Bili Mattes is the chief academic officer for Harrisburg University. In addition to overseeing all graduate and undergraduate degree programs, she is responsible for academic outreach, as well as all non-traditional credit offerings, non-credit continuing professional education, contracted training, training grants and distance learning.
Bili has worked in continuing higher education and outreach for 19 years. Prior to joining higher education, her professional background was in training and development within business and industry. She remains active as a trainer and consultant in both higher education and industry.
Bili has been recognized over the years for many innovative contributions to her institutions, adult learners, and continuing and professional education and training. These include awards from the University Continuing Education Association (UCEA) in 1996 (for a joint technical training partnership developed with UMBC and Computer Sciences Corporation), 1999 (for the Egyptian Teacher Scholar professional development program developed with Egyptian Ministry of Education representatives), and applied research on the changing role of continuing education deans and directors in higher education (done in collaboration with colleagues from Penn State and Virginia Tech). Bili was also recognized for her contributions to continuing education in Maryland through a Proclamation issued by the Governor’s Office in 2005.
Bili has her undergraduate degree in international relations and cross-cultural communications from The American University in Washington, DC; a graduate degree from the University of Maryland in international business, and she earned her doctorate degree in adult education in 2008 from Penn State while continuing to work full time. As part of that degree, she conducted an action research project wherein full-time, early-career faculty members were positioned as adult learners. The study was designed to engage these faculty members in their own action research projects integrated into their teaching and learning at the university-level and as a means of their own professional development as teachers. This experience has opened a new area of interest and research in faculty development for Bili.