Professor Emeritus of Political Science and Integrated Liberal Studies, University of Wisconsin, Madison. Mr. Anderson began his career with an interest in the problems of development is Latin America. Later, he taught and wrote widely in the fields of political economy and public policy. More recently, he taught and wrote philosophy and the philosophy of education. He is the author or editor of eight publications and numerous professional and general interest articles and book contributions. Among his writings are: The Political Economy of Mexico (l963), Politics and Economic Change in Latin America (l967), Issues of Political Development (l967), The Political Economy of Modern Spain (l970), Statecraft (l977), Value and Judgment and Income Distribution (l98l), Pragmatic Liberalism (l990), and Prescribing the Life of the Mind (l993).
Mr. Anderson was educated at Grinnell College, The Johns Hopkins University
and the University of Wisconsin.
Allan M. Cartter Professor of Higher Education, University of California, Los Angeles and Director of the Higher Education Research Institute at UCLA. Mr. Astin has served as director of research for the American Council on Education, and the National Merit Scholarship Corporation. He is the founding director for he Cooperative Institutional Research Program, an ongoing national study of some eight million students, 200,000 faculty an d staff, and l300 higher education institutions. Mr. Austin's most recent publication is What Matters in College? Four Critical Years Revisited (l993). His numerous books and articles are inquiries into the outcomes and values of higher education, institutional quality and leadership, equality of opportunity and access, assessment and research methodology, citizenship, and the link between research and policy. Mr. Astin has received awards for outstanding research and service from, among others, the Association for Institutional Research, and the American Association for Counseling and Development.
Mr. Astin was educated at Gettysburg College, and the University of Maryland.
President, Rollins College. Ms. Bornstein was elected the l3th president of Rollins College in April l990. She has authored journal articles, books, and book chapters, and has addressed a wide range of audiences on issues such as educational equity, philanthropy, and the presidency. Since coming to Rollins, Ms. Bornstein has published two articles and a book chapter on the college president's role as public intellectual. She has served on the board of the National Association of Independent Colleges and Universities and is currently a member of the board of the American Council on Education. Before coming to Rollins, she was vice-president at the University of Miami.
Ms. Bornstein was educated at the Florida Atlantic University and the
University of Miami.
President, Association of American Colleges and Universities (AAC&U). Founded in l9l5, AAC&U is composed of presidents, deans and faculty members of more than 660 public and private colleges and universities. With a focus on strengthening liberal education on our campuses, the goals of AAC&U are carried out through its research, publications, projects, national meetings and specialized workshops. Prior to joining AAC&U in l990, Ms. Brownlee was president and professor of chemistry at Hollins College for nine years. In November of l996, Hollins endowed a chair in her honor and established a Professorship in Science in her name, reflecting her long-standing commitment to science education. A member of the American Chemical Society, the Royal Chemical Society, and the Society for Values in Higher Education, Ms. Brownlee serves or has served on boards which include the University of Rochester, the American Association for Higher Education, and the National Association of Independent Colleges and Universities.
Ms. Brownlee was educated at Oxford University, and the University of
Rochester.
Professor of Sociology and Director of the Institute for the Study of Social Change, the University of California, Berkeley. Mr. Duster has been a visiting professor or scholar at Stockholm University, the University of British Columbia, the London School of Economics, the University of Melbourne, Wiliams College and Columbia University. He is currently a member of the National Advisory Council fro Human Genome Research, and chair. of the National Institutes of Health/Department of Energy advisory committee on Ethical, Legal and Social Issues in the Human Genome Project. Mr. Duster's publications include Backdoor to Eugenics (l990) on the social implications of new technologies in molecular biology. Memberships have included the Assembly of Behavioral and Social Sciences, National Academy of Sciences, and the National Institutes of Health Science Advisory Panel on the Research of Violence.
Mr. Duster was educated at Northwestern University, and the University
of California, Los Angeles.
Director, Education Program, Pew Charitable Trusts. President of the American Association for Higher Education (AAHE) from l977 to l996, Mr. Edgerton represented AAHE membership of college and university faculty and administrators, supervised all phases of the association's work and managed the national office. The focus of this work was to call attention to emerging issues, and disseminate information about effective educational practices. As deputy director of the Fund for the Improvement of Postsecondary Education at the Department of Health, Education, and Welfare (HEW), Mr. Edgerton helped oversee this governmental foundation which he established as an operating program when he was staff assistant to the secretary of HEW. He began his career with a teaching position in the political science department of the University of Wisconsin, Madison. His directorships include the Carnegie Foundation for the Advancement of Teaching, Spelman College, and the Consortium for the Advancement of Private Higher Education.
Mr. Edgerton was educated at Stanford University, and Columbia University.
Distinguished University Scholar, California State University, and visiting Professor, Stanford Law School. Mr. Ehrlich's professional experience includes president, Indiana University, Bloomington; provost and professor of law, University of Pennsylvania; guest scholar, The Brookings Institution, Washington, DC; director, International Development Cooperation Agency, Washington, DC; and president, Legal Services Corporation, Washington, DC. His numerous professional affiliations include board of directorships on the American Council on Education and the American Association of Higher Education. Mr. Ehrlich is author of articles, reviews and other publications with an emphasis on international law and higher education. Two recent publications include The Courage to Inquire (l996), and International law and the Use of Force, with Mary Ellen O'Connell (l993).
Mr. Ehrlich was educated at Harvard College and Harvard Law School.
Director of Education Programs, the Christian A. Johnson Endeavor Foundation. Mr. Farnham is responsible for the creation, development and management of programs addressing the needs of liberal education leadership, a post he has held since l983. Responsible for maintaining contact with a network of college presidents, trustees, deans of academic institutions and heads of schools, he organizes research projects on leadership problems, and conducts conferences addressing the major issues. Prior to joining the Foundation, Mr. Farnham was executive director, of the International Council on the Future of the University, an academic association devised to strengthen university performance and academic excellence with a group of 350 scholars from 21 countries. A recent publication is Rethinking Liberal Education, with Adam Yarmolinsky, published in l996.
Mr. Farnham was educated at Yale University and the University of California,
Berkeley.
Executive Director, the Modern Language Association (MLA). MLA is a not-for-profit, century-old association with 3l,000 members primarily made up of teachers and faculty. Among its other charges, MLA compiles, edits and publishes reference works, professional books and journals, and collects and analyzes information on college and university English and foreign language departments. Ms. Franklin joined MLA in l98l as director of English programs and the Association of Departments of English. As executive director, she edits the "MLA Newsletter" and "Profession" and represents MLA at a variety of national associations including the American Council of Learned Societies, and the American Council on Education. Prior to joining MLA, Ms. Franklin taught at the University of Miami and served as a fellow in academic administration at Duke University. Her numerous publications include a recent paper entitled "Scholars, Librarians, and the Future of Primary Records" (l993).
Ms. Franklin was educated at Vassar College and the University of Miami.
President, The Evergreen State College. Prior to assuming the presidency at Evergreen, Ms. Jervis was dean of Bowdoin College, dean of students and associate professor of history at Hamilton College, dean of Yale University's Davenport College as well as a lecturer there in the history of science, and a lecturer in history at Rensselaer Polytechnic Institute. She has published in numerous journals and has been active in academic, historical and philanthropic organizations. Ms. Jervis' memberships include the Washington State's Council of Presidents, and the board of directors of Associated Western Universities. She also serves as a commissioner for the Northwest Association of Schools and Colleges' Commission on colleges.
Ms. Jervis was educated at Radcliffe College and Yale University.
President, American Council of Learned Societies (ACLS). Prior to becoming president of ACLS in l986, Mr. Katz taught history at Harvard University, the University of Chicago and the University of Wisconsin. He served as Associate Dean of the Law School at the University of Chicago, and Visiting Professor of Law at the University of Pennsylvania Law School; and was the Professor of Public and International Affairs, Woodrow Wilson School, Princeton University. On Mr. Katz's long list of lectures, papers and publications is the recent entry, "Restructuring for the twenty-first Century," in Rethinking Liberal Education (l996). Past president of the American Society for Legal History, and the Organization of American Historians, he is a member of, among others, the American Society for Legal History, the Council for International Exchange of Scholars, and the Research Libraries Group. Editorial boards include the American Journal of Legal History and the Journal of the History of Ideas.
Mr. Katz was educated at Harvard University and the Harvard Law School.
Professor, Associate Dean of Academic Affairs, Warner Graduate School of Education, University of Rochester, New York. Mr. Kimball's previous affiliations include dean of Morse College, Yale University, associate director and assistant professor, University of Houston, and assistant dean of the college, Dartmouth College. He is the author of Orators and Philosophers: A History of the Idea of Liberal Education (l986; expanded, l995), and contributed the central essay to The Condition of American Liberal Education: Pragmatism and a Changing Tradition (l995). In progress are: The Emergence of Case Method Teaching, l870s-l990s: A Search for Legitimate A Pedagogy; and editor for American National Biography, and Documentary History of Liberal Education.
Mr. Kimball was educated at Dartmouth College, and Harvard College at
the Divinity School, the Graduate School of Education, and Law School.
Associate Professor, Department of History, Brandeis University. Mr. Kloppenberg joined the department of history at Brandeis in l980 as assistant professor. He taught previously in Italy for Stanford, and in the French department at Dartmouth, and was a visiting professor, Ecole des Hautes Etudes en Sciences Sociales, Paris. In l992 he was elected Fellow, Center for Advanced Study in Behavioral Sciences, Stanford. Numerous publications include Uncertain Victory: Social Democracy and Progressivism in European and American Thought, l870-l920 (l988), and most recently, "Pragmatism: An Old Name for Some New Ways of Thinking?" in The Journal of American History (l996). A work in progress for Oxford University Press is "Thinking Historically: Interdisciplinary Studies in History and Theory."
Mr. Kloppenberg was educated at Dartmouth College and Stanford University.
Professor of Adult and Higher Education, and Program Coordinator at Teachers College, Columbia University. Ms. Knefelkamp has taught at the University of Maryland, the American University, and Macalester College. She was a senior fellow with both The American Association of Higher Education and the Association of American Colleges and Universities. An advocate for diversity in American education, her presentations and written works focus on the study of college students' intellectual and identity development; intercultural issues on the campus; multicultural curricular transformation; and moral and ethical development in the context of race, ethnicity, and sexual orientation. Her most recent work is as contributor to the monograph for the Association of American Colleges and Universities' The Drama of Diversity and Democracy in Higher Education. Ms. Knefelkamp is a former Peace Corps Volunteer and spends part of every summer teaching in the Intercultural Communications Institute.
Ms. Knefelkamp was educated at Macalester College, and the University
of Minnesota.
Professor of History and Education and Director, Center for The Study of American Culture and Education, School of Education, New York University. Ms. Lagemann was formerly professor of History and Education and director, Institute of Philosophy and Politics of Education, Teachers College, Columbia University; member, Department of History, Columbia University; and editor Teachers College Record (l990-l995). She is a member, among others, of the National Academy of Education, the History of Education Society, the American Educational Research Association and the American Historical Association. Along list of publications include Brown v/ Board of Education: The Challenge for Today's School, co-editor with LaMar Miller (l996). She has written numerous papers for presentation such as "Experimenting with Education: John Dewey and Ella Flagg Young at the University of Chicago," (l994) and "John Dewey and American Equation: Perspectives on the Present," (l994).
Ms. Lagemann was educated at Smith College, and Teachers College, Columbia
University.
University Librarian, University of California, Berkeley. Mr. Lyman's former professional affiliation with the University of Southern California includes university librarian and dean of the University Libraries; executive director, The Center for Scholarly Technology; associate dean for Library Technology; and Martha Boaz Library Research Professor. "Research in the Global Reference Room," Gateways to Knowledge, is forthcoming from MIT Press; and "Public Place and Private Space: The Library in an Information Age," Daedalus special issue on the Centenary of the New York Public Library, is a current project. Among other associations, Mr. Lyman is a board member of the Council on Library Resources, and the Research Libraries Group. He is a consultant to the computer industry, and an international presenter of research and papers most recently at the Hawaii International Conference on Systems Science, serving on the "Social Impacts of Computing" panel.
Mr. Lyman was educated at Stanford University and the University of California,
Berkeley.
Alexander Agassiz Professor of Zoology, Emeritus, Museum of Comparative Zoology, Harvard University. Mr. Mayr has served as director, the Museum of Comparative Zoology, Harvard University; curator, the Whitney-Rothschild Collection, American Museum of Natural History; and assistant curator, the Zoological Museum, University of Berlin. He was visiting professor or lecturer at Cornell University, the University of California/San Diego/Riverside/Davis, and the College de France, Paris. Recent publications include This is Biology: The Science of the Living World (l997) and One Long Argument: Charles Darwin and the Genesis of Modern Evolutionary Thought (l99l). A long list of membership societies include the Berlin Brandenburg Academy, the Russian Academy of Science, the Center for the Philosophy of Science, the Academie des Sciences, the Royal Society and the American Society of Zoologists. Mr. Mayr has received numerous awards from, among others, the Society for the Study of Evolution, the American Philosophical Society and the International Prize for Biology (Japan).
Mr. Mayr was educated at the University of Greifswald and the University
of Berlin.
Professor of English, The Graduate Center of The City University of New York. Mr. Menand has been literary editor and staff writer for "The New Yorker," associate editor, "The New Republic"; assistant professor of English, Princeton University, and Preceptor, Columbia University. His most recent publication is The Future of Academic Freedom (editor). Mr. Menand is a contributor and reviewer to numerous journals and periodicals and is currently a consultant on American Writing, The Library of America. Two recent papers include "Movies and Modernism," Modernism/Postmodernism, The Graduate Center of the City University of New York, l996; and "The Demise of Disciplinary Authority," Technical Expertise and Public Decisions, Princeton University, l996.
Mr. Menand was educated at the University of California, Berkeley, Pomona
College, Harvard Law School, and Columbia University.
Professor of Philosophy and Women's Studies, the Graduate School, Union Institute. Ms. Minnich was formerly professor of Philosophy and the Humanities, Scripps College. She's taught at Barnard College, Hollins College, and Sarah Lawrence College and held administration positions at all three institutions. Besides Transforming Knowledge (l990) and Reconstructing the Academy: Women's Education and Women's Studies (l988), Ms. Minnich has published numerous essays, conference proceedings, book reviews and lectures. Her consultancies include the Kettering Foundation, the Ford Foundation, the Fund for the Improvement of Post-Secondary Education, the National Endowment for the Humanities, and the North Carolina Humanities Council. She is currently on the Advisory Board, Institute for Teaching and Research on Women, Towson State University.
Ms. Minnich was educated at Sara Lawrence College and The New School
for Social Research.
Executive Director, Office of Academic Affairs, The College Board. Mr. Orrill has taught History, and American Studies at the University of Wisconsin, Madison; Skidmore College; and Empire State College, State University of New York, where he was chair of the Graduate Council and chief administrator of the Graduate Program. At The College Board, he has been editor for "The Academic Preparation for College Series" and "The Thinking Series." Under the auspices of the Board's National Center for Cross-Disciplinary Teaching and Learning, recent publications include The Future of Education: Perspectives on National Standards in America (l994), and The Condition of American Liberal Education: Pragmatism and a Changing Tradition (l995). The former publication reflects the work of the Forum on Standards and Learning, a national subject-matter collaboration addressing questions of overall purpose and coherence in the secondary education curriculum.
Mr. Orrill was educated at Purdue University, Oxford University, Worcester
College, Yale University and the University of Wisconsin, Madison.
Executive Vice President, the Association of American Colleges and Universities (AAC&U). Ms. Schneider has taught history at the University of Chicago, DePaul University, Chicago State University and Boston University. Prior to joining AAC&U in l987, Ms. Schneider was at the University of Chicago where she headed several college-level programs including the University of Chicago Institutes on Teaching and Learning. At AAC&U, she has developed and directed several initiatives on improving the curriculum, and several general education projects including a four-year initiative which yielded the report, Core Curriculum and Cultural Pluralism (l993). A current project on higher education and American pluralism, "American Commitments: Diversity, Democracy and Liberal Learning," will publish a series of reports on educational frameworks for American cultural and democratic pluralism in general education programs and in department majors.
Ms. Schneider was educated at Mount Holyoke College and Harvard University.
Charles E. Ducommun Professor of Education, Stanford University and President-Elect, The Carnegie Foundation for the Advancement of Teaching. Mr. Shulman holds a chair endowed in l989 to support research and teaching activities which focus on improving the education of both secondary and post-secondary teachers, work which has yielded a long list of publications. Previously at Michigan State University, he was professor of educational psychology and medical education; and founding co-director of the Institute for Research on Teaching. Through extensive longitudinal studies of how new teachers learn to teach, a Spencer Foundation grant supported Mr. Shulman's interest in understanding the ways various kinds of knowledge fosters good teaching. He recently completed a five-year research program, funded by the Carnegie Corporation, to design and field-test new strategies for the assessment of teaching at the elementary and secondary levels.
Mr. Shulman was educated at the University of Chicago.
Academic Vice President and Provost, The Evergreen State College. Joining The Evergreen State College in l978, Ms. Smith has also served as senior academic dean and director of the Washington State Center for the Improvement of Quality in Undergraduate Education. At the University of Nebraska, she was in the department of political science; and taught at Lawrence University in the department of government. She began her career at the University of Oregon at the Center for Advanced Study of Educational Administration. A recent publication, "Making the Bricks Into a House: Curricular Structures for Cumulative Learning," is part of The Senior Year Experience (l996). A grant for an Interdisciplinary Science Faculty Development Project, awarded by the National Science Foundation in l993, is one of many awards received by Ms. Smith on behalf of strengthening teaching and learning in higher education.
Ms. Smith was educated at Lawrence University, and the University of
Oregon.
President, The College Board. Mr. Stewart previously served for ten years as the sixth president of Spelman College. During his tenure at the University of Pennsylvania from l970-l976, Mr. Stewart was executive assistant to the president; instructor in public policy analysis; associate dean of arts and sciences; and assistant professor in the Department of City and Regional Planning. He was a member of the Overseas Development Division of The Ford Foundation with assignments in Egypt, Nigeria and Tunisia; and program officer in the Middle East-Africa Division of the New York office. Mr. Stewart is an advisor to, trustee, or director of the Martin Luther King, Jr. Center for Nonviolent Social Change; Grinnell College; Teachers College, Columbia University; and the Committee for Economic Development. He is a member of the Council on Foreign Relations and former chair of the National Advisory Committee on Accreditation and Institutional Eligibility of the U.S. Department of Education.
Mr. Stewart was educated at Grinnell College, Yale University, and the Harvard College Kennedy School of Government.