Steven Schapiro, EdD has been a member of the doctoral faculty in Human & Organizational Development programs at Fielding Graduate University since 2009. After serving on numerous university committees, he was appointed Fielding's Interim Dean for Academic Affairs in 2015 and served as Dean from 2016 to 2019.
Dr. Schapiro received his doctorate of education in Humanistic Psychological Education and Social Justice Education from the University of Massachusetts, Amherst in 1986. He previously attended Yale and Harvard.
Dr. Schapiro has long taught and worked for tolerance, inclusion, diversity, and social/economic justice, seeking to be an agent for positive change and set future leaders on a broad-minded course. He chaired the Social Justice & Diversity Work Group that formed Fielding's Strategic Diversity Plan. Approved by university leadership, the document guides the institution in hiring and teaching practices, classroom relations, and the setting of curricula. The work group evolved into the Building Inclusion Council, initially chaired by Dr. Plácida Gallegos and, as of 2019, helmed by Fielding's first Chief Diversity Officer, Tomás Leal.
Of note, Dr. Schapiro served as Accreditation Liaison Officer during the WSCUC team visits to Fielding in 2017-2018. During this time, he chaired/guided committees to examine the university in all aspects and produce an educational effectiveness review and comprehensive report.
Industry Expertise (2)
Areas of Expertise (15)
Education for Democracy
Teaching for Diversity
Social Justice Education
Higher Education Administration
University of Massachusetts: EdD, Degree 1985
Harvard University: MAT, Degree 1973
Yale University: BA, Degree 1972
- American Educational Research Association
- American Association for Adult and Continuing Education
- Commission of Professors of Adult Education
- Academy of Management
- Adult Higher Education Alliance
- Men's Studies Association
- Transformative Learning Network
Stevens-Long, Judith; Schapiro, Steven A.; McClintock, Charles
(May, 2012) Volume 62 n2 pp180-198
This article explores the relationships among student-centered doctoral study for scholar-practitioners, adult development, and transformative learning. In this research study, the authors describe a project that explores an expanded conceptualization of doctoral education that is grounded in an integrative perspective on adult development and on four major strands of transformative learning theory. They start from the premise that a new covenant is needed between society and doctoral education. They need to balance the hyperspecialization typical of graduate curricula with broader societal needs as well as the personal and professional development paths of graduate students. Their vision is one that moves education beyond the life of the mind to incorporate the emotions of the learner and the needs of society.
(April, 2003) This article describes the evolving learning model of the Fielding Graduate Institute's innovative Ph.D. Program in Human and Organization Development. Based on the principles of andragogy, this program developed various forms of distance learning combining brief academic residencies with individualized learning plans carried out in the student's home setting and within the context of one-to-one faculty-student mentoring relationships.
(1999) This collection of essays describes recent experiments at Goddard College (Vermont), which for 60 years has been developing programs based on the ideals of democracy and the principles of progressive education.