Pamela Richardson Wilks

WORK HISTORY

EDUCATION

ABOUT PAMELA RICHARDSON WILKS

An experienced and credentialed higher education administrator and professor, Dr. Pamela Richardson Wilks has worked for over two decades in education as a researcher and practitioner. She uses her experience to intersect the classroom with a student’s socialization to formulate a holistic student profile resulting in the successful grooming of globally conscious, socially responsible citizen-leaders. Her leadership style in administration is simple: Creating a transformative experience by remaining faculty-focused and student-centered, while using authentic and servant leadership to grow strong organizations via continual process improvement, data analytics, and viable strategic planning. Her particular experience and focus in higher education administration is related to accreditation and institutional reporting and review, academic program creation and revision, comprehensive operational efficiency and effectiveness, ERP implementation, grant-writing, and ensuring business continuity through Pandemic Era Education (COVID-19 planning and implementation). A systems thinker, she is trained in Blue Ocean Strategy and has participated in other market driven solution strategies as a means to increase marketability while competing against other programs and institutions to maintain steady and solid traditional and alternative revenue streams. It is the ability to create stability as a solution-based, results-oriented leader that has allowed her to gain traction and assume various leadership roles in higher education administration. Dr. Wilks\' research is multi-faceted and includes, but is not limited to, the following: Creative and critical writing; adult education; writing assessment; literary and critical theory – cultural studies, African-American studies, performance theory, tradition as folklore; expository writing; interdisciplinary study; writing across the curriculum; curriculum development; learning community studies; first-year experience; non-cognitive/meta-cognitive methods of student assessment and admission; higher education assessment and institutional effectiveness; non-traditional education and distance learning strategies. In addition, she has experience as a consultant in assessment, accreditation, public relations, and professional/technical writing and editing.