Julio Rivera, Carroll University faculty

Dr. Julio Rivera

Professor/Interim Dean for the School of Business

TEACHES IN THE FOLLOWING PROGRAM(S)

Business

Biography

Dr. Rivera teaches graduate and undergraduate courses in applied business analytics and performs outreach through the Analytics and Business Intelligence Consortium (ABIC), which is spearheaded by Carroll’s School of Business. Dr. Rivera is an international leader in the undergraduate research movement and is emeritus president of the Council on Undergraduate Research (CUR), where he was president and served on its executive board. He has worked in three National Science Foundation grant programs to expand undergraduate research opportunities for students, and also serves as a consultant to government, business and higher education.

Education

  • University of Florida, Post-Doctorate, Management and Marketing
  • University of Wisconsin-Milwaukee, Ph.D., Geography
  • The Ohio State University, M.A., Higher Education
  • Marquette University, B.A., Journalism and Theology

Scholarly and Professional Achievements

Publications

Undergraduate Research and Applied Business Statistics. In Course-based Research: Providing Opportunities for All Students to Learn through Undergraduate Research.  Hensel, N. ed.  Stylus Publishing, Sterling, Va. (2018)
Research as a Transferable Skill.  Epigeum-Oxford. https://www.epigeum.com/courses/research/research-as-a-transferable-skill-2/.  Lead Advisor With Stuart Hampton-Reeves. (2018)

Research, scholarship, and creativity: What it is and why it matters. Research as a Transferable Skill.  Epigeum-Oxford. https://www.epigeum.com/courses/research/research-as-a-transferable-skill-2/course/. (2018)

Reflections from the World Congress of Undergraduate Research.  Rivera, J., Khalifa, M., Hamdah, B.A., Al-Hamadi., A.M., Zdgiebloski, E.  Scholarship and Practice of Undergraduate Research. (Fall 2018)
Building a Business Model for Funding Undergraduate Research, Shields, J., Rivera, J., and Wall J.  Scholarship and Practice of Undergraduate Research.  (Fall 2017) 
A Response to “Some Pathologies of Undergraduate Research—and How to Cure Them.  CUR Quarterly.  (Summer 2017)
Professional skills and problem solving: the undergraduate research movement. Epigeum. June 11,2016 . Accessed June 19, 2016. https://blog.oup.com/2016/06/undergraduate-research-epigeum/ (2016)

Semester Research Project in Applied Business Statistics. DQP Assignment Library. Edited by National Institute for Learning Outcomes Assessment. Accessed May 29, 
2016. http://www.assignmentlibrary.org/assignments/5719160bb6c57ff000000005.

Mentoring as a Socializing Activity: Supporting Undergraduate Research in the Social Sciences. Childress, Herb, Cox, Gloria C., Eve, Susan B., Orr, Amy J., and Rivera, Julio C. In L. Temple-Rosebrook and T. Sibley (eds.), How To Mentor Undergraduate Researchers. Washington, D.C.: Council on Undergraduate Research. (2010)
 

Honors and Awards

•    Transforming Undergraduate Research in the Social Sciences, Council on Undergraduate Research 2019
•    Volunteer of the Year, Council on Undergraduate Research, 2005
 

What is your teaching style?

I work in an interactive classroom. It is important for me to have students work and think like they will have to when they leave Carroll. On top of supplying content in class, I ask a lot of questions. I push students to talk about their ideas and to find deeper meanings in their data interpretations. I do not always expect students will have the answers to my questions. I do expect them to work at building their ideas and answers to the many questions we face in and out of the classroom. My job is to help them work at that task.

Why do you do what you do?

A long time ago I became interested with the question of “How do we make college students more successful?” This is a bigger question for me that goes beyond what I teach. I work in analytics (location intelligence, data visualization, and statistics), because it interests me. The things I teach allow me to help students become more successful in the short term and in their longer careers. Helping students succeed over time is most satisfying aspect of my work.  

What should students know about you?

I really enjoy talking with students and helping them grow professionally. This ranges from answering a quick question on the homework to bigger and longer career discussions. I am typically easy to reach outside of the office by text, email, skype, etc. In my personal life I enjoy photography, sailing, hiking and travel. I particularly enjoy interesting urban spaces and finding small local diners and greasy spoons with great food.
pano of main campus