AAHHE: American Association of Hispanics in Higher Education, inc.

Dr. Amaury Nora

Amaury Nora

Dr. Amaury Nora is Professor of Higher Education, Co-Director of the Center for Research and Policy in Education, and Associate Dean for Research in the College of Education and Human Development at the University of Texas at San Antonio. He is also Editor of The Review of Higher Education, the journal for the Association for the Study of Higher Education (ASHE). Dr. Nora was inducted into the Class of 2009 as an AERA Fellow for his scholarship in the field of higher education. His research has focused on theoretical perspectives related to student persistence, the role of college on diverse student populations across different types of institutions, and the development of retention models that integrate economic theories and psychosocial perspectives within college persistence frameworks. The extent of his inquiries has contributed to traditional as well as non-traditional lines of research on college student persistence. Nora has served on the editorial boards of Research in Higher Education, The Review of Higher Education, The Journal of Higher Education, Journal of Hispanic Higher Education and The Journal of College Student Retention: Research and Theory.

Dr. Nora is currently a member of a Technical Review Panel for the U.S. Department of Education, the National Center for Education Statistics (NCES), and the National Science Foundation (NSF) focused on the national Educational Longitudinal Study, 2000 – 20112. He has also served as consultant to the American Council of Education, National Advisory Board member for the evaluation of GEAR UP, reviewer for the National Research Council in Washington, DC., and evaluator for two major projects, the National Center for Urban Partnerships (NCUP) and the Houston Annenberg Challenge project. He has served as Content Expert on Higher Education, ERIC Steering Committee, Department of Education, 2004-2006; as a panel member on the National Research Council of the National Academies, Ford Foundation Diversity Fellowships Program, 2005, 2006; a consultant on outcomes assessment for the Title V Project, Houston Community College System, 2004-2009; as consultant for the NPEC Project on Student Success funded by the National Center for Education Statistics, U.S. Department of Education, 2003; advisor to the Task Force on Student Enrollment at California State University-Long Beach, June 2002; advisor on standardized testing and minority college admissions and data analysis, NAACP Legal Defense Fund, New York, February-April, 2000; and has provided testimonial on factors affecting the retention of minority students before a panel for the Southern Education Foundation, State Capital, Austin, Texas, February, 1994.

Dr. Nora has made numerous research paper presentations at professional conferences including the Association for the Study of Higher Education (ASHE), the American Educational Research Association (AERA), the Association for Institutional Research (AIR), the Annual Meeting of the Noel-Levitz Retention Conference, Hispanic Association of Colleges and Universities (HACU) and invited colloquia to organizational and institutions such as the National Meeting of NASME, the Chicano and Latino Access and Retention and Graduation Symposium, CSU-Long Beach, the Gulf Coast Consortium of Instructional Administrators, Transfer Project, the Ministerio de Cultura y Educacion, Seminario: Indicadores Universiarios, Tendencias y Experiencias Internacionales (Buenos Aires, Argentina), and Tribally-Controlled TRIO Programs, U.S. Department of Education.

His recent works include: A Re-Conceptualization of Student Engagement (2011); Hispanics and Higher Education: An Overview of Research, Theory and Practice (2009); Technology and Higher Education: The Impact of e-learning Approaches on Student Academic Achievement, Perceptions and Persistence (2008); Mentoring Students: Conceptualizing and Validating the Multi-Dimensions of a Support System (2008); Examining the Tangible and Psychosocial Benefits of Financial Aid with Student Access, Engagement and Degree Attainment (2006); The Role of Habitus and Cultural Capital in Choosing a College, Transitioning from High School to Higher Education, and Persisting in College Among Minority and Non-Minority Students (2004); The Depiction of Significant Others in Tinto’s “Rites of Passage:” A Reconceptualization of the Influence of Family and Community in the Persistence Process (2002); How Minority Students Finance their Higher Education (2001); Access, Choice, and Outcomes: A Profile of Hispanic Students in Higher Education (1999); The Current Status of Undergraduate Latina/os in Four-Year Colleges and Universities (2005); and Access to Higher Education for Hispanic Students: Real or Illusory?(2003).

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