Data Entry Specialist - Remote Professional
Resume:
CURRICULUM VITAE
Eric Rogers, Ph.D.
** ******** ******** ****** ***** Lombard, Illinois 60148
*************@*****.***
Faculty Skills, Knowledge and Experience:
• Providing leadership to the academic programs assigned in the areas of administration, management, supervision, budget preparation, evaluation, training, and staff development;
• Being a resource by assessing educational needs, need for full-time and adjunct faculty, and assuring that assignments are equitable.
• Proven experience in developing programs with a focus on retention and completion of students;
• Prior experience at a college or university setting;
• Ability to work with individuals from diverse populations;
• Proven leadership capabilities; Ability to be a team player;
• Proven ability to communicate effectively with employees at all levels;
• Excellent written and verbal communication skills;
• Ability to develop and execute short and long term budgets;
• Ability to formulate strategies to recruit and retain faculty,adjunct faculty and students;
• Resourcefulness and effective interpersonal skills;
• Ability to recognize opportunities for improvement and lead others to recognize and make these changes;
• Ability to function effectively with multiple priorities;
• Ability to be well organized and demonstrate effective time management;
• Demonstrated track record of flexibility and creativity;
• Track record of proven contributions and accomplishments;
• Ability to administer, promote and evaluate a variety of academic and professional courses with proven success in new course and faculty development;
• Ability to be an effective decision maker and creative problem solver;
• 30 years higher education teaching experience in Psychology,Counseling and Education.
• Taught online courses inclusive of teaching traditional,non-traditional and distance learning students.
• Exposure/Experience with numerous course management systems: AI, ChatGPT, Blackboard, Moodle, WebCT, Canvas, Angel, Ecollege,Elearning, Synchronous,Asynchronous,Hybrids, Videoconference, Webinar,Telecourses,
• Successful, highly efficient and effective engagement in recruitment, retention and mentoring of minority males.
• Published author with extensive psychology and counseling experience.
• Apply a variety of teaching styles and adapt instruction to students with diverse learning styles.
• Ability to excel in a demanding, outcome-oriented, and dynamic work environment.
• Utilize proven teaching strategies that promote student success.
• Skilled in teaching on-line, hybrid, independent study and telecourses classroom formats.
• Progressive administrator and faculty member with experience in Educational Administration, Leadership and Counseling.
• Knowledgeable and Experience Curriculum Designer and Course Developer.
• Experience in Accreditation, Assessment and Self Study Evaluations.
• Extensive track record with minority mentoring programs and effectiveness.
• Accomplished history of efficiency and achievement with student success.
• Professional experience with financial management, fiscal budgets, and fiduciary planning.
• Excellent oral, written and interpersonal communications skills.
• Creative and progressive leadership experience and talents to inspire,inform and engage administrators, faculty, staff and students.
• Advance exposure and training in educational technology and academic applicatons. Faculty Skills/Extensive Experience: OnIine Instructor of Psychology & Education
(Undergraduate/Graduate Level in Clinical/Counseling/Forensic Areas); Certified Online Teaching
(Asynchronous/Synchronous; Hybrid; F2F
Learning Services: AI, ChaptGpt, Canvas, Moodle, Angel, Ecollege, Elearning, Prezi, Webinar, Audio/Videoconference, Webinars, Teleconference, Telecourses, Peoplesoft,Smartboard, Skype,Podcast, Social Media: Facebook, Twitter, Snapchapt, Instgram Statement of Teaching Philosophy
My teaching philosophy is based upon several basic beliefs and comprehensive values I have acquired in higher education through formal academic training, professional work, and my own personal experiences which have taught me to foster active learning in the area of teaching. My teaching philosophy as a teacher is centered and grounded in four basic areas. First, I have a teaching philosophy that encompasses several beliefs and goals relative to pragmatism and student success. Secondly, the use of a variety of teaching pedagogies and models or roles to instill quality and effective learning and Third, to offer collaborative learning to address diverse student learning styles and the use of various online teaching modalities: Social media, Asynchronous/Synchronous, Hybrid, etc.. Fourth, to engage in ongoing classroom efforts to assess and to evaluate the entire learning experience and growth process (for both the students and myself) in a course for a given semester in order to identify areas for continued change, improvement and growth.
I am strongly convinced that my effectiveness as a teacher is reflective in my sensitivity to the concerns with class level and progress; preparation and organization of the course; having substantive knowledge of my subject matter; ongoing teaching and learning assessment; possessing enthusiasm for both the subject and for teaching; having the students receive clarity and understanding as well as making myself available, helpful, fair, impartial and providing constant as well as consistent feedback to students throughout our time together. My educational approach is also based on a socio-multicultural belief and a vision that education and learning ought to provide instruction, inspiration, knowledge, information and practical applications to students with the hope of helping them to develop the skills to succeed and to empower them to have a more qualitative, meaningful and productive life. As Socrates would say, to make them a good citizen. The bottom line is that I want students to be able to engage in the learning process and to leave my class thinking in ways that they have never thought and see issues, concepts and problems in new ways. I want my students to read between lines. I seek for them to inquire, to seek for deep meaning, purpose and to cross-compare other views and life experiences in order to help them formulate their own views, values and beliefs. In my courses, I purposely seek to offer a variety of teaching methods that include, such efforts as critical thinking exercises, collaborative learning, research, writing across the curriculum and field based learning experiences that allow hands on and active participation and learning in the real world. I also share with students the knowledge, insight and information based on my actual real life experiences of assessment and treatment of these individuals. In addition, I use the role of a Facilitator in which I guide students by asking probing questions enabling them to explore options, suggesting alternatives and encouraging critical thinking. My goal is to assist them in developing the capacity to think, to assess, to evaluate, to analyze and to draw their own conclusions and interpretations. For example, I will give students a classroom group discussion exercise in which they must either choose sides to defend or to criticize or compare and contrast major theorists. Students are allowed to offer how they would also view such issue inclusive of their critiques, criticisms and inquiries.
As an educator, I instill in my students the value that learning is a lifelong journey in which a person ought to see progress, achievement and development personally, professionally and academically. I readily recognize that many of the students I teach possess different learning styles and it is my intent to address as many as possible learning styles without compromising my standards relative to quality, fairness and effectiveness. Every course I teach is provided with clear, concise and critical thinking objectives and applied assignments designed to help students to grow and to develop from where they are now to where they inspire to become. My goals are to influence, to challenge, and to help students explore their own attitudes, beliefs and values as well as to respect and to appreciate differences. Learning, from my perspective, has to be realistic and responsible both on the part of the teacher and the learner or the student. It has to involve theoretical and direct or applied learning and involvement. Professional Skills and Personal Attributes Summary Higher education teaching experience in educational leadership, psychology, counseling, education, multiculturalism and diversity.
Certified Online Teaching (Since 2015)
International Faculty (Teaching/Doctoral and Master Degree Programs)in the field of Education Experienced and effective teacher with learning management systems: (Blackboard, Canvas, Moodle, Angel, Ecollege, Elearning, Prezi, Webinar, Audio/Videoconference, Webinars, Teleconference, Telecourses, Peoplesoft,Smartboard, Skype,Podcast, Social Media:
(Facebook,Twitter,Snapchat,Instagram) and multimedia Published author with extensive psychology and counseling experience. Apply a variety of teaching styles and adapt instruction to students with diverse learning styles. Ability to excel in a demanding, outcome-oriented, and dynamic work environment. Utilize proven teaching strategies that promote student success. Skilled in teaching on-line, hybrid, independent study and telecourses classroom formats. Progressive administrator and faculty member with experience in Educational Administration, Leadership and Counseling.
Knowledgeable and Experience Curriculum Designer and Course Developer. Experience in Accreditation, Assessment and Self Study Evaluations. Extensive track record with minority mentoring programs and effectiveness. Accomplished history of efficiency and achievement with student success. Excellent oral, written and interpersonal communications skills. Teaching Experience
Associate Professor of Education and Psychology Benedict College Columbia SC 2024- Assistant Professor of Psychology Huston-Tillotson University Austin, Texas 2023-2024 Visting Professor of Psychology Bethune Cookman University Daytona Beach, Fl 2022-2023 Adjunct Professor of Psychology Wilberforce University Wilberforce, Ohio 2023-2023 Professor of Psychology College of Lake County Chicago, Il 2006-2022 Adjunct Professor of Psychology Governors State University Chicago, Il 2015-2019 Adjunct Professor of Psychology National Louis University Chicago, Il 2009-Present Adjunct Online Faculty Professor of Education Generations College Chicago, 2019-Present Adjunct Online Faculty Professor of Education Charisma University Doctor of Education Program Grace Bay TKCA 1ZZ, Turks and Caicos Island British West Indies 2019-Present Adjunct Professor of Psychology College of Dupage Glen Elyn, Il 2018-2022 Adjunct Professor of Psychology Auora University Aurora, Il 2017 -2019 Adjunct Professor of Psychology DePaul University Lincoln Park, Il 2017-2019 Associate Professor of Education and Psychology – Benedict College Columbia SC 2023- Department Chair duties
• Leadership and administration: Oversee the department's budget, curriculum development, and long-range planning.
• Communication: Act as the primary liaison between the department faculty, the dean, and other university administrators.
• Advocacy: Represent the department's needs and priorities to the administration.
• Management: Manage departmental staff and faculty, resolve issues, and handle complaints.
• Program oversight: Oversee all aspects of the department's programs, including teaching, research, and service initiatives
Associate Professor duties
• Teaching: Teach undergraduate and graduate courses in psychology, potentially including core subjects like Research Methods and Statistics, or courses specific to the professor's area of expertise.
• Research: Maintain an active research program, publish findings, present at conferences, and mentor students in research projects.
• Mentorship: Advise undergraduate and graduate students on academic and career matters.
• Service: Participate in departmental and university committees and other administrative duties. Assistant Professor of Psychology Huston-Tillotson University Austin, Texas 2023-2024 Taught undergraduate courses in Psychology. Served as Student Advisor to Psychology Majors. Served on Institutional Service Committees
Visiting Professor of Psychology Bethune Cookman University Daytona Beach,Fl 2022-2023 Taught undergraduate courses in Psychology. Served as Student Advisor to Psychology Majors. Served on Institutional Service Committees.
Professor of Psychology (Tenured Full Time) Aug 2006-2022 The College of Lake County, Chicago, IL
Taught undergraduate Psychology courses on the introduction and upper level divisions. Served as an academic advisor to Psychology majors. Provided institutional service via administrative appointments, assignments and committees that included engagements in compliance with Academic Policy and Procedures. Collaborated on program and policy development, equipment, facilities and course materials. Participated in strategic planning and annual budgets and student enrollment management. Engaged in oversight of attendance, grades and matriculation, assessment and evaluation and overview of faculty and student satisfaction and retention. Collaborated on faculty recruitment, student orientation, professional development and evaluation and curriculum implementation and control.
Met regulatory compliance and compiled report submissions (self-study, program approvals, quality assurance, college diversity, accreditation readiness and accreditation visitations and various specific departmental, federal, state and institutional reports (NCATE) quarterly, semi-annually and annually, etc.)
Chaired and co-authored final report 2008-2009 Institutional Effectiveness College Wide Diversity Committee; Co-Chaired the College Presidential Initiative for Male College Success 2009-2010
Courses Taught:
PSY 121 Introduction to Psychology
This course presents the basic concepts and theoretical perspectives for understanding psychology. The course encompasses factors affecting human behavior and mental processes and includes, but is not limited to, the history of psychology, research methodology, the brain and behavior, learning, memory, cognition, language, intelligence, development, personality, abnormal psychology, therapy and social psychology. PSY 122 Industrial/Organizational Psychology
This course provides an overview of Industrial/Organizational (I/O) Psychology, which is the application of psychological research and theory to explain human interactions with others at work. Individual, group, and organizational issues focused on the work environment are explored. Areas covered include personnel selection, performance management, motivation, job satisfaction, leadership, supervisory practices, and research on the work, worker and workplace.
PSY 220 Lifespan Development
The course integrates theory and research as they relate to neurobiological, cognitive, social and emotional development of individuals in cultural context from conception throughout adulthood. The course emphasizes normal developmental stages and patterns of adjustment to differing life-time demands. Students will gain an understanding of hereditary and environmental factors on development; prenatal development and the birth process; physical development; language and cognitive development; family relationships; friend and peer relations; school, college, and career experiences; self-identity; gender; sexuality and health and the aging process, as well as the research methods psychologists use to study development. PSY 222 Child Growth and Development
This course is designed to familiarize students with the development of the child from conception through adolescence. It includes discussions of the physical, cognitive, social-emotional, and moral development of children in cultural context. Emphasis is placed on the interrelationships among the physical, cognitive, social, and emotional domains and the mutual influences of these domains on development. Several theories of child development and methods of studying children are introduced.
PSY 223 Abnormal Psychology
This course provides a systematic presentation of the concepts related to psychological disorders with specific emphasis given to diagnostic criteria, as described in the Diagnostic and Statistical Manual of Mental Disorders, theoretical perspectives, etiology, and treatment. PSY 224 Theories of Personality
This course is designed to present the student with a survey of the major theories of personality. Theorists will be studied according to the following categories: 1) psychoanalytic; 2) humanistic and existential; 3) biological; 4) trait; 5) behavioral; 6) cognitive. Emerging perspectives will also be addressed. Several case studies will be presented for analysis.
PSY 225 Social Psychology
This course provides an introduction to the scientific study of individuals thinking, feeling, and behavior within their social environments. This course includes, but is not limited to: research methods, attitude formation and change, social cognition, interpersonal relations, group processes, and social influence. Adjunct Associate Professor (Counseling/Clinical/Forsenic Psychology) 2009 -2019 The Chicago School of Professional Psychology, Chicago, IL Taught graduate (master/doctoral) level courses in Clinical Psychology, Counseling Psychology and Forensic Psychology.
Psy 446 Diversity in Clincal Practice I & II .The psychological, socio-political, historical, and economic influences on various aspects of social identity, including but not limited to, gender, ethnicity, religion, class, race, immigrant status, disability, and sexual orientation, Psy 437 Psychology the Life Span I & II Understanding developmental changes predetermined by biology or shaped by environmental influences, and also as a joint product of individual characteristics and the environment that individuals grow up and old in.
CC505 Theories of Counseling and Psychotherapy The basic theories, principles, and techniques of counseling and psychotherapy, as well as applications to a variety of therapeutic settings, are explored in this course with a focus on personal theory construction, bias embedded in theory, and cultural diversity. FO703 Social and Cultural Foundations in Counseling This course provides an understanding and application of social and cultural foundations in counseling psychology. PF 647 Diversity in Forensic Psychology The psychological, socio-political, historical, and economic influences on various aspects of social identity, including but not limited to, gender, ethnicity, religion, class, race, immigrant status, disability, and sexual orientation from forensic theoretical and practical perspectives and applications.
Adjunct Associate Professor of Psychology and Counseling 2009 - Present Concordia University Chicago, Chicago, IL
Taught graduate master degree courses in Counseling and Psychology: PY 6035 Intro to Counseling Training, role and professional identity of counselors and other professions in the helping profession. Professional organizations, publications, certification and licensing. Roles and functions of counselors in various settings. Ethical and legal issues in counseling. PY 6010 Counseling Theory and Practice
Individual, couple and systems theories of counseling/psychotherapy. Examination of the helping process, client and counselor characteristics that influence the process consistent with current professional research and practice in the field allowing the development of a personal model of counseling. Psy 6120 Counseling Interventions and Techniques
This course addresses the competencies, attitudes, and skills essential to developing the character and identity of a professional counselor. Foundational and advanced counseling skills and therapeutic interventions examined as they apply to the personal, social and academic realms. Counseling techniques from the major schools and orientations including crisis intervention, multicultural and ethical issues. This course will use role playing and videotaping to fortify burgeoning skills and interventions. Psy 6000 Counseling and Human Development
Students are provided with an understanding of the nature and needs of persons throughout the lifespan including developmental and multicultural domains. Counseling approaches and issues are discussed in relation to developmental stages. Resiliency factors and ethical issues are applied across the lifespan. CED 6045 Ethics, Law and Morality for Counselors
Addresses the competencies, attitudes and skills essential to the developing character and identity of a professional counselor. This course is designed to give the student an understanding of ethics and applicable laws in the profession of counseling as well as allowing them to examine their own moral values. Prerequisite: Introduction to the Counseling Profession. Psy 6005 Multicultural Counseling
Assessment and therapeutic treatment of diverse populations with special emphasis on understanding of the cultural context of relationships, issues, and trends in a multicultural society. Emphasis on specific problems associated with age, race, disability, religious preferences, etc., and how these affect the counseling relationships.
CED 6210 School Counseling Program Development and Organization Examination of the role and function of the school counselor in a comprehensive school counseling program. Emphasis on developmental counseling and the components of an effective developmental school counseling program. Discussion of school counseling, historical roots, present and future trends. Role of counseling in total education program.
CED 6220 Counseling and Consulting in Schools
Counseling and consulting strategies used by counselors in the school setting for academic, career and personal/social issues. Examination of specific problems of children and adolescents. Psy 6035 Evaluation and Research Methods for Counselors Introduces students to the importance of research methods and program evaluation in advancing the counseling profession. Identifying and reading research, critically evaluating results, analyzing and using data to enhance program quality.
CED 6240 Group Work in Schools
Will provide an understanding, both theoretical and experiential, of school counseling groups for grades K 12. The purpose, development, dynamics, theories, methods, skills, ethics and other group approaches in a multicultural society will be covered. Students will experience and participate as group members in small group activities. Prerequisite: Counseling Theory and Practice and Counseling Techniques and Interventions.
CED 6250 Fundamentals of Assessment
Historical, current and expected uses of testing and assessment procedures in educational settings. Statistical concepts, ethics and ethical factors in the appropriate use of various assessment techniques and tools with emphasis on benefits and limitations.
CED 6020 Career Counseling for School Counselors
This course addresses grades K-12 career counseling in the schools. Career education viewed through the world of work, career theories, related life processes and development of programs and interventions to promote the career development of all students. Prerequisite: Introduction to the Counseling Profession. CED 6926/6927 Internship: School Counseling I & II (6 hours) This is a two semester clinical school internship that meets the requirement for the Illinois State. Board of Education (ISBE), School Counselor endorsement, and the CUC capstone requirement for classroom teachers with two years of teaching experience. Supervised individual and group work experiences in P 12 and clinical settings appropriate to the program are required for 200 internship hours per semester (total 400 for the year). A classroom seminar component meeting is also required. Prerequisite: admission to this course is based on Division of Human, Services approval of 2 year teaching experience. In addition, it is required that all program course work and successful completion of CED 6920 Practicum. This internship is not intended for candidates seeking the Licensed Professional Counselor (LPC) which requires 600 internship hours.
Adjunct Associate Professor of Education 2011 - Present Olivet-Nazarene University, Bourbonais, IL
Teach graduate level courses in educational leadership. EDUC 607 - Educational Research: Principles and Practices It is important that teachers are well-informed about current developments in their fields of expertise. In this course, the candidate will learn about designing and implementing an action research project that will be conducted within the classroom setting. This course will focus on the fundamentals of qualitative and quantitative research including design, methodology, literature review, data analysis and conclusions. The research topics will emerge from questions generated by in-class discussions, a broad review of the research on literacy, and discussions of theories related to literacy instruction. The culminating assignment will be a research proposal to be implemented and presented during the practicum. The content focus will be current issues, trends and organizational frameworks affecting education and the impact on teaching as well as learning and by what means they can be improved upon. EDUC 614 - Integrating Technologies
Today’s teachers must have a working knowledge of how to integrate technologies into their teaching routines. This ‘hands-on’ course provides that knowledge. The course includes a review of technology trends in education and an overview of the uses of technology in today’s workplace. The candidate practices using technologies to create instructional resources for use in the classroom. Additionally, the candidate will learn the power of technology by actually
‘plugging in’ and communicating with each other, the instructor, and contacts worldwide through the Internet.
EDUC 632 - Integrating the Curriculum
The world in which we live is a global one which is characterized by the technological advancements, vast explosions of knowledge and changing societal and economic realities. In order for students in the United States to be able to compete in such a complex and ever-changing environment, educators must develop curriculum that encourages the intellectual preparation of our K-12 students to meet the challenges of this new and exciting world. This course will explore the interrelationship of the academic disciplines and how their integration can lead to a better intellectual understanding and growth of students in the classroom as well as in the world in which they live. The candidate, in the course, will examine instructional designs and how to use them in integrating curriculum. EDUC 730 - School Finance and Operations
The fiscal foundation of public school systems in the United States and the system of local, state and federal taxation are studied to gain a better understanding of school funding allocation. State funding formulas are examined, focusing primarily on the funding process for Illinois school districts. The federal and state grant funding sources and the process of application is reviewed. Budgeting at the district and building levels is emphasized. EDUC 748 - Educational Technology
This course is an introduction to the wide array of technology concepts, resources, principles, and techniques and their relationship to teaching, learning, and research. It includes discussions of the impact of these concepts on teachers and K-12 students in the classroom of the 21st century, including their impact on students with exceptionalities and at-risk; parent involvement, classroom management, multiculturalism, and integration of curriculum. EDUC 901 - Research Theory: Principles and Methods Doctoral-level learners will be introduced to the field of research, research design, and research methods. Standards and practices for conducting and completing valid and reliable research studies will be covered (e.g., quasi-experimental designs, qualitative measures). Emphasis will be given to a study of innovative, applied research practices. Learners will examine ethical issues and dilemmas in leadership research and practice EDUC 902 - Leadership Paradigms
Analysis of the history, ideas, and theories of leadership, including significant issues and ethical dilemmas that have confronted leadership throughout historical periods. Through this analysis, leadership from various disciplinary perspectives is examined and one’s own philosophy of ethical leadership is clarified
EDUC 729 - School Law and Ethics
This course focuses on the legalities and ethical decision making required by local, state and federal law as it pertains to education. A professional and personal code of ethics is discussed. A review of the legal system provides a foundation for the exploration of the historical and current perspectives of case law that continue to mold public education in the United States. The law cases cover issue in education: church and state, student attendance, the instructional program, student rights, rights of disabled children, student discipline, desegregation of public schools; certification, contracts and tenure, teacher rights and freedoms; and collective bargaining. Teacher and administrator liability in child abuse cases, sexual harassment and medical situations influencing policy development and working with local school governing boards or councils are emphasized.
EDUC 646 - Applied Learning Theory
This course examines applied learning theories and research.
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