Faculty and Students at the annual ASHE Conference
04 07 08 17 20 25
FEATURED STORIES
The Routledge Handbook on Postsecondary Student Success 2024-2025 UC National Center for Free Speech and Civic Engagement Fellow
Committing to Action: Socially Just Leadership Education
STUDENT SPOTLIGHTS
Holly Henning Armani Jones
ALUMNI SPOTLIGHTS
Dr. Shawna PattersonStephens
Dr. Kelvin Rutledge
Dr. Amber Holton-Thomas (Hampton)
FSU appoints inaugural Associate Vice Provost/Chief Data and Analytics Officer
LifeNet ACPA Developmental Series
Dr. Amy Haggard
FACULTY SPOTLIGHTS
Dr. Sophie McGuinness
Geography of Computing Graduate Degree Opportunities
Study Abroad in Florence
FACULTY ACCOMPLISHMENTS
Publications, Grants, Awards & Leadership
STUDENT ACCOMPLISHMENTS
Awards, Presentations, Publications & Involvement
FEATURED Stories
The Routledge Handbook on Postsecondary Student Success
Florida State University (FSU)’s higher education faculty members Shouping Hu and Joe O’Shea has published a comprehensive volume titled “The Routledge Handbook on Postsecondary Student Success” in September 2025.
This timely volume presents the changing environments facing postsecondary students and offers a comprehensive exploration of the multifaceted dimensions of student success such as critical thinking, career development, and mental health. Next, the volume extensively covers topics of success for students of different backgrounds and in different contexts. Furthermore, the handbook explores various issues facing postsecondary student success such as digital teaching and learning and basic needs insecurity. The volume also covers research approaches and effective practices that are related to student success. As institutions across the nation grapple with evolving student needs and systemic challenges, this Handbook can be an essential resource for educators, policymakers, and researchers committed to advance postsecondary student success.
The Routledge Handbook is distinguished not only by its breadth and depth but also by the prominence of its contributors. More than eighty authors contributed forty chapters in this volume. The contributors include leading scholars and prominent practitioners, as well as emerging scholars and graduate students, presenting rigorous evidence and analyses on a wide range of issues facing postsecondary student success.
FSU’s Higher Education program faculty and students have made substantial contributions to the Handbook, showcasing the university’s leadership in advancing research and practice in student success. Their chapters delve into critical topics such as student engagement, student leadership development, digital teaching and learning, the role of research to better understand student success and using data and analytics in shaping student outcomes. These contributions reflect FSU’s ongoing commitment to academic excellence and its role as a national leader in higher education innovation. The Handbook is a powerful reflection of the collective expertise and dedication of faculty and students in FSU’s higher education program, which is one of the oldest higher education programs in the country and is approaching 70th anniversary since its original establishment.
The Routledge Handbook is available in paperback, hardcover, and eBook formats. Further information can be found at routledge.com/9781032638041
2024-2025 UC National Center for Free Speech and Civic Engagement Fellow
Dr. Cameron C. Beatty was 2024–25 Fellowship with UC’s National Center for Free Speech & Civic Engagement and his project examined how anti-DEI/anti-CRT legislation in Florida and Georgia is reshaping campus civic life for Black student leaders. With support from his research team—including doctoral students Johnnie Allen Jr., Lauren White, and William Baptist, and master’s student Derrick Woodard—the study draws on two in-depth interviews with 14 student leaders at historically white institutions and surfaces heightened psychological stress, institutional invisibility, and strategic withdrawal—classic markers of Racial Battle Fatigue (RBF)—even as students sustain engagement through peer support, spirituality, and culturally grounded resilience rooted in Critical Hope.
Dr. Beatty also developed a practical Reflection Worksheet that translates findings into action—covering equitable funding for identity-based orgs, peer mentoring structures, civic-literacy training about legislation, and community partnerships. Access it here: freespeechcenter.universityofcalifornia.edu/fellows-24-25/itsstill-there-but-its-not-the-same-understanding-the-impact-ofanti-dei-and-anti-crt-legislation-on-campus-civic-engagement-forblack-student-leaders-navigating
Faculty and Students at the annual ASHE Conference
Committing to Action: Socially Just Leadership Education
Drs. Kathy L. Guthrie, V. Chunoo (Ph.D. 2018) and Brittany Devies (M.S. 2018; Ph.D. 2023) have co-edited Committing to Action: Socially Just Leadership Education, which showcases the powerful scholarship and practice of top scholars across the country and around the world. Our book is a continuation and deepening of the conversation around socially just leadership education. The earlier volumes by Guthrie and Chunoo (e.g. Changing the Narrative (2018), Shifting the Mindset (2021)) laid out the why and the what of leadership education through a social justice lens. This volume focuses more on the HOW—that is, what actions, pedagogies, practices, and commitments leadership educators, institutions, and stakeholders undertake to move toward socially just leadership education. It is aimed at leadership educators, practitioners, researchers in higher education, who are interested in reducing barriers to leadership learning for members of diverse and historically marginalized populations. The book seeks to offer both empirical research and practical examples.
Much of our content emphasizes amplifying voices of those historically marginalized, and centering lived experiences. Instead of leadership education being top-down, we center reflexivity, culture, identity, and context. In addition, our book emphasizes connecting empirical evidence with programmatic examples and pedagogical ideas. It doesn’t stay abstract; we offer concrete strategies. Furthermore, we tackle how various social identities interact with leadership learning, with tailored attention to how leadership is shaped differently across identities. Ultimately, we argue socially just leadership education is not just remedial (fixing gaps) but transformative; it demands shifts in institutional structures, practices, and power. We intend to inspire hope grounded in action.
fewer than 12 additional LifeNet members contributed to the overall authorship of this text, including: Derrick Raphael Pacheco, Challen Wellington, Ravi Bhatt, Laura Vaughn, Amy Haggard, Lisa Jackson, Darius Robinson, Holly Henning, Johnnie L. Allen, Jr., Ashley Archer Doehling, Genesis “Gen” Ramirez, and Antonio Ruiz-Ezquerro. Our work matters because it signals a maturing of the field: moving from articulating why leadership education should be socially just, to putting forward more concrete how efforts and commitments. Furthermore, we respond to widespread concern about inequity, structural injustice, and calls for leadership that does more than maintain the status quo. Leadership education is often implicated in maintaining power structures; this book seeks to disrupt that. Finally, given increasing diversity in higher education and increasing social/political polarization, having frameworks, stories, and strategies for socially just leadership education is both timely and necessary.
Committing to Action: Socially Just Leadership Education is available in paperback, hardcover, and eBook formats. Further information can be found at: bookstore.emerald.com/ committing-to-actionhb-9781837085934.html
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STUDENTSpotlights
Holly Henning
5th Year Ph.D.
Candidate Graduate Research Assistant
What is your study about?
The work I do with the Sloan Foundation is focused on translational research in STEM graduate education. That’s a fancy way of saying that I take research on STEM graduate education that may be complicated to understand and help communicate its value to others in a more digestible way. Specifically, I collaborate with Sloan’s higher education program team and external partners to develop evidence-based materials that support Sloan’s work on expanding access and opportunity to individuals in STEM fields.
How will you use the fellowship/ grants funds?
This grant from the Sloan Foundation helps support my own research (also in STEM education) since there is a lot of overlap in the work I do for Sloan and the topic of my dissertation. I also get to network and connect with others in higher education who have similar research interests.
1st Year Ph.D. Student
What is your research interest?
I am interested in exploring the long-term impact of student leadership, organizational involvement, and mentorship during college at a fouryear university on alumni career trajectories, professional success, and perceptions of career readiness.
How will you use the fellowship/ grants funds?
I will use my McKnight Fellowship funds to support my doctoral studies by covering educational expenses, research-related costs, and professional development opportunities. These resources will allow me to focus on my coursework, research, and contributions to the academic community without the burden of financial strain, ultimately helping me to succeed as a scholar and future higher education leader.
Armani Jones
McKnight Doctoral Fellowship
ALUMNI Spotlights
Dr. Shawna PattersonStephens
(she/hers)
Doctoral Class of 2015, Higher Education
Vice President of University Engagement and Student Affairs, Central Michigan University
As an undergraduate student, I was first introduced to the student affairs career pathway as a multicultural advisor in the residence halls. Instantly starstruck, I discussed my plans to become a hall director with my peers, who encouraged me to attain a master’s degree in student affairs. I planned to be a hall director for the rest of my life, but as I grew as a professional, so did my interest in higher education leadership. My burgeoning interest in leadership led me to pursue my doctorate at Florida State University, and it was one of the best decisions I’ve ever made. I developed long-lasting friendships and cultivated a deep understanding of the postsecondary sector, thanks to Drs. David Tandberg, Brad Cox, and Kathy Guthrie. I’m most thankful to Dr. Tamara Bertrand Jones, who role modeled what it means to create a healthy, holistic learning environment that centers students–both, where they are, and where they aspire to be–with rigorous grace. Consequently, I use a similar framework each day in my own practice as an educator and researcher. In total, the faculty and staff at FSU are to be commended, because they are incredibly gifted in offering a premiere education while fostering an ethos of care, concern, and compassion…and they’ve shown their students how to offer similar experiences in our own capacities.
PUBLICATIONS
Patterson-Stephens, S., Beatty, C., & Smith, F. (2025). Creating to transgress: Supporting student leadership development through culturally informed media praxis. New Directions for Student Leadership doi.org/10.1002/ yd.20661
Patterson-Stephens, S., Mahoney, A., & Stephens, C. (2024). (Re)member the time: Informed engagement through embodied memory among queer Black Greek letter organization members. Journal of Queer and Trans Studies in Education, 2(1), 1-12. doi.org/10.60808/jhzr-b316
ACCOMPLISHMENTS
Anne S. Pruitt Foundations Award, American College Personnel Association (ACPA) (2024).
Bobby E. Leach Equity, Diversity, and Inclusion Award, NASPA (2024).
ACPA Diamond Honoree (2024)
Dr. Kelvin Rutledge
Master’s Class of 2014; Doctoral Class of 2021
Associate Vice President of Institutional Inclusive Strategies & Change Management
Southern Connecticut State University
Throughout both my master’s and doctoral-level experiences, the FSU Higher Education program provided the critical knowledge that I have applied in student affairs, academic affairs, and DEI roles at various universities. The courses I took with faculty members genuinely influenced the way I think about my daily operations and how I currently engage with and instruct undergraduate and graduate students. Additionally, the program provided me with the community I needed to have lifelong friends and sustain my involvement and investment in students and the field at large. I often share with my association colleagues and friends that I’m so grateful that I have experienced the FSU program twice. It gave me the confidence to be an effective practitioner and administrator, and most importantly, the relationships I needed to consult with individuals across the country when I needed a second opinion. As I continue to navigate my executive-level role, I still draw on the knowledge, skills, and practical experiences leveraged from my doctoral program and continue to build upon the foundation established in Tallahassee.
PUBLICATIONS
Rutledge, K. & Gagliardi, P. (2025). Implementing restorative circles as an inclusive teaching practice. The Exchange.
Rutledge, K. E., & Robinson-Morris, D. W. (2024). Educational redlining: Bridging historical contexts to contemporary practice. In D. L. Rudnick (Ed.), Resisting divide-and-conquer strategies in education: Pathways and possibilities (pp. 91-109). Myers Education Press
PRESENTATIONS
Rutledge, K. (2025). More than a Video Game: A Phenomenological Collegiate Community Building Study. Research Paper session scheduled for the 2025 ACPA Annual Convention. Long Beach, CA. (National)
Atkinson, J., Gottesman, I., Monreal, T., Rembert, K., Rudnick, D., Rutledge, K., & Sims, V. (2024). Resisting divide and conquer strategies in education: Pathways and possibilities. Research Panel Session presented at the College and University Faculty Assembly. Boston, MA. (National)
Rutledge, K. (2024). Implementing inclusive supervision for pregnant employees through the COVID-19 pandemic: An autoethnographic study. Paper presented at the 2024 Northeastern Educational Research Association Annual Conference. Trumbull, CT. (Regional)
Arafeh, S. & Rutledge, K. (2024,). Community hoarding: Exploring and defining a community engagement phenomenon. Paper presented at the 2024 Northeastern Educational Research Association Annual Conference. Trumbull, CT. (Regional)
Rutledge, K., Torres-Baez, D., & Gagliardi, P. (2024). Adapting the cultural consciousness matrix as a framework to improve the employee experience: A case study analysis. Paper presented at the 2024. Northeastern Educational Research Association Annual Conference. Trumbull, CT. (Regional)
ACCOMPLISHMENTS
• Currently serving as 2025-2026 President-Elect of ACPA-College Student Educators International and will serve as the 2026-2027 President of ACPACollege Student Educators International
• Keynote Speaker for 2025 College Personnel Association of Kentucky Annual Conference
Alumni Spotlights
Dr. Amber Holton-Thomas (Hampton)
2019 Graduate - Ph.D. in Higher Education and Public Policy
Assistant Professor, College of Graduate Studies Faculty, Ph.D. in Education & Leadership Program Pacific University (Forest Grove, Oregon)
As a first-generation college graduate and only Ph.D. in my family, I always knew that mentorship was important, that asking questions was a strength, and that understanding who you are (as a person, your identities, your values) was important to feeling grounded. What the faculty, my colleagues, and students taught me while at FSU is the added value of a dependable network in moments of transition. Publishing an article in my early days of motherhood with Dr. Lara Perez-Felkner and Dr. Da’Shay Templeton gave me confidence as a practitioner-scholar-mama. Dr. Tamara Bertrand Jones helped me ease into my first year of faculty life after deciding to change careers at the age of 40 from student affairs to the tenure track. After moving across the country from Maryland to the Pacific Northwest, Dr. Kathy Guthrie taught me about ways to use my commute as a workspace and learning space. I continue to be grateful for these connections and look forward to supporting and being a resource for others as well.
ACCOMPLISHMENTS
• 2025-2026 Cohort, NASPA Early Faculty Leadership Academy
• 2024-2025 Scholar, NSF Quantitative Research Methods Scholars Program (University of Maryland, College Park)
• 2024-2025 Pacific University Faculty Development Award ($3,000)
PUBLICATIONS
Holton-Thomas, A., & Templeton, D. (In Press, expected 2025). Beyond Resistance: A Critical Approach to Teaching Quantitative Methods. In K. Taylor, E. Taylor, T. Box (Eds.), Redefining Resistance: Narratives of Marginalized Teachers, Students, and Communities. American Educational Research Association.
Holton-Thomas, A., & Templeton, D. (2025, April 25). Social Identities and Critical Quantitative Methodologies [Research Workshop]. Association for the Study of Higher Education. ashe.ws/events/rw2025-3
Holton-Thomas, A., Pagliarulo McCarron, G., Hassan, S. M., Lewis-Semien, L., & Aguilar, R. (2024). Reforming a Broken Narrative on Student Affairs and Academic Affairs Collaboration: One Program’s Partnership Model to Foster Summer Bridge Program Success. Journal of First-generation Student Success, 1-9. doi.org/10.1080/26906015.2024.2424526
FSU appoints inaugural Associate Vice Provost/Chief Data and Analytics Officer
By Jenny Ralph and Logan Lowery
JAMES M. HUNT, Master’s Class of 2008; Doctoral Class of 2016
Florida State University has appointed James M. Hunt as the inaugural associate vice provost and chief data and analytics officer. The new position signifies a pivotal advancement in FSU’s commitment to leveraging data and analytics to enhance the university’s strategic initiatives and overall performance.
“We’re excited to have James step into this new role,” said President Richard McCullough. “He has a wealth of experience in data and advanced analytics and a deep understanding of rankings and metrics. I greatly value his insights as we continue to advance FSU’s strategic goals and achieve even greater national prominence.”
Hunt has been an integral member of FSU’s Office of Institutional Research (IR) since joining the team as its director in 2016. This new position expands his role to include data empowerment, data governance and literacy, and administrative data science to retain FSU’s status as a leader in institutional data and analytics, according to Provost and Executive Vice President for Academic Affairs Jim Clark.
“With Dr. Hunt’s leadership, FSU is creating a culture that will help FSU address future challenges with historical and predictive data that will be leveraged to help determine which investments and initiatives will best advance the university,” Clark said.
As director of Institutional Research, Hunt helped to advance the university’s data capabilities and take the IR team to award-winning heights. The office has made substantial contributions to FSU’s strategic planning and improvements in statewide metrics, national rankings, academic program performance and student success, including FSU’s record retention and graduation rates.
“James has fundamentally changed how we leverage data for institutional success,” said Rick Burnette, senior vice provost and chief strategy officer. “His willingness to transform our data and analytics platform has increased access to timely and strategic data by three-fold. He is providing the foundation for a decision intelligence framework that will inject machine learning and AI into the analysis of institutional investments by predicting future outcomes of those investments. By exposing data and analytics early in the decision and assessment process, FSU is not just data informed, but data engaged.”
In addition, Hunt and his team are active leaders in enrollment management through their research on gateway course completions, impacts of tutoring and other topics, and by surfacing data to help explain student behavior and performance.
“I am excited for this new opportunity to empower faculty, staff and students with data that will help them improve their experience at the university,” Hunt said. “Thanks to efforts from the Office of Institutional Research, Information Technology Services, and many others, FSU has a strong foundation of collaborative data analytics and data-informed decision making. By investing in cutting-edge analytics tools and fostering an environment of data literacy, we can ensure that our community is equipped to harness the power of data in transformative ways and propel FSU as the most dataengaged university in the country.”
Hunt previously served as associate director of Greek Life in FSU’s Office of Student Affairs and later as the division’s assessment coordinator. He received both his master’s and doctoral degrees from FSU.
Hunt’s expertise and vision have been recognized beyond FSU. He serves as president of the Southern Association for Institutional Research and as a board member of the Association of Public and Land-grant Universities’ Commission on Information, Measurement, and Analysis.
For more information about FSU’s Office of Institutional Research, visit ir.fsu.edu.
Alumni Spotlights LifeNet ACPA Developmental Series
2024 MASTER’S COHORT
As either current or previous graduate students we reflect on the knowledge we learned and how we implement that knowledge to our day-to-day. However, how often do we reflect on the people we met and how much our individual selves have changed since being in the FSU Higher Education Program? In a 3-part ACPA Developments series, a group of 2024 master’s students took the time to reflect on their graduate school journey. Not focusing on the pedagogy, research, and theories they learned, but focusing on the
JOSH BURNS
changes in relationships of self, the Master’s program, and support systems. Relationships are often the center of Higher Education work, whether it be with students, staff and faculty members, or even cohort mates. To these authors, it was important to highlight why building, growing, and even losing relationships is important to growth as a full-time professional. We are excited to highlight the accomplishments of these esteemed higher education professionals and authors below.
Josh Burns is currently working at Kennesaw State University as a Program Coordinator for Student Leadership Development. Aside from the publications in ACPA Developments, Josh has remained engaged in scholarlypractitioner work, with publications in New Directions for Student Leadership, the Journal of Higher Education Policy and Leadership, and the College Student Affairs Journal. Additionally, he served as a cluster facilitator for the National Session of the Leadership Institute in May 2025.
VENUS SKOWRONSKI
Venus Skowronski currently works at Florida State University as an Assistant Housing Coordinator while pursuing her Ph.D. in Higher Education. Her passions include mentorship for women in higher education, gender socialization, and international education. Outside of her professional and academic pursuits, Venus is involved with the Higher Education Student Association (HESA) as the Doctoral Chair, and performs with the worldrenowned Marching Chiefs.
SAVANNA PERRY
Savanna Perry is currently a Resident Director at the University of California, Berkeley. Her passions include recruitment and retention of professional staff members, student leadership and development, and adapting to an ever-changing field. Outside of her work as a Resident Director, Savanna also serves as the Communication & Outreach Director for the Western District Alumni Association of Kappa Kappa Psi and Tau Beta Sigma.
Alumni Spotlights
GABI ULATE
Gabi Ulate currently works at Oregon State University as a Student Government Advisor with ASOSU. In the past year, she has been recognized by the OSU Division of Student Affairs with a New Professional Award, VPSA Student Impact Award, and Group Collaborative Award. She is passionate about student success and leadership development, which is furthered by her facilitation of student lobbying trips and key collaborations with campus partners. Outside of her role, Gabi continues to further her passions in advocacy work through her involvement as a leadership team member with the NASPA Transracial Adoptee and Multiracial Knowledge Community (TAMKC).
MARTIN SALDANA JR.
Martin is currently a Program Coordinator and Academic Advisor at the University of California, San Diego. His passions include serving underrepresented student populations and is driven by his work to increase equity and inclusion.
SYDNEY PICKETT
Sydney Pickett currently works at The University of North Texas (UNT) as the Leadership Coordinator in the Center for Leadership Development. In the past year, she has been awarded as New Professional of the Year by the Division of Student Affairs at UNT and Advisor of the Year Runner-Up for the National Society of Leadership and Success (NSLS). In addition to this, she is proud to have developed two new programs, a leadership promotion student organization, and a free leadership retreat for first-year students in her first year of full-time work. Outside of her position, her student affairs passions include working with students’ leadership and identity development, especially with students of color and other minoritized identities.
Our time in the FSU Higher Education Program taught us that relationships are just as transformative as the lessons in the classroom. As we step into new roles and communities, we carry forward the connections, growth, and purpose shaped in Tallahassee—reminders that our impact is strongest when grounded in people.
Alumni Spotlights
Dr. Amy Haggard
2025 Ph.D. Program
Assistant Dean of Students, Student Conduct and Community Standards, Florida State University
The Ph.D. in Higher Education program prepared me to approach student conduct and accountability work with both a scholarly and practical lens. The program strengthened my ability to interpret policy and trained me to assess organizational structures, engage in evidence-based decision-making, and balance accountability with student development. These skills directly inform my work today. There is also incredible value in the LifeNet and being a member of a group of alumni who stay connected across the country in a multitude of different positions all with the common goal of positively impacting students in higher education.
PUBLICATION
Chapter: Top of the “Class:” Socially Just Leadership Identity Development for High-Achieving College Students. In K. L. Guthrie, V. S. Chunoo, & B. Devies (Eds.), Committing to action: Socially just leadership education. Information Age Publishing.
PRESENTATION
Report to Resolution: Leading Organizational Conduct Processes with Purpose & Impact. Presented at the Region III Summer Symposium for the National Association of Student Personnel Administrators (NASPA), Savannah, GA.
Students at the annual ASHE Conference
FACULTYSpotlights
Dr. Sophie McGuinness
A new article by Dr. McGuinness, “Can Public Investment in Community Colleges Draw Adult Learners Away from For-Profits?”, is now published in Education Finance & Policy
Through a unique initiative to establish an Office of the Chief Economist within the U.S. Department of Education, Dr. McGuinness was among the first researchers granted access to the universe of Federal Student Aid data. Using FAFSA applications, the study documents how community colleges and for-profit institutions compete for a substantial share of aid-seeking students each year.
The analysis shows that federal TAACCCT investments in workforce-aligned programs at community colleges increased the sector’s competitiveness with for-profits—shaping where adult learners ultimately choose to enroll.
WHY DOES THIS MATTER?
For-profit colleges remain significantly more expensive for students, often resulting in greater debt, lower employment rates, and reduced long-term earnings compared to public institutions. Yet, they draw many non-traditional students pursuing occupationally focused programs—indeed, 60% of forprofit FAFSA applicants seek a certificate. This research provides strong evidence that strengthening workforce-training offerings in the public sector can meaningfully redirect thousands of prospective students each year toward more affordable, higher-return pathways.
2025 Sunshine State Reception at the AERA Annual Conference
Faculty Spotlights
Geography of Computing Graduate Degree Opportunities
EXAMINING THE CHARACTERISTICS OF MINORITY-SERVING INSTITUTIONS
Dr. Annie Wofford and Dr. Lara Perez-Felkner, alongside their colleague Dr. Bret Staudt Willet from Educational Psychology and Learning Systems, are focusing on the higher education institutions that are doing more with less. A mixedmethods project, funded by the Alfred P. Sloan Foundation, has led them to ask crucial questions about the landscape of Minority-Serving Institutions that foster opportunity in graduate education.
MSIs are engines of social mobility and opportunity for the students who attend them. Similarly, graduate education in science, technology, engineering, and mathematics (STEM) disciplines can serve as a mechanism of advancement for individual students (via their earnings or career advancement) and society (via innovations and national scientific competitiveness). Unfortunately, MSIs have been historically under-resourced by public policy and funding opportunities—prompting leaders at these institutions to provide opportunities with collectively fewer resources.
While MSIs have often been understood as broadaccess institutions that prioritize undergraduate degree opportunities, data show that over 38% of MSIs offer graduate-level degrees. Further, within STEM, opportunities in computing-related fields have been growing exponentially to keep pace with a changing technological reality. Dr. Wofford, Dr. Perez-Felkner, Dr. Staudt Willet, and their research team address questions that focus on the juncture between these topics.
Focusing on the geographic location of MSIs, Dr. Wofford has led two collaborative publications on the geography of graduate degree opportunities in computing at MSIs. The
first, a research brief in Research in Higher Education, assesses relationships among the characteristics of MSIs offering graduate-level computing-related degrees, with a particular focus on institutional control (public/private), MSI type, and geographic region in the United States. The second study is a multi-method landscape analysis published in Innovative Higher Education. Using content analysis data from 79 MSIs’ websites, the findings of this paper uncover distinct (a) geographical and institutional characteristics and (b) terminologies within Ph.D.-level program content and objectives. These studies, and others on the horizon for the research team, have reached conference audiences with the Association for Education Finance and Policy (AEFP), the Association for the Study of Higher Education (ASHE), the Association for Educational Communications and Technology (AECT), and the American Educational Research Association (AERA). Additionally, future research products will reach interdisciplinary audiences in computer science education, educational technology, and higher education.
Across these publications and other in-progress papers, Dr. Wofford and Dr. Perez-Felkner continue to bring their expertise as higher education scholars to the crucial issues of graduate school access, institutional resources, and workforce alignment.
Study Abroad in Florence
In Summer 2025, Dr. Cameron C. Beatty taught Global Leadership (LDR 2231) and Leadership & Change (LDR 3215) at the FSU Florence Study Center, using the city as a living classroom. Students examined how culture shapes leadership practice by engaging primary sources and public spaces— touring the Uffizi Gallery and Galleria dell’Accademia to analyze power, history, and ethical decision-making through art, patronage, and public memory. They connected these insights to contemporary leadership models, practiced intercultural communication, and honed a global mindset through team-based fieldwork and reflective writing. A civic-engagement strand anchored the experience. Through the Robert F. Kennedy Center for Human Rights, students explored service, philanthropy, and advocacy, comparing U.S. and Italian approaches to social change. Students mapped stakeholder ecosystems, considered trauma-informed and asset-based leadership practices, and designed microinterventions that linked course theory to community needs. Throughout the summer session, students completed guided reflections, photo essays, and group facilitation exercises that translated theory into practice and strengthened skills in systems thinking, coalition building, and ethical leadership.
Program note: Both LDR 2231 and LDR 3215 count toward the Undergraduate Leadership Studies Certificate, allowing students to make progress on the certificate while gaining immersive, high-impact international learning.
FACULTY Accomplishments
Books
CAMERON BEATTY
Kroll, J., Beatty, C. C., & ManningOuellette, A. (Eds.). (2024). Facilitating Leadership Development in Training Contexts [Monograph]. New Directions for Student Leadership, 184, 1-165. Retrieved from onlinelibrary.wiley. com/toc/23733357/2024/2024/184
KATHY GUTHRIE
Guthrie, K. L., Chunoo, V. S., & Devies, B. (Eds.). (2025). Committing to action: Socially just leadership education. Emerald Publishing.
Guthrie, K. L., & Whitney, R. (Eds.). (2025). Leadership Theories, Frameworks, and Approaches in Practice. Emerald Publishing.
Guthrie, K. L., & Pacheco, D. (2025). Exploring Culturally Relevant Leadership Learning: Case Studies for Leadership Educators. Emerald Publishing.
SHOUPING HU
Hu, S., & O’Shea, J. (Eds.). (2025). The Routledge Handbook on Postsecondary Student Success. New York: Routledge.
LARA PEREZ- FELKNER
Perez-Felkner, L., Rodriguez, S., & Fluker, C. (Eds.). (2024). Latin* Students in Engineering: An Intentional Focus on A Growing Population [Scholarly Refereed Book]. Rutgers University Press. Retrieved from www.rutgersuniversitypress. org/9781978838673/ [AAHHE Edited Book of the Year, 2025]
Book Chapters
CAMERON BEATTY
Beatty, C. C., & Guthrie, K. L. (2025). Leadership learning and college student leadership development: Pathways to student success in postsecondary education. In S. Hu, & J. O’Shea (Eds.). Routledge Handbook on Postsecondary Student Success (p. 83-95). Routledge.
VIVECHKANAND CHUNOO
Chunoo, V. S., Guthrie, K. L., & Devies, B. (2025). Aligning intention and impact: Our commitment to socially just leadership education. In K. L. Guthrie, V. S. Chunoo, & B. Devies (Eds.), Committing to action: Socially just leadership education (pp. 1-8). Emerald Publishing.
Chunoo, V. S. (2025). What can we know and how do we find it? A guide to systematic inquiry in leadership education. In K. L. Guthrie, V. S. Chunoo, & B. Devies (Eds.), Committing to action: Socially just leadership education (pp. 75-91). Emerald Publishing.
Guthrie, K. L., Chunoo, V. S., & Devies, B. (2025). Sustaining commitment: Collectively acting for socially just leadership education. In K. L. Guthrie, V. S. Chunoo, & B. Devies (Eds.), Committing to action: Socially just leadership education (pp. 273-280). Emerald Publishing.
KATHY GUTHRIE
Beatty, C. C., & Guthrie, K. L. (2025). Leadership learning and college student leadership development: Pathways to student success in postsecondary education. In S. Hu, & J. O’Shea (Eds.). Routledge Handbook on Postsecondary Student Success (p. 83-95). Routledge.
Guthrie, K. L. (2025). Five Exemplary Practices of Leadership. In K. L. Guthrie & R. Whitney (Eds.). Leadership Theories, Frameworks, and Approaches in Practice. (105-116). Emerald Publishing.
Guthrie, K. L. & Whitney, R. (2025). Framing Leadership for Practice. In K. L. Guthrie & R. Whitney (Eds.). Leadership Theories, Frameworks, and Approaches in Practice. (3-12). Emerald Publishing.
Whitney, R., & Guthrie, K. L. (2025). Theoretically Speaking. In K. L. Guthrie & R. Whitney (Eds.). Leadership Theories, Frameworks, and Approaches in Practice. (13-28). Emerald Publishing.
Whitney, R., & Guthrie, K. L. (2025). Filling the Frames: Foundations and Future. In K. L. Guthrie & R. Whitney (Eds.). Leadership Theories, Frameworks, and Approaches in Practice. (323-331). Emerald Publishing.
SHOUPING HU
Hu, S., Nix, A., & O’Shea, J. (2025). Understanding today’s college students to accelerate student success. In S. Hu & J. O’Shea (Eds.). (2025). The Routledge Handbook on Postsecondary Student Success (pp. 28-40). New York: Routledge.
Nix, A., & Hu, S. (2025). Student engagement and success in postsecondary education. In S. Hu & J. O’Shea (Eds.). (2025). The Routledge Handbook on Postsecondary Student Success (pp. 379-392). New York: Routledge.
Hu, S., Peters, A., Ke, F., Nix, A., & Luby, S. (2025). Digital teaching and learning and student success. In S. Hu & J. O’Shea (Eds.). (2025). The Routledge Handbook on Postsecondary Student Success (pp. 406-419). New York: Routledge.
Hu, S., Ke, F., Vyortkina, D., Hu, P., Luby, S., & O’Shea, J. (2024). Artificial Intelligence in Higher Education: Applications, Challenges, and Policy Development and Further Considerations. In Laura Perna (Ed.), Higher Education: Handbook of Theory and Research: Volume 40 (pp. 265-310). Springer.
CHRISTINE MOKHER
Mokher, C. G. (2025). Advancing higher education policy and research. In Lora Cohen-Vogel, Peter Youngs, and Janelle Scott (Ed.), Handbook of Education Policy Research (2nd edition) (pp. 1679-1682). American Educational Research Association.
Mokher, C. G., McCoy, K., Archer, A.S. (2025). Community colleges and student success. In Shouping Hu, & Joseph O’Shea (Eds.), The Routledge Handbook on Postsecondary Student Success. Routledge. doi. org/10.4324/9781032642246-28
LARA PEREZ- FELKNER
Perez-Felkner, L., Acosta, J., & Iturriaga, V. (2024). Student Success for Latin* Students. In Shouping Hu, & Joseph O’Shea (Eds.), The Routledge Handbook on Postsecondary Student Success (pp. 16). London, UK: Routledge. Retrieved from taylorfrancis.com/chapters/ edit/10.4324/9781032642246-14/ student-success-latin-studentslara-perez-felkner-janel-acostavalentina-iturriaga
ANNIE WOFFORD
Wofford, A. M., & Ecton, W. G. (2025). Using quantitative research for student success: A primer on purpose, process, and the people behind the numbers. In S. Hu & J. O’Shea (Eds.), The Routledge handbook on postsecondary student success (pp. 477492). Routledge.
Articles
CAMERON BEATTY
Beatty, C. C., Allen, J., Jr., White, L., Baptist, W., & Woodard, D. (2025). “It’s Still There, but It’s Not the Same”: Black Student Leadership in the Wake of Anti-DEI State Policy.Education Sciences, 15(7), 890 (1-23).
Vaughn, L., & Beatty, C. C. (2025). Creating a Leadership Foundation: Investigating Identity, Capacity, and Efficacy in Leadership Certificate Students. About Campus, online first, 1-10.
Paterson-Stephens, S., Beatty, C. C., & Smith, F. (2025). Creating to Transgress: Supporting Student Leadership Development Through Culturally Informed Media Praxis. New Directions for Student Leadership, 185, 1-9.
Beatty, C. C., & Guthrie, K. L. (2024). Developing culturally relevant student leadership educators. New Directions for Student Leadership, 182, 1-12.
Vaughn, L., Beatty, C. C., & Ostermeyer, E. (2024). Leadership Learning During a Pandemic: Reflections in a Time of Crisis. Journal of Leadership Education, 23(1), 66-77.
Kroll, J., Beatty, C. C., & ManningOuellette, A. (2024). The “Who,” “What,” and “Why” of student leadership training. New Directions for Student Leadership, 184, 11-19.
Vaughn, L., Owen, J. E., Daniels, M., & Beatty, C. C. (2024). The role of identity exploration in student leadership training. New Directions for Student Leadership, 184, 77-87.
Gillon, K., Allan, E., Beatty, C. C., Salinas, C., & Kershner, D. (2024). Troubling Rigor: Exploring Intersections of Campus Hazing and White Supremacy. Innovative Higher Education
VIVECHKANAND CHUNOO
Chunoo, V. S. (2025). Identity, capacity, and efficacy in ethical leadership education. Journal of Higher Education Policy and Leadership Studies, 6(2), 110-123.
Chunoo, V. S. & Schellhammer, E. (2024). Diversity, equity, inclusion, and belonging for peace leadership. Journal of Leadership Studies, 18(3), 91-97.
KATHY GUTHRIE
Guthrie, K. L., & Spencer, G. (2025). Practicing what we preach: General principles for leadership programs. New Directions for Student Leadership, 187 doi.org/10.1002/yd.70001
Guthrie, K. L., & Devies, B. (2025). Framing the use of context in leadership programs. New Directions for Student Leadership, 187. doi. org/10.1002/yd.70004
Devies, B., & Guthrie, K. L. (2025). Future of leadership learning: The possibility of ILA’s general principles. New Directions for Student Leadership, 187. doi.org/10.1002/yd.70003
Taylor, J. K., Devies, B., & Guthrie, K. L. (2025). Applying content: Integrating theory, design, and student-centered learning, New Directions for Student Leadership, 187. doi.org/10.1002/ yd.70005
SHOUPING HU
Perez-Felkner, L., Li, Y., Erichsen, K., Hu, S., Chen, J., Nhien, C., & Fluker, C. (in press). Does advanced high school coursework enhance community college women’s pathways to computing degrees? Evidence from Florida. Review of Higher Education Nix, A., & Hu, S. (in press). Informed selfplacement: A case study of the Florida College System. Innovative Higher Education
Chen, J., Perez-Felkner, L., Nhien, C., Hu, S., Erichsen, K., & Li, Y. (2024). Gender differences in motivational and curricular pathways towards postsecondary computing majors. Research in Higher Education doi:10.1007/s11162-023-09751-w
Nhien, C., Perez-Felkner, L., Li, Y., & Hu, S. (2024). Pathways into computing fields by Florida’s community college students: An intersectional descriptive analysis. Community College Journal of Research and Practice. doi:10.1080/106 68926.2024.2425323
Faculty Accomplishments
Mokher, C., Park-Gaghan, T., & Hu, S. (2024). Can a developmental education reform promote momentum to mid-term and longerterm student success? Evidence from Florida. Journal of Research on Educational Effectiveness. doi:10.1080/ 19345747.2023.2269924
Zhao, T., Perez-Felkner, P., & Hu, S. (2024). The impact of merit aid on STEM major choices: A propensity score approach. Educational Evaluation and Policy Analysis. doi:10.3102/01623737241254842
Perez-Felkner, L., Erichsen, K., Li, Y., Chen, J., Hu, S., Ramirez Surmeier, L., & Shore, C. (2024). Computing education interventions to increase gender equity from 2000 to 2020: A systematic literature review. Review of Educational Research. doi:10.3102/00346543241241536
SOPHIE MCGUINNESS
McGuinness, S. (2025). Can Public Investment in Community Colleges Draw Adult Learners Away from ForProfits?. Education Finance and Policy, 1-34. doi.org/10.1162/edfp.a.2
McGuinness, S. (2025). Local Labor Market Alignment of Short-Term Certificate Programs. Research in Higher Education, 66(6), 1-27. doi. org/10.1007/s11162-025-09852-8
Guzman, M., McGuinness, S. & Turner, L. J. (In Press). The Influence of Mega Universities on College Competition and Outcomes. Economics of Education Review doi.org/10.1016/j. econedurev.2025.102688
McGuinness, S. & Darolia, R. (2025). AEFP Live Handbook: WorkforceAligned Certificate Programs. Journal of Education Finance and Policy livehandbook.org/highereducation/institutions-and-majors/ cte-ed/-workforce-developmentcertificates-and-microcredentials/
CHRISTINE MOKHER
Mokher, C. G., Delos Reyes, R. J. V., & Alcazar, A. A. (2025). Navigating futures: Examining how the addition of senior high school tracks influenced postsecondary aspirations among education majors in the Philippines. International Journal for Educational & Vocational Guidance doi.org/10.1007/ s10775-025-09735-5
Henning, H. N., Dany, M. M., ParkGaghan, T. J., & Mokher, C. G. (2025). What does organizational culture tell us about developmental education reform? Corequisite implementation in Texas. Innovative Higher Education. doi.org/10.1007/s10755-025-09787-z
Mokher, C. G., Park-Gagan, T. J., & Hu, S. (2024). Can a developmental education reform promote momentum to mid-term and longerterm student success? Evidence from Florida. Journal of Research on Educational Effectiveness, 17(4), 806835. doi.org/10.1080/19345747.2023 .2269924
Mokher, C. G., & Alcazar, A. A. A. (2024). Identifying determinants in the context of a national education reform: The case of Urdaneta City in the Philippines’ adoption of secondary vocational pathway. The Asia-Pacific Education Researcher, 1-11. doi. org/10.1007/s40299-024-00845-2
Mokher, C. G., & Alcazar, A. A. A. (2024). Improving education pathways: Collaboration supporting transitions from K-12 to postsecondary education in the Philippines. International Journal of Educational Development, 106(2024), 1-11. doi.org/10.1016/j. ijedudev.2024.103003
LARA PEREZ- FELKNER
Perez-Felkner, L., Li, Y., Erichsen, K., Hu, S., Chen, J., Nhien, C., & Fluker, C. (in press). Does advanced high school coursework enhance community college women’s pathways to computing degrees? Evidence from Florida. Review of Higher Education.
Perez-Felkner, L., Gholami, Z., & Wu, X. (2025). Public Financing of STEM Education: Research Evidence and Policy Recommendations. Policy Insights from the Behavioral and Brain Sciences, 12(2), 1-9. doi:10.1177/23727322251360330
Ambrister, C., Perez-Felkner, L., Dickens, T., & Lowe, K. (2025). Manufacturing the STEM Workforce: The Effect of Structured Undergraduate Research Experiences on Engineering Student Retention. American Society for Engineering Education. In American Society for Engineering Education. PEER Proceedings. Retrieved from dx.doi. org/10.18260/1-2--56953
Zhao, T., Perez-Felkner, L., & Hu, S. (2025). The impact of merit aid on STEM major choices: A propensity score approach. Educational Evaluation and Policy Analysis, 47(3), 939– 959. doi:10.3102/01623737241254842
Perez-Felkner, L., Erichsen, K., Li, Y., Chen, J., Hu, S., Ramirez Surmeier, L., & Shore, C. (2025). Computing education interventions to increase women’s participation from 2000 to 2020: A systematic literature review. Review of Educational Research, 95(3), 536 - 580. doi:10.3102/00346543241241536
Nicolas, M., & Perez-Felkner, L. (2025). The (Mis)Education of Black Boys: Exploring the Contributing Factors of Their Accelerated Curricular Course Decision-Making Process. Journal of African American Males in Education, 1-20. jaamejournal.scholasticahq. com/article/143708-the-miseducation-of-black-boys-exploringthe-contributing-factors-of-theiraccelerated-curricular-coursedecision-making-process
Nhien, C., Perez-Felkner, L., Li, Y., & Hu, S. (2024). Pathways into Computing Fields by Florida’s Community College Students: An Intersectional Descriptive Analysis. Community College Journal of Research and Practice, 28. doi:10.1080/ 10668926.2024.2425323
Erichsen, K., Saras, E. D., & PerezFelkner, L. (2024). Toward Institutional Transformation: Warming the Chilly Climate for Women in STEM Through Macrostructural Change. Frontiers in Education, 1-14. doi:10.3389/feduc.2024.1328574
Marks, L. R., Jenkins, L., Perez-Felkner, L., Verma, K., & Templeton, D. P. (2024). Social cognitive predictors of bystander intervention in racial microaggressions among college students. Race and Social Problems, 40. Retrieved from link.springer.com/ article/10.1007/s12552-024-09412-2 doi:10.1007/s12552-024-09412-2
Jenkins, L., Marks, L. R., Perez-Felkner, L., Verma, K., Templeton, D. P., & Thomas, J. (2024). Applying the bystander intervention model to racial microaggressions in college students. International Journal of Bullying Prevention, 36. Retrieved from link.springer.com/article/10.1007/ s42380-024-00216-x doi:10.1007/ s42380-024-00216-x
SALLY WATKINS
Burns, J., Volpe-White, J., & Watkins, S. R. (2024). Foundations of reflection in leadership training. New Directions for Student Leadership, 2024, 115–125. doi.org/10.1002/yd.20645
Cruz, J.A., Vermont, L.E., & Watkins, S. R. (2025). Creating Change: Art Activism and Leadership Development. New Dir Stud Lead., 2025: 61-65. doi. org/10.1002/yd.20652
ANNIE WOFFORD
Wofford, A. M., & Blaney, J. M. (2025). Community college pathways to graduate study: Examining community cultural wealth among transfer Students of Color. Community College Journal of Research and Practice. Advance online publication. doi.org/1 0.1080/10668926.2025.2453466
Blaney, J. M., Feldon, D. F., Wofford, A. M., & Litson, K. (2025). Building transfer student interest in computer science Ph.D.s: Examining an advising intervention using a staged innovation design. Research in Higher Education. Advance online publication. doi. org/10.1007/s11162-025-09843-9
Wofford, A. M., & Henning, H. N. (2025). “We can change the culture through those individual engagements”: Social exchange and equity-mindedness in STEMM graduate-undergraduate mentorship. Studies in Graduate and Postdoctoral Education. Advance online publication. doi.org/10.1108/SGPE-052024-0059
Wofford, A. M., Perez-Felkner, L., Staudt Willet, K. B., & Nhien, C. (2025). Geography of computing graduate degree opportunities: Examining the characteristics of minority-serving institutions. Research in Higher Education. Advance online publication. doi.org/10.1007/s11162-025-09848-4
Wofford, A. M., Winkler, C. E., & DeAngelo, L. (2025). Part of the plan? A critical quantitative examination of mentoring and psychosocial mediators shaping computing students’ graduate school applications. Journal of Diversity in Higher Education. Advance online publication. doi.org/10.1037/ dhe0000696
Wofford, A. M., Fatima, A., Wu, X., Perez-Felkner, L., Nhien, C., & Staudt Willet, K. B. (2025). Minority-serving institutions’ role in enhancing access to computing doctoral education: A multi-method landscape analysis. Innovative Higher Education. Advance online publication. doi.org/10.1007/ s10755-025-09841-w
Grants
CAMERON BEATTY
Park-Gaghan, T. J., Beatty, C., & Mokher, C. G. (Co-PI) (Oct 2023–May 2025). Understanding the Postsecondary Experiences of Accelerated High School Graduates. Funded by Helios Foundation. Total award $200,000.
Park-Gaghan, T. J, Beatty, C. C., & Mokher, C. G.(Co-PI). (Apr 2023–Dec 2024). Evaluation of SPC FAAME Initiative. Funded by Helios Education Foundation. Total award $189,962.
SHOUPING HU
Hu, S. (PI). (Aug 2025–Aug 2026). Unrestricted funding support on research on postsecondary student success. Gates Foundation. Total award $247,000.
Li, L. (PI), Hu, S. (co-PI), & Guo, W. (co-PI). (July 2025–July 2028). Targeted Infusion Project: Creating Pathways to the QISE Workforce: The FAMU Undergraduate Initiative. National Science Foundation. (2510201). Total award $399,978. Hu, S. (PI). (Aug 2024–May 2026). National Survey of Student Engagement Funded by Indiana University. Total award $112,000.
CHRISTINE MOKHER
Ecton, W., Mokher, C. G. (Co-PI), Rutledge, S., & Harbatkin, E. (Sep 2024–Aug 2028). Exploring career development opportunities in a midsize Florida school district. Funded by the Institute of Education Sciences, U.S. Department of Education. Total award $3,104,462.
Park-Gaghan, T. J., Beatty, C., & Mokher, C. G. (Co-PI) (Oct 2023–May 2025). Understanding the Postsecondary Experiences of Accelerated High School Graduates. Funded by Helios Foundation. Total award $200,000.
Park-Gaghan, T.J, Beatty, C. C., & Mokher, C. G.(Co-PI). (Apr 2023–Dec 2024). Evaluation of SPC FAAME Initiative. Funded by Helios Education Foundation. Total award $189,962.
Park-Gaghan, T. J., Rutledge, S., PerezFelkner, L. C., & Mokher, C. G. (Co-PI). (Jan 2023–Sep 2024). Florida Homeless Education Evaluation and Needs Assessment Project. Funded by the Florida Department of Education. (371-1221C-3CR02). Total award $700,000.
LARA PEREZ-FELKNER
Perez-Felkner, Lara (PI). (Sep 2025–Aug 2030). CREST Phase II (CREST-CER): Center for Complex Materials Design & Hybrid Materials Processing. Funded by Florida A & M University. Total award $290,356.
Perez-Felkner, Lara (PI). (May 2025–Aug 2025). Contingency Funds - L. Perez Felkner. Funded by FSU. (None). Total award $6,265.
Perez-Felkner, Lara (PI). (Mar 2025–Dec 2025). Sloan Foundation Strategic Communications Project. Funded by Alfred P. Sloan Foundation. (G-202525210). Total award $11,447.
Faculty Accomplishments
Jones, Faye R (PI), Randeree, Ebrahim (Co-PI), Mardis, Marcia A. (Co-PI), & Perez-Felkner, Lara (Co-PI). (Sep 2024–Aug 2026). BPC-DP: HSI (R) evolution: Building Authenticity at Institutions Emerging to Serve Latine’ Students. Funded by National Science Foundation. (2417796). Total award $299,659. [Cancelled May 2025]
Perez-Felkner, Lara (PI), Bertrand Jones, Tamara (Co-PI), Hughes, Roxanne (Co-PI), & Hart, Sara (CoPI). (Sep 2023–Aug 2026). ADVANCE Adaptation: Institutionalizing Normative Changes for Recruitment, Empowerment, Advancement, and Systematic Equity for STEM Faculty (INCREASE). Funded by National Science Foundation. (2305516). Total award $999,919. [Cancelled May 2025]
ANNIE WOFFORD
Wofford, A. M. (PI), Perez-Felkner, L. C. (Co-PI), & Staudt Willet, K. B. (Co-PI). (Jan 2023–Jun 2026). Aligning Graduate Education and Workforce Opportunities: A Robust, Equity-Focused Landscape Scan of Computing Terminology Funded by the Alfred P. Sloan Foundation. (G-2022-19569). Total award $249,978.
Wofford, A. M. (PI), Hughes, R. (Co-PI), & Johnson, K. (Co-PI). (Jan 2024—Dec 2025). Centering Mentoring: Developing, Validating, and Piloting Two Surveys on Equity-Minded Mentoring in STEMM Graduate Education. Funded by the FSU Council on Research + Creativity. Total award $55,618.
Wofford, A. M. (PI). (Jan 2024—June 2026). Equity in Graduate Education Consortium. Funded by the Alfred P. Sloan Foundation in partnership with the University of Southern California. Total award $62,500.
Awards and Fellowships
CAMERON BEATTY
• 2025 Faculty Council Distinguished Support for Graduate Students Award, NASPA Faculty Council (2025).
• 2024-2025 UC National Center for Free Speech and Civic Engagement Fellow
KATHY GUTHRIE
• Distinguished Alumni Award, North Central College, Naperville, IL (2025)
CHRISTINE MOKHER
• James A. Shanks Endowed Professor
LARA PEREZ- FELKNER
• Book of the Year, Edited Volume, American Association of Hispanics in Higher Education (2025)
• Outstanding Reviewer, Sociology of Education (journal) (2025).
• Faculty Fellow in Research, Office of Faculty Development and Advancement, FSU (2024-25)
• Mid-Career Fellow, FSU-FAMU Institutional Challenge, WT Grant Foundation, 2022-25
National Professional Leadership
CAMERON BEATTY
• Beatty, C. C. (Scholar in Residence). (2025, December). Scholar in Residence of Leadership Education Symposium. Symposium conducted at the meeting of National Clearinghouse for Leadership Programs, Tampa, FL.
• Committee Co-Chair, Bylaws & Policies Committee, Association for the Study of Higher Education (ASHE) (2024–present).
• Board of Directors, Association for the Study of Higher Education (ASHE) (2023–present).
• Committee Member, ASHE Strategic Workgroup on Entities (2023–present).
KATHY GUTHRIE
• Editor, New Directions for Student Leadership
• Board Member, International Leadership Association
• Chair, Committee for the Advancement of Leadership Programs, International Leadership Association.
• Board Member, LeaderShape, Inc.
SHOUPING HU
• Founding editor, Journal of Postsecondary Student Success (2021–present)
• FAU Office of Appreciative AdvisingAppreciative Education Conference | 2025 Research Track Co-Chair; Appreciative Advising Institute Facilitator Assistant
• NASPA- Global Initiatives Intern
Student Accomplishments Conference
Presentations
Allen Jr., J. L. (2025, October 23).
“Visualizing Progressive Black Masculinities” [Presentation]. Office of Graduate Fellowships and Awards [FSU Discovery Days], Florida State University (FSU), Tallahassee, FL. USA
Allen Jr., J. L., Crisp, G., Holmes, A., & Kiyama, J.M. (2025, September 26).
“Exploring the Undergraduate Certificate in Leadership Studies Program” [Presentation]. Center for Leadership and Service [Service Leadership Seminar], Florida State University (FSU), Tallahassee, FL. USA
Allen Jr., J. L. (2025, April 27). “Oh the Places You’ll Go: Embracing the Possibilities and Unknown of the Journey” [Invited Keynote Speaker]. Neal-Marshall Black Culture Center (NMBCC) Annual Scholar Recognition Dinner, Indiana University (IU), Bloomington, IN. USA
Allen Jr., J. L. (2025, April 25). “ Navigating Graduate Education” [Lecture]. Groups Scholars Program, Indiana University (IU), Bloomington, IN. USA
Wade-Ndiaye, Cowan, L., Brown-Grier, A., Allen Jr., J. L., Frederic, A. (Panelist) (2025, April 11). “HBCU Center Fellow Presentations” [Panel]. HBCU Center Research Network (HCRN) Virtual Conference.
Allen Jr., J. L., Beatty, C. C., White, L., & Baptist Jr., W. (Presenter) (2025, February 17). “Leading in Resistance: Black Students Navigating Anti-DEI Legislation” [Presentation]. College Student Educators International (ACPA) Annual Conference, Long Beach, CA. USA.
Allen Jr., J. L. (2025, February 7-9). “Leadership for Liberation: Developing a Liberatory Approach to Student Leadership Engagement” [Workshop]. ACC Leadership SymposiumAccelerating Community Change, Florida State University (FSU), Tallahassee, FL. USA
Bhatt, R. H., & Prasad, P. (2025, March 22 – 26). Digesting the dichotomous journeys to our similar destinations: Being/Becoming “Indian” in US higher education [Conference paper]. CIES 2025 Annual Conference, Chicago, Unite States.
Bhatt, R. H. (2025, March 19). Perceiving my Desiness: A research study connecting Desiness to theory [Conference presentation]. 2025 NASPA Annual Conference, New Orleans, United States.
Devies, B., Jenkins, D., Barnes, A., Allen Jr., J. L., Shetty, B., Daniels, M., & Juarez, F. (Panelist) (2024, December 9-11). “Theory to Practice: Applying the Leadership Learning Framework” [Panel]. Leadership Educators Institute (LEI), Philadelphia, PA. USA.
Devies, B., Irwin, L., Daniels, M., Taylor, J., & Allen Jr., J. L. (Panelist) (2024, December 9-11). “Action-Oriented Commitments to Socially Just Leadership Education” [Panel]. Leadership Educators Institute (LEI), Philadelphia, PA. USA.
Beatty, C.C., Allen Jr., J. L., White, L., & Baptist Jr., W. (Presenters) (2024, November 23). “We Gon’ Be Alright: Black Student Leaders Navigating AntiDEI Legislation” [Paper]. Association for the Study of Higher Education (ASHE), Minneapolis, MN. USA.
Khurshid, A., Shah, P., Bhatt, R., Raja, R., Mustafa, A. N., Dahal, B., Basavaraj, A., Prasad, P. (2025, March 22 -26). Being/ Becoming a Par/Desi (i): Making sense of higher education as borderlands [Conference presentation]. CIES 2025 Annual Conference, Chicago, United States.
Khurshid, A., Shah, P., & Bhatt, R. H. (2025, March 22 – 26). Education as borderlands: comparing relational Par/Des(i) identities [Conference paper]. CIES 2025 Annual Conference, Chicago, United States.
Panchapakesan, N. Bhatt, R. H., Suresh, M. S. (2024, November 21). Asian & Desi Transnational narratives in doctoral education: Exploring identity, experience, and embodiment [Conference presentation]. ASHE Association for the Study of Higher Education, Minneapolis, Minnesota, United States.
Ecton, W.G., & Metcalfe, C. M., (2025 March 14). “Young Adults’ Attitudes Towards Higher Education” [Conference presentation]. Association for Education and Finance, Washington, DC. USA.
Ecton, W.G., & Metcalfe, C. M., (2025 April 25). “Young Adults’ Attitudes Towards Higher Education” [Conference presentation]. American Educational Research Association, Denver, CO. USA.
White, L., Metcalfe, C. M., Allen Jr., J. L., Woodard, D., & Pacheco, D. R. (Workshop) (2024, November 23). “I am a Person. I am a Scholar. I am a Student. And I live in Florida” [Panel]. Association for the Study of Higher Education (ASHE), Minneapolis, MN. USA.
White, L., Beatty, C. C., Allen Jr., J. L., & Baptist Jr., W. (Presenter) (2025, March 15-19). “We Gon’ Be Alright: Black Student Leaders Navigating Anti-DEI Legislation” [Presentation]. National Association of Student Personnel Administrators International (NASPA) Annual Conference, New Orleans, LA. USA’
White, L. (2025, February 7-9). “Who We Are Matters” [Workshop]. ACC Leadership Symposium- Accelerating Community Change, Florida State University (FSU), Tallahassee, FL. USA
Wofford, A. M., Henning, H. N., Smith, K. N., & Branch, B. L. (2024, November).
“She wasn’t supposed to be my official mentor”: Gendered mentorship in undergraduate engineering internship settings [Paper session]. Association for the Study of Higher Education. National Conference, Minneapolis, MN.
Henning, H. N. (2024, November).
SySTEMic change: The gendered experiences of academic major changers from engineering and computing. [Work-in-progress]. Association for the Study of Higher Education. National Conference, Minneapolis, MN.
Ammons, H. L. E., Henning, H. N., Chubb, J. (2024, October). Why don’t you just meet me in the middle? The scholar-practitioner identity of academic advisors [Paper session]. NACADA Global Community for Academic Advising. National Conference, Pittsburgh, PA.
Publications
Allen Jr., J. L.(2025). For the Culture: Socially Just Leadership Mentoring for Black College Men. In K.L. Guthrie, V. Chunoo, & B. Devies (Eds.), Committing to Action: Socially Just Leadership Education. (Ser. Contemporary Perspectives on Leadership Learning). Information Age Publishing, Inc. Allen Jr., J. L., & Williams Jr., J. (2025). Addressing the Mural in the Room: A Case Study of a Black Man Graduate Leadership Educator. In K.L. Guthrie & D.R. Pacheco (Eds.), Culturally Relevant Leadership Learning Case Studies. (Ser. Contemporary Perspectives on Leadership Learning). Emerald Publishing
Beatty, C.C., Allen Jr., J. L., White, L., Baptist, W., & Woodard, D. (2025). It’s Still There, but It’s Not the Same”: Black student leadership in the wake of Anti-DEI state policy. Education Sciences, Special Issue Navigating the Challenges, Tensions, and Complexities of Political and Legislative Attacks in Higher Education
Beatty, C.C., & Allen Jr., J. L. (2025). Leadership Education in Postsecondary Contexts. In J. P. Dugan, K.C. Skendall, S. E. Patterson & J. Patterson (Eds.), The Handbook for Leadership Education & Impact. (Ser. Handbook). Edward Elgar Publishing (UK).
Bhatt, R. H., Brown, O. F., Ashburn, A. L. (in press). Dismantle to liberate: Defogging the acculturation, appeasement, and colonialism within leadership. In A. D. Mahoney, & E. R. Wiborg (Eds), Imagining freedom: Leadership as liberatory practice in higher education
Bhatt, R. H., & Burns, J. (in press). Conceptualizing media & masculinity: Disentangling masculinity, mental health, and media. In. C. Beatty, & J. L. Allen (Eds.), Reimagining masculinity for leadership learning. Information Age Publishing, Inc.
Vaughn, L., Bhatt, R. H., Hu, P. (in press). Leading with inclusivity: Enhancing teaching and research through culturally relevant leadership learning. In W. S. Newcomb, & L. Seaton (Eds.), Teaching Educational Leadership. Edward Elgar Publishing.
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