The Ida B. Wells Community Academy

Board of Governors' Curriculum Vitae and Résumés

 semper novi quid ex Africa!
"Everything new always comes out of Africa!"  — Pliny


Edward W. Crosby, PhD, Founder
Marlene R. Dorsey, PhD, Chair
Angela M. Neeley, MBA, Ex Officio
Geraldine Hayes Chavez
Rick L. Owens, Community Representative
Janice D. Taylor Heard, PhD
Phoebie Price Carter, Community Representative
Glenn A. Thompson, MBA, CPA, Business Community Representative
Nikita M. Tidwell, Faculty Representive
Bridgie A. Ford, PhD
Mariesa L. Boyer, Parent Representative


Emma Jean Calhoun, Founder, Governor Emeritus
Dean L. Seavers, MBA (Currently serves as Consultant)
Darryl S. Tukufu, PhD (Currently serves as Consultant;
Resume removed 
     pending revision

hese are the  Résumés and Curriculum Vitae for current and former members of the Board of Governors of the Ida B. Wells Community Academy ("The Academy"). These individuals have worked diligently to establish and perfect the Ida B. Wells Community Academy in the city of Akron, Ohio. These résumés and vitae present each person's educational credentials, work experience, fiscal, business, and legal expertise. The Board of Governors represent a comprehensive Program Development Network.  

1.  Curriculum Vita for Edward W. Crosby, PhD 

An abbreviated biographical narrative may be accessed at

Address:  437 Silver Meadows Boulevard , Kent, Ohio 44240-1913
Phone:  330.673.9271
FAX:  330.673.0330

Place of Birth:  Cleveland, Ohio 
Retirement Date:  January 1, 1994 
Teaching and Administrative Experience:  47 years  -- 1957-2004 

Status:  Professor and Chair Emeritus, Department of Pan-African Studies; and 
               Professor Emeritus, Department of Modern and Classical Language Studies 


  • l957, B.A., German (Major) and Spanish (Minor), Kent State University
  • l959, M.A., German, Kent State University 
  • l965, Ph.D., Medieval German Languages & Literature and Medieval History with emphasis on German Medieval History, the University of Kansas at Lawrence 
Professional Experience: 


  • 2003 to Present, Founder , Northeastern Ohio Educational Associates, Inc.: Affiliates in Akron, Kent, Cleveland, and Canton
  • 1999-2002, Founder and Superintendent, The Ida B. Wells Community Academy, Akron, Ohio
  • 1995-1997, Interim Director, Institute for African American Affairs, A Division of the Department of Pan-African Studies, Kent State University
  • 1990-Present, CEO, HieroGraphics Online, Kent, Ohio 
  • 1985-1993, Vice President, Network for Educational Development and Enrichment, Inc. (NEDE), Kent, Ohio
  • 1976-1993, Associate Professor and Chairman, Department of Pan-African Studies, Kent State University 
  • 1976-1978, Associate Professor and Director, Black Studies Program, University of Washington (on 2-year LOA)
  • 1969-1993, Associate Professor, Modern and Classical Language Studies (German), Kent State University
  • 1969-1976, Associate Professor and Director, Institute for African American Affairs, Kent State University 
  • 1966-1969, Assistant Professor and Director of Education, Experiment in Higher Education Education, Southern Illinois University-Edwardsville 
  • 1968-1970, Vice President, Educational Resources Institute, Inc., East St. Louis, Illinois
  • 1965-1966, Assoc. Director, Summit County-Greater Akron Community Action Council — O.E.O. (on 1-year LOA from Hiram College) 
  • 1963-1965, Assistant Professor and Chair, Department of German, Hiram College, Hiram, Ohio
  • 1962-1963, Director, Modern Languages Lab, Tuskegee Institute (now University), Tuskegee Institute, Alabama 
  • 1994-present, Professor Emeritus, Department of Pan-African Studies and Modern and Classical Language Studies 
  • 1969-1994, Associate Professor, Pan-African Studies and Germanic and Slavic Languages and Literatures (now Modern and Classical Language Studies), Kent State University
  • 1966-1969, Assist. Professor, German, Southern Illinois University-Edwardsville
  • 1963-1966, Assist. Professor, German, Hiram College, Ohio 
  • 1962-1963, Assist. Professor, German and Spanish, Tuskegee Institute (now University), Tuskegee Institute, Alabama 
  • Fall Quarter l959, Instructor (PT), German, Department of Modern and Classical, Languages, Kent State University 
  • Summer Session l96l, Instructor (PT), Spanish, Department of Modern and Classical Languages, Kent State University 
  • 1958-1965, Instructor, German and Spanish, Hiram College (on 3-year LOA to complete PhD studies and to teach at Tuskegee Institute, 1960-1963) 
Board Memberships
  • President and CEO, Northeastern Ohio Educational Associates, Inc., October 11, 2003 to present
  • Board of Governors, Ida B. Wells Community Academy, May 4, 1999-Present
  • Advisory Board, Portage County Department of Human Services, August 1986-July 1987
  • Board of Directors, N.E.D.E. Corporation, Inc., September 1985-ca. 1993
  • Board of Directors, King-Kennedy Community Center, Ravenna, Ohio, November 1984- 1986-1987 
  • Board of Directors, The Harriet Tubman African American Culture Museum, 1989-1992 
  • Board of Directors, Portage County Housing Advocates, Inc., December 1980-1985 
  • Board of Directors, East Akron Community House, ca. 1972-1974 
Community and University Service 
  • Member, Task Force for Quality Education, Akron, Ohio, 1995-Present. 
  • Consultant to Africentered Curriculum Infusion Project, Cleveland Public Schools, Cleveland, Ohio, 1993-1994.
  • At-large member of Board of Directors, National Council for Black Studies, headquartered at California State     University—Dominguez Hills, Carson, California. 
  • Member, Blue Ribbon Advocacy and Accountability Committee, Cleveland Public Schools' "Vision 21" initiative,  December 1993 to May 1994. 
  • Member, Cleveland Public Schools/Institutions of Higher Education (Cleveland Area) Consortium, 1992-1994.
  • Co-Chairperson, Africentered Curriculum Infusion Implementation Taskforce, Cleveland Public Schools, 1992 to 1998.
  • Member of Board of Elders, Alkebulan-Sharo (an African Rites of Passage process) in Akron, Ohio, 1992 to present.
  • Speaker, Workshop Leader, and Trainer, Fairfax Community of Cleveland Oral History Project, St. James AME Church, Cleveland, Ohio, 1985-1986. 
  • Chairman, Concerned [African American] Citizens of Portage County, 1983-1986. 
  • Founder and President, Ohio Consortium for Black Studies, 1980-1985. 
  • Director, Black Folklife and Popular Lore of Portage County, Ohio, Oral History Project funded by the Ohio State Joint Program in the Humanities, 1980.
  • Ohio State Delegate (elected) to National Education Association, 55th Representative Assembly, Miami, Florida, June-July 1976. 
  • President, Northeastern 0hio Black Studies Consortium, 1974-1976. 
  • Director, Educational Enrichment and Career Development Program, City Demonstration Agency, Cleveland, Ohio and the Department of Housing and Urban Development (Model Cities). This program was implemented on the Kent State University campus, 1974-1976. 
  • Co-Director and Light and Sound Technician, African Community Theatre (ACT), Kent State University, 1972 to present. 
  • Coordinator of Tutorial Services (Hiram College Volunteers), Akron-Summit Tutorial Program, Akron Community Service Center and Urban League, 1963-1965. 
Consultant Services
  • Consultant, African-Centered/Multicultural Curriculum Infusion Project, Cleveland Public Schools; drafted and coordinated the training and research/evaluation proposal, August- November, 1992. 
  • Member of Evaluation Team, the College of Public and Community Service, The University of Massachusetts at Boston, 1985. 
  • Resident Consultant, Regional Council on International Education (University of Pittsburgh): Faculty Institute on the Black World, February 1970-June 1972.
  • Research Associate, Bureau of Social Science Research and the American Council on Higher Education, 1968-1969, special program for minority youth. See published report: Astin, Frankel et al., Higher Education and the Disadvantaged Student, Human Services Press, 1972. 
  • Consultant, Peat, Marwick and Mitchell (Philadelphia), Model Cities Program Evaluator, University of Pittsburgh, 1973. 
  • Member of Program Evaluation Team, Black Studies Department, University of  Pittsburgh, 1974. 
  • Department of Health, Education and Welfare, (Office of Education) July 1, 1969-March 31, 1970. Contract renewed for 1970-1971.
  • Consultant for Black Studies Program, University of California, Santa Barbara, 1969. 
  • Resource Person, Danforth Foundation—Metropolitan Scholars Fellowship Program, 1966-1969.
  • National Advisory Consultant, Educational Associates, Inc., under contract from Office of Education, for consultant services to UPWARD BOUND Programs, April 1968. 
  • Consultant, Reed College (Oregon) for Black Studies Program Development, 1968.
  • Consultant, San Fernando Valley State College (now California State University, Northridge) for Black Studies Programs 1968-1969. 
  • Consultant to Educational Programs, Inc., Washington, D.C., for Adult Basic Education Programs (Wilcox County, Alabama) and to High School Equivalency Program — H.E.P., University of Texas at El Paso, June 1967.
  • Program Evaluator, University Research Corporation Washington, D.C., for Evaluation of Multi-Service Training Centers, Temple University (Mew Careers), October, 1966. 

    Comprehensive Websites and Webpages — accessible at: 

  • "A Million Two Hundred Thousand African Drummers" in Eugene B. Redmond, Sherman Fowler, Marcus Atkins Drumvoices Revue — VISIBLE GLORY: The Million Man March, Vol. 7, Nos. 1-2, Fall-Winter-Spring, 1997/98, pp. 197-198. 
  • "Empowering Alternative Schooling Initiatives in the African American Community," in The Electronic Journal of Africana Studies (EJAS1N1 CROSBY), Institute for African American Affairs, Kent State University, April 1995; available from the INTERNET:
  • "African Education: An Appraisal of Afrocentric Content vs. Eurocentric Form," Proceedings of the Public Policy Forum — Afrocentrism vs. Eurocentrism: The National Debate, Institute for African American Affairs, May 4, 1991. A revised version of this piece will be included in the forthcoming edition of The Afrocentric Scholar, 1993. 
  • "The 1990s, A Mirror Image of the Illusion of Progress During the '70s and '80s," The Black Collegian, March/April 1991.
  • "Henry Dumas as Poet, Educator and Seer," Black American Literature Forum, Indiana State University, Summer 1988. 
  • "The Education of Black Folk: A Historical Perspective," The Western Journal of Black Studies, Vol. l, No. 2, l977. 
  • "On Correct Education," Impact, Vol. 7, No. 2, Winter, l972. 
  • "The nigger and the Narcissus (or Self-Awareness in Black Education)," prepared for U.S. Information Agency Forum Series (Voice of America), February l5, l969. Also published in Black America, John Szwed (ed.), Basic Books, Winter, l970. 
  • "New Directions in Educating the 'Disadvantaged,'" Higher Education for the Disadvantaged, A Commentary, Southern Illinois University (Edwardsville), 1968, pp. 20-28. 
  • "The Negro and Education: An Exercise in Absurdity," in Interinstitutional Cooperation in Higher Education, Lawrence C. Howard (ed.), University of Wisconsin, l967.
  • YOUR HISTORY: A Chronology of Notable Events in the History of Africans in Africa and the Diaspora, 1600 BCE-1980, a revised and enlarged edition with a comprehensive subject and name index, 482 pp., Ginn Press, January 1989. Originally published as a 127-page text by the Institute for African American Affairs, Kent State University, 1976. Also published as a Webpage:
  • The African Experience in Community Development, with L. Davis and A. Adams Graves), Vol. I, Advocates Publishing Group, l982. (Both volumes of th1s text have been re-printed with some minor revisions by Ginn Press, 1988, 1992, 1993. 
  • The African Experience in Community Development, with L. Davis and A. Adams Graves, Vol. II, Advocates Publishing Group, l983.
  • Africa for the Africans, Selected Speeches of Marcus Mosiah Garvey, Malcolm X, and Nelson Rolihlahla Mandela, co-edited with Kwame Nantambu (aka Linus Hoskins), African American Affairs Monograph Series, Vol. 4, No. 3, Spring 1991, Kent, Ohio: Institute for African American Affairs, Kent State University.
  • "Chronology of Notable Dates in the History of Africans in the Americas and Elsewhere," African American Affairs Monograph Series, Vol. 2, No. 2, Kent, Ohio: Institute for African American Affairs, Kent State University, Winter/Spring, l976, 127 pp.
  • "Culture, Curriculum, and Politics," African American Affairs Monograph Series, Vol. l, No. l, Kent, Ohio: Institute for African American Affairs, Kent State University, November l973. 
  • Hermann Hesse, Der Europäer ("The European"), a fable, in Traumfährte (Zurich, Switzerland: Fretz und Washmuth Verlag A.G., 1945). Translation appears in the Institute for African American Affairs' African American Monograph Series as an "Occasional Paper," Fall 1992. Also published as a Webpage at
  • Friedrich Dürrenmatt, Herkules und der Stall des Augias ("Hercules and the Augian Stables"), a radio play (Zurich, Switzerland: Verlag der Arche, 1964). Translation completed in 1968 is unpublished.
  • Friedrich Dürrenmatt, Der Tunnel, a short story published in Prosa I-IV (Zurich, Switzerland: Verlag der Arche, 1952). This recently completed translation is unpublished. 
  • Gervasio Fournier-González. (1886). El pueblo Griego es de origen Egipto. Valladolid, España: Saturnia Pérez (in preparation with the assistance of Dr. Marlene Dorsey). 
  • Gervasio Fournier-González. (1901). La raza negra es la más antigua de las razas humanas. Valladolid, España: Saturnia Pérez (in preperation with the assistance of Dr. Marlene Dorsey). 
  • Symposium on The Black Experience: A Bicentennial Offering, Vol. I, Edited with A. Adams Graves), Institute for African American Affairs, Kent State University, 1975.
  • Symposium on The Black Experience: A Bicentennial Offering, Vol. II, Edited with A. Adams Graves, Institute for African American Affairs, Kent State University, 1975.
  • Symposium on The Black Experience: A Bicentennial Offering, Vol. III, Edited with A. Adams Graves, Institute for African American Affairs, Kent State University, 1975.
  • The Black Experience: An Anthology, Vol. I, Office of Independent Study, University of Washington, 1977.
  • The Black Experience: An Anthology, Vol. II, Office of Independent Study, University of Washington, l977.
  • The Black Experience: An Anthology, Vol. III, Office of Independent Study, University of Washington, l977.
Selected Presentations at Professional Meetings and Community Gatherings
  • "Orienting African American Youth to the University and the World," American Psychology Association, Toronto, Canada, 1993. Paper delivered by a proxy, Jeff Smith, PhD Candidate, Kent State University. 
  • "A Black Agenda for the '90s and Beyond, or, Will We Repeat the Errors of the Past?" Keynote Address at the Associated Neighborhood Centers' 76th Annual Dinner, Youngstown, Ohio, May 1, 1992. 
  • "African Education: A Reappraisal of the Conflict between Institutional Form and Afrocentric Content in the Learning Process," Temple University, 1988.
  • "Education and Nation-Building: Where Did We Go Wrong?" Ohio University, Athens, Ohio, October 2l, l986. 
  • "Black Studies and the Challenge of the 2lst Century," Trenton State College, Trenton, New Jersey, February l9, l986. 
  • "Black Studies and Academe: Problems, Progress and Prospects" at the annual Association for the Study of Afro-American Life and History Conference, Cleveland, Ohio, October 1985. 
     Academic Honors
  • Drafted in 1998-1999 the original documents and contract proposal that established the Ida B. Wells Community Academy in Akron, Ohio. The Academy was co-founded by Dr. E.W. Crosby and Mrs. Emma Jean Calhoun in association with the Task Force for Quality Education, a community educational advocacy group working to reform public education in Akron.
  • Who's Who in Black America, 1992.
  • Nominated for Distinguished Teaching Award, College of Arts and Sciences, 1992. 
  • President, Black Faculty and Staff Association (now the Pan-African Faculty and Staff  Association), 1990-1991. Founded this organization in 1971.
  • President's Award for Scholarship, Kent State University, 1990.
  • Senator, Faculty Senate, Kent State University, 1990-1992. 
  • Co-founder and Honorary Member, Alpha Kappa Mu, National Scholastic Honor Society, l982.
  • Honorary Member, Omicron Delta Kappa, September l975. 
  • Presented by students, faculty, and staff with the "Man of the Year" Teaching Award, Experiment in Higher Education, Southern Illinois University — Edwardsville (E. St.  Louis Campus), 1968.
  • Deutscher Akademischer Austauschdienst, German Exchange Student Fellowship for graduate study at Freiburg University, Frieburg Germany, 1960. (declined).
      Other Accomplishments and Associations 
  • Editorial Board, The Afrocentric Scholar, a publication of the National Council of Black Studies, 1991–1966. 
  • Member of Curriculum and Accreditation Committee, National Council of Black Studies (NCBS), 1989 to 1966.
  • Life Member of the NAACP, Portage County Chapter, 1986. 
  • Member, President's Council, Kent State University, 1985 to present.
  • Member/Consultant, Task Force for Quality Education, 1994 to present.

2. Resume for Angela M. Neeley

Address: 1258 Woodward Avenue
                   Akron Ohio 44310-1017
Phone: 330.867.1085
FAX: 330.867.1074

  •    August 1999    Master of Business Administration, Kent State University, Kent; Ohio.    Concentration in Marketing
  •    August 1995    Bachelor of Arts, Kent State University, Kent, Ohio     Major: Sociology
  •    2002 to Present     Chief Administrative and Fiscal Officer,  The Ida B. Wells Community Academy, Inc., 1180 Slosson Street, Akron, Ohio
The Chief Administrative Officer receives authority from the Board of Governors and must also have knowledge of and ability to deliver the mission, goals and objectives of the Ida B. Wells Community Academy. Exercises direct supervision over two (2) campus Site Managers, 15 or more faculty and staff – classified and non-classified, a Business Manager, and an Executive Secretary who also functions as the EMIS Coordinator and Student Records Keeper. This individual is attentive to all ODE / Office of Community Schools regulations; facility maintenance and requirements. She must also possess those qualities that are essential to the successful and innovative operation of the Academy's instructional program. The ideal candidate preferably (1) has met the qualifications for a State certified fiscal officer, (2) can demonstrate the ability to work successfully with various publics. The Chief Administrative Officer of the Ida B. Wells Community Academy possesses those attributes and meet the performance standards item-ized in the attached position description.
  •    1999 to 2002     Business Manager / Board Treasurer, The Ida B. Wells Community Academy, Inc.
This position requires working with the Academy’s fiscal and human resource affairs which includes liabililty and health insurances, workers compensation, personnel records, equipment inventory and related management of the Academy’s business affairs. The Business Manager recommends the immediate focus of attention on periodic maintenance of the Academy’s financial accounts using NeoNet’s resources. Performance in these areas necessitate the close collaboration with the Superintendent and with the chair of the Personnel and Benefits Committee. This close collaboration also applies to all classroom teachers, assistant teachers on staff.

The Business Manager is required to have knowledge of and ability to deliver the Academy’s mission, goals and objectives. She also possesses those qualities that are essential to the successful and innovative operation of the Academy’s human relations and financial program. The Business Manager must be able to perform professionally in the following areas . .
    • Prepares and performs all fiscal matters including budget management and planning;
    • Prepares budget spreadsheets, profit and loss statements and monthly expenditure reports for the Academy and the corporation's Board of   Governors
    • Keeps accurate account of all collected funds from food service receipts and prepares records and documentation for reimbursements for expenditures
    • Works closely with the Board's chair and the Academy's superintendent; keeps superintendent apprised of the activities of all staff and program concerns as they relate to the Academy's contractual responsibilities and performance
    • Performs personnel management functions as the superintendent's principle designee when it comes to hiring, interviewing and establishing hourly or annual salaries for prospective and contin-uing employees
    • Supervises all staff members assigned to her office and delegate to these individuals those duties and responsibilities essential to the conduct and administration of her office
    • Interacts with all faculty, staff and administrators in the preparation of extramural grants and contract proposals
    • Works with staff and faculty on their purchase requisitions of office furniture and office supplies and educational materials and supplies, etc.
  •     1998-1999     Marketing Coordinator, Kent State Student Credit Union, Kent: State University, Kent, Ohio 
    • Marketing Research/Industry Analysis of local banking institutions
    • Plan and; execute marketing projects
    • Create marketing surveys targeting potential markets
    • Promote, Promote. credit awareness throughout the campus
  •      1996-1999     Graduate Assistantship, Center of Pan-African Culture, Kent State University, Kent, Ohio 
    • Prepare and present research to the Director of the Center
    • Proctor exams for absent professors
    • Schedule events taking place within the Center
    • Manage tasks and perform administrative and public relations activities
  •      Fall 1998     Independent Study, Goodyear Classroom, Kent State University, Kent, Ohio
    •  Assisted Liquid Crystal Professor with marketing research, and industry analysis
    • Developed a business plan for a start-up company
    • Arranged networking luncheons with marketing specialist
  •      Summer 1990      Internship, Cleveiand CAVS / Rockers, Marketing Dept., CAVS Gund Arena Company, Cleveland, Ohio 
    •  Assisted in the organization and implementation of events and activities
    • Performed CAVS / Rockers research pinpointing the wants and needs of the fans
    • Prepared media announcements for some games
    • Carried out marketing and promotional projects assigned to me
  •      1996-1997    Volunteer, KSU Marketing and Promotions Department., Kent State University, Kent, Ohio 
    • Promoted intercollegiate sporting events on campus and throughout the community
    • Brainstormed with group to generate new promotional ideas
  •      Proficient in Microsoft Excel, Word 7.0; Powerpoiht; WordPerfect 9.0
  •      Execustat (statistical software), MARKSTRAT (marketing simulation)       
  •      Windows 95, Working knowledge of the Internet
  •      Effective oral and written abilities
  •      1997-1998     Chairperson, Black Graduate Students Association Kent State University, Kent, Ohio 

         Planned events and programs that encouraged Black Graduate students         to become involved in community and campus-wide activities. Oversaw
    different committees within the organization

  •      1996-1997    Professional Development Committee, Graduate Management Association, Kent State University, Kent, Ohio  
                   Made arrangements for speakers to come to the university and speak with MBA students about different career choices, and how to prepare for them.
  •      1991-1992     Peer Assistant / Mentor, Kent State University, Kent, Ohio                     
                   Assisted incoming freshmen with various concerns during their first year experience
  •     Alpha Mu Alpha induction,
  •     American Marketing Association Honorary Society   1999
  •     South End Association Community Award for Service    1998
  •     Ebony Achievement Award for Service    1995
  •     WEB Dubois Service Award    1995
  •     Progressive Education Community School Teaching Award    1991, 1994
  •     Ebony Academic Achievement Award    1991
  •     Symphony Band
  •     Softball / Basketball Intramurals
  •     Upward Bound Mentor
  •     African Community Theatre
  •     Gymnastics Club
  •     Gospel Choir

3. Resume for Nikita M. Tidwell (Faculty / Staff Representative)

Address: 185 Rhodes Avenue
                       Akron, Ohio 44302
Office:  330.867.1085
FAX: 330.867.1074

Career Goal:   To receive an elementary teaching position in an Akron area school,

Education:   Will receive a Bachelor of Arts in Early Childhood Education from The University of Akron - December 2002


  •     5/99- present     Sterling, Inc., Bill collector
    •   Responsible for handling 60-day delinquent accounts
    •   Responsible for skip tracing on 60-day delinquent accounts
    •   Resolving billing discrepancies
  •     6/02- 8/02     Child and Adolescent Center
    •    Community Mentor
    •    Responsible for the transport of children
    •    Responsible for mediation during group therapy
  •     8/98- 5/99     Dick's Clothing and Sporting Goods
    •   Sales Associate
    •   Assist  customers with purchases and handle sale transactions
    •   Promote customer satisfaction through personal interaction

Student Teaching and Field Experiences

  •     Fall 2002    Windemere Elementary School
  •     Fall 2002    St. Paul Baptist Church Head Start
  •     Spring 2002    The Center for Child Development - The University of Akron
  •     Spring 2002    Lincoln Elementary School (Akron)
  •     Fall 2001    Goodrich Elementary School
  •     Fall 2001    Margaret Park Elementary School
  •     Fall 2001    Seiberling Elementary School
  •     Spring 2001    Cottage Grove Elementary School
  •     Fall 2000    Lincoln Elementary School (Cuyahoga Falls)
  •     Fall 1999    Y.M.C.A. Head Start


  • Microsoft PowerPoint, Microsoft Excel, Microsoft Word, and Windows 95/98.
  • Trained in Administering:  DRA, Informal Reading Inventory, Multidimensional Fluency Scale and Running Records
  • Personal Interests:   Music, writing poetry, reading and constructing jigsaw puzzles


Since I was a child, I have always known that I wanted to become a teacher. I can remember back to my second grade teacher Mrs. Thomas, she was a great motivator. Mrs. Thomas always knew ways to get me motivated. She had a way of making you do things that you never thought that you could. I can remember one assignment that I did in her second grade class; the entire class had to write a rhyme using the first letter of their first name. I remember thinking that I couldn't do it I remember sitting at my desk and thinking long and hard about what to write. I worked and worked and worked and finally came up with, "Nikita newt never needs new noodles." I remember how proud I was that I had come up with that rhyme all by myself. I remember sitting there and drawing a picture of a newt and noodles. We created a classroom book of everyone's rhyme and we were able to take them home to share with our families. Mrs. Thomas made me feel proud of my work and she encouraged and helped me to realize that I could do anything that I set my mind to.

I still think about Mrs. Thomas and I still appreciate all that she had done for me during the three years she was my teacher. She made a special connection with my family and me. We continued to keep in touch after elementary school and she even invited my family to her daughter's wedding. Mrs. Thomas made a big impact on my life and I can only hope and pray that I can be as good a teacher as her.

I believe that in order to be an effective teacher, you must enjoy working with children of varying races, religions, and ethnic backgrounds. We need to foster relationships with children, parents and extended family members to help get an overall picture of the people who encompass our student's lives. It is important that we believe in children and their abilities to learn. We need to teach children critical thinking skills by connecting text information to the real world. Children need to be taught in a variety of ways using the three modalities: visual, auditory and kinesthetic. Teaching in a variety of  ways allows students to find things that they do well so that we can build upon  strengths  to  improve upon in areas in which they are weak. This type of teaching and learning will help children to become more successful students.

I believe that teachers should be good listeners, communicators and motivators.   They  should be able to talk freely and discuss information openly to parents about their children. I believe that children should all be treated fairly and as individuals, instead of as a whole group. Children need to know that each of them is different and unique. Most importantly, I believe that teachers need to remember that they are role models and that it is our job to put our best foot forward to help to lead the children of tomorrow.

4. Resume for Pheobie Price Carter  (Community Representative)

860 Biruta Avenue,  Akron, Ohio   44307
Home Phone:


    •    B.S.Ed.; Bachelor of Science in Early Childhood Education
    •    M.Ed.; Master of Education; Counseling and Personnel Service
    •    LSW; Licensed Social Worker


    •    Teacher, Brown Jr. High, Ravenna, OH
    •    Teacher, Upward Bound, Kent State University
    •    Social Worker, Children Services Board, Summit County
    •    Case Manager, Community Support Services
    •    Social Worker, Summit County Jail


    •    Provided shelter for troubled teens
    •    Outreach program for single teen moms
    •    Outreach program for sick and shut in
    •    Mission outreach programs
    •    Ladies Discipleship Program

I currently spend a predominate amount of time working in my church. My impression in regards to the growth and development of our youth is that they are like the fruit of the vine. We, the parents, educators, social workers, counselors, etc., are the members of the vine. The children are the fruit of the future. If we nurture them, support them, provide them with the best programs along with emotional and spiritual guidance, the results of the vine will produce high quality fruit that will multiply and produce a new generation to come.

5. Résumé for Glenn A. Thompson

Address: 845 Mayfair Road
                   Akron, Ohio   44303 -1396
Home:  330.867.6752
Office:  216.649.6401
FAX:  216.649.6402


Mergers & Acquisitions and Financial executive with diverse corporate and public accounting  experience. Progressive financial roles including "Big-4" au dit, international operational audit,  fmancial management in a start-up environment, and corporate/divisional analysis and reporting. Strong technical, interpersonal, and project management skills with proven track record of effective implementation of business strategies.

  •      THE TIMKEN COMPANY, Canton, Ohio    2001-2003
                  $3.8 billion worldwide manufacturer of bearings and steel
                  Director of Affiliations - Corporate Development

                  Formalized the Merger & Acquisition function and led the cultural transformation of the organization  from organic growth to being acquisitive. In this
                  newly created role; was responsible for managing all  aspects of the Mergers & Acquisitions activity, including project management, valuation analysis,
                  deal  structuring, negotiation, deal closure, and deal pipeline management.
    • Established and institutionalized 1' formalized acquisition process framework detailing roles, responsibilities, and authorizations. Developed and    conducted a one-day M&A workshop for Business Development managers..
    • Created and implemented the company's post-transac tion review process geared towards enhancing organizational learning and/or providing transaction accountability.
    • Managed or consulted in several strategic acquisitions and one divestiture, responsible for varying
      project phases including valuation development and analysis, due diligence management,
      negotiations, integration planning.
  •     MOTOROLA, INC., Schaumburg, Illinois    1988-2000
    •    $26 billion worldwide manufacturer of electronic equipment and components
                      Director - Corporate Development    1998-2000
                      Member of business development staff supporting all of Motorola's business units. The primary emphasis for most transactions was obtaining
                      minority positions into emerging technologies. Directed 15 transactions of varying sizes and complexities ranging from $1 million to $80 million.
    • Responsibilities included providing program management leadership to the various business units, coordinating functional activities including legal, financial, tax, communications; evaluating and  refining deal strategy; managing the due diligence process, negotiations with 3rd parties, and obtaining  CEO approval.
    • Directed an $80 million transaction resulting in the acquisition of proprietary wireless technology.
    • Managed the transaction process for a $10 million deal investing in a company with proprietary location based technology. The company's investment position in compa ny was later monetized resulting in a $50 million gain..
  •     MOTOROLA, INC., Schaumburg, Illinois    1996-1998
    • Business Advisor — Corporate Financial Planning

      Advised Senior Management on establishing business unit financial goals and targets, driving CEO  initiatives to the respective business units, monitoring the performance of the business units to the  goals, and reporting results of business units to senior management. Directly managed these initiatives for several major business units with sales exceeding $11 billion..

    • Consulted on a cross functional team that developed the company wide employee incentive program (150,000 employees) to more closely align actual performance with incentive compensation. 

    • Developed the financial model that determined the mechanics of the incentive payout.
    • Established a Corporate Development website as a mechanism to assist with communication and coordination of activities of various business units. Created the site, including developing code, content and aesthetics.
  •     MOTOROLA, Automotive and Industrial Electronics Group, Northbrook, Illinois
    • Finance Manager    1992-1996
                           Financial management & control over several domestic and international manufacturing operations with  annual sales exceeding $250 million.
                           Managed a staff of 2 professionals. Liaison between Business  Manager at a divisional level, and operational staff located at the various
                           manufacturing sites. Developed, in alignment with the Business Manager, key business strategies and processes to measure and track
and to drive business strategies to manufacturing sites. Responsibilities also included capital budgeting, financial modeling and

    • Resolved customer-pricing dispute resulting from modifications in product specifications that had previously gone unchallenged, resulting in the collection of over $1 million in previously unsettled  customer claims.Established an executive operations reporting tool to assist in providing management a monitoring mechanism "dashb oard" of significant financial business drivers. The tool was subsequently
      introduced to other parts of the organization as a standard reporting tool..
  •     MOTOROLA LIGHTING, INC., Buffalo Grove, Illinois    1990-1992
    • Manager, General Accounting & Planning
Established the accounting framework for this "start- up" entity. Developed accounting processes, procedures, policies, and overall internal controls. Responsible for credit & collection, accounts payable, capital budgeting, financial reporting & analysis, financial forecasting, and general
    • Completed a financial close by 8:00 a.m. on workday 1, which was the fastest close in Motorola history.
    • Established strong internal control culture, which resulted in obtaining a "Satisfactory" grading on the entities' initial operational au dit.
  •     MOTOROLA, INC., Schaumburg Illinois    1988-1990
    • Supervisor — Internal Audit
  •     OOPERS & LYBRAND, Cleveland, Ohio    1983-1988
    • Senior Auditor
  •     Masters of Management (Executive Masters Program), Northwestern University, J.L. Kellogg Graduate School of Management, Evanston, Illinois, 1994
  •     Bachelors in Business Administration, Cleveland State University, Cleveland, Ohio, 1983
  •     Accountancy Board of Ohio, Certified Public Accountant, 1985

6. Curricululm Vita for Marlene R. Dorsey, PhD

Address: 467 Overiook Drive 
                  Kent, Ohio 44240 

Phone Numbers:

Office:  330.672.3235



  • Kent State University, Kent, Ohio 
    • PhD  Higher Education Administration, 1980 
    • Dissertation: "The History of Developmental Education in Public Higher Education Institutions in Ohio: The First Decade, 1968-78" 
         Secondary Area: Counseling in Higher Education 
  • Case Western Reserve University, Cleveland, Ohio
    • M.A. Romance Languages (French), 1975 
  • Cleveland State University, Cleveland, Ohio 
    • B.A. Romance Languages (French & Spanish) and Secondary Education, 1970
  • Continuing Professional Education 
    • Executive Education Program, Wharton School of the University of Pennsylvania (1996)
    • Education Policy Fellowship Program, Institute for Educational Leadership, Inc., Washington, D. C. (1983) 
    • Presidential Leadership Program, Cuyahoga Community College. (1982)

     Dean, College of Continuing Studies, Kent State University (1988 - Present) 

  • Chief Executive Officer of the College reporting to the Provost:. 
    • Responsible for overall leadership, planning, fiscal management, and marketing of the University's lifelong learning programs for non-traditional and traditional student populations. 
    • Administer continuing education programs which include credit and non-credit workshops, seminars and conferences; public service and outreach programs; and customized programs for business and industry. These programs generate an average of $2,900,000 in revenue per year and serve nearly 12,500 students. 
    • Administer the Evening/Weekend Program and Summer Sessions. Evening/Weekend Program offers 24 undergraduate majors in various disciplines. Summer Sessions provides graduate and undergraduate courses  for some 13,000 students. 
    • Administer a broad range of academic support programs designed to recruit and retain non-traditional adults, underrepresented students, and other special target populations. 
  • Dorsey, M.R. and Jackson, A.P. (1995). "Afro-American Students' Perceptions of Factors Affecting Academic Performance at a Predominantly White School." The Western Journal of Black Studies, 19 (3), 189-95. 
  • Jackson, A.P. and Dorsey, M.R. (1995). ''On Culture and Community: What is all the Shouting About?" Uhuru Na Mazungumzo, Spring 1995, 70-76. 
  • Michael, S.O.; Hamilton,  A.; and Dorsey, M.R. (1995). "Administering the Adult and Continuing Educational Programme in a Free Market Economy: The Use of Strategic Marketing Planning." International Journal of Educational Management, 9 (6), 22-31. 
  • Michael, S.O.; Hamilton, A.; and Dorsey, M.R. (1994). "Adult and Continuing Education in a Free Market Economy: The Role of Strategic Marketing." Proceedings of the Institute of Theoretical Pedagogics and International Research in Education. International Conference on Adult and Continuing Education, Moscow, Russia, July 7-10.
  • Dorsey, M.R. (1990). "Pilot Program Makes Freshmen Academic STARS." Recruitment and Retention in Higher Education, 4 (9), 3. 
  • Wilson (Dorsey), M.R. (1982). "The History of Developmental Education Programs in Higher Education: A Commitment to Educational Opportunity." Journal of Equal Educational Opportunities, Volume T.
  • Dorsey, F.E. and Dorsey, M.R., "The Seven Principles of the Nguzo Saba: A Framework of Values in Higher Education." (A Monograph for Administrators in Higher Education). 
  • Dorsey, M.R. and Jackson, A.P., "African Women in Higher Education: Achieving Against the Odds." A Study of Factors Affecting Retention and Professional Development of African American Female Faculty and Administrators at Selected Public Higher Education Institutions in Ohio. (Book/Monograph being submitted for publication to the ERIC Clearinghouse on Higher Education.) 
  • Dorsey, M.R. (1998) "Organization and Administration of the Upward Bound Program." Presented at the Upward Bound Staff Development Workshop, Aurora, Ohio.
  • Badejo, D.L. and Dorsey, M. R. (1998) "The Underground Railroad." Presented at South Euclid Schools Black History Month Program.
  • Dorsey, M.R. and Jackson, A.P. (1997) "Women of Color in Higher Education: Achieving Against The Odds." Research paper presented at the Ebony Woman Speaker Series, Kent State University. 
  • Dorsey, M.R. (1996). "A Racial Dialogue: Can't We All Just Get Along?" Presentation at Walsh University's Faculty Forum/Workshop on Racism.
  • Dorsey, M.R. (1993). "Challenges Facing Black Women in Leadership Roles." Paper presented at Seminar on Women in Leadership, Kent State University. 
  • Dorsey, M.R. ( 1991). "Institutional Politics in a Changing Culture in Higher Education." Paper presented at the Summer Conference of the Ohio Continuing Higher Education Association.
  • Dorsey, M.R. (1989/90). "Politics in Higher Education." Paper presented at Seminar on Politics in Higher Education, Kent State University.
  • Dorsey, M.R. (1989). "Are We Educating Citizens or Workers?" Paper Presented at the Institute for Educational Leadership Meeting, Washington, D.C. (Cleveland Chapter). 
  • Dorsey, M.R. (1993). "Responding to the Challenges of Diversity: A Strategy for Academic Enhancement." Unpublished Manuscript. 
  • Dorsey, M. R. (1992) The Challenges of Diversity in the l990s and Beyond. Text compiled for '"Seminar on Black Issues in Higher Education." 
  • Dorsey, M.R. (1991) "Retention Strategies for Academically Underprepared Students at Kent State University." Paper included in Making a Difference: An Agenda for Action. Unpublished Manual of the Kent State University Pan-African Faculty & Staff  Association. 
  • Wilson (Dorsey), M.R. (1978). "A Study of Affirmative Action at Kent State University, 1968-78." Unpublished Research Report.
  • Wilson (Dorsey), M. R. (1981). "Developmental Education in Ohio's Public Higher Education Institutions." Paper presented at the Spring Conference of the Ohio Association of Educational Opportunity Program Personnel. 


    Underground Railroad Research Project. (1996 - ) Co-chair of a comprehensive, multi-disciplinary project in conjunction with Kent State University's Institute for African American Affairs (IAAA). Responsibilities include coordinating and implementing various aspects of the project; developing collaborative relationships with external organizations; and assisting with the development of grant proposals. 
     Academic Projects
  • Interdisciplinary Course entitled "Race and Racism in America." Developed, coordinated and team taught with faculty from four academic departments at Kent State University Spring, 1998. The developmental phase of this project was funded by the University Teaching Council and the College of Continuing Studies.
  • Served as a member of a professional delegation to the Republic of South Africa, sponsored by People to People International, 1995. The purpose was to establish linkages with professionals in our respective fields and to plan future agendas.
  • Crosby, E.W. and Dorsey, M.R. (1995) Translation from Spanish of Texts by Gervasio Fournier Gonzalez. La raza negra es la más antigua de las razas humanas and El pueblo griego es de origen egipto
  • La Historia. (Work has been done but project is on hold.) 

  • Served as one of eleven U.S. participants in a Continuing Education Delegation to Eastern Europe (Poland, Hungary and Czechoslovakia), sponsored by People to People International, 1991. Our work included visits and presentations at colleges, schools, and businesses.
  • Final Report of the 1994 Faculty Morale Study. Commissioned and Funded by the Faculty Senate, Kent State University, (1994-95). Taft, S.H., Johnson, R., Cook, D.L., Danks, J.H., Dorsey, M.R., Lindemood, M. D., Sosnowski, T.F., and Vacca, J.L.
  • Dorsey, M.R. (1993). "Responding to the Challenges of Diversity: A Strategy for Academic Enhancement." Unpublished Manuscript.
  • Dorsey, M.R. (1992). The Challenges of Diversity in the 1990s and Beyond. Text compiled for "Seminar on Black Issues in Higher Education." 
  • Dorsey, M.R. (1991). "Retention Strategies for Academically Underprepared Students at Kent State University. " Paper included in "Making a Difference: An Agenda for Action." Unpublished Manual of the Kent State University Pan-African Faculty & Staff Association.
  • Wilson (Dorsey), M.R. (1978). "A Study of Affirmative Action at Kent State University, 1968-78." Unpublished Research Report. 


  • Associate Professor, Department of Teaching, Leadership and Curriculum Studies, College and Graduate School of Education.
     Courses Taught (1992 - Present) 
    • Black Issues in Higher Education (Developed & Taught) 
    • Student Affairs in Higher Education
    • Interpersonal Communication for Administrators 
    • Race and Racism in America (interdisciplinary, team taught course) 
     Other Services
    • Serve as advisor/mentor to students in Higher Education/Student Personnel 
    • Serve on dissertation committee
  • Instructor, Foreign Languages. (1970-75) 
Taught beginning and intermediate level courses in Spanish and French language and literature. Assisted with course and curriculum development; specifically, developed and taught a course entitled "Spanish for Law Enforcement Officers." Also provided academic advising and tutorial services for students. 


  • Substitute Teacher. (1970) Worked as a substitute teacher at numerous junior and senior high schools . 
  • Dean, Continuing Education, Cuyahoga Community College (1983-88) 
Chief Executive Officer for the district-wide ( three campuses) unit reporting to the Provost of the Eastern Campus. Responsibilities included overall planning, leadership, supervision, and fiscal management of the College's lifelong-learning and academic support programs. 

Lifelong learning programs included non-credit courses/programs; off-campus credit courses/programs; and customized programs for business, industry, and other organizations. Academic support programs provided services for under represented populations, women, youth, senior adults, veterans, and disabled students. Services included pre-college programs; high school-to-college transition programs; disabled student services; developmental courses; academic, career and financial aid advising; and tutorial services. 

Operating budget was approximately 2 million dollars including grant funding of nearly $750,000. Division served approximately 20,000 students per year. 

  • Dean/Director, Access & Community Services Programs, Cuyahoga Community College (1982-83) 
Responsibilities included overall planning, leadership, supervision and fiscal management of the College's access and retention programs for underrepresented students, women, youth, senior adults, veterans, and disabled students. Also responsible for a variety of outreach/community services programs as appropriate for the College's Urban Metropolitan Development Institute (UMDI). 

Services included developmental and basic skills courses; academic, career, and financial aid advising; and tutorial services. Also developed strategic planning approaches to increase access, enrollment and retention in the College's academic programs. 

  • Director, ACCESS Programs, Cuyahoga Community College (1981-82) 
Responsibilities included overall supervision, coordination, and fiscal management of academic support programs for
underrepresented and non-traditional students. 

Support services included developmental courses; academic, career, and financial aid advising; and tutorial services. Also responsible for program evaluation and research; development of outreach and institutional support; and grant proposal writing. 

  • Associate Director, Upward Bound, Kent State University (1975-81) 
Upward Bound is a federally funded pre-college preparatory program for high school students. Responsibilities included
developing, implementing, and evaluating a year-round academic advising and socio-cultural program for underachieving, low-income high school students. 

Also responsible for supervising staff (teachers, graduate assistants, clerical staff); recruiting students; counseling and advising students; developing curriculum; and conducting program evaluation and research. Assisted with grant proposal writing, budget administration, and coordination of special events. 


      University Service

  • Center for Educational Leadership Services, College and Graduate School of Education, Convener of External Review Team, (1998) 
  • Centennial Commission Student Recruitment and Retention Task Force, Co-Chair (1997 - ) 
  • Alternative Dispute Resolution (ADR) Program, Kent State University, Division of Human Resources (1997 - ).
  • Trained Mediator Pew Roundtable Dialogues on Race (May, October, 1996) Co-Convener/Organizer 
  • Student Leader Compensation Task Force/Division of Enrollment Management and Student Affairs, Chair (1995-96) 
  • Child Care Review Committee (1995 - ) 
  • ACE/Kellogg Project on Leadership and Institutional Transformation (1995- ) Steering Committee Member 
  • Enrollment Planning & Implementation Committee/Subcommittee on Recruitment (1994 - ) 
  • Faculty Senate Committee on Administrative Officers (1994-1997)
  • Faculty Morale and Empowerment Commission of the Faculty Senate (1993-95) 
  • Committee for University Strategic Planning (CUSP), (1993-94) 
  • North Central Association (NCA) Steering Committee (1993-94) 
  • Retention Task Force/Provost's Advisory Committee (1991) 
  • Deans Ad hoc Committee on Summer Sessions, Chair (1989 - )
  • Pan-African Faculty and Staff Association, Executive Committee, (1989 - Present) 
    • Chair, African American Issues Group 
    • Chair, Academic Affairs Committee 
  • Publicity Manager; Actress. African Community Theatre, Kent State University, Kent, Ohio. (1980-87) 
  • Advisor, Minority Business Association, Kent State University, Kent, Ohio. (1978-81)
  • Co-Advisor, Spanish Club. Cuyahoga Community College, Cleveland, Ohio. (1973-74)
      Professional/Community Service
  • Board of Trustees, Stow Public Library Foundation, Stow, Ohio. (1995 - Present) 
  • Stow-Munroe Falls Chamber of Commerce Leadership Committee (1995 - Present). Assisting with the development and implementation of a leadership program for the cities of Stow and Munroe Falls.
  • Board of Trustees, Stow Public Library, Stow, Ohio. (1994 - Present) 
  • Stow-Munroe Falis Chamber of Commerce, Education Committee, Stow, Ohio. (1992 - Present) 
  • United States Department of Education, Washington, D.C. Consultant/Reader of Proposals on Programs for Underrepresented Students in Higher Education (1992 - Present) 
  • North Central Association Visiting Team. Brunswick High School, Brunswick, Ohio. (1986) 
  • Board of Trustees, Global Issues Resource Center. Cuyahoga Community College, Warrensville Township, Ohio. (1985 - Present)
  • Consultant, organization and administration of access and retention programs. Cuyahoga Community College, Cleveland, Ohio. (1981) 
  • President, Board of Directors. King-Kennedy Community Center of Portage County, Ravenna, Ohio. (1977-81)
      Search Committees 
  • Associate Vice President for Student Support Services, Chair, 1997 
  • Vice President and Dean for Enrollment Management and Student Affairs, Chair, 1995
  • Assistant/Associate Professor, Educational Administration, 1994 
  • Director, Admissions, 1993
  • Vice President, Business & Finance, 1992
  • Associate Registrar, Chair, 1990
  • Associate Director, Admissions, 1989
  • Task Force on At-Risk Students (1989) 
  • Subcommittee on Minority Students 
  • American Association for Adult and Continuing Education.
  • American Association of Higher Education. 
  • Association for Continuing Higher Education. 
  • Mid-America Association of Educational Opportunity Program Personnel, (Board of Directors 1982-84). 
  • Ohio Association of Educational Opportunity Program Personnel. (President, 1982-83; Secretary & Chairman of Secondary Concerns Committee, 1976-79).
  • Jetalyn Andrews Award for Community Service. Spiritual Assembly of the Bahais of Kent. (1996) 
  • Phi Beta Delta Honor Society for International Scholars (1991 - Present) 
  • Affirmative Action Achievement Award, Kent State University (1991) 
  • The World Who's Who of Women. International Biographical Centre, Cambridge, England. (1990) 
  • Young Women's Christian Association (YWCA) - Women of Achievement Award (1983) 
  • Outstanding Young Women of America (1981, 1982) 
Revised May 6, 1998 

7. Resume for  Mrs. Mariesa L. Boyer  (Parent Representative)

Address: 891 Work Drive, Akron, Ohio   44320
Home Phone:  330.374.9694
Cellular: 330.459.9225


June 1997 - Present        HOME DAY CARE MOTHER

      •    Foster parent for 6 children; prepare meals and read stories, watch movies, and participate in playtime.
      •    Attend seminars regarding updates of the federally subsidized program
      •    Ongoing educational knowledge
      •    Sharing love and wisdom with the children
June 1996 - January 1997        Target Department Store

      •    Cashier
      •    Extensive customer service
      •    Checks and credit card system
      •    Cashiering, counting money and working with cash sheets
      •    Packaging of customers items

February 1995 - November 1995         Copley Health Care

      •    Nurse Aide
      •    Feeding and dressing of residents
      •    Vital Statistics of the patients
      •    Assisted the nurses where needed

April 1994 - December 1994         YWCA

      •    Teachers Aide
      •    Feeding and dressing the children
      •    Assisting with educational tools
      •    Supervising group playtime
      •    Keeping daily log on all the children

January 1993 - December 1993        Comfort Inn Hotel

      •    Housekeeping
      •    Cleaned rooms
      •    Vaccumed rooms and made beds
      •    Cleaned tubs, showers and necessities

8. Curricululm Vita for Geraldine Hayes Chavez

Address: Office of Undergraduate Studies
                   225 Michael Schwartz Center
                   Kent State University
Phone: 330.672.2920
FAX:   330.672..5339

Current Position:

Assistant Dean - Undergraduate Studies
Director - Upward Bound Programs
  • June 1978-1981 MEd, Kent State University
    • Major: Elementary Education;  BS, Kent State University
    • Major: Elementary Education
  • September 1997 - Present PhD. Candidate, Kent State University
    • Concentration Higher Education Administration
  • June 1999 - Present    Assistant Dean, Undergraduate Studies, Kent State University, Kent, Ohio                               
  • April 1993 - Present    Director, Upward Bound Program (Classic), Kent State University, Kent, Ohio                                 
Monitor overall functioning and coordination with Administrative staff of the Upward Bound Programs: PREP (Teen Parent Program), Math/Science Center & Classic UB; maintain accurate student and fiscal records, and prepare all federal grants and institutional reports.
  • 1996   Consultant, The Salvation Army, Divisional Headquarters, Learning Center, Cleveland, Ohio
Provided staff training and programmatic development of on-site after-school tutorial programs in collaboration with Cleveland Public Schools, Salvation Anny, and local community agencies.
  • June 1990-1993   Assistant Pastor/Chief Officer, Salvation Army, Atlantic City, New Jersey
Administered after-school care program, emergency food pantry, Emergency shelter for women and children, energy assistance program; initiated and implemented programs for travelers' assistance; designed relocation programs for the homeless; developed structured latchkey program for inner city youth matching students with casino employees and volunteers; administered JTPA jobs and training program and summer youth JTPA jobs program; worked with police department, city council members, clergy, and the Human Services Department to provided shelter
  • 1986-1990   The Salvation Army, Jersey City, New Jersey
Supervised 15 employees; at Early Childhood Education Center; administered budget and fund-raising; developed
infant/toddler program for teen mothers; built network of agencies 
  • 1981-1982   Substitute Teacher (long term assignment), Saginaw Public Schools, Saginaw, Michigan
  • 1980-1981   Youth Supervisor, Catholic Service League, Akron, Ohio. Planned, implemented, and administered programs for inner city youth.
  • Summer 1977  Kent State University, Admissions Office, Kent, Ohio. Student supervisor for phone power crew. Trained staff and supervised staff during the evening hours.
  • Summer 1975-76   Upward Bound Program, Kent State University, Kent, Ohio
Assisted teaching staff in and out of the classroom; counseled Students in academic and personal matters; tutored, enforced rules and regulations, provided extra-curricular activities for students; organized and supervised study sessions, submitted evaluations on the students in the program.


  • June 18-28, 2001   Educator's Conference in Israel. Presented at Western Galilee College, "Pre-College Intervention and Successful Strategies that Support and Retain Students." Participated in Educators Conference on Co-Existence, Learning and Living in a Diverse Society.
  • June 2001  Kent State University, Kent, Ohio: Presenter, Academic Stars Program: Staff Orientation, "Helping High School Students Transition in Post Secondary Education" Training for summer support staff.
  • April 20-21, 2001  Opening Plenary Panelist, "Women to Women: Diversity and Mentoring Issues that Affect All of Us." American Association of University Women Annual Convention
  • November 2000   25th Annual MAEOPP Conference, Fontana, Wisconsin: Co-Presenter: "Ensuring Successful Beginnings: Innovative Academic Intervention for Upward Bound Teen Parents. Presented ideas of collaboration within Higher Education, local School Districts, and Community Agencies in creating seamless programming for Teen parents.
  • Apri1 22, 1999   Speaker, "Take Our Daughters to Work Day" Presenter on behalf of the Professional Women of Kent State University.
  • October 5, 1999   2nd Annual Campus Dialogue on Race Relations: Served as panel member on the topic, "Who Will Build One America? "Kent State University, Kent, Ohio
  • November 8-11, 1998   24th Annual Mid America Association of Educational Opportunity Program personnel Conference, Cincinnati, Ohio. Co-Presenter: "Ensuring Successful Beginnings: Academic Intervention and Support for Teen Parents."
  • Academic Year 1994-1996   Kent State University , Kent, Ohio. Panel member and presenter: Cultural Diversity Teaching and Tutoring Culturally Diverse Students for Pre-training Program with Developmental Services undergraduate tutors and staff.
  • Academic Year 1995 Kent State University, Kent, Ohio. Member: Kent State University Women's Resource Center Task Force. Planned and developed Women's Resource Center at Kent State University to serve the needs of area and university women.
  • November 12-15,1995   21st Annual MAEOPP Conference, Fontana, Wisconsin. Co-Presenter: "Using An Interdisciplinary Approach to Working With Upward Bound Students."
  • October 24, 1995   Kent State University, Kent, Ohio. Presenter "Youth-Gangs and Violence", Kent State University, Counseling and Human Development Class. Federation of Business and Professional Women, Kent State University, Wellness Center and Safer futures Women's Shelter of Portage County.
  • January 1994-June 1995   Kent State University, Kent, Ohio, Pre-College Experience for Youth in Foster Care. Developed and implemented a weekend pre-college program at Kent State University with youth from Portage, Summit and Trumbull Counties' Children's Services.
Activities & Honors:
  • President Elect, Ohio Association Educational Opportunity for Program Personnel (TRIO) (Current)
  • Secretary, Pan African Faculty and Staff Association
  • 1999 Award Recipient, KSU Diversity Creative Contribution
  • Award, Office of Institutional Diversity Annual Dinner Dance
  • Vice President, Pan African Faculty and Staff Association (Present)
  • Member, KSU Institutional Diversity Committee (Present)
  • Recognized Representative, MAEOPP (Mid America Association of Educational Opportunity Program Personnel) Speaker's Bureau, 2001.
  • Member, KSU Childcare Review Committee (Present)
  • Member, American Association for University Women
  • Appointment, KSU University Diversity Advisory Committee, (1999-Present)
Community & Civic Groups:
  • Member, Alpha Kappa Alpha Sorority Inc.
  • Block Association -"Taking Back My Streets"
  • Member, African American Education Coalition
  • Member, Buchtel Renew the PRIDE Committee
  • Church Women United
  • Community Social Services Network
  • Mayor's Aid Task Force
  • United Way - Problem Solving Committee
  • Interfaith Action Committee
  • Advisor, Alpha Psi Lamda (Latino Fraternity and Sorority)
  • Member of Habitat for Humanity
  • Foster Grandparent Program

9. Resume for Rick L. Owens (Community Representative)

Address:  855 Peerless Avenue, Akron, OH 44320 
Phone: 330.865.9414
FAX:  330.865.9414 (call first)

OBJECTIVE: To obtain an executive, administrative or management position that will utilize my experiences, abilities, skills and education' to assist an organization to reach their goals that will build and enhance community stability.


1998-2002  Northeast-Ohio Health Services, Beachwod, Oh   
                     Case Manager

  • Responsible for coordinating and implementing community based management services in education, housing, legal, employment' and health. Provide assessments, symptom management and medication monitoring for adults. Supervise staff
  • Develop, plan and coordinate treatment goals and objectives. Developed community resources for clients and agency. Network with-professionals, local agencies, service providers and families. Manage crisis situation. 
  • Advocate for entitlements, financial management and empowerment of daily living.
1993-1994  OWENS & Sons Landscaping, Warrensville, Ohio 
                      Supervisor of Operations

1994-1998  Cleveland Cross Roads for Youth, Guild House, East Cleveland, Ohio 
                      Program Manager

  • Responsible for daily management and operation of program. 
  • Developed community resources. Hired, terminated, trained and supervised-staff. Planned and implemented group sessions. 
  • Managed youth entering school systems. Worked with local and state government agencies.
  • Responsible for petty cash distribution. Responsible for intake and discharge of youth. Counseled youths and families.
1990-1993  Cuyahoga County Advocate Program, Cleveland Ohio 
                      Regional Director
  • Hired, terminated, trained and supervised staff in 4 offices. 
  • Responsible for administration of budget and implementation of service delivery to clients. 
  • Conducted groups and family mediation and represented program in litigation of various cases. 
  • On call 24 hours daily for crisis management. 
  • Responsible for strategic planning and community service management. 
  • Networked relationships with local government, service agencies and provider. 
  • Participated in community and program development.
           Program Coordinator-Harambee-Services Black Families, Cleveland, Ohio
  • Manage program services and daily operation. Conduct groups, assessments and wrote treatment plans.
  • Budget proposal writing, provide case management services. 
  • Strategic' planning. 
  • Represented programs in litigation of certain cases. 
  • Supervisor of staff, community service, volunteer management, program marketing and development. 
  • Assist with fund raising events. 
  • Managed admission/discharge of youth on probation.
  • High School Diploma from Archbishop Hoban High School
  • BA Degree Rhetoric and Communication from Kent State University
  • Leadership of Akron Alumni Association, class 17, 2000-2001 
  • Vice President of Buchtel PTA & member Football Booster Club
  • President, Akron Unified Community Council
  • Chairman of Deacon Ministry, Mt. Olive Baptist Church of Akron 
  • Youth Motivation Task Force member, 2001-2002 
  • Fourth Ward Coordinator, GOTV School issue 64, 2001 
  • Community Organizer for SCORE, 1995 
  • Board member of Westside Neighborhood, Development Corporation 
  • Fourth Ward Treasure/Secretary Democratic party 
  • Precinct Committee Person 4-0, Akron

10.  Curricululm Vita for Janice D. Taylor Heard, PhD

Address:  Division of Access and Retention, The University of Akron , 220 Wolf Ledges, Suite 115, Akron, Ohio 44325-1804
Office:  330.972.6769 
FAX: 330.972.8469

Cellular:  216.496.3207


  • University of Georgia, Ph.D., Counseling Personnel Services, June 1997
  • Dissertation Title:  Necessary Components for Evaluating Minority Retention Programs
    Major Professor:  Dr. Theodore K. Miller
    Comprehensive Examination:  Completed September 1995
  • Kent State University, M.Ed., Higher Education Administration and Student Personnel, May 1989
  • Individual Investigation:  A Comparison of Developmental Studies in the Community College and Four-Year University
  • Kent State University, B.A., Psychology, May 1988
  • The University of Akron, Akron, OH

    • The Division of Access and Retention,
    • Present position: Director of Outreach and Retention – Administrate a unit responsible for the development and implementation of programs and services to retain and graduate underrepresented and underserved students.

    Duties and responsibilities include: 

    • Developing goals, objectives, strategies and timelines for the Division of Access and Retention
    • Assessing program, service, and student outcomes
    • Providing supervision /standards of performance for four full-time professionals, one support staff member and graduate and student employees
    • Collecting and analyzing student data on retention (monitoring student achievement)
    • Working with the Institutional Planning, Analysis, Reporting and Data Administration office to ensure proper records maintenance, data collection, analyses and dissemination of retention and graduation statistical data
    • Providing direction concerning facility usage that support the programs and services offered through the Division of Access and Retention
    • Conducting focus groups, surveys, questionnaires and evaluations on student needs and satisfaction 
    • Coordinating activities with other academic achievement programs with similar college access and retention goals
    • Working with various academic and administrative departments to enhance student access, retention and graduation 
    • Advising high ability students through the PASSAGE Learning Community

    Leadership accomplishments to date include:

    • Developing a retention plan for the Division of Access and Retention
    • Developing a organization and administrative structure within the Division of Access and Retention
    • Developing program evaluation strategies for the division’s academic support programs and services
    • Writing and submitting a Success Challenge Funding Request for additional funds to support the division’s retention initiatives
    • Designing an academic advising program for conditionally admitted, underrepresented students Four Phase Advising System (4PAS)
    • Reconstructing a Learning Community (PASSAGE) and designed a technology component to its learning objectives in order to encourage student use of computer technology
    • Designing a leadership development program that focuses on the intellectual and character development of college students
  • The Pennsylvania State University, University Park, PA

    • Assistant Professor of Education, Department of Counselor Education, Counseling Psychology, and Rehabilitation Services  1997 to 1999
    • Served as a tenure-track professor for the Counselor Education Program
    • Co-coordinator for the College Student Personnel Master’s Option
    • Taught theory and administrative course in College Student Personnel and foundation course in Counselor Education
    • Advised 20 Master’s degree level students
    • Supervised Master’s papers, theses, internships and practicums
    • Served as a member of several doctoral committees for students in Counselor Education, Counseling Psychology and Higher Education
    • Conducted and participated in research in the area of student development, counseling and higher education
    • Provided service to the department, college and university
    • Performed administrative functions related to student recruitment, admissions, program and curriculum requirements 

  • The University of Georgia, Athens, GA

    • Research Assistant, The Department of Counseling and Human Development Services – 1996 to 1997
    • Provided assistance in developing a national database commissioned by the National Association of College Admissions Counselors (NACAC) to assess school counselors’ needs, concerns and experiences that are important for college admissions counselors to understand
    • Assisted in the revision of the CAS (Council for the Advancement of Standards in Higher Education) standards and guidelines
    • Served as co-editor for the Georgia Journal of College Student Affairs
    • Assisted in the editorial process and functions for the College Student Affairs Journal
    • Graduate Assistant, The Office of the Vice President of Student Affairs – 1995 to 1996
    • Served as primary investigator in the assessment of students’ reasons and patterns of withdrawals from the university
    • Provided recommendations for future interventions, areas of further inquiry, and revisions in the application procedures for student withdrawals
    • Assisted the Assistant Vice President with student crises and communication with parents and faculty
    • Reviewed student activities funding request and monitored the Student Activities Fee Allocation process
    • Served as a staff liaison to the Office of Disability Services
    • National Pan-hellenic Advisor, Greek Life Office – 1993 to 1995
    • Coordinated and advised the National Pan-hellenic Council (NPHC) and its affiliate member organizations
    • Monitored membership intake activities
    • Managed council budgets and allocation of funds
    • Provided leadership development through programs and services in the area of risk management (legal liability), scholarship, sexual responsibility and diversity
    • Served as a liaison between the Greek Life Office, chapter advisers, local alumni and national organizations
    • Assisted in the coordination of programs and events among NPHC, Panhellenic and Interfraternity Councils
  • University of Tennessee, Knoxville, Tennessee
    • Hall Director, Department of Residence Halls – 1990 to 1993
    • Developed and administered a comprehensive residence life program for a co-ed hall
    • Selected, supervised and trained an assistant hall director, a full-time clerk, 3 programming assistants (Language House) and eight resident assistants
    • Administered and monitored an administrative, athletic, computer and staff programming budget
    • Worked with hall housekeeping staff and facilities services personnel to ensure building upkeep
    • Assisted in the administration of the judicial process through educational discipline
    • Taught Resident Assistant Training Courses
    • Assisted in developing hall policies
    • Recruited professional applicants for the Department of Residence Halls at professional conferences
    • Coordinated and supervised the Language House (learning community) in conjunction with the Center for International Education 
    • Developed policies and approved applicants for the Language House
    • Conducted EEO training for Department of Residence Halls
  • Academic Counselor, Freshmen Services Program, Chicago State University, Chicago, Illinois – 1989 to 1990

    • Provided general and specialized teaching, technical training and counseling
    • Served as an advocate and career counselor for first-year students
    • Developed and maintained a filing system showing the history of each first-year student
    • Worked closely with various university departments on issues related to first-year students
    • Assisted in the construction of a freshmen orientation course
    • Wrote an office procedural manual
  • Retention Counselor (Graduate Assistantship), Office of Student Life/College of Education, Kent State University, Kent, Ohio – 1988 to 1989

    • Designed and developed academic tracking system to monitored first-year student success
    • Counseled conditionally admitted students on a weekly basis
    • Assisted in the recruitment of students for the College of Education
    • Designed and created brochures for recruiting minority students
  • Graduate Assistant, Admissions Office – 1988
    • Coordinated the logistical details for on-campus recruitment programs
    • Prepared and delivered presentations to prospective students and their parents
    • Planned and executed follow-up contact activities
    • Planned, coordinated and supervised telephone recruitment campaigns
    • Prepared reports analyzing projects and programs
    • Assisted in the development of recruitment brochures, correspondence and other admissions’ publications
  • The University of Akron, Akron, OH
    • · University Orientation
  • The Pennsylvania State University, University Park, PA
    • Introduction to Student Affairs. College Student Personnel Master’s Program
    • Counseling Procedures. College Student Personnel Master’s Program
    • Student Development Theories. College Student Personnel Master’s Program 
    • Administration and Organization. College Student Personnel Master’s Program
    • Equity in Higher Education. College Student Personnel Master’s Program
  • University of Georgia, Athens, GA
    • Principles of College Student Development. Student Personnel in Higher Education Masters Program. Fall 1995 & Fall 1996. Co-Instructor (Teaching Intern) 
    • College Student Interventions. Student Personnel in Higher Education--Master’s Program. Winter 1995 & Winter 1996. Co-Instructor (Teaching Intern) 
    Master’s Papers
  • Dalander, J. (1998). The changing face of the commonwealth of Pennsylvania’s environment and the implications for student affairs at the Pennsylvania State University
  • Ly, G. (1998).  The role of ethnic identity in first year Filipino American students’ college experience
  • Wiley, L. (1998). How do culture, gender identity and social role expectations affect African American college women’s identity development at a predominately White institution
  • Bennett, Suzanne (1998). A freshmen seminar for adult students: A method to increase satisfaction, retention, and development
  • Bergene, L. B. (1999). Awareness of transmission and incident of HIV/AIDs among student leaders
  • Lee, Y. H. (1999). Career decision-making among American and Taiwanese students
  • Mathis, F (1999). Spiritual development among Caribbean students at a predominately White institution
  • Posthaur, B. (1999). Comparing self-efficacy of student athletes to non-athletes
  • Thal, Y. (1999). A closer examination of the single parent experience in higher education 
Doctoral and Dissertation and Committees
  • Jenkins, K. – Counselor Education.  Pennsylvania State University (Candidacy, 2002)
  • Johnson, M. (2000). Reliability and validity of the leadership self-efficacy scale. Counseling Psychology, The Pennsylvania State University (Degree conferred)
  • Puzeky, J. – Counselor Education.  Pennsylvania State University (candidacy, 1997)
  • Williams, C. – Counselor Education.  Pennsylvania State University (candidacy, 1997)
  • Wallace, S. – Higher Education.  Pennsylvania State University (dissertation proposal, 1998)
  • Taylor, J. D. & Savery, J (2002, April). The Effects of Computer Access, Technology Literacy, and Learning Communities on Minority Student Learning and Retention. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
  • Taylor, J. D. & Miller, T. K. (2002).  Necessary components for evaluating minority retention programs. NASPA Journal, 39, 266-282.
  • Phelps, R. E., Taylor, J. D. & Gerard, P. A. (2001). Cultural mistrust, ethnic identity, racial identity and self-esteem among ethnically diverse Black university students. Journal of Counseling and Development, 79, 209-216.
  • Taylor, J. D. (2000). [Review of the book Responding to the new affirmative action climate: New Directions for Student Service]. National Association of Student Affairs Professionals Journal, 3, 83-85.
  • Taylor, J. D. (manuscript under review). The importance of social relations and support in the retention of African American students.
  • Taylor, J. D. (book chapter in progress). Minority student affairs, assessment and program evaluation:  Paradoxical or achievable.
  • Taylor, J. D. & Slaney, R. (manuscript in progress). Learn perfect: Strategies used in learning and achievement among perfectionistic college students.
  • Savery, J. R., Taylor, J. D., Wallace, J. J. & Gaylord, T. (2002).  Education, Community and Technology at The University of Akron.  American Educational Research Association Annual Meeting.  New Orleans, LA (April ).
  • Taylor, J. D., Blimling, G, Pike, G., Foubert, J., & Torris V. (2002).  Bridging Scholarship and Practice:  Stories from Senior and Emerging Scholars.  The American College Personnel Association (ACPA).  Long Beach, CA (March).
  • Taylor, J. D. (2000). College Access and Retention: How to get in and how to stay. The Akron District Christian Conference. Akron, OH.
  • Taylor, J. D. (2000). A retention plan: Strategies for increasing student retention. Community and Technical College, The University of Akron. Akron, OH.
  • Taylor, J. D. (1997). The bridges of higher education. Kent Graduate Student Symposium. Kent, OH (September).
  • Wall, V. & Taylor, J. D. (1996). Climate scanning: The future of diversity issues in student affairs. Southern Association for College Student Affairs Conference. Mobile, AL (November).
  • Taylor, J. D., Wall, V. & Thomas, K. M. (1996). Multicultural, consultation, training and assessment: Creating and redefining inclusive campus climates. National Association of Student Personnel Administrators. Atlanta, GA (March).
  • Galloway Williams, J. Shuford, B., & Taylor, J. D. (1995). African American women doctoral students: Challenging the boundaries. Southern Association for College Student Affairs Conference. Daytona Beach, FL (November).
  • Taylor, J. D. & Williams, V. (1995). Relationships among women. Black Women’s Focus Conference, University of Georgia, Athens, GA (March).
  • Taylor, J. D. (1992). Learning to lead as well as to follow. University of North Carolina-Asheville, Ashville, NC (March).
  • Taylor, J. D. (1991). Understanding affirmative action and how it works. Professional Staff Training. University of Tennessee-Knoxville, Knoxville, TN (November).
  • Martin, S. & Taylor, J. D. (1992). Introduction to conflict management. The Chancellor’s Leadership Retreat. Greenville, TN (October).
  • Taylor, J. D. (1992). Group dynamics and conflict management. Black Cultural Center Leadership Retreat. University of Tennessee-Knoxville, Knoxville, TN (September).
  • Reddick, L. & Taylor, J. D. (1992). Staff supervision. Hall Director Training. University of Tennessee-Knoxville, Knoxville, TN (July).
  • Taylor. J. D. & Wallington, E. (1991). Norm . . . The day after. Alcohol (Abuse Intervention). Resident Assistant Training. University of Tennessee-Knoxville, Knoxville, TN (August).
  • Taylor, J. D. & Wallington, E. (1991). Academics and RA position: Creating balance. Resident Assistant In-service training. University of Tennessee-Knoxville, Knoxville, TN (October).
  • 2001 – Bowling Green State University Center for Multicultural and Academic Initiatives Program Review (External Reviewer)
  • 2001 – Assessment and Continuous Quality Improvement Plan Work Group for the Implementation of the Provost’s Plan for Student Success, Retention, and Graduation – The University of Akron (Chair)
  • 2000 – First-year Experience Committee, The University of Akron
  • 2000 – Task Force on Student Success, Retention, and Graduation, The University of Akron
  • 2000 – P-16 Steering Council Steering Committee, The University of Akron
  • 2000 – Higher Education Administration Program Committee. College of Education, The University of Akron
  • 1999 – ConnectED 2000, The College Board
  • 1999 – Cleveland Urban League, Career Beginnings Resource and Development Board 
  • 1998 – Journal of College Student Retention, Reviewer
  • 1998-1999 – Department of Counselor Education, Counseling Psychology, and Rehabilitation Services Curriculum Committee
  • 1998-1999 – ACPA Commission XII
  • 1996-1997 – Georgia Journal of College Student Affairs (Co-Editor)
  • 1996-1997 – College Student Affairs Journal (Graduate Assistant)
  • 1996-1997 – Student Developmental Task and Lifestyle Assessment (SDTLA) Validation Team
  • 1995-1996 – Student Personnel in Higher Education and Student Affairs Administration Curriculum Semester Conversion Committee. University of Georgia, Department for Counseling and Human Development
  • 1995-1996 – CLASS (A minority retention program) Program Evaluation Team. University of Georgia, Department of University Housing
  • 1994-1999 – C.A.S. (Council for the Advancement of Standards for Student Services/Development Programs): Committee for assessing institutional usage
  • 1992-1993 – Conflict Resolution Program (Mediator)
  • 1992-1993 – Safety and Security Committee. University of Tennessee-Knoxville, Department of Residence Halls (Chairperson)
  • 1992-1993 – Human Relations Committee. University of Tennessee-Knoxville, Department of Residence Halls (Co-Chairperson)
  • 1992 – Professional Development Series. University of Tennessee-Knoxville, Department of Residence Halls (Coordinator)
  • 1992 – Odyssey of the Mind World Finals. University of Tennessee (Conference Manager)
  • 1991-1992 – Alcohol Awareness Committee. University of Tennessee-Knoxville, Department of Residence Halls (Co-Chairperson)        
  • American College Personnel Association (ACPA)
  • National Association of Student Personnel Administrators (NASPA)
  • Learning Communities Institute 2001 (National Learning Communities Project at the Washington Center for Improving the Quality of Undergraduate Education)
  • ACPA Emerging Scholars Institute 2002
  • ACPA Emerging Scholars Institute 1999
  • NASPA Region III Research Grant, 1997
  • Outstanding Doctoral Student (Georgia College Personnel Association), 1996
  • Who’s Who Among American Colleges and Universities
  • Outstanding Young Women of America
  • Omicron Delta Kappa
  • University of Georgia, Athens, GA
  • Student Development and Higher Education

    • Seminar of the College Student
    • College Student Affairs Seminar
    • Environmental Assessment and Milieu Management
    • Advance Theories of College Student Development
    • Supervision
    • Multicultural Issues
    • College Student Administration (Capstone)
    • Financial Aspects of Higher Education

    Research and Evaluation
    • Descriptive Statistics
    • Applied Inferential Statistics
    • Research Design in Education
    • Educational Measurement Theory
    • Multiple Regression
    • Qualitative Research Methods
    • Institutional Research
    • Multivariate (MANOVA, Discriminate Analysis, Cluster Analysis, & Canonical Correlation)
    • Confirmatory and Exploratory Factor Analysis 

    • Advance Social Psychology
    • Group Process and Structure 
    • Interpersonal Relationships
    • Individual Appraisal (Assessment)
    • Advance Multicultural Counseling
    Kent State University, Kent, OH 
    • The College Student and Student Services
    • Theories and Methods of Organizational Development
    • Organization and Administration
    • Law and Higher Education
    • Adult Learner
    • History of Higher Education
    • Research in Higher Education
    • Career Development
    • Introduction to Counseling

To continue to contribute to the field of Higher Education, Student Affairs and Counseling through practice, scholarly research and institutional service.

11. Curriculum Vita for Dr. Bridgie Alexis Ford, PhD                                                      

ADDRESS    Department of Curricular and Instructional Studies, The University of Akron, Akron, Ohio 44325-4205

Office: 330.972.6734
FAX: 330.972.5292


  •      Ph.D., 1983    Purdue University, Lafayette, Indiana, Area:  Special Education                                          
  •      M.S., 1976      Eastern Illinois University, Charleston, Illinois, Area:  Speech Pathology             
  •      B.S., 1975      Eastern Illinois University, Area: Speech Pathology and Audiology                         


  •    Fall, 1987-present:   The University of Akron   Rank:  Full Professor

Current Responsibilities:  (a) teaching Master's and Undergraduate level special education courses (b) super­vising student teachers; (c) serving on           Master's and Doctoral level defense committees (d) performing research and publishing. 

Past Responsibilities: (a) Special Education Coordinator – 1999 – 2001 (Coordinated the undergraduate and Master’s level graduate Special Education             programs; hired and mentored part-time faculty, (b) department's liaison for gifted education with local school districts, parent groups, and other                 colleges in the region from, and (c) coordinated university sponsored educational services with community-based programs.

  •    Fall 1983-87:  Assistant Professor and Director of the Special Education Program,  Lambuth University, Jackson, Tennessee                               

                                    Responsibilities: (a) monitored special education curricula; (b) taught special education courses (e.g., M.R., E.D., S.L.D., Gifted); (c) supervised student
  teaching; (d) advised special education and elementary education majors; (e) served as liaison to local school districts and other colleges in        
  the region; and (f) consulted with the State Department of Education and the local community.

  •    1981-1983:   Graduate Administrative Assistant to Vice Provost and Associate       Professor of History, Purdue University  

                           Responsibilities: (a) prepared reports; (b) conducted research; (c)attended meetings; (d) proctored history examinations; and (e) served as a member     of the Executive Planning Committee for an NEH sponsored project: BLACK WOMEN IN THE MIDWEST.

  •    Fall, 1982:    University Supervisor of Student Teachers, Special Education Department, Purdue University                             

                 Responsibilities: Supervised the student teaching experience of undergraduate students. Experiences were performed in special education                         classrooms  for pupils classified as Educable Mentally Retarded and Learning Disabled.

  •     1979-1981:    Graduate Research Assistant, Africana Studies and Research Center, Purdue University

 Responsibilities: (a) conducted formal and informal interviews with members of the Black churches in Lafayette as part of a two-year Lilly Grant    
  Project;  (b) chaired sessions at the First National Conference on Black Women sponsored by Africana Studies and Research Center; © served  
  as a reporter and writer for the Department's newsletter, NOMMO; and (d) served as the official hostess for guest lecturers. 

  •    1976-1978:     Speech and Language Clinician, Chicago Board of  Education, Chicago, Illinois                             

                                            Responsibilities: Provided speech and language services for  students (K-12) and conducted in-services for teachers and parents concerning speech     and language services.


  • Ford, B. A. (In Press).  A Training Model for Culturally Responsive School-Community Partnerships.  Teacher Education and Special Education.
  • Ford, B.A. (In press).  Culturally Responsive School-Community Partnerships:  Strategic Component in Maximizing Educational Outcomes. In F.E.             Obiakor (Ed.), Teaching Multicultural Learners with Exceptionalities. Merrill Publishing Co.
  • Obiakor, F. & Ford, B. A. (2002).  Creating Successful Learning Environments for African American Youth with Disabilities.  Corwin Publishing Company.
  • Ford, B.A. & Obiakor, F. E. (2002). Educational accountability and reform:  Implications for African American with Exceptionalities.  Multiple Voices for Ethncially Diverse Exceptional Learners 5 (5), 83-95.
  • Ford, B. A.  Editor, (1993-2001). Multiple Voices for Ethnically Diverse Exceptional Learners.  The refereed publication of The Council for Exceptional Children, Division for Culturally and Linguistically Diverse Exceptional Learners.
  • Ford, B. A. & Clark, S. (2001).  Collaborative-based leadership:  Essential for administrating quality special education services. In T. Stephens, R. weaver, M. Landers & E. Joseph (eds.). A Practical Guide for Educational Administrators Who Have a Responsibility for Administering Special Education Programs. State Superintendent Task Force for Special Education/School of Education, University of Dayton, Ohio.
  • Ford, B. A. & Reynolds, C. (2001). Connecting with multicultural community resources:  New approach for multicultural youth with mild disabilities.  In C. Utley & F. Obiakor (eds.).  Special Education, Multicultural Education, and School Reform: Components of a Quality Education for Students with Mild Disabilities.  Charles C. Thomas
  • Ford, B. A. & Bessent, H. B. (2000).  Reconceptualization of the learning disabilities paradigm:  Multicultural imperatives. In L. Denti (ed.). New Ways of Looking at Learning Disabilities: Connection to Classroom Practices. Love Publishing Co.
  • Ford, B. A. (1999). Productive school and community partnerships: Essentials to improve educational outcome for African-American learners.  In A.  Freeman, H. B. Byrd, & C. Morrison (eds.). Enfranchising Urban Learners for the 21st Century.  Keaney Nebrasa: Morris Publishing Co.
  • Ford, B. A. (ed). (1998). Compendium of Writings: Effective Practices for Culturally and Linguistically Diverse Exceptional Learners.  Division for Culturally and Linguistically Diverse Exceptional Learners/Council for Exceptional Children.  Reston, VA.
  • Obiakor, F. E., &  Ford, B. A. (1998).  Expressing diverse, minority scholar voices.  In B. Algozzine, F.E. Obiakor & J. Boston (eds.).  Publish and Flourish: A Guide for Writing in Education.  Reston, VA: Council for Exception Children.  
  • Ford, B. A. (1997). Epilogue. In Obiakor, F., Mehring, T., & Schwenn, J. (Eds.),  Disruptions, disasters, and deaths:  Crises in the schools and effective interventions.  Reston, VA:  Council for Exceptional Children. 
  • Obiakor, F., & Ford, B.A. (1995).  Restructuring and reforming:   Rat race for excellence or failure?  Reston, Virginia:   ERIC Clearinghouse on Disabilities and Gifted Education.
  • Ford, B. A., Obiakor, F., & Patton, J.  (Eds.).  (1995).  Effective education of African American exceptional learners: New perspectives.  Austin, TX: Pro Ed.
  • Ford, B. A.  (1995).  African-American community involvement processes and special education: Essential networks for quality programs for African-American youth.  In B. Ford, F. Obiakor, & J. Patton (Eds.), Effective education of African-American exceptional learners: New perspectives.  Austin, TX:  PRO-ED.
  • Obiakor, F., Algozzine, B., & Ford, B. A.  (1994).  African-American exceptional students and the  regular education initiative .  Addressing Cultural and Linguistic Diversity in Special Education: Issues and Trends, 1-9.
  • Obiakor, F. E., Algozzine, B., & Ford, B. A.  (1993).  Urban education: The general education initiative and service delivery to African-American students.  Urban Education, 28(3), 313-327.
  • Ford, B. A.  (1992).  Multicultural education training for special educators working with African-American youth.  Special issue.  Exceptional Children, 59(2), 107-114.
  • Obiakor, F., Patton, J., & Ford, B. A.  (Eds.).  (1992).  Educating African-American learners. Special issue.  Exceptional Children, 59(2).
  • Ford, B. A., & Jones, C.  (1992).  Development of a class ethnic feelings book by students with developmental  handicaps. A teacher activity in W. Heward,  M. Orlansky (Eds.), Exceptional Children (4th ed.).  Columbus, OH: Charles E. Merrill.
  • Ford, B. A., & Flowers, M. A.  (1992).  Comprehensive programming for pregnant  adolescents. A research publication for the State of Ohio (for dissemination to state and local social service agencies).
  • Ford, B. A., Lockwood, R., Sparks, S., & Allen, A.  (1991).  Culture: Differences? Diversity!  A pre-service/in-service training videotape and manual developed for the Ohio Department of Education, Division of Special Education.  Columbus, OH.
  • McLittle-Marino, D., & Ford, B. A.  (1991, November).  A communitycollaboration program.  Journal of the American Public Health Association, 268.
  • McLittle-Marino, D., & Ford, B. A.  (1991, October).  Project well-being. American School Health Association, 31.
  • Lockwood, R., Ford, B. A., Sparks, S., & Allen, A.  (1991).  Cultural literacy: Diversity and differences. In Project Support.  A section in a fastback book published by the Ohio State Department of Education.
  • Sparks, S., Ford, B. A., Lockwood, R., & Allen, A.  (1991).  Cultural diversity in Ohio: Critical issues and implications for special education service.  Case In-Point.
  • Ford, B. A., & Jones, C.  (1990).  Development of a class ethnic feelings book by students with developmental handicaps.  Teaching Exceptional Children, 22(4), 36-39. 
  • Crutcher, B., Ford, B. A., & Comeaux, C.  (1985, November).  Common expectations for field experiences for pre-service teachers. A position paper included in a publication by  the Tennessee Association of Colleges for Teacher Education, Nashville, Tennessee.
  • Ford, B. A.  (1985-87).  Educational staff writer for Community Focus news­paper, Jackson, Tennessee.
  • Hine, D. C., Bidelman, P. K., & Ford, B. A.  (1984).  The invisible woman. History News, 39(2), 6-11.


  • Ford, B. A. & Chapple, J. (2001).  Perceptions of administrators in Ohio and the delivery of special education services from a multicutural context.  A collaborative mail survey.
  • Ford, B.A., Gillins, S., Welch, C., & Agble, P.(2002).  Examining district-wide pre-referral/intervention practices.  A collaborative research project funded by Akron Public Schools and Elementary and Middle Schools Technical Assistance Center.
  • Lockwood, R., Ford, B. A., & Sparks, S. (1992-1994).  National and state evaluation of Cultural Differences? Diversity! A teacher in-service training program.  Research project funded by the Ohio State Department of Education--Division of Special Education.
  • Ford, B. A. (1991).  Special education administrators: Perceptions about multicultural in-service training.   Research project funded by the Ohio Department of Education--Division of Special Education.
  • Ford, B. A., & McLittle-Marino, D. (1990). Project well-being: Community based activities to prevent adolescent pregnancies and to promotional educational motivation among African American youth.  A research project funded by the Ohio Board of Regents--Urban Research.
  • Ford, B. A. & Flowers, M. A.  (1989).  An evaluation of a comprehensive adoles­cent  pregnancy program: The Teenage Parent Center of Akron, Ohio. A research project funded by the Ohio Board of Regents-- Urban University Program.


  • Ford, B. A. (2004). Culturally responsive school-community Partnership: maximizing educational outcomes for African American students.  Ohio Alliance of Black School Educators Annual Conference, Akron, Ohio, May 1, 2004.
  • Ford, B. A. (2004).  50th years after the Brown Decision:   Promises and realties. Presentation at the University of Akron, School of Law, Symposium, 50th Anniversary of Brown v. Board of Education,  April 2004.
  • Ford, B.A., Broadway, F., Li, H. Queener, J.,  & Wallace, J. (2003). Multicultural Praxis in teacher education:  Promise and predicament. American Council on American. Atlanta, GA., October 24, 2003.
  • Ford, B.A., Gillins, S., & Agble, P. (2003).  Effective district-wide pre-referral/intervention practices:  An essential for impacting disproportionate representation.  Presentation at the Special Education Regional Resource Center Disproportionality Conference, Atlanta, GA., April, 2003.
  • Ford, B. A. & Chapple, J.W. (2002). Delivering quality Special Education Services to culturally diverse exceptional students: Considerations for administrators.  Presentation at the annual conference Council for Administrators of Special Education, Pittsburgh, PA, November, 14, 2002.
  • Ford, B. A. (2002). Reaction paper to the National Academy of Science Report (Minority Students in Special Education).  Presentation at the OSEP Leadership and Research Project Directors’ conference, Arlington, VA.,  July 11, 2002.
  • Ford, B.A. (2002).  Effective models for school-community collaborations with culturally diverse communities.  Online Chat sponsored by Elementary and Middle Schools Technical Assistance Center (EMSTAC), March, 2002.
  • Ford, B. A. (2001).  Connecting with Significant Community Resources:  Assets for informing instruction for CLD learners.  Presentation at the 4th annual conference of the Maryland Department of Education, Baltimore, MD.
  • Ford, B. A. (Workshop Leader), (October, 2000).  Writing for publication. A three hour workshop presented at the Council for Exceptional Children Symposium, Albuquerque, N.M.
  • Ford, B. A. (April, 2000).  Multiple Voices: Strategies for writing for publication.  A Poster session presented at the World Congress Special Education Convention. Vancouver, British Columbia, Canada.                                               
  • Trent, S. C., Artiles, A., Obiakor, F., & Ford, B.A. (April, 2000).  Critical factors in curriculum and instruction for minority youth with disabilities. Vancouver, British Columbia, Canada.
  • Ford, B.A., & Trent, S.C. (Co-Strand Leaders).  (1999, April).  Multicultural education models for tomorrow’s inclusive environments: implications for research, school, and community practices.  A Topical Strand presented at the  National Association of the Council for Exceptional Children Convention, Charlotte, North Carolina                                               
  • Ford, B. & Hildreth, B. (November, 1998).  Optimum high school transition programming for african-american students with learning disabilities.  A paper presented at the Council for Exceptional Children Symposium on Culturally and Linguistically Diverse Exceptional Learners, Washington,  DC.                                                   
  • Ford, B. A., Byrd, H. B. & Misaka, J. (1997, April).  Contributions of culturally and linguistically diverse ethnic groups to changing paradigms in special education.  A paper presented at the annual Council for Exceptional Children Convention, Salt Lake City Utah.
  • Ford, B. A. (1997, March).  Effective special education service delivery: Multicultural essentials. A workshop presented to The Ohio Council for Administrators of Special Educators at the Leadership Conference, Columbus, Ohio.
  • Ford, B. A. (1997, January) Establishing authentic school/community collaborations in culturally diverse communities.    A presentation at The Council for Exceptional Children Multicultural Symposium, New Orleans, LA.
  • Ford, B. A. (1996, April).  Principles for establishing and maintaining authentic “school-community” networks within the African American community.  A presentation at the annual Council for Exceptional Children Convention, Orlando, Florida.
  • Ford, B. A. (1995, March).  Connecting with significant community resources.  A workshop/in-service training program presented to the Akron Public School HeadStart Staff, Akron, Ohio.
  • Ford, B. A. (1995, November).  Teaching multicultural exceptional learners with a smile!  A presentation at the Illinois Council for Exceptional Children annual Convention, Arlington Heights, Illinois.
  • Ford, B. A. (1995, November).  Putting joy back into teaching and learning.  A workshop/in-service training program conducted at the Nancy B. Jefferson Alternative School, Chicago Public School System, Chicago, IL.        
  • Ford, B. A. (1995, November). Teaching multicultural exceptional learners with a smile!      A Strand presented at the Illinois Council For Exceptional Children Annual Convention.  Arlington Heights, Illinois.
  • Ford, B. A. (1995, July).  Human relations framework for collaboration .  An in-service program conducted for Project Prepare-The Early Childhood Special Education Leadership Institute. Cleveland, Ohio.
  • Ford, B. A., & Obiakor, F. E. (Co-Strand Leaders).  (1995, April). 25 years later:  Where are we in educating African-American exceptional youth.  A Topical Strand  presented at the  National Association of the Council for Exceptional Children Convention, Indianapolis, IN.
  • Ford, B. A. (1994, November).  Preparing school personnel to establish productive school community networks.  A two day workshop presented at the Council for Exceptional Children Multicultural Symposium sponsored by the Division for Culturally and Linguistically Diverse Exceptional Learners.   San Diego, CA.                                                
  • Ford, B. A.  (1994, April).  Educating African-American exceptional learners:Collaboration and consultation with African-American parents and community.  A paper presented at the National Association of the Council for Exceptional Children Convention, Denver, Colorado.
  • Ford, B. A., Lockwood, R., & Sparks, S.  (1993, July).  Part II - Multicultural education: An interdisciplinary approach to the training of trainers workshop.  A two-day workshop conducted for regular and special education personnel, social agencies and other organizations working with youth with disabilities (and families). Columbus, Ohio.
  • Ford, B. A.  (1993).  The role of the special educator in community initiated programming for African-American youth.  A paper  presented at the National Association of the Council for Exceptional Children Convention, San Antonio, Texas.
  • Ford, B. A.  (1992, November).  Effective educational services for African-American exceptional- learners.  A paper presented as part of a panel discussion at the Council for Exceptional Children Topical Conference on Culturally and Linguistically Diverse Exceptional Children Conference, Minneapolis, Minnesota.
  • Lockwood, R., & Ford, B. A.  (1992, November).  Analysis/summary of the 1991 Culture: Differences? Diversity! project.  A paper presented at the 1992 Council for Exceptional Children Topical Conference on Culturally and Linguistically Diverse Exceptional Children,  Minneapolis, Minnesota.
  • Ford, B. A.  (1992, October).  How children learn: A workshop on learning styles.  An in-service training program conducted for educators and administrators, at the Hudson School District, Hudson, Ohio.
  • Ford, B. A., Lockwood, R., Sparks, S.  (1992, June).   A multicultural perspective: A training of trainers workshop.  A two-day workshop conducted for regular and special education administrators from the states of Ohio and Michigan, Central Ohio Regional Resource Center, Columbus, Ohio.
  • Ford, B. A.  (1992).  Effective integration of African-American learners with disabilities in  community educational programs. A paper presented as part of a STRAND, "Educating African-American Special Students: What is and What is Not," at the 1992 National Association of the Council for Exceptional Children Conference, Baltimore, Maryland.
  • Lockwood, R., Ford, B. A., Sparks, S., & Allen, A.  (1992).  Culture differences? Diversity!  A leadership workshop sponsored by the Executive Committee of the Council for Exceptional Children at the 1992 National CEC Conference, Baltimore, Maryland.
  •  Ford, B. A.  (1991, November).  Project Well-Being: Community based activities to enhance educational motivation and positive decision-making. A paper presented at the CEC Topical Conference on At-Risk Children and Youth, New Orleans, Louisiana.
  • Ford, B. A., Lockwood, R., Sparks, S., & Allen, A.  (1991).  A multicultural in-service/pre-service packet for special educators. A workshop presented at the National Association of the Council for Exceptional Children Confer­ence, Atlanta, Georgia.
  •  Lockwood, R., Ford, B. A., Sparks, S., & Allen, A.  (1991).  Promoting ethnic/ multicultural programs: Best practices. A leadership workshop sponsored by the Council for Exceptional Children at the National/International Convention in Atlanta, Georgia.
  •  Ford, B. A.  (1990).  Cultural diversity in Ohio. A paper presented at the 68th Annual  Meeting of the National Association of the Council for Exceptional Children Conference, Toronto, Canada.
  • Ford, B. A.  (1990).  Communicating effectively with culturally and linguisti­cally diverse  parents. Chaired session and led discussion at the annual confer­ence of the Ohio Federation Council for Exceptional Children, Cleveland, Ohio.
  • Ford, B. A.  (1989).  The effectiveness of special educational services for African-American students in Ohio. A paper presented at the Ohio Federation Council for Exceptional Children, Dayton, Ohio.
  • Ford, B. A.  (1989).  Promoting involvement of African-American parents within the  school system. A workshop presented at a community-based program sponsored by Hills Temple Church, Akron, Ohio.
  • Ford, B. A.  (1988).  Planning a functional IEP for black moderately develop­mentally  handicapped students. A paper presented at the Ohio Federation of the Council for Exceptional Children Conference, Toledo, Ohio.
  • Ford, B. A.  (1988).  Minority issues: A progress report on African-American students in Ohio. A paper presented as part of a panel discussion at the Ohio Federation of the Council for Exceptional Children Conference, Toledo, Ohio.
  • Ford, B. A.  (1987).  Developing a multicultural orientation to parental inter­actions and  individualized programming. A workshop presented to personnel (teachers and administrators-) at the Children's Developmental Center, Jackson, Tennessee.
  • Ford, B. A. & Belew, B.  (1986).  Cultural information needed in the development of a  functional curriculum for black moderately handicapped students. A paper presented at the Council for Exceptional Children Symposia on Ethnic and Multicultural Concerns, Dallas, Texas.
  • Ford, B. A.  (1985).  Cultural diversity and educational programming. A paper presented  at the Lambuth University Faculty and Community Forum, Jackson, Tennessee.
  • Ford, B. A.  (1985).  Cultural considerations to enhance educational program­ming. A  two-day workshop for special education and regular education teachers in the local education systems, Jackson, Tennessee.
  • Ford, B. A.  (1985).  Member of a faculty team presenting a workshop on grantsmanship,  Lambuth University.
  • Ford, B. A.  (1984).  Culture and classroom behavior. A  paper presented at the Twelfth  Plains International Reading Association Regional Conference, St. Louis, Missouri.
  • Ford, B. A.  (1984).  Culturally influenced behavior: Implications for teachers. A paper  presented at the Tenth Southeastern International Reading Associa­tion Regional Conference, Lexington, Kentucky.
  • Ford, B. A.  (1984).  The use of black folklore in language arts. A workshop presented at  the Second Annual Workshop on Reading and Language Arts, Lambuth College, Jackson, Tennessee.
  • Gay, G., & Ford, B. A.  (1982).  Cultural sensitivities essential for qualitative special  education. A paper presented at the Seventh Annual Blumberg Confer­ence, Indiana State University.


  •  Executive Committee Member of the International Council For Exceptional Children (CEC) (1995-1998)        
  • Field Reader Roster for Office of Special Education and Rehabilitative Services, United States Department of Education, Washington, DC.  (1991-present)
  • Ohio Public School Collaborative Networks:  Akron Public Schools, Bedford School District, Cloverleaf School District, and Akron/HeadStart Programs.         National Council for Exceptional Children (CEC) Subcommittee on Knowledge and Skills (1992-94).
  • Consortium member of the Ounce of Prevention Services, Inc., Akron, Ohio (1992-1994).  Responsibilities include planning and conducting teen retreats, developing manuals delineating services and programming appropriate for teens at-risk for pregnancy and school drop-out.
  • Keynote speaker at the 1991 National Council of Negro Women, Akron Chapter, Annual Awards Banquet, Akron, Ohio.
  • Expert witness concerning four-tier diploma system (February, 1991, State Senate).
  • Presentation requested by Family Services of Akron, Ohio, concerning the results of the Teenage Parent Center of Akron research project funded by The Ohio Board of Regents (1990).
  • Panel member: Grant proposals submitted to the Ohio Department of Health, Division of Maternal and Child Health, Early Intervention Unit (1989-1990), services for minority populations.
  • Member of the Executive Committee of the Ohio Federation of the Council for Exceptional Children 
  • Member of the Ohio Federation of the Council for Exceptional Children, Ethnic/ Multicultural Concerns Committee 
  • State Advisor to the Ohio Association of the Student Council for Exceptional Children  (1990-91)
  • Faculty Advisor to the Student Council for Exceptional Children, University of Akron Chapter (1988-present)
  • Board of Trustees, Big Brothers and Sisters of Greater Akron, Inc. (1989-92)
  • University of Akron representative on the Inter-University Council - Gifted/Talented Committee 
  • University of Akron, College of Education, Curriculum Writing Committee for Project 21 program
  • Member of Content-Determination Panel for the Content Mastery Examinations for   Educators in Special Education 
  • Youth Motivation Task Force, Akron Public School System/private industry  program 
  • Member of North Central Association Team, Cloverleaf Senior High School,  March 7-9, 1988.
  • Ford, B.  (1984).  Member of the Tennessee Evaluation Team for the National Teacher's
  • Examination; Specialty Area of Mental Retardation.
  • Ford, B.  (1984).  Member of the Tennessee Evaluation Team for the Pre-profes­sional skills Test for Pre-service Teachers. 
  • Member, Learning Disabilities Project Committee, Lambuth University Jackson, Tennessee.
  • Board of Directors, Wo/Men Rape and Assistance Program, Jackson, Tennessee (1985-87) 
  • Chair, Teenage Pregnancy Workshop, Jackson, Tennessee (1986), sponsored by Alpha Kappa Alpha Sorority, Inc.


  • Ohio Special Education Administrator Certificate
  • Ohio Teaching Certification:  Speech and Language Impaired
  • Illinois Director of Special Education License
  • Illinois Teaching Certificate, Mental Retardation
  • Certificate of Clinical Competence in Speech Pathology
  • Chicago Board of Education Teaching Certificate
  • Illinois Teaching Certificate, Special Area (K-12)
  • PathWise Level I Training


  • Executive Committee Member of the International Council For Exceptional Children  (CEC) (1995-1998)       
  • Division for Learning Disabilities (CEC)
  • Teacher Education Division ( CEC)
  • Executive Committee Member of the Division for Culturally and Linguistically Diverse Learners (DDEL-CEC)
  • National Black Caucus of Special Educators ( CEC)
  • Ohio Federation of the Council for Exceptional Children
  • Ethnic/Multicultural Concerns Committee
  • Phi Delta Kappa, (past membership)


  • 2004 Akron Black Women’s Leadership Caucus
  • 1998 Award from CEC/DDEL for Congressional lobbying efforts to seek broad based support for investigating issues related to disproportionate representation–(CEC/DDEL)                                   
  • 1994 University of Akron, College of Education Award for Excellence in Teaching.
  • 1994 University of Akron, Office of Minority Student Retention recognition for   service award.
  • National Black Caucus of Special Educators of the CEC (1995 & 1994).  Special recognition for professional contributions relative to African-American youth at national level.
  • Ohio Board of Regents (1992).  Recognition for cultural diversity workshop conducted for school personnel in the State of Ohio and Michigan.
  • The 1991 Black Cultural Faculty Award recipient. Sponsored by The University of Akron, Black Cultural Center.
  • Susan Gorin Certificate of Appreciation Award for contributions as a State and Faculty   Advisor.  (1991).
  • Sponsored by Interna­tional Student Council for Exceptional Children
  • Alpha Kappa Alpha Sorority, Inc. for work with youth, Jackson, Tennessee.
  • Purdue Doctorate Fellowship.  (1979).  Awarded by Purdue University, Lafayette, Indiana. 

Former Governors

Whose Positions on the Academy's Board Has Been Preserved
for Honorific and Consultative Purposes

Emma Jean Calhoun (
      A co-founder, resigned as Governor in 2000; however, the Academy continues to honor her as one of its  founders

Address:  622 McKinley Avenue, Akron, Ohio 44311
Phone:  330.724.6035 


Mrs. Calhoun is the inspirational leader of the Ida B. Wells Community Academy and serves in conjunction with Dr. Edward W. Crosby as a co-principal developer and administrator. She is a native of Sylacauga, Alabama and is married to Ira "Joey" Calhoun, Jr. They have resided in Akron for most of their lives and have two daughters and four grandsons. For 28 years, Mrs. Calhoun worked at Akron City Hospital as a Licensed Practical Nurse, during which time she developed her lifelong ambition to serve her people and humanity in general. She received "The Beautification Award" from Keep Akron Beautiful in 1995, The Catholic Commission's "Certificate of Recognition for Exceptional Work for Peace and Social Justice," November 23, 1993; "Award to an Outstanding Community Activist" presented by the African American Cultural Festival and Parade Committee, July 10, 1993; and "The Martin Luther King. Jr., FESTAC Institute Certificate of Appreciation," November 30, 1987. 

As a life member of the NAACP, she has been working diligently over a period of years to increase the membership rolls of this very important community organization. She has served as a Girl Scout Leader at Trinity Lutheran Church. Her hobbies include reading and traveling. She has traveled to Egypt, Israel, Greece, Liberia, Senegal, the Ivory Coast in West Africa, Brazil, Mexico, and various parts of the United States. Never one to forego learning opportunities, Mrs. Calhoun attended the University of Akron studying among other things courses in the African American history and culture under the tutorship of Professor Neal Holmes. She along with Professor Holmes and a committee worked diligently and with success to have an African American history course taught in the Akron Public Schools. This course is currently taught at Buchtel, North, East, Ellet, and Firestone High Schools. 

She is presently working with a Akron Public Schools multi-cultural education committee to infuse African American history content into all grade levels — Kindergarten through 12 — in the Akron Public Schools. In 1989 the parents of school-aged students informed Mrs. Calhoun about the high rate of expulsions and suspensions in the Akron Public Schools. She requested and received data from the Board of Education which demonstrated the accuracy of this assertion. At that time she served on the District's Suspension and Expulsion Committee. Simultaneous with  this involvement, Mrs. Calhoun organized the Task Force for Quality Education was formed with the assistance of Ms. Debra Calhoun, program coordinator, the American Friends Service Committee, Dr. Neal Holmes of the University of Akron, Mr. Ken McClenic, director, West Akron Neighborhood Development Corporation, and Mr. Cazzell Smith, director, East Akron Community House. The Task Force for Quality Education has conducted a series of
Community Education Forums at the East Akron Community House, on a wide range of topics some of which are indicated below: 

  • Symposium: Suspensions and Expulsions of African American Children, September 26,1992; 
  • Parents Open Mouth Forum on Expulsions and Suspensions, November 19,1992; 
  • Open Discussion Regarding Suspended and Expelled Students, January 14, 1992;
  • School Board Meeting, Task Force Members Present, Rankin Elementary School; 
  • March on the Board of Education, "Save Our Children," September 13,1993; 
  • Planning for Careers and College Workshops in collaboration with the University of Akron Educational Talent Search, Saturday, January 22, 1994;
  • "Knowledge is Power," Guest Speakers Dr. Edward W. Crosby and Dr. David Whitaker, Esq., Saturday, February 18,1995;
  • Town Meeting One, A Public Discussion on the Humanities, Public Schools and Community Based Academic Programming. Guest Speaker Dr. Mwalimu Shujaa, SUNY at Buffalo, Saturday, December 2, 1995, Black Cultural Center, the University of Akron;
  • "The Basis for an African Centered Education," Guest Speaker Dr. Charles S. Finch III, MD, Morehouse University Medical School, Saturday, February 22, 1997, Black Cultural Center, the University of Akron; 
  • "What Your Child Should Know by the Third Grade," Parent and Student Preparedness,Guest Speaker Mrs. Myra Lewis Bolar, Educational Talent Search, Saturday, April 25,1998, the University of Akron; and
  • "What to Look for in a Good Teacher," Guest Speakers Mrs. Denise Brown and Dr. Ronald McClendon, Lawton Street Community Center.
For the past ten years, then, Mrs. Jean Calhoun has devoted a considerable portion of her time and talents to advocating the provision of quality education to Akron's youth, particularly African American youth as well as all those depending on public education. Education in her frame of reference is one that does not foster the standard biases of race, gender, class or color. As a developer/administrator of the Ida B. Wells Community Academy, Mrs. Calhoun will be responsible for the planning and coordination of: 
  • Health and Safety, 
  • Teacher-Staff Recruitment and Staff-Parent Training,
  • Faculty Development 
  • Volunteers, Student Interns,
  • Street Crossing Guards and Security, and Food Service.

Dean L. Seavers, MBA (resigned as Governor in 1999 after joining ADT in Miami, Florida, retained as Financial / Business Affairs Consultant) The following narrative "resume" was exerpted from a special edition of SimplexGrinnell's Newsletter distributed to its employees and the general republic. SimplexGrinnell is a subsidiary of Tyco International and is headquartered in Boca Raton, Florida. In February 2004, Dean L. Seavers, after being with the company's major subsidiary ADT for approximately four very successful years as a regional vice president, was elevated to the presidency of SimplexGrinnell.   

Address:  President, SimplexGrinnell
                    7747 NW 48th Street, Bldg D, Suite 160, Boca Raton, Florida   33166-5407
Phone:      305.233.0022 

FAX:          847.831.9163 


         1985 - 1987  Graduate School of Business, Palo Alto, California, Master of Business Administration, Stanford University 

         1980 - 1984  Kent State University, Kent, Ohio, Bachelor of Business Administration, summa curn laude Valedictorian; Scholarship Recipient, Beta
                                 Gamma Sigma, AICPA 


Winter 2004

Dean Seavers took over the reins of the presidency in early February and, from the start, expressed an interest in getting to know employees and working with them toward continued company growth. We thought you would like to get to know Dean as well — his background, vision and plans for the future. Therefore, this special issue of New Horizons was compiled to help introduce Dean to the entire SimplexGrinnell team. We hope you enjoy it. You'll be receiving your regular Spring issue later in March.

New President — New Challenges

SimplexGrinnell's new president, Dean Seavers, is a man committed to company growth. As a leader in a sister Tyco company, ADT, Dean comes to his new post with an understanding of the history and culture of SimplexGrinnell, and an unshakable commitment to lead it to the kind of continuing growth that will benefit all employees.

Asked about his personal commitment, Dean said, "I try to model the behavior that we desire from all of our Team members so that employees understand my commitment to our values."

His background certainly reflects both success as well as commitment. After a management career that included Ford Motor Company, PepsiCo, and the presidency of a regional telecom company, Dean joined ADT as regional general manager for the State of Florida in 1999. He refers to it as a "turnaround" effort in that the area was not doing well and required considerable reorganization..

"It was a situation in which we all had to pull together as a team," he says. "We leveraged each other's strengths, recognizing the best among sales representatives, service technicians, and a brand new regional management Team. I'm proud to say some of those team members went on to receive the Club Excellence Award (similar to President's Award), and a number of them ultimately were promoted to be district managers and regional managers."

Dean then assumed the vice presidency of operations in the Southeast region, another turnaround effort, bringing it from a distant fifth place among all regions, to a first place during the first year of his leadership. Dean and Southeast Region Team repeated their first place finish 2 years in a row.

A summa cum laude graduate of Kent State University with a degree in business administration, Dean received a Master of Business Administration from the Graduate School of Business, Stanford University.

He and his wife, Uretha, are the parents of two children. His daughter Deanndria is a junior at the University of North Carolina, and his son Cameron, a junior in high school.

Asked to describe his style of management, Dean admits, "I always have a hard time describing it but it's based on teamwork. I have learned you can always achieve more together than individually. So when people talk about management style, I would have to say mine is trying to foster teamwork, not only among the leadership but across the board. I believe in having an open and honest environment among all employees — and I'm confident we can further that here at SimplexGrinnell..

Dean’s Message to Employees

I'm really glad to have this opportunity to speak to you all directly through the newsletter, and I look forward to getting to know as many of you as possible in the months and years ahead. Each day, I continue to be impressed by team members, at every level, whom I have met and who exhibit the kind of energy and enthusiasm that underlines success.

The first thing I would like you to know is that I am honored and humbled by the opportunity to join this great organization. I respect the heritage and rich history embodied in the two brands that comprise SimplexGrinnell. That history, the number of employees with long records of commitment to the company, the talented team members I have met so far, the invigorated leadership and the early progress of Six Sigma within the organization — these are the fundamentals that pave the way a bottom line that benefits all of us.

My own goal is to help establish SimplexGrinnell as a world-class, high ormance organization committed to teamwork, customer service, honesty and integrity.

In my first several weeks here, I have spent many hours with the leadership team and it occurs to me that you may be interested in the nature of our plans and discussions.

Perhaps most important, we are coming together as a team, blending our various skills and establishing the.groundwork for progress. I believe this is happening with rapid success, thanks to the excellence among team members and their dedication to developing structures that are both customer and employee friendly.

So far, we have been working to improve communication. We have been identifying key performance metrics and establishing consistent goals. One of those goals is to develop talent within the organization. In that regard, we are taking a hard look at recent performance.

We also are examining our competitive position across all product lines. We are benchmarking performance against existing competitors as well as world-class companies that may not be part of our industry. In other words, we are working hard to develop a consistent, executable strategy that works today, tomorrow and in the future.

As we continue these early undertakings, we will keep you informed of our progress. In the meantime, please know that I value your ideas and your commitment to SimplexGrinnell.

Vision – Foundation for Growth

“I have had some experience in turnaround situations, so I’m excited about the tremendous opportunities at SimplexGrinnell. I am respectful of the historic successes of the two companies, Simplex and Grinnell, that form the basis of this organization. The first thing that jumps out at anyone looking at SimplexGrinnell is that it is the result of a merger between two strong brands. I didn't come here to fix Simplex nor did I come to fix Grinnell. I came to be part of making SimplexGrinnell great."

These are the words of Dean Seavers, referred to by many who know him as a visionary leader. What is his vision for the company he now heads? It's all about growth, he says, and becoming the premier fire and life safety company in North America by increasing our market share and improving our overall service delivery.

Customer service he says, is an umbrella that covers every customer relationship, whether through sales, service, adminis-
tration or project management. Superior service execution is what separates SimplexGrinnell from the competition. Dean's vision for achieving success is relatively simple. He looks for competitive people who want to win within the rules and who
believe in the Tyco values of integrity, excellence, team-work and accountability.

"I believe as well in over-communicating, developing trust among employees and a sense of team pride," he reports.

As far as employees are concerned, he says opportunities exist at every level for the strong performers. He adds that, while it sometimes makes sense to look outside the company, his objective is to promote primarily from within.

“I am very impressed by the talent I have seen here,” he says.

In that regard, he adds that the individual most likely to succeed are those who subscribe to both commitment and accountability. He says the company is looking for a commitment to the team, and for individual contributions to the team's success. Beyond that, he believes employees must take ownership and pride in their area of responsibility and understand how it contributes to their Team's success.

Dean believes that leadership is about creating an environment where each associate can experience personal growth while they contribute to the Team. He says it's important to establish both a learning and a teaching environment.

"Creating a learning environment requires that every manager ultimately will be both a teacher and coach."

Perhaps coming from a company other than SimplexGrinnell has given Dean objectivity. He is quick to point out, however, that having worked in another Tyco company, rather than one totally outside the Tyco family, has given him an inside perspective as well. Like the SimplexGrinnell leadership, he has been exposed to the new Tyco mission and values. He believes there are benefits in coming from a sister company, such as ADT.

"Both companies can benefit in the new relationship. Instead of being competitors in the future, I see the two companies as partnering organizations able to present customers with a complete line of products and services. It is very difficult for any company to be all things to all customers. But with the strength of two dynamic partners like ADT and SimplexGrinnell, perhaps we can be just that."

Breaking Six Sigma Ground

A year before Tyco announced its across-the-board adoption of Six Sigma for all its companies, ADT’s Southeast region piloted the initiative under Dean Seavers; leadership. He explains the company recognized the need to boost employee morale, effect some cultural change and install team-oriented performance values.

“It’s one thing to say we’re going to do all that,” Dean recalls. “It’s quite another to achieve it. We needed to adopt consistent language to meet our objectives. Six Sigma gave us the tools to achieve that common language. We realized some cost savings, but the bigger value for us was being able to instill a performance customer service culture.

He adds that improved customer service drives revenues and so it became a realistic goal for the ADT Six Sigma initiative.

“We watted tp save money and enhance revenue, and we looked for projects that could be replicated across all districts,” he says. “This impacted cost savings and had a number other benefits. Ia also unleashed human capital and created camaraderie in the field. Suddenly, it wasn't just the leadership team telling people what to do. It became the ideas and energy we got from field employees and people in district offices that drove success.”

Dean adds that it is this kind of excitement he hopes will be generated from SimplexGrinnell's Six Sigma program. He says people in the field, working on a specific job, are the ones who are most likely, when encouraged, to contribute ideas.
"If members of the leadership team are the only ones coming up with ideas, we're in trouble;" he says. "It's the ideas and implementation from people in the field that can make a big difference."

AsKed what he believes Six Sigma does for the average employee in the field or sitting behind a desk in a district office, he says it can increase job satisfaction 100 percent.

I believe everybody comes to work to do a good job,” he says. "Sometimes, however, problems get in the way. You don't have the right tools. The environment isn't conducive to doing your best, you need better training, or there are systemic problems that need attention. Removing such barriers to good performance may require a cultural shift. Six Sigma is a program that can dictate what is needed. It then gives us a common language and performance objectives we can all rally around. It doesn't work unless everyone is engaged at some level. But when that happens, it's very effective. And one important end result is that people who come to work every day wanting to do a good job leave at the end of the day having done just that – and are happier because of it"

Employees Want to Know

Across the country, enthusiastic employees have shown an interest in SimplexGrinnells new president and the directions his leadership may take. Following are some questions that have been raised and Dean's candid responses.

Do you see any impact on job security in the near future?

Job security is something that every employee controls, at least to some degree, in that we are responsible for taking care of our customers. If we all do that well, the result will go well beyond job "security" to the creation of new jobs. In my mind, the new Tyco is a very rational organization. We want to be a profitable business, but what we really want is steady, predictable earnings. I can't promise job security. No one in any company can do that. However, I believe we have the leadership team to develop and execute strategy, and a work force committed to success — all of which spells job security to me.

There has been some concern that large numbers of people may have to move from their present offices to Boca Raton. Do you expect that to happen?

I discussed this recently with the IT and finance teams in Westminster and assured them there is no plan for them to be at headquarters in Boca. Relative to our corporate functional teams, I do not have any preconceived notions. It's understandable that a core part of the leadership team should work closely together in the same location. But that does not mean there will be wholesale moves to Boca. Like most successful organizations, we will continue to look at opportunities to better utilize our assets, including real estate. We must continue to make good business decisions in terms of our real estate footprint. Within Tyco Fire and Security, for instance, we have duplicate facilities in the same town or city. In each of these situations, I want to examine the options with our leadership team and make the best possible decisions.

Will our competitive relationship with ADT remain the same or change?

On a small level, it makes sense for us to compete. But the real opportunity for SimplexGrinnell and ADT lies in figuring out how to be strategic partners. I'm pleased to have a good working relationship with ADT president, Mike Snyder. What I would like to do is build on that relationship so that as each company pushes forward to develop its individual marketing strategies, the two organizations can also work together to come up with a comprehensive product and service portfolio for our customers. If we can do that, we'll become a highly successful company throughout North America.

What about ADT personnel? Will we see more people moving from that company over here?

My objective is to continue developing the talent we have right here. I want to promote from within whenever it makes sense. Some movement between the two companies is healthy but that's already happening. Sometimes, it may be wise to recruit from outside Tyco. But I will be looking primarily to advance the outstanding people we have here at SimplexGrinnell.

Q  How do you view the progress of integration between the original Simplex and Grinnell companies into one organization?

A  I have been observing and listening to what people have to say in different parts of the country. Some think the company is already 90 percent integrated. Others would say much less so. I recognize we have more work to do in this area. That's not unusual. It has less to do with fixing something that's broken than with refining the SimplexGrinnell overall strategy so that the two cultures make better strides in uniting as one.


A SimplexGrinnell Publication Subsidiary of Tyco

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