Beryl Levinger

First Name
Beryl
Last Name
Levinger
Beryl Levinger
Job Title
Distinguished Professor and Program Chair
Location
212 McCone
City, State, ZIP
Monterey,CA 93940
Phone
831.233.3340
Language(s)
Español
Français
português

I believe that people learn and grow when they work together to solve problems that hold meaning and significance for their lives. While experts are important, they are never smarter than a group of committed individuals working together in pursuit of social justice.

Here are seven short videos that offer my perspective on Social Change.

Faculty Program Tags
Expertise

Beryl Levinger is a highly regarded development professional who focuses on five issues: evaluationcapacity developmentstrategic planningeducation; and health. Last year alone, she worked in eleven countries with such organizations as the World Bank, UNHCR, USAID, Save the Children, the Carter Center, the International Committee of the Red Cross, Freedom from Hunger, Project Concern International, Partners in Health, the Packard Foundation, the Inter-American Development Bank, and Stanford University’s Center for Ocean Solutions. With a career that includes senior positions at  AFS Intercultural Programs (president),  CARE (senior vice president) and Save the Children (vice president), Beryl draws on a rich array of experiences and intense interaction with students to enliven her classes. A former vice chair of both Pact and InterAction, Beryl has worked in nearly 90 countries. For the past 15 years, she been research director or co-director of Save the Children's State of the World's Mothers Report, a publication that offers a comparative perspective on the health, education and gender issues faced by girls and women throughout the world. Beryl has won numerous international awards for the quality of her contributions to the field of development.

Course List

Courses offered in the past four years.
indicates offered in the current term
indicates offered in the upcoming term[s]

DPMI 8650 - DPMI Development Practicum      

The Development Project Practicum is an academic and professional program in which students complete professional assignments (typically three to seven months) with an organization that they have helped identify. The practicum is designed to afford students the opportunity to utilize DPMI skills in the field. Participants develop a set of negotiated deliverables which are reviewed and approved by the faculty program director and the Center for Advising and Career Services. Credit is offered on a pass/fail basis. The Development Project Practicum may be completed in conjunction with DPMI 8698 for 12 credits in any given semester, or at any time after a DPMI Certificate of Completion has been earned. Please visit http:miis.edu/dpmi">go.miis.edu/dpmi or contact dpmi@miis.edu for more information.

Spring 2011 - MIIS, Summer 2011 - MIIS, Fall 2011 - MIIS, Spring 2012 - MIIS, Summer 2012 - MIIS, Fall 2012 - MIIS, Spring 2013 - MIIS, Summer 2013 - MIIS, Fall 2013 - MIIS, Spring 2014 - MIIS, Summer 2014 - MIIS, Fall 2014 - MIIS, Spring 2015 - MIIS

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DPMI 8684 - Kenya:NGO Capacity & Education      

The Development Planning, Management and Innovation Institute/Kenya program combines instruction, field visits, team-designed projects for client organizations (the Omega Foundation and a group of its NGO grantees), and readings. These elements are blended together to give program participants an in-depth understanding of the complexities of designing, delivering and monitoring projects that address the challenges that development organizations face in expanding educational opportunities for the populations they serve. Participants will work side-by-side with Kenyan professionals from leading NGOs to design innovative solutions that address local priorities. Learners will gain skills in fostering participatory development (with a thematic focus on education), leading change, measuring progress, crafting attractive funding proposals, and using monitoring data to communicate results.

By the program's conclusion, participants will be able to:

• Use a professionally recognized set of tools, techniques, and approaches to design a funding proposal that incorporates best practices for addressing a priority challenge related to education or general well-being

• Design a simple monitoring framework for this project

• Create a facilitated event plan to engage stakeholders

• Create an exit strategy, sustainability plan and implementation plan the project

• Incorporate a design thinking perspective into the project

• Create a working environment that builds social capital

Summer 2014 - MIIS

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DPMI 8686 - DPMI:Health,Educ,GendrInRWANDA      

Credit: course can be taken for no credit or for 4 units on a Pass/Fail basis. A certificate of completion will be awarded to participants who successfully complete all assignments.

Instructor of record: Dr. Beryl Levinger

The program will focus on use and mastery of tools and frameworks that represent “embedded theory.” Tool mastery will prepare participants to foster sustainable development. The tools to be featured in the program are widely used by bilateral and multinational organizations including USAID, the World Bank, and UNDP.
Note: While there may be some content overlap with current DPMI offerings, the examples and projects will all be Rwanda-specific and focused on HIV/AIDS, education or gender.

Students who enroll will be eligible to participate in DPMI8650A (DPMI+). Students who have already completed DPMI 8698 A and/or 8698 B are also eligible to enroll. For students who have previously participated in a DPMI session, this program will allow them to hone their skills further with more elaborate assignments.

Spring 2014 - MIIS, Spring 2015 - MIIS

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DPMI 8688 - DPMI: Cairo Practicum      

DPMI-in-Cairo is hosted and co-sponsored by MIIS partner, American University in Cairo (AUC). English will be the language of instruction. DPMI-in-Cairo will combine approximately 6 days of instruction with 3-4 days of fieldwork in or near Cairo with nonprofits in the area. Participants will work in teams on behalf of an NGO partner that has worked with AUC. The traditional DPMI program has 3 modules and lasts for 15 days. DPMI-in-Cairo will primarily focus on Module #1 (program design and assessment in the context of the Millennium Development Goals) along with very brief content presentations related to facilitation (Module #2) and strategic partnering (Module #3).

Spring 2011 - MIIS

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DPMI 8698 - Directed Study      

DPMI 8698A Foundations of Development Project Management

Participants will learn the necessary components of project design. Implementation of strategies to ensure sustainable benefits and alternative evaluation methods will also be discussed. At the module's completion, participants will create an overall evaluation plan for a project along with a detailed project implementation plan using the results framework (RF), an approach to project development that is widely used in bilateral and multinational organizations including USAID, the World Bank and UNDP.

DPMI 8698B Applied Development Project Management

This course features two modules. Participants master tools and skills needed to effectively assume the roles of facilitator, trainer, and change agent. Local human resource development is an important component in every development project. The module focuses on transferring skills to participants so they can conduct their own training programs. Topics covered include needs assessments, adult learning practices, community mobilization, stakeholder negotiation, conflict mediation, and the training of trainers. In the other module, participants, working within a context of social entrepreneurship, become proficient in the use of tools and techniques to conduct an analysis of vision and mission; identify core competencies; and forge strategic partnerships to enhance organizational effectiveness. Innovative software applications are introduced to support a simulation.

DPMI Directed Study Courses (DPMI 698):

DPMI participants may enroll in either one or two DPMI directed study courses. Although both courses carry the same number (DPMI 698), the course titles that appear on a student's transcript differ. The first DPMI 698 course (Foundations of Development Project Management) is a prerequisite for the second DPMI 698 offering (Applied Development Project Management). In other words, students may not enroll in Applied Development Project Management unless they have already completed Foundations of Development Project Management or are concurrently enrolled in it.

DPMI 698-Foundations of Development Project Management (3 credits)
Requires completion and submission of deliverables for Module I and the 5-page Statement of Development Philosophy. Students enrolled in this course during the Summer should submit their notebook link to Beryl and dpmi@miis.edu">miis.edu by August 27. Students registered in the Fall semester should submit their notebook link by November 15. The submission due date to post your week one deliverables online for students registered in the Spring semester is March 31. The development philosophy statement for January DPMI Monterey participants is due to dpmi@miis.edu by May 1. The development philosophy statement deadline for summer DPMI training participants is October 31.

DPMI 698-Applied Development Project Management (3 credits)
Requires completion and submission of deliverables for Modules II and III in the same presentation site used for Module I. Due dates are the same as above.

Spring 2011 - MIIS, Summer 2011 - MIIS, Fall 2011 - MIIS, Spring 2012 - MIIS, Summer 2012 - MIIS, Fall 2012 - MIIS, Spring 2013 - MIIS, Summer 2013 - MIIS, Fall 2013 - MIIS, Spring 2014 - MIIS, Summer 2014 - MIIS, Fall 2014 - MIIS, Spring 2015 - MIIS

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ICCO 9686 - DPMI:Health,Educ,GendrInRWANDA      

Credit: course can be taken for no credit or for 4 units on a Pass/Fail basis. A certificate of completion will be awarded to participants who successfully complete all assignments.

Instructor of record: Dr. Beryl Levinger

The program will focus on use and mastery of tools and frameworks that represent “embedded theory.” Tool mastery will prepare participants to foster sustainable development. The tools to be featured in the program are widely used by bilateral and multinational organizations including USAID, the World Bank, and UNDP.
Note: While there may be some content overlap with current DPMI offerings, the examples and projects will all be Rwanda-specific and focused on HIV/AIDS, education or gender.

Students who enroll will be eligible to participate in DPMI8650A (DPMI+). Students who have already completed DPMI 8698 A and/or 8698 B are also eligible to enroll. For students who have previously participated in a DPMI session, this program will allow them to hone their skills further with more elaborate assignments.

Spring 2015 - MIIS

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IPOL 8514 / WKSH 8565 - Managing Social Change Orgs      

Spring 2011 - MIIS, Fall 2011 - MIIS, Fall 2012 - MIIS

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IPOL 8597 - DesigningTools for SCOs      

Many social change organizations use tools to assess current performance; set priorities; plan new initiatives; test theories; build capacity; report accomplishments; engage stakeholders; achieve scale; and promote sustainability. This course will help participants to master the principles of tool development in order to create original tools that can be used to address recurrent organizational challenges. Students will critique existing tools, engage in theory-based tool development, create materials to support tool application (e.g., manuals or instructional videos); and develop plans for tool validation. The course will culminate with a tool expo for MPAs and other interested students.

Spring 2011 - MIIS, Spring 2012 - MIIS

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IPSS 8520 - IPSS Professional Training      

The IPSS pre-departure training, consisting of six modules taught by select faculty, intends to help students refresh and/or obtain basic new knowledge and skills essential for successful professional service and future careers. These modules intend to provide a foundation – key skills, points, tools, and guiding resources – which students can use and build on in the future. The modules will use an interactive learning environment covering topics from facilitation, organizational context analysis, and applied research design to Excel essentials and communication and new media skills. A pass/fail grade will be assigned by the IPSS academic coordinator based on students’ attendance and performance in these modules.

Spring 2013 - MIIS

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IPSS 8530 - High-Value Org Consulting      

This workshop will be taught by organizational expert and successful government, nonprofit, and private-sector consultant, Dr. Beryl Levinger.  Participants will learn tools for analyzing an organization, its culture, its approach to meeting mission, and ecosystem analysis.  They will also master key skills for effective organizational consulting including client reconnaissance; client relationship management; and the creation of value-added consultant deliverables. The 15 contact hour workshop in January will be worth 1 credits. Students wishing to earn 2 credits for this workshop will turn additional deliverables during their internship applying the tools they have learned in this workshop to better understand their host organizations.

Spring 2014 - MIIS, Spring 2015 - MIIS

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IPSS 8531 - Designing/EvaluatngInterventns      

This two-day course will take participants through the process of designing an intervention with an accompanying monitoring and evaluation (M&E) system. Using a combination of presentations, discussions and participatory exercises, participants will gain practical experience. By the end of the course, participants will have mapped a project or program design and defined all the critical parts of the M&E System. This basic set of skills will be useful across sectors and specializations such as human rights, environment, education, trade, migration, conflict management, and security.

Spring 2014 - MIIS

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IPSS 8670 - High-ValueOrgCnsltingFieldWrk      

Students who take IPSS 8530A workshop may submit deliverables in the first month of their internship for one additional credit. These deliverables will help students apply the tools they have learned in the IPSS 8530 workshop to better understand their host organizations.

Spring 2015 - MIIS

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MPAG 8550 - Educatn&Dvlpmnt:SelectedTopics      

Through readings, structured discussions, and in-class exercises, this course will explore how education is linked to poverty alleviation and Millennium Development Goal achievement in low income countries. Specific topics to be addressed include (1) gender equity and education; (2) the linkages between health status and schooling; (3) education strategies for youth and workforce development; and (4) meeting educational needs in times of crisis (war or natural disaster). We will also examine how non-governmental organizations, bilateral assistance agencies (e.g. USAID) and multilateral donors (e.g. the World Bank, UNDP) work to address these issues. The course is structured so that students develop a profound understanding of how policies and programs intimately connect to people's lives, especially the lives of people who have been marginalized through poverty and discrimination.

Spring 2013 - MIIS

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MPAG 8572 / IPOL 8572 - Training and Educating Adults      

The course is designed for students who expect to train adults as part of their professional work. Such training often takes place in the context of organizational capacity development or as part of efforts to empower marginalized populations. We will examine the principles of adult learning theory and explore how these principles can ground the design and delivery of training for capacity development and empowerment Topics covered include the development of training objectives; selection of appropriate training methods and resources; sequencing of learning experiences; and training evaluation. Students will work in teams to create a training module that can be delivered to a group of learners.

Special attention will be given to key elements of active pedagogy for increasing transfer of learning; constructivism; and scaffolding. Participants will learn to: conduct a simple needs assessment to support training and development activities; formulate and assess clear training objectives; select training methods appropriate to learners and program goals; design instructional activities in response to training needs and skills analyses; and optimize the impact of cultural diversity on learning goals.

Spring 2012 - MIIS, Spring 2013 - MIIS

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MPAG 8600 / IPOL 8600 - Sem:Adv Social Change Ldrship      

This seminar focuses on the advanced application of theories and "best practices" related to the management of nonprofit organizations engaged in international development, student exchange, relief or related activities. Special emphasis will be given to strategic planning, team-building, facilitation, capacity assessment and leadership. Through case studies, the examination of primary source documents from international nonprofits, and extensive small group activity, class participants develop a repertoire of management tools that can be used in a broad range of nonprofit settings. The class culminates with a seminar-designed service project that links participants to local nonprofit organizations.

Spring 2011 - MIIS, Spring 2012 - MIIS, Spring 2013 - MIIS

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MPAG 8644 / IPOL 8644 - Sem:ProgramEvaluation for SCOs      

This course will introduce different aspects of Program Evaluation in the first half of the semester. In the second half, students will conduct an evaluation in the field. Students will evaluate selected programs in organizations in the Monterey Bay area. The goals of the course include: a) understanding the process of evaluation; b) gaining familiarity with evaluation concepts, techniques and issues; c) choosing among different alternatives for conducting development evaluations, including data collection, analysis and reporting; and, d) designing an evaluation. We will have specific sessions on the following topics: a) evaluation models; b) new development evaluation approaches; c) impact, descriptive and normative evaluation designs; d) data collection and sampling; e) data analysis and interpretation; e) building a performance-based evaluation; and f) political, social and economic contexts of evaluation.

Fall 2011 - MIIS, Fall 2012 - MIIS, Fall 2014 - MIIS, Spring 2015 - MIIS

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WKSH 8562 - PrnciplsofTraining &SkillsDevp      

Students will apply adult learning theory to the training function in social change organizations. Emphasis will be placed on social change organizations (including governmental units; NGOs; and international organizations) that are working to alleviate poverty or promote social justice in developing countries. Essential principles include those related to developing training objectives, selecting training methods and resources, sequencing learning experiences, and evaluating training. Special attention will be given to key elements of active pedagogy for increasing transfer of learning; constructivism; and scaffolding. Participants will learn to: conduct a simple needs assessment to support training and development activities; formulate and assess clear training objectives; select training methods appropriate to learners and program goals; design instructional activities in response to training needs and skills analyses; and optimize the impact of cultural diversity on learning goals.

Spring 2011 - MIIS

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Extra Information

 Beryl's Teaching Philosophy

Here's what Beryl says about her teaching:

 "Research clearly demonstrates that learning a skill in one setting or around one particular challenge does not guarantee that the learner will automatically transfer that knowledge to a new setting or problem. To address the “learning transfer challenge," I use a cognitive apprentice approach to teaching and learning. This involves authentic problem-solving and the subsequent delinking of problem-solving skills from specific contexts in order to facilitate knowledge transfer. To help learners recognize the content  that they should be able to apply across settings and contexts, I close every class with a set of student-generated Big Ideas. I also liberally sprinkle my teaching with the introduction and application of “tools” that are designed to help students apply new knowledge to a wide variety of issues and places."

 "Collaboration is critical for an era where no single individual can have all the skills and knowledge needed to solve complex, wicked problems. Accordingly, I strive to be a facilitator and choreographer of diverse learning experiences that enable our students to work brilliantly with and learn from others."

Education

PhD, Educational Planning, University of Alabama; MA, Educational Administration, University of Alabama; BS, Social Sciences, Cornell University

Careers in Organizational Capacity Development

Students with this concentration will be ready to help social organizations become more effective as partners, implementers and public policy advocates. They will also be able to serve as internal or external consultants on projects designed to improve institutional effectiveness. Anyone with this concentration would be well prepared to assume a leadership role within an organization. They would know how to work with a governance structure; how to shape organizational culture; and how to help stakeholders set a direction and engage in activities that lead to mission fulfillment.

Faculty Type
Regular Faculty
Dynamic Features
Course Catalog