Marilee Bresciani Ludvik, Ph.D.
Marilee Bresciani Ludvik, Ph.D. serves as a professor of postsecondary educational leadership at San Diego State University. Prior to that, she served as Assistant Vice President of Institutional Assessment at Texas A&M University and in a variety of student, academic affairs, and alumni relations leadership roles at various types of institutions. As a faculty volunteer, Bresciani Ludvik serves on San Diego State University's Student Learning Outcomes and Programmatic Assessment Committee, and the university's Student Success Working Group. She has assigned time to work within the recently established Office of Educational Effectiveness at San Diego State where she assists in connecting student learning and development outcomes to equity performance indicators in a manner that can inform improvements in course and program design and delivery. Bresciani Ludvik also volunteers her time on the California State University 2025 Data-Driven Decision Making Task Force and the San Diego State University Data Champions research group.Read More…
Marilee has written 12 books, published over 200 scholarly articles, and empowered over 200 institutions and their leaders on organizational learning assessment and accountability decision-making processes. In addition, Marilee assists organizational leaders identify and leverage opportunities to collaborate across division lines, using mindfulness-based inquiry practices, nonviolent communication, difficult conversation practices, paradigm busting processes, compassion practices, restorative justice, and design thinking. As a certified transformational life coach who uses the evocative method, Marilee is a Fellow of the Institute of Coaching at McLean Hospital, a Harvard Medical School affiliate.
Marilee is also a certified meditation and yoga instructor, certified Search Inside Yourself Leadership Institute teacher (the program developed at Google), and a Qualified Mindfulness-Based Stress Reduction teacher on the certification path. Marilee's research focuses on using translational neuroscience and mindful compassion practices to inform the design and evaluation of workshops, curriculum, and coaching practices to decrease students', faculty, and administrators' stress and anxiety while also increasing their attention and emotion regulation, cognitive flexibility, and enhancing compassion, inquiry, creativity, and overall well-being.
Marilee is thrilled that she gets to empower educators, staff, administrators, and student leaders to get in touch with their passions so they can positively transform their lives and the lives of those they serve!
- Bresciani Ludvik, M.J. (2015). Forward In Bingham, R. P., Bureau, D., & Garrison Duncan, A. (2015). Leading Assessment for Student Success: Ten Tenets that Change Culture and Practice in Student Affairs. Sterling, VA: Stylus Publishing.
- Bresciani Ludvik, M.J. (2015). The neuroscience of learning and development and its implications for inquiry. The Journal of Student Affairs Inquiry.
- Hayashi, C. & Bresciani, M.J. (2014). Academic self-efficacy in Mexican-American community college students. Journal of Applied Research in Community Colleges.
- Bracken, W., & Bresciani Ludvik, M.J. (2014). Interaction Between Engagement and the Big-Five Personality Characteristics on Academic Success of College Students. Journal of Progressive Policy and Practice.
- Jeffcoat, K., Weisblat, I., Bresciani, M.J., Sly, R., Tucker, M. & Cao, L. (2014). Exploring Alignment of Student Preparedness for and Achievement of Basic Skills. Community College Journal of Research and Practice, 38(1),5-23.
- Bresciani, M.J., Gillig, B., Tucker, M., Weiner, L. & McCully, L. (2014). Exploring the use of evidence in resource allocation: Towards a framework for practice. Journal of Student Affairs, 22.
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