Mark David Garrison

Wide ranging duties of traditional deanship in School of Graduate Studies format (all graduate programs report through the school). Duties include program oversight, office operations, budget, graduate admissions, graduate financial aid, recruitment, leading the Graduate Council, development of new programs, degree audit, student services, etc. Oversee $3 million budget (not including centers and institutes), staff of an assistant dean, financial manager, recruitment specialist, office manager, administrative assistants. The Institute for Urban Research also reports to the Dean of the School of Graduate Studies . Dean reports to the Provost and sits on the Academic/Dean’s Council.

Promoted to Dean, July 1, 2012. The position involves wide ranging duties of traditional deanship in School of Graduate Studies format (all graduate programs report through the school). Duties include program oversight, office operations, budget, graduate admissions, graduate financial aid, recruitment, leading the Graduate Council, development of new programs, degree audit, student services, etc. Oversee $3 million budget (not including centers and institutes), staff of an assistant dean, financial manager, recruitment specialist, office manager, administrative assistants. The Institute for Urban Research also reports to the Dean of the School of Graduate Studies . Dean reports to the Provost and sits on the Academic/Dean’s Council.

Became Interim Dean Fall 2008. Duties include guiding transition to Electronic Thesis and Dissertation (ETD) submission; guiding transition to online application and prospect management system; improve data collection and control for graduate programs and students; developing Web-based recruitment plan; promoting culture of research among graduate faculty; other duties and activities as needed, including representing the Dean as needed.

Director of Graduate Studies Duties included development and management of the Office of Graduate Studies; monitoring graduate admissions; chairing the Graduate Council, developing and advising the Graduate Student Association; supporting development of new graduate programs; facilitating individual graduate programs; and serving on the Academic Leadership Council, Deans and Chairs Council, and other committee assignments. The Director reports to the Provost and Vice President for Academic Affairs and serves as the principle deputy of the Vice President in matters of the graduate programs, planning, educational policy, curriculum review, and program evaluation.

Teacher Educator, Kentucky Beginning Teachers Internship Program. Observe teacher interns in classroom settings and evaluate performance for teacher certification during committee meetings of other observers of the intern. The teacher educator also contributes to the intern’s professional development plan.

Assessor, Toyota Assessment Centers. Qualified by Development Dimensions International, Incorporated, through training program, to assess interpersonal skills, assembly skills, and leadership skills simulation tasks.

Was Bethel College in 1982-1984

Editorial Assistant, Central European History, journal published quarterly at Emory University; Douglas Unfug, Editor. Duties included editing, preparation of manuscripts for printer, assisting business manager with correspondence and miscellaneous administrative and research tasks.

This program of studies was "self-designed" in the Graduate Institute for the Liberal Arts. My dissertation topic was: Incest and Ambivalence: A Psychological Reassessment of Fundamental Patterns of Human Experience.

The doctoral program in psychology at University of Dallas was based in phenomenological psychology from a European tradition of phenomenological and existential philosophy combined with a Jungian approach championed by James Hillman (called archetypal psychology). In addition to the psychology core, we were required to take a minor in literature. Though qualified to continue in the doctoral program, I chose to go to Emory's ILA.

Shimer College is a great books school founded in 1852. We read primary sources and engaged in classroom discussion. The environment was unique, intense, and highly liberating. The reading and discussing of great works (flawed as the list may be) created a foundation of learning that serves me extremely well today.