Resume

• 2009

  MBA

  Canisius College

• 2004

  EdD

  Educational Leadership

  Senior Professional in Human Resources (SPHR)

  Human Resources Certification Institute

• 1990

  MA

  Communication: Speech

  Rhetoric

  and Public Address

• 1986

  BS

  Communication - minor in Theater

• Public Speaking

  Human Resources

  Academic Advising

  Higher Education

  Student Affairs

  Teaching

  Student Development

  Budgets

  Research

  Nonprofits

  Grant Writing

  Training

  Organizational Development

  Coaching

  Strategic Planning

  Curriculum Development

  Community Outreach

  Leadership

  Curriculum Design

  Staff Development

  Access for Whom

  Access to What? The Role of The “Disadvantaged Student” Market In The Rise of For-Profit Higher Education

  Roger Fiedler

  This article explores the role of Pell grants in the rise of for-profit colleges and universities (FPCUs) in the United States by examining National Center for Education Statistics data (Pell are financial “needs-based” grants to students to offset cost of tuition; Pell grants are the main source of federal financial support available to FPCUs). Three major findings are discussed: FPCUs have more than double the percentage of enrollment previously reported. A “whitening” of public college enrollment is associated with FPCU growth. Finally

  FPCUs receive greater Pell per FTE than not-for-profits (NFPs) or publics. FPCUs spend less on instruction than NFPs; some institutions have more Pell revenue than instructional expenses. Implications for educational inequality and public purposes of higher education are discussed.

  Access for Whom

  Access to What? The Role of The “Disadvantaged Student” Market In The Rise of For-Profit Higher Education

  Roger Fiedler

  Within a framework of trust markets

  this study compares expenses

  instructional expenses

  and revenues per FTE of not-for-profit and for-profit postsecondary institutions using IPEDS data. Median expenses per FTE at not-for-profit institutions were double those at the for-profit institutions. Median revenue beyond instructional expenses increased at the 4-year-and-above level institutions while decreasing at other levels. Percent of revenue allocated to instructional expenses

  other expenses

  and excess revenue is presented. Surprisingly

  4-year-and-above

  not-for-profit institutions generate more excess revenue per FTE than 4-year-and-above for-profit institutions. Implications of the nondistribution constraint for trust markets and the policy implications of these findings are discussed.

  Trends in Expenses and Revenues at Not-For-Profit and For-Profit Postsecondary Institutions: The Nondistribution Constraint and the Future of the Trust Market.

  Veronika Lengyel

  Race

  Ethnicity

  and Specialized Business Accreditation.

  This study presents the trends in market share of business student enrollment at public

  not-for-profit

  and for-profit

  4-year-and-above institutions from 1996-2008. While each sector of institution has experienced growth in overall enrollments

  the relative market share of public and not-for-profit institutions has dropped while the market share held by for-profit institutions has increased to 20% of business students at 4-year-and-above institutions by 2008. The key player institutions in the enrollment of business students in 2008 are presented. An explanation for the shift in market share and a discussion of the implications and strategies for response to the changes are presented.

  Where Did They Go?: Market Share Trends of Business Student Enrollment at Public

  Not-For-Profit

  and For-Profit Institutions From 1996-2008.

  The objective of this study was to examine the impact of a pinniped (grey and harbor seals) facilitated human-animal interaction pilot program on the self-reported PTSD-like symptoms of a veteran. This study analyzed preexisting

  deidentified data that represented the participant’s scores on the Post-Traumatic Stress Disorder Checklist (PCL-5). The PCL-5 was completed as part of a pilot program operated in partnership between the Veteran and Military Affiliated Research Center (VMARC) and a local aquarium. Scores on the PCL-5 were collected prior to (T1)

  midway (T2)

  and immediately after (T3) completion of the Project Seal to Heal program. Changes in the scores of each item were reported for the participant

  for aggregated items that represented different clusters of PTSD symptoms

  and for overall scores. Results revealed decreased scores in 11 of the 20 PTSD symptom-related items

  improvement in the sum scores for each criteria symptom cluster

  and a 15-point decrease in the overall PCL-5 score

  indicating clinical significance. These results serve as a call to motivate future research investigating pinniped interactions with veterans who have PTSD in order to determine therapeutic clinical application and outcomes.

  Pinnipeds and PTSD: An Analysis of a Human-Animal Interaction Case Study Program for a Veteran

  This chapter discusses the differences between for-profit

  not-for-profit

  and public colleges and universities and why the corporate structure may influence the educational opportunities presented.

  What is the Difference? Public Funding of For-Profit

  Not-For-Profit

  and Public Institutions

  Abstract\nPostsecondary education in the United States is provided by public

  not-for-profit and for-profit institutions. Public and not-for-profit institutions are expected to serve the public good due to state control or chartering requirements; for-profit institutions are not. Therefore

  the decision to serve the public good is vested in the board. The for-profit director's role as representative of shareholders' interests does not ensure deference to the public good. Currently

  national priorities are aligned with shareholder interests creating an environment ripe for expansion of for-profit education. However

  there are implications as national priorities shift to positions that do not complement shareholder interests. Most critically

  continued growth of for-profit postsecondary education may lead to a reduction of service of the public good by all institutions. Private institutions (not-for-profit or for-profit) exist in every large country; therefore

  a thorough analysis of the legal distinctions among sectors is encouraged to understand the implications of growth.\n

  Trustees versus Directors

  Whom Do They Serve? Boards

  For-Profits and the Public Good in the United States

  This article offers a quantitative analysis of the growth of for-profit provision of teacher education in the United States. Data from all Title-IV-aid-participating institutions from 1996 to 2008 is analyzed to provide a comprehensive overview of the relative changes in enrollments of education majors at public

  not-for-profit

  and for-profit 4-year-and-above institutions. For-profits enroll a small

  but rapidly expanding share of the education majors. Several possible reasons for the large increase in for-profit enrollments are explored and potential implications for teacher preparation are discussed. Concerns about the for-profit provision of teacher education are reviewed in light of this new data.

  Enrollment of Education Majors at Public

  Not-For-Profit

  and For-Profit Postsecondary Institutions: An Empirical Analysis

  Roger Fiedler

  Mixed-form markets include public

  not-for-profit

  and for-profit providers competing within a specific industry. The cross-sectoral competition within mixed-form markets such as postsecondary education has increased as the constraints on providers have changed. As the competition has evolved

  some providers have chosen to convert from one form of control to another

  or have been acquired by a provider from a different sector. This study quantifies the changes in control in the postsecondary education industry over the past 15 years. The trends in the conversions data show that from 1994 to 2002 changes to not-for-profit status were the most common. However

  since 2003 a majority of the changes each year have been from public or not-for-profit to for-profit status. In 2007

  all conversions that occurred were from not-for-profit to for-profit status. The implications of the changes in constraints and cross-sectoral competition within this industry are examined within the framework of the mixed-form market literature.

  Cross-Sectoral Competition and Conversions in the Mixed-Form Market of Postsecondary Education

  This study highlights the changes that have occurred at postsecondary institutions after conversion from not-for-profit to for-profit control. Using Delta Cost Project Data and a pre-post study design with a control group of not-for-profit institutions that did not convert

  comparisons are drawn. The findings suggest that institutions that convert experience greater enrollment growth

  a decline in fulltime employment levels per full time equivalent (FTE) student

  no change in average expenses per FTE student

  a decrease in total revenue

  a decrease in Pell Grants received

  a decrease in tuition and fees revenue

  and a decline in average subsidy per student post conversion. These findings are critical to the creation of informed policy decisions regarding institutional conversions.

  A Quantitative Analysis of the Effects of Postsecondary Institution Conversions from Not-For-Profit to For-Profit

  This chapter explores the lack of data about student veterans and reasons this lack of data raises particular concerns about for-profit institutions

  which enroll a large percentage of student veterans.

  For-Profit Institutions and Student Veteran Data.

  Factors Influencing Canadian Students’ Choice of Institutions of Higher Education in The United States. McCarthy

  E.

  Sen

  A.

  and Fox Garrity

  B.

  Arup K. Sen

  Erin McCarthy

  Business Education and Accreditation

  Factors Influencing Canadian Students’ Choice of Institutions of Higher Education in The United States. McCarthy

  E.

  Sen

  A.

  and Fox Garrity

  B.

  This study uses multinomial logistic regression models to identify significant predictors of graduation and persistence for veteran and military-aligned students (n=1141) at one veteran-friendly

  not-for-profit institution. Several statistically significant predictors of graduation and persistence for veteran and military-aligned students are unique when compared to the literature on the general student population

  such as the positive effect of part time enrollment and the negative effect of continuous enrollment. In addition

  comparisons are made among subgroups of the students based on the source of their financial aid (government

  institutional

  no veteran or military aid). Distinct policies designed to assist veteran and military-aligned students are suggested as well as individual policies to support subgroups of these students. Unique institutional policies that may have a positive impact on the subgroups of students include encouragement for part time enrollment for veteran and military-aligned students who are not using government funded veteran and military aid and assistance with stop outs and returns for those using government funded veteran and military aid. Federal policy implications such as the impact of the 36 month limit on Post-9/11 GI Bill funding are discussed.

  A Quantitative Analysis of the Relationship among Sources of Aid and Predictors of Student Veteran Graduation and Persistence

  This chapter provides a taxonomy of student veterans in the form of a codebook to assist in institutional data collection and analysis.

  Taxonomy of Student Veterans: A Suggested Protocol for IR Professionals.

  Maureen Finney

  An Analysis of Specialized Accreditation Standards and Outcomes: A Licensed Profession vs. A Non-Licensed Profession

  Dion Daly

  American Journal of Business Research

  The purpose of this study was to answer the research question: Does variation exist in the organizational structure designed to service the needs of veteran students at “military friendly” institutions? The results of this study are derived from empirical data of more than 1900 institutions that have self-identified as “military friendly” by enrolling in the Servicemembers Opportunity College program (SOC). The researchers transformed the empirical data into categorical data based on the common organizational structural variables of department

  level

  and specialization. The results of the data analysis reveal that American colleges and universities vary greatly in terms of how they address veteran students (via their organizational framework) among the three categorical variables of department

  level

  and specialization. A review of the literature reveals few quantitative studies with regard to veteran students’ transition to college. Recent research efforts have utilized small sample sizes and have relied on survey data. The lack of quantitative research efforts coupled with the limited sample sizes of recent studies leaves a gap in the literature that this study fills with the use of a large

  comprehensive

  and empirical data set. A discussion of how the divergent structures observed in the data may affect the behaviors of both the college employees and the veteran students is provided. Theories from three major fields (organizational structure

  veterans

  and student persistence) are intertwined to analyze the findings

  providing a unique contribution to the literature.\n

  From Boots on the Ground to Seats in the Classroom: An Assessment of Institutional Commitment and Veteran Students

  Bonnie

  Fox Garrity

  Tops Markets

  Inc.

  Accord Integrated Academic and Financial Information

  First Niagara Bank

  D'Youville College

  D'Youville College

  Director of Operations

  Accord Integrated Academic and Financial Information

  Training Specialist

  Tops Markets

  Inc.

  Human Resources Group Manager

  First Niagara Bank