Resume

• 2014

  POD - The Professional and Organizational Network in Higher Education

  Affiliation with COIL (Collaborative Online International Learning)

  Conference Organizer

  International Virtual Exchange (IVEC)

  English

  Academic Leadership Award

  Drexel LeBow College of Business

  Barbara Hornum Award for Teaching Excellence

  Drexel University

  Distinguished Fellow

  Drexel LeBow Center for Teaching Excellence

  Provost's Award for Innovation

  Drexel University

• 2011

  Co-founded and co-chair a regional conference for business school faculty that is dedicated to sharing innovated and effective strategies to enhance student learning across all business disciplines where outstanding peers from regional institutions and accomplished business professionals present on and discuss topics covering their current business issues and trends

  research

  best practices

  Jennifer Wright

  Intensive Cource Abroad

  Over a 7 year period

  I have developed and facilitated 15 faculty-led Intensive Courses Abroad (ICAs) for undergraduate and graduate students in all majors. Topics have included leadership

  project-management

  economics

  social enterprise and culture in locations including the UK

  Ireland

  The Netherlands

  The Czech Republic

  Chile

  and The Caribbean.

  IVEC International Virtual Exchange Conference

  Having been working with COIL/GC (Collaborative Online International Learning / Global Classrooms) and faculty-led ICAs (Intensive Courses Abroad)

  I am now on the Steering Committee for the IVEC with colleagues from around the world. My work (and Drexel University's position) has been seen as a pioneer and model for such activities globally.

  Dana

  D'Angelo

• 2009

  Wolf Performing Arts Center

  Marketing

  Leadership

  Project Planning

  Idea Generation

  Microsoft Excel

  PowerPoint

  Motivation

  Exceptional Listener

  Strategy

  Learning Styles

  Action Learning

  Team Leadership

  Change Management

  Public Speaking

  Presentation Coaching

  Teaching

  Peer Mentoring

  Project Management

  Management Consulting

  Organizational Effectiveness

  Intensive Courses Abroad - Freshmen Friendly Freshmen Ready

  More than ever

  education can and should prepare students for global understanding and competency. Traditional study abroad (a semester or year studying abroad)

  although an excellent opportunity

  is often not considered nor available to students until later in their academic career

  nor necessarily an option for many students for a variety of reasons. Using short-term programs

  and offering them to students from the very beginning of their affiliation with a university

  provides a unique opportunity for the students

  faculty and the institution with long lasting and impactful learning and benefits to all stakeholders. Intensive Courses Abroad (ICAs) are credit-bearing international academic experiences that take place in 7 - 14 days. ICAs use learning tools such as guest lectures

  industry visits

  research

  service and other hands-on activities that transform the host city and country into a living laboratory. They are led by a faculty director in conjunction with pre and/or post instruction on-campus and/or online.

  Intensive Courses Abroad - Freshmen Friendly Freshmen Ready

  This study reviews the impacts that consulting-based action learning courses have on undergraduate students after participation in the programs. It examines how the participants from two Universities

  over an eleven-year period

  used and applied the experiences

  and the skills which were drawn upon and developed

  based upon various majors

  project roles

  types of client and graduation years. It then analyzes major themes that emerged from qualitative feedback

  resulting in observations and conclusions that can be applied for the further development and use of consulting-based action learning in other programs.

  The Post-Participation Impact of Consulting-based Action Learning Projects: An Eleven-Year Program Review

  Unplugging the Classroom: Teaching with Technologies to Promote Students' Lifelong Learning provides techniques to help teaching and learning in an age where technology untethers instruction from the classroom

  from semester seat-time

  and from a single source of expertise.\nThe chapter on Global Classrooms: Creating International Collaborative Initiatives explains the background

  development

  execution and assessment of a Global Classroom in higher education. It is based upon the Drexel Leeds Global Classroom (DLGC) Project

  a collaborative program formed from the partnership between Drexel University (US) and Leeds University (UK) for first year

  first term undergraduate students to engage in e-teams for the development and presentation of entrepreneurial ideas focused in community and corporate social responsibility. The DLGC student projects are a part of two distinct courses at the respective universities: Introduction to Business I for Honors and Global Learning Community cohorts at Drexel

  and Starting Your Own Business for Business Management majors at Leeds.

  Unplugging from the Classroom: Global Classrooms: Creating International Collaborative Initiatives

  Jennifer Wright

  LeBow College of Business at Drexel University in Philadelphia

  PA

  a private higher educational institution with an emphasis on technology and co-operative education

  first implemented an ePortfolio program to undergraduate business students during the academic year of 2006-2007

  which occurred after a prior one-year development and pilot program. The introduction of the ePortfolio was in conjunction with a major curriculum revision across the College. Although electronic portfolios had been used in various academic disciplines such as education

  nursing and graphic design for several years

  its application with students of business was relatively new. A number of researchers have found a positive impact of portfolios (Campbell

  2000; Baume and Yorke

  2003; Reese and Levy

  2009) but few have researched the impact on learning

  in particular the students’ perceptions of learning

  in a business curriculum. Based on five years of data

  our study suggests that the use of ePortfolios across and through the business curriculum may have a positive effect on students’ perception of learning.

  The Impact of ePortfolios on Student Learning

  Leadership styles

  behaviors and theories can be studied and then observed in many films. Together with students in a course on Leadership in Film

  these lesson plans were researched and written to support facilitation of learning

  discussion and application of leadership development in any organization. The films used include A Few Good Men

  A League of Their Own

  Braveheart

  Hoosiers

  Moneyball

  Saving Private Ryan

  Star Trek

  The King's Speech

  The Iron Lady and Wall Street.

  Leadership in Cinema Library

  Tina Selvaggi

  This qualitative study reviews the effects of various uses of digital backchannel chats during smaller sized semester long courses for undergraduate education majors and business majors. It examines the impact of the digital backchannel through various assignments and projects

  and analyzes themes that emerged

  resulting in observations that can be applied for further development and use of digital backchannels in other university programs. An analysis of the transcripts is organized into themes of Inquiry

  Interpretation and Connection. Observations

  including conclusions and next steps

  are explained.

  Beyond Engagement: The Use of Digital Backchannel in Smaller University Classes (A Study Across Disciplines)

  A global classroom is an initiative between two partner universities

  often in different countries

  designed to bring students together through a project or collaboration. These can work in any academic discipline—the objective is to increase cross-cultural awareness while the student learns about the course subject.

  Executing a Global Classroom

  Experiential learning is known as an effective and dynamic approach to education in higher education

  and can be accomplished through many programs. Co-operative education is the most comprehensive approach

  but in-class action learning consulting-based projects can provide measurably similar

  or better

  perceived benefits to participants

  than those of co-operative education

  in their learning

  skill building and professional development. The inclusion of action learning opportunities in academic programs can serve as a successful alternative and complement to other forms of experiential learning to achieve organizational goals.

  Consulting-based Action Learning as an Experiential Learning Alternative to Traditional Co-operative Education

  Peer mentoring programs at the university level traditionally focus on the benefits to the student mentees. Peer mentors are

  in fact

  \"secondary/second chair leaders”

  persons in subordinate roles whose influence with others adds value throughout the organization. (Bonem and Patterson

  2005)

  and mentoring programs also support development of the peer mentors. \nThe authors initially conducted exploratory research with a small sample of undergraduate upperclassmen in Drexel University’s LeBow College of business to compare perceptions among peer mentors

  new student mentees and faculty partners regarding the effectiveness of the peer mentors’ application of specific leadership roles

  skills

  and behaviors when acting in the mentoring role. Initial results suggested that the perceptions among the different groups do indeed vary

  so a larger study was conducted. The goals of the expanded research included identifying:\n•\tThe changes in the self-perceptions among the peer mentors regarding their own leadership role development over the mentoring period\n•\tThe gaps in perceptions among the primary leaders (faculty partners)

  the secondary/second chair leaders (peer mentors)

  and the student mentees\n•\tThe growth in awareness by the peer mentors of their emotional intelligence\n•\tThe continued alignment of peer mentoring with the College’s objectives

  including preparing students for post graduation careers\nResults from the larger study indicated that significant changes occur in the self-perceptions of the peer mentors pre and post program; that perceptions among the three groups involved regarding the peer mentors’ leadership roles do vary; but that no significant differences exist toward the peer mentors’ leadership roles among the student mentees based on the mentees’ gender or country of origin. Additional data also indicated higher retention for student mentees being peer mentored in the program

  and in higher peer mentor job placement levels upon graduation.

  Developing University Peer Mentors as Second Chair Leaders

  A collaboration of faculty and students that work together on various projects and activities within academic curricula

  building the global

  business

  entrepreneurial

  leadership

  team and communication skills that will bridge and support professional and community work of those involved. The project success has led to new partners in the team with Amsterdam University of Applied Sciences and Berlin School of Economics and Law.

• 2002

  Avalon Players Children's Theatre Group

• 1996

  Eastern University

  Drexel University Office of Faculty Affairs (formerly Drexel's Center for Academic Excellence)

  Designed and instructed courses in business and leadership in both traditional undergraduate and degree completion programs

  Eastern University

  NAFSA: Association of International Educators

  Member

  PICPA - The Pennsylvania Institute of Certified Public Accountants

• 1992

  Big Sister of the Year Award

  Big Brothers Big Sisters of America

• 1990

  Drexel University LeBow College of Business

  University of Leeds

  Greater Philadelphia Area

  Design

  develop and facilitate courses at the undergraduate and graduate levels

  in small classes and large lectures

  in face-to-face

  hybrid and online environments

  and through international partnerships\nWork in areas of interest/expertise and in courses and programs in a wide variety of topics

  including accounting

  finance

  marketing

  general business

  leadership

  ethics

  communication and presentation skills

  service learning

  experiential education

  consulting-based programs and projects

  intensive courses abroad and international residencies

  global classrooms

  project management

  career planning

  team building and dynamics

  electronic portfolios

  peer mentoring

  student success strategies and funk music history\nCo-founded and co-chaired an annual regional teaching conference called BPTS (Bridging Practice and Theory Summit) for 10 years\nCo-created Camp Business

  a summer intensive program for high school students for 15 years\nResearch

  publish and present in various areas within the Scholarship of Teaching Learning (SoTL)\nHeld the position of Director of General Business Studies from 1995-2007\nReceived numerous Teaching and Leadership Awards\nServe as a Distinguished Fellow in the Drexel LeBow Center for Teaching Excellence from 2008-present\nServe on several Boards for community nonprofits

  and University and College committees

  including strategic planning

  experiential education

  honors programs

  curriculum development

  disciplinary action

  student life and organizations

  career and academic advising

  writing intensive initiatives

  recruiting and retention

  accessibility

  and faculty development

  Full Clinical Professor

  Drexel University LeBow College of Business

  MBA

  Finance

  General

  Graduate Business Association

  Drexel University - College of Business and Administration

  Summa Cum Laude

• 1988

  Andersen Consulting

  Provided consulting services in systems design and implementation

  with an emphasis in the area of Change Management and User Training and Transition

  and a focus in the financial and health care industries; acquired supervisory and sales experience; worked extensively with project management methodology and tools; participated in direct staff recruiting; organized company-wide training and conducted event planning; and oversaw new hire training and orientation.

  Senior Consultant

  Greater Philadelphia Area

  Andersen Consulting

• 1986

  Morgan Stanley Smith Barney

  Greater Philadelphia Area

  Created new

  and provided support for ongoing

  faculty development initiatives and programming in the areas of teaching and learning

  and assessment and evaluation

  through activities involving faculty learning communities

  faculty portfolios

  new faculty orientations

  workshops

  external conference support

  internal conference design and implementation

  peer mentoring and resource repositories; geared toward tenure/tenure-track

  teaching and adjunct faculty members.

  Associate Director for Faculty Development

  Drexel University Office of Faculty Affairs (formerly Drexel's Center for Academic Excellence)

  Supported client account analysis

  investment strategy

  securities sales and long term planning

  Broker's Assistant

  Greater Philadelphia Area

  Morgan Stanley Smith Barney

  Leeds

  United Kingdom

  Visiting Lecturer

  Management Division

  Faculty of Business

  University of Leeds

• 1984

  BS

  Accounting and MIS

  Alpha Gamma Delta Sorority

  Student Government President

  Community Service

  Saint Joseph's University - Erivan K. Haub School of Business

  Cum Laude

  Leadership Development in Film - an Intensive Course Abroad

  The Economy of the Caribbean - An Intensive Course Abroad

  Accounting for Professionals

  Global Project Management and Team Development - An Intensive Course Abroad

  Foundations of Business for Global Classrooms and Honors

  PA

  Certfied Management Accountant

  Certified Public Accountant

  Ennea International

  Ennea International Integrated Mastery Index Level 2 Practitioner and Team Facilitator