(November 22-23, 2019 and March 17-18, 2020)
Faculty, Klingenstein Center at Columbia University’s Teachers College
Kevin Mattingly has been a science teacher, administrator, and coach for 35 years in day and boarding schools. He currently serves as director of the co-curriculum at Riverdale School in New York City, and he was dean of faculty and then director of teaching, learning, and educational partnerships at the Lawrenceville School in New Jersey. Over the years, he has helped start the Mountain School in Vermont, been a consultant to several systemic school reform initiatives, and worked with more than 40 schools on curriculum design, teaching strategies, assessment, and professional learning programs. He has been involved with a variety of summer academic programs for students, including the New Jersey Scholars, Vermont Governor's Institute on Science and Technology, Hotchkiss Summer Portals, and a number of summer enrichment programs for public school students from New York City, Philadelphia, and Trenton. Dr. Mattingly also has a background in experiential education and has led students and faculty on trips around the world. He was a lead teacher at Columbia University’s Klingenstein Center Summer Institute for 17 years and has taught in their year-long and summer master’s leadership programs for the past 15 years. At the Center, he was the primary content author of the edX MOOC, The Science of Learning - What Every Teacher Should Know, and has most recently worked with schools in China, Vietnam, Tanzania, and India, incorporating best practice instructional and assessment strategies based on cognitive science research. He holds a PhD in ecology and a BA in biological sciences from Indiana University.

(March 17-18, 2019)
Dr. Nicole Furlounge
Director, Klingenstein Center at Columbia University’s Teachers College
Nicole L.B. Furlonge, Professor of Practice and Director of the Klingenstein Center, earned her PhD in English from the University of Pennsylvania. She earned her MA  from the University of Michigan and her BA from the University of Pennsylvania. Prior to joining Teachers College, Dr. Furlonge served as Director of Teaching and Learning at the Holderness School, where she facilitated professional learning for faculty and developed LEARNS (Listening, Engaging, Asking, Reflecting, Networking, Sharing), a framework for formative professional learning and inquiry. She has taught English and served as English Department Chair and Director of Diversity at several independent schools, including St. Andrew's School (Delaware), The Lawrenceville School, and Princeton Day School. Dr. Furlonge is the author of Race Sounds: The Art of Listening in African American Literature, published by University of Iowa Press. Her book demonstrates listening as an interpretive, creative, and civic act that leads to deeper engagement with identity and racial difference. Currently, Dr. Furlonge’s research examines the intersections between listening, cognitive neuroscience, cultural competency, school leadership and adult learning. Ultimately, she is interested in investigating ways to cultivate the habits of a listening mind.

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