Displaying 1-15 of 15

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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Bedford/St.Martin's

Ryan M. Moeller earned his PhD from the University of Arizona, where he studied the cultural and pedagogical import of video and computer games with Ken McAllister, a leader in this groundbreaking new field. He is principal investigator for the Learning Games Initiative (LGI), an interdisciplinary and inter-institutional consortium made up of scholars and researchers studying computer games and gaming culture. As Assistant Professor of rhetoric and technology in the English department at Utah State University he employs a teaching philosophy that emphasizes play, through games or writing, as critical to the social process of learning.


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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 twenty years of research, program development, implementation, evaluation, consulting and teaching. Paul currently serves as the Dean of the College of Professional Sciences at Xavier University in Ohio. Paul earned his Ph.D. in Counseling Psychology with an emphasis in student career development, academic success, and transition, from Loyola Univeristy - Chicago. 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 work focuses on non-cognitive and motivational determinants of academic and career success. In particular, he is interested in how secondary and postsecondary 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 postsecondary institutions in the United States and abroad on developing and evaluating student academic and career success programs.

Paul has authored over fifty peer-reviewed journal articles and book chapters. He is the past-chair of the Society for Vocational Psychology and served as an ddvisory board member for the National Resource Center for the First-Year Experience and Students in Transition. He is a fellow of the American Psychological Association and was the recipient of a 2013–2014 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 counseling at Drake University. He earned his Ph.D. in counseling psychology from Southern Illinois University–Carbondale. Wade has authored over fifty journal articles and book chapters, as well as national and international conference presentations. One of his areas of research is the assessment and development of student and employee non-cognitive skills. He co-created the Student Strengths Inventory, a measure of non-cognitive skills used with secondary and postsecondary students to identify students’ skills and drive interventions for students at risk of academic failure or dropout. Wade also studies the factors that predict college retention, the impact of computer-assisted career guidance systems on academic planning and career exploration behaviors, and the role of technology in career development processes.

Wade has experience examining school counselors’ roles and working with professional school counselors to positively impact students’ academic development, career and college exploration, and acquisition of personal and social skills that will prepare them for college and life beyond. He has worked with dozens of secondary and postsecondary institutions on a range of factors related to student success and persistence, including evaluation of institutional practices, use of data to drive student interventions, creation of individualized student success plans, training, strategic planning, resource allocation, and collaboration to promote student success. He has also worked as a research project manager focusing on academic and career development research for Kuder, Inc.; ACT, Inc.; Career Cruising; and intoCareers. Wade provides executive and career coaching for corporations 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 associate professor in the Department of Educational Psychology at the University of Utah and serves as director of the master’s program in school counseling. She earned a M.Ed. in rehabilitation counseling in 1997 and a Ph.D. in urban education (with a specialization in counseling psychology) in 2005 from the University of Wisconsin–Milwaukee. Her research examining factors related to academic success and career development in underrepresented and underserved student populations has led to numerous journal articles, book chapters, conference presentations, workshops, grant proposals, and faculty in-service training sessions.

A.J. has extensive teaching, counseling, consulting, and career advising experience in high schools, community colleges, and four-year public and private institutions of higher education. Her passion for teaching motivates her to experiment with innovative teaching methods and develop new and engaging activities and instructional materials. In 2015 she received the University of Utah’s Early Career Teaching Award, and in 2017 she received the College of Education Teaching Award. She is the past president of the Utah Psychological Association and serves on multiple state-level task forces and advisory councils promoting school counseling, college access, and career readiness.


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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 1-15 of 15