The Center for Higher Education Enterprise (CHEE) is a growing group of staff, faculty, students and external leaders conducting innovative research and policy analysis that will improve higher education. Center staff and students navigate the daily operations and research agenda of CHEE, while Faculty Affiliates contribute expertise in CHEE’s targeted areas of access, affordability, engagement and excellence.
Joshua Hawley is currently the Interim Director of the Center for Higher Education Enterprise and an Associate Professor in the Glenn College and an Associate Professor in the College of Education and Human Ecology at The Ohio State University. He is also Director of the Ohio Education Research Center, a collaboration of six Ohio universities and four research organizations aimed at bridging research, policy and practice around education in the State of Ohio, pre-school through workforce.
Dr. Hawley was previously Associate and Assistant Professor of Workforce Development Policy in the College of Education and Human Ecology at OSU, a Fulbright Senior Scholar at the Higher School of Economics in Moscow, Russia., and a Visiting Researcher at the New School University. Dr. Hawley has served as a consultant for many international agencies, including the World Bank, UNESCO, and UNICEF, and has worked in Russia, Kazakhstan, Saudi Arabia, Pakistan, Thailand, Uganda, and Ethiopia.
Joshua Hawley’s research is focused on workforce and education policy for state and national governments. He has published in a range of journals, including Economics of Education Review, Human Resource Development International, Systems Research and Behavioral Science, and Adult Education Quarterly. He served as a section editor for the International Handbook of Education for the Changing World of Work, edited by Rupert Maclean and David Wilson. Federal and state government as well as private source have supported Dr. Hawley’s research. The National Institute’s of Health, the U.S. Department of Education, the U.S. Department of Labor, and the States of Ohio and New Jersey have provided significant funding. Private sources include the Ford Foundation, MacArthur Foundation, the Higher School of Economics in Russia, and the United Way of Central Ohio.
Josh also serves as the Principal Investigator of a series of projects with the National Institutes of Health on the Science Workforce. He is currently funded through 2018 from the National Institute of General Medical Sciences and the Office of Behavioral and Social Science. With his colleagues from MIT and Virginia Tech, Josh has led efforts to model the workforce dimensions of biomedical and now behavioral and social science workforce. The website for this project lists many recent and current publications on the science workforce. navidg.com/swm.htm
Kathy Lechman is the Director of Equity and Inclusion for the College of Food, Agricultural, and Environmental Sciences and was recently appointed as interim Associate Director of the Center for Higher Education Enterprise. She earned her PhD in 2015 from the College of Education and Human Ecology where her dissertation focused on examining the influence of student perception of instructor cultural intelligence, sense of belonging and intent to persist. She has a Master of Arts degree in Conflict Resolution from the McGregor School of Antioch University and a Bachelor of Arts degree in Sociology from the College of Wooster. Kathy has been with OSU for 16 years with prior experience at the Ohio Department of Rehabilitation and Corrections, the Ohio Department of Youth Services, and the Cleveland Municipal Schools. Throughout her career, she has focused on mediation, conflict resolution, personnel development, and creating and implementing strategies to address workforce diversity.
During her time in the College of Food, Agricultural, and Environmental Sciences she developed and created numerous professional development opportunities for faculty, staff, and students. She was instrumental in the implementation of the Diversity Leadership Symposium that brought together multiple units across campus to provide quality professional development to faculty, staff, and students. Kathy is an experienced mediator, facilitator and trainer. In her role as Director of Equity and Inclusion she provides counsel to the lead faculty of the CFAES Gender Initiative and works closely with the Senior Associate Dean and the Associate Dean of Academics.
Regina Robinson-Easter is the Executive Assistant to the Director for the Center for Higher Education Enterprise. As partner to the director, she manages his demanding and complex schedule, manage and coordinates all travel components for an extensive travel schedule, plans and coordinates meetings and agendas, is liaison between all internal and external constituents, provides a broad range of executive level support to the Director and CHEE team, as well as leadership oversight for CHEE interim staff members.
Regina has over 15 years of professional work experience in increasingly responsible roles within higher education and other industries including the Drug Enforcement Administration, The Ohio State University, and Lane Bryant, to name a few. Her stellar work experience is enhanced by a bachelor’s degree in management from the University of Phoenix.
Brittney Paxton is the Program Coordinator for the Center for Higher Education Enterprise. Brittney possess a passion for student access to education and student retention, which took root in her hometown of Milton, Florida. Brittney has since served college communities across the southern region of the United States. Brittney has over 7 years of professional work experience within Higher Education Administration and Student Affairs. She earned a B.A. in Communication and Public Relations along with a M.Ed. in College Student Personnel Administration at the University of West Florida. Currently Brittney is pursuing an Ed. D in Curriculum and Instruction with a specialization in Administrative Studies.
Dr. Joseph Kitchen, postdoctoral fellow at Harvard University’s Department of Science Education (SED), earned a Ph.D. in Educational Policy & Leadership: Higher Education and StudentAffairs from The Ohio State University. His dissertation was a quantitative examination of the relationship between student involvement, institutional engagement, and sense of belonging among students of color at predominantly White institutions using a national student data set. In his current role at Harvard, Dr. Kitchen is analyzing a dataset from a study entitled, “Outreach Programs and Science Career Intentions (OPSCI).” He will model students’ career intentions at the beginning of college based on their different experiences with outreach programs and out-of-school activities from middle school through high school.
Dr. Leroy L. Long III is an Assistant Professor of Engineering at Embry-Riddle Aeronautical University in Daytona Beach, FL. He recently earned his PhD in STEM Education with a focus on Engineering Education within the Department of Teaching and Learning at The Ohio State University (OSU). He earned his Masters in Mechanical Engineering at OSU and his Bachelors in Mechanical Engineering at Wright State University. He is a native of Dayton, OH and a graduate of Dayton Public Schools.
He has been a Graduate Teaching Associate with the First-Year Engineering Program and a Research Affiliate with the Center for Higher Education Enterprise at OSU. He has also served as the Outreach Chair of the OSU American Society of Engineering Education Student Chapter. His research interests include: (a) technology use, (b) diversity and inclusion, and (c) retention and success, with a particular focus on students in STEM fields.
Todd Suddeth serves as the Executive Director of the Student Life Multicultural Center at The Ohio State University. Prior to joining the Multicultural Center, Suddeth served as the Program Director of the Todd A. Bell National Resource Center on the African American Male. Additionally, he earned his Ph.D. in Higher Education and Student Affairs program at The Ohio State University. Todd’s research interests center on multiple intelligences, help-seeking behaviors, and career development for African American male collegians. He has over 10 years of experience in state government, non-profit, and higher education. He received his Bachelors of Arts in Psychology from the University of Akron and his master’s degree in Public Policy and Management at The Ohio State University. Todd is a native of Warren, OH.
Meng-Ting Lo is a doctoral student in the Quantitative Research, Evaluation and Measurement (QREM) program in OSU’s Department of Educational Studies and Graduate Research Associate at CHEE. She earned her Master’s Degree in Educational Psychology from National Chiao Tung University in Taiwan. Meng-Ting is responsible for the collection, management, and analysis of data from CHEE’s quantitative research projects.
Her research interests center around three topics: (a) college students’ psychological features, behaviors, and potential risk factors within the context of school and family, (b) longitudinal data analysis, and (c) statistical methods.
Trevion Henderson is a master’s student in the Higher Education and Student Affairs (HESA) program at The Ohio State University and a Graduate Research Associate for the Center for Higher Education Enterprise. He most recently served as an Undergraduate Research Assistant for Dr. Terrell L. Strayhorn in the College of Education and Human Ecology’s Center for Inclusion, Diversity, and Academic Success (iDEAS) while completing his bachelor’s degree in Computer Science and Engineering at Ohio State.
Trevion’s research interests center on three foci in STEM Education: pedagogical strategies, practices and policies that broaden minority participation, and the impact of workforce and industry needs on curriculum.
Stéphane Lavertu is an assistant professor in the John Glenn School of Public Affairs. Much of his research examines how politics affects the policymaking authority, design, and operation of public agencies. He is particularly interested in how politics affects the development and implementation of education policies, as well as the outcomes these policies generate. He founded the Education Governance and Accountability Project (EGAP) with colleagues in the OSU Department of Political Science in order to examine how politics affects the administration of K-12 public schools and student educational outcomes. He also has conducted a number of studies evaluating the impact of educational interventions on student learning. For example, he has coauthored studies estimating the impact of U.S. charter schools, school closure, and science, technology, engineering, and mathematics (STEM) programs on student academic achievement.
Professor Lavertu has a Ph.D. in political science from the University of Wisconsin, a master’s in education policy analysis and evaluation from Stanford University, and a bachelor’s in political science from The Ohio State University. Prior to pursuing an academic career, he worked at the Ohio Department of Education as a policy analyst. He continues to work with local and state government to help improve public policy and administration in Ohio.
Stéphane Lavertu. 2013. “Issue-Specific Political Uncertainty and Policy Insulation in U.S. Federal Agencies” Journal of Law, Economics, and Organization 29(1): 145-177.
Stéphane Lavertu and Donald Moynihan. 2013. “Agency Political Ideology and Reform Implementation: Performance Management in the Bush Administration” Journal of Public Administration Research & Theory 23(3): 521-549.
Stéphane Lavertu and Donald Moynihan. 2013. “The Empirical Implications of Theoretical Models: A Description of the Method and an Application to the Study of Performance Management Implementation” Journal of Public Administration Research & Theory 23(2): 333-360.
Christopher Travers is a doctoral student in the Higher Education and Student Affairs program at The Ohio State University and a Graduate Research Associate at the Center for Higher Education Enterprise (CHEE). He earned a bachelor’s degree in Psychology from Frostburg State University and a master’s degree in Counseling Psychology from Towson University. Chris has a long history of involvement with TRiO programs. He has worked as an instructor and counselor for the Upward Bound program at the University of Maryland Baltimore and was a Ronald McNair scholar with the University of Maryland College Park. Prior to beginning his doctoral studies, Chris worked as the Student Development Specialist at the Maryland Institute College of Art.
Chris’s research interests center around strategies and programmatic interventions that engender postsecondary achievement for traditionally underrepresented populations. He is also interested in the ways in which culture, identity, faith and spirituality influence the educational experiences of African American students.
Parker Quattlebaum is an undergraduate student at The Ohio State University majoring in Psychology and minoring in Sexuality Studies. He also serves as an Undergraduate Research Assistant for CHEE. He has researched a range of topics from emotional regulation to neural pathways of generosity. In his spare time, he participates in the Psychology Club and ComBIne.
Parker’s research interests include social psychology, political psychology, human sexuality, cognitive science, and human-computer interaction.
Science and technology; program evaluation; complex systems theory; network analysis and visualization.
She is the author of the 2008 book “The New Invisible College: Science for Development” (Brookings Press) and a forthcoming book (Stanford University Press) on international collaboration in science.
About the Battelle Center for Science & Technology Policy:
Science and technology are the fuel for the knowledge economy and the catalyst for new jobs and economic growth. The Battelle Center for Science and Technology Policy was established to draw upon an integrated public-private team to serve Ohio, the United States and the world in these critical areas. The Center is located in the John Glenn School of Public Affairs at The Ohio State University, and is endowed by and works in close cooperation with Battelle Memorial Institute.
Robert Holub received his PhD from the University of Wisconsin-Madison in 1979 and taught in the German Department at the University of California, Berkeley, from 1979 until 2006. He chaired Berkeley’s German Department from 1991-1997 and was Dean of the Undergraduate Division in the College of Letters and Science from 2003-2006. From 2006-08 he served as Provost at the University of Tennessee, Knoxville, and from 2008-2012 he was Chancellor of the Amherst campus of the University of Massachusetts.
His scholarly work has focused on nineteenth and twentieth-century intellectual, cultural, and literary history with special interest in Heinrich Heine, German realism, Friedrich Nietzsche, literary and aesthetic theory, Jürgen Habermas, and Vergangenheitsbewältigung. He is currently working on a project that situates Nietzsche’s thought in the context of social and scientific developments in nineteenth-century Europe.
Heinrich Heine’s Reception of German Grecophilia: The Function and Application of the Hellenic Tradition in the First Half of the Nineteenth Century (1981); Reception Theory: A Critical Introduction(1984, 21985, 31989, 42003), translations: Korean (1985), Japanese (1986), Chinese (1987) (People’s Republic), Chinese (1994) (Taiwan), Greek (2002); Reflections of Realism: Paradox, Norm, and Ideology in Nineteenth-Century German Prose (1991); Jürgen Habermas: Critic in the Public Sphere(1991, 2001), translations: Persian (1996), Chinese (forthcoming); Crossing Borders: Reception Theory, Poststructuralism, Deconstruction (1992); Friedrich Nietzsche (1995).
Heinrich Heine: Poetry and Prose (The German Library, vol. 32) (1982); The Romantic School and Other Essays (The German Library, vol. 33) (1985); Teoria della ricezione (1989); Impure Reason: Dialectic of Enlightenment in Germany(1993); Responsibility and Commitment: Ethische Posulate der Kulturvermittlung: Festschrift für Jost Hermand (1996);Heine’s Contested Identities: Politics, Religion, and Nationalism in Nineteenth-Century Germany (1999).
Vincent Tinto is a Distinguished University Professor Emeritus at Syracuse University and the former Chair of the Higher Education Program. He has carried out research and has written extensively on higher education, particularly on student success and the impact of learning communities on student growth and attainment. His book, Leaving College, published by the University of Chicago Press, lays out a theory and policy perspective on student success that is considered the benchmark by which work on these issues are judged. His most recent book, Completing College, also published by The University of Chicago Press, lays out a framework for institutional action for student success, describes the range of programs that have been effective in enhancing student success, and the types of policies institutions should follow to successfully implement programs in ways that endure and scale-up over time.
He has received numerous recognitions and awards. He was awarded the 2015 Harry S. Truman Award by the American Association of Community Colleges, the Council of Educational Opportunity Walter O. Mason 2012 Award for his work on the retention of low-income students, the Council of Independent Colleges 2008 Academic Leadership Award, the National Institute for Staff Development International 2008 Leadership Award and was named Distinguished Fellow in the Council of Learning Assistance and Developmental Education Associations. Most recently, he was named recipient of the 2015 President Harry S. Truman Award for the American Association of Community Colleges for his work for community colleges across America. He has some 50 notable publications, including books, research reports, and journal articles, to his credit and has lectured across the United States, Australia, Canada, Europe, New Zealand, Norway, South Africa, and South America. From 1990 to 1996 he was associate director of the National Center for Teaching, Learning, and Assessment. He has worked with a number of organizations, foundations, and government agencies on issues of student success and sits on a number of advisory boards including the Community College Survey of Student Engagement and The Lumina Foundation.
Dr. Tinto received his B.S. from Fordham in Physics and Philosophy, his M.S. from Rensselaer Polytechnic Institute in Physics and Mathematics, and his Ph.D. from the University of Chicago in Education and Sociology.
Dr. E. Gordon Gee is president of West Virginia University and president emeritus at The Ohio State University. Dr. Gee was the Founding Director of the Center for Higher Education Enterprise, and now serves as a Senior Fellow. From 1990 to 1997, and again from 2007 to 2013, Gee served as president of Ohio State. Prior to Ohio State, Gee led Vanderbilt University (2001-2007), Brown University (1998-2000), the University of Colorado (1985-1990) and West Virginia University (1981-1985). He has served for more than three decades in higher education and, in 2009, was named by Time magazine as one of the top-10 university presidents in the United States.
Yixi Wang is a doctoral student in Quantitative Research, Evaluation and Measurement (QREM) program in OSU’s Department of Educational Studies and Graduate Research Associate at CHEE. She earned her Master’s Degree in Research Methodology from the University of Pittsburgh and keep her academic focus in OSU. Yixi is responsible for data collection, management and analysis work in CHEE’s evaluation projects. Her research interests centers around standardized tests and psychometrics validation and usage, as well as related statistic models.
Shay is the Communications Specialist for the Center for Higher Education Enterprise at The Ohio State University, where he leads the communications activities to tell CHEE’s story to a large and diverse audience. Previously, Shay worked in various roles at large companies and small startups in marketing and design roles.
Catherine Wang is an undergraduate student in the Industrial and Systems Engineering program at the Ohio State University.
As an Undergraduate Research Assistant, Catherine helps the research team with their various assignments. Her interests center around the various factors that can affect a student’s college experience.
Alexis Little is a doctoral student in the Education Policy program in OSU’s College of Education and Human Ecology. She earned her bachelor’s degree in History and Chinese from Bowdoin College. Alexis earned a master’s in Educational Policy from The University of Pennsylvania’s Graduate School of Education. Upon completion of her degree she became an education researcher at the Delaware Education Research and Development Center (DERDC), housed at the University of Delaware. Currently, Alexis has a joint associateship with CHEE and the Ohio Department of Higher Education (ODHE) where she focuses on initiatives for college access.
Her research interests center around the cradletoprison pipeline, early childhood literacy, and low income children of color’s access to quality education opportunities.
Dr. Elaine Richardson is Professor of Literacy Studies, Department of Teaching and Learning. She is a graduate of the Cleveland Public Schools. She received her B.A. and M.A. from Cleveland State University, and the Ph.D. from Michigan State University.Dr. Richardson’s research interests include language, literacy, and discourse practices of Afro diasporic cultures, sociolinguistics, critical discourse studies, the education and literacy of Afro diasporic people. Richardson belongs to a network of scholars interested in Hiphop and education. Her outreach efforts include cultural literacy projects focusing on youth empowerment and mentoring.Dr. Richardson’s Awards include: Cleveland State University Distinguished Alumni Award (for outstanding contributions to the profession, community and Cleveland State University, 2007; Edward Fry Book Award, National Reading Conference for, African American Literacies, 2005. Fulbright Scholar Award Lecturing and Research, University of the West Indies, Mona, August-December, 2004; Outstanding Book Award by National Communication Association for Understanding African American Rhetoric , co-editor with Dr. Ronald Jackson, 2004.
Melissa Jungers, Ph.D., Associate Professor of Psychology at Ohio State Newark, was also recently appointed to an associate dean position after serving as assistant dean for two years. “Gradually, my role has evolved to include more administration and less hands-on teaching, culminating in my current administrative position. I’m responsible for developing the complete course schedule for Ohio State Newark, as well as overseeing both full-time and part-time lecturers,” stated Jungers. Lecturers are generally contractual teachers as opposed to tenure-track faculty.
“One of the most appealing things about my new role is the opportunity for broader impact on the campus through cross-campus interaction with administration, staff, students, and faculty,” Jungers explained.
In addition to her administrative role, Jungers is pleased to maintain an active research lab in Psychology for ongoing work with students.
Among a number of honors and awards, Jungers received the Alumni Award for Distinguished Teaching in 2011 through the Ohio State University Alumni Association. In 2010, she was honored with the Thomas J. Evans Teaching Excellence Award. Jungers has presented at several professional conferences. In 2013, she joined an undergraduate student, B. Barnett, and a colleague, Marilee Martens, Ph.D., Associate Professor of Psychology, to present research at the Midwest Psychological Association in Chicago.
The professor has worked closely with Psychology students nearly every year to participate in the annual Ohio State Newark Student Research Forum. “The forum is a unique opportunity for undergraduate students to present the results of their research with faculty in their field of study, in front of peers and professionals,” stated Jungers. In 2014, Jungers’ work with K. Chadwick, student, and Martens on a poster presentation titled “The effects of music training on verbal memory,” was awarded second prize for completed research at the Student Research Forum.
Jungers has authored or co-authored a number of articles, many of which are part of a broader research agenda including, “Beyond words: Comprehension and production of pragmatic prosody in adults and children,”which she co-authored with Julie Hupp, Ph.D., Associate Professor of Psychology. It was published in the Journal of Experimental Child Psychology in 2013.
Stephen is the Project Coordinator for the Center of Higher Education Enterprise. Stephen will lead the development and implementation of one of CHEE’s newest projects, “The 3 E’s of Success: Education + Employment + Empowerment,” supported by grants from Franklin County Children Services. Specifically, he will work closely with CHEE staff, campus partners, subcontractors, and others to carry out a 12-week research-based programmatic intervention designed to increase academic readiness of youth placed at-risk for school failure, while also preparing them for employment opportunities and strengthening their efficacy, esteem, and sense of belonging in the world.
Stephen has several years of work experience in higher and K-12 education. He was Program Assistant at the University of Toledo, working closely with the Dean of Students. He worked in career services and recreational sports too. He earned a bachelor’s degree from Bowling Green State University and a master’s degree in higher education from the University of Toledo. Apart from work and academics, Stephen volunteers in civic groups, mentors young men, and has organized an annual “Holiday Gift Giveaway” program for his hometown of Sandusky, Ohio.