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Here, I cannot give a full narrative of that preparation, for I'm old, and hence my story's long. Instead, these are high points that indicate the scope of my preparation.

* Born in 1939, I did well in good schools — Buckley (1948-53), Deerfield Academy (1953-57), Princeton (1957-61), Columbia (MA 1963, PhD 1968) ~~— with~~ an interest in cultural history in relation to educational theory and practice.

* Born in 1939, I did well in good schools — Buckley (1948-53), Deerfield Academy (1953-57), Princeton (1957-61), Columbia (MA 1963, PhD 1968) developing an interest in cultural history in relation to educational theory and practice.

* I had a long professorial career: Johns Hopkins (1965-67), Teachers College, Columbia (assist 1967-71, assoc 1971-81, full 1981-2001, chair 2001-11, and emeritus 2011-on). Two key concerns on which I professed: Educators should pay close attention to the work of major past thinkers (e.g. Socrates, Plato, Aristotle, Cicero, Augustine, Dante, Erasmus, Montaigne, Bacon, Locke, Rousseau, Kant, Hegel, Goethe, Marx, Nietzsche, Freud, Weber); Media and communications as agents of change in education and culture.

* I have been creative and successful in generating externally funded research and development projects to advance the use of digital technologies in academic situations, K-12, and post-secondary, primarily as the founding director of the Institute for Learning Technologies at Teachers College (1982-2002) and as a senior research scholar in the Office of the Vice-Provost of Columbia University (1994-2001), and secondarily with other groups such as the New Laboratory for Teaching and Learning at the Dalton School and at Columbia's Lamont-Doherty Earth Observatory. Those projects shared a common purpose: improving persons' educational experience by interacting in small groups with cultural assets through networked multimedia.

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 <p style="page-break-before: always";>Here, I cannot give a full narrative of that preparation, for I'm old, and hence my story's long. Instead, these are high points that indicate the scope of my preparation.</p>
-* Born in 1939, I did well in good schools — Buckley (1948-53), Deerfield Academy (1953-57), Princeton (1957-61), Columbia (MA 1963, PhD 1968) — with an interest in cultural history in relation to educational theory and practice.
+* Born in 1939, I did well in good schools — Buckley (1948-53), Deerfield Academy (1953-57), Princeton (1957-61), Columbia (MA 1963, PhD 1968) developing an interest in cultural history in relation to educational theory and practice.
 * I had a long professorial career: Johns Hopkins (1965-67), Teachers College, Columbia (assist 1967-71, assoc 1971-81, full 1981-2001, chair 2001-11, and emeritus 2011-on). Two key concerns on which I professed: <i>Educators should pay close attention to the work of major past thinkers</i> (e.g. Socrates, Plato, Aristotle, Cicero, Augustine, Dante, Erasmus, Montaigne, Bacon, Locke, Rousseau, Kant, Hegel, Goethe, Marx, Nietzsche, Freud, Weber); <i>Media and communications as agents of change in education and culture</i>.
 * I have been creative and successful in generating externally funded research and development projects to advance the use of digital technologies in academic situations, K-12, and post-secondary, primarily as the founding director of the Institute for Learning Technologies at Teachers College (1982-2002) and as a senior research scholar in the Office of the Vice-Provost of Columbia University (1994-2001), and secondarily with other groups such as the New Laboratory for Teaching and Learning at the Dalton School and at Columbia's Lamont-Doherty Earth Observatory. Those projects shared a common purpose: improving persons' educational experience by interacting in small groups with cultural assets through networked multimedia.