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Mark J. Hager, Ph.D. Mhager@Menlo.Edu Mark J. Hager, Ph.D. [email protected] 1000 El Camino Real, Box 9033 Menlo College Atherton, CA 94027 Florence Moore Hall, 306B 650.646.1699 Atherton, CA 94027 650.543.3780 Education 2003 Ph.D. Education and Psychology. University of Michigan. Thesis: Mentoring relationships in doctoral education: Doctoral students’ socialization into communities of practice. Chair: John W. Hagen. 2000 M.S. Psychology. University of Michigan. 1992 Ed.M. Education, focus in Human Development. Harvard University. Certified to administer, score, and interpret psycho-educational assessments. 1988 B.A. Human Relations with Certificate in Management, cum laude. Golden Gate University. 1986 A.A. Social Sciences, with honors. Foothill College. Professional Priorities Research interests: a) mentoring and developmental relationships in higher education from the baccalaureate through postdoctoral training and early career development; b) student engagement, performance and retention; c) faculty and staff development; d) institutional research on faculty and student performance. Teaching and training skills: a) undergraduate research training and mentorship - I have supervised over 200 senior thesis research projects; b) curriculum development and assessment; c) the relationship of faculty pedagogy to student learning and engagement. Mentoring and advising: a) guiding academic and career planning; b) developing professional identities; c) identifying and correcting developmental gaps; d) promoting independence in college, graduate school and the workplace; e) navigating non- traditional identities in traditional settings. Institutional and professional service: a) learning and development of individuals and communities: b) systemic growth and change management. Hager, MJ, Ph.D. 2 Professional Experience Menlo College, Atherton, CA 2016-pres. Professor of Psychology Courses taught: Psychology Senior Thesis; Empirical Research Methods & Evaluation; Contemporary Global Issues; Psychology of Women in Organizations; Psychology of Learning & Cognition; Psychology of Motivation & Emotion; Psychology of Human Development; Cultural Issues in Psychology; Introductory Psychology; Freshman Interdisciplinary Seminar; Freshman Year Experience. Advise undergraduate psychology students. Supervise Psychology Senior Thesis projects, including research design and analysis, manuscript development and public presentation defense. Hire, train and review psychology faculty. Lead all Psychology Program assessment activities. Coordinated First-Year Experience Seminars Program. Academic Affairs liaison with Student Affairs. 2010-2016. Associate Professor of Psychology 2005-2010 Assistant Professor of Psychology. 2005-pres. Residential Faculty Fellow. Sponsor academic and social engagement of residential students. Advise Menlo College Gay-Straight Alliance. Supervise campus events. 1999-2000 Director, Academic Success Program & College Learning Specialist. 1995-1996 Led team of Academic and Student Affairs to develop and launch tutorial and student assistance program. Initiated institutional research to track student and program achievement. Analyzed psychoeducational documentation to provide accommodations in compliance with ADA, IDEA, and Rehabilitation Act Section 504. Increased retention of students at-risk. Trained faculty and staff in issues of academic success and diverse learning styles. 1993-1995 Tutor & Adjunct Professor. Courses taught: Academic Success Skills; Introduction to College English. Designed and instructed courses to support academic success of at-risk students. The Illinois Institute of Art – Chicago, IL 2003-2004 Director, Transitional Studies. Designed and directed developmental program in English and Mathematics. Supervised college Learning Resource Center, increasing student attendance. Assessed student placement, academic success, and retention. Designed departmental strategic plan to achieve local and corporate enrollment and retention goals. Advised 150+ students at-risk. Hired, supervised and reviewed faculty. Trained faculty and staff in issues of diverse learning styles and complementary pedagogy. Hager, MJ, Ph.D. 3 Foothill College, Los Altos Hills, CA 1989-1990 Instructional Associate. Directed activities of Learning Resource Center. Instructed 15 Study Skills & English Language Skills courses. Conducted outreach to Adult Education Programs and NASA Ames Research Center. Established research program to assess student achievement. Increased student registration and completion 200%. Palo Alto Unified School District, Palo Alto, CA 1987-1995 Aide. Special Education & Alternative Programs. Provided individualized instruction for learning challenged high school students and students at-risk. Publications Hager, MJ, Turner, F, & Dellande, S. (Forthcoming). Professional impact and identity development in the DBA. Studies in Continuing Education. Special Issue: Curricula, Pedagogy and Impact of Professional Doctorates. Trujillo Torres, L, Hager, MJ, Turner, F, and Dellande, S. (2015). When customer participation is not enough: A classification of compliance dependent services. Journal of Scholastic Inquiry- Business, 5, 8-30. Turner, F, Hager, MJ, & Dellande S. (2015). Long-term services requiring customer participation and compliance. Journal of Service Sciences, 8(1). Li, X., Hou, Z. J., Chi, H. Y., Liu, J., & Hager, MJ. (2014). The mediating role of coping in the relationship between subtypes of perfectionism and job burnout: A test of the 2× 2 model of perfectionism with employees in China. Personality and Individual Differences, 58, 65-70. Bellamy, J. L., & Hager, MJ. (2013). Introduction to the Special Issue on Mentoring in the Helping Professions. Reflections: Narratives of Professional Helping, 18(3), 1-3. Dominguez, N. & Hager, MJ. (2013). Mentoring frameworks: Synthesis and Critique. International Journal of Mentoring & Coaching in Education, 2(3), 171-188. Hager, MJ, Basiel, A., Howarth, M. & Zoubir, T. (2013). Using the Phoebe pedagogic planner to enhance student learning and engagement in undergraduate psychology courses. In P. Blessinger & C. Wankel (Eds.), Increasing Learner Engagement through Cutting-edge Technologies. Cutting-edge Technologies in Higher Education, 5. Bingley, UK: Emerald Publishing Group. Hager, MJ & Bellamy, J. (Eds.). (2013). Guest editor: Special Topics Issue of Reflections – Narratives of Professional Healing. Mentoring in the helping professions: Narratives of growth and change. Clemmons, R. & Hager, MJ. (2010). Faculty & IT: Conversations and collaboration. EDUCAUSE Review, 45(2), 58-59. Hager, MJ, Ph.D. 4 Hager, MJ. (2009). Interdepartmental and interdisciplinary collaboration: Learning about teaching and learning (abstract). Proceedings of the Allied Academies International Internet Conference, Educational Leadership, 11, 63. Hager, MJ. (2008). Mentoring and privacy: The relationship of environmental privacy and personal disclosure (abstract). International Journal of Psychology, 43(3/4), 274. Hager, MJ. (2006). Live/learn philosophy moving forward. Menlo College Magazine, 53(1), 6-7. Hager, MJ. (2005). Live/learn community centers enhance campus learning. Menlo College Magazine, 52(2), 14-17. Braskamp, L.A. & Hager, MJ. (2005). Personal investment theory: Understanding religious, spiritual, and faith development of students. In M.L. Maehr & S.A. Karabenick (Eds.) Advances in motivation and achievement (Vol. 14): Religion and motivation. San Diego: JAI Press, Elsevier Press. Burgos, A, Jr., Hager, MJ, & London, J.P. (1999a). How to get the mentoring you want: A guide for graduate students at a diverse university (1st ed.). 46 pp. Ann Arbor, MI: The Rackham School of Graduate Studies. http://www.rackham.umich.edu/StudentInfo/Publications/StudentMentoring/conte nts.html Burgos, A., Jr., Hager, MJ, & London, J.P. (1999b). How to mentor graduate students: A guide for faculty at a diverse university (1st ed.). 49 pp. Ann Arbor, MI: The Rackham School of Graduate Studies. http://www.rackham.umich.edu/StudentInfo/Publications/FacultyMentoring/conten ts.html Presentations Hager, MJ. (2017, December). Wisdom of OWLS: How do you learn from and with women? Paper presented at the Oxford Women’s Leadership Symposium, Somerville College, Oxford University UK. Cronkite, R., Hager, M.J. & Weitlauf, J. (2017, October). Toward Evidence-Based Mentoring: An Evaluation of a Mentored Career Development Program. Paper presented at the 10th Annual Mentoring Conference. Developmental Networks for Innovation, Achievement and Transformation, Albuquerque, NM: The Mentoring Institute. University of New Mexico. Hager, M.J., & Weitlauf, J. (2017, October). How can developmental networks change our view of work-life harmony? Paper presented at the 10th Annual Mentoring Conference. Developmental Networks for Innovation, Achievement and Transformation, Albuquerque, NM: The Mentoring Institute. University of New Mexico. Hager, MJ. (2016, December). On the shoulders of giants: Revisiting Judy Chicago’s “Dinner Party.” Paper presented at the Oxford Women’s Leadership Symposium, Somerville College, Oxford University UK. Cronkite, R., Weitlauf, J., & Hager, M. (2016, October). Enhancing National Hager, MJ, Ph.D. 5 Developmental Networks in Academic Medicine. Paper presented at the 9th Annual Mentoring Conference. Developmental Networks: The Power of Mentoring and Coaching, Albuquerque, NM: The Mentoring Institute. University of New Mexico. Hager, M., Cronkite, R., & Weitlauf, J. (2016, October). Supporting Multilevel Developmental Networks in a
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