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Ph.D.

Location:
Chicago, Illinois, United States
Posted:
November 15, 2018

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Resume:

Curriculum Vitae

GEOFFREY D. LANTZ, Ph.D.

*** *. ******* *****, ***. 708

Chicago, Illinois 60611

Mobil: +1-312-***-****

Email: ac7plg@r.postjobfree.com

Overview

Dedicated, higher education faculty member and administrator with 18 years of experience in adult and higher education spanning a variety of roles including: Academic Advising, Career Services, Full-time faculty, Adjunct Faculty, Program Development, National Department Chair, and National and International Accreditation. Areas of expertise include Academic Affairs, Assessment, Strategic Planning, International Programs, and Online Learning. Before entering the world of higher education, 12 years of experience in corporate adult education, consulting and senior organizational development.

Education

Ph.D. Educational Psychology, Loyola University Chicago, Chicago Illinois

Dissertation: A research study into organizational diversity and inclusion, training and development initiatives and their relationship to the LGBT community and their expectations.

M.S. Organizational Development, Loyola University Chicago, Chicago Illinois

Thesis: An examination of organizational efforts to diagnose and evaluate corporate training and educational needs.

B.A. Focus in Industrial and Organizational Psychology, DePaul University, Chicago Illinois

Honors and Awards

National Teaching Excellence Award

International Educational Award for the Promotion of Life-Long Learning

Educational Diversity and Inclusion Award for Community Outreach and Support

Administrative and Academic History

Adjunct Faculty September 2018 - Present

Path To Academics, Community and Employment (P.A.C.E.)

National Louis University

Teaching courses in “Goal Setting” I & II, as well as courses in “Health & Wellness" I & II

Faculty engagement regarding student support, retention, and life-long learning.

Responsible for student assessment, on-campus and online engagement, and overall quarterly review and recommendations for student promotion and success

Director, Office of Institutional Effectiveness March 2014 – Aug. 2015

Office of Institutional Effectiveness

Chamberlain College of Nursing / DeVry Education Group

Provide leadership in the development of innovative organizational development and leadership strategies to enhance institutional evaluation and development that reflects trends in higher education

Creation and management of systems for effective data and information flow between various departments, program units and executive office to enhance College-wide development

Develop and oversee the collection and use of reliable, relevant and quality data and information to facilitate planning, accountability, program evaluation and development of decisions influencing institutional effectiveness

Office of Institutional Effectiveness team building, development, promotion and process facilitation

Development and management of the Systematic Evaluation Plan (SEP) processes and procedures

Campus-wide process facilitation with faculty and staff to develop credible effectiveness plans and institutional research designs and developmental processes

Responsible for the development and maintenance of relationships with system-wide academics to ensure that all institutional research, organizational strategies and related activities are completed as specified

Developing system-wide mechanism for the dissemination of findings of institutional research throughout the College

Chairs the National College Assessment Committee

National Department Chair and Associate Professor Aug. 2012 – Aug. 2013

Educational Psychology and Technology

The Chicago School of Professional Psychology Chicago, IL.

Member of the Student Academic Affairs Committee (SAAC)

Committee Chair, National Academic Effectiveness Review Committee (AERC)

Member of the Institutional Review Board Committee (IRB)

Extensive and ongoing experience with numerous regional and international accrediting bodies and credentialing processes including The Illinois Board of Higher Education (IBHE), The Higher Learning Commission (HLC) and the Western Association of Schools and Colleges (WASC)

Oversaw student academic progress, retention, and persistence

Promoted quality teaching and student learning through rigorous assessment of program quality and student learning outcomes

Spearheaded research studies and grant opportunities for various online and online-blended programs and pedagogies

Complete program and curriculum development

Developed procedures and documentation for academic administration including admission, academic review, faculty review and promotion, etc.

Oversaw the review, interview and hiring processes for all full-time and adjunct faculty

Responsible for forecasting future scheduling and program needs based on market analysis

Visiting Professor, Universidad Peruana De Ciencias Aplicadas (UPC), Lima Peru Aug. 2012 – Aug. 2013

The Chicago School of Professional Psychology Chicago, IL.

Developed international partnership with Universidad Peruana De Ciencias Aplicadas (UPC) creating first international articulation agreement

Promoted cross-institutional research, curricular collaboration, and ongoing professional and student and professor exchanges

Consulted on international accreditation processes Western Association of Schools and Colleges (WASC)

Chaired committee for the Center of International Community Outreach

Taught Research III

Taught Seminar of Organizational Relations

Collaborated with numerous other divisions and programs to develop international online, online/blended and campus based learning pedagogy and best practices

Oversaw international campus programs in Peru and Mexico

Oversaw faculty and student exchanges and internships with Lima, Peru

Senior Director, Undergraduate Program Aug. 2012 – Aug. 2013

The Chicago School of Professional Psychology Chicago, IL.

Complete program and curriculum development

Developed procedures and documentation for academic administration including admissions, academic review, faculty review and promotion, etc.

Managed accreditation process with IBHE, HLC and WASC

Oversaw the review, interview and hiring processes for all full-time and adjunct faculty

Responsible for mentoring faculty and adjuncts on adult learning pedagogies

Department Chair and Associate Professor, Master of Arts in Psychology May 2010 - August 2012

The Chicago School of Professional Psychology Chicago, IL.

Managed day-to-day operations of department

Collaborated with admissions department to recruit adult learners

Developed and implemented new program concentrations, delivery modes, and partnerships

Mediated student and faculty issues

Supervised staff to deliver extraordinary service to both internal and external constituencies

Mentored adjunct faculty on adult learner pedagogies

Oversaw academic advising for adult learners

Senior Director, Online/Blended Program Development and Review March 2010 – May 2012

The Chicago School of Professional Psychology Chicago, IL.

Member of the Strategic Information Technology Committee

Developed strategic plans for national and international program development

Managed online and blended departmental assessments and reviews

Supervised Academic Affairs personnel including Department Chairs, Academic Coordinator, Director of Advising, Advanced Research Project Instructors, and Department Managers

Piloted new national cutting-edge instructional technologies

Academic Program Development and Review January 2009 – Mar. 2010

The Chicago School of Professional Psychology Chicago, IL.

Responsible for multi-campus, multi-platform as well as national and international program and curriculum research, development and implementation including Chicago, IL, Washington D.C., Los Angels, Pacific Oaks and Santa Barbara CA on-campus and online programs and student services initiatives

Developed first nationally recognized Master’s level Human Resource concentration recognized by the Society of Human Resource Management (SHRM)

Developed and implemented new campus-wide and national programs, delivery modes and partnerships

Oversaw programmatic design and development as well as all instructional design processes for all academic programs

Directed the development of procedures, processes and documentation for academic administration including admissions, academic review, faculty review and promotion, etc.

Faculty Teaching Positions

RELEVANT UNDERGRADUATE AND GRADUATE LEVEL COURSES

~ Professional Ethics and Issues ~ Managing Organizational Diversity

~ Diversity and Psychology ~ Psychology of the Lifespan

~ Consumer Motivation ~ Organizational Culture and Design

~ Performance Appraisal ~ Motivation and Print Advertising

~ Organizational Development ~ Managing Large System Change

~ Organizational Behavior ~ Ethics, Values & Professional Practice

~ Training and Development ~ Educational Psychology

~ Talent Selection and Retention ~ Executive Coaching

~ Transformational Leadership ~ Instructional Methods/Diverse Populations

~ Psychology of Learning ~ Human Development – Educ. Implications

~ Nonprofit Governance, Leadership & Ethics ~ Organizational Theory

~ Research Methods ~ Technical Skills for Nonprofit Managers

~ Talent Selection and Recruitment ~ The Nonprofit Sector

Research Summary

Current research focuses on adult education, training and development, as well as new and evolving technologies involving distance education and life-long learning. Ongoing focus on diversity and inclusion initiatives as they apply to both professional and vocational development and academic and educational success. Strong emphasis on international and global academic initiatives and student success. Examining the relationship between emerging technologies and student engagement, performance and retention.

Publications & Presentations

Cerniak, J., Kolarov, I., Lantz, G., Hudson, T., Zabiello, R. (2013) The 21st. Century Classroom: Teaching With Social Media. Presentation: Los Angeles county Psychological Association. Culver City, CA. October 2013

Lantz, G. (2012). Modernization of the State through Social Dialogue. Presentation: Latin American Cities Conferences: The Internationalization of Education. Lima, Peru. November 2012

Lantz, G. (2012). Psychology in the 21st Century and International Opportunities. Universidad Peruana De Ciencias Aplicadas. Lima, Peru. November 2012.

Hispanic Association of Colleges and Universities (HACU). Comprehensive Internationalization. Washington, D.C. October 2012.

Martyn, M., Cerniak, J., Kolarov, I., Lantz, G. & Zabiello, R. (2012). Social media: Impact on engagement and learning. Scholarship of Teaching and Learning Conference, Chicago, Illinois, June 1, 2012.

Cerniak, J., Lantz, G., Newhouse, N., (2011). Student success in online psychology graduate programs. Society of Teaching and Learning, Hosted by The Chicago School of Professional Psychology, Chicago, Illinois, June 3, 2011.

Maher, M.J., Landini, K., Emano, D.M., Knight, A.M. Lantz, G.D., Parrie, M., Pichler, S., & Sver, L.M. (2009). Hirschfeld to Hooker to high schools: A study of the history and development of GLBT empirical research, institutional policies and the relationship between the two, Journal of Homosexuality, 56, 921-958.

Lantz, G.D. (2008). How do members of the gay and lesbian community view diversity training in the workplace? (Doctorial Dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 160*******).

Warren-Sohlerg, W., Jason, L., Orosan-Weine, A., Lantz, G. (1998) Implementing and Evaluating Preventative Programs for High-Risk Transfer Students. Journal of Educational and Psychological Consultation, 9, 309-324.

Other Committee Work

Chair, National College Assessment Committee

Responsible for the design and implementation of the Systematic Evaluation Plan (SEP), integrating criteria from all applicable accrediting and regulatory bodies.

Coordinate and monitor the continuing evaluation of the College while synthesizing the findings and results of the SEP and presenting recommendations to campus-wide appropriate committees.

Board Chairman, American Frontiers International Education Foundation

To support and conduct non-partisan research into developing new technologies to improve the education of underprivileged international students;

To make available high quality Western education to poor students of all nationalities; and

To improve the living standards and provide opportunities to students who would not otherwise be able to afford a high quality education.

Division 44: Education & Training Committee

Research and review of academic policies and procedures regarding diversity and inclusion for institutions seeking accreditation or ongoing confirmation of accreditation

Inform academic, public and private, and social policy decision makers

Chair, Institutional Review Board

Promote the cultural integrity of the Institutional Review Board and associated research and review responsibilities

Oversee the human research protection programs emphasis on respect for and protection of all individuals participating in research.

Superintend the proper review, approval, disapproval or determination of exemption for further review of research submissions.

President’s Communications Task Force

Manage communications between campus Presidents, faculty, staff, and students

Develop ongoing communication standards to support national and international programmatic reviews

Develop, promote and managed cross-campus communication, support and program initiatives

National Faculty Engagement Committee

Manage ongoing processes, policies and procedures geared toward successful national shared governance initiatives

Coordinate and mange processes designed to elicit and promote faculty input into program and curriculum development

TCS Expansion Team

Procurement and programmatic development of Pacific Oaks College, Pasadena, CA.

Procurement and programmatic development of Santa Barbara Graduate Institute, Santa Barbara, CA.

TCS Expansion Team

Research and development for the eventual inauguration, expansion and development for three new campuses in the Los Angels area

Research and development for the eventual inauguration, expansion and development of a new campus in Washington D.C.

Other Professional Experience

Kirkland & Ellis LLP 2016 -2017

Firm Wide Information Systems Security Governance

/ Information Security Policy Engineer

IT Security Policy Engineer project teams lead facilitator, acting as a subject matter expert in adult training, education and development. Consulting to technical and non-technical management, as well as the end-user community. Performing key risk management functions within Information Technology & Security.

Discover Financial Services 2004-2007

Senior Organizational Strategist / Training and Education Coordinator

Developed and managed numerous national adult training and education projects and processes. Senior strategist and project manager for company-wide IT training and development programs. Senior organizational development specialist and National Education and IT Training Director.

MSX International 2002-2003

Training and Development Leader: Ford Motor Company, USA

Senior Organizational Development Manager of Midwestern training and development projects, including the Total Learning Initiatives (TLI) program. Senior Strategist for the “Millennium Rollout”, and for annual Midwest training and development policy deployment. Reporting directly to “C” level management including national Plant, Union, and Government agencies.

Andersen Worldwide 1999-2002

Organizational Strategist

Global IT strategist responsible for executive level reporting, international Key Performance Indicators (KPI), as well as project development and management of global mergers and acquisition processes. Responsible for the development and initiation of “MindShare”, a proprietary virtual global educational learning environment.

Service

Lakeview Learning Center

Tutored students of various ages in a variety of subjects, and supplied both vocational and academic coaching and counseling.

Instituto Del Progreso Latino

Worked with both adolescent and adult learners regarding vocational placement, internships, and ongoing academic appointments and success.

Northwestern University School of Law’s Bluhm Legal Clinic for Immigration/Asylum Rights

Worked in immigration and asylee support, placement and legal issues.

Howard Brown Health Center: Volunteer Outreach Program

Promoted statewide HIV/AIDS awareness volunteer training and educational support services.

Professional Affiliations

American Psychological Association

Society of Industrial and Organizational Psychology

Organizational Development Network

Society For Human Resource Management

References

Dr. Patricia Breen

President

Pacific Oaks College

55 W Eureka St, Pasadena, CA 91103

ac7plg@r.postjobfree.com

626-***-****

Dr. Margaret Martyn

Campus Dean

The Chicago School of Professional Psychology

325 N. Wells, Room 711

Chicago, IL 60654

ac7plg@r.postjobfree.com

312-***-****

Dr. Carla D. Sanderson

Provost

Chamberlain University

3005 Highland Parkway

Downers Grove, IL 60515

ac7plg@r.postjobfree.com

731-***-****

Dr. Linda Hollinger-Smith

Associate Provost, Office of Institutional Effectiveness

Chamberlain College of Nursing

3005 Highland Parkway

Downers Grove, IL 60515

ac7plg@r.postjobfree.com

630-***-****

Dr. Ilianna Kwaske

Associate Dean for Academic Affairs

School of Professional Advancement

Tulane University

125 Gibson Hall

6823 St. Charles Avenue

New Orleans, LA. 70118

ac7plg@r.postjobfree.com

504-***-****

TEACHING STATEMENT AND PHILOSOPHY

Student engagement is an ongoing process, which involves so much more than simply espousing rote answers. Learning involves creativity and thinking above and beyond the sequestered classroom and textbooks. Classrooms today are no longer simply one of shape and size. Students are tuning in from great distances to participate in ongoing learning; they’re moving from across town, from across the nation and from international locations. They’re going online, “Skyping” and dialing-in, all in the hopes of gaining access to knowledge, learning, and greater experience. Today’s classrooms are diversified, and consequently my ability to reach, teach, nurture and coach must be as inclusive as my growing student body. Effective, life-long learning means students learn to respond to challenges instead of simply reacting impulsively.

In my experience as a program developer, National Department Chair, and most importantly as a teacher, I’ve discovered that learning is best achieved when new knowledge is solidly built upon what each unique student brings to the course room. My goal in education is to establish a scaffold between what each student already knows and the acquisition and retention of new knowledge. When students are actively engaged in guided discovery learning, the learning experience itself becomes personalized and students tend to intuit their personal stake in the active engagement of the learning process.

My personal philosophy of learning is based in interaction and the ongoing active participation and coaching of my students. Extensive experience in both classroom instruction and distance education has afforded me the opportunity to grasp the complexities of students as individuals, who bring to bear their own wholistic natures, as opposed to a conglomeration of persons who will ultimately learn according to one style of acquisition. By understanding the diversity of my classroom, and by engaging my students as holistic and not as mass, I’m able to adjust my instruction and foster cognitive development and retention through active and engaged interaction. I find that the diversity of my students, whether race, culture, gender, social class, etc. necessitates that my instruction and interaction is malleable and distinct from one specific instructional model.

By using individual and group projects, students learn the importance of being an effective individual performer and team player. By incorporating assignments geared toward discovery, such as online activities, research oriented exams and team projects, discussion boards geared to elicit the exchange of ideas between both instructor and students and between the students themselves, by utilizing activities that are informational in the class room, but actualized by real-life experimentation, the student learns by doing. I use scholarly literature, text and personal professional experience to inform, but utilize activities geared specifically toward the actualization of what is to be learned. When learners are engaged in a team assignment that involves individual research, are expected to discuss findings and issues related to the project in discussion forums and to develop a group PowerPoint presentation for delivery to their course mates, student learning is both formative and summative in nature.

The whole student, their qualifications, strengths and needs are immediately brought to the surface, utilized, challenged and nurtured by effective interaction, support, and directive.

Ultimately, student centered and directed discovery is evaluated using competency based rubrics directly derived from specific and strategically assigned program learning objectives, which guide and promote overall course learning objectives. Rubrics are designed to measure both formative and summative evaluations. How well did the student perform and discern relevant research, and what was their overall contribution to the final product? Consequently, learning is both process and product oriented, allowing me to communicate and interject as needed, modifying teaching modalities to best suit the individual student while supporting the overall process of learning. The integrity of the process is in maintaining individual learning while supporting and promoting the learning of the entire class.

In order for me to be a truly effective teacher, I hold fast to the ideals of life-long learning, making education available to the widest possible student audience, and maintaining the integrity of the creative process that underlies the passion of the inquiring mind. For me, teaching isn’t simply a process of delivering the headlines, but of highlighting the goal of life-long personal discovery.



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