Pathways to Racial Equity in Higher Education: Modeling the Antecedents of State Affirmative Action Bans Dominique J. Baker September 17, 2018 Dominique Baker earned her Ph.D. in Higher Education Leadership and Policy Studies from Peabody College at Vanderbilt University and is an assistant professor of education policy in the Annette Caldwell Simmons School of Education and Human Development and an associate in the John Goodwin Tower Center for Political Studies at Southern Methodist University. Dr. Baker's research focuses on the way that education policy affects the access and success of underrepresented students in higher education. She was recently named a National Academy of Education/Spencer Postdoctoral Fellowship Semi-Finalist. She primarily investigates student financial aid, affirmative action, and policies that influence the ability to create an inclusive & equitable campus climate. Facilitating Academic Success of Low-income Students: The Role of Family Support Josipa Roksa February 25, 2019 Josipa Roksa, professor of Sociology & Education with a joint appointment in the Department of Sociology and Curry School of Education at the University of Virginia, gives a seminar on the role of family support in pursuit and completion of postsecondary education. Professor Roksa’s current research focuses on understanding the experiences and outcomes of first-generation and low-income students, and more broadly the role of socioeconomic status in shaping students’ trajectories through both undergraduate and graduate education. Professor Roksa is professor of leadership, foundations, and policy in the University of Virginia's Curry School of Education. Alongside her faculty appointment in the Department of Sociology, she serves as senior advisor for academic programs in the Office of the Executive Vice President and Provost. Read more about the seminar... Princeton's IDEAS for Higher Ed: Adding Value at the Intersection of IT, IR & Academic Research Drew Allen March 4, 2019 Drew Allen, Executive Director of the Initiative for Data Exploration and Analytics (IDEAS) for Higher Education at Princeton University, will give a seminar on adding value at the intersection of IT, IR, and academic research. Dr. Allen served as the Associate Dean for Data Analysis and Operations at Princeton University before launching IDEAS. He was the founding Director of the Office of Research, Evaluation, and Program Support at the City University of New York (CUNY) prior to joining Princeton. Allen received a Master’s degree in Quantitative Methods in the Social Sciences from Columbia University and a Ph.D. in Higher and Postsecondary Education from New York University. Read more about the seminar... Persistence in Engineering Graduate Programs: The Role of the Emic and Etic Adaptive Strengths Brian Burt March 8, 2019 Brian Burt's program of research uses qualitative methodological approaches to study the experiences of graduate students, and the institutional policies and practices that influence students’ educational and workforce pathways. His current research projects fall in two strands: 1) exploring the experiences of underrepresented graduate students of color in engineering; and, 2) understanding the science of team science. Through this program of research, Dr. Burt seeks to provide new understandings of the complexity of science participation; the aim is to better understand the experiences that promote or turn students away from science pathways. Read more about the seminar... College Student Mobility and the Role of Statewide Articulation Policies George Spencer March 20, 2019 George Spencer is a Dean's Faculty Fellow at NYU's Steinhardt School of Culture, Education, and Human Development. He conducts quantitative research on two related areas of inquiry: understanding students' educational pathways from high school through college, and evaluating the effectiveness of policy levers intended to improve college readiness, access, and completion. He received both his master's degree and doctorate in education policy from the Harvard Graduate School of Education. Read more about the seminar... The Problem with College "Choice": Using the Iloh model of College-Going Decisions and Trajectories to Understand the Reality of College Access & Choice in the 21st Century Constance Iloh April 17, 2019 Constance Iloh is an assistant professor in the School of Education at the University of California, Irvine, where she investigates educational opportunity, inequities, and stratification through the disciplines of anthropology and business. One of Dr. Iloh's most recent scholarly contributions is the Iloh model of college-going decisions and trajectories, a new and innovative three-component ecological model that illuminates contemporary college decisions and educational narratives while also problematizing the notion of college choice. Her research has been published and cited in journals such as the American Educational Research Journal, Journal of Negro Education, Harvard Educational Review, Forbes, Inside Higher Ed, and The Chronicle of Higher Education. Dr. Iloh is a 2018-2019 recipient of the prestigious UC Hellman Fellowship, a highly competitive research fellowship bestowed upon assistant professors showing great distinction in their field. She has shared her work with the White House Initiative on Educational Excellence for African Americans, Telemundo, NPR, and Michelle Obama’s Reach Higher Campaign. In 2016, Dr. Constance Iloh became one of the few academics ever named to the “Change-Agents and Break-Out Stars” of the Forbes “30 under 30” list. The Effect of Student Employment on College Access, Completion, and Labor Market Returns Maurice Shirley June 11, 2019 Maurice Shirley's research examines the effects of student employment on college completion for racially underrepresented students attending colleges and universities in the United States. It not only estimates the effects of student employment on completion for Black and Latinx students as compared to white students, but also examines if any found effects vary by institutional sector, institutional selectivity, and work intensity. This research shows racially underrepresented students are two the three times less likely to complete college if they work as compared to their White counterparts. This research directly addresses a major trend in education, analyzes its impact on individual underrepresented populations on college campuses that are typically classified as “at risk”, and poses feasible policy solutions to remedy deleterious effects of working while pursuing a postsecondary credential. His work has also focused on U.S. policy and the shifting demographics within the postsecondary education sector. Read more about the seminar...
