Instructors
Victoria has a background in K-12, public, and private higher education, as well as in online teaching and learning. Her interest lies in creating innovative programming that meets the needs of diverse audiences. Victoria has presented both locally and nationally program innovation, transformational learning, and the educational uses of blogs and wikis.
Gina has served as the Coordinator for Restorative Justice and Student Mediation at the University of Colorado at Boulder since September of 2005. She has been instrumental in developing the Community Accountability Board (CAB) model, which provides an efficient restorative process for low-level offenses. Ms. Bata is also a private mediator for divorce and probate matters. She is a member of the Boulder Family Mediation Alliance, which provides mediation services for low income individuals based on a sliding scale fee schedule. Ms. Bata obtained a B.A. in Government from Harvard University and a law degree from the University of Colorado Law School.
In her position, Shay coordinates the Restorative Justice Program. This program uses the group conferencing model and restorative mediations as an alternative sanctioning option for students who violate the student conduct code. She also provides guidance regarding university policy and procedures, referrals, coaching, group facilitation, and mediation. Before assuming her position at CSU, Shay was the manager of programs for The Conflict Center (TCC) in Denver. In this role, she coordinated the Schools, Youth-at-Risk, and Organizations/Workplace programs, taught conflict and anger management skills, facilitated restorative justice processes, provided facilitation services, and conducted workplace and community mediations.
As associate professor and program coordinator of the digital learning design program in the Department of Educational Psychology at the University of Texas at San Antonio, Patricia has designed and taught more than 20 online and blended courses. She is the recipient of a US Distance Learning Association (USDLA) Gold Award for Online Technology. She has been awarded research fellowships with the National Learning Infrastructure Initiative (EDUCAUSE Learning Initiative), American Society of Engineering Education (ASEE)/Navy, and the ASEE/Air Force. Her professional work and consulting includes K-20 education, military, nonprofit, for-profit, and public sector projects. At the University of Texas at San Antonio, she is involved in both blended and online learning initiatives, serving on advisory and planning committees and conducting research. A prolific author, Patricia publishes in the areas of online and blended pedagogy, faculty technology use, and emerging learning systems and tools.
Helen co-led the development of Folio Thinking, a reflective practice that situates and guides the effective use of learning portfolios, through collaborations with national and international portfolios researchers. She is a founding member and co-facilitator of EPAC, a community of practice (http://epac.pbworks.com/) focusing on pedagogical and technological issues related to e-portfolios. Helen is a member of the national advisory board for the Valid Assessment of Learning in Undergraduate Education(VALUE) project led by the Association of American Colleges and Universities and the Director of Research for the Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL). Her current research interests focus on the application of e-portfolio pedagogy, tools, and practices to facilitate teaching, learning, and assessment in general education and science and engineering disciplines. Helen also co-authored with Tracy Penny Light the monograph Electronic Portfolios and Student Success: Effectiveness, Efficiency, and Learning, published by the Association of American Colleges and Universities.
John was a co-founder of the EPAC community of practice with Helen and served as an EDUCAUSE fellow in 2000, researching early e-portfolio activities. He was also on the chancellor’s planning committee for the establishment of CalStateTEACH, an 18-month teacher certification program delivered both online and with mentor teachers. John views e-portfolios as a major step forward in education, as they take the concept of a transcript from a sheet with class listings and grades to a dynamic place where a student can electronically collect a set of artifacts and evaluate, analyze, and reflect on them. He is also co-chair of a sub-committee of PESC focusing on developing standards for e-portfolios.
From 1998 to 2001, Kathi directed Portland State University’s institutional portfolio project, a national project funded by the Pew Charitable Trusts and sponsored by the American Association of Higher Education. In 2005, the institutional portfolio served as PSU’s self-study document for reaccreditation by the Northwest Commission on Colleges and Universities. Kathi has published and presented widely, both nationally and internationally, on institutional portfolios in accreditation, assessment, and accountability. She frequently serves as a consultant to other higher-education institutions in the development of portfolios and in program evaluation and assessment.
Chris has over 22 years of experience in the field of development and fundraising, with more than 15 years working directly with annual giving. He currently oversees leadership giving for Gettysburg College, and used to direct the Gettysburg Fund, where he was responsible for the administration and management of his institution’s $3.5 million unrestricted annual campaign. Before joining Gettysburg, he served Frostburg State University as the director of development for annual giving. Chris has also worked as director of development for the Benedictine School for Developmentally Disabled Children, area director for the National Capital Area March of Dimes and Corporate TeamWalk, and special events coordinator for the Baltimore Area March of Dimes. He frequently presents for CASE and the Association of Fundraising Professionals (AFP).
Under Jeff’s direction, RPI’s alumni programs have received national recognition from CASE, including a number of Circle of Excellence awards for student programs, reunion and homecoming programs, special-interest groups, career assistance programs, and volunteer relations programs. Jeff has worked in higher education for more than 18 years, previously serving as director of alumni relations at Marist College, president of the Marist Alumni Association, and alumni representative to the Marist College Board of Trustees. He is a member of the board of directors of the Association of Private College and University Alumni Directors (PCUAD).
