feThe Newsletterll of the Woodrowow Wilson National Fellowshipsh Foundationip FALL/WINTER 2016

Fourth National Convening of WW Teaching Fellows: “Tomorrow’s Teachers Today”

n a warm July evening, some 330 OFellows from the Woodrow Wilson Teaching Fellowships and the WW- Rockefeller Brothers Fund Fellowship gathered in the ballroom of a Detroit hotel to reconnect with colleagues, as well as meet other Fellows from different states and points in their careers. The Fellows had come together for “Tomorrow’s Teachers Today,” the Fourth National Convening of WW Teaching Fellows.

The welcome dinner for the two-day Convening featured a keynote by Alycia Meriweather, the newly appointed Interim Superintendent of the Detroit Public Schools and a longtime partner WW Teaching Fellows worked together during a breakout session during the Fourth National Convening of WW Teaching in the WW Teaching Fellowship. Ms. Fellows in July. Meriweather evoked the essential skills and concepts that all teachers must keep For the first time at any WW Teaching 2009), now in their sixth year of teaching in their metaphorical backpacks, including Fellows’ Convening, the conference in high-need schools. Sessions covered a structure (like ruled notebook paper), sessions were led primarily by Fellows wide range of topics: culturally relevant creative solutions (as versatile as crayons), themselves—roughly six out of seven pedagogy, project-based learning, willingness to make mistakes (symbolized featured Fellows as presenters, with the working with students’ families, by an eraser), and others. Fellows greeted remainder offered by program faculty. In navigating state curriculum standards, Ms. Meriweather’s observations with an particular, the presenters include three approaching the first two months of the enthusiasm that spilled over into the next Fellows from the very first class of WW school year, and more. day’s 37 breakout sessions. Teaching Fellows (named in Indiana in Continued on page 3

inside FELLOWSHIPS CEF Fellows and Mentors Gather . . . . 7 BOOK SPOTLIGHT ...... 12 Progress at the WW Academy of Out of the Shadows, Into the NOTES ON FELLOWS...... 13 Teaching and Learning ...... 3 Financial System ...... 8 Fellows Get Hands-on at FOUNDATION UPDATES...... 14 WW Board of Trustees Visits WW HistoryQuest Workshops. . . . . 4 Silicon Valley ...... 10 WW Board Elects Dr . H . Kim Bottomly WW MBA Fellows in New Mexico and David N . Shane as Board Members Fall WW Board Events Focus on Focus on Transforming Schools. . . .. 5 Education in the Future ...... 10 Two New Grants Create, Expand Charlotte W . Newcombe Doctoral WW Programs Hennessy Receives Taplin Award . . . 11 Dissertation Fellows ...... 6 MISSION The Woodrow Wilson National Fellowship Foundation identifies and develops leaders and institutions to meet the nation’s most critical challenges.

BOARD OF TRUSTEES 2016–17 Thomas C . Hudnut, Chair Frank Lorenzo RG175 Savoy Capital, Inc. H . Kim Bottomly Lauren Maddox Wellesley College (ret’d) The Podesta Group Walter W . Buckley, Jr . Nancy Weiss Malkiel WF ’65 Buckley Muething Capital Princeton University Management Karen Osborne Jane Phillips Donaldson The Osborne Group Phillips Oppenheim Matthew Pittinsky Carl Ferenbach III Parchment, Inc. High Meadows Foundation Deborah A . Quazzo Jennifer Gruenberg GSV Advisors Marx Realty & Improvement Co. E . John Rice, Jr . (ret’d) Management Leadership for N . Gerry House Tomorrow (MLT) The Institute for Student Judith A . Rizzo Achievement The James B. Hunt, Jr. Institute for Robert F . Johnston Educational Leadership and Policy Educational Ventures David N . Shane Fourth National Convening Martha J . Kanter LDI, Ltd. (ret’d) Continued from page 1 New York University Luther Tai The Convening also gave the Foundation an opportunity to thank John Katzman Consolidated Edison Co. of Noodle Education, Inc. New York, Inc. (ret’d) the WW Michigan Teaching Fellowship partner universities— Arthur Levine Jessie Woolley-Wilson Eastern Michigan University, Grand Valley State University, The Woodrow Wilson National DreamBox Learning Michigan State University, Western Michigan University, the Fellowship Foundation University of Michigan, and Wayne State University—as well as William Lilley III WF ’59 the W.K. Kellogg Foundation, which funded the program. WW iMap Data Inc. Executive Vice President and COO Stephanie J. Hull presented the partner universities with awards and acknowledged the successes of the Teaching Fellows in Michigan, the last of whom completed their first year of teaching in 2015–16. Of all the Fellows Fellowship, the newsletter of the Woodrow Wilson National enrolled in the Michigan program since 2009, 80 percent were Fellowship Foundation, is published semi-annually. Issues are certified, and retention of Michigan Fellows was consistently in also posted online at www.woodrow.org/newsletters. Email inquiries may be directed to [email protected]. the 90 percent range. Moreover, every Fellow in the final cohort (2014) received a teaching placement. These figures represent The Woodrow Wilson tremendous successes for the Fellows and the Fellowship. National Fellowship Foundation The WW Teaching Fellowship Convening is held every two years. MAIL: P.O. Box 5281 • Princeton, NJ 08543 Attendance at two of these Convenings, all expenses paid, is a LOCATION: 5 Vaughn Drive, Suite 300 • Princeton, NJ 08540 benefit offered to all Fellows as they continue their career-long PHONE: 609-452-7007 journeys toward becoming better teachers. http://www.woodrow.org CHAIR OF THE BOARD: Thomas C. Hudnut PRESIDENT: Arthur Levine Abbreviations used in this issue: BS = Black Scholar EXECUTIVE VICE PRESIDENT/CHIEF OPERATING OFFICER: Stephanie J. Hull CEF = Career Enhancement Fellow CN = Newcombe Fellow FELLOWSHIP NEWSLETTER STAFF: Frances Micklow Hannan, writer, photographer H = Honorary Beverly Sanford, editor MN = Mellon Fellow All photographs either taken by WW staff or provided by Fellows PP = Public Policy/Intl . Affairs Fellow unless otherwise credited. TF = WW Teaching Fellow WF = Woodrow Wilson Fellow WS = Women's Studies Fellow

2 Fall/Winter 2016 wship o fel l

Clockwise from top: Dr. Travis Bristol, assistant professor at the Boston University School of Education, gives a mini-keynote; Alycia Meriweather delivers the keynote address; Fellows gather at the networking reception; Fellows register for Convening; peer learning takes place at one of 37 breakout sessions; the welcome reception brings Fellows together; WW Georgia TF '15 Daron Martin shares perspectives with colleagues; WW New Jersey TF '14 Bethany Fowler gives a breakout presentation.

Progress at the WW Academy of Teaching and Learning

his fall, the Commonwealth Academy will open its doors to its first To ensure a robust clinical experience Tof Massachusetts, through its class in the summer of 2017.” for all students enrolling in the Department of Elementary and Secondary graduate program, the WW Academy During the past year, the WW Academy Education, granted informal approval to has established strategic partnerships has developed its competencies for the Woodrow Wilson National Fellowship with five local school districts in beginning teachers, including both Foundation and the Woodrow Wilson Massachusetts—Burlington, Cambridge, general competencies for all teachers and Academy of Teaching and Learning Natick, Revere, and Somerville. In specific content-focused competencies in (WW Academy) to offer an initial, post- addition to providing classroom-based biology, chemistry, and mathematics. baccalaureate license for middle and experiences to WW Academy students, These competencies are currently under secondary school teachers in biology, each of the districts has identified review by teacher educators, subject- chemistry, and math. exemplary STEM teachers to participate matter experts, and K–12 teachers. in the WW Academy effort. In 2015, the Woodrow Wilson Foundation The competencies are the basis of an announced its plans to develop competency- “The need for highly qualified STEM interactive, challenge-based curriculum based master’s degree programs in teaching teachers in the public schools has never designed to ensure that prospective and school leadership, in collaboration with been greater,” said then-Superintendent of teachers can demonstrate both what the Massachusetts Institute of Technology Cambridge Public Schools Jeffrey Young. they have learned and how they use it (MIT). Applications for degree-granting “Cambridge, Massachusetts—a hub of the in a classroom setting. MIT has been an approval and accreditation are still in STEM industry—is proud to partner with integral part of developing and prototyping process. The WW Academy remains on the WW Academy to strengthen teaching the WW Academy “challenge” model. track to name its first cohort of Fellows for and learning in this critical area. We are the 2017–18 academic year. As part of its efforts, MIT—through its enthused about this work, not only for our Teaching Systems Lab—has also been teachers but also for our students, who “A little over a year ago, we announced developing a suite of teacher education- will be the beneficiaries of this project and plans to chart a new course in educator focused games and simulations for the eventually the people who will fill those preparation, one focused on what aspiring Academy, and is helping to build the STEM jobs in our community.” teachers know and are able to do,” technology infrastructure on which the Woodrow Wilson Foundation President As part of its work, the WW Academy has entire WW Academy program will be Arthur Levine said. “Now, working with released its first Progress Report, detailing offered. The Academy also draws on MIT, we have made great strides in highlights and progress to date on all key expertise created through both the WW competency and curriculum development, components of the initiative. The report Teaching Fellowships and the WW MBA licensure and accreditation, strategic is available on the WW Academy website Fellowship in Education Leadership, partnerships, program development, (woodrowacademy.org/news), and will be which together have partnered with 33 and fundraising. The Woodrow Wilson updated regularly. universities around the nation. fellowship 3 Fellows Get Hands-on at WW HistoryQuest Workshops

eachers’ professional development designed, and tested their own games, engage students in thinking critically Tis turning out to be fun and games coming up with activities covering about historical and social issues. Four of for the WW HistoryQuest Fellows. This everything from manifest destiny to the the Fellows presented their work at the summer, nearly 50 New Jersey social three branches of government. fall 2016 conference of the New Jersey studies teachers came together in Council for the Social Studies. At a follow-up workshop in October, Princeton, N.J., for a weeklong course Fellows discussed their work to date in The WW HistoryQuest Fellowship, in game-based learning practices. incorporating game-based learning in generously funded by Woodrow Wilson Led by the Institute of Play, the WW their classrooms. They made clear that Trustees Walter Buckley and Bill Lilley, HistoryQuest Institute taught Fellows the their students love this approach, and will expand in 2016–17 to serve teachers elements of the game design process and that the Fellowship is an important in Connecticut, Massachusetts, and gave them opportunities to think about imprimatur for doing something new Pennsylvania, as well as in New Jersey. how to bring game-like learning back and different to bring history to life and to their classrooms. Fellows developed,

4 Fall/Winter 2016 WW MBA Fellows in New Mexico Focus on Transforming Schools wship o fel l

Toni Hull Kimball Sekaquaptewa Santiago Sanchez Sean Barham

“ lot of times, people don’t The Fellowship in New Mexico—one of coursework: “We talk data all the time A understand the connection three states (including Wisconsin and in the education world, but in the MBA between business and education,” says Indiana) to have partnered with Woodrow program we’re really looking at the whole Toni Hull, Principal of the Mesilla Valley Wilson since the WW MBA’s 2013 process—where the data comes from, how Leadership Academy in Las Cruces, New inception—has named 65 Fellows to date. it’s put into the analytics, the whole picture. Mexico. “In any business, the number one The two partner universities are creating No way would we do that in ed school.” thing is relationships—it’s people. We’re new models of school leader preparation Beyond quantitative expertise and policy building relationships with teachers, with and engaging deeply committed school context, the WW MBA Fellowship offers our staff, with students.” leadership candidates. new opportunities to create equity Dr. Hull completed an MBA at New Mexico Consider, for instance, UNM Fellow and lead innovation, says Kimball State University (NMSU) as a member of Santiago Sanchez, a teacher at Sweeney Sekaquaptewa of the Santa Fe Indian the first class in New Mexico’s Woodrow Elementary School in Santa Fe who School, whose Fellowship work at Wilson MBA Fellowship in Education developed a new co-teaching model UNM is helping her develop her vision Leadership, a transformative new to improve his school’s dual language of technology as a tool for culturally approach that blends a business school program, then worked with his principal responsive pedagogy. “The Woodrow curriculum with education-focused to implement it. Due largely to these Wilson program has really high ambitions content to prepare school leaders. NMSU efforts, in 2015 Sweeney Elementary to transform education at the systemic and the University of New Mexico (UNM) was named an Award School by the New level. Schools aren’t designed for the are the Woodrow Wilson Foundation’s Mexico Public Education Department. Mr. Native student—in the worst times, two WW MBA partners in New Mexico. Sanchez is now in the middle of his WW they were designed to assimilate Native MBA Fellowship year. students. So minor changes to that system In a 2006 study, WW President Arthur aren’t going to transform the educational Levine (then President of Teachers “At first I wasn’t sure how the MBA model experience of Native students. Education College, Columbia University) found was going to fit with my educational is the key to success for our communities, that traditional school leadership background,” Mr. Sanchez says. “I had and the business approach focuses on preparation programs—the M.Ed. and the instinct that something needed to be how we think about programs—how we Ed.D.—lack rigor. He proposed the MBA done and done right. But I didn’t have any transform the system.” for school leaders as an alternative. The theory of action or background to make intent: Not just to strengthen academic sustainable decisions. Now with this Krista Savoca, the UNM program director, credentialing, but, more importantly, to program I realize how important it is to emphasizes the significance of the MBA prepare leaders for the complex, rapidly combine policy, government, technology, opportunity for future leaders in New changing systems, shaped by economic and data… to guarantee the long-term Mexico schools. “This is one of the poorest and social forces, that today’s—and quality of our work.” states in the country—sometimes things tomorrow’s—schools represent. seem bleak. But when you learn the Sean Barham, in the second group of Fellows Fellows’ stories, you see how hard they’re “The Woodrow Wilson MBA program,” Dr. at NMSU, already has administrative trying and how they’re not giving up on Levine said at the New Mexico program’s experience with the Las Cruces Public anyone. The MBA is an expensive degree. 2015 launch, “is specifically designed Schools and is working towards a school This program gives them access to it that to provide a new generation of school leadership position through the WW MBA. they wouldn’t otherwise have, and they leaders, equipped to transform all our He finds the experience dramatically are making the most of it.” schools into high performers.” different from traditional ed school

fellowship 5 2016 Charlotte W . Newcombe Doctoral Dissertation Fellows

Clockwise from left: William Reed, Annie Galvin, Catherine Arnold, Ahmed Ibrahim, Viviana Hong, Chad Córdova, and Caroline Garriott

illiam Reed was at the library, of having to worry about teaching or side colonial Latin America is of broader Wimmersed in research, when he projects to bring in funding.” Mr. Reed’s interest to the scholarly community,” got the email. dissertation examines the way the motif says Ms. Garriott. of Yahweh’s sword in the Biblical prophets “I was surprised at first,” says Mr. Reed of The Newcombe Fellowship remains the functions as a coping mechanism for those finding out he was a 2016 Charlotte W. nation’s largest and most prestigious traumatized by exile. He is completing his Newcombe Doctoral Dissertation Fellow. award for Ph.D. candidates in the Ph.D. at the Johns Hopkins University. “Of course, surprise quickly gave way to humanities and social sciences addressing excitement and I rushed to my wife’s office Ahmed Ibrahim is completing an questions of ethical and religious values. on campus to tell her the good news.” ethnographic account of the emergence and Funded by the Charlotte W. Newcombe evolution of the Shari’a courts of Mogadishu Foundation, the Fellowship was created In late April, the Woodrow Wilson for his dissertation at the Graduate Center in 1981 and has supported just over 1,100 Foundation announced the newest class of New York. This fall, he has joined a doctoral candidates, most of them now of Charlotte W. Newcombe Doctoral few writing groups for motivation and noted faculty and thought leaders in Dissertation Fellows. Twenty outstanding adopted a simple, but effective strategy their fields. scholars completing dissertations on for completing his dissertation: “to make subjects relating to religion, ethics, or Both Mr. Ibrahim and Ms. Garriott say writing a priority on a daily basis.” values will each receive a 12-month that they hope to use the Fellowship as award of $25,000. This fall marks the start Caroline Garriott feels “incredibly a springboard for their work and their of the supported academic term for the grateful and honored” to be among this careers, including postdocs, tenure-track 2016 Fellows. year’s Fellows. Ms. Garriott’s dissertation professorships, and publishing deals. examines how lay devotion to saints and Fellows in the 2016 class represent some “The Fellowship means a great deal to their images in colonial Peru and Brazil of the nation’s top institutions and are me on multiple levels,” says Mr. Reed, informed broader perceptions of race and completing dissertations in a variety of whose long-term goal also includes a religion in the Iberian Atlantic World. fields across the humanities and social tenure-track position. “In addition to the She is a Ph.D. candidate in the history sciences. (See the full list of Fellows at woodrow. financial benefits, it has given me greater department at Duke University. org/fellowships/newcombe/info/2016-fellows) confidence in my own work, since others “This confirms that over ten years of study have seen value in my topic. I have been For Mr. Reed, “the Fellowship enables me to and research on the visual intersections very proud to represent the Fellowship in focus all my attention on my work instead between religion, race, and empire in my department.” 6 Fall/Winter 2016 CEF Fellows and Mentors Gather for Retreat

his August, the 2016 class of Career Enhancement Fellows Tgathered in Wesley Chapel, Florida, for their annual retreat. Fellows spent four packed days networking, working wship with their mentors, presenting their current research and o projects, and taking part in team-building activities and tours. The 30 Fellows—all early-tenure-track professors at some of the nation’s top institutions—receive funding to pursue a fel l research or book project during the Fellowship term, all while working with an experienced mentor. The Career Enhancement Fellowship for Junior Faculty is funded by the Andrew W. Mellon Foundation and seeks to increase the presence of minority junior faculty members and other faculty members committed to eradicating racial disparities in core fields in the arts and humanities. (See list of Fellows in sidebar.)

2016 Career Enhancement Fellows CEF 12 Month Fellows Drew Thompson • Bard Martha Gonzalez • Scripps Kinohi Nishikawa • Princeton Margaret Bruchac College, History and Africana College, Chicana/o Latina/o University, English & African University of Pennsylvania, Studies Studies American Studies Anthropology Elizabeth Todd-Breland Carissa Harris • Temple Angélica Osorno • Reed Sonya Donaldson • New University of Illinois at University, English College, Mathematics Jersey City University, English Chicago, History Cameron Hill • Wesleyan LaShawnDa Pittman University, Mathematics University of Washington, Nikki Greene • Wellesley CEF 6 Month Fellows College, Art History Yassin Jeilani • Spelman American Ethnic Studies Oluwakemi Balogun College, Chemistry and Yolanda Rankin • Spelman Veronica Herrera • University University of Oregon, Biochemistry College, Computer and of Connecticut, Political Science Women’s and Gender Studies Jessica Johnson • Michigan Information Sciences Jasmine Mitchell • SUNY Old Laurian Bowles • Davidson State University, History Maya Smith • University of Westbury, American Studies College, Anthropology Marcos López • Bowdoin Washington, French & Italian Nicholas Mitchell Mark Broomfield • State College, Sociology & Studies University of California, University of New York at Anthropology Rebbeca Tesfai • Temple Santa Cruz, Feminist Studies Geneseo, Theatre and Dance Viviana MacManus University, Sociology Jessica Perea • University Jessie Dunbar • The University of Maryland, Joseph Tucker Edmonds of California, Davis, Native University of Alabama at Baltimore County, Gender & Indiana University-Purdue American Studies Birmingham, English Women’s Studies University Indianapolis, Elda María Román Adrián Félix • University of May Mei • Denison Religious Studies & Africana University of Southern California, Santa Cruz, Latin University, Mathematics Studies Program California, English American/Latino Studies fellowship 7 Out of the Shadows, Into the Financial System

n today’s economy, it takes a credit Iscore to do just about anything—rent an apartment, buy insurance, and, in some cases, even get a job.

This, according to José A. Quiñonez PP ’93 and his organization Mission Asset Fund (MAF), is a major barrier for many low- income and immigrant communities in participating fully in the U.S. economy. Seven percent of families in the U.S. don’t have access to a checking or savings account, and one adult out of every in five is “credit-invisible.” Many such families rely on predatory payday loans and check-cashing services, resulting in a cycle of debt that is hard to break.

To help people get out of the financial shadows, Mr. Quiñonez founded MAF in 2007. The San Francisco-based non-profit pioneered the Lending Circles model Photos courtesy the John D. and Catherine T. MacArthur Foundation which transforms the age-old community practice of social lending into a way to build credit and enter the financial working in their communities, and starting mainstream. For his work with MAF, Mr. the conversation from there. That approach Quiñonez received a MacArthur “Genius led us to highlight this age-old tradition of Grant” Fellowship in September 2016. people lending and saving money together.”

While developing the programs at MAF, Mr. Lending circles or rotating credit Quiñonez wanted to think differently about associations, a traditional cultural the communities he was intending to serve. practice in Latin America, Asia, and Africa, “Instead of looking at people from a deficit allow communities to pool their resources perspective of how broken or how ignorant and distribute loans to one another. they are—the way we typically think about MAF formalizes the process by acting as poor people—we rejected that notion and the loan servicer, collecting promissory that viewpoint,” he says. “Instead, we notes, and reporting the repayments to developed programs and services based on the credit bureaus. The organization also what we called a strength-based approach. requires Circle members to establish We’re looking at what is good and true checking accounts and go through banks in people’s lives, looking at what is really to transfer funds to each other.

WW Fellows Awarded MacArthur “Genius Grants”

A total of 38 Fellows from various Robert Axelrod WF ’64 (1987) Stephen Jay Gould (dec’d) WF ’63 (1981) Woodrow Wilson programs have been Caroline Walker Bynum WF ’62 (1986) Robert M . Greenstein WF H ’67 (1996) named MacArthur Fellows . The annual Nancy D . Cartwright WF ’66 (1993) James E . Gunn WF ’61 (1983) honor “celebrates and inspires the creative potential of individuals” by Patricia Smith Churchland WF ’65 (1991) Robert Hass WF ’63 (1984) awarding Fellows a $625,000 no-strings- Maria Luisa Crawford WF ’60 (1993) Daniel H . Janzen WF ’61 (1989) attached grant . Visit woodrow .org for John C . Eaton WF ’57 (1990) Jacqueline Jones WF ’74 (1999) more information about these WW Shelly Errington WF ’66 (1981) David N . Keightley WF ’53 (1986) Fellows and their work . Faye D . Ginsburg CN ’82 (1994) Nancy Kopell WF ’63 (1990)

8 Fall/Winter 2016 “Through the reporting to the bureaus we’re helping people build and improve their credit scores—so there’s a very real wship and tangible benefit that were providing o people through our Lending Circles program,” said Mr. Quiñonez. “But the conversation doesn’t end there. We help fel l people better manage their money and unlock a world of opportunities in the financial mainstream.”

By establishing a credit history, MAF participants are able to gain access to credit cards and apply for mortgages. Mission Asset Fund has facilitated more than 6,000 loans totaling $6.2 million in 18 different states. On average, participants’ credit scores rise by 168 points, and they reduce their debt by $1,000. The default rate on MAF loans is 0.7 percent.

“The true impact of our work is not just for our individual clients, but when we challenge those assumptions or the Mr. Quiñonez says his time as a WW Public example of that,” he notes. “Here was the framework that has led to the failed Policy Fellow laid the groundwork for his benevolent community coming together policies in terms of how to work with career. “Because of my Fellowship,” he to invest in students of color and promote low-income people,” says Mr. Quiñonez. recalls, “I was able to go onto the Woodrow public policy careers. I think it’s been “I want to lift up our learnings: how, Wilson School [of Public Policy at Princeton one of the most successful Fellowships, through our strength based approach, University]. And the Woodrow Wilson because there is now this very large cadre we are in fact creating successful School is really where I learned some of of people of color in public policy careers. programs and how can that approach the key concepts that I’m instituting now Everywhere I go, I am assured that there be applicable to other areas of policy. in the Lending Circles program.” will be a professional of color in a public How can we do that with housing? With policy job and it’s all due to the pipeline health? With insurance? And other sorts This notion of looking for the best in people being created. This is one of the examples of areas where we have programs to is something Mr. Quiñonez sees in society of success that our community needs to help poor people, but, because they’re as a whole: “We have this incredible know about. I was fortunate to be a part of based on flawed assumptions, those tradition in our society of being generous, that pipeline, to have that experience, but projects never end up working. So we’re of really investing in people to unlock their we have to make sure that that doesn’t get trying to inspire other fields to rethink full human potential. I think the Woodrow closed up for the next generation.” their policies.” Wilson Fellowship that I did in 1993 was an

Ann Lauterbach WF ’64 (1993) Jane S . Richardson WF ’62 (1985) John E . Toews WF ’66 (1986) Suzanne Lebsock WS ’75 (1992) Lawrence Rosen WF ’63 (1981) Karen K . Uhlenbeck WF ’64 (1983) Michael Lerner WF ’65 (1984) David Rumelhart (dec’d) WF ’63 (1987) Laurel Thatcher Ulrich WS ’78 (1992) Donella H . Meadows (dec’d) WF ’63 (1994) Thomas M . Scanlon WF ’61 (1993) Ellen Bryant Voigt WF ’64 (2015) Erik Mueggler MN ’87 (2002) Robert Shapley WF ’65 (1986) Henry T . Wright WF ’64 (1993) Michael J . Piore WF ’62 (1984) Ellen Kovner Silbergeld WF ’67 (1993) Tara Zahra MN ’99 (2014) José A . Quiñonez PP ’93 (2016) David Stuart MN ’89 (1984) Arnold Rampersad BS (1991) Joseph H . Taylor, Jr . WF ’63 (1991)

fellowship 9 WW Board of Trustees Visits Silicon Valley Fall WW Board Events Focus on Education in the Future

o help frame the Woodrow Wilson Foundation’s innovative Cator on issues like microcredentialing in teachers’ professional Twork in preparing teachers and school leaders for the development. The trip also featured a visit to Facebook, where schools of both today and tomorrow, the Woodrow Wilson Board Trustees tested out the latest virtual reality technology using of Trustees devoted its annual fall retreat to a trip to Silicon Oculus Rift headsets and learned more about technological Valley. While there, Trustees had the opportunity to hear from innovation in education at Facebook. They also heard from ed tech startups like CodeSpark, Swivl, KiraKira, and Tynker at representatives of the Chan Zuckerberg Initiative. GSVlabs, as well as get the perspective of Digital Promise’s Karen

WW Trustees visit Facebook headquarters.

WW Trustees get to try out virtual reality headsets. Silicon Valley entrepreneurs like Grant Hosford of CodeSpark offer the WW Board perspectives on their educational innovations.

10 Fall/Winter 2016 Hennessy Receives Taplin Award

n Wednesday evening, October 19, the Woodrow Wilson weapons, it sometimes seems that we struggle just to avoid

Foundation Board of Trustees conferred its Frank E. slipping back into darkness. wship

O o Taplin Public Intellectual Award on John L. Hennessy, President But, in the end I am a fierce optimist for the future, and I Emeritus of Stanford University, and Shriram Family Director see hope for the future every time I meet with young people, of the Knight-Hennessy Scholars Program. The Taplin Award, who are determined to make the world better for themselves named for the late business leader, education advocate, and fel l and the generations to come. I believe that education is, in longtime Foundation Trustee, was created by the Foundation in Abraham’s Lincoln’s words, the last best hope of earth. 2004 to recognize leaders who have made major contributions to public discourse and civic engagement. In presenting the Taplin That is why I have dedicated the time I have left in my career Award, Woodrow Wilson Board Chair Tom Hudnut lauded to try to provide that opportunity for a new generation. That Dr. Hennessy as a visionary leader and “a bridge and a bridge is why the work of the Woodrow Wilson National Fellowship builder between higher education and industry,” also noting his Foundation is so important. And that is why I am deeply commitment to identifying and supporting emerging intellectual honored to receive the Taplin Award. leaders through the new scholarship program he now heads. Dr. Hennessy was honored at a gala dinner with more than 100 In his acceptance remarks, Dr. Hennessy spoke to the power guests in attendance, including distinguished Woodrow Wilson of the Woodrow Wilson Fellowships in preparing generations Fellows based at Stanford, as well as volunteer leaders from of leaders, and to his own new work with the Knight-Hennessy the Stanford University community and other friends of the Scholars Program, which similarly seeks to prepare leaders: Foundation. In the course of the Foundation’s seven decades of supporting higher education, some 120 current and former Sometimes, the world can seem as if it’s teetering on chaos. Stanford faculty members have been Woodrow Wilson Fellows, From our election woes, to terrorism and civil war, to lingering more than 300 Fellows have done their Ph.D. work at Stanford, poverty exacerbated by corruption and bad government, to and a comparable number of Stanford undergraduates have been the challenge of climate change and the threat of nuclear named Fellows in one Woodrow Wilson program or another.

Dr. John Hennessy enjoys an "original Oculus headset"--a vintage stereoscope WW Board Chair Tom Hudnut congratulates John Hennessy on receiving presented by Arthur Levine, president of the Woodrow Wilson Foundation. the Taplin Award.

Donald Knuth WF '60, National Medalist of Science and Stanford faculty Members of the Taplin family, Taplin guests and WW Trustees applaud member (emeritus), talks with WW Trustee Gerry House, Lee House, and Dr. Hennessy as he receives the Taplin Award. WW EVP/COO Stephanie Hull. fellowship 11 BOOK SPOTLIGHT

“Keep the Damned Women Out”: The Struggle for Coeducation Nancy Weiss Malkiel WF ‘65 The 1960s were a time of radical change in the into account the social and academic lives of their United State. The political climate of the time, led newly admitted female students, each had their own by the civil rights, student, antiwar, and women’s set of challenges. Dr. Malkiel writes in the opening movements, laid the groundwork for a short, chapter: “Although this book is about coeducation, spectacular span of time at the beginning of the and thus inevitably about women, it is primarily 1970s when a host of prestigious universities in the about those men: the decisions they made, the U.S. and U.K. turned co-ed. leadership they demonstrated, and the ways in which they harnessed the power of their institutions to meet In her new book, “Keep the Damned Women Out”: The the challenges of the times.” Struggle for Coeducation, Dr. Nancy Weiss Malkiel WF ’65 tells the story of a movement in higher education In 1969, Dr. Malkiel was one of the first women hired led not by women’s activists, but almost entirely in the Princeton history department and one of the by men. Dr. Malkiel explains that the move toward first three to be appointed to the professorial ranks coeducation at institutions like Harvard, Yale, at the university. She went on to serve for a record Cambridge, and Oxford stemmed from a desire to 24 years as Princeton’s Dean of the College. She keep a highly competitive applicant pool, rather than joined the Board of Trustees for the Woodrow Wilson from a place of moral obligation. Foundation in 1975, is former Chairwoman, and is the namesake of the Woodrow Wilson Foundation’s The changes were met with fiery opposition; one new Nancy Weiss Malkiel Scholars Award, which Dartmouth alumnus demanded, “Keep the damned supports promising junior faculty leaders. women out.” The institutions, now faced with taking

The Penguin Book of the Undead: Vanity Fair says of the book: “[Cole] brings a subtle, Fifteen Hundred Years of layered perspective to all he encounters—whether it’s photographs, books, foreign countries, or Internet Supernatural Encounters memes. The collected essays of Known and Strange Scott G. Bruce CN’00 Things offer a glimpse of a roving mind in action.” Today’s popular culture is crawling with zombie and Mr. Cole is the author of Every Day is for the Thief and vampires. But where did this fascination with ghouls the PEN/Hemingway winner Open City. and ghosts begin? Scott G. Bruce CN ’00 explores the history of ghost stories in The Penguin Book of the Undead. Combing through theological texts, personal White Trash letters, and passed-down stories, Dr. Bruce traces Nancy Isenberg CN ‘88 the many forms that tales of the supernatural have The American Dream has always taken over the centuries, from the ancient Roman promised the people of this Empire to the Protestant Reformation. country that, if they just work hard enough, they can achieve “This exceptionally well-curated compilation shows anything. Nancy Isenberg, that the wide variety of accounts of the undead have however, thinks this idyllic, class- been rampant in literature long before the Gothic free, land of opportunity is a myth. era,” says Publishers Weekly. Dr. Bruce “presents the In her new book, White Trash: The 400-Year Untold History contents with an enthusiasm that makes these... of Class in America, Dr. Isenberg looks at the origins and works accessible to the casual reader.” evolutions of the “useless lubbers,” “crackers,” and “clay- eaters.” From the British cast-offs of colonial America to Known and Strange Things the rise of eugenics to television shows like the Beverly Teju Cole MN ‘00 Hillbillies and Here Comes Honey Boo Boo, White Trash In this collection of more than fifty essays, shows just how deeply ingrained this class structure is. Teju Cole MN ‘00 writes on topics like politics, The Christian Science Monitor calls the book “a carefully photography, travel, literature, and history. He researched indictment of a particularly American crisscrosses time and medium, bringing new species of hypocrisy, and… deeply relevant to the perspective to art and historical movements, pathologies of contemporary America.” The book speaking on subjects from Shakespeare to spent 11 weeks on the New York Times Best Sellers list Instagram, W.G. Sebal to Boko Haram. for hardcover nonfiction. 12 Fall/Winter 2016 NOTES ON FELLOWS

Celebrating 50 Years of Teaching

Richard A . Trythall WF ’62 was honored for his 50 years of teaching at

St. Stephen’s International Day and wship

Boarding School in Rome, Italy. The o event included an evening celebration complete with testimonials from

students and a concert. Mr. Trythall is fel l an American and Italian composer and pianist of contemporary classical music. He earned his bachelor of music degree from University of Tennessee and his M.F.A. from Princeton University.

Book Awards and Recognition

Garth Greenwell MN ’03 made the National Book Award fiction longlist for his debut novel What Belongs to You. Karen Rosenbaum WF ’62 has received the Association of Mormon Letters’ Best National Science Teachers Appointment to Michigan’s Short Story Collection Award for her book Mothers, Daughters, Sisters, Wives. Association Fellowship 21st-Century Education Commission Sonja Luehrmann CN ’07 won the Jen Lee TF ’14 (pictured above) has been 2016 Waldo Gifford Leland Award for awarded a National Science Teachers Matt Oney TF ’12 was appointed by her book Religion in Secular Archives: Association (NSTA) New Science Teacher Michigan Governor Rick Snyder to Soviet Atheism and Historical Knowledge. Academy Fellowship. Ms. Lee is among serve on the 21st-Century Education The award is given by the Society of five New Jersey educators who will Commission. The commission, made up American Archivists for writing of participate in science-related activities and of 25 representatives from the education superior excellence and usefulness in professional development opportunities sector, will make recommendations on the fields of archival history, theory, over the course of the Fellowship. improving the state’s education system. and practice.

RECENT PUBLICATIONS: Katherine DePalma MN ’06, co-written Pamela Haag MN ‘89—The Gunning Mark A . Noll WF ’68, co-edited— and co-edited—The Barefoot Book of of America: Business and the Making of Protestantism After 500 Years (Oxford Children (Barefoot Books) American Gun Culture (Basic Books) University Press)

Paula S . Fass WF’67—The End of American Vincent W . Lloyd CEF ’12—Black Natural Sharon Olds WF ‘64—Odes (Alfred A. Childhood: A History of Parenting from Life on Law (Oxford University Press) Knopf) the Frontier to the Managed Child (Princeton Craig A . Monson WF ‘66—Habitual Caroline T . Schroeder CN ’00 , University Press) Offenders: A True Tale of Nuns, Prostitutes, co-edited—Melania: Early Christianity Caitlin Fitz MN ’04—Our Sister Republics: and Murderers in Seventeenth-Century Italy through the Life of One Family (University The United States in an Age of American (University of Chicago Press) of California Press) Revolutions (Liveright)

fellowship 13 FOUNDATION UPDATES

WW Board Elects New Members

In summer and fall 2016, the Woodrow Wilson Foundation has elected two new members to its Board of Trustees.

Dr . H . Kim Bottomly, a renowned David N . (Dave) Shane was named immunobiologist, served as Wellesley USA Funds’ chief operating officer in College’s 13th president from 2007 to March 2015. An Indianapolis resident, 2016. A former deputy provost at Yale he began his career in human resource University, Dr. Bottomly completed both and education law in the 1970s. In the her undergraduate and doctoral degrees late 1990s he joined the executive team at the University of Washington. Dr. of LDI Ltd. LLC, an Indianapolis-based Bottomly, a lifelong scientist and educator, private holding company, ultimately is a Fellow of the American Academy of serving as LDI’s president and chief Arts & Sciences. In addition to memberships and leadership roles executive officer. He took a leave of absence from LDI in in a number of her field’s professional associations, she has taken 2005 and 2006 to serve as former Indiana Gov. Mitch Daniels’ a keen interest in women in science. She has served as chair of senior adviser for education and employment. Mr. Shane the Committee on Status of Women of the American Association retired from LDI in December 2012. He is a past member of of Immunologists, as chair of the Women’s Committee of the the Indiana State Board of Education and currently chairs Federation of American Societies of Experimental Biologists and the Central Indiana Works Council, as well as serving on as a member of the steering committee of Yale’s Women Faculty a number of other civic, educational, philanthropic, and Forum. She serves as an Institutional Trustee at WGBH, a public corporate boards. Mr. Shane was an early ally of the WW television and radio broadcast service based in Boston. She has Indiana Teaching Fellowships; he spoke with the WW Board chaired the Board of Directors of the Consortium on Financing at its Indianapolis meeting in October 2010 and attended Higher Education (COFHE), and has been a member of the Olin Board events in Cambridge in fall 2015 and in Silicon Valley College of Engineering President’s Council. in fall 2016.

New Grants Create, Expand WW Programs

Two recent grants will allow the Woodrow Wilson Foundation to • The Henry Luce Foundation has awarded a grant of expand one existing program and create another one: $350,000 to create the Woodrow Wilson Higher Education Policy Fellowship. The program will focus on informing • The Andrew W. Mellon Foundation has provided $735,500 to enlarge policymakers about higher education, and higher education and refine the Nancy Weiss Malkiel Scholars Award, a program for leaders about policy. Its aim is to help higher education junior faculty whose research focuses on contemporary American policy and practice leaders gain an understanding of history, politics, culture, and society. The award is structured to free commonalities as well as differences between them, seeking the time of junior faculty who have passed their midpoint tenure to strengthen the former and to develop the skills and review—including those from underrepresented groups and others knowledge to bridge the latter. committed to eradicating disparities in their fields—so that they can both engage in and build support for systems, networks, and Details about both programs will be available in future issues of affinity groups that make their fields and campuses more inclusive. Fellowship and on woodrow.org.

WW ON SOCIAL MEDIA Follow the Foundation and its programs on social media to receive updates and to let us and other Fellows know about your accomplishments . Where to Find Us: Facebook: Twitter: Foundation: http://on.fb.me/WWFoundation @WWFoundation @NewcombeWW Teaching Fellowships: http://on.fb.me/WoodrowWilsonTF @WoodrowWilsonTF

YouTube: Google+ Foundation: www.youtube.com/WoodrowWilsonFndn Teaching Fellowships: gplus.to/WoodrowWilsonTF

14 Fall/Winter 2016 PROFILES: GIVING BACK The Woodrow Wilson National Fellowship Foundation Needs Your Support

“Absolutely Instrumental:” Support for Please accept my gift of $______toward the Annual Students, Support for the Foundation Fund. wship o n 1961, with an acceptance I wish to designate my gift to the following program: Ito Harvard’s graduate

program in political science fel l and a goal of becoming a teacher, Sheldon Goldman I have made provisions for Woodrow Wilson in my estate. had to decide between a Woodrow Wilson Fellowship and teaching fellowships at A check made payable to The Woodrow Wilson National other institutions. Fellowship Foundation is enclosed.

“I certainly could not have Please charge my gift to: Mastercard Visa afforded attending graduate “The question of Account # school on my own,” says Dr. affordability is very Goldman. “A straight-out much apparent today. fellowship of this sort…was just Expiration Date Anything that can be wonderful and made graduate done to make it easier school possible for me.” or financially feasible After completing the first few Signature for students, even at years of his Ph.D. program, Dr. Goldman was encouraged to the middle class level, apply for a Woodrow Wilson PRINT NAME is very beneficial.” Dissertation Fellowship by the chair of his department.

“The Woodrow Wilson Foundation Dissertation Fellowships Check here if you wish your gift to be anonymous. turned out to be absolutely instrumental in my being able to finish up my dissertation and get my degree in four years,” My company will match my contribution. I have enclosed a says Dr. Goldman. matching gift form. With support from the Foundation, Dr. Goldman was able to Please send me information on making a stock gift and the tax travel around the country interviewing federal court of appeal benefits of donating appreciated securities. judges. His dissertation explored the backgrounds, selection process, and decisional behaviors of appellate judges appointed between 1961 and 1964. His dissertation laid the foundation for Name his life’s work, he is now considered one of the leading experts on the politics of judicial selection and confirmation. Dr. Goldman Home Address began teaching at the University of Massachusetts Amherst in the fall of 1965. He was named a Distinguished Professor in 2012. City State ZIP In 2006 Dr. Goldman received a Lifetime Achievement Award from the Law and Courts Section of the American Political E-mail Address Science Association.

“I think the aim and objective of the Foundation to encourage Home Phone and to provide the funds for people to go into teaching is very laudable and very commendable,” says Dr. Goldman. He has THANK YOU FOR YOUR CONTRIBUTION been a loyal donor to the Woodrow Wilson Foundation since the late 1980s. PLEASE SEND THIS PAGE WITH YOUR CONTRIBUTION TO:

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WW TF Fellow Uses Video Technology to Teach Physics

uring his first year of teaching lessons,” said Mr. Oney, who developed the Dphysics, Matt Oney TF ’12, whose project with the help of his WW mentor background was in biology and life teacher Angie Kolonich. The pair presented science, had a lightbulb moment while the project this summer at the National watching the TV show MythBusters. Science Teachers Association conference. The project is now a manuscript which “I need to get my kids to start thinking in the Mr. Oney and Ms. Kolonich will submit to way the MythBusters are thinking,” he said. a peer review journal. This epiphany led to the development Mr. Oney got his master’s degree from of a project in which kids would use the Michigan State University, where he video technology to learn about velocity. said there was a great emphasis placed Using GoPro cameras Mr. Oney secured on creating engaging, inquiry-based through a WW-Michigan State microgrant, curriculum. “I will be forever grateful students would capture video of a moving to the WW program,” said Mr. Oney. object, and then use that video to calculate “I know for a fact that when I entered velocity. Students were able to pick their the teaching profession straight out of own subject for data collection. One group the Woodrow Wilson program that I used the project to see if cars outside the was better prepared for my first year of school were speeding (some were). teaching than some of my colleagues.” “I was looking for anything I could do to make my students more engaged with the

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