Wagner College - Psychology
---► dedicated to demonstrably enhancing student & institutional success by connecting stakeholders & resources
Bernard
A. Polnariev, Ph.D.
Greater New York City Area
For over 20 years in higher education, I have continually proven myself to be an indefatigable academic administrator, researcher, and faculty member with aplomb ability to successfully teach, lead teams, build consensus and communicate effectively with students, colleagues, and senior officials. I've also demonstrated a strong commitment to improving student success vis-à-vis supporting faculty members in numerous ways, and by strengthening collaboration across divisional and departmental boundaries.
√ Superb conceptual, organizational, motivational, writing, and speaking skills
√ Excellent interpersonal intelligence with a record of collaboration and credibility
√ Leadership in curriculum development, outcomes assessment, and strategic planning
√ Successfully applied research- data-informed planning processes to continually improve the
quality and effectiveness of services
√ Record of being fiscally responsible and an effective resource manager
√ Extensive experience and knowledge of key higher education foci, including graduation,
persistence, curriculum development, remediation, assessment, and advisement
√ 10 years of graduate- and undergraduate teaching experience – over 90 psychology-related
courses taught to over 3100 students
√ 10+ years of academic and administrative leadership
Specialties:
◘ Persistently asking (the right) questions to make better decisions
◘ Designing academic programs based on NY & NJ State regulations and the Guided Pathways Strategies
◘ Establishing and assessing metric-driven goals as part of strategic planning
◘ Designing, implementing and making use of "learning analytics" (including outcomes assessment &
other data)
◘ Actualizing student success (including remediation, retention, and graduation)
◘ Collaborating and training faculty and staff members on best practices for student advisement
◘ Building consensus and leading teams
============================================
PhD
Developmental Psychology
Dissertation: Polnariev, B., A. (2006). Dynamics of Preschoolers Self-regulation: As a function of Conflict Resolution Strategies during peer free-play.
◘ The dissertation method was one of the first, if not the first to study conflict and conflict resolution with the unit of analysis as the 'activity' instead of typically examining the individual behavior – the approach was truly a sociocultural and Cultural Historical Activity Theory [CHAT] approach. The dissertation includes a set of video clips from the conflict interactions – a unique touch
◘ Dissertation committee:
Drs. David Bearison, Collete Daiute, and Anna Stetsenko (Chair and mentor)
Outside Readers: Edward Meehan and Gary Winkel
√ Graduated Magna Cum Laude
MA
Developmental Psychology & Education Reform
Masters Thesis: Polnariev, B., (1999). Dimensions of Self-Control. Teachers College, Columbia University.
√ Mentored by Dr. Herbert Ginsburg
√ Graduated Magna Cum Laude
√ MA awarded in February 2000
Certificate
Higher Education/Higher Education Administration
• Engaged in leadership discussions with college leaders like Drs. Rufus Glasper, Linda Thor, Evelyn Waiwaiole, and Sandy Shugart for example
• Experience with interactive and intense presentations and dialogues regarding the role of the college president in the areas of thought leadership, persistence, inclusiveness, and engagement
BA
Psychology
√ Graduated Magna Cum Laude
√ Deans List for six consecutive semesters
√ Psi Chi (The National Honor Society in Psychology) under supervision of Dr. Rima Blair
Routledge
College and university faculty are asked to serve an increasingly diverse and at-risk population of students. They face disruptive and dangerous behaviors that range from speaking out of turn or misusing technology, to potentially agressive behavior. A Faculty Guide to Addressing Disruptive and Dangerous Behavior provides the practical ideas and guidance necessary to manage and mitigate these behaviors. Grounded in research and theory that addresses the interplay of mental health, substance abuse, and aggression that may enter the college classroom, this accessible book serves as a necessary guide for busy faculty members facing challenging situations in their classrooms.
Routledge
College and university faculty are asked to serve an increasingly diverse and at-risk population of students. They face disruptive and dangerous behaviors that range from speaking out of turn or misusing technology, to potentially agressive behavior. A Faculty Guide to Addressing Disruptive and Dangerous Behavior provides the practical ideas and guidance necessary to manage and mitigate these behaviors. Grounded in research and theory that addresses the interplay of mental health, substance abuse, and aggression that may enter the college classroom, this accessible book serves as a necessary guide for busy faculty members facing challenging situations in their classrooms.
Metropolitan Universities Journal
Outcomes assessment is often driven by demands for accountability. LaGuardia Community College’s outcomes assessment model has advanced student learning, shaped academic program development, and created an impressive culture of faculty-driven assessment. Our inquiry-based approach uses ePortfolios for collection of student work and demonstrates the importance of engaging faculty input into the outcomes assessment design to continually “close the assessment loop.” This article outlines the steps, successes, and challenges involved in constructing an effective outcomes assessment model that deepens learning across the institution.
Routledge
College and university faculty are asked to serve an increasingly diverse and at-risk population of students. They face disruptive and dangerous behaviors that range from speaking out of turn or misusing technology, to potentially agressive behavior. A Faculty Guide to Addressing Disruptive and Dangerous Behavior provides the practical ideas and guidance necessary to manage and mitigate these behaviors. Grounded in research and theory that addresses the interplay of mental health, substance abuse, and aggression that may enter the college classroom, this accessible book serves as a necessary guide for busy faculty members facing challenging situations in their classrooms.
Metropolitan Universities Journal
Outcomes assessment is often driven by demands for accountability. LaGuardia Community College’s outcomes assessment model has advanced student learning, shaped academic program development, and created an impressive culture of faculty-driven assessment. Our inquiry-based approach uses ePortfolios for collection of student work and demonstrates the importance of engaging faculty input into the outcomes assessment design to continually “close the assessment loop.” This article outlines the steps, successes, and challenges involved in constructing an effective outcomes assessment model that deepens learning across the institution.
SAN
Routledge
College and university faculty are asked to serve an increasingly diverse and at-risk population of students. They face disruptive and dangerous behaviors that range from speaking out of turn or misusing technology, to potentially agressive behavior. A Faculty Guide to Addressing Disruptive and Dangerous Behavior provides the practical ideas and guidance necessary to manage and mitigate these behaviors. Grounded in research and theory that addresses the interplay of mental health, substance abuse, and aggression that may enter the college classroom, this accessible book serves as a necessary guide for busy faculty members facing challenging situations in their classrooms.
Metropolitan Universities Journal
Outcomes assessment is often driven by demands for accountability. LaGuardia Community College’s outcomes assessment model has advanced student learning, shaped academic program development, and created an impressive culture of faculty-driven assessment. Our inquiry-based approach uses ePortfolios for collection of student work and demonstrates the importance of engaging faculty input into the outcomes assessment design to continually “close the assessment loop.” This article outlines the steps, successes, and challenges involved in constructing an effective outcomes assessment model that deepens learning across the institution.
SAN
Routledge
College and university faculty are asked to serve an increasingly diverse and at-risk population of students. They face disruptive and dangerous behaviors that range from speaking out of turn or misusing technology, to potentially agressive behavior. A Faculty Guide to Addressing Disruptive and Dangerous Behavior provides the practical ideas and guidance necessary to manage and mitigate these behaviors. Grounded in research and theory that addresses the interplay of mental health, substance abuse, and aggression that may enter the college classroom, this accessible book serves as a necessary guide for busy faculty members facing challenging situations in their classrooms.
Metropolitan Universities Journal
Outcomes assessment is often driven by demands for accountability. LaGuardia Community College’s outcomes assessment model has advanced student learning, shaped academic program development, and created an impressive culture of faculty-driven assessment. Our inquiry-based approach uses ePortfolios for collection of student work and demonstrates the importance of engaging faculty input into the outcomes assessment design to continually “close the assessment loop.” This article outlines the steps, successes, and challenges involved in constructing an effective outcomes assessment model that deepens learning across the institution.
SAN
LAP Lambert Academic Publishing AG & Co, Germany. ISBN # 3838314484
Behavior is a function of the context. The research findings better allow us to appreciate the importance of self-control implications for education, parenting, and success.
Routledge
College and university faculty are asked to serve an increasingly diverse and at-risk population of students. They face disruptive and dangerous behaviors that range from speaking out of turn or misusing technology, to potentially agressive behavior. A Faculty Guide to Addressing Disruptive and Dangerous Behavior provides the practical ideas and guidance necessary to manage and mitigate these behaviors. Grounded in research and theory that addresses the interplay of mental health, substance abuse, and aggression that may enter the college classroom, this accessible book serves as a necessary guide for busy faculty members facing challenging situations in their classrooms.
Metropolitan Universities Journal
Outcomes assessment is often driven by demands for accountability. LaGuardia Community College’s outcomes assessment model has advanced student learning, shaped academic program development, and created an impressive culture of faculty-driven assessment. Our inquiry-based approach uses ePortfolios for collection of student work and demonstrates the importance of engaging faculty input into the outcomes assessment design to continually “close the assessment loop.” This article outlines the steps, successes, and challenges involved in constructing an effective outcomes assessment model that deepens learning across the institution.
SAN
LAP Lambert Academic Publishing AG & Co, Germany. ISBN # 3838314484
Behavior is a function of the context. The research findings better allow us to appreciate the importance of self-control implications for education, parenting, and success.
SAN
Routledge
College and university faculty are asked to serve an increasingly diverse and at-risk population of students. They face disruptive and dangerous behaviors that range from speaking out of turn or misusing technology, to potentially agressive behavior. A Faculty Guide to Addressing Disruptive and Dangerous Behavior provides the practical ideas and guidance necessary to manage and mitigate these behaviors. Grounded in research and theory that addresses the interplay of mental health, substance abuse, and aggression that may enter the college classroom, this accessible book serves as a necessary guide for busy faculty members facing challenging situations in their classrooms.
Metropolitan Universities Journal
Outcomes assessment is often driven by demands for accountability. LaGuardia Community College’s outcomes assessment model has advanced student learning, shaped academic program development, and created an impressive culture of faculty-driven assessment. Our inquiry-based approach uses ePortfolios for collection of student work and demonstrates the importance of engaging faculty input into the outcomes assessment design to continually “close the assessment loop.” This article outlines the steps, successes, and challenges involved in constructing an effective outcomes assessment model that deepens learning across the institution.
SAN
LAP Lambert Academic Publishing AG & Co, Germany. ISBN # 3838314484
Behavior is a function of the context. The research findings better allow us to appreciate the importance of self-control implications for education, parenting, and success.
SAN
Routledge/ Taylor & Francis Group
Academic and Student Affairs in Collaboration provides a comprehensive and evidenced-based understanding of the partnerships necessary to achieve an institutional culture devoted to student success. Chapter authors explore how to design, implement, and assess collaborative efforts between student and academic affairs in support of increased student success. This book provides best practices for fostering and enhancing campus dialogue, career development pathways, academic support services, and other important initiatives to increase retention and learning outcomes, improve motivation and goal attainment, and enhance institutional accountability. This book is a must-read for scholars, faculty, leaders, and practitioners in Student Affairs and Higher Education interested in achieving student success at their universities and colleges. ISBN-13: 978-1138913301 ISBN-10: 1138913308
Routledge
College and university faculty are asked to serve an increasingly diverse and at-risk population of students. They face disruptive and dangerous behaviors that range from speaking out of turn or misusing technology, to potentially agressive behavior. A Faculty Guide to Addressing Disruptive and Dangerous Behavior provides the practical ideas and guidance necessary to manage and mitigate these behaviors. Grounded in research and theory that addresses the interplay of mental health, substance abuse, and aggression that may enter the college classroom, this accessible book serves as a necessary guide for busy faculty members facing challenging situations in their classrooms.
Metropolitan Universities Journal
Outcomes assessment is often driven by demands for accountability. LaGuardia Community College’s outcomes assessment model has advanced student learning, shaped academic program development, and created an impressive culture of faculty-driven assessment. Our inquiry-based approach uses ePortfolios for collection of student work and demonstrates the importance of engaging faculty input into the outcomes assessment design to continually “close the assessment loop.” This article outlines the steps, successes, and challenges involved in constructing an effective outcomes assessment model that deepens learning across the institution.
SAN
LAP Lambert Academic Publishing AG & Co, Germany. ISBN # 3838314484
Behavior is a function of the context. The research findings better allow us to appreciate the importance of self-control implications for education, parenting, and success.
SAN
Routledge/ Taylor & Francis Group
Academic and Student Affairs in Collaboration provides a comprehensive and evidenced-based understanding of the partnerships necessary to achieve an institutional culture devoted to student success. Chapter authors explore how to design, implement, and assess collaborative efforts between student and academic affairs in support of increased student success. This book provides best practices for fostering and enhancing campus dialogue, career development pathways, academic support services, and other important initiatives to increase retention and learning outcomes, improve motivation and goal attainment, and enhance institutional accountability. This book is a must-read for scholars, faculty, leaders, and practitioners in Student Affairs and Higher Education interested in achieving student success at their universities and colleges. ISBN-13: 978-1138913301 ISBN-10: 1138913308
Student Affairs eNewsletter
We explore the internal factors which might impede a student’s willingness to utilize the services available.
Routledge
College and university faculty are asked to serve an increasingly diverse and at-risk population of students. They face disruptive and dangerous behaviors that range from speaking out of turn or misusing technology, to potentially agressive behavior. A Faculty Guide to Addressing Disruptive and Dangerous Behavior provides the practical ideas and guidance necessary to manage and mitigate these behaviors. Grounded in research and theory that addresses the interplay of mental health, substance abuse, and aggression that may enter the college classroom, this accessible book serves as a necessary guide for busy faculty members facing challenging situations in their classrooms.
Metropolitan Universities Journal
Outcomes assessment is often driven by demands for accountability. LaGuardia Community College’s outcomes assessment model has advanced student learning, shaped academic program development, and created an impressive culture of faculty-driven assessment. Our inquiry-based approach uses ePortfolios for collection of student work and demonstrates the importance of engaging faculty input into the outcomes assessment design to continually “close the assessment loop.” This article outlines the steps, successes, and challenges involved in constructing an effective outcomes assessment model that deepens learning across the institution.
SAN
LAP Lambert Academic Publishing AG & Co, Germany. ISBN # 3838314484
Behavior is a function of the context. The research findings better allow us to appreciate the importance of self-control implications for education, parenting, and success.
SAN
Routledge/ Taylor & Francis Group
Academic and Student Affairs in Collaboration provides a comprehensive and evidenced-based understanding of the partnerships necessary to achieve an institutional culture devoted to student success. Chapter authors explore how to design, implement, and assess collaborative efforts between student and academic affairs in support of increased student success. This book provides best practices for fostering and enhancing campus dialogue, career development pathways, academic support services, and other important initiatives to increase retention and learning outcomes, improve motivation and goal attainment, and enhance institutional accountability. This book is a must-read for scholars, faculty, leaders, and practitioners in Student Affairs and Higher Education interested in achieving student success at their universities and colleges. ISBN-13: 978-1138913301 ISBN-10: 1138913308
Student Affairs eNewsletter
We explore the internal factors which might impede a student’s willingness to utilize the services available.
International Journal of Higher Education, 6 (6), p 31-43
LaGuardia Community College is an international leader recognized for developing and successfully implementing initiatives and educating underserved diverse students. LaGuardia’s STEM students are holistically advised by a team of dedicated faculty and staff members from different departments and divisions. As an innovative approach to advisement, students are first connected to an advising team member in their discipline-based first-year seminar and consequently guided by other cross-institutional advisement team members to ensure their continued success. In this article, we share our policies, processes, and promising practices in advising STEM student at an urban public institution. We present arguments that address and support five pillars for student success: 1) the student matters, 2) supportive culture matters, 3) effective communication matters, 4) data matters, and, 5) clear pathways and effective advisement matters. Finally, we present empirical evidence that show positive results in terms of students’ retention. Specifically, there was an improvement in the actual Fall 2015 to 2016 return rate of STEM students, from 62.9% to 64.6%. Our scaled practice demonstrates the value of collaborative team-based advisement efforts as supported through professional development can improve community college STEM student persistence when the above five pillars are fully espoused by the institution. doi:10.5430/ijhe.v6n6p31
Routledge
College and university faculty are asked to serve an increasingly diverse and at-risk population of students. They face disruptive and dangerous behaviors that range from speaking out of turn or misusing technology, to potentially agressive behavior. A Faculty Guide to Addressing Disruptive and Dangerous Behavior provides the practical ideas and guidance necessary to manage and mitigate these behaviors. Grounded in research and theory that addresses the interplay of mental health, substance abuse, and aggression that may enter the college classroom, this accessible book serves as a necessary guide for busy faculty members facing challenging situations in their classrooms.
Metropolitan Universities Journal
Outcomes assessment is often driven by demands for accountability. LaGuardia Community College’s outcomes assessment model has advanced student learning, shaped academic program development, and created an impressive culture of faculty-driven assessment. Our inquiry-based approach uses ePortfolios for collection of student work and demonstrates the importance of engaging faculty input into the outcomes assessment design to continually “close the assessment loop.” This article outlines the steps, successes, and challenges involved in constructing an effective outcomes assessment model that deepens learning across the institution.
SAN
LAP Lambert Academic Publishing AG & Co, Germany. ISBN # 3838314484
Behavior is a function of the context. The research findings better allow us to appreciate the importance of self-control implications for education, parenting, and success.
SAN
Routledge/ Taylor & Francis Group
Academic and Student Affairs in Collaboration provides a comprehensive and evidenced-based understanding of the partnerships necessary to achieve an institutional culture devoted to student success. Chapter authors explore how to design, implement, and assess collaborative efforts between student and academic affairs in support of increased student success. This book provides best practices for fostering and enhancing campus dialogue, career development pathways, academic support services, and other important initiatives to increase retention and learning outcomes, improve motivation and goal attainment, and enhance institutional accountability. This book is a must-read for scholars, faculty, leaders, and practitioners in Student Affairs and Higher Education interested in achieving student success at their universities and colleges. ISBN-13: 978-1138913301 ISBN-10: 1138913308
Student Affairs eNewsletter
We explore the internal factors which might impede a student’s willingness to utilize the services available.
International Journal of Higher Education, 6 (6), p 31-43
LaGuardia Community College is an international leader recognized for developing and successfully implementing initiatives and educating underserved diverse students. LaGuardia’s STEM students are holistically advised by a team of dedicated faculty and staff members from different departments and divisions. As an innovative approach to advisement, students are first connected to an advising team member in their discipline-based first-year seminar and consequently guided by other cross-institutional advisement team members to ensure their continued success. In this article, we share our policies, processes, and promising practices in advising STEM student at an urban public institution. We present arguments that address and support five pillars for student success: 1) the student matters, 2) supportive culture matters, 3) effective communication matters, 4) data matters, and, 5) clear pathways and effective advisement matters. Finally, we present empirical evidence that show positive results in terms of students’ retention. Specifically, there was an improvement in the actual Fall 2015 to 2016 return rate of STEM students, from 62.9% to 64.6%. Our scaled practice demonstrates the value of collaborative team-based advisement efforts as supported through professional development can improve community college STEM student persistence when the above five pillars are fully espoused by the institution. doi:10.5430/ijhe.v6n6p31
DiggyPOD; ISBN 9780692876404
Finally a children's book on the connection and importance of vision & learning.
Routledge
College and university faculty are asked to serve an increasingly diverse and at-risk population of students. They face disruptive and dangerous behaviors that range from speaking out of turn or misusing technology, to potentially agressive behavior. A Faculty Guide to Addressing Disruptive and Dangerous Behavior provides the practical ideas and guidance necessary to manage and mitigate these behaviors. Grounded in research and theory that addresses the interplay of mental health, substance abuse, and aggression that may enter the college classroom, this accessible book serves as a necessary guide for busy faculty members facing challenging situations in their classrooms.
Metropolitan Universities Journal
Outcomes assessment is often driven by demands for accountability. LaGuardia Community College’s outcomes assessment model has advanced student learning, shaped academic program development, and created an impressive culture of faculty-driven assessment. Our inquiry-based approach uses ePortfolios for collection of student work and demonstrates the importance of engaging faculty input into the outcomes assessment design to continually “close the assessment loop.” This article outlines the steps, successes, and challenges involved in constructing an effective outcomes assessment model that deepens learning across the institution.
SAN
LAP Lambert Academic Publishing AG & Co, Germany. ISBN # 3838314484
Behavior is a function of the context. The research findings better allow us to appreciate the importance of self-control implications for education, parenting, and success.
SAN
Routledge/ Taylor & Francis Group
Academic and Student Affairs in Collaboration provides a comprehensive and evidenced-based understanding of the partnerships necessary to achieve an institutional culture devoted to student success. Chapter authors explore how to design, implement, and assess collaborative efforts between student and academic affairs in support of increased student success. This book provides best practices for fostering and enhancing campus dialogue, career development pathways, academic support services, and other important initiatives to increase retention and learning outcomes, improve motivation and goal attainment, and enhance institutional accountability. This book is a must-read for scholars, faculty, leaders, and practitioners in Student Affairs and Higher Education interested in achieving student success at their universities and colleges. ISBN-13: 978-1138913301 ISBN-10: 1138913308
Student Affairs eNewsletter
We explore the internal factors which might impede a student’s willingness to utilize the services available.
International Journal of Higher Education, 6 (6), p 31-43
LaGuardia Community College is an international leader recognized for developing and successfully implementing initiatives and educating underserved diverse students. LaGuardia’s STEM students are holistically advised by a team of dedicated faculty and staff members from different departments and divisions. As an innovative approach to advisement, students are first connected to an advising team member in their discipline-based first-year seminar and consequently guided by other cross-institutional advisement team members to ensure their continued success. In this article, we share our policies, processes, and promising practices in advising STEM student at an urban public institution. We present arguments that address and support five pillars for student success: 1) the student matters, 2) supportive culture matters, 3) effective communication matters, 4) data matters, and, 5) clear pathways and effective advisement matters. Finally, we present empirical evidence that show positive results in terms of students’ retention. Specifically, there was an improvement in the actual Fall 2015 to 2016 return rate of STEM students, from 62.9% to 64.6%. Our scaled practice demonstrates the value of collaborative team-based advisement efforts as supported through professional development can improve community college STEM student persistence when the above five pillars are fully espoused by the institution. doi:10.5430/ijhe.v6n6p31
DiggyPOD; ISBN 9780692876404
Finally a children's book on the connection and importance of vision & learning.
Community College Journal of Research and Practice / Taylor & Francis
The United States lags behind many countries in mathematics proficiency. Quite often, students after graduating from high school are not prepared to enter college and are required to take remedial courses before taking credit-bearing math courses. This is particularly true at two-year institutions such as LaGuardia Community College, which provides the opportunity for students from a diverse background to attend college and earn a degree. Our college has created numerous initiatives to support the least prepared students. Our Mathematics Learning Center offers support for courses ranging from remedial mathematics through calculus and differential equations. In recent semesters, the mathematics department decided to dedicate a select group of faculty members to identify new ways of improving services at the center. In this paper, we argue for the need to give faculty a central role in assessing and devising appropriate policies for running a tutoring center. We discuss several challenges and solutions that would provide a multidimensional approach to students’ educational experience at a public two-year urban college.
The following profiles may or may not be the same professor: