Serve as primary point of contact with MSCHE staff; remain aware of all activities related to accreditation review and monitoring; ensure President and institutional community are informed of MSCHE expectations and updates; maintain regular contact with MSCHE staff liaison; oversee the submission of annual data submissions; ensure institutional compliance with all Commission requests for written reports and additional information in a timely manner; maintain and update institutional files of accreditation materials; serve as a key resource person and ensuring the timely and accurate submission of the Annual Institutional Update (AIU); serve as a key resource person and coordinating the details of all accreditation-related visits by MSCHE staff and peer evaluators; maintain familiarity with the institution’s accreditation history by reviewing the Statement of Accreditation Status (SAS) posted on the MSCHE website, past accreditation reports, and correspondence with MSCHE; ensure the accuracy of institutional data collected by MSCHE and making sure that MSCHE is notified of changes, including changes in the names of key contact persons; share the availability of training opportunities offered by MSCHE with institutional community and colleagues.

Provide academic leadership for graduate and undergraduate business degree programs in cooperation with the faculty and Dean of the School of Business and Technology. This includes leading faculty and staff in carrying out the mission of the college, and developing strategic priorities and goals for the School of Business and Technology. Work responsibilities include: monitoring the curriculum to ensure the academic quality and integrity of all business degree programs; providing administrative and managerial direction to the operations of business degree programs; ensuring compliance of all degree programs with quality standards of regional and specialized accreditors; representing Excelsior College and SBT at appropriate academic conferences, professional meetings, and community events; and most importantly ensuring learners are given the opportunity to meet their personal academic and career goals.* Developed and implemented innovative approach to improve course completion rates in “obstacle” courses by 5%* Improved instructional faculty satisfaction with support they received from school by 15% (Faculty Satisfaction Survey)* Supported coordination and development of pilot approaches to virtual internships.* Expanded use of Open Educational Resources

Provide academic leadership for graduate and undergraduate business degree programs in cooperation with the faculty and Dean of the School of Business and Technology. This includes leading faculty and staff in carrying out the mission of the college, and developing strategic priorities and goals for the School of Business and Technology. Work responsibilities include: monitoring the curriculum to ensure the academic quality and integrity of all business degree programs; providing administrative and managerial direction to the operations of business degree programs; ensuring compliance of all degree programs with quality standards of regional and specialized accreditors; representing Excelsior College and SBT at appropriate academic conferences, professional meetings, and community events; and most importantly ensuring learners are given the opportunity to meet their personal academic and career goals.

Provide leadership to the accreditation, assessment, evaluation, and strategic planning initiatives of all undergraduate, graduate, and certificate programs within the school. The position serves as a primary administrative advisor to the Dean, and provides creative vision and strategic direction to the development of new programs. Work with the Dean and Associate Deans of Business and Technology to identify market needs and develop successful programs. In support of the School’s growth, the position is responsible for developing business processes that provide structure and efficiency to support sustainability. Responsible for identifying and meeting School’s business intelligence needs, including the development and utilization of dashboard reporting systems. Provide leadership to all accreditation activities (Middle States, IACBE, and ABET), including supervision and oversight of initiatives focused on student learning, operational effectiveness, faculty evaluation, course development and delivery, and student and institutional support services.Key accomplishments:* Led school's successful ABET accreditation site visit* Coordinated strategic initiatives in developmental advising and vertical career pathways* Initiated task forces to create instructional best practices for asynchronous learning in teamwork, oral communications, and lifelong learning * Coordinated the School's collaborative strategic planning retreat and process and developed strategic plan

Responsible for the development and management of the outcome assessment process in all the degree programs in the School of Business and Technology. Provide support to program directors in articulating and assessing learning and program outcomes. Responsibilities include overseeing the design, validation, implementation, analysis, interpretation, and reporting of research that focuses on outcomes assessment, curriculum review, and student retention. Develop and use existing assessment tools, interpret and analyze data for academic program improvement, and promote institutional accountability. Work collaboratively with the Dean, Associate Dean, program directors, and Faculty in the School of Business and Technology to implement the outcomes assessment and research activities in the College's Outcomes Assessment Framework.Key Accomplishments: * Helped develop Competency-Based Education (CBE) Bachelor of Science in Business program * Contributed to successful IACBE re-accreditation self-study and site visit * Developed and implemented Holistic Four-Step Approach to outcomes assessment * Enhanced faculty evaluation process and faculty professional development webinars * Helped develop, implement, and evaluate college-funded Student Success pilot * Led development of metacriteria approach to grading rubrics * Assisted with development of strategic plan for National Cybersecurity Institute * Supported creation of evaluation plan for Leadership and Education Development (LEAD) Center * Co-wrote proposal to adopt Open-Educational Resources (OER) at college * Helped develop school-level dashboards for advising, online course management, and operations * Led the creation of degree program profiles

Worked with Executive Director to manage existing grant-funded program evaluation projects and to develop responses to requests for proposals for new projects. Work responsibilities included: assessment tool and database development, quantitative and qualitative data analysis, and report writing. Projects included: New York's 21st Century Community Learning Centers (21st CCLC); Queen's College's National Oceanic and Atmospheric Administration (NOAA) Environmental Literacy Grant; and New York's Math and Science Partnerships (MSP) program.

Worked with senior staff to attract clients, respond to RFPs, develop proposals and manage foundation and government grant-funded projects. Project management included program evaluation, technical assistance, consulting, presentations to and communication with clients, data analysis, and report writing. Research and evaluation projects included: the state of Connecticut’s Reading First program, Enhancing Education Through Technology (EETT) grant, and Statewide Professional Development Grant (SPDG); University at Albany’s CISE Pathways to Revitalized Undergraduate Computing Education (CPATH) grant; University of Connecticut's Teachers for a New Era program; Three Rivers Community College's Garrett Lee Smith Campus Suicide Prevention Grant; & New York State's 21st Century Community Learning Centers (21st CCLC), Regional Bilingual Education-Resource Networks (RB-ERN) and Angelo del Toro Puerto Rican Hispanic Youth Leadership Institute (PR-HYLI) grants.

Developed and taught courses at a large, public research university. Responsible for effectively communicating complex ideas and concepts to a diverse population of students. Courses taught include Introduction to Sociology, Introduction to Social Research Methods, Statistical Methods for the Social Sciences, Social Problems, Political Sociology, Organizations in Society, and Sociology of Work. Class sizes range from 8-120 students.

Project director for a Center for Medicare and Medicaid Services (CMS) Systems Transformation grant to New York State's Office for People with Developmental Disabilities (OPWDD). Provided technical assistance in developing evaluation research using surveys, observations, and existing statistics. Analyzed data using SPSS and assisted with project planning and decision-making. Implemented evaluations of selected pilot and demonstration projects. Responsible for written reports and presentations of findings to relevant stakeholders. Also responsible for program evaluation for two other grants: a United States Department of Education grant in School Leadership to the College of Saint Rose and Leadership Preparation in Special Education for the University at Albany.

Developed and taught five Introduction to Sociology courses to a diverse population of community college students. Class size ranged from 30-35 students.

Developed and taught courses in Organizations and Bureaucracy and Political Sociology at a small, liberal arts college. Class sizes ranged from 20-35 students.

Developed and taught courses in Organizations and Work, Introduction to Sociology, Political Sociology, and The Sociological Perspective at a small, liberal arts college. Class size ranged from 20-35 students.

Coordinated assignment of guest rooms at a 700-room Resort and Spa. Was responsible for the handling of guest preferences as well as communication with housekeeping and sales staff to ensure room arrangements for all guests. Worked to follow-up with guests to ensure overall satisfaction.

Created database with information on academic performance, student-computer ratios, and technological infrastructure by school, district, and state for New York. Incorporated Census data to help locate high-need schools. Gathered informational resources concerning the federal No Child Left Behind (NCLB) Act and made them available to research teams across New York State.