1 617 496 6949 124 Mt Auburn St. Email: veronica@pz.harvard.edu ...

VERONICA M. BOIX MANSILLA
Harvard Graduate School of Education
Project Zero, Phone: 1 617 496 6949
124 Mt Auburn St. Email: veronica@pz.harvard.edu
Cambridge, MA 02138
I. EDUCATION
Ed. D. Human Development and Psychology 2001
Harvard Graduate School of Education
Ed. M. Harvard Graduate School of Education. 1992
Lic. Educación, Universidad de Buenos Aires 1989
II. CURRENT POSITIONS
Harvard Graduate School of Education
Lecturer in Education
Course title: Interdisciplinary Education: Preparing Students for our Contemporary World
Research Associate, Project Zero
Principal investigator Successful Interdisciplinarity.
Empirical examination of cognitive platforms enabling interdisciplinary
collaborations in high end research groups 2008-2010
Principal investigator, Interdisciplinary Studies Project.
Study of expert interdisciplinary work and education in exemplary research
institutions and collegiate and pre-collegiate programs 2001 –present.
Principal Investigator, Interdisciplinary Teaching in the International Baccalaureate.
Documentation of best practices in interdisciplinary teaching in IBO schools July
2006 – 2008
Director and co-founder, L@titud Latin American Initiative Toward Understanding and
Development
Large scale initiative to link Project Zero's research to educational programs in
Latin America. June 2000 -present.
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III. RESEARCH AWARDS
Canadian Institute for Advanced Research 2008 - 2010
The International Baccalaureate 2007 - 2008
The Atlantic Philanthropies 2005
Harvard Graduate School of Education 2003- 2004
The Atlantic Philanthropies, 2001 - 2007
Organization of American States 2001 - 2003
Rockefeller Center for Latin American Studies 2001
Project Zero Steering Committee. 2001
OTHER HONORS (SELECTED)
Spencer Research Training Grant. 1995 - 1997
Organization of American States. 1994 - 1995
Ministerio Nacional de Cultura y Educación, Argentina. 1994 - 1995
World Laboratory, Geneva. 1991 - 1992
CONICET, Argentina 1991 - 1993.
IV. PAST POSITIONS
(A) SELECTED RESEARCH EXPERIENCE
Harvard Graduate School of Education - Project Zero
Assessing Historical Understanding – (with Facing History and Ourselves)
Developed and tested a conceptual framework and practical tools to assess students’ developing
understanding in history. 1996 – 1998.
Understanding for Organizations Project.
Study of adult representations and transformation of organizational practices. 1996 - 1998.
ATLAS Seminar Project (Assessment Teaching and Learning for all Students).
Studied role of disciplinary knowledge in curriculum reform. 1993 – 1995.
Teaching for Understanding Project.
Research Assistant. Developed Dimensions of Understanding Framework 1991- 1995.
University of London, School of Education.
CHATA Project.
Visiting researcher in study of children’s historical epistemologies.
Massachusetts Institute of Technology.
Nature of Science Project.
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Methodological design and data analysis investigating fifth grade students’ developing epistemologies of
science. With Susan Carey and Carol Smith. 1994 – 1996. Spencer Research Training.
History Department. Literature review on theories, methods, and uses of history. With Prof. Peter
Perdue. 1995-1996 Spencer Research Training.
Consejo Nacional de Investigación en Ciencia y Técnica, Argentina.
Research Fellow Conceptual research on disciplinary and meta-disciplinary understanding in history
and science leading to dimensions of understanding framework 1991–1992. Study of the incidence of
classroom discourse on the construction of scientific concepts among college freshmen 1988- 1989.
Universidad de Buenos Aires.
Organizadores avanzados visuales y su papel en el aprendizaje Research Assistant. Interviews, data
analysis, writing.
(B) SELECTED TEACHING EXPERIENCE
Pre-collegiate and Collegiate Institutions ( e.g. Washington Center for the Improvement of
Undergraduate Education; San Francisco Bay Area Collaborative, Boston Arts Academy, International
Baccalaureate, Universidad de Bogota Jorge Tadeo Lozano, Universidad Torcuato DiTella). Professional
development. 1994 – present.
HGSE - Project Zero Summer Institute. Faculty., 1996 – present.
Central Park East Secondary School. Autobiography and History. Visiting Faculty, Fall 1996.
Universidad de Buenos Aires. Intellectual work and learning. Lecturer, 1989-1990.
Bichito de Luz. Pedagogical coordinator, Buenos Aires, 1996-97.
Colegio Godspell. Fifth grade teacher, 1983-1987.
V. CONFERENCES
(a ) SELECTED INVITED PRESENTATIONS/KEYNOTES
Harvard Project on Negotiations. Keynote “Interdisciplinary Work: Integrating perspectives to
produce a cognitive advancement” Cambridge December, 2007.
Washington Center for the Improvement of Undergraduate Education: Keynote/workshop
“Assessing student interdisciplinary learning, questions of quality.” Seattle, March 2006, March 2007.
Alliance for International Education: “From teaching of globalization - to nurturing global
consciousness.” Shanghai, Oct. 2006.
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World Knowledge Dialogue: “Nurturing Students Capacity to Bridge.” Crans-Montana Switzerland,
Sept. 2006.
AACU-Carnegie Foundation Integrative Learning Initiative Keynote “The question of quality in
interdisciplinary work”. Washington DC, March 2006
A stronger Massachusetts: Connecting our schools to the world. Massachusetts initiative for
international studies. “Interdisciplinary teaching of Globalization.” Boston, Nov. 2005.
International Conference on Globalization and Learning. Paper: “Teaching for Global
Consciousness, Conceptualizations and Practical Tales.” Stockholm, March 2005.
International Baccalaureate Regional Meetings. Keynote: “Toward a model for teaching and
assessing interdisciplinary understanding.” Amsterdam, March 2005 and Buenos Aires, Sept. 2005.
Social Science Research Council. “Assessing Interdisciplinary Products of Work and Habits of Mind
in Liberal Arts Institutions.” New York, April 2005, April 2006.
European Association for Social Studies of Science and Technology. Paper: “Assessing
interdisciplinary research at the frontier.” Paris, Aug. 2004.
Centre Nationale de Recherche Scientifique – Interdisciplines. Paper and discussion: “Assessing
interdisciplinary work at the frontier” On-line Seminar 2003-2004.
Association for Integrative Studies. Annual Meeting. Paper: “Interdisciplinary work at the frontier, an
empirical exploration.” Detroit, Oct. 2003.
Southern Australia Ministry of Education, Curriculum Division. Keynote: What is Interdisciplinary
learning and why does it matter? Australia, Feb. 2003.
Fundación Omar Dengo. “Teaching for Understanding: theory and practice.” Keynote Aug, 2001; and
“Interdisciplinary work and assessment.” Aug 2003. Costa Rica.
Asociación de Escuelas Católicas. Keynote: “What is understanding and why matters” Keynote. San
Juan Puerto Rico, 2002 and 2003.
Ministerio de Educacion Nicaragua Keynote: “Enseñar para la comprension, desafios de una
reforma de calidad”. June 2003.
Facing History and Ourselves National Staff Development Conference. Keynote: “Assessing
historical understanding.” Brookline, July 1998.
Teaching, Learning. and Knowing History. Paper: “Can they use what they have learned to make
sense of the present? Historical Understanding beyond the past and into the present” Samuel Wineburg,
Peter Seixas, and Peter Sterns Chairs. Pittsburgh, Nov. 1998.
ATLAS Seminar Assessment Teaching and Learning for All Students. Papers: “Distinguishing
subject matters from disciplinary ways of knowing” and “On disciplinary ways of knowing and the shape
of the curriculum.” Brown University -Providence, 1994.
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(B) SELECTED CONFERENCE S ORGANIZATION
Convenor, Project Zero Forum for the Future of Education. Interdisciplinary think tank to address
pressing contemporary issues in education. 2005-2007
American Association for the Advancement of Science. “Quality Assessment in Interdisciplinary
Research and Education.” Co-chair. Washington, DC. Feb, 2006.
Harvard Project Zero. “Interdisciplinary Teaching and Learning Seminar.” Chair of bi-weekly seminar
Cambridge, Sept. 2003 – June 2005.
Harvard Project Zero. “Hacia una cultura de la comprensión, generar y sostener el cambio en
individuos, grupos, organizaciones y sistemas.” Chair: Cambridge, Aug, 2001.
Universidad Jorge DiTella. First International Conference on Understanding and Agency in the
Classroom and Beyond. Keynote: “New challenges and new directions in understanding.” Chair.
Buenos Aires, February 1999.
Ministerio de Educacion, Argentina National Seminar on Teaching for Understanding Keynote:
“Teaching for Understanding in the Context of the Argentinean Education Reform.” Workshop:
Teaching for understanding: The framework in practice. Academic Chair. Buenos Aires, April 1997.
VI. SELECTED PUBLICATIONS
Boix Mansilla V. (2008). The Point of Integration: How we harness expertise intelligently to deepen
interdisciplinary understanding. Manuscript in preparation.
Boix Mansilla V., Dawes L., Wolfe C. & Haynes C. (2008). Targeted Assessment Rubric: An
empirically grounded rubric to assess interdisciplinary writing. Journal of Higher Education. In
press.
Boix Mansilla V. (2008). Interdisciplinary Teaching in the International Baccalaureate. In press. Geneva: IBO
Publications Center.
Boix Mansilla V. & Gardner H. (2008) Disciplining the mind to prepare the young for tomorrow’s
world. Educational Leadership. February, 2008.
Dawes Duraisingh L. & Boix Mansilla V. (2007). Interdisciplinary forays into the history classroom:
How the visual arts can enhance (or hinder) historical understanding. Teaching History 129 .
Boix Mansilla V. Gardner, H. (2007). From Teaching Globalization to Nurturing Global
Consciousness. In Suarez Orozco, M. Editor. Learning in the Global Era; International Perspectives
on Globalization and Education. California: University of California Press.
Boix Mansilla, V. Rhodes, A. (2007). Intellectual Identity in Interdisciplinary Contexts. Manuscript
available at
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Boix Mansilla, V. (2006). Quality Assessment of Interdisciplinary Research: Toward empirically
grounded validation criteria. Research Evaluation 14 4 (17-29)
Boix Mansilla V., Feller I., Gardner H. (2006). Quality Assessment in Interdisciplinary Research and
Education: A meeting report. American Association for the Advancement of Science.
Washington, DC February 8, 2006 Research Evaluation. 14 4 (69-74)
Rhoten, D. Boix Mansilla, V., Chun M., & Klein J. (2006). Interdisciplinary Education at Liberal Arts
Institutions. Teagle foundation White paper. Available at
www.teaglefoundation.org/learning/pdf/2006_ssrc_whitepaper.pdf
Boix Mansilla, V. Dawes, L. (2006). Toward a framework for assessing student interdisciplinary
work. Journal of Higher Education 78 2 215-237
Boix Mansilla, V. (2006). Interdisciplinary Work at the Frontier: An empirical examination of expert
interdisciplinary epistemologies. Issues in Integrative Studies 24 (1-31).
Boix Mansilla, V. (2005). Assessing student work at disciplinary crossroads. Change Magazine 37. 1
Boix Mansilla, V. (2004). Abriendo Puertas a las Artes, la Mente y Mas Alla. Conaculta: Mexico.
Boix Mansilla, V. (2004). Between reproducing and organizing the past: Students' beliefs about the
standards of acceptability of historical knowledge. In International Review of Research History
Education. London, Fran Cass.
Boix Mansilla, V. & Gardner H. (2003). Assessing Interdisciplinary Work at the Frontier: An
empirical exploration of "symptoms”of quality. Available at www.Interdisciplines.org. CNRS
and Institute Nicod, Paris.
Miller, M. & Boix Mansilla. V. (2003). Thinking Across Perspectives and Disciplines. Internal Report
available at www.pz.harrvard.edu/interdisciplinary.
Boix Mansilla, V. (2003). Opening doors to the arts, the mind, and beyond. Manuscript available at Project
Zero Harvard Graduate School of Education.
Ritchhart, R. & Boix Mansilla, V. (2003) Teaching for Understanding – Teaching for Transformation.
In United States Holocaust Memorial Museum Belfer Exemplary Lessons. DC, 2003
Nikitina S. & Boix Mansilla V. (2002) Three Strategies for Interdisciplinary Math and Science
Teaching. Internal Report available at www.pz.harrvard.edu/interdisciplinary.
Boix Mansilla V., Dillon D. & Middlebrook K. (2001). Building Bridges Between Disciplines:
Organizational and individual qualities of exemplary interdisciplinary work. Internal Report
available at www.pz.harrvard.edu/interdisciplinary.
Boix Mansilla, V. (2001). The pursuit of Understanding: A study of exemplary students' beliefs about the
nature of knowledge and inquiry in science. Manuscript available at Project Zero, Harvard
Graduate School of Education.
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Boix Mansilla, V. (2001). The pursuit of Understanding: A study of exemplary students' beliefs about the
nature of knowledge and inquiry in history. Manuscript available at Project Zero, Harvard
Graduate School of Education.
Boix Mansilla, V. (2001). Expecting High Standards from Inner City Kids Challenges and Possibilities. In
International Review of History Education Research, London Fran Cass.
Boix Mansilla, V. (2000). Can they use what they have learned to make sense of the present? Historical
Understanding beyond the past and into the present. In Knowing Learning and Teaching History.
Seixas, P. Stearns, P. and Wineburg S. (Eds.) San Francisco: Lawrence Erlbaum.
Boix Mansilla, V. Gardner, H. (2000). On disciplinary lenses and interdisciplinary work. Interdisciplinary
Curriculum Challenges of Implementation. Samuel Wineburg and Pamela Grossman (Eds.). New
York: TC Press.
Boix Mansilla, V. (1999). Mas allá de los Logros de la Revolución Cognitiva. Revista Zona Educativa,
Invierno 1999. Ministerio de Educación y Cultura: Buenos Aires, Argentina.
Boix Mansilla, V. & Gardner, H. (1999). What are the Qualities of Understanding? In Teaching for
Understanding, a practical framework. Stone Wiske Ed. San Francisco: Jossey Bass.
Boix Mansilla, V. (1998). Beyond the Lessons of the Cognitive Revolution Canadian Social Studies 32, 2
Boix Mansilla, V. (1997). De saberes escolares a comprension disciplinaria: el desafio de una Educación
de calidad. Special issue on Learning Kikiriki: Barcelona, January.
Boix Mansilla, V. & Gardner. H. (1996). Of kinds of Symbols and Kinds of Understanding. Phi Delta
Kappa--Special Issue on Cognition and Representation. January 1997.
Blythe, T., Boix Mansilla V. & Jaramillo R. (1994). Teaching History For Understanding. Teaching for
Understanding Teachers' Guide . San Francisco: Jossey Bass.
Gardner, H. and Boix Mansilla V. (1994). Teaching for Understanding in the Disciplines and Beyond.
Teachers College Record. (Winter-1994).
Boix Mansilla, V. (1994). On Disciplinary Ways of Knowing and the Shape of the Curriculum. ATLAS
Seminar. Harvard Project Zero.
Gardner, H. and Boix Mansilla, V. (1993) Teaching for Understanding, Within and Across the
Disciplines. Educational Leadership. Feb. 1994.
Boix Mansilla, V. (1993). Distinguishing Subject Matters from Disciplinary Ways of Knowing. ATLAS
Seminar. Harvard Project Zero.
Boix Mansilla, V. (1990). Modos de hablar y modos de comprender: Análisis de discurso en el aula y la
comprensión de conceptos científicos en estudiantes de primer año de universidad CONICET
Invierno 1990.
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VII. OTHER PROFESSIONAL ACTIVITIES
Reviewer. (Grants & Publication) Smithsonian Institute, United States Holocaust Memorial Museum,
National Science Foundation, Organization of American States, Consejo Nacional de
Investigación en Ciencia y Tecnología, Colciencias, Universidad Nacional de Bogota, Seevak
Foundation.
Project Manager. United States Holocaust Memorial Museum – Belfar Project, 2002.
Advisor. American Association of Colleges and Universities, Newton Public Schools, International
Baccalaureate, Social Science Research Council.
Editorial Board Member. Organization of American States. International Journal of Thinking and
Creativity.
VIII. LANGUAGES
Spanish, English, French, Portuguese, German.
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