selected professional profile & … professor emeritus of higher education, documenting...

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D. JASON De SOUSA, Ed.D. 3700 Toone Street, Baltimore, Maryland 21224

Email: [email protected]

SELECTED PROFESSIONAL PROFILE & ACHIEVEMENTS

• Over 20 years as a senior higher education administrator, with leadership positions to include provost and chief officer for (a) academic affairs, (b) student affairs, (c) enrollment management, and (d) student retention, with direct administrative leadership for:

o Academic and Student Life; o Offices of Undergraduate Student Recruitment and Admission; Financial Aid; Records and

Registration; Disability Services; Religious Life; Housing and Residence Life; Student Conduct and Community Standards; Intramural Sports, Outdoor Leisure, and Education; and Student Engagement/Campus Life;

o Programs on Title III, Student Support Activities, Academic Honors, Behavioral Assessment Threats, Male Initiatives, Service Learning, International Affairs; and

o Centers for Health Services, Counseling, and Career and Professional Development.

• Graduate-level (Ph.D., Ed.D., and M.A.) faculty appointments in Higher Education Administration (Associate Professor) and Community College Leadership programs (Lecturer);

• Testified as an expert witness in 2014 before the United States Senate’s “Health, Education, Labor, and Pensions Committee” on Innovative and Best Practices for Student Success at Minority Serving Institutions;

• Awarded a 2014 $1 million grant from the North Carolina GlaxoSmithKline Foundation, Inc. for providing institutional support services for students with “learning differences” (learning disabilities) and for encouraging faculty to more widely incorporate “Universal Design for Learning” through a three-year grant funded project referred to as College STAR (“Supporting Transition Access, and Retention”);

• Effective strategic enrollment manager, exceeding enrollment targets in every instance at four-of-four institutions, as chief strategic enrollment officer:

o Increased the University of Maryland Eastern Shore fall 2015 first-year cohort by 4.3%,

which exceeded the 3.7% goal and was the highest percentage increase among all

University System of Maryland colleges and universities for fall 2015.

o Increased male student retention by four percentage points—from 63% to 67%—through

targeted and intrusive strategies during first year of service as Fayetteville State

University’s Assistant Vice Chancellor for Student Retention.

o Increased the fall 2010 first-year student enrollment at Clark Atlanta University by six

percentage points, which reversed a three-year cycle of enrollment declines.

o Realized a 3.1% increase in first-year student enrollment as well as equal proportions of

males and females at Huston-Tillotson University for fall 2009.

• Successfully served on several college and university self-study committees in preparation for institutional reaffirmation for both the “Middle States Commission on Higher Education” (MSCHE)

mailto:[email protected]

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and the “Southern Association of Colleges and Schools” (SACS), with the most recent MSCHE (i.e., April 7, 2016) providing a “commendation” for a Student Affairs “High Impact Practices” Initiative;

• Associate co-author of Student Success in College: Creating Conditions that Matter, which was the culmination of a two-year research project, spearheaded by George D. Kuh, Indiana University Bloomington Professor Emeritus of Higher Education, documenting effective educational practices at 20 colleges and universities with higher-than-predicted graduation rates and exemplary National Survey of Student Engagement scores;

• National pioneer and thought leader on increasing student retention, year-to-year persistence, and graduation rates among collegiate males of color:

o Established and directed American higher education’s longest-serving collegiate male initiative—the Morgan State University “Male Initiative on Leadership & Excellence” (Morgan MILE), which was established in 2004 and has engaged more than 2,500 undergraduate diverse students, as of 2016.

o Established and directed the Huston-Tillotson University “Male Initiative on Loyalty & Excellence” (HT MILE).

o Established and directed the Fayetteville State University “Male Initiative on Leadership & Excellence” (Bronco MILE), which realized higher year-to-year persistence rates than non-participants.

o One-of-three American college and university male initiative directors invited to speak at the 2014 White House Initiative on HBCUs on President Obama’s “My Brother’s Keepers” Initiative.

• Awarded and directed over $3 million dollars in grants for implementing deliberate “High Impact Practices” and targeted student leadership and success initiatives.

EDUCATION

Ed.D., 1994 Indiana University Bloomington (Bloomington, Indiana) Major: Higher Education Administration

Cognate: Student Affairs Major Professor: Dr. George D. Kuh

Dissertation: A Comparison of the Effects of Selected Collegiate Activities on Black Students’ Educational

and Personal Development Gains at an Historically Black and a Predominantly White Institution

M.A., 1989 Bowling Green State University (Bowling Green, Ohio) Major: College Student Personnel

Major Professors: Drs. Patricia M. King and C. Carney Strange

Thesis: Student Involvement: A Comparison of Black and White Students’ Collegiate Experiences

B.S., 1987 Morgan State University, (Baltimore, Maryland)

Major: Sports Administration (1987) Major Advisor: Ms. Margaret Barton

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HIGHER EDUCATION ADMINISTRATION EXPERIENCES

Associate Professor

Howard University, School of Education, Washington, DC

Education Leadership and Policy Studies, Department of Educational Leadership and Policy Studies, August

2017 – present

Teach doctoral-level students in Higher Education Leadership and Policy Studies, a 72-credit hour

program to prepare the next generation of educational leaders for staffing, administration, and

management positions in Minority Serving Institutions.

Lecturer

Morgan State University, School of Education, Baltimore, Maryland

Department of Advanced Studies, Leadership & Policy Studies, September 2016 – June 2017 Served as a lecturer in the Morgan State University Ph.D., Ed.D., and M.A. programs in the

Department of Advanced Studies, Leadership, & Policy (i.e, Community College Leadership and

Higher Education Administration), programs designed to prepare effective postsecondary

administrators.

Vice President for Student Affairs

University of Maryland Eastern Shore, Princess Anne, Maryland, April 2015 – July 2016

Served as chief student affairs officer responsible for establishing, implementing, and assessing

targeted and transformational student initiatives that undergirded the institutional mission and

desired educational outcomes; provided enriching students’ collegiate experiences by primarily

implementing an array of both “student engagement” practices and “High Impact Practices”

known to better increase institutional student satisfaction and year-to-year persistence.

Assistant Vice Chancellor for Student Retention, Principal Investigator of College STAR (“Supporting

Transition, Access, and Retention”), and University Coordinator of Male Initiatives

Fayetteville State University, Fayetteville, North Carolina, January 2012 – April 2015

Chief student retention officer responsible for strategically planning, implementing, and

recommending, as appropriate, a comprehensive array of best practices, programs, and

specialized initiatives to improve access, retention, and graduation rates of undergraduate

students inclusive of military-affiliated and male students of color. Chaired a Title III “super

activity” referred to as Building Institutional Capacity to Enhance Academic Support Resources and

Improve Year-to-Year Persistence of Targeted Groups through “High Impact Practices” (i.e., School

of Education Advisement and Retention Center, Enrollment Services Call Center, Male Initiatives,

and Female Initiative). Principal Investigator of a $1 million grant for student support and retention

initiatives for students with learning differences. Coordinated the University’s Male Initiative.

Chaired the “Student Success and Persistence Advisory Task Force.”

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Vice President for Enrollment Services & Student Affairs Clark Atlanta University, Atlanta, Georgia, 2009-2010

Served as chief enrollment and student affairs officer responsible for leadership and

administration for student growth through strategic enrollment strategies as well as innovative

approaches to for retaining continuing students by offering an array of enriching educational and

robust out-of-class experiences.

Provost and Vice President for Academic & Student Affairs

Huston-Tillotson University, 2008-2009, Austin, Texas

Served as the chief academic and student affairs officer, with direct responsibility for the Dean of

the College of Arts and Sciences, Dean of the School of Business and Technology, Dean of Students,

Dean of Enrollment Management, Director of the University Library, and Director of the W.E.B.

DuBois Honors Program.

Morgan State University (2002-2008), Baltimore, Maryland

1. Director, Institute for Student Leadership, Character Development & Outcomes (2003-2008), Pg. 4

2. Assistant Vice President for Academic Affairs & University Registrar, (2002-2005), Pg. 5

3. Associate Professor of Higher Education & Coordinator of the M. A. Program in Urban College Student

Personnel (2006-2008), Pg. 6

Director, Institute for Student Leadership, Character Development & Outcomes

Directed an institutional initiative designed to enrich the educational experiences of

undergraduate students through co-curricular programs and activities organized around

leadership development, character building, values clarification, peer education, service-learning,

and diversity education.

Assistant Vice President for Academic Affairs & University Registrar, (2002-2005)

Served as a senior academic affairs officer responsible for providing leadership and supervision to

all programs, services, and operations of the university’s Office of Records & Registration; chaired

the university’s student retention committee; served on the Academic Affairs Management Team;

and reported to the Provost & Vice President for Academic Affairs.

Vice President for Student Affairs

Savannah State University, 1999-2002, Savannah, Georgia

Served as the chief student affairs officer responsible for visionary leadership, administration, and

strategic planning of the Division of Student Affairs.

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Assistant Vice President for Student Affairs for Enrollment Management Morgan State University, Baltimore, Maryland, 1998-1999

Designed, developed, and implemented enrollment strategies and marketing plans to ensure the

university met its enrollment goals for the recruitment of new and persistence of continuing

students.

Assistant Vice President for Student Affairs Alabama State University, Montgomery, Alabama, 1996-1998

Served as the assistant senior student affairs officer, with specific responsibilities for leadership,

management, and supervision of: (1) Housing and Residential Life, (2) University Student Center,

and (3) Student Activities. Had primary responsibility as chief judicial administrator responsible for

the effective administration and operation of judicial affairs, which included the investigation and

adjudication of alleged student misconduct and the implementation of judicial programs.

Acting Vice President for Student Affairs (November 1997 to February 1998)

Acting chief student affairs officer responsible for the administrative leadership and management

of the university’s Division of Student Affairs.

Director of the Center for Career Development & Placement Services Tuskegee University, 1994-1995, Tuskegee, Alabama

Directed the activities and services of the University’s Career Development & Placement Services

Center, which included the cooperative education program; student internship program; career

placement services; planning and career advising; career fairs; and outreach to and cultivation of

corporations, businesses, and graduate/professional schools.

FACULTY APPOINTMENTS, COURSES, & RESPONSIBILITIES

Howard University (2017 – present)

Department of Educational Leadership & Policy Studies (Higher Education Leadership and Policy Studies)

Fall 2017 Courses:

History of American Higher Education

The History of Higher Education (HHE) is designed, principally, as an active and collaborative learning

immersion into the emergence of the nation’s four-year colleges and universities, starting with Harvard

University in 1636. The treatment of key historical, social, and federal interventions that have shaped the

development of American colleges and universities are discussed. Hence, the HHE is organized around

how key trends, events, institutional types, and institutional cultures shaped American higher education’s

purposes, student enrollments, institutional policies, architectural designs, campus mascots, student

protests, and the contemporary stations of today’s colleges and universities.

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Minority Serving Institutions

Minority Serving Institutions (MSIs) treat the emergence and present-day role of these institutions of

higher education. Comprised of diverse institutional types, missions, locales, controls, and purposes, MSIs

share a common educational obligation for underserved, underrepresented, and underfinanced students.

The course examines Historically Black College and Universities (HBCUs), Hispanic-Serving Institutions

(HSIs), Tribal Colleges and Universities (TCUs), Predominantly Black Institutions (PBIs), and Asian American

and Native American Pacific Islander Serving Institutions (AANAPISIs), with an emphasis on leadership and

administration, enrollment trends, key institutional metrics, student cultures and life, and emerging and

future trends.

Morgan State University (2016-2017 AY)

Department of Advanced Studies, Leadership & Policy (Community College Doctoral Leadership Program)

Fall 2017 Courses:

Introduction to Educational Research

An introductory course in the fundamental concepts, principles and methods of educational research. It

is a survey course that serves as a foundation for doctoral-level students who have little experience in

educational research. Students who plan to participate in extensive applied and action educational

research are strongly encouraged also to take a course in quantitative and qualitative analysis. The four

general goals of the course are to enable students to: (a) become literate in the basic concepts, principles,

and techniques of educational research; (b) acquire basic skills in the analysis and interpretation of

research data; (c) appreciate the underlying cognitive processes involved in conducting educational

research as a form of thinking and problem solving; (d) acquire the skills associated with the critical reading

and evaluation of the educational research literature; and (e) engage in collaborative action research.

Student Development Theory and Research (Community College of Baltimore Campus)

The course is organized around pertinent student development theories associated with student

matriculation in colleges and universities and how these theories impact students in different stages

hierarchically and/or sequentially. Given the paucity of understandings about underrepresented students,

the course will have a special emphasis on student development theories and taxonomies that particularly

apply to students of color.

Spring 2017 Course:

Professional Development Seminar I

Professional Development Seminar for Community College Leaders, is designed to enhance the leadership

skills of emerging community college leaders enrolled in the Community College Leadership Doctoral

Program. Students are provided with assistance in identifying and developing their talents and leadership

skills. Students are encouraged to take a critical look at their strengths and weaknesses and to develop

action plans to facilitate their growth. Much of the early work in this course is a refinement of some of the

activities students completed in EDHE 601 (Leadership and Administration) such as a more detailed gap

analysis and updated professional development plan.

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Fall 2016 Course:

Educational Leadership & Administration

The course examines theories and principles of leadership and administration, and applies these theories and principles to “real life,” concrete community college situations. The course content is based upon specific knowledge and skill objectives, and the course methodology includes lecture, discussion, videos, role-playing, and case studies. Central to the course is developing deeper understandings of specific leadership theories and concepts and best practices in higher education administration. Associate Professor of Higher Education & Coordinator of the M. A. Program in Urban College Student

Personnel

Morgan State University, Department of Advanced Studies, Leadership & Policy, School of Education &

Urban Studies, Higher Education Administration, August 2007 – May 2008

Fall 2006-Spring 2008 Core Courses:

Student Affairs Administration and Leadership

The development and thorough understanding of the history, philosophy, core professional ethics, and

areas of specialization of the student affairs profession, including how student affairs may differ by

institutional types and missions to include Historically Black Colleges and Universities (HBCUs), Hispanic

Serving Institutions (HSIs), Tribal Colleges, majority institutions, private colleges and universities, and

single-sex institutions. The course has a special emphasis on the necessity as well as complex efficacious

administration and leadership of each functional area that typically comprises student affairs. Major topics

related to enrollment management will be treated, too.

The American College Student

A historical to contemporary examination of American college and university students, with a special

emphasis on developing a keen awareness of student typologies. The course also examines student sub-

populations to include underrepresented students, underfinanced students, and students with learning

differences. In light of today’s contemporary issues facing the education of men of color, a particular focus

will be placed on educational and personal impediments to their success in college and practices that are

needed to increase their institutional satisfaction and degree completion rates.

Student Development Theory and Research

The keen familiarity of the array of student development theories associated with student matriculation

in colleges and universities and how these theories impact students in different stages hierarchically

and/or sequentially. Given the paucity of understandings about underrepresented students, the course

will have a special emphasis on student development theories that particularly apply to students of color,

although discussions will be organized around longstanding student development theories and concepts.

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Special Topics/Electives:

Multicultural Affairs & Diversity in Higher Education

Students will develop a thorough understanding of diversity and multiculturalism on college and university

campuses, including why it is an essential competency to acquire, why it is a difficult concept to pin down,

how to discuss it openly and safely, and key ways to study campus climates around complex diversity

topics to include race, ethnicity, color, gender, religion, national origin, age, learning differences/disability

status, culture, sexual orientation, and gender identity.

Special Mission Institutions

This course examines the history of HBCUs’ contemporary contributions, with speculations about the

future of such institutions in light of landmark cases such Brown vs. Board of Education of Topeka Kansas

(1954), Adams vs. Richardson (1972), Knight vs. the State of Alabama (1991), United States vs. Fordice

(1992), and others. The course also examines enrollment, retention, and graduation trends and why these

data are confounding given these institutions’ legacy of providing nurturing, supportive campus

environments.

Other Faculty Responsibilities:

• Coordinated, recruited, and advised M.A. students in and for higher education administration.

• Guided three-of-three dissertations to successful completion.

• Served on seven dissertation committees to completion.

SCHOLARLY PUBLICATIONS

Peer Reviewed:

DeSousa, D. J. & Associates (Submitted for Publisher Review). Student affairs professionals’ knowledge of Black and Brown men on campus. New York: Lang Publishing.

DeSousa, D. J. (2015). Afterword: The case for student involvement and academic outcomes for

today's diverse college populations. In D. Mitchell (Ed.), Student involvement and academic outcomes:

Implications for diverse populations (pp. 236-239). New York: Peter Lang Publishing.

Myrick, M., DeSousa, D. J., & Mitchell, D. (2015). National survey of student engagement findings:

Does student engagement impact persistence? In D. Mitchell (Ed.), Student involvement and academic

outcomes: Implications for diverse populations (pp. 57-72). New York: Peter Lang Publishing.

De Sousa, D. J., & Kuh, G. D. (1996). Does racial composition make a difference in what Black

students gain from college? Journal of College Student Development, 37, 257-267.

De Sousa, D. J., & King, P. M. (1992). Are White students really more involved in collegiate

experiences than Black students? Journal of College Student Personnel, 33, 363-369.

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Other Scholarly Publications:

De Sousa, D. J., Bonner, F., & Capers, P. (2017). Postscript: Melvin C. Terrell: A cogitation and

epilogue. In (J. Jackson, Ed.). Advancing equity and diversity in student affairs: A festschrift in honor of

Melvin C. Terrell (pp. 401-420). North Carolina: Information Age Publishing.

De Sousa, D. J. (2005). Promoting student success: What advisors can do. (Occasional Paper No.

11). Bloomington, Indiana: Indiana University Center for Postsecondary Research.

Kuh, G. D., Kinzie, J., Schuh, J., Whitt, E. J., & Associates (2005). Student success in college: Creating

conditions that matter. San Francisco: Jossey-Bass.

De Sousa, D. J, Gordon, M. V. W. & Kimbrough, W. M. (2004). Pledging and hazing in African

American fraternities and sororities. In H. Nuwer (Ed.) The hazing reader. Indiana: Indiana University Press.

DeSousa, D. J. (2001). Reexamining the educational pipeline for African American students. In L.

Jones (Ed.), Retaining African Americans in higher education: Challenging paradigms for retaining

students, faculty, & administrators (pp 21-44). Sterling, V A: Stylus.

SELECTED TECHNICAL PUBLICATIONS

De Sousa, D. J., Howard-Hamilton, M., Kinzie, J., Manning, K., & Morelon, C. (March 8, 2004).

Documenting effective educational practice, final report: Winston-Salem State University. National Survey

of Student Engagement. Bloomington, Indiana: Indiana University Center for Postsecondary Research.

Braskamp, L., Chickering, A. W., De Sousa, D. J., Hinkle, S., Kezar, A., & Kinzie, J. (February 11, 2004).

Documenting effective educational practice, final report: California State University, Monterey Bay.

National Survey of Student Engagement. Bloomington, Indiana: Indiana University Center for

Postsecondary Research.

Chickering, A. W., De Sousa, D. J., Howard-Hamilton, M., Kinzie, J., Kuh, G. D., & Morelon, C.

(January 12, 2004). Documenting effective educational practice, final report: University of Texas at El Paso.

National Survey of Student Engagement. Bloomington, Indiana: Indiana University Center for

Postsecondary Research.

De Sousa, D. J., Chickering, A. W., Kinzie, J., Morelon, C., Mulholland, S., & Schroeder, C. (November

14, 2003). Documenting effective educational practice, final report: Fayetteville State University. National

Survey of Student Engagement. Bloomington, Indiana: Indiana University Center for Postsecondary

Research.

Bost, A., Braskamp, L., De Sousa, D. J., Kinzie, J., Mulholland, S., & Schroeder, C. (October 31, 2003).

Documenting effective educational practice, final report: University of Michigan. National Survey of

Student Engagement. Bloomington, Indiana: Indiana University Center for Postsecondary Research.

De Sousa, D. J., Castillanos, J., Hall, T., Krehbiel (1999). A case study: Diversity and inclusion among

the employee population at the University of Nevada, Las Vegas.

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Kuh, G. D., De Sousa, D. J. & McKay, K. (1991). A cultural audit of diversity initiatives at Franklin

college. Bloomington, Indiana: Indiana University Center for Postsecondary Research.

McKay, K., De Sousa, D. J. (1991). A cultural audit of the Ekabo house at DePauw university.

Bloomington, Indiana: Indiana University Center for Postsecondary Research.

SELECTED PRESENTATIONS

National Peer Reviewed Conferences:

Harcum, C., DeSousa, D. J., Webb, A. “What works with male initiatives at HBIs,” 2016 Black Male

Summit, Akron, Ohio, (April 8, 2016).

Kinzie, J., De Sousa, D. J., & Morelon, C. “Successful educational practices at historically Black and

Hispanic serving institutions,” American College Personnel Association’s 2004 Annual Conference,

Philadelphia, PA. (April 4, 2004).

De Sousa, D. J. “What’s educationally DEEP at historically Black and Hispanic serving institutions?”

National Association of Student Affairs Professionals’ 2004 Annual Conference, Washington, DC. (February

12, 2004).

De Sousa, D. J. “A comparison of the effects of selected collegiate activities on Black students’

educational and personal development gains at historically Black and predominantly White institutions.”

Ninth National Higher Education Conference on Black Student Retention, Los Angeles, CA. (November

1993).

Invited Keynote Speaking

DeSousa, D. J. “Connecting mentoring with student success,” 2016 State of Virginia’s

Superintendent’s Corporate Breakfast, Norfolk, Virginia. (April 28, 2016).

DeSousa, D. J., ““Building Stronger Communities through Better Creating Conditions for Males of

Color,” 2016 Foundation in Human Potential, Baltimore, Maryland, (April 11, 2016).

DeSousa, D. J. (2014). “Implications of President Barak Obama’s ‘My Brothers Keepers Initiative,’

White House Initiative on Historically Black Colleges and Universities Initiative Annual Conference,

Washington, DC (September 14, 2014).

Kinzie, J. & De Sousa, D. J. “A DEEPer look at student engagement, learning and success,” American

Association for Higher Education’ s Summer Academy, Stowe, Vermont. (July 13, 2004).

De Sousa, D. J. “Student affairs matters,” The Georgia Institutional Research and Planning Officers

Annual Meeting, Athens, GA. (March 2002).

Charney, M. H., De Sousa, D. J., Kodama, C., Bradley, M., & Presley, C. “Alcohol, tobacco, and other

drugs and special populations.” American College Health Association’s 1994 Annual Meeting, Atlanta,

Georgia. (June 1994).

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Seigel, D., Blanchard, F., & De Sousa, D. J. “Campus violence,” American College Health

Association’s Annual Conference, Baltimore, MD. (May 1993).

MAJOR GRANTS

• University of Maryland Eastern Shore Office of Student Affairs. “Creating Educationally Enriching

Educational Experiences through High Impact Practices.” Maryland Higher Education Commission,

July 1, 2014, $200,000, (Principal Investigator/Director)

• Fayetteville State University Office of Student Retention. “Building Institutional Capacity to

Increase Year-to-Year Persistence Among Targeted Populations,” U.S. Department of Education,

Title III, October 2015, $335,000, (Principal Investigator/Director).

• Fayetteville State University Office of Student Retention. “College STAR” (Supporting Transition,

Access, and Retention), GlaxoSmithKline Foundation of North Carolina, Inc., December 1, 2014,

$1,000,000 (Principal Investigator).







• Morgan State University Center for Student Engagement, Leadership Development & College

Persistence. U.S. Department of Education, Title III, October 2003, $141,340 (Principal

Investigator/Director).

• Morgan State University Institute for Student Leadership, Character Development, & Outcomes.

U.S. Department of Education, Title III, October 2002, $71,275 (Director).

• Savannah State University Center for Student Leadership & Character Development. U.S.

Department of Education, Title III, October 2000, $141,000 (Director).

SELECTED PROFESSIONAL SERVICE (By Date in Descending Order)

• International Association of Chiefs of Police Chief (Alexandria, Virginia) Research Methodologist, “Improving the Quality of Police-Youth Interactions” national study, 2016 - ongoing.

• Howard University final oral dissertation examination of Linell Edwards, doctoral candidate,

studying Student engagement in Higher Education: Exploring the Interrelationships of Student

Engagement Components and their relationship with positive school outcomes, May 2, 2017.

• University of Notre Dame (South Bend) diversity, equity, and inclusion consultant, 2015-2016 AY.

• Foundation in Human Potential keynote speaker for “Building Stronger Communities through Better Creating Conditions for Males of Color” at Coppin State University on the one-year mark of the Baltimore City-Freddie Grey incident, April 12, 2016.

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• BridgeEDU (Baltimore) Chief Higher Education Strategist for Wes Moore’s BridgeEDU, www.bridgeedu.com, Fall 2016

• United States Senate expert testimony to the “Health, Education, Labor and Pensions Committee” on Innovative and Best Practices for Student Success at Minority Serving Institutions, May 13, 2014.

• International Center for Student Success & Institutional Accountability African American Male

Student Persistence and Success Community of Practice, Co-Director, 2007-2008.

• National President of the National Association of Student Affairs Professionals (NASAP), 2005-

2006;

• National Association of Student Affairs Professionals:

o Assistant Editor, NASAP Journal (2005-2008)

o Editorial Board Member, NASAP Journal (2003-2008)

• Appointed in 1986 by the then Maryland Governor, Harry R. Hughes, as the Student Regent to the

Morgan State University Board of Regents (1986-1987).

SELECTED PROFESSIONAL & CIVIC AFFILIATIONS (By Date in Descending Order)

• National Association of Student Affairs Professionals Foundation (Current)

o Vice Chair for Grant Development

• National Association of Student Personnel Administrators (Current)

• National Association of Student Affairs Professionals (Current))

o President (2004-2005)

o Assistant Editor, NASAP Journal (2005-2008)

o Editorial Board Member, NASAP Journal (2003-2008)

• American Association of State Colleges & Universities’ Millennium Leadership Protégé (2001)

• Appointed by the Governor of Maryland as the Student Regent to the Morgan State University

Board of Regents (1986)

PROFESSIONAL, ACADEMIC, LEASDERSHIP, and CIVIC RECOGNITIONS & DISTINCTIONS (By Date in Descending Order)

• Phi Kappa Phi (20015 – ongoing)

• Morgan State University Alumni Association 2015 “Alumnus on the Move”

• American Association of State Colleges & Universities Millennial Protégé (2011)

• Nissan-Educational Testing Services Fellow (2001)

• National Association of Student Affairs Professionals’ Benjamin L. Perry Award (1998)

• Ford Foundation Fellowship, Indiana University (1990)

• Bowling Green State University President’s Distinguished Service Award (1989)

• Kappa Alpha Psi Fraternity Guy L. Grant Medallion (1988)

• Kappa Alpha Psi Fraternity, Inc. Grand Board of Directors (1986-1988)

http://www.bridgeedu.com/

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• Kappa Alpha Psi Fraternity, Inc. Eastern Region Junior Vice President (1985-1986)

• Kappa Alpha Psi Fraternity, Inc. (1983-ongoing)

SELECTED INSTITUTIONAL COMMITTEES

(By Most Recent Institution and Alphabetical Order)

University of Maryland Eastern Shore:

• Middle States Commission on Higher Education Reaffirmation Self-Study Committee (Co-Chair of

Standards 8 (Student Admissions and Retention), 9 (Student Support Services)

• President’s Cabinet (Member)

• Self-Study Reaffirmation Executive Committee (Member)

• Self-Study Reaffirmation Student Affairs Committee (Co-Chair)

• Student Affairs Leadership Team (Chair)

• Student Affairs & Enrollment Management Leadership Team (Chair)

• Student Misconduct Appellate Review (Chair)

• Title IX Appellate Review (Chair)

• University Administrative Council (Member)

Fayetteville State University:

• Provost & Vice Chancellor for Academic Affairs’ Leadership Team (Member)

• Strategic Planning Sub Committee on Student Retention, Success, and Advising (Member)

• University Student Success & Year-to-Year Persistence Task Force (Chair)

Clark Atlanta University:


• University Executive Strategic Planning Committee (Chair of Assessment Working Group)

• University Strategic Planning Committee (Member)

Huston-Tillotson University:

• President’s Executive Cabinet Team (Member)

• President’s Administrative Cabinet Team (Member)

• Southern Association of Colleges and Schools, Reaffirmation Self-Study Executive Committee

(Member)

• Southern Association of Colleges and Schools, Reaffirmation Self-Study Working Group (Chair of

“All Education Programs,” “Student Affairs and Services,” “Federal Requirements”)

Morgan State University:

• Board of Regents (Student Member, 1986)

• First-Year Experience Initiative (Chair, Sub-Committee on Student Success)

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• Middle States Commission on Higher Education Reaffirmation Self-Study Committee (Co-Chair of

Standards 6 (Integrity), 8 (Student Admissions and Retention), 9 (Student Support Services)

• President’s Extended Management Team (Member)

• President’s Management Team (Member)

• University Student Retention & Advisory Committee (Chair)

Savannah State University:

• Campus & Public Safety Committee

• Extended Student Affairs Management Team (Chair)

• Faculty Senate (Ex-Officio Member)

• President’s Extended Cabinet (Member)


• Privatization of Student Housing Committee (Member)

• Student Affairs Management Team (Chair)

Alabama State University:

• Faculty Senate’s Student Affairs Sub-Committee (Member)

• President’s Executive Cabinet Meeting

• Student Affairs Leadership Council (Member)

• Southern Association of Colleges and Schools Reaffirmation Executive Committee (Member)

University Athletic Committee (Member)

Indiana University Bloomington:

• Commission on Multicultural Understandings (Graduate Student Member)

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REFERENCES (In Alphabetical Order)

Carolyn Anderson, Ph.D.

Interim Coordinator of the Community College Leadership Doctoral Program

Morgan State University

1700 E. Cold Spring Lane

Baltimore, Maryland 21253


Telephone: 443.885.4291

Marie Billie, Esq.

Director of Human Resources

University of Maryland Eastern Shore, Princess Anne, Maryland 21853


Telephone: 410.651.7502

Eric Love, M.A.

Director of Staff Diversity and Inclusion

University of Notre Dame

200 Grace Hall

Notre Dame, Indiana 46556-5612

Telephone: 574.631.2859


Earl S. Richardson , Ed.D.

President Emeritus

Morgan State University

Earl S. Richardson Library ,1700 E. Cold Spring Lane, Baltimore, Maryland 21251


Telephone: 443.754.0519

Jon M. Young, Ph.D.

Provost & Sr. Vice President for Academic Affairs

Fayetteville State University

1200 Murchison Road

Fayetteville, North Carolina 21801


Telephone: 912.672.1460

selected professional profile & … professor emeritus of higher education, documenting...

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