Summer 2025

Cathlin Goulding, Ed.D., is a curriculum specialist and education researcher. She co-directs the YURI Education Project, an education design studio that develops resources for cultural institutions and PK-12 students. She has written educational materials for the WNET Group’s Mission U.S., American Masters, and It’s Lit! Series; Smithsonian's National Portrait Gallery; WETA’s The Asian Americans; Fred T. Korematsu Institute; Teachers College Inclusive Classrooms Project; Minor Collective; Mikva Challenge; David's Legacy Foundation; iPondr@Work; Little, Brown and Company Books; and Wing Luke Museum of the Asian Pacific American Experience.

She started in the education field as an English Language Arts teacher at a public high school in the East San Francisco Bay Area. She trained as an education researcher at Teachers College, Columbia University. After completing her doctorate, she served as an Andrew W. Mellon postdoctoral research fellow at the 9/11 Memorial & Museum and a visiting scholar at New York University.

Her research and writings focus on place-based learning, public pedagogy, and the teaching of historical violence. As the daughter and granddaughter of Japanese Americans incarcerated during World War II, the concentration camp is a key area of inquiry.

In 2019, she co-founded YURI Education Project with Freda Lin. United in their goal to bring more Asian American stories to PK-12 students, they started their own education consulting project named after the civil rights activist, Yuri Kochiyama. They have developed youth-friendly curricula on documentary films, pop culture, rare archival sources, and museum exhibitions.

In addition to her work as a curriculum specialist, she teaches future public school teachers and instructional leaders at the City University of New York, San José State University, and Teachers College, Columbia University.

Dr. Brian K. Perkins is the Director of the Summer Principals Academy Master’s Degree Program offered by Teachers College Columbia University in New Orleans and New York City. He was previously the director of the Urban Education Leadership Program at Teachers College where he was responsible for designing and gaining accreditation of the doctoral program with a new conceptual framework.  He is the former Chair and Professor of Education Law and Policy at Southern Connecticut State University in New Haven, Connecticut. As Chair, Dr. Perkins successfully led his department through the accreditation and licensure of the university’s first doctoral program and was the university’s youngest full, tenured professor in it’s 112-year history. Dr. Perkins is a distinguished Yale alumnus and was named a Timothy Dwight Fellow in 2004.  During his studies at Yale School of Medicine, Dr. Perkins was named a Wilbur G.H. Downs International Health Fellow. He was a member of a research unit at the Yale University School of Medicine at the Child Study Center.  Dr. Perkins was an instructor in the Yale University Department of Chemistry and was awarded the distinguished teaching award for instruction in Inorganic Chemistry Problems. Dr. Perkins also served as the Director of Education Programs within the Yale University School of Medicine Department of Pediatrics.  He has served as a consultant to schools and districts throughout the U.S., Brazil, Israel, Indonesia, Thailand, the People’s Republic of China, India, Venezuela, Switzerland, Taiwan, and the Republic of South Africa. Dr. Perkins has previously served as a visiting professor at the University of Pretoria in South Africa for more than a decade.  Dr. Perkins is the host of his own radio show, The Perkins Platform, which is a monthly online forum on education leadership topics with thousands of listeners.

Dr. Perkins was the President of the New Haven (CT) Board of Education where he served for 11 years.  He also served for four years on the Board of Directors of the National School Boards Association.  Dr. Perkins served two terms as national chair for CUBE: Council of Urban Boards of Education and was the chair for the National Black Caucus of School Board Members. Dr. Perkins was also the national chair of the Leadership for Healthy Communities initiative of the Robert Wood Johnson Foundation.  Dr. Perkins has served as an executive leadership consultant to Escola SESC en Ensino Médio in Rio de Janeiro and provided consulting services to the Municipal Secretariat of Education in Rio de Janeiro.  He also served as a leadership development consultant to Escola Eleva, an innovative for-profit school in Rio.

Dr. Perkins is the author of several published articles and book chapters and serves as the Principal Investigator and Author of Where We Learn (2006), Where We Teach (2007) and What We Think (2008) – the largest studies on urban school climate in the history of public education.   Dr. Perkins led a groundbreaking study and improvement initiative of school climate in Rio de Janeiro, Brazil.  His forthcoming manuscript, Improving School Climate from the Inside Out, is under review and is scheduled for release later next year.  His instrument, the American School Climate Inventory, has been developed into an iPad, iPhone and Android device application and boasts worldwide distribution.  He is the developer of Privilege Beads, a copy-written diversity exercise, for use with students and adults in a variety of settings.

Dr. Perkins received his Bachelor of Science Degree in Chemistry from Grambling State University, a Master’s Degree in Public Health from the Yale University School of Medicine and his Doctor of Education Degree from Columbia University Teachers College. He has a graduate certificate in executive coaching from the Columbia Business School.  Dr. Perkins is a registered provider of continuing education for school board members by the Texas Education Agency (TEA) and a nationally certified principal mentor by the National Association of Elementary School Principals.  He is certified administrator of the Neethling Brain Inventory, the Intercultural Development Inventory, the Leadership Practices Inventory, the DiSC profile and a Gallup-certified Strengths-based Leadership Coach.

Janice Z. Gassam Asare, Ph.D. is the founder of BWG Business Solutions, an award-winning DEI consultancy designed to help organizations create cultures built on racial equity. Dr. Janice provides consultations, facilitates workshops, provides guidance, delivers keynote speeches and “Awareness Talks” to spark important dialogue about equity in the workplace. Dr. Janice has had the opportunity to collaborate with Google, Amazon, Yale University, Nordstrom, H&M, and Paypal/Venmo among many others. Dr. Janice is the author of two best-selling books, Dirty Diversity: A Practical Guide to Foster an Equitable and Inclusive Workplace for All and The Pink Elephant: A Practical Guide to Creating an Anti- racist Organization and the new book Decentering Whiteness in the Workplace. She is a senior contributing writer for Forbes having authored over 400 articles, a Harvard Business Review contributor and a LinkedIn Learning Instructor. In 2022, Dr. Janice was recognized as one of LinkedIn’s Top Voices in Racial Equity. In 2023 she was recognized by Gusto as one of the 25 Top Workplace Experts to Follow. She is a 2-time TEDx speaker and the host of the Dirty Diversity podcast where she discusses all things diversity, equity, inclusion. During her free time, Dr. Janice enjoys volunteering as a job coach for the Coalition for the Homeless.

Alex J. Bowers is a Professor of Education Leadership at Teachers College, Columbia University, where he works to help school leaders use the data that they already collect in schools in more effective ways to help direct the limited resources of schools and districts to specific student needs. His research focuses on the intersection of effective school and district leadership, organization and HR, data driven decision making, student grades and test scores, student persistence and dropouts. His work also considers the influence of school finance, facilities, and technology on student achievement. Professor Bowers studies these domains through the application of data science, and big data analytics, such as data visualization analytics, multilevel and growth mixture modeling, and cluster analysis heatmap data dashboards. He earned his Ph.D. in K12 Educational Administration from Michigan State University, and previous to teaching and education research, spent a decade as a cancer researcher in the biotechnology industry, with a M.S. in Biochemistry, Microbiology and Molecular Biology, and a B.S. in Biochemistry. Professor Bowers is the recipient of multiple awards, including being the first person to win both the AERA Emerging Scholar Award for Division A (Administration, Organization and Leadership), and the UCEA Jack A. Culbertson Award for outstanding early faculty research, both in 2012. He was named an Outstanding Reviewer of the Year for the journals American Educational Research Journal (2009), Educational Administration Quarterly (2012 & 2016) and the Journal of Educational Administration (2018). Professor Bowers is an affiliate of the Data Science Institute (DSI) at Columbia University, launched the first course offered in applied data science at Teachers College, is a faculty advisor to the Harvard Strategic Data Project, an Associate Editor of the journal Educational Administration Quarterly, and currently serves on the editorial boards of the journals American Educational Research Journal and the Journal of Educational Administration. His research has been funded through multiple funders, including the National Science Foundation (NSF), The Wallace Foundation, and the Robertson Foundation. In 2019, Professor Bowers served as a Thomas J. Alexander Fellow at the OECD headquarters (Organization for Economic Co-operation and Development) in Paris, France.

Dr. Chanika R. Perry has been working in the field of youth development and education for over 20 years, holding positions ranging from camp counselor and IB English teacher to high school principal and Director of Education Programs. She holds a BA in English Literature from her beloved alma mater, Agnes Scott College; an MA in English Education from Teachers College, Columbia University; an MA in Humanities and Social Thought from New York University; and an Ed.S. and Ed.D in Educational Leadership from Georgia State University. All of her teaching experience occurred in the NYC Department of Education, but her leadership experience spans from NYC to include districts in metro Atlanta where she currently resides. Chanika also leverages her experience as an equity-minded, inclusive, and antiracist educator in the organization she co-founded with her colleague Dr. Lance W. Ozier, Conversation Forward. Besides embracing all things education-related, Chanika also values being a big sister, a world traveler, and a wellness enthusiast.

Sarah Suatoni is a managing partner and founder of Awareness in Motion (AIM) as well as an executive coach and a licensed professional counselor. As a therapist and coach, Sarah partners with people to connect head and heart, uncover barriers to success, learn to communicate with authenticity and lead a life with meaning. She has spent twenty years being inspired by a very diverse group of clients, from CEOs to high schoolers. 

Sarah has a passion for designing curricula that make social and emotional learning and conscious communication accessible, practical, and effective. She has brought this curriculum to Mastercard, the World Bank Group, the New York Law Firm Weil, Gotshal and Manges, the United Way, Womankind, Babson College, the Garland Hotel Group, and several school districts nationwide. She serves on the Faculty of Columbia University teaching Self Awareness Training and has written two books that help bring well-being and communication into action. ( Work with Heart and Conscious Communication) Along with David Yuan and the AIM team, Sarah partners with organizations such as the Cahn Fellows for Principal Excellence, The Gray Fellowship, The Big Apple Fellows, Hunter College Collective for Social and Emotional Learning and Leadership (C-SELL,) and Kripalu to bring Social and Emotional Learning and transformative leadership strategies to Leaders. 

Sarah began her academic career at Cornell University’s School of Industrial Relations and graduated from the Juilliard School with a BFA in Dance. She earned her MA in Counseling Psychology from Pacifica Graduate Institute and her Executive and Organizational Coaching Certification from Columbia University. After graduation, she worked as a dancer and choreographer as well as a certified Hellerwork Practitioner (deep tissue bodywork). Working with clients struggling with trauma and chronic pain inspired her to return to school to pursue a master's in counseling psychology at Pacifica Graduate Institute in Santa Barbara, CA. Sarah also received training in Mindfulness, Iyengar Yoga, Somatic Psychology, the Neuroscience of Emotions, and Family Systems Theory. Sarah’s biggest accomplishment is being a mom.

Dr. Joseph Daschbach earned a B.S. in Engineering Science from Trinity University, San Antonio, in 1995. In 2001, after a brief career as an engineer and project manager, Joe earned his teaching certificate in high school science & mathematics from the University of New Orleans and began teaching in public high schools. In the decades since, he has continued to work in public schools as both a teacher and a leader in New Orleans and New York City. He has contributed to numerous articles and a book chapter exploring the financial and organizational aspects of the charter school system in New Orleans. Joe earned his Ed. D. in Leadership, Policy and Politics at Teachers College, Columbia University, in 2018, and has been a member of the Summer Principals Academy faculty since 2013.

Joe currently works as a finance specialist for EdOps, a Washington DC based consulting firm, where he assists clients with all aspects managing school financial systems, including annual budget development, HR strategy and payroll, federal grants management, and strategic planning and problem solving, with a goal toward maximizing the resources that reach students in the classroom.

Luis A. Huerta is an Associate Professor of Education and Public Policy at Teachers College-Columbia University. He holds a Ph.D. in education policy from the University of California, Berkeley. He teaches courses in policy analysis and implementation, school finance and organizational sociology. His research and scholarship focus on school choice reforms and school finance policy. His research on school choice reforms examines policies that advance both decentralized and market models of schooling—including charter schools, vouchers, tuition tax credits, homeschooling and virtual schools. His research also examines school finance policy and research, with a specific focus on how legal and legislative battles over finance equity in schools and the research which has analyzed the effects of resources on student achievement, have consistently overlooked how resources are used within schools.Prior to joining the Teachers College faculty in January of 2002, he served as a research associate and coordinator for K-12 education policy research for Policy Analysis for California Education (PACE). He also served as a California public school teacher for six years. He is the author of recent articles on school choice and school finance published in Educational Policy, Journal of Education Finance, Teachers College Record, Peabody Journal of Education, Journal of Education Policy and Phi Delta Kappan. He recently served as co-editor of the journal, Educational Evaluation and Policy Analysis.

Dr. George Daniel Galindo was born and raised in Raymondville, Texas. After graduating Valedictorian from Raymondville High School in 2009, he enrolled at the University of Texas-Pan American (now known as The University of Texas Rio Grande Valley). In May 2012, he earned his BA in English with Secondary Teacher Certification Magna Cum Laude with Honors College Distinction. At UTPA, Dr.Galindo completed his undergraduate thesis on teacher leadership styles in the classroom and their impact on student achievement.

After earning his BA, Dr. Galindo began his educational career as a 2012 Teach For America Corp Member and the English I/II Pre-AP teacher at IDEA College Preparatory Donna. After successful completion of his Teach For America commitment, he transitioned to Mercedes Independent School District (MISD) and taught English II Pre-AP at Mercedes Early College Academy (MECA). While at MISD, he was named as the 2015 MECA Campus Teacher of the Year and the 2015 District Secondary Teacher of the Year.

In 2015, Dr. Galindo earned his MA in Public School Building Leadership from Teachers College, Columbia University and was named as a Secondary ELA Curriculum Manager for IDEA Public Schools. In this role, he was charged to design the district’s English Language Arts curriculum, assessments, and teacher/leader professional development for all Texas schools in operation. In 2019, he was named a Sr. Curriculum Manager for the district.

In 2021, he joined Great Minds and currently serves as an Implementation Leader for the southern region of the United States, partnering with urban, suburban, and rural school districts to ensure strong implementation of Great Minds curricula within all classrooms.

In 2022, Dr. Galindo earned his Doctorate of Education in Learning and Organizational Change from Baylor University.

Dr. Galindo’s research includes teacher, leader, and district curriculum adoption, internalization, and coaching around high-quality instructional materials and their impact on student achievement.

Rebecca Stilwell is an Organizational Psychologist who independently consults with schools, districts, and other for- and non-profit organizations. Her work ranges from managing change, developing school culture, professional collaboration, leadership development, strategic planning, curriculum design as well as research and evaluation. She is dedicated to working collaboratively with stakeholders in organizations to co-create and implement comprehensive change plans for organizational development. Prior to becoming an Organizational Psychologist, Rebecca taught in public, private, and international schools. Her current research focuses on leader behaviors that support effective change and approaches to change in education. Rebecca earned her Ph.D and M.A. in Social-Organizational Psychology at Teachers College, Columbia University and her B.A. in Psychology at the University of California, Los Angeles.

Dr. Nancy B. Gutiérrez is President & CEO of The Leadership Academy, a nationally recognized nonprofit organization dedicated to supporting and developing culturally responsive school and school system leaders to create the conditions necessary for all students to thrive. Since 2003, The Leadership Academy has done work in more than 375 school districts, state education departments, and education organizations across the country, reaching over 12,000 educators in 39 states. 

Nancy began her career as a teacher and principal in her home community of East San Jose, CA, where she founded Renaissance Academy, the highest performing middle school in the district and a California Distinguished School. Nancy also led the successful effort to turn around the district’s lowest performing middle school. She was named the UC Davis Rising Star and Association of California School Administrators’ Region 8 Middle School Principal of the Year in 2010. In 2014, Nancy joined The Leadership Academy and served in various roles before being named President & CEO in October 2018. Prior to her tenure with the Leadership Academy, Nancy launched a program for executive leadership advancement for the New York City Department of Education that led to superintendent certification.

Nancy is a Fall 2019 Pahara-Aspen Education Fellow and was named one of the top 100 most influential leaders in education in New York in 2020. In 2023, Nancy was named San Jose State University’s Distinguished Alumna.

Nancy is a graduate of the inaugural cohort of the Harvard Graduate School of Education’s Doctor of Education Leadership (Ed.L.D.) program and is a graduate of the Association of Latino Administrators and Superintendents (ALAS) Aspiring Superintendents Academy. She has served as an adjunct professor for NYU, Teacher’s College and American University as well as an expert guest at various Harvard Principals’ Center Institutes. Nancy is a frequent keynote speaker and has authored numerous pieces on education leadership for publications including Education Week, Kappan, The74, Learning Forward’s Learning Professional, District Administrator, and Hechinger Report. 

Nancy is a member of the Board of Directors at the Hunt Institute, brightbeam, and Education Leaders of Color (EdLoC), and serves on the Latinos for Education teaching team.

Cofounder and CEO of Six Seconds, The Emotional Intelligence Network, Joshua is one of the world’s top experts on developing emotional intelligence to improve performance. At the Heart of Leadership, an international bestseller, is his second (of five) books, now in its fourth edition. He is also the author of six validated psychometric assessments and hundreds of articles and papers, including the world’s largest study on emotional intelligence, State of the Heart (6sec.org/soh). He is a Master Certified Coach (ICF), and one of a handful of experts in the world with over 25 years of full-time experience implementing emotional intelligence. His clients include FedEx, Intel, Etihad Airways, Amazon, Microsoft, the UN, all branches of the US armed services, and numerous organizations around the globe.

Dedicated to making emotional intelligence practical and valuable, Freedman makes research relatable and useable. Daniel Pink (author of A Whole New Mind and DRIVE) wrote about Freedman’s book, “INSIDE CHANGE provides a powerful and whole-minded approach to organizational transformation. Blending cutting-edge neuroscience with rock-solid business logic, this book will change the way you lead.” This blend of practicality, insight, and warmth also characterizes Freedman’s work as a leader and speaker.

Freedman’s Noble Goal is to inspire compassionate wisdom. He sees emotion as a source of insight to focus us on what matters most – as individuals, leaders, parents & citizens. Even better, he says that at a neurobiological level, emotions literally give us energy to change, grow and thrive.

Dr. Lorea Martínez Pérez is the award-winning founder of HEART in Mind, a company dedicated to helping schools and organizations integrate Social Emotional Learning into their practices, products, and learning communities. She has worked with schools, districts, and organizations to guide SEL implementation efforts, including training teachers and leadership teams, and provided guidance to educational technology and media companies to help them integrate SEL into their products.

An educator who has worked with children and adults internationally, Dr. Martínez is a faculty member at Columbia University Teachers College, educating aspiring principals in Emotional Intelligence. She has conducted extensive research in the SEL field with a focus on SEL implementation, principals’ Emotional Intelligence, teacher preparation, and school climate. She frequently blogs about how to incorporate SEL in teaching practices, leadership, and parenting.

She received her Doctor of Philosophy, magna cum laude, in Quality and Innovation in Education from Universitat Autònoma de Barcelona. In 2014, she was awarded the American Education Research Association Graduate Student Award for Excellence in SEL Research from the SEL Special Interest Group.

Dr. Martínez started her career as a special education teacher and administrator. A native of the Costa Brava in Spain, she currently lives in the San Francisco Bay Area with her husband and two daughters.

Dr. Monica White teaches ORLA 5029: Supervision of Teaching and Learning to Summer Principals Academy Southern and NYC cohorts. She holds an Ed.D. in Curriculum and Teaching from Teachers College Columbia University, where her research focus was principals, accountability, and decision-making. 

In the years following her graduation, Dr. White held the position of lecturer in the C&T Department and co-instructor in the Summer Principals Academy before leaving to work full-time in New York City Public Schools. In NYCPS, she held leadership roles in programs such as District 79 (alternative schools and programs), Innovation Zone (iZone), and the Digital Learning Initiative in Curriculum and Instruction. She also has teaching and leadership experience in New Orleans Public Schools, where her career began. 

Dr. Monica White brings a passion for teaching and education leadership to graduate students preparing for principalship in SPA.

Dr. Seung Yu has close to twenty-five years working in youth development in New York City and Washington, DC. He currently serves as the principal at Stuyvesant High School, the largest specialized high school in Manhattan. Throughout his career in the New York City Department of Education, he has held both school and district leadership roles serving as the Senior Executive Director, Office of Postsecondary Readiness, which included the portfolio of Career and Technical Education, College and Career Planning, and Computer Science Education to support NYC public schools in strengthening the postsecondary preparation and outcomes of more than 325,000 high school-aged students each year. Dr. Yu was also the founding principal of the Academy for Software Engineering—a top CTE school and the city’s flagship computer science high school. He has participated in several leadership and mentor programs, including the Cahn Fellowship for Distinguished Principals, NYC Chancellor’s Fellowship, the Advanced Leadership Institute (ALI), Wallace Leadership Fellows Mentor Principal, and Model Principal. Prior to NYC, Dr. Yu was the Executive Director of the State Education Agency K-12 Service-Learning Network in Washington, D.C., where he led the federal advocacy of K-12 school-based service-learning. He holds a BA in English Literature from the University of North Carolina at Chapel Hill; a MA in the Teaching of English from Teachers College, Columbia University; a MS in Educational Leadership from Baruch College; and an EdD in Educational Leadership, Administration and Policy from Fordham University.

Connie Sanchez, EdD is an accomplished and visionary educational leader, currently serving as the Executive Director at Unity Charter School. With a strong academic background and a passion for fostering student achievement, Connie has consistently driven the school towards becoming a Tier I performing institution. This year her school was designated a 2024 Blue Ribbon Lighthouse School. 

At Unity Charter School, Dr. Sanchez leads the staff with a collaborative approach, focusing on curriculum development, implementation, and continuous revision. Under her guidance, the teaching methods align seamlessly with core curriculum requirements, while also fulfilling the school's mission of promoting ecological sustainability. Connie's commitment to environmental education has been instrumental in nurturing a learning environment that celebrates and honors our planet and its diverse inhabitants. 

As the Executive Director, Dr. Sanchez’s primary goal is to nurture eco-literate global citizens who recognize the interconnectedness of humans with the planet. Her leadership empowers teachers to create learning environments that promote global and higher-order thinking. With a strong background in education and professional development, she has played a crucial role in elevating STEM curriculum and language arts literacy intervention programs. Her experience as a Peer Instructor with the Merck Institute for Science Education and a member of the science leadership team, while a teacher, have honed her expertise in these areas. 

Before her tenure at Unity Charter School, Dr. Sanchez showcased her exceptional skills as a National Training Officer and National Development Officer with Smith Barney. During this time, she focused on curriculum development and implementation for financial advisors, collaborating with managers and subject matter experts across the country to design effective professional development programs. 

Dr. Sanchez’s prowess in adult development and her ability to create engaging and impactful training programs have been widely recognized. She has received awards and grants for her contributions to Technology Innovation in Elizabeth Public Schools, where as a teacher she was also honored with the 2011 Keys to Excellence Award in Teaching for her outstanding performance on the New Jersey Assessment of Skills and Knowledge Test in science.

Dr. Williams is an Adjunct Professor of Restorative Practices at Columbia University’s Teachers College as well as an Adjunct Lecturer in the Negotiation and Conflict Resolution Program, School of Professional Studies. She brings a wide range of international conflict-related training experience.  She has a strong background in the Caribbean and South America, particularly in Criminology, and Restorative Practices.  Her areas of expertise include, Peace and Conflict studies, Conflict Resolution, Transformative Mediation, Restorative Practices, Restorative Justice, Restorative Leadership, Cultural Competency, Psychological Safety, Transformative Justice and Citizen Legitimacy.  As an International Mediator and Mediation Coach as well as a Licensed Trainer of Trainers in Restorative Practices her current focus is on the implementation of Restorative Processes as a response to crime, as a lifestyle outside of the Criminal Justice system and using Restorative Justice to reduce armed conflict and foster reintegration.  She has a PhD, an MBA and an MSc and has done additional coursework at Harvard University’s Kennedy School of Government, the International Institute for Restorative Practices as well as the National Defense University William J. Perry Center for Hemispheric Defense Studies, where she is a rostered adjunct instructor.  Dr. Williams has numerous publications the most recent of which are: 

Williams, D. (2024). Restorative Practice: Background and Framework. In Handbook of Restorative Practice (working title) (Ed. Kenneth Roth, Felix Kumah-Abiwu, Zachary Ritter). Palgrave McMillan Publishing

Williams, D. (2023). Penal Reform or Penal Abolition in the Caribbean. In Handbook of Caribbean Criminology. (Ed. Wendell Wallace) Palgrave McMillan Publishing 

Clymer Bardsley has more than 30 years of experience as an educator and mediator.  Throughout his career he has helped thousands of individuals manage conflict, come to resolution, and settle disputes. 

Clymer is on the faculty at the Morton Deutsch International Center for Cooperation and Conflict Resolution at Columbia University’s Teacher’s College.  There he teaches courses in Adaptive Negotiation and Effective Mediation.  

He is also on the faculty at Drexel University’s Kline School of Law, where his focus is Alternative Dispute Resolution, and Temple University’s School of Education and Human Development, where he teaches courses in Organizational Development.

Clymer has a mediation practice in the Philadelphia area, the Bardsley Group which handles disputes involving domestic relations, special education, and organizational conflict.  He loves being a neutral, helping people navigate the complexities of conflict toward resolution and better understanding. He has also served as both a mediator and a settlement official for the Federal Equal Employment Opportunity Commission and facilitated abuse and neglect matters in Philadelphia Family Court.

Clymer earned his law degree from the Benjamin N. Cardozo School of Law in New York and his B.A. in History from Middlebury College