News and Events

On the Road to Building Seamless Transfer Pathways

Stakeholder attendees  participating in the NOVA/Mason Walk. Twitter LinkedIn The Seamless Transfer Pathways team has been on the road, visiting each of the campus pairs in the project, since the...

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The Lab’s Badges Go To High School!

Sprint participants convert job descriptions into ‘T profiles’ Twitter LinkedIn The Lab was invited to present and lead a design session at this year’s CTE Professional Development day for NYC Public Schools. The essence of the day was captured in Chancellor Farina’s...

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Launching New Pathways in DC

Twitter LinkedIn We are pleased to announce funding from DC’s Office of the State Superintendent (OSSE) to take one of our prototypes into pilot with Academy of Hope, an adult charter school in Washington, DC. Our partners include Hilton, Hyatt and Marriott hotels,...

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Which 21st Century Skills Get You Out Of An Escape Room?

Twitter linkedinNight operations at The Lab in Dupont Circle, Washington, DC. Our mission: to see if the increasingly popular team building activity in major cities—a night at an escape room—really creates opportunities to ‘practice and reflect’ the 21st century...

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GMU’s Resilience Badge Takes Off

Twitter LinkedIn This month George Mason University issued the Resilience Badge to a third cohort. The Resilience Badge is one of eight 21st Century Skills digital badges that the Lab developed with a dozen university partners. A diverse group of 36 students...

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ReImagining the Resume with Members of 47 HBCUs

Twitter LinkedIn The Lab engaged 400 students and 60 college coordinators representing career services, retention offices, and alumni affairs as part of the Thurgood Marshall College Fund’s Annual Leadership Institute. The energy was high as students from 47...

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Michelle Batt

 

Design Challenge Lead

Michelle is a Design Challenge Lead for the Lab’s Badging Challenge. Michelle is also the President of Lead by Experience, offering strategic and tactical consulting to help leadership teams across: business, health care and education improve their customer experience.

Through her coaching, Michelle loves to “gently” break up typical functional silos to stimulate collaboration and steer change management across organizations. She integrates new, cost effective, ways to capture and understand customers’ expectations, wants and needs.

Prior to establishing her own business, Michelle held executive positions in telecommunications at MCI and NII Holdings where she held the position of Senior Director of Customer Experience. Michelle earned a Masters of Arts degree in Education: Curriculum & Instruction from Loyola College in Maryland and completed an Executive Certification in Global Leadership from Georgetown University – the McDonough School of Business.

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Michael Meotti photo-2

Michael Meotti

Higher Ed Fellow

Mike brings extensive experience in higher education policy, innovation and management to Education Design Lab’s work.   Mike has a broad perspective on the challenges facing colleges and universities based on his past leadership positions in state government, nonprofit organizations and higher education systems. He has led transformation initiatives in all of these sectors.

Mike served as Commissioner of the Connecticut Department of Higher Education and Executive Vice President and chief operating officer of the Connecticut Board of Regents for Higher Education. 

Mike was a member of the Executive Committee and Vice Chair of the Federal Relations Committee of the State Higher Education Executive Officers (SHEEO).  He led the Connecticut delegation in the National Governors Association Best Practices Academy “Complete to Compete” and in Complete College America.  Michael was also active in the state policy track of Achieving the Dream and the Smarter Balanced Assessment Coalition for the Common Core Standards.  He earned his J.D. and B.S. degrees from Georgetown University.

Prior to his work in higher education, Mike led several nonprofit organizations that provided services addressing the needs of many “first generation” and returning adult students.

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