NGN features CPS Associate Professor Darin Detwiler, National Food Policy Expert
Federal agencies have announced one food recall after another in recent weeks, with the most serious involving an 18-state outbreak of listeria from deli meat that has killed nine people as of Aug. 29.
Darin Detwiler, a teaching associate professor at Northeastern and national food policy expert, attributes the cases to better reporting but also breaks in the food safety chain.
Faculty Spotlight: Robert DeLeo, University Fellow of Public Life
Former MA House Speaker Robert DeLeo came to Northeastern University as a Fellow for Public Life in 2020. Much of his work at the university benefits the CPS Doctor of Law and Policy (DLP) program, offering consultations with students and faculty members. Four years later, he’s all settled in.
DeLeo served in the Massachusetts House of Representatives from 1991 to 2020 and was elected Speaker of the House in 2009. He held that position until 2020, when, after 30 years in the House, he joined Northeastern University. DeLeo’s reputation is that of a man who can thrive in a highly politicized environment with an ease that consistently built bipartisan consensus on a variety of issues throughout his long career. He proactively diversified legislative leadership by appointing many women and minoritized individuals to chair positions during his tenure, with some serving as the firsts in those roles.
At 70, sitting as Massachusetts longest serving House Speaker at the onset of the pandemic, DeLeo knew it was time for his next step, but he couldn’t leave the role without disrupting the state’s legislative process; the entire body was figuring out how to conduct debates without being physically present in the chamber. Once things fell into a routine, DeLeo transitioned to Northeastern, where the university community celebrated his return to his alma mater.
Transition and the Technological Revolution
The transition from serving as a high-ranking government official to that of a University Fellow was stark. DeLeo describes his own technological revolution of moving from a place where a multitude of assistants would print out his emails, review them with him either in person or on the phone, and type out responses for him, to a setting where he had to execute all these administrative tasks himself, for the very first time in his life.
“I had no idea how to work a computer so I had to learn from scratch. It was daunting. I would go in once a week for someone to teach me how to use it, and how to do zoom calls. This was a steep learning curve; I was just used to people telling me where to go to give my speech,” he said.
DeLeo is proud to report that he has adapted. He said, smiling, “They told me I was a pretty good student, but I still have a lot to learn. I encourage people to learn because technology is here to stay and there is no going back.”
Rewiring, not Retiring
When asked what he is proud of while serving in elected office, DeLeo cites a host of accomplishments including passing laws on gun safety, transgender LGBTQ advocacy, and education advocacy that resulted in passing the 2019 Student Opportunity Act (SOA) that made state funding in K-12 schools more robust and equitable.
It is typical for long-serving government officials to register as a lobbyist or a consultant after retirement, because their insider perspective is valuable to so many interests. (A recent Vox article cites that about half of retiring senators and a third of House members register as lobbyists after retiring). For DeLeo, things turned out differently. One of the things he found when he was House Chair and Speaker was that he would be called upon to speak at schools and universities. “I found it so invigorating; I loved talking to the students”, he recalls.
“It was always in the back of my mind, ‘what’s the next chapter gonna hold?’ I decided to go into something I was passionate about, and that was higher education.”
According to DeLeo, Northeastern President Joseph Aoun, proud that DeLeo was an alum, would meet with him once or twice a year to discuss developments in the education sector. DeLeo recounted, “He once said to me, ‘When you leave being Speaker, you know you have to come to Northeastern.’ I looked at him and asked, ‘Why?’ He replied, ‘Because this is your home.’ And that always stuck with me.”
When DeLeo stepped down as Speaker, he got multiple offers from other schools, lobbying firms and law offices. “I looked inward and remembered President Aoun saying that to me; ultimately, I decided Northeastern would be a natural landing place. It was one of the best decisions that I ever made. I genuinely feel like I’m in a special place. When I speak publicly, I’m trying to sell the university, but I’m not doing it because I’m ‘selling the school’; I’m doing it because I believe in it. Sometimes when I drive home, I say to myself, ‘I love this place’.
Growing Up
DeLeo grew up in East Boston and Winthrop and attended Boston Latin School, the oldest public school in colonial-era America and the oldest existing school in the United States, founded in 1635.
His mother mainly stayed at home tending to domestic matters, the children, and a job at the local school’s cafeteria. He said, “She is where I got my compassion for people. In those days they didn’t have free lunch in the schools, but mom made sure everyone got fed. She just gave them food.” He jokes, “I think the statute of limitations has gone now, so I can admit that. She would also go to the donut store to pick up donuts for the teachers. My dad used to say to her “you’re the only person I know who is losing money working.”
DeLeo lived in a ‘three decker’ home, an architectural design mostly built between the 1880’s and 1930’s, known for the ability to provide affordable housing opportunities for a wide variety of working- and middle-class families, in an East Boston Italian American neighborhood. DeLeo describes each floor being occupied by family members; next door, his mother’s sister lived, and right behind their building, his grandmother and his other aunt resided. “I lived in the DeLeo version of the Kennedy compound.” he quipped.
“In those days if there was a neighbor that needed helping, you were there. If someone needed food or clothing, you were there. It was very matriarchal.” he said.
His father worked long hours as a bus boy and a waiter, and he worked his way up to become Matre d’ at the Statler Hilton, now known as the Copley Plaza. DeLeo said, “My Dad worked his way up the hard way and did very well.”
From 1964 to 1973, during the period when DeLeo graduated high school and entered college, America drafted young men for the Vietnam War. DeLeo recalls, “That was an interesting era; I was number 167 in the lottery. I was never called to serve.”
Northeastern: The Perfect Next Step
DeLeo graduated from Northeastern in 1972 with a Bachelor of Arts in Political Science. “I can’t say I really knew what was next; I wasn’t like I was looking to go into a particular profession like ‘I want to be a doctor or an engineer’. What attracted me to Northeastern was the co-op experience. After leaving Boston Latin, where the academic curriculum was incredibly challenging, I knew I wanted to do something more hands on. I knew I wanted immediate work experience and freedom to see what everything was all about. Northeastern was my perfect next step”, he said.
DeLeo’s first co-op job was at American Airlines where he managed reservations by phone. He said, “people would call me and say ‘I want to go to Dallas, Texas’ and I had to look for the options by reading out a list of flights and prices. The upside to the job was that I got to travel for free and just pay the taxes on the flights.”
After American Airlines, DeLeo worked for the Liberty Mutual Insurance Company and was involved with processing cases for accidents. While there, his interest in the law was piqued.
“One of the greatest things about Northeastern is the experiential learning.” he said.
First Generation Graduate
When DeLeo graduated college, he admittedly thought he was a ‘hot shot’. As the first one in his family to graduate, he describes feeling like ‘everyone would want me to work for them!”. That wasn’t really the case. Liberty Mutual wanted to send him to Hartford for a full time job, but he wanted to go to law school. Around this time, he also considered following his father into the hotel and restaurant business, but his college degree wasn’t exactly valued in the industry. He said, “They were like ‘you graduated college? Great. So what. You’ve got to work your way up’. They weren’t impressed.”
He enrolled in Suffolk University’s law school and attended evening classes while working during the day at the courthouse.
Students & Bagels
DeLeo’s primary role at Northeastern is to provide faculty and students with insights and context around global, national, state and local affairs. Although he does not teach classes, he is frequently invited by professors to speak on various topics or to spend time with students. He serves many programs across the university, working extensively within the Doctor of Law and Policy (DLP) and Doctor of Education (EdD) programs offered by the College of Professional Studies and Northeastern’s Political Science department.
JD LaRock, Professor of the Practice in the DLP program and professor to both DLP and EdD courses, said, “Since [DeLeo] came to Northeastern, he has been present in every single class that I’ve taught. He shares insights and experiences from his own time as a legislature and connects that with the issues we are studying. Those real life stories in policy that you don’t read in textbooks, he brings all of that in the classroom. I couldn’t do that on my own.”
DeLeo also spends a significant amount of time with both undergraduate and graduate students, offering guidance on their studies and dissertations. He provides advice on various topics, such as identifying good places to learn, finding suitable co-op jobs and places to work upon graduation. He said, “Sometimes students want to have more context, such as ‘how did you do this, what was that meeting like, how exactly did this law get passed?’ That’s the major part of me being here, and if I had to pick what I really love, it’s working with the students.”
Jack McDevitt, Professor of the Practice Emeritus at the School of Criminology and Criminal Justice and CPS Faculty Affiliate, who also served as interim director of the Doctor of Law and Policy (DLP) program, said that he regularly called DeLeo in to consult with both students and professors. He said, “DeLeo has been invaluable to us. For students enrolled in the doctorate program, you absolutely need an expert, and Bob’s done a fantastic job consulting on projects the students are trying to get done. He also helps plan the annual DLP trip to DC, and he arranges for students to meet senators and other people from the White House, including congress people and officials; he organizes all of that every year.”
DeLeo stated, “For the doctoral students, I’ll use my network to bring in speakers and set up people for them to talk to. They say something like ‘I’m doing a thesis on…say, paid family leave,’ and I connect them directly with people working in that field. I also work with undergrads who are very nervous and often ask, ‘What’s the best path?’ I always explain that the path is never straight and always winding.”
“If I was a lobbyist, I would be getting paid a lot more money!” he mused.
In reflecting on the impact that DeLeo had on his faculty and students, Jack McDevitt, Professor of the Practice Emeritus at the School of Criminology and Criminal Justice and CPS Faculty Affiliate said,
“Alot of students and faculty depend on him; he’s working across the university and has been a real asset. There are a lot of people that are benefitting from his expertise here at the University, but there are more that could.”
Chantei Alves, a Boston Public School special education teacher at the Allison Parks Early Education School in Mattapan is a doctorate student in the DLP Program. She enjoys DeLeo on her dissertation committee as her Second Reader. Her work is focused on mixed method research that looks at different states that have adopted science of reading laws, a body of scientific evidence that informs how students learn to read and write proficiently, into their curriculum, to see its impact on outcomes and teaching practices in early childhood education. She is scheduled to defend her dissertation next spring. She said, “because of Speaker DeLeo’s amazing work with the Student Opportunities Act in Massachusetts, I am so honored to have him as not just an advisor but as a mentor. For me, it’s the perfect pairing. For me personally, he checks in to make sure I’m ok, he pulls me to the side asking how’s it going, and he’s always motivating me, I really appreciate that.”
As testament to DeLeo’s humble disposition to serving others, Alves offers a story recalling the time her cohort took a trip to DC, saying, “We wanted to witness an important pharma case that was happening in the courts so we all arrived in front of the courthouse at like 6 in the morning to get in line to get inside. After waiting for about an hour, we all started talking about how hungry we were, then out of nowhere Speaker DeLeo walks up with drinks and a big bag of bagel egg and cheese sandwiches! Someone joked “thanks Bob, I guess this is a little different than serving in the House eh? And we all laughed. But he is such a servant to us and he doesn’t mind doing it! Without question, he didn’t mind bringing us bagels at 6 in the morning and he doesn’t mind just as generously sharing his time or contact with us in the ways we need. That bagel story really speaks to his character. He’s always making me feel like I’m extremely important to him and that is everything.”
The Power of Education
When DeLeo was speaker, he talked about the need for education, early education and community colleges.
“Many times, people talk about how we can change the trajectories of certain kids. When I saw how statistically children of socioeconomic privilege were doing so much better because they had those opportunities that others didn’t have, we started putting vast amounts of money into early education. It gave kids an equal opportunity in terms of where they could go. Without early education, statistics show that reading levels are lower, high school graduation rates are lower, and the likelihood of incarceration is much higher. I see education itself as one of the best social programs we can implement.
The same goes for community colleges. Everyone has challenges, and some people face obstacles to attending college.
These are the places where we have the opportunity to make a difference for people.”
A Brief Reflection: Sitting in on a Panel of Leaders addressing Future Leaders
This week, a panel of leaders from both Northeastern University and leading non-profits across Boston joined together to share challenges and opportunities in leadership to a rising group of young leaders. From how to tackle imposter syndrome, to managing through failure, to the importance of building a strong network of people who believe in you, these current leaders addressed a room of high school students with authenticity and intention.
Representing diverse schools across the greater Boston area, students engaged with leaders as part of their own leadership program through Mothers for Justice and Equality, an organization built in response to the needs of many single mothers in our communities. Recognizing single mothers living in poverty endure poor mental health through social stresses such as health scares, job losses, homelessness, domestic violence, street and gun violence, and related issues, Mothers for Justice helps individuals of all ages to become empowered and ready for community involvement.
Panelists included:
One of the most powerful takeaways from the 1.5-hour conversation was the importance of self-talk. Alda Witherspoon of the Witherspoon Institute distributed a handout of affirmations to the room and after each panelist shared their own struggles with self-doubt and how they’ve integrated affirmations into their ongoing leadership practice, the students followed suit.
Suddenly, the room was filled with the quiet voice of one student after the other proclaiming:
“I am beautiful”
“I am strong”
“I am enough”
In addition to the affirmations and the powerful vulnerability of the panelists and students, there were countless impactful statements that resonated in that room. Some of them are included below:
“When you contribute positively, you will always win.” – Carl Barrows
“Surround yourself with people who will push you and help you see your potential even when you can’t” – Earlene Avalon
“Sometimes you have to bring your own energy into the room because the room doesn’t always have the energy to feed you.” – Alda Witherspoon
“You have knowledge you may not yet value. Walk in confidence.” — Ashley Porter
“It sometimes only takes one person who can see your potential to help you push through struggles to find your path forward.” – Corliss Thompson
“The Evolution of Hiring: What Managers Know About, Think About and Are Doing with Microcredentials”
Researchers from CPS’s Center for Higher Education and Talent Strategy published a comprehensive study on the growing interest in micro-credentialling compared to traditional degree programs.
The study focuses on that observation that a confluence of economic, societal, and technical trends has given rise to significant changes in the hiring process. Notable among these changes has been a push to adopt skills-based practices in which hiring and talent management activity is organized around essential skills and abilities, rather than emphasizing traditional qualifications such as degrees. This focus on discretely identified skills has, in part, prompted the rise of a new way to package learning experiences: the microcredential.
The study focuses on that observation that “a confluence of economic, societal, and technical trends has given rise to significant changes in the hiring process. Notable among these changes has been a push to adopt skills-based practices in which hiring and talent management activity is organized around essential skills and abilities, rather than emphasizing traditional qualifications such as degrees. This focus on discretely identified skills has, in part, prompted the rise of a new way to package learning experiences: the microcredential.”
-CPS Center for Higher Education and Talent Strategy researchers who authored the report: Amanda Welsh, Shannon Alpert, Anne Nanovic, and Jamie Warner
Surveying 1,250 hiring managers from different industries across the nation, the study gauges their attitudes, awareness and adoption of hiring candidates with micro-credentials. The three fundamental findings from the study show that:
- Hiring managers’ primary challenge is not a lack of applicants, but rather finding the right candidates for their roles. Strategic consideration of microcredentials in hiring can help employers better match candidates to available jobs.
- Currently, most managers consider microcredentials as an indication of discipline, ambition or learning mindset. Aligning credentials to roles can help managers improve their hiring and increase their chances of finding the right candidates.
- Hiring managers who had earned a microcredential were roughly 200% more likely to hire applicants with microcredentials only; meanwhile, younger hiring managers (Gen Z) are more likely to think college degrees prepare candidates better. These personal factors are more predictive than many external factors such as industry, level of the role, or degree of remote work allowed, and suggest that companies can craft programs that change how managers think about hiring.
The Spirit of Giving: From Co-op Student to Donor
Alumni Spotlight: Jim Nolan, BA Business & Administration ‘71
Few understand the value of co-op education quite like Jim Nolan.
As a graduate of the College of Professional Studies, BA Business & Administration ‘71, and lifetime career in commercial real estate, Nolan encourages everyone to embrace the practice of philanthropy. His guiding principle is simple yet profound, “engage in giving back in any capacity possible, no matter how small, because every act contributes to a greater good.”
Nolan’s formative years were influenced by his parents’ strong family values and his father’s military career, which involved multiple relocations around the globe and exposed him to many different cultures. He graduated high school at a small school in Ankara, Turkey’s capital, which was mostly populated by expat students, children of employees of the United States Agency for International Development (USAID), the US Embassy and Joint American Military Mission to Aid Turkey (JAMMAT).
He said, “Coming from the military mindset, I never understood the world of business; I didn’t know there was such a thing as business, and I didn’t know what an entrepreneur was. There is no ‘profit motive’ in the military, there are just missions and objectives. You do whatever it is that needs to be done that day.”
When it was time to submit college applications, Nolan aspired to pursue a career in teaching, influenced by the positive impact of his high school English teacher, Mrs. Vick. His mother’s best friend in Ankara was the daughter of Herb Gallagher, the Athletic Director at Northeastern University at the time. Both she and her husband were Northeastern graduates and their experience with the university inspired Nolan to apply to the School of Education. Despite never having set foot in Boston before, he was accepted.
His first visit to Boston coincided with the start of his first semester as an English major in the Northeastern University College of Education. He said, “I boarded a plane from Turkey, arrived at JFK airport with only $50 in my pocket, purchased a bus ticket, and got off at Copley Square.” He then settled into the dorms located at 129 Hemingway Street, Boston. Upon his arrival, he was greeted with two military footlockers containing everything he owned.
His parents agreed to pay for tuition and board, but Nolan had to earn money for everything else. During his freshman year, he secured a few small jobs, washing dishes at the girl’s dormitory and with Northeastern’s building and grounds when needed. By combining earnings from these jobs, he was able to cover most of his college expenses, graduating with a loan of just $1,200, roughly equivalent to $25,000 in today’s dollars.
The Co-op Experience
In his first year at Northeastern, Nolan met with his co-op coordinator to arrange a work experience. The challenge for the coordinator was that the job had to be related to education and provide room and board. Jim was open to opportunities, and the coordinator recommended he look at occupational therapist roles offered at Fairfields Hospital, a psychiatric hospital in Newtown, Connecticut.
“It was a beautiful campus, no gates, every building was a colonial five story building,” Nolan said, remembering his time there. He recalls arriving at the hospital, heading to the administrative building to get the room key, and settling into an 18×12 wide room with a sink and bathroom down the hall. “I unpacked feeling a little strange and went downstairs to the basement rec room. I saw other people there, they were acting a little rambunctious, and I said, ‘holy moly they put me in with the patients.’ But they were the orderlies!”
Nolan’s next experiential work opportunity was with the Aetna Life and Casualty Company in Richmond, Virginia. Again, Nolan met with his coordinator and focused his job search on Virginia, as his parents were relocating from Turkey to live there. While with Aetna Life, he received free room and board, as well as laundry service. After two co-op periods with the company, Nolan realized his interest in business and finance and transitioned out of the College of Education to University College, now known as the College of Professional Studies. He switched his major to Business Administration and Management and added two additional years at Northeastern to complete his degree.
“Giving is a joyful experience. If you are at Northeastern, you have got to be immersed in the programs that are offered and take every advantage that is thrown at you. Then give back.”
Jim Nolan
While he caught up with his new major, Nolan held other positions with the Employers Commercial Union, the Security Insurance Company, the US Post office and Bradley’s Stop and Shop. As he moved closer to graduation, he again called on the assistance of his co-op coordinator for advice and job recommendations. He was recommended to take the Civil Service Examination and apply with the Federal Deposit Insurance Corporation (FDIC).
He spent the next seven years in a variety of positions and responsibilities with the FDIC, the last two years serving as the Assistant Liquidator of American Bank and Trust company in New York. Finally, Nolan decided it might be time to go out on his own.
Going Out On His Own.
After his tenure with the FDIC, Nolan spent the next three years as the Head of Real Estate Acquisitions for a Miami-based company, First Capital. He then had a brief stint as President of MDC Equities in Denver, Colorado. It was in Denver that Nolan met his future partner, and together they co-founded United Trust Fund (UTF), a privately owned real estate investment firm headquartered in Miami. His partner had a connection with a large state retirement fund to provide capital for property purchases, while Nolan’s role was to purchase, manage, and sell the investments. His partner famously said, “You buy the properties, and I will find the capital,” and that is exactly what they did for the next six years, building the name and brand of United Trust Fund (UTF).
Starting essentially from scratch in 1982, Nolan and his partner grew the company to institutional status. To enhance the company’s capital structure, he hired an investment banker in New York. Deloitte and Touche were engaged to conduct a three-year back audit, and an investment offering was prepared. Nolan remarked, “I learned all of this through my Northeastern co-op experience and my time with the FDIC.” A list of 100 institutional prospects was made, and within one-year, Metropolitan Life closed on a 20% interest in UTF.
Nolan successfully built his business while raising his three young children and volunteering his time as a Northeastern alum, attending local college fairs, and actively engaging in numerous nonprofit organizations.
Philanthropy
Nolan’s own family’s value of giving, coupled with his award of the Joseph Mullin Scholarship in his last year at Northeastern, gave him a strong sense of the importance of giving back.
Before he was able to give money, Nolan volunteered his time. He represented the university in the local college admission process, attended college fairs, and met with prospective students to promote Northeastern and its co-op program. He continued in that role for ten years, covering Florida and other parts of the southeastern part of the country.
Eventually, he established the Nolan Family Scholarship for students with learning challenges, starting with a donation of $25,000 and aiming to increase it to $100,000. He has not only achieved this goal but has been able to contribute even more to the fund.
At a dinner in Miami, Richard Freeland, then-president of Northeastern, solicited Nolan to serve on the University’s Board of Incorporators which he served on for more than ten years, actively engaged in the Admission Committee, the Student Affairs Committee, the Building Committee and finally, serving five years on the University’s Financial Affairs Committee.
His breadth of involvement reflects Nolan’s dedication to making a meaningful impact on service and leadership. “When I had time, I gave time; and when I had money, I gave money.”, he said.
“Northeastern co-op provided experience and work ethic for my future and that fueled my desire to give back”
-Jim Nolan
2024 Faculty Promotions
Congratulations to all of our faculty who have been promoted effective June 2024. Your dedication to our mission to transform the future in service to our students and in advancing critical research is deeply appreciated. Thank you for all you do!
Jacques Alexis | Teaching Professor
Jacques Alexis being promoted to Teaching Professor. A scholar practitioner, Alexis brings a unique combination of expertise in business economics, general management, portfolio, project, and operations management. With a strong and successful track record in portfolio, program, and project management, he has worked on projects and programs that have delivered organizational performance improvement, waste and cost reduction, and business transformation. Alexis received his bachelor’s degree from Hautes Études Commerciales (HEC) and completed a master’s degree in management from the University of Wisconsin, with a concentration in project management. He received his doctorate degree in management, with a focus on business strategy and the environment, sustainable project, and portfolio management from the University of Maryland. His interests in research focus mainly on entrepreneurship and innovation-based economic development, sustainable project and portfolio management.
Shannon Alpert | Associate Teaching Professor
Shannon Alpert is being promoted to Associate Teaching Professor. She spent the first 15 years of her career leading projects and teams responsible for creating learning solutions in the telecommunications and financial services industries. She also consulted with K-8 and higher education organizations on project and portfolio management while also teaching online graduate courses at the University of North Carolina at Charlotte. She earned her undergraduate (English/secondary education) and master’s (instructional technology) degrees from Georgia State University in Atlanta. She earned her doctoral degree in educational leadership from the University of North Carolina at Charlotte. She also holds certifications as a Project Management Professional (PMP) and Six Sigma Green Belt.
Alpert’s research interests include action research related to faculty technology adoption and faculty use of learning management systems, as well as exploration of project management practices in academic settings.
Earlene Avalón | Teaching Professor
Earlene Avalón is being promoted to teaching professor. She grew up in Boston and attended the Boston Public Schools. She received her Bachelor’s of Science degree from Suffolk University in chemistry and secondary education and her Master’s degree in Public Health from Tufts University School of Medicine. While working in public health, Avalón realized the correlation between post-secondary education, workforce diversity and health disparities and has since dedicated much of her career to the development of workforce diversity initiatives. Prior to completing her PhD in Health Professions Education at Simmons College, Avalón held positions at the Latin American Health Institute, Bunker Hill Community College and the Edward M. Kennedy Academy for Health Careers. She was also the Chair of the Parent Advisory Group for Massachusetts General Hospital for Children’s Connect 4 Health/PCORI Project. With a PhD from Simmons College, she is the Lead Faculty member of the Health Management and Health Sciences Programs.
Michael Dean | Associate Teaching Professor
Michael J. Dean is being promoted to Associate Teaching Professor and serves as the concentration lead for the Learning Analytics program within the Master of Education program, both designing and delivering the curriculum. His research interests are quantitative methods in education in general, and more specifically in cognitive diagnostic assessment models and the measurement of nontraditional academic outcomes in education. Previously, Dean served as a technical research advisor at the International Rescue Committee, a global humanitarian aid, relief, and development nongovernmental organization, and as the head of research at the International Baccalaureate, a nonprofit educational foundation offering international education programs to more than one million students worldwide. He holds a PhD from Teachers College at Columbia University and has 20 plus years of experience as a teacher at the middle school, high school, and graduate levels in the U.S. and Cameroon.
Alex Fronduto | Associate Teaching Professor
Alex Fronduto is being promoted to Associate Teaching Professor within the Graduate School of Education. His educational background includes a Bachelor of Science in Chemistry and Premedical and Health Studies (Massachusetts College of Pharmacy and Health Sciences), a Master of Education in Higher Education Administration (Northeastern University), and a Doctorate in Health Sciences (Massachusetts College of Pharmacy and Health Sciences). His previous research has ranged from the lab-based sciences (Kaposi’s Sarcoma-associated Herpes Virus [KSHV] and Yeast-Two Hybrid System) to education (Team-based learning in health professions education and its impact on student achievement). Currently his teaching includes courses such as Foundations of Higher Education, The New Supervisor, Challenges in Supervision, Connecting Theory and Practice, and more. In addition to teaching, he chairs and second reads for Doctor of Education students working on their dissertations. Dr. Fronduto is a member of and has presented at conferences for NEACAC (New England Association for College Admission Counselors) and NACAC (National Association for College Admission Counseling).
Youngbok Ryu | Associate Teaching Professor
Dr. Ryu is being promoted to Associate Teaching Professor having joined the College of Professional Studies in 2020. Before coming to Boston, he was faculty member at the Department of Business and Technology Management, New Mexico Institute of Mining and Technology. He also worked with RAND Corporation as an assistant policy researcher and with the National Academies of Sciences, Engineering, and Medicine as a Christine Mirzayan Science and Technology Policy Fellow. After serving as a military officer in the Corps of Engineering, he also worked as a patent data analyst and consultant for five years in South Korea. He holds a PhD from Pardee RAND Graduate School.
Balazs Szelenyi | Teaching Professor
Balazs Szelenyi is being promoted to teaching professor and teaches classes on Philosophy, Globalization, Sociology and History. His first major area of research was on urban history and urban development. Based on that research he published his first book called The Failure of the Central European Bourgeoisie (2006), and an article on the dynamics of urban development in the early modern period in the American Historical Review. His second area of research was on the origins and causes of genocide, for which he received fellowships from the National Endowment of Humanities, the American Council of Learned Societies, the Fulbright Commission, and the German Marshal Fund. In 2003 he was named a Fulbright New Century Scholar for his research on genocide and the Holocaust. He has published articles in the academic journals Past and Present, Theory and Society, Social History, and the Austrian History Yearbook. Balazs has also co-edited a book called Cores, Peripheries and Globalization (2011). Currently Balazs is finishing his book on the Holocaust called From Minority to Übermensch, as well as developing a new interest on the impact of technology on society and the moral dilemmas involved in the evolution of transhumanism.
Adel Zadel | Teaching Professor
Adel A. Zadeh is being promoted to teaching professor in the Project Management program. A civil engineering and project management educator and consultant with more than 10 years of experience, Zadeh has managed complex public/private construction projects including planning, estimating, engineering, procurement and construction. He is a certified Project Management Professional, and accredited LEED BD+C (Leadership in Energy and Environmental Design – Building Design and Construction). Zadeh’s research and teaching focus on organizational transformation, construction management, sustainability initiatives in green building construction, and how sustainability trends impact the building and construction industry. He previously served as program director and lecturer at a number of colleges in Ontario, teaching and supervising students in advanced project management and strategic leadership, construction management and engineering, and applied research. He is the director of the Toronto chapter of the Project Management Institute. Zadeh lives in the greater Toronto area and teaches in Toronto and online.
Lin Zhou, PhD Lin Zhou | Associate Teaching Professor
Lin Zhou is being promoted to Associate Teaching Professor within the Northeastern University Global Program, excels in blending technology with pedagogy. Specializing in computer-assisted learning, mobile device-assisted instruction, and the exciting realm of AI-assisted learning, Zhou is also a pioneer in merging augmented reality with game design for educational purposes. Her innovation in this space came to light during her PhD studies at the University of Hawai’i, where she developed a game-supported critical writing course. This course, uniquely integrating game design and augmented reality, provided second-language learners an immersive experience to explore socio-political themes.
With a wealth of experience collaborating with international students, Zhou has tailored her methods to effectively address the needs of diverse student backgrounds. Her drive to innovate led her to establish a language center during her PhD years, showcasing her entrepreneurial spirit.
Xiaomu Zhou | Teaching Professor
Xiaomu Zhou is being promoted to teaching professor and serves as the lead faculty member in the Master of Professional Studies in the Informatics program. She received her Bachelor of Science in Computer and Information Technology in Shandong University, China; a Master degree in Computer Science and Engineering in Beijing Institute of Technology, China; and a Ph.D in Information Science in University of Michigan (Ann Arbor). Prior to joining Northeastern University, Zhou was an assistant professor at the Rutgers University School of Communication and Information. Zhou serves on Information Technology Policy Committee in Northeastern University, and Faculty Development and Support Committee at CPS. Previously, she served on the Professional Standards Committee of the Faculty Academic Council at CPS.
Zhou has been an active member of her research community. She has served numerous times as a member of the program committee of the Association for Computing Machinery International Conferences on HCI and CSCW. She also publishes and presents extensively in her field and is a frequent reviewer for several academic journals.
Ted Miller, Professor of Political History at Northeastern CPS, Speaks to WBUR
Edward (Ted) Miller, professor of political history at CPS joined WBUR’s “On Point” to address the vital question: “Is the United States a Republic or a Democracy.” As the nation navigates yet another presidential election year, Miller delves into the historical aspects of this question and shares insights into who we are as a country. The entire conversation is fascinating, but you can find Miller voice his perspective at the 21-minute mark.
Is the U.S. a democracy?
May 03, 2024
2024 Excellence in Teaching Award Winner: Anthony Alsayed
Three words encapsulate your Northeastern University experience:
Leadership | Enthusiasm |Progress
As a faculty member, what were some of the reasons you chose to join the Northeastern community?
I was looking for a new challenge and a new career chapter. By happy chance, I found a faculty opening with the NU-Toronto Campus. Before applying for this position, I visited the NU website where I learned that Northeastern is a global research university and a recognized leader in experience-powered lifelong learning.
I was also attracted by the university values and the organizational culture and felt inspired by its leaders and the mission that was based on practical training and research. At NU I have more room to do more, produce more, become more, and learn more.
Tell us a little bit more about you. What are your interests? What motivates you?
Teaching is my life’s top priority. I enjoy brainstorming with colleagues to come up with the best creative ideas. I find immense joy when my students exhibit tangible signs of learning in my classroom. Connecting academic concepts to real-life, practical situations is acutely gratifying. At NU, I became a progressive academic and educator where I found that teaching is not merely a profession—it’s a way of life for me.
“Teaching is not merely a profession. It’s a way of life for me.
Anthony Alsayed
What advice do you have for others considering higher education, either as a student or as a career?
I prefer to share my favourite proverbs instead of giving direct advice. These three renowned proverbs continually fuel my teaching passion and leadership skills:
- Latin Proverb: “By Learning you will teach; by teaching you will learn.”
- Native American Saying: “Tell me, and I’ll forget. Show me, and I may not remember. Involve me, and I’ll understand.”
- A Japanese proverb: “A single arrow is easily broken, but not ten in a bundle.”
These timeless words of wisdom resonate deeply with me, guiding my approach to education and inspiring me to create meaningful and immersive learning experiences for my students. Also, I strongly believe that a harmonious team is a true strength that helps to make better and more innovative decisions.
What other passions do you have outside of teaching?
Outside of my work, I’m a family man. I like to spend quality time with my family and our pets, practice a healthy lifestyle, keep myself fit, and attend the gym several times a week. I’m also a chess player and enjoy volunteering in the community to train new generations on chess strategies. Also, I am dedicated to ongoing personal and professional development.
How would you describe yourself to others?
I’m a multi-specialized professional with more than 25 years of experience in the medical and healthcare field, clinical and academic research, academia and teaching, as well as strategic management and healthcare leadership. I was fortunate to be trained in various academic institutions, different countries, and languages (I speak English, French, Russian, and Lebanese). I’m a multicultural individual or global citizen.
My greatest achievements: I have been able to incorporate my research results into practice and in my workplaces. For example: Stimulating my student performance and skills by using simulated activities and practicing stress-free teaching-learning methodology. I would describe myself as an extremely organized professional, positive, enthusiastic, goal-oriented, resourceful, and quickly adapting to new situations or changes. I am an excellent team player and I enjoy working with talented people, but I also excel working independently with respect to work ethics, behavioral management, and with strong leadership skills.
It is a privilege to be part of Northeastern’s commitment to using education as a catalyst to address global health challenges. It’s a great honor for me to become a member of the esteemed faculty, to have the opportunity to contribute to the university’s academic mission, and to achieve more under our NU’s tremendous leaders.
A Mathematician in Foundation Year
Spotlight: Fareed Hawwa, PhD, Assistant Teaching Professor
Fareed Hawwa, Assistant Teaching Professor, enriches his students’ learning experience with his extensive real-world financial expertise. A significant career in the finance sector preceded his time at Northeastern University in Foundation Year, one of a variety of pathway programs offered by the College of Professional Studies (CPS).
Hawwa began his career as an equities trader in New York City. He also occupied other roles such as analyst, partner, and head of trading at a financial firm in Chicago, before transitioning to his current position at CPS. In these various professional capacities, he had to hone his knowledge of mathematics and apply it to his management of both technical analysis and risk management methodologies, utilizing logic and quantitative analysis. He led trading operations and strategic initiatives for funds valued at $250 million in assets under management during this time. The experience of managing a high-net-worth portfolio helped him acutely understand the mechanics of money. He now shares this knowledge in the classroom.
History
Hawwa’s upbringing took place in Rhode Island. During his high school years, he participated in wrestling and garnered attention from a coach at New York University (NYU). Enrolling at NYU, he devoted himself to the sport, recognizing its rigorous demands. Hawwa frequently undertook the arduous task of cutting weight by up to ten pounds in just a few days to meet the requirements of specific weight classes, demonstrating extraordinary discipline of both body and mind while maintaining his academic performance.
During his time at NYU, he made the decision to major in mathematics. Expressing his sincere affinity for the subject, he said,
“While some find math boring or difficult, for me, it brings joy.”
Fareed Hawwa
Approaching the completion of his bachelor’s degree at NYU, Hawwa knew that he wanted to obtain a doctoral degree in mathematics.
He decided to attend Louisiana State University (LSU) for his master’s and PhD degrees. Halfway through his studies there, Hawwa was awarded a National Science Foundation GK-12 fellowship, contingent upon his commitment to teach each semester while pursuing his doctoral studies.
“There were six times I looked for flights home because I was going to quit; it took a lot of discipline to stay the course.”, he said. But Hawwa realized that he had to want to put in the work to get the result. “This realization really shaped me as both a jock and an academic”, he said.
In the initial year of his graduate studies, he taught mathematics at a local alternative high school, an institution for students facing suspension within the public school system.
“The students had different challenges, and I witnessed some unfortunate situations, such as students being summoned to court during class time. I always assumed that all students desired to attend school, but that isn’t always the reality.”
Fareed Hawwa – Reflecting on his Experience
In addition to teaching, Hawwa also resumed wrestling. His unwavering commitment to the sport propelled him to a coaching role for the NCWA LSU wrestling team.
During the next two years in his doctoral program, he continued to coach wrestling, and he also transitioned to teaching undergraduate courses on campus.
He expressed satisfaction with this shift, stating, “I had the opportunity to engage with students who possessed a genuine interest in mathematics and were able to be fully vested in their academic journey.”
In the course of his time at LSU, Hawwa was a three-time recipient of the Mathematics Department Teaching Excellence Award for his work with students.
Career
In 2010, after successfully defending his PhD dissertation, Hawwa moved back to New York and bartended before landing a job at a trading firm. Shortly after this, he got an offer to join a hedge fund in Chicago as an analyst, later becoming partner and head of trading.
Hawwa describes his time at the hedge fund as exciting. While the role was challenging, the substantial salary served as an attempt to rationalize the extensive hours and the inevitable sacrifice of work-life balance inherent to such demanding positions. Despite the financial compensation, he came to realize that mere pursuit of monetary gain was not his primary motivator.
In March 2018, Hawwa left the firm and took a year off work. He took time to look inward and got certified in transcendental meditation. “These pursuits helped me to identify my true passion of teaching”, he said.
Foundation Year
In 2019, now back in Rhode Island, Hawwa applied for jobs and seized an opportunity to teach within Northeastern University’s Foundation Year, a program that serves students in the city of Boston in transitioning from high school to college. Administered by the College of Professional Studies, it offers rigorous academic coursework within a supportive cohort environment during students’ initial college year. Completion of the Foundation Year enables students to progress into a degree program at Northeastern University. The program’s design aims to maximize student potential, offering small classes and individualized advising. Additionally, the cohort model fosters a strong sense of community, supplemented by provisions such as textbooks, technology access, and a dining plan providing meals on campus throughout the year. The program boasts a 92% average matriculation rate for students who successfully complete the program and meet progression standards and continue at Northeastern. Many of these students successfully graduate with a bachelor’s degree.
Hawwa was hired by Foundation Year to teach a variety of math classes. The very first class he taught, Foundations of Math, started a few weeks after he was hired. He has since taught other classes, including: College Algebra, PreCalculus, Calculus 1, Calculus 2 recitation, and most recently, Personal Finance.
As a pragmatic and empathetic educator, Hawwa places a high value on fairness and respect in his interactions with students. He maintains accountability among students while being mindful not to place undue pressure on them.
He emphasized, “Especially during the COVID-19 pandemic, if a student didn’t have their camera on, I didn’t press the issue. I like to employ a deeper concentration on the subject matter itself and what support they require from me.”
As Hawwa taught his math classes that first year, his colleagues at CPS got to know him better. They learned that he used to work in finance and he started to attract financial questions from them, like how to change allocation in a 403b retirement plan to maximize return, how to open a Roth IRA account, or whether they should purchase cryptocurrency.
Seeing that Hawwa was becoming known for his professional expertise, Director of the Program, Martha Loftus, suggested that Hawwa teach a course around financial literacy.
“Fareed’s exuberance for helping others better understand their personal finance was clear when he started at CPS. The fact that he did so with industry experience was an added benefit. We’re always looking to add new courses to the Foundation Year curriculum, so it made sense to add Personal Finance and draw upon his energy, knowledge and commitment to the subject. Financial literacy is an important skill for everyone. The Foundation Year holistic model of student success prompts us to always be thinking of ways we can help students thrive in and out of the classroom”
– Martha Loftus
In his Personal Finance course, Hawwa shows students skills like how to read a stock chart, and he explains the dangers and benefits of compound interest. For many of his students, the discussion he has with them about the importance of a healthy FICO score is the first time they are introduced to the concept.
Hawwa says that teaching is ‘the highest honor of [his] life. It’s taught [him] a lot about humility and empathy.’ He said, “some students have told me that the way they viewed personal finance before they took my class was stressful, but now that they understand the basics, they are able to rise above it and pursue financial success.”
“Math is like life. In math, you need humility, or it’ll eat you up.”
Fareed Hawwa
Fareed’s Money Management Top Tips
- On investing: “Time and compounding are what will really make people money, as opposed to buying stocks they heard about on the train.”
- Understanding ‘compound interest’ is key to financial success.
- If you allow money to control your life, you risk missing out on other things that bring you joy.
- Some people are so poor, all they have is money.
- Develop a personal financial practice.
The National Association of Educational Procurement and The Northeastern Lab for Inclusive Entrepreneurship Announce Educational and Research Partnership
The National Association of Educational Procurement (NAEP) and the Northeastern Lab for Inclusive Entrepreneurship announced plans to collaborate on a range of research and educational initiatives in support of supplier diversity in higher education to expand access for diverse small businesses to the higher education marketplace.
According to Francesca Grippa, Executive Director of the Lab and CPS’s Associate Dean of Research: “Our collaboration with NAEP reflects a shared commitment to equitable and sustainable procurement practices in higher education, which is a driver of economic growth in our local communities.”
Building on the research conducted by the Lab on ways to expand access for diverse small businesses to the higher education marketplace, the organizations will explore additional areas of research of interest to NAEP member institutions.
NAEP and the Lab will also work together to develop educational resources for both procurement professionals in colleges and universities and diverse small business owners that leverage each organization’s unique programmatic attributes.
“It’s a great pleasure to be able to highlight the impactful academic work taking place at our member institutions coupled with the excellence of their procurement teams. It’s my hope that NAEP’s collaboration with Northeastern can serve as a model for how to bridge the gap between academicians and procurement professionals at our member institutions and bring valuable insights and practices to the procurement community.”
NAEP CEO, Brad Pryba
The collaboration between the National Association of Educational Procurement (NAEP) and the Northeastern Lab for Inclusive Entrepreneurship marks a significant step forward in promoting supplier diversity and equitable procurement practices within higher education. Through joint research initiatives and the development of educational resources, both organizations are committed to fostering an inclusive environment that supports the growth of diverse small businesses and benefits local communities. As this partnership continues to evolve, stay tuned for more updates on our progress and the impact of our collaborative efforts. More to come!