Thomas James Virgona, PhD
74 Waverly Avenue · East Rockaway, New York 11518 – 1331
Home Phone: (516) 599 – 2890·Cell Phone: (516) 455-7554
e-mail:
Education / Doctor of Philosophy - Information StudiesLong Island University / C.W. Post - May 2008
Doctoral DissertationSeptember 11, 2001: A Study of the Human Aspects of Disaster Recovery Efforts for Wall Street Financial Services Firms.
Master of Science Degree - Information Systems
Pace University, New York City, New York - January, 1996
Graduate Thesis
Fundamental Organizational and Social Changes Initiated by the Diffusion of Telecommuting Into the Workplace
Bachelor of Science Degree - Computer Science
State University of New York at Brockport, Brockport, New York - May 1983
Faculty
Positions / Adelphi University – Garden City, NY
Assistant Professor / Director of the Master of Science Program in Healthcare Informatics
Fall 2011 to Present
Courses taught:
HIT 601 / Human Interaction, Integration, and Interoperability
HIT 603 / Decision Support And Decision Support Systems In Hit
HSA 770 / Quality Management and Regulation in Health Care
MGT 770 / Management of Technology
NUR 232 / Nursing Informatics in Healthcare
NUR 446 / Introduction To Technology And Information
NUR 607 / Informatics: Health Science Information, Data, and Knowledge
Central Connecticut State University – New Britain, CT.
Associate Professor (Emergency Replacement)
Fall 2009 to 2011
Courses taught:
FYE 101 / First Year Experience
MIS 201 / Introduction to Management Information Systems
MIS 305 / eBusiness applications
MIS 501 / Managing IT Value Proposition
Westwood College – Denver North Campus.
Online Instructor, Mentor to new online instructors.
Fall 2005 to 2011.
Courses taught:
CA101 / Computer Applications
CS106 / Fundamentals of Programming
CS107 / Introduction to HTML
CS111 / Visual Basic
CS210 / Intermediate Programming
CS215 / Advanced Programming
EBM401 / Supporting Electronic Business
EBM499 / Professional Portfolio
SG110 / Introduction to Game Development
SG120 / Operating Systems
SG150 / Software Development Life Cycle
SG350 / Networking Fundamentals
Thomas James Virgona, PhD
ProfessionalExperience / Citigroup; January 1990 to February 2009
Vice President / Global Technology
1990 – 1996; Application, Project, Budget and Human Resource management:
- Technology management of back office loan application: CLASS (UNIX/Oracle/XML), Citiloan (Mainframe), Subledger, iLoan and Trade Tracker. Responsibilities include production support, product development and budgeting. Applications interface with funds transfer, general ledger, treasury and fax notification systems.
- Successful deployment of Corporate Loans Asset Sales System on time and $300,000 below budget despite 40% staff reduction during the construction phase. The CLASS application is the primary Citigroup syndication application distributing over $30 Billion annually.
Vendor management and oversight of external resources that provide hardware and software support for critical applications.
- Collected Global Fixed Income Technology information relating to the collapse of the 7 World Trade Center facility. This data was subsequently reported to legal and governmental agencies.
- Project Manager for Global Production Services Intranet projects. Responsibilities include content development and purchase of software/hardware products ( Website evolved into a management-tracking tool to provide timely updates on major projects and to post critical notifications.
2000 - 2009; Vice President:
Export Licensing Manager: U.S. regulations require that a license, or a license exemption, be obtained before technology is exported by a U.S. company. All technology staff who may be required to export technology as part their jobs must be aware of these regulations and comply with the export compliance standards described in this document. The primary intent of these laws is to prevent advanced technology from being obtained by international terrorists and criminals. Of most concern is technology related to encryption. Responsibilities include: Application Classification, Identifying Projects that may impact Export Control, Software Vendor Export Compliance, Consultant Vendor Export Compliance, Foreign National Employees: “Deemed Export” Compliance, Temporary Work Authorization For Foreign Nationals, Physical Shipment across National Borders, RCSA, Training and Awareness and Hand Carry Letters.
Collected Global Fixed Income Technology information relating to the collapse of the 7 World Trade Center facility. This data was subsequently reported to legal and governmental agencies.
Technology Information Security Officer: The TISO is the focal point for ensuring that applications deployed in support of a business provide a level of protection appropriate to the class of information managed in those systems and applications. A TISO must established relationships with the domain architects, project managers and other disciplines within the development unit. In general, the responsibilities include:
- Ensure that Technology area practices and processes conform with IS policies and standards, Participate as needed in local and global Peer Review Committee meetings to ensure consistency with IS needs, Perform IS reviews as required related to Project Management.
- Ensure entitlement reviews are executed within CitiTech according to defined standards and procedures.
- Ensure Vulnerability Assessments are being conducted according to defined standards, Participate in reviews of Ethical Hack results or other Vulnerability assessment testing of web sites owned by the businesses.
- Manage the SIRT (Security Incident and Response Team) process, coordinate and track appropriate information security training and awareness programs.
- Regularly updates to CitiTech Sr. Management and GISO on key aspects of information security and Provide ongoing management, oversight and reporting related to the IS function.
Professional / Muscular Dystrophy Association; August 1988 to January 1990 - Senior Programmer / Analyst
Experience / Business Envelope; May 1986 to August 1988 - Senior Programmer / Analyst
(Continued) / Adelphi University; October 1984 to May 1986 - Administrative Programmer
Qualified Lead Systems; August 1983 to September 1984; Chicago, Illinois - Junior Programmer
Publications / Peer Reviewd Journal Articles
Virgona, T. (2014). Towards an Empirical Definition of Graduate School Healthcare Informatics. Canadian Journal of Nursing Informatics, (Volume 9 No 1 & 2 Winter – Spring 2014),
Virgona, T. J. (2013). First Responders to Superstorm Sandy; An Information Technology Assessment. Journal of Nursing and Health Science, 51-56.
Virgona, T. J. (2013). How Cognitive Science Has Influenced the Applied Science of HCI “The evolution that envies the revolution”. Journal of Computer Engineering.
Virgona, T. (2013, March). Towards an Epistemological Definition of the Research Front of Information and Society. Journal of Business and Economics, 4(3), 202-221.
Virgona, T. J. (2013). Graduate nursing student self-assessment: Fundamental technology skills. Journal of Nursing Education and Practice, 3(3), 6. Retrieved from
Virgona, T. (2012). Exploring Health Information Technology Education; An Analysis Of The Research. Technology and Health Care, 20 (4), 236-246.
Virgona, T. (2011). September 11, 2001 In Retrospect: A decade on, what business continuity and information security lessons have we learners? The Business Continuity Journal, 4 (3), 1-16.
Virgona, T. (2010). A Historical Study of the Human aspects of Disaster Recovery. Business Continuity Journal. Volume Four, Issue One. Pages 26-38. 2010.
Virgona, T. (2003). “Design and Implementation of Global Thesauri.” The Canadian Journal of Information and Library Science.Volume 27 (4) - Winter 2003.
Virgona, T. (1997). “Fundamental Organizational and Social Changes Initiated by the Diffusion of Telecommuting Into the Workplace”. School of Computer Science and Information Systems Pace University Technical Reports. Number 111. April 1997.
Peer Reviewed Conference Articles
Virgona, T. (2014). Emergency Management Planning and Leadership; Lessons Learned from Katrina. Northeast Business & Economics Association (pp. 440-443). West Long Branch, New Jersey: Monmouth University.
Virgona, T. (2014). Sport Information Retrieval; A study of Web Evaluation Criteria. Northeast Business & Economics Association (pp. 444-448). West Long Branch, New Jersey: Monmouth University.
Virgona, T. (2012). Towards an assessment of metadata acuity in academic research: A case study of search engines. Northeast Business & Economics Association (pp. p329-334). Port Jefferson, New York: Worcester State University Publications & Printing Services.
Virgona, T. (2011). Continued Business Operation During a Disaster and the Removal of Information Security. Proceedings of the Annual Northeast Business & Economics Association (pp. 585-592). Philadelphia, Pennsylvania: St. Joseph's University.
Virgona, T. (2010). A Historical Study of Disaster Recovery. Conference Proceedings. Northeast Business & Economics Association. 37th Annual Meeting. Hosted by the School of Business, Montclair State University. September 30 2010 to October 2 2010.
Virgona, T. (2009). September 11, 2001: Lessons Learned for Planning Disaster Recovery. Proceedings of Student-Faculty Research Day, CSIS, Pace University, May 8th, 2009.
Non-peer reviewed Articles
Virgona, T. (1996). “Wouldn’t You Rather Work From Home?” Newsday; Money & Careers. February 18th, 1996. p. 1, p. 6.
Virgona, T. (1993). "Introducing GUIs and FUSION". Infocus: The Prime Information Journal. Volume 10, Number 51. September/October 1993. Page 41.
Virgona, T. (1991). "Entering a 4GL?”. Infocus: The Prime Information Journal. Volume 7, Number 32. November/December 1991. Page 36.
Virgona, T. (1991). “Dual File Update Using BLACKSMITH”. Infocus: The Prime Information Journal. Volume 8, Number 39. September/October 1991. Page 34.
Virgona, T. (1991). "Setting Up A Programmer's Environment". Infocus: The Prime Information Journal. Volume 8, Number 36. January/February 1991. Page 44.
Virgona, T. (1990). "Prime Information: A Programmers Review". Infocus: The Prime Information Journal. Volume 7, Number 32. May/June 1990. Page 48.
Peer Reviewed Books
Virgona, T. (2008). September 11, 2001: A Study of the Human Aspects of Disaster Recovery Efforts for Wall Street Financial Services Firms. Long Island University, C. W. Post Center. ISBN: 9780549557906. Published 2008.
Document URL:
Grants / Sponsored Research /
- Summer 2012: Ambulatory Care Program - North Shore/LIJ & Adelphi University with Shawn O'Riley
- Spring 2013 – Adelphi Faculty Development Grant: EMT First Responders: An Information Technology Assessment.
- Summer 2014 – Columbia University, New York – Geographic Information Systems. CHI Scholarship
Service to Community, University and Discipline / Service to Community
Firefighter - East Rockaway Fire Department; Hose and Engine 405 Company
Badge #516; Class “A” Interior Firefighter
Firefighter Service Award; Hurricane Sandy Rescue
- Advanced First Aid CPR/AED; Passed August 18th, 2012
- 3 Month Probationary Test Passed; September 2012
- Ladder Cross Train with 403: Passed September 25th, 2012
- Forcible Entry Cross Train with 403: Passed October 16th, 2012
- 6 Month SCBA Test Passed; December 2012
- Hazardous Materials Operations; May 2013
- Essentials of Firefighting and Primary Operations; 24A S24CMB613A Nassau County Fire Service Academy; June 2013
- Bailout training (Ten jumps and class); Completed October 13th, 2013.
Service to Adelphi University
- Adelphi University SCAIT Committee (2011-2013)
- Adelphi University Faculty Senate (2012 - Present)
- School of Nursing Academic Standards (2013 - Present)
- Adelphi Faculty Senate; Learning Goals Task Force (2013 – 2014)
- RN to BS CONPH Committee (2014 – present)
- Textbook Reviewer; Bridgepoint Education
- Dissertation Committee; Robert Peart – LIU Post
Professional Associations /
- American Medical Informatics Association
- Healthcare Information Management and Systems Society
Awards and Certifications /
- New York State Boating Safety Certification – January 2009
- Distinguished Faculty Nomination; Westwood College – August 2008
- Pace University Teaching Effectively Online Certification – September 2007
- Approach to Teaching and Online Learning Certification – October 2006
- Westwood Certified Instructor – June 2006
- Elizabeth K. Reilley Endowed Scholarship - Spring 2002
- Ph.D. Research Competition; Honorable Mention - Spring 2001
- PADI Open Water Diver – June 1994
- Deans List – SUNY Brockport – Spring 1983
- New York State Real State Salesman – December 1982
- Rae Gubitosi Scholarship for Outstanding Scholastic Achievement – Fall 1980
- New York State Regents Scholarship – 1979 Series
Teaching Philosophy / Learning is the main purpose of education. It is the goal of every student and the task of every teacher to increase knowledge and understanding in the classroom to the best of their abilities. Independent thought is essential to the development of each student. Being able to form unique independent ideas will serve them both in and outside of the classroom. The teacher should also be prepared to lead students in the direction they should go to search for correct conclusions and answers, without always providing the answers themselves. Finally, by using information, students should be able to apply what they have learned to new life or learning situations.
In order to aid students in reaching their desired learning goals, the curriculum must have a clear set of focused objectives. Professors should act as guides, advisors and facilitators, especially in the university setting. Students at this level need input and more assistance in deciding on courses to best reach their personal academic and ever changing career goals. Students also need to feel comfortable approaching their instructor for discussion outside of class. By instructors acting as mentors to students, the students can begin to make professional contacts, find professors to aid in career plans and use for recommendations, and have an academic source to call upon when stresses (and the inevitable frustrations) of classes begin to be overwhelming. Instructors need to make education as enjoyable and beneficial as possible to for students.
Teachers should also set specific and achievable goals for students. Mastery of information, or subject matter, has always been the goal for teachers. In addition, long term goals for individual students should be set. As a part of this, the intellectual development of each student should continue over time, allowing students to use what they are learning later in life. It is also the hope of all teachers (sometimes unrealistic) that students will develop an interest in the subject area being taught. Although this does not occur in all cases, students should at the very least develop an appreciation for the subject and the material being taught in the classroom.
How does one implement this philosophy? No single teacher will be able to implement all of their personal educational philosophies at one time. By showing ideas and concepts from the teaching material and the importance for day-to-day use, the teacher can begin to foster a positive collegial relationship with the student and achieve their philosophical goals.
Any statement of teaching philosophy at this point in time must be cognizant of critical paradigm changes that are altering the foundations of the education process. Our students are true “Information Age” products, born into the ubiquitous computing world. Despite these changes, higher education needs to stay diligent and focused on creating an atmosphere of deeper thinking and ensuring student learn to communicate with elegance and simplicity, always mindful of social responsibilities.
Philosophy of Research / As a doctoral graduate of Long Island University, a top-tier program in Information Science, I received a Ph.D. Information Studies that was not only methodologically rigorous, but which also sparked my interest and excitement about scholarly research. My research in management information systems is guided by my belief that it is my responsibility and duty to pursue, capture, discover, create, and transmit knowledge about the way that information technology is developed, managed, and used. The purpose and result of this is to enable me to translate what I have learned into information that can be disseminated via professional publications and correspondence, to my students in and outside of the classroom, and to the university and broader community.
To achieve these objectives, I base my research on several core tenets. First, an important issue for me is the relevance of my research. In my opinion, it is critical that the research in which I engage not only be interesting to me, but also be of use to other academics and/or to the business community at large. Second, I strive to conduct the highest quality research possible. If research is to be relevant, it must also be based on quality data, thorough analysis, and properly reasoned interpretation. I therefore think that it is critical that I endeavor to maintain high quality standards in the research in which I participate. Third, for my research to be of high quality, it is also important that I maintain personal and professional integrity in all of my endeavors. This implies that I should maintain high standards of attitudes and behaviors so that my colleagues and associates within as well as outside of the academic community will know me as a person of integrity, a man who can be trusted. Fourth, although I hold truth to be immutable, my knowledge about what is true can and will change. Therefore, to conduct high quality research I must be open to different perspectives, methodologies, and ways of thinking in order to advance my understanding of the nature of what I study. In summary, I think that academic research is a fascinating endeavor, one that I believe I am fortunate to be able to engage in.
Statement of Service Philosophy / I believe that service is key to self-fulfillment and happiness in life. In fact, I believe there is a direct, causal correlation between life satisfaction and service. This is because, as we serve, not only do we find personal satisfaction, we are also able to put our own problems into perspective. I also believe that all members of society who are fortunate enough to have received a university education have a fundamental and even fiduciary responsibility to use their knowledge to benefit society.
As an educator, I believe that service to the profession, to the University, and to society at large is vital. My academic service began early. As a Ph.D. student, and in the ensuing years, I have been extensively involved with many professional and civic organizations.
My CV outlines some of my other venues of academic service. However, many of my service activities are not listed there, because they are informal. The majority of my service is to students, colleagues, and others in one-on-one settings.
Thomas James Virgona, PhD
Educational References
Name / Institution / Contact Information / NoteDr. Darren Hayes / Pace University / / CIS101 Coordinator
Dr. Maureen L. Mackenzie / Molloy College / 1-631-682-0399 / School of Business
Dr. Charles Hildreth / Long Island University / / Chairman of Doctoral Committee
Dr. Jill Coddington / Westwood College / / Lead Faculty, Westwood College Online
Corporate References
Name / Institution / Electronic Mail / PhoneMario Damiano / Pennant Computer Consulting Services [Toronto] / / 905-851-2271
Gary J. Bottle / The Depository Trust & Clearing Corporation / / (212) 855-1546
Sandy Cheng / CitiGroup / / 1-631-374-3201
Nellie Ortiz / CitiGroup / / (908) 563-1374
Thomas Virgona, Curriculum Vitae / Page: 1 of 7