« Our Team

Joshua Mitchell

Project Manager, PSRI/GPI

E005C Lagomarcino

jjm1@iastate.edu

515-294-6234

Curriculum Vitae (pdf)

 

Degrees

Ph.D. Education, Iowa State University, 2016
M.A. Student Affairs Administration in Higher Education, Ball State University, 2011
B.S. Journalism, Ball State University, 2008

Current Projects

Department of Agronomy: Curriculum Assessment and Outcomes Alignment
Global Century Project
Global Perspective Inventory
Personal and Social Responsibility Inventory
Scholarship of Teaching and Learning (SoTL) Scholars Program
Small Talk Story County

Research Interests

College student mental health and well-being
College student learning and development outcomes
Perceptions of campus climates and their affect on student outcomes
Academic support services and learning assistance in higher education
Educational development and assessment

Courses Taught

RESEV 552: Basic Educational Statistics (3 credit hours; graduate course; Fall 2017)
RESEV 570: Surveys in Educational Research (3 credit hours; graduate course; Spring 2018)

About

Joshua is the project manager and co-PI with Robert Reason for two national studies housed in the Research Institute for Studies in Education (RISE), a unit of the School of Education. The Personal and Social Responsibility Inventory (PSRI) and the Global Perspective Inventory (GPI), respectively, focus on (a) the influences of students' perceptions of campus climate for personal and social responsibility on their learning and development outcomes and (b) the influences of learning environments and experiences on students' global learning and development.  He is also the project manager and co-PI with Robert Reason on the Global Century Project, a federally-funded three-year grant, focused on the effects of education abroad experiences on institutional and student outcomes.

In addition to managing survey research projects for RISE, Joshua leads the Scholarship of Teaching and Learning (SoTL) Scholars Program for the Center for Excellence in Learning and Teaching (CELT). The SoTL Scholars Program is a year-long educational development experience focused on writing research questions for classroom-based research, implementing quantitative and qualitative assessment techniques, and the understanding the types of data that can be used to help answer SoTL research questions. The culmination of the SoTL Scholars Program includes a presentation on the development, implementation, and findings from the SoTL projects.

Joshua has experience with scale development, survey research, quantitative data analysis, data visualization, institutional research, and educational and program development. He has published in the Journal of College Student Development, Journal of College and Character, Journal of Postsecondary Education and Disability, and Journal of Diversity in Higher Education. He is a member of the Review Board for the Research in Brief and On-the-Campus sections of the Journal of College Student Development and for the Practice Brief section of the Journal of Postsecondary Education and Disability.

See Joshua's work or connect with him on Research Gate, LinkedIn, and Google Scholar.

Publications

Genareo, V. R., Mitchell, J. J., Geisinger, B. N., & Kemis, M. R. (2016). University science partnerships: What happens to STEM interest and confidence in middle school and beyond? K-12 STEM Education Journal, 2, 117-127.

Mitchell, J. J. (2016). Assessing and predicting college students' mental health (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (ProQuest No. 10245366).

Mitchell, J. J., & Gansemer-Topf, A. M. (2016). Academic coaching and self-regulation: Promoting the success of students with disabilities. Journal of Postsecondary Education and Disability, 29, 249-256.

Mitchell, J. J., Gillon, K. E., Reason, R. D., & Ryder, A. J. (2016). Improving student outcomes through peer-to-peer discussion. Journal of College Student Development, 57, 316-320. doi: 10.1353/csd.2016.0037

Mitchell, J. J., Reason, R. D., Hemer, K. M., & Finley, A. (2016). Perceptions of campus climates for civic learning as predictors of college students' mental health. Journal of College and Character, 17, 40-52. doi: 10.1080/2194587X.2015.1125367

Ryder, A. J., Reason, R. D., Mitchell, J. J., Gillon, K. E., & Hemer, K. M. (2016). Climate for learning and students' openness to diversity and challenge: A critical role for faculty. Journal of Diversity in Higher Education, 9, 339-352. doi: 10.1037/a0039766

Mitchell, J. J., & Ryder, A. J. (2013). Developing and using dashboard indicators in student affairs assessment. In J. H. Schuh (Ed.) New Directions for Student Services (No. 142), Selected contemporary assessment issues (pp. 71-81). San Francisco, CA: Jossey-Bass.

Ryder, A. J., & Mitchell, J. J. (2013). Measuring campus climate for personal and social responsibility. In R. D. Reason (Ed.) New Directions for Higher Education (No. 164), Developing and assessing personal and social responsibility in college (pp. 31-48). San Francisco, CA: Jossey-Bass.