Experience & Skills

This section covers the experience and skills I have gained in 27 years of work in research and higher education.  Much of my success and what I have learned has been due to the great people who have worked with and for me. 

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Unique Experiences

I have summarized below some of the unique experiences that I bring to higher education leadership.

At Radford University, where I served as Provost, I had the privilege of working with an award-winning office of Institutional Research to develop rich models to support faculty position and academic program decisions. We also developed a heat map to determine regional opportunities for program delivery on our campus and through online delivery.

Fort Hays State University, where I also served as Provost, is a member of an emerging class of international universities. It has traditional campus based programs serving 4,500 students, a significant online set of programs serving 7,000 students nationally and internationally, and partnerships with Chinese Institutions in which 3,500 students are studying with F.H.S.U. faculty for F.H.S.U. degrees in China! This was a highly complex leadership and management environment which enabled me to develop a whole new set of skills in international and online program delivery and support.

I have capitalized on my experience as an accreditation visiting team member by serving as the Middle States liaison and leading the decennial self-study process at Mercy College, where I served as Vice-Provost. The resulting growth in my knowledge and understanding of the accreditation standards has had a significant impact on my ability to apply best practices in operating an institution of higher education.

At Stony Brook, where I served as Assistant Provost and Executive Director, I dual reported to the Provost and the Chief Information Officer. I therefore served as a bridge between the academic and professional staff of the institution. This provided me with a unique institutional perspective and appreciation for the contributions that faculty and staff members make to the formal and informal education of our students, and to the operation of the institution.

At Penn State I was responsible for improving learning and academic technologies at all 22 of the regional campuses. This included faculty development in teaching and learning, developing online course delivery, and intercampus course sharing using synchronous technologies. This was a highly complex multi-campus environment which required working with and influencing local administrators over great distances.

As an associate professor at Creighton University I took a major leadership role in developing the World’s first online School of Pharmacy. This required professional growth in a new set of competencies outside my academic field of neuroscience, including information technology skills, course and academic program design and assessment.