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Elizabeth Perry-Sizemore

Chair of the Economics and Business Department, Associate Professor of Economics, and Assistant Dean of the College
B.A., Randolph-Macon Woman's College; M.A., Ph.D., Virginia Polytechnic Institute and State University

Elizabeth Perry-Sizemore is Assistant Dean at Randolph College (founded as Randolph-Macon Woman’s College), where she is also Associate Professor and Chair of the Department of Economics. She earned her Ph.D. in economics from Virginia Polytechnic Institute and State University in 2004. She is a Phi Beta Kappa graduate of Randolph-Macon Woman’s College

Dr. Perry-Sizemore is the past director of the competitive and college-wide Student/Faculty Summer Research Program. She is the student research module coordinator for the National Science Foundation-funded Starting Point: Teaching Economics, a pedagogic portal project developed by economists in collaboration with the Science Education Resource Center of Carleton College. She is an elected Social Sciences Councilor with the Council on Undergraduate Research and a faculty advisor to the online student-refereed journal Illinois Wesleyan Undergraduate Economic Review (IWUER). Dr. Perry-Sizemore also serves on the board of the Virginia Association of Economists.

Dr. Perry-Sizemore advises independent undergraduate research projects in a number of her classrooms, but also engages in student/faculty community-based research collaborations with undergraduate students through paid summer research positions, independent studies, experiential learning opportunities, and her service learning public economics course. Currently, she and several students are examining the neighborhood effects of a local non-profit’s efforts to restore condemned residences in Lynchburg, Virginia. A number of her students have presented their work to the local community and at regional conferences. Others serve as student editors to the IWUER.

Dr. Perry-Sizemore is currently studying the effects of undergraduate research experiences on both liberal learning and critical thinking skills. She also studies the effects of state-supported postsecondary merit aid programs on student achievement and institutional quality.

John Abell

Professor of Economics
B.S., Centre College of Kentucky; M.S., Ph.D., University of Kentucky
(e-mail) (web site)

Professor Abell's research frequently takes him to San Lucas Tolimán, an indigenous community in Guatemala. The attraction is an array of community-based projects in the following areas: education, health care, housing, land development, job apprenticeship, honey bee farming, water systems, fuel efficient stoves, reforestation, experimental farming, and coffee. Moreover, these projects have a philosophical underpinning based on E.F. Schumacher's subsidiarity principle. By using local resources and by carrying out most stages of production right there in San Lucas, economic multiplier effects circulate locally, rather than leak away to Guatemala City or the United States.

Success stories from the developing world are few and far between. Professor Abell has been writing about San Lucas's programs that offer financial security, hope, and self-esteem for over a decade now. His approach to research is straight-forward. You jump right in and help lay a water line, help a family pick coffee, or build a fuel-efficient stove before you start writing about it. His overall approach to economics has been shaped by his years of travel to San Lucas and is consistent with the title of E.F. Schumacher's book, Small Is Beautiful: Economics As If People Mattered. Even in his most technical courses, he tries not to stray too far from this basic idea.

Mark Harrison

Associate Professor of Economics/Business
B.S., Mississippi State University; M.S., Ph.D., University of Texas at Austin

Mark Harrison's first career was in engineering and operations management. After earning a degree in chemical engineering, he spent 12 years in the international oil business, including 10 years in the Phillippines, where he served as a petroleum engineer and management consultant.

He then earned a Ph.D. in economics at the University of Texas at Austin in 1998. He began teaching business and economics, and was lead faculty in the startup of two MBA programs, one face-to-face and one online.

At Randolph College since 2010, Professor Harrison teaches Principles of Management, Leadership, Marketing, International Business, and Strategic Management. In his business courses, he challenges student teams to analyze real-world problems and recommend concrete courses of action. He also enjoys teaching economics.

An advocate of vita abundantior, Professor Harrison enjoys SCUBA diving, travel, and residential architecture. Dr. Harrison has made roughly 400 SCUBA dives in a variety of locations such as the South China Sea, the Bali Sea, the Caribbean Sea, and the Red Sea. In 1998 he designed and built a house in accordance with the precepts of architectural theorist Christopher Alexander (the Temple Mountain House in Peterborough, New Hampshire). In 2007 he crewed on a 42-foot catamaran for a transatlantic voyage, from Chesapeake Bay to the Azores to Gibraltar. In 2009 he visited the Sekolah Bisnis dan Manajemen at the Institut Teknologi Bandung (Indonesia) as a Fulbright Scholar, and in 2010 he canoed in the Wabakimi Wilderness of Western Ontario, Canada.

Jeff Heinfeldt

Associate Professor of Economics/Business
B.S., M.B.A., Bowling Green State University; Ph.D., Kent State University

I earned my BSBA and MBA degrees from Bowling Green State University in Bowling Green, Ohio and received a Ph.D. in Finance from Kent State University, also in Ohio.

I have professional experience in the areas of banking and corporate accounting. I have taught a wide range of courses in the past: finance, accounting, management, and economics. The students and their education are my main priorities. In keeping with this focus on student education, I enjoy conducting research that is applied and pedagogical in nature. I am particularly interested in topics that improve the classroom experience for the students and enhance my teaching effectiveness. Specific areas of research have included financial education/pedagogy, stakeholder theory, and firm value.

As for outside interests and activities, my wife, Denise, and I enjoy sports (biking, jogging, tennis, etc.), travel and relaxing (when possible).

I sum up my thoughts on business, and specifically finance, education as follows: I believe financial education is of value to students whether they pursue a career in the discipline or not. In particular, basic financial literacy is an important life skill. As a teacher, I would like students to gain an understanding of, and an appreciation for, finance and to have had a positive experience along the way.

Jessica Milli

Visiting Assistant Professor of Economics
B.A., M.A., Ph.D., University of Wisconsin-Milwaukee

Jessica Milli received her BA, MA, and Ph.D. all from the University of Wisconsin-Milwaukee in the field of economics with concentrations in labor economics and industrial organization.

Her research typically has a focus on racial and gender issues. Specific areas of interest include determining why a persistent educational attainment gap exists between white students and other minorities, as well as determining the relationship between women’s economic status and whether they experience domestic violence within their relationship with their partner. Jessica hopes to travel to India in the future to study the impact of recent policy changes which reserve a specific number of public offices for women on the perceived status of women in society as well as in the home, and on the economic outcomes of women such as labor force participation and income.

Jessica’s teaching interests are many and varied. She has taught courses on microeconomics, labor economics, game theory, and statistics. She also has plans for developing a course on women in the global economy.

When not conducting research or teaching, she enjoys a wide variety of hobbies including: playing violin and piano, running, yoga, and learning new languages.