The Deliberate Choice: From President to Professor<\/h2>\r\n
A Philosophy in Action:<\/strong> After serving in an interim presidency role, I made the conscious decision to pursue a tenure-track faculty position. This choice was driven by the belief that to lead an academic community with ultimate legitimacy, one must fully understand and participate in its central endeavors of scholarship, teaching, and service. My publications and research investigate affective domain learning, learning outcomes assessment, and student retention\u2014specifically, how to measure\/evaluate and improve the non-cognitive factors that influence persistence and enhance belonging. I learn through practical multimethod research situated in an organizational institutionalism<\/em> framework drawing from diverse academic fields including anthropology, economics, education, management, leadership, political science, psychology, and sociology. Three broad areas have thus far provided fertile ground for *my* intellectual craftsmanship<\/em> (Mills, 1959): formative assessment of affective domain learning, student persistence & retention, and organizational emotions.<\/p>\r\n My scholarship provides the evidence-driven framework<\/em> for diagnosing gaps and building more effective student support systems. It ensures that initiatives aimed at “student success” are grounded in evidence, not just intuition.<\/p>\r\n In, R. Delgado-Riley & S. Boren (Eds.) (2027). Human-centric approaches to student affairs assessment: Making people count. <\/i><\/em>Routledge.<\/p>\r\n Favela, D., & Nix, V. (2026, forthcoming). \u201cThe cost of caring”: How veterinary students navigate motivation, mentorship, and the NAVLE. Submitted to Journal of <\/em>Management Policy and Practice<\/em>, May 2026. Revisions June 26. Decision: forthcoming 27(2)<\/em>, 2026.<\/p>\r\n Gibbons, R. E., Hutson, B., Miller, W., Waggoner, K, & Nix, V. (TBA). Preliminary autopsy report: An exploratory qualitative content analysis of SACSCOC QEP impact reports. Submitted to RPA Journal: Research and Practice in Assessment<\/em>, June 2026.<\/p>\r\n Anderson, W. G., Song, L. M., & Nix, J. V. (2026). Paradoxical navigation: Leadership, challenges, and sustainability in rural east Texas schools.\u00a0Journal of Leadership, Accountability and Ethics, 23<\/em>(1),\u00a0 https:\/\/doi.org\/10.33423\/sc09xe16<\/a>\u00a0<\/p>\r\n Nix, J. V. (2026). [Review of the book Dialogic Methodology for Transdisciplinary Practice-Based Research, by E. Jayne White and Zhang, M., Song, L. M., Nix, J. V., Lindbeck, R., Carnes, B. H., & Christensen, A. (2025). A Multimethod evaluation of the Idaho Continuous Enrollment Initiative. \u00a0Journal of Higher Education Theory and Practice<\/em> 25(5) pp. 73-85. https:\/\/doi.org\/10.33423\/jhetp.v25i5.7953<\/a>\u00a0\u00a0<\/p>\r\n Song, L. M., & Nix, J. V. (2025). A transformative mixed-methods study: Legitimizing affective learning outcomes assessment. Intersection: A Journal at the Intersection of Assessment and Learning, 6<\/em>(2), 102\u2013119. https:\/\/doi.org\/10.61669\/001c.143373<\/a>\u00a0<\/p>\r\n Song, L. M., Nix, J. V., Brooks Nelson, E., Gibbons, R., Thomas, E., & Young, L. (2025). The 2023 landscape report: Practitioners\u2019 perceptions on the field of student affairs assessment. Intersection: A Journal at the Intersection of Assessment and Learning, 6<\/em>(2), 35\u201357. https:\/\/doi.org\/10.61669\/001c.143491<\/a> \u00a0<\/p>\r\n Nix, J. V., Wu, Y.-C., Song, L. M., & Levy, J. D. (2024). Analyzing small sample sizes after disaggregation: Exploring observation oriented modeling for assessing learning outcomes.\u00a0Research & Practice In Assessment<\/i>,\u00a019<\/i>(1),\u00a072\u201388<\/a><\/p>\r\n Lindbeck, R. L., & Nix, J. V. (Eds.), (2024). Workplace leadership <\/em>(First edition), 270 pages. Cognella<\/a>.<\/p>\r\n Brooks, E. B., Gibbons, R., Nix, V., Thomas, E., & Young, L. (2024). The landscape report: The state of the field of student affairs assessment.\u00a0 Technical report, Student Affairs Assessment Leaders<\/em>\u00a0Research on & Advancing Knowledge Committee <\/em>http:\/\/dx.doi.org\/10.13140\/RG.2.2.31537.60001<\/a>.<\/p>\r\n Lindbeck, R. & Nix, V. (Eds.). (2023).Workplace leadership <\/em>(preliminary edition). Cognella.<\/p>\r\n Carnes, B. H., & Nix, J. V. (2023). A Mixed Methods Exploration of Postsecondary Education Students\u2019 Environmental Awareness and Worldviews. Journal of Higher Education Theory and Practice, 23<\/em>(8),\u00a0 149-163, https:\/\/doi.org\/10.33423\/jhetp.v23i8.6073<\/a>\u00a0\u00a0<\/p>\r\n Deauquier-Sheridan, K., Hinerman, K., Nix, J. V., & Venta, E. R. (2023). Academic and Business Leaders Agree: Six Skills Essential for Effective Management. American Journal of Management<\/em>, 23<\/em>(1), pp. 90-98. https:\/\/doi.org\/10.33423\/ajm.v23i1.5984\u00a0<\/a><\/p>\r\n Nix, V., Farmer-Hanson, A., & Fleming, S. (2023). Student Affairs Assessment Leaders (SAAL) Needs Assessment<\/em>. https:\/\/doi.org\/10.13140\/RG.2.2.17808.62725<\/a>\u00a0<\/p>\r\n Nix, V.<\/a>,\u00a0Shelton, K.<\/a>\u00a0and\u00a0Song, M.<\/a> (2022), “Implementing Affective Learning Outcomes Through a Meaning-centered Curriculum”, in Sengupta, E.<\/a>\u00a0and\u00a0Blessinger, P.<\/a>\u00a0(Ed.)\u00a0ICT and Innovation in Teaching Learning Methods in Higher Education<\/em>\u00a0(Innovations in Higher Education Teaching and Learning, Vol. 45<\/em>), Emerald Publishing Limited, Bingley, pp. 65-88.\u00a0https:\/\/doi.org\/10.1108\/S2055-364120220000045005<\/a><\/p>\r\n Lee, C. C., & Nix, J. V. (2022). A sequential mixed-methods study of preservice handwriting training and classroom handwriting instruction in Texas.\u00a0<\/em>International Journal of Social Policy and Education<\/a>, 4<\/em>(6), pp. 1-12.<\/p>\r\n Nix, J. V., Zhang, M., & Song, L. M. (2022). Co-regulated online learning: Formative assessment as<\/em> learning.\u00a0Intersection: A Journal at the Intersection of Assessment & Learning<\/em> 3(2)<\/a>, 36297.\u00a0<\/p>\r\n Nix, V., Zhang, M., & Song, L. M. (2022). Glass ceilings and mindsets: Diversity, equity, and inclusiveness through an affective-learning lens. In Brown, K. & Papa, R. Recipes to combat the “isms”: Volume one – equity.\u00a0<\/em>ICPEL<\/a> Publications, pp. 115-126.\u00a0<\/p>\r\n Song, L. M., Nix, J. V., & Levy, J. B. (2021). Assessing affective learning outcomes through a meaning-centered curriculum. Proceedings of the Association for Assessment of Learning in Higher Education (AALHE), June 7-11, 2021 Annual Conference, pp. 15-37<\/a>.<\/em><\/p>\r\n Nix, J. V., Song, L. M., & Lindbeck, R. (2021). Affective learning outcomes assessment as a path to online dialogic student development.\u00a0Journal of Organizational Psychology, 21<\/em>(4), pp. 111-134. https:\/\/doi.org\/10.33423\/jop.v21i4.4548<\/a>\u00a0<\/p>\r\n West, C. A., Nix, J. V., & Hinerman, K. (2021). Game Changers: Business and Research Opportunities in K-12 E-Sports. In Andrews, S., & Crawford, C. M. (Eds.), Handbook of research on p<\/em>athways and opportunities into the business of Esports (pp. 200-221). IGI Global. https:\/\/doi:10.4018\/978-1-7998-7300-6.ch010<\/em>.<\/p>\r\n Tamim, S., Torres, K., Finch, M., Bartlett, J., Everson, K., Hemmer, L., Leach, L F., Lomotey, K., Nix, J. V., & Tolman, S. (2021). The Carnegie Project on the Education Doctorate and the dissertation in practice Principles. In Hafenstein, N. (Ed.) Perspectives in gifted education: Influences and impact of the Education Doctorate of gifted education II<\/em><\/span><\/span><\/span>\u00a0<\/span>(Vol. 8). Office of the Daniel L. Ritchie Endowed Chair in Gifted Education, University of Denver, pp. 22-50.<\/span><\/span><\/span><\/p>\r\n Whidden, D., Brown, K., & Nix, J. V. (2020). <\/em>Implementing strategic support for sexual minority youth and exploring the effects of social connectedness. <\/em>School Leadership Review, 15<\/em>(1) Article 9.<\/a><\/p>\r\n Nix, J. V., & Song, L. M., (2020). Affective assessment: Incorporating emotions into our work for social justice. <\/em>Proceedings of the Association for Assessment of Learning in Higher Education (AALHE), 2020 Annual Conference<\/em><\/a>.<\/em><\/p>\r\n Nix, J. Vincent, Lion, Robert W., Michalak, M., and Christensen, A. (2015). Individualized, purposeful, and persistent: Successful transitions and retention of students at risk. <\/em>Journal of Student Affairs Research & Practice. 52<\/em>(1)<\/a> pp. 104-118.<\/em><\/p>\r\n Nix, J. V., and Shultz, B. (2014). White Paper<\/em>: Guided Pathways to Success: A Report on the Idaho Continuous Enrollment Initiative Pilot<\/em><\/a>, 2011-2013.<\/em><\/p>\r\n Nix, J. Vincent & Michalak, M. (2012). START! The successful transitions and retention track program: a comprehensive approach to supporting GED holders entering college. <\/em>Journal of Adult Education, 41<\/em>(2)<\/a> pp. 65-67.<\/em><\/p>\r\n Nix, J. Vincent. Sino-U. S. transnational education\u2014\u201dbuying\u201d an American higher education program: A participant observation study.<\/em> Washington State University, 2009, 269 pages; AAT 3416131. (Open publication, available here<\/a>)<\/p>\r\n Nix, J. V., Duncan, H. M., & Duncan, C. (2005). \u00a0Acing the IELTS Speaking Test: Advanced Level, <\/em>Haina Press.<\/p>\r\n Duncan, H. M., Nix, J. V., & Duncan, C. (2005). Acing the IELTS Speaking Test: Intermediate Level, <\/em>Haina Press.<\/p>\r\n Nix, J. V. (2005). Effective Strategies for the IELTS Academic Writing Module, <\/em>Haina Press.<\/p>\r\n Nix, J. V. (1997). Assessing the existence of social distance and factors that affect its magnitude at a southern university. Social Science Paper Publisher, (1)1997. (<\/em>Archived here<\/em><\/a>).<\/em><\/p>\r\n Song, L. M, & Nix, V. (TBA). The Teleos of the scholar-practitioner: How purpose organizes learning in the professional doctorates. Expected submission, Winter 2026, journal<\/em> TBD.<\/p>\r\n Song, L. M., & Nix, V. (TBA). Faculty as qualitative practitioners: Recentering human expertise in the authentic assessment of student learning outcomes. Expected submission to Emerging Dialogues<\/em> in Spring 2027.<\/p>\r\n Bauman Joseph, M., Song, L. M. & Nix, J. V. Predictors of post-secondary participation in neurodiverse young adults: An exploratory quantitative analysis<\/em>. Analysis complete; manuscript preparation in progress, anticipated submission Summer 2027.<\/p>\r\n Gagliardi, J., Song, L. M., & Nix, J. V. Becoming and being a first-generation doctoral earner: An IPA study. Data analysis in progress.\u00a0 Expected submission Fall 2027.<\/em><\/span><\/p>\r\n Song, L. M., Nix, J. V., Zhang, M., Lindbeck, R., & Christensen, A. Where are they now? A case study of the impact of a transition and retention program on students with at-risk characteristics<\/em>. Research design complete; data-collection complete; data analysis expected summer\/fall 2025. Anticipated submission,\u00a0 Winter 2027.<\/span><\/p>\r\n Lai, T. N., Nix, J. V. & Song, L. M. An Exploratory Study of Teachable Soft Skills as Perceived by Elementary Teachers<\/em>.<\/em> Analysis complete; manuscript preparation in progress, anticipated submission Winter 2027.<\/p>\r\n Pannicia, A., Song, L. M., and Nix, J. V.\u00a0Efficacy in Alternative Education: A Phenomenology. Data collection complete. Analysis underway. Expected submission Spring 2028<\/em><\/p>\r\n West, C. A. & Nix, J. V. E-sports sustainability challenges in the Texas Panhandle and Plains rural areas<\/em>. IRB approved; interviews complete. Survey construction for stage II underway. Anticipated submission Summer\/Fall 2028.<\/span><\/p>\r\n Lauka, B., Song, L. M., & Nix, J. V.\u00a0 Title to be determined<\/em>, (affective learning domain) manuscript preparation in progress. Expected submission Winter 2028.<\/p>\r\n Song, L. M., Nix, J. V., Lindbeck, R., & Geringer, S. Competencies for academic advising in a changing environment. Analysis underway; anticipated submission Spring 2029.<\/span><\/p>\r\n Pendarvis, L., & Nix, J. V. A Phenomenological Study of Rural Teacher-student Relationships and Student Success<\/em>. TBA; manuscript preparation in progress, anticipated submission Fall\/Winter 2029.<\/p>\r\n Rodriquez, M. A. & Nix, J. V. Exploring low-cost recruitment tools and their perceived effectiveness for increasing international student enrollment<\/em>. Manuscript editing underway; expected submission Winter 2029.<\/p>\r\n Nix, J. V., Zhou, L., Zhang, M., & Song, L. M. Transnational Cohorts: A follow up study on Chinese students that earned degrees from Sino-U. S. transnational education ventures in mainland China<\/em>. Questionnaire translation in progress. Anticipated data collection, Spring 2030.<\/span><\/p>\r\n Faculty Role:<\/strong> As a tenured professor in doctoral-level education programs, I mentor the next generation of college administrators and educational researchers. Anderson, W. G. (2019). Common Challenges to Rural School Sustainability: A Phenomenological Study of East Texas Campus Administrators<\/em> [Ed.D., Lamar University – Beaumont]. http:\/\/www.proquest.com\/docview\/2409675393\/abstract\/5DC2C7E4F4B4401BPQ\/1<\/a><\/p>\r\n Andrus, D. A. (2021). Online Applied-Music Education: A Mixed-Data Needs Analysis of Teacher Perceptions<\/em> [Ed.D., Lamar University – Beaumont]. http:\/\/www.proquest.com\/docview\/2617310009\/abstract\/71C894FC77AF44E8PQ\/1<\/a><\/p>\r\n Arceneaux Stroman, M. S. (2022). Educators\u2019 Perceptions of Mental-Health Issues in Secondary Schools: A Mixed-Data Needs Analysis of an Alternative Campus<\/em> [Ed.D., Lamar University – Beaumont]. http:\/\/www.proquest.com\/docview\/2672999843\/abstract\/15392A73A2EB4FF4PQ\/1<\/a><\/p>\r\n Barnes, B. W. (2020). Perceptions of Educators Implementing a Collaborative Teaching Framework to Support Special Education Students<\/em> [Ed.D., Lamar University – Beaumont]. http:\/\/www.proquest.com\/docview\/2479729257\/abstract\/5F62E03CC8394B75PQ\/1<\/a><\/p>\r\n Barnes, D. (2020). An Exploratory Study of the Relationship Between the Collaborative Teaching Framework and the Perceived Academic Growth of English Learners<\/em> [Ed.D., Lamar University – Beaumont]. http:\/\/www.proquest.com\/docview\/2480874183\/abstract\/E3A36D3F59594D80PQ\/1<\/a><\/p>\r\n Bauman Joseph, M. (2022). Predictors of Post-Secondary Participation of Neurodiverse Young Adults: A Quantitative Exploratory a Posteriori Study<\/em> [Ed.D., Lamar University – Beaumont]. http:\/\/www.proquest.com\/docview\/2672351203\/abstract\/483F4ED3B63B485BPQ\/1<\/a><\/p>\r\n Buan, A. M. (2021). The Challenges of Recruiting High-Quality Teachers in the Core Subject and Special Education Areas: A Mixed-Data Needs Analysis<\/em> [Ed.D., Lamar University – Beaumont]. http:\/\/www.proquest.com\/docview\/2617274804\/abstract\/32803603B995427EPQ\/1<\/a><\/p>\r\n Carnes, B. H. (2021). A Mixed Methods Exploration of Influencing Factors on Postsecondary Education Students\u2019 Environmental Awareness and Worldviews<\/em> [Ed.D., Lamar University – Beaumont]. http:\/\/www.proquest.com\/docview\/2544892976\/abstract\/76CAC2C7EDD346ADPQ\/1<\/a><\/p>\r\n Cleveland, S. (2021). The Influence of School Choice on Traditional Public School Leaders: A Mixed-Methods Needs-Analysis<\/em> [Ed.D., Lamar University – Beaumont]. http:\/\/www.proquest.com\/docview\/2617326672\/abstract\/3143E803047E4260PQ\/1<\/a><\/p>\r\n Gardea, J. (2020). Latino English Language Learners: Perceived Cultural, Social, and Educational Factors that Influence Academic Achievement<\/em> [Ed.D., Lamar University – Beaumont]. http:\/\/www.proquest.com\/docview\/2447293893\/abstract\/8B687DB7F98A451BPQ\/1<\/a><\/p>\r\n Griffin, C. L. (2022). Texas University Charter School Teachers: A Case Study on Teacher Place and School Legitimization<\/em> [Ed.D., Lamar University – Beaumont]. https:\/\/www.proquest.com\/docview\/2715461226\/abstract\/3737EE646ADA4789PQ\/2<\/a><\/p>\r\n Knox, M. (2020). How Can Design Thinking Enhance the T-Tess? A Phenomenological Study<\/em> [Ed.D., Lamar University – Beaumont]. http:\/\/www.proquest.com\/docview\/2431023981\/abstract\/4B08A947FCD14158PQ\/1<\/a><\/p>\r\n Lai, T. N. (2021). An Exploratory Study of Teachable Soft Skills as Perceived by Elementary Teachers<\/em> [Ed.D., Lamar University – Beaumont]. http:\/\/www.proquest.com\/docview\/2550465001\/abstract\/AEDEAAE7D18E4041PQ\/1<\/a><\/p>\r\n Lee, C. C. (2020). An Exploratory Study of Preservice Handwriting Training and Classroom Handwriting Instruction in Texas<\/em> [Ed.D., Lamar University – Beaumont]. http:\/\/www.proquest.com\/docview\/2480499030\/abstract\/37673F6AB1E54C02PQ\/1<\/a><\/p>\r\n Paniccia, A. (2022). Efficacy in Alternative Education: A Phenomenological Study of Teachers\u2019 Perceptions of Practices and Factors Impacting Student Outcomes<\/em> [Ed.D., Lamar University – Beaumont]. http:\/\/www.proquest.com\/docview\/2673571458\/abstract\/BF2440EE3DFC4C73PQ\/1<\/a><\/p>\r\n Pendarvis, L. (2019). A Phenomenological Study of Teacher-student Relationships and Student Success<\/em> [Ed.D., Lamar University – Beaumont]. http:\/\/www.proquest.com\/docview\/2409662997\/abstract\/F6293AFAE16645C2PQ\/1<\/a><\/p>\r\n *<\/strong><\/span>Reeves, K. D. (2021).
An Integrated Leader:<\/strong> This journey makes me not a college president who once taught, but will create a scholar-president<\/em>. It ensures that in every decision\u2014from resource allocation to strategic planning\u2014I bring an intrinsic faculty perspective, a commitment to shared governance, and a credibility that can only be earned, not appointed. For specific coursework I teach and have taught, please see this page<\/a>.<\/p>\r\n![\"ORCID](\"https:\/\/i0.wp.com\/orcid.org\/sites\/default\/files\/images\/orcid_16x16.png?w=819&ssl=1\")
https:\/\/orcid.org\/0000-0002-5736-1339<\/a><\/span><\/div>\r\n\r\nResearch Focus<\/em><\/h2>\r\n
The “so what” for Leadership<\/h3>\r\n
Forthcoming (accepted, in press)<\/em><\/h2>\r\n
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Under Review (submitted)<\/em><\/h2>\r\n
Completed (in publication)<\/em><\/h2>\r\n
Mahtab Janfada]. Teachers College Record Book Review<\/em>, https:\/\/doi.org\/10.1353\/pew.2023.a898089<\/a><\/p>\r\n\r\n
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Underway (not submitted)<\/em><\/h2>\r\n
Teaching: Mentoring the Next Generation of Leaders<\/h1>\r\n
The “so what?” for Leadership:<\/strong> This role keeps me directly connected to the **core mission** of higher and K12 education. Chairing doctoral studies, designing studies as a methodologist, and teaching current\/future leaders ensures my executive leadership perspective remains grounded in academic values, pedagogical innovation, and the development of talent\u2014the human capital essential to any institution’s future.<\/p>\r\nDissertations Chaired (22) to Completion<\/em> (served as methodologist on each study<\/em>)<\/h2>\r\n