Deryl Hatch

Deryl Hatch portrait picture

Website:Resume/CV

Deryl Hatch

Assistant Professor

2013 Ph.D., Higher Education Administration, University of Texas
2006 Ed.M, Technology, Innovation, and Education, Harvard Graduate School of Education
2003 B.A., Linguistics, Brigham Young University
1999, Foundational College Experience, Mt. San Antonio College

Dr. Hatch’s research and teaching focuses on community college environments—institutional structure, programming and interaction with students—to uncover how they intersect with student experiences to foster equitable access, quality and success in higher education, especially in regard to those from traditionally underserved and underrepresented populations.

Dr. Hatch is Faculty Associate of the Nebraska Center for Research on Children, Youth, Families and Schools (CYFS) at UNL and is the principle investigator of the Student Success Program Research Initiative. Before coming to UNL, Dr. Hatch led the development of the Community College Institutional Survey and the Survey of Online Student Engagement at the Center for Community College Student Engagement at the University of Texas at Austin, where he maintains associate status.

Teaching and advising

Dr. Hatch 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 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 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’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 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.

 

Professional Highlights

Experience
2013 to present, Assistant Professor, Educational Administration, College of Education and Human Sciences, University of Nebraska–Lincoln2012-2013, Research Associate, The Center for Community College Student Engagement, Community College Leadership Program, University of Texas2009-2012, Graduate Research Assistant, The Center for Community College Student Engagement, Community College Leadership Program, University of Texas2005–2006, Research Assistant, WIDE World Online Training, Harvard Graduate School of Education