View Jennifer Berger's curriculum vitae in PDF format.

Jennifer Garvey Berger is Assistant Professor in the Graduate School of Education's Initiatives in Educational Transformation (IET) Program. Her research focuses on understanding the ways adults learn and grow over time and on giving voice to that journey. In her writing and her teaching, Jennifer explores the workplace as one of the major centers of learning for adults, and she uses her work to help adults think about their work and their workplaces in ways that help them gain new perspectives and capacities to make positive changes in their classrooms and offices. Jennifer's current work centers around the Subject-Object Interview, a measure of Robert Kegan's theory of adult development, which she has taught to researchers and practitioners from North America, Europe, Asia, Australia, and New Zealand.

Jennifer has taught middle and high school English in Augusta, Georgia, and has taught college, graduate school, and professional development courses at Harvard University, Georgetown University, and the Bard Institute of Writing and Thinking. The co-editor of two books, Executive Coaching, Practices and Perspectives (2002) and Acts of Inquiry in Qualitative Research (2000), Jennifer is currently working on a book called Thriving in a complex world: Twenty-first century professional development scheduled for publication in 2006. She has a B.A. in English from St. Mary's College of Maryland and both a Master's degree and a Doctorate in Learning and Teaching from Harvard University.

• Adult development
• Teacher Professional Development
• Action learning/ action research
• Transformational learning
• Executive coaching
• Qualitative research

• Hicks, M. A., Berger, J. G., & Generett, G. G. (2005). From Hope to Action: Creating spaces to sustain transformative habits of mind and heart. Journal of Transformative Education 3: 57-75.
• Berger, J. G., with Boles, K. C., & Troen, V. (2005). Teacher research and whole school change: Paradoxes, problems, and possibilities. Teaching and Teacher Education.
• Berger, J.G. (2004). Dancing on the threshold of meaning: Recognizing and understanding the growing edge. Journal of Transformative Education 2: 336-351.
• Fitzgerald, C., & Berger, J. G. (Eds.). (2002). Executive Coaching: Practices and Perspectives. Palo Alto, CA: Davies-Black.
• Drago-Severson, E., & Berger, J. G. (2001). "Not I alone": Adult learning in the Polaroid cohort. Cambridge, MA: Office of Educational Research and Improvement.
• Brizuela, B., J. P. Stewart, Carrillo, R. & Berger, J. G. (Eds.). (2000). Acts of Inquiry in Qualitative Research. Cambridge, MA, Harvard Education Publishing Group.

• Graduate School of Education
• Initiatives in Educational Transformation

No courses taught this semester.