Office Hours with John Gardner Ethan Campbell

Kevin Kelly, EdD, works with colleges and universities as a consultant to address distance education, educational technology, and organizational challenges. He teaches online courses as a Lecturer in the Department of Equity, Leadership Studies, and Instructional Technologies at San Francisco State University, where he also previously served as the Online Teaching and Learning Manager. Kevin is the author or co-author of several books including Making College Courses Flexible (2024), The Blended Course Design Workbook (2024, with Kathryn Linder), and Advancing Online Teaching: Creating Equity-Based Digital Learning Environments (2021, with Todd Zakrajsek).

Dr. Jillian Kinzie is Associate Director of the Indiana University Center for Postsecondary Research and the National Survey of Student Engagement (NSSE) Institute. She conducts research and leads project activities on effective use of student engagement data to improve educational quality, and serves as senior scholar with the National Institute for Learning Outcomes Assessment (NILOA) project.  She is co-author of Radical Reimagining for Student Success (2023); Delivering on the Promise of High-Impact Practices: Research and Models for Achieving Equity, Fidelity, Impact, and Scale (2022), Assessment in Student Affairs (2016); Using Evidence of Student Learning to Improve Higher Education (2015); One Size Does not Fit All: Traditional and Innovative Models of Student Affairs Practice, Second Edition (2014), and Student Success in College (2005/2010). She is co-editor of New Directions in Higher Education, is on the editorial board of Innovative Higher Education and the Journal of Postsecondary Student Success and serves on the board of the Gardner Institute for Excellence in Undergraduate Education. She is a peer reviewer for several accreditors and regularly consults with colleges and universities about assessment, effective educational practice, inclusive excellence, high-impact practices, and support for student success.

Dr. Phyllis Curtis-Tweed earned her Ph.D. at Emory University in Educational Studies with a focus on educational leadership and issues in psychology, specifically agency development, and moral development.  She pursued postdoctoral training in psychology in the Clinical Research Training Program in Social Psychiatry at Harvard University where she was also an instructor for five years and taught at the Harvard Graduate School of Education, Simmons College and at the Harvard affiliated Hospitals.  She previously served as College-wide Dean at Oakland Community College in Michigan and worked in various capacities at Medgar Evers College, CUNY including Director of the Freshman Year Programs, Assistant Provost for Student Success and Assessment, and interim Associate Provost.  

Dr. Phyllis Curtis-Tweed then served as the Vice President for Academic and Student Affairs at Bermuda College where she transformed  the Division of Nursing into the  Division of Nursing and Allied Health, and added multiple programmes including pre-health, medical imaging, and pre-medicine.  She developed strong relations with community and industry leaders in re/insurance leading to the development of numerous internships and scholarships opportunities for Bermuda College graduates.  She  also led the strategic planning and implementation initiative, collaborated with college task forces to improve campus culture and develop a shared governance model. She also served as co-editor of Bermuda College’s Voices in Education journal.   Dr. Curtis-Tweed also worked with community partners to support the pipeline for higher education by improving reading literacy outcomes for children in elementary education. Dr Curtis-Tweed is an Executive Board Member and Treasurer for the Association for Moral Education, and is the co-chair for the Association’s Special Interest Group on Race and Social Justice.  She is a co-researcher on a project designed to improve the experience of education for teachers and students by addressing issues of race and contexts of racial meaning in education and concomitant intersections with religion and culture via authentic dialogue in response to selected films.   She has published and presented at national and international conferences on issues in psychology and education, particularly regarding the first year experience.  Dr. Curtis-Tweed also worked with community partners to support the pipeline for higher education by improving reading literacy outcomes for children in elementary education. 

Dr. Curtis-Tweed is an Executive Board Member and Treasurer for the Association for Moral Education, and is the co-chair for the Association’s Special Interest Group on Race and Social Justice.  She is a co-researcher on a project designed to improve the experience of education for teachers and students by addressing issues of race and contexts of racial meaning in education and concomitant intersections with religion and culture via authentic dialogue in response to selected films.   She has published and presented at national and international conferences on issues in psychology and education, particularly regarding the first year experience.   Dr. Curtis-Tweed has also served as an invited external evaluator for accrediting agencies including the Southern Association of Colleges and School (SACS) and the Western Association of Schools and College (WASC) and was a Commissioner-Elect for the New England Commission for Higher Education (NECHE). 

Dr. Curtis-Tweed is currently the Provost and Vice President for Academic Affairs at Queensborough Community College of the City University of New York(CUNY).

Steve Smith is a Professor of Psychology at Saint Mary’s University. He has previously held the roles of Associate Vice-President Academic & Enrollment Management, Dean of Science, and Registrar, all at SMU. As an administrator, Steve’s focus was on initiatives to support student success. In partnership with his SMU colleagues, he launched (and assessed) several new initiatives. The research he has presented and published on those initiatives has demonstrated the short- and long-term benefits of several different student success programs.  Steve’s Tri-Council, provincial, and industry-funded research covers a broad range of topics, including forensic psychology, bias against people with criminal records, particularly Black and Indigenous applicants, student success, health promotion, DEI issues, and others.

Denise Bartell is Associate Provost for Academic Affairs at Kent State University, where she facilitates strategic initiatives related to access, retention, completion, and student success with a focus on improving equity of outcomes for historically underserved students and empowering faculty as key stakeholders in this work. Her scholarship takes a systemic and explicitly relational approach, most recently exploring a reconceptualization of faculty development to utilize principles of high impact learning experiences and authentic engagement to create communities of transformation where members are empowered to transform public higher education as a tool for building a more just and equitable society. Denise earned a B.S. in Human Development & Family Studies from Cornell University, and an M.A. and Ph.D. in Human Development & Family Sciences from the University of Texas at Austin.

 Dr. David L. Graham is the Assistant Vice-Provost for Student Academic Success at The Ohio State University. He has been at Ohio State since 2006 and has over twenty-five years of higher education experience in academic affairs, student life, and intercollegiate athletics. Dr. Graham was a 2013-2014 American Council on Education (ACE) Fellow and earned a bachelor’s degree in Electronic Engineering, Technology, and Mathematics from Savannah State University, a master’s degree in Sports Management from Georgia Southern University, and a Ph.D. in Higher Education Administration from the Ohio University Patton College of Education. 
Dr. Graham has been recognized for his ability to develop and implement strategic plans to achieve specific student success goals. His research is focused on various issues concerning the administration of intercollegiate athletics in higher education (e.g., academic integrity and achievement, gender, racial and ethnic diversity, Title IX, corporate sponsorship, learning disabilities, and fiscal responsibility), and the effects of college on student-athlete development and learning outcomes. He is a co-author of the book Black Males and Intercollegiate Athletics: An Exploration of Problems and Solutions and has delivered more than 100 professional conference presentations, workshops, symposia, and other scholarly addresses.