IRB and ERC Resources
IRB (Expedited and Full research):
ERC (Exempt research only)
Mandatory Online Training Information
Checklist of What to Submit
Schedules and Deadlines
IRBNet Video Tutorials (password is training)
The updated list
Finding scholarships as a
Here is a current list of names and contact information for professional editors that you may hire to edit your dissertation. The pay rate should be discussed and agreed upon prior to
Jerry Berardi Email: firstname.lastname@example.org Phone: (717) 439-9381
NOTE: Local professional copyeditor and proofreader with a master’s degree and over 15 years’ experience in providing copyediting and proofreading services for education graduate student theses and dissertations and faculty journal articles for flow, grammar, punctuation, and adherence to APA Style requirements. Works with Track Changes mode in Word. Does not and will not rewrite or write sections, paragraphs, or sentences for graduate student papers. Provides positive feedback to clients by first informing them of their paper’s strengths and then explaining where clarification is needed or where something is inconsistent or contradictory and needs attention. The client then makes the corrections. See web page for Clear Cut Academic Editing Services www.sites.google.com/site/
Terri Christoph email@example.com
NOTE: Dissertation proofread and formatted to the current APA style. Email the document and I will proofread for grammar, spelling, punctuation, and format according to APA style and Marywood conventions. I will use Track Changes and comments to show any changes made and why.
Dr. Lois Draina Cell Phone: (570) 885-3105 firstname.lastname@example.org
Dr. Mary Anne Fedrick Cell Phone: (570) 954-0526 email@example.com
Sr. Margaret Gannon Phone: (570) 963-8559 firstname.lastname@example.org
Dr. Ray Heath Home Phone: (215) 628-3428 RayHeath@comcast.net
Sr. Mary Salvaterra Home Phone: (570) 341-3513 Cell Phone: (570) 604-0545 email@example.com
Sandra J. Snyder Cell Phone: (570) 479-4244 firstname.lastname@example.org
Any bound copies of Dissertation must be printed on acid-free paper including the title page. For information on our Policy and Procedures for the publication and binding of Dissertation copies through the Library, please contact the Ph.D. Program office.
"Statistics Solutions for dissertations and theses. An innovative software package that generates APA formatted quantitative results."
Students may find specific information about Writing Center services at marywood.edu/academicsuccess/writing-center/how-it-works.html, however Marywood's Writing Center does not offer consultation on culminating writing projects such as a thesis, doctoral qualifying paper, professional contribution, etc.
It is possible that a student may hire a writing consultant who is available on a fee-based, freelance basis and not associated with the Writing Center. A list of suggested consultants with contact information are posted to the PhD Program Moodle web page.
The following textbook is recommended as a resource for writing the dissertation:
Publication Date: September 2009 | ISBN-10: 1579223133 | ISBN-13: 978-1579223137
This peer-reviewed and refereed multidiscipline journal publishes contemporary research articles in the areas of business, humanities, social science, science, and technology and may be an appropriate journal for the publication of a research article upon the successful completion of dissertation.
You must consider the following factors in choosing a chair: (a) expertise, (b) accessibility, (c) feedback, (d) success, (e) personality style, and (f) attitudes toward methodology. The importance of each one will be discussed in turn.
Selecting a (Dissertation) Chair and Committee
The posting below looks at the factors that are important in choosing the dissertation committee and its chair. It is from Chapter 2, Selecting a Chair and Committee, in the book, Writing a Successful Thesis or Dissertation: Tips and Strategies for Students in the Social and Behavioral Sciences, by Fred C. Lunenburg, Beverly J. Irby. Published by Corwin Press [www.corwinpress.com], A SAGE Company. 2455 Teller Road, Thousand Oaks, California 91320. Copyright © 2008 by Corwin Press. All rights reserved. Reprinted with permission.
Selecting your committee is a very important step in the process of preparing your dissertation or master's thesis. The chairperson of the committee usually has broad power and influence throughout the process of completing the dissertation or master's thesis. Therefore, the selection of a chairperson for your project is a very important decision. In collaboration with your chair and committee, you will delimit your topic, develop your proposal, conduct your research, and write your dissertation or master's thesis. Ultimately, your committee will judge the quality of your project. In this chapter, we present some suggestions that might help you in selecting your dissertation or thesis chair and other committee members.
Before choosing a faculty member as your chairperson, consider the chair's role. As mentioned previously, your chair will have broad power and influence over the dissertation or thesis process. While the specifics of this role vary from institution to institution, from department to department, and from chairperson to chairperson, some general functions of the chair are relatively universal. First, the chairperson will approve your dissertation or thesis topic. Second, the chairperson will approve, in consultation with you, the other committee members. Third, the chairperson will approve every line, section, and chapter of the dissertation. Fourth, the chairperson will determine how committee members will be involved in the dissertation or thesis process. Fifth, the chairperson will decide when you are ready to defend your dissertation or master's thesis. And, ultimately, the chairperson will determine whether you will be granted the degree.
Most departments have rules concerning who may and who may not serve as dissertation or thesis chairpersons. Some universities allow only those individuals who are on the graduate faculty to serve as dissertation chairs; that is, faculty who have adequate, recent publication records and who teach graduate classes. These rules are based on the rationale that faculty who do not have active programs of research will lack the necessary skills to guide a doctoral research project. Rules regarding who may chair master's theses may not be as stringent as those concerning doctoral dissertations. Because practice varies on who may and who may not serve as dissertation chairs, we recommend that you learn your institution's rules as soon as possible. Knowing your institution's local ground rules will help you avoid considering a potential chairperson who is not eligible to chair a dissertation or thesis.
Criteria to Consider in Selecting a Chair
You must consider the following factors in choosing a chair: (a) expertise, (b) accessibility, (c) feedback, (d) success, (e) personality style, and (f) attitudes toward methodology. The importance of each one will be discussed in turn.
Expertise Ideally, it is in your best interest to find a chair with expertise in your topic area. You may want to read some of your potential chair's publications. In our opinion, following this advice generally will produce a better product. Obviously, the closer your chair's area of expertise is to your topic, the more competent he or she will be to (a) identify difficulties you may encounter as you proceed with your study, (b) direct you toward literature sources pertinent to your topic, and (c) guide your choice of methods for collecting and anlayzing data. Furthermore, a chair who has an interest and competence in your topic area is likely to be more invested in your project; that is, think through the project more fully and keep a vigilant eye on your progress than one who is not knowledgeable about your topic area, and, therefore, may lack interest in it as well.
Accessibility Another important factor to consider in selecting a chair is accessibility. Several things can interfere with a chair being consistently accessible to you during the life of your project. When considering someone as a possible chair, you should think about these things. Nationally known scholars may be too busy with their own research activity to give you the time you need. Other faculty may have active clinical practices or be away from campus frequently due to consulting commitments. Faculty members who have nine-month contracts with the university may not be available during the summer. Faculty who are planning a sabbatical leave may potentially interrupt your progress. Another faculty member may be planning to take a position in another university and, therefore, may not be available during the progress of your project. One of the authors of this book had her chair go on sabbatical leave during the final semester of her dissertation work; therefore, a new chair had to be appointed. Popular chairs may have an excessive number of dissertations or theses to monitor, because they are in high demand.
Then there is the issue of tenure. Whereas nontenured faculty contracts may not be renewed, tenured faculty members are likely to be more stable. You will need to consider the relative accessibility and stability of potential chairs, along with your own time constraints and projections for completion.
Feedback Typically, the chair provides the first line of quality control for the dissertation or thesis. And usually the chair will approve the proposal and final version of the project before you will be permitted to forward chapters of the dissertation or thesis to other committee members. Therefore, look for a chair with a reputation for reading, critiquing, and returning written drafts promptly.
What is a good turnaround time? A good rule of thumb is to allow two weeks for a response. After that, a tactful inquiry may be appropriate. Obviously, students should recognize that it might take longer during very busy periods (e.g., end of grading periods, holidays, and before graduation deadlines when all students want to finish their projects).
You should balance timelines of response with the thoroughness with which the potential chairperson reads submitted material. Some chairs provide vague feedback (e.g., rewrite this section), while others may provide detailed comments (e.g., "You need to identify the three main factors and then evaluate them in light of the theories you have discussed."). Waiting longer for a chapter to be returned by a chair may have some positive consequences. First, if you satisfy a chair who provides a thorough critique of your work, you are less likely to encounter serious problems with other committee members. Second, you will be better prepared for your proposal defense and final oral defense of your dissertation or thesis. Third, once you have satisfied your chair's standards, he or she is more likely to support you if one of your other committee members becomes overly or unreasonably critical of your work.
Success Success at bringing students to graduation is an important factor to consider when selecting a chair. Because you are concerned with completing your degree, count how many successful students your potential chair has; that is, what percentage of the chair's students finish their degrees. Consider that criterion cautiously because some faculty members may not have had the opportunity to chair doctoral dissertations or master's theses.
Personality Styles Personality styles matter to some people. Writing a dissertation or thesis is a collaborative process between you and your chairperson. Obviously, you want a chair with whom you can work reasonably well. You will need to assess the match between what you expect from your chair and your chair's notion of the best way to perform his or her role.
Chairpersons vary greatly in how they work with students on dissertations and theses. Those at one end of the continuum closely monitor each phase of the students' work, in some cases stipulating exactly what is to be done at every step, and then require the student to submit each section of material for critique. Chairs at the other end of the continuum tell students to progress on their own and to finish a complete draft of the project before submitting it for evaluation. Most chairs will probably fall somewhere between these two extremes. Chairpersons also differ in the way they provide criticism. Some are blunt and even derisive. Others are direct and kindly in critiquing students' work. Still others are so cautious of students' feeling when pointing out weaknesses that they fail to guide their students in correcting deficiencies. In the latter case, someone else on the committee will have to step up and perform that duty; for the role of the chair and committee is to ensure that the candidate has met the university, college, and department standards.
Students also have personal preferences with whom they want to work, in general. For example, some students prefer to work with female faculty members, while others prefer to work with male faculty. Some students prefer to work with older people, while others prefer younger faculty.
Attitudes Toward Methodology Faculty members often differ concerning their preferences for a particular research method. A research method comprises the strategy followed in collecting and analysing data. The major distinction in classifying research by method is the distinction between quantitative and qualitative research (Gay, Mills, & Airasian, 2006). Quantitative and qualitative research can be broken down further into several distinct types, each designed to answer a different kind of research question. Quantitative research involves the collection and analysis of numerical data, which are usually rendered in the form of statistics. Advocates of quantitative studies tend to prefer such types as descriptive (or survey), correlational, causal-comparative, and experimental research. Proponents of such studies claim that their work is done from within a value-free framework (Denzin & Lincoln, 2005).
Qualitative research involves mostly nonnumerical data, such as extensive notes taken at a research site, interview data, videotape and audiotape recordings, and other nonnumerical artifacts. Qualitative researchers stress the socially constructed nature of reality, the intimate relationship between the researcher and the participant, and the situational constraints that shape inquiry. Qualitative researchers emphasize the value-laden nature of inquiry (Denzin & Lincoln, 2005). Proponents of qualitative studies tend to favor such research approaches as case study, ethnography, ethology, ethnomethodology, grounded theory, phenomenology, symbolic interaction, and historical research.
You need to examine the match between your preference and your potential chair's preference for a research method. Many faculty members accept both quantitative and qualitative research methods, including the authors of this text. We believe that the issue is not which method is better, but rather which method (quantitative, qualitative, or mixed methods) will best answer the particular research question or direction of inquiry.
Gay, L. R., Mills, G. E., & Airasian, P. (2006). Educational research: Competencies for analysis and applications (8th ed.). Upper Saddle River, NJ: Merrille/Prentice Hall.
Denzin, N. K., & Lincoln, Y. S. (Eds.). (2005). The SAGE handbook of qualitative research (3d ed.). Thousand Oaks, CA: SAGE.
The Dissertation (Defense) Meeting
The posting below looks at how to deal with the inevitable pressure of the dissertation defense. It is from Chapter 14 – Entering into Public Discourse: The Dissertation Meeting, in the book, The Qualitative Dissertation: A Guide for Students and Faculty, by Maria Piantanida and Noreen B. Garman. Published by Corwin, a SAGE Company, 2455 Teller Road, Thousand Oaks, California 91320 http://www.corwinpress.
Challenging the Stereotype of “Defense as Inquisition”
Embedded in dissertation folklore is an image of the defense as a grueling inquisition aimed at revealing all the flaws and weaknesses in both the study and the candidate. The trial-by-fire image frames the dissertation defense as one last, arbitrary exercise of faculty power. If the candidate survives this grilling and clears this final hurdle, then she or he is rewarded with the degree. It would be pointless to argue that there are no instances in which the defense has occasioned faculty misuse or abuse of power. But it is even more pointless to cast committee members in the role of enemy and assume that they operate with malevolent intent. Such dysfunctional distortions of the dissertation committee’s role and responsibility serve only to undermine the deliberative process.
The quality of the dissertation reflects on the candidate, the faculty who worked with the candidate, and the university that grants the doctoral degree. A dissertation that does not meet at least a minimum threshold of acceptable scholarship is a grave disservice to all three. In a sense, the committee’s review safeguards the novice scholar from prematurely subjecting his or her work to broader (and probably far more critical) scrutiny.
When candidates have established a deliberative relationship with their committee, the dissertation meeting can be an integral part of an ongoing and evolving process. The defense does not have to be an all-or-nothing test in which the student irrevocably passes or fails. Rather, it can serve as a collective look at the most recent iteration of the evolving inquiry. Granted, by this time, candidates are hoping that this iteration is good enough to bring closure to the dissertation process. But conscientious student-researchers would consider it no favor for their committee to rubber-stamp a dissertation before it is ready.
Students caught up in the high drama of the dissertation defense as inquisition seem to assume that they have no say in the decision to schedule the meeting, nor are they privy to what will happen during this mysterious rite of passage. Looking at the meeting within the context of ongoing relationships can help to dissipate potentially debilitating anxiety.
Sometimes, candidates seem to imbue the dissertation defense with so much special significance that it is treated as a completely new and isolated event. Remembering that the meeting has evolved from an ongoing process and within a context of established relationships can help candidates to know what to expect. If the relationship with committee members is based on mutual trust and respect, is there any realistic reason to expect a sudden change in demeanor or behavior?
Perhaps some students believe that the ritual of the defense demands a harsh, adversarial stance from committee members. To determine whether this is a realistic concern, candidates can talk with their advisors about the purpose and tenor of the meeting. In addition, they can attend several dissertation meetings to observe firsthand what happens. Those who act on this latter suggestion are cautioned not to over generalize from the events of only one meeting. Each committee probably has its own unique personality, each candidate has a particular history with his or her committee, and each meeting probably unfolds in a different way. A single observation is likely to yield a narrow, and perhaps skewed, perspective. Again, discussing one’s observations with one’s advisor provides a good check and balance.
We can imagine some students groaning in despair as they read the preceding paragraphs. Reflecting on the relationship with their committee chair or particular committee members may evoke a deep sense of dread if there has been a history of less than satisfactory interactions. We are in no position to second-guess the roots of such relationships. Indeed, some faculty may be extremely difficult to work with. It is regrettable if students have inadvertently or of necessity chosen such faculty to be on their committee because that detracts from the dissertation experience. Yet in our experience, such unsatisfactory interactions arise far less often than the folklore might imply. Our point is to caution candidates against automatically assuming the worst.
Conversely, some students might think, “I’ve got it. My chair is a good friend and will get me through this.” Counting on friendship, especially in the case of questionable scholarship, can lead to a rude awakening when committee members seriously critique the dissertation. Such a turn of events could feel like a betrayal, especially if students have trivialized the significance of the dissertation and the meeting. For conscientious, responsible faculty, critiquing the dissertation is not about friendship; it is about scholarship.
One other issue is worth flagging at this point. Students should not automatically assume that faculty bring a wealth of experience and wisdom to the dissertation meeting. Junior faculty receive virtually no formal orientation to or preparation for their role as dissertation advisors. As a result, they are likely to draw upon their own limited experience with the dissertation process. Depending upon their satisfaction with the process, they may either try to re-create the experience for their advisees or reject a model that was distasteful. Inexperienced faculty may also be surprised to discover that each university has its own dissertation culture. Norms assimilated at the institution where they completed their doctoral work may not readily fit into the culture of the university where they embark on their faculty career. This may precipitate a period of readjustment for beginning faculty.
Senior faculty may face a slightly different dilemma. Those schooled in the quantitative or empirical mode of research often sense that guiding a qualitative study is somewhat different. Yet they are not quite sure of where the difference lies. Faculty in this position may be groping to understand how best to help their advisees, even as they are struggling to understand a new epistemological ballpark.
Developing one’s own style of guiding the dissertation process and conducting the meeting grows with time and experience. Certainly, our own understanding of the process has deepened as a result of working with a wide range of students with very different needs and abilities. Serving on committees with other faculty also broadened our appreciation for different styles of advising students and conducting meetings. Again, our best advice to all students is to enter into substantive conversations with committee members about their views of the dissertation. It is hoped that portions of this book can help students frame their concerns in ways that promote productive explorations for everyone involved.
We hope that the preceding discussion helps to dispel the image of the dissertation meeting as an inquisition of hapless doctoral candidates. Before leaving this image, however, one other point is worth mentioning. Underlying the trial-by-fire mentality is an assumption that it is the pressure of the dissertation meeting itself that “makes or breaks” the candidate. This suggests that the ultimate criterion for earning the doctoral degree is how well one responds under fire. Perhaps, for some students and faculty, this represents a test of the candidate’s capacity for tough discourse and rigorous deliberation. From our perspective, this parodies the real rigors of the dissertation – completing an intellectually sophisticated, conceptually sound inquiry. As mentioned throughout the book, we believe deeply in the transformative power of the dissertation, the journey from student to scholar. In our experience, the transformation occurs incrementally throughout the journey, rather than instantaneously as a result of grilling at the meeting. The ultimate test lies in the scholarship evidenced in the dissertation.
If, as we suggest, the dissertation meeting is not a ritualistic inquisition or trial by fire, how might the nature of deliberation among candidate and committee members be better understood? There is, of course, no simple answer to this question, because the deliberations are shaped by a complex constellation of issues. At the heart of this constellation is the dissertation document itself, providing an account of the inquiry. A core issue, then, is the quality of the dissertation from the committee’s and candidate’s perspective. Intertwining with this issue is a second issue – what the dissertation process itself represents to candidate and faculty. Both of these are connected with the issue of public discourse, most immediately within the meeting and then over time. The interplay among these issues underpins the deliberations occurring during the dissertation meeting.
For information on faculty research when seeking to put together a dissertation committee or confer on a topic, Ph.D. students can refer to the Graduate Catalog regarding "Department Faculty and Their Research."
This is an incomplete list of current Marywood faculty and their research and interests:
Miguel Calvo-Salve: Building with natural light and new materials
James Eckler: Urbanism and place-making, development of cities, cultivating community
Marcia MacDonald: Sustainable design
BUSINESS & GLOBAL INNOVATION:
Arthur Comstock: Investment and portfolio management, corporate financial planning, international economics
U. Rex Dumdum: Leadership in computer-mediated environments, transformational leadership, eLearning
Monica Law: Leadership, emotional intelligence, medical errors, human resources
George Marcinek: Ethical issues in accounting
Kerimcan Ozcan: Marketing, strategy, analytics, co-creation
Christopher Speicher: International business, organizational behavior, entrepreneurship & marketing
Catherine Bolton: Changing the profession of public relations; impact of digital media on the profession
Douglas Lawrence: Mass communication, message delivery through the communication process
Michael Mirabito: New communication technologies, communication systems, digital imaging, Holocaust studies
Paul Sevensky: Crisis communications
Lindsey Wotanis: Community and collegiate journalism, gender, social media
COMMUNICATION SCIENCES & DISORDERS:
Lauren Burrows: Bilingual phonology and development & assessment of language ability in English language learners
Mona Griffer: Child language development/disorders, early intervention, multicultural issues, supervisory process, family-centered early intervention service delivery, emergent literacy, autism spectrum disorders, higher education trends (curriculum development, academic service-learning), specific language impairment
Vijayachandra Ramachandra: Neuroscience, articulation and phonology, child language/development disorders, cognitive-linguistic deficits. Published: Affective Theory of Mind May Be Unimpaired in People with Aphasia
Bruce Wisenburn: Acquired neurogenic communication disorders, augmentative/alternative communications. Published: Perspectives on Communication Disorders & Sciences in Culturally & Linguitically Diverse Populations
Patrick Seffrin: Criminology, adolescence, povery, quantitative methods, criminal justice, sociology
Patricia Arter: Inclusionary practices, Universal Design for Learning, transition for young adults with autism, curriculum adaptation for the special needs learning, special education, meeting diverse learning needs, development education, universal design for learning, integration of technology into instruction, behavior management.. Presented: Bridging the Gap, Transition: It Takes a Village. Presented: Bridging the Gap: An Interdisciplinary, Experiential Model Between School Psychology and Special Education. Published: Banishing Bullying Behavior: Transforming the Culture of Peer Abuse. Published: Teachers as Mentors: Models for Promoting Achievement With Disadvantaged & Underrepresented Students by Creating Community
Tammy Brown: Struggling beginner readers, new literacies, socio-cultural factors affecting literacy. Presented: Literacies for New Technologies: The Teachers' View. Published: Addressing the Problems of Homeless Children. Presented: Research on the Use of Digital Reading Logos
Joseph Polizzi: Experiential and transformational learning, school leadership, small schools, progressive & alternative schools, preparation and professional development of new teachers. Expertise in qualitative research and case study method. Presented: Documentary Photography & Documentary Films as Intercultural & Interdisciplinary Learning. Published: Films for a New DEEL: Documentary Films in the Educational Leadership Classroom
Christine Fryer: Curriculum instruction, reflective practices, science curriculum
Helen Bittel: Victorian literature and children's literature; Recently presented "The Apartheid of Children's Literature: Windows, Mirrors, Publishers, and Resources"; "No Project Time Today Due to Testing: Classroom Learning and Children's Agency in Three Early Reader Series"
Deborah Brassard: Modern British literature, Modern American literature, Shakespeare; Recently published "You Ever-Gentle Gods: A Discussion of Willia Cather's My Mortal Enemy"
Agnes Cardoni: Composition, 20th Century American literature;Canadian literature; feminist theory, English education. Presented: ReCreations: Teaching, Self Care, and the Inner Life of a Teacher.
Bill Conlogue: 19th & 20th Century American literature. Published: Here & There: Reading Pennsylvania's Working Landscapes
Erin Sadlack: Medieval & Early Modern British literature; women's studies; rhetoric and composition. Presented: Showing, Kneeling, Weeping: The Rhetoric of Presence in Elizabethan Petition Letters
Ann Cerminaro-Costanzi: Poetry of the Spanish generation of 1927, Spanish language, culture and civilization; Latin American culture & civilization
Dhanapati Adhikari: Published: Small Global Solutions to the Damped Two-Dimensional Boussinesq Equations
Craig Johnson: Topology, connections of mathematics to music theory, use of technology in teaching. Authored textbook "Exploring Mathematics: Investigations with Functions"
Zaixin Lu: Energy Efficient Wireless Sensor network, Wireless Data Communication, Social Network Analysis, and Computational Biology, computer science, software, machine learning, artificial intelligence
Joan McCusker: Music cognition, emerging musical literacy, professional development
Kathleen Healy-Karabell: Quality improvement in nursing, school-related study incivility and violence, violence in the workplace, depression in the elderly, abuse related to PTSD
Helen Battisti: Childhood and geriatric obesity, equine therapy
Lee Harrison: Personality type (MBTI) and its effects on career choice, compentence and ability to predict success, nutrition support/critical care, food habits, health promotion, gerontological nutrition, children's health, physical activity patterns ands atisfaction with fitness facilities among military members and their families; health and nutrition of children in military families, nutrition education
Alan Levine: Sports nutrition, human performance, wellness/health promotion
Diane DellaValle: Impact of nutrition status on human physical and cognitive performance, iron deficiency, obesity and weight management, assessment of mineral concentration and bioavailability traits of staple food crops eaten around the world within the context of commonly-consumed meal plans, demonstrating the effectiveness of medical nutrition therapy (MNT) provided by the R.D.N. in both outpatient and inpatient care settings
Dr. Philip Jenkins: Philosophy of art (especially music and expression), philosophy of mind (especially questions surrounding the social nature of the self and emotions), and ethics.
Dr. Sarah Kenehan: Rawlsian political philosophy, environmental ethics/justice, and climate justice. Dr. Kenehan is also very interested in animal ethics and philosophy of science
Dr. Aaron Simmons: Ethical theory, environmental philosophy, animal ethics, and bioethics. He is particularly interested in questions about the ethics of taking life, both human and animal life. He is currently writing a book on our moral obligations to animals, as well as developing a series of papers on the moral importance of empathy. He has published papers in Ethical Theory and Moral Practice, Journal of Bioethical Inquiry, Environmental Ethics, and Ethics and the Environment. He also has a growing interest in ancient Greek and Roman theories on happiness.
PHYSICIAN ASSISTANT STUDIES:
Marie Bonavoglia: Anaphylaxis education and prevention in school-aged children, patient safety, infection control, trends in Physician Assistant education
Lori Swanchak: Trends in Physician Assistant education, cardiology, geratric medicine. Published: The Effect of Early Geriatric Exposure Upon Career Development and Subspecialty Selection Among Physician Assistant Students
Jennifer Barna: School counseling programs & accountability, leadership, advocacy, impact of personal/social development on academic achievement, student academic achievement, systemic change. Clinical Interests: School-based intervention development, collaboration and teaming, creative counseling techniques for children and adolescents. Presented: Growing Up Gifted: Helping Students in Gifted Programs Maximize Potential and Combat Social Concerns
Gail Cabral: Myers-Briggs Type Indicator; gender differences, social-cognitive development, particularly in the area of friendship relations; relationship of psychology and religion. Presented: How Smoking Affects Individual and Community Level Social Networks. Presented: Spirituality Across the Life Span: From Identity to Gerotranscendence
C. Estelle Campenni: Cultivating mindfulness in daily life, implicit cognitive performance and mindfulness, well-being and mindfulness, State dependent learning, gestalt organization of auditory events; gender differences in children's play; psychology and marketing.
Brooke Cannon: Neuropsychology, dementia, brain trauma, facial affect percetion, psychology of film. Published: Delusions Across the Twentieth Century in an American Psychiatric Hospital
Edward Crawley: Auditory perception, spoken word recognition, music cognition, human memory and cognition. Research topics include: Face recognition, memory for melodies, how information is represented in STM, associative memory, inhibition of return. Presented: Examining the Relationship Between Rumination, Dysphoria and Working Memory
Bradley Janey: Psychological text construction, cross-cultural variations in masculinity, counseling males, aggression and masculinity in boys; media violence. Presented: Authoritarian Men: Working With the Hard Cases
Janet Muse-Burke: Spirituality and religiosity, supervision & training, psychotherapy process and outcome, test construction, interpersonal psychotherapy; group counseling; career development; assessment. Presented: Spirituality, Religiosity, and Satisfaction With Life as Predictors of Relapse Among Alcoholics
Edward O'Brien: Cognitive & behavioral therapies, cognitive approaches to self-esteem change, stress & coping, outcomes assessment, effects of technological innovations in higher education. Presented: Assessment of Weight-Concerned Behavior in Females
David Palmiter Jr.: Child and adolescent disruptive behavioral disorders, psychological testing, positive psychology, public education.
Tracie Pasold: Parenting, eating disorders in children and adolescence, pediatric/medical psychology; with specific interest in the variables of emotional intelligence, quality of life, self-esteem, interpersonal functioning, body acceptance and personality/temperamental characteristics as these relate to eating disorders and chronic pain, conversion symptoms, general health-related decision making propensity and symptomatology. Presented: NEPA Region Pediatricians Knowledge and Attitude Towards Eating Disorders
Robert Shaw: Psychological testing, interaction of psychology and spirituality
Lisa Antoniacci: Immunology & vaccine development, microbiology and biotechnology, molecular genetics
Christopher Brey: Functional genetics, biotechnology
Deanne Garver: Toxicology
Deborah Hokien: Analytic chemicstry, biochemistry
Michael Kiel: Human genone analysis with respect to disease and evolution, cell biology, biotechnology
Monica Pierro-Galvao: Medical physics, radiation treatment for cancer
Thomas Jackson: Political science, constitutional law, pre-law
Jeremy Rich: African and world history, colonialism and Central African history (Gabon, Democratic Republic of Congo). Published: Heresy is the Only True Religion: Richard Lynch Garner (1848-1920)
Adam Shprintzen: Urban history, labor history, environmental history
Alexander Vari: European history, Latin American history, urban studies. Presented: The Seduction of Suggestion: Hypnotism as a Matter of Entertainment & Public Concern in Budapest. Presented: A Metropolis in the Making: World City Dreams & Representational Polarization at Turn-of-the-Century Budapest. Published: Yugoslavia's Sunny Side: A History of Tourism in Socialism
Mary Ann Zimmer: Scripture, social justice, spirituality, religious education. Published: Distance & Blended Learning in Asia by Colin Latchem & Insung Jung. Published: Universal Design in Higher Education: From Principles to Practice, edited by Sheryl E. Burgstahler & Rebecca C. Cory
Phyllis Black: Ethical issues in social work practice & education, genetics, grade inflation, curriculum development, grade inflation & teaching research.
Stephen Burke: Faith-based organizations and implications for social work education; economic safety-net issues
Dennis Chapman: Mental health practice/administration; gerontology, group work
B. Lynn Hutchings: The built environment; person-environment fit, physical and developmental disabilities, aging
Christine Kessen: Contemplative practices, social work education
Angela Kim: Children & adolescents, multicultural education, cultural competency in social work education and practice, bicultural ethnic identity development among immigrant children and their families members; international social work practice. Presented: Interdisciplinary Empowerment Service Model for Migrants/Immigrants/Refugees in Suburban Settings
Karen Rich: Formal and informal responses to crime victims, coping skills of victims with disabilities, sexual assult victim interviewing by police officers, stigmatization and coping skills of crime victims with disabilities
Sunny Sinha: HIV presentation programs among at-risk populations, human trafficking, women's access to health care
Kimiko Tanaka: Clubhouse model for psychiatric recovery, resilience and support
Joseph Jaworek: Art therapy in psychiatric treatment
Christine Medley: Distance learning
John Meza: Research in sustainable design
Alumni Engagement in the Recruitment Process: Enrollment Management Best Practices
(Published on December 7, 2016 on Linked In)
By Stanley Kania, MBA
Graduate Admissions Counselor at Marywood University
A typical day in the life of an admissions/enrollment officer may go like this: come into the office with your extra-large coffee, check and answer e-mail and phone messages, meet with prospective students and families, conduct a campus tour, resolve any problems or issues that may arise, and then do it all over again the next day. In the midst of all this, the vast majority of us travel regionally and nationally to recruit students for our institutions and various programs. As enrollment management professionals, we all know the ins and outs of our institutions and program offerings. Although we are able to give students a wealth of information, most of them want to know what life is like after they finish their program. Students want to know about job opportunities, internships, and professional networking. This is where effectively using alumni comes into play and can significantly be a value-add to the enrollment management division. As the higher education market becomes more competitive, it is crucial for colleges and universities to "stand out from the crowd" and differentiate themselves from their competition. This differentiation must occur primarily within the area of the institution that has the most contact with prospective students- the Admissions Office. An effective way to accomplish this distinction from competition is to successfully utilize alumni to aid in the recruiting process. This brief article will explain the benefits to using alumni in the recruiting process. Additionally, some best practices to efficiently and effectively engage and retain alumni in the recruiting process will be explained.
Why Use Alumni?
When we think of a typical recruitment process, we normally think of the following: inquiries, campus visits, Open Houses, recruitment fairs, and so on. All of this is usually done through collaboration with University Admissions personnel and their student volunteers. However, adding the use of alumni during the recruitment process has its benefits.
Using alumni as a supplement in the recruiting process has many benefits. First, it gives students and parents the opportunity to ask questions they may not be able to ask current students and professional staff. They may ask alumni questions like, "How did attending this college/university help prepare you for entering the workforce after graduation? What are some things I should focus on to make myself marketable after graduation? Would an internship help increase job opportunities for me after graduation?" Additionally, if parents and students hear the successes of alumni, it will instill more confidence in them that your institution is the best fit to meet their academic and professional needs (Agnihorti, Bonney, Dixon, Erffmeyer, Pullins, Sojka, and West, 2014; Dolbert, 2000; Kuzma and Wright, 2013).
Secondly, using alumni helps keep them engaged with the institution. These alumni are updated throughout the year on developments at the institution- academics, building/grounds, student life, athletics, etc. By being constantly updated during the year, this helps create an affinity to the institution and makes them a valid, knowledgeable spokesperson for the college/university (Mcalexander and Koenig, 2001; Pastorella, 2003). Especially in more recent alumni, specifically alumni who are not in a position to make a financial contribution to the school , individuals who are engaged in alumni volunteer opportunities are more apt to stay engaged because they feel as if they are helping make a difference in the life of students (Jackson and Amparo, 2014; Leach 2013, Weerts, Cabrera, and Sanford, 2010).
Third, the use of alumni in student recruiting helps students begin the professional networking process early on. The professional advice students receive from alumni serves as an added bonus to enhancing the student experience, which may assist in student retention (Leach, 2013). During this process and even after students are enrolled, alumni can act as mentors to students and help provide them additional academic and industry insight that can help make students more competitive in the workforce after graduation (Sandvig, 2016; Singer and Hughey, 2002). This can help lead to professional recommendations, internships, and possible job placement opportunities (Ozturgut, 2013; Agnihotri et. al, 2014; Dolbert, 2000; Leach, 2013).
Best Practices in Alumni Recruiting: TER Approach
When examining how to approach alumni recruiting, I have found that an approach I created, the TER (Target, Engage, and Retain) Approach, is most effective for engaging alumni in a recruiting program. Here are some best practices for the TER Approach:
1.) Target a robust, diverse group of alumni that each add to the overall composition of your alumni recruiting team. Some suggested demographics of alumni to consider are geographic location, graduation year (target younger alumni from the past ten years), academic programs, mid-level and senior managers, alumni/trustee board members. Be sure you always have an alumni that would be a good match for a student, such as pairing them up based on program of study or profession of interest. This would allow for the best possible networking opportunity to occur between students and alumni.
2.) Begin searching for these alumni on social media sites (i.e. Facebook, LinkedIn, etc.) and institutional alumni registries and student records. Indicating to them that they have a unique opportunity to become engaged and network with students is very attractive to alumni as they enjoy telling their story and affinity with the institution (Leach, 2013; Agnihotri et. al, 2014). Work in collaboration with your institution’s alumni relations/development office to gather alumni registry names and work on developing this program.
1.) Provide a wide array of options for alumni to assist with recruiting. Some common ways alumni can help with recruiting are contacting students via phone calls and e-mails. This allows alumni to add their personal touch to communication pieces and highlight their experiences. Additionally, alumni can attend Open Houses, recruiting fairs/events, and other university events, such as student orientation. Some alumni may actually host a prospective student informational session at their residence and/or workplace. This is especially beneficial if their geographic location is outside of your main recruiting territory. Be sure to provide a wide array of volunteer opportunities for your alumni and let them chose what they want to do.
2.) Work in collaboration with other offices on campus to see if they can provide additional volunteer opportunities for your alumni. Some alumni may enjoy volunteering during student move-in at the dorms or during student graduation. Increasing volunteer opportunities not only helps increase manpower, but it also can reduce budget expenses and staffing issues.
1.) Be sure to recognize your alumni recruiting volunteers. You don't have to go overboard with this. Something as simple as listing their names on your website as an alumni recruiting volunteer goes a long way. Some schools may have a recognition event with food and refreshments or provide them with a college/university alumni recruiter shirt. This is all dependent on what you would like to do to recognize your alumni volunteers. In addition, as previously stated, having a wide array of volunteer opportunities for alumni to choose from increased engagement and participation in your alumni recruiting program.
Developing an alumni recruiting program can be quite beneficial to your institution. The added perspective from alumni can resonate well with applicants and students, which can make a positive impact on their decision to enroll at your institution. Be sure to use the TER Approach when targeting, engaging, and retaining alumni. Alumni is one of your best marketing tools to not only prospective students, but other alumni, which can increase alumni participation in your program. If your department does not have an alumni recruiting program, I strongly encourage you to explore developing one. Coordinate with other departments on campus and your enrollment management leaders to create an alumni recruiting strategy. Find a few alumni and "test the waters" at an Open House or student orientation event. Start small and expand the program from there. See what things work well at your school and what needs some fixing. It may take some time to develop a strong and robust alumni recruiting program, but it will be well worth the time and effort when it is successful!
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About the Author
Stanley J. Kania III, MBA, is a Graduate Admissions Counselor at Marywood University in Scranton, PA. He holds a Master of Business Administration degree in Management, as well as a Bachelor of Arts in Political Science and Law from Marywood University. Stanley also currently serves as the President of PAGAP, the Pennsylvania Chapter of NAGAP. He is currently a doctoral student in Marywood University’s PhD Program in Human Development, concentrating his studies in Organizational Leadership. His developing research interests include alumni engagement in recruitment, enrollment management leadership in post-secondary institutions, and the utilization of post-secondary education systems as incubators for entrepreneurship.