Codi Caton

Codi began his career as a Peace Corps Volunteer in rural Ethiopia, where he taught English and coordinated with the local community to implement various after-school education programs. During his time in Ethiopia, he also taught and collaborated with a group of diverse representatives at the African Union to improve English and communication skills. Upon completing his Peace Corps service, Codi returned to his home of Lee’s Summit, Missouri, where he taught Algebra, Geometry, and English and mentored under-served students as they applied for Universities. Codi is now pursuing his Ed.M. in International Education Policy at the Harvard Graduate School of Education, where he focuses on humanitarian response and education in emergencies.

Haley Burns

Haley joins us from Cambridge, MA where she is currently studying International Education Policy at Harvard Graduate School of Education. Her interests are in emergency education with a focus in child protection during times of crisis. Prior to graduate school, Haley was a secondary humanities teacher for six years. From an early age, she knew she would become a teacher, and spent hours as a child “teaching” her stuffed animals to read. She taught in Denver for two years before accepting a position at a catalyst language immersion boarding school in Guangzhou, China. From there, she moved to the Cayman Islands where she worked at the largest international school on the island and coached the high school debate team. Haley grew up in Colorado, has an affinity for animals, and enjoys outdoor activities, reading, and cooking.

Karishma Mhapadi

Karishma Mhapadi holds a Masters in International Education Policy from Harvard University’s Graduate School of Education. She is interested in scaling disruptive educational reforms especially across developing contexts. She has a background in education policy, pedagogy, training and leadership. Karishma has taught middle schoolers for two years in a public school in India as a part of the Teach For India fellowship and has worked as an Education Specialist with Affordable Private schools in India. She has also spent time in Kashmir working on community engagement initiatives with the Directorate of Education and the state government. In her spare time, Karishma loves to run.

Samuel Kim Hungsoo

Samuel Hungsoo Kim, a Korean national, is the Co-founder and President of the Center for Asia Leadership Initiatives (CALI). He is passionate about nurturing and empowering talent in Asia and runs over 42 programs annually, in more than 27 Asian countries, to help the region’s emerging leaders explore ways of being socially responsible as they face today’s complex challenges. His research and training focus on building social capital and trustworthy institutions; the effective use of power, authority, and influence; and negotiations, mediation, and confidence-building. To date, some 36,000 burgeoning and established leaders from the governmental, political, non-profit, and corporate spheres in Asia have benefited from his programs.

Prior to establishing CALI, Samuel worked in a wide range of sectors, from strategy consulting and social entrepreneurship to international development, politics, and government. He has worked for and with over 30 renowned organizations, including the United Nations, UNESCO, Samsung, and Toyota. He currently sits on the boards of three social-profit organizations and has served as a visiting fellow at the Asia Center at Harvard University and the Kellogg School of Management in Northwestern University. Samuel holds a Master’s in Public Administration from the Harvard Kennedy School of Government; a Master’s in International Cooperation from Seoul National University; and an LLB in Law, International Politics, and Economics from Handong University. He is the editor of nine books and regularly writes opinion pieces and editorials.

Sarah K. Osborne

Sarah is a master’s candidate in International Education Policy at the Harvard Graduate School of Education, focusing her studies on improved evaluation and dynamic management of international development projects and programs. She is particularly interested in how evaluation and data can be used continuously to adapt and better manage complex programs. Prior to HGSE, Sarah worked for an international development contractor to manage the implementation of international education programs across sub-Saharan Africa funded by USAID, the World Bank, and UNICEFF. Her interest in education stems from teaching Kindergarten in Thailand, following a bachelor’s degree in Global Studies and Political Science from the University of North Carolina at Chapel Hill. 

Stefano Zordan

Born and raised in the North of Italy, Stefano moved first to Ireland after graduating from high school and then to Harvard to study at the intersection of philosophy and political theory. At Harvard he encountered the framework of Adaptive Leadership and it clicked with him for its systemic approach to complexity. He then worked as a teaching assistant and I became a member of the Adaptive Leadership Network. The following year, upon moving back to Italy, he created his own Adaptive Leadership firm, which has been working with universities, companies and the public sector to spread a more systemic vision of leadership. He also edited the Italian version of the book “The Practice of Adaptive Leadership” (2018). He is an eager traveler, loves music and history.