Rob Toutkoushian co-authored “Time May Change Me: Examining How Aspirations for College Evolve during High School.” The article appears in the fall 2019 issue of The Review of Higher Education.
Rachel Burns (PhD 2018) & Karen Webber are published in the Journal of Student Financial Aid (vol. 48, issue 3).
While the overall story is that education-related debt is on the rise, Webber and Burns seek to add greater detail to the trend by comparing disciplinary groups. They used NPSAS 2012 data to examine graduate student debt for STEM versus non-STEM students who were enrolled in a master’s or doctoral degree program in 2012.
Justin Jeffery (IHE PhD student), Dominique Quarles (PhD 2019), and Sayamon Singto (Division of Academic Enhancement) have received a grant to explore “the connection between acculturation and educational attainment in first and second generation immigrant students at UGA.” The investigators hope to use the findings to inform UGA’s campus support strategies and programs. In addition to promoting academic success, the team will consider how students develop their cultural identities while in another country.
IHE is well-represented in a grant-funded research project, Enhancing Students’ Financial and Educational Success through a Virtual Reality Experience. The principal investigators, Greg Wolniak (IHE), Grace Ahn (Department of Advertising and Public Relations), Stan Jackson (IHE PhD student), and Anthony Jones (PhD, 2019) will evaluate if scenarios experienced in virtual reality (VR) settings can change student behavior and alter financial and educational decision-making.
AERA Open has published new research by Greg Wolniak and co-authors, Laura A. Davis, Casey E. George, and Glen R. Nelson.
In "Demystifying Tuition? A Content Analysis of the Information Quality of Public College and University Websites," the team examined how 50 public colleges and universities present financial cost information to the public on their websites.
They found detrimental variations in the clarity of language, coherence of visual displays, and fragmentation or discontinuity across pages.
A new article by Paul Rubin (PhD 2017) and Erik Ness is available online from Higher Education Policy. The research appeared in the Online First site on July 8.
"State Higher Education Governing Agencies and the Knowledge Brokering Process: Investigating Their Role as Multi-facing Organizations in the United States" considers how state agencies use and screen information in the policy process and the potential role of statewide agencies as knowledge brokers to policymakers.
The Institute will be well represented at the Association for Institutional Research Annual Forum in Denver, May 28-31. Faculty, students, and alumni will be presenting and leading discussion groups.
Wednesday, May 29 10:15 am - Lori Hagood (PhD 2017) - The Impact of a Momentum Course Load on Long-Term Student Outcomes (Speaker Session)
11:15 am - Karen Webber & Jillian Morn - Data Visualizations: The Good, The Bad, and The Ugly (Discussion Group)
Denisa Gandara (PhD 2016) and Erik Ness have a research article in the Journal of Higher Education, "Ideological Think Tanks and the Politics of College Affordability in the States." Gandara and Ness compiled an original data set of text produced by scrapping the web sites of conservative and progressive think tanks in five states to explore the language used surrounding of college costs.
An article, "Influence without Bargaining: Unionization at the University of Wisconsin, 1930–1957," by Dr. Cain and Phil Wilkinson appears in the May 2019 issue of Labor: Studies in Working Class History. Their research explores effective efforts to enact positive change in terms of conditions and salaries for instructional workers without ever pursuing contract negotiations.
Melissa Whatley's paper, "Study Abroad Participation: An Unintended Consequence of State Merit-Aid Programs?" appears in Research in Higher Education Online First.
New research by Greg Wolniak and Mark E. Engberg appears in the spring 2019 issue of Review of Higher Education. Using 2012 follow-up data from the Education Longitudinal Study (ELS 2002), the authors provide new empirical evidence on the effects of "high-impact" college experiences on both pecuniary and non-pecuniary job outcomes
Unequal Higher Education: Wealth, Status, and Student Opportunity, a new book by IHE alumnus Barrett Taylor and former IHE postdoctoral associate Brendan Cantwell, has been published by Rutgers University Press.
In addition to the large group of IHE faculty and students who presented papers at the AERA conference in Toronto (April 5-8), Noble Jones (PhD 2018) received the 2019 Outstanding Dissertation Award from AERA's Division J, and Associate Professor Tim Cain was recognized as an Outstanding Reviewer for 2018 for his work with Review of Educational Research.
Friday, April 5Andrew Crain - A Critical Systematic Review of Rurality and Higher Education
Saturday, April 6
A new report by Rob Toutkoushian, "Education Funding and Teacher Compensation In Indiana: Evaluation and Recommendations," shows funding for public education and teacher compensation for the state of Indiana will need significant investment to catch up regionally and nationally.
IHE faculty and students will be attending the 44th Annual AEFP Conference in Kansas City, MO on March 21-22, 2019.
Ph.D. candidate Hee Jung Gong will present a paper with Rob Toutkoushian on “The Impact of the TRIO Program on the College Choice Process.”
Rob Toutkoushian, Jennifer May-Trifiletti & Ashley Clayton (LSU)- Poster session From “First to Finish”: Does College Graduation Vary by How First-generation College Status is Defined?
Noble Jones’ (PhD, 2018) dissertation is one of two selected to receive the 2019 Outstanding Dissertation Award given by the American Education Research Association (AERA), Division J. One of the leading research societies, AERA - Division J, is part of a community of postsecondary education researchers who promote the use of research to improve education and serve the public good.
Kelly Rosinger (PhD, 2015), Andrew Belasco (PhD, 2014) & James Hearn examine the relationship between adoption of universal and targeted no-loan policies and the economic diversity at elite colleges. Their paper, “A Boost for the Middle Class: An Evaluation of No-Loan Policies and Elite Private College Enrollment,” appears in The Journal of Higher Education, 90:1, 27-55.
"From 'First in Family' to 'First to Finish': Does College Graduation Vary by How First-Generation College Status Is Defined?" is a newly-published research article by Robert K. Toutkoushian, Jennifer A. May-Trifiletti, Ashley B. Clayton (former IHE postdoctoral associate).
IHE postdoctoral associate Meredith Billings and doctoral student Melissa Whatley were selected as fellows for the 2019 NCES Data Institute: Using Federal Datasets to Support Research on Postsecondary Education. The institute provides an intensive introduction to NCES datasets and research methodologies using large-scale national data sources.
Ph.D. student Melissa Whatley is published in the graduate student research-in-progress section of the winter 2019 issue of the Journal of Comparative & International Higher Education. Her brief, "Who Studies Abroad at US Community Colleges?" attempts to identify key characteristics that make some students more like to participate in these programs.
Four doctoral students in the Institute of Higher Education received awards at a luncheon hosted by IHE on September 24th.
Gregory Wolniak receives a $350,000 grant through the Prisoner Reentry Institute (PRI).
The Association for Institutional Research is pleased to announce Dr. Karen Webber as the recipient of the 2018 Sidney Suslow Scholar Award.
The Institute of Higher Education at the University of Georgia will welcome two new faculty members in the fall.