Elizabeth Marshall Holcombe
Elizabeth Marshall Holcombe

Elizabeth Marshall Holcombe

Cohort: 2014

USC Provost's PhD Fellowship

Teachers College, Columbia University
M.A. Politics and Education

Vanderbilt University
B.A. Political Science, Spanish

Advisor(s)

Concentration

Higher Education

Research Interest

STEM education for first-generation and underserved college students; teaching, learning, and assessment in higher education; leadership and organizational change in higher education

Elizabeth Marshall Holcombe

Elizabeth Holcombe graduated from Vanderbilt University with a double major in Political Science and Spanish.  After teaching elementary school in Atlanta with Teach for America, she moved to New York City to pursue a Master's degree in Politics and Education at Teachers College.  Upon completing her Master's degree, Elizabeth began working at Mercy College.  Elizabeth managed several programs at Mercy, including a college access partnership, an academic advising and mentoring program, and a new co- and extra-curricular assessment initiative within the Division of Student Affairs.  Currently, Elizabeth is pursuing her PhD in Urban Education Policy with a focus on Higher Education.

Experience

Professional Experience:

  • Research Assistant, Pullias Center for Higher Education, Rossier School of Education, University of Southern California, August 2014 - Present
  • Provost's Fellow in Urban Education Policy, Rossier School of Education, University of Southern California, August 2014 - Present
  • Senior Director of Student Success and Assessment Initiatives (Interim), Mercy College, April 2014 - June 2014
  • Senior Director of PACT Program, Mercy College, 2012 - 2014
  • Director of School & Strategic Partnerships, Mercy College, 2011 - 2012
  • 2nd Grade Teacher and Kindergarten Teacher, Cleveland Avenue Elementary School, 2008 - 2010

Selected Publications

  • Kezar, A., Holcombe, E., & Maxey, D. (in press).  An emerging consensus about new faculty roles: Results of a national study of higher education stakeholders.  In A. Kezar & D. Maxey (Eds.), The faculty for the 21st century. New Brunswick, NJ: Rutgers University Press.  
  • Kezar, A. & Holcombe, E. (2015).  Institutional transformation in STEM: Insights from change research and the Keck-PKAL Project. In G.C. Weaver, W.D. Burgess, A.L. Childress, & L. Slakey (Eds.), Transforming institutions: Undergraduate STEM education for the 21st century.  West Lafayette, IN: Purdue University Press.     
  • Kezar, A., & Holcombe, E. (2015).  The professoriate reconsidered.  Academe101(6).
  • Kezar, A., Maxey, D., & Holcombe, E. (2015).  The professoriate reconsidered: A study of new faculty models.  Los Angeles: The Delphi Project on the Changing Faculty and Student Success.
  • Kezar, A. & Holcombe, E. (2015).  Departmental cultures and non-tenure-track faculty: A self-assessment tool for departments.  Los Angeles: The Delphi Project on the Changing Faculty and Student Success.

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