Bradley E Cox

Bradley E Cox
Florida State University | FSU · Department of Educational Leadership and Policy Studies (ELPS)

Ph.D., Higher Education

About

29
Publications
14,615
Reads
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575
Citations
Citations since 2016
15 Research Items
469 Citations
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Introduction
My work examines the systemic, institutional, and personal conditions that shape college access, experiences, and outcomes for students on the autism spectrum. Other research on college student success has focused on several underserved student populations including transfer students, adults, first-generation college students, students facing difficult life events, and students with autism. In 2016, I founded the CollegeAutismNetwork.org
Additional affiliations
May 2010 - present
Florida State University
Position
  • Professor (Assistant)

Publications

Publications (29)
Article
Full-text available
Many postsecondary institutions have begun their own Autism-Specific College Support Programs (ASPs) to integrate the emergence of autistic students into college and offer supports aiding their success (Longtin in J Postsecond Educ Disabil 27(1):63–72, 2014), yet little is known about these programs. We conducted an exhaustive, year-long search of...
Article
Roughly 1 in 59 children in the United States is diagnosed with an autism spectrum disorder (ASD), a rate that has more than doubled during the last 10 years. As students with autism increasingly pursue higher education, college educators must understand these students’ experiences and actively address issues that affect their college outcomes. Thi...
Article
A large and growing population of students with autism is increasingly pursuing higher education. Yet, the field has a remarkably small literature base from which to glean actionable insights that might enhance postsecondary success for this population. Our examination of 13,000 items published in sixteen journals over a sixteen-year period reveale...
Article
Full-text available
This multiple case study examines the extent and ways in which leaders and administrators in Florida College System (FCS) institutions engage in distributed leadership through data sharing with frontline staff. Based on focus groups and individual interviews with administrators, faculty, and staff (659 participants) from 21 state colleges, we found...
Article
Full-text available
Thousands of parents each year inform their child about a diagnosis of autism spectrum disorder, and most parents feel unprepared for this task. Although we are now able to reliably diagnose ASD very early in life, almost no empirical literature exists for clinicians on how to help parents educate their diagnosed child. This process must be conduct...
Article
Interaction with faculty is a critical element of the college student experience. Orientation is perhaps the first, and among the most valuable, opportunities for an institution to intentionally shape new student perceptions of the faculty. By carefully crafting faculty involvement in Orientation, an institution can present its faculty as active, e...
Article
Full-text available
This essay explores factors underlying the underutilization of Open Access (OA) to make education research literature freely available online, where it can benefit a global audience of researchers, students, teachers, and policymakers. Situating this autobiographical self-study in the context of the broader global and scholarly context, we use Bull...
Article
Full-text available
Despite increased rates of diagnosis of autism spectrum disorder (ASD) in recent years, literature examining when and how parents of newly-diagnosed youth disclose their diagnosis to them is scarce. Given the increasing number of newly-diagnosed individuals, an exploration of the effects of disclosure on children with ASD is warranted. We conducted...
Article
Inherent challenges affect first-generation students’ persistence from as early as the first college year. Using cultural capital as a guide, this study is unique in that it investigates the contribution of first-year policies and programs to the success of first-generation students in 57 bachelor’s degree–granting institutions across five states (...
Article
Full-text available
Despite an increasing focus on issues of accountability, assessment, and data-driven decision making (DDDM) within the postsecondary context, assumptions regarding their value remain largely untested. The current study uses empirical data from 114 senior administrators and 8,847 students at 57 institutions in five states to examine the extent to wh...
Article
Full-text available
Individuals with autism spectrum disorder (ASD) are completing high school with reasonable expectations for postsecondary success. College educators are likely ill prepared to provide appropriate support for these students. Based on personal interviews with a diverse group of students with autism, this study (a) amplifies these students’ voices, (b...
Article
Full-text available
Students’ lives outside of college can have dramatic effects on academic outcomes (e.g., grades, persistence, graduation). However, the manner in which students’ lives outside of college are referenced in college-effects models suggests some uncertainty among scholars as to which, and how, student experiences outside of an institution affect colleg...
Article
The emerging millennial generation of young professionals in student affairs, often accused of being shielded from many of life’s developmentally stimulating challenges, may not be sufficiently self-authored to effectively facilitate epistemological, intrapersonal, and interpersonal development among their students. Contrary to expectations, howeve...
Conference Paper
Full-text available
As the prevalence of autism spectrum disorder (ASD) increases, so does the prevalence of individuals with ASD entering into higher education. Although a growing number of college and universities have begun developing programs to support these students, more efforts are necessary obtain a better understanding of how to best serve this population. F...
Article
Full-text available
Previous studies suggest the loss of a loved one is a common experience among college students. This paper draws from 2 independent but complementary studies to (a) update statistics regarding the scale of student grieving, (b) characterize the short and long term consequences of loss among college students, and (c) identify factors that deter grie...
Conference Paper
Full-text available
A large and fast-growing population of individuals with Autism Spectrum Disorder (ASD) are completing high school with reasonable expectations for postsecondary success. However, without empirical literature to guide them, college educators are likely ill prepared to help these students manage the academic, social, emotional, self-advocacy, and com...
Book
Full-text available
In September of 2015, I asked a classroom full of the next generation of leaders and scholars in higher education to identify a specific student population that had been largely overlooked or underserved in higher education; they chose college atheists. Although religion and spirituality are deeply personal topics and still considered taboo in many...
Article
Full-text available
Nearly all quantitative analyses in higher education draw from incomplete datasets--a common problem with no universal solution. In the first part of this paper, we explain why missing data matter and outline the advantages and disadvantages of six common methods for handling missing data. Next, we analyze real-world data from 5,905 students across...
Article
Full-text available
This qualitative study focuses on institutional efforts affecting the transfer student experience at a single research institution. Findings based on interviews with institutional representatives, both faculty and staff, using the rational, natural, and open system perspectives of organizational theory, provide insights into the institutional perce...
Technical Report
Full-text available
This report highlights findings from the 57 institutions across five states that participated in our 2011-12 pilot administration of two surveys designed to measure the extent to which institutions have adopted policies consistent with the available literature on first-year student success. With these surveys, one each for Academic Affairs and Stud...
Technical Report
Full-text available
This Modal Institution Report presents the most common (modal) values for each of 34 scales reflecting clusters of policies aligned with the available literature on first-year student success. A score of 50% indicates that an institution has done approximately one half of what it could be doing to align its policies with available research. Higher...
Article
Full-text available
In an effort to identify policies that foster an institutional “culture of teaching,” or encourage use of effective pedagogies, this study uses data from 5,612 faculty members at 45 institutions to examine connections between institutional policies and faculty members’ perceptions and practices related to teaching and learning. A series of multi-le...
Article
Full-text available
This chapter presents a typology of faculty-student interaction outside the classroom. As both a descriptive framework and a developmental model, the typology can be used independently or to augment traditional survey research. The chapter concludes with five lessons learned about faculty-student interaction outside the classroom.
Article
Full-text available
Decades of research demonstrate that college students benefit from positive interaction with faculty members, although that same evidence suggests that those interactions are far from common, particularly outside the classroom. Moreover, relatively little is known about which, when, how, and why faculty members choose to engage with students outsid...
Article
Full-text available
Research clearly indicates that faculty members have the potential to influence student learning outcomes through their pedagogical practices, but we know less about what influences faculty members’ choices to employ specific pedagogical practices. This study, based on data from 2,853 faculty members who teach courses that serve primarily first-y...
Article
Full-text available
Faculty-student interaction is an important component of the undergraduate experience. Our year-long qualitative study explored the complex nature of faculty-student interaction outside the classroom. Our resulting typology identifies five types of interaction: disengagement, incidental contact, functional interaction, personal interaction, and men...

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