PACEM IN TERRIS OFFICERS
Monsignor William A. Kerr, Ph.D.
Also President of La Roche College since 1992, President Kerr's long-standing interest in studies
of the Holocaust led him to establish Pacem In Terris in 1993, and to maintain an active role in its
continuing growth and development.
Executive Vice President
Kenneth P. Service
Reporting directly to the President, Mr. Service is responsible for Pacem In Terris's overall
management, as well as for resource development and external relations. He joined the Pacem In
Terris program in 2001, bringing more than 30 years of experience in corporate and university
administrative positions, the most recent of which was at the University of Pittsburgh.
Director of External Relations
Rev. Thomas G. Schaefer, Ph.D.
Rev. Schaefer brings extensive experience in university administration and international affairs and
a fluency in several languages to this position where he is responsible for the initiation,
development and maintenance of relationships with such constituencies as agencies of the U.S.
government and other countries, domestic and international corporations, and non-profit
organizations and foundations.
Kathleen Sullivan, Ph.D.
Dr. Sullivan has more than 30 years of experience in higher education and has worked extensively
with adolescents and young adults in a variety of settings. She and her staff are responsible for
the day-to-day counseling and direction of the Pacem In Terris students during the course of their
stay at La Roche.
Associate Dean for International Programs
Flora Mosaka-Wright, Ph.D.
Dr. Mosaka-Wright has worked in public and private sector positions in Africa and draws from her
background in economics and international affairs to assist Pacem In Terris students in developing
business plans for how they will make the transition back to meaningful careers in their home
"English as a Second Language" Course Director
Carol Moltz, Ph.D.
An Associate Professor of Humanities at La Roche College, Dr. Moltz is responsible for assessing the
students' language needs, and for developing the appropriate curriculum to help the students acquire
fluency with their reading and writing skills.