Aimee Terosky, Ed.D.

Assistant Professor
Discipline Taught: Education
Email: aterosky@sju.edu


Aimee LaPointe Terosky is an assistant professor of Educational Leadership at Saint Joseph's University.  Her research focuses on K-12 and higher education settings with a concentration on teaching, learning, career management, faculty development, instructional leadership, and educational or professional experiences of girls/women.  She teaches masters and doctoral courses on Curriculum and Instruction, Human Resource Development, Planned Change, and Comparative Education.  Prior to her arriving at Saint Joseph's in January 2011, Dr. Terosky was an adjunct assistant professor of higher and postsecondary education at Teachers College, Columbia University, where she taught courses on teaching and learning and faculty development in postsecondary education settings.  From 2006-2011, she also served as the assistant principal of Public School #334, The Anderson School in New York City, which received the 2007 New York City Blackboard Award for Outstanding Public Middle School.  Dr. Terosky received her B.S. in secondary education (social studies) from The Pennsylvania State University, her M.A. in school leadership from Villanova University, and her Ed.D. in higher and postsecondary education from Teachers College, Columbia University. Her dissertation, Taking teaching seriously: A study of professors and their undergraduate teaching, won the 2005 Bobby Wright Dissertation of the Year from the Association for the Study of Higher Education (ASHE), which is considered the highest dissertation honor in the field of higher education.  Along with KerryAnn O'Meara and Anna Neumann, Dr. Terosky wrote the book, Faculty careers and worklives: A professional growth perspective.  Her other work has appeared in the Journal of Higher Education, Journal of Excellence in College Teaching, Change, Liberal Education, in the book, Unfinished agendas: New and continuing gender challenges in higher education, and in the book The balancing act: Gendered perspectives in faculty roles and worklives.


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