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Lisa Combs

Title: Assistant Professor

Department: Counseling and Higher Education

College: College of Education

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, Ohio State University, 2024
    Major: Educational Studies (Higher Education and Student Affairs)
  • MS, Miami University Oxford, 2018
    Major: Not Listed
  • BA, Ohio State University, 2016
    Major: Political Science (American Politics) & English

Current Scheduled Teaching

EDHE 5120.400Student Development Programming AdministrationSummer 5W2 2026
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

EDHE 6660.400Seminar in College Student Personnel WorkSpring 2026 SPOT
EDHE 6900.001Special ProblemsSpring 2026
EDHE 5110.400Foundations of Student Development AdministrationFall 2025 SPOT
EDHE 6850.003Studies in Higher/Adult EducationFall 2025 SPOT
EDHE 5120.400Student Development Programming AdministrationSummer 5W2 2025 SPOT
EDHE 6510.400History and Philosophy of Higher EducationSpring 2025 SPOT
EDHE 5120.001Student Development Programming AdministrationSpring 2025 SPOT
EDHE 5110.400Foundations of Student Development AdministrationFall 2024 SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Book Chapter

  • Leao, M., Combs, L., Reyes, H., Nichols, A., Terogo, I., Cepeda, R. (2025). The ROC: Developing solid co-constructed graduate student support spaces.. Fostering equity and inclusion in graduate education: Key strategies and perspectives..
  • Cepeda, R., Combs, L., Wijeyesinghe, C. (2025). Framing an Emancipatory future for multiracial people: Intergenerational strategies for revolutionary practice. Blurring boundaries and binaries: Belonging, gender, & mixed heritages in higher education in the United States.
  • Combs, L.D. (2025). Supporting multiracial students in identity centers. Heartwork: The handbook on surviving and thriving of cultural/identity centers in higher education..
  • Wright , N.L., Combs, L., Guerrero, M. (2024). Embracing the In-Between: Contemplating Intersections of Multiraciality and Rurality. Race and Rurality.
  • Combs, L., Bowling, R. (2024). Liminality as a necessary companion to intersectionality. Intersectionality and higher education: Theory, research, and practice (3rd ed.)..
  • Wright, N.L., Combs, L. Embracing authenticity: Multiracial leaders navigating critical decisions.. Culturally relevant leadership learning case studies..

    • Journal Article

  • Combs, L., Cepeda, R. (2025). Ate scholars: Cultivating community amongst multiracial women of color in graduate school. Journal of Race, Ethnicity and Education.
  • Waring, C., Combs, L., Nie, F. (2025). Honorary Whites and Overlooked People of Color: The Racial Conundrum of Multiracial Americans and Asian Americans. Sociology Compass.
  • Combs, L. (2025). Turns out, i’m 100% that b— “: A scholarly essay on DNA ancestry tests and family relationships. Genealogy.
  • Wong-Campbell, J.P., Combs, L.D., Johnston-Guerrero, M.P., Cepeda, R. (2024). Dear Mixed people: Critically examining monoracism in college-related TV series.. 10 (2) 112-130. https://www.jstor.org/stable/48793161
  • Cepeda, R., Combs, L. (2024). Disrupting monoracism, racism, and white supremacy: A systematic literature review on multiraciality in higher education. Journal of Student Affairs.
  • Guerrero, M., Combs, L. (2024). Engaging whiteness within mixedness: multiracial Filipina/o American scholars’ journeys towards belonging. Whiteness and Education Journal.
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Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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