Dr. Joan Cezair

Dr. Cezair was born on the island of Trinidad and grew up there until she immigrated to the United States to pursue her college degree. Dr. Cezair went on to earn a Doctor of Business Administration degree in accounting from Argosy University, a Master’s degree from the University of Maryland, a Bachelor’s degree in accounting from Howard University, Washington, D.C. and an Advanced Professional Graduate Business Certificate in International Business from Argosy University. Dr. Cezair is also a Certified Fraud Examiner (CFE) and a Certified Management Accountant (CMA) and currently a non-practicing Certified Public Accountant (CPA).

Dr. Cezair has 20 years of college level teaching experience; having experience teaching at community colleges and 4-year universities both on-ground and online at both the undergraduate and graduate levels. Dr. Cezair has 10 years of corporate experience working for such organizations as the U.S. Federal Government as a Political Risk Insurance Officer, Deloitte & Touché as a Senior Auditor and Citibank, Trinidad and Tobago Ltd. as a Vice President of Credit and Risk Management.
Dr. Cezair has presented research papers at conferences nationwide. Her publications in the field of accounting include her published book, Learning Style and Its Relationship to Success in Accounting Courses. Dr. Cezair has overseas teaching experience having taught at the University of the West Indies and the University of the Virgin Islands teaching online and on-ground courses. Dr. Cezair also has corporate experience having worked at Deloitte & Touché, one of the Big Four CPA firms, the U.S. Federal Government, and Citibank.

Dr. Cezair believe sin “learning-centered” teaching. Having primarily taught at learning-centered based institutions on a full-time basis and writing her Doctorate dissertation on student learning styles. The learning styles theory implies that how much individuals learn has more to do with whether the educational experience is geared toward their particular style of learning than whether or not they are “smart.” In fact, educators should not ask, “Is this student smart?” but rather “How is this student smart?” (http://www.funderstanding.com/content /learning-styles).

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