The Graduate School was formed during the academic year 1918-19. Twelve graduate students were enrolled at that time, with five departments offering graduate courses. Fast-forward to the present day, and the school offers graduate education and training in biomedical, health, and human service sciences.
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Eric S. Belt, EdD
Online teacher-student relationships
Scholarship of teaching and learning
Faculty development
Eric Belt, EdD, is a Senior Academic Innovation Specialist at the University of Maryland, Baltimore (UMB), where he leads campuswide initiatives in educational research, faculty development, and the integration of emerging technologies in teaching and learning. He founded the AI Studio, UMB’s first faculty fellowship focused on responsible and research-informed uses of artificial intelligence in education and co-leads the Ed Crafters Community Connection and Future Educators Academy, which prepare faculty and graduate assistants for scholarly teaching. Dr. Belt’s research examines teacher–student relationships in online learning environments and the ways communication, presence, and technology shape connection and trust. His recent work appears in Online Learning Journal, TechTrends, Education and Information Technologies, and Distance Education. A recipient of multiple research awards, he also serves on the editorial board of To Improve the Academy and teaches in graduate programs at UMB, Boise State University (BSU), the University of North Carolina, Wilmington (UNCW), and the University of Alaska, Anchorage (UAA).
David J. Bunnell, PhD, MSHS, PA-C, DFAAPA
AI in Healthcare
Healthcare Workforce
Health Professions Education
David J. Bunnell, PhD, MSHS, PA-C, DFAAPA, is an Assistant Professor in the University of Maryland School of Graduate Studies and a national leader, speaker, and author in the Physician Associate profession. A clinician and researcher with extensive experience in cardiac electrophysiology, cardiothoracic surgery, and surgical critical care, Dr. Bunnell’s work focuses on the integration of artificial intelligence in healthcare, health professions education, and clinical decision-making. His scholarship examines digital health innovation, clinician readiness for practice, and the expanding role of PAs in improving access, quality, and equity in care. Dr. Bunnell teaches in both the Doctor of Medical Science (DMSc) and Master of Science in Health Science (MSHS) programs and is frequently sought for insights on AI-enabled care, clinical workforce development, and the future of healthcare delivery.
Christina M. Cestone, MA, PhD
Instructional methods
Assessment
Program Evaluation
For more than 20 years, Christina Cestone, PhD, MA, has focused on workplace, graduate, and professional education, collaborating with subject matter experts to advance their educational knowledge and practice and evaluating programs and curricula. Dr. Cestone received her PhD in Educational Psychology from the University of Texas at Austin, where she conducted research on faculty learning communities, instructional methods, motivation, and interprofessional education. As an associate dean of assessment and evaluation for a medical school, Dr. Cestone conducted and presented numerous program evaluation reports on curriculum effectiveness, pipeline program outcomes, admissions data, and other academic performance indicators. Prior to transitioning from industry to academia in 2006, she earned a master’s degree in Human and Organizational Learning from The George Washington University. She used evaluation models and techniques to demonstrate return on investment of instructional training efforts in industry. Currently, Dr. Cestone serves a strategic role as Assistant Vice Provost of Faculty Affairs and Development at the University of Maryland, Baltimore (UMB). As Executive Director of the Faculty Center for Teaching and Learning, she launched an educational center for faculty development, serving several graduate and professional schools. There, she serves as a mentor, advisor, and collaborator to faculty on educational scholarship, grants, and instructional design and assessment needs. As an Associate Professor and Program Director for the Health Professions Education (HPE) PhD at UMB, Dr. Cestone developed the curriculum and taught courses in educational program evaluation, learning theory, and research methods.
Carlos A. Faerron Guzman, MD, MSC
Global Health
Planetary Health
Community Engagement
Dr. Carlos A. Faerron Guzmán is a passionate global health educator committed to health equity and addressing complex issues. He currently serves as an Associate Professor at the University of Maryland, Baltimore School of Graduate Studies, Director of the InterAmerican Center for Global Health in Costa Rica, and Senior Advisor of the Planetary Health Alliance at Johns Hopkins University. His work highlights the importance of values in global health and fosters collaborative learning. He is a fellow of the Central American Healthcare Initiative and a visiting Scholar at ISGlobal, Barcelona.
Cara Felter, PT, DPT, PhD, MPH
Educational Research and Faculty Development
Cara Felter is the Chief Learning Officer for PALLA and an Associate Professor in the Graduate School at the University of Maryland, Baltimore (UMB). She earned a PhD in Health Professions Education from the University of Maryland, Baltimore, a Doctorate in Physical Therapy from Belmont University, and a Master of Public Health from the Johns Hopkins Bloomberg School of Public Health. She is board certified in Neurology and Pediatrics. Dr. Felter is an active member of the American Physical Therapy Association (APTA) at the state and national level. Dr. Felter is engaged in educational research with projects spanning social determinants of learning , interview-based learning , and the role of patient-educators in health professions education. She has presented her work at the American Educational Research Association annual meeting, the Educational Leadership Conference, the APTA Combined Sections Meeting, and other scholarly venues. Dr. Felter advocates for building the next generation of health professions researchers and scholars by engaging students in the scholarship process.
Shani Fleming, PhD, MSHS, MPH, PA-C
Language, Literacy, and Culture
Health Professional Workforce Diversity
Shani Fleming, PhD, MSHS, MPH, PA-C, has dedicated her career to advancing cultural humility, social justice, and health equity within the healthcare community. As a clinically experienced physician assistant (PA), she has worked across diverse settings, including family medicine, adolescent medicine, infectious disease, and urgent care. She has significant clinical, academic, and leadership experience as a PA, practicing primarily in underserved communities and advocating for and coordinating curricula addressing social determinants of health, LGBTQ+ care, and cultural humility within PA education programs. Currently, Dr. Fleming serves as an Associate Professor at the University of Maryland School of Graduate Studies, where she teaches in the PA program, Leading Across Difference Certificate, and MS in Leadership for Organizational Change program. She serves as the Assistant Dean for the Office of Values and Strategic Initiatives in the School of Graduate Studies. She is a recognized leader in diversity, equity, and inclusion, actively engaging in national and state initiatives that support underrepresented racial and ethnic high school and college students in pursuing careers in PA education. Additionally, she is a strong advocate for faculty of color, working to foster inclusive and just academic environments for faculty, staff, and students. A proud HBCU graduate, Dr. Fleming earned her undergraduate degree from the University of Maryland Eastern Shore. She holds an MPH, MSHS, and PA-C from George Washington University. She received her Ph.D. in Language, Literacy, and Culture from the University of Maryland Baltimore County, focusing on Black pre-PA perspectives on advancing the PA entry-level educational credentials.
Erin Golembewski, PhD
Graduate Education
Dr. Golembewski oversees master’s and PhD students at the Graduate School. She also is the principal investigator for the collaborative AGEP-T: PROMISE AGEP (Association for Graduate Education and the Professoriate) Maryland Academy. She serves on several committees and organizations, including the Northeastern Association of Graduate Schools Executive Committee.
Karen L. Gordes, PhD, PT, DScPT
Trauma informed pedagogy
Interprofessional education
Karen Gordes, PhD, PT, DScPT, has two decades of experience as an educator and academic administrator leading the development and implementation of ground-up initiatives to foster student academic success and advance faculty development in academic leadership. As the Program Director for the MS and Teaching Certificate in Health Professions Education she seeks to provide the next generation of health professions faculty advanced training in education and educational research. Her research interests include trauma informed pedagogy, interdisciplinary education and faculty workforce. Nationally, Dr. Gordes has served as a board member for various organizations and as a feature editor for the Journal of Physician Assistant Education. She is the recipient of several awards including, the 2023 LEAPS Outstanding Educational Scholarship Award, the 2020 Adjunct Faculty of the Year Award, a 2018 President's Interprofessional Education Scholar Award and the 2013 Faculty of the Year Award, all at the University of Maryland, Baltimore.
Cherilyn Hendrix, DHEd, MSBME, PA-C Emeritus, DFAAPA
Physician Assistant Education
Dr. Hendrix is responsible for the overall management, development and implementation strategies regarding program rankings, residency programs, facilities development, and scholarship of physician assistant (PA) education for the UMB/PA Program. She earned her doctorate in health education from A.T. Still University in 2011 and her Master of Science in engineering and applied physics of biomedicine from Johns Hopkins University in 1998. Dr. Hendrix’s first career was as an engineer, earning four U.S. patents in medical imagery device design. Deciding to pursue her PA education, she became a 2003 graduate of’ Anne Arundel Community College’s PA program and completed a postgraduate PA residency in general surgery at Duke University Medical Center in 2004. Her practice as a certified PA spans a multitude of specialties including general, vascular, thoracic, and kidney transplant surgery, emergency medicine, and urgent care. Dr. Hendrix has spent the majority of her years as an engineer and as a PA in higher education; her passion in developing students’ critical thought processes at the graduate and postgraduate levels has allowed her to excel in her roles in PA education, to include the utilization of immersive extended reality adjunctive to traditional classroom learning She is a highly sought-after lecturer on the national stage and has earned a solid reputation for curriculum development that cultivates critical thinking and clinical reasoning skills in PA and medical residents. She is a distinguished fellow of the American Academy of Physician Assistants and a member of the Maryland Academy of Physician Assistants and the Physician Assistant Education Association.
Courtney Jones-Carney, DPA, MBA
Leading Across Difference
Courtney J. Jones Carney (she/her), DPA, MBA, is an Assistant Professor and Program Director in the School of Graduate Studies, where she leads the Master of Science in Leadership for Organizational Change. In this capacity, she is responsible for the planning, implementation, evaluation, and continuous improvement of the M.S. program. In addition to her faculty role, Dr. Jones Carney serves in an administrative capacity as an Assistant Vice President in the Division of Student Affairs. In this role, she provides strategic oversight to the Office of Student Success, Leadership, and Engagement, guiding efforts that advance a student success framework centered on community building, student leadership, civic engagement, and holistic support. Dr. Jones Carney’s research areas of interest include the impact of microaggressions, intercultural development, and the relationship between acts of discrimination on campus climate and employee engagement. She is an alumna of Morgan State University and completed her doctoral studies in public administration at the University of Baltimore. Her dissertation examined the relationship between exposure to racial and ethnic microaggressions and employee engagement.
Hyun-Jin Jun, PhD, MSW
Behavioral Health and Addictive Behaviors
Health Professions Education
Mixed Methods and Advanced Quantitative Research Design
Hyun-Jin Jun, PhD, MSW, is an Assistant Professor in the Health Professions Education (HPE) program and Director of Research Operations and Data Analytics for the Physician Assistant Leadership and Learning Academy (PALLA) at the University of Maryland, Baltimore (UMB) School of Graduate Studies (SGS). As an interdisciplinary scholar, she integrates public health, behavioral health, and health professions education in her work, driven by a strong commitment to advancing diversity, equity, and inclusion. Her research focuses on addictive and risk behaviors, behavioral health disparities, and the social determinants of health to inform culturally responsive interventions and workforce development strategies. With an extensive record of collaborative, community-engaged scholarship, her work has influenced policy, practice, and pedagogy in behavioral health education. Through her teaching, mentorship, and leadership in interdisciplinary research, she continues to promote innovation and health equity across diverse populations.
Gerald Kayingo, PhD, MMSC, PA-C
Education Leadership
Clinical Practice
Global Health
Professor Kayingo has extensive experience in scholarship, education, leadership, clinical practice, and global health. As assistant dean of research, Dr. Kayingo seeks to advance the research mission by nurturing scholarship and the growth of extramural research funding for physician assistant education and practice. His research interests relate to health professions education, health care delivery science, and the intersection of infectious diseases and substance use disorders/addiction. His clinical interests are in primary care settings as well as advancing rural health. Nationally, Professor Kayingo has served as a board member for various organizations and as associate editor of BMC Health Services Research. He has co-authored three books on health professions education and published extensively on health systems science and infectious diseases in peer-reviewed journals. He is a recipient of several awards, including a university book prize, the 2016 American Academy of Physician Assistants (AAPA) PA Student Academy Mentor Award, the 2015 AAPA Research Publishing Award, and the 2014 Jack Cole Society Award from Yale University.
J. Howard Kucher, DPA, MBA
Social Entrepreneurship
Dr. Kucher is an internationally recognized thought leader in social entrepreneurship, the editor and a contributing author of "Cases on Social Entrepreneurship in the United States" and the lead author of “Social Entrepreneurship: A Practice-Based Approach to Social Innovation.” His research interests focus on the practical applications of social enterprise, with a particular interest in faith-based contexts. Before joining UMB, Dr. Kucher led the Baltimore Social Enterprise Collaborative, a program that was nationally recognized for its innovative curriculum and helped more than 60 area nonprofits develop new models for meeting the needs of their constituents while increasing the sustainability of their organizations. He has successfully secured over $70 million in working capital on behalf of mission-oriented enterprises and assisted more than 100 area nonprofits and social enterprises in developing new models for meeting the needs of their constituents while increasing the sustainability of their organizations. He earned a Doctorate in Public Administration with a concentration in social entrepreneurship from the University of Baltimore, where he also earned an MBA with an entrepreneurship specialization. He holds a bachelor’s degree from Kean University, a graduate certificate in urban theology from the Ecumenical Institute at St. Mary’s Seminary and University and has earned certification as a project management professional and a new product development professional. He is an advisor, coach, and mentor to several regional social change initiatives including the Boost Program at Innovation Works and the Social Innovation Lab at Johns Hopkins University. Among his many honors, Dr. Kucher has been recognized as a Baltimore Renaissance Seed Scholar, an Unsung Hero of Small Business, and a Fulbright Specialist Scholar in Social Entrepreneurship.
Diane Martin, PhD, MA, MSL
Gerontology
Quality of Later Life
Diane Blazejewski Martin is an associate professor and director of the Geriatrics and Gerontology Education and Research (GGEAR) Program at the University of Maryland, Baltimore School of Graduate Studies. An applied gerontologist, educator, and scholar-practitioner, she has over 15 years of experience advancing geriatric workforce development and promoting the well-being of older adults. Her work bridges academic, policy, and community arenas with a focus on optimal aging, reducing ageism, and strengthening the capacity of professionals and caregivers. As GGEAR director, Dr. Martin leads statewide interprofessional education and training initiatives for students and professionals across Maryland. Through collaborations with organizations such as the Maryland Area Health Education Centers and the Maryland Department of Aging, she delivers high-impact programming that supports aging-in-place, caregiver education, and community engagement. Her efforts include student training across health care and social science disciplines, professional development conferences, and outreach to improve the lives of older adults and their families. Dr. Martin’s work spans cognitive health, mental well-being, social determinants of health, and functional independence. She leads training initiatives on cognitive disorders and mental health in later life, emphasizing early detection, stigma reduction, and culturally responsive care across long-term care, primary care, and community-based settings. Her scholarship explores person-centered care, interdisciplinary collaboration, and ageism. She holds a PhD in psychology (aging concentration), an MS in Law (health care), an MA in experimental psychology, and a BA in psychology. She is a member of the Gerontological Society of America and the Academy for Gerontology in Higher Education and is the immediate past president of Sigma Phi Omega, the International Honor and Professional Society in Gerontology.
Isabell C. May, PhD
Science Communication
Academic & Scientific Writing
Generative AI Pedagogy
Isabell Cserno May, PhD, is a scholar and educator specializing in science communication and storytelling, with a focus on how narrative, writing, and emerging technologies shape learning, equity, and public engagement in healthcare and the sciences. Her work centers on preparing health professionals, researchers, and students to translate complex scientific knowledge into clear, ethical, and engaging stories that resonate with diverse audiences. As the director of the UMB Writing Center, Dr. May advances a strategic, reflective approach to writing instruction that foregrounds access, critical thinking, and learner agency, supporting students and faculty across the university’s seven schools in strengthening communication as central to professional practice and equity in healthcare education. Her work emphasizes writing as a core professional practice, one that supports critical thinking, reflection, and accessible communication in clinical, research, and community settings. Her approach foregrounds accessibility, audience awareness, and rhetorical decision-making as essential components of healthcare education. Dr. May also teaches in and directs UMB’s Science Communication Certificate Program, where learners develop storytelling strategies to communicate research through public-facing writing, plain-language summaries, multimedia projects, and advocacy-oriented narratives. This work expands the communication skillset health professionals need to be effective not only as scientists and clinicians, but as educators, collaborators, and trusted voices in society. A key area of Dr. May’s current scholarship and teaching explores the role of generative artificial intelligence (GenAI) in writing and communication practices. Her research examines how GenAI tools are reshaping authorship, storytelling, pedagogy, and ethical decision-making in academic and professional contexts, particularly within health and science education. This includes studying how educators and students can engage GenAI critically and responsibly while maintaining transparency, equity, and human judgment in communication.
Peter Memiah, DrPH, MSc
Implementation Science and Evidence Translation
Quality Improvement, Monitoring and Evaluation
Health Policy, Sustainability, Leadership capacity and Systems strengthening
Peter Memiah, DrPH, MSc, is a Professor of Global Health at the University of Maryland School of Graduate Studies and Program Director for the Implementation and Dissemination Science program and the Global Monitoring & Evaluation program, with over 20 years of experience in global health policy, health systems strengthening, and evidence-driven program design across high-income and low- and middle-income countries. His expertise includes implementation science, monitoring and evaluation, continuous quality improvement, adolescent and maternal health, gender-based violence, and health program sustainability. Dr. Memiah has led the development of national strategies and operational guidelines, including the National Integrated Supportive Supervision Guidelines and integrated PHC supervision checklists for Tanzania Mainland and Zanzibar, HIV and TB Sustainability Roadmaps for Lesotho, and the National HIV Strategic Plan for Eswatini. He has also spearheaded Private Sector Engagement frameworks for HIV/STI prevention and Elimination of Mother-to-Child Transmission of HIV and Syphilis strategies, and has led regional and community-level evaluations of health programs implemented by international and local partners, including AMREF. Dr. Memiah has worked closely with Ministries of Health and global partners, including USAID, CDC, UNAIDS, UNICEF, the Global Fund, and AMREF, across 15+ countries, including Kenya, Tanzania, Lesotho, Rwanda, Nigeria, Ethiopia, Zambia, and the United States. He is Principal Investigator of innovative digital health initiatives, including the REACH project in Kenya, and has authored 100+ peer-reviewed publications. Through his combined roles in research, teaching, and policy engagement, Dr. Memiah translates evidence into practical, country-owned solutions that strengthen health systems, improve service quality, and advance sustainable and equitable public health outcomes, while supporting governments, health professionals, and emerging scholars to design, implement, and scale high-impact public health programs.
Iyabo Obasanjo, PhD
Epidemiology
Health Policy
Mixed-Methods
Dr. Obasanjo has a PhD in Epidemiology from Cornell University and a master’s from University of California, Davis. She also has a Doctor of Veterinary degree from University of Ibadan, Nigeria in 1988. She has worked as a Project Manager in pharmaceutical development and as a public health practitioner and in health policy. She has been in academia for over 15 years, teaching undergraduate and graduate courses in epidemiology, biostatistics, public health and global health. Her current research focuses on improving community health in low-income areas and health policy. She has given lectures across the globe and has over 30 scientific publications.
Colleen L. Ohm, MMS, PA-C
Physician Assistant Education
Colleen Ohm is the Program Director for the Physician Assistant Program at the University of Maryland, Baltimore (UMB). She leads program administration, curriculum development, accreditation compliance, and faculty leadership, with a strong focus on student success and innovative teaching strategies. Colleen earned her Master of Medical Science from St. Francis University and her PA Certificate from Anne Arundel Community College in 2007 and is currently pursuing a Ph.D. in Health Professions Education at UMB. Her clinical background spans nearly two decades in psychiatry, including roles at Johns Hopkins Hospital, Mosaic Inc., and American Psychiatric Care, LLC, where she provided comprehensive psychiatric care and led multidisciplinary treatment planning. Since joining UMB in 2020, Colleen has served as Academic Coordinator and Assistant Program Director before assuming her current leadership role. She previously taught as adjunct faculty for seven years, focusing on psychiatric medicine and clinical instruction. Colleen has also engaged in scholarly work in behavioral health education and telehealth simulation. She is an active member of the Maryland Academy of Physician Assistants and the American Academy of Physician Assistants and serves on advisory boards supporting PA education and leadership development.
Jenny Owens, ScD, MS
Health Equity
Technology-Assisted Community Support
Dr. Jenny Owens serves as Associate Dean of Academic Affairs and Associate Professor in the University of Maryland Graduate School. She has over a decade of experience in graduate education and further leads the Graduate Research Innovation District (The Grid), an innovation hub designed to support student entrepreneurial ventures through education, early-stage funding, and programming. Her background in health science, combined with coursework in leadership and business fundamentals and a doctorate with a focus in human centered design and user research gives her a unique perspective on designing innovative education for students in the health professions. Dr. Owens' research interests include health equity, medical housing as a health-related social need, and access to healthcare in healthcare deserts. She co-chairs the Advocacy and Awareness Committee of the Healthcare Hospitality Network, a national network of 140 medical housing organizations across the United States. She is a Warnock Social Innovation Fellow and a graduate of the Johns Hopkins University Social Innovation Lab. She is also an alum of the Robert Wood Johnson Foundation Culture of Health Leader, a prestigious national leadership program that fosters collaboration—between people from all fields and professions that have an influence on people’s health—to build just and thriving communities.
Michelle Pearce, PhD
Spiritual Competency in Mental Health Care
Dr. Pearce is a clinical psychologist who researches the relationship among religion/ spirituality, coping, and health as well as the integration of spirituality into the practice of psychotherapy. She has developed a national online training program for spiritual competency in mental health care and directs the Integrative Health and Wellness graduate certificate program. She also teaches several Graduate School courses on mind-body interventions, health coaching, self-care for professionals, and writing for the public. She is the author of the books “Night Bloomers: 12 Principles for Thriving in Adversity” and “Cognitive Behavioral Therapy for Christians with Depression: A Practical, Tool-Based Primer.” She also co-authored the book “Religion and Recovery from PTSD.” Her areas of clinical expertise include cognitive behavioral therapy, mind-body stress reduction methods, existential issues, and behavioral medicine to address the intersection of mental and physical illness.
Sol Roberts-Lieb, Ed.D
Leadership Development
Faculty Development
Inclusive and Supportive Organizations
Sol Roberts-Lieb, EdD, is the Faculty Director of the Faculty Center for Teaching and Learning at the University of Maryland, Baltimore, where he leads initiatives that support innovative, inclusive, and evidence-based teaching across campus. He previously held leadership roles at the Carle Illinois College of Medicine and the University of Illinois, guiding faculty development, pedagogy strategy, and the design of online and blended learning programs. Dr. Roberts-Lieb earned his doctorate in Educational Policy and Organizational Leadership from the University of Illinois at Urbana-Champaign, along with a master’s in Technology Impact and Assessment and a bachelor’s in Chemistry. His work focuses on differentiated learning, organizational change, and building collaborative teaching and learning ecosystems, supported by publications and presentations on micro-scholarship, community building, and faculty development.
Virginia M. Rowthorn, JD, LLM
Global engagement, education, health
Human Rights
International Partnerships
Virginia Rowthorn, JD, LLM (Global Health Law), is assistant vice president for global engagement at the University of Maryland, Baltimore and executive director of the Center for Global Engagement (CGE). She also is an Associate Professor at the University of Maryland School of Graduate Studies and co-directs the RWJF-funded Global Learning for Health Equity Network. Previously, Rowthorn was the Managing Director for the Law & Health Care Program at Maryland Carey Law for 10 years; a staff attorney at the Department of Health and Human Services; Associate at the law firm of DLA Piper; and a Peace Corps Volunteer in the Marshall Islands. She is on the Board of the Consortium of Universities for Global Health (CUGH). In her role as AVP, Rowthorn oversees the activities of CGE, a University-wide center that serves as the hub of interprofessional global health and education activities on the UMB campus. CGE provides University-wide leadership to build and sustain global education at UMB; nurtures strategic global partnerships through the center-run President’s Global Impact Fund; creates and manages student, faculty, and staff mobility programs; promotes collaborative international research; develops curricula designed to build global competency; and delivers educational and professional services that support sustainable global programs. Rowthorn obtained her BA in American Studies from Carleton College, JD from University of Maryland Carey School of Law, and LLM in Global Health Law from Georgetown Law.
Roger J. Ward, EDD, JD, MSL, MPA
Institutional Effectiveness
Leadership and Organizational Behavior
Dr. Ward was named UMB provost and executive vice president in October 2021 after serving in interim roles since January 2020, when he also was named dean of the Graduate School. These are the latest in a series of upward moves for Dr. Ward at UMB. He was promoted to senior vice president for operations and institutional effectiveness in January 2018, serving as UMB’s chief operating officer and directing departments and initiatives that promote institutional effectiveness and assure accountability including human resources, strategic planning, enterprise risk management, and institutional accreditation. In addition, he oversaw areas that promote University compliance and transparency, including the offices of research integrity, conflict of interest, human research protections, and education and equal access. On the academic side, Dr. Ward is dean of the Graduate School after serving as vice dean, where he was responsible for building graduate programs that are self-sustaining and responsive to evolving needs of the health and human services workforce in the state. Dr. Ward joined UMB in March 2009 as the associate vice president for academic and student affairs. He served as chief academic officer and interim dean of the Graduate School during the 2011-2012 academic year. In June 2012, Dr. Ward was named UMB’s first chief accountability officer and was promoted to vice president for academic affairs in October 2013 and to vice president of operations and planning in June 2015. He served as interim chief human resources officer from October 2014 to November 2015. Before joining UMB, Dr. Ward served as assistant vice president for student affairs at the New School in New York and also held senior administrative positions in the City University of New York system. Dr. Ward holds an associate’s degree in data processing/computer programming from Kingsborough Community College, a bachelor’s degree in government and a master’s in public administration, both from John Jay College of Criminal Justice. He holds a Doctor of Law degree from New York Law School and a Master of Science in Law (cybersecurity) from Maryland Carey Law. Dr. Ward also holds a Doctor of Education degree in higher education management from the University of Pennsylvania. He has been teaching on-site, online, and in a blended environment since 2004 and has taught graduate courses in ethics, the history of higher education, leadership and organizational behavior, legal issues in higher education policy, and cybersecurity policy, among others.
James E. Wright, MFA
Graduate writing curriculum development, course design, and pedagogy
Graduate writing support and administration
Multilingualism
James Wright is an Adjunct Instructor who teaches graduate-level writing in the Leadership for Organizational Change (LOC) M.S. program. He also serves as Associate Director of the Writing Center. His experience with university writing curriculum development, course design, and pedagogy spans twenty years. In his dual roles at UMB, he provides writing instruction and support for student writers and consults with faculty developing course writing outcomes, teaching strategies, and assessments. Wright serves on the Mid-Atlantic Writing Centers Association (MAWCA) Executive Board of Directors, and he has been active in serval committees for planning and supporting the Conference on College Composition and Communication (CCCC).