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An, B. P. (2015). The role of academic motivation and engagement on the relationship between dual enrollment and academic performance. Journal of Higher Education, 86(1), 98-126.

Bowman, N. A. (Ed.). (2022). How college students succeed: Making meaning across disciplinary perspectives. Stylus.

Bowman, N. A., & Levtov, A. H. (2020). Understanding and using growth mindset to foster college student learning and achievement. In K. Culver & T. L. Trolian (Eds.), Effective instruction in college classrooms: Research-based approaches to college and university teaching (New Directions for Teaching and Learning, no. 164, pp. 75-84). Jossey-Bass.

Bowman, N. A., Jang, N., Kivlighan III, D. M., Schneider, N., & Ye, X. (2020). The impact of a goal-setting intervention for engineering students on academic probation. Research in Higher Education, 61, 142-166.

Bowman, N. A., Jarratt, L., Culver, K., & Segre, A. M. (2019). How prior pair programming experience affects students’ pair programming experiences and outcomes. Proceedings of the Annual Conference on Innovation and Technology in Computer Science Education, Aberdeen, Scotland, 24, 170-175.

Bowman, N. A., Miller, A., Woosley, S., Maxwell, N. P., & Kolze, M. J. (2019). Understanding the link between noncognitive attributes and college retention. Research in Higher Education, 60, 135-152.

Bowman, N. A., Mohebali, M., & Jarratt, L. (2022). An interdisciplinary theory of college student success. In N. A. Bowman (Ed.), How college students succeed: Making meaning across disciplinary perspectives (pp. 238-272). Stylus.

Broton, K. M. (2019). Rethinking the cooling out hypothesis for the 21st century: The impact of financial aid on students’ educational goals. Community College Review, 47(1), 79–104.

Cruce, T.M., Wolniak, G.C., Seifert, T.A., Pascarella, E.T. (2006). Impacts of good practices on cognitive development, learning orientations, and graduate degree plans during the first year of college. Journal of College Student Development, 47(4), 365-383.

Jarratt, L., Bowman, N. A., Culver, K., & Segre, A. M. (2019). A large-scale experimental study of gender and pair composition in pair programming. Proceedings of the Annual Conference on Innovation and Technology in Computer Science Education, Aberdeen, Scotland, 24, 176-181

Pascarella, E. T., Goodman, K. M., Seifert, T. A., Tagliapietra-Nicoli, G., Park, S., Whitt, E. J. (2007). College student binge drinking and academic achievement: A longitudinal replication and extension. Journal of College Student Development, 48(6), 715-727.

Stroup, N. R. (2019). Accreditation and anticipatory socialization to doctoral education in Kosovo. Journal of Comparative and International Higher Education, 11(Winter), 196-198.

Trolian, T. L., Jach, E. A., Hanson, J. M., & Pascarella, E. T. (2016). Influencing academic motivation: The effects of student-faculty interaction. Journal of College Student Development, 57(7), 810-826.

Wolniak, G., & Pascarella E. (2005). The effects of college major and job field congruence on job satisfaction. Journal of Vocational Behavior, 67, 233-251.

Wolniak, G., Seifert, T., Reed, E., & Pascarella, E. (2008). College majors and social mobility. Research in Social Stratification and Mobility, 26, 123-139.

 

Broton, K. M. (2020). A review of estimates of housing insecurity and homelessness among students in U.S. higher education. Journal of Social Distress and Homelessness, 29(1), 25-38.

Broton, K. M. (2021). Poverty in American higher education: The relationship between housing insecurity and academic attainment. Journal of Postsecondary Student Success, 1(2), 18-45.

Broton, K. M. (in press). Poverty in American higher education: The relationship between housing insecurity and academic attainment. Journal of Postsecondary Student Success.

Broton, K. M., & Cady, C. (Eds.). (2020). Food insecurity on campus: Action and intervention. Johns Hopkins University Press.

Broton, K. M., & Goldrick-Rab, S. (2016). The Dark Side of College (Un)Affordability: Food and Housing Insecurity in Higher Education. Change 48(1), 16-25.

Broton, K. M., & Goldrick-Rab, S. (2018). Going Without: An Exploration of Food and Housing Insecurity Among Undergraduates. Educational Researcher, 47(2), 121–133.

Broton, K. M., Katsumoto, S., & Monaghan, D. B. (2021). Food for thought: Assessing the experimental impact of providing food prior to placement testing at a community college. Journal of College Student Development, 62(3), 356-361.

Broton, K. M., Lenkaitis, C., & Henry, S. (2022). Universities as producers, managers, and opponents of poverty: The case of food insecurity on campus. Georgetown Journal on Poverty Law and Policy, 29(3), 337-359.

Broton, K. M., Miller, G. N. S., & Goldrick-Rab, S. (2020). College on the margins: Higher education   professionals’ perspectives on campus basic needs insecurity. Teachers College Record, 122(3).

Broton, K. M., Mohebali, M., & Goldrick-Rab, S. (2022). Deconstructing assumptions about college students with basic needs insecurity: Insights from a meal voucher program. Journal of College Student Development, 63(2), 229-234.

Broton, K. M., Mohebali, M. & Goldrick-Rab, S. (in press). Meal vouchers matter for academic attainment: A community college field experiment. Educational Researcher.

Broton, K. M., Mohebali, M., & Lingo, M. (2022). Basic needs insecurity and mental health: Community college students’ dual challenges and use of social support. Community College Review, 50(4), 456-482.

Broton, K. M., Weaver, K. E., & Mai, M. (2018). Hunger in higher education: Experiences and correlates of food insecurity among Wisconsin undergraduates from low-income families. Social Sciences, 7(10), 179.

Trawver, K., Broton, K. M., Maguire, J., & Crutchfield, R. (2020). Researching food and housing insecurity among America’s college students: Lessons learned and future steps. Journal of Social Distress and Homelessness, 29(1), 39-46.

Alvarado, S. E., & An, B. P. (2015). Race, friends, and college readiness: Evidence from the High School Longitudinal Study. Race and Social Problems, 7(2), 150–167.

An, B. P. (2010). The relations between race, family characteristics, and where students apply to college. Social Science Research, 39(2), 310–323.

An, B. P., & Sorensen, K. N. (2017). Family structure changes during high school and college selectivity. Research in Higher Education, 58(7), 695–722.

Bastedo, M. N., & Bowman, N. A. (2017). Improving admission of low-SES students at selective colleges: Results from an experimental simulation. Educational Researcher, 46, 67-77.

Bastedo, M. N., Bowman, N. A., Glasener, K. M., & Kelly, J. L. (2018). What are we talking about when we talk about holistic review? Selective college admissions and its effects on low-SES students. Journal of Higher Education, 89, 782-805.

Bastedo, M. N., Glasener, K. M., Deane, K. C., & Bowman, N. A. (2022). Contextualizing the SAT: Experimental evidence on college admissions recommendations for low-SES applicants. Educational Policy, 36(2), 282-311.

Bowman, N. A., & Bastedo, M. N. (2009). Getting on the front page: Organizational reputation, status signals, and the impact of U.S. News and World Report on student decisions. Research in Higher Education, 50, 415-436. 

Bowman, N. A., & Bastedo, M. N. (2018). What role may admissions office diversity and practices play in equitable decisions? Research in Higher Education, 59, 430-447.

Bowman, N. A., Kim, S., Ingleby, L., Ford, D. C., & Sibaouih, C. (2018). Improving college access at low-income high schools? The impact of GEAR UP Iowa on postsecondary enrollment and persistence. Educational Evaluation and Policy Analysis, 40, 399-419.

Bowman, N. A., Stroup, N. R., & Fenton-Miller, S. R. (2022). Enrollment of racially minoritized students in law school: Factors predicting within- and between-school variation. Journal of Higher Education. Advance online publication.

Duta, A., An, B. P., & Iannelli, C. (2018). Social origins, academic strength of school curriculum and access to selective higher education institutions: Evidence from Scotland and the USA. Higher Education, 75(5), 769–784.

Hossler, D., Chung, E., Kwon, J., Lucido, J., Bowman, N. A., & Bastedo, M. N. (2019). A study of the use of nonacademic factors in holistic undergraduate admissions reviews. Journal of Higher Education, 90, 833-859.

Katsumoto, S., Nakahara, L., & Bowman, N. A. (2022). The introduction of the Times Higher Education Japan University Rankings and changes in institutional admissions outcomes. Compare: A Journal of Comparative and International Education.

Kim, S., Bowman, N. A., Ingleby, L., Ford, D. C., & Sibaouih, C. (2021). Promoting educational success: Which GEAR UP services lead to postsecondary enrollment and persistence? Educational Policy, 35(1), 101-130.

An, B. P. (2015). The role of social desirability bias and racial/ethnic composition on the relation between education and attitude toward immigration restrictionism. Social Science Journal, 52, 459–467.

An, B. P., & Chen, W. L. (2015). The role of cognitive and cultural sophistication on diversity outcomes: Differences across fields of study. Journal of Social Science Studies, 2(1), 144–164.

An, B. P., Loes, C. N., & Trolian, T. L. (2017). The relation between binge drinking and academic performance: Considering the mediating effects of academic involvement. Journal of College Student Development, 58(4), 492-508. doi: 10.1353/csd.2017.0039

Asel, A.M., Seifert, T.A., & Pascarella, E.T. (2009). The effects of fraternity/sorority membership on college experiences and outcomes: A portrait of complexity. Oracle: The Research Journal of the Association of Fraternity/Sorority Advisors, 4(2), 1-15.

Bowman, N. A. (2011). Validity of college self-reported gains at diverse institutions. Educational Researcher, 40, 22-24.

Bowman, N. A. (2019). Considering the practical usefulness of higher education research and theory in promoting equity, civility, and safety. In P. M. Magolda, M. B. Baxter Magolda, & R. Carducci (Eds.), Contested issues in troubled times: Student affairs dialogues on equity, civility, and safety (pp. 370-376). Sterling, VA: Stylus.

Bowman, N. A., & Barnhardt, C. L. (2019). How colleges and universities promote success for their students and for society. In S. Pradarelli & R. Tilley (Eds.), As far as the eye can see: The promises and perils of research and scholarship in the 21st century. Iowa City, IA: University of Iowa Press.

Bowman, N. A., & Denson, N. (2011). The integral role of emotion in interracial interactions and college student outcomes. Journal of Diversity in Higher Education, 4, 223-235.

Bowman, N. A., & Park, J. J. (2015). Not all diversity interactions are created equal: Cross-racial interaction, close interracial friendship, and college student outcomes. Research in Higher Education, 56, 601-621.

Bowman, N. A., & Trolian, T. L. (2017). Is more always better? The curvilinear relationships between college student experiences and outcomes. Innovative Higher Education, 42, 477-489.

Bowman, N. A., Brandenberger, J. W., Hill, P. L., & Lapsley, D. K. (2011). The long-term impact of college diversity experiences: Well-being and social concerns 13 years after graduation. Journal of College Student Development, 52, 729-739.

Bowman, N. A., Brandenberger, J. W., Lapsley, D. K., Hill, P. L., & Quaranto, J. C. (2010). Serving in college, flourishing in adulthood: Does community engagement during the college years predict adult well-being? Applied Psychology: Health and Well-Being, 2, 14-34.

Bowman, N. A., Denson, N., & Park, J. J. (2016). Racial/cultural awareness workshops and post-college civic engagement: A propensity score matching approach. American Educational Research Journal, 53, 1556-1587.

Bowman, N. A., Jang, N., Jarratt, L., & Bono, T. J. (2019). The process of college adjustment: Weekly changes and racial differences. Journal of Student Affairs Research and Practice, 56, 423-437.

Bowman, N. A., Jarratt, L., Culver, K., & Segre, A. M. (2020). (Mis)match of students’ country of origin and the impact of collaborative learning in computer science. Proceedings of the Annual Conference of the American Society for Engineering Education.

Bowman, N. A., Jarratt, L., Jang, N., & Bono, T. J. (2019). The unfolding of student adjustment during the first semester of college. Research in Higher Education, 60(3), 273-292.

Bowman, N. A., Linley, J. L., & Weaver, K. E. (2020). Self-authorship capacity and its relationship with college student experiences and outcomes. Journal of Student Affairs Research and Practice, 57, 403-416.

Bowman, N. A., Park, J. J., & Denson, N. (2015). Student involvement in ethnic student organizations: Examining civic outcomes six years after graduation. Research in Higher Education, 56, 127-145.

Bowman, N. A., Rockenbach, A. N., Mayhew, M. J., Riggers-Piehl, T., & Hudson, T. D. (2017). College students’ appreciative attitudes toward atheists. Research in Higher Education, 58, 98-118.

Bowman, N. A., Wolniak, G. C., Seifert, T. A., Wise, K., & Blaich, C. (in press). The long-term role of undergraduate experiences: Predicting intellectual and civic outcomes. Research in Higher Education.

Brandenberger, J. W., & Bowman, N. A. (2013). Reciprocal influences of spirituality, religious commitment, and prosocial development during college. In A. Bryant Rockenbach & M. J. Mayhew (Eds.), Spirituality in college students’ lives: Translating research into practice (pp. 121-137). New York, NY: Routledge.

Brandenberger, J. W., & Bowman, N. A. (2015). Prosocial growth in college: Results of a national study. Journal of Moral Education, 44(3), 328-345.

Bronkema, R., & Bowman, N. A. (2018). Gender, campus friendships, and emotional connection. College Student Affairs Journal, 36, 50-67.

Cruce, T.M., Wolniak, G.C., Seifert, T.A., Pascarella, E.T. (2006). Impacts of good practices on cognitive development, learning orientations, and graduate degree plans during the first year of college. Journal of College Student Development, 47(4), 365-383.

Denson, N., & Bowman, N. A. (2017). Do diversity courses make a difference? A critical examination of college diversity coursework and student outcomes. In M. B. Paulsen (Ed.), Higher education: Handbook of theory and research (Vol. 32, pp. 35-84). New York, NY: Springer.

Denson, N., Bowman, N. A., Ovenden, G., Culver, K., & Holmes, J. M. (2021). Do diversity courses improve student outcomes? A meta-analysis. Journal of Diversity in Higher Education, 14(4), 544-556.

Denson, N., Bowman, N. A., & Park, J. J. (2017). Preparing students for a diverse democracy: College diversity experiences and informed citizenship after college. Teachers College Record 119(8).

Hanson, J. M., Trolian, T. L., Paulsen, M. B., & Pascarella, E. T. (2016). Evaluating the influence of peer learning on psychological well-being. Teaching in Higher Education, 21(2), 191-206.

Hanson, J.M., Weeden, D.D., Pascarella, E.T., & Blaich, C. (2012). Do Liberal Arts Colleges Make Students More Liberal? Some Initial Evidence. Higher Education 64(3), 355-369.

Hevel, M. S., Martin, G. L., Goodman, K. M., & Pascarella, E. T. (2018). An Exploratory study of Institutional Characteristics, Fraternity and Sorority Membership, and Socially Responsible Leadership. College Student Affairs Journal, 36(2), 155-170.

Hill, P. L., Pasquesi, K., Bowman, N. A., & Brandenberger, J. W. (2016). Considerations for improving longitudinal research on civic outcomes. In J. A. Hatcher, R. G. Bringle, and T. W. Hahn (Eds.), Research on student civic outcomes in service learning: Conceptual frameworks and assessment (Volume 3, pp. 283-302). Sterling, VA: Stylus.

Huntrods, C. S., An, B. P., & Pascarella, E. T. (in press). Impact of intercollegiate athletic participation on leadership development. Journal of College Student Development.

Katsumoto, S., & Bowman, N. A. (2021). Changes in psychological well-being among international students in the U.S.: The role of interactions with students, faculty, and staff. Journal of College Student Development, 62(3), 345-350.

Kilgo, C. A. (2015). The estimated effects of service learning on students’ intercultural effectiveness. Journal of College Student Development, 56(8), 867-871.

Kilgo, C. A., & Pascarella, E. T. (2015). Does independent research with a faculty member enhance four-year graduation and graduate/professional degree plans? Convergent Results with Different Analytical Methods. Higher Education, 1-18.

Kilgo, C. A., Mollet, A. L., & Pascarella, E. T. (2016). The Estimated Effects of College Student Involvement on Psychological Well-Being. Journal of College Student Development, 57(8), 1043-1049.

Kilgo, C. A., Pasquesi, K., Sheets, J. K. E., & Pascarella, E. T. (2014). The estimated effects of participation in service-learning on liberal arts outcomes. International Journal of Research on Service-Learning and Community Engagement, 1(2).

Kuh, G. D., Kinzie, J., Schuh, J. H., Whitt, E. J., & Associates. (2010). Student success in college: Creating conditions that matter. San Francisco, CA: Jossey-Bass.

Liu, J., Hu, S., & Pascarella, E. T. (2019). Are non-native English speaking students disadvantaged in college experiences and cognitive outcomes?. Journal of Diversity in Higher Education.

Loes, C. N., Culver, K. C., & Trolian, T. L. (2018). How collaborative learning enhances students’ openness to diversity. The Journal of Higher Education.

Mayhew, M. J., Bowman, N. A., Rockenbach, A. N., Selznick, B., & Riggers-Piehl, T. (2018). Appreciative attitudes toward Jews among non-Jewish U.S. college students. Journal of College Student Development, 59, 71-89.

Mayhew, M. J., Rockenbach, A. N., Bowman, N. A., Seifert, T. A., & Wolniak, G. C., with Pascarella, E. T. & Terenzini, P. T. (2016). How college affects students (Vol. 3): 21st century evidence that higher education works. San Francisco, CA: Jossey-Bass.

Mayhew, M. J., Rockenbach, A. N., & Bowman, N. A. (2016). The connection between interfaith engagement and self-authored worldview commitment. Journal of College Student Development.

Mayhew, M. J., Rockenbach, A. N., Bowman, N. A., Lo, M. A., Starcke, M., Riggers-Piehl, T., & Crandall, R. E. (2017). Expanding perspectives on evangelicalism: How non-Evangelical students appreciate Evangelical Christianity. Review of Religious Research 89, 207-230.

Park, J. J., & Bowman, N. A. (2015). Religion as bridging or bonding social capital: Race, religion, and cross-racial interaction for college students. Sociology of Education, 88, 20-37. 

Pascarella, E.T. (2006). How college affects students: Ten directions for future research. Journal of College Student Development, 47(5), 508-520.

Pascarella, E. T. (2019). Assessing the impact of college on students: A forty-year quest to get it approximately right. In M. Paulsen & L. Perna (Eds.), Higher education: Handbook of theory and research (Vol. 34, pp. 1-38). Singer.

Pascarella, E. T.. & Blaich, C. (2013). Lessons from the Wabash National Study of Liberal Arts Education. Change: The Magazine of Higher Learning, 45(2), 6-15.

Pascarella, E. T., Salisbury, M. H., & Blaich, C. (2013). Design and Analysis in College Impact Research: Which Counts More?. Journal of College Student Development, 54(3), 329-335.

Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research, Volume 2. San Francisco, CA: Jossey-Bass.

Pascarella, E., Wolniak, G., Seifert, T., Cruce, T. & Blaich, C. (2005).  Liberal arts colleges and liberal arts education:  New evidence on impacts.  San Francisco, CA:  Jossey-Bass and the Association for the Study of Higher Education.

Pascarella, E. T., Goodman, K.M., Seifert, T.A., Tagliapietra-Nicoli, G., Park, S., Whitt, E.J. (2007). College student binge drinking and academic achievement: A longitudinal replication and extension. Journal of College Student Development, 48(6), 715-727.

Rockenbach, A. N., Bowman, N. A., Riggers-Piehl, T., Mayhew, M. J., & Crandall, R. E. (2017). Respecting the LDS/Mormon minority on campus: College students’ attitudes toward Latter-Day Saints. Journal for the Scientific Study of Religion, 56(4), 798-819.

Rockenbach, A. N., Mayhew, M. J., Bowman, N. A., Morin, S. M., & Riggers-Piehl, T. (2017). An examination of non-Muslim college students’ attitudes toward Muslims. Journal of Higher Education, 88, 479-504.

Seifert, T., Goodman, K., Lindsay, N., Jorgensen, J., Wolniak, G., Pascarella, E., & Blaich, C. (2008). The effects of liberal arts experiences on liberal arts outcomes. Research in Higher Education, 49, 107-125.

Seifert, T.A., Pascarella, E.T., Goodman, K.M., Salisbury, M.H., & Blaich, C.F. (2010). Liberal arts colleges and good practices in undergraduate education: Additional evidence. Journal of College Student Development, 51(1), 1-22.

Small, J. L., & Bowman, N. A. (2018). Religious, Secular, and Spiritual Identities Convergence: Introduction to the special issue. Journal of College and Character, 19(1), 1-3.

Trolian, T. L., & Parker, E. T. (2017). Moderating influences of student-faculty interactions on students’ graduate and professional school aspirations. Journal of College Student Development, 58(8), 1261-1267. doi: 10.1353/csd.2017.0098

Whitt, E.J., Kinzie, J., Schuh, J.H., & Kuh, G.D. (2008). Assessing conditions to enhance student success: How six campuses got started. About Campus, 13(3), 9-18. 

Wolniak, G., & Pascarella E. (2005). The effects of college major and job field congruence on job satisfaction. Journal of Vocational Behavior, 67, 233-251.

Wolniak, G., & Pascarella, E. (2007). Initial evidence on the long-term impacts of work colleges. Research in Higher Education, 48(1), 39-71.

Wolniak, G., Seifert, T., Reed, E., & Pascarella, E. (2008). College majors and social mobility. Research in Social Stratification and Mobility, 26, 123-139.

An, B. P., Loes, C. N., & Trolian, T. L. (2017). The relation between binge drinking and academic performance: Considering the mediating effects of academic involvement. Journal of College Student Development, 58(4), 492-508.

Bowman, N. A. (2009). College diversity courses and cognitive development among students from privileged and marginalized groups. Journal of Diversity in Higher Education, 2, 182-194.

Bowman, N. A. (2010). College diversity experiences and cognitive development: A meta-analysis. Review of Educational Research, 80, 4-33.

Bowman, N. A., & Culver, K. (2018). Promoting equity and student learning: Rigor in undergraduate academic experiences. In C. M. Campbell (Ed.), Reframing notions of rigor: Building scaffolding for equity and student success (New Directions for Higher Education, no. 181, pp. 47-57). San Francisco, CA: Jossey-Bass.

Bowman, N. A., Linley, J. L., & Weaver, K. E. (2020). Self-authorship capacity and its relationship with college student experiences and outcomes. Journal of Student Affairs Research and Practice, 57, 403-416.

Bowman, N.A., & Barnhardt, C.L. (2019). How colleges and universities promote success for their students and for society. In S. Pradarelli & R. Tilley (Eds.), As far as the eye can see: The promises and perils of research and scholarship in the 21st century. Iowa City, IA: University of Iowa Press.

Bowman, N. A., Wolniak, G. C., Seifert, T. A., Wise, K., & Blaich, C. (in press). The long-term role of undergraduate experiences: Predicting intellectual and civic outcomes. Research in Higher Education.

Culver, K., Bowman, N. A., & Pascarella, E. T. (2021). How students’ intellectual orientations and cognitive reasoning abilities may shape their perceptions of good teaching practices. Research in Higher Education, 62(6), 765-788.

Denson, N., & Bowman, N. A. (2017). Do diversity courses make a difference? A critical examination of college diversity coursework and student outcomes. In M. B. Paulsen (Ed.), Higher education: Handbook of theory and research (Vol. 32, pp. 35-84). New York, NY: Springer.

Denson, N., Bowman, N. A., Ovenden, G., Culver, K., & Holmes, J. M. (2021). Do diversity courses improve student outcomes? A meta-analysis. Journal of Diversity in Higher Education, 14(4), 544-556.

Goodman, K. & Pascarella, E.T. (2006). First-year seminars increase persistence and retention: A summary of the evidence from how college affects students. Peer Review, 8(3), 26-28.

Kilgo, C. A., Sheets, J. K. E., & Pascarella, E. T. (2014). The link between high-impact practices and student learning: Some longitudinal evidence. Higher Education, 69(4), 509-525.

Liu, J., & Pascarella, E. T. (2020). Does language background have an effect on the development of psychological well-being during college? Journal of College Student Development, 61(5), 648-653.

Loes, C. N., & An, B. P. (2021). Collaborative learning and need for cognition: Considering the mediating role of deep approaches to learning. Review of Higher Education, 45(2), 149–179.

Loes, C. N., & An, B. P. (in press). Study abroad enhances cognitive development. Journal of Student Affairs Research and Practice.

Loes, C. N., Pascarella, E. T., & Umbach, P. D. (2012). Effects of diversity experiences on critical thinking skills: Who benefits? Journal of Higher Education, 83(1), 1-25.

Loes, C. N., & Pascarella, E. T. (2015). The benefits of good teaching extend beyond course achievement. Journal of the Scholarship of Teaching and Learning, 15(2), 1-13. doi:10.14434/josotl.v15i2.13167

Loes, C.N., & Saichaie, K. (2016). Cognitive effects of technology over four years of college. Journal for the Study of Postsecondary and Tertiary Education, 1, 181–196.

Loes, C. N., Salisbury, M. H., & Pascarella, E. T. (2014). Student perceptions of effective instruction and the development of critical thinking: A replication and extension. Higher Education, 69(5), 823-838.

Martin, G. L., & Seifert, T. A. (2011). The relationship between students' interactions with student affairs professionals and cognitive development in the first year of college. Journal of Student Affairs Research and Practice, 48(4), 389-410.

Mayhew, M. J., Bryant Rockenbach, A. N., Bowman, N. A., Seifert, T. A., & Wolniak, G. C., with Pascarella, E. T. & Terenzini, P. T. (2016). How college affects students (Vol. 3): 21st century evidence that higher education works. San Francisco, CA: Jossey-Bass.

Mayhew, M. J., Pascarella, E. T., Trolian, T. & Selznick, B. (2014). Measurements matter: Taking the DIT-2 multiple times and college students' moral reasoning development. Research in Higher Education, 56, 378-396.

Mayhew, M. J., Seifert, T. A., & Pascarella, E. T. (2010). A multi-institutional assessment of moral reasoning development among first-year students. Review of Higher Education, 33(3), 357-390.

Mayhew, M. J., Siefert, T. A., & Pascarella, E. T. (2012). How the first year of college influences moral reasoning development for students in moral consolidation and moral transition. Journal of College Student Development, 53(1), 19-40.

Mayhew, M. J., Seifert, T. A., Pascarella, E. T., Nelson Laird, T. F., & Blaich, C. F. (2012). Going deep into mechanisms for moral reasoning growth: How deep learning approaches affect moral reasoning development for first-year students. Research in Higher Education, 53(1), 26-46.

Miller, G. N. S., Kilgo, C. A., Archibald, M., & Pascarella, E. T. (Forthcoming). Amending the liberal arts: An analysis of learning outcomes for professional majors. In P. Marber & D. Araya (Eds.), The evolution of liberal arts in the global age. New York, NY: Routledge.

Nelson Laird, T. F., Seifert, T. A., Pascarella, E. T., Mayhew, M. J. & Blaich, C. F. (2014). Deeply affecting first-year students' thinking: Deep approach to learning and three dimensions of cognitive development. Journal of Higher Education, 85(3), 402-432.

Padgett, R. D., Goodman, K. M., Johnson, M. P., Saichaie, K., Umbach, P. D., & Pascarella, E. T. (2010). The impact of college student socialization, social class, and race on need for cognition. New Directions for Institutional Research, 145, 99-111. San Francisco: Jossey-Bass.

Pascarella, E. T. (2006). How college affects students: Ten directions for future research. Journal of College Student Development, 47(5), 508-520.

Pascarella, E. T. (2019). Assessing the impact of college on students: A forty-year quest to get it approximately right. In M. Paulsen & L. Perna (Eds.), Higher education: Handbook of theory and research (Vol. 34, pp. 1-38). Singer.

Pascarella, E. T. & Blaich, C. (2013). Lessons from the Wabash National Study of Liberal Arts Education. Change: The Magazine of Higher Learning, 45(2), 6-15.

Pascarella, E. T., Blaich, C., Martin, G. L., & Hanson, J. M. (2011). How robust are the findings of Academically Adrift? Evidence from the Wabash National Study. Change, 43(3), 20-24.

Pascarella, E. T., Flowers, L., Whitt, E. J. (2009). Cognitive effects of Greek affiliation in college: Additional evidence. NASPA Journal, 46(3), 447-468.

Pascarella, E. T., Goodman, K. M., Seifert, T. A., Tagliapietra-Nicoli, G., Park, S., Whitt, E. J. (2007). College student binge drinking and academic achievement: A longitudinal replication and extension. Journal of College Student Development, 48(6), 715-727.

Pascarella, E. T., Martin, G. L., Hanson, J. M., Trolian T. L., Gillig, B., & Blaich, C. (2014). Effects of Diversity Experiences on Critical Thinking Skills over Four Years of College. Journal of College Student Development, 55(1), 86-92.

Pascarella, E.T., Seifert, T.A., & Blaich, C. (2010). How effective are the NSSE benchmarks in predicting important educational outcomes? Change 42(1), 16-22.

Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research, Volume 2. San Francisco, CA: Jossey-Bass.

Pascarella, E. T., Wang, J. S., Trolian, T. L. & Blaich, C. (2013). How the Instructional and Learning Environments of Liberal Arts Colleges Enhance Cognitive Development. Higher Education, 66(5), 569-583.

Pascarella, E., Wolniak, G., Seifert, T., Cruce, T. & Blaich, C. (2005).  Liberal arts colleges and liberal arts education:  New evidence on impacts.  San Francisco, CA:  Jossey-Bass and the Association for the Study of Higher Education.

Roksa, J., Kilgo, C. A., Trolian, T. L., Pascarella, E. T., Blaich, C., & Wise, K. S. (2017). Engaging with Diversity: How Positive and Negative Diversity Interactions Influence Students’ Cognitive Outcomes. The Journal of Higher Education, 1-26.

Roksa, J., Trolian, T. L., Blaich, C., & Wise, K. (2017). Facilitating academic performance in college: Understanding the role of clear and organized instruction. Higher Education, 74(2), 283-300. doi: 10.1007/s10734-016-0048-2

Seifert, T., Goodman, K., Lindsay, N., Jorgensen, J., Wolniak, G., Pascarella, E., & Blaich, C. (2008). The effects of liberal arts experiences on liberal arts outcomes. Research in Higher Education, 49, 107-125.

Seifert, T. A., Pascarella, E.T., Colangelo, N., & Assouline, S.G. (2007). The effects of honors program participation on experiences of good practices and learning outcomes. Journal of College Student Development, 48(1), 57-73.

Trolian, T. L., An, B. P., & Pascarella, E. T. (2016). Are There Cognitive Consequences of Binge Drinking During College?. Journal of College Student Development, 57(8), 1009-1026.

Wang, J., Pascarella, E. T, Nelson Laird, T. F. & Ribera, A. K. (2015). How clear and organized classroom instruction and deep approaches to learning effect growth in critical thinking and need for cognition. Studies in Higher Education, 45(10), 1786-1807.

An, B. P. (2013). The impact of dual enrollment on college-degree attainment: Do low-SES students benefit? Educational Evaluation and Policy Analysis, 35(1), 57-75.

An, B. P. (2013). The influence of dual enrollment on academic performance and college readiness: Differences by socioeconomic status. Research in Higher Education, 54, 407–432.

An, B. P. (2021). Formal and social-psychological elements of secondary schooling on college major selection. Research in Higher Education Journal, 42, 1–18.

An, B. P., & Taylor, J. L. (2019). A review of empirical studies on dual enrollment: Assessing educational outcomes. In M. B. Paulsen & L. W. Perna (Eds.), Higher education: Handbook of theory and research, vol. 34, (pp. 99–151). Springer.

Anderson, D. M., Broton, K. M., Goldrick‐Rab, S., & Kelchen, R. (2020). Experimental evidence on the impacts of need‐based financial aid: Longitudinal assessment of the Wisconsin Scholars Grant. Journal of Policy Analysis and Management, 39(3), 720-739. doi: 10.1002/pam.22190.

Barnhardt, C. L., Halilaj, F., Bytyqi, H., & Stroup, N. R. (2021). Educational success in a new democracy: Modeling college student persistence and completion in Kosovo. Higher Education.

Bowman, N. A. (2014). Conceptualizing openness to diversity and challenge: Its relation to college experiences, achievement, and retention. Innovative Higher Education, 39, 277-291.

Bowman, N. A. (Ed.). (2022). How college students succeed: Making meaning across disciplinary perspectives. Stylus.

Bowman, N. A. (2022). Learning from disciplinary perspectives on college student success. In N. A. Bowman (Ed.), How college students succeed: Making meaning across disciplinary perspectives (pp. 1-5). Stylus.

Bowman, N. A., & Culver, K. (2018). When do honors programs make the grade? Conditional effects on college satisfaction, achievement, retention, and graduation. Research in Higher Education, 59, 249-272.

Bowman, N. A., & Denson, N. (2014). A missing piece of the departure puzzle: Student-institution fit and intent to persist. Research in Higher Education, 55, 123-142.

Bowman, N. A., & Denson, N. (2022). Institutional racial representation and equity gaps in college graduation. Journal of Higher Education, 93(3), 399-423.

Bowman, N. A., & Felix, V. (2017). It’s who I am: Student identity centrality and college student success. Journal of Student Affairs Research and Practice, 54, 235-247.

Bowman, N. A., & Garvey, J. C. (2022). Theories, findings, and implications from higher education research on student success. In N. A. Bowman (Ed.), How college students succeed: Making meaning across disciplinary perspectives (pp. 28-50). Stylus.

Bowman, N. A., & Holmes, J. M. (2017). A quasi-experimental analysis of fraternity or sorority membership and college student success. Journal of College Student Development, 58, 1018-1034

Bowman, N. A., Hill, P. L., Denson, N., & Bronkema, R. (2015). Keep on truckin’ or stay the course? Exploring grit dimensions as differential predictors of educational achievement, satisfaction, and intentions. Social Psychological and Personality Science, 6, 639-645.

Bowman, N. A., & Holmes, J. M. (2018). Getting off to a good start? First-year undergraduate research and student outcomes. Higher Education, 76, 17-33.

Bowman, N. A., & Jang, N. (2022). What is the purpose of academic probation? Its substantial negative effects on four-year graduation. Research in Higher Education, 63(8), 1285-1311.

Bowman, N. A., Jang, N., Kivlighan III, D. M., Schneider, N., & Ye, X. (2020). The impact of a goal-setting intervention for engineering students on academic probation. Research in Higher Education, 61, 142-166.

Bowman, N. A., Jarratt, L., Culver, K., & Segre, A. M. (2019). How prior pair programming experience affects students’ pair programming experiences and outcomes. Proceedings of the Annual Conference on Innovation and Technology in Computer Science Education, Aberdeen, Scotland, 24, 170-175.

Bowman, N. A., Jarratt, L., Culver, K., & Segre, A. M. (2020). (Mis)match of students’ country of origin and the impact of collaborative learning in computer science. Proceedings of the Annual Conference of the American Society for Engineering Education.

Bowman, N. A., Jarratt, L., Culver, K., & Segre, A. M. (2020). Pair programming in perspective: Effects on persistence, achievement, and equity in computer science. Journal of Research on Educational Effectiveness, 13(4), 731-758.

Bowman, N. A., Jarratt, L., Culver, K., & Segre, A. M. (2021). The impact of pair programming on college students’ interest, perceptions, and achievement in computer science. ACM Transactions on Computing Education, 21(3), 1-19.

Bowman, N. A., Jarratt, L., Polgreen, L. A., Kruckeberg, T., & Segre, A. M. (2019). Early identification of students’ social networks: Predicting college retention and graduation via campus dining. Journal of College Student Development, 60, 617-622.

Bowman, N. A., Kim, S., Ingleby, L., Ford, D. C., & Sibaouih, C. (2018). Improving college access at low-income high schools? The impact of GEAR UP Iowa on postsecondary enrollment and persistence. Educational Evaluation and Policy Analysis, 40, 399-419.

Bowman, N. A., & Levtov, A. H. (2020). Understanding and using growth mindset to foster college student learning and achievement. In K. Culver & T. L. Trolian (Eds.), Effective instruction in college classrooms: Research-based approaches to college and university teaching (New Directions for Teaching and Learning, no. 164, pp. 75-84). Jossey-Bass.

Bowman, N. A., Logel, C., LaCosse, J., Jarratt, L., Canning, E. A., Emerson, K. T. U., & Murphy, M. C. (2022). Gender representation and academic achievement among STEM-interested students in college STEM courses. Journal of Research in Science Teaching, 59(10), 1876-1900.

Bowman, N. A., Miller, A., Woosley, S., Maxwell, N. P., & Kolze, M. J. (2019). Understanding the link between noncognitive attributes and college retention. Research in Higher Education, 60, 135-152.

Bowman, N. A., Mohebali, M., & Jarratt, L. (2022). An interdisciplinary theory of college student success. In N. A. Bowman (Ed.), How college students succeed: Making meaning across disciplinary perspectives (pp. 238-272). Stylus.

Bowman, N. A., Preschel, S., & Martinez, D. (2023). Does Supplemental Instruction improve grades and retention? A propensity score analysis approach. Journal of Experimental Education, 91(2), 205-229.

Bowman, N. A., Stroup, N. R., & Fenton-Miller, S. R. (2022). Promoting graduation outcomes for racially minoritized law school students: Examining the role of finances, racial representation, and prestige. Journal of Postsecondary Student Success, 1(4), 54-83.

Bronkema, R., & Bowman, N. A. (2017). A residential paradox? Residence hall attributes and college student outcomes. Journal of College Student Development 58, 624-630.

Bronkema, R., & Bowman, N. A. (2019). Close campus friendships and college student success. Journal of College Student Retention, 21, 270-285.

Broton, K. M. (2021). Poverty in American higher education: The relationship between housing insecurity and academic attainment. Journal of Postsecondary Student Success, 1(2), 18-45.

Broton, K. M. (in press). Poverty in American higher education: The relationship between housing insecurity and academic attainment. Journal of Postsecondary Student Success.

Broton, K. M., Katsumoto, S., & Monaghan, D. B. (2021). Food for thought: Assessing the experimental impact of providing food prior to placement testing at a community college. Journal of College Student Development, 62(3), 356-361.

Broton, K. M., Mohebali, M. & Goldrick-Rab, S. (in press). Meal vouchers matter for academic attainment: A community college field experiment. Educational Researcher.

Culver, K., & Bowman, N. A. (2020). Is what glitters really gold? A quasi-experimental study of first-year seminars and college student success. Research in Higher Education, 61, 167-196.

Culver, K., Bowman, N. A., Youngerman, E., Jang, N., & Just, C. (2022). Promoting equitable achievement in STEM: Lab report writing and online peer review. Journal of Experimental Education, 90(1), 23-45.

Goodman, K. & Pascarella, E.T. (2006). First-year seminars increase persistence and retention: A summary of the evidence from how college affects students. Peer Review, 8(3), 26-28.

Holmes, J. M., Bowman, N. A., Murphy, M. C., & Carter, E. R. (2019). Envisioning college success: The role of student identity centrality. Social Psychology of Education,2, 1015-1034.

Jarratt, L., Bowman, N. A., Culver, K., & Segre, A. M. (2019). A large-scale experimental study of gender and pair composition in pair programming. Proceedings of the Annual Conference on Innovation and Technology in Computer Science Education, Aberdeen, Scotland, 24, 176-181

Jarratt, L., Bowman, N. A., Polgreen, L. A., Kruckeberg, T., & Segre, A. M. (2019). Common data, uncommon use: Dining hall meal swipes predict retention and graduation. Change: The Magazine of Higher Learning, 51(6), 26-33.

Jarratt, L., Mohebali, M., & Bowman, N. A. (2022). Using the interdisciplinary theory of student success: Implications for practice, policy, research, and assessment. In N. A. Bowman (Ed.), How college students succeed: Making meaning across disciplinary perspectives (pp. 273-291). Stylus.

Katsumoto, S., & Bowman, N. A. (2021). The link between high-impact practices and college success among international students in the U.S. Journal of Diversity in Higher Education. Advance online publication.

Kilgo, C. A., & Pascarella, E. T. (2015). Does independent research with a faculty member enhance four-year graduation and graduate/professional degree plans? Convergent Results with Different Analytical Methods. Higher Education, 1-18.

Kim, S., Bowman, N. A., Ingleby, L., Ford, D. C., & Sibaouih, C. (2021). Promoting educational success: Which GEAR UP services lead to postsecondary enrollment and persistence? Educational Policy, 35(1), 101-130.

LaCosse, J., Canning, E. A., Bowman, N. A., Murphy, M. C., & Logel, C. (2020). A social-belonging intervention improves STEM outcomes for students who speak English as a second language. Science Advances, 6, eabb6543.

Loes, C. N., An, B. P., Pascarella, E. T. (2019). Does effective classroom instruction enhance bachelor’s degree completion? Some initial evidence. Review of Higher Education, 42(3), 903-931.

Loes, C. N., & An, B. P. (in press). Study abroad enhances cognitive development. Journal of Student Affairs Research and Practice.

Loes, C. N., & Pascarella, E. T. (2015). The benefits of good teaching extend beyond course achievement. Journal of the Scholarship of Teaching and Learning, 15(2), 1-13.

Loes, C. N., & Saichaie, K. (2016). Cognitive effects of technology over four years of college. Journal for the Study of Postsecondary and Tertiary Education, 1, 181–196.

Loes, C. N., An, B. P., Saichaie, K., & Pascarella, E. T. (2017). Does collaborative learning influence persistence to the second year of college?  The Journal of Higher Education, 88(1), 62-84.

Mayhew, M. J., Rockenbach, A. N., Bowman, N. A., Seifert, T. A., & Wolniak, G. C., with Pascarella, E. T. & Terenzini, P. T. (2016). How college affects students (Vol. 3): 21st century evidence that higher education works. San Francisco, CA: Jossey-Bass.

Pascarella, E. T. (2019). Assessing the impact of college on students: A forty-year quest to get it approximately right. In M. Paulsen & L. Perna (Eds.), Higher education: Handbook of theory and research (Vol. 34, pp. 1-38). Singer.

Pascarella, E.T., Goodman, K.M., Seifert, T.A., Tagliapietra-Nicoli, G., Park, S., Whitt, E.J. (2007). College student binge drinking and academic achievement: A longitudinal replication and extension. Journal of College Student Development, 48(6), 715-727.

Pascarella, E.T., Salisbury, M.H., Blaich, C. (2011). Exposure to effective instruction and college student persistence: A multi-institutional replication and extension. Journal of College Student Development, 52(1), 4-19.

Pascarella, E.T., Seifert, T.A., & Whitt, E.J. (2008). Effective instruction and college student persistence: Some new evidence. New Directions for Teaching and Learning, 115, 55-70.

Rockenbach, A., Mayhew, M. J., & Bowman, N. A. (2015). Perception of the campus climate for non-religious students. Journal of College Student Development, 56, 181-186.

Taylor, J. L., Allen, T. O., An, B. P., Denecker, C., Edmunds, J. A., Fink, J., Giani, M. S., Hodara, M., Hu X., Tobolowsky, B. F., & Chen, W. (2022). Research priorities for advancing equitable dual enrollment policy and practice. University of Utah.

Trolian, T. L. (2014). What the Wabash National Study can teach us about at-risk student populations. In G. Martin & M. Hevel (Eds.), Research-driven practice in student affairs: Implications from the Wabash National Study of Liberal Arts Education. New Directions for Student Services No. 147 (pp. 77-87). San Francisco: Jossey-Bass.

Wells, R., Seifert, T., Padgett, R., Park, S., & Umbach, P. (2011). Why do more women want to earn a four-year degree? Exploring the effects of gender, social origin, and social capital on educational expectations. The Journal of Higher Education, 82(1), 1-32.

Wolniak, G., & Pascarella E. (2005). The effects of college major and job field congruence on job satisfaction. Journal of Vocational Behavior, 67, 233-251.

An, B. P., & Chen, W. L. (2015). The role of cognitive and cultural sophistication on diversity outcomes: Differences across fields of study. Journal of Social Science Studies, 2(1), 144–164.

Armour, C. D. (2022). Disrupting accommodations through universal design for learning in higher education. In R. Ammigan, R. Y. Chan, & K. Bista (Eds.), COVID-19 and higher education in the global context: Exploring contemporary issues and challenges (pp. 93-106). STAR Scholars.

Barnhardt, C. L. (2014). Occupying the Academy: Just How Important is Diversity Work in Higher Education? ed. by Christine Clark, Kenneth James Fasching-Varner, Mark Brimhall-Vargas (review). Journal of College Student Development, 55(2), 218-220.

Barnhardt, C. L. (2017). Challenges to Institutional Diversity: University Administrators Creating Pathways of Inclusion. In B. Overton, P.A. Pasque, & Burkhardt, J. C. (Eds.) Engaged Research and Practice: Higher Education and the Pursuit of the Public Good. (pp. 109-133). Sterling, VA: Stylus.

Barnhardt, C. L. (2018). Finding feminism: millennial activists and the unfinished gender revolution by Allison Dahl Crossley (Review). American Journal of Sociology, 124(1), 244-246.

Barnhardt, C. L., & Limani, A. (in press). In M. Öztürk (Ed.), Educational response, inclusion and empowerment for SDGs (Sustainable Development Goals) in emerging economies: How do education systems contribute to raise global citizens? Springer.

Barnhardt, C. L., Halilaj, F., Bytyqi, H., & Stroup, N. R. (2021). Educational success in a new democracy: Modeling college student persistence and completion in Kosovo. Higher Education.

Barnhardt, C. L., Linley, J. L., Mollet, A. L., Phillips, C., & Young, R. (2017). Campus climate, peer dispositions, and the inclusion of LGBTQ students at a Jesuit university. Jesuit Higher Education, 6(2), 64-80.

Barnhardt, C. L., Mollet, A., Phillips, C. W., Young, R. L., & Sheets, J. K.E. (2018). University Leaders' Public Advocacy: An Educational asset in Creating Inclusive Climates. Teachers College Record, 120 (9).

Barnhardt, C. L., & Phillips, C.W. (2018). At the margins of university work: The influence of campus climate and part-time faculty status on academic values. Journal of Academic Freedom, 9, p. 1-21.

Barnhardt, C. L., Phillips, C., Young, R. L., Sheets, J. E. (2016). The Administration of Diversity and Equity on Campuses and Its Relationships to Serving Undocumented Immigrant Students. Journal of Diversity in Higher Education. doi: 10.1037/a0040025

Barnhardt, C. L., Reyes, K., & Ramos, M. (2013). Equity and Inclusion in Practice: Administrative Finesse in Fostering Undocumented Students’ Learning. About Campus, 18(2), 20-26.

Barnhardt, C. L., Sheets, J. K. E., Young, R. L., Liu, J., Valdes, P., Mollet, A., & Phillips, C. (2021). Everyday administration: A descriptive account of the people, the work, and the strategies for pursuing equity and inclusion on campus. Journal of Higher Education Management, 36(2), 49-63.

Barnhardt, C. L., Vidal-Rodriguez, A., Reyes, K., & Ramos, M. (2016). A Transformative Mixed-Method Assessment of Educational Access and Opportunity for Undocumented College Students in the Southeastern United States. Journal of Mixed Methods Research, p.1-24. doi: 0.1177/1558689816652764

Barnhardt, C. L., Young, R. L., Sheets, J. E., Phillips, C., Parker, III, E. T., & Reyes, K. A. (2016). Campus Strategic Action in the Fisher Case: Organizational Stakeholder Advocacy Across the Field of Higher Education. Research in Higher Education. doi: 10.1007/s11162-016-9428-9

Bastedo, M. N., & Bowman, N. A. (2017). Improving admission of low-SES students at selective colleges: Results from an experimental simulation. Educational Researcher, 46, 67-77.

Bastedo, M. N., Bowman, N. A., Glasener, K. M., & Kelly, J. L. (2018). What are we talking about when we talk about holistic review? Selective college admissions and its effects on low-SES students. Journal of Higher Education, 89, 782-805.

Bastedo, M. N., Glasener, K. M., Deane, K. C., & Bowman, N. A. (2022). Contextualizing the SAT: Experimental evidence on college admissions recommendations for low-SES applicants. Educational Policy, 36(2), 282-311.

Beatty, C., Irwin, L. N., Owen, J. E., Tapia-Fuselier, N., Cohen-Durr, E., Hassell-Goodman, S., Guthrie, K., Rocco, M., & Yamanaka, A. (2020). A call for centering social identities: Priority 1 of the National Leadership Education Research Agenda 2020-2025. Journal of Leadership Studies, 14(3), 39-44. 

Bettencourt, G. M., Irwin, L. N., Todorova, R., Hallett, R. E., & Corwin, Z. B. (in press). The possibilities and precautions of using the designation “at-promise” in higher education research. Journal of Postsecondary Student Success.

Bowman, N. A. (2009). College diversity courses and cognitive development among students from privileged and marginalized groups. Journal of Diversity in Higher Education, 2, 182-194.

Bowman, N. A. (2010). Assessing learning and development among diverse college students. In S. Herzog (Ed.), Diversity and educational benefits (New Directions for Institutional Research, no. 145, pp. 53-71). San Francisco, CA: Jossey-Bass.

Bowman, N. A. (2010). College diversity experiences and cognitive development: A meta-analysis. Review of Educational Research, 80, 4-33.

Bowman, N. A. (2010). Disequilibrium and resolution: The non-linear effects of diversity courses on well-being and orientations toward diversity. Review of Higher Education, 33, 543-568.

Bowman, N. A. (2011). Promoting participation in a diverse democracy: A meta-analysis of college diversity experiences and civic engagement. Review of Educational Research, 81, 29-68.

Bowman, N. A. (2012). Promoting sustained engagement with diversity: The reciprocal relationships between informal and formal college diversity experiences. Review of Higher Education, 36, 1-24.

Bowman, N. A. (2012). Structural diversity and close interracial relationships in college. Educational Researcher, 41, 133-135.

Bowman, N. A. (2014). Conceptualizing openness to diversity and challenge: Its relation to college experiences, achievement, and retention. Innovative Higher Education, 39, 277-291.

Bowman, N. A. (2016). Religiously unaffiliated students in the United States: Characteristics, experiences, and outcomes. In K. Aune & J. Stevenson (Eds.), Religion and higher education in Europe and North America (pp. 55-68). New York, NY: Routledge

Bowman, N. A. (2019). Considering the practical usefulness of higher education research and theory in promoting equity, civility, and safety. In P. M. Magolda, M. B. Baxter Magolda, & R. Carducci (Eds.), Contested issues in troubled times: Student affairs dialogues on equity, civility, and safety (pp. 370-376). Sterling, VA: Stylus.

Bowman, N. A. (Ed.). (2022). How college students succeed: Making meaning across disciplinary perspectives. Stylus.

Bowman, N. A., & Bastedo, M. N. (2018). What role may admissions office diversity and practices play in equitable decisions? Research in Higher Education, 59, 430-447.

Bowman, N. A., & Brandenberger, J. W. (2012). Experiencing the unexpected: Toward a model of college diversity experiences and attitude change. Review of Higher Education, 35, 179-205.

Bowman, N. A., Brandenberger, J. W., Hill, P. L., & Lapsley, D. K. (2011). The long-term impact of college diversity experiences: Well-being and social concerns 13 years after graduation. Journal of College Student Development, 52, 729-739.

Bowman, N. A., Brandenberger, J. W., Mick, C. S., & Toms Smedley, C. (2010). Sustained immersion experiences and student orientations toward equality, justice, and social responsibility: The role of short-term service-learning. Michigan Journal of Community Service Learning, 17(1), 20-31.

Bowman, N. A., & Denson, N. (2011). The integral role of emotion in interracial interactions and college student outcomes. Journal of Diversity in Higher Education, 4, 223-235.

Bowman, N. A., & Denson, N. (2012). What’s past is prologue: How precollege exposure to diversity shapes the impact of college diversity experiences. Research in Higher Education, 53, 406-425.

Bowman, N. A., & Denson, N. (2014). Diversity experiences and perceptions of climate among Australian university students. Journal of College Student Development, 55, 323-330.

Bowman, N. A., & Denson, N. (2022). Institutional racial representation and equity gaps in college graduation. Journal of Higher Education, 93(3), 399-423.

Bowman, N. A., Denson, N., & Park, J. J. (2016). Racial/cultural awareness workshops and post-college civic engagement: A propensity score matching approach. American Educational Research Journal, 53, 1556-1587.

Bowman, N. A., & Garvey, J. C. (2022). Theories, findings, and implications from higher education research on student success. In N. A. Bowman (Ed.), How college students succeed: Making meaning across disciplinary perspectives (pp. 28-50). Stylus.

Bowman, N. A., Jarratt, L., Culver, K., & Segre, A. M. (2020). (Mis)match of students’ country of origin and the impact of collaborative learning in computer science. Proceedings of the Annual Conference of the American Society for Engineering Education.

Bowman, N. A., Logel, C., LaCosse, J., Jarratt, L., Canning, E. A., Emerson, K. T. U., & Murphy, M. C. (2022). Gender representation and academic achievement among STEM-interested students in college STEM courses. Journal of Research in Science Teaching, 59(10), 1876-1900.

Bowman, N. A., Mohebali, M., & Jarratt, L. (2022). An interdisciplinary theory of college student success. In N. A. Bowman (Ed.), How college students succeed: Making meaning across disciplinary perspectives (pp. 238-272). Stylus.

Bowman, N. A., Rockenbach, A. N., & Mayhew, M. J. (2015). Campus religious/worldview climate, institutional religious affiliation, and student engagement. Journal of Student Affairs Research and Practice, 52, 24-37.

Bowman, N. A., Rockenbach, A. N., Mayhew, M. J., Riggers-Piehl, T., & Hudson, T. D. (2017). College students’ appreciative attitudes toward atheists. Research in Higher Education, 58, 98-118.

Bowman, N. A., Stroup, N. R., & Fenton-Miller, S. R. (2022). Enrollment of racially minoritized students in law school: Factors predicting within- and between-school variation. Journal of Higher Education. Advance online publication.

Bowman, N. A., Stroup, N. R., & Fenton-Miller, S. R. (2022). Promoting graduation outcomes for racially minoritized law school students: Examining the role of finances, racial representation, and prestige. Journal of Postsecondary Student Success, 1(4), 54-83.

Bowman, N. A., Wolniak, G. C., Seifert, T. A., Wise, K., & Blaich, C. (in press). The long-term role of undergraduate experiences: Predicting intellectual and civic outcomes. Research in Higher Education.

Copeland, O. M., Linley, J. L., & Nguyen, D. J. (2021). LGBQ Faculty (Postsecondary). In Encyclopedia of Queer Studies in Education (pp. 337-342). Brill.

Culver, K., Bowman, N. A., Youngerman, E., Jang, N., & Just, C. (2022). Promoting equitable achievement in STEM: Lab report writing and online peer review. Journal of Experimental Education, 90(1), 23-45.

Denson, N., & Bowman, N. A. (2013). University diversity and preparation for a global society: The role of diversity in shaping intergroup attitudes and civic outcomes. Studies in Higher Education, 38, 555-570.

Denson, N., & Bowman, N. A. (2017). Do diversity courses make a difference? A critical examination of college diversity coursework and student outcomes. In M. B. Paulsen (Ed.), Higher education: Handbook of theory and research (Vol. 32, pp. 35-84). New York, NY: Springer.

Denson, N., Bowman, N. A., & Park, J. J. (2017). Preparing students for a diverse democracy: College diversity experiences and informed citizenship after college. Teachers College Record 119(8).

Denson, N., Bowman, N. A., Ovenden, G., Culver, K., & Holmes, J. M. (2021). Do diversity courses improve student outcomes? A meta-analysis. Journal of Diversity in Higher Education, 14(4), 544-556.

Foste, Z. & Irwin, L. N. (in press). Race, whiteness, and student life in on-campus housing: A case study of three universities. American Educational Research Journal.

Goodman, K., & Bowman, N. A. (2014). Making diversity work: Practices and policies to improve college student learning. In G. L. Martin & M. Hevel (Eds.), Research-driven practice in student affairs: Implications from the Wabash National Study of Liberal Arts Education (New Directions for Student Services, no. 147, pp. 37-48). San Francisco, CA: Jossey-Bass. 

Irwin, L. N. (2020). [Review of the book We are the leaders we’ve been waiting for, by J. Owen]. Journal of Leadership Studies, 14(3), 97-101.

Irwin, L. N. (2021). Student affairs leadership educators’ negotiations of racialized legitimacy. Journal of Leadership Education, 20(4), 132-151.

Irwin, L. N. (2022). White normativity: Tracing historical and contemporary (re)productions of whiteness in higher education. In Z. Foste & T. Tevis (Eds.), Critical whiteness praxis in higher education & student affairs: Considerations for the pursuit of racial justice on campus (pp. 48-69). Stylus.

Irwin, L. N. & Posselt, J. R. (2022). A critical discourse analysis of mainstream college student leadership development models. Journal of Leadership Education, 21(4), 76-97.

Jarratt, L., Bowman, N. A., Culver, K., & Segre, A. M. (2019). A large-scale experimental study of gender and pair composition in pair programming. Proceedings of the Annual Conference on Innovation and Technology in Computer Science Education, Aberdeen, Scotland, 24, 176-181

Jarratt, L., Bowman, N. A., Polgreen, L. A., Kruckeberg, T., & Segre, A. M. (2019). Common data, uncommon use: Dining hall meal swipes predict retention and graduation. Change: The Magazine of Higher Learning, 51(6), 26-33.

Jarratt, L., Martin-Stanley, C. R., Linley, J. L., Mollett, A. L., Anderson, D. L., & Mohebali, M. (2022). Underlife: Peer socialization agents’ resistance to higher education diversity narratives. Journal of Diversity in Higher Education. Advance online publication.

Jarratt, L., Mohebali, M., & Bowman, N. A. (2022). Using the interdisciplinary theory of student success: Implications for practice, policy, research, and assessment. In N. A. Bowman (Ed.), How college students succeed: Making meaning across disciplinary perspectives (pp. 273-291). Stylus.

Katsumoto, S., & Bowman, N. A. (2021). The link between high-impact practices and college success among international students in the U.S. Journal of Diversity in Higher Education. Advance online publication.

Kilgo, C. A., Linley, J. L., & Bennett, L. M. (2018). Critically examining the relationship between peer diversity interactions and psychological well-being. Journal of Student Affairs Research and Practice

Lange, A. C., Linley, J. L., & Kilgo, C. A. (2022). Trans students’ college choice & journeys to undergraduate education. Journal of Homosexuality, 69(10), 1721-1742.

Linley, J. L. (2017). Teaching to deconstruct whiteness in higher education. Whiteness and Education, 2(1), 48-59.

Linley, J. L. (2017). We are (not) all Bulldogs: Minoritized peer socialization agents' meaning-making about collegiate contexts. Journal of College Student Development, 58(5), 643-656.

Linley, J. L. (2018). Racism here, racism there, racism everywhere: The racial realities of minoritized peer socialization agents at a historically white institution. Journal of College Student Development, 59(1), 21-36.

Linley, J. L., & George-Jackson, C. E. (2013). Addressing underrepresentation in STEM fields through undergraduate interventions. In S. K. Watt & J. L. Linley (Eds.). Creating successful multicultural initiatives in higher education and student affairs: New Directions for Student Services, 144, 97-102.

Linley, J. L., & Kilgo, C. A. (2018). Expanding agency: Centering gender identity in college and university record systems. Journal of College Student Development, 59(3), 359-365.

Linley, J. L., & Nguyen, D. (2015). LGBTQ experiences in curricular contexts. In Stewart, D.L., Renn, K., & Brazelton, G.B. (Eds.), New Directions for Student Services (152), 41-53.

Linley, J. L., & Watt, S. K. (2015). Facing the proverbial lion in the room. In Watt, S. K. (Ed.) Designing Transformative Multicultural Initiatives: Theoretical Foundations, Practical Applications and Facilitator Considerations (pp. 220-231). Sterling, VA: Stylus.

Linley, J. L., Nguyen, D., Brazelton, G. B., Becker, B., Renn, K. A.& Woodford, M. (2016). Faculty as sources of support for LGBTQ college students. College Teaching 64(2), 55-63. DOI: 10.1080/87567555.2015.1078275.

Linley, J. L., Renn, K. A. & Woodford, M. (2018). Examining the ecological systems of LGBTQ STEM majors. Journal of Women and Minorities in Science and Engineering, 24(1), 1-16.

Liu, J., & Barnhardt, C. L. (in press). STEM-ing the tide: The influence of the first year of college on the STEM gender gap. Journal of College Student Development.

Liu, J., & Pascarella, E. T. (2020). Does language background have an effect on the development of psychological well-being during college? Journal of College Student Development, 61(5), 648-653.

Liu, J., Hu, S., & Pascarella, E. T. (2019). Are non-native English speaking students disadvantaged in college experiences and cognitive outcomes?. Journal of Diversity in Higher Education.

Locks, A. M., Hurtado, S., Bowman, N. A., & Oseguera, L. (2008). Extending notions of campus climate and diversity to students’ transition to college. Review of Higher Education, 31, 257-285.

Loes, C. N., Culver, K. C., & Trolian, T. L. (2018). How collaborative learning enhances students’ openness to diversity. The Journal of Higher Education.

Loes, C. N, Pascarella, E.T., & Umbach, P.D. (2012). Effects of diversity experiences on critical thinking skills: Who benefits? Journal of Higher Education, 83(1), 1-25.

Loes, C. N., Salisbury, M.H., & Pascarella, E.T. (2013). Diversity experiences and attitudes toward literacy: Is there a link? Journal of Higher Education, 84(6), 834-865.

Mayhew, M. J., Rockenbach, A. N., & Bowman, N. A. (2016). The connection between interfaith engagement and self-authored worldview commitment. Journal of College Student Development.

Mayhew, M. J., Rockenbach, A. N., Bowman, N. A., Lo, M. A., Starcke, M., Riggers-Piehl, T., & Crandall, R. E. (2017). Expanding perspectives on evangelicalism: How non-Evangelical students appreciate Evangelical Christianity. Review of Religious Research 89, 207-230.

Mohebali, M., Louie, G., Weaver, K., Watt, S. K. (2021). Engaging head, heart, and hands toward Freirean praxis: Process-oriented research in the age of evidence-based outcomes. In T. M. Kress, R. Lake, E. L. Stein (Eds), Radically dreaming: Illuminating Freirean praxis in turbulent times. DIO Press.

Mollet, A. L., Holmes, J., & Linley, J. L. (2022). An analysis of URM STEM students’ GPAs relative to good teaching practices. Journal of Women and Minorities in Science and Engineering, 28(5), 1-24.

Mollet, A. L., & Lackman, B. (2018). Asexual borderlands: Asexual collegians’ reflections on inclusion under the LGBTQ umbrella. Journal of College Student Development, 59(5), 623-628.

Mollet, A. L., Weaver, K., Holmes, J., Linley, J. L., Hurley, E., & Renn, K. A. (2021). Queer in residence: Exploring the on-campus housing experiences of queer college students. Journal of Student Affairs Research and Practice, 58(1), 1-14.

Padgett, R.D., Goodman, K.M., Johnson, M.P., Saichaie, K., Umbach, P.D., & Pascarella, E.T.(2010). The impact of college student socialization, social class, and race on need for cognition. New Directions for Institutional Research, 145, 99-111. San Francisco: Jossey-Bass.

Park, J. J., Bowman, N. A., Denson, N., & Eagan, K. (2019). Race and class beyond enrollment: The link between socioeconomic diversity and cross-racial interaction. Journal of Higher Education, 90, 665-689.

Park, J. J., Denson, N., & Bowman, N. A. (2013). Does socioeconomic diversity make a difference? Examining the effects of racial and socioeconomic diversity on the campus climate for diversity. American Educational Research Journal, 50, 466-496.

Parker, E. T. & Pascarella, E. T. (2013). Effects of diversity experiences on socially responsible leadership over four years of college. Journal of Diversity in Higher Education, 6(4), 249-230.

Parker, E. T., & Trolian, T. L. (2015). Collegiate diversity experiences and students’ views regarding social and political involvement. Journal of Student Affairs Research and Practice, 52(4).

Parker, E. T., Barnhardt, C. L., Pascarella, E. T. & McCowin, J. (2016). The impact of diversity related coursework on college students’ moral development. Journal of College Student Development, 57(4), 395-410.

Pascarella, E. T., Martin, G. L., Hanson, J. M., Trolian T. L., Gillig, B., and Blaich, C. (2014). Effects of Diversity Experiences on Critical Thinking Skills over Four Years of College. Journal of College Student Development, 55(1), 86-92.

Pascarella, E. T., Salisbury, M. H., Martin, G. L., & Blaich, C. (2012). Some complexities in the effects of diversity experiences on orientation toward social/political activism and political views in the first year of college. Journal of Higher Education 83(4), 467-496.

Posselt, J. R., Hernandez, T., Villareal, C., Rodgers, A. J., & Irwin, L. N. (2020). Evaluation and decision making in higher education: Creating equitable repertoires of practice. In L. Perna (Ed.) Higher education: Handbook of theory and research (Vol. 35) (pp. 1-63). Springer.

Rockenbach, A. N., Mayhew, M. J., Bowman, N. A., Morin, S. M., & Riggers-Piehl, T. (2017). An examination of non-Muslim college students’ attitudes toward Muslims. Journal of Higher Education, 88, 479-504.

Roksa, J., Kilgo, C. A., Trolian, T. L., Pascarella, E. T., Blaich, C., & Wise, K. S. (2017). Engaging with Diversity: How Positive and Negative Diversity Interactions Influence Students’ Cognitive Outcomes. The Journal of Higher Education, 1-26.

Roksa, J., Trolian, T. L., Pascarella, E. T., Kilgo, C. A., Blaich, C., & Wise, K. (2017). Racial inequality in critical thinking skills: The role of academic and diversity experiences. Research in Higher Education, 58(2), 119-140. doi: 10.1007/s11162-016-9423-1

Salisbury, M. H., An, B. P., & Pascarella, E. T. (2013). The effect of study abroad on intercultural competence among undergraduate college students. Journal of Student Affairs Research and Practice, 50(1), 1–20.

Seifert, T. (2007). Understanding Christian privilege: Managing the tensions of spiritual plurality. About Campus, 12(2), 10.

Stewart, T. J., Linder, C., Evans. M. E., Quaye, S. J., & Lange, A. C. (2022). “You hired me to do this”: Power, identity, and educators' support of campus activists. Journal of Student Affairs Research and Practice, 59(1), 44-58.

Taylor, J. L., Allen, T. O., An, B. P., Denecker, C., Edmunds, J. A., Fink, J., Giani, M. S., Hodara, M., Hu X., Tobolowsky, B. F., & Chen, W. (2022). Research priorities for advancing equitable dual enrollment policy and practice. University of Utah.

Turman, N. & Irwin, L. N. (in press). Centering Minority-Serving Institutions to counter dominant narratives about leadership identity development. In J. E. Owen (Ed.), New Directions for Student Leadership, No. 178. Wiley.

Watt, S. K. & Linley, J. L. (Eds.). (2013). Creating successful multicultural initiatives in higher education and student affairs: New Directions for Student Services, 144. John Wiley & Sons.

Weaver, K. E., Lange, A. C., & Linley, J. L. (2021). White student leaders’ deflections of diversity conversations. International Journal of Qualitative Studies in Education.

An, B. P. (2015). The role of academic motivation and engagement on the relationship between dual enrollment and academic performance. Journal of Higher Education, 86(1), 98-126.

An, B. P., & Loes, C. N. (in press). Participation in high-impact practices: considering the role of institutional context and a person-centered approach. Research in Higher Education.

An, B. P., Loes, C. N., & Trolian, T. L. (2017). The relation between binge drinking and academic performance: Considering the mediating effects of academic involvement. Journal of College Student Development, 58(4), 492-508. doi: 10.1353/csd.2017.0039

An, B. P., Parker, E. T., Trolian, T. L., & Weeden, D. D. (2016). A holistic approach to estimating the influence of good practices on student outcomes at liberal arts and non-liberal arts institutions. Journal for the Study of Postsecondary and Tertiary Education, 1, 153–175.

Beatty, C., Irwin, L. N., Owen, J. E., Tapia-Fuselier, N., Cohen-Durr, E., Hassell-Goodman, S., Guthrie, K., Rocco, M., & Yamanaka, A. (2020). A call for centering social identities: Priority 1 of the National Leadership Education Research Agenda 2020-2025. Journal of Leadership Studies, 14(3), 39-44. 

Bowman, N. A. (2016). Religiously unaffiliated students in the United States: Characteristics, experiences, and outcomes. In K. Aune & J. Stevenson (Eds.), Religion and higher education in Europe and North America (pp. 55-68). New York, NY: Routledge

Bowman, N. A. (Ed.). (2022). How college students succeed: Making meaning across disciplinary perspectives. Stylus.

Bowman, N. A., Brandenberger, J. W., Mick, C. S., & Toms Smedley, C. (2010). Sustained immersion experiences and student orientations toward equality, justice, and social responsibility: The role of short-term service-learning. Michigan Journal of Community Service Learning, 17(1), 20-31.

Bowman, N. A., & Culver, K. (2018). Promoting equity and student learning: Rigor in undergraduate academic experiences. In C. M. Campbell (Ed.), Reframing notions of rigor: Building scaffolding for equity and student success (New Directions for Higher Education, no. 181, pp. 47-57). San Francisco, CA: Jossey-Bass.

Bowman, N. A., & Garvey, J. C. (2022). Theories, findings, and implications from higher education research on student success. In N. A. Bowman (Ed.), How college students succeed: Making meaning across disciplinary perspectives (pp. 28-50). Stylus.

Bowman, N. A., & Holmes, J. M. (2017). A quasi-experimental analysis of fraternity or sorority membership and college student success. Journal of College Student Development, 58, 1018-1034

Bowman, N. A., Jarratt, L., Culver, K., & Segre, A. M. (2019). How prior pair programming experience affects students’ pair programming experiences and outcomes. Proceedings of the Annual Conference on Innovation and Technology in Computer Science Education, Aberdeen, Scotland, 24, 170-175.

Bowman, N. A., Jarratt, L., Jang, N., & Bono, T. J. (2019). The unfolding of student adjustment during the first semester of college. Research in Higher Education, 60(3), 273-292.

Bowman, N. A., Jarratt, L., Polgreen, L. A., Kruckeberg, T., & Segre, A. M. (2019). Early identification of students’ social networks: Predicting college retention and graduation via campus dining. Journal of College Student Development, 60, 617-622.

Bowman, N. A., Linley, J. L., & Weaver, K. E. (2020). Self-authorship capacity and its relationship with college student experiences and outcomes. Journal of Student Affairs Research and Practice, 57, 403-416.

Bowman, N. A., Miller, A., Woosley, S., Maxwell, N. P., & Kolze, M. J. (2019). Understanding the link between noncognitive attributes and college retention. Research in Higher Education, 60, 135-152.

Bowman, N. A., Mohebali, M., & Jarratt, L. (2022). An interdisciplinary theory of college student success. In N. A. Bowman (Ed.), How college students succeed: Making meaning across disciplinary perspectives (pp. 238-272). Stylus.

Bowman, N. A., Rockenbach, A. N., & Mayhew, M. J. (2015). Campus religious/worldview climate, institutional religious affiliation, and student engagement. Journal of Student Affairs Research and Practice, 52, 24-37.

Bowman, N. A., & Trolian, T. L. (2017). Is more always better? The curvilinear relationships between college student experiences and outcomes. Innovative Higher Education, 42, 477-489.

Bronkema, R., & Bowman, N. A. (2017). A residential paradox? Residence hall attributes and college student outcomes. Journal of College Student Development 58, 624-630.

Bronkema, R., & Bowman, N. A. (2018). Gender, campus friendships, and emotional connection. College Student Affairs Journal, 36, 50-67.

Bronkema, R., & Bowman, N. A. (2019). Close campus friendships and college student success. Journal of College Student Retention, 21, 270-285.

Broton, K. M., Goldrick-Rab, S. & Benson, J. (2016). Working for College: The Causal Impacts of Financial Grants on Undergraduate Employment. Educational Evaluation and Policy Analysis, 38(3), 477-494. doi: 10.3102/0162373716638440.

Hendrickson, J., Therrien, W., Weeden, D. Pascarella, E. & Hosp, J. (2015). Engagement among students with intellectual disabilities and first year students: A comparison. Journal of Student Affairs Research and Practice, 52(2), 204-219.

Huntrods, C. S., An, B. P., & Pascarella, E. T. (2017). Impact of intercollegiate athletic participation on leadership development. Journal of College Student Development, 58(2), 198–214.

Irwin, L. N. & Foste, Z.H. (2021). The pervasive whiteness of service-learning: The case for pedagogies of humility. In L. Parson & C. Ozaki (Eds). Teaching & Learning for Social Justice and Equity in Higher Education: Strategies and Student Affairs Programs, Volume III (p. 65-84). Palgrave Macmillan.

Irwin, L. N., Reynolds., D. J., Bitton, A. L., Hassell-Goodman, S., Teig, T., & Tapia-Fuselier, N. (in press). Insights from a critical qualitative inquiry in leadership scholarship. In S. R. Komives & J. E. Owen (Eds.), A research agenda for learning and developing leadership in higher education. Edward Elgar Publishing.

Jarratt, L., Bowman, N. A., Culver, K., & Segre, A. M. (2019). A large-scale experimental study of gender and pair composition in pair programming. Proceedings of the Annual Conference on Innovation and Technology in Computer Science Education, Aberdeen, Scotland, 24, 176-181

Jarratt, L., Bowman, N. A., Polgreen, L. A., Kruckeberg, T., & Segre, A. M. (2019). Common data, uncommon use: Dining hall meal swipes predict retention and graduation. Change: The Magazine of Higher Learning, 51(6), 26-33.

Jarratt, L., Martin-Stanley, C. R., Linley, J. L., Mollett, A. L., Anderson, D. L., & Mohebali, M. (2022). Underlife: Peer socialization agents’ resistance to higher education diversity narratives. Journal of Diversity in Higher Education. Advance online publication.

Jarratt, L., Mohebali, M., & Bowman, N. A. (2022). Using the interdisciplinary theory of student success: Implications for practice, policy, research, and assessment. In N. A. Bowman (Ed.), How college students succeed: Making meaning across disciplinary perspectives (pp. 273-291). Stylus.

Katsumoto, S., & Bowman, N. A. (2021). Changes in psychological well-being among international students in the U.S.: The role of interactions with students, faculty, and staff. Journal of College Student Development, 62(3), 345-350.

Katsumoto, S., & Bowman, N. A. (2021). The link between high-impact practices and college success among international students in the U.S. Journal of Diversity in Higher Education. Advance online publication.

Kilgo, C. A. (2015). The estimated effects of service learning on students’ intercultural effectiveness. Journal of College Student Development, 56(8), 867-871.

Kilgo, C. A., Mollet, A. L., & Pascarella, E. T. (2016). The Estimated Effects of College Student Involvement on Psychological Well-Being. Journal of College Student Development, 57(8), 1043-1049.

Kilgo, C. A., & Pascarella, E. T. (2015). Does independent research with a faculty member enhance four-year graduation and graduate/professional degree plans? Convergent Results with Different Analytical Methods. Higher Education, 1-18.

Kilgo, C. A., Pasquesi, K., Sheets, J. K. E., & Pascarella, E. T. (2014). The estimated effects of participation in service-learning on liberal arts outcomes. International Journal of Research on Service-Learning and Community Engagement, 1(2).

Kilgo, C. A., Sheets, J. K. E., & Pascarella, E. T. (2014). The link between high-impact practices and student learning: Some longitudinal evidence. Higher Education, 69(4), 509-525.

Lingo, M., & An, B. P. (in press). The role of parental education on participation in outside the classroom activities. Journal of Student Affairs Research and Practice.

Liu, J., & Pascarella, E. T. (2020). Does language background have an effect on the development of psychological well-being during college? Journal of College Student Development, 61(5), 648-653.

Loes, C. N., & An, B. P. (2021). Collaborative learning and need for cognition: Considering the mediating role of deep approaches to learning. Review of Higher Education, 45(2), 149–179.

Loes, C. N., & An, B. P. (in press). Study abroad enhances cognitive development. Journal of Student Affairs Research and Practice.

Loes, C. N., An, B. P., Saichaie, K., & Pascarella, E. T. (2017). Does collaborative learning influence persistence to the second year of college?  The Journal of Higher Education, 88(1), 62-84.

Mayhew, M. J., Bowman, N. A., Rockenbach, A. N., Selznick, B., & Riggers-Piehl, T. (2018). Appreciative attitudes toward Jews among non-Jewish U.S. college students. Journal of College Student Development, 59, 71-89.

Mayhew, M. J., Rockenbach, A. N., Bowman, N. A., Lo, M. A., Starcke, M., Riggers-Piehl, T., & Crandall, R. E. (2017). Expanding perspectives on evangelicalism: How non-Evangelical students appreciate Evangelical Christianity. Review of Religious Research 89, 207-230.

Mollet, A. L., Weaver, K., Holmes, J., Linley, J. L., Hurley, E., & Renn, K. A. (2021). Queer in residence: Exploring the on-campus housing experiences of queer college students. Journal of Student Affairs Research and Practice, 58(1), 1-14.

Park, J. J., Bowman, N. A., Denson, N., & Eagan, K. (2019). Race and class beyond enrollment: The link between socioeconomic diversity and cross-racial interaction. Journal of Higher Education, 90, 665-689.

Parker, E. T., Kilgo, C. A., Sheets, J. K. E., & Pascarella, E. T. (2016). The differential effects of internship participation on end-of-fourth-year GPA by demographic and institutional characteristics. Journal of College Student Development, 57(1), 104-109.

Pascarella, E. T., Cruce, T., Umbach, P. D., Wolniak, G. C., Kuh, G. D., Carini, R. M., et al. (2006). Institutional selectivity and good practices in undergraduate education: How strong is the link? The Journal of Higher Education, 77(2), 251-285.

Pascarella, E. T., Seifert, T. A., & Blaich, C. (2010). How effective are the NSSE benchmarks in predicting important educational outcomes? Change 42(1), 16-22.

Pasque, P. A., Bowman, N. A., & Martinez, M. (Eds.). (2009). Critical issues in higher education for the public good: Qualitative, quantitative,and historical research perspectives. Kennesaw, GA: Kennesaw State University Press.

Rockenbach, A. N., Bowman, N. A., Riggers-Piehl, T., Mayhew, M. J., & Crandall, R. E. (2017). Respecting the LDS/Mormon minority on campus: College students’ attitudes toward Latter-Day Saints. Journal for the Scientific Study of Religion, 56(4), 798-819.

Salisbury, M. H., An, B. P., & Pascarella, E. T. (2013). The effect of study abroad on intercultural competence among undergraduate college students. Journal of Student Affairs Research and Practice, 50(1), 1–20.

Sander, E., Lobb, J., Ankrum, J. A., Bowman, N. A., & Fenton-Miller, S. (2022). Computational bioengineering summer research experience for undergraduates: Launching an REU program during a pandemic. Proceedings of the Annual Conference of the American Society for Engineering Education (Paper #38284).

Seifert, T. A., Gillig, B., Hanson, J. M., Pascarella, E. T. & Blaich, C. F. (2014). The condition nature of high impact/good practices on student learning outcomes. Journal of Higher Education, 85(4), 531-564.

Tapia-Fuselier, N. & Irwin, L. N. (2019). Strengths so white: Interrogating StrengthsQuest through a critical whiteness lens. Journal of Critical Scholarship on Higher Education and Student Affairs, 5(1), 30-44.

Turman, N. & Irwin, L. N. (in press). Centering Minority-Serving Institutions to counter dominant narratives about leadership identity development. In J. E. Owen (Ed.), New Directions for Student Leadership, No. 178. Wiley.

An, B. P. (2013). The influence of dual enrollment on academic performance and college readiness: Differences by socioeconomic status. Research in Higher Education, 54, 407–432.

An, B. P., & Taylor, J. L. (2015). Are dual enrollment students college ready? Evidence from the Wabash National Study of Liberal Arts Education. Education Policy Analysis Archives, 23(59).

Bowman, N. A. (2010). Can 1st-year college students accurately report their learning and development? American Educational Research Journal, 47, 466-496.

Bowman, N. A. (2010). The development of psychological well-being among first-year college students. Journal of College Student Development, 51, 180-200.

Bowman, N. A. (2013). How much diversity is enough? The curvilinear relationship between college diversity interactions and first-year student outcomes. Research in Higher Education, 54, 874-894.

Bowman, N. A. (Ed.). (2022). How college students succeed: Making meaning across disciplinary perspectives. Stylus.

Bowman, N. A., & Culver, K. (2018). When do honors programs make the grade? Conditional effects on college satisfaction, achievement, retention, and graduation. Research in Higher Education, 59, 249-272.

Bowman, N. A., & Holmes, J. M. (2017). A quasi-experimental analysis of fraternity or sorority membership and college student success. Journal of College Student Development, 58, 1018-1034

Bowman, N. A., & Holmes, J. M. (2018). Getting off to a good start? First-year undergraduate research and student outcomes. Higher Education, 76, 17-33.

Bowman, N. A., Jang, N., Jarratt, L., & Bono, T. J. (2019). The process of college adjustment: Weekly changes and racial differences. Journal of Student Affairs Research and Practice, 56, 423-437.

Bowman, N. A., Jarratt, L., Jang, N., & Bono, T. J. (2019). The unfolding of student adjustment during the first semester of college. Research in Higher Education, 60(3), 273-292.

Bowman, N. A., Jarratt, L., Polgreen, L. A., Kruckeberg, T., & Segre, A. M. (2019). Early identification of students’ social networks: Predicting college retention and graduation via campus dining. Journal of College Student Development, 60, 617-622.

Bowman, N. A., Logel, C., LaCosse, J., Jarratt, L., Canning, E. A., Emerson, K. T. U., & Murphy, M. C. (2022). Gender representation and academic achievement among STEM-interested students in college STEM courses. Journal of Research in Science Teaching, 59(10), 1876-1900.

Bowman, N. A., Mohebali, M., & Jarratt, L. (2022). An interdisciplinary theory of college student success. In N. A. Bowman (Ed.), How college students succeed: Making meaning across disciplinary perspectives (pp. 238-272). Stylus.

Bowman, N. A., & Stewart, D.-L. (2014). Precollege exposure to racial/ethnic difference and first-year college students’ racial attitudes. Teachers College Record, 116, 1-20.

Cruce, T.M., Wolniak, G.C., Seifert, T.A., Pascarella, E.T. (2006). Impacts of good practices on cognitive development, learning orientations, and graduate degree plans during the first year of college. Journal of College Student Development, 47(4), 365-383.

Culver, K., & Bowman, N. A. (2020). Is what glitters really gold? A quasi-experimental study of first-year seminars and college student success. Research in Higher Education, 61, 167-196.

Goodman, K. & Pascarella, E.T. (2006). First-year seminars increase persistence and retention: A summary of the evidence from how college affects students. Peer Review, 8(3), 26-28.

Hendrickson, J., Therrien, W., Weeden, D. Pascarella, E. & Hosp, J. (2015). Engagement among students with intellectual disabilities and first year students: A comparison. Journal of Student Affairs Research and Practice, 52(2), 204-219.

Jarratt, L., Bowman, N. A., Polgreen, L. A., Kruckeberg, T., & Segre, A. M. (2019). Common data, uncommon use: Dining hall meal swipes predict retention and graduation. Change: The Magazine of Higher Learning, 51(6), 26-33.

Jarratt, L., Mohebali, M., & Bowman, N. A. (2022). Using the interdisciplinary theory of student success: Implications for practice, policy, research, and assessment. In N. A. Bowman (Ed.), How college students succeed: Making meaning across disciplinary perspectives (pp. 273-291). Stylus.

LaCosse, J., Canning, E. A., Bowman, N. A., Murphy, M. C., & Logel, C. (2020). A social-belonging intervention improves STEM outcomes for students who speak English as a second language. Science Advances, 6, eabb6543.

Liu, J., & Barnhardt, C. L. (in press). STEM-ing the tide: The influence of the first year of college on the STEM gender gap. Journal of College Student Development.

Loes, C. N., Culver, K. C., & Trolian, T. L. (2018). How collaborative learning enhances students’ openness to diversity. The Journal of Higher Education.

Martin, G. L., Hevel, M. S., Asel, A. M., & Pascarella, E. T. (2011). New evidence on the effects of fraternity and sorority affiliation during the first year of college. Journal of College Student Development, 52(5), 543-559.

Martin, G. L., & Kilgo, C. A.(2015). Exploring the impact of commuting to campus on psychological well-being. In P. Biddix (Ed.) New Directions for Student Services – Understanding and Addressing Commuter Student Needs (No. 150). San Francisco, CA: Jossey-Bass.

Martin, G. L., & Seifert, T. A. (2011). The relationship between students' interactions with student affairs professionals and cognitive development in the first year of college. Journal of Student Affairs Research and Practice, 48(4), 389-410.

Mayhew, M. J., Seifert, T. A., & Pascarella, E. T. (2010). A multi-institutional assessment of moral reasoning development among first-year students. Review of Higher Education, 33(3), 357-390.

Mayhew, M. J., Siefert, T. A., & Pascarella, E. T. (2012). How the first year of college influences moral reasoning development for students in moral consolidation and moral transition. Journal of College Student Development, 53(1), 19-40.

Mayhew, M. J., Seifert, T. A., Pascarella, E. T., Nelson Laird, T. F., & Blaich, C. F. (2012). Going deep into mechanisms for moral reasoning growth: How deep learning approaches affect moral reasoning development for first-year students. Research in Higher Education, 53(1), 26-46.

Nelson Laird, T. F., Seifert, T. A., Pascarella, E. T., Mayhew, M. J. & Blaich, C. F. (2014). Deeply affecting first-year students' thinking: Deep approach to learning and three dimensions of cognitive development. Journal of Higher Education, 85(3), 402-432.

Padgett, R. D., Johnson, M. P., & Pascarella, E. T. (2012). First-generation undergraduate students and the impacts of the first year of college: Some additional evidence. Journal of College Student Development, 53(2), 243-266.

Padgett, R. D., Keup, J. R., & Pascarella, E. T. (2013). The Impact of First-Year Seminars on College Students’ Life-long Learning Orientations.  Journal of Student Affairs Research and Practice, 50(2), 133-151.

Pascarella, E. T., Salisbury, M. H., Martin, G. L., & Blaich, C. (2012). Some complexities in the effects of diversity experiences on orientation toward social/political activism and political views in the first year of college. Journal of Higher Education 83(4), 467-496.

Salisbury, M. H., Padgett, R. D., & Pascarella, E. T. (2012). The effects of work on leadership development among first-year college students. Journal of College Student Development, 53(2), 300-324.

Asel, A. M., Seifert, T. A., & Pascarella, E. T. (2009). The effects of fraternity/sorority membership on college experiences and outcomes: A portrait of complexity. Oracle: The Research Journal of the Association of Fraternity/Sorority Advisors, 4(2), 1-15.

Barnhardt, C. L, (2014) Fraternities and Sororities Shaping the Campus Climate of Personal and Social Responsibility. Journal of Student Affairs Research and Practice, 51(2), 128-142.

Bowman, N. A., & Holmes, J. M. (2017). A quasi-experimental analysis of fraternity or sorority membership and college student success. Journal of College Student Development, 58, 1018-1034

Hevel, M. S., Martin, G. L., Goodman, K. M., & Pascarella, E. T. (2018). An Exploratory study of Institutional Characteristics, Fraternity and Sorority Membership, and Socially Responsible Leadership. College Student Affairs Journal, 36(2), 155-170.

Hevel, M. S., Martin, G. L., & Pascarella, E. T. (2014). Do Fraternities and Sororities Still Enhance Socially Responsible Leadership? Evidence from the Fourth Year of College. Journal of Student Affairs Research and Practice, 51(3), 233-245.

Hevel, M. S., Martin, G. L., Weeden, D. D., & Pascarella, E. T. (2015). The Effects of Fraternity and Sorority Membership in the Fourth Year of College: A Detrimental or Value-Added Component of Undergraduate Education?. Journal of College Student Development, 56(5), 456-470.

Hevel, M. S., Weeden, D. D., Pasquesi, K. & Pascarella, E. T. (2015). The Conservative Corner of the Liberal Academy? Fraternity/Sorority Membership, Politics, and Activism. Journal of Student Affairs Research and Practice, 52(2), 121-133.

Martin, G. L., Hevel, M. S., & Pascarella, E. T. (2012). Do fraternities and sororities enhance socially responsible leadership? The Journal of Student Affairs Research and Practice, 49(3), 267-284.

Martin, G. L., Hevel, M. S., Asel, A. M., & Pascarella, E. T. (2011). New evidence on the effects of fraternity and sorority affiliation during the first year of college. Journal of College Student Development, 52(5), 543-559.

Martin, G. L., Parker, E. T., Pascarella, E. T., Blechschmidt, S. (2015). Do Fraternities and Sororities Inhibit Intercultural Competence? Journal of College Student Development, 56(1), 66-72.

Pascarella, E. T., Flowers, L., Whitt, E. J. (2009). Cognitive effects of Greek affiliation in college: Additional evidence. NASPA Journal, 46(3), 447-468.

Barnhardt, C. L., Linley, J. L., Mollet, A. L., Phillips, C., & Young, R. (2017). Campus climate, peer dispositions, and the inclusion of LGBTQ students at a Jesuit university. Jesuit Higher Education, 6(2), 64-80.

Copeland, O. M., Linley, J. L., & Nguyen, D. J. (2021). LGBQ Faculty (Postsecondary). In Encyclopedia of Queer Studies in Education (pp. 337-342). Brill.

Duran, A., Jackson, R., & Lange, A. C. (in press). The theoretical engagements on scholarship on LGBTQ+ people in higher education: A look at research published between 2009-2018. Journal of Diversity in Higher Education.

Hill, R. L., Nguyen, D. J., Kilgo, C. A., Shea, H. D., Lange, A. C., Renn, K. A., & Woodford, M. R. (2021). How LGBTQ+ students thrive in college. Journal of Student Affairs Research and Practice, 58(3), 267-281.

Lange, A. C. (2019). Envisioning new praxis through gender & sexuality resource centers: Place-consciousness in postsecondary education. Thresholds in Education, 42(1), 59-73.

Lange, A. C., Duran, A., & Jackson, R. (2019). The state of LGBT and queer research in higher education revisited: Current academic houses and future possibilities. Journal of College Student Development, 60(5), 511-526.

Lange, A. C., Linley, J. L., & Kilgo, C. A. (2022). Trans students’ college choice & journeys to undergraduate education. Journal of Homosexuality, 69(10), 1721-1742.

Linley, J. L. (2017). We are (not) all Bulldogs: Minoritized peer socialization agents' meaning-making about collegiate contexts. Journal of College Student Development, 58(5), 643-656.

Linley, J. L., & Kilgo, C. A. (2018). Expanding agency: Centering gender identity in college and university record systems. Journal of College Student Development, 59(3), 359-365.

Linley, J. L., & Nguyen, D. (2015). LGBTQ experiences in curricular contexts. In Stewart, D.L., Renn, K., & Brazelton, G.B. (Eds.), New Directions for Student Services (152), 41-53.

Linley, J. L., Nguyen, D., Brazelton, G. B., Becker, B., Renn, K. A.& Woodford, M. (2016). Faculty as sources of support for LGBTQ college students. College Teaching 64(2), 55-63. DOI: 10.1080/87567555.2015.1078275.

Linley, J. L., Renn, K. A. & Woodford, M. (2018). Examining the ecological systems of LGBTQ STEM majors. Journal of Women and Minorities in Science and Engineering, 24(1), 1-16.

Mollet, A. L., & Lackman, B. (2018). Asexual borderlands: Asexual collegians’ reflections on inclusion under the LGBTQ umbrella. Journal of College Student Development, 59(5), 623-628.

Mollet, A. L., Weaver, K., Holmes, J., Linley, J. L., Hurley, E., & Renn, K. A. (2021). Queer in residence: Exploring the on-campus housing experiences of queer college students. Journal of Student Affairs Research and Practice, 58(1), 1-14.

Quaye, S. J., & Lange, A. C. (in press). Pete’s letter: A student activist’s message to campus administrators. Journal of Diversity in Higher Education.

An, B. P. (2015). The role of social desirability bias and racial/ethnic composition on the relation between education and attitude toward immigration restrictionism. Social Science Journal, 52(4), 459-467.

Barnhardt, C. L., Halilaj, F., Bytyqi, H., & Stroup, N. R. (2021). Educational success in a new democracy: Modeling college student persistence and completion in Kosovo. Higher Education.

Bettencourt, G. M., Irwin, L. N., Todorova, R., Hallett, R. E., & Corwin, Z. B. (in press). The possibilities and precautions of using the designation “at-promise” in higher education research. Journal of Postsecondary Student Success.

Bowman, N. A. (2010). Assessing learning and development among diverse college students. In S. Herzog (Ed.), Diversity and educational benefits (New Directions for Institutional Research, no. 145, pp. 53-71). San Francisco, CA: Jossey-Bass.

Bowman, N. A. (2011). Examining systematic errors in predictors of college student self-reported gains. In S. Herzog & N. A. Bowman (Eds.), Validity and limitations of college student self-report data (New Directions for Institutional Research, no. 150, pp. 7-19). San Francisco, CA: Jossey-Bass.

Bowman, N. A. (2012). Effect sizes and statistical methods for meta-analysis in higher education. Research in Higher Education, 53, 375-382. 

Bowman, N. A. (2014). The meaning and interpretation of college student self-reported gains. In N. A. Bowman & S. Herzog (Eds.), Methodological advances and issues in studying college impact (New Directions for Institutional Research, no. 161, pp. 59-68). San Francisco, CA: Jossey-Bass.

Bowman, N. A., Bell, Z. E., Rivers, M. L., & Soicher, R. N. (2020). Using psychological science to improve higher education. Translational Issues in Psychological Science, 6, 93-96.

Bowman, N. A., & Brandenberger, J. W. (2010). Quantitative assessment of service-learning outcomes: Is self-reported change an adequate proxy for longitudinal change? In J. Keshen, B. Holland, & B. Moely (Eds.), Research for what? Making engaged scholarship matter (Advances in Service-Learning Research, Vol. 10, pp. 25-43). Charlotte, NC: Information Age Publishing.

Bowman, N. A., & Herzog, S. (2011). Reconciling (seemingly) discrepant findings: Suggestions for IR practice and future research. In S. Herzog & N. A. Bowman (Eds.), Validity and limitations of college student self-report data (New Directions for Institutional Research, no. 150, pp. 113-120). San Francisco, CA: Jossey-Bass.

Bowman, N. A., & Herzog, S. (Eds.). (2014). Methodological advances and issues in studying college impact (New Directions for Institutional Research, no. 161). San Francisco, CA: Jossey-Bass.

Bowman, N. A., & Hill, P.L. (2011). Measuring how college affects students: Social desirability and other potential biases in self-reported gains. In S. Herzog & N. A. Bowman (Eds.), Validity and limitations of college student self-report data (New Directions for Institutional Research, no. 150, pp. 73-85). San Francisco, CA: Jossey-Bass.

Bowman, N. A., & Schuldt, J. P. (2014). Effects of item order and response options in college student surveys. In N. A. Bowman & S. Herzog (Eds.), Methodological advances and issues in studying college impact (New Directions for Institutional Research, no. 161, pp. 99-109). San Francisco, CA: Jossey-Bass.

Bowman, N. A., & Seifert, T. A. (2011). Can students accurately assess what affects their learning and development? Journal of College Student Development, 52, 270-290. 

Bowman, N. A., & Trolian, T. L. (2017). Is more always better? The curvilinear relationships between college student experiences and outcomes. Innovative Higher Education, 42, 477-489.

Chambers, A., & Bowman, N. A. (2009). Progressing toward the public good: Current conceptions, future directions, and potential challenges. In P. A. Pasque, N. A. Bowman, & M. Martinez (Eds.), Critical issues in higher education for the public good: Qualitative, quantitative, and historical perspectives (pp. 263-279). Kennesaw, GA: Kennesaw State University Press.

Culver, K., Bowman, N. A., & Pascarella, E. T. (2021). How students’ intellectual orientations and cognitive reasoning abilities may shape their perceptions of good teaching practices. Research in Higher Education, 62(6), 765-788.

Denson, N., & Bowman, N. A. (2015). Development and validation of an instrument assessing student-institution fit. Assessment and Evaluation in Higher Education, 40(8), 1104-1122. 

Herzog, S., & Bowman, N. A. (Eds.). (2011). Validity and limitations of college student self-report data (New Directions for Institutional Research, no. 150). San Francisco, CA: Jossey-Bass.

Hill, P. L., Pasquesi, K., Bowman, N. A., & Brandenberger, J. W. (2016). Considerations for improving longitudinal research on civic outcomes. In J. A. Hatcher, R. G. Bringle, and T. W. Hahn (Eds.), Research on student civic outcomes in service learning: Conceptual frameworks and assessment (Volume 3, pp. 283-302). Sterling, VA: Stylus.

Holmes, J. M., Bowman, N. A., Murphy, M. C., & Carter, E. R. (2019). Envisioning college success: The role of student identity centrality. Social Psychology of Education,2, 1015-1034.

Irwin, L. N., Reynolds., D. J., Bitton, A. L., Hassell-Goodman, S., Teig, T., & Tapia-Fuselier, N. (in press). Insights from a critical qualitative inquiry in leadership scholarship. In S. R. Komives & J. E. Owen (Eds.), A research agenda for learning and developing leadership in higher education. Edward Elgar Publishing.

Kim, S., & Bowman, N. A. (2019). What’s in a name? The impact of divergent definitions of first-generation college students. Teachers College Record.

Kuh, G. D., Kinzie, J., Schuh, J. H., Whitt, E. J. (2005). Assessing conditions to enhance educational effectiveness: The inventory for student engagement and success. San Francisco, CA: Jossey-Bass.

Martin, G. L., & Loes, C. N. (Winter, 2010). What incentives can teach us about missing data in longitudinal assessment. In Longitudinal Assessment for Institutional Improvement (Tricia A. Seifert, Ed.). New Directions for Institutional Research, Assessment Supplement, 17-28.

Mohebali, M., & Stroup, N. R. (2022). Theorising technology in higher education internationalisation using deep mediatisation, actor-network theory, and assemblage thinking. Globalisation, Societies and Education.

Padgett, R. D., Salisbury, M. H., An, B. P., & Pascarella, E. T. (2010). Required, practical, or unnecessary? An examination and demonstration of propensity score matching using longitudinal secondary data. New Directions for Institutional Research – Assessment Supplement (pp. 29-42). San Francisco, CA: Jossey-Bass.

Pasque, P. A., Bowman, N. A., & Martinez, M. (Eds.). (2009). Critical issues in higher education for the public good: Qualitative, quantitative, and historical research perspectives. Kennesaw, GA: Kennesaw State University Press.

Seifert, T. A., Bowman, N. A., Wolniak, G. C., Rockenbach, A. N., & Mayhew, M. J. (2017). Ten challenges and recommendations for advancing research on the effects of college on students. AERA Open, 3(2), 1-12.

Taylor, J. L., & An, B. P. (2017). Improving IPEDS data collection on high school students enrolled in college courses (NPEC). U.S. Department of Education: National Postsecondary Education Cooperative.

Whitt, E.J., Kinzie, J., Schuh, J.H., & Kuh, G.D. (2008). Assessing conditions to enhance student success: How six campuses got started. About Campus, 13(3), 9-18. 

Young, R. L & Michelau, D. (2016). Translating research into policy to increase equity in higher education: Lessons learned from the ASHE-WICHE collaborative. Adapted from S. M. Flores, et al., Translating research into policy to reduce inequality in state higher education outcomes: Lessons learned from the ASHE-WICHE collaborative. Policy Insights, 2A40016C. Boulder, CO: Western Interstate Commission for Higher Education.

Alvarado, S. E., & An, B. P. (2015). Race, friends, and college readiness: Evidence from the High School Longitudinal Study. Race and Social Problems, 7(2), 150–167.

An, B. P. (2010). The relations between race, family characteristics, and where students apply to college. Social Science Research, 39(2), 310–323.

An, B. P. (2015). The role of social desirability bias and racial/ethnic composition on the relation between education and attitude toward immigration restrictionism. Social Science Journal, 52(4), 459-467.

Bowman, N. A. (2013). How much diversity is enough? The curvilinear relationship between college diversity interactions and first-year student outcomes. Research in Higher Education, 54, 874-894.

Bowman, N. A. (Ed.). (2022). How college students succeed: Making meaning across disciplinary perspectives. Stylus.

Bowman, N. A., & Denson, N. (2022). Institutional racial representation and equity gaps in college graduation. Journal of Higher Education, 93(3), 399-423.

Bowman, N. A., Denson, N., & Park, J. J. (2016). Racial/cultural awareness workshops and post-college civic engagement: A propensity score matching approach. American Educational Research Journal, 53, 1556-1587.

Bowman, N. A., & Garvey, J. C. (2022). Theories, findings, and implications from higher education research on student success. In N. A. Bowman (Ed.), How college students succeed: Making meaning across disciplinary perspectives (pp. 28-50). Stylus.

Bowman, N. A., Jang, N., Jarratt, L., & Bono, T. J. (2019). The process of college adjustment: Weekly changes and racial differences. Journal of Student Affairs Research and Practice, 56, 423-437.

Bowman, N. A., Jarratt, L., Culver, K., & Segre, A. M. (2020). Pair programming in perspective: Effects on persistence, achievement, and equity in computer science. Journal of Research on Educational Effectiveness, 13(4), 731-758.

Bowman, N. A., Mohebali, M., & Jarratt, L. (2022). An interdisciplinary theory of college student success. In N. A. Bowman (Ed.), How college students succeed: Making meaning across disciplinary perspectives (pp. 238-272). Stylus.

Bowman, N. A., & Park, J. J. (2014). Interracial contact on college campuses: Comparing and contrasting predictors of cross-racial interaction and interracial friendship. Journal of Higher Education, 85, 660-690.

Bowman, N. A., & Park, J. J. (2015). Not all diversity interactions are created equal: Cross-racial interaction, close interracial friendship, and college student outcomes. Research in Higher Education, 56, 601-621.

Bowman, N. A., Park, J. J., & Denson, N. (2015). Student involvement in ethnic student organizations: Examining civic outcomes six years after graduation. Research in Higher Education, 56, 127-145.

Bowman, N. A., & Stewart, D.-L. (2014). Precollege exposure to racial/ethnic difference and first-year college students’ racial attitudes. Teachers College Record, 116, 1-20.

Bowman, N. A., Stroup, N. R., & Fenton-Miller, S. R. (2022). Enrollment of racially minoritized students in law school: Factors predicting within- and between-school variation. Journal of Higher Education. Advance online publication.

Bowman, N. A., Stroup, N. R., & Fenton-Miller, S. R. (2022). Promoting graduation outcomes for racially minoritized law school students: Examining the role of finances, racial representation, and prestige. Journal of Postsecondary Student Success, 1(4), 54-83.

Denson, N., & Bowman, N. A. (2017). Do diversity courses make a difference? A critical examination of college diversity coursework and student outcomes. In M. B. Paulsen (Ed.), Higher education: Handbook of theory and research (Vol. 32, pp. 35-84). New York, NY: Springer.

Denson, N., Bowman, N. A., Ovenden, G., Culver, K., & Holmes, J. M. (2021). Do diversity courses improve student outcomes? A meta-analysis. Journal of Diversity in Higher Education, 14(4), 544-556.

Denson, N., Bowman, N. A., & Park, J. J. (2017). Preparing students for a diverse democracy: College diversity experiences and informed citizenship after college. Teachers College Record 119(8).

Foste, Z. H. & Irwin, L. N. (2020). Applying critical whiteness studies in college student development theory and research. Journal of College Student Development, 61(4), 439-455.

Foste, Z. & Irwin, L. N. (in press). Race, whiteness, and student life in on-campus housing: A case study of three universities. American Educational Research Journal.

Gamoran, A., & An, B. P. (2016). Effects of school segregation and school resources in a changing policy context. Educational Evaluation and Policy Analysis, 38(1), 43-64.

Hou, M., Yu, J., & Katsumoto, S. (2023). Methodological Approaches to the Study of International Students. Critical Internationalization Studies Review2(1), 49-52.

Hou, M., Yu, J., & Katsumoto, S. (2023). Theoretical approaches to the study of international students. Critical Internationalization Studies Review2(1), 53-58.

Hossler, D., Chung, E., Kwon, J., Lucido, J., Bowman, N. A., & Bastedo, M. N. (2019). A study of the use of nonacademic factors in holistic undergraduate admissions reviews. Journal of Higher Education, 90, 833-859.

Irwin, L. N. (2022). White normativity: Tracing historical and contemporary (re)productions of whiteness in higher education. In Z. Foste & T. Tevis (Eds.), Critical whiteness praxis in higher education & student affairs: Considerations for the pursuit of racial justice on campus (pp. 48-69). Stylus.

Irwin, L. N. (2021). Student affairs leadership educators’ negotiations of racialized legitimacy. Journal of Leadership Education, 20(4), 132-151.

Irwin, L. N. (in press). White normativity: Tracing historical and contemporary (re)productions of whiteness in higher education. In Z. Foste & T. Tevis (Eds.), Critical whiteness praxis in higher education & student affairs: Considerations for the pursuit of racial justice on campus. Stylus.

Irwin, L. N. & Foste, Z. H. (2021). Service-learning and racial capitalism: On the commodification of People of Color for white advancement. The Review of Higher Education, 44(4), 419-446.

Irwin, L. N. & Foste, Z. H. (2021). The pervasive whiteness of service-learning: The case for pedagogies of humility. In L. Parson & C. Ozaki (Eds). Teaching & Learning for Social Justice and Equity in Higher Education: Strategies and Student Affairs Programs, Volume III (p. 65-84). Palgrave Macmillan.

Irwin, L., & Lange, A. C. (2020). Challenging complicity: (Not) confronting racism in racially-themed parties. In J. C. Garvey, J. C. Harris, D. R. Means, R. J. Perez, & C. J. Porter (Eds.), Case studies for student development theory: Advancing social justice & inclusion in higher education (pp. 27-29). New York, NY: Routledge.

Irwin, L. N. & Posselt, J. R. (2022). A critical discourse analysis of mainstream college student leadership development models. Journal of Leadership Education, 21(4), 76-97.

Jarratt, L., Bowman, N. A., Polgreen, L. A., Kruckeberg, T., & Segre, A. M. (2019). Common data, uncommon use: Dining hall meal swipes predict retention and graduation. Change: The Magazine of Higher Learning, 51(6), 26-33.

Jarratt, L., Mohebali, M., & Bowman, N. A. (2022). Using the interdisciplinary theory of student success: Implications for practice, policy, research, and assessment. In N. A. Bowman (Ed.), How college students succeed: Making meaning across disciplinary perspectives (pp. 273-291). Stylus.

Kilgo, C. A., Linley, J. L., & Bennett, L. M. (2018). Critically examining the relationship between peer diversity interactions and psychological well-being. Journal of Student Affairs Research and Practice

Linley, J. L. (2017). Teaching to deconstruct whiteness in higher education. Whiteness and Education, 2(1), 48-59.

Linley, J. L. (2017). We are (not) all Bulldogs: Minoritized peer socialization agents' meaning-making about collegiate contexts. Journal of College Student Development, 58(5), 643-656.

Linley, J. L. (2018). Racism here, racism there, racism everywhere: The racial realities of minoritized peer socialization agents at a historically white institution. Journal of College Student Development, 59(1), 21-36.

Linley, J. L., & George-Jackson, C. E. (2013). Addressing underrepresentation in STEM fields through undergraduate interventions. In S. K. Watt & J. L. Linley (Eds.). Creating successful multicultural initiatives in higher education and student affairs: New Directions for Student Services, 144, 97-102.

Linley, J. L., & Watt, S. K. (2015). Facing the proverbial lion in the room. In Watt, S. K. (Ed.) Designing Transformative Multicultural Initiatives: Theoretical Foundations, Practical Applications and Facilitator Considerations (pp. 220-231). Sterling, VA: Stylus.

Mohebali, M., Louie, G., Weaver, K., Watt, S. K. (2021). Engaging head, heart, and hands toward Freirean praxis: Process-oriented research in the age of evidence-based outcomes. In T. M. Kress, R. Lake, E. L. Stein (Eds), Radically dreaming: Illuminating Freirean praxis in turbulent times. DIO Press.

Park, J. J., & Bowman, N. A. (2015). Religion as bridging or bonding social capital: Race, religion, and cross-racial interaction for college students. Sociology of Education, 88, 20-37. 

Park, J. J., Bowman, N. A., Denson, N., & Eagan, K. (2019). Race and class beyond enrollment: The link between socioeconomic diversity and cross-racial interaction. Journal of Higher Education, 90, 665-689.

Park, J. J., Denson, N., & Bowman, N. A. (2013). Does socioeconomic diversity make a difference? Examining the effects of racial and socioeconomic diversity on the campus climate for diversity. American Educational Research Journal, 50, 466-496.

Posselt, J. R., Hernandez, T., Villareal, C., Rodgers, A. J., & Irwin, L. N. (2020). Evaluation and decision making in higher education: Creating equitable repertoires of practice. In L. Perna (Ed.) Higher education: Handbook of theory and research (Vol. 35) (pp. 1-63). Springer.

Seifert, T.A., Drummond, J., and Pascarella, E.T. (2006). African-American students’ experiences of good practices: A comparison of institutional type. Journal of College Student Development, 47(2), 185-205.

Tapia-Fuselier, N. & Irwin, L. N. (2019). Strengths so white: Interrogating StrengthsQuest through a critical whiteness lens. Journal of Critical Scholarship on Higher Education and Student Affairs, 5(1), 30-44.

Taylor, J. L., Allen, T. O., An, B. P., Denecker, C., Edmunds, J. A., Fink, J., Giani, M. S., Hodara, M., Hu X., Tobolowsky, B. F., & Chen, W. (2022). Research priorities for advancing equitable dual enrollment policy and practice. University of Utah.

Turman, N. & Irwin, L. N. (in press). Centering Minority-Serving Institutions to counter dominant narratives about leadership identity development. In J. E. Owen (Ed.), New Directions for Student Leadership, No. 178. Wiley.

Yao, C. W., Oates, E., Briscoe, K., & Buell, K. J., & Rutt, J. (in press). Re/negotiating race and racialization for international students of color in the U.S. Journal of College Student Development.

An, B. P. (2010). The relations between race, family characteristics, and where students apply to college. Social Science Research, 39(2), 310–323.

An, B. P., & Sorensen, K. N. (2017). Family structure changes during high school and college selectivity. Research in Higher Education, 58(7), 695–722.

Bastedo, M. N., & Bowman, N. A. (2010). The U.S. News and World Report college rankings: Modeling institutional effects on organizational reputation. American Journal of Education, 116, 163-183. 

Bastedo, M. N., & Bowman, N. A. (2011). College rankings as an interorganizational dependency: Establishing the foundation for strategic and institutional accounts. Research in Higher Education, 52, 3-23. 

Bowman, N. A., & Bastedo, M. N. (2009). Getting on the front page: Organizational reputation, status signals, and the impact of U.S. News and World Report on student decisions. Research in Higher Education, 50, 415-436. 

Bowman, N. A., & Bastedo, M. N. (2011). Anchoring effects in world university rankings: Exploring biases in institutional reputation. Higher Education, 61, 431-444.

Bowman, N. A., & Bastedo, M. N. (2013). Anchoring effects in world university rankings: Reputation score biases and implications for emerging societies. In D. Araya & P. Marber (Eds.), Higher education in the global age: Universities, interconnections, and emerging societies (pp. 271-287). New York, NY: Routledge.

Bowman, N. A., Stroup, N. R., & Fenton-Miller, S. R. (2022). Enrollment of racially minoritized students in law school: Factors predicting within- and between-school variation. Journal of Higher Education. Advance online publication.

Bowman, N. A., Stroup, N. R., & Fenton-Miller, S. R. (2022). Promoting graduation outcomes for racially minoritized law school students: Examining the role of finances, racial representation, and prestige. Journal of Postsecondary Student Success, 1(4), 54-83.

Duta, A., An, B., & Iannelli, C. (2018). Social origins, academic strength of school curriculum and access to selective higher education institutions: Evidence from Scotland and the USA. Higher Education, 75(5), 769–784.

Young, R. L. (In press). Attainment and completion goals in the West. Policy Insights. Boulder, CO: Western Interstate Commission for Higher Education.

Young, R. L. & Morphew, C. C. (In Press). Privatization, higher education. In. P. N. Teixeira & J. Shin (Eds.) Encyclopedia of international higher education systems and institutions. Dordrecht, The Netherlands: Springer.

Barnhardt, C., Linley, J. L., Mollet, A. L., Phillips, C., & Young, R. (2017). Campus climate, peer dispositions, and the inclusion of LGBTQ students at a Jesuit university. Jesuit Higher Education, 6(2), 64-80.

Bowman, N. A. (2016). Religiously unaffiliated students in the United States: Characteristics, experiences, and outcomes. In K. Aune & J. Stevenson (Eds.), Religion and higher education in Europe and North America (pp. 55-68). New York, NY: Routledge

Bowman, N. A., & Small, J. L. (2010). Do college students who identify with a privileged religious group experience greater spiritual development? Exploring individual and institutional factors. Research in Higher Education, 51, 595-614. 

Bowman, N. A., & Small, J. L. (2012). Exploring a hidden form of minority status: College students’ religious affiliation and well-being. Journal of College Student Development, 53, 491-509.

Bowman, N. A., & Small, J. L. (2013). The experiences and spiritual growth of religiously privileged and religiously marginalized college students. In A. Bryant Rockenbach & M. J. Mayhew (Eds.), Spirituality in college students’ lives: Translating research into practice (pp. 19-34). New York, NY: Routledge.

Bowman, N. A., Felix, V., & Ortis, L. (2014). Religious/worldview identification and college student success. Religion & Education, 41, 117-133.

Bowman, N. A., Rockenbach, A. N., Mayhew, M. J., Riggers-Piehl, T., & Hudson, T. D. (2017). College students’ appreciative attitudes toward atheists. Research in Higher Education, 58, 98-118.

Bowman, N. A., & Toms Smedley, C. (2013). The forgotten minority: Examining religious affiliation and university satisfaction. Higher Education, 65, 745-760. 

Brandenberger, J. W., & Bowman, N. A. (2013). Reciprocal influences of spirituality, religious commitment, and prosocial development during college. In A. Bryant Rockenbach & M. J. Mayhew (Eds.), Spirituality in college students’ lives: Translating research into practice (pp. 121-137). New York, NY: Routledge.

Felix, V., & Bowman, N. A. (2015). A historical and research overview of religious/worldview identification in higher education. In J. L. Small (Ed.), Making meaning: Embracing spirituality, faith, religion, and life purpose in student affairs (pp. 37-57). Sterling, VA: Stylus.

Goodman, K., & Bowman, N. A. (2014). Making diversity work: Practices and policies to improve college student learning. In G. L. Martin & M. Hevel (Eds.), Research-driven practice in student affairs: Implications from the Wabash National Study of Liberal Arts Education (New Directions for Student Services, no. 147, pp. 37-48). San Francisco, CA: Jossey-Bass. 

Mayhew, M. J., Bowman, N. A., & Rockenbach, A. (2014). Silencing whom? Linking campus climates for religious, spiritual, and worldview diversity to student worldviews. Journal of Higher Education, 85, 219-245. 

Mayhew, M. J., Bowman, N. A., Rockenbach, A. N., Selznick, B., & Riggers-Piehl, T. (2018). Appreciative attitudes toward Jews among non-Jewish U.S. college students. Journal of College Student Development, 59, 71-89.

Mayhew, M. J., Rockenbach, A. N., Bowman, N. A., Lo, M. A., Starcke, M., Riggers-Piehl, T., & Crandall, R. E. (2017). Expanding perspectives on evangelicalism: How non-Evangelical students appreciate Evangelical Christianity. Review of Religious Research 89, 207-230.

Park, J. J., & Bowman, N. A. (2015). Religion as bridging or bonding social capital: Race, religion, and cross-racial interaction for college students. Sociology of Education, 88, 20-37. 

Rockenbach, A. N., Bowman, N. A., Riggers-Piehl, T., Mayhew, M. J., & Crandall, R. E. (2017). Respecting the LDS/Mormon minority on campus: College students’ attitudes toward Latter-Day Saints. Journal for the Scientific Study of Religion, 56(4), 798-819.

Rockenbach, A. N., Mayhew, M. J., Bowman, N. A., Morin, S. M., & Riggers-Piehl, T. (2017). An examination of non-Muslim college students’ attitudes toward Muslims. Journal of Higher Education, 88, 479-504.

Small, J. L., & Bowman, N. A. (2011). Religious commitment, skepticism, and struggle among college students: The impact of majority/minority religious affiliation and institutional type. Journal for the Scientific Study of Religion, 50, 154-174. 

Small, J. L., & Bowman, N. A. (2012). Religious identification and college student development: A literature review and synthesis. Religion & Education, 39, 64-75.

Small, J. L., & Bowman, N. A. (2018). Religious, Secular, and Spiritual Identities Convergence: Introduction to the special issue. Journal of College and Character, 19(1), 1-3.

Barnhardt, C. L. (2014). Campus-based organizing: Tactical repertoires of a contemporary student movement. In C. Broadhurst & G. L. Martin (Eds.), New Directions for Higher Education, No. 167 Radical academia? Understanding the climates for campus activists. pp.43-58. San Francisco: Jossey Bass.

Barnhardt, C. L. (2014). Occupying the Academy: Just How Important is Diversity Work in Higher Education? ed. by Christine Clark, Kenneth James Fasching-Varner, Mark Brimhall-Vargas (review). Journal of College Student Development, 55(2), 218-220.

Barnhardt, C. L. (2015). Campus Educational Contexts and Civic Participation: Organizational Links to Collective Action. The Journal of Higher Education, 86(1), 38-70.

Barnhardt, C. L. (2017). Challenges to Institutional Diversity: University Administrators Creating Pathways of Inclusion. In B. Overton, P.A. Pasque, & Burkhardt, J. C. (Eds.) Engaged Research and Practice: Higher Education and the Pursuit of the Public Good. (pp. 109-133). Sterling, VA: Stylus.

Barnhardt, C. L. (2017). Private Philanthropic Foundations’ Social Agendas and the Field of Higher Education. In M. B. Paulsen (Eds.), Higher Education: Handbook of Theory & Research (vol. 32, pp. 181-257). Springer. DOI:10.1007/978-3-319-48983-4_5

Barnhardt, C. L. (2018). Finding feminism: millennial activists and the unfinished gender revolution by Allison Dahl Crossley (Review). American Journal of Sociology, 124(1), 244-246.

Barnhardt, C. L. (2018). The lives of campus custodians: Insights into corporatization and civic disengagement in the academy. by Peter Magolda (Review). Contemporary Sociology, 47(2), 202-204.

Barnhardt, C. L. (2019). Brokering students’ political activism: A response for expanding student affairs professionals’ views. In P.M. Magolda, M.B. Baxter Magolda, & R. Carducci (Eds.), Contested issues in troubled times: Student affairs dialogues on equity, civility, and safety (pp. TBD). Sterling, VA: Stylus.

Barnhardt, C. L. (2019). Speak freely: Why universities must defend free speech by Keith E. Whittington (Review). Teachers College Record, TBD.

Barnhardt, C. L. (2019). The promise and struggles of campus-based student activism. In P.A. Sasso & J. L. DeVitis (Eds.), Student activism in the academy: Its struggles and promise (pp. TBD), Myers Publishing: Gorham, ME.

Barnhardt, C. L. (2020). The Involvement of an External Organization in College Campuses' Mobilization Processes. Journal of College Student Development, 61(4), 522-527.

Barnhardt, C. L. (2021). Campus mobilization at scale: Tactics, media attention, and legislative approaches. University of California, National Center for Free Speech and Civic Engagement.

Barnhardt, C. L. (in press). Newfield as a new field? The substance and subjectivities of a cross-disciplinary voice in the public domain. In J. L. DeVitis (Ed.), Engaging minds: Today’s public intellectuals and American higher education. Stylus.

Barnhardt, C. L., & Limani, A. (2022). A Proposal to Assess Civic Capacities in Higher Education: A Case for the Western Balkans-North Macedonia. In M. Öztürk (Ed.), Engagement with Sustainable Development in Higher Education (pp. 209-226) Springer.

Barnhardt, C. L., Sheets, J.E., & Pasquesi, K., (2015). You Expect What? Students’ Perceptions as Resources in Acquiring Commitments and Capacities for Civic Engagement. Research in Higher Education, 56(6). DOI 10.1007/s11162-014-9361-8

Barnhardt, C.L., Trolian, T. L., An, B.P., Rossmann, P. D., & Morgan, D. L. (2019). Civic learning while earning? The role of student employment in cultivating civic commitments and skills. Review of Higher Education 42(2), 707-737.

Bowman, N. A., Denson, N., & Park, J. J. (2016). Racial/cultural awareness workshops and post-college civic engagement: A propensity score matching approach. American Educational Research Journal, 53, 1556-1587.

Evans, M. E. & Lange, A. C. (2019). Supporting student activists: An appreciative inquiry. In G. Martin, C. Linder, & B. Williams (Eds.), Leadership learning through activism (New Directions for Student Leadership, No. 161). San Francisco, CA: Jossey-Bass.

Linder, C., Quaye, S. J., Lange, A. C., Evans, M. E., & Stewart, T. J. (2020). Identity-based student activism: Power and oppression on college campuses. Routledge.

Linder, C., Quaye, S. J., Lange, A. C., Roberts, E. R., Lacy, M., & Okello, W. (2019). “A student should have the privilege of just being a student”: Student activism as labor. The Review of Higher Education, 42(supplement), 37-62.

Stewart, T. J., Linder, C., Evans. M. E., Quaye, S. J., & Lange, A. C. (2022). “You hired me to do this”: Power, identity, and educators' support of campus activists. Journal of Student Affairs Research and Practice, 59(1), 44-58.

Stroup, N. R. (2019). Accreditation and anticipatory socialization to doctoral education in Kosovo. Journal of Comparative and International Higher Education, 11(Winter), 196-198.

Trolian, T. L., & Barnhardt, C. L. (2017). Shaping students’ civic commitments: The influence of college cocurricular involvement. Journal of College Student Development, 58(2), 141-158. doi: 10.1353/csd.2017.0012

Trolian, T., & Barnhardt, C. L. (2017). The Influence of College Co-curricular Involvement on Students' Attitudes about Social and Political Involvement. Journal of College Student Development. 58(2), 141-158.

Jarratt, L., Martin-Stanley, C. R., Linley, J. L., Mollett, A. L., Anderson, D. L., & Mohebali, M. (2022). Underlife: Peer socialization agents’ resistance to higher education diversity narratives. Journal of Diversity in Higher Education. Advance online publication.

Lange, A. C., Linley, J. L., & Kilgo, C. A. (2022). Trans students’ college choice & journeys to undergraduate education. Journal of Homosexuality, 69(10), 1721-1742.

Linley, J. L. (2017). We are (not) all Bulldogs: Minoritized peer socialization agents' meaning-making about collegiate contexts. Journal of College Student Development, 58(5), 643-656.

Linley, J. L. (2018). Racism here, racism there, racism everywhere: The racial realities of minoritized peer socialization agents at a historically white institution. Journal of College Student Development, 59(1), 21-36.

Padgett, R.D., Goodman, K.M., Johnson, M.P., Saichaie, K., Umbach, P.D., & Pascarella, E.T.(2010). The impact of college student socialization, social class, and race on need for cognition. New Directions for Institutional Research, 145, 99-111. San Francisco: Jossey-Bass.

Posselt, J. R., Hernandez, T., Villareal, C., Rodgers, A. J., & Irwin, L. N. (2020). Evaluation and decision making in higher education: Creating equitable repertoires of practice. In L. Perna (Ed.) Higher education: Handbook of theory and research (Vol. 35) (pp. 1-63). Springer.

Stroup, N. R. (2019). Accreditation and anticipatory socialization to doctoral education in Kosovo. Journal of Comparative and International Higher Education, 11(Winter), 196-198.

Weaver, K. E., Lange, A. C., & Linley, J. L. (2021). White student leaders’ deflections of diversity conversations. International Journal of Qualitative Studies in Education.

An, B. P. (2010). The relations between race, family characteristics, and where students apply to college. Social Science Research, 39(2), 310–323.

An, B. P. (2013). The impact of dual enrollment on college-degree attainment: Do low-SES students benefit? Educational Evaluation and Policy Analysis, 35(1), 57-75.

An, B. P. (2021). Formal and social-psychological elements of secondary schooling on college major selection. Research in Higher Education Journal, 42, 1–18.

An, B. P., & Sorensen, K. N. (2017). Family structure changes during high school and college selectivity. Research in Higher Education, 58(7), 695–722.

Anderson, D. M., Broton, K. M., Goldrick‐Rab, S., & Kelchen, R. (2020). Experimental evidence on the impacts of need‐based financial aid: Longitudinal assessment of the Wisconsin Scholars Grant. Journal of Policy Analysis and Management, 39(3), 720-739. doi: 10.1002/pam.22190.

Bastedo, M. N., & Bowman, N. A. (2017). Improving admission of low-SES students at selective colleges: Results from an experimental simulation. Educational Researcher, 46, 67-77.

Bastedo, M. N., Bowman, N. A., Glasener, K. M., & Kelly, J. L. (2018). What are we talking about when we talk about holistic review? Selective college admissions and its effects on low-SES students. Journal of Higher Education, 89, 782-805.

Bastedo, M. N., Glasener, K. M., Deane, K. C., & Bowman, N. A. (2022). Contextualizing the SAT: Experimental evidence on college admissions recommendations for low-SES applicants. Educational Policy, 36(2), 282-311.

Bowman, N. A. (Ed.). (2022). How college students succeed: Making meaning across disciplinary perspectives. Stylus.

Bowman, N. A., & Bastedo, M. N. (2018). What role may admissions office diversity and practices play in equitable decisions? Research in Higher Education, 59, 430-447.

Bowman, N. A., & Garvey, J. C. (2022). Theories, findings, and implications from higher education research on student success. In N. A. Bowman (Ed.), How college students succeed: Making meaning across disciplinary perspectives (pp. 28-50). Stylus.

Bowman, N. A., Kim, S., Ingleby, L., Ford, D. C., & Sibaouih, C. (2018). Improving college access at low-income high schools? The impact of GEAR UP Iowa on postsecondary enrollment and persistence. Educational Evaluation and Policy Analysis, 40, 399-419.

Bowman, N. A., Mohebali, M., & Jarratt, L. (2022). An interdisciplinary theory of college student success. In N. A. Bowman (Ed.), How college students succeed: Making meaning across disciplinary perspectives (pp. 238-272). Stylus.

Broton, K. M. (2019). Rethinking the cooling out hypothesis for the 21st century: The impact of financial aid on students’ educational goals. Community College Review, 47(1), 79–104.

Broton, K. M. (2020). A review of estimates of housing insecurity and homelessness among students in U.S. higher education. Journal of Social Distress and Homelessness, 29(1), 25-38.

Broton, K. M. (in press). Poverty in American higher education: The relationship between housing insecurity and academic attainment. Journal of Postsecondary Student Success.

Broton, K., & Goldrick-Rab, S. (2016). The Dark Side of College (Un)Affordability: Food and Housing Insecurity in Higher Education. Change 48(1), 16-25.

Broton, K. M., & Goldrick-Rab, S. (2018). Going Without: An Exploration of Food and Housing Insecurity Among Undergraduates. Educational Researcher, 47(2), 121–133.

Broton, K. M., Goldrick-Rab, S. & Benson, J. (2016). Working for College: The Causal Impacts of Financial Grants on Undergraduate Employment. Educational Evaluation and Policy Analysis, 38(3), 477-494. doi: 10.3102/0162373716638440.

Broton, K. M., Katsumoto, S., & Monaghan, D. B. (2021). Food for thought: Assessing the experimental impact of providing food prior to placement testing at a community college. Journal of College Student Development, 62(3), 356-361.

Broton, K. M., Miller, G. N. S., & Goldrick-Rab, S. (2020). College on the margins: Higher education   professionals’ perspectives on campus basic needs insecurity. Teachers College Record, 122(3).

Broton, K. M., Mohebali, M., & Lingo, M. (in press). Basic needs insecurity and mental health: Community college students’ dual challenges and use of social support. Community College Review. 

Broton, K. M., Weaver, K. E., & Mai, M. (2018). Hunger in higher education: Experiences and correlates of food insecurity among Wisconsin undergraduates from low-income families. Social Sciences, 7(10), 179.

Duta, A., An, B., & Iannelli, C. (2018). Social origins, academic strength of school curriculum and access to selective higher education institutions: Evidence from Scotland and the USA. Higher Education, 75(5), 769–784.

Hossler, D., Chung, E., Kwon, J., Lucido, J., Bowman, N. A., & Bastedo, M. N. (2019). A study of the use of nonacademic factors in holistic undergraduate admissions reviews. Journal of Higher Education, 90, 833-859.

Jarratt, L., Mohebali, M., & Bowman, N. A. (2022). Using the interdisciplinary theory of student success: Implications for practice, policy, research, and assessment. In N. A. Bowman (Ed.), How college students succeed: Making meaning across disciplinary perspectives (pp. 273-291). Stylus.

Kim, S., & Bowman, N. A. (2019). What’s in a name? The impact of divergent definitions of first-generation college students. Teachers College Record.

Kim, S., Bowman, N. A., Ingleby, L., Ford, D. C., & Sibaouih, C. (2021). Promoting educational success: Which GEAR UP services lead to postsecondary enrollment and persistence? Educational Policy, 35(1), 101-130.

Lingo, M., & An, B. P. (in press). The role of parental education on participation in outside the classroom activities. Journal of Student Affairs Research and Practice.

Park, J. J., Bowman, N. A., Denson, N., & Eagan, K. (2019). Race and class beyond enrollment: The link between socioeconomic diversity and cross-racial interaction. Journal of Higher Education, 90, 665-689.

Park, J. J., Denson, N., & Bowman, N. A. (2013). Does socioeconomic diversity make a difference? Examining the effects of racial and socioeconomic diversity on the campus climate for diversity. American Educational Research Journal, 50, 466-496.

Park, S., & Pascarella, E. T. (2010). Community college attendance and socioeconomic plans. Community College Journal of Research and Practice, 34(9), 700–716.

Trawver, K., Broton, K. M., Maguire, J., & Crutchfield, R. (2020). Researching food and housing insecurity among America’s college students: Lessons learned and future steps. Journal of Social Distress and Homelessness, 29(1), 39-46. doi: 10.1080/10530789.2020.1678809.

Wolniak, G., & Pascarella, E. (2007). Initial evidence on the long-term impacts of work colleges. Research in Higher Education, 48(1), 39-71.

Wolniak, G., Seifert, T., Reed, E., & Pascarella, E. (2008). College majors and social mobility. Research in Social Stratification and Mobility, 26, 123-139.

Barnhardt, C. L. (2017). Private Philanthropic Foundations’ Social Agendas and the Field of Higher Education. In M. B. Paulsen (Eds.), Higher Education: Handbook of Theory & Research (vol. 32, pp. 181-257). Springer.

Barnhardt, C. L. (2019). Brokering students’ political activism: A response for expanding student affairs professionals’ views. In P. M. Magolda, M. B. Baxter Magolda, & R. Carducci (Eds.), Contested issues in troubled times: Student affairs dialogues on equity, civility, and safety (pp. TBD). Sterling, VA: Stylus.

Barnhardt, C., Linley, J. L., Mollet, A. L., Phillips, C., & Young, R. (2017). Campus climate, peer dispositions, and the inclusion of LGBTQ students at a Jesuit university. Jesuit Higher Education, 6(2), 64-80.

Barnhardt, C. L., & Phillips, C. W. (2017). A Developmental Perspective on Organizing for Social Responsibility: A Task for Higher Education Organizations and Scholars. In J. Huisman & M. Tight (Eds.), Theory and Method in Higher Education Research (vol. 3, pp. 77-97). Bingly, UK: Emerald Publishing Limited.

Beatty, C., Irwin, L. N., Owen, J. E., Tapia-Fuselier, N., Cohen-Durr, E., Hassell-Goodman, S., Guthrie, K., Rocco, M., & Yamanaka, A. (2020). A call for centering social identities: Priority 1 of the National Leadership Education Research Agenda 2020-2025. Journal of Leadership Studies, 14(3), 39-44. 

Bettencourt, G. M., Irwin, L. N., Kitchen, J. A., & Corwin, Z. B. (2022). Understanding how student support practitioners navigated ideal worker norms during COVID-19: The role of job-crafting. American Behavioral Scientist. Advance online publication.

Bowman, N. A. (2019). Considering the practical usefulness of higher education research and theory in promoting equity, civility, and safety. In P. M. Magolda, M. B. Baxter Magolda, & R. Carducci (Eds.), Contested issues in troubled times: Student affairs dialogues on equity, civility, and safety (pp. 370-376). Sterling, VA: Stylus.

Bowman, N. A., & Levtov, A. H. (2020). Understanding and using growth mindset to foster college student learning and achievement. In K. Culver & T. L. Trolian (Eds.), Effective instruction in college classrooms: Research-based approaches to college and university teaching (New Directions for Teaching and Learning, no. 164, pp. 75-84). Jossey-Bass.

Broton, K., & Cady, C. (Eds.). (2020). Food insecurity on campus: Action and intervention. Johns Hopkins University Press.

Broton, K., & Goldrick-Rab, S. (2016). The Dark Side of College (Un)Affordability: Food and Housing Insecurity in Higher Education. Change 48(1), 16-25. doi: 10.1080/00091383.2016.1121081.

Broton, K. M., Mohebali, M., & Lingo, M. (in press). Basic needs insecurity and mental health: Community college students’ dual challenges and use of social support. Community College Review. 

Foste, Z. & Irwin, L. N. (in press). Race, whiteness, and student life in on-campus housing: A case study of three universities. American Educational Research Journal.

Irwin, L. N. (2020). [Review of the book We are the leaders we’ve been waiting for, by J. Owen]. Journal of Leadership Studies, 14(3), 97-101.

Irwin, L. N. (2021). [Review of the book Dare to lead, by B. Brown]. Journal of Women and Gender in Higher Education, 14(2), 240-243.

Irwin, L. N. (2021). Student affairs leadership educators’ negotiations of racialized legitimacy. Journal of Leadership Education, 20(4), 132-151.

Irwin, L. N. (2022). White normativity: Tracing historical and contemporary (re)productions of whiteness in higher education. In Z. Foste & T. Tevis (Eds.), Critical whiteness praxis in higher education & student affairs: Considerations for the pursuit of racial justice on campus (pp. 48-69). Stylus.

Irwin, L. N. (in press). White normativity: Tracing historical and contemporary (re)productions of whiteness in higher education. In Z. Foste & T. Tevis (Eds.), Critical whiteness praxis in higher education & student affairs: Considerations for the pursuit of racial justice on campus. Stylus.

Irwin, L. N. & Foste, Z. (2021). Service-learning and racial capitalism: On the commodification of People of Color for white advancement. The Review of Higher Education, 44(4), 419-446.

Irwin, L. N. & Foste, Z.H. (2021). The pervasive whiteness of service-learning: The case for pedagogies of humility. In L. Parson & C. Ozaki (Eds). Teaching & Learning for Social Justice and Equity in Higher Education: Strategies and Student Affairs Programs, Volume III (p. 65-84). Palgrave Macmillan.

Irwin, L. N. & Posselt, J. R. (2022). A critical discourse analysis of mainstream college student leadership development models. Journal of Leadership Education, 21(4), 76-97.

Jarratt, L., Martin-Stanley, C. R., Linley, J. L., Mollett, A. L., Anderson, D. L., & Mohebali, M. (2022). Underlife: Peer socialization agents’ resistance to higher education diversity narratives. Journal of Diversity in Higher Education. Advance online publication.

Linley, J. L. (2017). We are (not) all Bulldogs: Minoritized peer socialization agents' meaning-making about collegiate contexts. Journal of College Student Development, 58(5), 643-656.

Linley, J. L. (2018). Racism here, racism there, racism everywhere: The racial realities of minoritized peer socialization agents at a historically white institution. Journal of College Student Development, 59(1), 21-36.

Linley, J. L., & Kilgo, C. A. (2018). Expanding agency: Centering gender identity in college and university record systems. Journal of College Student Development, 59(3), 359-365.

Linley, J. L., Nguyen, D., Brazelton, G. B., Becker, B., Renn, K. A.& Woodford, M. (2016). Faculty as sources of support for LGBTQ college students. College Teaching 64(2), 55-63. DOI: 10.1080/87567555.2015.1078275.

Linley, J. L., Renn, K. A. & Woodford, M. (2018). Examining the ecological systems of LGBTQ STEM majors. Journal of Women and Minorities in Science and Engineering, 24(1), 1-16.

Martin, G. L., & Seifert, T. A. (2011). The relationship between students' interactions with student affairs professionals and cognitive development in the first year of college. Journal of Student Affairs Research and Practice, 48(4), 389-410.

Nesheim, B. E., Guentzel, M.J., Kellogg, A.H., McDonald, W.H., Wells, C.A., & Whitt, E.J. (2007). Outcomes for students of student affairs-academic affairs partnership programs. Journal of College Student Development, 48(4), 435-454.

Pascarella, E. T., Cruce, T., Umbach, P. D., Wolniak, G. C., Kuh, G. D., Carini, R. M., et al. (2006). Institutional selectivity and good practices in undergraduate education: How strong is the link? The Journal of Higher Education, 77(2), 251-285.

Posselt, J. R., Hernandez, T., Villareal, C., Rodgers, A. J., & Irwin, L. N. (2020). Evaluation and decision making in higher education: Creating equitable repertoires of practice. In L. Perna (Ed.) Higher education: Handbook of theory and research (Vol. 35) (pp. 1-63). Springer.

Stewart, T. J., Linder, C., Evans. M. E., Quaye, S. J., & Lange, A. C. (2022). “You hired me to do this”: Power, identity, and educators' support of campus activists. Journal of Student Affairs Research and Practice, 59(1), 44-58.

Stroup, N. R. (2019). Accreditation and anticipatory socialization to doctoral education in Kosovo. Journal of Comparative and International Higher Education, 11(Winter), 196-198.

Tapia-Fuselier, N. & Irwin, L. N. (2019). Strengths so white: Interrogating StrengthsQuest through a critical whiteness lens. Journal of Critical Scholarship on Higher Education and Student Affairs, 5(1), 30-44.

Trolian, T. L. (2014). What the Wabash National Study can teach us about at-risk student populations. In G. Martin & M. Hevel (Eds.), Research-driven practice in student affairs: Implications from the Wabash National Study of Liberal Arts Education. New Directions for Student Services No. 147 (pp. 77-87). San Francisco: Jossey-Bass.

Turman, N. & Irwin, L. N. (in press). Centering Minority-Serving Institutions to counter dominant narratives about leadership identity development. In J. E. Owen (Ed.), New Directions for Student Leadership, No. 178. Wiley.

Umbach, P.D., Padgett, R.D., & Pascarella, E.T. (2010). The impact of working on undergraduate students’ interactions with faculty. In L. W. Perna (Ed.), Understanding the meaning of 'work' for today's undergraduates (pp. 234-257). Sterling, VA: Stylus Publishing, LLC.

Wells, R., Seifert, T., Park, S., Reed, E., & Umbach, P. (2007). Job satisfaction of international faculty in U.S. higher education. Journal of the Professoriate, 2(1), 5-32.

Whitt, E.J., Elkins Nesheim, B., Guentzel, M.J., Kellogg, A.H., McDonald, W.M., & Wells, C.A. (2008). "Principles of good practice" for academic and student affairs partnership programs. Journal of College Student Development, 49(3), 235-249. 

Beatty, C., Irwin, L. N., Owen, J. E., Tapia-Fuselier, N., Cohen-Durr, E., Hassell-Goodman, S., Guthrie, K., Rocco, M., & Yamanaka, A. (2020). A call for centering social identities: Priority 1 of the National Leadership Education Research Agenda 2020-2025. Journal of Leadership Studies, 14(3), 39-44. 

Bowman, N. A., & Felix, V. (2017). It’s who I am: Student identity centrality and college student success. Journal of Student Affairs Research and Practice, 54, 235-247.

Foste, Z. H. & Irwin, L. N. (2020). Applying critical whiteness studies in college student development theory and research. Journal of College Student Development, 61(4), 439-455.

Hill, R. L., Nguyen, D. J., Kilgo, C. A., Shea, H. D., Lange, A. C., Renn, K. A., & Woodford, M. R. (2021). How LGBTQ+ students thrive in college. Journal of Student Affairs Research and Practice, 58(3), 267-281.

Irwin, L. N. & Foste, Z.H. (2021). The pervasive whiteness of service-learning: The case for pedagogies of humility. In L. Parson & C. Ozaki (Eds). Teaching & Learning for Social Justice and Equity in Higher Education: Strategies and Student Affairs Programs, Volume III (p. 65-84). Palgrave Macmillan.

Kako, B., Dong, J. W., An, B. P., McLoud T. C., Durfee, S. M., Jacene, H. A., Chow, D. Z., Wang, Y. Hyun, H., & Ng, T. S. C. (in press). Key factors to attract more U.S. diagnostic radiology residents into the field of nuclear medicine and molecular imaging: A national survey. Academic Radiology.

Lange, A. C., Duran, A., & Jackson, R. (2019). The state of LGBT and queer research in higher education revisited: Current academic houses and future possibilities. Journal of College Student Development, 60(5), 511-526.

Lange, A. C. & Stewart, D-L. (2019). High-impact practices. In E. S. Abes, S. R. Jones, & D-L. Stewart (Eds.), Rethinking college student development theory using critical frameworks (pp. 221-235). Sterling, VA: Stylus.

Linley, J. L. (2017). We are (not) all Bulldogs: Minoritized peer socialization agents' meaning-making about collegiate contexts. Journal of College Student Development, 58(5), 643-656.

Linley, J. L., Lange, A. C., Stroup, N. R., & Irwin, L. N. (2022). A conceptual approach to teaching college student development theory (Teaching Brief). Region IV-E, NASPA: Student Affairs Administrators in Higher Education.

Ng, T. S. C., An, B. P., Cho, S. Y., & Hyun, H. (2021). US trainee and faculty perspectives on exposure to nuclear medicine/molecular imaging during medical school. Current Problems in Diagnostic Radiology, 50(5), 585-591.

Quaye, S. J., & Lange, A. C. (in press). Pete’s letter: A student activist’s message to campus administrators. Journal of Diversity in Higher Education.

Bowman, N. A. (Ed.). (2022). How college students succeed: Making meaning across disciplinary perspectives. Stylus.

Bowman, N. A., & Garvey, J. C. (2022). Theories, findings, and implications from higher education research on student success. In N. A. Bowman (Ed.), How college students succeed: Making meaning across disciplinary perspectives (pp. 28-50). Stylus.

Bowman, N. A., Mohebali, M., & Jarratt, L. (2022). An interdisciplinary theory of college student success. In N. A. Bowman (Ed.), How college students succeed: Making meaning across disciplinary perspectives (pp. 238-272). Stylus.

Jarratt, L., Mohebali, M., & Bowman, N. A. (2022). Using the interdisciplinary theory of student success: Implications for practice, policy, research, and assessment. In N. A. Bowman (Ed.), How college students succeed: Making meaning across disciplinary perspectives (pp. 273-291). Stylus.

Katsumoto, S., & Bowman, N. A. (2021). Changes in psychological well-being among international students in the U.S.: The role of interactions with students, faculty, and staff. Journal of College Student Development, 62(3), 345-350.

Ng, T. S. C., An, B. P., Cho, S. Y., & Hyun, H. (2021). US trainee and faculty perspectives on exposure to nuclear medicine/molecular imaging during medical school. Current Problems in Diagnostic Radiology, 50(5), 585-591.

Posselt, J. R., Hernandez, T., Villareal, C., Rodgers, A. J., & Irwin, L. N. (2020). Evaluation and decision making in higher education: Creating equitable repertoires of practice. In L. Perna (Ed.) Higher education: Handbook of theory and research (Vol. 35) (pp. 1-63). Springer.

Sander, E., Lobb, J., Ankrum, J. A., Bowman, N. A., & Fenton-Miller, S. (2022). Computational bioengineering summer research experience for undergraduates: Launching an REU program during a pandemic. Proceedings of the Annual Conference of the American Society for Engineering Education (Paper #38284).

Trolian, T. L., Jach, E. A., Ogren, C. A., & Hanson, J. M. (2018). Women students’ interactions with faculty and exposure to good teaching at colleges and universities with varying histories of admitting women. Research in Higher Education, 59, 461-488.

Trolian, T. L., & Parker, E. T. (2017). Moderating influences of student-faculty interactions on students’ graduate and professional school aspirations. Journal of College Student Development, 58(8), 1261-1267. doi: 10.1353/csd.2017.0098

Brunsting, N. C., Chiles, P. L., Harrison, J. K., Crippen, M. K., Kathuria, S., Bingham, W. P., Katsumoto, S.,  Chen, A., Holmes, I., & Li, L. (2023). Mapping the knowledge base in study abroad from the United States: A scoping review from 2001 to 2021. International Journal of Intercultural Relations92, Article 101745, 1-20.

Hou, M., Yu, J., & Katsumoto, S. (2023). Methodological Approaches to the Study of International Students. Critical Internationalization Studies Review2(1), 49-52.

Hou, M., Yu, J., & Katsumoto, S. (2023). Theoretical approaches to the study of international students. Critical Internationalization Studies Review2(1), 53-58.

Katsumoto, S., & Bowman, N. A. (2021). Changes in psychological well-being among international students in the U.S.: The role of interactions with students, faculty, and staff. Journal of College Student Development, 62(3), 345-350.

Katsumoto, S., & Bowman, N. A. (2021). The link between high-impact practices and college success among international students in the U.S. Journal of Diversity in Higher Education. Advance online publication.

Katsumoto, S., Stroup, N., & Barnhardt, C. L. (in press). Unsettling experiences: Factors that discourage international students from desiring research and teaching careers. AERA Open.

Loes, C. N., & An, B. P. (in press). Study abroad enhances cognitive development. Journal of Student Affairs Research and Practice.

Salisbury, M. H., An, B. P., & Pascarella, E. T. (2013). The effect of study abroad on intercultural competence among undergraduate college students. Journal of Student Affairs Research and Practice, 50(1), 1–20.

Salisbury, M. H., Paulsen, M. B., & Pascarella, E. T. (2010). To see the world or stay at home: Applying an integrated student choice model to explore the gender gap in the intent to study abroad. Research in Higher Education, 51(7), 615-640. 

Salisbury, M. H., Paulsen, M. B., & Pascarella, E. T. (2011). Why do all the study abroad students look alike? Using an integrated student choice model to explore differences in the development of white and minority students' intent to study abroad. Research in Higher Education, 52 (2), 123-150.

Salisbury, M. H., Umbach, P. D., Paulsen, M. B., Pascarella, E. T. (2009). Going global: Understanding the choice process of the intent to study abroad. Research in Higher Education, 50, 119-143.

Yao, C. W., Oates, E., Briscoe, K., & Buell, K. J., & Rutt, J. (in press). Re/negotiating race and racialization for international students of color in the U.S. Journal of College Student Development.

Armour, C. D. (2022). Disrupting accommodations through universal design for learning in higher education. In R. Ammigan, R. Y. Chan, & K. Bista (Eds.), COVID-19 and higher education in the global context: Exploring contemporary issues and challenges (pp. 93-106). STAR Scholars.

Barnhardt, C. L. (in press). Newfield as a new field? The substance and subjectivities of a cross-disciplinary voice in the public domain. In J. L. DeVitis (Ed.), Engaging minds: Today’s public intellectuals and American higher education. Stylus.

Bowman, N. A. (Ed.). (2022). How college students succeed: Making meaning across disciplinary perspectives. Stylus.

Bowman, N. A., & Culver, K. (2018). Promoting equity and student learning: Rigor in undergraduate academic experiences. In C. M. Campbell (Ed.), Reframing notions of rigor: Building scaffolding for equity and student success (New Directions for Higher Education, no. 181, pp. 47-57). San Francisco, CA: Jossey-Bass.

Bowman, N. A., & Garvey, J. C. (2022). Theories, findings, and implications from higher education research on student success. In N. A. Bowman (Ed.), How college students succeed: Making meaning across disciplinary perspectives (pp. 28-50). Stylus.

Bowman, N. A., Jarratt, L., Culver, K., & Segre, A. M. (2019). How prior pair programming experience affects students’ pair programming experiences and outcomes. Proceedings of the Annual Conference on Innovation and Technology in Computer Science Education, Aberdeen, Scotland, 24, 170-175.

Bowman, N. A., Jarratt, L., Culver, K., & Segre, A. M. (2020). (Mis)match of students’ country of origin and the impact of collaborative learning in computer science. Proceedings of the Annual Conference of the American Society for Engineering Education.

Bowman, N. A., Jarratt, L., Culver, K., & Segre, A. M. (2020). Pair programming in perspective: Effects on persistence, achievement, and equity in computer science. Journal of Research on Educational Effectiveness, 13(4), 731-758.

Bowman, N. A., Jarratt, L., Culver, K., & Segre, A. M. (2021). The impact of pair programming on college students’ interest, perceptions, and achievement in computer science. ACM Transactions on Computing Education, 21(3), 1-19.

Bowman, N. A., Logel, C., LaCosse, J., Jarratt, L., Canning, E. A., Emerson, K. T. U., & Murphy, M. C. (2022). Gender representation and academic achievement among STEM-interested students in college STEM courses. Journal of Research in Science Teaching, 59(10), 1876-1900.

Bowman, N. A., Mohebali, M., & Jarratt, L. (2022). An interdisciplinary theory of college student success. In N. A. Bowman (Ed.), How college students succeed: Making meaning across disciplinary perspectives (pp. 238-272). Stylus.

Bowman, N. A., Preschel, S., & Martinez, D. (2023). Does Supplemental Instruction improve grades and retention? A propensity score analysis approach. Journal of Experimental Education, 91(2), 205-229.

Bowman, N. A., Wolniak, G. C., Seifert, T. A., Wise, K., & Blaich, C. (in press). The long-term role of undergraduate experiences: Predicting intellectual and civic outcomes. Research in Higher Education.

Culver, K., Bowman, N. A., Youngerman, E., Jang, N., & Just, C. (2022). Promoting equitable achievement in STEM: Lab report writing and online peer review. Journal of Experimental Education, 90(1), 23-45.

Hanson, J. M., Paulsen, M. B., & Pascarella, E. T. (2016). Understanding graduate school aspirations: The effect of good teaching practices. Higher Education, 71(5), 735-752.

Jarratt, L., Bowman, N. A., Culver, K., & Segre, A. M. (2019). A large-scale experimental study of gender and pair composition in pair programming. Proceedings of the Annual Conference on Innovation and Technology in Computer Science Education, Aberdeen, Scotland, 24, 176-181

Kilgo, C. A., Culver, K. C., Young, R. L., & Paulsen, M. B. (2017). The Relationship Between Students’ Perceptions of “Good Practices for Undergraduate Education” and the Paradigmatic Development of Disciplines in Course-Taking Behavior. Research in Higher Education, 58(4), 430-448.

Linley, J. L. (2017). Teaching to deconstruct whiteness in higher education. Whiteness and Education, 2(1), 48-59.

Linley, J. L., & George-Jackson, C. E. (2013). Addressing underrepresentation in STEM fields through undergraduate interventions. In S. K. Watt & J. L. Linley (Eds.). Creating successful multicultural initiatives in higher education and student affairs: New Directions for Student Services, 144, 97-102.

Linley, J. L., Lange, A. C., Stroup, N. R., & Irwin, L. N. (2022). A conceptual approach to teaching college student development theory (Teaching Brief). Region IV-E, NASPA: Student Affairs Administrators in Higher Education.

Linley, J. L., & Nguyen, D. (2015). LGBTQ experiences in curricular contexts. In Stewart, D.L., Renn, K., & Brazelton, G.B. (Eds.), New Directions for Student Services (152), 41-53.

Linley, J. L., Nguyen, D., Brazelton, G. B., Becker, B., Renn, K. A.& Woodford, M. (2016). Faculty as sources of support for LGBTQ college students. College Teaching 64(2), 55-63. DOI: 10.1080/87567555.2015.1078275.

Loes, C. N., & An, B. P. (2021). Collaborative learning and need for cognition: Considering the mediating role of deep approaches to learning. Review of Higher Education, 45(2), 149–179.

Loes, C. N., An, B. P., Pascarella, E. T. (2019). Does effective classroom instruction enhance bachelor’s degree completion? Some initial evidence. Review of Higher Education, 42(3), 903-931.

Loes, C. N., An, B. P., Saichaie, K., & Pascarella, E. T. (2017). Does collaborative learning influence persistence to the second year of college?  The Journal of Higher Education, 88(1), 62-84.

Loes, C. N., Culver, K. C., & Trolian, T. L. (2018). How collaborative learning enhances students’ openness to diversity. The Journal of Higher Education.

Loes, C. N., & Pascarella, E. T. (2015). The benefits of good teaching extend beyond course achievement. Journal of the Scholarship of Teaching and Learning, 15(2), 1-13.

Loes, C. N., & Saichaie, K. (2016). Cognitive effects of technology over four years of college. Journal for the Study of Postsecondary and Tertiary Education, 1, 181–196.

Loes, C. N., Saichaie, K., Padgett, R. D., & Pascarella, E. T. (2012). The effects of teacher behaviors on students’ inclination to inquire and lifelong learning. International Journal for the Scholarship of Teaching & Learning, 6(2), 1-20.

Loes, C. N., Salisbury, M. H., & Pascarella, E. T. (2014). Student perceptions of effective instruction and the development of critical thinking: A replication and extension. Higher Education, 69(5), 823-838.

Mayhew, M. J., Wolniak, G. C., & Pascarella, E. T. (2008). How educational practices affect the development of life-long learning orientations in traditionally-aged undergraduate students. Research in Higher Education, 49, 337-356.

Pascarella, E. T., Salisbury, M. H., Blaich, C. (2011). Exposure to effective instruction and college student persistence: A multi-institutional replication and extension. Journal of College Student Development, 52(1), 4-19.

Pascarella, E. T., Seifert, T. A., & Whitt, E. J. (2008). Effective instruction and college student persistence: Some new evidence. New Directions for Teaching and Learning, 115, 55-70.

Pascarella, E. T., Wang, J. S., Trolian, T. L. & Blaich, C. (2013). How the Instructional and Learning Environments of Liberal Arts Colleges Enhance Cognitive Development. Higher Education, 66(5), 569-583.

Roksa, J., Trolian, T. L., Blaich, C., & Wise, K. (2017). Facilitating academic performance in college: Understanding the role of clear and organized instruction. Higher Education, 74(2), 283-300. doi: 10.1007/s10734-016-0048-2

Seifert, T. A. & Umbach, P. D. (2008). The effects of faculty demographic characteristics and disciplinary context on dimensions of job satisfaction. Research in Higher Education, 49, 357-381.

Sheets, J. K. E., Barnhardt, C. L., Phillips, C. W., & Valdes, P.H. (2018). The impact of faculty work-life factors on faculty service morale. Journal of Faculty Development, 32(2), 1-13.

Trolian, T. L., Jach, E. A., Ogren, C. A., & Hanson, J. M. (2018). Women students’ interactions with faculty and exposure to good teaching at colleges and universities with varying histories of admitting women. Research in Higher Education, 59, 461-488.

Watt, S.K. & Linley, J. L. (Eds.). (2013). Creating successful multicultural initiatives in higher education and student affairs: New Directions for Student Services, 144. John Wiley & Sons.

Whitt, E.J. (2006). Are all of your educators educating? About Campus, 10(6), 2-9. 

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