Faculty & Staff

Education

Courses Taught

Research Interests

Dissertation Chairing Style/Philosophy

Recent Research Publications

Education

Courses Taught

Research Interests

My research focuses on doctoral education and the development of scholar-practitioners, particularly how Ed.D. students build research skills, navigate the dissertation process, and receive the support needed to complete their degrees. I study how doctoral programs use student feedback, mentoring, and evidence to improve learning, persistence, and the faculty experience. My work also includes applied research and program evaluation in K–12 and higher education, with interests in student learning, educational interventions, and the use of data to guide improvement. In a previous life as a methodologist, my research examined score reliability and construct validity, including how measurement choices affect researcher conclusions.

Dissertation Chairing Style/Philosophy

I approach dissertation work as a partnership built on clear expectations, honest feedback, and steady progress. I provide structure and specific, detailed feedback to help students strengthen their thinking and writing. I aim to respond promptly, though there are times when feedback takes longer than I intend. I will be one of your biggest supporters throughout the process, but the responsibility for completing the work is yours. Taking initiative, being receptive to feedback, following through on revisions, and staying engaged are essential to moving your dissertation forward.

Recent Research Publications

Caudle, A., Scott, C., Edwards, A., & Faulkenberry, T. (2026). Graduate students’ perceptions of institutional support services. Journal of Student Affairs Research and Practice. Under review.

Ball-Watson, T., Scott, C., Baum, B., & Edwards, A. (2026). Promoting mental health in honors education: Assessing needs and developing frameworks for students’ well-being. Honors In Practice. Under review.

Baum, B., Scott, C., Glaman, R., & Reyes, J. (2026). The Student Satisfaction Factor: Predicting Honors Students’ Intent to Persist in Experiential Learning Programs. Journal of the National Collegiate Honors Council. Under review.

Brown, T., Scott, C., Glaman, R., & Abrego, M. (2026). Investigating the impact of a calculation methodology and computer intervention on Elementary students’ performance in mathematics. Mathematics Education Research Journal. Under review.

Holmes, K., Scott, C., Rose, C., & Atchley, S. (2026). The impact of co-teaching on teachers’ self-efficacy in instructing students with disabilities in algebra I. Teacher Education and Special Education. Under review.

Lopez, A., Scott, C., Glaman, R., & Reyes, J. (2026). Mental Health Promotion and SEL among Undergraduate Students. Journal of the American College Health. Under review.

Russell, J., Scott, C., & Garcia, E. (2026). The impact of student apathy on teacher well-being and classroom instruction. Texas Association of Secondary School Principals Research Journal. Under review.

Scott, C. (2026). Scholar-practitioner development among first-year Ed.D. students. Impacting Education. Under review.

Scott, C. (2026). Supporting institutionally new, experienced faculty. Educational Leadership Review. Under review

Sosebee, D., Scott, C., Reyes, J., & Abrego, M. (2026). A program evaluation of a post-pandemic comprehensive SEL program. Journal of Educational Research and Practice. Under review.

Sowell, M., Scott, C., Reyes, J., & Glaman, R. (2026). Principals’ Preparation for the Role of Campus Leader and Self-Efficacy. Texas Elementary Principals and Supervisors (TEPSA) Leader. Under review.

Education

Courses Taught

Research Interests

My research interests focus on educational leadership and the preparation and support of educational leaders. My scholarship examines mentoring and coaching, university–school partnerships, teacher residency programs, family engagement, and doctoral student success.

Dissertation Chairing Style/Philosophy

My coaching style combines structure with individualized support. I meet students where they are, help them establish and achieve meaningful goals, and adjust my approach to provide the guidance and support they need to move forward.

Recent Research Publications

Selected Recent Publications

Abrego, J., Abrego, M., Menchaca, V. Silva, H.& Simonsson, M. (2026).  Sustaining Hispanic- Serving Institutions: Access, Opportunities, and Success. Kendall Hunt Publishing. (AAHHE Book of the Year Award 2026)

Abrego, J. & Abrego, M. (2026). Mentorship and mastery: Dissertation chair practices that support completion. In Decman, J. (Ed.), Demystifying dissertations – providing clarity in the chaos: A Comprehensive Guide for Doctoral Faculty and Students. Kendall   Hunt

Abrego, M., Abrego, J. & Pankake, A.  (2025). The administration and supervision of special programs in education. (6th ed.) Kendall Hunt Publishing.

Abrego, M. H. (2025). Leading responsive family engagement: Partnering with culturally and  linguistically d*verse communities. In Abrego, M. H., Abrego, J., & Pankake, A. (Eds.)  The administration and supervision of special programs in education. (6th ed., pp. 1-27). Kendall Hunt Publishing.  

Canales-Garcia, S., Menchaca, V. D., Abrego, M., Ruiz-Escalante, J. A., & Padilla, G. (2026).    Instructional leadership practices in dual language bilingual education: A reflective    growth model perspective. International Journal of Educational Leadership Preparation,  21(1). https://www.icpel.org/volume-21-spring-2026.html

Education

Courses Taught:

Research Interests

STEM access for community college students; Latiné student identity and educational pathways; identity pedagogy and community wealth in STEM persistence; foster youth b*longing and support in higher education; and organizational change within engineering faculty tenure processes. My work centers on qualitative research methods, including case study, phenomenology, plastics, and testimonios.

Dissertation Chairing Style/Philosophy

My approach to chairing is grounded in the pedagogy of home. I meet students as whole people, honoring the knowledge and experiences they bring into the doctoral process. I aim to create a supportive, affirming space where students feel empowered to pursue research questions that matter to them and their communities, while holding them to rigorous scholarly standards. I provide consistent, structured feedback and am committed to walking alongside my advisees through each stage of the journey.

Recent Research Publications

Espino, M. L., Coffman, C. R., & Most, C. A. (2026). Confidence Through Community: Promoting Student Self-Efficacy Through Peer Support Networks to Engage and Retain STEM Students. Education Sciences, 16(5), 762. https://doi.org/10.3390/educsci16050762

Meza, E., & Espino, M. L. (2026). Beyond financial aid: Relational and cultural supports as systemic drivers of STEM success for community college students. Education Sciences. 16(4), 557. https://doi.org/10.3390/educsci16040557

Lukszo, C., Hartman, C., & Espino, M. L. (2026). Examining how community college students develop. Community College Review. 0(0), 1-25. https://doi.org/10.1177/00915521261428061

Tran, H., Le, B. D.*, Espino, M. L., & Platt, C. S. (2025). Why is the underrepresentation of div*rs* tenured track engineering faculty stubbornly persistent despite universities’ clarion call for div*rsity? The perspectives of a national sample about the tenure process. Journal of Higher Education Policy and Leadership Studies (JOPHAL). 6(3), 92-118. https://dx.doi.org/10.61882/johepal.6.3.92

Espino, M. L. & Scovill, S.* (2025). Culturally relevant pedagogy and community cultural wealth in advancing community college S-STEM students. Journal for Applied Research in Community Colleges. 32(2), 157-167. https://www.ingentaconnect.com/contentone/montezuma/jarcc/2025/00000032/00000002/art00011

Meza, E., Espino, M. L., & Bragg, D. (2025). Retention of academically talented STEM scholarship recipients in community college. Journal of Higher Education Theory and Practice, 25(2). https://doi.org/10.33423/jhetp.v25i2.7674

Whitman, K.L., Espino, M. L., Thompson, D.*, & Howard, T. C. (2025). Creating validating environments for foster youth in higher education. Journal of Student Affairs Research and Practice. 62(5), 503-514. https://doi.org/10.1080/19496591.2025.2484808

Rodriguez, S. L., Fisher, M.*, Espino, M. L., & Nielsen, J. C. (2025). Engineering Identity and r*ligion intertwined: how one woman’s experiences with the church of jesus christ of latter-day saints shaped her professional journey. Journal of College and Character, 26(2), 1-18. https://doi.org/10.1080/2194587X.2025.2449978

Espino, M. L., Ausman, M. C., Le, B. D., Rodriguez, S. L., & Koo, K. (2024). Understanding engineering identity experiences for asian american women in higher education. Studies in Engineering Education, 5(2), 111–129. https://doi.org/10.21061/see.152

Rodriguez, S. L., Espino, M. L., & Hightower, H.* (2024). Building and maintaining an engineering identity: how engineering students navigate community college stigma prior to transfer. Community College Journal of Research and Practice, 48(10), 1–7. https://doi.org/10.1080/10668926.2024.2368478

Espino, M. L., Stevens, A., Rodriguez, S. L., & Le, B. D.* (2023) Exploring how socioeconomic status and the SSTEM scholarship influence engineering identity development for community college students. Community College Journal of Research and Practice, 48(3), 175–180. https://doi.org/10.1080/10668926.2023.2293304

Education

Courses Taught

Research Interests

Best practices in data analysis
Advanced data analysis procedures
Research methods instruction

Dissertation Chairing Style/Philosophy

I typically serve as a research methodologist when serving on or chairing dissertation committees. In that role, I am open to working with students in a variety of content areas, spanning both K-12 education, higher education, and other related fields. I generally let the student “steer” the dissertation in terms of content (with input from their other committee members) and provide guidance on issues surrounding research design, data analysis, and writing. I enjoy working one-on-one with students and work best with those who are self-starters, but are willing to reach out for support as needed.

Recent Research Publications

Publications – Dr. Ryan Glaman

Education

Ph.D., Higher Education (minor: Educational Psychology – Applied Measurement)

The Pennsylvania State University, University Park, PA

M.A., Education (specialization: Educational Psychology)

Yonsei University, Seoul, Korea

B.A., Education

B.A., Korean Language and Literature

Yonsei University, Seoul, Korea

Courses Taught

Research Interests

Dissertation Chairing Style/Philosophy

My dissertation chairing and advising philosophy centers on helping adult learners bridge professional practice and expertise with scholarly research and develop as scholar-practitioners. I provide clear procedural guidance, rigorous yet realistic expectations, and structured milestones and scaffolding to support students through the dissertation process while fostering increasing confidence and independence.

Recent Research Publications

Hwang, J., Jang, C. S., & Kim, J. (2026). Workplace learning and postsecondary access of working adults with no college degree: Evidence from PIAAC. International Review of Education, 72(1), 161-185. https://doi.org/10.1007/s11159-025-10149-2

Kim, J., *Livingston, M. A., Jin, B., *Watts, M. D., & Hwang, J. (2023). Fundamentals of digital health literacy: A review of the literature. Adult Learning, 35(3), 131-142. https://doi.org/10.1177/1045159523117829

Hwang, J. & Kim, J. (2022). High-impact educational practices in the arts and post-college community engagement. Local Development & Society, 3(1), 7-28. https://doi.org/10.1080/26883597.2022.2045082

Hwang, J. & Wao, F. (2021). College student satisfaction typology and its relationship with engagement patterns. Journal of College Student Development, 62(1), 118-123. https://doi.org/10.1353/csd.2021.0009

Professional Links

Education

PhD, Educational Psychology, Columbia University

MPH, Cognitive Studies, Columbia University

MED, Human Development and Psychology, Harvard University

MS, Applied Statistics, Columbia University

MA, Human Cognition and Learning, Columbia University

MBA, Business Administration, Texas A&M University

Courses Taught

Research Interests

Dissertation Chairing Style/Philosophy

Optional weekly Research Practicum/ Doctoral Seminar for all doctoral students

Recent Research Publications

Masri, T., Lu, M.-T. (2026). Expatriate Academics’ Perceptions of their Academic Freedom in a Gulf State: An Interpretive Study. Higher Education Policy. https://rdcu.be/eZfql doi: 10.1057/s41307-025-00430-2

Christoffersen, K., Ortín, R., Lopez García, D., Lu, M.-T., Cavazos, J. (2025). Dual language in higher education: Assessing student success and student experiences. Foreign Language Annals. https://doi.org/10.1111/flan.70040 Foreign Language Annals – 2025 – Christoffersen – Dual language in higher education Assessing student success and student-1.pdf

Lu, M.-T., Masri, T. (2025). Learning from Master of Education Students’ Experiences in an Accelerated Online Program at a Hispanic-Serving Institution. Journal of Education and e-Learning Research. Learning from Master of Education Students’ Experience 20250212r-1.docx

Fortener, H.**, Arthurs, L. A., Shabram, P., Lu, M.-T., Cheng, C.-L., Plaza-Torres, S.*, Flaagan, C.* (2024). A Multiple Case Study of Teaching-Focused Professional Development Programs Offered at Three Different Types of US Institutions of Higher Education. Higher Education Studies, 14(3), 170-188. https://doi.org/10.5539/hes.v14n3p170 https://doi.org/10.5539/hes.v14n3p170 Fortener et al. – 2024 – A Multiple Case Study of Teaching-Focused Professional Development Programs Offered at Three Differe-1.pdf

Lu, M.-T., Kang, S. (2024). Exploring integrated active learning practices in an accelerated fully online graduate-level course at a Hispanic Serving Institution. Journal of Academic Perspectives, 2, 177–193. https://www.journalofacademicperspectives.com/back-issues/volume-2024/volume-2024-no-2/ LuKang_2024_JAP-1.pdf

Ammons, D., Gonzalez, D.*, Lu, M.-T., Rampersad-Ammons, J. N. (2023). Assessment of Dermo (Perkinsus marinus) in the “southern oyster” from a high salinity environment. North American Journal of Aquaculture. DOI: 10.1002/naaq.10290

Cavazos, L. J., Salinas, C., Lu, P., Guerra, F. R., Zamora, E. (2023). Exploring Latinx Graduate Students’ Experiences in Online Classes at a Hispanic Serving Institution. Journal of Latinos and Education. Edits_ Journal of Latinos and Education – Decision on Manuscript ID HJLE-2022-1676 – Clarissa Salinas – Outlook-1.pdf

Education

Ed.D. in Educational Leadership, Educational Technology Focus-Tarleton State University

Masters’ Degree in  Education, Curriculum and Instruction-Tarleton State University

Bachelors’ Degree in Business-Tarleton State University

Courses Taught

• EDTC 6359 – Leading Technology Innovation in Education
• EDTC 6360 – Facilitating Instructional Innovation in Education
• EDTC 6361 – Visionary Planning to Transform Learning with Technology
• EDTC 6362 – Implementing Technology Strategy and Systems
• EDTC 6363 – Promoting Continuous Professional Learning
• EDTC 6364 – Empowering Technology Innovation and Change
• EDAD 6330 – Educational Policy and Governance
• EDTC 5354 – Facilitating Online Learning Environment

Research Interests

Dissertation Chairing Style/Philosophy

I work well with students who take initiative, who are inquisitive, and who are committed to their Problem of Practice.  I encourage students to assess feedback and make changes to improve their study.  I strive to give timely feedback and support throughout the process!

Recent Research Publications

Mishnick, N., & Montagnino, L. (2026). Empowering Educators: A Mixed Methods Study on K-12 Teacher Self-Efficacy and Practice Following a Professional Development Conference. Journal of Online Learning, 12(2), 233-255. https://www.learntechlib.org/p/226582/

Curtis, A., Rose, C., & Mishnick, N. (2026). Strategic staffing models and the perceived value of paid teacher residencies: a convergent mixed-methods study. PDS Partners: Bridging Research to Practice, 21(1), 29-41. https://doi.org/10.1108/PDSP-12-2025-0023

Mishnick, N., Reed, K., & Rhone, R. (2026). The Perceived Impact of a 14-Day Writing Challenge on Self-Regulation Skills. International Journal for the Scholarship of Teaching & Learning, 20(1). https://digitalcommons.georgiasouthern.edu/ij-sotl/vol20/iss1/9?utm_source=digitalcommons.georgiasouthern.edu%2Fij-sotl%2Fvol20%2Fiss1%2F9&utm_medium=PDF&utm_campaign=PDFCoverPages

Yi, J., Mishnick, N., & Kiekel, J. (2026). Expanding Frontiers: A Systematic Literature Review on the Definition, Factors, Best Practices, and Recommendations on K-12 Administrators’ Technology Leadership. Contemporary Issues in Technology and Teacher Education, 26(1). https://citejournal.org/volume-26/issue-1-26/general/expanding-frontiers-a-systematic-literature-review-on-the-definition-factors-best-practices-and-recommendations-on-k-12-administrators-technology-leadership

‪Nicole Mishnick‬ – ‪Google Scholar‬

Education

Ed.D., Tarleton State University, 2007, Educational Leadership & Policy Studies

M.ED, Tarleton State University, 1999, Educational Administration

B.S, Tarleton State University, 1993, Interdisciplinary Studies

Courses Taught

Research Interests

As a current educational leadership faculty member and a former campus administrator, my research agenda consists of Educational and Instructional  Leadership issues in the public and private school setting.

Leadership Development, Bilingual/ESL Education, Leadership & Policy Studies, Curriculum, and Educational Administration.

Dissertation Chairing Style/Philosophy

As all faculty members, I serve as a supportive mentor and provide guidance during the dissertation process. I expect students to take the initiative in communicating and advancing in their dissertation work as I help facilitate the research study process.

Recent Research Publications

Book Chapters

Rhone, R., Brock, J., & Reyes, J. M. (2026). The Power of Self-Reflection and Educational Leaders’ Cultural Intelligence. Teaching Educational Leadership (pp. 1-25). Edward Elgar Publishing. https://doi.org/10.4337/9781035349357

Atchley, S., Gentry, J. E., Reyes, J.M., & Phillips, J. (2025). Self-Efficacy of Administrators and Teachers in Serving Dually Identified Learners: The Collaboration Dilemma. Educator Perspectives of Self-Efficacy with Special Populations Series: Critical Issues in Disabilities and Education (pp. 61-77). Lexington Books. https://www.amazon.com/Educator-Perspectives-Self-Efficacy-Special-Populations/dp/1666944181

D. M., Brock, J., & Reyes, J. M. (2024). Ethics and School Administration. Texas Public School Organization and Administration (19th edition), Kendall Hunt. https://he.kendallhunt.com/product/texas-public-school-organization-and-administration-2024

Beach, D. M., Brock, J., & Reyes, J. M. (2022). Ethics and School Administration. Texas Public School Organization and Administration (18th edition), 2022. Kendall Hunt. https://he.kendallhunt.com/product/texas-public-school-organization-and-administration-2022

Journal Articles

Reyes, J.M., Rhone, R.S., Brock, J.D., and Bunch, P.M. (2025, March 13). An Investigation of Educational Leaders’ Cultural Intelligence to Influence Supervision Leadership: Perceptions of Ed.D. Students. Journal of Educational Supervision, 8(1), 63-87. https://doi.org/10.69772/jes.8.1.3

Atchley, S., Gentry, J. E., Reyes, J.M., & Phillips, J. (2025). English Learner Program Director and Teacher Self-Efficacy in Serving English Learners with Dual Eligibility. Educational Leadership Review, 25(2), 87-107. https://doi.org/ISSN 1532-723 https://www.icpel.org/uploads/1/5/6/2/15622000/elr_volume_fall_2024.pdf

Crawford, A., Leach, L.F., Rhone, R. & Reyes, J.M. (2024, Spring/Summer). The Impact of Texas High School Teachers’ Perceptions of Culture on Their Intent to Stay or Leave from Their Position. School Leadership Review, 18 (2), 87-107. https://doi.org/ISSN: 1559-4998 https://scholarworks.sfasu.edu/slr/vol18/iss2/8?utm_source=scholarworks.sfasu.edu%2Fslr%2Fvol18%2Fiss2%2F8&utm_medium=PDF&utm_campaign=PDFCoverPages

Hooten, J. W., Rhone, R. S., Leach, L. F., & Reyes, J. M. (July, 2024). CTE Can Be For Me: Middle School Counselors’ Perception of Their Knowledge and Abilities to Guide Students in Career and Technical Education in the State of Texas. Journal of Educational Leadership in Action, 9(2). https://doi.org/10.62608/2164-1102.1154

Brock, J. D., Reyes, J. M., Higham, J., & Beach, D. (2023). A scholar-practitioner examination of experiential learning: student perceptions of the benefits of a study away experience. Administrative Issues Journal, 13(1), 59-75. https://doi.org/10.5929/2023.13.1.5

Juanita M. Reyes’s research works | Tarleton State University, Stephenville (TSU) and other places

Education

Courses Taught

Research Interests

Dissertation Chairing Style/Philosophy

• Care deeply for my students, as well as their families who are sacrificing for their pursuits.
• Do not want anyone to pay for more semesters than they need to complete the program, but that is highly contingent on what level of readiness they bring to the process. 
• Prefer smaller chunks of work submitted weekly and attempt to provide substantial and meaningful feedback within 7-10 days. 
• Work through submissions in the order I receive them but will prioritize feedback for advanced students working against a deadline. 
• Clear and concise communication is an essential characteristic for scholar-practitioners, so my expectations for quality writing and use of good sources is extremely high. 
• I work to balance getting excellence in the products students produce and getting them finished. 
• I provide substantial scaffolding in the process through an assortment of resources and my feedback. 
• I am most always accessible if/when needed.

Recent Research Publications

Book Chapters

Young, J. K. (In Press). Innovation, change, and continuous improvement. In N. R. Templeton & G. Miller (Eds) Texas public school organization and leadership: The superintendency (vol. 2). KendallHunt Publishers. 

Williams, P. & Young, J. K. (2026). From theory to action: Operationalizing hope for your writing process. In J. Decman & F. Kaiser (Eds) Demystifying dissertations: Providing clarity in chaos: A comprehensive guide for doctoral faculty and students (Ch. 9). KendallHunt Publishers.

Mullen, C. A. & Young, J. K. (2025). Social justice advo cacy through critical consciousness: A cultural dialogue with school leaders and teachers.In I. Bogotch & C. Shields (Eds.) Second international handbook of educational leadership and social [in]justice: Critical perspectives (pp. 1-28). Springer Publishing.  https://link.springer.com/rwe/10.1007/978-3-031-56275-4_124-1

Refereed Journals

Mullen, C. A., & Young, J. K. (Under Review). Educational leader as critical cultural dialoguer: A provocative essay. Professing Education.

Johnson, D., Brown, K., Shelton, K., & Young, J. K. (2026). Beyond the thread: Reimagining online discussions for authentic learning. Online Learning Journal, 30, 29-54. doi: 10.24059/olj.v30i3.6269

Climer, L., Shelton, K., Young, J. K., & Robinson, R. L. (2025). Nursing school institutional control as a predictor of first-time NCLEX pass rates. Journal of Nursing Regulation,

Professional Links