Faculty Profile

Veronica Jones

Title
Assistant Professor
Department
Counseling and Higher Education
College
College of Education

    

Education

PhD, Texas A & M University, 2014.
Major: Higher Education Administration
Dissertation Title: Taking the Picture out of the Frame: A Multidimensional Approach to Racial Identity
MEd, University of Houston, 2007.
Major: Administration and Supervision
Degree Specialization: Higher Education
BA, Southern University A & M College, 2000.
Major: Elementary Education

Current Scheduled Teaching*

EDHE 6950.702, Doctoral Dissertation, Fall 2021
EDHE 6510.020, History and Philosophy of Higher Education, Fall 2021
EDHE 6000.001, Proseminar in Higher Education, Fall 2021

* 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 6950.703, Doctoral Dissertation, Summer 10W 2021
EDHE 6950.703, Doctoral Dissertation, Spring 2021
EDHE 5620.001, Student Risk Management in Higher Education, Spring 2021 Syllabus SPOT
EDHE 6950.702, Doctoral Dissertation, Fall 2020
EDHE 6950.700, Doctoral Dissertation, Summer 10W 2020
EDHE 6950.701, Doctoral Dissertation, Summer 5W2 2020
EDHE 5620.020, Student Risk Management in Higher Education, Summer 8W2 2020 SPOT
EDHE 5620.021, Student Risk Management in Higher Education, Summer 8W2 2020 Syllabus
EDHE 6950.703, Doctoral Dissertation, Spring 2020
EDHE 6540.001, Seminar in Higher Education Research II, Spring 2020 Syllabus
EDHE 5620.001, Student Risk Management in Higher Education, Spring 2020 Syllabus
EDHE 6950.702, Doctoral Dissertation, Fall 2019
EDHE 6000.001, Proseminar in Higher Education, Fall 2019 Syllabus SPOT
EDHE 6120.001, Seminar in Higher Education Research I, Fall 2019 Syllabus SPOT
EDHE 6900.705, Special Problems, Fall 2019
EDHE 5620.001, Student Risk Management in Higher Education, Spring 2019 SPOT
EDHE 6510.020, History and Philosophy of Higher Education, Fall 2018 SPOT
EDHE 6510.790, History and Philosophy of Higher Education, Fall 2018 SPOT
EDHE 5100.001, Introduction to College Teaching, Fall 2018 SPOT
EDHE 5620.001, Student Risk Management in Higher Education, Spring 2018 SPOT
EDHE 5620.002, Student Risk Management in Higher Education, Spring 2018 SPOT
EDHE 6710.020, Organization and Administration of Higher Education, Fall 2017 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 Publications

Published Intellectual Contributions

Journal Article
Tapia-Fuselier, Nicholas,, Baldwin, V., Harbour, C. (2021). Uncovering Whiteness as Discourse: A Critical Discourse Analysis of the In-State Resident Tuition Debate for Undocumented Students in Texas. Education Policy Analysis Archives. 29, 25. Tempe, AZ:. https://epaa.asu.edu/ojs/
Jones, V., Miller, R. A. (2020). Nothing is Neutral: Unmasking Power in the Discourse of Four-Year Graduation Initiatives. 5, 145-166.
Jones, V., Yughi, K., Ryu, W. (2020). Intersecting roles of authority and marginalization: International teaching assistants and research university power dynamics.. Journal of International Students. 10(2), 483-500. https://www.ojed.org/index.php/jis/article/view/757
Jones, V., Sáenz, V. B. (2020). Enacting a Latino Male-Serving Organizational Identity: The Role of HSI Community Colleges. Community College Journal of Research & Practice. 44, 835-853.
Briscoe, K. L., Jones, V. A., Hatch, D. K., Martinez, Jr., E. (2020). Positionality and Power: The Individual’s Role in Directing Community College Men of Color Initiatives. Journal of Student Affairs Research and Practice. https://www.tandfonline.com/doi/full/10.1080/19496591.2019.1699103
Jones, V. (2020). Challenging Race Neutral Rhetoric: Black Student Leaders’ Counternarratives of Racial Salience in PWI Student Organizations. Journal of Diversity in Higher Education. 13(1), . https://psycnet.apa.org/doiLanding?doi=10.1037%2Fdhe0000105
Jones, V. (2019). Discourse within university presidents’ responses to racism: Revealing patterns of power and privilege. Teachers College Record. http://www.tcrecord.org/Content.asp?ContentId=22609
Miller, R. A., Jones, V., Reddick, R. J., Lowe, T., Flunder, B. F., Hogan, K., Rosa, I. (2018). Educating through microaggressions: Self-care for diversity educators. 55(1), 14-26.
Jones, V., Squire, D. (2018). Disengaging Whiteness and examining power in campus activism: Reuniting communities of color through a critical race analysis of tempered radicalism..
Musoba, G., Jones, V., Nicholas, T. (2018). From open door to limited access: Transfer students and the challenges of major choice.. Journal of College Student Development.
Jones, V. (2017). Marginality and mattering: Black student leaders’ perceptions of public and private racial regard.. Western Journal of Black Studies.
Ponjuan, L., Jones, V., Hernandez, S., Palomin, L., Sáenz, V. B. (2017). Collaborative consciousness: Exploring community colleges’ awareness and commitment to the success of male students of color.. Journal of Applied Research in the Community College. 24(1), 3-14. http://www.montezumapublishing.com/jarcc1/aboutus.aspx
Jones, V., Reddick, R. (2017). The heterogeneity of resistance: How Black students utilize engagement and activism to challenge PWI inequalities.. Journal of Negro Education. 86(3), 204-219.
Jones, V. (2017). The racialization of Arab panethnic identity: Exploring students’ ingroup and outgroup social positioning.. Race, Ethnicity and Education. http://www.tandfonline.com/eprint/xfCkCrRGCyVw7EvUCipf/full
Jones, V. (2017). Black student leaders’ race-conscious engagement: Contextualizing racial ideology in the current era of resistance.. http://ecommons.luc.edu/jcshesa/vol3/iss1/7/
Jones, V. (2016). The Black-White dichotomy of race: Influence of a predominantly White environment on multiracial identity.. 12, 1-22. http://sites.psu.edu/higheredinreview/2016/03/04/the-black-white-dichotomy-of-race-influence-of-a-predominantly-white-environment-on-multiracial-identity/
Jones, V. (2014). Centrality and circumstance: Influences of multidimensional racial identity on African American student organization involvement.. 3(2), . http://lib.dr.iastate.edu/jctp/vol3/iss2/2/

Awarded Grants

Contracts, Grants and Sponsored Research

Fellowship
Jones, V., "Postdoctoral Research Fellow- Program of Higher Education," Sponsored by University of Texas at Austin, Local, $60000 Funded. (August 2014August 2016).
Grant - Research
Jones, V., "Understanding the Role of Emerging Hispanic Serving Institutions," Sponsored by Department of Counseling and Higher Education, University of North Texas, $5000.00 Funded. (September 2017August 2018).
Jones, V., Reddick, R. (Co-Principal), "How Black Youth Utilize Engagement and Activism to Challenge Social Inequalities on PWI Campuses," Sponsored by William T. Grant Foundation, Private, $25000.00 Funded. (October 2015July 2017).
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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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