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News Article | May 5, 2017

SchoolMint, the leading provider of cloud-based student enrollment and school choice software for PreK-12 school systems worldwide, was named a Bronze Stevie® Awards winner in the 2017 American Business AwardsSM. SchoolMint was recognized in the Apps and Mobile Websites – School/University category. Last year, SchoolMint also won a Silver Stevie Award in the New Product or Service of the Year – Education – K-12 Enterprise Solution category. “As we continue to expand our footprint in schools and districts nationwide, we remain committed to providing staff and families with the most comprehensive and flexible, online student registration software to streamline the student enrollment process,” said Jinal Jhaveri, SchoolMint Founder and CEO. “Being recognized by the Stevie Awards in back-to-back years is a great honor and is a testament to SchoolMint’s continued impact on PreK-12 education.” SchoolMint’s comprehensive software system includes four primary modules: ●    School Application and Lottery Management ●    Student Registration Management ●    Digital Forms and Documents ●    School Choice and Unified Enrollment These student enrollment solutions empower parents by providing mobile and online multilingual access to their school’s enrollment process. SchoolMint also helps school systems increase operational efficiency, lower costs, and develop greater analytic and planning insights through robust enrollment reporting tools. The system’s integration with leading SISs additionally helps ease the burden on school staff and uphold data accuracy. Since 2013, more than 4,000 district and charter schools nationwide have partnered with SchoolMint to improve the enrollment experience for both parents and staff. These include schools in innovative, forward-thinking districts such as Chicago Public Schools, Denver Public Schools, Boston Public Schools, Camden City School District, Cleveland Metropolitan School District, Oakland Unified School District, and Spring Branch Independent School District, among others. Judges complimented SchoolMint for its “good use of technology to resolve multiple friction points in previous processes for school enrollment, payments, and communication,” and called it an “excellent school management system.” In addition to winning the 2016 and 2017 American Business Awards, SchoolMint was recently named a winner of the EdTech Digest Awards, District Administration Readers’ Choice Top 100 Products, and The ComputED Gazette’s Education Software Review (EDDIE) Awards. To learn more about the American Business Awards and to view a list of 2017 Stevie Awards winners, visit About the Stevie Awards Stevie Awards are conferred in seven programs: the Asia-Pacific Stevie Awards, the German Stevie Awards, The American Business Awards, The International Business Awards, the Stevie Awards for Women in Business, the Stevie Awards for Great Employers, and the Stevie Awards for Sales & Customer Service. Stevie Awards competitions receive more than 10,000 entries each year from organizations in more than 60 nations. Honoring organizations of all types and sizes and the people behind them, the Stevies recognize outstanding performances in the workplace worldwide. Learn more about the Stevie Awards at About SchoolMint SchoolMint provides a cloud-based student enrollment and school choice platform to PreK-12 school systems worldwide. Since its founding in 2013, more than 4,000 schools have chosen SchoolMint to streamline all aspects of student enrollment - student registration management, application, lottery, and school choice management, and digital forms and document uploads. Available online and on mobile devices, SchoolMint integrates with leading student information systems (SIS) and transforms the end-to-end enrollment experience for school staff and parents. Visit to learn more.

News Article | February 15, 2017

As the nation faces a growing challenge in recruiting and retaining excellent teachers, an innovative partnership is developing promising leaders in education to change the way schools recruit, connect, and advance talent such as teachers, principals, and central office administrators. National nonprofits Education Pioneers and the Urban Schools Human Capital Academy announced today a third cohort of the Emerging Human Capital Leaders Initiative (EHCLI). The 30 talented professionals chosen to participate in the selective program are rising leaders who aspire to oversee human capital in school districts, charter management organizations, state education agencies, and other major organizations working in public education on behalf of our nation’s highest-need students. EHCLI provides participants with the skills, resources, and network to accelerate their work to ensure that every student has great teachers and principals, as well as the teams who support them. “Research tells us that school systems produce better outcomes for students when they shift from compliance-based human resources practices to strategic human capital management,” said Gianna Shepard Bruno, director of career advancement at Education Pioneers. “EHCLI is designed to advance the careers of professionals who are poised to lead talent management for major school districts, charter management organizations, and state education agencies in the future,” she said. “These leaders can transform the way we leverage public education’s most valuable resource -- its people.” “After just two years since the program’s inception, urban school districts and charter management organizations are already turning to EHCLI alumni when they need talented leaders in their organizations,” said Danielle Pickens, chief program officer for the Urban Schools Human Capital Academy. “No other program creates a network of human capital leaders in education to discuss key trends and solve pressing challenges in such a deep and meaningful way,” Pickens said. “People are the most important factor in the success of all organizations -- as well as any strategy to improve schools, individually and at scale.” EHCLI is a 10-month program designed to prepare leaders who are one or two roles away from holding top human capital positions in large school systems to take on the toughest human capital challenges in public education. Participants learn from experts and from one another to collectively enhance their effectiveness in their current roles, and to strengthen the pipeline of talented leaders ready and interested in taking on human capital leadership roles in public school systems. The first two cohorts total 54 human capital professionals, who now benefit from access to the EP network of 3,500+ leaders and managers, as well as best practices shared by USHCA, providing them with sustained access to the knowledge and resources they will need to continue to advance as human capital executives. One 2016 EHCLI participant said her experience gave her more information about district management and human resources to help her work with major urban school districts. “Professionally, I was in a place where I knew I could benefit from additional networking opportunities that would help propel me forward in my career,” said Victoria Lautsch, director of selection and staffing for the UP Education Network, a nonprofit school management organization that oversees in-district school turnaround in Massachusetts. “In my transition from director of recruitment to director of selection and staffing, I became more involved in working and partnering with our partner districts,” she said. “The learning I did with EHCLI helped me better understand the work our partners do at scale.” The 30 emerging human capital leaders who have been selected to begin the program in February 2017 are: Alexandra Arroyo, Senior Director - Talent Development, YES Prep Public Schools Alicia De La Rosa, Co-Vice President, Recruitment, Achievement First Anne Williams, Senior Director, New York City Department of Education Benjamin Crosby, Director, Teammate Effectiveness, Aspire Public Schools Candice Frazier, Talent Manager, KIPP New Orleans Schools Celeste Williams, Chief of Talent, Jersey City Public Schools Dana Edwards, Director of Certification and Staffing, Montgomery County Public Schools Darin Simmons, Deputy Chief, Employee Services, DC Public Schools Elizabeth Bento, Director of Human Capital Strategy and School Support, Salem Public Schools Elizabeth Bleier, Director of Talent Acquisition, KIPP St. Louis Emily Ganyo, Human Capital and Human Resources Manager, Green Dot Public Schools Washington Grace Pun, Manager, Administrative Staffing and Credentials, San Francisco Unified School District Jason Kennedy, Director, Talent Acquisition, Wake County Public School System Kathryn Clymer, Director, Talent Acquisition, Denver Public Schools Lakesha DeJarnett, Director of Talent Improvement, Tennessee Department of Education Laura Henderson, Senior Director of Talent, Summit Public Schools Lindsey Osborne, Talent Acquisition Manager, Shelby County Schools Lisa Friscia, Vice President, Talent Development, Democracy Prep Public Schools Logan Hall, Educator Evaluation Supervisor, Salt Lake City School District Margaret Robinson-Li, Senior Director, Talent, Rocketship Education Mary Claire Brown, Director of Talent Management, Partnership for Los Angeles Schools Pamela Awbrey, Regional Director of Staffing, IDEA Public Schools Paul Hughes, Director of Recruitment and Hiring, Noble Network of Charter Schools Quiyana Hall, Director, HR and Labor Relations, OSSE Randall Fowler, Director of Talent and Organization Management, KIPP Dallas - Fort Worth Robert Kelsey, Manager of Strategic Staffing, Boston Public Schools Sarah Cuff Koegler, Senior Managing Director of Human Assets, Teach for America Sean McDonald, Director, Office of Talent Acquisition and Management, Fairfax County Public Schools Taylor Brown, Director of Talent Strategy, Indianapolis Public Schools Valerie Evans, Chief Talent Officer, Achievement Prep For more information about Education Pioneers, the Emerging Human Capital Leaders Initiative, or to access names and photos of the emerging human capital leaders, click here: Since 2003, Education Pioneers has recruited our nation’s most extraordinary people to enter into education leadership and help transform our school systems. Education Pioneers has recruited and trained more than 3,500 leaders in partnership with more than 200 education organizations in 20 cities nationwide. Of the organization’s alumni in the workforce, more than 70 percent serve in education and lead or contribute to work that impacts more than 3.5 million public school students – most of whom are students of color and come from underserved areas. Find out more about where Education Pioneers’ leaders work and their impact here ( More information about Education Pioneers can be found at The Urban Schools Human Capital Academy (USHCA) is a national nonprofit helping urban districts become great managers of teacher and principal talent. Established in 2011, USHCA offers a sustainable method for addressing the unique human capital needs of urban school districts by building the capacity of district staff to better recruit, deploy, and retain highly effective teachers and principals. USHCA currently works in over 16 districts across the U.S. For more information, go to

News Article | December 22, 2016

INDIANAPOLIS--(BUSINESS WIRE)--The Finish Line Youth Foundation announced today the award of $148,800 in grants and $375,000 in donations for Special Olympics in the third quarter of 2016. The 17 grants to youth organizations in 15 states and Washington, D.C. focus on healthy lifestyles and youth development. The financial commitment to Special Olympics supports fitness initiatives that are focused on helping athletes with intellectual disabilities nationwide live a healthier lifestyle. Finish Line stores nationwide are hosting an in-store and online holiday drive through December 24 dedicated to the Finish Line and Special Olympics partnership to support local programs nationwide. “Supporting Special Olympics and youth organizations that offer everything from overnight camp experiences to community buildings provides crucial opportunities for kids to be active and healthy,” said Marty Posch, Finish Line Youth Foundation president. The Finish Line Youth Foundation supports qualified non-profit organizations that provide community-based access to athletics for children and camps that provide services to those who are disadvantaged or disabled. The deadline to submit grant applications for youth organizations online for this quarter is December 31, 2016. Chapman Partnership (Miami, Fla.) – $75,000 for a basketball court and play space renovations serving more than 900 youth. Camp Horizon (Atlanta) – $5,000 to fund summer camp of mentoring and sports activities for 200 at-risk foster youth. Camp Smile-A-Mile (Birmingham, Ala.) – $5,000 for programs for 300 of Alabama’s children with cancer. Camp Summerhouse (Charleston, S.C.) – $2,500 for 2017 Camp Rise Above summer camp for 200 youth with chronic illness. Disabled Sports USA (Rockville, Md.) – $5,000 for Ski Spectacular Race Camp for 20 youth with disabilities. Flying Horse Farms (Mt. Gilead, Ohio) – $5,000 for summer camp for 570 youth with serious illness. Kids in Crisis (Cos Cob, Conn.) – $5,000 to support Safe Haven Summer Camp serving 25 infants, children and teens from abuse and family crisis. Milwaukee Kickers Soccer Club (Milwaukee, Wis.) – $5,000 for America SCORES soccer program serving 170 students from seven low-income elementary schools. Ronald McDonald House of Southern CA (Los Angeles) – $5,000 to support Camp Ronald McDonald for Good Times for 1,200 children with cancer and their siblings. Center for Women in Transition (Holland, Mich.) – $5,000 for Girls on the Run of Ottawa and Allegan Counties serving 1,400 at-risk girls. Defending the Blue Line (Hastings, Minn.) – $5,000 to support Scholarship program for healthy and active lifestyles serving 5,000 children of active military families. Playworks New England (Boston) – $5,000 for Playworks Education Energized programs impacting 35,000 children across New England. Powerplay NYC (Brooklyn, N.Y.) – $5,000 for STARS After School physical education program for 1,000 low-income girls. Trinity Boston Foundation (Boston) – $5,000 for Sole Train mentoring and community-building program serving 140 youth in 13 Boston Public Schools. Wings of Eagles Ranch (Concord, N.C.) – $1,300 to support climbing equipment for challenge course benefiting 350 special needs youth. The Finish Line Youth Foundation strives to make a difference in the lives of youth in the communities where employees and customers live, work and play. The Youth Foundation funds non-profit organizations that provide opportunities for kids to participate in community-based youth athletic programs and camps that emphasize active lifestyles, especially programs that serve disadvantaged and special needs kids. For more information about the Youth Foundation, please visit our website and watch the “Kids Are Awesome” video. Follow Finish Line Youth Foundation on Twitter at as well as on Instagram at and “like” the Youth Foundation on Facebook at

Banks G.,Boston Public Schools | Clinchot M.,Boston Public Schools | Cullipher S.,University of Massachusetts Boston | Huie R.,Boston Public Schools | And 7 more authors.
Journal of Chemical Education | Year: 2015

Making decisions about the production and use of chemical substances is of central importance in many fields. In this study, a research team comprising teachers and educational researchers collaborated in collecting and analyzing cognitive interviews with students from 8th grade through first-year university general chemistry in an effort to map progression in students' ability to make decisions about the consequences of using and producing chemicals. Study participants were asked to explain their reasoning about which fuel would be best to power a small vehicle. Data were analyzed using a "chemical thinking" lens to characterize conceptual sophistication and complexity of reasoning. Results revealed that most reasoning was intuitive in conceptual sophistication and relational in argumentative nature, driven by the consequences of using the fuels based on their composition. Implications are discussed for the design of learning experiences and assessments that better support students' development of decision-making using chemical knowledge. © 2015 The American Chemical Society and Division of Chemical Education, Inc.

Seguin R.A.,Cornell University | Folta S.C.,Tufts University | Sehlke M.,Boston Public Schools | Nelson M.E.,Tufts University | And 3 more authors.
Journal of Environmental and Public Health | Year: 2014

Introduction. The epidemic of obesity is a multifaceted public health issue. Positive policy and environmental changes are needed to support healthier eating and increased physical activity. Methods. StrongWomen Change Clubs (SWCCs) were developed through an academic-community research partnership between researchers at Cornell University and Tufts University and community partners (cooperative extension educators) in rural towns in seven U.S. states. Extension educators served as the local leader and each recruited 10-15 residents to undertake a project to improve some aspect of the nutrition or physical activity environment. Most residents had limited (or no) experience in civic engagement. At 6 and 12 months after implementation, the research team conducted key informant interviews with SWCC leaders to capture their perceptions of program process, benchmark achievement, and self-efficacy. Results. At 12 months, each SWCC had accomplished one benchmark; the majority had completed three or more benchmarks. They described common processes for achieving benchmarks such as building relationships and leveraging stakeholder partnerships. Barriers to benchmark achievement included busy schedules and resistance to and slow pace of change. Conclusion. Findings suggest that community change initiatives that involve stakeholders, build upon existing activities and organizational resources, and establish feasible timelines and goals can successfully catalyze environmental change. Copyright © 2014 Rebecca A. Seguin et al.

Cradock A.L.,Harvard University | Barrett J.L.,Harvard University | Carter J.,Boston Public Schools | McHugh A.,Boston Public Health Commission | And 4 more authors.
American Journal of Health Promotion | Year: 2014

Purpose. To test effectiveness of Active School Day policy implementation on physical activity outcomes and estimate school-level implementation costs. Design. The design of the study was quasi-experimental (pretest-posttest matched controls). Setting. The study took place in six elementary schools with three matched pairs in Boston, Massachusetts, February to June 2011. Subjects. Subjects were 455 consenting fourth- and fifth-grade students among 467 eligible. Intervention. Active School Day policy implementation provided equipment, curricular materials, and training to physical educators and school wellness champions to promote 150 weekly minutes of quality physical education, recess, and physical activity integrated into classrooms. Measures. Accelerometer assessments of accumulated minutes and bouts of moderate, vigorous, and sedentary physical activity on 5 school days before and after implementation were used. Implementation costs were collected by record review and reported resource utilization. Analysis. Analysis was conducted using multivariate mixed models estimated with repeated measures of daily physical activity, adjusted for student demographics and other confounding and design/clustering variables. Results. Accelerometer data were provided by 201 intervention and 192 comparison students for an average of 4 days per period (84% response). During school time, students in intervention schools demonstrated greater increases in minutes per day of moderate-to-vigorous physical activity (3.9, 95% confidence interval [CI] 1.8-6.0; p < .001) and vigorous physical activity (1.8, 95% CI .7-3.0; p < .001), and greater decreases in minutes per day of sedentary time (-10.6, 95% CI -15.3- -5.8; p < .001) than controls. Ongoing annual implementation costs totaled $4,523/school ($14/student). Conclusion: Active School Day implementation increased student moderate-to-vigorous physical activity levels by 24% and decreased sedentary time during school at modest cost. Copyright © 2014 by American Journal of Health Promotion, Inc.

Szteinberg G.,University of Massachusetts Boston | Balicki S.,Boston Public Schools | Banks G.,Boston Public Schools | Clinchot M.,Boston Public Schools | And 8 more authors.
Journal of Chemical Education | Year: 2014

Professional development that bridges gaps between educational research and practice is needed. However, bridging gaps can be difficult because teachers and educational researchers often belong to different Communities of Practice, as their activities, goals, and means of achieving those goals often differ. Meaningful collaboration among teachers and educational researchers can create a merged Community of Practice in which both teachers and educational researchers mutually benefit. A collaboration of this type is described that centered on investigating students' abilities to apply chemical thinking when engaged in authentic tasks. We describe the design-based principles behind the collaboration, the work of the collaborative team, and a self-evaluation of results interpreted through a Communities-of-Practice perspective, with primary focus on the teachers' perceptions. Analysis revealed ways in which teachers' assessments shifted toward more research-based practice and ways in which teachers navigated the research process. Implications for affordances and constraints of such collaborations among teachers and educational researchers are discussed. © 2014 The American Chemical Society and Division of Chemical Education, Inc.

News Article | November 10, 2016

Boston Public Schools recently announced the selection of Measured Progress to provide formative assessment resources for the city’s K–12 schools. Customized assessments, paced to their curriculum, will be constructed for grades 3–12 in English language arts and mathematics. District leaders and teachers plan to administer the tests in the beginning, middle, and end of the 2016–2017 school year, in order to support student instruction while learning is happening, and to evaluate student progress against expected curriculum outcomes. “High-quality formative assessment resources comprise an absolutely critical and non-negotiable tool to inform educator practice and next steps with individual students. In order to ensure that educators in the Boston Public Schools have access to high-quality assessments, we selected Measured Progress,” explained Nicole Wagner Lam, Executive Director, Office of Data and Accountability, one of the district leaders on the RFP Review Panel for Boston Public Schools. Measured Progress products and services to be provided to Boston Public Schools include: “We’re pleased to partner with Boston Public Schools and help educators gather meaningful evidence of student learning. The assessment development process will be a collaborative effort between our organizations to ensure the assessments meet the unique formative needs of the district. The customized assessments will align with the district’s rigorous curriculum and the Massachusetts Curriculum Frameworks. Data from the assessments will provide insights about student understanding, based on what was recently taught, and will be used to inform ongoing instruction,” said Deborah Farrington, Senior Product Manager for Assessment Services at Measured Progress. Boston leaders have already started using Measured Progress content, as the initial test administrations commenced in late October. Future 2017 test dates are being determined now. Boston education officials will be able to use the insights gained from these assessments to inform curriculum decisions and support continued formative assessment feedback for teachers and students. Measured Progress will deliver the assessments through Illuminate Education(TM), Boston Public Schools’ selected platform provider. Measured Progress connects the K–12 educational community with innovative and flexible assessment solutions. Our goal is to provide meaningful information about student progress to improve teaching and learning. It’s all about student learning. Period.

News Article | October 28, 2016

Douglas Roberts marks his debut in the literary limelight with a new novel featuring “The Insurance Man” (published by LifeRich Publishing). Thrilling and enthralling, this tale follows the missions of two individuals who must face insurmountable challenges to gain back their right, their people’s safety and the country’s freedom. People are losing everything they believe in. The future of the country, the country many men and women fought for, is disappearing. Those elected to lead the country are not doing their jobs. The enemy is at every citizen’s door and is walking through it. Is there a way to stop him? Can those with the training and the wherewithal do the job? “The Insurance Man” charts the gripping journey of Rich Coburn, a formerly active U.S. Navy SEAL, and Julie Lowe, a former FBI agent and former Marine, through their association with the company, each other, and their missions. “We are in the middle of a presidential election which pits two sides, the left, and the right, against each other. People are very frustrated with what has happened over the last eight years. I believe that the ideas in the book give them a voice with which to agree,” Roberts shares. He endeavors for readers to take away from his book the understanding “that they do not have to sit idle, and let the government make all of their decisions for them.” A snippet from “The Insurance Man” reads: “Mr. Liberty, you never told me who recommended that we meet, or told me how I could be of service to you.” Rich leaned forward, while looking Liberty directly in the eye. He reached into his jacket, and pulled out a brochure, outlining his services. “Mr. Coburn, the individual who recommended you has a name you would not remember. He doesn’t know you personally, just your record. When I tell you what I need, you will know what services you can provide. I am sure that your brochure does not cover the services I need.” About the Author Born in South Boston, Massachusetts, Douglas Roberts attended the Boston Public Schools, and after a year at Northeastern University, left to join the U.S. Navy where he spent four and a half years in special operations. He is a Vietnam War veteran. Upon returning to the U.S., he went back to Northeastern, and then studied for his Master of Business Administration in finance. After spending four years in the securities industry, he entered the insurance industry, where he spent the next 38 years, retiring twice. He and his wife live in Michigan, when they are not on road trips throughout the country. His son is a physician in Pennsylvania, married to a veterinarian. LifeRich Publishing, the strategic publishing partnership of Reader’s Digest and Author Solutions, LLC, was created to provide all writers a platform for sharing their stories, recipes, advice and more. LifeRich authors will benefit from a wealth of editorial design, marketing and education resources, specially created by Reader’s Digest editors for the enrichment of these LifeSmart individuals. Books can be published in print, ebook or audio formats, with additional distribution to up to 25 million Reader’s Digest customers through its online properties. Follow @LifeRichPub on Twitter or “Like” us at for the latest updates.

News Article | February 22, 2017

CAMBRIDGE, Mass.--(BUSINESS WIRE)--Moderna Therapeutics, a clinical stage biotechnology company that is pioneering messenger RNA (mRNA) Therapeutics™ to create a new generation of transformative medicines for patients, announced today the appointment of Israel Ruiz, Executive Vice President and Treasurer of the Massachusetts Institute of Technology (MIT), to the company’s Board of Directors, where he will serve as Audit Committee Chair. Mr. Ruiz serves as MIT’s Chief Financial Officer and, as a Trustee of the MIT Corporation and a member of its Executive Committee, is the chief steward of over $17 billion of financial assets, $3.4 billion in operating revenues and is responsible for administering MIT’s $5 billion capital plan through 2030. In addition, Mr. Ruiz currently serves as Audit Committee Chair on the Board of Directors of Fortive (NYSE: FTV), a diversified industrial growth company with 24,000 global employees and more than $6 billion in annual revenue. In 2015, Fortive was spun out from Danaher (NYSE: DHR), a Fortune 150 company and global science and technology innovator. “We are delighted to welcome Israel to Moderna’s Board of Directors. His progressive leadership at MIT has helped ensure the continued, unparalleled contributions of the Institute on a regional, national and global scale, through education, innovation and entrepreneurship,” said Noubar Afeyan, Ph.D., co-founder and Chairman, Moderna Therapeutics, and CEO of Flagship Pioneering. “We look forward to leveraging Israel’s insights as Moderna evolves into a leading, clinical stage biotechnology company by harnessing the promise of messenger RNA science to improve lives.” With a strong understanding of MIT’s innovation ecosystem and future technology trajectories, Mr. Ruiz was instrumental in leading the re-zoning efforts of Kendall Square in Cambridge, Mass. in 2013 to enable mixed-use development and accelerate the process of moving ideas from lab to market. Mr. Ruiz continues to actively co-lead the development of the process through its complex execution phase, expected to last beyond 2020. “A critical component of Moderna’s success to date has been our ability to tap into a breadth of viewpoints and guidance from leading experts across the corporate and academic worlds. To that end, we are thrilled that Israel is joining the Moderna board,” said Stéphane Bancel, Chief Executive Officer at Moderna. “Israel’s proven track record at MIT, one of the world’s leading incubators of innovation, as well as his active role in advancing Kendall Square as a world-class innovation hub, afford him a unique perspective on how Moderna can drive innovation on behalf of patients, and also advance change through broader contributions to society. In addition, Israel’s experience as Audit Committee Chair on Fortive’s Board of Directors well positions him to help us continue to ensure Moderna’s financial strength and establish a framework for long-term success.” “At MIT, we are driven to bring knowledge to bear on the world’s great challenges, and I see this same spirit of intellect and impact embodied by the Moderna team. They are working with rigor and intensity to drive breakthroughs in both science and technology with the goal of delivering a new class of medicines to address significant medical challenges and unmet needs around the world,” said Mr. Ruiz. “I am extremely honored to join Moderna’s Board, and look forward to lending my support to help further advance the mission and vision of this unique and immensely exciting company.” At MIT, Mr. Ruiz is responsible for financial and debt strategy development, budget and capital planning, and the integrity of financial information. His other areas of responsibility include human resources, information systems, campus facilities, security and safety, compliance, government relations, international support, sustainability and medical. Prior to becoming Executive Vice President and Treasurer in 2011, Mr. Ruiz held several roles of increasing responsibility at MIT, most recently serving as Vice President of Finance. Involved since the early 2000s with digital education, Mr. Ruiz was instrumental in launching a group to evaluate e-learning opportunities in 2009-2010 in response to the global financial crisis. The work of this group ultimately led MIT to launching its online efforts, MITx in 2011 and edX in 2012, in partnership with Harvard University. In 2014, Mr. Ruiz co-led the Task Force that published the “Future of MIT Education” outlining the tremendous opportunities that digital learning technologies bring to residential education and to the global market for education. Mr. Ruiz previously held management and engineering roles at Hewlett-Packard and Nissan Automotive. Mr. Ruiz serves on the MIT-related Board of Directors of edX (an MIT and Harvard on-line learning initiative), MIT Endicott House and MIT Technology Review. He is a director of Fortive (NYSE: FTV). He is also a director of the Governing Board of the Eliot Innovation School and very active in the Boston Public Schools. Mr. Ruiz holds a master’s degree from the MIT Sloan School of Management and a six-year degree in industrial and mechanical engineering from the Polytechnic University of Catalonia, in his native Barcelona. Moderna is a clinical stage pioneer of messenger RNA Therapeutics™, an entirely new in vivo drug technology that directs the body’s cells to produces human proteins, antibodies and novel protein constructs, which are in turn secreted or active intracellularly. With its breakthrough platform, Moderna is developing mRNA vaccines and therapeutics to address currently undruggable targets and deliver a new class of medicines for a wide range of diseases and conditions. Moderna is developing its innovative mRNA medicines for infectious diseases, cancer (immunooncology), rare diseases, cardiovascular disease and pulmonary disease, through its ecosystem of internal ventures and strategic partners. Founded by Flagship Pioneering, Cambridge-based Moderna is privately held and has strategic agreements with AstraZeneca, Merck, Alexion Pharmaceuticals and Vertex Pharmaceuticals, as well as the Defense Advanced Research Projects Agency (DARPA), an agency of the U.S. Department of Defense; the Biomedical Advanced Research and Development Authority (BARDA), a division of the Office of the Assistant Secretary for Preparedness and Response (ASPR) within the U.S. Department of Health and Human Services (HHS); and the Bill & Melinda Gates Foundation. To learn more, visit

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