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ABRIDGED BIO:

Dr. Monica Neagoy was educated in the French school system, grades 1-12, in Asia and the US. She has a B.S. in mathematics and philosophy from Georgetown University, an MA in Mathematics from The Catholic University of America, and a Ph.D. in Mathematics Education from The University of Maryland. Her exposure to many cultures, her mastery of several languages, and her professional involvement in both the arts and the sciences provide her with a unique perspective on the learning and teaching of mathematics.

Dr. Neagoy taught in the department of mathematics at Georgetown University from 1980 to 1985. In 1985, she founded the Mathematics Articulation Program (MAP), a collaboration between the Mathematics Department and the School for Summer and Continuing Education, for area mathematics teachers. The MAP soon became a national program: for many years, Dr. Neagoy designed, directed, and taught workshops and institutes on a host of state-of-the-art mathematical topics and pedagogical approaches. As her programs began to garner local and national acclaim, she decided to go out on her own and form her own independent consulting firm.

Through Georgetown University or as an independent consultant, Dr. Neagoy has dedicated her entire career to improving the value and quality of mathematics and science education for all. She has served the mathematics/science community as a local and national consultant. For example:

(a) She was the lead mathematics professor for the renowned Carnegie Academy for Mathematics Education in the Nation's Capital Carnegie Institution of Washington for many years;

(b) She has served as head judge and is one of seven national judges for the prestigious MATHCOUNTS Foundation;

(c) She serves the National Annenberg/CPB Channel as a mathematics content specialist and was lead professor in two live professional development series, now edited for video/DVD;

(d) She was a math consultant for PBS Teacherline’s Virtual Math Academy;

(e) She serves Discovery Education as mathematics and math education consultant.

Other organizations for which she has done consulting work include but are not limited to The Cafritz Foundation, The American Association for the Advancement of Science, INTELSAT, The McKenzie Group, The Teaching Company, and the Center City Film and Video Company.

She is frequently invited to be the keynote speaker at local, national and international math conferences and special mathematics events, where she often gives talks on a host of mathematical topics, including her specialties: “Fascinating Fractals and Captivating Chaos,” “The Mathematics of Beauty and the Beauty of Mathematics,” and “Puzzles, Paradoxes, and Perplexities of Mathematics.”

In October 2001, Dr. Neagoy was invited by The National Science Foundation to serve her country as a national Program Director in the Division of Elementary, Secondary and Informal Education. She accepted the honor and recently completed her three-year rotation. During her three-year tenure, she contributed her expertise to several programs including the Teacher Professional Continuum and the Centers for Learning and Teaching. She directed a wide range of national, state-of-the-arts mathematics education projects and several multi-state collaborations. The principal investigators of programs she oversaw included prominent figures from the mathematics community such as Jeremy Kilpatrick, Regents Professor of Mathematics Education at the University of Georgia and Deborah Lowenberg Ball, William H. Payne Collegiate Professor at the University of Michigan

Dr. Neagoy's dream of combining her love for the arts and the sciences in the creation of innovative mathematics videos for teachers and students became a reality in 1996: she was selected as a mathematics lecturer for the video series entitled America's SuperStar Teachers, by The Teaching Company. She designed, wrote, and was the sole professor in a complete, 30-lesson algebra video course for the 21st century. She also served as a national mathematics content expert in a series of interactive workshops for math and science teachers (Gr. K-8) that were broadcast live on the national Annenberg/CPB Channel. She co-designed and co-taught two Annenberg Video Library series entitled: “Mathematics: What’s the Big Idea” (on the big ideas of school mathematics) and “Assessment: What’s the Point?” (on alternative assessment methods). She recently served as content specialist and video writer for a mathematics video project produced by Center City Film and Video in Philadelphia.

When she is not wearing her "mathematics hat," Dr. Neagoy is most often wearing her "theatre hat." From 1988 to 2003, in her evening-and-weekend life, she was the artistic co-artistic director of the professional LE NEON Theatre in the Washington D.C. area. There, she co-directed most productions with artistic director Didier Rousselet, and performed in many of them. In addition to directing and performing, she also worked on set design, choreography, and dramaturgy. The productions directed by Mr. Rousselet and Ms. Neagoy received many Helen Hayes nominations and some awards. They also received other national and international theatre awards for their work. For example, the Theatre Lobby's Mary Goldwater Award for Excellence in Artistic Direction, and the Canadian/ Washington Theatre Partnership Award. Dr. Neagoy and her husband co-directed and performed in a collaborative work between LE NEON Theatre and Opera Lafayette for the annual Redwoods Festival in Sonoma County; they gave an additional performance of this co-production at Georgetown University’s Gaston Hall. Dr. Neagoy and Mr. Rousselet closed LE NEON Theatre in 2003 after 16 years and more than 55 productions.

Dr. Neagoy has also completed her first film, Five Days in Paris, which premiered at the Kennedy Center in DC, as part of the annual FILMFEST DC, about 10 years ago. She had the lead female role in the film.

In all her presentations, courses and workshops, Dr. Neagoy combines her expertise and passion for both mathematics and theatre. That makes for a very dynamic and unforgettable experience for everyone.

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CURRICULUM VITAE

Note: This CV follows the international format proposed by UNESCO

SECTION 1:  PERSONAL INFORMATION

Title Family name  First names  Family name at birth
Dr. Neagoy  Monica Maria Martha Neagoy
Work Address
1276 N. Wayne Street,  Suite 1030
City and State Postal code Country
Arlington, Virginia (VA) 22201   United States of America
Work telephone Mobile/Cellular telephone E-mail address
1 (703) 527 5255 1 (703) 307 2150 monicaneagoy@earthlink.net
Gender  Marital Status Nationality at birth
Female Married United States of America
Present nationality  Second present nationality
United States of America None (but I will soon be adding French nationally as my husband is French)

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SECTION 2:  EDUCATION

Secondary education

Please list in reverse chronological order your secondary education or equivalent.

  • Title of Degree:         French Baccalauréat, with distinction
  • Obtained in:              June 1974
  • Type:                           Secondary-school level
  • Field of Study:          Section C
  • Major Subjects:         Mathematics, Physics, Chemistry, Biology.
  • Other Subjects:     Philosophy, English, Spanish, History/Geography, Art, Physical Education and French
  • From- to:                    09/1967- 06/1974
  • School/University:   Lycée Français International de Washington (Now named Lycée Rochambeau)
Higher education

Please list in reverse chronological order the educational establishments and the degrees...

  • Title of Degree:         Doctor of Philosophy
  • Obtained in:              June 1995
  • Type:                           Doctorate level (Ph.D.)
  • Field of Study:          Mathematics Education
  • Major Subjects:     Mathematics, Mathematics Education, Science Education,
  • Other Subjects:         Education Research, Learning Theory, and Statistics
  • From- to:                    09/1991 – 05/1995
  • School/University:   University of Maryland, College Park, Maryland, United States of America
  • Title of Degree:         Master of Arts
  • Obtained in:              June 1980
  • Type:                           Post-graduate level
  • Field of Study:          Pure Mathematics
  • Major Subjects:     Numerical/Complex Analysis, Number Theory, Topology, History and Philosophy of Mathematics, Logic, Modeling, Graduate Algebra
  • From- to:                    09/1977- 05/1980
  • School/University:   The Catholic University of America, Washington DC, United States of America
  • Title of Degree:         Bachelor of Science Degree
  • Obtained in:              June 1977
  • Type:                           Under-graduate level
  • Field of Study:          Pure Mathematics
  • Major Subjects:        Mathematics and Philosophy (Ancient and Modern)
  • Other Subjects:         Physics, Organic Chemistry, Physical Chemistry, Psychology, Spanish, French, Theology
  • From- to:                    09/1974 – 05/1977
  • School/University:   Georgetown University, Washington DC, United States of America

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SECTION 3:  PROFESSIONAL SCIENTIFIC EXPERIENCE

Section 3A -- 2005                                              

Job title:                      National/International Consultant in Mathematics and Mathematics Education

Employer:                    Monica Neagoy Mathematics and Math Education Consulting

Employer’s Mission:  To strengthen the mathematics education of America’s schools by advising decision- and policy-makers, preparing teachers, principals, administrators, and curriculum specialists, and engaging students, through a variety of media, by infusing them with a new-found fascination for science and mathematics

City/State:                   Arlington, Virginia

Country:                      United States of America

Main Activities:         

Since I finished my three-year rotation at the National Science Foundation last fall, I have been involved in various mathematics projects/activities. A partial list follows.

    • Mathematics content-specialist, consultant and writer for Center City Film and Video, producer of a national video project for Schlessinger Media on a specific mathematics topic, not yet disclosed to the public;
    • Mathematics content-specialist and consultant for Discovery Education on two mathematics projects, not yet disclosed to the public (ongoing);
    • Professional-development provider in mathematics for area schools—principals and teachers (e.g. Alexandria City Public Schools; and Saint Stephen and Saint Agnes Private school in Alexandria, VA (ongoing);
    • One of seven national judges for the prestigious MATHCOUNTS Foundation and its four annual competitions (ongoing);
    • Keynote speaker at national mathematics teacher conferences (e.g. Monterrey CA for the annual California Council of Teachers of Mathematics conference, December 2004;  Baltimore MD for the BCPS Annual Mathematics Conference, March 2005;  Vienna VA for DODEA-Math Matters, April 2005; Harrisonburg VA for the annual VVCTM conference, September 2005; Rock Eagle Center near Eatonton GA for the annual Georgia Mathematics Conference, October 2005; Monterrey CA for the annual California Council of Teachers of Mathematics conference, December 2005);
    • Served as a consultant for two National Science Foundation EHR panels (the CCLI panel in February 2005; the ITEST panel in March, 2005; the TPC panel in November 2005 (upcoming));
    • Gave several performances of my MathMagic and Puzzles, Paradoxes, and Perplexities shows for students (e.g. Washington DC, November 2004; Alexandria, VA, March 2005; Paris, France, June 2005; James Madison University, September 2005).

Section 3B -- 2001 to 2004

Job title:                               Program Director                            

Employer:                             The National Science Foundation (NSF)

Employer’s Main Activity: To Initiate and support, through grants and contracts, scientific and engineering research and programs to strengthen scientific and engineering research potential, and education programs at all levels, and appraise the impact of research upon industrial development and the general welfare.

City/State:                            Arlington, Virginia

Country:                               United States of America

Main Duties & Responsibilities:

OVERVIEW:

 I was a program director in the Division of Elementary, Secondary, and Informal Education (ESIE).  The national programs I worked on, such as the Teacher Professional Continuum (TPC) or the Centers for learning and Teaching (CLT), all focus on the Science, Technology, Engineering, and Mathematics (STEM) disciplines. More specifically:

The TPC program is the Foundation’s major programming effort supporting the full continuum of professional development from recruitment, preparation, and induction, through the life-long development and retention of K-12 science, technology, engineering, and mathematics (STEM) teachers. A major focus of TPC is the synthesis and further advancement of a compelling body of research that will both inform and strengthen STEM teacher effectiveness and classroom instruction. The CLT program focuses on the advanced preparation of science, technology, engineering, and mathematics (STEM) educators, as well as the establishment of meaningful partnerships among education stakeholders, especially Ph.D.-granting institutions, school systems, and informal education institutions and performers.  Its goals are to renew and diversify the cadre of leaders in STEM education, to increase the number of K-16 educators capable of delivering high-quality STEM instruction and assessment, and to conduct research into STEM education issues of national import (e.g., the nature of learning, teaching strategies, and reform policies and outcomes).

The division of ESIE is one of six divisions within the Directorate of Education and Human Resources (EHR). For more information of this directorate, visit www.ehr.nsf.gov. EHR in turn is one of the seven directorates which, in addition to three offices, make up the essence of NSF (www.nsf.org). Much of my work and leadership initiatives at NSF reach beyond my particular division (ESIE) to other EHR divisions, and even to other directorates. My cross-divisional and cross-directorate work is often the most fascinating. Lastly, and perhaps most importantly, there are the leadership, communication, and representation roles I play for the Division, Directorate, or Foundation with the scientific and education communities in the field.

I have tried to group my main duties and responsibilities into categories: (1) Proposal/Project Work, (2) Program Work, (3) EHR (cross-divisional) and NSF (cross-directorate) Work, and (4) Field Work, even though so many of them do not fit neatly within one category but rather spread over several.

(1) PROPOSAL/PROJECT-LEVEL WORK

  • Design the proposal review and evaluation process for relevant proposals.
  • Manage and implement an effective, timely merit review process, with attention to increasing the size and quality of the reviewer pools and ensuring participation by women, minorities and disabled scientists and educators.
  • Conduct final review of proposals and evaluations, and recommend acceptance or declination of funding.
  • Evaluate progress of awarded projects through (1) regular contact with awardees. (2) review and evaluation of submitted annual reports and publications, and/or (3) meetings at NSF and during site visits.
  • Monitor projects to ensure collaboration between STEM scientists, STEM educators and practitioners, a common goal of most programs.
  • Manage and monitor on-going grants, contracts, interagency and cooperative agreements to ensure fulfillment of all commitments to NSF.
  • Respond to inquiries from project principal investigators by guiding their efforts in and helping them with emerging new directions in their work. 
  • Provide particular expertise and guidance in teacher professional development.
  • Contribute to the responsibility for establishing goals and objectives, initiating new program thrusts as a result of portfolio projects, and phasing out old projects. 

(2)     PROGRAM-LEVEL  WORK

Assume leadership positions in a variety of program committees or subcommittees such as:
  • Program panel planning and preparation;
  • Program outreach to underrepresented groups in the STEM disciplines as defined by gender, ethnicity, disability, and georaphic location;
  • Program portfolio analysis and evaluation.

Contribute intellectually and practically to activities such as the:

Conception, writing and preparation of technical and administrative guidelines for solicitations, including mission/vision, conceptual framework, scope of activities, and appropriate deadlines and funding;

Intermittent and long-range strategic planning of programs by addressing pressing educational needs and having a national impact on the field in measuring and assessing programmatic outcomes;
Integration of the TPC and CLT programs with other programs supported by ESIE, other EHR Divisions, or other NSF directorates;
Maintenance of program data relating to accountability and trends in K-12 education.

Keep abreast of trends and developments within the area of program development, evaluation and assessment by reading relevant literature, attending professional meetings, and by personal discussion with leaders in the field.

Provide assistance in defining and refining program policies and procedures consistent with program mission and goals.

Recommend new or revised policies and plans in scientific, fiscal, and administrative matters to improve the activities and management of programs.

Respond to inquiries from the field and trouble shoot the interpretation of program policies.

Organize and prepare program information and materials to be disseminated at in-house meetings or at national conferences and symposia.

(3)     CROSS-DIVISIONAL (EHR-WIDE) AND CROS-DIRECTORATE (NSF-WIDE) WORK

Assume leadership positions or contribute intellectually and practically to cross-divisional initiatives and efforts such as:

  • Taking a critical look at research and evaluation across EHR programs;
  • Exploring diversity across EHR programs;
  • Developing joint programmatic efforts that span two or more EHR divisions
  • Contribute intellectually and practically to cross-directorate initiatives and dialogues such as:
  • Exploring opportunities for better collaboration between the Directorate of Mathematics and Physical Sciences and the Directorate of EHR;
  • Exploring opportunities for collaboration between EHR and the science directorates on topics such as nanotechnology and cyber infrastructure;
  • Creating and maintaining linkages to other NSF directorates;
  • Dialoguing with NSF-wide staff to apprise them of EHR programs and mission and sensitize them to the need for building more bridges between the science and education directorates;
  • Incorporating the results of cross-divisional and cross-directorate dialogues into novel program conception and design; Pursuing and being responsive to special projects and temporary functional teams from across the Foundation to solve problems, improve staff communication, and effect coordination for special programs.

(4)     FIELD WORK

Maintain ongoing dialogue, through the direction of national programs or other NSF work, with leaders of other national and international professional organizations that help shape K-16 STEM education curriculum, policy and research, such as the National Academies (NAS), The American Education Research Association (AERA), The National Council for Teachers of Mathematics (NCTM), the Mathematical Association of America (MAA), the College Board (CB), the American Association for the Advancement of Science (AAAS), the American Association of Colleges for Teacher Education (AACTE), The International Commission on Mathematics Instruction (ICMI), The International Mathematics and Science Study (TIMSS), etc.

Serve as an outreach person for the Division, Directorate, and Foundation in the research and education communities, the K-12 education community, small businesses, large industrial firms, the investment community, state and local governments, other federal agencies, and the public at large.

Plan and coordinate evaluation meetings between external evaluation experts and internal program staff (as well as with other experts from relevant organizations within the education and research communities) to maximize the use of existing program information and funds in order to reflect on and rethink the design of future iterations of existing programs.

Serve as on-going advisor to applicants, grantee institutions, and contractors concerning NSF policies, requirements, regulations, and program objectives.

Serve as a host to foreign STEM education leaders who visit Washington DC and NSF.

Assume a leadership role by addressing emerging issues in the field of STEM education research, evaluation and policy and/or challenges in evaluating and redesigning ESIE or EHR managed programs.

Provide research, evaluation, and development workshops for present and future principal investigators on new EHR program initiatives.

Section 3C -- 1992 to 2001

Job title:                      Independent National Consultant in Mathematics and Mathematics Education

Employer:                    Self Employed

Employer’s Mission:  To strengthen the mathematics education of America’s schools by advising decision- and policy-makers, preparing teachers, principals and curriculum specialists, and engaging students by infusing them with a new-found fascination for science and mathematics

City/State:                   Arlington, Virginia

Country:                      United States of America

Main Duties & Responsibilities:

Develop consulting networks;
Give national addresses and multi-media presentations to a variety of audiences—national and international—on STEM content and education topics ;
Provide mathematics content and pedagogical expertise to national and international education and research organizations;
Design and develop live television or video courses for national and international audiences;
Serve on national advisory boards addressing issues of import in STEM education;
Advise clients and help with proposals writing;
Design and deliver mathematics courses on national and local television channels, and on video;
Design and deliver district-wide staff-development programs;
Design and teach special-objective courses for teachers and/or students of public and private schools;

Work with and support novice and expert teachers.

EXAMPLES of CLIENT ORGANIZATIONS
  • The International Commission on Mathematical Instruction (ICMI)
  • International Satellite Corporation (INTELSAT)
  • The International Mathematical Olympiad (IMO)
  • Schools Around the World, Council for Basic Education (SAW/CBE)
  • The American Association for the Advancement of Science (AAAS)
  • The Mathematical Sciences Education Board (MSEB)
  • The Carnegie Institution of Washington (CIW)
  • Public Broadcasting Systems (PBS) Teacherline and Virtual Acade my
  • The Annenberg/Corporation for Public Broadcasting Channel (A/CPB)
  • The Annenberg and Cafritz Foundations
  • The McKenzie Group (TMG)
  • US colleges and universities
  • US public school districts and independent school associations

A SAMPLE of PROJECTS, ACTIVITIES, and POSITIONS

(1) International Speaker Keynote speaker at national and international conferences (most recent: HPM Conference, Uppsala, Sweden, 2004) and Math Olympiads (most recent: IMO, 2002)

(2) International Adviser Member of the Algebra Advisory Board for the International nine-member organization Schools Around the World, Counsel for Basic Education

(3) International Project Director Designed, directed and co-taught—in Spanish and English—the American Universities Preparatory Workshops (AUPW), in San Juan Puerto Rico, for high-school students of Puerto Rico and other Caribbean States aspiring to enter U.S. Universities.

(4) National Judge Lead judge of seven national judges for the annual national mathematics competition organized by the MATHCOUNTS Foundation.

(5) National Television Professor Selected by Harvard University and the Smithsonian Institution, in partnership with the Massachusetts Corporation for Educational Telecommunications (MCET), to be one of four national mathematics content experts to lead two series of live, interactive courses for teachers entitled Mathematics: What’s the Big Idea? and Assessment: What’s the Point? These courses run continuously on national cable education channels.

(6) National Video Professor Selected by The Teaching Company to be the mathematics professor for their series entitled Greatest Lectures by America’s SuperStar Teachers. I completed a first course (30 lessons) in Algebra for the twenty-first century--ON VIDEO--which is presently selling on both the national and international market.

(7) Lead Professor Lead Mathematics Professor for the Summer and Year-Round Mathematics Academies for Teachers at the prestigious Carnegie Institution of Washington.

(8) Lead Professor, Distance Learning Lead Mathematics Professor in university-level mathematics courses for select, top math students from Arlington County high schools, via distance learning carried by local cable television channels.

(9) Special Coach Design, direct, and teach a special course—in French and English—for students of the Lycée Français de Washington to prepare them for American and Canadian University entrance exams.

Section 3D -- 1985 to 1992

Job title:                      Independent Consultant in Mathematics and Mathematics Education for Georgetown University’s School for Summer and Continuing Education (SSCE)

Employer:                   Georgetown University (GU)

Employer’s Mission: Georgetown University is a major international research university that embodies its founding principles in the diversity of its students, faculty, and staff, its commitment to justice and the common good, its intellectual openness, and its international character. In its Jesuit tradition, it aims at educating the whole person by exposing him or her to learning and teaching, research and scholarship, community service and social justice, and spirituality and ministries.

City/State:                  Washington, DC

Country:                     United States of America

Main Duties & Responsibilities:

Founded a joint program, The Mathematics Articulation Program (MAT) between the department of mathematics and the SSCE, for area public and private school teachers. (Note: Georgetown

has no school of education). This initiative marked the beginning of an ongoing collaboration between GU mathematics professors and Washington metropolitan are school teachers, addressing issues of curricula, learning, teaching, and policy—a dialogue still alive today. 

Received a series of Federal Grants (Title II Dwight D. Eisenhower and NSF Grants) to design, direct, and teach (the mathematics component of) summer and academic-year institutes and courses tailored to the needs of K-12 math and science public and private school teachers. These were collaborative efforts between GU and the local public school systems. Examples include:

    Summer Institute in Math Modeling with State-of-the-Art Technologies for secondary teachers

    Summer Institute in Algebra for K-12 teachers

    Revisiting Elementary Mathematics Project for elementary teachers

    Summer Institute in Math Modeling (SIMM) with Discrete Mathematics for secondary teachers

    College Preparatory Workshops (CPW) for US and foreign high-school students

    Tutorial Workshops (TW) for returning adults

Section 3E -- 1980 to 1985

Job title:                     Mathematics Instructor, Department of Mathematics

Employer:                   Georgetown University (GU)

Employer’s Mission: See above

City/State:                  Washington, DC

Country:                United States of America

Main Duties & Responsibilities:

  • Taught mathematics courses on a variety of topics
  • Designed curricula
  • Participated in academic and administrative committees
  • Simultaneously worked in the School for Summer and Continuing Education, directing and teaching in two programs: College Prep Workshops for high school students and Tutorial Workshopsfor returning adults.

Publications

Multi-media Presentations (most recent)
  • Fascinating Fractals and Captivating Videos
  • Puzzles, Paradoxes, and Perplexities in Mathematics
  • The Mathematics of Beauty and the Beauty of Mathematics
  • How Can There Be Non-Integral Dimensions?
Video Courses (most recent)
    • Algebra, SuperStar Teachers Series, The Teaching Company
    • Mathematics: What’s the Big Idea? Annenberg/CPB Math and Science Collection
    • Assessment: What’s the Point? Annenberg/CPB Math and Science Collection
Research Studies
    • High School Teachers’ Pedagogical Content Knowledge of Recursion, University of Maryland
    • I received a grant, through the University of Maryland, to study patterns in teacher thinking and decision making.

Professional Societies

  • Memberships:
    • The National Council of Teachers of Mathematics (NCTM)
    • The Mathematical Association of America (MAA)
    • The Association for Supervision and Curriculum Development (ASCD)
    • Have been a member of, made contributions to, participated in working groups, and/or have given talks for:
    • The International Congress on Mathematical Education (ICME)
    • The International Commission on mathematical Instruction (ICMI)
    • Commission internationale pour l'étude et l'amélioration de l'enseignement des mathématiques (CIEAEM)
    • The American Educational Research Association (AERA)
    • The American Association for the Advancement of Science (AAAS)
    • The American Association of Two Year Colleges (AATYC)
    • Association for Women in Mathematics (AWM)
    • Mathematical Sciences and Education Board (MSEB)

References

#
Name   Profession Telephone  E-mail.
1
Dr. Judith Ramaley, Ph.D    Assistant Director, The National Science Foundation (NSF).  Head of the Directorate for Education and Human Resources 703 292 8600     jramaley@nsf.gov
2
Dr. Shirley Malcom, Ph.D. The American Association for the Advancement of Science (AAAS), Head of the Directorate for Education and Human Resources (EHR) 202  326 6680   smalcom@aaas.org
3
Dr. Maxine Singer, Ph.D.  The Carnegie Institution of Washington, Director 202  939 1119   msinger@pst.ciw.edu

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SECTION 4:  PROFESSIONAL ARTISTIC EXPERIENCE

Section 4A -- 1988 to 1992

Job Title:

Managing Director, dramaturg and actor

Employer:

            LE NEON French-American Theatre, a professional theatre in the Washington metropolitan area.

Employer’s Mission:

LE NEON”S founding mission was based on the following six artistic tenets:

To create a multi-cultural French-American theatre accessible to all audiences;
To use texts as "pretexts". The selection of texts is not limited to theatrical plays, but includes short stories, novellas, novels or original themes. This variety of literary sources allows for greater creativity in innovative adaptations and original creations;
To strive for original artistic creation through group reflection, dramatic physicality, and collaborative improvisations;
To develop a unique, stylized, and highly visual theatre form--essentially a theatre of images--that transcends the barriers of language and culture;
  • To explore new ways of using the physical space of the entire theatre, placing the spectators at the heart of the action;
  • To provoke the mind, touch the heart, and especially enchant the senses.

Main Duties and Responsibilities:

Artistic: I worked closely with founder and artistic director Didier Rousselet on the dramaturgy and co-direction of all annual productions. I also did work on the set and costume designed and did the choreography of most shows. I also performed in all the following shows:

  • 1989:    Le Jugement Dernier des Rois, The Last Judgment on the Kings, a plays for the Bicentennial of the French Revolution, performed in Georgetown University’s Gaston Hall
  • 1990:    The Tower of Babel, An original creation by LE NEON

Managerial: I worked on all productions, whether I performed in them or not: helped with selection of annual play and press relations; was in charge of all written materials in English, including all translations from French  into English.

Section 4B -- 1992-2003

Note: In 1992, LE NEON became a professional theatre with its own space in North Arlington, across the bridge from Georgetown in DC. From 1992 to 2003, LE NEON had a full-year program, putting on anywhere from three to five main stage productions and once traveling show for the schools.

Job Title:                    Co-Artistic Director

Employer:                   LE NEON French-American Theatre, a professional theatre in the Washington metropolitan area.

Employer’s Mission: Same as above

Main Duties and Responsibilities:

Artistic: Co-directed with Didier Rousselet most all productions: worked on annual program selection, dramaturgy and research, rehearsals and improvisations with LE NEON troupe actors, and performed on average in every other play. LE NEON produced and directed about 50 productions in all, including original creations, original adaptations, and regular plays written for the stage. Some examples of productions include:

  • Original Creations
    • Fascinating America, a satire of America
    • (1992)
    • Children of the Jazz Age, based on short stories by F.S. Fitzgerald (1994)
    • A Man Who Laughs, based on a novel by Victor Hugo (1996)
    • Fascinating French Feast, a parody of the French and Food (1993, reprise in 1998)
    • La Vagabonde, based on two novels by Colette (2003)
  • Original Adaptations
    • La Chute, based on the novel by Albert Camus (1992)
    • A Simple Heart, based on a story by G. Flaubert (1993)
    • Gargantua, based on a novel by François Rabelais (1994)
    • Jules and Jim, based on the novel by Henri-Pierre Roché (1998)
    • Les Cloisons/Partitions, based on a novel by Jacques Languirand (2002)
  • Plays
    • L’Amour Médecin, by Molière (1993, reprise in 1998)
    • Huis Clos/No Exit, By Jean-Paul Sartre (1994)
    • La Cantatrice Chauve/The Bald Soprano, by Eugene Ionesco (1995)
    • Salome, by Oscar Wilde (1997)
    • Cyrano de Bergerac, by Edmond Rostand (1999)

Managerial:

My production-related responsibilities were numerous. They included: Being i charge of all translations (from French into English), working together with Director and Literary Manager on all adaptations, dramaturgical work on production I co-direct, writing program Directors’ Notes for production I co-direct, writing press releases, writing  newspaper ads, working on the brochure designs and texts for all productions, reviewing  all printed materials, writing State, County, and other grant applications, writing official letters for the Theatre.

Awards:

The productions directed by Mr. Rousselet and Ms. Neagoy received many Helen Hayes nominations and some Helen Hayes awards. They also received other national and international theatre awards for their work. For example, the Theatre Lobby's Mary Goldwater Award for Excellence in Artistic Direction, and the Canadian/ Washington Theatre Partnership Award. Dr. Neagoy and her husband co-directed and performed in a collaborative work between LE NEON Theatre and Opera Lafayette for the annual Redwoods Festival in Sonoma County; they gave an additional performance of this co-production at Georgetown University’s Gaston Hall.

Dr. Neagoy and Mr. Rousselet closed LE NEON Theatre in 2003 after 16 years and more than 55 productions. 

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SECTION 5:  SKILLS

Language Skills

Please evaluate your language skills.

UN Official

Languages

Speak

Write

Read

Under-

stand

Primary Lang/

Native Tongue

 

E

G

F

S

E

G

F

S

E

G

F

S

E

G

F

S

 

Arabic

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Chinese

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

English

X

 

 

 

X

 

 

 

X

 

 

 

X

 

 

 

X

French

X

 

 

 

X

 

 

 

X

 

 

 

X

 

 

 

X

Russian

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Spanish

X

 

 

 

X

 

 

 

X

 

 

 

X

 

 

 

 

OTHER

Languages

Speak

Write

Read

Under-

stand

Primary Lang/

Native Tongue

 

E

G

F

S

E

G

F

S

E

G

F

S

E

G

F

S

 

Romanian

X

 

 

 

 

X

 

 

X

 

 

 

X

 

 

 

X

Papiamento

X

 

 

 

 

X

 

 

X

 

 

 

X

 

 

 

 

Italian

 

 

 

X

 

 

 

 

 

X

 

 

 

X

 

 

 

Portuguese

 

 

 

 

 

 

 

 

 

 

X

 

 

X

 

 

 

Greek

 

 

 

 

 

 

 

 

 

 

 

 

 

 

X

 

 

Dutch

 

 

 

 

 

 

 

 

 

 

 

 

 

 

X

 

 

German

 

 

 

 

 

 

 

 

 

 

 

 

 

 

X

 

 

Computer Skills, Please evaluate your main computer skills.

 

Advanced

Average

Basic

Database

X

 

 

Internet/E-Mail

X

 

 

Presentation Skills

X

 

 

Spreadsheet

X

 

 

Text Processing

X

 

 

Personal Skills

List your principal personal skills as they relate to the position for whish you are applying.

PEOPLE SKILLS:

The ability to relate easily, openly, and graciously to people;
The ability to communicate clearly and articulately with others, either orally or in writing;
The ability to listen carefully, attentively and with interest to what others have to say;
The ability to capture the essence of a long statement/talk/presentation and accurately and clearly articulate it in the moment (in several languages);
The ability to make people feel that their contribution—in thought, word, or deed—is  valuable;
The ability to treat people with endless patience;
The ability to treat others fairly and equitably;

The ability to be inclusive and acknowledge the importance of diversity.

LEADERSHIP SKILLS:

The ability and willingness to take responsibility to lead;
The ability and willingness to be an agent of change;
The ability to capture and articulate a clear vision;
The ability to bring very different people together and bring out the best in all of them (example: the STEM research community and the STEM education communities);
The ability to infuse my work with passion, enthusiasm, and energy—and make these contagious;
The ability and delight to dare;
The ability and habit to focus on what can be changed rather than dwell on what cannot;
The ability to welcome dissonance and difference as an opportunity for growth;

The ability to stay committed to a mission/vision to the end and not be disillusioned by setbacks.

PRESENTATION SKILLS

The ability to articulate the big ideas of a presentation;
The ability to sequence them in a logical order to produce a cohesive and convincing whole;
The ability to actually design and create entire presentations, from the first abstract thought to the final electronic product;
The ability to teach and give public speeches or make multimedia presentations to small or large groups with ease, assurance and effectiveness;
The ability to infuse, infect and inject my students/audiences with a fascination and excitement about the topic being presented;
The ability to maintain my audiences’ interest for an extended period of time;
The ability to engage my audiences by eliciting comments/reactions and connecting their comments to aspects of the topic at hand;

The ability to help people become more reflective about their work and learning.

THINKING SKILLS

The ability to think quickly and strategically on my feet;
The ability and willingness to solve problems creatively;
The ability to think logically;

The ability and habit to be self-reflective about all I do as a means for constant self improvement. 

STUDY SKILLS

The ability to acquire and retain new knowledge rapidly;
The excitement, motivation and eagerness to learn new things;

The ability to adapt to new environments by welcoming newness and change as an opportunity for growth and discovery. 

ORGANIZATIONAL SKILLS

The ability to plan for and organize small meetings or large conferences;
The ability to accomplish a lot with few means;
The ability to strategize and problem-solve;
The ability to delegate the various tasks of a common project by capitalizing on people’s respective strengths;
The ability to attend to all aspects of a project, from minor to essential;
The ability to deal with unexpected problems with wisdom, practicality, and endless patience;

The ability to oversee an entire process from start to finish, and ensure a successful outcome.

WRITING SKILLS

The ability to write effective, engaging and captivating lessons/speeches;
The ability to write proposals that succeed in raising new monies;
The ability to move others through the medium of the written word;

The ability to produce creative or artistic texts. 

TRANSLATION SKILLS

The ability to provide simultaneous oral translation during someone’s speech (even though I was not trained as an interpreter, I rendered this service—unofficially—at countless international mathematics and science conferences) in any of the five languages I speak fluently, and in any order;

The ability to provide written translations into any of the five languages I speak fluently, of texts written in any of the languages I checked.

COMPUTATIONAL SKILLS

The ability to think clearly and quickly with and about numbers;
The ability to work with budgets;

The ability to raise money.

SECTION 6: ADDITIONAL INFORMATION

State briefly any other relevant facts (e.g. information regarding residence outside the country of which you are a citizen).

Raised in Asia and the Pacific—Vietnam, Hong Kong, Philippines, Japan, Saipan, Gwam.
Lived and worked in multicultural and multilingual environments.
Co-Directed the professional French-American Theatre “LE NEON” in Washington DC from 1992 to 2003. Did work in direction, performance, translation, dance choreography, set/costume design, and website design. Along with Artistic Director/husband, Didier Rousselet, received national and international awards of excellence. Under the Direction of Didier Rousselet and Monica Neagoy, LE NEON produced 55 productions over 17 years: plays, creative adaptations, and original creations—all inspired by French literary sources. LE NEON also had an Education Outreach Program (EOP) whose mission was to bring a unique French-theatre to America’s school children, both with its main-stage productions and its EOP, LE NEON performed up and down the East coast, and even traveled beyond the continental US. (See Section 4 for more details.)
Played lead role in independent feature film entitled Five Days in Paris, directed by Lianne Williamson. The film premiered at the Kennedy Center’s American Film Institute at FILM FEST DC 1994.
Marked by:

    Father’s fascinating foreign service career in many foreign countries, and

    Mother’s linguistic ability in eight languages, always stressing the importance of a new language as a window onto a new culture.

Traveled for extended periods of time in many foreign countries, for both pleasure, business, and personal professional development.


 

 

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