Faculty

Matthew Mayhew

Assistant Professor of Higher Education

Matthew Mayhew

Phone: 212 998 5068
Email:

Matt Mayhew is interested in how collegiate conditions, educational practices, and student experiences influence learning and democratic outcomes ranging from moral reasoning to high-risk drinking behaviors. Mayhew has published articles in Research in Higher Education, Journal of Higher Education, Review of Higher Education, the NASPA Journal, the Journal of College and Student Development, Ethics and Behavior, and Journal of Moral Education. He has co- authored a chapter in Higher Education: Handbook of Theory and Research. Recently, Mayhew (with Rebecca Caldwell) received two grants from the United States Department of Education, the first investigating how gender identities inform students' likelihood of engaging in high-risk drinking behaviors and the second examining collegiate conditions leading to campus violence. In 2008, he (with Jeffrey Simonoff and Batia Wiesenfeld) received a grant from the Kauffman Foundation to explore how collegiate conditions, educational practices, and experiences influence and facilitate the development of innovative entrepreneurship. He earned his doctorate in higher education administration with a focus on research, evaluation, and assessment from the University of Michigan in 2004.


Degrees Held

  • PhD University of Michigan 2004
    Research, Evaluation, and Assessment
  • MA Brandeis University 1999
    Social and Developmental Psychology
  • BA Wheaton College 1996
    Psychology. Theology

Awards

  • 2008 : Co-Principal Investigator (with Jeffrey Simonoff and Batia Wiesenfeld). Kauffman Foundation. Exploring the Relationship between Higher Education and Innovative Entrepreneurship. $125,456
  • 2007 : Graduate Student Organization Faculty Star Award at New York University
  • 2007 : Principal Investigator. New York University Stern School of Business. How Curricular Content and Educational Practices Influence Student Learning and Alumni Engagement. $41,767
  • 2006 : Co-Principal Investigator (with Rebecca Caldwell). US Department of Education. Weaving the Fabric of a Non-Violent University. $264,146
  • 2005 : Co-Principal Investigator (with Rebecca Caldwell). US Department of Education. Changing a High-Risk Drinking Culture through the Lens of Gender. $239,472
  • 2003 : Principal Investigator. Center for Inquiry in the Liberal Arts at Wabash College. How curricular content and educational practices affect the development of moral reasoning in traditionally-aged undergraduate students. $20,000
  • 2001 : Award Recipient. University of Michigan Spencer Award Recipient. Understanding Intercultural Maturity. $2000

Publications

  • Grunwald, H.E. & Mayhew, M.J. (2009, in press). The use of propensity scores in identifying a comparison group in a quasi-experimental design: Moral reasoning development as an outcome. Research in Higher Education, 50(3).
  • Mayhew, M.J., Caldwell, R.C., & Hourigan, A. (2008). The influence of curricular-based interventions within first-year “success” courses on student alcohol expectancies and engagement in high-risk drinking behaviors. The NASPA Journal, 45(1), 49-72.
  • Mayhew, M.J., Wolniak, G.C, & Pascarella, E. T. (2008). How curricular content and educational practices affect the development of life-long learning outcomes in traditionally-aged undergraduate students. Research in Higher Education, 49(9), 317-356.
  • Mayhew, M.J. & King, P.M. (2008). How curricular content and pedagogical strategies affect moral reasoning development in college students. Journal of Moral Education, 37(1), 17-40.
  • Harding, T., Mayhew, M.J., Finelli, & Carpenter, D. (2007). The theory of planned behavior as a model of academic dishonesty in humanities and engineering undergraduates. Ethics and Behavior, 17(3), 255–279.
  • Mayhew, M.J. & Deluca Fernandez, S. D. (2007). Pedagogical practices that contribute to social justice outcomes. Review of Higher Education, 31 (1), 55–80.
  • Engberg, M.E. & Mayhew, M.J. (2007). The influence of first-year success courses on student learning and democratic outcomes. Journal of College and Student Development, 48 (3), 241-258.
  • Passow, H.J., Mayhew, M.J., Finelli, C., Harding, T., & Carpenter, D. (2006). Factors influencing engineering students’ decisions to cheat by type of assessment. Research in Higher Education, 48(6), 643-684.
  • Mayhew, M.J., Grunwald, H.E., & Dey, E.L. (2006). Breaking the silence: Achieving a positive campus climate for diversity from the staff perspective. Research in Higher Education, 47(1), 63-88.
  • Mayhew, M.J. & Grunwald, H.E. (2006). Factors that contribute to faculty’s incorporation of diversity-related content into their course materials. Journal of Higher Education, 77(1), 148-168.
  • Mayhew, M.J., Grunwald, H.E., & Dey, E.L. (2005). Curriculum Matters: Creating a positive climate for diversity from the student perspective. Research in Higher Education, 46(4), 389-412.
  • Mayhew, M.J. (2004). Exploring the essence of spirituality: A phenomenological study of eight students with eight different worldviews. The NASPA Journal, 41(4), 647-674.
  • King, P.M. & Mayhew, M.J. (2004). Theory and research on the development of moral reasoning among college students. Higher Education: Handbook of Theory and Research, Vol. XIX, 375-440.
  • King, P.M. & Mayhew, M.J. (2002). Moral judgement development in higher education: Insights from the Defining Issues Test. Journal of Moral Education, 31(3), 247-270.

Courses

E98.2090: Foundations of Higher Education
E98.2069: College Student Learning and Development