Robert Gizis
I received my BBA in Marketing, MS in Accounting, and EdD in Organizational Leadership. After seven years of experience in financial and operational audits and two years in business consulting in both the United States and Taiwan, I followed my passion for college teaching in the areas of management, leadership, and career planning. Prior to joining BMCC in 2008, I was an Adjunct at Baruch College, Zicklin School of Business. My courses at BMCC include career planning and business internship. I love teaching career planning because planning requires students’ vision into their respective destinies wherein each student becomes a metaphorical artist who paints his own dream. And, the unique “picture” can become a story line connecting the past, present and ultimately reach one’s future. The connection of one’s past, present and future can deepen the student’s self-awareness and understanding from an authentic approach.
My research intersts include arts integration in higher education, experiential education, and workforce development. My creative works include “Interview Me!” an interview board game funded by PSC-CUNY, Career Search Workbook: Finding Your Way in Life Through Mandala funded by Baruch College-Rubin Museum of Art Project, and Career E-Portfolio video funded by BMCC E-Learning Center.
During my spare time, I enjoy volunteering at Animal Care Center. I feel rewarding when I see rabbits, cats, and dogs have their clean and shining cages to live while waiting for a loving home. I am proud to become a cleaning professional. I am grateful to have the chance to care and comfort those furry children during their difficult time. My favorite quote by Mahatma Gandhi is “The greatest nation can be judged by the way its animals are treated.”
Expertise
Career Planning and Internship, Career Development
Degrees
- B.B.A. Baruch College/CUNY, Marketing,1989
- M.S. Lehman College/CUNY, Accounting,1995
- Ed.D. Nova Southeastern University, Organizational Leadership,2007
Courses Taught
- Designed to help students creatively plan their careers, the course covers self-assessment, career exploration and practical job search skills.
Typically, the course includes the following topics:
- identifying and classifying needs, interests, values and skills;
- researching occupational and organizational alternatives;
- job search techniques and resources for employment;
- resume and cover letter preparation;
- and job interviewing and follow-up.
- Interns can expect to perform various duties related to their major during the internship semester. Sample internship duties may include one or more of the following:
- Interns will enhance and develop editorial, counseling or communication skills;
- sales, marketing, or computer skills;
- design, record-keeping, or research skills;
- government and public service.
Each student intern is assigned to a coordinator (a faculty member in the Department of Cooperative Education) who is knowledgeable about the student's field. The coordinator helps the student secure internship placement and serves as the student's instructor and advisor during the field experience. In addition, the student has a unique opportunity to discuss and evaluate broader goals and career objectives on an individual basis.
Cooperative Education interns are expected to: work fifteen (15) hours a week, complete a term project assigned by the coordinator, and be evaluated by the worksite supervisor. Most students work part-time, fifteen (15) hours per week, a minimum of 150 hours per semester, in a field related to their majors while remaining full-time students and receive two (2) academic credits. When possible, employers will offer interns a stipend or hourly pay. A student may accept a volunteer (non-paid) rather than a paid assignment in order to complete the necessary internship requirements.
- Each student intern is assigned to a coordinator (a faculty member in the Department of Cooperative Education) who is knowledgeable about the student's field. The coordinator helps the student secure internship placement and serves as the student's instructor and advisor during the field experience. In addition, the student has a unique opportunity to discuss and evaluate broader goals and career objectives on an individual basis. Cooperative Education interns are expected to: work fifteen (15) hours a week, complete a term project assigned by the coordinator, and be evaluated by the worksite supervisor. Most students work part-time, fifteen (15) hours per week, a minimum of 150 hours per semester, in a field related to their majors while remaining full-time students and receive two (2) academic credits. When possible, employers will offer interns a stipend or hourly pay. A student may accept a volunteer (non-paid) rather than a paid assignment in order to complete the necessary internship requirements.
Interns can expect to perform various duties related to their major during the internship semester. Sample internship duties may include one or more of the following:
Data entry, providing customer service, developing advertising/marketing materials, recording financial transactions, processing travel reservations, promoting sales, conducting front desk operations, assisting in small business operations, and performing a variety of other business-related tasks.
Research and Projects
- Online career planning course development
Approved in November 2015 - Digital internship handbook for business students
In Progress (Summer 2016) - Service Learning Project
Collaboration with New York Cares – In Progress (2016-2017) - Creating Cyber Security Pipeline
Collaboration with CIS Department and Continuing Education – In Progress (2016-2018) - Career Planning Book Writing Project
In Progress (2016-2017) - Career Planning Integration Project
Collaboration with the Center for Career Development – In Progress (2016-2017)
Publications
- Failure and Success: Lessons learned from two ePortfolio studies,Journal of Modern Education Review
- Deepening self-awareness: Integrating Himalayan art in a career planning class,Research on Higher Education
- Finding connections: Using accounting concepts in a career planning class,Journal of Instructional Pedagogies
- Can behavior contract support internship success? ,Global Education Review
- Educational poems,Inquirer BMCC
- ePortfolio: A pedagogical tool to support students job search preparation,Inquirer BMCC
- Using gaming to develop interviewing skills,Faculty Focus BMCC
- Art across the Curriculum Faculty Interest Group,Faculty Focus BMCC
Honors, Awards and Affiliations
PSC-CUNY Research Grant #45 E-Portfolio: The Tool to Support Student Learning and Job Search Preparation, $3499.64, 2014-2015.BMCC E-Learning Research Grant Empowering Students for Job Search Success through the Use of ePortfolios, $4,000, 2012-2013.Summer Faculty Fellowship, Baruch College-Rubin Museum of Art Project A Pilot Study: Integrating Arts in Career Planning Class, $1,500, June-August 2012.BMCC Enhanced Learning in the Classroom (ELIC) Teaching FundSummer 2013; 2014, 2015, 2016 Total $3,500BMCC Faculty Publication AwardService Learning Project, $4,990, 2016-2017Faculty Fellowship, Baruch College-Rubin Museum of Art ProjectEnhancing Self-Awareness: A Study of Integrating Himalayan Art in a Career Planning Class, $8,000, 2012-2013PSC-CUNY Research Grant #39 Impact of Goal Setting on Student’s Self-Esteem and Job Search Self-Efficacy, $1,100, 2008-2009. Workforce Development Initiative Grant, Office of Academic Affairs CUNY Internship Project for Liberal Arts Students, $14,907, 2014-2015BMCC Faculty Development GrantThe Impact of Behavior Contract on Internship Success, BMCC, $3,000, 2011-2012PSC-CUNY Research Grant #47 PSC-CUNY Award # 69475-00 47 Career Planning Project, $3,499.02, 2016-2017PSC-CUNY Research Grant #43 Using Gaming Develop Students’ Interviewing Skills, $3,495, 2012-2013.CUNY Scholarship/Creative Work FundingReceived $500 to advance scholarship/creative work from CUNY Central Office, 2016
