Jay Caulfield, Ph.D.
jay.caulfield@marquette.edu
As associate dean, Dr. Caulfield has led the curriculum design of the college's hybrid graduate degree in leadership studies. She routinely teaches courses in leadership theory, organizational behavior and research methods. She serves on numerous university and college committees and boards including the Marquette Board of Graduate Studies, the Institutional Review Board, and the Committee on Teaching.
Dr. Caulfield recently authored a book on hybrid (blended) learning, published by Stylus Publishing, LLC. She is currently working on a longitudinal study in transformational leadership and authoring a second book on transformational coaching. Prior to becoming a full-time academic, Dr. Caulfield worked as a health care executive for over 17 years.
Education
- Marquette University
- Ph.D., Educational Psychology
- M.B.A.
- Alverno College, B. S. Nursing
Professional Experience
- Associate Dean - Graduate Program, Marquette University College of Professional Studies (5 years)
- Director - Graduate Programs, Marquette University (4 years)
- Course Design Consultant, University of Wisconsin (3 years)
- Vice President, Aurora Healthcare (5 years)
- President and CEO, Horizon Homecare & Hospice (7 years)
- Administrator, Outreach Home Health (5 years)
Awards
- Leadership Award, Wisconsin Homecare Association
- Service Award, Wisconsin Homecare Association
Research Interests
- Leadership
- Adult learning
- Hybrid
Professional/Community Affiliations
- Marquette University Board of Graduate Studies, Marquette University Institutional Review Board and University Committee on Teaching
- International Leadership Association
- International Society for the Scholarship of Teaching and Learning
- Past chair of the Board for Wisconsin Homecare Association
Publications
- How to Design and Teach a Hybrid Course: Achieving Student-Centered Learning through Blended Classroom, Online and Experiential Activities , Stylus Publishing (2011).
- Applying Graduate Student Perceptions of Task Engagement to Enhance Learning Conditions, International Journal for the Scholarship of Teaching and Learning, Volume 4, No. 1 (January 2010).
- What Motivates Students to Provide Feedback to Teachers About Teaching and Learning? An Expectancy Theory Perspective. International Journal for the Scholarship of Teaching and Learning, Volume 1, No. 1
(January 2007).
