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Meet Our Multi-Week Course Facilitators

Karen Kelsky, PhD

Karen Kelsky is the Founder and President of The Professor Is In, which provides advice and consultancy services to researchers and academics, and a regular columnist at the Chronicle of Higher Education.  A former R1 tenured professor and department head, and a cultural anthropologist by training, Dr. Kelsky explains the unspoken rules of the academic career, from building a competitive record and writing competitive job applications to interviewing effectively, negotiating offers, navigating career challenges, and transitioning out of the academy. Her book, The Professor Is In: The Essential Guide to Turning Your Ph.D. Into a Job (Random House 2015) is a must-read for all PhDs and post-docs looking for career advice.


Facilitated Multi-Week Courses:

Badia Sahar Legardy, PhD

Badia Sahar Legard, PhD, is Associate Professor of English and Director of Undergraduate Programs in English at Loyola University Chicago and is the author of Freud Upside Down: African-American Literature and Psychoanalytic Culture (U of Illinois Press, 2010). Her areas of specialization are post-World War II African American literature, cultural studies, the history of psychoanalysis and psychoanalytic theory. Currently, Badia is working on a second book project that examines the concept of nostalgia and black radical iconology. When she is not working, Badia enjoys running, learning how to golf, watching "Breaking Bad," and eating her way through Chicago.

Facilitated Multi-Week Courses:

Chavella Pittman, PhD

Chavella Pittman, PhD, is Assistant Professor of sociology at Dominican University. Previously, she held positions as Assistant Professor at New College of Florida and as a University of California postdoctoral fellow at UCLA. Her research interests include research methods and statistics, social psychology, social influence and behavior, interpersonal race and ethnic relations, gender, and higher education. Her dissertation was titled, "Do We Act the Way We Think? Multicultural Education and the Disconnect Between Racial Attitudes and Behaviors in College Students.” Her other publications include "Multicultural Education and Social Justice Actions” in Intercultural Education (2009), "Race and Gender Oppression in the Classroom: The Experiences of Women Faculty of Color with White Male Students” in Teaching Sociology (2010), and "Exploring How African American Faculty Cope with Classroom Racial Stressors” in The Journal of Negro Education (2010).


Facilitated Multi-Week Courses:




Rebecca Davis, PhD

Rebecca L. Davis is an associate professor of history and of women and gender studies at the University of Delaware, the director of graduate studies for the history department, and a coach for the Faculty Success Program. She received her PhD in American History from Yale and held a postdoctoral fellowship at Princeton’s Center for the Study of Religion. Her first book, More Perfect Unions: The American Search for Marital Bliss, was published by Harvard University Press in 2010. She writes about sexuality, marriage, religion, and American culture for academic and non-academic audiences. She is also the parent of two children, ages 1 and 5. 

At the University of Delaware Rebecca has helped advance campus-wide efforts to promote gender equity, working to improve parental leave and stop-the-clock policies, enhance the visibility of resources for nursing mothers and caregivers, and draw attention to disparities in promotion and pay for women and people of color. In her free time she bakes, gardens, and lies on the floor.


Facilitated Multi-Week Courses:

Josh Schimel, PhD

Dr. Joshua Schimel is Professor of Soil and Ecosystem Ecology at UC Santa Barbara. His scholarship focuses on how soil microbes drive ecosystem functioning, with major efforts in Arctic ecosystems and in California Mediterranean climate ecosystems. He is Chief Editor of Soil Biology & Biochemistry and has served on review panels for NSF, NASA, DOE, and other funding agencies. He is a Fellow of the Ecological Society of America, and is an Aldo Leopold Leadership Fellow. His long-term interest in science communication led to the publication of his manuscript, Writing Science: How to Write Papers that Get Cited and Proposals that Get Funded, published by Oxford University Press. 


Facilitated Multi-Week Courses:

Kerry Ann Rockquemore, PhD

Kerry Ann Rockquemore, PhD, is the President of the National Center for Faculty Development & Diversity. Her scholarship has focused on interracial families, biracial identity, and the politics of racial categorization. She is author of two books: Beyond Black and Raising Biracial Children, as well as over two dozen articles and book chapters on multiracial youth. After Dr. Rockquemore became a tenured professor (University of Illinois at Chicago), her focus shifted to improving conditions for pre-tenure faculty by creating supportive communities for professional development, research productivity, and work/life balance. Her award-winning work with under-represented faculty led to the publication of her most recent book: The Black Academic's Guide to Winning Tenure Without Losing Your Soul. Through the NCFDD, Dr. Rockquemore provides workshops for faculty nationwide., writes a weekly column for Inside Higher Education, and facilitates discussion among faculty, post-docs and graduate students.


Facilitated Multi-Week Courses:


Lee Carpenter, PhD

Lee Carpenter, PhD, acts in a variety of capacities in the Prevention Research Center at Penn State University. She assists faculty and research associates in developing and submitting grant proposals. This includes identifying possible funding sources; reviewing funding agency guidelines; assisting with proposal development; reviewing proposals for compliance with guidelines; and developing standard "boilerplate” materials for use in proposals. She also works with the College research office in preparing materials and files and submitting proposals. She has both participated in and coordinated the development of large-scale research proposals for NSF and NIH centers and training programs, including identifying potential partners and University resources that would strengthen a proposal's funding potential.

Facilitated Multi-Week Courses:




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