Dr. T. Nelson N. IKEGULU

P. O. Box *****

Beaumont, TX 77725-1813

(adnsv4@r.postjobfree.com [OR] adnsv4@r.postjobfree.com)

409-***-**** (Mobile)

CAREER SUMMARY

With over 25-years of comprehensive and progressive Business Development, Customer Relationship Management, Grantsmanship, and Risk Assessment/Management coupled with my articulated and extensive Mathematical & Statistical Modelling, Academic Advising & Counseling, Classroom Instructional Juxtaposition & Delivery, Education & Statistical Consulting/Programming, Research Design &Methodology, and Institutional Effectiveness & Restructuring experience, I believe my outstanding and versatile expertise, accomplished record of experience, and commitment to perform at the peak of my potential are unmatched in today’s business marketplace. I am a resilient, dedicated, and an optimistic leader whose people-oriented loyalty manifests in my ability to build, motivate, and supervise teams. As an effective coordinator with brilliant organizational skills, I am proficient at prioritizing numerous components of a project in a pressurized situation. I pay duteous attention to details, an invaluable quality when it comes to corporate and/or individual contract preparation and negotiation and, I am also a diligent, honest, relentless, and painstaking worker who keeps the veracity of daily details in sharp focus while working toward long term objectives. As an individual, I am committed to the pursuit of the best practice of professional ethics while tracking organizational goals and objectives.

Increased annual student academic achievement by 4% for all subgroups of students as a public school administrator

Secured over $40 Million through grants funds to enhance classroom teaching-learning and increased teacher retention by 10% annually

Outstanding quantitative analytics and research methodologist in mathematics and education

Successfully supervised 15 doctoral dissertations and eight (8) masters’ theses

Competent in identifying, coordinating,, and managing all elements of a project in the face of deadlines and budgetary constraints

Slashed payroll/benefits administration costs 30% by negotiating grants, pricing, and fees while continuing and enhancing exceptional networking services through ongoing professional development for teachers, parents, and community at-large

Excellent verbal and written skills and willing to travel

Proficient in problem-solving and designing systems to insure efficient and effective execution of school, district, or institutional goals and mission

Over 20 years of experience in education at three levels of educational system: Public School (PreK-12), Community College, and Four-year university

UNIVERSITIES ATTENDED AND DEGREES CONFERRED/CERTIFICATES

Ph.D. Oval Bible College (July 2010)

[Doctor of Philosophy in Biblical Counseling]

Specialization: Family, Individual, Student, Staff, & Marital/Relationship Intimacy Counseling

D.B.S. Oval Bible College (January-December 2008)

[Doctor of Biblical Studies]

Specialization: Bibliology and Homiletics

D.B.C. Oval Bible College (January-September 2009)

[Doctor of Biblical Counseling]

Specialization: Family, Grief, & Marriage Counseling

Ed. D. Grambling State University (May 1998)

[Doctor of Education in Developmental Education]

Cognate: Education Statistics Specialization: Instructional Systems Design and Technology.

Employment Services Provide (ESP): Basic Job Skills Training (JST) Endorsement UNT-WISE (February 20212021)

Professional Development and Appraisal System (PDAS) Certificate (July 2002)

From ILT to ILD – Instructional Leadership Development Certificate (July 2002)

M. S. Troy State University (June 1988)

Major: Business Management

M. A. University of West Florida (April 1991)

Major: Applied Mathematics [Statistics/Bio-Statistics]

B. S. Southern University - Baton Rouge, LA (December 1985)

Major: Pure and Applied Mathematics

PROFESSIONAL EXPERIENCE (Professional Growth and Development)

Full/Part-Time Administrative and Teaching/Research Positions/Responsibilities

02/6/2020 – Present Department of Correctional/Inmate Education, Dr. Wayne D. WELLS, Director

Lamar State College-Port Arthur. Adjunct Instructor (Mathematics) (Developmental Mathematics, Foundations of and

Beginning Algebra, Intermediate Algebra, and College Algebra)

05/2018 – 10/23/2019 Endeavors® is, Inc., 2300 41St. Street, Orange, Texas 77630

DISASTER Case Management (DCM) Case Manager (CM) Taraneisha J. BOWSER

As a Disaster Case Management (DCM) Case Manager (CM), I provide disaster case management services to individuals and families impacted by disasters [especially, Hurricane HARVEY], who have been identified as having both short-term and long-term recovery needs. I am responsible, under the supervision of the Case Manager Supervisor, for completing Needs Assessments, developing Case Plans, and making appropriate referrals for additional or ongoing services. I also maintain appropriate contact with the client and ensure quality services are provided and needs addressed in a timely manner. I also assist the corporation in addressing human services needs following the Hurricane Harvey disaster through partner integration, provider capacity building, and federal/state-level program development and implementation. My responsibilities as a DCM Case Manager is a time-limited partnership between myself and disaster survivors to develop and carry out a Disaster Recovery Plan. I work with survivors impacted by the 2017 Hurricane Harvey to make an indepth assessment of their needs, develop a recovery plan, and identify resources needed to meet their recovery goals. On a given week, I perform the following tasks to no more than 90% Efficiency:

Admit new clients by reviewing records and applications; conducting orientations.

Determine clients' requirements by completing intake interviews; determining need for home repair, household furniture amd appliances, financial assistance, etc.

Establish “home Visit Time” by setting schedules and routines; coordinating services being provided; arranging resources.

Monitor cases by verifying clients' attendance; observing and evaluating treatments and responses; advocating for needed services and entitlements; obtaining additional resources; intervening in crises; providing personal support.

Maintain clients' records by reviewing case notes; logging events, and progress.

Communicate clients' progress by conducting weekly interdisciplinary and/or team meetings and evaluations.

Prepare clients' “CLOSURES” by reviewing and amplifying recovery plans.

Improve staff competence by providing educational resources; balancing work requirements with learning opportunities; evaluating the application of learning to changes in treatment results.

Update job knowledge by participating in educational opportunities; reading professional publications; maintaining personal networks; participating in professional organizations.

Enhance department and organization reputation by accepting ownership for accomplishing new and different requests; exploring opportunities to add value to job accomplishments.033/95 – DATE Education and Statistical Consulting (EDUSTATCON) Services, Beaumont, TX

Project Evaluator, Research Associate, and Risk Management Officer Dr. Toby OBIKULU

As a Project Evaluator and Research Associate, I perform Statistical Consulting with faculty/staff and masters’/doctoral students’ research, theses, and dissertation. I also assist in institutional reform and forecasting for various institutions and individuals.

Contributed in the graduation of more than 15 doctoral candidates with their qualitative and quantitative dissertation research studies in education that covers a multitude of topics in Best Practices in Education, Educational Leadership and Administration, Curriculum and Instruction, and Educational Supervision and Instructional Design. Most of these studies involved conducting literature reviews and, determining best research and analytical methods to extract the desired results. The majority of the analytical methods employed the use of Analyses of Variance, Regression Analyses, Covariance Structures Analyses (with EQS), and/or Linear Structural Equation (LISREL) Modeling using SPSS and AMOS statistical software. With the help of EQS and AMOS, I was able to ascertain, within 95% accuracy, the goodness-of-fit of the explicated Logit Models.

1/2017 – 5/2018 Kelly Educational Services, Beaumont/Port Arthur Area, TX. Substitute Teacher

I was a Substitute Teacher for various Elementary, Middle, and High Schools in PAISD

01/2016 – 12/2016 Department of Mathematics, Memorial; High School Eric HENANDERZ, Assistant Principal

Port Arthur Independent School District (PAISD). Mathematics Teacher (Pre-Calculus Pre-AP)

I taught Pre-Calculus AB to about 185 10th to 12th grade students in Port Arthur Independent School district (PAISD)

01/2000 – 8/2014 Research, Planning, & Evaluation and Title I Departments, Beaumont ISD, Beaumont, TX

Grant Writer, Programs/Project Evaluator/Coordinator, and Mathematics Instructional Assistance

Cathy F. CHAVIS

My roles/contributions to the BISD family as a Grant Writer and Mathematics Instructional Assistant during my tenure at Beaumont ISD (Research & Evaluation and Title I Departments) resulted in more than $40 Million pumped into BISD treasury purses, annual 4% increase in overall student academic success/graduation, and 10% annual increase in teacher retention.

Successfully coordinated and evaluated the five-year, $3.5 Million NSF’s (National Science Foundation’s) grant supported Comprehensive Partnerships for Mathematics and Science Achievement (CPMSA) or the ‘Enterprise 2002’ Responsible for the effectuation of student learning in PreK-12; research literatures relevant to program and institutional effectiveness and evaluation; research design, and analytical procedures; research, write, and secure funds to support student learning and program implementation, gather data and information relevant to inform decision; plan strategies and timelines for professional development and teacher/student attitudes toward educational systemic reforms; monitor projects and/or program operations and determine project/program effectiveness based on the results of collected data; document the performance of the implemented program(s) at the campuses and district levels; utilize pertinent data as indicators of project/program or district’s success; and compute summary statistics to support evaluation results.

I have enormous appetite for sound management and supervision with an excellent track record for student success. As a District Shephard (ADHOC member of the District Education Improvement Committee [DEIC]) for the Beaumont ISD, I visit all the campuses and serve as a liaison (some worth like a ‘Court Appointed Special Advocate [CASA]’ for students in a Risk Management (AKA mini FEMA) capacity. I schedule and conduct meetings/hearings on truancy, academic failures, disciplinary infractions, and parent concerns; write and submit reports to my supervisor and Assistant Superintendents, and attend Superintendent’s hearings on such matters.

As a school district and/or campus evaluator, I looked at a student's areas of challenge and strengths. Doing just one test or assessment didn’t provide all the information I need for my Individualized Education Program/Plan (IEP) Team, which needed to make decisions about services, supports, and interventions. Most of the time, I conducted a ‘Comprehensive Campus-Based or District-Wide Evaluation” to account for all the missing variables at each campus location. I always took the composite scores of each student’s classroom assessment for that school year and his/or her Texas Assessment of Knowledge and Skills (TAKS) for the same subject as my aggregate score for analyses. This comprehensive evaluation included all students, regardless of disability status (e.g., %04, ADHA, Autism, etc). The Individuals with Disabilities Education Act (IDEA) and Section 504 (of the Rehabilitation Act of 1973), the primary federal laws that apply to K-12 students with disabilities, recognize that no learning problem can be effectively addressed until it is fully understood. In their efforts to guarantee “free appropriate education” to all students, these laws require that — before any steps are taken to provide services or accommodations to a student — a thorough evaluation must be conducted to fully understand how and why that student is struggling.

My formal evaluation critically analyzed many aspects of a student’s functioning in the school environment, such as memory, cognitive functioning, executive functioning, reasoning, verbal and non-verbal communication, behavior, and math, reading, and/or writing skills. The testing’s breadth often hinges on the parent concerns shared with the school, as well as areas of concern or weakness identified by teachers and other school staff.

I often took an in-depth look at the six [phases opf the evaluation process (Signed and dated Parent Consent Forms, Data Gathering or Information Collecting, Conduct the Evaluation, The IEP Team Meeting, The Campus-based Team Meeting, and the District-wide Meeting).

The IDEA specifically requires that a child be assessed in “all areas related to the suspected disability, including, if appropriate, health, vision, hearing, social and emotional status, general intelligence, academic performance, communicative status, and motor abilities.” In addition, because children who qualify for services under the IDEA are entitled to services for all of their disabilities, the evaluation needs to be sufficiently comprehensive to identify all of the child’s special education and related service needs, even if they aren’t commonly linked to the disability category under which the child is ultimately classified. Because all areas of suspected disability need to be examined, additional professionals may also be involved in the evaluation, most commonly speech and language therapists, occupational therapists, or physical therapists. For example, if a child has a reading disorder and his evaluation also reveals that he has a speech impediment, he can be classified as having a “specific learning disability” while also receiving speech and language services.

08/1994 - 12/1998 Department of Mathematics and Computer Science, GSU, Grambling, LA. Dr. Mudapu M. BALARAM

Instructor/Research Associate/Assistant Professor/Manager for the STATISTICS LABORATORY

(Mathematics and Statistics)

I conducted Statistical consulting with faculty/staff and masters’/doctoral student research, theses, and dissertation. Assisted in institutional research and forecasting. Coordinated the Educational Resource Center’s (ERC) Statistics Laboratory. Supervised ten ERC staff members and evaluated statistical packages for the center. Provided statistical computing and programming assistance in Structural Equation Modeling (SEM) using AMOS, EQS, & LISREL, LOTUS/EXCEL, SAS/SPSS and C/C++ & FORTRAN. Guided researchers (faculty/staff and students) in their research design, methodology, and literature searches. Conducted seminars on research designs and analytical techniques. Provided training on VAX/VMS and PC data entry, statistical computing, and programming.

Responsible for the successful graduation of more than 2,500 students while managing the MATH/STAT Tutorial Lab with 20 tutors:

I established/created and coordinated the MATH/STAT Tutorial Laboratory for GSU students.

I designed the undergraduate Statistics Curricula for the entire department.

I taught undergraduate Mathematics and Statistics Courses: College Algebra I & II [for Science and

Non-Science Majors], Trigonometry, Linear Algebra, Discrete Mathematics, Calculus I & II,

Independent Study in Mathematics, Elementary Statistics I & II, and Research Methods.

08/1988 – 5/1994 Department of Mathematics and Computer Science, Pensacola Junior [State] College

Dr. Charles M. BOUNDRICK, Depart. Head 1000 College Boulevard, Pensacola, FL 32504.

Mathematics Teacher (College Algebra & Trigonometry, Business/Finance and Discrete Math)

I taught College Algebra, Trigonometry, Business/Financial Mathematics, and Discrete Mathematics.

Committee Membership at Grambling State University

American Statistical Association (ASA)

Council for the Advancement of Mathematics Teachers (CAMT)

National Council of Teachers of Mathematics (NCTM)

Department of Educational Leadership - Curriculum Committee

Department of Educational Leadership - Dissertation Committee

Department of Mathematics & Computer Science - Evaluation Committee

Department of Mathematics & Computer Science - Accreditation Committee

Doctoral Students Association - Symposium/Luncheon Committee

Kappa Delta Pi (ΚΔΠ) GSU Chapter - Student Adviser

Iota Epsilon Rho (IΕΡ) GSU Chapter - Student Adviser

RESEARCH INTEREST

Curriculum/Instructional Design and Development

Statistical Computing in AMOS/EQS & LISREL, BMDP, FORTRAN, SAS, & SPSS

Statistical Modeling in: Combinatorics, and Numerical Analysis with C/C++, FORTRAN, and STATE

Statistical Analyses and Modeling in:

Persistence/Failure-Time Survival & Time Series Analyses

Multivariate Statistical Techniques - Factor, Discriminant, and Cluster Analyses

ANOVA & ANCOVA and MANOVA & MANCOVA

Multiple Regression, Logistic (LOGIT/PROBIT) Regression, and Path Analyses

Linear Structural Equation Modeling (SEM) and Categorical Data Analyses

Statistical Estimation and Measure Theory

Item Analysis and Multiple-Item Response Theory

Developmental or Testimonial Transcript Tracking and Analysis

Research Designs dealing with:

Case-Control and Cohort Study Designs

Longitudinal, Causal Comparative, and Quasi-Experimental (Ex-post Facto) Study Designs

Construct Validation and Reliability Analyses/Estimates

PUBLICATIONS AND PRESENTATIONS

Ikegulu, T. Nelson – Online Submission (2009). Economically Disadvantaged Student Failure: The Role of Non-Minority Teachers of Elementary School Students. Download full text

Ikegulu, T. Nelson – Online Submission (2004). The Impacts of Demographic Factors in Predicting Student Performance on a State Reading Test. Download full text

Ikegulu, T. Nelson; Barham, W. A. – (2001). The Impact of Final Course Grades on Faculty Evaluation. Peer reviewed.

Ikegulu, T. Nelson – (2001). Globalization and Co-Integration of Universal Education. Download full text

Ikegulu, T. Nelson – (2000). The Differential Effects of Gender and Mathematics Anxiety-Apprehension on Developmental Students' Academic Performance and Persistence.

Ikegulu, T. Nelson – (1999). Framework for Evaluating Educational Systemic Initiatives. Download full text

Ikegulu, T. Nelson – (1999). Multicultural and Globalized Education: International Students' Perspective. Download full text.

Ikegulu, T. Nelson; Barham, Wilton A.; Farmer, Vernon L.; Roberson, Louvenia T. – (1999). Perceived Vocational Students' Intentional Persistence. Download full text.

Ikegulu, Patricia R.; Ikegulu, T. Nelson – (1999). The Effectiveness of Window Presentation Strategy and Cognitive Style of Field Dependence Status on Learning from Mediated Instructions. Download full text.

Ikegulu, T. Nelson – (1998). An Empirical Development of an Instrument to Assess Mathematics Anxiety and Apprehension. Download full text.

Ikegulu, Nelson T. – (1997). Effectiveness of Mediated Instructional Strategies and Learning Styles in Multiculturally Linguistic Environments: Implications for Developmental Educators. Download full text.

Ikegulu, Nelson T.; Barham, Wilton A. – (1997). Students' Intentional Persistence as a Web of Causal Factors: A Preliminary Study I. Download full text.

Ikegulu, Nelson T.; Barham, Wilton A. – (1997). Students' Intentional Persistence as a Web of Causal Factors: A Preliminary Study II. Download full text.

Ikegulu, Nelson T. – (1996). Effects of Institutional Experience and Family Support on Post-Developmental Students' Academic Performance. Download full text.

Ikegulu, Nelson T. – (1996). Scandura's Structural Learning Theory: A Critique. Download full text.01

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