|Department||School of Graduate Studies|
|Office||Sullivan Building SB113C|
|EDS 988||Capstone Seminar in Student Affairs|
|EDU 882||Multicultural Issues in Counseling|
Kathleen Neville, EdD is the Associate Dean of the School of Graduate Studies and an adjunct Associate Professor for the Higher Education in Student Affairs masters’ degree program. In the position of Associate Dean, she is responsible for enrollment, course scheduling, admissions, community development, and communication strategies with graduate and continuing/professional studies students. Her career began in 1984 when she was hired as an RA at the University of Maine. Over the years she has worked in residence life at several small-private and large-public institutions across New England. Kathy earned her doctorate in higher education administration from the University of Massachusetts, Boston in 2011 and a masters’ of education in student development from the University of Maine in 1991. Her research interest areas include; student-faculty interactions, the benefit of diversity in higher education, student development, the experiences of faculty of color, and student success.
Neville, K. M., & Brochu, K., (in press). Work life balance: The generational divide. About Campus. ACPA
Neville, K.M., & Parker, T.L., (2019) The influence of “accessibility cues” on students’ engagement and interactions with African American faculty. The International Journal of Teaching and Learning.
Parker, T. L., & Neville, K. M. (2019). The influence of racial identity development on White students’ perceptions of African America faculty. Review of Higher Education. 42(3) p. 879-901.
Parker, T. L. & Neville, K. M., (2018). All things are not equal: Balancing college access and completion. In Hubbard, S., & Stage, F., (Eds.), Linking Theories to Practice: Case Studies for Working with College Students (4th edition). New York: Routledge.
Parker, T. L. & Neville, K. M., (2018). Racial dynamics in the college classroom. In Hubbard, S., & Stage, F., (Eds.), Linking Theories to Practice: Case Studies for Working with College Students (4th edition). New York: Routledge.
Neville, K. M., & Parker, T. L., (2017). A breath of fresh air: Students’ perceptions of interactions with African American faculty. Journal of College Student Development. 58(3) p. 349-364.
Neville, K. M., & Prema, L., (2019). How racism influences White US American students’ perceptions of faculty of color: Exploring implications for study abroad. European university college association conference, Franklin University, Lugano, Switzerland, October 2019
Brochu, K., & Neville, K. M., (2017). Generational Divide: Defining work ethic between professionals in higher education in student affairs, presentation at NASPA Region I, Springfield, MA, November 2017
Parker, T. L. & Neville, K. M. (April 2016). Re-Centering Race in Understanding the Challenges Confronting Faculty of Color. Keeping Our Faculty Symposium, The University of Minnesota, Minneapolis, MN.
Neville, K. M. (2012). African American faculty member's use of active teaching methods and its influence on the student experience and learning. A paper presented at the annual Association for the Study of Higher Education Conference, Las Vegas, NV, November 2012