Dr. Hatch-Tocaimaza teaches courses in the areas of higher education administration, community college leadership, quantitative research methods and applied research. He advises doctoral (Ph.D and Ed.D) students in the Educational Leadership and Higher Education specialization and master’s degree students in the online MA Higher Education program.

Dr. Hatch-Tocaimaza expects his doctoral advisees, whether pursuing the Ph.D or Ed.D, to collaborate in conducting, writing and presenting original research in national scholarly forums—in making admissions decisions, Dr. Hatch-Tocaimaza looks for indications of an applicant's inclinations and aptitude for learning how to contribute to these scholarly activities. This is one of the best ways for students to make the transition from student to scholar and be prepared to conduct their own dissertation research. As part of that preparation, he expects his doctoral advisees, whether local or studying at a distance, to travel to present their own research projects at EDAD’s Women in Educational Leadership Conference held in Lincoln annually.

Ph.D students are required to complete 6 credit hours of on-campus residency, which would preferably come in the form of research seminars with him and/or affiliated faculty, learning and doing hands-on research (conceptualizing research problems, writing grants, gathering data, analyzing data and other related activities). Ed.D students are highly encouraged to do the same. All of Dr. Hatch-Tocaimaza's doctoral advisees are required to travel to Lincoln for their dissertation proposal and dissertation defense meetings.

Master’s degree students have a relatively well-defined program of studies. Because Dr. Hatch-Tocaimaza teaches and researches in the field of community colleges, his master’s degree advisees are encouraged to take at least one elective in this area. He also encourages master’s students to consider pursuing at least one research methodology course beyond the required introductory course.

• Hatch-Tocaimaza, D. K., **Mardock-Uman, N., *Garcia, C. E., & *Johnson, M. (In press). Best laid plans: An activity systems analysis of how community college student success courses work. Community College Review.
• Hatch-Tocaimaza, D. K. (2017). The structure of student engagement in community college student success programs: A quantitative activity systems analysis. AERA Open, 3(4), 1-14. doi: 10.1177/2332858417732744
• Hatch-Tocaimaza, D. K. & *Garcia, C. E. (2017). Academic advising and the persistence intentions of community college students in their first weeks in college. Review of Higher Education, 40(3), 353-390. doi: 10.1353/rhe.2017.0012
• Hatch-Tocaimaza, D. K., **Mardock-Uman, N., & *Nelson, M. (2017). Content validation of the Community College Student Success Program Inventory (CCSSPI). Community College Journal of Research and Practice. Online preprint. doi: 10.1080/10668926.2017.1323694
• *Tuliao, M., Hatch-Tocaimaza, D. K., & Torraco, R. J. (2017). Refugee students in community colleges: How colleges can respond to an emerging demographic challenge. Journal of Applied Research in the Community College, 24 (1), 15–26.
• Bukoski, B, E., & Hatch-Tocaimaza, D. K. (2016). We’re still here ... we're not giving up”: Black and Latino men's narratives of transition to community college. Community College Review, 44(2), 99–118. doi: 10.1177/0091552115621385
• Hatch-Tocaimaza, D. K. (2016). A brief history and a framework for understanding commonalities and differences of community college student success programs. New Directions for Community Colleges, 2016(175), 19–31. doi: 10.1002/cc.20209
• Hatch-Tocaimaza, D. K. & Bohlig, E. M. (2016). An empirical typology of the latent programmatic structure of promising practices at community colleges. Research in Higher Education, 57(1), 72–98 doi: 10.1007/s11162-015-9379-6
• Hatch-Tocaimaza, D. K., Crisp, G., & Wesley, K.. (2016). What’s in a name? The challenge and utility of defining promising and high-impact practices. New Directions for Community Colleges, 2016(175), 9–17. doi: 10.1002/cc.20208
• Hatch-Tocaimaza, D. K., *Garcia, C. E., & Sáenz, V. B. (2016). Latino men in two-year public colleges: State-level enrollments changes and equity trends over the last decade. Journal of Applied Research in the Community College, 23(2), 73–92.
• Hatch-Tocaimaza, D. K., **Mardock-Uman, N., & *Garcia, C. E. (2016). Variation within the “new Latino diaspora”: A decade of changes across the U.S. in the equitable participation of Latina/os in higher education. Journal of Hispanic Higher Education, 15(4), 358–385. doi: 10.1177/1538192715607333
• Hatch-Tocaimaza, D. K. & Bohlig, E. M. (2015). The scope and design of structured group learning experiences at community colleges. Community College Journal of Research and Practice, 39(9), 819–838. doi: 10.1080/10668926.2014.911128
• Hatch-Tocaimaza, D. K. (2012). Unpacking the black box of student engagement: The need for programmatic investigation of high impact practices. Community College Journal of Research and Practice, 36(11), 903–915. doi: 10.1080/10668926.2012.690319
• Sáenz, V. B., Hatch-Tocaimaza, D. K., Bukoski, B. E., Kim, S., Lee, K., & Valdez, P. (2011). Community college student engagement patterns: A typology revealed through exploratory cluster analysis. Community College Review, 39(3), 235-267. doi: 10.1177/0091552111416643
• Crisp, G., & Hatch-Tocaimaza, D. K. (Eds.) (2016). Promising and high-impact practices: Student success programs in the community college context. New Directions for Community Colleges, 2016(175).
• Hatch-Tocaimaza, D. K. (2012). O significado do comprometimento do estudante em contexto: Esclarecendo concepções familiares em âmbitos estrangeiros. [The meaning of student engagement in context: Clarifying familiar conceptualizations in foreign settings]. Revista Educação por Escrito- PUCRS, 3(1), 114–121.

TBA

• EDAD 900: Pro Seminar in ELHE
• EDAD 912B: Emerging Issues: Community College Leadership
• EDAD 981:Intermediate Quantitative Methods