Bruce A Johnson Ph.D.,MBA.,Resume,C.Vpdf

Bruce A. Johnson, Ph.D., MBA
1700 Coupru Court, St. Peters, MO 63376
636-795-4137
Email: BAJMBA@gmail.com
LinkedIn: https://www.linkedin.com/in/drbruceajohnson/
Personal Website: https://www.drbruceajohnson.com/
AREAS OF EXPERTISE
Distance Learning, Online Teaching [18+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student
and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee
Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared
students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration,
communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai,
Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of
the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching,
writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning
theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate
courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design
methodologies.
• Develop content and assessments that met learning objectives, including discussions and assignments.
Communication
• Skilled in developing rapport with faculty, advisors, and students, handling issues, concerns,
complaints, and escalations while maintaining professional and ethical behavior.
• Strong ability to effectively handle academic and training requests, with effective conflict resolution
experience.
• Communicate effectively to mentor and guide students, with a focus on student success and student
retention.

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EDUCATION
Doctor of Philosophy in Education, PhD
Capella University, Minneapolis, MN
Specialization: Postsecondary and Adult Education (4.0 GPA)
Conferral Date: May 31, 2010
• Dissertation: Transformation of online teaching practices utilizing appreciative inquiry to enhance the
process of learning.
• The purpose of this case study was to explore the application and outcome of appreciative andragogy as
an online instructional strategy for the development of adult learner motivation, engagement, and
performance.
• Appreciative andragogy was an original phrase developed for this study and is an adaptation of
appreciative inquiry. The concept of appreciative inquiry has been successfully utilized within
organizations to facilitate organizational change and development, while enhancing employee motivation,
engagement, and performance.
• Appreciative andragogy was developed as an instructional strategy and could be utilized in any online
classroom environment, regardless of the subject matter. The use of appreciative andragogy provided a
language and a structure for the participants to develop effective working relationships with their
students, while addressing the students' developmental needs, which also enhanced the participants'
virtual presence as an instructor.
• The results of this study further indicated that appreciative andragogy had a positive effect on an online
learning classroom environment and that appreciative andragogy had an ability to take the distance out
of distance learning.
Training and Performance Improvement Certificate
Capella University, Minneapolis, MN (4.0 GPA), September 2005
Master of Science, Education
Capella University, Minneapolis, MN
Emphasis: Adult Education (4.0 GPA), June 2004
• Master's Thesis: Facilitating Adult Learning in Organizational and Educational Settings—Theory, Practice,
and Applications.
Master of Business Administration (MBA)
University of Phoenix, July 2000
• Master's Thesis: A comprehensive business plan for a training & development company.

636-795-4137
ACADEMIC WORK HISTORY
Associate Faculty (07/2023 – Present)
The University of Arizona Global Campus (Remote Position)
• Emphasize a student-centered learning environment through active engagement.
• Consistently foster critical thinking through challenging students to elaborate on their thoughts,
question their assumptions, examine biases, communicate in a clear and concise manner, and defend
their positions throughout the course.
• Provide instructive feedback that challenges and inspires students while providing specific suggestions
to improve the quality of their work.
• Effectively demonstrate high expectations, while holding students accountable for insightful exchanges
and high-quality performance on assignments, and promote active engagement in their own learning.
• Effectively and consistently utilize expertise in subject matter by providing personal experiences and
connecting course knowledge to real-world examples.
January 2024 Performance Review
Instructor Johnson, your approach to providing instructive feedback is highly commendable, incorporating
elements of Higher Order Thinking, Lower Order Thinking, and the Socratic method to create an effective
and supportive learning environment.
The following are key strength based on the analyzed course data:
1. Comprehensive Guidance: Your feedback offers detailed instructions and resources for refining thesis
statements, exploring topics, and understanding the importance of research on global societal issues. It
provides clear steps and references to assist students in formulating their arguments.
2. Encouraging Critical Thinking: The feedback includes thought-provoking questions that prompt
students to consider various perspectives, delve deeper into their chosen topics, and contemplate the
broader implications of their research.
3. Resource Integration: By referencing articles and research papers, the feedback encourages students
to leverage academic sources, fostering an evidence-based approach and enhancing the depth of their
arguments.
Dissertation Mentor (01/2023 – Present)
Arkansas State University (Remote Position)
Serve as a Dissertation Mentor for students in the Department of Educational Leadership
program:
• Guide students in the preparation of the dissertation prospectus and proposal, including the
specification of the research problem(s)/question(s), selection of the appropriate methodology (i.e.,
quantitative, qualitative, mixed), and the literature review.
• Set clear expectations for the timely completion of the dissertation proposal, including development of a
timeline with students.
• Facilitate ongoing communication throughout all aspects of the dissertation, including setting guidelines
for frequency and type of communication (e.g., weekly, twice monthly; email, phone, in-person
meetings).
• Guide students in the development of the IRB application and meeting all of the requirements of IRB.
• Ensure that all ethical research standards are met during the research process.
• Guide students during the data collection and writing phase of the dissertation including timely return of
drafts submitted by the candidate (2-3 week turnaround depending on the chapter being reviewed).
• Serve on the dissertation committee.

636-795-4137
Core Faculty, Doctoral Leadership and Administration (07/21 – Present)
American College of Education (Remote Position, Part-Time)
• Teach 2 courses per 5-week term, 66 students total.
• Interacts directly with students in an appropriate, professional manner.
• Facilitates a safe and productive learning environment for students.
• Responds in a timely manner to student requests and contacts inactive students as the need arises.
• Oversees the quality of the course by reviewing the functionality and content, ensuring high quality
delivery of content.
• Expands the student experience by “fingerprinting” the course content with unique personal experience,
insights, and professional knowledge.
• Serve as a Dissertation Committee Member and Dissertation Chair.
• Certified Curriculum Author: Revised LEAD6001 Introduction to Advanced Studies, an entry-point
doctoral class.
January 2024 Performance Evaluation Summary Result: Better than average
"Bruce, your overall annual performance is extraordinary. It shows in your student satisfaction scores,
faculty evaluation scores, and several other areas. You continually demonstrate excellence in teaching and
being involved in other areas at ACE and in the field. Keep up the great work. I do greatly appreciate it
very much."
January 2024 Message from a Student:
Greetings Dr. J.
I just wanted to drop you a quick email to acknowledge you as a professor. I know that I speak for myself
as well as everyone else in the course that you are such a positive inspiration. For every assignment that
I have submitted, you have always given such positive and constructive feedback. Being new to the
doctoral program, I am a bit apprehensive about any assignment that I am submitting at this point. It
helps to receive such encouraging words from a cheerleader who thinks you can do it.
I appreciate you and the excellent job you are doing in keeping us all encouraged!
With most sincerity,
Crystal
Award Nomination
Congratulations! You've been nominated for an ACE Celebrity Award.
You embody the spirit of ACE's values and show deep commitment to our mission.
• "Dr. J was always "present" within our virtual classroom. He was quick to respond and also he took the
time to make sure that feedback was specific. I appreciated how thorough Dr. J was with his explanations
and how he presented the information."
• "Dr. J motivated me to do well in his class. He has high writing expectations that pushed me to improve
my writing skills at the doctorate level. He shares his motivational quotes that helped me to improve and
believe in myself. Dr. J gave specific feedback that helped me improve my writing. He was organized and
set clear instructions for the assignments."

636-795-4137
Core Faculty, School of Education (04/19 – 12/21)
Capella University (Remote Position)
Exemplary ability to teach and motivate graduate and doctoral students:
• Taught up to five classes with up to 90 students, mentored 15 doctoral students for their Capstone
(dissertation) project (to completion), and served on 25 committees at a time.
• Demonstrated success as a Doctoral Mentor, Committee Member, and School Reviewer.
[Served on 38 Doctoral Committees]
Courses taught included:
• EDD8362: Human Performance Needs Assessment
• EDD8360: Intro Human Performance Improvement Systems
• EDD8020: Dynamics of Organizational Improvement
• EDD9971: Doctoral Capstone, Mentoring Doctoral Learners
• ED7662: Designing Training and Performance Solutions
• ED7631: Introduction to Training and Performance Systems
• EDD8364: Designing, Delivering, Evaluating, Human Performance Improvement Interventions.
Dissertation Committee Member and Chair for the Ed.D. program:
• Effectively interacted with learners, developed strong relationships and offered guidance as they worked
from the initial proposal development process to the finished report phase.
Curriculum Author for the following new courses:
• The Future of Educational Leadership
• Implementing and Sustaining Organizational Change
• Designing, Delivering, and Managing Human Performance
Inspiring Excellence in Learning Videos Award (Sept. 2020)
• Selected by the Dean to represent the School of Education for development of a video for The Center for
Faculty Excellence about the Top 6 Soft Skills for Capella University Faculty.
Student Feedback Example: Sent to Dean Heather Welzant
I completed the course survey for ED7631 taught by Dr. Bruce Johnson.
• But I wanted to recognize him even more, and not sure whom to send this email in recognizing him as a
professor and human being.
• Dr. J. is a professor, that cares about his students and is passionate about giving you constructive
feedback, and the most available professor I have ever had with his master's being my third online Higher
Education degree. His patience, his methodical video reviews, and his availability are outstanding. I
wonder if it has been a pastor or priest, as his care for us as humans beyond the academic are very
touching.
• I battle mental illness and there were a few weeks where I did not know I could academically proceed
and as I shared timidly my personal battle, he immediately offered a resource through Capella.
• Dr. J. inspires you to want to be work harder, write better, communicate better and his academic
standards are flawless. as you know that the grade and feedback he provides are for us to recognize our
strengths and areas where we need to improve. Dr. J., has impacted me academically, professionally and
personally, and Capella and the students are beyond blessed to have him as part of our journey at
Capella. I just wanted to share my few thoughts about Dr. J.

Faculty Development Manager (08/2017 – 11/2018)
Confidential Client (Remote Position)
Created a Faculty Center for Teaching and Learning:
• Initiated and launched a brand-new faculty Center for Teaching and Learning, designed as a resource
for faculty, offering professional development courses, workshops, and programs for faculty.
• Responsible for developing and delivering faculty courses, workshops, and programs.
Established Faculty Performance Standards:
• Created a Faculty Performance Model with 12 Performance Standards to standardize how faculty
classroom performance is evaluated.
• Developed and delivered a mandatory Faculty Performance Model training course to support the
implementation of the new Faculty Performance Model for classroom performance reviews.
Authored New Hire Orientation Training:
• Initiated, launched, and delivered the first Faculty New Hire Orientation Training program to help assess
faculty candidates and acculturate them to relevant policies, processes, and procedures.
Authored Open and Remedial Faculty Workshops:
• Authored, developed, and deliver Open and Remedial Faculty Workshops: Faculty Classroom
Management, Faculty Discussions, Development of Substantive and Meaningful Feedback, Development
of Substantive Instructor Guidance, Faculty Communication, Educational Technology in the Classroom,
Discover How to Take the Distance Out of Distance Learning, Transform Online Teaching with Critical
Thinking.
Established Faculty Policies and Procedures:
• Helped redevelop the Faculty Handbook by suggesting policy and procedural changes which were
implemented on a school-wide basis.
Launched the Writing Center:
• Responsible for development and implementation of the school's first Writing Center Handbook.
Curriculum Development:
• Authored and built the following courses in the Moodle LMS platform:
Intro to Business, Developing A Business Plan, Introduction to Physical Science, English Composition,
American Government, Business Math, Introduction to Psychology, Introduction to Environmental
Science.
Special Accomplishments:
• Developed an Adjunct Faculty Performance Model.
• Developed Adjunct Faculty Performance Model Training.
• Developed Adjunct Faculty New Hire Orientation Training and Mentoring programs.
• Developed Adjunct Faculty Professional Development Workshops, Open and Remedial.
• Responsible for development and implementation of the school's first online Writing Center.
636-795-4137

636-795-4137
Senior Online Faculty, Faculty Development Specialist (08/05 – 08/14)
University of Phoenix (Remote Position)
Began in a pool of 30,000 adjunct instructors and rose to the top 200 within the first 10 months.
• As a result of exemplary performance, provided with advanced leadership opportunities.
Courses taught included:
• Supervision and Leadership, Foundations of Business, Organizational Theory & Behavior, Critical
Thinking, Human Resources Management, Political, Legal, and Ethical Environments of Business,
Introduction to Marketing, Skills for Learning in an Information Age
Trained and Mentored New Faculty:
• Spent two weeks training and preparing the new faculty for their role as an online instructor.
• Trained new faculty members by assisting them as they learned the required policies and procedures
and set up a first class to teach.
• Mentored new faculty as they taught their first class, preparing weekly feedback and reports,
monitoring the class for instructional effectiveness and meeting the required standards.
Faculty Workshop Facilitator:
• Inspired faculty to improve their facilitation practice by leading online faculty workshops, from best
practices to effective communication in a virtual environment, along with topics that included providing
meaningful feedback and cultivating engaging discussions.
Faculty Developmental Workshop Facilitator:
• Coached faculty members assigned to a workshop for corrective action because of performance issues
identified from a class audit.
• Facilitated the following online faculty developmental workshops: Policy & Procedure Basics, Critical
Thinking, Feedback that Makes a Difference, Facilitation, Grades & Feedback, New Students, Faculty
Refresher, Tone, Classroom Assessment Techniques
Faculty Peer Reviewer:
• Performed annual faculty classroom reviews and assessed classes based upon established best practices
and adult learning theories related to online learning.
• Reviewed all aspects of the course, including course syllabi and adherence to school policies.
Received outstanding reviews, including a 2011 review:
I am pleased to announce that in all areas of facilitation, you did a terrific job, particularly in the following
areas:
• Managing your classroom where materials are posted clearly, accurately, and consistently.
• Being responsive to all questions within 24 hours of receipt.
• Using a professional and friendly tone throughout the classroom.
• Participating in the required five days. Providing timely and substantial personalized feedback.

636-795-4137
Chief Academic Officer, Online Faculty, Faculty Director (01/2015 – 12/2016)
Aston American University (Remote Contract Position)
• Start-Up: Unaccredited online international university.
• Targeted student population: European and Gulf Cooperation Council (GCC) countries.
Oversaw BA, MBA, DBA Programs:
• Primary Responsibility: Lead and develop all academic staff in driving academic excellence by setting
objective goals, supporting academic staff, and evaluating academic performance.
• Maintained availability and responsiveness to instructors and students for questions.
• Communicated professionally with diverse instructor and student populations.
• Also upheld a commitment to excellence in classroom instruction, including international and
experiential education.
Curriculum Development:
• Built curriculum and all online courses for the BA, MBA, and DBA programs.
Online Course Instructor:
• Taught courses in the BA, MBA, DBA programs.
Dissertation Mentor: Served as a Mentor and Coach for students in the DBA program and facilitated the
DBA final culminating project.
Program Material Development:
• Created and developed new academic materials, content, and supporting materials, including university
faculty and student catalogs.
• Gathered materials, data, and resources from advanced online teaching and faculty development
experience, along with advanced education and ongoing research in the field of adult education and
distance learning, to enrich programs and create innovative new programs to meet the needs of an
international student population.
Faculty Director:
• Responsible for formulating, interpreting, and implementing institutional policy and programs for the
area of Faculty Development; provided substantial independence, authority, and discretion in program
planning and design.
• Recruited, interviewed, hired, trained, mentored, and evaluated all online faculty.
• Developed and taught an innovative online faculty development training class to orientate instructors to
the platform and faculty expectations.
• Motivated and empowered instructors to perform their very best by providing ongoing mentoring,
coaching, feedback, and support.
• Responsible for the planning, implementation and evaluation of activities within the Office of Academic
Affairs, to ensure faculty needs are met and programs are effective in increasing academic productivity
and career longevity.
• Provided one-on-one coaching for identification of mentoring needs and/or creating individualized
professional development plans for faculty at all stages of their academic careers to address challenges
and opportunities of teaching diverse international students.

636-795-4137
Adjunct Online Faculty (02/18 – 12/19)
St. Charles Community College (Remote Contract Position)
• Responsible for development of a course syllabus.
• Created engaging and meaningful learning activities, including all discussions, quizzes, exams, and
assignments.
• Taught the following courses: Introduction to Business, Principles of Marketing, Organizational Behavior,
Entrepreneurship/Small Business Management, and Consumer Behavior.
Contract Curriculum Developer, (03/17 – 05/18)
American College of Education (Remote Contract Position)
• Developed the course blueprint, journal article List (in lieu of a textbook), Module assignments, Module
discussions, course objectives, Module objectives, presentation scripts, assessments.
• Developed the following courses: Data Analytics and Reporting, Law, Labor and Negotiations, Risk
Management, Career and Professional Development, Compliance and Reporting, The Economics of
Community College, Operations and Facility Management, Managerial Accounting.
• Feedback: "Thank you. Bruce. I have truly valued your contributions, writing, and professional ethics.
It’s been such a joy to work with you." D. Lee Tincher, Ph.D., Assistant Provost, Curriculum Development
Adjunct Faculty (03/11 – 04/15)
American Public University System, APUS (Remote Position)
• Taught undergraduate and graduate business, business management, leadership, organizational
development, and organizational theory courses.
• Courses taught included: Research Methods in Management Science, Human Relations Communication,
Strategic Management, Leading Teams, and Human Resources Development and Training.
• Comprehensive Examination Mentor: Evaluated the comprehensive final examination. The
Comprehensive Final Exam is tailored specifically to each program and must be taken after students have
completed 36 hours of study (i.e., during the semester following the final course) and successfully
completed before the award of a degree.
• Excellence in Teaching Award, American Public University System (2014).
Adjunct Faculty (03/08 – 03/14)
Kaplan University (Remote Position)
• Taught graduate student success strategies, research methods, and adult education courses.
• Served as subject matter expert for development of new courses.
• 2012 review: Presence in the Classroom: Excellent, Exceeds Expectations, Communication: Excellent,
Exceeds Expectations, Student Feedback: Excellent, Exceeds Expectations
Additional Work Experience
Affordable Quality Writing (01/03 – 12/19)
Self-Employed Small Business Owner
• Launched Affordable Quality Writing to provide resume writing and career coaching services.
Manager of Training and Development (02/1997 – 02/2003)
Providian Financial, Las Vegas, NV
• Managed a team of Corporate Trainers in a call center open 24/7.

636-795-4137
PUBLICATIONS
Appreciative Andragogy: Taking the Distance Out of Distance Learning
ISBN-10: 1492274836, ISBN-13: 978-1492274834, Publication Date: October 21, 2013
• Through the use of appreciative andragogy as an instructional method, an instructor may have a tool
that can build nurturing relationships and increase the instructor's presence within an online classroom
environment.
• With a positive approach to student development the student is likely to experience a greater sense of
motivation, engagement in the classroom, and improved performance overall.
Getting Down to Business: A Handbook for Adjunct Faculty
ASIN: B01A68CG3E, Publisher: The Part-Time Press; First Edition (2015)
• Dr. J shares tips, tools, techniques and adult learning theories to help new and experienced faculty
effectively facilitate classes, engage with their course materials in more meaningful ways, and design
business courses that integrate active learning strategies and improve student success.
Transform Online Teaching: Expert Strategies and Essential Resources
Every Educator Needs
ISBN-10: 0692791299, ISBN-13: 978-0692791295, Publication Date: October 8, 2016
• To become an effective online instructor there must be thought given as to how the technological tools
will be used, how to translate traditional communication into digital communication, and how to evolve
from an instructor who stands in front of a class and directs the flow of conversations and interactions to
someone who can facilitate and guide the learning process, while keeping students interested and
engaged in the course.
Transform Adult Education: Expert Teaching Strategies for Educators
ASIN: B074XKRKNG, Publication Date: August 17, 2017
• What transforms an effective instructor into an engaging educator is learning adult education principles,
and what it means for students to be involved in the learning process.
• This book provides strategies that are a result of Dr. J's teaching, research, and work with faculty.
• It provides professional development, to help anyone learn adult education translated into
transformative practice.
Published Journal Article
Johnson, B. A. (2014). Transformation of online teaching practices through implementation of
appreciative inquiry. Online Learning, 18(3). doi: 10.24059/olj.v18i3.428

636-795-4137
SCHOLARSHIP, AWARDS
PROFESSIONAL DEVELOPMENT
Applying the Quality Matters Rubric (APPQMR) (Oct. 2022)
• This facilitated workshop introduced participants to the QM Quality Assurance System.
American College of Education Faculty Virtual Conference Presentation
Critical Intellectual Discourse: Engaging Learners with Critical Thinking. (November, 2022)
• This presentation shares an updated, innovative new online teaching strategy, Critical Intellectual
Discourse, as a purposeful method of prompting higher order thinking or use of critical thinking skills.
• It is a method of engaging learners in discussions and it can be useful for feedback as well. This
presentation reflected ongoing research in the field of adult education, cognition, and online teaching.
Capella Faculty Virtual Conference Presentation
Critical Intellectual Discourse: Engaging Learners with Critical Thinking. (October, 2020)
• Presented at two conference sessions. This presentation shares an innovative new online teaching
strategy, Critical Intellectual Discourse, as a purposeful method of prompting higher order thinking or use
of critical thinking skills.
• It is a method of engaging learners in discussions and it can be useful for feedback as well.
Capella Faculty Virtual Conference Presentation
Appreciative Andragogy: Taking the Distance out of Distance Learning. (November, 2019)
• Through the implementation and use of Appreciative Andragogy as an instructional method, an
instructor will have a tool available which can build nurturing relationships and increase the instructor’s
presence within an online classroom environment, thereby taking the "distance" out of distance learning.
21ST Annual OLC International Conference Presentation
Appreciative Andragogy: Taking the Distance out of Distance Learning.
• Information Session, Northern Hemisphere A3, October 14, 2015
• Take the distance out of distance learning with innovative online teaching strategies that can be used in
any online class.
TEACHING AWARDS
Capella University Stephen Shank Recognition Honoring Teaching Excellence (2021)
Capella University Stephen Shank Recognition Honoring Teaching Excellence (2020)
• The Stephen Shank Recognition honors teaching or mentoring excellence by a Capella faculty member
for making a significant difference in a learner's pathway to success.

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