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BRIAN C. STEINBERG

CURRICULUM VITAE:

C O N T A C T I N F O R M A T I O N: 212 Robin Road, Amherst, NY 14228 Personal Cell: 509-607-9539 Home Phone: 716-204-8551 Web Address: http://www.briancraigsteinberg.com Twitter: @onlinefac E-mail: [email protected] SKYPE: bsteiny LinkedIn: http://www.linkedin.com/pub/brian-steinberg/36/901/720

C A R E E R H I G H L I G H T S A N D Q U A L I F I C A T I O N S

 10 Years of extensive Online Education, Online Course Development, and Online Teaching Experience.  10 Years of management experience in the public and private sectors.  20 Years of college administration experience in Academic, Student Affairs, and Residence Life  20 Years of teaching geography, earth science, environmental science, critical thinking, sociology, and cultural diversity type courses. E D U C A T I O N  Doctorate of Education, (ABD) Capella University, Minneapolis, MN Concentration: Leadership in Higher Education. Dissertation: Assessing, analyzing, and evaluating the overall effectiveness of Ally Safe Zones at small colleges.  MBA (Master of Businesses Administration) Expected May 2018 Southern New Hampshire University Concentration: Sustainability & Environmental Compliance  Master of Arts in Education May 1999 University of Northern Iowa, Cedar Falls, Iowa. Concentration: Postsecondary Education: Student Affairs 3.95 G.P.A. Thesis: The Ethics of Intimate Faculty, Staff, and Student Relationships.  Master of Arts in Geography ABT (18+ Credits) (All but Thesis) 1999 University of Northern Iowa, Cedar Falls, Iowa. Concentration: Physical Geography 3.80 G.P.A. Thesis: A Soil Chronosequence on Eolian Sand Dunes North of Cedar Falls, Iowa.  Bachelor of Science Cum Laude May 1995 Central Michigan University, Mount Pleasant, Michigan. Major: Earth Science Minor: Geology 3.5 G.P.A.  I.P.S. Diploma June 1991 Abraham Lincoln High School, Brooklyn, New York. Magnet I.P.S. Major: Science Minors: English and History (Institute for Professions in Science Program) Magnet School, 3.0 G.P.A. C E R T I F I C A T I O N S  Diversity Studies Graduate Certificate, Summer, 2007 Capella University, Minneapolis, MN  Certified Notary.  SJTI I (Social Justice Training Institute) Class of June 2002 Northampton, Massachusetts.  Microsoft FrontPage December 1999 Western Dakota Technical Institute, Rapid City, South Dakota.  Baker College Online Quality Online Teaching, Learning, and Assessment Certification (Winter 2013).  QM (Quality Matters) Independent Applying the QM Rubric Certificate (Summer 2013) through NVCC.  QM (Quality Matters) Course Review Workshop (Part II of QM Rubric Certification (Fall 2013) though NVCC.  University of Phoenix Advanced Facilitator Certification (Fall 2014).  Instructional Design Service Course: Gain Experience for Good on Canvas Network (Fall 2016)  Certified in using LMS’s (Canvas, Blackboard, eCampus, D2L, and eCollege). E L E C T E D O F F I C E

 Secretary, Faculty Senate at Allied American University (2014-2016). C O M M U N I T Y S E R V I C E

 Amherst, NY Community Diversity Commission (2011-2016). - http://www.amherst.ny.us/govt/govt_brds.asp?board_code=Diversity

S T A T E M E N T O F T E A C H I N G P H I L O S O P H Y In brief, my personal teaching philosophy is very structured (but flexible) and focused on creating very strong, motivating, interactive, and innovative holistic student learning and development through the use of critical inquiry thought and provocative thinking.

I strongly believe in teaching all student learners how to link theory to practice and taking the appropriate ethical action (problem solving) at all levels (psychological, emotional, physical, and spiritual) of their individual personal education.

I strive to hold students personally responsible but at the same time empowering them to be accountable for their own individual learning by requiring students to create their own learning expectations, competencies, goals, and objectives at the beginning of each academic course and assessing their progress and completion throughout the semester. I love to take risks in the classroom as well as use all forms of social media (Facebook, Twitter, LinkedIn, Pinterest, etc.).

My teaching style involves very interactive and equal 10-15 minute segments broken down into lectures, large and small scale discussions, peer education, individual and group presentations and projects, using top notch technology and media. I also highly like to require students to complete many of their assignments outside the classroom on campus and outside in “the real world,” through service learning, field trips, and internships as well as incorporating diversity and multiculturalism into all learning experiences.

And lastly, I truly enjoy challenging, learning from students, and teaching students at all levels, as well as watching their personal growth and development.

P E R S O N A L A T T R I B U T E S - Academic Subject Matter Expert in Geography, Earth Science, Geology, Environmental Science, Student Success Strategies, Cultural Diversity, Critical Thinking, Globalization, Leadership Development, and Sociology. - Strong ComPASSIONate Social Justice Advocate, Activist, and Ally in all areas of human and civil rights. - Online Technology Guru who can quickly learn and use any type of hardware or software. - Innovative, Enthusiastic, Energetic, and Visionary Outside of the Box Educator and Critical Thinker! - “Do-er” that will do anything to get it done! A R E A S OF A C A D E M I C A N D P R O F E S S I O N A L S U B J E C T M A T T E R E X P E R T I S E - Geography (Globalization, World, Global, Physical Cultural/Human, Political, Economic, and Historical) - Earth Sciences (Geology, Geomorphology, Glacial, Karst, and Eolian: Sand Dunes) - Environmental Science (Global Warming and Climate Change) - Sociology (Cultural Diversity and Environmental Sociology). - Cultural Diversity (Race, Ethnicity, Gender/Trans, Sexual Orientation, Dis/Ability and Religion/Spirituality) C U R R E N T P R O F E S S I O N A L E X P E R I E N C E

2016-Current - Office Assistant 1, University at Buffalo, Office of Admissions, Academic Affairs

 Processed Admission Applications  Other duties as assigned in Admissions Office

2016 – Current - Adjunct Faculty Bryant and Stratton College, Buffalo/Amherst/Orchard Park, NY: https://www.bryantstratton.edu/locations/western-ny/buffalo  Taught NSCI: 280: Ecology

2015- Current - Reviewer College for America at SNHU (Southern New Hampshire University Online): http://www.snhu.edu/online.asp  Use rubrics and supplemental information to provide fair and consistent evaluations with encouraging, specific, and actionable feedback to CfA students. Use Learning Management System to track all evaluations and any and all communications with students. Maintain in-depth knowledge of every component of each project and return completed rubrics, with comments, to students within 48 hours of submission. Complete program improvement assignments, such as reviewing new projects and participating in benchmark process.

2016 – Current - Online Volunteer Personal College Adviser (College Summit: First Year Forward). http://www.collegesummit.org/  Advise first year college students online from various colleges and universities.  http://www.collegesummit.org/wp-content/uploads/2016/08/Personal-College-Advisor-Profile_FINAL.pdf

2014- 2015 - Online Full-Time Faculty Program Lead (LifeSkills). Everest University Online (Corinthian Colleges Inc.):  Supervised 25 Online Faculty Members (6 Full Time and 19 Adjunct Faculty).  Taught two course sections of SLS 1105: Strategies for Success each quarter and provided academic support to a cohort of students.  Responsible for providing a quality student experience by effectively delivering the course content of the assigned program in compliance with curricular expectations.  The primary focus of this position was to successfully engage, guide, advise, support, and coach individual students to success in their programs of study. In addition, maintain program compliance in all institution, accreditation, and regulatory matters.  Worked with the Program Director / Academic Dean to maintain an acceptable retention rate of students in accordance with institution, accreditation, and company guidelines.  Worked with the Program Director to address and resolve student concerns and issues quickly and effectively  Interacted with students in accordance with course outcomes and objectives to engage them in the learning process  Informed students about course outcomes, assessment procedures, and attendance policies  Provided students with academic support – tutoring, advising, and coaching – and give referrals for additional assistance as required  Monitored, evaluated, and documented individual student progress using monitoring, interaction, and ongoing assessment  Ensured each student receives individual attention as warranted to promote academic integrity, customer satisfaction, and student retention  Supported student retention by utilizing a variety of communication methods to contact and acting to remediate at-risk students  Applied an appropriate amount of time teaching each class, which included: planning, development of engaging learning activities, maintaining and active and accessible instructor presence, and assessing student understanding  Selected and utilized a variety of approved materials and teaching methods within the assignment and assessment sections of courses to ensure the needs of individual students are met  Taught assigned courses in a professional manner based upon the standardized syllabus provided to assure that course content and objectives are met  Kept the prescribed number of office hours each week for both student-facing and administrative duties  Submitted requested changes to assignments and assessments in LOR-ready course syllabi (leaving outcomes and objectives unchanged) to Program Director / Academic Dean for approval  Assisted in providing student appreciation, morale maintenance, and awards in coordination with Student Services and the Academics Department  Worked as a team with all campus departments to ensure that overall student satisfaction levels are at 85% or higher as appropriate to the campus  Met all faculty credentialing, certification, and accreditation requirements  Ensured that all educational activity is conducted in a legal and ethical manner  Substitute taught as requested  Taught sufficient assigned online courses per term to qualify for fulltime status (minimum of three)  Lead In-Service Training sessions as requested , and facilitate instructor onboarding and training  Participated as a Facilitator in the online Candidate Assessment and Preparation Course (CAPC) as requested  Served as a Faculty Mentor to new online instructors as requested  Made recommendations for curriculum updates and revisions as appropriate to the program  Attended administrative faculty meetings, in-service sessions, and faculty meetings (some virtual; some onground)  Participated in in-service training, and demonstrate evidence of annual professional development and academic currency  Completed one outside professional development activity per year and submit documentation

2001-Current - President, The Ally Group ( http://www.theallygroup.net ) E-mail: [email protected]

 Currently work with and supervise three diversity consultants to facilitate diversity workshops and seminars at colleges, universities, and to national, regional, and local businesses.  Design and implement effective seminars and workshops.  Develop training programs for public and private industry (Multicultural Expert for http://www.istudentaffairs.com).  Present at national and regional conferences.  Created and maintain all Web Sites and Marketing materials.  Subprojects: - http://www.safezoneforall.com - http://www.allysafezoneclearinghouse.onestop.net - http://www.allysafezoneconsortium.onestop.net - http://www.safezoneuniversity.onestop.net - http://www.nati.onestop.net - http://virtualsafezoneforall.4t.com O C C A S I O N A L O N L I N E A D J U C T F A C U L T Y

2016 – Current - Online Adjunct Professor, Baton Rouge Community College: http://www.mybrcc.edu/  Taught and Created GEO 2013: Introduction to Geography  Taught and Created GEO 2113: Cultural Geography

2016 - Current - Online Adjunct Professor, The Chicago School of Professional Psychology: http://www.thechicagoschool.edu/  Taught Sociology 101.

2016- Current - Educational Content Writer, Mometrix Test Prep: https://www.mometrix.com/  Wrote Instructional Test Prep Content

2016-Current - Online Professor, Sage College: http://www.sagecollege.edu/  Taught and Created Geography classes 2015-Current - Tutor for WyzAnt  Tutored in Astronomy, Ecology, Geography, Geology, and Sociology.

2010-Current - Visiting Online Professor DeVry University: http://www.devry.edu  Taught multiple sections of SOCS 350: Cultural Diversity in the Professions Students explore cross-cultural issues and diversity to help create a positive foundation for understanding and working effectively with others. Cultural issues- including values, beliefs and practices that affect individuals, groups, and communities are discussed. Case studies and other applications are examined, particularly as they relate to workplace and professional practice. Experiential learning designed to increase understanding and appreciation of differing cultures in included.  Taught multiple sections of LAS 432: Technology, Society, and Culture. DeVry University Online Capstone Course Society, Ethics, and Technology is an interdisciplinary course that takes a liberal arts/social sciences approach to technology and functions as a capstone for general education. It investigates the relationship between society, culture, and technology through readings, reflection, research, and reports. The course identifies conditions that have promoted technological development and assesses the social, political, environmental, cultural, and economic effects of current technology. Issues of control and ethical considerations in the use of technology are primary.  Created SOCS 325: Environmental Sociology Students in this course explore environmental issues as perceived by society. Coursework addresses cultural norms, ideologies, beliefs, and economic and gender-related factors that affect finding and providing sustainable solutions to environmental problems. Through discussions of research, problem-solving projects and presentations, students learn to identify causes of environmental problems and apply practical solutions to particular cases.

2015-Current - Adjunct Online Professor University of the People: http://uopeople.edu/  Taught UNIV: Online Education Strategies  Taught SOC 1502: Introduction to Sociology  Taught POLS 1503: Globalization  Taught PHIL 1403: Ethics and Social Responsibility  Taught ENVS 1301: Introduction to Environmental Sciences

2014-Current - Adjunct Online Professor Florida State College- Jacksonville Online: http://www.fscj.edu/  Taught GEA 1000: World Geography  Taught 2420: Cultural Geography

2013-Current - Adjunct Online Professor Antonelli College Online: http://www.antonellicollege.edu/  Created, Developed, and Taught SC1104: Environmental Science

2013-Current - Adjunct Online Professor Northern Virginia Community College Online: https://www.nvcc.edu/  Taught GEO 200, Physical Geography, GEO 210: Cultural Geography and GEO 220: World Geography  Created and Developed GEO 230: Political Geography

2011- Current - Adjunct Online Professor Colorado Community Colleges Online: http://www.ccconline.org/  Taught GEO 105: World Geography  Taught GEO 106: Human Geography  Revised and reviewed both GEO 105 and GEO 106 2011- Current - Adjunct Online Professor Central Carolina Technical College: http://www.cctech.edu/  Created and Taught GEO 102: World Geography  Course Lead for GEO 102. 2011-Current - Adjunct Online Professor Park University: http://www.park.edu  Taught: GGP 115:Physical Geography, GGP 205:Introduction to Meteorology, GO 125: Natural Disasters, and GO 141: Introduction to Physical Geology, and NS 304: Society, Technology, and Society. 2011-Current Adjunct Online Professor Baker College Online: http://www.baker.edu  Taught GEO 101A/B: World Geography:Examines world regional geography. The concepts of regionalism, culture, and national environment are studied, along with historical, political, and economic forces that shape people's lives.  Taught SOC 321: Cultural Diversity: Examines the social construction of groups based on race, ethnicity and national origin, religion, gender, age, sexual orientation, and able-bodiness. Sociological (as well as psychological, historical, economic and anthropological) perspectives will be applied to concepts such as prejudice, stereotyping, discrimination, racial and ethnic identity, racial formation, power and privilege, assimilation and pluralism, and tolerance, Emphasis will be on increasing knowledge, and personal awareness and sensitivity

2009- Current - Adjunct Online Professor SNHU (Southern New Hampshire University Online): http://www.snhu.edu/online.asp  Taught multiple sections of GEO 200: World Geography: This course examines the social, economic, political, and cultural implications of global location and topography for the people of planet Earth. Students will explore how geography shapes the dynamics of human societies, with an emphasis on the geopolitical phenomena that help to define the modern world. Global marker. P A S T O N L I N E A D J U C T F A C U L T Y:

2009-2016 - Online Professor, AAU (Allied American University): http://www.allied.edu  Played a big part in working with the WASC Accreditation Process to obtain regional accreditation.  Senior and Lead Geography Professor  Chair of the Faculty Affairs Committee 2012-2014)  Secretary of the Faculty Senate (2014)  General Education Representative to the Faculty Senate  Taught multiple sections of GEO 207: Global Geography: This course provides an introduction to the human and physical attributes that give uniqueness and diversity to world and regional patterns on the Earth’s surface. It provides a solid background for understanding contemporary world events. Credit: 3 semester credits  Also taught Introduction to Sociology, Independent Research in Sociology, Oceanography, Marine Biology, Ecology, and Independent Study in Biology, Environmental Science, and Society and Technology.  Taught up to 50 students concurrently  Mentored/trained adjunct/part-time faculty  Represented the school to internal and external stakeholders  Collaborated with other faculty members within the department  Participated in university-level accreditation activities, as well as local, state, and federal compliance activities, and served on other committees  Developed new courses and reviewed current courses, in conjunction with the course development department  Participated in faculty meetings and faculty development activities  Created and revised GEO 207: Global Geography and GEO 313: Independent Research in Geography.

2008-2016 - Adjunct Online Professor, Axia College of The University of Phoenix: ( http://axia.phoenix.edu ).  Taught multiple sections of ETH 125: Cultural Diversity. This course was designed to educate students about issues of race and ethnicity by presenting historical and modern perspectives on diversity in the United States, and by providing tools necessary to promote a respectful and inclusive society. Students will complete several activities that allow them to examine their own values in relation to the values and various other racial and ethnic communities.  Taught multiple sections of GEN 105: Skills for Learning in an Information Age: This course introduces students to learning in an information-rich society. Students develop strategies for successful distance learning, time management, and for managing the abundance of information available in today's society. Students also explore the appropriate use of information in an academic environment. Specific topics for the course include computing skills for distance learning, online library use, academic honesty, and the development of effective study skills.  Taught multiple sections of US 101: Introduction to University Studies: The essential information, skills, tools, and techniques necessary for academic success and personal effectiveness at the University of Phoenix are introduced in this course. The course develops and applies practical knowledge and skills immediately relevant to first-year university students. Course topics include goal setting and working with personal motivation, understanding and using university resources, developing efficient study habits, making the most of personal learning styles, and how best to manage time and reduce personal stress levels.  Taught multiple sections of UNIV 100 and 101: New Student Orientation: Introduces new students to online education.  Student Workshop Facilitator: Facilitated Online Student Workshops in APA, Basic Grammar, Basic Essay Writing, Basic Personal Finance, Library, UOP Learning Teams, New Student Orientation, Plagiarism, Research and Utilization, Student Success, and MS Office.  Faculty Workshop Facilitator: Facilitated Online Faculty Workshops in FYS, Policy Changes, Learning Teams, Academic Integrity, APA, Coaching for Success, Valuing Differences, Confidentiality, Copyright, Critical Thinking, Difficult Student, Dynamic Discussion in the Classroom, Entry Level Facilitation, Evaluating Student Performance, Faculty Refresher, Faculty Tone, Feedback that makes a Difference, and OLS. 2011.2016 - Adjunct Online Professor Henley-Putnam University: http://www.henley-putnam.edu/  Taught and Created Intro to Geography Courses.

2010.2014 - Adjunct Online Professor Everest College Online: http://www.everest.edu  Taught multiple sections of SLS 1505 Critical Thinking. This course introduces the students to the concepts of critical thinking. Topics covered include self critique and understanding, fair-minded thinking, the levels of thinking, the parts and standards for thinking, and developing ethical and strategic thinking. Students will examine effective ways to think more critically, and will apply these tools in course assignments.  Taught multiple sections of SLS 1105 Strategies for Success. This course is designed to equip students for transitions in their education and life. The course includes an introduction to the university and its resources, study skills, and personal resource management skills. Students will be actively involved in learning and integrating practical applications to promote success.  Fit Instructor- Participated in Pilot program to help with student retention.  Tutor- tutored student’s directly one on one.

2011.2013 - Adjunct Online Professor Southern Missouri State University: http://www.smsu.edu  Taught GEO 211: Regions and Nations

2009- 2011 - Adjunct Online Professor Argosy University (EDMC): http://www.edmc.edu  Taught multiple sections of ASP 100: Skills for Success: This course is designed to prepare learners for success in their undergraduate programs at Argosy University. Students develop strategies to help them achieve their educational goals, and apply what they have already learned in other school, work, and personal settings. Self-assessments are used to help students determine their learning styles and to develop successful strategies for learning. Course content emphasizes the following: oral and written communication, personal and interpersonal development, critical thinking skills, study skills, goal setting, time and stress management, information literacy, financial management skills, career search skills, and student responsibility.

2008-2012 - Online Tutor for Brainfuse (http://www.brainfuse.com).  Online tutoring for K-12 and College aged student in Math, Science, History, Reading, English, Spanish Social Studies and Writing).  Online Job Coach

2009.2011 - Adjunct Online Professor, ITT Technical Institute: ( http://www2.itt-tech.edu )  Taught multiple sections of EG462 Contemporary World Culture (Online): an interdisciplinary study of contemporary world culture that focuses on the impact of globalization and electronic communication. The course explores how global economical, cultural, political, and communication processes are influenced by the rapid technological changes within our contemporary world  Taught multiple sections of GE184N Problem Solving (Ground Campus): This course introduces students to problem solving techniques and helps them apply the tools of critical reading, analytical thinking and mathematics to help solve problems in practical applications.  Taught multiple sections of TB133 Strategies for the Technical Professional (Ground Campus): This course reviews characteristics and trends of the global information society including basic information processing, Internet research, other skills used by the technical professional and techniques that can be used for independent technical learning. A C A D E M I C P R O F E S S I O N A L A N D A D M I N I S T R A T I V E:

2015 – 2016 - Associate Director for Virtual Development with The New Heights Educational Group Inc. http://www.newheightseducation.org/ A Public Charity 501(c)(3) Nonprofit Organization

The New Heights Educational Group promotes literacy for children and adults by offering a range of educational support services. Such services include: assisting families in the selection of schools, organization of educational activities, and acquisition of materials. We promote a healthy learning environment and enrichment programs for families of preschool and school-age children, including children with special needs. Tutoring, Literacy, Educational Services, Special needs, School choice, Advocacy, Volunteer resources, leadership

 Assisted with building partnerships and affiliate relationships and sharing information provided by NHEG with these social media venues on a regular basis.  Overseen other volunteers in the area of: Research, Grant Writing, Document Creation, Accounting, Radio Hosting, Student Yearbook Design, Fundraising and Online Marketing, and Social Media  Monitored student and adult advisory groups  Offered feedback on website design, IT infrastructure, etc.

2015-2016 - Executive Administrator - Going 2 Natural: http://www.going2natural.com/  An online organic cooperative dynamic organization. An established online presence going on 5k subscribers that offers the healthiest and most cost effective organic products, natural solutions and a wide variety of services.  Weekly Admin Meeting online (30 min)  Monthly Staff Meeting online (45 min)  Helped manage weekly online office operations  Provided secretarial and administrative support to executive and management staff  Maintained contact lists  Organized and schedule meetings and appointments  Prepared spreadsheets, reports, memos and staff emails  Provided support for Special Events as needed.  Provided support for Public Relations as needed

2008-2009 - General Manager, Campus Advantage (Collegiate Village): http://www.collegiatevillagewny.com/index.html 391 gert Road, Buffalo, NY 14215  Started up leasing and management of entire college apartment complex.

2006-2008 - General Manager, Campus Crest Communities (The Grove @ Ellensburg, Washington). http://www.gogrove.com 2420 port Road, Ellensburg, WA 98926.  Overall management of a 504 bed college student apartment complex (leasing/marketing/programming/budgeting,).  Direct supervision of all staff (professional residence/sales director, maintenance, office manager, and office staff).  Opened up property from scratch working with initial leasing, marketing, construction, vendors, and facilities.  Leased 504+ beds to 100% capacity in less than 4 months with a 98% pay rate.

2005-2006 - Director of Multicultural and International Education, International Student Advisor / Geography Instructor / Apartment Manager / Breen Hall Director , Waldorf College, Forest City, Iowa

 Supervision of an Assistant Hall Director and Assistant Apartment Manager.  Supervision of resident assistants.  Created and facilitated multicultural education and diversity programming on campus.  Supervised living learning and theme house programming on campus.  Worked with the International Student Services and International Exchange Programs.  Taught sections of Geography and Freshman Seminar Courses. Spring 2005 - Cook Pancheros Mexican Grill, Cedar Falls, Iowa (http://www.pancheros.com) A WORKFORCE DIVERSITY EXPERIMENT  Idea taken from Barbara Ehrenreich book “Nickel and Dimed.”  Preparation of all food.  Operation of food assembling line (Tortilla press, making Burritos, Tacos, Fajitas, Salads and Quesadillas).  Cleaning, opening, and closing of entire store and operating cash register 2004.2005 - Complex Director, SUNY University at Buffalo, Buffalo, NY  Managed a 620+ resident student apartment complex.  Supervised of 1 professional Office Manager, 3 Maintenance workers and 2 Custodians.  Supervised 8 Community Assistants, Turnover Assistants, Mail Assistants, and Student Assistants.  Responsible for community programming that promoted and guided student development.  Handled disciplinary issues and rule infractions, and crisis management, counseling and referrals.  Managed all daily operations of apartment complex office (lease agreements, acceptance and processing of credit checks, billing information, deposits, marketing, publications, and monthly rental payments/billing to Student Accounts, check-in/check-out and mail and package service.  Successfully managed a two million-dollar budget with a end of the year surplus.  Worked with outside vendors and contractors and turnover over 150 individual apartments and 400 bedrooms.

- Capstone Properties Corp. 2002- 2004 - Assistant General Manager, University of Maryland, College Park, MD.  Co-Management of a 1300 student apartment complex to over 100% occupancy.  Supervision of two professional office coordinators.  Supervision of two student desk supervisors who in hand supervise two 24 hour service desks and over 30 student community assistants.  Site management, marketing, budgeting (5 million-dollar budget), financing, facilities, and custodial services. - Assistant Manager of Residence Life, University of Connecticut, Storrs, CT.  Co-Management of a 1000 student apartment community to 100% occupancy.  Co-Supervision of professional community center staff (Office Coordinator, Secretary, Maintenance Supervisor and Custodians).  Supervision of 20 Community Assistants and 8 Walk Abouts (Student Security).  Technology Coordinator for Hilltop Apartment Community. Created and maintained department Website.  Assessed and responded to the programming and lifeskill needs of 1000 upper class college students.  Provided overall support of the Residence Life Student Development Program.  Coordinated the hiring, training, and evaluation of staff.  Participated in the implementation and enforcement of student behavior policy.  Worked with the General Manager in the annual development and implementation of the Student Life and Housing Plans.  Participated in monitoring the site operating budget (4 million-dollars).  Coordinated efforts in safety and security awareness.  Provided guidance and assistance to all staff in the development of resident programs.  Developed and participated in on call duty schedule with staff.

2000-2002 - Residence Hall Director , Stony Brook University, Stony Brook, New York. - Director, Keller College Science and Engineering Living Learning Center (January 2001- June 2002).

 Worked in collaboration with Faculty Director to implement Science and Engineering Living Learning Center.  Created and implemented four Science and Engineering Program Theme Weeks.  Supervised 1 ARHD, 8 RAs, and 1 OA.  Assessed and responded to the needs of 300+ residence hall students. - Greeley College Summer Residence Hall Director (May-August 2001)  Supervised 1 ARHD, 10 RAs, and 1 OA.  Assessed and responded to the needs of 300 residence hall students. - Hendrix College Summer Residence Hall Director (May-August 2000)  Supervised 1 ARHD, 6 RAs, and 1 OA.  Assessed and responded to the needs of 200 residence hall students. -Ammann College Residence Hall Director (April-December 2000)  Supervised 6 RAs, and 1 OA.  Assessed and responded to the needs of 220 residence hall students.

1999-2000 - Assistant Director of Residence Life for Programs / Residence Hall Director, South Dakota School of Mines and Technology, Rapid City, SD.  Supervised 12 RAs and assessed and responded to the needs of 200 residents living in 2 residence halls.  Developed residence hall programming designed to assure student success for over 500 residents in 4 residence halls.  Division of Student Affairs and Department of Residence Life Webmaster. 1997.1999 - Assistant Hall Coordinator, Bender Hall, Department of Residence, University of Northern Iowa, Cedar Falls, IA.  Supervised 11 RAs, 1 Professional Secretary, Senate Store Manager, 5 Custodians, Weekend Custodian, and 3 Desk Assistants.  Worked with Hall Coordinator to manage one residence hall tower housing 600 residents.  Maintained Bender Halls Web Page available at: http://www.geocities.com/collegepark/union/9419 -ACUHO-I Internship (Summer 1998) Office of Residence Life, Drake University, Des Moines, Iowa.  Created and professionally designed home pages, available at http://www.drake.edu/stulife/studentlife.html  Served as Assistant Summer Conference Director.  Was the interim summer Residence Hall Director. - Placement and Career Services Practicum (Fall 1998).  Updated and maintained departments web pages.  Worked on International Internship Programs and Pamphlets.  Interpreted career services policies and procedures for publications. - Peer Academic Advisor (Fall 1997).  Helped answer Bender Hall residents’ questions dealing with academics and career advice.  Helped Bender Hall residents access their individual degree and major and minor requirements.  Worked Resource Center one night a week. - Resident Assistant (August 1996-1997).  Assessed and responded to the needs of 60 residents on floor/house, and over 400 residents in hall.  Created, planned, and implemented educational, social, vocational, and recreational programs. - Tutor/Mentor, (Summer 1996). Upward Bound Math and Science Program  Worked with high school students in grades 9-12 from all regions of Iowa.  Tutored in earth science, biology, and technical writing.  Implemented educational, social, and recreational programming.  Created and planned outdoor nature program for students at local nature center. 1995.1998 - Instructor of Geography, Department of Geography, University of Northern Iowa, Cedar Falls, Iowa.  Taught Physical Geography Course for 4 semesters.Created and graded physical geography exams and labs.  Research Assistant for Dr. David May researching various rivers in North Iowa.

1992-1995 -Director of Ecology and Conservation, Boy Scouts of America, Lost Lake Scout Reservation, Lake, Michigan  Supervised Ecology and Conservation staff and responsible for overall Ecology and Conservation Program at reservation.  Taught merit badges in Environmental Science, Weather, Geology, Nature, Environmental Science, and Soil Conservation. 1992 -1995 - Desk Receptionist, Robinson Hall, Central Michigan University  Conducted all necessary paper work for all hall residents.  Responsible for money and equipment distribution.  Desk Representative to Robinson Hall Council. 1992.1993 - Teaching Assistant, for Dr. Mark Francek, Professor of Geography, Central Michigan University  Tutored students in Earth Science 335 (soil and land use).  Graded tests and papers, and set up lab material. 1991.1992 - Research Assistant, for Dr. Neil Mower, Professor of Geography and Meteorology, Central Michigan University  Tested de-icing chemical agents for the F.A.A. (Federal Aviation Administration).  On-call 7 days week/24 hours a day throughout the semester to conduct wind/chill and rain/snow freeze experiments to airplane wing materials mounted on the rooftop of the Brooks Hall Science Building. C O M M I T T E E W O R K  Chair of the Allied American University Faculty Affairs Committee (2012-2014)  General Education Representative to the Allied American University Online Faculty Senate (2012-2013).  Appointed to the Amherst, NY Community Diversity Commission (2011-2016).  Allied American University WASC EER Accreditation Steering Committee Meeting (2011-2013)  Ednak Online Education Curriculum Vitae Review Council 2009-2011 (http://www.ednak.com).  Campus Crest Communities Training Committee 2007-2008  Waldorf College Maintenance and Custodial Staff Recognition Committee Chair  Waldorf College Lutheran Leaders Committee (2005-2007).  Waldorf College Theme Task Force Committee (2005-2007).  Waldorf College Project Intersection Committee (2005-2007). Sexual Orientation and Spirituality issues of Faith and Reason On Campus.  PIE (Promoting Iowa Education Internationally) Committee (2005-2007).  NEACUHO (Northeast Association of College and University Housing Officers) Social Issues Committee (2004-2005).  ACPA Coalition for Multicultural Justice Committee (2004-2005).  Capstone: South Campus Commons Publications Committee Chair (2003-2004).  Capstone: South Campus Commons Safety Committee (2003-2004).  Capstone South Campus Commons Staff Development Committee (2003-2004).  Capstone South Campus Commons Employee Celebrations Committee (2003-2004).  University of Connecticut Contributions to the Profession Committee (2002-2003).  NEACUHO (Northeast Association of College and University Housing Officers) Committee Chair Review Committee (2002-2003).  NEACUHO (Northeast Association of College and University Housing Officers) Diversity Committee (2002-2003).  NEACUHO (Northeast Association of College and University Housing Officers) Automated Systems and Communications Committee Chair (2001-2003).  Stony Brook University NEACUHO 2003/2004 Conference Bid Committee (2001-2002).  Stony Brook University Residential Programs Goals Committee (2001-2002).  Stony Brook University Assistant Hall Director Search Committee Chair (2001-2002).  Stony Brook University Professional Staff Selection, Recruitment, and Training Committee (2000-2002).  Stony Brook University Student Affairs Convocation Planning Committee (Fall 2001).  Stony Brook University Campus Residences Public Relations Committee (Fall 2000).  South Dakota School of Mines and Technology FIPSE (The Fund for the Improvement of Postsecondary Education) Committee (Spring 2000)  UMR-ACUHO Media and Technology Committee (1999-2000).  South Dakota School of Mines and Technology New Professional Division of Student Affairs Orientation Committee Chair (2000).  Chairperson (Admiral) of the South Dakota School of Mines and Technology HPC NET Computer Task Force (1999-2000).  South Dakota School of Mines and Technology Diversity Task Force (1999-2000).  South Dakota School of Mines and Technology ADA (American Disabilities Act) Committee (1999-2000).  South Dakota School of Mines and Technology Director of Admissions Search Committee (1999).  University of Northern Iowa Hall Senate Store Manager Advisor and Committee Chair (1998-1999).  University of Northern Iowa Recognition Task Force Committee (1998-1999).  University of Northern Iowa Resident Assistant On-Going Training Seminar Committee (1998).  University of Northern Iowa Postsecondary Education: Student Affairs Faculty Search Committee (1998).  ISPA (Iowa Student Personnel Association) 1998 Conference Program Committee.  University of Northern Iowa Resident Assistant Fall and Spring Workshop Planning Committees (1997-1999).  University of Northern Iowa RAISE (Resident Assistants In Special Encounters) Committee (1997-1998).  University of Northern Iowa 1996-1998 Resident Assistant Conference Entertainment and Central Programming Committees.  University of Northern Iowa RA, Assistant Hall Coordinator, and Hall Coordinator search committee (1997-1999). A C A D E M I C H O N O R S  Graduated Cum Laude, Central Michigan University.  Deans List, Central Michigan University.  Sigma Gamma Epsilon (Honorary Earth Science Fraternity).  Golden Key National Honor Society.  Gamma Theta Upsilon (Vice President) (Honorary Geography Fraternity).  Mortar Board, Central Michigan University.  Awarded the Paul C. Kelso (former director of the University of Northern Iowa Student Counseling Services 1949-1978) Postsecondary Education: Student Affairs Award for outstanding student with excellence in academics and exceptional promise as a student affairs professional (1997-1998 academic year). C O U R S E S T A U G H T : T E A C H I N G E X P E R I E N C E

UNIV 1001: Online Education Strategies (University of the People)

This course will serve as preparation for students to make a successful journey into the University's online learning environment. It will introduce students to the University of the People's resources available to them, to the academic methods, and to the policies and expectations for student performance. Further, it will provide an overview of strategies for student success including time and stress management, effective study skills, and personal ownership of the learning process.

SOC 1502: Introduction to Sociology (University of the People)

This course intends to teach how simple, everyday human actions and interactions can change the world. Being based on a Canadian edition of Introduction to Sociology, a Creative Commons book developed by OpenStax College, this course reflects the teaching and research experience of numerous sociologists. Therefore, it is hoped that in this course you will find applications of Sociology concepts that are globally relevant, academically current, and culturally balanced.

POLS 1503: Globalization (University of the People)

This course examines changes in national economies over the past half-century. Special attention is given to the ways that globalization impacts citizenship, ethnic and religious issues, migration, public health, poverty, and wealth. The course’s cross-cultural context affords the opportunity to address issues of a global nature, which may profoundly influence the conditions under which people live and work.

PHIL 1403: Ethics and Social Responsibility (University of the People)

This course explores Western and non-Western approaches to ethical reasoning, and the social implications of unethical behavior. Current professional ethics as well as cultural values will be analyzed, and students will be asked to reconcile these with personal beliefs in order to prepare them for taking responsibility for their actions in the world.

ENVS 1301: Introduction to Environmental Sciences (University of the People)

This is a multidisciplinary course that will bring together data collected from various scientific fields to help students understand the environment, current environmental problems and solutions to these problems. The course will cover topics that include biodiversity conservation, agriculture related environmental impacts, environmental effects of human populations and urbanization, the consequences of society’s dependence on fossil fuel and solutions using alternative energy sources, environmental waste or pollutants affecting land, water and air and lastly environmental economics, ethics, policy and sustainable living.

GEO 105: World Regional Geography (Colorado Community Colleges Online): http://www.ccconline.org/geo105-world-regional-geography-ss2/

Examines the spatial distribution of environmental and societal phenomena in the world's regions; environmental phenomena may include topography, climate, and natural resources; societal phenomena may include patterns of population and settlement, religion, ethnicity, language, and economic development. Analyzes the characteristics that define world regions and distinguish them from each other. Examines the relationships between physical environments and human societies. Examines globalization, emphasizing the geopolitical and economic relationships between more developed and less developed regions.

GEO 106: Human Geography (Colorado Community Colleges Online): http://www.ccconline.org/geo106-human-geography-ss2/

Introduces students to geographic perspectives and methods in the study of human societies by examining the spatial characteristics of populations, language, religion, ethnicity, politics, and economics. Examines the relationships between physical environments and human societies.

GEO 102: World Geography (Central Carolina Technical College): http://www.cctech.edu/academics/course-descriptions-and-prerequisites/#anchorGeography

This course includes a geographic analysis of the regions of the world, i.e., North and South America, Europe, Australia, Asia and Africa. Diversity of each region is emphasized by examining its physical environment, natural resources, social, cultural, economic and political systems.

GEO 101B: World Geography 1 (Baker College): https://carina.baker.edu/CRSDSC?DLV=U&DSCCRS=GEO%20%20101B&WSE=&DATEE=&TIMEE=

Examines world regional geography, with special attention given to Europe, Russia, and the Americas. The concepts of regionalism, culture, and national environment are studied, along with historical, political, and economic forces that shape people's lives.

GEO 102B: World Geography 2 (Baker College): https://carina.baker.edu/CRSDSC?DLV=U&WSE=WEB_A18203&DATEE=20160816&TIMEE=154029&DSCCRS=GEO%20%20102B&CVER=2016A&PDIVTTL=Education&DIVTTL=

Examines world regional geography, with special attention given to Africa, the Middle East, and Asia. The concepts of regionalism, culture, and natural environment are studied, along with the historical, political, and economic forces that shape people's lives.

GEO 200: World Geography (Southern New Hampshire University): http://catalog.snhu.edu/preview_course_nopop.php?catoid=7&coid=20595

This course examines the implications of global location and topography for the people of planet Earth. Students will explore how geography shapes the dynamics of human societies, with an emphasis on the geoenvironmental, geopolitical, and geosocial phenomena that help to define the modern world. Global marker.

SNHU 107: Success Strategies for Online Learning: http://catalog.snhu.edu/preview_course_nopop.php?catoid=7&coid=21321 This course focuses on student success strategies for students who are new to higher education or online learning. Skill areas include academic research and writing, effective communication in an online environment, critical thinking, self-advocacy and support services, community learning and group collaboration, and the empowerment of students to utilize their strengths in order to improve the likelihood of academic success.

SOCS 350: Cultural Diversity in the Professions (DeVry University) The focus of this course is an exploration of cross-cultural issues and diversity to help create a positive foundation for understanding and working effectively with others. Cultural issues, including values, beliefs, and practices impacting individuals, groups, and communities, are discussed. Case studies and other applications are examined, particularly as these relate to the workplace and to professional practice. The course includes experiential learning designed to increase understanding and appreciation of differing cultures.

SOCS 325: Environmental Sociology (DeVry University) Students in this course explore environmental issues as perceived by society. Coursework addresses cultural norms, ideologies, beliefs, and economic and gender-related factors that affect finding and providing sustainable solutions to environmental problems. Through discussions of research problem-solving projects, and presentations, students learn to identify causes of environmental problems and apply practical solutions to particular cases LAS 432: Technology, Society, and Culture (DeVry University)

Society, Ethics, and Technology is an interdisciplinary course that takes a liberal arts/social sciences approach to technology and functions as a capstone for general education. It investigates the relationship between society, culture, and technology through readings, reflection, research, and reports. The course identifies conditions that have promoted technological development and assesses the social, political, environmental, cultural, and economic effects of current technology. Issues of control and ethical considerations in the use of technology are primary. Discussion, as well as oral and written reports, draws together students’ prior learning in both specialty and general education courses.

GEO 200: Introduction to Physical Geography (Northern Virginia Community College): http://www.nvcc.edu/academic/coursecont/summaries/GEO200.htm Studies major elements of the natural environment including earth sun relationship, land forms, weather and climate, natural vegetation and soils. Introduces the student to types and uses of maps.

GEO 230: Political Geography (Northern Virginia Community College): http://www.nvcc.edu/academic/coursecont/summaries/GEO230.pdf

Emphasizes the influence of geography on political systems and nation states. Discusses historic and current events including campaigns, wars, and treaties as functions of land, resources and energy requirements. Introduces the student to types and uses of maps. Lecture 3 hours per week.

GEO 207: Global Geography (Allied American University)

This course provides an introduction to the human and physical attributes of the Earth’s surface. More specifically, it covers the physical, historical, human/cultural, economic, political, and religious/spiritual aspects of each of the different regions and realms of our global society.

GEO 313: Independent Research in Geography (Allied American University)

Independent Research provides opportunities for advanced study of specific topics in Geography that are not offered in the curriculum. Student will expand on a topic that has been studied in the foundation course or investigate a related topic by doing in depth research into the subject. Student will learn research skills in design, methodology and writing. The student fulfills the requirement for the course through the submission of a final research paper or a scholarly report.

SCI 110: Environmental Science (Allied American University)

The Environmental Science course explores the relationship between humans and the environment. Students will examine the balance between natural resources and the needs of mankind, and they will explore the scientific, political, economic, and social implications of environmental science.

SOC 250: Society and Technology (Allied American University)

This course examines the history of film in the United States and throughout the world with a look at the start of cinema and its continued growth in the new millennium.

BIO 313: Independent Research in Biology (Allied American University)

Independent Study provides opportunities for advanced study of specific topics in Biology that are not offered in the curriculum. Student will expand on a topic that has been studied in the foundation course or investigate a related topic by doing in depth research into the subject. Student will learn research skills in design, methodology and writing. The student fulfills the requirement for the course through the submission of a final research paper or a scholarly report.

BIO 330: Principles of Ecology (Allied American University)

This course explores the fundamental principles of ecosystem processes, community and ecosystem development, and species adaptation and diversity.

BIO 345: Marine Biology (Allied American University)

This course is designed for non-biology majors who have a basic biology background and an interest in biology and the marine environment. This course will review the basic tenets of biology, as well as introduce you to the diversity of life in the ocean, as well as their ecosystems and habitats.

OCN 320: Oceanography (Allied American University) This course is designed for non-chemistry majors who have a basic chemistry background and an interest in chemistry and the marine environment. This course will introduce you to the physical aspect of the marine ecosystem, as well as its inhabitants. SC 1104: Environmental Science (Antonelli College)

This is an interdisciplinary science course that brings together insights from multiple fields of inquiry, such as earth-space science, ecology, and geography. This course helps students understand common environment-related issues of concern to our society, and critically assess various policy solutions for sustainability, efficiency, and preservation of natural resources.

ETH 125: Cultural Diversity (University of Phoenix)

This course is designed to educate students about issues of race, ethnicity, and gender in the United States by presenting historical and modern perspectives on diversity. US 101: Introduction to University Studies (University of Phoenix)

The essential information, skills, tools, and techniques necessary for academic success and personal effectiveness at University of Phoenix are introduced in this course. The course develops and applies practical knowledge and skills immediately relevant to first-year university students. Course topics include goal setting and working with personal motivation, understanding and using university resources, developing efficient study habits, making the most of personal learning styles, and how best to manage time and reduce personal stress levels.

GEN 105: Skills for Learning in An Info Age (University of Phoenix)

This course introduces students to learning in an information-rich society. Students develop strategies for successful distance learning, time management, and for managing the abundance of information available in today's society. Students also explore the appropriate use of information in an academic environment. Specific topics for the course include computing skills for distance learning, online library use, academic honesty, and the development of effective study skills.

GGP 205: Introduction to Meteorology (Park University)

The study of the atmosphere and atmospheric phenomena and how they interact globally with the earths surface, oceans, and life. In the laboratory, students will learn and use the methods used to study meteorological processes. Topics will include: controls of weather elements, energy exchange, heat/water budgets, and economic/social impacts of weather and climate.

GGP 115: Physical Geography (Park University)

Examination of the major physical elements, processes, and patterns that comprise the earths four major spheres (atmosphere, hydrosphere, lithosphere, and biosphere) and their continuous interaction and relevance to human occupancy of the earth on a global basis. Laboratory exercises will reinforce and extend course concepts

GO 125: Natural Disasters (Park University)

This course will study the Earth’s natural processes and phenomena that impact the earth. These natural impacts will be studied which result in massive damage to the earth and to its inhabitants. The course will explore how humans cope with natural disasters. Humans typically measure the damage in terms of loss of life or economic loss, but the end result is that these natural disasters influence human culture and population distribution.

GO 141: Physical Geology (Park University)

The study of the earth, the materials which make it up and the mechanisms which change it. Students will explore these materials and processes in the laboratory.

NS304: Science, Technology, and Society (Park University)

Relationship between science, technology, and society. Topics include: the two cultures, the relationship between basic science and technology, the effects of technology upon society, and possible future technologies.

NCSI 280: Ecology (Bryant and Stratton College)

This course introduces students to environmental science, and examines the human/environmental relationship, fundamental ecological principles, energy resources, human impact on ecosystems, and industry’s impact on ecosystems, natural disasters, and cutting-edge environmental issues

GEA 1000: World Geography (Florida State College at Jacksonville)

Geography is an integrative discipline that bridges the social sciences, physical science, and humanities in the study of the relations between human beings and the earth. This introductory course deals with humanity's relationship to the natural environment in the various climatic, regional, and economic areas of the world, and the interrelationships.

GEO 2420: Cultural Geography (Florida State College at Jacksonville)

This course studies the ways cultures vary from place to place. Emphasis is placed on spatial diffusion, human-environmental interaction, and cultural landscapes.

GEOG 2013: Introduction to Geography (Baton Rouge Community College)

Surveys significant geographical endeavors and ideas that Western and non-Western cultures have contributed towards the development of modern geography and their impact on historical world events; discusses major topical sub-disciplines that comprise modern geography; introduces concepts, techniques, and tools of physical geography and human geography.

GEOG 2113: Cultural Geography (Baton Rouge Community College)

Introduces concepts, themes, and techniques of cultural geography; discusses religion, politics, language, population, agriculture, urbanization, environmental, and social problems.

GEO 104: Geography (Sage College)

This course examines the geography of economic development and regional variations, which include the physical, political, environmental, and historical aspects of geography. It provides increased awareness and understanding of the global forces that influence regional economic change and determine future growth

GEO 211: Regions and Nations (Missouri Southern State University)

Survey of the peoples of the earth and how their activities are influenced by climate, topography, natural resources and culture with class time devoted to discussion of important topical areas in each region.

SLS 1105: Strategies for Success (Everest College)

This course is designed to equip students for transitions in their education and life. The course includes an introduction to the university and its resources, study skills, and personal resource management skills. Students will be actively involved in learning and integrating practical applications to promote success.

SLS 1505: Basic Critical Thinking (Everest College)

This course introduces the students to the concepts of critical thinking. Topics covered include self critique and understanding, fair-minded thinking, the levels of thinking, the parts and standards for thinking, and developing ethical and strategic thinking. Students will examine effective ways to think more critically, and will apply these tools in course assignments. ASP 100: Skills for Success (Argosy University)

This course is designed to prepare learners for success in their undergraduate programs at Argosy University. Students develop strategies to help them achieve their educational goals, and to apply what they have already learned in other school, work and personal settings. Self- assessments are used to help students determine their learning styles and to develop successful strategies for learning. Course content emphasizes the following: oral and written communication, personal and interpersonal development, critical thinking skills, study skills, goal setting, time and stress management, information literacy, financial management skills, career search skills, and student responsibility.

EG 462: Contemporary World Culture (ITT Tech)

This interdisciplinary study of contemporary world culture focuses on the impact of globalization and electronic communication. This course explores how global economical, cultural, political and communication processes are influenced by the rapid technological changes within our contemporary world

GEO 205: Global Geography (Henley-Putnam University)

This course provides an introduction to the human and physical attributes that give uniqueness and diversity to world and regional patterns on the Earth’s surface. It provides a solid background for understanding contemporary world events.

CLD 210 Cultural Diversity (Galen College)

This course explores the principles of cultural diversity and how it relates to individuals, the workplace, communities, and the societies. Learners will develop knowledge, sensitivity, and increased awareness of issues related to gender, race, ethnicity, socio-economic class, values, customs, attitudes, and other aspects of specific cultural groups. In addition, learners are provided opportunities to develop self-awareness and reflection upon their own personal cultural values and the impact upon their professional practice.

HUMA 130: Global Cultures and Human Diversity

This course will utilize the field of cultural anthropology as a basis for the student’s understanding of different cultures and for contending with the negative effects of ethnocentrism. Students will be given a survey of comparative world religions to better understand differences in worldviews. Students will learn about indigenous cultures in various parts of the globe. Students will develop cultural competency as a way to advance improved interpersonal communications, international business relations, global economic development, and political relations. Students will develop basic geographical competency, linking various global regions to related cultural and religious differences. [With the WEU competency-based learning system, you should be able to test out of the geography component of this course if you took the Survey of Global History first and completed the geography unit in that course successfully. Likewise, if you take this course first, you should be able to test out of the geography unit in that course.] Students will develop the ability to be successful personally, socially, and professionally in a globalized world. The course will encourage students to become involved in active communications with students from another “partner culture” throughout the course. This course will require students to complete a WEU Give-Pay-It-Forward project involving the “partner culture” they have chosen.

UBE 101 University Experience (University at Buffalo)

Weekly seminar that assists first-year students in making the transition to the university. Through a small, interactive classroom environment intended to engage students in learning, we provide resources, foster important relationships, and help students understand their responsibilities and privileges within the university community. A faculty or staff member and an undergraduate peer mentor collaboratively teach the course. UB 101 is for first semester students only. Students who are not in their first semester will be deregistered from the course. The repeat policy does not apply to this course.

LSE 310: Current Issues in Science and Engineering A study of the issues (Stony Brook University)

A study of the issues and events that confront scientists and engineers today. Student presentations and student-led discussions cover such topics as ethics, social responsibilities, the environmental impact of technology, and the economics of research and technology

LSE 201: Opportunities in Science and Engineering

A survey of the various science and engineering disciplines. Guest speakers describe their respective fields of research and study and the opportunities for students entering the field today. Other topics include ethics, intellectual property and entrepreneurship. The interdisciplinary nature of science and technology is emphasized.

AFS 488: Diversity Peer Education

The Diversity Peer Education program will train students on how to effectively engage others, analyze situations, and bring about change in the campus context through the lens of diversity and social justice. The skills learned in this class will not just be applicable to situations related to diversity, but also will encourage students to reflect on themselves, their own experiences, and develop their interpersonal skills. In this program, diversity will be defined as differences in human social identities in the broadest sense (diversity of religion, diversity of socioeconomic class, diversity of race, diversity of sex, diversity of sexual orientation, and more). This 400-level class is sponsored through the department of Africana Studies and grants internship credit to participating students. The class is only open to those with Junior or Senior standing.

USB 101: Introduction to College/Stony Brook University

The First-Year Seminar 101 courses are crucial to the Stony Brook first-year student experience. They are intended to integrate students into their Undergraduate College and into the University community by providing information about Stony Brook and a forum for discussion of values, intellectual and social development, and personal as well as institutional expectations.

GEO 970: 026 (Now GEOG 1210) (University of Northern Iowa)

Explanation of patterns of solar energy receipt, atmospheric pressure, winds, and precipitation around the Earth. Emphasis on how solar energy, water, and crustal movements interact to determine characteristics of natural environments on Earth.

GEO 334: Soil Science and GEO 105: Physical Geography Lab Assistant (Central Michigan University) for Dr. Mark Francek.

An introduction to the physical processes of the atmosphere, hydrosphere, lithosphere, and biosphere and the global distribution of climate, soils, and vegetation. An introduction to the physical, chemical, and biotic properties of soils; soil classification and mapping; and soil resource issues.

“Becoming an Ally and Creating a Safe Zone For All.” April 6-27, 2009 for LearnAClass.Com, http://yourvideomaker.com/cgi-bin/classlisx.pl

“Becoming an Ally and Creating a Safe Zone For All.” Spring 2009 (Online Course for ACPA, ResLife.Net, and The Ally Group): http://acpatraining.com/spring2009course3.html O N L I N E C O U R S E D E V E L O P M E N T  Created GEO 2013: Introduction to Geography August 2016 to present, Baton Rouge Community College (Fall, 2016)  Created GEO 2113: Cultural Geography August 2016 to present, Baton Rouge Community College (Fall, 2016)  Revised various online Geography courses for Baker College to move from online quarters to online semesters (July/August, 2016).  Redeveloped POL 1503: Globalization for The University of the People (June-August, 2016).  Revised ENVS203: Environmental Science for Saylor Academy (2015).  Created CLD 210: Cultural Diversity for Galen College, Spring 2015.  Created GEO 110: World Geography for World Education University (MOOC). Spring 2013.  Created GEO 230: Political Geography for Northern Virginia Community College Online (NOVA) (Summer 2013).  Revised GEO 106: Human Geography for Colorado Community Colleges Online (Spring 2013)  Revised GEO 105: World Geography for Colorado Community Colleges Online (Fall 2012)  Created SOCS 325: Environmental Sociology for DeVry University Online  Students in this course explore environmental issues as perceived by society. Coursework addresses cultural norms, ideologies, beliefs, and economic and gender-related factors that affect finding and providing sustainable solutions to environmental problems. Through discussions of research, problem-solving projects and presentations, students learn to identify causes of environmental problems and apply practical solutions to particular cases.  Created the following courses for Allied American University: Global Geography, Oceanography, Marine Biology, Oceanography Environmental Science, Biology, Ecology, Sociology, and Society and Technology.  Created Online Geography Courses for: Southern New Hampshire University, Central Carolina Technical College, and Missouri Southern State University.  Revised GEO 106: Human Geography for CCCOnline using iLabs Plus (Pearson). O N L I N E L M S A N D S O F T W A R E M A S T E R Y  Blackboard  Moodle  Salesforce  eCollege  Questa  MS Office (Word, Excel, PowerPoint, Access, Outlook, SKYPE, Publisher)  D2L  WebCT  Adobe  Canvas  Angel  HTML  iBoard  eCampus  Prezi

C O U R S E S T A U G H T : C L A S S R O O M T E A C H I N G E X P E R I E N C E  NSCI: 280: Ecology for Bryant and Stratton College Fall 2016  TB133: Strategies for the Technical Professional. 2010-2012. ITT Tech.  GE184: Problem Solving 2010-2012. ITT Tech  GEO 201: World Geography. Summer 2006. Waldorf College.  Freshman Seminar. Fall 2006. Waldorf College.  UB 101: An introduction to college class for first year students at The University at Buffalo (Fall 2004).  LSE 310: Issues in Science and Engineering with Dr. Thomas Robertazzi (Spring 2002) at Stony Brook University.  LSE 102: Opportunities in Science and Engineering with Dr. Thomas Robertazzi at Stony Brook University (Spring 2001) at Stony Brook University.  LSE 101 University Studies in Science and Engineering (Fall 2001) at Stony Brook University.  AFS 488 Diversity Peer Education Class through the Department of Africana Studies, Stony Brook University (Spring and Fall 2001, and Spring 2002).  USB 101: An introduction to college class for first year students at Stony Brook University (Fall 2000 and Fall 2001).  Resident Assistant Seminar at the University of Northern Iowa (Fall 1998).  GEO 970 026: Physical Geography at the University of Northern Iowa (1995-1998).  ESE 335: Soils and Land Use with Dr. Mark Francek at Central Michigan University (Fall 1993).

L E A D E R S H I P E X P E R I E N C E A N D M E M B E R S H I P S  NASPA (National Association of Student Personnel Administrators) (2001-).  OLC (Online Learning Consortium) Member (2016-).  United States Distance Learning Association (USDLA) 2009-Current  Advisor to the SDSM&T Tech Intellectual Discussion Group (1999-2000).  ACPA (American College Personnel Association) (1998-2004).  Tech Free Thought Society (1999-2000).  NEACUHO Executive Board Member and Committee Chair (2001-2003).  Advisor to the March-Dake Hall Council (1999-2000).  ACUHO-I (2001-).  Bender and Rider Hall Senate and Programming Board (UNI 1996-1999).  CSPA (New York) (College Student Personnel Association) (2000-2002).  R.O.A.R. (Rider Organization Against Rape (UNI 1996-1997).  UMR-ACUHO (1997-2000 and 2005-2006).  President of Mid-Michigan Meteorology Club at CMU.  SDSPA (South Dakota Student Personnel Association (1999-2000).  Mortar Board (CMU 1994-1995).  ISPA (Iowa Student Personnel Association) (1997-1999).  Golden Key National Honor Society  UNISPA (University of Northern Iowa Student Personal Association).  Robinson Hall Council (CMU 1991-1995). Executive Board Member (Newsletter and Information Director), 1998-1999  Universal Unitarian Association (An All Inclusive Spiritual Organization).  Advisor to the Ammann College and Keller College Legislation (2000-2001).  Scouting For All (An All Inclusive diverse Scouting Organization).  SDSM&T Advisor to Phi Eta Sigma (A Freshman Honorary Fraternity).  Long Island Social Justice Organization.  Created, started, and advised a SDSM&T campus-wide GLBTA.  Co-Advisor to Bacchus and Gamma at Waldorf College (2005-2006)  Advisor to CURE at Waldorf College (2005-2006)  Amnesty International (2005-2006)  CPR and First Aid Certified (1992-2009)  Vice President of Geography Club at both CMU and UNI. P R O F E S S I O N A L P R E S E N T A T I O N S

 Presented: “Amazon Echo: Voice Technology to Enhance Your Teaching” on November 4, 2016 for Colorado Community Colleges Online.  Presented: “Using Online Games to Increase Engagement.” at the 2016 Baker College Faculty Conference.  Presented “Using Amazon Echo for your Online Teaching Need” on February 7, 2016 with WizIQ: http://www.wiziq.com/ https://www.youtube.com/watch?v=NxL3II19fhc  Presented “Dealing with Difficult Online Students” for the Everest University Online Faculty Workshop series on 9/26/14.  Presented “The Seven Habits of Highly Effective People” for Everest University Online Faculty via WebEx on 9/23/14  Presented “Using Motivating Quotes in eCollege for Everest University Online Faculty via WebEx on 9/2/14.  Presented “Dealing with Difficult and Disruptive Students in the Online Classroom at the Allied American University Faculty Colloquium on 6/4/14.  Facilitated Ally Safe Zone Diversity Training to Faculty and Staff at Pacific Lutheran University (June, 2012).  Facilitated Ally Safe Zone Diversity Training to Faculty, Staff, and Students at San Joaquin Valley College (February, 2011).  Facilitated Ally Safe Zone Diversity Training to Faculty, Staff, and Students at A.T. Still University (January 2011).  ednak Webinar: Dealing with Difficult Students; Cultural Diversity. July 10, 2009 and August 25, 2010  Facilitated Ally Safe Zone Diversity Training to Faculty, Staff, and Students at The University of Tennessee at Chattanooga with the Ally Group (June, 2008).  Facilitated Diversity Training (Ally Safe Zone) to Faculty, Staff, and Students at The University of Wisconsin, Superior with The Ally Group (October, 2007).  “Building an Ally Safe Zone For All” Presented at the ELCA Developing Leaders to Champion Diversity Conference (September 2006) in Chicago, IL  “Ally Safe Zone Training” Presented at the January 2005 RA/AA/CA Waldorf College Winter Training: Building Inclusive Communities.  “Inclusive Celebrations” Presented at the January 2005 RA/AA/CA Waldorf College Winter Training: Building Inclusive Communities.  “Diversity 101” Presented to The University at Buffalo South Campus Residents of Goodyear Hall (November, 2004).  “How to be an Ally and a Safe Zone University” Presented to Loyola University in New Orleans, LA (November, 2004). The Ally Group (http://www.theallygroup.net).  “Waldorf College Diversity Theme Month Celebrations” at the ELCA Developing Leaders to Champion Diversity Conference (September 2006) in Chicago, IL  “Ally Development and Research” Presented at the 2006 Waldorf College Inquirere.  Mason City, Iowa PFLAG Presentation on being a friend to the LGBTA Community. (January 2006).  “Breaking the Barriers of Community Development inside the UB Residence Halls and Apartments.” Fall 2004 RA/CA/AA Training.  “Fire Prevention and Safety Seminar” Presented at the Hadley Village Community Center (April, 2004).  "Being An Ally For All" Pre-Conference Workshop at the 2003 NEACUHO Annual Conference at Stony Brook University (June, 2003).  "Evaluating and Accessing Residence Life WebPages under the Gorges" Presented at the 2002 NEACUHO Annual Conference in Ithaca, NY (June 2002).  "Spirituality and Spiritual Development: Educating the Whole Student" Presented at The 2002 NEACUHO Annual Conference in Ithaca, NY (June 2002).  "The All-Inclusive Ally Safe Zone: A (R)evolution." Presented at the 2002 NASPA Conference in Boston, MA.  "Disability-Awareness.COM: Student success for students with disabilities." Presented at the 2002 Stony Brook RA Conference.  "Spirituality and Spiritual Development: Educating the Whole Student" Pro Staff Presentation at Stony Brook University in February 2002.  "Diversity Under The Big Top: Diversity Does Not Have To Be A Three Ring Circus!" Presented at the 2001 NEACUHO Drive In Conference.  "Internet Addiction" Presented twice as a University of Connecticut Residence Life In-Service Event (Spring 2003).  "Technology Roundtable" Presented at the 2002 NEACUHO Drive In Conference at Marist College (November, 2002).  "Technology and Student Affairs" Presented with Stewart Brown from http://www.studentaffairs.com at the UConn Beyond The Books Conference (Nov, 2002).  "Spirituality Programming inside of the Residence Halls" Presented twice as a University of Connecticut Residence Life In-Service Event (Fall 2002).  "Religious Diversity Workshop." Presented to the AFS 488 (Diversity Peer Education Internship) Class at Stony Brook University (Spring 2001).  "DPE Tunnel of Oppression." Facilitated to the Stony Brook Community as part of the AFS (African Studies) 488 Class (Diversity Peer Education).  "Ally Development Workshop." Presented to the AFS (African Studies) 488 Class (Diversity Peer Education Internship) Stony Brook Univerity (Spring 2001).  "Got a Cosmic Diversity Odyssey?" Presented at the Stony Brook University 2001 RA Conference.  "Student Affairs and Technology" Presented at the Stony Brook University 2001 Student Affairs Embracing Technology Conference.  "The Courageous and Complex Ally Challenge" Presented at the 2001 ACPA Conference in Boston, MA.  "RHD Resume Workshop" presented with Jeri Henry to Stony Brook University RHDs at Keller College's Professional Development Week (Spring 2001).  "Resident Assistant Resume Workshop and So you want to be a Hall Director?" presented at Keller College's Professional Development Week (Spring 2001).  "Academic Study Skills for Stony Brook University Student Success Seminars (Spring 2001).  "Mission Statement Workshop." Presented to Stony Brook University Residential Programs Professional Staff at Winter 2001 Renewal.  "USB Ally Challenge 2000-2001" Presented to Stony Brook University Residential Programs Professional Staff in November 2000.  "Ally Gold 2000" Presented at the November 2000 NEACUHO Conference at Bridgewater State College.  Presented "Got Diversity" at the 2000 Leadership Conference at Stony Brook University.  “How to Recognize Everyone and Everything in the Next Millennium.” Presented at the 1999 UMR-ACUHO Conference in Sioux Falls, SD (Program Moderator) and at the 1998 MACURH Conference in St. Cloud, MN.  Awarded Outstanding Program Award for best show and tell program at The University of Northern Iowa 1998 Resident Assistant Conference “How to Program using the Weather and Other Earth Science Phenomenon.” Also presented at the 1998 UMR-ACUHO Conference in Springfield, MO.  1998 ACPA (American College Personnel Association) Conference in St. Louis, Missouri (Programming Conference Volunteer).  6 Leadership Learnshops Conferences held at the University of Northern Iowa in Cedar Falls, Iowa. (1996-1999). Presented programs on program implementation, Internet homepages, generation X, Gay and Lesbian Ally Programs, Weather Safety and Recognition.  “Bridging the Gap Between Student and Academic Affairs: A Case Study” Presented at the 1998 ISPA (Iowa Student Personnel Association) Conference in Des Moines, IA  Do or Dye Program (A.I.D.S. Awareness and Safety) nominated as program of the month at the University of Northern Iowa for the month of March 1997. Was also nominated to the MACURH for recognition of outstanding contributions to residence hall living. O N L I N E E D U C A T I O N W O R K S H O P S A T T E N D E D

 Attended the “Create Meaningful, Measurable, and Manageable Outcomes” Webinar by Campus Labs on 12/13/16.  Attended the “Effective Multimedia” Webinar by CCCOnline on 12/9/16.  Attended the “Selecting Online Student Services For Gen Z” Webinar by Innovative Educators on 12/9/16.  Attended the “Writing Instruction Beyond Standards: Digital Tools to Support Student Success” Webinar by Turnitin.com on 12/8/16.  Attended the “Using Predictive & Prescriptive Analytics to Enhance Retention Efforts” Webinar by IBM on 12/8/16.  Attended the “1105 Public Sector Media Group Webcast | High Performance Computing: Fueling the Next Great Discovery” Webinar by Lenovo on 12/8/16.  Attended the “Quick Start to Captioning” Webinar by 3PlayMedia on 12/8/16.  Attended the “How to Design a Powerful Executive Resume to Land Interviews and Get the Offer!" Webinar on 12/8/16 by LinkedIn.  Attended the “Australian Research Study: How Useful Are Closed Captions for Learning?” by 3PlayMedia Webinar on 12/7/16  Attended the “Results from the Multi-State Collaborative to Advance Quality Student Learning” by ACC&U on 12/7/16.  Attended “Get Hired Fast with LinkedIn Insider Secrets” Webinar by Greig Wells on 12/6/16.  Attended the “How To Design A Community College First-Year Course That Fosters Persistence & Success.” By Innovative Educators on 12/2/16.  Attended the “Lightning Webinar: TurnItIn Feedback Studio” Webinar by CCCOnline on 12/2/16.  Attended the “Empower Learning: Digital Tools for Providing Students with Timely Feedback” Webinar at the NOVA Conference on 12/2/16.  Attended the Atomic Learning – Are you using it to increase engagement? Webinar at the NOVA Conference on 12/2/16.  Attended the “Does My Student Need Help? Student Behavioral Concerns in Online Classes” Webinar at the NOVA Conference on 12/2/16.  Attended the “National Research Results: How Different Student Subgroups Use Closed Captioning.” Webinar by 3PlayMedia on 12/1/16.  Attended the “Providing Students Day-One Access and Affordable Course Materials: A Digital Solution” Webinar by VitaSource on 12/1/16.  Attended the “Moodle by eThink Partner Webinar” on 12/1/16.  Attended the “2016 Survey of Faculty Attitudes on Technology” Webinar by Inside Higher Education on 11/29/16.  Attended the “Topic: Backfilling the Course Development Process: SME Orientation” Webinar by CCCOnline on 11/22/16.  Attended the “Moodle by eThink for Higher Education” Webinar on 11/22/16.  Attended the “SNHU Online Faculty Spotlight Series, featuring Dr. Crystal Sands sharing her insights on writing across disciplines. Webinar on 11/17/16.  Attended the “Using Technology to Address Instructors' Teaching Challenges” Webinar by McGraw-Hill on 11/17/16.  Attended the “Innovative Teaching Techniques and Maintaining Academic Integrity Webinar by McGraw-Hill on 11/17/16.  Attended the “3 Keys to Painlessly Convert Your CV to a Resume” Webinar by Vitae/Chronicle of Higher Education on 11/16/16.  Attended the “Lightening Webinar: Professionalism and Communication with Colleagues and Students” by CCCOnline on 11/15/16.  Attended the “GoToWebinar - Make Rubrics a Best Practice at Your Institution” by Campus Labs on 11/15/16.  Attended the “GoToWebinar - Included, Involved, Inspired: Strategies for Collaboration and Engagement” on 11/15/16.  Attended the “Using Blogging to Contribute Expertise to Your Field” by USDLA on 11/11/16.  Attended the “Increasing Retention Through an Integrated Student Experience Approach” Webinar by Hobsons on 11/10/16.  Attended the “GoToWebinar - Raptivity Tips & Tricks - Discover the little things that can go a long way” on 11/10/16.  Attended the “The COCE State of Academic Affairs webinar” by SNHU on 11/10/16.  Attended the “Student Success for non-STEM students at Des Moines Area Community College using a Pathways Approach” by DMACC Webinar on 11/8/16  Attended the “Snapchat 101: Engaging Students Online” Webinar by USDLA on 11/8/16.  Attended the “Align & Redesign” Webinar by USDLA on 11/7/16.  Attended the “Trends in Alternative Credentialing: Benchmarks, Badges, and Noncredit Programming” Webinar by USDLA on 11/7/16.  Attended the “Copyright Made Simple for Digital Educators” Webinar by 3PlayMedia on 11/3/16.  Attended the “Making the Jump to a Modern Budgeting Process in the Cloud” Webcast by Aciom on 11/3/16.  Attended the “Key Trends in Graduate & Professional Education: Attracting Students in Changing Times” Webinar by Inside Higher Education on 11/2/16.  Attended the “Using Academic Video at Scale - Considerations, Best Practices and Benefits” Webcast by Campus Technology on 11/2/16.  Attended the “CHANGE: It’s Worth It - Migrating Your University’s LMS is Much Easier Than You Think” Webcast on 11/1/16.  Attended the “Academic Integrity Faculty” Webinar by Baker College Online on 11/1/16.  Attended the "The Continued Importance of Open Source Moodle in the LMS Market” Webinar on 10/27/16 by CampusTechnology.  Attended the “Online Orientation To Support Distance Learners” Webinar by Innovative Educators on 10/26/16.  Attended the “"10 Myths of Social Justice" by Griffith Coaching on 10/25/16.  Attended the “Learning Outcomes as a Blueprint for Student Affairs Assessment” by Campus Labs on 10/25/16.  Attended the “Showing Up When You Are White: Effective Social Justice Work as White People” by Griffith Coaching/ on 10/24/16.  Attended the “Webinar - Bringing it All Together: Making Meaning Through Alignment” Webinar by National institute for Learning Outcomes Assessment on 10/20/16.  Attended the “GoToWebinar - An Architect of the ADA on Its Application to Modern Technology” Webinar by 3PlayMedia. On 10/20/16.  Attended the “Comment Crafting: Strategies for Using QuickMarks to Capture Students' Attention” by Turnitin.com on 10/19/16.  Attended the “Engaging the campus in conversations around RACE in this upcoming election year” by Griffith Coaching/Consulting on 10/19/16.  Attended the “Leaders in Education Webinar: ePortfolios – From Ideation to Execution and Expansion” by Cengage on 10/19/16.  Attended the “GoToWebinar - Building the Family Circle” Webinar on 10/18/16. By NISOD and Cengage.  Attended the “From Throwing Stones to Creating Ripples: Ramapo’s Approach to Student Success.” Webinar on 10/18/16.  Attended the “Creating a Culture of Student Engagement” Webinar by Campus Labs on 10/18/16.  Attended the “Personal Balance and Professional Excellence” Webinar on 10/14/16  Attended the “Preparing Students for the Experience Age” Webinar by Adobe on 10/14/16.  Attended the “The Future of Educational Materials & the Role of the College Bookstore” by Inside Higher Education” on 10/13/16.  Attended the “What Students Really Think About Religious Diversity: Findings from IDEALS” by the Interfaith Youth Core on 10/13/16.  Attended the “Online and Out of Sync: Using Roles to Create Quality Asynchronous Discussions” by The University of Phoenix on 10/12/16.  Attended the “Spending More Time Preparing Your Classes and With Your Students While Spending Less Time Grading Student Writing!” By Pearson on 10/12/16.  Attended the “GoToWebinar - National Research Results: How Colleges Nationwide Are Handling Captioning” Webinar by 3Play Media.  Attended the “QM (Quality Matters) Success Stories webinar” Webinar by QM on 10/12/16/  Attended the “Black Lives Matter: But What about Other POC” Webinar on 10/4/16 by Griffith Coaching/Consulting.  Attended the “Embracing Technology for Global Engagement: A Leadership Challenge and Opportunity” Webinar on 10/4/16 by DrEducation.  Attended the “Improving Feedback in Your Online Classes: From Fizzle to Sizzle!” Webinar by CCCOnline on 9/30/16.  Attended the “From Trump to Turnitin: Pedagogical Approaches to Plagiarism” Webinar by Park University Online on 9/30/16.  Attended the “The Key To Persistence: How To Build A Culture Of Community In College” Webinar By Innovative Educators on 9/30/16.  Attended the “No Feedback Left Behind: Feedback Studio for iPad” Webinar by Turnitin.com on 9/29/16.  Attended the “2016 Legal Update on Digital Accessibility Cases” Webinar by 3PlayMedia on 9/29/16.  Attended the “Seeking a Competitive Advantage” Webinar by Inside Higher Education on 9/29/16.  Attended the “Creating Effective & Engaging Announcements Webinar” by SNHU on 9/29/16).  Attended the “Reasons Students Hate Group Work and Why I Assign It Anyway” Webinar on 9/23/16 by Cengage.  Attended the “Establishing Your Teaching Persona: Balancing your personal presence with your personal space” Webinar by SNHU on 9/22/16.  Attended the “Enhanced Evaluator Training - The Expanded Role and Expectations for Site Reviews” Webinar on 9/22/16 by ACICS  Attended the “Engagement & Employability: From Student Leader to CEO” Webinar by Campus Labs on 9/21/16.  Attended the “One Size Does Not Fit All: Developing Custom Assessment Solutions for your Institution” Webinar by The Chronicle of Higher Education on 9/21/16.  Attended the “OER Authoring & Remixing Webinar” on 9/20/16 by ISKME  Attended the “Why Fly Without a Net? The Role of Quality Matters Training and Support in Online Course Development” by QM and U. of Northern Iowa on 9/15/16  Attended the “QM Success Stories” Workshop by Quality Matters on 9/15/16.  Attended the “National Research Results: How & Why Do Students Use Closed Captioning?” Webinar by 3PlayMedia on 9/15/16.  Attended the “Teachable Moments: Using Current Events to Discuss Plagiarism in the Classroom” Webinar by Turnitin.com on 9/13/16.  Attended the “Easy, Customizable and Fun – eLearning Simplified by Raptivity” Webinar on 9/13/16  Attended the “Using Starfish to Support Student Success in Online Learning Webinar” on 9/9/16 by Hobsons.  Attended the “Aiming for Integrity: How Well Do Students Understand Plagiarism?” Webinar by Turnitin.com on 8/31/16.  Attended the “Technology and the Evolving Business Model in Higher Education.” Webinar by Inside Higher Education on 8/25/16.  Attended the “Brown Bag Presentation (morning session) - “Unravelling APA for Faculty and Students” Webinar by The University of Phoenix on 8/25/16.  Attended the “Feedback Banks in Practice Webinar” by SNHU on 8/25/16  Attended the “Keys to Building a Competitive Online Program” by Pearson on 8/24/16.  Attended the “Leaders in Education Webinar: ePortfolios – Leveraging Evidence to Empower Student Learning” by Cengage Learning.  Attended the “Incorporating Current Events in the Classroom” by The University of Phoenix on 8/9/16.  Attended the “From Theory to Practice: Leveraging Learning Analytics to Drive Student Success.” By D2L on 8/4/16.  Attended the “Leaders in Education Webinar - A Guide to Success through Competency based learning and Innovation” by Cengage learning.  Attended the “Instructional Practices Rubric (IPR): Personal Presence” by SNHU on 7/20/16.  Attended “Creating Targeted Support Serv. For Recruiting, Marketing & Advising: Serving Traditionalists To Generation Z” Webinar by Innovative Educators on 7/12/16.  Attended the “#VitaeWednesday: Teaching Statement Dos and Don'ts” by The Chronicle of Higher Education on 7/6/16  Attended the “Too much data not enough insight: Most effective, must-have, strategies for student success” by D2L on 6/30/16.  Attended the “Learner Analytics Webinar” by OLC (Online Learning Commission) on 6/29/16.  Attended the “How to Instill Continuous Teaching & Learning Improvement with Fact-Based Learning Analytics” Webinar on 6/28/16.  Attended the “Mindfulness in Teaching and Learning” Webinar by The University of Phoenix on 6/23/2016.  Attended the “Implementation Best Practices: How to Effectively Implement New Learning Technologies On Your Campus.” By D2L on 6/23/16  Attended the “Empowering Faculty and Students With High Quality Modular Courseware” by D2L on 6/16/16.  Attended the “Leveraging ShareStream’s Video Analytics to Enhance Student Engagement.” By D2L on 6/16/16.  Attended the “Using Brightspace to Design and Develop Scholarly Activities: Successes and Challenges.” by D2L on 6/14/2016/  Attended the “Brown Bag Presentation, “Personalizing Feedback and Grading Efficiently” by The University of Phoenix on 6/14/16.  Attended the “C.H.A.L.K. - From the Chalkboard to the Keyboard: An Online Faculty Development Program.” Webinar on 6/7/16.  Attended the “Innovation in Teaching” Webinar by Inside Higher Education on 5/24/16.  Attended the “Blackboard BITS: How to Eat an Elephant? One bite at a time!” Webinar on 5/20/16.  Attended the “Your Instructional Presence Webinar” by SNHU on 5/19/16.  Attended the “Increasing Accessibility - Strategies from the University of Guelph, D2L, and a former student” Webinar by D2L on 5/19/16.  Attended the “Connecting Blackboard to Online Course Resources: Effective Teaching and Assessment Strategies” by Blackboard on 5/19/16.  Attended the “Blackboard BITS: Increase Engagement, Improve Outcomes and Get Your Weekends Back with MindTap and Cengage Integration” Webinar by Blackboard on 5/18/16.  Attended the “3 Online Resources To Help Students Complete College” webinar by Innovative Educators on 5/18/16.  Attended the “Leaders in Education Webinar: Integrating Open Educational Resources” by Cengage on 5/18/16.  Attended the “Student-Centered Lesson Redesign” Webinar by D2L on 5/17/16.  Attended the “Transgender Bathroom & Shower Issues: Recent Cases, Policy Development & Federal Legislation” Webinar on 5/16/16 from Innovative Educators.  Attended the “The Critical Role of General Education” by Inside Higher Education on 5/11/16.  Attended the “eText that Empowers: Leading the way to greater affordability and achievement with digital course materials.” Webinar on 5/5/16 by Pearson.  Attended the “Teaching on the Fast Track” Webinar by CCCOnline on 5/5/16.  Attended the “Where to begin with all these apps?” Webinar by NOVA on 4/27/2016  Attended the “Learning Science Course Design” Webinar by SNHU on 4/20/16.  Attended the “The Theory Behind Online Instruction” Webinar by CCCOnline on 4/20/16.  Attended the Innovative Digital Learning Environment Workshop on 3/17/16 by Cengage Learning.  Completed the Creating an Engaged Online Classroom” Workshop from The University of Phoenix Feb 23-25, 2016.  Attended the “Today's Higher Education Leader: Navigating Change and Managing Expectations” by The Chronicle of Higher Education on 3/3/16.  Attended the “Best Practices for Science and Math Online Discussions” Webinar by CCCOnline on 2/26/16.  Attended the “TRANSFORMATIVE TEACHING: A VIRTUAL EVENT” from McGraw-Hill Education on 2/26/16  Attended the “The Rise of Competency-Based Education” Webinar on 2/23/16 by Inside Higher Education.  Attended the “Strategies for Deterring Online Cheating Webinar by CCCOnline on 2/5/16.  Attended the “Coaching for First-Generation College Students: Unifying Students to Appreciate Diversity” on 1/21/16 by Profology.  Attended the “Diversity in the Workplace” Webinar on 12/16/15 by SNHU.  Attended the “Unlocking Possibilities: The Latest Research Findings in eLearning” by Inside Higher Education on 12/15/15.  Attended the “Are You Online? Taking Online Orientation In A New Direction” on 12/8/15 by Innovative Educators.  Attended the “10 Tips to Be Faster in D2L/Brightspace (v. 10.5)” on 11/19/15 by CCCOnline.  Attended the “2015 Survey of Faculty Attitudes on Technology” Webinar by Inside Higher Education on 11/12/15.  Attended the “CCCOnline CONNECT Session: Instructor Presence and Student Outcomes: A Macro Data Analysis” Seminar on 11/6/15 by CCCOnline.  Attended the “Ten Tips to Make Your Online Content More Accessible” Seminar on 11/5/15 by CCCOnline  Attended the “Myths, Legends and Finding Bigfoot: A Faculty Member’s Foray into online Teaching pm 11/3/15 by Inside Higher Education. .  Attended the Registration Confirmation: The Evolution of Distance Learning” by Inside Higher Education on 10/13/15  Attended the “Back-to-School with NROC: Fresh, No-Cost Resources for Student Success” Webinar on 9/10/15 by the NROC Project.  Attended the Allied American University Online Colloquium on 8/26/15 and attended four Webinars on Exploring the International MBA, Providing Instruction to Military Students, Institutional Core Competencies across the Curriculum and Stimulating Critical Thinking and Participation in Discussion Boards.  Attended the “The Mindsets: Helping to Transform Students’ Habits of Mind. On 8/20/15 by CCCOnline  Attended the “The Blackboard webinar - The Ins and Outs of Designing Exemplary Courses is today!” on 8/18/15 by Blackboard  Attended the Technology Infused Curriculum Series, Pt. 1: Models for Technology Planning Webinar by Baker College on 7/14/15.  Attended the Evolving Learning for the New Digital Era” Webinar by Inside Higher Education on 7/8/15.  Attended the “Leveraging Technology to Create a More Engaging Learning Experience: Part 2” by D2L on 6/18/15.  Attended the “Enabling Personalized Learning Through Technology” by D2L on 6/17/15.  Attended the “Leveraging Technology to Create a More Engaging Learning Experience: Part 1” Webinar by D2L on 6/16/15.  Attended the Growing Your Online Presence” Webinar on 6/15/15 by D2L.  Attended the “From Managing to Transforming Learning: Enabling Personalized Learning Through Technology” Webinar by D2L on 6/11/15.  Attended the “Keeping the Focus on Learning: Tools to Help Increase Productivity in Education” by D2L on 6/10/15  Attended the “Improving Student Engagement Through Technology” by D2L on 6/9/15  Attended the “Retaining Online Students: A Student Affairs & Faculty Perspective” on 2/19/15 by Innovative Educators.  Attended the “Teaching with Technology” Webinar from Inside Higher Education on 2/17/15.  Attended the “How To Make Online Discussion Assignments Manageable & Meaningful For Students & Faculty” webinar by Innovative Educators on 2/17/15.  Attended The New Faculty Majority: Supporting & Honoring Your Part-time Faculty by Innovative Educators on 2/11/15.  Attended the Building Community In The Online Environment: Essential Strategies For Today’s Instructors by Innovative Educators on 12/5/14.  Completed the TOTAL Establishing A Social Presence Workshop from NOVA on 11/23.14.  Attended the “Rockin' Online with Great Course Design” by D2L on 11/18/14.  Attended the “Microsoft Office 365 and D2L Brightspace Integration: An Enhanced Learning Experience” Webinar on 11/18/14 by D2L.  Attended the “Building Successful Learning Experiences Online” Webinar on 11/14/14 by Allied American University.  Attended the “Effective Integration of Google Apps for Education and the Brightspace Integrated Learning Platform” on 11/12/14 by D2L.  Attended the “Simplifying Copyright: Fair Use & Ownership In The Online Classroom” Webinar on 11/6/14 by Innovative Educators.  Attended the “Gamification: Using the D2L Tools Already at Your Disposal” Webinar on 11/4/14.  Attended the “Strategies for conducting and logging outreach to at-risk students” Webinar by Everest University Online on 10/30/14.  Attended the “How To Observe & Evaluate Faculty In The Online Classroom”Webinar by Innovative Educators on 10/30/14.  Attended the “Simplifying Copyright: Fair Use & Ownership In The Online Classroom” Webinar on 10/30/14 by Innovative Educators.  Attended the “Using D2L Analytics Essentials to Improve Student Success” Webinar on 10/28/14.  Attended the How and Why of Student DIY: The use of Student Self-Grading of Online Discussions” Webinar by D2L  Attended the ” The Age of Big Data - Big Opportunities or Big Barriers?” Webinar by D2L on 10/22/14.  Attended the “How To Increase Retention, Satisfaction & Performance In The Online Classroom” Webinar on 10/16/14 by Innovative Educators.  Attended the How To Increase Retention, Satisfaction & Performance In The Online Classroom Webinar by Innovative Educators on 10/9/14.  Attended the “Back to School with the Creators of the Beloit Mindset List” on 10/7/14.  Attended the “"Are you a Belieber?" Helping Students Onboard with Integrity by Turnitin.com on 10/2/14.  Attended the “Power of Personalization – How Adaptive Technology is Transforming Teaching and Learning webinar” on 9/24/14 by D2L.  Attended the “104 Best Practices for D2L Technology webinar” by D2L on 9/23/14.  Attended the “Positive Psychology in the Online Classroom” by Everest University Online on 9/18/14.  Attended “The Good, The Excellent, The Wonderful": Positive Feedback Strategies to Enhance Student Engagement” on 9/18/14 by Turnitin.com  Attended the Using Communication Tools to Set the Stage in D2 from D2L on 9/16/14  Attended the Reflective Judgment: Teaching Students To Think Critically In A Time Of Information Overload on 9/12/14 by Innovation Educators.  Attended the Leveraging Brightspace by D2L to Support Student Retention Efforts webinar by D2L on 9/10/14  Attended the Five D2L Tools to Increase Student Engagement and Instructor Presence Webinar on 9/9/14 by D2L.  Attended the D2L and SalesforLife Present How to Engage Your Salesforce and/or Channel Partners to Drive Results! Webinar on 9/9/14 from D2L.  Attended Using Grading Rubrics in the Online Classroom by Everest University Online on 9/4/14.  Attended the Gamification: It’s Easier than You Think Webinar on 9/3/14 by D2L.  Attended the Designing Wikis and Blogs Webinar from Baker College Online on 8/13/14.  Attended the Monitoring Student Progress in eCollege: Personal Engagement and Coaching to Improve Academic Success Workshop on 7/31/14 by Everest University Online.  Attended the Setting Discussion Boards to Grade Webinar on 7/24/14 by Baker College Online  Attended the Effective Email Communication and Organization workshop on 7/17/14 by Everest University Online.  Attended the “Pacing Your Instruction” by Baker College on 7/8/14.  Attended the Faculty Development Workshop: Engaging Students and Finding Relevance in Class Discussions on 6/12/14 by Everest University Online.  Attended the Improving Student Retention in Online Learning through Inside Higher Education on 6/10/14.  Attended the Reaching the Diverse learner, Pt. 1 by Baker College Online on 5/6/2014.  Attended the Globalization in Higher Education Webinar by Inside Higher Education on 4/15/14.  Attended the “Student Motivation: Practical Strategies That Will Increase Engagement, Learning & Retention” Webinar on 2/24/14 by Innovative Educators.  Attended the “Cheating In An Online Environment: How To Prevent, Detect & Deter Dishonesty Webinar from Innovative Educators on 2/21/14.  Attended the Bringing a Campus Experience to Online Students Webinar by WCET on 2/13/14.  Attended the How Faculty Can Manage Difficult Conversations With Students on 2/7/14 from Innovative Educators.  Attended the Using NetTutor in Your CCCOnline Courses from CCCOnline on 2/6/14  Attended the Providing Comprehensive Student Support Services Online Webinar from Innovative Educators on 1/28/14.  Attended the How To Implement AnInnovative & Interactive Diversity Training Program On Your Campus Webinar from Innovative Educators on 1/28/14.  Attended the Student Motivation: Practical Strategies That Will Increase Engagement, Learning & Retention Webinar from Innovative Educators on 1/24/14.  Attended the “College Libraries & Career Readiness: How To Harness Their Resources, Tools & Knowledge To Increase Success Webinar from Innovative Educators on 1/22/14.  Attended the “Locating, Adapting, and Reusing Open Educational Resources” Webinar by CCCOnline on 1/17/14  Attended the Badges And Alternative Assessments Webinar on 1/9/2014 by CCCOnline.  Attended the Online Education: More Than MOOCs Webinar on 1/8/13 by Inside Higher Education.  Attended the "T" is for Transmedia by CCCOnline on 12/12/13  Attended the Why Students Cheat and What We Can Do about It by Magna Online on 12/12/13  Attended the Promoting Excellence Online by Inside Higher Education on 12/12/13  Attended the Strategies For Successful Discussion Performance” Webinar by CCCOnline on 12/6/13  Attended the “The Online Classroom: Innovative Teaching Practices That Increase Retention, Satisfaction & Performance” from Innovative Educators on 12/5/13  Attended the Bridging Education And Neuroscience Webinar from CCCOnline on 11/21/13  Attended the Implementing Best Practices in Online Learning Webinar by the South Carolina Technical Colleges System on 11/19/13  Attended the “Online Orientation: How To Measure Learning Outcomes & Assess Program Success” by Innovative Educators on 11/15/13  Attended the “10 Tips To Being Faster In D2l v10” Webinar by CCCS Online on 11/14/13.  Attended The First Day Of Class: How To Engage Students & Create A Positive Learning Environment Webinar on 11/13/13 from Innovative Educators.  Attended the Developing Rubrics To Encourage Student Self-Assessment & Improve Learning Outcomes from Innovative Educators on 11/12/13  Attended the Keeping Discussions Rolling Webinar on 11/8/13 from CCCOnline.  Attended the RGMOOC – A Digital Game-Based Mooc For Rhetoric And Composition on 11/7/13 from CCCOnline.  Attended the Critical Thinking In The Online Classroom: Instructional Strategies That Work Webinar from Innovative Educators on 10/30/2013.  Attended the 5 Myths About Online Learners: Best Practices To Improve Communication, Build Trust & Focus On Learning Objectives Webinar via www.innovativeeducators.org on 10/10/13  Attended the Dealing with Student Conflict on 7/12/13 by CCCOnline.  Attended the “There a Connection Between the Brain and Learning?” by CCCOnline on 6/28/13)  Attended the Planning a Forum: Consideration for Planning and Facilitating Your Weekly Discussions Web seminar on Tuesday, June 25, 2013 using WebEx by Baker College  Attended the Dealing with Incivility in the Online Classroom Web seminar on Friday, June 14, 2013 using WebEx by Baker College  Attended the “Let’s bring the library to the students!” on 6/6/13 by Colorado Community Online.  Attended the Education Roundtable: Building the Affective Domain Not Becoming Facebook Friends on May 23, 2013 by Baker College Online.  Attended Education Roundtable: WebEx Basics: Preparing and Presenting Materials Using WebEx Web seminar on Tuesday, May 14, 2013 using WebEx by Baker College Onine.  Attended the Education Roundtable: Solicitation for Professional Development Topics for FY14 on Tuesday, April 30, 2013 using Webex by Baker College Online  Attended the Bubbl.us Using This Free Concept Map Software Web seminar on Tuesday, April 16, 2013 using WebEx by Baker College Online.  Attended the Use of Multimedia in Online Instruction Pt. I Web seminar on Thursday, April 11, 2013 using WebEx by Baker College Online.  Attended the Bloom's Taxonomy and Promting Critical Thinking in Online Instruction Web seminar on Wednesday, March 20, 2013 using WebEx by Baker College.  Attended the Transforming Online Courses - Designing and Teaching for Meaningful Learning webinar by CCCOnline on 3/1/13  Attended the Group Projects: Promoting Collaboration in the Online Environment Web seminar on Monday, February 25, 2013 using WebEx by Baker College.  Attended the Education Roundtable: Planning a Forum- Considerations for Planning and Facilitating Your Weekly Discussion Threads Web seminar on 2/20/13 by Baker College.  Attended the Understanding Assessment: Formative Assessment and Student Engagement Web seminar on Tuesday, February 19, 2013 by Baker College.  Attended the Bubbl.us- Concept Maps and Software Tutorial Web seminar on Tuesday, January 15, 2013 by Baker College.  Attended the A Flipped Classroom with Students as Curators’ webinar by CCCOnline on 11/16/12.  Attended the Using Community Based Pedagogical Practices to Encourage Deep Learning in Students by CCCOnline on 11/9/12.  Attended the Education Roundtable: Managing Incivility in the Online Classroom by Baker College on 11/8/12.  Attended the Multimedia In Online Learning Web Seminar by Baker College Online on 11/6/12  Attended the The Essential Multimedia Survival Kit CCCOnline Webinar on 10/26/12  Attended the CCCOnline Quality Assurance 101 on 10/18/12  Attended the Conflicted: Faculty and Online Education, 2012 through Inside Higher Education on 7/10/12  Attended the Blackboard Tips and Tricks for Utilizing Video and Media in Your Course Webinar on 4/23/11  Completed the CCCOnline Managing Discussions 2 Week Training (March 2012).  Attended the Sloan Consortium Online Education Research Symposium: Essential Research for Advancing Online and Blended Education on 1/31/12.  Attended the Moving Beyond the Course to the Virtual Campus: Perspectives on the Evolution of Social Web Modalities in Education on 10/11/11.  Attended the Faculty Preparation for Excellence in Online Teaching Webinar with Pearson Education on 9/29/11.  Attended Building a Culture of Professional Development among Online Faculty: A culture which Enhances Acceptance of Distance Learning & Student Achievement on 9/13/11  Attended the Chronicle of Higher Education / University of Phoenix Webinar: Disruptive Forces, Constructive Insights. Future Work Skills. On April 27, 2011 at 2pm Eastern.  Attended the NTL Institute- Intersections of Differences and Identity: The Simultaneity Model and New Ways of Managing in Organizations Webinar on 4/21/11  Completed The University of Phoenix Course Design and Curriculum Workshop from 4/12/11 to 4/14/11.  Attended the NTL Institute - How do we Influence Change in Complex Times? Webinar on 1/12/11.  Case Study: Online Teaching Success (September 13, 2010) by Ednak.  2010 Trends to Influence Higher Education Webinar (September 2, 2010) by Ednak.  ITT Tech Correcting Grammar on Academic Papers Webinar (Wednesday, August 4, 2010).  Chronicle of Higher Education Webinar: Launching an Online Learning Program: Lessons Learned and Best Practices (July 2010).  DeVry University Getting your students to read Announcements Webinar (July 1, 2010).  Wimba: Online Learning, Past, Present, and Future (July 9, 2010).  Wimba Study Break: Accessible Collaboration in the Online Classroom (June 28, 2010).  Ednak: A Discussion on Online Edu, HEOA, Quality & Innovation (May 19, 2010).  Chronicle of Higher Education: Unleash the Power of Student Engagement with Mobile Technologies Webinar (May, 2010)  Completed The University of Phoenix Faculty Support Workshop Online (February 23-25, 2010).  Ednak: The Art of the Start: How to Successfully Facilitate the First Week of Your Online Course (March 2010).  Completed The University of Phoenix Using Time Effectively Workshop Online (January 26-28, 2010).  Wiley Faculty Network: Socialnomics: How Social Media is Changing the World around Us and Our Students (December 2009).  Ednak: How to Teach an Online Orientation Course (December 2009)  Ednak: Top 3 Mistakes Schools Make When Offering Online Courses / Programs (December 2009)  Ednak: What Schools Look for When Hiring Online Adjuncts (December 2009)  Ednak: The 5 Best FREE Tools Available to Online Educators  Ednak: Mobile Learning: What, Why and How (November 2009)  Ednak:How to Get Started Teaching Online (November 2009)  Attended the Next-Generation Education for Next-Generation Students, presented by Bill Pepicello, Ph.D., President of University of Phoenix. Hosted by The Chronicle of Higher Education.  Completed the University of Phoenix Faculty Workshop Facilitator Certification (October 20-21, 2009).  New Ways to Collaborate Online with Wimba 6.0 (October 27, 2009).  Completed The University of Phoenix Engaged Learning in the Classroom through Metacognition Workshop (October 13-15, 2009).  Attended the Wimba Study Break: Effectively teaching Math, Sciences, and Engineering Online (October 22, 2009).  Completed The University of Phoenix First Year Sequence Workshop (Online) October 9, 2009.  Adult Learning Theory and the Online Learner from Wiley’s Business Solutions Group (October 6, 2009).  Interaction in an Online Environment from Wiley’s Business Solutions Group (October 6, 2009).  Managing an Online Environment from Wiley’s Business Solutions Group (October 6, 2009).  Pedagogical Strategies for Online Learning from Wiley’s Business Solutions Group (October 6, 2009).  Plagiarism from Wiley’s Business Solutions Group (October 6, 2009).  The Code of Business Conduct and Ethnics for Employees (ITT Tech) 9/22/09  Basic Teaching Skills Online (ITT Tech) 8/14/09  Preparing to Teach Online (ITT Tech) 8/14/09  Creating Student Success Online (ITT Tech) 8/14/09  Completed the Axia College of The University of Phoenix CAM (Content Area Meeting): Upcoming Course Changes-What you Need to Know. Aug 25-28, 2009  Attended Capella University Webinar: Interviewing for Success. July 13, 2009  Attended Capella University Webinar: Job Search Strategies in a Tough Economy. July 15, 2009  Attended Capella University Webinar: Online Social Networking: Cutting Edge Tools to Manage Your Career. July 17, 2009  Attended Capella University Webinar: Job Search Strategies for the Mature Worker. August 12, 2009  Attended Capella University Webinar: Teaching in Higher Education Job Search. August 4, 2009  Attended Capella University Webinar: Search Strategies in a Tough Economy. August 13, 2009  Attended ednak Webinar: How Academic Institutions are Using Web 2.0 Tools to Keep Students Engaged July 21, 2009  Attended ednak Webinar: The World is Open: How Web Technology is Revolutionizing Education. July 31, 2009  Attended ednak Webinar: Using Tools to Enhance Feedback in Online Courses, August 13, 2009.  Attended ednak Webinar: What Schools Look for When Hiring Adjuncts: From the Dean of Academic Affairs, July 25, 2009  Attended ednak Webinar: Managing the Discussion Forum: Best Practices from the Academic Chair, July 17, 2009  Attended ednak Webinar: Teaching Online: Where do I start, July 9, 2009  Completed The University of Phoenix Axia College Policy Changes Worrkshop (Online) September 9-11, 2009.  Completed The University of Phoenix Academic Integrity Workshop (Online) June 16-18, 2009.  Completed The University of Phoenix APA Workshop (Online) June 9-11, 2009.  Completed The University of Phoenix Copyright Workshop (Online) June 2-4, 2009.  Completed The University of Phoenix Axia College Policy Workshop (Online) June 2-4, 2009  Completed The University of Phoenix Axia Faculty Refresher (Online) May 26-28, 2009.  Completed The University of Phoenix Evaluating Student Performance (Online) May 26-28, 2009.  Completed The University of Phoenix Difficult Student Workshop (Online) May 26-28, 2009.  Completed The University of Phoenix Online Faculty Refresher Workshop (Online) May 18-22, 2009.  Completed The University of Phoenix Coaching for Student Success (Online) May 19-21, 2009.  Completed The University of Phoenix Learning Teams (Online) May 19-21, 2009  Completed The University of Phoenix Axia CAM: ETH (Cultural Diversity) May 19-21, 2009  Completed The University of Phoenix Axia CAM: (Feedback and the Culture of Assessment) May 19-21, 2009  Completed The University of Phoenix Dynamic Discussion in the Classroom Workshop (Online) May 12-14, 2009  Completed The University of Phoenix Axia Feedback that makes a difference (Online) May 12-14, 2009  Attended Tools for Enhancing elearning. (Online) http://www.elearningtoolbox.com (August 6, 2009)  Attended Academic Integrity in Online Education. (Online) http://www.elearningtoolbox.com (July 30, 2009)  Attended Do Students Perceptions Really Matter? (Online). http://www.elearningtoolbox.com (June 9, 2009)  Attended Tools for Enhancing eLearning. (Online). http://www.elearningtoolbox.com (May 12, 2009)  Completed The University of Phoenix OLS Course Management Workshop (Online) May 4-17, 2009).  Completed The University of Phoenix Classroom Assessment Workshop (Online) May 5-7, 2009.  Completed The University of Phoenix Critical Thinking Workshop (Online) May 5-7, 2009.  Attended The University of Phoenix General Faculty Meeting (Online) April 28-30, 2009.  Completed The University of Phoenix Evaluating Student Writing (Online). April 21-24, 2009.  Attended The National LGBTQ Story Summit Web Seminar on April 22, 2009 sponsored by GLSEN.  Completed The University of Phoenix OLS Faculty Workshop (Online). April 21-23, 2009.  Completed The University of Phoenix Faculty Tone Workshop (Online). April 7-9, 2009.  Completed The University of Phoenix Entry Level Facilitation Workshop (Online). March 24-26, 2009.  Attended The Teaching and Learning with Technology Conference (Online). March 13-20, 2009). http://conference.unctlt.org/program/schedule_glance.htm  Completed The Axia College of The University Phoenix CAM: Working Smarter: Ways to Make the Axia Classroom More Effective and Efficient. (1/20/09-1/22/09).

~ A W A R D S A N D R E C O G N I T I O N ~

 Completed the Baker College Professional Development Tiers I and II Quality Teaching and Learning (Winter 2013)  Completed the Baker College Professional Development Tiers I and II Assessment (Winter 2013)  Endorsed Book Review (Online Learning: A User-Friendly Approach for High School and College Students by Leslie Bowman): http://www.rowmaneducation.com/Catalog/Reviews.shtml?command=Search&db=^DB/CATALOG.db&eqSKUdata=1607097478  Highlighted on Certification Map: Teacher Certification: Lessons from the Field: Interview with Brian Steinberg  Highlighted in Online University Data (http://onlineuniversitydata.com) “Highlighting 10 Creative Professors Teaching at Online Universities”  Quoted in Converge Magazine (an education technical magazine) on how educators use social networking: http://www.convergemag.com/edtech/Educators-Click-with-Social-Networking.html  Quoted in Catalina Magazine (a Hispanic Focuses Magazine) on my thoughts on Affirmative Action. (July 2009)  Inducted into the University at Buffalo NRHH (National Residence Hall Honorary) Bulls Chapter. (November, 2004).  University at Buffalo NRHA Spotlight of the Month (April, 2004).  NEACUHO Outstanding Service Award (June 2002).  Awarded Outstanding Program Award for best diversity program at the University of Northern Iowa 1999 RA Conference “Welcome to Acirema.”  Awarded the University of Northern Iowa Department of Residence Outstanding Lifeskills Programming Achievement Award (1997-1998).  Resident Assistant of the Month for November 1997 at the University of Northern Iowa. C O N F E R E N C E S A N D M I S C

 Attended the NOVA (Northern Virginia Community Colleges Online) Virtual Professional Development Center Online Conference on 12/2/16.  Attended the OLC (Online Learning Consortium Inc.) Virtual Conference (November 16-18, 2016).  Attended the Education Impact Day Conference by Designers for Learning on 11/12/16: http://designersforlearning.org/edimpact16  Attended the 2016 Baker College Online Conference in Flint, MI (June 2016).  Attended the 2016 21st Annual TCC Worldwide Online Conference: http://2016.tcconlineconference.org/  Attended the 2015 Baker College Online Conference in Flint, MI (June 2015).  Attended the 2014 DeVry University Online B.R.A.V.E. - Building Relationships Among Visionary Educators" 2014 Symposium event.  Attended the 2012 Baker College Online Conference in Flint, MI (May, 2012).  Sloan-C Social Media Evangelist (Help Sloan-C advertise their programs in higher education).  Electronic Resources for Instructors at ITT Tech. Institute (Getzville) March 2010.  Mentor for http://www.ednak.com Helped new members understand how they can get involved and started in online education.  Co-Moderator of the [email protected] list server with Dr. Dani Babb (2009-).  Profiled in the Spring 2008 University of Northern Iowa PAWS Newsletter: http://www.uni.edu/coe/elcpe/postsecondaryed/resources/Spring08NL.pdf  Multicultural Expert for http://www.istudentaffairs.com  UMR-ACUHO 2006 Conference in Coralville, IA (October, 2006).  On the Road for Education 10K Road Race (October 22, 2006). 44:40 Minutes. Came in 4th Place Overall. 1st Place in the 30-39 age group. Metal Received.  2006 ACPA/NASPA Program Reviewer.  Pilot Knob 5 Mile Trail Race (September 16, 2006). 51 Minutes.  Completed the Waldorf College Homecoming 5K Race (October 8, 2005). Placed 1st Place. Time 24:41.  Pilot Knob 5 Mile Trail Race (September 15, 2005). 58 Minutes  NASPA 2006 Program Reviewer  Official KIMT Mason City Severe Weather Storm Spotter.  Completed the 31st Annual University at Buffalo 2.2 Mile Turkey Trot (Sunday, November 14, 2004). Placed 1st. Time: 17:20.  Attended ACPA 2004 in Philadelphia, PA.  Completed The Gail Gorin Memorial Turkey Trot (Thursday, November 27, 2003). Placed 169 out of 473. Time: 25:08.  Completed the 23rd Annual Terrapin Trot 5K Road Race in College Park, MD (Sunday, October 5, 2003). Placed 157 out of 314. Time: 26:36  SJTI (Social Justice Training Institute) Alumni Panel in Northampton, MA (June, 2003).  Attended ACPA 2003 in Minneapolis, MN.  SJTI (Social Justice Training Institute) Class of 2002.  Coordinated the Professional Staff Culinary Diversity Series at Stony Brook University (2001-2002).  Proctored tests for LSAT, GRE, and Allied Health at Stony Brook University (2000-2002).  Reviewed 16 Program Proposals for ACPA Commission VI- Career Development in the Fall of 2001.  Attended the NEACUHO 2001 Conference at Western New England College in Springfield, MA.  Helped ERQ Quad to win the Stony Brook University Presidential Campus-Wide Bleeders Cup Championship. (Campus Wide Blood Drive).  Stony Brook University Student Affairs Divisional Volleyball Champion (Spring 2001).  Attended the NEACUHO 2000 Conference at St. Mary's College in Bronx, New York.  Attended the New Professionals Institute facilitated by NASPA 4W in Winter Park, CO. (October 1999).  Attended the 1997 ISPA Conference in Cedar Rapids, IA  1997 Career Exploration Fair for Student Affairs held at the University of Missouri-Kansas City (UMKC).  1996 Resident Assistant Conference held at Marquette University in Milwaukee, WI.

P U B L I C A T I O N S

 Book Review: Articulate Storybook Essentials by Ashley Chiasson for Packt Publishing in April 2015. http://www.amazon.com/Articulate-Storyline-Essentials-Ashley- Chiasson/dp/1784392073/  Blogger for Associated Degree Online: http://www.associatedegreeonline.com/blog/ 2011-2012.  Steinberg, B.C. (2010). “Assessing, analyzing, and evaluating the overall effectiveness of Ally Safe Zone Programs at colleges and universities.” Doctoral Dissertation.  Steinberg, B.C. (2009). “Moving Social Justice Education Online.” The Diversity Speaker Newsletter. May, 2009 Edition. http://www.mauracullen.com  Steinberg, B.C. (2003) http://www.southcampuscommons.com  Steinberg, B.C. (2002). "Spirituality and Spiritual Development." The NEACUHO Navigator Fall Edition, November 2002.  Steinberg, B.C. (2002). http://www.neacuho.org  Steinberg, B.C. (2002). http://www.reslife.uconn.edu/hilltopapartments  Steinberg, B.C. (2002). Book Review of: What's the Matter with the Internet, http://www.studentaffairs.com Summer 2002 • Vol. 3, No. 2  Steinberg, B.C. (2001). Book Review of: The Internet Edge: Social, Technical and Legal Challenges for a Networked World.. Volume 2, Number 1.  Steinberg, B.C.; (2000). “ Religious diversity residence hall programming: A personal account” Talking Stick (A publication of the Association of College and University Housing Officers International) Volume 17 Number 5. http://www.residentassistant.com/reslifepro/talkingstickreligiousdiveristy.html  Steinberg, B.C.; (2000) “A soil chronosequence on eolian sand deposits, north of Cedar Falls, Iowa” University of Northern Iowa Masters Thesis’s.  Steinberg, B.C.; (1999). “The ethics of intimate faculty-student relationships” University of Northern Iowa Masters Research Papers.  Steinberg, B.C.; (1999). “Everything Pumpkin: One of the most comprehensive pumpkin cookbooks ever written” SDSM&T Print Center. http://www.everythingpumpkin.onestop.net  Helped review Student Affairs Web sites available on-line at: http://www.studentaffairs.com/web/higher.html  Created http://annualconference.hypermart.net (December, 2001). The NEACUHO Annual Conference Website.  Created http://newprofessionals.hypermart.net (December, 2001). The NEACUHO New Professionals Conference Website.  Created http://neacuho.hypermart.net (September, 2001). The NEACUHO Fall Drive In Conference Website.  Created http://www.residencehalldirector.com (now at http://www.reslifepro.com) (June 2000). The Premiere Website for College and University Residence Hall Directors.  Created http://virtualallysafezoneforall.4t.com A online virtual safe zone for all.  Created http://www.allysafezoneclearinghouse.onestop.net The official clearing house for Allies and Safe Zones.  Created http://www.virtualsafezoneforall.onestop.net The virtual online safe zone link.  Created http://www.safezoneconsotium.onestop.net The very first international ally safe zone consortium.  Created http://www.safezoneuniversity.onestop.net An online University for Ally Safe Zone Research.  Created http://www.nati.onestop.net The National Ally Training Institute.  Created http://www.theallygroup.net A higher education diversity consulting, advising, and training firm. (April 2001).  Created http://www.safezoneforall.com an All-Inclusive Diversity Safe Zone Informational Website (July, 2001).  Created and maintained http://groups.yahoo.com/group/higheredreldiv a religious diversity higher education list server.  Created and maintained http://groups.yahoo.com/group/residencehalldirector a list server connected to http://www.residencehalldirector.com.  Created and published a Residence Hall Director Recruitment and Selection Brochure for the Department of Residential Programs at Stony Brook University.  Co-Created the Live-in Professional Report with Richard Horowitz. Available online at http://www.residencehalldirector.com/2002liveinprofessionalreport.html

R E F E R E N C E S Online Education:

Scott Woods, Director of Academic Affairs University of Phoenix 3157 E Elwood St Online Campus Phoenix, AZ 85034 Director of Academic Affairs 800-366-9699 Colleen Mallory Former Faculty Manager at DeVry University Online Personal Email: [email protected] or [email protected] Cell Phone: 440.897.1643 Lisa J. Dimitriadis

Department Chair, Speech, Humanities, and Social Sciences Central Carolina Technical College 506 N. Guignard Dr. Sumter, SC 29150 Phone: 803-778-6637 [email protected] John Ragan

Program Chair Colorado Community Colleges Online [email protected] (720) 858-2230 Dr. Sheri Litt

Florida State College-Jacksonville, Dean of Arts and Sciences FSCJ Open Campus / Deerwood Center [email protected] (904) 997-2656

Linda Beck

Team Lead Southern New Hampshire University Email: [email protected] Work Phone 414-232-2010 Amy L. Farnum,

DM Environmental and Social Sustainability Team Lead Trainer/Undergraduate Team Lead/Adjunct Faculty College of Online and Continuing Education -- SCIENCE Southern New Hampshire University [email protected] 603-340-7645

Previous Most Recent Student Affairs and Housing Supervisor:

Mr. Gary Conner (Consultant, The Ally Group) Director of Residence Life Programming Campus Crest Communities 1310 Cool Mist Ct, Ft Mill SC, 29707 Phone: 803-370-8979 E-mail: [email protected], or [email protected], or [email protected] Former Faculty Living Learning Center Director Supervisor:

Dr. Thomas Robertazzi Professor of Electrical and Computer Engineering Stony Brook University Stony Brook, NY 11790 Phone: 631-632-8412. E-mail: [email protected] Colleague:

Mr. R. Derrick Thomas (Consultant, The Ally Group) Executive Assistant at Suite Services, Inc. 26 Crittenden St. NE Washington, DC 20011 E-mail: [email protected] or [email protected] Cell Phone: 703-231-5131

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