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Curriculum Vitae
Marie E. Borrazzo, M.B.A., Ph.D.
Professor for the Department of Humanities and Social Sciences

"Roller coasters on my mind, scream and shout until I leave all worries behind."

–Dr. B (a.k.a. B-dog)

The society which scorns excellence in plumbing because plumbing is a humble activity and tolerates shoddiness in philosophy because it is an exalted activity will have neither good plumbing nor good philosophy.

-John Gardner, Author

No one changes the world who isn't obsessed.

-Billie Jean King -American tennis player, champion, activist

"If I make an attempt to accomplish something, I have a 50/50 chance of succeeding, but if I quit, I have 100% chance of failure."

-written by a statistician!


EDUCATION: 

•    Ph.D. from Nova Southeastern University in Alternative Dispute Resolution, School of Social and Systemic Studies.

•    Master's in Business Administration from Nova Southeastern University, School of Business and Entrepreneurship.

•    Master's in Mathematics Education, credits earned toward degree, School of Education, FAU

•    Bachelor's in Science in Psychology with a minor in Biology, Barry University, School of Medicine.

MEMBERSHIP & ASSOCIATIONS:

•    Mensa,
•    Mysterium,
•    International Hi IQ Society,
•    American Mathematical Society,
•    National Education Association,
•    Alliance for a New Humanity.

 
PUBLICATIONS:

Call Me Madam President: A Narrative Outlining the Journey of Confronting Repressed Childhood Memories & Trauma by BEM, http://www.publishamerica.com or go to http://madampresident.synthasite.com to view book movie

Because, since the day we met... by BEM, Poetry book published 2009. http://www.Wordclay.com feminist/romantic poetry geared toward adult audiences

Bullying is Socially Rooted as we Teach and Train Bullies: What will it take for us to stop? By M. E. Borrazzo, M.B.A., Ph.D. article published April 2009. http://www.helium.com

Opinions versus genetics, ignorance versus education by M. E. Borrazzo, MBA, Ph.D. article published April 2009. http://www.helium.com

Mystical Dances, poem featured in the Best Poems and Poets of 2007.

Holiday activities for Parents and Children to Engage in during the Holidays that Promote Learning. By M. E. Borrazzo, M.B.A., Ph.D. article published April 2009. http://www.helium.com

Teacher Conflict Style and Its Impact on Student Discipline Outcomes: A triangulation study of the symbolic interaction between teachers and students and the discipline outcomes that ensue.

Professor's Notes: A quick reference guide to statistics for AP statistics students. (in review process)

2004 Presenter, Broward County Middle School Conference. Conflict Resolution in the Classroom, Broward County, Florida

2004 Broward County Sterling Presentation: Unlocking the Key to Success. Report and presentation focused on a revised behavioral assessment tool used to identify potential maladaptive behavior. Broward County,Florida

2003 Broward County Sterling Presentation Improving At Risk Student Discipline. Report and presentation focused on improving student discipline through the use of behavioral interventions following the demonstration of maladaptive student behavior. Broward County, Florida

2002 Dissertation The Impact of Teacher Conflict Style on Middle School Student Discipline. This dissertation provides a glimpse into systemic influences that affect teacher-student interaction and teacher decision making with respect to student discipline. Nova Southeastern University, Fort Lauderdale, Florida.


COURSE DESIGN:

➢    Managing Workplace Conflict: Conflict resolution strategies for corporations. MGT 530: A leadership course designed for Keller University, Graduate School of Business, Miramar, Florida

➢    Mathematics for Educators, UOP, School of Education, MTH 213 (Part 1):  Mathematics theories and foundation skills for future teachers aligned with the General Knowledge Exam components, University of Phoenix, Miramar, Florida

➢    Mathematics for Educators, UOP, School of Education, MTH 214 (Part 2):  Mathematics theories and foundation skills for future teachers aligned with the General Knowledge Exam components, University of Phoenix, Miramar, Florida

AWARDS:

•    Received the Sterling Award for a research project and presentation relating to student discipline and Mathematical Academic performance, 2001, 2002, 2003, 2004
•    Academic All-American 1985, 1986, 1989
•    Dean's List

QUALIFICATIONS:

•    Experience in mediation, negotiation, teaching and training, operations and systems design, leadership, and research.
•    Course development and design.
•    Area Chair for the University of Phoenix School of Humanities and Social Sciences.
•    Course development specialist for Keller Graduate School of Business,
•    Online teaching experience, University of Phoenix.
•    Taught courses at the university level in Business, Sociology, Psychology, Conflict Management, Research, Mathematics, and additional General Knowledge courses.
•    Department Chair and team leader at New River Middle School for the last four years.
•    Conference presentation experience.
•    Developed training material and trained staff in time management, classroom management, discipline, and personnel placement.
•    Implemented and designed an educational program for “at risk” students focusing on long-term intensive interventions.
•    Conduct research relating to student achievement, discipline, systemic analysis, and policy.
•    Presented numerous quarterly and year-end reports indicating trends relating to student discipline and academic achievement.

EMPLOYMENT:

➢    2006-Present      Professor for the school of Humanities and Social Studies, UOP
•    Professor for the GAPS program, subject areas covered include: Psychology,
•    Sociology, Mathematics, Research, Critical thinking, Education, Business,
and other required courses.
•    College level Mathematics Instructor, Department of general studies.
•    Conduct Math workshops for the purpose of providing a comprehensive review of material covered in class.

➢    2003-2006 Area Chair - Professor, University of Phoenix
•    Train and Supervise Professors
•    Assess professor’s performances for the GAPS program, subject areas covered include: Psychology, Sociology, Mathematics, Research, Critical thinking, Education, Business, and other required courses.
•    In addition, serve as College level Mathematics Instructor, Department of general studies.
•    Online instructor for general studies at UOP.
•    Conduct Math workshops for the purpose of providing a comprehensive review of material covered in class.

➢    2006-Present International Baccalaureate mathematics instructor, Miramar High School
•    Develop lessons for the purpose of preparing students for the IB external assessment.
•    Monitor and assess student progress pertaining to the IB internal assessment.
•    Participate in relevant interdisciplinary projects and activities for the purpose of integrating academic fields.

➢    1998-2005 Department Head, New River Middle School
•    Coordinate and develop a program for the purpose of addressing both discipline and academic issues that impact “at risk” students.
•    Conduct research relating to student progress regarding both academic and
discipline issues.
•    Coordinated social, mentor, psychological, and counseling services for 140 students.
•    Monitor the effectiveness of the aforementioned interventions.
•    Developed and presented lesson plans pertaining to Mathematics and FCAT preparation.


RESEARCH:

•    2006-P   Parent expectations and desired outcomes based on cultural capital theories, both applied and evaluated.

•    2006-2008  Impact of repressed memories on childhood development and performance outcomes.

•    2006-2008  Types of trauma and its impact on individual psychological state, development and perception of both self and others.

•    2007-2008 Affect of trauma on personal performance and self perception.

•    2006-2006 Impact of online FCAT Reading and Mathematics based tutoring, Fort Lauderdale, Florida: Completed

•    2003-2004 Bullying systems, NRMS, Fort Lauderdale, Florida: Ongoing

•    2002-2004 Psycho-Social Assessment instrument validation, NRMS, Fort Lauderdale, Florida: Ongoing

•    2000-2002 The impact of teacher conflict style on middle school Student-discipline, NRMS, Fort Lauderdale, Florida:

CERTIFICATIONS:

•    2006-2011 Broward certified 5-12 High School Mathematics Instructor, Fort Lauderdale, Florida,
•    2006-P International Baccalaureate Mathematics Training, St. Petersburg,   Florida
•    2006-P Train the Trainer Workshop, UOP, Fort Lauderdale, Florida
•    2003-2004 Critical Thinking, UOP, Fort Lauderdale, Florida
•    2003-2004 Online/FlexNet training, UOP, Fort Lauderdale, Florida
•    2003-2004 American with Disabilities Act, UOP, Fort Lauderdale, Florida
•    2003-2004 Copyright Law, UOP, Fort Lauderdale, Florida
•    2003-2004 ICS certified, UOP, Fort Lauderdale, Florida
•    1998-2011 Broward county certified 5-9 Mathematics teacher, Florida
•    2003-2004 Gifted Mathematics Education Teacher, Florida
•    2003-2004 NESS Trainer, BCSB, Florida
•    2002-2004 LEAD Program candidate, Florida
•    1999-2004 Supreme Court Certified Mediator, Florida
•    2000-2004 IBACCI Arbitrator, Florida

HIGH SCHOOL AND MIDDLE TEACHING EXPERIENCE:

•    IB Calculus, year-long course

This course covers the foundations of calculus including functions, sequences, limits, and continuity, differentiation, maxima & minima, differentiation, integration, fundamental integration techniques.

•    AP Statistics, year-long course

This is a year long course which covers concepts relating to the foundations of
statistics concepts including IB questions and IB style question stems.

•    Math Studies, year-long course

This course covers the seven topics relating to IB ranging from Algebra, Functions, Trigonometry, Matrices, Statistics, Vectors, and Differential Calculus.
This course also includes coverage and completion of the internal assessment by year two.

•    Algebra II (honors), year-long course

This course is an advanced course that covers all Algebra topics, which lead to trigonometry, math studies, and math methods.  Topics include but are not limited to optimization, solving system in more than two variables, matrices, and much more.

UNIVERSITY LEVEL TEACHING EXPERIENCE:

•    MTH/112 INTRODUCTION TO FINITE MATHEMATICS
This course begins a demonstration and examination of various concepts of basic mathematics. It assists in building skills for performing specific mathematical operations and problem solving. These concepts and skills serve as a foundation for subsequent college algebra, which then lead to quantitative business coursework. Basic functions and math topics are covered.  Applications to real-world problems are emphasized throughout the course. Specific applications to disciplines such as statistics, accounting, finance, and economics are demonstrated and discussed. A variety of other applications, such as geometry, personal finance, science, and engineering are also presented. Math is a language of logical thinking using symbols and numbers to quantify. This course is the first half of the college mathematics, which is then complemented sequence, which is completed in MTH 209: College Mathematics II.

•    MTH/208 COLLEGE MATHEMATICS I
This course begins a demonstration and examination of various concepts of basic algebra. It assists in building skills for performing specific mathematical operations and problem solving. These concepts and skills serve as a foundation for subsequent quantitative business coursework. Applications to real-world problems are emphasized throughout the course. Specific applications to disciplines such as statistics, accounting, finance, and economics are demonstrated and discussed. A variety of other applications, such as geometry, personal finance, science, and engineering are also presented. Math is a language of logical thinking using symbols and numbers to quantify. This course is the first half of the college algebra sequence, which is completed in MTH 209: College Mathematics II.

•    MTH/209 COLLEGE MATHEMATICS II (5 WEEK COURSE)
This course continues the demonstration and examination of various basic algebra concepts that was begun in MTH 208: College Mathematics I. It assists in building skills for performing more complex mathematical operations and problem solving than in earlier courses. These concepts and skills should serve as a foundation for subsequent quantitative business coursework. Applications to real-world problems are emphasized throughout the course. Specific applications to disciplines such as statistics, accounting, finance, and economics are demonstrated and discussed. A variety of other applications, such as geometry, personal finance, science, and engineering, are also demonstrated and discussed.

•    MTH/212 INTRODUCTION TO FINITE MATHEMATICS
This course addresses the foundation knowledge base required for entry to MTH/213 and MTH/214.  The focus of the pre-requisite course involves an overview of basic foundation skills relating to teaching theory.

•    MTH/213 MATHEMATICS FOR ELEMENTARY EDUCATORS I
This is the first course of a two-part series designed for K-8 pre-service teachers to address the conceptual framework for mathematics taught in elementary school. The focus of part one will be on real number properties, patterns, operations and algebraic reasoning and problem solving.

•    MTH/214 MATHEMATICS FOR ELEMENTARY EDUCATORS II
This is the second course in a two-part series designed for K-8 pre-service teachers to address the conceptual framework for mathematics taught in elementary school. The focus of part two will be on measurement, geometry, probability and data analysis.

•    MTH/230 CALCULUS
This course covered the foundation skills required of calculus I, II, III, and IV.  This includes analyzing graphs, functions, interpreting the meaning of a specific type of graph and the implications of its behavior when applied to real world examples.

•    MTH/401 HISTORY OF MATHEMATICS
This course covers the historical theories and mathematical philosophies of past inventions and discoveries for the purpose of preparing future teachers.

COMMUNICATION CLUSTER

This course cluster focuses on the core academic skills of writing effective university-level essays. Learning applications range from writing strategies to paragraph structure, sentence construction, and word choices. Emphasis will be placed on developing individual writing skills and applying strategies for collaborative writing in learning teams.

EDUCATION RESEARCH COURSES

During this process students initiate work on the outline component of the action research project upon successful completion of EDD/571 and the approval of their problem statements and matrices by their faculty member.  Students complete a sentence outline of Chapters 1-4 for the action research proposal, including an introduction, documentation of the problem, a review of the literature, a recommended solution strategy, and possible methods for analyzing results.  The outline is used as a basis for writing the formal proposal.
MASTER’S LEVEL EDUCATION COURSES

•    EDD/569 INTRODUCTION TO ACTION RESEARCH

This course focuses on the foundations of action research. The course will explore research as it impacts decision-making and educational practices. Students will be introduced to the various elements of an action research project, including problem statement and purpose, research design and writing skills, literature review, and action research requirements.

•    EDD/570 INTRODUCTION TO EDUCATIONAL RESEARCH

This course focuses on the foundations of educational research. The purpose of research as it impacts decision-making and educational practices will be explored. Students will be introduced to the various elements of an action research project, including problem and purpose statements, writing style, literature review, research design, data collection, and data analyses. The steps involved in the process of conducting research will be discussed.

•    EDD/571 INTRODUCTION TO RESEARCH & GRADUATE STUDIES IN EDUCATION

This course is designed to provide students with the basic knowledge and skills needed to be successful in their graduate studies at the University of Phoenix. An emphasis will be placed on using effective oral and written communication skills, understanding the importance of academic standards, and working successfully in groups. Additionally, students will be introduced to the elements required to begin an action research project, including purpose/rationale, writing style, literature reviews, online resources, data collection, and components of an action research project.

•    EDD/573 APPLICATIONS IN RESEARCH

This course reviews various applications of the action research project. Students explore factors related to conference presentations and public speaking, submitting for publication, and communicating findings to various agencies and organizations. The process of using research projects as the basis for grant writing is also examined.

•    EDD/574 ACTION RESEARCH OUTLINE

Students may begin work on the outline component of the action research project upon successful completion of EDD/571 and the approval of their problem statements and matrices by their faculty member.  Students complete a sentence outline of Chapters 1-4 for the action research proposal, including an introduction, documentation of the problem, a review of the literature, a recommended solution strategy, and possible methods for analyzing results.  The outline is used as a basis for writing the formal proposal.

•    EDD/575 ACTION RESEARCH PROPOSAL

Students may begin work on the proposal component of the action research project upon successful completion of the outline research course. Using their outlines as a framework, students create an implementation proposal for their research project. The proposal contains the same chapters, headings, and sub-headings as the outline but is rewritten in formal text. A timeline for specific actions will be addressed.

•    EDD/576 ACTION RESEARCH PRESENTATION

The final phase of the research project is the formal report using data you created and proof of outside presentation. Students will analyze their "anticipated" results and rewrite the proposals into report form, including Chapter 5. The final chapter for the action research report includes an analysis of findings and recommendations for change.

•    EDD/577 ACTION RESEARCH

In this course, students learn the basic steps required to write an action research project proposal. Students complete a basic sentence outline and Chapters I through IV of an action research project proposal. The proposal includes an introduction, documentation of the problem, a review of the literature, a recommended solution strategy, and methods for analyzing results.

•    EDD/580 APPLICATIONS OF ACTION RESEARCH

This course emphasizes the writing and the dissemination of a finalized action research project. Learners revise the proposal as needed and complete Chapter V of the action research project. They explore various dissemination techniques that have the potential to reach a variety of stakeholders. Particular emphasis is placed on using research as a basis for grant writing and journal publication.

•    MAT/560 ACTION RESEARCH

This course focuses on the foundations of educational research. The purpose of research as it impacts decision-making and educational practices will be explored. Students will be introduced to the various elements of an action research proposal including problem and purpose statements, writing style, literature review, research design, data collection, and data analyses. The purpose of statistics, as applied to educational research, is introduced; inferential and descriptive measures are examined. Students also identify ethical issues related to research including basic theory and practice, professional codes of ethics, governmental regulations, confidentiality, and research using human subjects.

•    MAT/561 ACTION RESEARCH

This course focuses on the foundations of educational research. The purpose of research as it impacts decision-making and educational practices will be explored. Students are introduced to the various elements of an action research proposal including problem and purpose statements, writing style, literature review, research design, data collection, and data analysis. The purpose of statistics, as applied to educational research, is introduced; inferential and descriptive measures are examined. Students also identify ethical issues related to research including basic theory and practice, professional codes of ethics, government regulations, confidentiality, and research using human subjects.

PSYCHOLOGY CLUSTER

This course examines the major issues and organizing principles that delineate the topic of motivation. Various theories will be assessed to understand motivation and analyze diverse motivation systems in terms of their primary components of biological, learned, and cognitive behavior.
Motivation is a crucial issue in today's workplace. With a motivated management group and work force, productivity is almost bound to be high. Without motivation, regardless of all the other issues of business and management, a company or service agency is bound to be in trouble.
Many important work concepts, all dealt with in courses on human relations at work, such as leadership, performance evaluation, delegation, interpersonal communication, interpersonal relationships, and teamwork, are all related to motivation. In a sense, motivation is both the cause and the result of these other interpersonal factors.  The major theme of this course is to help students become better at motivating, rather than just learning more about motivation. That means that, in turn, the teaching/learning activities are largely experiential. They include the use of instruments, case studies, discussion, group exercises, and other interactive techniques, along with somewhat less use of written and reading assignments than is usually the case.

•    PSY/103 INTRODUCTION TO PSYCHOLOGY
•    PSY/200 INTRODUCTION TO PSYCHOLOGY
•    PSY/250 PSYCHOLOGY OF PERSONALITY
•    PSY/301 EMOTIONAL INTELLIGENCE
•    PSY/320 HUMAN MOTIVATION

These course have been structured to help each student become his/her own learner and theoretician, to gather information from a variety of sources, and to draw upon personal experience as well as that of other students. Each student should analyze the information in developing his/her own "therefore" or theories. Those personalized theories should be applicable to students' work situations.

•    PSY/350 ADULT DEVELOPMENT

Study of physical, mental, emotional, and social phases of adult development from age 20 to death.  Roles and responsibilities associated with career, marriage, parenthood, and retirement are discussed.

•    PSY/428 ORGANIZATIONAL PSYCHOLOGY

This course is concerned with analyzing the external and internal system dynamics that maximize performance excellence of individual and work groups in an organization. Organizational Psychology focuses on the human factor of business. This course applies Organizational Psychology theories and techniques to the features/dimensions of corporate structure that are transforming in order to accommodate the changes in the modern world. An understanding of external and internal customer relations in the transformed organizations is discussed.
(NOTE: This course is part of the core curriculum for the Bachelor of Science in     Management (BSM) program. The BSM Journal assignment is mandatory for students in the program. For those students taking this course as an elective, the BSM journal assignment should NOT be completed.)

•    PSY/430 TEAM DYNAMICS FOR MANAGERS

This course provides an exploration into how managers and employees work in groups for the completion of organizational objectives. Emphasis is placed on the growing dependency on self-directed work teams in the workplace. This course equips students with the ability to manage work teams, work in teams successfully, and to obtain results via team dynamics. In addition, impacts upon customer satisfaction are explored.

•    QNT/575 MEASUREMENTS, EVALUATION, AND ETHICS IN RESEARCH

In this course, the purpose of statistics as applied to educational research is introduced, inferential and descriptive measures are examined, and methods for evaluating and analyzing data are discussed. Students identify ethical issues related to research, including basic theory and practice, professional codes of ethics, governmental regulations, confidentiality, and research using human subjects.  Students are required to synthesize information presented in this class by appropriately addressing each element in their individual action research projects.

•    SOC/105 INTRODUCTION TO POPULAR AMERICAN CULTURE

This is an introductory course on modern American culture. The course focuses on the interactions between social forces such as advertising, media, and lifestyle and cultural trends in modern American society. Students are asked to cast a critical eye on current trends and changes in our culture.

•    SOC/109 INTRODUCTION TO SOCIOLOGY

This is an introductory course on modern American culture. The course focuses on the interactions between social forces such as advertising, media, and lifestyle and cultural trends in modern American society. Students are asked to cast a critical eye on current trends and changes in our culture.

•    SOC/110 TEAMWORK, COLLABORATION, AND CONFLICT RESOLUTION

This is an introductory course relating to teamwork, collaboration, and conflict resolution. The course focuses on student interaction between team members and the development of the team log and charter.  Students are asked to cast a critical eye on current trends and changes in our culture.