Loyola University Maryland has established a Board of Advisors for its School of Education, which celebrated its official launch in October 2009.
The Board of Advisors will assist the founding dean, Peter C. Murrell, Jr., Ph.D., and the School’s leadership in communicating the vision, values, and plans of Loyola University Maryland and the School of Education to students, faculty, staff, administrators, and members of the greater community.
Micky Cokely, a senior fellow in the College of Professional Studies at Northeastern University, will serve as the Board’s founding chair. She is also a full-time faculty member and the academic director of Northeastern’s Master of Arts in Teaching program.
Other Board members include:
- Andrew Bowden, ’93, J.D., senior vice president at Legg Mason Capital Management;
- Mary Beth Brady, M.D., assistant professor of anesthesiology and critical care medicine and director of intraoperative transesophageal echocardiography at Johns Hopkins University;
- Noelle Fracyon, ’89, first vice president of the Raskob Foundation for Catholic Activities and director of the Bill Raskob Foundation;
- Martin Knott, CEO of Moodlerooms, an enterprise education solutions provider, and founder of the Shepherd Group, a retained executive search firm;
- Deborah Phelps, M.Ed. ’98, principal of Windsor Mill Middle School in Baltimore County, Md.; and
- Janet Rohner, director of human resources at Verizon Communications.
“I am thrilled to have the wisdom and experience of such talented and committed leaders and educators to draw upon as we advance the mission of Loyola’s School of Education—to play a transformative role in the quality and success of urban education in Baltimore and beyond,” said Murrell.
Loyola University Maryland’s School of Education is the only one in the state with a dedicated focus on the advancement of achievement and development of city children and youth that is based on an analytical framework of identity, race, social capital, and culture. Education students at Loyola, both undergraduate and graduate, prepare to face the challenges and opportunities inherent in urban classrooms by engaging in deep analysis of popular culture, its messages and meanings, and how these concepts reproduce inequalities in school policies and practices. Other parts of the curricula focus on deeper understanding of human development in the cultural, familial, and social contexts of contemporary society, as well as scholarly examination of how social capital, social achievement, academic merit and race affect the schooling experience, especially for children from ethnically, racially, and culturally diverse groups.
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