The Good Team
Mihaly Csikszentmihalyi, PhD, is Professor in the School of Behavioral and Organizational Sciences and founder and co-director of the Quality of Life Research Center at Claremont Graduate University. His books include the bestselling Flow, Being Adolescent, The Evolving Self, Creativity, Finding Flow, Becoming Adult and Good Business. He is a member of the American Academy of Education, the American Academy of Arts and Sciences, and the National Academy of Leisure Sciences. He lives in Claremont, California.
William Damon, PhD, is Professor of Education and Director of the Center on Adolescence at Stanford University. For the past twenty years, Damon has written widely on moral development at all ages of human life. His books include Self-Understanding in Childhood and Adolescence, The Moral Child, Some Do Care, Greater Expectations, The Youth Charter, and most recently published, The Moral Advantage: How to Succeed in Business by Doing the Right Thing. Damon has received awards from many foundations, including the John D. and Catherine T. MacArthur Foundation, The John Templeton Foundation, and the Carnegie Corporation of New York. He lives in Northern California and the South Coast of Massachusetts.
Howard Gardner is the John H. and Elisabeth A. Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education. He also holds positions as Adjunct Professor of Psychology at Harvard University and Senior Director of Harvard Project Zero. Among numerous honors, Gardner received a MacArthur Prize Fellowship in 1981. He has received honorary degrees from thirty-one colleges and universities, including institutions in Bulgaria, Chile, Greece, Hong Kong, Ireland, Israel, Italy, South Korea, and Spain. He has twice been selected by Foreign Policy and Prospect magazines as one of the 100 most influential public intellectuals in the world. In 2011, Gardner received the Prince of Asturias Award for Social Sciences, and in 2015, he was awarded the Brock International Prize in Education.
The author of thirty books translated into thirty-two languages, and several hundred articles, Gardner is best known in educational circles for his theory of multiple intelligences, a critique of the notion that there exists but a single human intelligence that can be adequately assessed by standard psychometric instruments. Gardner also directs the Good Project.
His newest research undertaking is a large-scale national study documenting how different groups think about the goals of college and the value of a course of study emphasizing liberal arts and sciences. The study seeks to understand how the chief constituencies of campuses—incoming students, graduating students, faculty, senior administrators, parents, alumni/ae, trustees and job recruiters—think about these changes and how they may impact the college experience in our time. Ultimately, the study aims to provide valuable suggestions of how best to provide quality, non-professional higher education in the 21st century.
Lynn Barendsen is the Executive Director of The Family Dinner Project, and one of its founding members. In addition, she is a Project Manager at the Good Project at the Harvard Graduate School of Education. Since 1997, with Howard Gardner, she has investigated a variety of research questions about the working world, and with Wendy Fischman, co-developed the Good Work Toolkit, designed to help develop a common language that encourages school communities and other institutions and individuals to consider the broader implications of their work and the meaning of work in their lives. These materials are currently being used in classrooms around the world. In her work on The Family Dinner Project, Lynn works to support families to consider some of these same questions, while encouraging reflection and, in the process, enabling families to make the most of their mealtimes together. Lynn has taught courses in literature and film, English and American literature, expository writing, and Good Work, and led numerous workshops and presentations on The Family Dinner Project and Good Project-related topics. You can follow her on Twitter at: @LynnBarendsen.
Shelby Clark is a senior research manager for the Investigating Impacts of Educational Experiences project, a longitudinal study investigating the educational impact of the United World Colleges. Shelby’s work focuses on the development of intellectual and civic character strengths in adolescents and young adults, with a focus on strengths such as curiosity and open-mindedness. She received her PhD in applied human development from Boston University, an MA from the George Washington University in school counseling, and a BA in history and music from Johns Hopkins University. Shelby formerly worked as a school counselor in St. Paul, Minnesota.
Katie Davis is an Assistant Professor at The University of Washington Information School, where she studies the role of digital media technologies in adolescents’ academic, social, and moral lives. She also serves as an Advisory Board Member for MTV’s digital abuse campaign, A Thin Line. Prior to joining the faculty at the UW iSchool, Katie worked with Howard Gardner and colleagues at Harvard Project Zero, where she was a member of the GoodPlay Project and the Developing Minds and Digital Media Project research teams. Katie and Howard co-authored a book synthesizing the results of this research, called The App Generation: How Today’s Youth Navigate Identity, Intimacy, and Imagination in a Digital World (2013, Yale University Press). In addition to publishing and presenting her research in scholarly venues, Katie regularly shares her work with parents, teachers, and school administrators in an effort to build connections between educational research and practice.
Wendy Fischman joined Project Zero at the Harvard Graduate School of Education in 1995 as a researcher with Project Co-Arts, a study of educationally effective community art centers. Since 1996, she has managed various aspects of the Good Project, specifically focused on the meaning of work in the lives of young children, adolescents, and novice professionals. Wendy has written about education and human development in several scholarly and popular articles addressing topics such as lifelong commitment to service work, inspirational mentoring, and teaching in pre-collegiate education. She is the lead author of Making Good: How Young People Cope with Moral Dilemmas at Work, published by Harvard University Press in 2004. Wendy has co-developed The Good Work Toolkit, a curriculum designed to introduce students and teachers to the concept of “Good Work” and subsequently used in a wide variety of situations, and The Good Collaboration Toolkit, for many different audiences. Most recently, she is managing a large, national study on Liberal Arts and Sciences in the 21st Century. Before coming to Project Zero, Wendy taught humanities to middle school students and evaluated school reform programs facilitated by a government-sponsored regional laboratory. She received a BA from Northwestern University.
Carrie James is a Research Director and Principal Investigator at Project Zero, and Lecturer on Education at the Harvard Graduate School of Education. Her research explores young people’s digital, moral, and civic lives. Her interests include: how young people navigate ethical dilemmas in online contexts; how they use social media to engage in dialogue about meaningful issues; and how digital tools can be leveraged for civic and political purposes.
Since arriving at Project Zero in 2003, Carrie has worked with Howard Gardner and colleagues on the Good Project. She co-directs the Good Play Project, a research and educational initiative focused youth, ethics and the new digital media, and the Good Participation Project, a study of the Youth & Participatory Politics research network focused on how youth “do civics” in the digital age. Carrie is co-Principal Investigator of the Out of Eden Learn project an educational companion to Pulitzer Prize-winning journalist Paul Salopek’s epic Out of Eden walk. With David Perkins, she is co-Principal Investigator of PZ Connect, an online professional development program developed in collaboration with Independent Schools Victoria in Melbourne, Australia.
Carrie is a recurring faculty member for the Project Zero Classroom and the Future of Learning summer institutes. Her recent publications include Disconnected: Youth, New Media, and the Ethics Gap (The MIT Press, 2014). She holds an M.A.(1996) and a Ph.D.(2003) in Sociology from New York University. You can follow her on Twitter at: @carrie_james.
Sarah Magagna joined Project Zero in 2018 as the research assistant for the Investigating Impacts of Educational Experience project, a multi-year research study of a network of international schools called United World Colleges. Previously she has worked as a teacher in K–12 schools in Morocco and Jordan and also as a museum educator at the Brooklyn Museum and the Harvard Art Museums. She holds an Ed.M. from the Harvard Graduate School of Education and a B.A. in art history from Princeton University.
Kirsten McHugh began working at Project Zero as a summer intern in 2006 before graduating from The University of Massachusetts Amherst. In 2008, she joined the team full-time and is now Project Manager of a study which seeks to determine how the goals and content of a traditional four year residential education might be reconfigured for future generations.
Danny Mucinskas is Project Manager of The Good Project, overseeing and stewarding the project’s digital presence and connections with partners and practitioners. He is currently working on a multi-year research study that is investigating the educational impact of United World Colleges, a network of diverse international schools. He is also Office Manager for Howard Gardner. Danny joined Project Zero in 2012 and holds a B.A. in History and International Relations from Boston University.
Margaret Mullen is a Senior Research Project Specialist on the Good Participation Project and the Educating for Participatory Politics Project at Project Zero at the Harvard Graduate School of Education. Her research interests include human development through the life span, with a focus on moral and ethical thinking, decisions, and action. Margaret previously taught secondary school physics and worked in higher education administration. Margaret received an Ed.M. in Human Development and Psychology from the Harvard Graduate School of Education.
Jeanne Nakamura, PhD (University of Chicago) is currently Associate Professor of Psychology and Co-Director, Quality of Life Research Center, at Claremont Graduate University, where she teaches a graduate seminar on good work. She has worked on the GoodWork Project since 1996. She is coauthor of Creativity and Development (Oxford University Press, 2003), coeditor of Supportive Frameworks for Youth Engagement (Jossey-Bass, 2001) and Applied Positive Psychology (Routledge, 2011), and coauthor of a book on mentoring and the transmission of excellence in science, Good Mentoring (Jossey-Bass, 2009).
Alexis Brooke Redding is a doctoral student at the Harvard Graduate School of Education where she studies ethical decision making among adolescents and young adults. She is a researcher on both the Liberal Arts and Sciences for the 21st Century study the Good Collaboration Project. She also serves as a Teaching Fellow in the Good Work course at HGSE. Alexis earned her A.B. from Harvard College and her Ed.M. from the Harvard Graduate School of Education. She also has a graduate certificate in college counseling from UCLA.
Susan Verducci Sandford, Ph.D. (Stanford University) is a professor of Humanities at San Jose State University. She has worked on the Good Work Project since 2000 and is coeditor of Taking Philanthropy Seriously and of Education, Democracy and the Moral Life. Her fields of interest include educational philosophy, philanthropy, moral development and the role of the arts in cultivating open-mindedness.
Emily Weinstein is an advanced doctoral student in Human Development and Education at the Harvard Graduate School of Education, where she studies the digital lives and experiences of adolescents and young adults. At Project Zero, she has worked on the Youth and Participatory Politics and Developing Minds and Digital Media projects. She is a Harvard Presidential Scholar and a Spencer Foundation/HGSE Early Career Scholar in New Civics. Emily earned her BS from Cornell University and her Ed.M. from Harvard Graduate School of Education.
(For a Russian-language version of these biographies, please click here.)