Resume

• 2006

  Doctor of Philosophy

  Educational Administration and Foundations

  Focusing on higher education foundations

  assessment

  and history.

  Illinois State University

• 2004

  Texas A&M University

  Spanish

  Arabic

  Certificate

  College Teaching

  Dept. of Residence Life Staff Council

  Hart Hall

  RHA

  Texas A&M University

• 2002

  Texas A&M University

  Director of a co-ed dormitory facility; supervised student resident assistant staff; advised student led hall council

  Texas A&M University

  Illinois State University

  Normal

  IL

  Led instituional assessment activities.

  Assistant director of University Assessment

  Consulting agency specializing in Higher Education assessment

  accreditation

  institutional effectiveness

  and quality assurance efforts. For more information see http://www.fulleredconsulting.com/

  Lead Consultant

  Houston

  Texas Area

  Fuller Educational Consulting

  Normal

  IL

  Taught in the educational foundations area of the Ed. Admin and Foundations Department.

  Instructional Assistant Professor

  Illinois State University

  Montgomery

  Texas

  Owner of a small farm specializing in 100% True Texas Honey

  veggies

  pecans

  and other ag items

  Owner

  Fuller Farms

  Honey

  and Bee Removals

  Huntsville

  Texas

  Teaching and researching in the higher education masters and doctoral programs. Research areas include cultures of assessment in higher education

  legal issues

  history of education

  financial aid

  and other areas of higher education leadership. Engaged in service to the institution and profession.

  Associate Professor

  Higher Education Leadership

  Sam Houston State University

  Huntsville

  TX

  Teaching and researching in the higher education masters and doctoral programs.

  Assistant Professor

  Sam Houston State University

  Huntsville

  texas

  In this role I served students and faculty as we engaged in meaningful assessments of student learning

  curricular outcomes

  and institutional excellence. Along with a faculty colleague

  I co-chaired the College's Assessment Committee and served faculty needs in this role. I represented the College's assessment needs to a variety of internal and external units and agencies. I also supervised professional and graduate assistant staff in the completion of data requests

  and accountability reports

  and accreditation efforts. This appointment was part time and in conjunction with my role as a faculty member in Higher Education Leadership.

  Assistant Dean of Assessment

  College of Education

  Sam Houston State University

  Master of Science

  Educational Administration and HUman Resource Development

  Graduate Hall Director; Graduate ASsisntat for Assessment on the Faculty Senate

  Texas A&M University

• 1998

  Bachelors of Arts

  Biology

  Buck Weirus Spirit Award Winner; Residence Life Staff Council

  Resident Advisor

  Texas A&M University

• Research

  Educational Leadership

  Teachers

  Higher Education Administration

  Tutoring

  Teaching

  Curriculum Design

  Residence Life

  Program Management

  University Teaching

  Staff Development

  Curriculum Development

  Leadership

  Data Analysis

  Student Affairs

  Non-profits

  Public Speaking

  Higher Education

  Student Development

  Academic Advising

  An exploration of factors influencing institutional cultures of assessment

  An exploration of factors influencing institutional cultures of assessment

  An Empirical Study of Cultures of Assessment in Higher Education

  Debra Price

  Michiyo Hirai

  The empirical reporting practices of developmental education and community college researchers who published in the Community College Journal of Research and Practice (CCJRP) and the Journal of Developmental Education (JDE) from 2002 to 2011 were investigated. Of the 1

  165 articles available

  181 articles met the inclusion criteria and were subjected to full review. Authors identified the following components in the published research studies: problem formulation

  theoretical framework

  sources of evidence

  measurement

  statistical analyses

  and figures and correlation matrices. Though more than half of the reviewed article authors provided research questions

  more than half of those phrased at least one research question in a dichotomous response format. A theoretical framework was reported only 36.5% of the time. The setting for the majority of the reviewed articles was a two-year college; however

  this finding varied by journal type. At least 20% of the reviewed article authors did not report the sampling method.\n\nThe majority of the reviewed article authors did not use a proprietary instrument. Polynomial trend lines were used to describe the fit of the observed frequency of reported statistical techniques in each of the journals. The values of the r2 were greatest for the t test (CCJRP r2quadratic = 89.8%)

  ANOVA (CCJRP r2cubic = 75.0%)

  and regression (CCJRP r2quadratic = 72.6%). The most frequently used analysis across both journals was ANOVA (24.5%). Figures (18.2%) and correlation matrices (8.3%) frequently were not reported. Recommendations for improved empirical reporting practices in developmental education research are presented

  Empirical Reporting Practices in Community College Journal of Research and Practice and Journal of Developmental Education From 2002 to 2011: A Systematic Review

  Student Affairs Staff Support

  Resistance

  or Indifference to Assessment

  Student Affairs Staff Support

  Resistance

  or Indifference to Assessment

  R.M. Tobin

  M.A. Wilson

  The national survey of student engagement as a predictor of undergraduate GPA: a cross-sectional and longitudinal examination

  Tips to Help Supervisors Support New Professionals’ Assessment Competence

  The history of financial aid in higher education covers a board range of philanthropic-

  scholarship-

  and loan-based approaches. This article comprehensively covers the history of American financial aid to students from influences of European medieval institutions to contemporary aid systems. A broad history of financial aid is covered

  revealing an evolution from a system primarily based upon local philanthropic efforts

  to a more formal system of scholarships and grants

  to

  finally

  a complex federal system of loans. As the history of financial aid is chronologically covered

  attention is paid to describing how financial aid policies and practices were a response to societal and political contexts of their times and how need- and merit-based philosophies have given way to political agenda-based philosophies of aid.

  A history of financial aid to students

  Assessing for Learning: Building a Sustainable Commitment across the Institution (review)

  Toward A Philosophy of Student Affairs Assessment

  Acts influencing how higher education deals with information

  Realizing Higher Education's Humanizing Potential: Assessment as a Dialogical Act

  Legal precendents guiding higher educaiton accreditation

  A bridge between two cultures: Higher education assessment and Astin's unexamined humanizing aesthetic

  Leadership for Assessment Study

  Matthew

  Fuller Farms

  Honey

  and Bee Removals

  Illinois State University

  Fuller Educational Consulting

  Sam Houston State University