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Papers by Christropher Heasley

The Journal of College and University Student Housing, 2020

Routledge eBooks, Feb 1, 2023

Educational studies, May 4, 2021

Abstract Drawing from gender and queer studies, this article argues for reimagining empirical res... more Abstract Drawing from gender and queer studies, this article argues for reimagining empirical research as inclusive of the experiences of transgender and gender-minoritized communities hitherto silenced in prevailing dominant discourses of heteronormativity and the construction of gender in education. Specifically, I interrogate the influence of positivism in reinforcing a heteronormative belief system in educational research, which exacerbates challenges with data collection, analysis, and reporting for gender nonbinary populations. I also explore alternative practices within empirically based studies and offer possibilities for inclusive methodological practice with implications for how we produce knowledge about and understand gender issues in education. The following implications for practice are discussed: (a) using mixed-methodological approaches in gender identity research; (b) capturing experiences of gender using non-normative indicators; (c) exploring nonparametric statistical techniques; (d) repositioning trustworthiness in scope and generalizability through study limitations and transparency; and (e) advocating empirical research, including narrative-inquiry supported by quantitative measures.

Journal of Higher Education Outreach and Engagement, Sep 8, 2020

The purpose of this qualitative study is to examine college and university faculty members' persp... more The purpose of this qualitative study is to examine college and university faculty members' perspectives on whether and how community-engaged teaching influences their students' learning. We grounded our study in the tradition of interpretative study, as well as the conceptualization of learning put forth by Neumann (2005). Based on interviews with 14 faculty members (across a range of institution type, rank, discipline, geographic location, and demographics) who have conducted community-engaged teaching currently or within the past 5 years, participants' narratives highlighted a metatheme of their students learning to grapple with complexity. Grappling with complexity consists of three subthemes of learning: recognizing the intricacies of applying theory to real-world problems, shifting from deficit to asset thinking, and confronting power structures in society. Implications for theory and practice are included.

Online learning, Dec 23, 2014

In this qualitative study, we examine the experiences of seven tenure-track and non-tenure track ... more In this qualitative study, we examine the experiences of seven tenure-track and non-tenure track current/future online faculty through the conceptual lenses of sense of community (McMillan & Chavis, 1986) and collegiality (Gappa, Austin, & Trice, 2007). We found: (1) participants reported that their sense of community and collegiality around online course development and teaching was lacking, (2) participants' communities for online teaching, if available, primarily focused on technical support, and (3) participants desired greater community and collegiality for philosophical and psychological concerns with the medium of online teaching. We conclude with recommendations for practice for online faculty professional growth.

This study seeks to determine students’ sense of community outcomes based on experiences with dif... more This study seeks to determine students’ sense of community outcomes based on experiences with different residence hall architectural designs. Sense o f community is a “feeling that members have of belonging, a feeling that members matter to one another and to the group, and a shared faith that members’ needs will be met through their commitment to be together” (McMillan & Chavis, 1986, p. 9). Building a sense o f community remains the biggest trend influencing facility designs on college and university campuses (Treanor Architects, 2011). However, little is known about the sense of community outcomes o f college students based on experiences with residence hall design. Results from data and information analyses o f this mixed-methodological study confirm that students do have different levels of sense o f community outcomes based on their experiences with select types o f residence hall designs. It is noted that suite-style accommodations offer greater sense o f emotional support th...

The Journal of College and University Student Housing, 2020

Routledge eBooks, Feb 1, 2023

Educational studies, May 4, 2021

Abstract Drawing from gender and queer studies, this article argues for reimagining empirical res... more Abstract Drawing from gender and queer studies, this article argues for reimagining empirical research as inclusive of the experiences of transgender and gender-minoritized communities hitherto silenced in prevailing dominant discourses of heteronormativity and the construction of gender in education. Specifically, I interrogate the influence of positivism in reinforcing a heteronormative belief system in educational research, which exacerbates challenges with data collection, analysis, and reporting for gender nonbinary populations. I also explore alternative practices within empirically based studies and offer possibilities for inclusive methodological practice with implications for how we produce knowledge about and understand gender issues in education. The following implications for practice are discussed: (a) using mixed-methodological approaches in gender identity research; (b) capturing experiences of gender using non-normative indicators; (c) exploring nonparametric statistical techniques; (d) repositioning trustworthiness in scope and generalizability through study limitations and transparency; and (e) advocating empirical research, including narrative-inquiry supported by quantitative measures.

Journal of Higher Education Outreach and Engagement, Sep 8, 2020

The purpose of this qualitative study is to examine college and university faculty members' persp... more The purpose of this qualitative study is to examine college and university faculty members' perspectives on whether and how community-engaged teaching influences their students' learning. We grounded our study in the tradition of interpretative study, as well as the conceptualization of learning put forth by Neumann (2005). Based on interviews with 14 faculty members (across a range of institution type, rank, discipline, geographic location, and demographics) who have conducted community-engaged teaching currently or within the past 5 years, participants' narratives highlighted a metatheme of their students learning to grapple with complexity. Grappling with complexity consists of three subthemes of learning: recognizing the intricacies of applying theory to real-world problems, shifting from deficit to asset thinking, and confronting power structures in society. Implications for theory and practice are included.

Online learning, Dec 23, 2014

In this qualitative study, we examine the experiences of seven tenure-track and non-tenure track ... more In this qualitative study, we examine the experiences of seven tenure-track and non-tenure track current/future online faculty through the conceptual lenses of sense of community (McMillan & Chavis, 1986) and collegiality (Gappa, Austin, & Trice, 2007). We found: (1) participants reported that their sense of community and collegiality around online course development and teaching was lacking, (2) participants' communities for online teaching, if available, primarily focused on technical support, and (3) participants desired greater community and collegiality for philosophical and psychological concerns with the medium of online teaching. We conclude with recommendations for practice for online faculty professional growth.

This study seeks to determine students’ sense of community outcomes based on experiences with dif... more This study seeks to determine students’ sense of community outcomes based on experiences with different residence hall architectural designs. Sense o f community is a “feeling that members have of belonging, a feeling that members matter to one another and to the group, and a shared faith that members’ needs will be met through their commitment to be together” (McMillan & Chavis, 1986, p. 9). Building a sense o f community remains the biggest trend influencing facility designs on college and university campuses (Treanor Architects, 2011). However, little is known about the sense of community outcomes o f college students based on experiences with residence hall design. Results from data and information analyses o f this mixed-methodological study confirm that students do have different levels of sense o f community outcomes based on their experiences with select types o f residence hall designs. It is noted that suite-style accommodations offer greater sense o f emotional support th...