Mark Ellis

Faculty Recognition

Mark Ellis


Mark EllisDr. Mark Ellis comes from a rich background of educational leadership and management experience of over 20 years. He also has over 20 years combined teaching experience in the traditional classroom and online. He has taught in graduate and doctoral programs at several universities in the United States in the area of educational leadership, management, administration and the broad area of business law (contracts, criminal law, torts and employment law).

His Ph.D. is in organization and management with leadership specialization. Dr. Ellis has graduate level education at Harvard University, Cambridge Massachusetts. He is a member of the Academy of Management, The International Leadership Association, and The American Association of University Professors.

He has assisted doctoral students with aligning their dissertation topic with their proposed methodologies. His responsibilities consist of teaching doctorate level courses, serving on dissertation committees, and serving as dissertation chair and doctoral mentor. Further, Dr. Ellis has been sought after by universities to mentor and teach other graduate level professors providing insight toward effective teaching techniques and cutting edge pedagogical methods in the classroom.

How has facilitating online courses at GCU helped you find your purpose?

Teaching in the College of Doctoral Studies has certainly provided a high level of personal and professional satisfaction. Moreover, instructing the next generation of educators, administrators, researchers and future scholar/practitioners is quite a responsibility. Helping doctoral students to succeed and obtain their educational goals has given me a great sense of purpose.

What is one effective teaching strategy you use in your online classes?

As the instructor, it is very important to stay proactive when leading the various discussions in a scholarly manner. Keep in mind that doctoral learners are already accomplished not only academically, but in their field of expertise. As such, setting the example by bringing new insight, scholarly contribution, and doctorate level dialogue is pertinent to the success of a doctorate level course.

What is a GCU online student success story you can share?

As previously stated, many doctoral students are already accomplished and established in their field of expertise. Many of them come from years of teaching experience in various educational institutions. Sometimes all it takes is a little extra effort on the part of the professor to demonstrate personal interest in the student's progress. Being accessible to the doctoral learner is key to overcoming challenges that doctoral students face.

For example, I recently had a student of mine who is a professor at a prominent university who successfully proposed and defended a very impressive dissertation. Much of the doctoral student's challenges were due to the high level of responsibility that he had with the day-to-day duties and responsibilities. As the chair of his dissertation committee, I made sure to provide an extra level of encouragement, guidance, and recommendations from both the committee and myself.

In the end, he has produced an exemplary study that I believe will greatly contribute to the existing body of knowledge. His performance and successful completion of his doctoral degree from the College of Doctoral Studies is a success story by every sense of the word. I'm glad to have been a part of this student's doctoral journey and ultimately watching him cross the finish line.