The Rockefeller Global Leadership Program (RGLP) is a one-term program at Dartmouth College that provides sophomore, junior, and senior students with skills for global and international leadership. Guest lecturers lead weekly interactive sessions to develop students' intercultural competencies through hands-on learning. Students work individually and in small groups throughout the program to strengthen practical skills applicable to leadership roles, internships, projects, and careers. The document provides descriptions of upcoming RGLP sessions and speaker bios on topics including global consciousness, intercultural assessment, cultural fluency, teamwork across borders, and applying knowledge to case studies.

1. Rockefeller Global Leadership Program (RGLP)
Session Descriptions & Speaker Bios
Fall 2014
The Rockefeller Global Leadership Program (RGLP) is a one-term program that seeks to equip sophomore,
junior and senior students at Dartmouth College with the skills necessary for global and international
leadership. Guest lecturers lead weekly sessions, employing experiential teaching techniques to engage
students through hands-on learning of core intercultural competencies. Participants work individually and in
small groups throughout the program to develop practical skills applicable to their leadership roles at
Dartmouth, internships, projects, and in their respective careers.
For more information about RGLP, including registration deadlines for the 2013-14 academic year, please visit
us at: http://rockefeller.dartmouth.edu/studentopps/rglp.html
Gama Perruci
Dean of McDonough Leadership Center, Marietta College
Professor of Leadership Studies
Board of Directors Chair, International Leadership Association (ILA)
“Leading Thoughts” Section Facilitator, The New York Times in Leadership Project
Framing Global Leadership and developing Global Consciousness
This session introduces students to the concept of “Global Consciousness.” Through
activities and discussions, participants will explore how the concept of “Global
Consciousness” relates to their own leadership development in the context of a global
environment. Furthermore, students will grapple with how they can successfully lead in
an environment that promotes “Global Consciousness.”
Dr. Gama Perruci is the Dean of the McDonough Center for Leadership and Business and McCoy Professor of
Leadership Studies at Marietta College. Aside from his research and administrative duties, Dr. Perruci also
serves as a consultant to colleges and corporations. He currently serves as a consultant for The New York Times,
focusing on the newspaper’s educational programming for leadership students. His most recent consulting
assignments also include a review of the Department of Leadership, Ethics and Law (LEL) at the United States
Naval Academy (Annapolis, Maryland) and an evaluation of the leadership program at Zayed University in
Dubai, United Arab Emirates. During the 2013-2014 academic year, Dr. Perruci will be a visiting lecturer in the
Global Leadership Program at Dartmouth College’s Rockefeller Center for Public Policy. He currently serves as
the Chair of the International Leadership Association, Inc. (ILA) Board of Directors – a global nonprofit
organization focused on the study and practice of leadership. Dr. Perruci has been a frequent guest analyst for
the London-based BBC World Service and Paris-based Radio Best Leaders Project, Top American Leaders
Project convened by Harvard Kennedy School’s Center for Public Leadership in collaboration with the weekly
magazine, U.S. News & World Report (2009-2010), and The Washington Post (2011). A native of Brazil, Dr.
Perruci has a Ph.D. in political science from the University of Florida and a Master’s in international journalism
(M.I.J.) from Baylor University in Texas.

2. Intercultural Developmental Inventory: Assessing Cultural Proficiency
This session provides students with feedback from the IDI, which is the only theory-based assessment of
intercultural competence. Unlike other tools that measure separate personal characteristics (e.g., open mindedness,
flexibility), the IDI allows RGLP participants to analyze both their individual and the collective group’s
progression along a continuum of cross-cultural competence. Since the IDI measures one’s mindset and skillset,
students can focus on increasing their intercultural competence both individually and collectively (from how they
currently engage cultural differences to how they can more effectively engage diversity). This session will focus
on facilitating cooperative conversations and actions directed toward growth and development rather than
judgment and resistance.
Amy Newcomb
Program Officer, Dickey Center for International Understanding
Amy Newcomb is the Students Program Officer at the John Sloan Dickey Center for
International Understanding, advising students on international study and global
engagement opportunities on and off campus. She has had more than 10 years of
experience working passionately as an international educator. Prior to joining the
Dickey Staff, Amy was a Program Coordinator of ProWorld Volunteers with ProBelize.
She has also served as Assistant Director of the Collis Center for Student Involvement at
Dartmouth College.
Vincent Mack
Program Officer, Nelson A. Rockefeller Center for Public Policy
Vincent L. Mack is the Program Officer for the Nelson A. Rockefeller Center for Public
Policy at Dartmouth College. Prior to joining the Rockefeller Center's staff, Vincent
lived in Germany, working extensively for the Congress-Bundestag Youth Exchange for
Young Professionals, a program partnered through the United Nations and the
Department of the State. An avid traveler, he thoroughly enjoys one-on-one
conversations, exploring other cultures and places, and has been to nearly 25 countries.
His experiences abroad continually inspire him to encourage Dartmouth students to
widen their global perspective through leadership and public service.
Consultant for Intercultural Developmental Inventory
Terrence Harewood
Assistant Professor School of Education
Terrence Harewood currently teaches undergraduate and graduate courses in
multicultural education and social foundations where his primary role is in the
preparation of interculturally competent pre-service teachers and school leaders.
Terrence was named the University of Indianapolis Teacher of the Year in 2011. He
conducts research in the area of intercultural competency development of pre-service
and inservice teachers, and also regularly serves as a site team member to audit various
Mayor of Indianapolis Charter Schools. He serves as a qualified administrator for the
Intercultural Development Inventory (IDI) and was recently certified to be a national IDI
qualifying seminar facilitator. His research interests are educators' development of
intercultural competence, correlation between teachers' intercultural competence, and the rate by which they
refer students of color for discipline

3. Stuart W. Grande
Post-doctoral Research Fellow
The Dartmouth Center for Health Care Delivery Science
Cultural Fluency: Understanding 'other' by developing 'self'
This session will teach students the importance of navigating discomfort—the feeling
of being uncomfortable with thoughts, interactions and personal bias. In order to do
this, students will be tasked with identifying a space on campus that is both new and
different to them. Then, students will research and become a part of this space on
campus for at least one week. Finally, the students will be asked to journal or creatively
report their experience back to the group.
Dr. Stuart Grande comes to The Dartmouth Center after serving as a curriculum and teaching assistant with The
Dartmouth Institute’s Center for Education. Stuart has over six years teaching experience in Romania, Hungary,
Indiana, Massachusetts, and New Hampshire. He has taught courses as common as English conversation and as
nuanced as American Health Disparities. He has training in community mediation and international conflict
resolution, when as a graduate student he earned the Keller Runden Fellowship. Stuart received his PhD in
health behavior and holds an MPA in public management, both from Indiana University in Bloomington. His
research background is in mixed methods, community-based participatory research, thematic analysis, as well as
categorical and limited dependent variable analysis. His current academic interests include implementation of
Option Grids into usual care, and the use of shared decision making to reduce variation in patient-provider
communication. Currently, Stuart is finalizing two manuscripts from his dissertation research and looks forward
to working with Glyn Elwyn, as well as the other members of his new research family, to improve methods for
delivering patient-centered health care.
Understanding American Exceptionalism
A simple description of American exceptionalism is that the United States can take any action because it is
qualitatively different from other countries and governments. Some have used the view of American
exceptionalism to justify that the United States is exempt from following the same social and political rules that
other countries follow. As such, this session uses activities, discussions, and reflections to help students better
understand the ways in which American exceptionalism has become part of our personal ideologies. Students will
also explore ways to resist exempting themselves from learning about other cultures. This session is designed to
help students develop a set of strategies for when they enter a new culture and to identify appropriate behaviors in
new settings.
The session is designed to help students objectively examine and analyze American exceptionalism. The students
will learn how to appreciate elements of a cultural force without regarding it as exception or supreme. The
practical interactive session is designed to allow students to engage with the difficult task of immersing oneself in
another culture without the sway of internalized biases of one’s own cultural background. The session is led the
RGLP Student Leaders (clockwise from left):
Amanda Lamothe-Cadet is a Dartmouth senior, double majoring in Government and
Asia & Middle Eastern Studies. After graduation she intends on pursuing a career in
international public law.

4. Aidan Galligan is a Dartmouth senior majoring in Government and minoring in
History. Post-graduation, he plans on pursuing a career in foreign policy analysis.
Han Suh is a Dartmouth senior, majoring in Government and minoring in Studio Art. Her
interests lie in policy research and development. She interned with South Korean
presidential candidate Moon Jae in 2013 and served as student intern at the Office of
Pluralism and Leadership at Dartmouth. Han also enjoys teaching Zumba.
Elizabeth Winslow ’83
Associate Director of the MBA Program and Adjunct Asst. Prof. of Business
Administration
Tuck School of Business at Dartmouth College
Working in Teams Across Borders and Cultures
This session will introduce the principles and best practices for effective teamwork.
Students will share their previous experiences with group work and complete an
experiential exercise designed to illustrate different ways to work as a group. Students
will collectively create a team charter and complete a worksheet that explores their
individual group behaviors.
Dr. Betsy Winslow is an Associate Director of the MBA Program at the Tuck School of Business at Dartmouth
College and an Adjunct Asst. Prof. of Business Administration. Before coming to Tuck, Winslow spent seven years
as first an Assistant Director and then an Associate Director in the undergraduate admissions office at
Dartmouth College, where she was responsible for hiring and training new admissions officers, organizing staff
development activities, acting as a liaison for all alumni volunteers, and representing the admissions office on the
Committee on Standards. Prior to her time in admissions, she taught English and coached soccer, ice hockey,
cross-country and track, at several secondary schools in New England, including The Noble and Greenough
School, The Salisbury School, The Loomis Chaffee School and Lebanon High School. Winslow did her
undergraduate work at Dartmouth College, graduating with a degree in English in 1983. She completed her
Masters in Education (EdM) and her doctorate in Education (EdD) at the Harvard Graduate School of
Education, in June of 2004, with a focus on Administration, Planning and Social Policy. Her dissertation, titled
Proposing Significant Organizational Change: A Case Study Examining the Views of a Cross-Section of
Participants’ Perspectives About Dartmouth’s Student Life Initiative, is a case study of the Student Life Initiative
at Dartmouth, analyzed through the lens of Organizational Change Theory and Organizational Behavior. She

5. also holds a faculty appointment at the Tuck School as an Adjunct Assistant Professor of Business Administration
and teaches a course called “Comparative Models of Leadership.
Bethany Seremet
Community Outreach Coordinator
Lutheran Social Services: Services for New Americans
Refugees: Stories of Oppression, Resilience, and Hope
This session provides participants with an overview of refugee resettlement in NH and
personal stories from New Americans who have come to the United States as refugees
to once again begin a new life. In this session, students will learn about the refugee
resettlement process as it pertains to the United States and NH involvement, engage with local New Americans
who have personally experienced the resettlement process, and identify next-step actions to learn from and mentor
new refugees. The instructor will explore concepts including economic stability, mentorship (as enabling versus
empowering), and the role of the United Nations High Commissioner for Refugees. Participants will work in
small groups, engaging with the New American refugees and their stories. The session will conclude with a
collective reflective activity.
Bethany Seremet is a New England girl who has taught English in university settings, gypsy villages, and to
international business professionals. She earned a BA in Organizational, Interpersonal Communications from
Oral Roberts University and an MA in Government: International Politics & Global Economics from Regent
University. In her spare time, she is the co-owner of “A Woven Thread LLC” and is a wedding planner.
Sadhana Hall
Deputy Director, Nelson A. Rockefeller Center
Dartmouth College
Pulling it Together: Translating Theory to Practice
This session will look at case studies of cultural conflicts and ask students to employ
their newly developed skills to analyze and solve problems using different cultural
frameworks. The session will help students continually process the cultural
implications of each RGLP session and help students reflect on their learned
experiences.
As Deputy Director of the Nelson A. Rockefeller Center, Sadhana Hall designs, implements, and
oversees programs for undergraduate students focusing on leadership, public policy, and civic
engagement. She also oversees the overall operations of the Center and is a member of the
senior management team that develops the overall vision and strategic planni ng initiatives for
the Center. Prior to this appointment, Hall worked for more than 20 years with communities around the world in strategic
planning, staff and program management, financial planning, and program development. In Tuvalu, Bhutan, and the
Caucasus, she helped implement programs in health, agriculture, economic development, and water supply. In the USA,
Hall's experience includes managing primary healthcare programs and extending health services to disadvantaged
communities in the state of New Hampshire. Hall served as director of international relations with the Global Health
Council, where she also directed three annual global health conferences with 1,500 participants representing 80 countries.
Hall holds a B.S. from the University of Delhi, India (1978); a M.A. from the University of Rajasthan, India (1980); and a
M.P.H. from the University of North Carolina at Chapel Hill's School of Public Health (1986).

6. About the Nelson A. Rockefeller Center
The Rockefeller Center is a lively, intellectual gathering place for students and faculty, and a catalyst for
public policy research and education.
Through the opportunities it offers for discussion and interaction with scholars, policymakers and political
figures, the Center prepares students for lives of leadership and service in a diverse and globally
interdependent world. Students are encouraged to bridge their academic and personal lives through informal
discussions and structured, intentional programming.
Interdisciplinary workshops and seminars support the scholarly work of the Dartmouth faculty. The Center
also funds student and faculty research as well as classroom enhancements. The Center invites distinguished
guests to campus for public programs, enriching the community as a whole.
For more information, please visit our website at http://rockefeller.dartmouth.edu