Publication Page- Brent Drake

Espinoza, K., Rincon, B., Drake, B. M., Harbin, J. & Ethelbah, K. (2024). Oceania in the Desert: A QuantCrit Analysis of the (Under) Counting of Native Hawaiian and Pacific Islander Students at an AANAPISI-HSI. Journal of Research on Educational Effectiveness. 1-24.

Shi, Q., Crooker, J. Drum, C. & Drake B. M. (2022). Investigation of the effect of first-year seminars on student success. The Journal of The First-Year Experience & Students in Transition, 33 (2), pp 65-95.

Pritchard L. M., Bowles-Terry, M., Couzens, L., Drake, M., Rodriguez-Robles, J. A., Copeland, D. E., Kim, P., Tillery, D., & Drake, B. M. (2021). Implementing curricular change across the university: Challenges and successes. International Journal of Teaching and Learning in Higher Education, 33 (1), pp 34-47.

Koch, A.K. & Drake, B. M. (2021). Momentum stoppers and equity blockers: The implications of gateway courses for students at their transfer-receiving institutions. In Gardner, J., Rosenberg, M., Koch, A. K. (Eds.) The Transfer Experience: A Handbook for Creating a More Equitable and Successful Postsecondary System. Sterling, VA: Stylus.

Weston, T. J., Seymour, E., Koch, A. K., & Drake, B. M. (2019). Weed-out classes and their consequences. In Hunter, A. & Seymour, E. (Eds.), Talking About Leaving Revisited: Persistence, Relocation and Loss in Undergraduate STEM Education. New York, NY: Springer.

Koch, A. K., & Drake, B. M. (2019). Digging Into the Disciplines II – Failure in Historical Context: The Impact of Gateway Courses in History, Accounting, and Chemistry on Student Success. Brevard, NC: John N. Gardner Institute for Excellence in Undergraduate Education.

Koch, A. K., & Drake, B. M. (2018). Digging Into the Disciplines I – Accounting for Failure: The Impact of Gateway Courses in Accounting, Calculus, and Chemistry on Student Success. Brevard, NC: John N. Gardner Institute for Excellence in Undergraduate Education.

Drake, B. M. & Walz A. (2018). Evolving business intelligence and data analytics in higher education. New Directions for Institutional research, 178, 39-52.

Drake, B. M., Pytlarz, I., & Patel, M. (2018). Let me paint you a picture: Utilizing visualizations to make data more accessible. In K. L. Weber (Ed.). Building capacity in institutional research and decision support in higher education. (pp. 81-93). New York, NY: Springer Publishing

Drake, B. M. (2017). The key to great analytics – understand the forces you want to change. In D. Rogelberg (publisher). The future of higher education: Experts share insights about technologies that will transform your institution. Great Neck, NY: Mighty Guides.

Schutz, K. R., Drake, B. M., Lessner, J., & Hughes, G. F. (2015). A comparison of community college full-time and adjunct faculties’ perceptions of factors associated with grade inflation. Journal of Continuing Higher Education, 63,  1-13.

Schutz, K. R., Drake, B. M., & Lessner, J. (2012). Do community college full-time and adjunct faculties’ differ in their perceptions of rigor in the assignment of grades? Journal of Educational Studies, 6(2), 59-77.

Koch, A. K. & Drake, B. M. (2010) The efficacy of a coordinated multilayered first-year experience program: Purdue University. In D. Calderon & D. Nutt (Eds.). International perspectives on the first-year experience in higher education, Monograph. Columbia, SC: National Resource Center for the First-Year Experience and Students in Transition.

Patrick, H. & Drake, B. M. (2009) School transitions: Middle school. In E. M. Anderman & L. H. Anderman (Eds.). Psychology of classroom learning: An encyclopedia. (pp. 775-778). Farmington Hills, MI: Cengage Learning.