The CTSE advisory board provides suggestions and feedback to the director and staff to assist in shaping the direction of programs and initiatives. The board, which meets twice per semester, is tasked with:
Dr. McCabe joined the Sawyer Business School Marketing faculty in September 2000. She developed and taught several new courses including sports marketing, business of sports, sports marketing consulting, Boston Red Sox marketing practicum, services marketing, marketing tools and analytics, and business research methods. In addition, Dr. McCabe created the sports marketing minor/concentration by partnering with the Boston Celtics, CSNNE, the Boston Red Sox and other sports organizations. She twice co-chaired committees tasked with revising the SBS undergraduate curriculum and her expertise in Experiential Learning Theory provided the foundation for the current BSBA curriculum. In addition, she developed the marketing honors program as a stand along track for marketing majors and as a gateway for high achieving students to enter the SBS Honors Program. Dr. McCabe was Chair of the Department of Marketing for eight years, during which time the undergraduate marketing program grew by 17%.
Dr. Catherine McCabe is currently the Associate Dean of the Sawyer Business School, Dean of Undergraduate Programs. She remains focused on several critical areas including:
Dr. Heather Dwyer earned her Ph.D. in Ecology from the University of California, Davis. While at UC Davis, she both coordinated and participated in the Teaching Assistant Consultant Program. Following graduate school, Heather worked as a teaching consultant at the Eberly Center for Teaching Excellence and Educational Innovation at Carnegie Mellon University, where she supported faculty and graduate students in their teaching. At the Eberly Center, she coordinated the Graduate Teaching Fellows program, the Future Faculty Program, and the Wimmer Faculty Fellows program. Heather has instructed or helped to instruct courses in introductory biology, ecology, evolution, animal diversity, plant systematics, and first-year seminars in the sciences. She is particularly interested in issues of diversity and equity in higher education. Heather joined the CTSE team at Suffolk University as Assistant Director in 2016, and has been involved in educational development since 2011.
Professor, Department of Psychology
Senior Associate Dean for Academic Affairs
College of Arts & Sciences
Office: 73 Tremont St., Rm. 1270
Personality and individual differences; adolescent and adult development; gender and women's studies.
My research integrates several theoretical models and empirical domains from personality psychology, developmental psychology, and the field of gender studies. More specifically, I have been examining the relations among several developmental pathways including character development, moral development, identity development, and gender role development – all integral components of adult personality. Several recent studies have explored how individual differences in adolescent gender role development and ego development predict differences in the behavior, conscious attitudes, and unconscious processes of adolescents and emerging adults. My work is guided by neo-analytic/ego psychological models of coping and adaptation (e.g., Loevinger; Block), as well as contemporary positive psychology frameworks emphasizing constructs such as moral identity, spirituality, and holistic well-being. My empirical research has examined gender, gender role, and ego developmental differences in relationship satisfaction, divorce adjustment, perceptions of sexual harassment, and dream content.
Ongoing research explores additional behavioral, emotional, and cognitive correlates of these developmental lines. Recent co-authored presentations and publications with doctoral students address phenomena including: the prediction of adolescent academic achievement; the experience of guilt and shame; the capacity to envision therapeutic goals; the valuing of monogamy; and the development of political ideologies. Newer empirical projects examine individual differences in risky sexual behavior, moral disengagement, and substance abuse.
Yeterian, J., Bursik, K., & Kelly, J. F. "God put weed here for us to smoke": A mixed methods study of religion and spirituatlity among adolescents with cannabis use disorders. (In press). Substance Abuse.
Yeterian, J., Bursik, K., & Kelly, J. F. (2015). Religiosity as a predictor of adolescents’ substance use disorder treatment outcomes. Substance Abuse, 36 (4), 453-461.
White-Ajmani, M. L., & Bursik, K. (2014). Situational context moderates the relationship between moral disengagement and aggression. Psychology of Violence, 4, 90-100.
Bursik, K., & Gefter, J. (2011). Still stable after all these years: Perceptions of sexual harassment in academic contexts. The Journal of Social Psychology, 151, 331-349.
White-Ajmani, M., & Bursik, K. (2011). What lies beneath: Dogmatism, intolerance, and political self-identification. Individual Differences Research, 9, 153-164.
Schmookler, T., & Bursik, K. (2007). The value of monogamy in emerging adulthood: A gendered perspective. Journal of Social and Personal Relationships, 24, 819-835.
Dr. Linda Bruenjes is the CTSE Director. Prior to joining Suffolk University, she was the Assistant Dean for Teaching & Instructional Technology and Director of the Center for Teaching, Learning and Technology at MCPHS University. During her 16-year tenure at Lasell College, she taught a number of undergraduate and graduate accounting, computer technology, and management information science courses. She also served as department chair, center director, and developer and facilitator of the College’s online faculty certification program. As founding Director of Online Learning and Academic Technology, Linda assisted faculty in the development, delivery, and assessment of online and hybrid courses. She earned her doctoral degree at the Graduate School of Education at the University of Massachusetts Lowell and her M. S. in Business Education at Suffolk University. Her research interests are strongly embedded in adult learning theory and are focused on faculty development, the use of technology as a teaching and learning tools, and the science of learning.