Please see below for updates on the good word that current Higher Education Administration and Student Personnel in Higher Education students, alumni, and faculty have been doing.
Last Updated 6/18/2021
Below is a partial list of publications by the faculty in the last three years. Faculty names are in bold, while student/alumni names are underline.
Ortagus, J., Tanner, M., & McFarlin, I. (2021). Can Re-Enrollment Campaigns Help Dropouts Return to College? Evidence from Florida Community Colleges. Educational Evaluation and Policy Analysis.
Skinner, B. T., & Doyle, W. R. (2021). “Do civic returns to higher education differ across subpopulations? An analysis using propensity forests”. Journal of Education Finance.
Mobley, S., Smith, T.C., Lee-Johnson, J. (2021) HBCUs are rising: The myths, the legends, the realties. In: R. Taylor & A. Kuntz (Eds) Equity, Freedom, and Inclusion in Higher Education.
Sriram, R., Weintraub, S. D., Murray, J. L., Cheatle, J., Haynes, C., & Marquart, C. P. (2020). The influence of students’ academic, social, and deeper life interactions on their psychological sense of community. Journal of College Student Development, 61(5). 593-608. https://muse.jhu.edu/article/766014
Kramer II, D., & Ortagus, J., & Donovan, J. (2020). Competing for Bachelor’s Degrees: Are Community Colleges Cutting into the Market Share of Four-Year Institutions? American Educational Research Journal.
Ortagus, J., Kelchen, R., Rosinger, K., & Voorhees, N. (2020). Performance-Based Funding in American Higher Education: A Systematic Synthesis of the Intended and Unintended Consequences. Educational Evaluation and Policy Analysis.
Smith, T. C., (2020). A doctoral odyssey: Navigating family, culture, and community in a foreign land. In J. Van Galen, J. and J. Sablan (Eds.) Amplified Voices, Intersecting Identities: First-Gen PhDs Navigating Institutional Power. Brill/Sense Publishers.
Bowers, L., Harrington, K., Phelps-Ward, R., Smith, T. C., Allen, C., & Dosouza, N. (2020). #Mytruthmatters: Narratives of graduate students of color at a predominately white institution. Journal of Ethnographic and Qualitative Research 14, 233-248.
Sriram, R., Haynes, C., Cheatle, J., Marquart, C. P., Murray, J. L., & Weintraub, S. D. (2020). The development and validation of an instrument measuring academic, social, and deeper life interactions. Journal of College Student Development, 61(2), 240-245. 10.1353/csd.2020.0020
Sriram, R., Haynes, C., Weintraub, S. D., Cheatle, J., Marquart, C. P., & Murray, J. L. (2020). Student demographics and experiences of deeper life interactions within residential learning communities. Learning Communities Research and Practice [Special issue on residential learning communities], 8(1), Article 8. https://washingtoncenter.evergreen.edu/lcrpjournal/vol8/iss1/8
Baker, D. J., Skinner, B. T., & Redding, C. (2019). “Affirmative intervention to reduce stereotype threat bias: Experimental evidence from a community college.” The Journal of Higher Education.
Haynes, C. (2019). Creating new metaphors for women engineering students through qualitative methods. The Qualitative Report, 24(7), 1805-1825.
Below is a partial list of grants by the faculty in the last three years. Faculty names are in bold, while student/alumni names are underline.
Justin Ortagus, Principal Investigator, Lindsay Lynch Co-Principal Investigator, iConnect: Improving Access and Success in Information Technology Programs Through Education-Industry Connections, 2020-2023, National Science Foundation ($600,000).
Travis Smith, Lead-PI 2020 Advancing Racial Justice Through Inclusion, Diversity, Equity, and Access at the University of Florida $60,000
Justin Ortagus, Principal Investigator, The Role and Influence of Online Degree Programs in Higher Education, 2021-2022, Laura and John Arnold Foundation, $87,458.
Justin Ortagus, Co-Principal Investigator, Equity and Effectiveness of State Higher Education Funding Policies, 2020 – 2022, Bill and Melinda Gates Foundation, $549,946.
Justin Ortagus, Principal Investigator, An Examination of the Enrollment and Persistence Outcomes of the Florida College Student Re-Enrollment Demonstration, 2020 – 2021, Helios Education Foundation, $115,000.
Justin Ortagus, Principal Investigator, National Evidence of Enrollment Shifts and Labor Market
Outcomes Following the Great Recession, 2020, Laura and John Arnold Foundation,
Justin Ortagus, Co-Principal Investigator, Building New Evidence for Designing Performance-Based Funding Policies to Reduce Inequality, 2020 – 2021, William T. Grant Foundation,
Justin Ortagus, Principal Investigator, The Effects of Variations in Performance-Based Funding Policies on Student Access, Success, and Labor Market Outcomes, 2019 – 2021, Laura and John
Arnold Foundation/Joyce Foundation, $373,590.
Justin Ortagus, Principal Investigator, Examining the Impact of Variations in Performance-Based Funding Policies on Reducing Inequality in Student Outcomes, 2019 – 2020, William T. Grant Foundation, $204,528.
Below is a partial list of award received by the faculty in the last three years.
Travis Smith was awarded the 2021 COE Faculty Diversity & Inclusion Award.
Lindsay Lynch was awarded the 2021 Provost Travel & Development Funding Award.
Cliff Haynes was awarded the 2020-2021 Rosser Educator Excellence Award.
Cliff Haynes was awarded the 2020 Provost Travel & Development Funding Award
Travis Smith was selected as a UF Black History Month Trailblazer, Black Graduate Student Organization.
Travis Smith was selected 30 under 40 in Research and Scholarship Pan African Network, ACPA (2021).
Cliff Haynes was awarded 2019 Outstanding Faculty Member Award from the UF Graduate Student Council for support in service of Graduate Students.
Cliff Haynes was awarded the NASPA-FL 2019 Research Award from NASPA’s Florida state association.
Justin Ortagus was awarded the Outstanding Young Alumni Award (“40 Under 40”), University of Florida (2019)
Justin Ortagus was awarded the Excellence Award for Assistant Professors from the University of Florida (2018).
Cliff Haynes was awarded the Inaugural Blue Ribbon Online Course Designation from the University of Florida College of Education (2018).
Below is a partial list of dissertations by students in the last three years.
Tres Loch (Spring 2021) Ed.D., A comparative case study of the experience and satisfaction of business management majors at a small, private liberal arts college and a large, public research institution.
Rachael Elrod (Summer 2020). Ed.D., ”You feel like you’re walking blindly into it”: The experiences of library leaders and academic library
Alexandra Bitton-Bailey (Fall 2020). Ph.D., A phenomenological study of new and early career faculty in an accelerated faculty learning
Eric Coley (Fall 2020). Ed.D., Building interprofessional bridges: A qualitative study of what interprofessional education means to
student physical therapists.
Murielle Gammons (Fall 2020). Ph.D., Them in STEM: The persistence journey of surviving vast waters at predominantly White institutions
for first-generation African American engineering students.
Shayne Cade (Fall 2020). D., Persistence as a manifestation of motivation: A phenomenological exploration of motivation for first-generation college students who completed online baccalaureate degree programs.
Brittany Matthews-Mijatovic. (Spring 2020). Ed.D., A phenomenological study on the enrollment decisions of high-achieving, low-income students enrolled in a community college.
LB Hannahs. (Spring 2020). Ph.D., From the top down: An exploratory study of a diversity mandate.
Tina Lamb. (Fall 2019). Ph.D., Three essays on postsecondary financial aid.
Shari Crandall (Fall 2019). Ph.D., Life taught me to be independent: Former foster youth’s perceptions of adapting to college.
Joseph Pickering. (Spring 2019). Ed.D., The impact of concealed carry legislation on Texas universities and colleges: Campus leaders’ and law enforcement perspectives.
Ansa Reams-Johnson (Fall 2018). Ed.D., Building personal equity: A social capital analysis of African American administrators and mentorship practices
Bhuvaneswari Gudapati. (Fall 2018). Ed.D., A phenomenological examination of the blended learning experiences of Caribbean community college students: An interpretation through the community of inquiry framework.
Below is a partial list of publications by the students in the last three years.
Katherine Broom, Danica Mandarano, and Karmen Tovar (SPHE on campus) won 1st place in NASPA’s Annual Case Study Competition. The “Stormin’ Norman” team was advised by Travis Smith.
Lauren Hughes (team leader), Elaine Rivera, Karley Taylor, Amy Wyer (SPHE on campus) won 2nd place in 20th Annual studentaffairs.com Virtual Case Study Competition.
Danielle Shu, a master’s student in the online SPHE program, was awarded the William Leftwich Award for Outstanding New Professional in NASPA Region III (2021).
Ikiah Young, a master’s student in the online SPHE program, was awarded the College of PHHP superior accomplishment award in 2020.
Below is a partial list of updates by alumni in the last three years.
Dr. Monique Perry-Graves (Ed.D. 2013) is the new statewide Executive Director for
Teach for America (TFA), North Carolina, as of June 2021.
Dr. Xiaodan Hu (Ph.D. 2017) won the 2018 Council for the Study of Community Colleges (CSCC) Dissertation of the Year.