Casey George

Dr. George's curriculum vitae [PDF]

Educational Background

• PhD, Educational Policy Studies, University of Illinois at Urbana-Champaign
• MBA, Non-Profit Management, Roosevelt University
• BA, Spanish, The University of the South

Teaching Areas

• Diversity in Higher Education
• Higher Education Administration
• Education Policy

Research Interests

Dr. George's research examines individual and institutional factors impacting participation and persistence in the STEM fields, including students’ initial choice of major. She also investigates postsecondary financial awareness and readiness, including the impact of differential tuition policies on underrepresented students and their families.

Methodology

• Quantitative

Honors & Awards

• Faculty Favorite 2017-2018
• University of Louisville Faculty Favorite, 2016-2017
• Article of the Year (with E. Lichtenberger), Journal of Career and Technical Education, 2014
• A++ Award: Advocacy, Activism, and Advancement - College of Education, University of Illinois at Urbana-Champaign, 2012
• Young Academic Fellow, Institute for Higher Education Policy and Lumina Foundation, 2011-2012

Professional Memberships and Activities

• AERA Division J Graduate Student Travel Award Committee, 2017
• Association for the Study of Higher Education (ASHE), 2006 - present
• American Educational Research Association (AERA), 2006 - present

Selected Publications

• Davis L.A., Wolniak, G.C., George, C.E., Nelson, G.R. (2019). Demystifying tuition: A content analysis of the information quality of public college and university websites. AERA Open, 5(3), 1-27.
• Wolniak, G.C., George, C.E., & Nelson, G.R. (2019). The emerging differential tuition era among U.S. public universities. In Teixeria, P.N., Veiga, A., Rosa, M.J., and Magalhães, A. (Eds.). Under Pressure: Higher Education Institutions Coping with Multiple Challenges. Sense Publishers, 191–214.
• Skultety, L.* & George, C.E. (2019). "I'm in the mathematical sciences because..." Examining Underrepresented Students’ Motivations for Pursuing Math. Journal of Women and Minorities in Science and Engineering, 25(1), 25-52.
• George, C.E., Skultety, L.* & Congleton, R. (2018). Faculty perceptions of what makes a student successful in the mathematical sciences. Kentucky Journal of Excellence in College Teaching and Learning, 15, 41-57.
• Ganley, C., George, C.E., Robinson-Cimpian, J.P. & Makowski, M.* (2018). Gender equity in college majors: Looking beyond the STEM/Non-STEM dichotomy for answers regarding female participation. American Educational Research Journal, 55(), 453-487. Available online http://journals.sagepub.com/doi/pdf/10.3102/0002831217740221
• George, C.E., Castro, E., & Rincon, B. (2018). Investigating the origins of STEM intervention programs: An isomorphic analysis. Studies in Higher Education. Available online April 9, 2018: https://doi.org/10.1080/03075079.2018.1458224
• George, C.E., Saclarides, E.S.* & Lubienski, S.T. (2018). A difference of priorities? Why U.S. and international students consider leaving doctoral programs. Studies in Graduate and Postdoctoral Education, 9(1), 38-57.
• Rincon, B. & George-Jackson, C.E. (2016). Examining departmental climate for women in Engineering. Journal of College Student Development, 57(6), 742–747.
• Ruud, C.M., Saclarides, E.S.*, George-Jackson, C.E. & Lubienski, S.T. (2016). Tipping points: Doctoral students and considerations of departure. Journal of College Student Retention: Research, Theory & Practice. Available online August 30, 2016:http://csr.sagepub.com/content/early/2016/08/30/1521025116666082.full.pdf+html
• Rincon, B. & George-Jackson, C.E. (2016). STEM intervention programs: funding practices and challenges. Studies in Higher Education, 41(3), 429–444. Available online June 2, 2014.
• Hillman, N.W., Gast, M.J., & George-Jackson, C.E. (2015). When to begin? Socioeconomic and Racial/Ethnic Differences in Financial Planning, Preparing, and Saving for College. Teachers College Record, 117(8), 1–28.
• George-Jackson, C.E. & Gast, M. J. (2014). Addressing Information Gaps: Disparities in Financial Awareness and Preparedness on the Road to College. Journal of Student Financial Aid, 44(3).