Catherine Finneran Andersen has served for almost ten year as an advisor to the Gardner Institute. She has worked with numerous colleges and university guiding institutional efforts in FoE, four year and transfer as well as Gateways to Completion (G2C). Currently, she is the Vice Provost and is a full professor at the University of Baltimore and is responsible for curriculum, General Education, accreditation, institutional research, excellence in teaching and learning, retention, student success and assessment. Prior, she served as Chief Enrollment and Marketing Officer, Associate Provost, Dean of Enrollment and General Studies, Director of the First-Year Experience and Chairperson of the Communication and Developmental Studies at Gallaudet University and holds the title of Professor Emeritus. She served on the national advisory board for the National Resource Center on the First-Year Experience and Students in Transition, and currently serves on the national advisory board for Teagle Assessment Scholars. In 1994, she was awarded the honor of Gallaudet’s Distinguished Faculty of the Year and 1997 she was named one of the nation’s Outstanding First-Year Advocates; Andersen is thrilled to be using her experience to work with JNGI’s Foundations of Excellence colleges.
To contact Catherine, please email her at Andersen@jngi.org or call 828-394-2363.
Isis Artze-Vega, Ed.D. is Assistant Vice President for Teaching and Learning at Florida International University (FIU), overseeing operations of the Center for the Advancement of Teaching, the Online & Hybrid Teaching & Learning team, Writing Across the Curriculum, and Academic Integrity efforts. She joined FIU in 2011 as Assistant Director of the Center for the Advancement of Teaching and subsequently served as CAT’s Associate Director. She has been instrumental in the redesign of FIU’s gateway courses, and most recently, oversaw the launch of a professional development program for faculty participating in a hybrid course initiative. Prior to joining FIU, Isis taught English Composition at the University of Miami for six years, and she has also taught Enrollment Management in UM’s School of Education and Human Development. She has authored articles in the fields of English Composition and faculty development, and is an active member of POD, the national faculty development community.
To contact Isis, please email her at Artzeemail@example.com or call 305-348-5385.
Joshua Caulkins is the Assistant Director for Faculty Development in the Office for the Advancement of Teaching and Learning (ATL) at the University of Rhode Island (URI). In his current role, Josh designs and facilitates numerous programs for faculty, focused on improvements to classroom pedagogy and promoting evidence-based teaching. His work also includes supporting faculty involved in the Scholarship of Teaching and Learning (SoTL) and in the implementation of systemic changes in teaching at both departmental and institutional levels. Before his work at ATL, Josh served as the Research Coordinator for a large National Science Foundation grant working to transform STEM teaching in Rhode Island’s middle and high schools. Prior to joining URI, Josh spent three years as a Science Teaching and Learning Fellow with the Carl Wieman Science Education Initiative (CWSEI) at the University of British Columbia, engaged in course transformations on dozens of geoscience courses within the Department of Earth, Ocean, and Atmospheric Sciences. He is an active member of the POD network and liaises with several multi-institutional grants and national organizations in their effort to improve classroom instruction and assessment.
To contact Josh, please email him at Caulkins@jngi.org or call 401-316-8699.
Dr. Bryan Dewsbury is a Gardner Institute Fellow and an Assistant Professor or Biology at the University of Rhode Island. He is the Principal Investigator for the SEAS (Science Education And Research) program. Their research focuses on questions relating to identity constructs, bias, relationships, and the effects of those variables on learning in students (from K-PhD). He is ultimately interested in helping to re-frame the education discussion to better address questions of equity and community-building. His work addresses pressing issues such as student retention in STEM fields (especially in higher ed), the under-representation of minority groups in certain STEM fields, and the role of affect (instructor and student) in promoting student learning gains. He also use the results of those efforts to help faculty develop inclusive curricula and sense of community in the classroom.
To contact Bryan, please email him at Dewsbury@jngi.org.
Brent joined the Gardner Institute in 2016 and serves as a Fellow for Research and Innovation. Dr. Drake is working on ongoing development of JNGI’s APC and assisting with the development of an Academic Advising improvement process. He also currently serves as the Chief Data Officer overseeing the Office of Institutional Research, Assessment and Effectiveness at Purdue University, where he focuses on data related to student learning and attainment, overall institutional effectiveness, institutional reporting, faculty activity, and data analytics. Prior to this appointment, he served as Assistant Vice Provost and Director of Enrollment Management Analysis and Reporting for the University. He began his employment at Purdue in 2001 as the assessment coordinator for the Lily Endowment retention initiatives at Purdue University. Brent earned all three of his degrees from Purdue. His B.A. was earned in 1995 in athletic training, M.S. in 1997 in Sports Psychology and Ph.D. in 2009 in Educational Psychology with an emphasis in both motivation theory and psychometrics. He presents and publishes on a number of topics in higher education including motivational model related to student success, retention enhancing programs, business intelligence and data analytics, enrollment modeling, recruitment, enrollment trends and student success efforts. Brent also serves as a lecturer in the Purdue Department of Education Studies where he teaches motivation theory, measurement theory, statistics and research methods in higher education.
To contact Brent, please email him at Drake@jngi.org or call 828-233-5874.
Peter Felten is assistant provost for teaching and learning, executive director of the Center for Engaged Learning, and professor of history. His recent publications include the co-authored books The Undergraduate Experience (Jossey-Bass, 2016), Transforming Students: Fulfilling the Promise of Higher Education (Johns Hopkins University Press, 2014), and Engaging Students as Partners in Learning and Teaching (Jossey-Bass, 2014). From 2010-2011, he served as president of the POD Network, and in 2016-2017 he is president of the International Society for the Scholarship of Teaching and Learning. He also is a co-editor of the International Journal for Academic Development. Learn more about Peter’s scholarship.
To contact Peter, please email him at Felten@jngi.org or call 336-278-6609.
KENNETH C. GREEN is the founding director of The Campus Computing Project, the largest continuing study of the role of computing, eLearning, and information technology in American higher education. Launched in 1990, Campus Computing is widely cited by both campus officials and corporate executives as a definitive source for data, information, and insight about eLearning and information technology planning and policy issues affecting U.S. colleges and universities.
The author/co-author or editor of 20 books and published research reports and more than 100 articles and commentaries that have appeared in academic journals and professional publications Green is often quoted on higher education and information technology issues in The New York Times, The Chronicle of Higher Education, Inside Higher Education, and other print and broadcast media. His award-winning Digital Tweed blog is published by Inside Higher Ed.
In October 2002 Green received the first EDUCAUSE Award for Leadership in Public Policy and Practice. The EDUCAUSE award cites his work in creating The Campus Computing Project and recognizes his “prominence in the arena of national and international technology agendas, and the linking of higher education to those agendas.”
To contact Casey, please email him at firstname.lastname@example.org.
Resche D. Hines, Ph.D. is currently the Assistant Vice President for Institutional Research and Effectiveness at Stetson University. Prior to joining Stetson, Dr. Hines served as the Assistant Vice-President for Enrollment Management and Director of Institutional Research at Chicago State University. Dr. Hines is a results driven, focused, and effectual leader with the proven ability to provide enhanced organizational leadership through data driven decision making in academic affairs, strategic planning, enrollment measurement and institutional change management in Higher Education and not for profit sectors.
Dr. Hines has implemented and led efforts to enhance collaborations with administration, faculty, and staff to strengthen their ability to make data-informed decisions that support the development of University strategic strategies and initiatives. His research expertise and areas of interest include data visualization, implementation and communication of data-centered strategic decision making, effective collaboration frameworks with administration, faculty and staff to strengthen data-informed decisions to support the development of university strategies and initiatives. Institutionalization of high impact practices integrating enrollment management, data stewardship and security, planning and budgeting, institutional effectiveness, diversity and inclusion, and program-specific competency assessments. Educational background and training are in Educational Administration (Ph.D., Michigan State University), Community Psychology (M.S., Florida A&M University).
To contact Resche, please email him at Hines@jngi.org or call 386-822-7257.
Roberta holds a doctoral degree in modern British and Irish Literature. She served as Provost and Vice President for Academic Affairs and Professor of English Brooklyn College/CUNY from 2001 though 2007, when she retired from academia. During her time at Brooklyn College, she played a key role in devising a new strategic plan, envisioning the new core curriculum and creating new undergraduate and graduate programs. She launched the Center for the Study of Brooklyn and the Magner Center for Career Services. The Center for Teaching grew in prominence and effectiveness. As Provost, Matthews oversaw the hiring of over 150 new faculty and developed a rich new faculty orientation program. In 2003, in partnership with the NYC Department of Education and the Gateway Institute, and as part of the Bill and Melinda Gates Foundation initiative, she established the Science, Technology and Research (STAR) Early College High School. STAR graduated its first class in June 2007, with 72 of its original 76 students receiving their degrees and continuing on to college.
Before coming to Brooklyn College, Matthews served as the founding Director of the City University of NewYork Honors College: University Scholars Program. During 1999-2000 she served as Interim President at LaGuardia Community College/CUNY. Prior to that, she was Vice President for Academic Affairs and Dean of the Faculty at Marymount College in Tarrytown New York. Matthews spent many years in high-level administrative positions and as a Professor of English at LaGuardia Community College. Her higher education experience spans public and private, senior and community, small and large colleges.
Matthews has published widely and offered workshops on learning communities and active learning at colleges and universities across the country. Throughout her career, she focused on curriculum and program development, school-college collaboration, and international education, always dedicated to achieving educational excellence through intentional and proven reform efforts. She served on the national boards of the American Association for Higher Education and the Policy Center on the First Year of College. During the time she served as Provost, Brooklyn College was a Foundations of Excellence pilot institution.
Since 2005, Matthews has served as a Senior Fellow for Foundations of Excellence at the John N. Gardner Institute for Excellence in Undergraduate Education (formerly the Policy Center of the First Year of College). She believes that FoE is transformative, and is always delighted to assist colleges and universities as they work through the FoE process.
To contact Roberta, please email her at email@example.com
Susannah joined the Gardner Institute in 2015. She is the lead facilitator for the Teaching and Learning Academy program. as part of the Teaching and Learning Academy. Susannah has extensive experience in curriculum development and supporting faculty in creating effective learning environments. She currently serves as a Teaching Fellow in the King’s Learning Institute at King’s College London. Prior to this position she worked as a Senior Teaching Fellow at UCL Arena Centre for Research-Based Education and Assistant Director for Curriculum Design at the Center for New Designs in Learning and Scholarship at Georgetown University. She has authored articles on threshold concepts in history, faculty development and student as partners work. She is an active member of the International Society for the Scholarship of Teaching and Learning (ISSoTL) and the POD (Professional and Organization Development) network.
To contact Susannah, please email her at Mcgowan@jngi.org.