Â鶹ÊÓƵ names Lloyd interim provost
Dr. Steven Lloyd will serve as interim provost of the University of North Georgia (Â鶹ÊÓƵ), effective Nov. 1 until a permanent president is announced. He has served as vice provost for almost eight years, first on an interim basis and then as the successful candidate of an internal search.
"Steve has served as my right hand, leading significant academic initiatives and key academic support units, and at times wearing a dual hat to fill leadership vacancies in a variety of areas," said Dr. Chaudron Gille, who is provost and senior vice president of Academic Affairs and will serve as interim president starting Nov. 1. "His thoughtful leadership will help us continue to build on our momentum as we serve the largest student population in our history."
Lloyd has almost 15 years of administrative experience, having served as head of the Department of Psychological Science for seven years prior to becoming vice provost.
He is a graduate of both the University System of Georgia Executive Leadership Institute and the American Association of State Colleges and Universities' Becoming A Provost Academy.
Lloyd joined the faculty at Â鶹ÊÓƵ in 2006, and he specializes in neuropsychopharmacology.
He earned a Ph.D. in neurobiology from the University of Tennessee Health Science Center. Lloyd also holds a Master of Science in psychology from the University of Memphis and a Bachelor of Science in psychology from the University of Georgia.
Students embrace research at REUs
Students across multiple disciplines at Â鶹ÊÓƵ took part in National Science Foundation Research Experiences for Undergraduates and similar programs this summer.
Course helps students transition to Â鶹ÊÓƵ
This fall, Â鶹ÊÓƵ is expanding Â鶹ÊÓƵ 1101 offerings to help first-year students take advantage of the opportunities available in college while developing the skills needed for success.
Research looks at impact of grad school framing
A Â鶹ÊÓƵ alumna and student partnered with their psychology mentor to publish a research article on the importance of framing in students' perceptions of graduate school.