Stetson University

Elizabeth Paul

Provost; Vice President for Academic Affairs; Professor of Psychology

Elizabeth L. "œBeth" Paul joined Stetson University as provost and vice president for academic affairs in July 2009, serving as the university'€™s senior academic officer. Paul also holds the rank of full professor with tenure in the Department of Psychology. Prior to her arrival at Stetson, Paul was vice provost and professor of psychology at The College of New Jersey, a public residential college, where she had served since 1992, holding positions as interim provost and vice president for academic affairs, interim vice president for student life, and chair of the Department of Psychology. Her academic experience also includes faculty positions at The College of New Jersey and Wellesley College and as a research associate at Harvard University. While at The College of New Jersey, she worked with the Bonner Foundation of Princeton, N.J., on its national efforts to engage students in meaningful service and learning with the community. Well-known as a consultant focusing on student learning outcomes assessment, strategic planning and change management, Paul has held national leadership roles in key higher education initiatives including community-engaged learning and undergraduate research. She recently served as president of the Council on Undergraduate Research.

Education

  • Certificate, Harvard Institute for Educational Management
  • Ph.D., personality psychology, Boston University
  • Predoctoral Training Fellowship, National Institute of Mental Health
  • B.A., psychology, Boston University

Research Interests

  • Institutional financial models
  • Faculty workload models
  • Faculty and student support structures for the sustainable integration of high-impact learning approaches into the curriculum
  • University-community partnerships for expanding student and alumni learning and increasing institutional and community vitality
  • Innovative pathways for defining and supporting interdisciplinary and transdisciplinary learning opportunities for students and faculty
  • Cognitive developmental stages of relationship development in adolescence and young adulthood
  • Contributions of interpersonal relationships to adult development and well-being
  • Relationship dynamics in the transition to college
  • Socio-emotional dynamics of adolescent and young adult romantic relationship experiences

Publications

  • Hensel, N. H. and Paul, E. L. (eds.). 2012. "Faculty Support and Undergraduate Research: Innovations in Faculty Role Definition, Workload, and Reward." Washington, DC: Council on Undergraduate Research.
  • Paul, E. L. 2012. "New Directions for Faculty Workload Models: Focusing on High-Impact Learning Practices." In Hensel, N. H. and Paul, E. L. (eds.), Faculty Support and Undergraduate Research: Innovations in Faculty Role Definition, Workload, and Reward, pp. 133-146. Washington, DC: Council on Undergraduate Research.
  • Schultheis, A. S., Farrell, T. M. and Paul, E. L. 2011. "Promoting Undergraduate Research Through Revising Tenure and Promotion Policy." Council on Undergraduate Research Quarterly, June, 2011, 25-31.
  • Martinetti, M., Leynes, P. A., Medvecky, C., Benson, A. and Paul, E. L. 2009. "Undergraduate Research Teams: Creating a Vertical Infrastructure to Increase Participation." In Boyd, M. K. and Wesemann, J. L. (eds.) Broadening Participation in Undergraduate Research: Fostering Excellence and Enhancing the Impact, pp. 227-229. Washington, DC: Council on Undergraduate Research.
  • Paul, E. L. 2009. "Community-Based Undergraduate Research: Collaborative Inquiry for the Public Good." In Jacoby, B. and associates (eds.), Civic Engagement in Higher Education: Creating Opportunities for Students to Learn About and Practice Civic Engagement, pp. 196-212. San Francisco, CA: Jossey-Bass.
  • Paul, E. L. 2008. "Downtown: A Community-Campus Collaborative Course to Prepare Students for Community-Based Research." Liberal Education, 94(1), 48-51.
  • Paul, E. L. 2006a. "Community-Based Research as Scientific and Civic Pedagogy." Peer Review, 8, 12-15.
  • Paul, E. L. 2006b. "Facilitating Student Growth as Citizens: A Developmental Model for Community-Engaged Learning." Diversity Digest, 10, 7.
  • Paul, E. L. 2003. "Undergraduate Research for the Public Good: Engaging Undergraduates in Community-Based Research." Council on Undergraduate Research Quarterly, 23, 180-186.
  • Paul, E. L., Grady, K., Manetas, M. and Vivona, J. 2001. "Pre-College Preparation of Students and Parents for a Constructive College Transition." NACADA Journal, 21(1 & 2), 70-75.

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