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Catherin Bergan
The Allison Mentorship Program offers professional development and application readiness support for first-year students at UNC from underserved* populations who are interested in our business major or minor.
Student mentees engage in customized workshops that focus on communication and leadership skills they need to become a strong applicant to the UNC Kenan-Flagler Undergraduate Business Program and, ultimately, a successful business professional. The program focuses on three core areas:
"Getting to know the staff and my fellow mentees led to lasting friendships and amazing new opportunities. I received continuous support and encouragement for my desire to pursue a business degree at Kenan-Flagler."
As "Founding Dean" of the modern Kennedy School, under his leadership, from 1977 to 1989, a small, undefined program grew twenty-fold to become a major professional school of public policy and government.
Dr. Allison has served as a Director of the Getty Oil Company, Natixis, Loomis Sayles, Hansberger, Taubman Centers, Inc., Joule Unlimited, and Belco Oil and Gas, as well as a member of the Advisory Boards of Chase Bank, Chemical Bank, Hydro-Quebec, and the International Energy Corporation.
Dr. Allison was born and raised in Charlotte, North Carolina. He was educated at Davidson College; Harvard College (B.A., magna cum laude, in History); Oxford University (B.A. and M.A., First Class Honors in Philosophy, Politics, and Economics); and Harvard University (Ph.D. in Political Science).
Sponsored projects include research, training, convening, and other initiatives externally funded through grants, contracts, and cooperative agreements. Funding sources can include the US federal government, state and local agencies, private foundations, corporations, and foreign entities (public and private).
The below list includes all sponsored projects in progress or completed within the current and past 2 calendar years, administered at the Harvard Kennedy School under the direction of the named faculty member as Principal Investigator. Please note that this list includes only those activities supported by external sponsored funding; other sources of support are not included (e.g., philanthropy, HKS or Harvard internal resources).
But, the tenets and the effects of the hacker ethic deserve to be reexamined. In fact the past few years have been replete with critiques of hacker culture, especially as hacker culture has sort of evolved into the tech industry. And I know that many of us have taken those critiques to heart, and in some sense I see my own process of growing up and becoming an adult as being the process of recognizing the flaws in this ethic, and its shortcomings, and becoming disillusioned with it.
The assembler that Margaret Hamilton used with her Vortex program was not the hacker-written MIDAS assembler, but the DEC-supplied DECAL system that the hackers considered absolutely horrid. So of course Nelson and the MCWS, when testing the machine the previous night, had not used the DECAL assembler. They had never even considered the possibility that the DECAL assembler accessed the instruction code in a different manner than MIDAS, a manner that was affected to a greater degree by the slight forward voltage drop created by the addition of two diodes between the add line and the store line.
Two, all information should be free. No one who really believes in the idea that all information should be free would start a secret organization that works only at night called The Midnight Computer Rewiring Society? Information about their organization clearly was not meant to be free, it was meant to be secret.
This is especially true when a hacker wants to fix something that (from his point of view) is broken or needs improvement. Imperfect systems infuriate hackers, whose primal instinct is to debug them.
Hackers, p. 28
In the process of programming, or scanning or sampling or digitizing or transcribing, much of the world is left out or forgotten. Programming is an attempt to get a handle on a small part of the world so we can analyze and reason about it. But a computer program is never itself the world.
So I just want to show some examples to drive this point home of computer programming being a kind of forgetting. A good example is the digitization of sound. Sound of course is a continuous analog phenomenon caused by vibrations of air pressure which our ears turn into nerve impulses in the brain. The process of digitizing audio captures that analog phenomenon and converts it into a sequence of discreet samples with quantized values. In the process, information about the original signal is lost. You can increase the fidelity by increasing the sample rate or increasing the amount of data stored per sample, but something from the original signal will always be lost. And the role of the programmer is to make decisions about how much of that information is lost and what the quality of that loss is, not to eliminate the loss altogether.
Allison was awarded a 2021-2022 Alexander von Humboldt Foundation German Chancellor Fellowship, during which she worked and conducted research with the Atlantic Academy Rheinland-Pfalz and the American military community in Kaiserslautern Germany.
Allison handles all student engagement programs for The Office of Global Engagement. She is also responsible for overseeing the Global Ambassadors Program, as well as the Global Engagement Hub.
I chose the semiconductor track primarily for the device physics component, which covers solar cells. I had always had an interest in renewable energy and climate change, and felt that I wanted to apply my knowledge and skills toward that field. Plus, I already had experience in optics and felt that this was a chance to try something new without pigeonholing myself, unlike a PhD program.
Allison Sellman is the Director of The Executive Program (TEP) at Darden Executive Education & Lifelong Learning (EELL). TEP is the most comprehensive advanced management and succession planning program for business executives and C-Suite leaders. Allison joined the team in August 2022, but is no stranger to lifelong learning, having worked in the space for the past 15 years.
In her role, she partners with organizations to better understand their learning and development goals, and identify business leaders, both in the U.S. and globally, who are the right fit for TEP, in addition to overseeing the delivery and management of the program.
Joining Darden was a no brainer! We are the institution that provides programs for organizations and individuals to make positive change in the world. Darden is the number one business teaching school and home to the top-ranked faculty. Being part of this elite institution is an honor and providing programs like TEP that allow talent to continue their development and grow their organization is an important piece of what we do. We equip organizations and individuals to transform the world, one leader at a time.
Can you imagine a world where we stopped learning when we entered our first job? Change is constant and there will always be opportunities to grow and develop. I believe learning is a continuous journey, and helping prepare current and future leaders to succeed in a dynamic world is a positive outcome not just for the individual, but the whole of society.
In addition, each participant enters TEP with a business challenge project. During TEP, students work with faculty, peers and executive coaches to work on their project and return to their organization with an action plan to address the project.
Lastly, the cohort learn from their peers. We intentionally keep a small and diverse cohort that represent various industries, experiences and geographical locations. This allows for different perspectives to share in program discussions and peer feedback.
The Alison R. Bernstein Media Mentoring Program (ARBMMP) is an annual program which links recent Rutgers alums with accomplished professionals in media. This expansive professional landscape includes but is not limited to: journalism; communications; marketing; public relations; human resources; information technology; digital and social media; advertising; writing and publishing; visual media; business; and more.
The program is designed to address barriers to advancement in these fields and to provide individuals who are in the early stages of their careers one-on-one mentoring, exclusive networking opportunities, and invaluable industry insights. Mentors are a vital resource, helping mentees navigate work culture, build new relationships, pursue leadership opportunities, and develop their career goals.
The Alison R. Bernstein Media Mentoring Program is open to all qualifying individuals regardless of their sex, gender, or gender identity. For more information about the Alison R. Bernstein Media Mentoring Program, please reach out to Nishi Shah, Program Coordinator, at arb...@iwl.rutgers.edu.Mentor BadgeMentee BadgeWant to be a mentor or mentee? The Alison R. Bernstein Media Mentoring Program runs annually from September-May.
- A Rutgers graduate in the early stages of your career;
- Looking for mentorship and professional development related to the media and related fields;
- Ready to commit to your assigned mentor by:  
Alison R. Bernstein, a distinguished leader in philanthropy and a force for social justice movements and women's studies, joined Rutgers University in 2010 to direct the IWL. In that role, she led the campaign to establish the first ever Gloria Steinem Endowed Chair in Media, Culture and Feminist Studies. Recognizing the lack of professional mentorship and the underrepresentation of women in leadership in media related fields, Alison collaborated with the School of Communication and Information (SC&I) to create mentorship opportunities for graduates pursuing careers in media as part of the Gloria Steinem Programs at Rutgers. When Alison passed away in June 2016, Gloria Steinem herself championed the idea to rename the mentoring program for Alison. Today, the IWL and SC&I are proud to present the Alison R. Bernstein Media Mentoring Program at Rutgers University.
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