Part-time Faculty and Associate Dean for Strategic Initiatives, Operations and Technology
1 Wash Pl, Room 835
B.A., Sociology, SUNY New Paltz, 1996
M.A., Humanities and Social Thought, New York University, 2007
M.P.A., Management, New York University, 2011
Nick Likos is NYU Gallatin’s Associate Dean for Strategic Initiatives, Operations, and Technology. He is responsible for operations, strategic planning, program and project support, information technology, educational technology, and facilities. He provides strategic leadership on all matters related to the overall vision, direction, and implementation of operations throughout the School.. Likos’s career has included for-profit and nonprofit management, focusing on marshaling the most efficient use of organizational resources toward strategic and operational goals, driving performance measures, and supporting mission through technology, process, and systems. Likos’s teaching and research interests focus on the mediated and measured experience; how data, classification, and presentation form the experience of personal and social being. His recent work has focused on the academic social networking sphere, developing strategies and systems for integrating pedagogical and social technologies. He has written about and presented his work on educational technology nationally.
Sociology and philosophy of technology; science and technology studies; statistics and economic theory; digital identity
Nick Likos and Tahesha Atkins presented the poster, "Getting It Done Right: Flexibility And Collaborative Resilience In Times Of Crisis" at the 2021 Educause Conference; Philadelphia, PA.
On November 14, 2018 Nick Moderated the panel, "Technology in the
Interdisciplinary Classroom" at the New York University Tech Summit.
Nick presented his work, "ePortfolios for Reflective Learning: Documenting the Evolution of Intellectual Pathways at NYU Gallatin" at the 2017 Bryn Mawr Blended Learning Conference.
Nick's paper, "ePortfolios and Individualized, Interdisciplinary Learning: A Case Study" was published in the November 2016 edition of the Journal of Interactive Technology and Pedagogy.