AARC Activities:
- House of Delegates (HOD), Treasurer (2019–2021)
- Education Section Chair-Elect (2020-2021)
- Education Section Chair (2021-2023)
- Education Section Chair (2023-2025)
- Board of Directors (2021-2026)
- Standard 1.01 Task Force Co-Chair (2021-2022)
- Co-Chair Education Summit (2024-2025)
- Education Advancement -Value Proposition and Research Task Force Co-Chair (2025-2027)
- BOD Representative to ACRTE (2022–2027)
- Board Liaison to Respiratory Clinical Educator Task Force (2025-2027)
- Board Liaison to BSRT Program Expansion Task Force (2025–2027)
- Finance Committee Member (2019-2021)
- Audit Sub-Committee Member (2019-2021)
- Education Section Member (2007-Present)
- Political Action Contact Team (PACT) Advocacy Representative (2014-2018)
- Strategic Planning Committee (2022, 2025)
- Workforce Recovery Task Force (2023-2027)
HOD Activities:
- Co-Chair House of Delegates Volunteer and Mentoring Committee (2016-2018)
- House of Delegates Volunteer and Mentoring Committee (2014-2016)
- House of Delegates Strategic Objective 4 Committee (2016-2019)
- Texas Society of Respiratory Care Delegate 2014-2018
- House of Delegates (HOD), Treasurer (2019–2021)
Affiliate Activities:
- Texas Society of Respiratory Care
- President of North Texas Region (2013-2014)
- Delegate (2014-2018)
Related Organizations:
- Coalition for Baccalaureate and Graduate Respiratory Therapy Education now ACRTE
- Secretary (2018-2019)
- Board of Directors (2014-2019)
Education and Credentials:
- 2014 EdD – Doctor of Education, Focus on Higher Education, University of North Texas; Denton, Texas; Dissertation: “The Transition Experience of Second Career Respiratory Therapy Faculty: A Phenomenological Study.”
- 2007 Master of Arts in Teaching – Focus on Teaching; Texas Woman’s University; Denton, Texas
- 2001 Bachelor of Science in Respiratory Care; Midwestern State University; Wichita Falls, Texas;
Publications:
- Clark K, Gresham-Anderson, J.(2023) Evidence-Based Practice Teaching Strategies and Resources Needs Assessment. Respiratory Care, (68), Suppl 10.
- Helton, P. R., Gresham–Anderson J., (2021). Undergraduate Health Science Education during a Pandemic: Perceptions and Experiences of Respiratory Care Students. Respiratory Care Education Annual, (30), 38-46
- Gresham – Anderson J., Rojas J., Kemp L., (2021). Respiratory Therapy Department Credentialing and Educational Level Impact on Patient Outcomes: A Pilot Study. Respiratory Care Education Annual (30), 4-13
- Gresham – Anderson J., Williamson K., Ayinagadda S., (2020). An Interprofessional Approach to Teaching Evidence–Based Practice. Internet Journal of Allied Health Sciences and Practice, (18), Article 2
- Additional information:
- Refereed Journals:
- Judie, Erica, Gresham – Anderson, J. Kurszewski, T. (2024). Diversity, Equity, and Inclusion in Respiratory Care Education: A Scoping Literature Review. Submitted to The ACRTE Chronicle
- Clark K, Gresham-Anderson, J.(2023) Evidence-Based Practice Teaching Strategies and Resources Needs Assessment. Respiratory Care, (68), Suppl 10.
- Gresham – Anderson, J., Case, R. (2022). Secrets of success: The ultimate guide to educational recruiting and marketing strategies. AARC Advanced Leadership Institute – Education Track: Chapter 6 – Recruitment, https://my.aarc.org/Education/My-Programs/Course-Detail?pa_courseid=%7B0916A02D-CEAB-EC11-80F9-000D3A0EE4ED%7D
- Helton, P. R., Gresham–Anderson J., (2021). Undergraduate Health Science Education during a Pandemic: Perceptions and Experiences of Respiratory Care Students. Respiratory Care Education Annual, (30), 38-46
- Gresham – Anderson J., Rojas J., Kemp L., (2021). Respiratory Therapy Department Credentialing and Educational Level Impact on Patient Outcomes: A Pilot Study. Respiratory Care Education Annual (30), 4-13
- Gresham – Anderson J., Williamson K., Ayinagadda S., (2020). An Interprofessional Approach to Teaching Evidence–Based Practice. Internet Journal of Allied Health Sciences and Practice, (18), Article 2
- Gresham-Anderson J., Kurszewski T., Davenport E, Flagg S., Coonce M., (2019). Exploring Death Coping Strategies of Respiratory Therapists Who Work in Neonatal Intensive Care Units: A Pilot Study. Respiratory Care Education Annual, (28), 36-43
- Helton, P. R., Gresham–Anderson J. (2017). Life Satisfaction: A Mixed – Method Study of Recent Respiratory Care Graduates, Respiratory Care Education Annual, (26), 31-38.
- Gresham-Anderson J. (2015). The Transition Experience of Therapist to Educator, Respiratory Care Education Annual, (23), 28-36.
- Gresham, J. (2014) The Transition Experience of Second Career Respiratory Faculty: A Phenomenological Study (3691155). [Doctoral Dissertation, University of North Texas]. ProQuest Dissertations Publishing.
- Killion, J. B., Johnston, J. N., Gresham, J., Gipson, M., Vealé, B. L., Behrens, P. I., … & Close, D. M. (2014). Smart Device Use and Burnout Among Health Science Educators. Radiologic technology, 86(2), 144-154.
- Gresham, J., Bowles, B., Gibson, M., Robinson, K., Farris, M., & Felts, J. (2012) Death-planning for the inevitable: a hybrid honors course. Honors In Practice, (8), 43-54.
- Professional Articles:
- Anderson, J, (2024).Respiratory Therapy. Link for College Counselors, LINK For Counselors : Spring 2024 (e-ditionsbyfry.com)
- Anderson, Varekojis, McHenry, Clark (2024), RT Needs More Educators! Could You Be One of Them? AARC News. https://www.aarc.org/news/rt-needs-more-educators-could-you-be-one-of-them/
- Gresham – Anderson J, (2021). A Little Less Drama: Conflict Resolution Tools. American Association for Respiratory Care, Newsroom, https://www.aarc.org/an21-a-little-less-drama-conflict-resolution-tools/
- Enhancing Undergraduate Research Endeavors & Creative Activities (EURECA):
- Fall 2018, “Meeting the Needs of Freshmen in the Professional Programs of Education and Respiratory Care” Staci Morgan, Madison Dodd, Mentors: Drs. Suzanne Lindt and Jennifer Anderson
- Book Review:
- Respiratory Care: Principles and Practice, Second Edition, published January 2011, Jones and Bartlett Publishing Company
Elections Committee Questions:
What do you see as the biggest challenge facing the AARC and what do you recommend addressing it?
The greatest challenge facing the AARC today is a longstanding one. The profession’s visibility gap. Respiratory therapists are among the most essential clinicians in healthcare, yet we remain among the least recognized by the public, administrators, policymakers, and students choosing their career paths. The AARC has made meaningful strides; our HOSA partnership introduces students to respiratory care earlier, and the Workforce Recovery Task Force demonstrated our capacity to respond strategically to workforce shortages. These efforts have laid important groundwork, but significant room to grow remains. We must expand K-12 partnerships, modernize our narrative across digital platforms, and strengthen legislative advocacy. Equally important is elevating our academic identity. Moving toward bachelor’s and master’s level entry is a professional imperative that signals to healthcare systems and policymakers that respiratory care belongs at the table alongside other healthcare professions.
Health care is changing more rapidly than ever. What ideas do you have to help today’s Respiratory Therapist meet these challenges?
Healthcare is changing at a pace that demands anticipation, not just adaptation. Artificial intelligence is already present in predictive ventilator management, remote monitoring, and pulmonary diagnostics, and its role will only expand. The respiratory therapist who thrives will be a clinically informed interpreter of data who knows when to trust technology and when to override it. We must lead our profession in preparing for this reality by advocating for AI literacy within entry-level education and continuing competency frameworks, and by engaging policymakers to define the respiratory therapist’s role in AI-integrated care before others define it for us. Beyond AI, we must prepare members to navigate workforce shortages, expanded telehealth environments, and increasingly complex patient populations. The AARC can support today’s respiratory therapist through forward-looking professional development, robust resources, and by championing the advanced education.
How would you approach optimizing, developing, and implementing value added benefits, programs, and resources within AARC leadership and governance structures to meet the diverse needs of our members while also cultivating a keen sense of belonging and encouraging long term membership?
Meeting the diverse needs of AARC members requires both intentional structure and genuine human connection. Personally, the greatest benefit of my AARC membership has been the connections and people I have met along the way, and I want every member to experience that same sense of community. I would begin with a needs assessment, gathering data through member surveys, section feedback, to identify gaps between what the AARC should offer and what members need at different career stages. A student member, a bedside clinician, and a seasoned educator have vastly different needs, and our programming must reflect that. Findings would directly inform, career-stage resources that grow with members, from mentorship pipelines and student engagement initiatives to leadership development pathways for experienced practitioners. A membership that meets members where they are at would encourage long-term membership.
Explain your vision in the role of AARC Secretary/Treasurer. How would you encourage the AARC committees, specialty sections, and other volunteers to contribute to the strategic direction of the AARC?
As AARC Secretary-Treasurer, my vision is rooted in transparency, accountability, and strategic alignment. My experience as a department chair and AARC Board member has provided a strong foundation in fiscal oversight and organizational governance. Serving as House of Delegates Treasurer from 2019 to 2021, alongside my service as a Finance Committee and Audit Sub-Committee Member, gave me direct, hands-on experience with the financial operations and reporting structures central to this role. Accurate records and sound financial stewardship are not administrative formalities; they are the backbone of the association’s credibility and long-term sustainability. I would bring the same precision I apply to accreditation, budget planning, and institutional reporting at the university level. To encourage committees, specialty sections, and volunteers to contribute meaningfully to the AARC’s strategic direction, I would foster clear communication connecting their work to the broader mission.
