Charles Fadel

Charles Fadel

Founder and Chairman of the Center for Curriculum Redesign, is a global education thought leader, futurist and expert, author and inventor, with several affiliations:
Korean book cover 21st Century Skills Russian book cover 21st Century Skills Deeper Learning book cover

  • Visiting practitioner at Harvard’s Graduate School of Education, exploring curriculum redesign concepts, and teaching a seminars titled “Interdisciplinarity – The World in 10 Curves”; member of the President’s Council of Olin College. His work spans the continuum of Schools, Higher Education, and Workforce Development/Lifelong Learning.
  • Chair of the Education committee of the Business and Industry Advisory Committee (BIAC) to the Organization for Economic Co-operation and Development (OECD), nominated by the US Chamber of International Business (USCIB). He works with several teams at the OECD – Education 2030, PISA, and CERI most notably.
  • Founder and President of the Fondation Helvetica Educatio (Geneva, Switzerland), dedicated to global education.
  • Co-author of just published “Four-Dimensional Education – The Competencies Learners Need to Succeed” which received endorsements from OECD’s Andreas Schleicher and Stanford University’s Carol Dweck.  Co-author of best-selling book  “21 st Century Skills – Learning for Life in our Times” (2009 Wiley) also available in simplified and classical mandarin Chinese, Korean and Russian.   Also co-author of “Deeper Learning“.  He frequently keynotes on these topics, as well as STEM, and Education Technology.
  • Senior Fellow, human capital at The Conference Board; Senior Fellow at, and at Innovate-Educate
  • Former Global Education Lead at Cisco Systems, and Cisco liaison with UNESCO, the World Bank and Change the Equation (STEM).
  • Former visiting lecturer at MIT ESG teaching a “special topics in mathematics” class titled “Polymathy – The World In 10 Curves”; and former visiting lecturer at UPenn teaching a class on Technologies for Learning in the Chief Learning Officers program (receiving highest student rating)
  • Appointee to the Massachusetts gubernatorial “Commission to Develop an Index of Creative and Innovative Education in Public Schools”, and has served on the Massachusetts Governor’s Readiness Project as well as its 21st Century Skills task force.
  • Former angel investor with Beacon Angels in Boston

He has worked with a wide variety of education ministries, and business and non-profit education organizations in Massachusetts, Canada (Federal, and Provinces), France, Finland, Sweden, Chile, Brazil, Costa Rica, Tunisia, and the Dominican Republic, to name a few, and has contributed to education projects in more than thirty countries. He has advised innovative school systems in Brazil ( Lumiar ) and Chile ( Innovacien ).

He has contributed to, and has been featured by, media such as National Public Radio (NPR), the Canadian Broadcasting Corporation (CBC), the Huffington Post, eSchool News, Education Week, University Business, Technology & Learning, New Media Consortium, MA and NY Associations for Supervision and Curriculum Development, T.H.E. Journal, and many others. He has presented at numerous education conferences, including at UNESCO, the World Bank, the OECD, the Consortium for School Networking (COSN), the National School Boards Association (NSBA), the National Center for Technology Innovation (NCTI), and the Masie Center’s Learning conferences.

Partially overlapping his involvement in education matters, Charles had spent more than two decades in the ICT industry (semiconductors, and systems).  He has been awarded five patents on video, content, and communication technologies.  He holds a bachelor of science in electronics with course concentration in quantum and solid-state physics with electives in neuroscience, and a master of business administration in international marketing.  An avid reader, he has autodidactically learned emerging disciplines such as evolutionary psychology.  He also enjoys the lessons of classical history.

Jennifer Groff

Jennifer Groff

is the co-founder of the Center for Curriculum Redesign and an expert in digital technologies and innovations in learning and education, with several affiliations:

With graduate degrees in educational technology and neuroscience in education, Jennifer’s work focuses on the research and design at the intersection of the two—for generating new innovations for learning, and understanding the nature of innovation in systems of education, transformation and design. Her primary work is on the barriers to integrating technology and dynamics of innovation in education systems, and is the creator of the i5— a tool to help educators mitigate the barriers to integrating technologies into the classroom. Jennifer built on this work at Futurelab in Bristol, United Kingdom, where she was a 2009-2010 US-UK Fulbright Scholar studying how to embed innovation and redesign learning systems.

Her recent work also includes the development of the ‘ whole-mindedness’ pedagogical approach , which was highlighted in the new book 20UNDER40: Reinventing the Arts and Arts Education for the 21st Century —a volume that selected submissions from 20 emerging arts education leaders under the age of 40.

Jennifer’s research at MIT and Harvard have focused on pedagogies with collaborative mobile technologies and online immersive worlds, and the teacher supports and practices to enable these innovations in the classroom. Other previous work has centered on educational alchemy and helping school reinvent themselves for the 21st century in partnership with TechFoundation and 2Revolutions.

Jen is a former teacher, whose innovative methods led her to be named a Microsoft Innovative Teacher Leader in 2005 and a Google Certified Teacher.

Maya Bialik:
is a writer, editor, and research manager at CCR, who is passionate about appropriate interpretation and the application of science at the personal and the policy levels. She has worked at CCR for four years, during which time she’s written numerous papers and co-authored the recent book, Four-Dimensional Education: The Competencies Learners Need to Succeed. She is also co-founder and co-director of The People’s Science, a non-profit that improves the relationship between science and society. Maya is also the founder of ImprovWise, through which she leads workshops on science communication, improvisation, and interdisciplinarity. Maya holds a Master’s degree in Mind, Brain & Education from Harvard, and her background includes research and writing in complex systems, education, environmental science, psychology, neuroscience, and linguistics, as well as Improv Comedy. Follow her on twitter @mayabialik.

Michaela Horvathova:Michaela Horvathova
Michaela Horvathova is Master student in International Education Policy at the Harvard Graduate School of Education. She holds Master of Science in Global Human Resource Management and Bachelor of Science in Industrial and Organizational Psychology.
Prior to entering Harvard, she worked in human capital management for Anheuser-Busch Inbev in New York and Belgium. Afterwards, she decided that education is better than beer, and moved to Brazil to work for a foundation that leads several initiatives around the country to increase quality and access of education. She is currently interested in buidling the college and life readiness through incorporating 21st century skills and character traits into education system.  Her work for the Center focuses on character traits framework and organization of Geneva conference in 2014.

Sanjoy Mahajan:
Sanjoy MahajanSanjoy Mahajan obtained his PhD in theoretical physics from the California Institute of Technology, after undergraduate degrees in mathematics from
Oxford and in physics from Stanford.  Inspired by wonderful teachers, he has
devoted his career to improving how we teach and learn science and

While a member of the physics faculty at the University of Cambridge, he
helped found the African Institute for Mathematical Sciences in Cape Town
and was its first Curriculum Director.  While on leave from Olin College of
Engineering, he is MIT’s Acting Director of Digital Residential Education
and a visiting professor of Electrical Engineering and Computer Science.

He is the author of “Street-Fighting Mathematics: The Art of Educated
Guessing and Opportunistic Problem Solving” (2010) and “The Art of Insight
in Science and Engineering: Mastering Complexity” (2014), both published by
MIT Press and available in print and online under a Creative Commons
Noncommercial ShareAlike license.

Merrilea Mayo, Ph.D.:
Merrilea MayoDr. Mayo is the founder of Mayo Enterprises, LLC, a consultancy in the areas of innovation, workforce, technology and the future of learning. Her most recent work focuses on skills-to-jobs matching, with the Center for Curriculum Redesign being one of her clients. In a prior effort with Innovate+Educate, Dr. Mayo devised on-the-ground implementation of new hiring models — work that resulted in her appointment as an ACT Fellow and brief recognition of the effort on Other consulting work has included providing metrics oversight to the W.K. Kellogg Foundation’s $27M New Options Project, delivering game-based learning recommendations to the Susan Crown Exchange, developing an overarching education strategy for the Office of the NASA Administrator, crafting a policy report on the US science and engineering workforce. Dr. Mayo has strong interests in game-based learning, as well as years of experience across a wide range of science policy issues. For example, Dr. Mayo’s policy work during her years as Director of the National Academies’ Government-University-Industry Research Roundtable included deemed exports, the offshoring of R&D, science and engineering workforce, emerging research institutions, and intellectual property agreements. Dr. Mayo also helped launch two non-profits, ASTRA and the University-Industry Demonstration Partnership, and served the founding director role in each. Dr. Mayo is a materials scientist and engineer by training, having received her doctorate in that field from Stanford University in 1988, publishing approximately 80 technical articles, and serving as the Materials Research Society’s President in 2003.

Bernie Trilling:
Bernie Trilling Bernie Trilling is Founder and CEO of 21st Century Learning Advisors, and the former global director of the Oracle Education Foundation, where he directed the development of education strategies, partnerships, and services for the Foundation and its ThinkQuest programs. He has served as Board Member of the Partnership for 21st Century Skills (P21), co-chaired the committee that developed the highly regarded “rainbow” learning framework, and is currently a P21 Senior Fellow. Prior to joining the Oracle Education Foundation, Bernie was Director of the Technology In Education group at WestEd, a U.S. national educational laboratory, where he led a team of educational experts in integrating technology into both the instructional and administrative realms of education. He has also served in a variety of roles in both education and industry, including Executive Producer for Instruction at Hewlett-Packard Company, where he helped lead a state-of-the-art global interactive distance learning network. Bernie co-authored the widely acclaimed book, 21st Century Skills: Learning for Life in Our Times, published by Wiley. He has also written dozens of articles for educational journals and magazines and is a featured speaker and workshop leader at numerous educational gatherings.

Michelle Blanchet: Michelle Blanchet
Michelle Blanchet is an educator and social entrepreneur, who is passionate about inspiring innovation in the field of education. She has been working with young people for the past ten years and founded The Educators’ Lab, which supports teacher driven solutions to educational challenges. Michelle earned a Master in International Relations from Instituto de Empresa in Madrid. She taught sociology and economics, and has presented at numerous events including SXSWedu and TEDxLausanne. Michelle is a part of the Global Shaper Community of the World Economic Forum.

Scott Cody: Scott Cody
Scott Cody is a doctoral candidate at University of Pennsylvania and adjunct professor at University of Southern California whose interest is in the intersection of health, communities, and schools. In particular, he is investigating how community schools can act as a hub to provide social services, especially in mental health, for students and community members. Prior to arriving at Penn, Scott received his Ed.M. at Harvard, consulted at Los Angeles Education Partnership and The Broad Center for the Management of School Systems, and taught middle school for six years.

Catherine Fukushima:
Catherine Fukushima is a consultant in the areas of art, culture and philanthropy. She works with foundations, museums, arts and education organizations to develop and implement strategies to increase access the arts and culture. Recent projects include managing grant programs, building a donor collaborative, writing strategic program plans, managing a learning community, and conducting program evaluations. Prior to consulting, she was a senior program officer for the New York-based Wallace Foundation, where she was responsible advancing two initiatives of national scope: the Wallace Excellence Awards and Arts for Young People. A leader in the field of museum education, Catherine held positions at The Metropolitan Museum of Art, The Brooklyn Museum and the Museum of American Folk Art. A frequent speaker on non-profit management, Catherine is an adjunct professor with the George E. Heyman for Philanthropy and Fundraising at New York University. She taught previously in Seton Hall University’s Museum Professions Graduate Program.

Noha Mahdi Hayder:
Noha is an education consultant and program developer based in Dubai. With experience in North America and the Middle East, Noha has spent the past two years designing and managing a wide range of learning experiences, including teacher trainings, technology integration programs, STEM camps and adult learning. Noha has a background in Biochemistry and a Master’s degree in Mind, Brain and Education from the Harvard Graduate School of Education, and her interests lie in cultivating experiential, interdisciplinary and holistic learning experiences that not only develop cognitive but also social and emotional depth and resilience.
Noha is also the founder of The Mawada Project, an educational social enterprise in the UAE aimed at developing character, compassion, empathy and social responsibility in children and adults through community-service and volunteer work.

Sarah Hyun:
Sarah HyunSunah Hyun (Sarah) is a Ph.D. student in Applied Child Development at Tufts University and a doctoral research assistant focusing on early childhood education and development research. She holds a Bachelor of Arts in Communications from University of Washington and a Mater of Education in Human Development and Psychology from the Harvard Graduate School of Education. Prior to entering Tufts, Sarah worked at Korean Educational Development Institute (a government-run research institute in Korea) for about a year where she organized the international forum for the 5th APEC Education Ministerial Meeting on Educational Innovation for Creative Talent Development, and she also conducted and analyzed the research regarding improving the public school system with a nation-wide data set, which was later published. While she was obtaining her master’s degree, she also worked as a research assistant and lab manager at Harvard Department of Clinical Psychology, where she coordinated all the research initiatives focusing on the effects of stressful life events on children’s cognitive development and understanding their psychological reactions to these events. Sarah is very interested in helping children with the barriers to learning and removing these difficulties so that all the children enjoy learning and become strong individuals to live meaningful lives in a challenging world.

Alexandre Kabbach: Alexandre Kabbach
Alexandre Kabbach is a Master student in Special Studies at the Harvard Graduate School of Education focusing on philosophy of education.  He holds a Master of Science in General Engineering from the École Centrale de Lyon and a Master of Arts in Social Psychology from the Université Lumière Lyon II. Prior to entering Harvard, Alexandre worked as a change management consultant for Accenture Paris and as a research assistant in linguistics and computer science at  Keio University, Japan. He also took part in several engineering projects involving nuclear safety for the French electric utility company EDF and mechanical design for the Japanese company Oshima Shipbuilding.  His work for the Center focuses on mathematical skills of the twenty first century and algorithmic and algebra teaching.

Jessica Lin:
Jessica LinJessica  has spent the past two years in the innovation, design and engineering space at Harvard, where she most recently developed and led the  Idea Translation Lab in Cape Town , an experiential education and aspirational design fellowship for Harvard students in South Africa. She also serves as a GED instructor with X-Cel Adult Education in Dorchester, Boston.  Jessica previously managed the South Africa Fast Growth, a ranking of fast growth companies in South Africa, a part of AllWorld Network, chaired by Professor Michael Porter and was a fellow at  The Laboratory at Harvard , a platform for idea experimentation and exhibition in the arts and sciences. Jessica is also a co-founder of sOccket, a soccer ball that harnesses the energy during game play for later use as a source of electricity, and a Popular Mechanics 2010 Next Generation Breakthrough Award winner.  Jessica graduated from Harvard University, where she studied Government, African Studies, and Swahili.

Jonathan Martin:
Jonathan MartinAfter 15 years as a school-leader for three schools in California and Arizona, Jonathan Martin became a full-time consultant and writer on 21st century learning and assessment in 2012. In the past five years he has consulted to more than thirty schools and more than twenty educational organizations, including Secondary School Admission Test Board (SSATB), Index (owner of the Mission Skills Assessment), National Association of Independent Schools (NAIS), ProExam, Educational Collaborators, the Rhode Island Department of Education, EdLeader21, Blackbaud, and Think Through Math. He is the author of many reports and white papers on the future of assessment and on the effective implementation of innovative assessments for continuous improvement, including user’s guides to the OECD Test for School (based on PISA), the Mission Skills Assessment, and the High School Survey of Student Engagement. He is the Vice Chair of the Board for Arizona’s City Center for Collaborative Learning. Jonathan holds a BA from Harvard and an MA from the University of San Francisco School of Education; in 2008 he was a Visiting Fellow at Columbia University Teachers College.

Marco Morales:
Marco Morales Marco Morales is a product designer for educational software products and startups, and is currently a user experience designer at EdX as well as the product designer for a small startup called BrightLoop Learning. Other educational projects Marco has worked on include R&D on self-paced learning environments for Autodesk through their IDEA Studio program and Olin College’s SCOPE Program. He has also worked as a product designer for Alleyoop, Pearson’s college readiness supplemental learning platform, and co-founded Alight Learning, a middle school learning tool, during a leave of absence from Olin College with other classmates. While a student at Olin College, he worked on various other educational projects, culminating in a NAE Grand Challenges Scholars Program portfolio titled “Creating Visual, Self-Directed Learning Environments.” Marco graduated from Franklin W. Olin College of Engineering with a B.S. in Engineering: Product Design and Development.

Ignacio Pena:
Ignacio is a strategic management consultant who performed over 100 projects assisting leading firms, NGOs and governments to design and execute growth and transformation agendas, mostly in emerging markets. He was Partner and Managing Director of the Boston Consulting Group, where he worked for over 12 years and lead the strategy practice of the firm in Latin America. He has significant experience in strategy, organization, governance, corporate development and change management. He also assisted for several years the largest education NGO in Brasil. Today he is focused on helping ambitious firms and entrepreneurs to leverage technology opportunities and promoting systemic efforts to prepare society for disruptive change. He holds an MBA from Wharton, an MA in International Studies from the University of Pennsylvania (Lauder Program) and a BSc in Economics from Universidad Católica Argentina.

Juliana Porto:
Juliana Porto Juliana holds a Medical Doctor degree with specialization in Pediatric Neurology and a Master degree in Neuroscience from the Pontifical Catholic University of Rio Grande do Sul (PUCRS), Porto Alegre, Brazil. With growing interest in the field of education and early childhood mental health, Juliana was the Neuroeducation Program Coordinator of the International Institute of Neuroscience of Natal Edmond and Lily Safra (2011).

Juliana was invited as a Research Scholar at the Mind, Brain and Education Program of Harvard Graduate School of Education (HGSE), where she worked with Prof. Kurt Fisher in the Research School model during 2012 and 2013. She is currently a Research Fellow at the Laboratories of Cognitive Neuroscience, Boston Children’s Hospital, conducting social-emotional development experiments using Near-Infrared Spectroscopy in infants and toddlers. She is a Doctoral student in the Postgraduate course on Medicine and Health Sciences- Neuroscience at PUCRS.

Juliana is a project consultant at the Mindset Education, an organization focused on education innovation and curriculum adaptation for social-emotional and 21st century skills. She is also an associate member of the scientific committee of the Núcleo Ciência Pela Infância (NCPI), a collaborative initiative between Brazilian and North American organizations including the Fundação Maria Cecilia Souto Vidigal and the Center of Developing Child, Harvard University. The NCPI seeks to translate scientific knowledge in Early Childhood to a more accessible language facilitating its use in public policies and professional practices.

Karen Sutton:
Karen Sutton Karen has extensive managerial experience in the non-profit sector including over twenty-five years focusing on educational programs. Prior to joining the Center for Curriculum Redesign (CCR), Karen was Vice President for EF Foundation, an international high school student exchange program. Additionally, she consulted with a variety of student exchange organizations and worked part-time in the student affairs office at the Boston Architectural College. In her leadership with non-profit organizations, she has successfully struck the delicate balance between dedication to the mission and the need for sound business management and innovative approaches. Today, Karen is focused on the success of CCR as well as maintaining active involvement in her children’s public school education as a member of school council and the PTO. Karen holds a Bachelor of General Studies from the University of Kansas and enjoys cooking and international travel.

Dorothy Zablah:
Dorothy ZablahDorothy Zablah is a Masters student in Mind, Brain and Education at the Harvard Graduate School of Education focusing on Learning Design for the 21st Century. Her background is in International Affairs, Psychology and Philosophy. Originally from Mexico, she has worked exploring unconventional education in Mexico, Kenya and Chile. In 2014 she was part of The GO Project, a learning experiment where a team of eight individuals from different geographical and professional backgrounds designed and implemented their own educational experience while working together in three different continents over the course of a year. She is now a co-founder of Global Opportunity (GO) a platform that connects multi-disciplinary teams of post-graduate talent with entrepreneurial communities around the world.