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Betsy O. Barefoot

Betsy O. Barefoot is a writer, researcher, and teacher whose special area of scholarship is the first-year seminar. During her tenure at USC from 1988 to 1999, she served as co-director for research and publications at the National Resource Center for The First-Year Experience and Students in Transition. She also taught University 101 and graduate courses on the first-year experience and the principles of college teaching. She conducts first-year seminar faculty training workshops around the world and is frequently called on to evaluate first-year seminar outcomes. Betsy is co-director and senior scholar in the Policy Center on the First Year of College and Vice President of the John N. Gardner Institute for Excellence in Undergraduate Education both in Brevard, N.C. In her Policy Center role she led a major national research project to identify institutions of excellence in the first college year. She currently works with both two- and four-year campuses in evaluating all components of the first year.


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Peter Berkow

Nationally recognized producer, teacher, and writer Peter Berkow has interviewed hundreds of people about writing, and has produced public television projects ranging from entertainment to education. In addition to being an Emmy-award winning television producer, Berkow, an English Composition specialist at Shasta College in Redding, California, was recognized in 2001 as the nation's leading distance learning college professor with the ITC Award for Outstanding Distance Learning Faculty.


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Negar Farakish

Negar Farakish currently serves as the Associate Vice President for Academic Affairs and Dean of American Honors at Union County College in New Jersey and teaches as an Adjunct Assistant Professor at Teachers College, Columbia University. She has served in various administrative and faculty positions at a number of community colleges and is familiar with the student population at these institutions. She has worked with students from diverse backgrounds and is fully aware of their academic and non-academic needs. Negar possesses a doctorate degree in Higher and Post-secondary Education from Teachers College, Columbia University.


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John N. Gardner

John N. Gardner brings unparalleled experience to students as an author. The recipient of his institution's highest award for teaching excellence, John has over forty years of experience directing and teaching in the most widely emulated first-year seminar in the country, the University 101 course at the University of South Carolina (USC), Columbia. John is universally recognized as one of the country's leading educators for his role in initiating and orchestrating an international reform movement to improve the beginning college experience, a concept he coined as "the first-year experience." He is the founding executive director of the National Resource Center for The First-Year Experience and Students in Transition at USC, as well as the Policy Center on the First Year of College and the John N. Gardner Institute for Excellence in Undergraduate Education (www.jngi.org), both based in Brevard, N.C.


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Paul A. Gore

Dr. Paul Gore

Paul’s efforts to promote college and career readiness, high school and college student persistence and academic success are informed by over 20 years of research, program development, implementation, evaluation, and teaching. Paul currently serves as the Dean of the College of Social Sciences, Health, and Education at Xavier University in Ohio. Paul earned his Ph.D. in Counseling Psychology from Loyola University – Chicago with an emphasis in student career development, academic success, and transition. He has held academic and administrative responsibilities at the University of Missouri – Kansas City, Southern Illinois University - Carbondale, ACT, Inc., and the University of Utah.

Paul’s research and practice efforts focus on non-cognitive and motivational aspects of academic and career success. In particular, he is interested in how secondary and post-secondary institutions use data describing the non-cognitive strengths and weaknesses of their students to promote student success and retention. He regularly consults with secondary and post-secondary institutions in the U.S. and abroad on developing and evaluating student academic and career success programs.

Paul has authored over 50 peer-reviewed journal articles and book chapters. He is the past-chair of the Society for Vocational Psychology, served as an Advisory Board member for the National Resource Center for the First-Year Experience and Students in Transition, and is the current Editor of The Journal of the First-Year Experience and Students in Transition. During the 2013-2014 academic year, Paul was the recipient of the American Council on Education Emerging Leadership Fellowship.


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Keith Hjortshoj

Keith Hjortshoj (Cornell University) is the Director of Writing in the Majors in the Knight Institute for Writing in the Disciplines at Cornell University. He is also a senior lecturer in the Writing Workshop, which offers courses and services for students who encounter difficulty with writing and reading, especially in the first year of college. He has worked extensively with faculty development and teacher training across the curriculum. Currently, Hjortshoj is developing courses, workshops, and a book on writing for graduate students.


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Wade Leuwerke

Dr. Wade C. Leuwerke
Wade is an Associate Professor of Counselor Education, and Department Chair at Drake University in Des Moines, Iowa. He earned his Ph.D. in Counseling Psychology from Southern Illinois University at Carbondale. Wade has authored over 40 journal articles, book chapters, as well as national and international conference presentations. He focuses on academic and career success for students and adults. His research interests include the role of non-cognitive abilities in college and high school student success, factors that predict college major retention, the role of technology in the career development processes, and the roles and responsibilities of school counselors.
Wade has consulted with dozens of two and four year colleges and universities on improving student retention and academic performance. He has also worked as a research project manager focusing on academic and career development research to Kuder, Inc. and ACT, Inc. Wade provides executive and career coaching to Fortune 500 companies and the federal government.
 


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Gabby McCutchen

Gabby McCutchen is Dean for the Student Engagement and Transitions department at Durham Technical Community College. She led the curriculum development for ACA 085, ACA 111, and ACA 122 at Durham Tech. She has taught over 120 sections of ACA 111 and ACA 122 since 2006, and has trained over 150 college faculty and staff to teach ACA. She was a 2013 Semifinalist for Excellence in Teaching First-Year Seminars, an award granted by the National Resource Center for First-Year Experience and Students in Transition.
 


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A. J. Metz

Dr. A.J. Metz

A.J. is an Assistant Professor in the Department of Educational Psychology at the University of Utah. She earned a M.Ed. in Vocational Rehabilitation Counseling in 1997 and a Ph.D. in Urban Education (specialization in Counseling Psychology) in 2005 from the University of Wisconsin-Milwaukee. Her research examining factors related to academic and career success in underrepresented and underserved student populations has led to numerous journal articles, book chapters, conference presentations, workshops, and faculty in-service trainings. 

A.J. has extensive teaching, counseling, and career advising experience in high schools, community colleges, and four-year public and private institutions of higher education. She is passionate about mentoring students and recently received the University of Utah Early Career Teaching Award. She is the Head Core Values Judge for the Utah FIRST Lego League and has been on the board of directors of the Utah Psychological Association for six years, most recently serving as president.


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Erin Riney

Erin Riney has been teaching ACA at Durham Technical Community College since 2009. She has also taught Developmental English and Reading and advised transfer students. Erin serves as the Director of the Center for College and Community Service at the college, directing campus-wide community engagement efforts. Previously she taught at four-year and two-year colleges and worked for over a decade as a private tutor, including eight years spent tutoring thousands of SAT, ACT, and MCAT students for a leading test prep company.


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Jamie Shushan

Jamie H. Shushan is Associate Director of the Crimson Summer Academy (CSA) at Harvard University where she works to increase access to higher education for students from disadvantaged backgrounds and helps them succeed once they arrive on campus. In her work at CSA and beyond, she teaches numerous classes focused on college success, engages students in career exploration fieldwork, and serves as an advisor and advocate for students at colleges and universities throughout the United States.

Jamie earned her Master’s degree in Higher Education at the Harvard Graduate School of Education in 2006, where she served as an academic and residential advisor for first-year students and worked at the Office of Career Services, participating in counseling, student outreach, and program development. Before joining the Crimson Summer Academy, she worked with the Associate Vice President for Higher Education in the Office of the President, assisting with a number of presidential initiatives and priorities including the creation of the CSA.    


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Displaying 1-13 of 13