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The Institutional Leaders

Peggy Burke

DePaul University
pburke@depaul.edu


Peggy Burke is currently the Associate Vice President of Student Development at DePaul University where she is responsible for developing out-of-classroom learning opportunities for students. She oversees the departments of Residential Education, Student Life, Student Leadership Institute, and Academic Enhancement and also serves on the Leadership team of the Vice President of Student Affairs. She has worked at DePaul University since 1984. She holds a bachelor’s degree in secondary
education and a master’s degree in history from DePaul University and earned her doctorate in higher education administration from Loyola University Chicago in 2002. She holds professional interests in the areas of college student development, leadership development, women’s development, organizational development and change management.

Caryn Chaden

Depaul University
cchaden@depaul.edu


Caryn Chaden is Associate Vice President for Academic Affairs and Associate Professor of English at DePaul University, where she has worked since 1986. She earned her Ph.D. in English Literature at the University of Virginia. In her current role she has worked to improve undergraduate students’ academic experience and help them succeed. She led the creation of DePaul’s Office for Academic Advising Support (2007) and First Year Academic Success Program (2009), and now oversees those units as well as the University Center for Writing-based Learning, the Office for Teaching, Learning and Assessment, and the Academic Program Review process. She has published articles on eighteenth-century British fiction and poetry, and is currently working a book project with several colleagues outlining an institutional approach to improving graduation rates.

Evangeline Harris

Boston University
edhs@bu.edu


Dr. Evangeline Harris Stefanakis joined Boston University in 2007 as a Associate Professor in Educational Leadership and Development coming from Teachers College, Columbia University, and Harvard University where she was an Associate Professor of Research. As a researcher, clinical educator, frequent speaker and writer, she uses a portfolio approach to assessment to understand:
(1) What assessment and instructional approaches are needed to find the assets of these learners?
(2)  How can new technologies and e-portfolios provide instructional alternatives for students to build on their strengths? Dr. Stefanakis holds B.S. from Tufts University in Psychology and Child Development, an M.S. in Learning Disabilities and Behavioral Disorders from Lesley University a C.A.S. in Administration, Planning and Social Policy and an Ed.D. in Teaching and Learning from Harvard University.

A.T. Miller

Cornell University
atm65@cornell.edu


Dr. A.T. Miller is the Associate Vice Provost for Academic Diversity Initiatives at Cornell University. Before arriving at Cornell, Dr. Miller served as Faculty Director of the Ce
nter for Global and Intercultural Study, Coordinator of Multicultural Teaching and Learning, and was Founder and Director of the Global Intercultural Experience for Undergraduates at the University of Michigan. He regularly consulted on issues of classroom climate, curriculum, program and course design throughout the various schools and colleges at the U-M and chaired the University’s Council on Global Engagement. He received his A.B. from Davidson College in North Carolina and his Ph.D. in American Civilization from the University of Pennsylvania. In 2007 he received the Honorary Lavender Degree from the University of Michigan, and in 2009 received the Exemplary Diversity Engagement and Scholarship Award from the National Center for Institutional Diversity.

Judy Patton

Portland State University
drjp@pdx.edu


Judy Patton is head of the Dance area, and teaches choreography, composition, and dance history. Patton spent the first seventeen years of her career at PSU in the former Dance Department where she helped develop the major, the Contemporary Dance Season and The Company We Keep, the resident performing company for the department. For the last two years of the program, she was Chair and founded her own dance company, Judy Patton/Dance. She was awarded two National Endowment of the Arts choreography grants and the Oregon Arts Commission Individual Artist Fellowship. In 1994 with the elimination of the dance program, Patton became part of University Studies teaching Freshman and Sophomore Inquiry and developing the high school collaboration. She served as Freshman Inquiry Faculty Coordinator, Program Director and was Director of that program from 2000-2006. In that capacity, she participated in a number of national projects on higher education transformation and on improving the undergraduate experience and student learning. She presents and publishes in the areas of institutional transformation, general education, learning communities, active learning pedagogies, community-based learning, reflective practice and assessment, focusing on electronic portfolios. Patton also served as Associate Dean of Fine and Performing Arts 2006-2010. She received her B.A in Dance at the University of California, Santa Barbara and a Masters in Arts and Liberal Studies from Reed College.

Nancy Pawlyshyn

Mercy College
tangerinemoon@gmail.com


As chief assessment officer in academic affairs at Mercy College, Pawlyshyn provides leadership for learning outcomes assessment planning and implementation. She is the Title V grant activity director for the new Faculty Center for Teaching and Learning, funded by a Title V Grant for Strengthening Teaching and Learning Environments in Hispanic
Serving Institutions. Pawlyshyn has been the champion of the faculty-initiated Mercy College Electronic Portfolio Project—MePort.  As associate provost from 2007 to July 2010, Pawlyshyn supported the provost in oversight of the design, organization, delivery, assessment and fiscal management of academic programs in Mercy’s six-campuses. Pawlyshyn holds a BA and a terminal MS in Communications Management from Simmons College. She is a doctoral candidate in the School of Education at Capella University, Minneapolis, Minnesota. Her dissertation research focuses on Engaging Faculty in Assessment through the Faculty Learning Community, her final requirement for her PhD in Education expected by June 2011.

Candyce Reynolds

Portland State University
drrc@pdx.edu


Candyce Reynolds is associate professor of Post Secondary Adult and Continuing Education in the Graduate School of Education at Portland State University. Her current scholarship focuses on developing inclusive classrooms and the role of a supportive environment on student learning. She has served at Portland State University as the Director of Affirmative Action, where she spearheaded the development of a Sexual Harassment Training program, as well as the development of the university’s sexual harassment and consensual relationship policy. Currently, she also works closely with a number of alternative and charter schools on their boards or as a consultant in creating supportive learning environments. She holds an AB in psychology and social welfare from UC Berkeley and an MS and PhD in counseling psychology from the University of Oregon. Dr. Reynolds is past board member of Open Adoption and Family Services and the Leadership and Entrepreneurial Public Charter High School in Portland, Oregon.

Gail Ring

Clemson University
gring@clemson.edu

Gail Ring is the Director of the ePortfolio Program at Clemson. Her research interests involve the study of innovation diffusion in an academic setting, specifically as it relates to the use of digital portfolios in a K-20 environment. She has worked with electronic portfolios in an academic setting for over 10 years. Over the years Gail has taught a variety of graduate and undergraduate courses in instructional technology and has implemented and managed large-scale electronic portfolio projects and faculty development activities in two major universities. She has written and presented extensively on ePortfolios, learning and assessment, and has consulted with universities and school districts across the US and abroad on the implementation of electronic portfolios in teacher education.

Steven Volk

Oberlin College
steven.volk@oberlin.edu


Steven Volk is Professor of History and, since 2007, Director of the Center for Teaching Innovation and Excellence (CTIE) at Oberlin College. He specializes in Latin American history and U.S.-Latin American relations, as well as courses in visual methodologies. His has published in a number of fields including Chilean, Bolivian and Mexican history and the U.S.-Latin American relations. He is currently working on a book on the overthrow of Salvador Allende in Chile and the shaping of American historical memory. He has received two NEH grants. In 2003, Volk was awarded the American Historical Association’s Nancy Lyman Roelker Mentorship Award, and in 2001 he was honored by the Government of Chile for his role in “helping to restore democracy in Chile.” He has received the Distinguished Teaching Award from Oberlin, and the Teaching Excellence Award from the Northeast Ohio Council on Higher Education.

Christopher Worthman

DePaul University
CWORTHMA@depaul.edu


 

Christopher Worthman is the Associate Dean of Curriculum & Academic Programs and an Associate Professor of English Education in the School of Education (SoE) at DePaul University. He also is Director of the Center for Educational Technology, which, among other things, provides technology support and training for faculty and students piloting the SoE’s Integrative Knowledge E-Portfolio System. Chris is also co-director of the LA&S-SoE Combined Bachelor’s-Master’s Secondary Education Program, and teaches courses that prepare pre-service teachers to teach writing and young adult literature. He also is co-PI of a 4-year AT&T grant to provide students at-risk of dropping out of an urban high school with strategic academic, social, and emotional support and college readiness skills and sensibilities. Chris’s research interests are students’ in- and out-of-school literacy practices and beliefs and adult learners’ conceptualization and use of literacy. He is author of Playing the Part: Engaging Youth in Drama and Literacy (Teachers College Press) and numerous articles in national and international journals.







Paul Zionts

DePaul University
nts@depaul.edu


Paul Zionts was appointed dean of the School of Education (SOE) in July 2009. Previously, he served as dean of the School of Education at the University of Michigan-Dearborn since 2005, professor and chair of educational foundations and special services at Kent State University and professor at Central Michigan University. In his new position, Zionts leads one of the largest schools of education in the Chicago area. DePaul's School of Education offers degree programs in early childhood education; elementary, secondary and physical education; special education; world languages education; bilingual/bicultural education; curriculum studies; educational leadership; human services and counseling; and language, literacy and specialized instruction. Zionts is the author, co-author or editor of five books and more than 25 articles and chapters. A professor of special education, his research interests include educating children and youth with emotional and behavioral disorders, cognitive behavioral interventions and classroom management. While dean at University of Michigan-Dearborn, Zionts helped forge partnerships with organizations in the community. They included affiliations with two Southfield, Mich., public schools and the Oakwood Healthcare System to support programs for families, while enriching and expanding programming in the schools' child development and special education programs. He has held several national leadership positions, including president of the Council for Children with Behavior Disorders. A native of Hartford, Conn., Zionts began his career teaching in a reform school and an inner-city high school, quickly becoming director of a successful program for juvenile delinquents. He earned his doctoral degree in educational psychology and special education from the University of Connecticut in 1979.