randall marie-jacques edouard · randall marie-jacques edouard december 26, 2019 my name is randall...

Randall Marie-Jacques Edouard

December 26, 2019

My name is Randall M-J Edouard, and I am currently Assistant Vice President for Student Affairs and

Interim Dean of Students at Binghamton University. I am very interested in the Assistant Vice

President and Dean of Students position because for the last 11 years, I have been dedicated to

providing a professional and healthy administrative, social and educational environment that is

conducive to the overall success of all students and all staff members who work closely with students

at Binghamton University. Over the 25 years of my experience as a professional in higher education, I

have dedicated my entire life to the successful educational experiences of a wonderfully diverse group

of students through my understanding and proficiencies related to relationship building, decision

making, navigation and negotiation across divisions, professional advising, counseling, crisis

management, social and educational programing, and a multitude of administrative duties among the

many special projects that have allowed me to be innovative in an attempt to positively impact the

overall campus culture.

As Assistant Vice President and Interim Dean of Students, I am charged with evaluating operational

procedures and processes in an effort to improve service quality, productivity, and effectiveness in the

Dean of Students areas. I currently supervise the groups of staff members responsible for Student

Activities, The Union, Off-Campus Programs and Services, Fraternity and Sorority Life, Parent and

Family Programs, New Student Programs/Orientation, TRiO Programs, and Veterans and Military

Services. I also work closely with the Office of Student Conduct, the Students of Concern (SOC)

committee, and the Threat Assessment (TA) team. In addition, I work very closely with both the

Student Association (SA) and the Graduate Student Organization (GSO), which are the two major

student governance groups on our campus.

As part of my responsibilities, I also lead the Binghamton University Town Gown Advisory Board

(TGAB), which is an advisory board that provides funding to approved projects that have the potential

to positively impact the surrounding communities that intersect with the University in some significant

way. I serve as Co-Chair alongside the Deputy Mayor of the City of Binghamton and the board is

comprised of University officials, local politicians, community based organizations, undergraduate

students, graduate students, faculty, staff, and community members.

I believe that Binghamton University is an extremely diverse four-year public institution that cares

about the advancement of all students on the campus, and working here at Binghamton has helped me

to develop the many skills that I have acquired to be successful in a host of multifaceted ways for the

last 11 years. For example, I have continued to develop the art of making critical decisions under

pressure in any given situation. I have also mastered the art of staying calm and thinking clearly in

response to emergency situations. My experiences at Binghamton have taught me the art of problem-

solving, and I have been provided with a wealth of knowledge as it relates to crisis intervention.

As a member of Binghamton University’s Incident Management Team (IMT), I have been

professionally trained by the National Incident Management System (NIMS) in the Incident Command

System (ICS), which is a standardized on-scene emergency management construct specifically

designed to provide the adoption of an integrated organizational structure that reflects the complexity

and demands of single or multiple incidents without being hindered by jurisdictional boundaries. I am

currently certified and trained in ICS 300 (Intermediate ICS for Expanding Incidents) as well as ICS

400 (Advanced ICS), which both require on-site training for multiple days culminating with a final

examination that must be passed for certification; I was able to pass both final examinations with the

score of 100%. Those acquired requisite skills have proven to be very helpful as I work closely with

leadership of the university's crisis response efforts with senior level colleagues in Student Affairs and

in Residential Life.

The experiences that I have had with so many students over the years have made it essential for me and

any members of my staff to take the essence of confidentiality very seriously. By the nature of the

positions that I have held over the years, I have been privy to sensitive information as it relates to

students, staff, faculty, and the university’s business in and of itself. As an officer of the university, it

will always be my intention to do what is in the best interest of the university as well as its students.

One of the most valuable experiences that I have undergone working at Binghamton University is the

opportunity to work with wonderfully diverse groups of students, staff, and faculty in different

capacities. Several years ago, I was appointed as Co-Chair alongside Ms. Valerie Hampton (who has

since retired) of what was called the “Diversity and Inclusion” sub-committee for President Harvey G.

Stenger’s Road Map initiative. This was an initiative in its embryonic stages, but it was a very

meaningful initiative to our President, so with this grand opportunity, we had a vision for and created

what we now know as our Division of Diversity, Equity and Inclusion. The work of this particular

division was very important work at the time and continues to be critical work now and going forward.

As part of the initial initiatives for the Division of Diversity, Equity and Inclusion, I became the first

Divisional Diversity Officer (DDO) for Student Affairs; hence, diversity, equity and inclusion as a

construct is very important to me.

I pride myself on my communication skills, and I enjoy the opportunities to share information with

individuals, small groups, or large crowds on and off the campus. The art of conveying messages

appropriately is very important, and I have been able to refine those skills while working here at

Binghamton in many different capacities. I have the aptitude to divulge complex information in an

understandable clear and sometimes humorous way to different leaders strategically including faculty

leaders, student leaders, administrators, parents, law enforcement, community members, politicians,

etc. I have also been fortunate enough in my positions to have a great deal of experience with various

media outlets as I have developed a great rapport with our Communications and Marketing team and

have learned a lot from them about how to work well with media outlets.

The University has graciously allowed me to be the Chair of a significant number of search committees

as well as participate as a contributing member on many other searches. Those experiences have made

me develop my skills in terms of recruiting, training, inspiring, assessing, developing and retaining

productive employees on my own staff as well as the staffs of other colleagues throughout the Division

of Student Affairs. Currently, as a member of the Student Affairs Leadership Team (SALT), my

colleagues and I discuss personnel and purposely think innovatively and critique the status quo and

propose new ideas, which we also critique, which ultimately leads to the execution of what is believed

to be worthy ideas. Sometimes, those ideas work and sometimes they do not, but we are fine with that

as long as we continue to think innovatively and try new things for the overall benefit of the

University, the division, and ultimately the students.

It truly brings me great pleasure to work at a diverse and affordable university like Binghamton

because as I advocate for all students, I strongly believe that in a “true democracy”, education is the

right of all and not the privilege of a few. Working at Binghamton afforded me the opportunity to

work very closely with many students, faculty, staff, offices, departments, divisions, councils,

committees, task forces, boards, etc. I am very humbled by the fact that I have worked closely, in

some capacity, with every division and every school on our campus. As a result, I believe that have

developed the requisite skills needed for this particular position through great interaction and

experiences with many significant offices and leaders on the campus over the years.

Through my experiences, I believe that the work of an Assistant Vice President and Dean of Students

transcends anything that can be written in a typical job description because the actual work places you

in a position to be a transformational force for the positive in the lives of students. It was during my

own personal transformation as a first-year college student in 1989 that I made a conscious decision to

dedicate my life to helping other students be successful by providing and delivering student activities,

peer mentorship, peer academic advising, peer counseling, and peer motivation among many other

resources geared towards student success. I have been fortunate enough to continue with this

professional work since my sophomore year as an active participant in administrative duties and

student services in different working capacities since 1990; I have truly loved every minute that I spent

during these times.

I believe that I am qualified for this position and that I will continue to learn and produce positive

results because this is not just a job to me; it is a calling. I often say to myself that the experience of

my college years - because of interaction with many student affairs offices including the Dean of

Students office - saved my life; this is very serious and important work. I believe that if I was not

treated appropriately and advised to get involved in so many different social, educational and

administrative initiatives, I would not have learned so much as a young man and as an aspiring

administrator, and I probably would not have survived socially, emotionally, or academically. On

many occasions, past students who have worked with me as work study students, administrative

interns, student assistants, and peer advisors have shared the same sentiments as they move on to

become young professionals. Hence, for obvious reasons, the areas of student affairs prove to be a

critical component to any university, and I hold them near and dear to my heart because of how they

impacted me and how they impact all students.

I believe that the process involved in having an effective Dean of Students area is similar to building

any good structure; the first steps are building a solid foundation, but in this case, building, improving,

and sustaining a solid set of practices that lend to providing an environment conducive to success.

Then, I believe you must have a leader who is compassionate, malleable, resilient, passionate,

innovative and forward thinking. The new student coming to colleges and universities now is vastly

different then the new students who attended in the past and have consistently evolving needs. As a

result, there are a number of special needs that all students have, and it has given me great pleasure to

professionally meet those needs through collaborative efforts with all of our leaders throughout the

campus with student success and happiness as the goal. In my opinion, one of the most important

things one can have in life is happiness; without happiness, life can be extremely difficult for everyone

– let alone – a student away from home. As a result, I believe that as the Assistant Vice President and

Dean of Students, making sure that students have the opportunity to be happy in their environments

should be a ubiquitous objective.

Throughout my career in higher education, I have always tried to go above and beyond the call of duty

in order to do the best possible job. Due to the fact that I love what I do for students, I will continue to

strive to work harder and do a better job every year. My goal has always been to instill in everyone

that I interact with the driving need to be successful in every field of human endeavor.

Sincerely,

Randall M-J Edouard

RANDALL MARIE - JACQUES EDOUARD

OBJECTIVE To provide continuous quality improvement within a rewarding administrative

position, which promotes student success and achievement in all aspects of

higher education

EDUCATION Ed.D. in Teaching, Learning and Educational Leadership

College of Community and Public Affairs

Binghamton University, Binghamton, NY 13902

Status: ABD; Expected Graduation - Fall 2020

Master of Science in Foundations of

Educational Administration & Policy, 1997

Hofstra University, Hempstead, NY 11549

Bachelor of Arts in Psychology, 1994

Hofstra University, Hempstead, NY 11549

Specialization: Child Psychology

EXPERIENCE

6/18-PRESENT Assistant Vice President for Student Affairs and Interim Dean of Students

Binghamton University, Binghamton, NY

Duties include planning and directing the university’s activities related to

student services and campus life; providing the vision and plan leading to the

coordination of collaborative efforts as a liaison with admissions, health

services, financial aid, and residential life; motivating staff around social

programing for students; leading dean of students staff to serve as a point of

information for students and responding to students' needs; supervising various

campus programs and serving as a liaison between college administrators and

student organizations such as a the Student Association (SA) and the Graduate

Student Organization (GSO); overseeing social programs for students managed

through the office of the dean of students including greek-lettered

organizations, orientation programs, campus activities, the union, late nite

activities, off campus activities, and other student affairs offices; overseeing the

coordination of parent and family events; working closely with the office of

student conduct; working primarily with non-academic issues, but providing

encouragement, advice and referrals as it relates to academic success to help

monitor students who are struggling in classes; managing the office budget by

working closely with the director of business operations in student affairs; and

developing office policies regarding student life and program development; this

position is responsible for supervising the areas of Campus Activities, The

Union, Fraternity and Sorority Life, New Student Programs, Parent and Family

Programs, TRiO Programs, Veterans and Military Services and will also

continue to supervise Off-Campus Programs and Services and lead the Town

Gown Advisory Board (TGAB).

6/17-6/18 Assistant Vice President for Student Affairs


Duties include administratively focusing on the needs of off-campus students

and town and gown relations for the University; supervising the Assistant Dean

for Off-Campus Programs and Services and all off-campus activities; playing a

significant liaison role with the Student Association (SA) and the Graduate

Student Organization (GSO); playing a significant liaison role with

undergraduate and graduate admissions; supporting the divisional marketing

and communications utilizing presentation skills; providing high level

administrative support to improve the university’s capacity to meet the needs of

off-campus students;

forging new partnerships and to inspiring trust and optimism across divisions;

creating, developing, organizing, mobilizing and launching the structure and

functionality of Binghamton University’s Town Gown Advisory Board

(TGAB); serving as Co-Chair of the TGAB alongside the Deputy Mayor of the

City of Binghamton.

6/15-6/17 Assistant Vice Provost and Director of Admissions and Enrollment


Duties include overseeing the admissions process for the Binghamton

Advantage Program (BAP) including recruitment activities as well as

supervising the Director of Transfer Student Articulations and Coordinator of

BAP Admissions and establishing a protocol for application review; overseeing

the admissions process for the International Binghamton Advantage Program

(IBAP) including recruitment activities, as well as supervising the Executive

Director for Admissions, Operations, and Enrollment Planning who oversees all

international recruitment; overseeing the Transfer Credit Evaluation process for

Harpur College of Arts and Sciences including supervising the Transfer Credit

Evaluation Specialist who oversees all credit evaluations for Harpur;

overseeing the Transfer Credit Evaluation process for the College of

Community and Public Affairs (CCPA) including supervising the Senior

Academic Advisor for Admissions who oversees all credit evaluations for

CCPA; creating, developing, and sustaining a data-driven strategic approach to

the recruitment of Spring First-Year (WS) students, working closely

specifically with the Division of Student Affairs and all offices on campus;

overseeing and executing the detailed assessment reporting (WEAVE)

responsibilities for Undergraduate Admissions utilizing the “WEAVE-Online”

instrument. This requires entering assessment results based on an assessment

plan developed and entered into WEAVE-Online. This includes assessment

results, developing action plans where applicable, and uploading all supporting

documents into WEAVE-Online. This also includes entering findings for each

target, uploading supporting documents relevant to each finding, and writing

action plans when target is not met or partially met. The successful completion

of our assessment cycle is very critical for our Middle States Reporting;

working directly with the Executive Vice President for Academic Affairs and

Provost and the Vice Provost for Undergraduate Education and Enrollment in

data-driven, strategic enrollment planning to achieve enrollment and revenue

targets; managing undergraduate admissions to achieve the institution’s goals;

encouraging creative approaches and new ideas in managing territories and

establishing new markets; providing leadership in developing and

implementing aggressive recruitment strategies and yield initiatives; assessing

and strengthening admissions events and programs; administering policies and

practices, which maintain ethical standards for the review of applicants;

managing a system of application and credential processing that ensures the

efficient, sensitive and accurate handling and storage of applicant records;

hiring, training, mentoring and motivating admissions staff members;

encouraging professional development and involvement; representing

Binghamton University persuasively and enthusiastically to large and small

groups of students, families, counselors and others; working with the Financial

Aid Director to insure that scholarships are used to maximize enrollment goals;

insuring compliance with NCAA and Special Talent in admissions; and

developing, running and maintaining the University Admissions Review

Committee.

6/13-6/15 Interim Assistant Provost and Interim Director of Admissions


Duties include working directly with the Executive Vice President and Provost

and the Vice Provost in data-driven, strategic enrollment planning to achieve

enrollment and revenue targets, managing undergraduate admissions to achieve

the institutions’ goals, encouraging creative approaches and new ideas in

managing territories and establishing new markets, provide leadership in

developing and implementing aggressive recruitment strategies and yield

initiatives, assessing and strengthen admissions events and programs,

administering policies and practices which maintain ethical standards for the

review of applicants. Manage a system of application and credential processing

that ensures the efficient, sensitive and accurate handling and storage of

applicant records, hiring, training, mentoring and motivating admissions staff

members, encouraging professional development and involvement, representing

Binghamton University persuasively and enthusiastically to large and small

groups of students, families, counselors and others, working with Financial Aid

Director to insure scholarships are used to maximize enrollment goals, working

closely with Student Affairs Division to promote the best of what Binghamton

has to offer to its student, and insuring compliance with NCAA and Special

Talent in admissions.

3/09-8/13 Director of the Educational Opportunity Program


Duties include working with the Office of Student Affairs Assessment to

identify key performance indicators for EOP and tracking and reporting the

information annually; providing leadership, managing overall planning &

supervising all EOP activities and programs including the EOP Open House

and Orientation Programs, curriculum development and design, tutoring,

counseling, mentoring, academic and career advising;

providing leadership as overall Summer Program Coordinator and Residential

Supervisor; Providing leadership as the overall Coordinator of EOP Tutorial

Services; supervising, evaluating and providing development opportunities for

EOP staff and services; collaborating with Academic Departments, Libraries,

Administrative Offices, Student Organizations, Students, and Faculty; acting as

liaison with C-STEP, Student Support Services, McNair Scholars, Binghamton

Success Program, Bridges to the Baccalaureate, and the Discovery programs;

working with other Offices to promote recruitment, enrollment, retention, and

graduation of underrepresented students;

managing the financial resources assigned to EOP and participating in

identifying external funding sources with assistance from the Director of

Development; balancing with other responsibilities so as not to spend the

majority of the work time on development and advocacy; supervising

preparation and dissemination of all reports and documents concerning EOP

requested by the Faculty Senate EOP Advisory Committee, the Vice President

for Student Affairs, the Provost and Vice President for Academic Affairs, State

and Federal Agencies, Office of Opportunity Programs, and/or other external

funding sources; participating as a member of Provost's Council, Vice President

for Student Affairs Council, Faculty Senate EOP Advisory Committee (ex-

officio), and other committees as assigned; ensuring student input into EOP

through a Student Advisory Board; ensuring the evaluation of the entire

Program including student progress, curricular offerings, tutoring, and

counseling, and other academic support services; and actively participating in

the SUNY-wide EOP Director’s Council.

6/04-3/09 Assistant Director/Counselor/Academic Advisor and Instructional

Coordinator

Educational Opportunity Program/Advancement on Individual Merit

(EOP/AIM) Stony Brook University, Stony Brook, NY

Tutorial Program Coordinator duties include interviewing all potential tutors

for the program, providing recommendations for tutors to be hired for the

Director’s approval, preparing and conducting all tutor training sessions,

communicating tutorial assignments to tutors, communicating tutorial

assignments to students, communicating tutorial assignments to the EOP/AIM

Counseling staff, organizing and maintaining the EOP/AIM Study Hall,

organizing and supervising all special programming for Tutors, overseeing

Tutorial Program budget, and dealing with all other aspects of the EOP/AIM

Tutorial Program.

Transfer Students Coordinator duties include organizing all Orientation

sessions for our in-coming Transfer Students, working as a liaison with the

Orientation office with all matters concerning Transfer students, organizing and

supervising special programming, activities, and workshops for Transfer

students, overseeing Transfer budget, and teaching all Transfer sections of

Stony Brook University (SBU) 101 courses designed to assist Transfer students

with their adjustment from their previous school to Stony Brook University.

Transfer Orientation Coordinator duties include coordinating all Orientations

for in-coming EOP/AIM Transfer students, playing the primary role in planning

the content of the Transfer Orientation Program, supervising all functions of

Transfer Orientation, evaluating its effectiveness, and helping to integrate the

office into the university community, planning the content of the Transfer

Orientation Program, including contacting and coordinating with other

university offices who are participating in the program, and facilitating all

Transfer Orientation sessions.

Summer Program Coordinator duties include all preparation to receive a

diverse group of students, monitoring the progress of the staff’s day to day

preparation before the Summer Program begins, creating, coordinating, and

supervising all special programming and student activities on campus for the

duration of the Summer Program, creating, implementing, and enforcing the

rules and regulations of the Summer Program, serving as chair of the Peer

Advisor Tutor Hiring Committee, advertising for and recruiting qualified Peer

Advisor Tutors, coordinating Peer Advisor Tutor Orientation/Training sessions,

supervising all Peer Advisor Tutors, developing Summer Program Academic

Schedule, developing and monitoring attendance taking system, serving as a

liaison with the Writing, Mathematics, Philosophy, and Africana Studies

departments, keeping adequate records of all Placement Examinations,

compiling all data on student grades, transcripts, accomplishments, arranging

all placement examinations, compiling all data on student grades, transcripts,

accomplishments, etc.

Summer Program Residential Supervisor duties include creating,

coordinating, and supervising all special programming and student activities in

the Residence Halls for the duration of the Summer Program, living in the

Residence Halls during the weekends, creating, coordinating, and supervising

all special programming, student activities, and workshops on the weekends,

monitoring all pre-freshmen during the day-to-day and night-to-night activities

in the Residence Halls, implementing and enforcing the rules and regulations

of the Program in the Residence Halls.

Instructional Coordinator duties include serving as the Chair of the Academic

Department within the program known as AIM, serving as Chair of the

Instructor/Professor Hiring Committee for the Summer Program and for the

Academic Years, advertising for and recruiting qualified Instructors/Professors,

coordinating all Instructor/Professor interviews, coordinating all

Instructor/Professor Orientation/Training sessions, periodically monitoring

Instructors/Professors in class, evaluating all AIM courses and all

Instructors/Professors, serving as a liaison with the university Registrar’s Office,

scheduling all AIM courses On-Line with the university’s registration system, and

handling all Departmental Room Requests for rooms allocated by the Registrar’s

Office.

Recruitment Weekend Coordinator duties include organizing and coordinating a

Three-Day Weekends for a large group of potential in-coming Freshmen at Stony

Brook University, supervising all functions of Recruitment Weekends, evaluating

their effectiveness, recruiting, selecting, hiring, training, supervising, and assessing

all Recruitment Weekend Hosts, working closely with the Office of Campus

Residences and Campus Police to ensure the student’s safety, communicating with

student’s parents, creating brochures and pamphlets to advertise for the Recruitment

Weekends, and overseeing the budget for the Recruitment Weekends.

Adjunct Instructor

Leadership and Service

Stony Brook University, Stony Brook, NY

Duties include providing instruction to a class of approximately forty-five

students. Course content consists of preparing students to be leaders of the

future with a high concentration on verbal and non-verbal communication

skills. An emphasis is also placed on personal, academic, and business

organizational skills. Students are also prepared to be effective participants in

campus life, and they are taught about academic survival and success while

being involved. Students are also thoroughly taught the university’s Judiciary

process, university requirements, use of the university library, delivering

effective oral presentations, and learning how to be overall successful college

students.

Adjunct Instructor

First Year Transfer Seminar


Duties include providing instruction to a class of approximately Twenty to

Twenty-Five students. Course content consists of preparing Transfer Students

for campus life and academic survival. An emphasis is placed on the university

Judiciary process, university requirements, use of the university library,

delivering effective oral presentations, and learning how to successfully

transition from a student’s previous institution to Stony Brook University.

2/98 – 6/04 Senior Counselor/Academic Advisor, Instructional

Coordinator and Summer Program Residential Supervisor

Educational Opportunity Program/Advancement on Individual Merit

(EOP/AIM) Stony Brook University, Stony Brook, NY

Mentor Program Creator & Coordinator (TAMP) Duties included creating, coordinating, and supervising a Mentor Program for all

undergraduate students in EOP/AIM. This particular Mentor Program is the

mentoring of mentors; our Freshmen and Sophomores are mentored by our Juniors

and Seniors, and our Juniors and Seniors are mentored by Graduate students.

Senior Counselor/Academic Advisor Duties included maintaining a high quality EOP/AIM Program in accordance with

general planning guidelines of SUNY, providing academic, financial aid, career,

and personal/developmental counseling to assigned students, maintaining accurate

and comprehensive counseling records on all assigned students, submitting reports

as requested, and developing four/five- year plans with assigned students in order to

assist in their ultimate goals of successfully graduating from the university.

Instructional Coordinator Duties included serving as the Chair of the Academic Department within the

program known as AIM, serving as Chair of the Instructor/Professor Hiring

Committee for the Summer Program and for the Academic Years, and handling all

Departmental Room Requests for rooms allocated by the Registrar’s Office.

Orientation Coordinator

Duties included coordinating all Orientations for in-coming EOP/AIM Freshmen

and EOP/AIM Transfer students, served as the primary coordinator for the

recruitment, selection, training, and supervision of student Orientation Leaders,

played the primary role in planning the content of the Student Orientation Program,

supervised all functions of Orientation, evaluated its effectiveness, and helped to

integrate the office into the university community, recruited, selected, hired,

trained, supervised, and assessed all Orientation Leaders, evaluated the Orientation

Leader Training Program, created and published Training Manual for the

Orientation Leaders, scheduled and facilitated Orientation Leader recruitment and

interviews, organized and managed Orientation Leader payroll, planned content of

Student Orientation program, including contact/coordination with other university

offices who are participating in the program, facilitated Student Orientation

sessions, lead and participated in Opening Weekend, Experience Stony Brook,

coordinated with Office of Campus Residences on Housing for Orientation Leaders,

provided assignments to staff for orientation, supported programming and

communications regarding Family Programs, including participation in campus

events, website updates, or newsletters, participated in other university-related

activities as required and/or budget allowed, served on university committees, and

participated in professional development opportunities as the representative for the

EOP/AIM Office.

Adjunct Instructor

First Year Seminar


Duties included providing instruction to a class of approximately forty students.

Course content consisted of preparing for campus life and academic survival,

university judiciary process, university requirements, use of the university

library, delivering affective oral presentations, and learning how to be a

successful college student.

Adjunct Instructor

Literary Analysis and Critical Reasoning


Duties included providing instruction for college English course with a class size of

approximately thirty five students; Course content consisted of the fundamentals of

grammar through investigating methods of interpreting various forms of literature

with emphasis on the process of writing and re-writing. The course also consists of

an introduction to literary analysis and critical reasoning through the close

examination of selected works.

4/96 – 2/98 Academic Coordinator/English Instructor/Counselor

Roosevelt STAR & COMET Programs

Roosevelt Jr./Sr. High School, Roosevelt, NY

Duties included teaching Jr. High School (7th and 8th graders) and Sr. High School

(9th and 10th graders) English; duties also included developing, evaluating, and

approving Jr. and Sr. High School course curricula, testing materials and

procedures, working closely with guidance counselors and faculty, performing

academic, personal, social, and career counseling, teaching study skills, and social

studies to “at risk” Jr. and Sr. High School students, designing and implementing

learning packages in consultation with faculty members for “at risk” High School

students, providing monthly reports, and coordinating and supervising the Summer

Program for Jr. High School and Sr. High School students.

Summer School English Instructor

Roosevelt Jr./Sr. High School, Roosevelt, NY

Duties included teaching Jr. High School (7th and 8th graders) English to “at risk”

students as a requirement for promotion on to the next grade.

8/95 – 4/96 Assistant Dean and Director of Developmental Studies,

NOAH/HEOP Program

Hofstra University, Hempstead, NY

Responsibilities included developing, evaluating, and approving developmental

course curricula, syllabi, testing materials, and procedures, observing and

evaluating faculty teaching developmental courses within the Program, increasing

positive interaction between and among the Instructional Staff and the Learning

Resource Center Facilitator so that developmental and Learning Resource Center

instruction will be coordinated, presenting topical workshops and seminars relevant

to the achievement of achievement of academic excellence, working closely with

the Senior Assistant Provost and his staff to refine and enhance the NOAH/HEOP

program’s academic offerings in the area of Developmental Studies, working

closely with the Assistant Dean and University Tutorial Program Director in the

structure of the tutorial component, assisting in tutorial training workshops and

conducting periodical evaluations of the tutorial component, keeping an on-going

inventory of all instructional materials, designing and implementing learning

packages that can be utilized by students in the Learning Resource Center,

providing summary reports of objectives and goals achieved through the execution

of the aforementioned responsibilities at the end of each semester.

Teaching Assistant, Africana Studies: Slavery

NOAH/HEOP Summer Program


Duties included assisting in providing instruction during the Summer Program to a

class of approximately thirty students. Course content consisted of the exploration

of the historical experiences of Africans brutally implemented into the institution of

Chattel Slavery. Historical examination begins from the shores of Africa, to the

middle passage, to the life of enslaved Africans in America.

12/94 – 8/95 Director of Developmental Studies and Learning Resource Center Facilitator,

NOAH/HEOP Program


Duties included supervising faculty teaching the developmental courses offered

within the university, preparing all developmental course syllabi,

proficiency/placement examinations and other related materials, keeping accurate

records of all instructional materials turned in by instructors, assisting all students

in the program in the use of the Learning Resource Center, Maintaining accurate

records related to computer use, serving as a liaison with the Computer Information

and Technology department, providing instruction on the use of computerized

resources and non-computerized materials, generating monthly reports for the

Senior Assistant Provost and Executive Director of the NOAH/HEOP Program, and

coordinating the yearly NOAH/HEOP Summer Program.

6/94 – 12/94 Assistant to the Executive Director and Counselor

NOAH/HEOP Program


Responsibilities included assisting NOAH/HEOP program first-year students in

making a smooth transition from high school to college, performing academic,

social, personal, financial, and career counseling, conducting admissions screening

and the interviewing of potential NOAH/HEOP students, coordinating the

NOAH/HEOP program admissions component, acting as a liaison to all academic

departments, coordinating the social and cultural aspects of the NOAH/HEOP

Program, assisting the Executive Director with administrative matters, assisting in

the review and completion of all state and university proposals, and working closely

with the Executive Director on all budget matters related to the program.

9/94 –12/95 Adjunct Instructor

Developmental Study Skills

NOAH/HEOP Program



Course content consisted of preparing for academic success, understanding

emotional and physical needs, time management, concentration, retaining

information, listening skills, note taking, learning from textbooks, preparing for

examinations, improving vocabulary, and writing an acceptable research paper.

Adjunct Instructor, Developmental Freshman Orientation

NOAH/HEOP Program



Course content consisted of preparing for campus life and academic survival,

university judiciary process, university requirements, use of the university library,

delivering affective oral presentations, and learning how to be a successful college

student.

9/92 – 6/94 Assistant to the Executive Director and Peer Counselor

NOAH/HEOP Program


Duties included performing administrative tasks, providing personal, social, and

academic counseling during the NOAH/HEOP Summer Program, providing

counseling referrals to the professional counseling staff, maintaining textbook

inventory on database, developing educational and informational seminars and

workshops, recruiting and interviewing potential NOAH/HEOP students,

facilitating the interviewing process for entering NOAH/HEOP first-year students.

Student Teaching Assistant

NOAH/HEOP Program


Assisted in the instruction of the following three disciplines: English, Africana

Studies, and Social Science; assisted in the teaching of class sizes of approximately

forty students.

9/91 – 9/92 Administrative Intern and Peer Counselor

NOAH/HEOP Program


Responsibilities included working with the NOAH/HEOP Program pre-freshmen

class during the Summer Program. Duties also included supervising and being

responsible for the college orientation of ten assigned students, conducting one-on-

one counseling sessions geared towards motivating and inspiring students to do

well academically, and assisting students in making a smooth transition from high

school to college.

2/90 – 9/91 Peer Tutor

NOAH/HEOP Program


Duties consisted of tutoring students in English, Africana Studies,

and Social Science.

PROFESSIONAL

AFFILIATIONS

9/01 – PRESENT Vice President for Special Projects of the W.E.B. Du Bois Academy Charter

School, South East Queens, NY

Duties included organizing meetings for the executive board, preparing minutes,

organizing large-scale conferences, organizing large-scale fund-raising events and

lobbying key politicians in the New York State Legislature in an effort to secure

additional funds for the purpose of creating a new successful Charter School for

“at-risk” students in South East Queens.

6/94 – 2/98 Special Assistant to the President of the Higher Education

Opportunity Program – Professional Organization (HEOP – PO) This is an

organization with the purpose of promoting and enhancing equal educational

opportunity for all persons and serving effectively the needs and interests of

educationally and economically disadvantaged students. The organization also

fosters the association, professional development, recognition, and effectiveness of

Higher Education Opportunity Program personnel and others concerned with the

welfare of disadvantaged students. Duties included organizing meetings for the

executive board, preparing minutes, organizing large-scale conferences, and

lobbying key politicians in the New York State Legislature in an effort to secure

additional funds for all HEOP programs.

HEOP – PO Committee on Government Relations and Advocacy

Duties included serving on the Communications Subcommittee, and proof-reading

all documents sent from the organization.

Hofstra University Diversity Committee

This is a committee that was devised by the President of Hofstra with the purpose

of improving the university’s overall diversity.

Hofstra University African-American History Month Coordinating Committee

This was a committee responsible for coordinating Hofstra’s African-American

History Month program and other cultural activities.

ACTIVITIES Member of Binghamton University’s Student Affairs Leadership Team (SALT)

Member of Binghamton University’s Provost and Executive Vice President for

Academic Affairs Council

Member of Binghamton University’s Dean of Harpur College Council

Member of Binghamton University’s Judiciary Committee in the Office of

Student Conduct

Member of Binghamton University’s Graduate Students Organization (GSO)

Member of Binghamton University’s Professional Staff Senate (PSS)

Member of Binghamton University Search Committee for Director of

Recruitment in the Office of Admissions

Co-coordinator of Sexual Assault Prevention Program (20:1) at Binghamton

University in the Counseling Center

Member of Binghamton University’s Sexual Assault Task Force in the Assistant

Vice President’s Office

Stony Brook University

Advisor for Student Organizations:

Educational Opportunity Program/Advancement on Individual Merit Student

Organization (EOP/AIMSA)

Kappa Alpha Psi Fraternity, Incorporated

Sigma Gamma Rho Sorority, Incorporated

Delta Sigma Theta Sorority, Incorporated

Stony Brook University Diversity Fellow

Member of Stony Brook University’s Academic Judiciary Committee

Chair of Stony Brook University Search Committee for Assistant Director of

Orientation

Member of Search Committee for Africana Studies Department

Stony Brook University Fire Safety Warden

Hofstra University, Founder, Treasurer and President of the Thurgood Marshall

Pre-Law Society, which is an organization that provides resources for African-

American, Latino, and other non-traditional pre-law students.

Member of Kappa Alpha Psi Fraternity, Incorporated

Duties included serving as President, Secretary, and Treasurer.

HONORS/AWARDS Dean’s List, Hofstra University, Hempstead, NY

Recipient of Four Letters of Commendation for academic excellence and

achievement and recipient of the Outstanding Leadership Award for exhibiting

great social responsibility

COMPUTER SKILLS Slate, Banner, Oracle, PeopleSoft, Legacy, Lotus Notes, Artis, Blackboard,

Starfish, StarRez, Excel, Maxient, and WEAVE-Online

SKILLS Editing: Excellent proofreader, Developer of newsletters, brochures, and other

advertising materials

Presentation: Ability to present to small and large audiences on any given topic

related to higher education

REFERENCES Available upon request

randall marie-jacques edouard · randall marie-jacques edouard december 26, 2019 my name is randall...

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