Neil R. Grabois

Adjunct Assistant Professor at Columbia University - Teachers College

Neil R. Grabois

Neil R. Grabois

Adjunct Assistant Professor at Columbia University - Teachers College

Overview
Career Highlights

Colgate University

RelSci Relationships

1562

Number of Boards

7

Birthday

1935

Age

84

Contact Data
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Relationships
RelSci Relationships are individuals Neil R. Grabois likely has professional access to. A relationship does not necessarily indicate a personal connection.

Executive Director at Project Pericles

Relationship likelihood: Strong

Associate Director Emeritus, Development & Program Services at The Campaign for Stuyvesant

Relationship likelihood: Strong

Former Vice President, Campus Life at Princeton University

Relationship likelihood: Strong

President Emeritus at The Spencer Foundation

Relationship likelihood: Strong

President at Woodrow Wilson National Fellowship Foundation

Relationship likelihood: Strong

Relationship likelihood: Strong

President at Smith College

Relationship likelihood: Strong

Founder at Smith College

Relationship likelihood: Strong

Assistant Secretary at Smith College

Relationship likelihood: Strong

President Professor of Political Science at Carleton College

Relationship likelihood: Strong

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Neil R. Grabois
Adjunct Assistant Professor at Columbia University - Teachers College
Education
BA
Class of 1957

Since its founding in 1864, Swarthmore College has given students the knowledge, insight, skills, and experience to become leaders for the common good. Offering a liberal arts and engineering curriculum, the College is private, yet open to all regardless of financial need. It is also decidedly global in outlook, drawing students from around the world and all 50 states. The diversity of perspectives represented by Swarthmore students, faculty, and staff - including different viewpoints, identities, and histories - contributes to the community's strong sense of open dialogue and engagement with ideas and issues. So much of what Swarthmore stands for, from its commitment to curricular breadth and rigor to its demonstrated interest in facilitating discovery and fostering social responsibility, lies in the quality and passion of its faculty. A student/faculty ratio of 8:1 ensures that students have close, meaningful engagement with their professors, preparing the former to translate the skills and understanding gained at Swarthmore into the mark they want to make on the world. The College's Honors program features small groups of dedicated and accomplished students working closely with faculty; an emphasis on independent learning; ongoing dialogue between students and their peers, teachers, and examiners; and an examination at the end of two years' study by outside scholars. Swarthmore's idyllic, 425-acre arboretum campus features rolling lawns, a creek, wooded hills, and hiking trails, and is located just 11 miles from Philadelphia.

Attendee
Class of 1953

Stuyvesant High School has been a symbol of excellence in education for over a century. Our mission is to continue and enhance that commitment by providing an environment which will nurture and enhance the special academic talents of the students admitted to Stuyvesant. The educational heritage of Stuyvesant is deeply rooted in the tradition of Science, Mathematics and Technology. This has been the foundation of our educational success and must remain the cornerstone of our educational program. Within this context, the goal of this institution is to instill the intellectual, moral and humanistic values necessary for each child to achieve his/her maximum potential as a student and as a caring citizen of the world.

Ph.D in Mathematics

The University of Pennsylvania Graduate School of Education, commonly known as Penn GSE, is one of the leading educational research schools in the United States. Formally established as a school at the University of Pennsylvania in 1914, Penn GSE has historically had research strengths in teaching and learning, the cultural contexts of education, language education, quantitative research methods, and practitioner inquiry.

MA

The University of Pennsylvania (commonly referred to as Penn or UPenn) is a private, Ivy League university, located in Philadelphia, Pennsylvania, United States. Penn considers itself the fourth-oldest institution of higher education in the United States, as well as the first university in the United States with both undergraduate and graduate studies.

Career History
Adjunct Assistant Professor
Current

Teachers College, Columbia University, is the oldest and largest graduate school of education in the United States, and also perennially ranked among the nation’s best. Its name notwithstanding, the College is committed to a vision of education writ large, encompassing our four core areas of expertise: health, education, leadership and psychology. Teachers College sees its leadership role in two complementary arenas: One is as a major player in policy-making to ensure that schools are reformed and restructured to welcome all students regardless of their socio-economic circumstances. The other is in preparing educators who not only serve students directly but coordinate the educational, psychological, behavioral, technological, and health initiatives to remove barriers to learning at all ages. For more than 100 years Teachers College has continued to: Engage in research on the central issues facing education Prepare the next generation of education leaders Educate the current generation of leaders in practice and policy to meet the challenges they face Shape the public debate and public policy in education Improve practice in educational institutions

Dean
2010 - 2013

Milano School of International Affairs, Management, and Urban Policy is a school.

Vice President & Director for Strategic Planning & Program Coordination
1999 - 2007

Andrew Carnegie envisioned Carnegie Corporation as a foundation that would “promote the advancement and diffusion of knowledge and understanding.” In keeping with this mandate, our work incorporates an affirmation of our historic role as an education foundation but also honors Andrew Carnegie's passion for international peace and the health of our democracy. While Mr. Carnegie’s primary aim was to benefit the people of the United States, he later determined to use a portion of the funds for members of the British overseas Commonwealth. Currently, this area of our grantmaking focuses on selected countries in sub-Saharan Africa. Real and permanent good in this world Mr. Carnegie dedicated his foundation to the goal of doing “real and permanent good in this world” and deemed that its efforts should create “ladders on which the aspiring can rise.” In our current-day grantmaking we continue to carry out this mission through programs and initiatives that address today’s problems by drawing on the best ideas and cutting-edge strategies that draw strength from deep knowledge and scholarship. History guides us and the present informs us, but our work looks always toward the future. In perpetuity Mr. Carnegie served as the Corporation’s first president. His intention, clearly spelled out in his Deed of Gift, was for the foundation to carry out its philanthropic work in perpetuity, so that “even after I pass away the [wealth] that came to me to administer as a sacred trust for the good of my fellow men is to continue to benefit humanity for generations untold…” Responding to changing needs At the time of its creation, Andrew Carnegie’s vision for the work of the Corporation was unique in that he understood that as the decades passed, the issues of his day would be incorporated into or supplanted by concerns that more immediately affected future generations. Planning for that certainty, he wrote, “Conditions upon the [earth] inevitably change; hence, no wise man will bind Trustees forever to certain paths, causes or institutions.” Therefore, he gave his trustees “…full authority to change policies or causes hitherto aided, from time to time, when this, in their opinion, has become necessary or desirable. They shall best conform to my wishes by using their own judgment.” Scientific philanthropy Through nearly one hundred years of grantmaking, the Corporation has applied what Andrew Carnegie called the principles of “scientific philanthropy” to changing times while always working in harmony with the historical mission and legacy of the foundation. Our unremitting efforts remain focused on the two issues that Andrew Carnegie considered of paramount importance: international peace and the advancement of education and knowledge.

Boards & Committees
Chair, Board of Directors
Current

Project Pericles is a not-for-profit organization that encourages and facilitates commitments by colleges and universities to include social responsibility and participatory citizenship as essential elements of their educational programs.Founded in 2001 by philanthropist Eugene M. Lang, Project Pericles works directly with its member institutions, called Pericleans, as they individually and collaboratively develop model civic engagement programs in their classrooms, on their campuses, and in their communities.Currently, Periclean colleges and universities across the country are each implementing a unique program of curricular and co-curricular initiatives that prepare and encourage students to become active, responsible citizens. These initiatives include signature Periclean programs - Creating Cohesive Paths to Civic Engagement, the Civic Engagement Course (CEC) Program™, Debating for Democracy (D4D)™, and the Periclean Faculty Leadership (PFL) Program™ - and constructively engage students, faculty, administrators, trustees, and alumni in a range of socially-oriented enterprises and collaborations.By hosting annual meetings of presidents, faculty, and students, Project Pericles helps Pericleans share best practices that promote civic engagement as a significant element of higher education.Project Pericles continues to earn recognition for its distinctive qualities and impact as its membership gradually expands. Project Pericles encourages higher education to promote a more just and compassionate society by preparing future generations of thoughtful and involved citizens.

Member Emeritus, Board of Directors
Current

The history of JFEW traces an arc from 1880 to the present. Since then, the Foundation’s name has evolved along with the social attitudes and opportunities for women. Likewise, our means of assistance have changed, but our focus has been constant: providing needed assistance to women striving to attain an education. Letter From JFEW Chair Sharon L Weinberg headshot For over 130 years, the Jewish Foundation for Education of Women has provided scholarship and other support to financially-needy women who aspire to achieve their career and other life goals through education. Over the course of its history, and in response to the ever-changing times, the Foundation has taken on new and different roles in the life of its scholarship recipients. In addition to giving scholarships to women of varied backgrounds, ethnic and religious affiliations, as entry into the workforce has become increasingly complex and competitive, JFEW has broadened its support to include not only scholarships but also opportunities for internships, study abroad, networking, and other mentoring-type experiences. JFEW is proud of its heritage, rooted in two central tenets of Judaism: to provide support for education and to help those in need. It is also proud of its ability to respond to the changing roles and responsibilities of women in society, while remaining true to its core values. JFEW continues to value those who aspire to achieve through learning and initiative. Toward that end, JFEW strives to achieve its goals with purpose and commitment, and to celebrate these same qualities in our scholarship recipients. JFEW continues to value the importance of partnership and community. Toward that end, JFEW has turned to colleges, universities, and other institutional partners to administer JFEW scholarships and to create programs and other support services that facilitate the exchange and sharing of resources that strengthen the impact of our scholarship support. JFEW continues to value the importance of education as a path to professional achievement and social good. Toward that end, JFEW embraces education as a means to opportunity, professional fulfillment and service to the larger community. It believes strongly that succeeding academically provides the potential for meaningful work which makes it possible to care for ourselves, our families, and society.

Member, Board of Directors
Current
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