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2008-2009 POLICY SEMINARS
Vice President for Academic Affairs National Association of State Universities and Land-Grant Colleges Ensuring that Public Higher Education Remains AffordableSeptember 24, 2008 David E. Shulenburger is vice president for academic affairs for the National Association of State Universities and Land-Grant Colleges (NASULGC). He is nationally recognized for his efforts to help the academic community understand the economics of scholarly communication and to reform the scholarly communication process. A native of Salisbury, NC, he received his Ph.D. and MA degrees from the University of Illinois and the BA from Lenoir Rhyne College. His research is in the areas of labor and industrial relations and economics with a major focus on wage determination. Before joining NASULGC, Dr. Shulenburger was provost at the University of Kansas where he held various positions including associate dean and undergraduate program director in the School of Business before being named associate vice chancellor for academic affairs in 1988. He also served as a faculty member at Clemson University and as a labor economist for the U.S. Department of Labor. Dr. Shulenburger is a recipient of the Shutz Award for Distinguished Teaching on Economics. As an advocate for reform in the areas of scholarly communication and academic accreditation, he has written numerous articles and is frequently invited to give keynote presentations across the country that address the issues pertaining to scholarly work as a public good.
Associate Professor of Higher Education University of Maryland From Constraint to Growth: Reconsidering the Narrative in Studies of FacultyOctober 17, 2008 Dr. O'Meara joined the UMCP faculty in fall 2007 as associate professor. She was recently assistant and associate professor of higher education as well as program coordinator in the University of Massachusetts Amherst Higher Education Program. KerryAnn's research explores academic structures and cultures that support faculty growth in community engagement and teaching. She brings to her research and teaching professional experiences in service-learning, undergraduate research, living-learning communities and residence life, and research coordination. She teaches courses on the Academic Profession, History of American Higher Education, MA Capstone seminar, Academic Administration, Women in Higher Education. She consults nationally on supporting faculty growth and development, particularly in community engagement.
Associate Dean and Professor of Higher Education University of Toronto The Internationalization of Higher Education in the Context of Canadian FederalismNovember 19, 2008 Dr. Jones' research focuses on policy and politics of higher education in Canada including the relationships between institutions of higher education and government, the relationships between institutions, and the decision-making processes within these institutions. Aside from the formal structures, Jones is also interested in the role played by pressure groups and individuals both inside and outside the higher education community in influencing policy. Jones is currently involved in a number of studies focusing on accessibility and government policies promoting access with support from the Ministry of Training, Colleges and Universities. He is a member of the Canadian research team for the "Changing Academic Professions" international project that is studying faculty work, and is also working with an international team to develop a research study on multi-level governance in higher education. Recent publications include: Higher Education in Canada: Different Systems, Different Perspectives (1997), The University and the State: Reflections on the Canadian Experience (1998); Governing Higher Education: National Perspectives on Institutional Governance (with Alberto Amaral and Beret Karseth, 2002) and Creating Knowledge, Strengthening Nations (with Patricia McCarney and Michael Skolnik, 2005). In 2007 Jones was a visiting scholar at the Institute for Research in Higher Education at Fudan University and in 2008 was an Erasmus Mundi visiting scholar at the University of Oslo.
Associate Professor University of Pennsylvania Envisioning Black Colleges: A History of the United Negro College FundFebruary 27, 2009 After 10 years in college and university administration, Dr. Gasman received a Ph.D. in higher education from Indiana University in 2000. She came to Penn as an assistant professor in 2003. She received the Association for the Study of Higher Education's Promising Scholar/Early Career Award given in honor of a scholar's body of scholarship in 2006. In 2008, Dr. Gasman was promoted to Associate Professor with tenure and also won the Penn Excellence in Teaching Award. Dr. Gasman is an historian of higher education. Her work explores issues pertaining to philanthropy and historically black colleges, black leadership, contemporary fundraising issues at black colleges, and African-American giving. Dr. Gasman's most recent book is Envisioning Black Colleges: A History of the United Negro College Fund (Johns Hopkins University Press, 2007). Dr. Gasman's research on Historically Black Colleges has been cited in various media venues, including The Washington Post, the Wall Street Journal, the Chronicle of Higher Education, Diverse Issues in Higher Education, National Public Radio, Inside Higher Education, U.S.News and World Report, and CNN.
Assistant Professor of Sociology University of Wisconsin The Role of Familism in Explaining the Hispanic-White College Application GapMarch 18, 2009 Ruth Turley is a sociologist interested in educational inequality, neighborhood effects, child poverty, race and ethnicity, stratification, and research methods. She has a master's and Ph.d. from Harvard in sociology where she was a doctoral fellow at the Kennedy School of Government's Multidisciplinary Program in Inequality and Social Policy. Dr. Turley is currently co-investigator on a grant funded by the National Institute of Child Health and Human Development where she is investigating the causal effects of social capital on the cognitive and social development of children in 52 elementary schools in Texas and Arizona, focusing on schools with a high proportion of children from low-income Latino families. Schools in the treatment group will participate in an intervention (Families and Schools Together) designed to improve relations of trust among parents, schools, and students. Dr. Turley has received two teaching awards, the Excellence in Teaching Award and the Exceptional Professor Award, and serves as a Teaching Academy Fellow at the University of Wisconsin.
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