The Center for Community College Student Engagement invites emerging and established researchers to become members of our Research Affiliate program.
The two primary goals of this program are to advance research on community college student experiences by increasing access to the largest data set of its kind and to enhance the visibility of affiliates’ research on community colleges and community college students.
Sample copies of the CCSSE survey and the standard additional item sets can be found on the CCSSE website.
The following map shows the locations of the mainland colleges included in the 2019 CCSSE 3-year cohort. Hawaii colleges, although not shown are also included in the 2019 cohort. This map represents almost all colleges that have participated since 2010.
For further information, please contact Mike Bohlig (firstname.lastname@example.org).
CCCSE Research Affiliates
George Bizer, Ph.D. | Union College
George Bizer is professor of psychology at Union College in Schenectady, NY. He earned his PhD at Ohio State University and has been at Union since 2005. As a social psychologist, Bizer's interests include attitudes, attitude strength, and individual differences.
McCarty, T. A., Bizer, G. Y., & Bohlig, E. M., (under review). Learning Mindset and the Academic Achievement of Student Service Members/Veterans.
Jennifer M. Blaney, Ph.D. | Northern Arizona University
Jennifer M. Blaney (She/Her) is an Assistant Professor of Higher Education at Northern Arizona University, where she studies gender equity and college student development in STEM fields. Before joining the faculty at Northern Arizona University, she worked as the Senior Data Manager on the BRAID Research Project, a national study of equity in undergraduate computing. Dr. Blaney's current projects focus on community college pathways as a mechanism for broadening women's participation in computing and other STEM fields, and her work has been supported by the Spencer Foundation and the National Science Foundation. She will be using CCSSE data to explore trends among transfer-aspiring students pursuing computer science over time.
Mark D’Amico, Ph.D. | The University of North Carolina at Charlotte
Professor and Department Chair, Department of Educational Leadership
Mark D’Amico is a professor of higher education at The University of North Carolina at Charlotte. His research focuses on community college student success and the community college role in workforce development. Prior to his faculty role, Mark worked for nearly 15 years in administrative positions including executive assistant to the president of the South Carolina Technical College System. He is the Past-President of the Council for the Study of Community Colleges and former Associate Editor of Community College Review.
Carlton Fong, Ph.D. | Texas State University
Dr. Carlton J. Fong is an assistant professor in the Graduate Program in Developmental Education and the Department of Curriculum and Instruction at Texas State University. As a scholar-activist at the intersection of educational psychology and higher education, Dr. Fong uses a sociocultural lens to study motivational and affective factors influencing postsecondary student engagement, achievement, and persistence. Specifically, he examines the psychosocial development of community college students.
Fong, C. J., Alejandro, A. J., Krou, M., Segovia, J., & Johnston-Ashton, K. (2019). Ya’at’eeh: Race-reimaged belongingness factors, academic outcomes, and goal pursuits among Indigenous community college students. Contemporary Educational Psychology.
Catherine Hartman, Ph.D. | National Resource Center for the First-Year Experience and Students in Transition, University of South Carolina
Postdoctoral Research Associate
Catherine Hartman is a postdoctoral research associate at the National Resource Center for The First-Year Experience and Students in Transition. Her research focuses on community college student persistence and engagement, student transfer from community colleges to four-year schools, and linguistically minoritized students’ experiences in higher education.
Hartman, C., Callahan, R., & Yu, H. (Forthcoming). Optimizing their intent to transfer: Community college English learners’ engagement. Research in Higher Education.
Deryl Hatch-Tocaimaza, Ph.D. | University of Nebraska – Lincoln
Dr. Hatch-Tocaimaza's research and teaching focuses on community college environments—institutional structures, programming and racialized and embodied encounters—to uncover how they intersect with student experiences to foster equity and liberation in higher education, especially in regard to marginalized global majority students. Dr. Hatch-Tocaimaza was recognized for his research, teaching, and service as a recipient of the Barbara Townsend Early Career Scholar Award by the Council for the Study of Community Colleges (CSCC). He serves on the board of the Community College Journal of Research and Practice, Community College Review, and the Review of Higher Education. He is associate editor of the Journal of Diversity in Higher Education and executive co-editor of Project MALES Practice Briefs, and has co-edited special issues of New Directions in Community Colleges and the Journal of Applied Research in Community Colleges. Dr. Hatch-Tocaimaza received his Ph.D. from the University of Texas at Austin.
Hatch, D. K., & Bohlig, E. M. (2016). An empirical typology of the latent programmatic structure of community college student success programs. Research in Higher Education, 57(1), 72-98. doi:10.1007/s11162-015-9379-6.
Hatch, D.K., & Bohlig, E. M. (2015). The Scope and Design of Structured Group Learning Experiences at Community Colleges. Community College Journal of Research and Practice. (Online publication available at http://www.tandfonline.com/doi/full/10.1080/10668926.2014.911128).
JoHyun Kim, Ph.D. | Texas A&M University - Commerce
Dr. JoHyun Kim is an associate professor in Higher Education and Learning Technologies department at Texas A&M University-Commerce. She also has years of experiences as an administrator in institutional research. Since she joined TAMUC in fall 2012, she has developed and taught courses in higher education and community college leadership. Her primary research interest focuses on high school-to-college transition, developmental education, dual credit, and students’ retention and graduation in higher education and community college settings. She is interested in examining how underserved youth and adult students (minority, low income, first-generation students, international students, and non-traditional students) can access to and succeed in community college settings. She has expertise in quantitative research and large data-handling.
Audrey J. "A.J." Jaeger, Ph.D. | North Carolina State University
W. Dallas Herring Distinguished Professor & Executive Director, Belk Center for Community College Leadership & Research
Dr. Audrey J. Jaeger, W. Dallas Herring Distinguished Professor & Executive Director of the Belk Center for Community College Leadership, NC State University. Her research examines relationships and experiences among faculty and students that illuminate issues of transition, access, climate, agency, and community engagement. Dr. Jaeger is an associate editor for Research in Higher Education and on the editorial boards of the Journal of Higher Education and Journal of Higher Education Outreach and Engagement. Dr. Jaeger has received numerous teaching and mentoring awards including the 2016 Association for the Study of Higher Education Mentoring Award and 2015 Council of Southern Graduate Schools Outstanding Mentor Award. Her scholarship and academic contributions have also been recognized by the 2013 Women in Higher Education Achievement Award, 2015 National Association of Student Personnel Administrators Robert H. Shaffer Award for Academic Excellence as a Graduate Faculty Member, 2017 induction into the Academy of Community Engaged Scholarship, and 2018 Champion of Science, Mathematics, and Technology Education, N.C. Science, Mathematics, and Technology Education Center. Dr. Jaeger received her Ph.D. from New York University.
Dr. Jaeger's research examines relationships and experiences among faculty and students that illuminate issues of transition, access, climate, agency, language and community engagement, as well as the ways in which various aspects of the higher education environment affect faculty and students.
Carol Lundberg, Ph.D. | California State University, Fullerton
Carol Lundberg is professor in the Educational Leadership department at California State University. Her research focuses primarily on how classroom engagement and faculty-student interaction are associated with college outcomes for groups that are underrepresented and poorly served in American higher education. Using quantitative designs, she regularly disaggregates findings by race and ethnicity to test findings for particular groups. Existing datasets such as NSSE, CCSSE, and IPEDS are her most common data sources. Another line of her research focuses on how institutions communicate their commitment to diversity and equity, including how those commitments predict student outcomes. She serves on the editorial boards of the Journal of College Student Development and Journal of Student Affairs Research and Practice.
Lancaster, J. R., & Lundberg, C. A. (2019). The influence of classroom engagement on community college student learning: A quantitative analysis of effective faculty practices. Community College Review, 47(2), 136-158.
Lundberg, C.A., Kim, Y.K., Andrade, L. & Bahner, D.T. (2018). High expectations, strong support: Faculty behaviors predicting Latina/o community college student learning. Journal of College Student Development, 59(1), 55-70.
Therese McCarty, Ph.D. | Union College
John Prior Lewis ’41 Professor of Economics
Therese McCarty is John Prior Lewis '41 Professor of Economics at Union College in Schenectady, NY. Her research fields are public sector economics, state and local public finance, and the economics of education. Prompted by a decade spent in academic administration, her research in progress focuses on how institutions can support undergraduates' academic achievement. In particular, she is currently interested in how to increase the benefits of public investment in the GI Bill by providing effective academic support services to veterans.
McCarty, T. A., Bizer, G. Y., & Bohlig, E. M., (under review). Learning Mindset and the Academic Achievement of Student Service Members/Veterans.
Phillip Morris. Ph.D. | University of Colorado at Colorado Springs
Dr. Phillip Morris is an Assistant Professor with a primary research focus on veteran and military student success and access to higher education. Dr. Morris earned his doctorate in Higher Education from the University of Florida and teaches courses on research methods, measurement, and assessment. Dr. Morris has published in journals such as Community College Review, Community College Journal of Research & Practice, & the Journal of American College Health.
Sarah Rodriguez, Ph.D. | Texas A&M University – Commerce
Sarah L. Rodriguez is an Associate Professor of Higher Education & Learning Technologies at Texas A&M University – Commerce. Dr. Rodriguez's research addresses issues of equity, access, and retention in higher education, with a focus on community colleges, Latina/o/x students, and students in science, technology, engineering, and mathematics (STEM) fields. For her work on community colleges, Dr. Rodriguez received the Barbara Townsend Early Career Scholar Award by the Council for the Study of Community Colleges (CSCC) and gave the distinguished 2019 ASHE-CAHEP Barbara Townsend Lecture. To learn more about her current projects, visit her website.
Yi Wang | The University of North Carolina at Charlotte
Graduate Student: Educational Research, Measurement, and Evaluation, Dept. of Educational Leadership
Yi Wang (she, her, hers) is a doctoral student at the Educational Research, Measurement, and evaluation program at UNC Charlotte. Her research interests are community college students’ engagement pattern, including engagement construct validation, and STEM students who transfer from two-year to four-year colleges. By examining large scale quantitative data set, she explores the high impact practices to serve and engage underrepresented student population to promote inclusion, diversity, and equity. Prior to joining the doctoral program, she had ten years of teaching experience in the higher education setting.
Seung Won Yoon, Ph.D. | Texas A&M University – Commerce
Dr. Yoon is a full professor in the Department of Higher Education & Learning Technologies at Texas A&M University Commerce. He is the program coordinator of EdD in Higher Education. Dr. Yoon graduated from the University of Illinois with his degree in Educational Policy, Organization, and Leadership. He wrote 2 books, published more than 50 peer refereed journal articles, and he is now serving as the associate editor of the Human Resource Development Quarterly journal (SSCI-indexed, sponsored by the Academy of Human Resource and Development, published by Wiley). His research and teaching focus on organizational leadership, learning and knowledge sharing, evaluation, social network analysis, and machine learning.
Hongwei Yu, Ph.D. | Texas State University
Hongwei Yu serves as graduate faculty at Texas State University. He conducts research on student persistence and degree completion at community colleges. His research interests include STEM education, Underrepresented Minority Student Access and Equity, Transfer Students, Quantitative Research Methods, and Data Mining. Hongwei Yu’s research appears in peer-reviewed journals such as Teachers College Record, Ethics and Behavior, Review of Higher Education, and Community College Journal of Research and Practice.
Yu, H., & Bohlig, M. (2019, April). Opening the Black Box: Understanding the Complex Associations between Academic Advising and Student Engagement. American Education Research Association. Toronto, Canada.
Bohlig, E. M., Bullock, C. M. & Yu, H. (2019, March). Co-Requisite Education: Should We Throw the Developmental Education Baby Out with the Bath Water? Council for the Study of Community Colleges, San Diego, CA.
Hartman.C., Callahan, R., & Yu, H. (2019, March). Exploring the Impact of Engagement among Community College English Learners’ Intentions to Transfer. Council for the Study of Community Colleges, San Diego, CA.
Bohlig, E. M., Bullock, C. M., Garza, M., Hartman, C., Lovseth, K., & Yu, H. (2018). Developmental education and community college student success: Are the odds ever in their favor? Texas Education Review, 6(1), 53-74. doi:10.15781/T2C24R520
Yu, H., & Bohlig, M. (2018, April). Demystifying Complex Relationships between Academic Advising and Academic Engagement: An Empirical Investigation. Council for the Study of Community Colleges, Addison, TX.
Lovseth, K., & Yu, H. (2018, February). Do Differing Levels of Participation in Developmental Education Have Differential Effects on Student Persistence and Degree Completion? Texas Association for Institutional Research, Corpus Christi, Texas.
Yu, H., & Lovseth, K. (2018, February). Understanding the Association between Part-Time Faculty and Student Learning: Evidence from Faculty Survey Data. Texas Association for Institutional Research, Corpus Christi, Texas.
Bohlig, M., & Yu, H. (2017, May). Community College Student Enrollment Intensity and Student Outcomes. Association for Institutional Research, Washington D.C.
John Zilvinskis, Ph.D. | Binghamton University
Prior to teaching at Binghamton University, Assistant Professor John Zilvinskis served as a research project associate with the Center for Postsecondary Research at Indiana University, where he worked with mostly data from the National Survey of Student Engagement. His research interests include student engagement, students with disabilities, and high-impact practices.
Zilvinskis, J. (accepted). The mediating effects of student services on engagement among first-generation and transfer students who use disability services at community colleges. Community College Review.
Broido, E. Brown, K., Wells, R., & Zilvinskis, J. (2019, November). Conceptualizing disability. Presented at the 44th Annual Association for the Study of Higher Education Conference, Portland, OR.
Zilvinskis, J. (2020, March). Using CCSSE data to understand students who use disabilities services. Presented at the American College Personnel Association Annual Convention, Nashville, TN. Sponsored session: Coalition for (Dis)Ability.
Boettcher, M., Ardoin, S., Foste, Z., Savarese, K., & Zilvinskis, J. (2020, March). ACPA Foundation Grant Funded Research. Presented at the American College Personnel Association Annual Convention, Nashville, TN.
Zilvinskis, J. (2020). Using large survey data to understand the engagement of students with disabilities. The Journal of Postsecondary Education and Disability, 33(3), 255-261.