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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 2025
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 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

  • 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.)..

    • Journal Article

  • 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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