John Creswell Professor

1974, Ph.D., Higher Education, University of Iowa
1971, M.A., Student Personnel and Counseling, University of Iowa
1967, B.A., History/Political Science, Muskingum College

Courses Taught

Fall 2014
  • EDPS 900K – Qualitative Approaches to Educational Research
  • EDPS 936 – Mixed Methods Research
  • EDPS 995 – Doctoral Seminar
Spring 2015
  • EDPS 995 – Doctoral Seminar

Areas of Expertise:

    Qualitative and Quantitative Research Methods
    Qualitative Research
    Mixed Method Research
    Postsecondary Education Studies (Departmental Leadership and Faculty Issues in Higher Education)

Professional Highlights

1993 to present, Professor, Department of Educational Psychology, University of Nebraska-Lincoln; Member, Center for the Study of Postsecondary and Higher Education1994-1999, Coordinator for Research Courses, Teachers College, University of Nebraska-Lincoln1986-1990, Project Director, Lilly Endowment/TIAA-CREF National Study of Faculty Growth and Development Practices of Academic Department Chairs1978-1992, Primary advisor, Postsecondary Education Program in the Doctoral Area of Administration, Curriculum, and Instruction, Teachers College, University of Nebraska-Lincoln 1986-1993, Professor, Department of Educational Administration, University of Nebraska-Lincoln 1981, Acting Department Chair and Acting Dean, Teachers College, University of Nebraska-Lincoln1978-1986, Associate Professor, Department of Educational Administration, University of Nebraska-Lincoln1977-1978, Coordinator of Planning for the College of Education, Oklahoma State University 1974-1978, Assistant and Associate Professor of Higher Education, Department of Educational Administration and Higher Education, Oklahoma State University 1973-1974, Research Assistant for Information Systems, Dean of Advanced Studies, Graduate College, University of Iowa 1972, Graduate Intern, Office of the President, University of Iowa1971-1973, Research Assistant, Dean's Office, College of Education, University of Iowa
Association for the Study of Higher EducationAmerican Educational Research AssociationPhi Delta Kappa