Academic Leadership

Dr. Linda Jarvin, Dean

After teaching and completing a doctorate in cognitive psychology and individual differences in France, Linda, a native Swede, spent 13 years in American higher education (Yale and Tufts universities), and now puts this dual European and U.S. experience to use for the Paris College of Art international community. She has explored most facets of higher education, including admissions, curriculum review, new degree development, accreditation, and faculty development, while simultaneously pursuing education research to further our understanding of how students optimally learn.

Linda joined Paris College of Art after directing Tufts University’s faculty development center, CELT, which provides professional development to faculty to enhance their effectiveness as teachers and mentors. Concurrently, Linda served on the Tufts School of Arts & Sciences outcomes assessment committee, charged with monitoring student learning, and assisted the Office of Institutional Research and Evaluation with preparing accreditation site visits and self-studies.

The majority of Linda’s research and peer-reviewed publications have focused on designing, implementing, and evaluating the effectiveness of educational interventions in a wide range of settings, including K-12 and higher education in the United States and Africa. Linda has collaborated with universities in Chile, Norway, and Russia, and implemented research and service projects in sub-Saharan Africa (Congo DRC, Ghana, Kenya, Tanzania, Uganda, Zambia). Recognized as a leader in the field, Linda has served as a consultant to elite preparatory schools (e.g., Choate Rosemary Hall) and universities (e.g., MIT) on issues of learning, assessment and admissions.

In an increasingly complex world, I believe it is essential that we focus on developing students’ critical thinking skills and ability to creatively solve problems and face new challenges, as well as developing students’ “soft skills” such as teamwork, negotiation, and cultural awareness. This is best achieved through a pedagogical approach that actively engages the learner in real-life problem solving and opportunities for experiential learning in interdisciplinary contexts.