for women in Ukraine. Paper presented at the 66th Annual Meeting of Comparative & International Education Society, virtual.
Korzh, A. (2021, April). Education post-incarceration: Barriers to education for women in Ukraine. Paper presented at the 65th Annual Meeting of Comparative & International Education Society, virtual.
Korzh, A. (2021, April). New Scholars Committee Publication Mentoring Workshop. Provided feedback on and discussed dissertation publication manuscripts of three doctoral candidates and graduates at the 65th Annual Meeting of Comparative & International Education Society, virtual.
Korzh, A. (2020, March). New Scholars Committee Dissertation Mentoring Workshop [Mentored doctoral candidates and graduates]. Comparative & International Education Society, virtual
Korzh, A. (2019, October). Home-grown social movements as sites of informal citizenship education of transnational young people [Conference presentation]. Nordic Comparative & International Education Society and Global Comparative & International Education Forum, Stockholm, Sweden
Korzh, A. & Kovalchuk, S. (2018, October). Transnational activism of young Ukrainian immigrants [Conference presentation]. University of Oxford, Oxford, United Kingdom
Korzh, A. (2018, March). Methodological and ethical quandaries in research with youth on the margins: The case of orphanage youth in Ukraine [Conference presentation]. Comparative & International Education Society, Mexico City, Mexico
Kovalchuk, S. & Korzh, A. (2017, August). Transnational activism of young Ukrainian immigrants. [Conference presentation]. WZB Social Science Research Center Berlin, Berlin, Germany
Korzh, A. & Kovalchuk, S. (2017, May). Political and social impact of transnational youth activism: The case of Razom and EuroMaidan [Conference presentation]. World Convention of Association for the Study of Nationalities, Columbia University, New York, NY
Dr. Sora Friedman has worked in the field of international education (IE) for more than 35 years, focusing on the preparation of new professionals in the field, IE management training, exchange program management, public diplomacy, and international policy advocacy. She joined the SIT Graduate Institute faculty in 2005, having served as an adjunct faculty member for three years before that.
In addition to her work at SIT, Dr. Friedman is often sought out as a consultant and peer reviewer to various professional training programs and journals. She is the recipient of the 2015 NAFSA Region XI James Leck Award for Distinguished Service. Previously, she served on NAFSA’s chair-streams of the Teaching, Learning, and Scholarship Knowledge Community (2018-2020) and the New England region (Region XI, 2013–2015), was a member of CIS Abroad’s board of advisers (2008–2015), and was chair of NAFSA’s Trainer Corps (2011–2012) and Training Coordination Subcommittee (2008–2010). Before joining SIT, Dr. Friedman taught at George Mason University and the University of Pennsylvania’s Lauder Institute in Mexico and Chile. She has lived in Bolivia, Colombia, and England and is fluent in Spanish.
See Dr. Friedman’s full list of publications
Courses Taught
International Education Design, Delivery & Evaluation
International Education Program Planning & Design
Advanced Concepts in International Education 1 and 2
Foundations in Intercultural Service, Leadership, & Management
Training Design
Practitioner Inquiry
Reflective Practice
Reflective Practice Doctoral Seminar
Select Publications
Friedman, S. (forthcoming). September 11 in the West Bank. In From Bangkok to Boston: Inspiring stories of travel and adventure from international educators.
Friedman, S. (2021). How high the ceiling?: Gender and leadership in international higher education. In The Wiley Handbook of Gender Equity in Higher Education, N. Niemi and Weaver-Hightower, M., eds. John Wiley & Sons, Inc.
Friedman, S. and Reza, A. (2019). Careers in International Education: A Guide for New Professionals. NAFSA Association of International Educators.
Friedman, S. (2017). Reflections from 30 Years as a Teacher of Short-Term Off-Campus Programs: The One Partnership Necessary to Maximize Student Learning. In NAFSA’s Guide to Successful Short-Term Programs Abroad, 3rd ed. NAFSA Association of International Educators, pp. 357-360.
Using NAFSA’s International Education Professional Competencies for Team Development and Hiring Purposes, Parts 1 and 2.(May and July, 2016). NAFSA Career Center blog.
Mapping Your Future as an International Education Professional. (May, 2015). NAFSA Career Center blog.
Planned Communities of the New Deal. Communal Societies (Vol. 26/2, 2006) 99-120.
A Salute to Citizen Diplomacy: A History of the National Council for International Visitors (research assistant). National Council for International Visitors, 2000.
No Place Like Home: The Founding of Jersey Homesteads, New Jersey. Communal Societies (Vol. 19, 1999) 23-48.
Select Presentations
Friedman, S., Machira, M., Miller, A. and Wang, I. Women and Leadership: Transforming One’s Career in International Education [Conference presentation, forthcoming]. NAFSA: Association of International Educators 2022 Annual Conference; Denver, Colorado
Friedman, S. and Reza, A. Careers in International Education: Guidance for New Professionals [Half-day workshop lead trainer]. NAFSA: Association of International Educators 2021 Annual Conference; Virtual
Friedman, S. and Campbell, P. Breaking into the Field of International Education [Half-day workshop]. NAFSA: Association of International Educators 2019 Regional Conference; Baltimore, Maryland
International Education as an Academic Discipline: Advocating Within Our Institutions. [Conference presentation co-presenter]. NAFSA: Association of International Educators 2019 Annual Conference; Washington, DC
Leadership Pathways in IE. [Conference presentation co-presenter]. NAFSA: Association of International Educators 2018 Regional Conference; Portland, Maine
Women’s Leadership in IE: Past, Present, and Creating Your Future. [Conference presentation chair]. NAFSA: Association of International Educators 2018 Annual Conference; Philadelphia, Pennsylvania
Preparing for a Career in International Education [Invited co-speaker in Career Center]. NAFSA: Association of International Educators. 2018 Annual Conference; Philadelphia, Pennsylvania
Informational Interviewing: Best Practices Before, During, and After [Conference presentation co-presenter]. NAFSA: Association of International Educators 2017 Regional Conference; Bretton Woods, New Hampshire
Entering the Field of International Education? Let’s Talk! [Conference presentation co-presenter]. NAFSA: Association of International Educators 2017 Regional Conference, Bretton Woods, New Hampshire
Effective Informational Interview. [Invited speaker in Career Center]. NAFSA: Association of International Educators 2017 Annual Conference; Los Angeles, California
Research Interests
Women’s leadership in international education
Professional and career development
Dr. Bruce Dayton has been active in peacebuilding and conflict transformation work for more than 20 years as a practitioner, a researcher, and an educator. His work focuses on political leadership, the management of intractable conflicts, and the role that intermediaries can play in transforming them.
Dr. Dayton’s previous appointments include associate director of the Moynihan Institute of Global Affairs, research co-director at the Program for the Advancement of Research on Collaboration and Conflicts, and research professor, all at the Maxwell School of Citizenship and Public Affairs at Syracuse University. He also served for six years as executive director of the International Society for Political Psychology and as associate at the Center for Policy Negotiation in Boston, Massachusetts, where he designed policy dialogues on pressing public policy controversies.
See Dr. Dayton’s list of publications
Graduate Courses Taught
Introduction to Peacebuilding
Foundations in Diplomacy and International Relations
Applied Leadership
Negotiation, Mediation, and Dialogue
Conflict Analysis
Program Monitoring and Evaluation
Advanced Concepts in International Education 2
Select Publications
Dayton, B. W., Kriesberg, L. (2022). Constructive Conflicts: From Emergence to Transformation. Lanham: Rowman and Littlefield.
Dayton, B. W., (2019). From Peacebuilding to Constructive Conflict Management: Reconsidering Interventions Under Conditions of Intractability. In M. F. Elman, C. Gerard, G. Golan and L. Kriesberg (Eds.), Overcoming Intractable Conflicts: New Approaches to Constructive Transformations (pp. 351-366). Lanham: Rowman and Littlefield. 351 – 366.
Dayton, B. W., (2019). Collaboration, Conflict, and the Search for Sustainable Peacebuilding. In C. Gerard and L. Kriesberg (Eds.), Conflict and Collaboration: For Better or Worse (pp. 182 – 194). London: Routledge.
Dayton, B. W., and Kriesberg, L. (Eds.). (2017). Perspectives on Waging Conflicts Constructively: Principles, Cases and Practice. Lanham: Rowman and Littlefield.
Dayton, B. W., and Kinsey, D. (2015). Contextual Meaning. In G. Golan, S.U. Yang, and D. Kinsey, (Eds.), International Public Relations and Public Diplomacy: Communication and Engagement (pp. 267 – 278), New York: Peter Lang.
Cuhadar, E. and Dayton, B. W., (2012). Oslo and Its Aftermath: Lessons Learned from Track Two Diplomacy. Negotiation Journal, 28 (2), pp. 155-180.
Dayton, B. W., and Kriesberg, L. (Eds.). (2009). Conflict Transformation and Peacebuilding: Moving from Violence to Sustainable Peace. London: Routledge.
Cuhadar, E. and Dayton, B. W., (2011). The Social Psychology of Identity and Intergroup Conflict: From Theory to Practice. International Studies Perspectives, 12 (3), pp. 273- 293.
Hermann, M. and Dayton, B. W. (2009). Transboundary Crises through the Eyes of Policy Makers: Sense Making and Crisis Management. Journal of Contingencies and Crisis Management, 14 (4), pp. 203-213.
Dayton, B. W. (2004). Managing Crises in the Twenty-First Century. International Studies Review 6 (1), pp. 165-194.
Select Presentations
Dayton, B. W. (January 23, 2021). Foundations for Global Peace: Possibilities, Obstacles, and Way Forward [keynote address]. Principal Foundations for Global Peace. Ministry or Research, Technology and Higher Education Jakarta, Indonesia
Dayton, B. W. (annually February 2015, 2016, 2017, 2018, 2019, 2020). Leadership in Times of Crisis [chief trainer]. Hubert Humphrey Enhancement Workshop. Bureau of Educational and Cultural Affairs, U.S. Department of State
Dayton, B. W. (annually, 2018, 2019, 2020, 2021). Leadership, Conflict Management, and Organizational Change [training]. Leaders Advancing Democracy (LEAD) Mongolia Program, U.S. Department of State / World Learning, Washington, DC
Dayton, B. W. (December 4, 2015). Trends in Peace, Conflict and Global Civil Society [presentation]. The US-Middle East Partnership Initiative (MEPI), U.S. Department of State, Istanbul, Turkey
Dayton, B. W. (March 9-13, 2015). Organizational and Interpersonal Conflict Management: A Constructive Conflicts Approach. MPE Annual Conference, Office of Medical Services, U.S. Department of State, Lisbon, Portugal
Dayton, B. W. (June 9 – 15, 2014) Crisis Management: The Perspective from the U.S [Conference presentation and training]. Chinese Academy of Governance, Beijing, China
Research Interests
Conflict analysis and transformation
Negotiation theory and practice
Leadership decision-making
After graduating with a degree in anthropology from the University of Cape Town, Nic worked as a photographer in commercials, photo-journalism, and fine art. His personal work includes long-term research-based projects focused on society, history, migration, memory, and identity. Of special interest is the way in which the lived experiences of ordinary people are shaped by, or interact with, larger political and economic forces. His work has been exhibited and published, and he has received various accolades and grants. Moving back to South Africa in 2014 after spending a few years living in Spain, Nic became a partner in a local Cape Town mapping company, researching, designing, developing, and retailing South African travel maps both locally and in Europe. He is passionate about Africa and has a keen interest in sustainability, economic development, and social justice.
Jawad graduated in 2000 with a degree in civil engineering from the EHTP engineering school in Casablanca. He worked as project manager in several companies including OCP, the Moroccan phosphates state company, and as a temporary professor in Bouchaib Doukali University. He is currently working as consultant in construction management services. Jawad has been working as country coordinator for IHP climate change program since 2013. Jawad is also an activist for social and environmental justice. He took part in world social forum in Belem 2009 and Tunisia 2013 and he is an active member of ATTAC/CADTM Morocco since 2000 and has been member of its secretariat several times.
As a political ecologist, educator and researcher, Nicolas Stahelin has been involved in experiential learning, international and cross-cultural exchange, urban community partnerships, and higher education for 25 years. He has a BA in environmental studies from Oberlin College, an MA in international educational development from Columbia University, and a doctorate in international and comparative education focusing on sustainability policy, also from Columbia. Nicolas is a faculty member of the SIT Graduate Institute MA program in Climate Change and Global Sustainability and a recent research associate at the Sustainability and Education Policy Network of the University of Saskatchewan. He has conducted ethnographic research on urban school-community partnerships for social justice education programs with Latin American immigrant communities in Queens, NY. Nicolas has published in several high-impact peer-reviewed scientific journals. His published doctoral research includes a critical examination of urban environmental governance and the fight for environmental justice in public school communities of Rio de Janeiro, Brazil. In current projects, Nicolas is investigating the ways that urban political ecology in theory, and environmental justice movements in practice, should inform critical urban studies program design in study abroad. Nicolas is an alum (fall 2000) and former program assistant (2001, 2003–2004) of a SIT Study Abroad program in Brazil. Originally Swiss-Brazilian, Nicolas lived for over 20 years in Brazil and Venezuela and is fluent in English, Spanish, Portuguese, and French.
See Dr. Stahalin’s list of publications
Dr. Szántó received her PhD in social anthropology in 2015 from the University of Pécs in Hungary. Her PhD dissertation was based on long-term fieldwork with polio-disabled people in Sierra Leone. A migrant herself, Dr. Szántó has built a professional career in France and Hungary. Beginning in 1998, she participated in the Hungarian post-socialist democratization process as the founder and leader of the Artemisszió Foundation, a local NGO based in Budapest. Under her leadership, the organization has grown to be a focal point for intercultural dialogue and intercultural learning in Hungary. Its intercultural community offers a safe space of encounter and mutual learning for forced and voluntary migrants and Hungarians interested in making Hungary a more inclusive place. As the president and one of the part-time operational directors of Artemisszió, she overviews the organization’s training and migration-related activities.
She is the author of a dozen scientific articles. Her book, Politicizing Polio in Sierra Leone, appeared in 2020. She is also the co-author of several anthropological documentary films. She teaches anthropology at several Hungarian universities. Her research focuses on urban anthropology, migration and social movements, and the intersection of international development, social justice, and health.
Carolina holds a five-year degree in arts from the University of Buenos Aires and a postgraduate degree in contemporary cinema and theater. She became involved in the field of international education in Argentina when it was a little explored field in the country and specialized in the design of materials for cultural immersion in multicultural contexts. Her interest in intercultural education led her to design study programs for various universities and study abroad institutions from the United States, focusing on the area of Social Studies. In 2005, she started her pedagogical involvement with the International Honors Program by implementing the first IHP program in Argentina: Cities in the 21st Century; and in 2012, she designed and implemented the Health and Community program. Her approach to the field of international studies allows her to deepen and unify her passion for culture, arts, and politics with the field of intercultural education, and she feels very fortunate to be able to share that passion with the students, as well as awakening their curiosity and desire to learn, all in a context of mutual respect and understanding.
Dr. Vu Cong is the deputy director of the Institute of Population Health and Development. He was previously director of the Family Health Research Center, lecturer at Hanoi Medical School, program officer with the United Nations Fund for Population Activities, and program officer with Family Health International. Currently, he is leading several HIV/AIDS research and intervention projects in Vietnam that target most-at-risk populations and implementing an HIV prevention project targeting young Vietnamese soldiers completing mandatory military service. He obtained his medical doctorate from Hanoi Medical School in 1993 and a master’s of public health at Brown University in 2005. He is also a founder of the Vietnamese Society for HIV/AIDS Medicine and a member of the Vietnamese Public Health Association and American Public Health Association.
Nicole has worked closely with SIT since 2011, coordinating multiple IHP global comparative programs including Health and Community, and Cities in the 21st Century. Nicole recognizes the pedagogy of IHP as closely aligned to her own passionate commitment to the exploration of her country through narratives that too often go unheard, bringing to life an ethos of community in her work, which she brings to her field programs. She is part of the collaborative leadership team for SEED, an award-winning nonprofit in Cape Town that teaches resilience through permaculture practices, engaging the green economy, and developing skills for social enterprise. Nicole holds a diploma in culinary arts and accreditation as a South African cultural heritage tour operator. She has traveled extensively throughout South Africa as well as neighboring African countries and brings a wealth of experience and insight into both the historical and contemporary nuances that shape life in South Africa today.
she/her/hers
Dr. SherriLynn Colby-Bottel received her PhD in cultural anthropology from the University of Virginia in 2012, and a BA in anthropology and an MA in music, with distinction, at California State University, Fresno. From 2005 to 2012, with support from the National Science Foundation and the University of Virginia Faculty Senate Fellowship Award for Scholarly Achievement and Excellence in Teaching, she conducted ethnographic research on disaster recovery, nonprofits, urban traditions, authenticity and sincerity in the local production of music, and community-based musical activities in New Orleans, Louisiana. Her research explored issues highlighted by disaster and recovery: how racial inequities align with health disparities, how the built environment and social policy act as determinants of recovery, and the vital role of community in one’s ability to achieve well-being. Dr. Colby-Bottel has worked and volunteered for several nonprofit organizations in the last decade while also researching how nonprofit organizations retain and reward labor. She has worked in higher education for more than 25 years as both faculty and administrator in four distinct university settings. She has been with SIT since 2011.
Courses Taught
Select Publications
Colby-Bottel and Handler. (2021 online, 2022 to print). Making the Scene and the Making of a Scene: The Loose Marbles on Royal Street in Post-Katrina New Orleans. Anthropology and Humanism. https://doi.org/10.1111/anhu.12354
Lanning, Colby-Bottel, Sakash, and Hagos. (2018). Humanizing High Impact Practices: Leveraging Learning Communities. Global Impact Exchange, Diversity Abroad, Special Issue on High Impact Practices, Fall 2018, pp. 28
Colby-Bottel, S. (2021). Review of Dr. Gregory Button’s “Disaster Culture: Knowledge and Uncertainty in the Wake of Human and Environmental Catastrophe”. Environment and Society: Advances in Research, Vol. 3, pp. 123-124
Select Presentations
Colby-Bottel, S. (November 2020). Being an Anthropologist with Students Abroad: Disruption, Identity, and Change [Conference presentation]. American Anthropological Association 2020 Annual Meetings, virtual, USA
Colby-Bottel, S. (November 2018). After Disaster: Critical Explorations of Recovery [Conference presentation, panel organizer, and chair]. American Anthropological Association 2018 Annual Meetings, San Jose, California, USA
Colby-Bottel, S. (November 2010). Civic Associations, Popular Art, and Local Democracies in New Orleans Traditional Jazz Music-Making [Conference presentation]. American Anthropological Association 2010 Annual Meetings, New Orleans, Louisiana, USA
Research Interests
Holistic community well-being
Ethnography
Ethical considerations of representation
Inclusivity in the practices of study abroad
Faculty mentoring
Program design
Dema received her bachelor’s and master’s degrees in law from Jordan University. She has completed her required legal training and is expecting to take the Jordanian Bar exam shortly. She is qualified in many aspects of both civil and criminal law within Jordan and has completed over 35 training courses in legal issues. These courses dealt with civil and criminal law, and several pertained specifically to the rights of the child or the rights of women. Additionally, she is trained in international treaties and agreements pertaining to related human rights issues. Since 2004, she has volunteered at the National Center for Human Rights in Jordan. She is also a member of Talal Abu-Ghazala, a famous law firm in Jordan that trains in civil and criminal law. Her past experience includes two and a half years in a law firm as a legal trainer. She has been a homestay coordinator for SIT since 2008 and was an advisor for SIT students studying topics related to women, culture, and youth.
Yanik is the director of Passage International, which facilitates experiential education and global understanding by creating opportunities for students to live and learn abroad. He has guided several treks in Nepal and India and has worked with study abroad programs since 2002. Yanik participated in the No Education: No Freedom, No Opportunity seminar in Germany on whether education should be liberalized. He was involved in an Antenna Foundation project — a dramatized TV series that raised issues on women’s rights and attempted to break taboos. He has been working in radio since 2005, first with a 24-hour commercial radio station and now with Revolution Radio, an online radio station. He is also a part of the hip-hop/slam poetry group Word Warriors.