Academic professional seeking full-time employment in post-secondary Institutional Research and Institutional Effectiveness.
Dissertation: The Psychological Well-Being of Divorced Fathers: A Theoretical Model and Projection
Thesis: Assessing Inclusion, Religious Pluralism, and School Sense of Community: A Cross-Institutional Study
Responsible for all aspects of assessment program management, serve all offices and divisions of the college that utilize the Office of Planning and Analysis as a source for reporting, consulting and data analysis, including maintaining assessment content validity and reliability, assisting with in-house surveys, quality control, and contributing to other quality improvements throughout the academic assessment lifecycle.
Taught a variety of undergraduate psychology courses. Determined effective learning objectives, developed appropriate course materials including syllabus, writing and testing measures, and provided quality classroom delivery of material to students of diverse backgrounds.
Under the supervision of tenured faculty, led a team of graduate and undergraduate students with research projects involving mission and values research in higher education. Research topics included students' perceived inclusion on campus, and the degree to which stakeholders (e.g. faculty, students, staff) at universities believed that their institutions' mission and values were reflected in university programming. Helped volunteer team members to become proficient with research methods and practices, presenting research findings at local and regional conferences, and handling day-to-day operations of a research lab.
Provided the university's administrators an Executive Summary of student and faculty perceptions of sense of community on campus and of their university to be spiritually innovative and inclusive. Collected and reported descriptive data analyses to university officials to assist with ongoing assessment and development in the area of mission and values at the university.
2015 Travel Grant, Southern Association for Institutional Research
Excellence in Teaching Award, DePaul University
Highest Honors, Lewis University
Senior Award in Psychology, Lewis University
Cum Laude, Illinois Valley Community College
Bottom, T.L., & Modlin, L.S. (2015: October). The Daunting Task of Assisting Students in Need of Remedial Classes: Using Data to Analyze Students' Needs at the Community College. Study presentation at the annual Southern Association for Institutional Research Conference, Savanah, GA.
Modlin, L. S., & Bottom, T.L. (2015: September). Students with Remedial Course Needs: How Can We Help? Round Table presented at the annual Louisiana Banner Users' Group Conference, Baton Rouge, LA.
Ferrari, J.R., & Bottom, T.L. (2013). Who do we say we are? Publicly proclaiming one's university mission identity. Journal of Prevention and Intervention in the Community, 41(1), 1-3.
Bottom, T.L., Ferrari, J.R., Matteo, E.K., & Todd, N. R. (2013). Predicting school sense of community: Students' perceptions at two Catholic universities. Journal of Prevention and Intervention in the Community, 44(1), 4-14.
Matteo, E. K., Bottom, T.L., & Ferrari, J.R. (2013). Measuring students' perceptions of institutional identity: Validating the DePaul Mission and Values Inventory at a Franciscan university. Journal of Catholic Higher Education, 32(2), 173-188.
Gowdy, K.M., Bottom, T.L., & Ferrari, J.R. (2012: March). Social justice & global perspectives: Creating a university context of service and sacrifice for others. Poster presented at the annual Eastern Psychological Association Conference, Pittsburgh, PA.
Antler, C., Bottom, T.L., Butler, S., & Harvey, R. & Wetherell, G. (2011: March). AA Degree: Just the Beginning of a Beautiful Friendship. Roundtable Discussion presented at the 18th Annual Midwest Institute for Student and Teachers of Psychology (MISTOP), Glen Ellyn, IL.
Ferrari, J.R., Bottom, T.L., & Gutierrez, R.E. (2010). Passing the torch: Maintaining faith-based university traditions during transition of leadership. Education, 131(1), 64-72.
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