M Jackson

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M Jackson

M Jackson

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Biography

Strayer University - Finance

Consultant | Online Learning Coach | I help students & educators improve the student experience, and increase graduation rates.
Mario
Jackson, Ed.D.
Washington, District of Columbia, United States
As an educator with over 15 years of experience in higher education teaching and administration, I have excelled in both the traditional and proprietary sectors. My professional endeavors have been recognized for cultivating faculty and student success. Currently, my work in institutional research informs decision-making across all academic and operational units at Strayer University.

As a forward-thinking, courageous leader in higher education, I employ an enterprising and creative spirit to inspire a shared vision and to build collaborative relationships. My passion for teaching and learning converge to help educators and students close the gap between where they are and where they want to be.

I'm always interested in hearing from former colleagues, students, or just interesting, creative professionals, so feel free to contact me if you’d like to connect.

Phone: (202) 627-0668
Email: mariojackson812@gmail.com

Additional focus areas:

*Faculty Development & Training
*Student Success Strategies
*Workforce Development
*College Transition Programs
*Adult Basic & Secondary Education
*TESOL
*Educational Research
*Program Assessment & Evaluation
*Regulatory & Compliance

Experience

    Education

    • Argosy University

      Ed.D.

      Instructional Leadership

    • Florida A&M University

      B.A.

      Psychology

    • Clemson University

      M.Ed.

      Guidance and Counseling Services

    Publications

    • Expanding the Conversation: The Value Proposition of For-Profit Institutions for African-American Post-Secondary Students

      Journal of Research Initiatives

      This article presents a different discourse to promote access to and equity in higher education by re-examining the value of for-profit education and its attractiveness to African-American students underserved by traditional institutions. The authors suggest that for-profit institutions face similar challenges to traditional schools in the matriculation of African-American students but to a larger degree. Guided by the spirit of researchers Asa G. Hilliard and Barbara Sizemore, the article offers a progressive view of improving African-American students’ access to higher education. Additionally, the article suggests ways to engage in meaningful conversations on how to improve higher education by replacing traditional standards of academia at non-traditional institutions. The lack of value for proprietary education’s role in educating African-American students distracts from the real issue of how to best support students across existing sectors. Last, the authors offer a contemporary perspective on students’ needs and achievements as a framework for developing alternatives to the dated minority student success paradigm. The article concludes with implications for future scholars and practitioners in the higher educational system.

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    FIN 100

    3.4(11)

    • Level:
    • Credit hours: 0

    FIN 534

    3.3(2)

    • Level:
    • Credit hours: 0
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