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Wednesday, December 19, 2018
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Dear Faculty:

Emerson College is now applications for the 2019 Presidential Fund for Curricular Innovation (PFCI) Internationalization and Inclusion Studio. The Studio will support projects devoted to internationalization of the curriculum, and projects with a focus on infusing diversity and inclusion into the College’s course offerings. Projects devoted to diversity and inclusion will be overseen and mentored by Samantha Ivery, Director of Diversity and Equity. Dr Anthony Pinder will continue to oversee and mentor projects dedicated to internationalization.

Applications must submitted (one per team) using the attached form and must be emailed to by March 15, 2019.  


Internationalization, diversity, and inclusion are major priorities for Emerson. Emerson’s Strategic Plan defines internationalization as the commitment to “mutually beneficial engagement with the global society in which we participate, and to ensuring that all members of our community are prepared to thrive in that society.” Similarly, Emerson’s dedication to diversity and inclusion is rooted in the belief that “institutional and academic excellence are not possible without full engagement with diversity across all areas of the College.”

An essential component of this work focuses on Emerson’s commitment to internationalizing and diversifying the curriculum of the College, as well as the implementation of inclusive pedagogical approaches in the classroom. The President’s Fund for Curricular Innovation will support faculty participation in a Curriculum Internationalization and Inclusion Studio for 2019. The goals of the Studio are to:

  • Encourage collaboration among faculty;
  • Build our collective capacity to internationalize the curriculum, diversify the curriculum, and create a more inclusive classrooms;
  • Develop specific courses, course modules, pedagogical and/or advising methods that contribute to these aims.

Teams of two to three faculty — led by a full-time faculty member, and composed of tenured, tenure-line, term, and/or part-time faculty — are invited to apply to the Studio for support in the development of actionable projects that will contribute significantly to the internationalization and/or diversification of the Emerson curriculum. Projects might focus on (but need not be limited to):

  • Course content and course design (either a full course or course modules)
  • Teaching strategies for enhancing the development of students’ global knowledge and intercultural fluency
  • Instructional materials and equipment
  • Academic advising

Such a curricular reform process must be college-wide in order to best meet the needs of all students in all departments and across schools.  The following are three common approaches to internationalizing the curriculum:

  • The Add-on Approach is the earliest used approach to internationalizing and/or diversifying the curriculum, and is characterized by adding international or intercultural content or themes to existing curricula and courses without modifying the original structure or pedagogical approaches.
  • The Infusion Approach is an approach more commonly used and infuses the curriculum with content that enriches students’ cross-cultural understanding and knowledge of diverse cultures and communities. The infusion approach focuses on the internationalization/diversity across all disciplines of the curriculum, and exposes students in all programs of study to international, multicultural, non-dominant perspectives.
  • The Transformative Approach is considered the most challenging of the approaches to adopt, as it is based upon the tenets of critical pedagogy, “encourages new ways of thinking, [and] incorporates new methodologies, so that different epistemological questions are raised, old assumptions are questioned, subjective data sources are considered, and prior theories either revised or invalidated” (Marchesani & Adams, 1992).

All three approaches have their merits and there is opportunity to view them as progressive levels or steps.  Ultimately, the aim is to offer curriculum that assist students with developing the required critical consciousness, values, awareness, skills, and knowledge of cross-cultural differences to thrive as culturally competent, global citizens.


Each team member will receive a stipend of $1,200. Teams selected for the Studio will have the opportunity to apply for further funding for project-related expenses (travel, funds to hire student assistants, materials, etc.).

(NOTE: Stipends are paid as additional compensation and are subject to applicable state and federal payroll taxes. Stipends will be paid in two installments during the summer months).

Accepted teams will participate in a series of workshops during which they will develop their projects, be in dialogue with the other teams, and enhance their capacity to serve as a resource for colleagues interested in internationalizing and/or diversifying the curriculum. Workshops will run:

# of Days Semester Focus
1 Day April 2019 (Date TBD) Action planning
2 Days May 2019 (Dates TBD) Address teams’ targeted needs
1 Day Fall 2019 (Date TBD) Report on completed project development

The intention of this program is to support projects that will become a vibrant and enduring part of the Emerson curriculum. Admission to the Studio is an important toward that end. All new curriculum will also need to be approved through regular college/departmental processes.


All Emerson College faculty members — tenured, tenure-track, full-time and part-time — are eligible to apply.

Evaluation Criteria

Project proposals must:

  1. Contribute demonstrably to the internationalization and/or diversification of the curriculum and/or of teaching and learning at Emerson College.
  2. Be submitted by teams of two to three Emerson College faculty (tenured, tenure-line, term, part-time), and identify a full-time faculty member as team leader.
  3. Articulate a clear project, including:
    • A rationale for its development
    • The strategy for internationalizing/diversifying the curriculum (will you introduce new materials? new pedagogical methods? new learning goals?)
    • The work plan and timeline for its development and implementation (i.e., if you are developing or revising a course or course module, specify when you will teach it)
    • Markers of success over time. How will you know that your project has had an impact on the curriculum? On student learning?

Proposals must also include a plan for dissemination of project results within the Emerson community, and beyond if possible.  

Selection Process

Proposals will be reviewed by a committee that includes the co-chair of the Faculty Development and Research Council and members of the ACE Internationalization Lab Subcommittee on Faculty Development. The Committee will recommend teams for admission to the Curriculum Internationalization Studio to the provost and academic deans, who will make the final selections.

Application Timetable
Date Event
December 14, 2018 Announcement and application period opening
March 15, 2019 Application period ends
April 19, 2019 Applicants notified of results


Application Questions

Applicants should be ready to answer the following questions on their applications:

  1. Please list the name, rank, and department of the full-time faculty team leader and all faculty members on the team, noting the team leader. All team members must be on the faculty of Emerson College.
  2. Please provide brief curriculum vitae — no more than two pages each — for each team member. Must be combined and uploaded as one document.
  3. Project title
  4. Project summary (250 word maximum).
  5. Project description. Please be as specific as possible:
    • The rationale for your project, a statement of how your project will contribute to internationalizing/diversifying the College curriculum and the strategy/strategies you will use to achieve this goal, such as new pedagogical methods, new learning goals, etc. (500 words);
    • The role of each person on your team and the contribution they will make to the project, a work plan and timeline for the project that indicates what each team member will be doing over the life of the project, along with key benchmarks for individual and group progress (600 words);
    • A clear statement of when the project will be implemented. If you are developing or revising a course or course module, specify when you plan to teach it (300 words);
    • Markers of success over time. How will you know that your project has had an impact on the curriculum? On student learning? (250 words)
    • How will you disseminate results of your project to the Emerson community? Beyond the Emerson community? (300 word maximum)

 Contact Information

Questions can be directed to Dr. Anthony Pinder, Assistant Vice President for Internationalization and Global Engagement, or Samantha Ivery, Director of Diversity and Equity.

Eric Asetta
Executive Director, Office for Research and Creative Scholarship


Dear Faculty: Emerson College is now applications for

Writing, Literature and Publishing MFA student Porsha Olayiwola was named Boston’s newest Poet Laureate and will begin the post on January 1. Olayiwola is the artistic director at MassLEAP, a literary non-profit organization serving youth artists, and is the 2014 Individual World Poetry Slam Champion and the 2015 National Poetry Slam Champion.

The current poet is Danielle Legros Georges ’86, LHD ’16, and the first Poet Laureate was former Emerson professor Sam Cornish.

Read the WBUR article here.

Writing, Literature and Publishing MFA student Porsha

Communication Studies faculty member Deion Hawkins earns the African American Communication and Culture Division’s (AACCD) Outstanding Dissertation Award. Courtesy Photo
By Molly Loughman

The rise of violent encounters between black Americans and law enforcement is having rippling effects far beyond those directly involved. The routine witnessing of “blue-on-black” violence is causing a myriad of negative health impacts, including increased rates of race-based mortality, chronic stress, and trauma.  Despite increased media coverage of police brutality, there is a lack of empirical research on its mental health effects. Helping to change all that is Communication Studies faculty member Deion Hawkins.

“I think we first need to recognize that it’s real and that it’s happening, because I think a lot of times the African-American community will skirt mental health issues or assume they’re the only one feeling this way,” Hawkins said. “I think there needs to be a larger conversation about it. There needs to be culturally competent clinicians who recognize that this is a thing.”

This month, Hawkins’s dissertation, “‘I thought I was going to die. All I could do was turn on my camera and pray’: Trauma and Communication Surrounding Police Brutality in the Black Community” (defended at George Mason University), received the National Communication Association’s African American Communication and Culture Division (AACCD) Outstanding Dissertation Award during the NCA’s annual convention in Salt Lake City, Utah.

“To be recognized, not just by the department or by your colleagues, but to be recognized that my work was even read at the national level, let alone awarded, was great – especially because I’m new to the field,” said Hawkins.

Upon entering his doctoral program, Hawkins had done advocacy work outside of academia in relation to HIV among African American populations. However, following the media’s increased attention on fatal and controversial shootings of African Americans by white police officers, beginning in 2014 with the death of 18-year-old Michael Brown, Hawkins focused his attention and research on health communication within the African American community.

“It kept happening and I started to note that a lot of my friends and family had started to communicate mental health problems with consistently seeing it,” said Hawkins, whose background is in public health communication. “I really wanted to document the mental health impacts of consuming media or hearing stories related to police brutality.”

The Findings

Hawkins’s Washington D.C.-based research draws on Critical Race Theory (CRT) for a qualitative study that uses phenomenological interviews and case studies from 27 African American men and women (both college graduates and not, ages 18-60) who’ve either experienced, witnessed first-hand, or heard stories of police brutality in order to understand three main things: how the black community gathers information related to brutality; how that information is communicated; and the trauma associated with interpreting such information and conversations.

“For me, the most shocking was the extent of the mental health impact. There were ample things that were eerily similar to [post-traumatic stress disorder], such a clenching up when you hear a siren and the inability to focus at work,” said Hawkins, whose findings indicated a need for more mental health professionals to further study this phenomenon and the affected individuals.

Although many police departments across the nation elect not to disclose official data regarding police brutality, technological advancements, such social media and smartphones, have revolutionized how police brutality information and news is sought and spread.

Often used to gather information in real-time, Twitter was found to have more authentic accounts of police brutality due to skewed information being spread by untrustworthy media outlets, said Hawkins. Another finding revealed that African Americans reported using Facebook Live as emergency outreach in case of a negative encounter, such as getting pulled over, in order to ensure added witnesses.

“If we want to work towards a solution, it needs to be a project that features more than a communication expert. It should have someone on the policy side, a mental health professional – because I think a solution has to deal with those three fields,” Hawkins said.

“I firmly believe this research for me is to help people who are looked over often, or worse, hav[e] their voices silenced or taken advantage of. So, for me, it’s not about publication or the award – it’s about documenting something that people in my community know to be true and proving it with data is important.”

Hawkins currently has two articles in review for publication which expound upon his dissertation. Long-term, he aspires to write a book about the history of policing in order to address the issues surrounding police brutality.

Despite increased media coverage of police brutality,

Dear Emerson Community,

The family of Maureen Murphy has asked us to share information about her calling hours, which will be held on Thursday, December 20, from 4:00 to 7:00 p.m., at the George L. Doherty Funeral Home in Somerville, 855 Broadway (Powder House Square). Relatives and friends are invited.  Interment will be private.

As President Pelton noted in his previous announcement, we will be back in touch during the spring term regarding plans for a celebration of Maureen’s life on Emerson’s campus.  At that time, we will also share any information available about making a donation in Maureen’s memory, for those who may wish to do so.

Thank you,

Anne Shaughnessy
Assistant Vice President
Office of the President

The family of Maureen Murphy has asked

Filming for Give Me the Banjo with three of the greats — Earl Scruggs, Bela Fleck, and Tony Trischka — in Scruggs’ Nashville living room. Associate Professor Marc Fields is standing at left. Courtesy photo
By Erin Clossey

Visual and Media Arts Associate Professor Marc Fields wasn’t too far into filming interviews and gathering footage for his 2011 documentary Give Me the Banjo before he realized that he wasn’t going to fit more than 300 years of history into a 90-minute film.

Much of the material he had amassed he left out of the doc — a process he called “painful” — but he turned it into a “digital museum” called The Banjo Project, an online cultural resource for anyone who studies, plays, or loves the instrument and its complicated history.

This week, the National Endowment for the Humanities (NEH) announced that it is awarding a $100,000 grant to Fields to complete construction of The Banjo Project. The site, hosted on the Emerson server, has been awarded numerous grants over the years from various cultural foundations, but the NEH funding will allow Fields to put the finishing touches on the project – as much as a museum is ever “finished”.

“It’ll allow me to …reach a point of completion and closure on the digital museum as a kind of online cultural resource,” Fields said.

Visit The Banjo Project

Fields’ collaborator on the project is VMA Assistant Professor Shaun Clarke, who accompanied Fields on the project’s first shoot as a Concord Academy student in 2002, and was the associate producer for Give Me the Banjo. He is The Banjo Project’s production manager.

“His contributions to The Banjo Project have been crucial to getting this grant and to [the project’s] completion,” Fields said.

Group shot with Carolina Chocolate Drops

With the Carolina Chocolate Drops and fiddler Joe Thompson. Fields is standing at center, with Emerson assistant professor and MFA alumnus Shaun Clarke on the right. Courtesy photo

In the early 1990s, Fields – a classically trained pianist and self-taught aficionado of all types of music – co-authored a book with his father, Armond, From the Bowery to Broadway: Lew Fields and the Roots of American Popular Theatre, about an ancestor who was a turn-of-the-century theatre producer.

Writing the book immersed Fields in the landscape of early-20th-century popular entertainment — vaudeville, minstrel shows, and early jazz – and from there he gravitated to projects that had to do with theatre, jazz, and blues, he said.

With each project, he began to notice that somewhere, “either lurking in the background or part of the story,” was the banjo.

“I was trying to come up with a way of showing the history of American popular music and realizing [the banjo] was a very good vehicle for exploring the most redemptive and corrosive elements in American culture,” Fields said. “I came across the banjo as something that was kind of quintessentially American. Quintessential, because it embodies both the good and the bad as far as American culture goes.”

For almost 200 years, the banjo was primarily an instrument played by enslaved Africans until white Americans began incorporating it into their minstrel shows, Fields said.

The minstrel show, notorious for using racist tropes and blackface, also happens to be America’s first major cultural export, Fields said, and the banjo was introduced to mainstream audiences in the United States and abroad.

“That aspect of its history was initially what made it popular, but it also carries with it a lot of … damaging and distorting kind of caricatures,” he said.

Between the late 19th century and World War I, the banjo evolved into a darling of the salons of Europe and the American elite, who “whitewashed its black origins and tried to make it seem like it was more of a European instrument,” Fields said. This was the rise of ragtime, and every college had its banjo and mandolin club.

By the 1920s and ‘30s, the instrument had become a staple of both “race records,” recordings of early jazz and blues marketed primarily to African Americans, as well as the music of the rural, white, working class.  This “old time” or “mountain” music became the basis for bluegrass, country, and folk music, Fields said.

picture of banjo with text

A screen shot from The Banjo Project

“[The banjo] is a powerful icon with a lot of negative associations, but it also is a tool for artistic expression and cultural expression that has gone through a lot of different stages over a period of almost three centuries,” Field said.

Fields said he and Clarke have a vast amount of media content he wants to add to The Banjo Project, as well as different interactive features and content from partner institutions, such as the Hogan Jazz Archive at Tulane University and the Smithsonian Institute.

“I see my function as kind of a curator for presenting stories [of the banjo],” Fields said.






This week, the National Endowment for the

President Lee Pelton warns of the things we miss if we live too much in a “heads down” (digital) world during his 2018 Emerson Commencement Valedictory speech. That’s sage advice, but we bet he’d want you to follow these Emerson Twitter accounts. File photo/Derek Palmer
By David Ertischek ’01

Looking for info on how to find a job, how to de-stress with puppies, or the EVVYs submissions date? Like to eat doughnuts? If so, you’ll want to follow these 13 Emerson College Twitter handles.

There are many Twitter handles that focus on the purple and gold. This list doesn’t include individual school department accounts or specific majors like the Comedic Arts Program (also worth following because, you know, it’s funny), the School of Communication or Emerson’s Esports feed.

We’re also not including Emerson College Today’s Twitter handle (ahem@EmersonCollNews) which led alum Henry Winkler to declare his love for Emerson. Here are a baker’s dozen of informative, inspiring and humorous Twitter handles:



If you were only allowed to follow one Emerson College twitter handle (which would be weird), then this is the one you’d want to follow. It’s verified. You don’t get verified if you’re not the real deal. This is a super active handle with more than 15,000 tweets and close to 23,000 followers. The tweets are all over the place, including what Emerson students and alumni are working on, Bright Lights screenings, ArtsEmerson happenings, registration info and everything else in the Emerson College universe.



The college’s paper of record since 1947, The Berkeley Beacon, is an independently-minded, student-run newspaper like none other. Countless journalists cut their teeth in the pages (web and/or print) of the Beacon with hard-hitting reporting, interesting features, sports coverage and everything else under the Emerson sun. The Beacon has a sizable staff that many modern newsrooms would envy, and they’ve all got a hand in chronicling the college.



Emerson’s Career Development Center delivers daily tweets to help students prepare for the real world by providing info about off-campus internships and job opportunities. Info on resumes being sought for careers at NBC Universal, Viacom and CBS are just a few items shared in recent weeks. Want a job? Want an internship? Follow this handle.



The Emerson Counseling and Psychological Services provides articles on how to destress (which sometimes includes events with puppies!), how to prioritize, how to help a loved one to seek help and there’s also #WellnessWednesday.



This is where you need to get the lowdown about Emerson College’s vaunted Quidditch team, which went to Nationals this past April! Maybe you’ve seen them practicing or playing on the Boston Common? As they remind us in their Twitter bio: “We don’t fly. We don’t THINK we fly. We play Quidditch!”



This is your spot to know everything about the nation’s largest student-run multi-camera awards show. When are submissions being taken (now through March 3)? When are auditions to host (Sorry, it already happened. Better luck next year?)? What positions are available to work at the EVVYs? Also, mark your calendars — the Gala for the 38th Annual EVVY Awards will be on April 14, 2019, and the awards will be on May 10, 2019.



This is the handle run by Emerson’s Student Government Association (for the undergrads). Here you’ll find info on SGA elections, election results and meetings. Also, they want you to tweet questions and ideas for how they can best serve you.



Emerson’s WERS radio station often gets more of the attention, but WECB is the underground sound of Emerson College streaming 24/7 at WECB’s twitter handle shares staff reviews of music and interviews, info on WECB shows, open mics, dances and more.



This is the official twitter for the Emerson Sports Channel (ESC) and you’re going to see “tomorrow’s sports announcers today” with youtube links to ESC programs like The Upset. You’ll see videos of intramural dodgeball, wrap-ups of Emerson teams’ seasons, and info about games are posted the day of the game with links to streaming coverage.



We’ve got Emerson Channel Sports providing the coverage, and this is the Athletics Department’s own handle featuring the hashtag #hearusroar. You’ll find info and coverage about all of Emerson’s teams with game results, players of the week, links and videos to game recaps and game day info.



This is Emerson LA’s staff tweeting about with, of course, a focus on our LA program. There is info about career fairs in Los Angeles, congratulations wished to alumni, coverage of Emerson LA events and more.



This is Emerson’s Off-Campus Students Services recommending podcasts to listen to during your commute on its Daily Commute blog, info on announcements, events, giveaways, and of course, MBTA info.



Did we save the best for last? This is Emerson College’s Police Department. Thankfully our campus cops aren’t a stoic, no-fun bunch. Their Twitter feed proves it. Yes, there are community advisories about things like parades (championships, holidays, et al), but there are also jokes about why it’s not preferable to have 666 Twitter followers and invitations to free doughnuts!


This is just a partial list of Emerson College twitter handles. What did we miss? Let us know by emailing

Looking for info on how to find

Head Women’s Basketball Coach Bill Gould serves up scrambled eggs and sausages to students during the Late Night Breakfast, held Monday, December 10, in the Dining Center. An end-of-semester tradition, the Late Night Breakfast gives busy students a chance to hang out and de-stress with the most important meal of the day (any time of day), served by Campus Life staff. Photo/Chelsea Dickens, G’19.

Head Women's Basketball Coach Bill Gould serves

Dear Emerson Community,

Rogers head shot

Rev. Julie Avis Rogers

It gives me great pleasure to announce that Emerson’s next Director of Religious and Spiritual Life and Campus Chaplain, Rev. Julie Avis Rogers, will begin her work with us on February 3!

Julie holds a BA in Theatre from Denison University, with minors in Sociology/Anthropology and Vocal Music Performance; and a Master of Divinity from Harvard Divinity School, with a focus on campus ministry, liberation theologies, and pastoral care. Most recently, Julie served as the associate pastor of the Church of the Covenant in Boston, and as the founding director of the Kindling Collective,  a multi-faith student initiative to creatively nurture the spiritual lives of young creatives in the Boston area.

The majority of Julie’s career has involved supporting college-aged students through interfaith, international, and intercultural practice rooted in social justice, liberation, and the arts. She previously served as intercultural education program assistant and community coordinator to college students studying abroad on semester-long programs and travel seminars in Cuernavaca, Mexico, through the Center for Global Education. Julie is fluent in Spanish, and is an accomplished author, speaker, and publisher.

Here is a message from Julie:

Hello Emerson community! I am so delighted to come on board as your new director of religious and spiritual life and campus chaplain! No matter where you are on your own journey of spirituality, belief, worldview, and faith, there is a place for you in the Center for Spiritual Life, and I can’t wait to get to know you and learn how I can best be of service to you. For the past six years, I have served a progressive Protestant congregation just around the corner from Emerson here in downtown Boston, and through this proximity, I’ve grown to deeply admire the amazing community of students, faculty, and staff who embody so much spiritual depth and creative genius. I can’t wait to join this remarkable community and to meet you all soon!

The search committee did an outstanding job, and we are so appreciative of their tireless efforts! Many thanks to Pam Walsh, Kyle Eber, Christopher Grant, tamia jordan, Elise Harrison, Jeremy Heflin, Paula Mangiaratti, and Ann Zhang! I also wish to thank our Spiritual Life team — Kristelle Angelli, Jacob Freedman, Brian Indrelie, and Ann Zhang — for keeping the office moving forward during this time of transition.

Please join me in welcoming Julie to Emerson! A community meet and greet will be scheduled shortly after her arrival. Please keep your eyes out for an invitation.



Sharon Duffy (she, her, hers)
Assistant Vice President for Student Affairs

Dear Emerson Community, [caption id="attachment_11219" align="alignleft" width="300"] Rev.

Dear Emerson Community,

It is with deep sadness that I write to inform you that our community has lost a beloved colleague, a brilliant leader, and a dear friend. We learned from Maureen Murphy’s family today that Maureen died this afternoon, 12 December, of complications from ovarian cancer, which she battled courageously for the last several months.

Maureen served as the College’s Vice President for Administration and Finance from October 2010 until she just recently made the decision not to return to Emerson in order to focus on her medical challenges and spend time with her family. I know that many of us have been holding on to hope for Maureen’s recovery, and it pains me greatly to have to share this very sad news with you.

None of the transformative growth and successes that Emerson has enjoyed over the past several years would have been possible without Maureen’s sage stewardship of the College’s resources, nor without her good counsel.

Maureen’s extraordinary leadership and contributions to the business of higher education are recognized not only on our campus, but far and wide. Before coming to Emerson, she served as Vice President for Financial Affairs and Treasurer at Brandeis University, as well as Chief Financial Officer at New York University in Abu Dhabi.  She also held leadership positions in the National Association of College and University Business Officers (NACUBO), the Eastern Association of College and University Business Officers (EACUBO), and The Boston Consortium of colleges and universities in Greater Boston. In October 2018, EACUBO awarded her the KPMG Distinguished Service Award, which is given annually to “someone who has cultivated and embodied a strategic leadership mindset and reflected EACUBO’S core values in fostering a sense of community and collegiality.” This award was profoundly well-deserved and befitted the breadth of her influence within her profession.

Her commitment to advancing higher education was rooted in her own lifelong love of learning. Maureen graduated with honors from Northeastern University and held two master’s degrees – a M.S. in accounting from Northeastern and a M.S. in taxation from Bentley University – in addition to being a certified public accountant (CPA).

Maureen will be deeply missed by so many in this community and well beyond. She carried herself with humility. She loved her family.  And as I said last week, she understood that her job was less about numbers and bricks and mortar, and more about helping all members of our community to live out their lives and work with success and personal fulfillment. She leaves a lasting legacy at Emerson that will benefit future generations of students, faculty, and staff.

She was my friend, and we were a wonderful team. We worked well together. We met nearly every Friday afternoon in her office where we discussed and planned how we might help Emerson College become a place of extraordinary achievement and excellence. She will be greatly missed by those who knew and loved her.

Maureen leaves behind her husband Dennis, son Brendan, and his wife Etif, granddaughter Rhoda, and daughter Kelsey, as well as extended family members and many friends. Additional information regarding funeral services will be shared when available. The College plans to hold a celebration of Maureen’s life in the spring semester, the details of which will be shared.


Lee Pelton

Dear Emerson Community, It is with deep sadness