Dr. Heidi Whitford
"The desire to become an agent of change within a higher education institution, while cultivating professional standards of higher education, leadership qualities, and skillful evaluation and assessment, will be a key factor that will strengthen your pursuit of a career in higher education"
- PhD – New York University, 2001
- MEd – Harvard University, 2006
- BA – University of Florida, 1996
Prior to joining the Barry University faculty, I taught at LaGuardia Community College in New York and at New York University. In addition, I was a program officer at the Institute of International Education for the Fulbright International Exchange Program and later served as a consultant for international higher education research projects at the Steinhardt Institute for Higher Education Policy at New York University.
My research and professional interests include the internationalization of higher education, community engagement and service learning, student success, and student activism. I am an active member and have presented at the annual conferences of the American Educational Research Association and the Association for the Study of Higher Education, College Student Educators International (ACPA), Student Affairs Administrators in Higher Education (NASPA), and the Comparative and International Education Society.
McCrink, C.L., Whitford, H. (Eds.) (2017, March). Global development of the community college model. New Directions for Community Colleges, 177. San Francisco, CA: Wiley Periodicals.
McCrink, C.L., & Whitford, H. (2017, March). A partnership for a community college in Chile. In C.L. McCrink, H. Whitford, & N. Stubbs (Eds.), Global development of the community college model. New Directions for Community Colleges, 177. San Francisco, CA: Wiley Periodicals.
Whitford, H. (2014). The role of graduate student unions in the higher education landscape. In C. Broadhurst and G. Martin (Eds.), “Radical” academia? Understanding the climates for campus activists,” New Directions for Higher Education. San Francisco, CA: Wiley Periodicals.
Whitford, H. & McCrink, C.L. (2014). Contextualizing the higher education pathways of undocumented students: An exploration of policy and practice using a framework of intersectionality. In D. Mitchell, C. Simmons, & L. Greyerbiehl (Eds.), Intersectionality and higher education: Theory, research and praxis (pp. 55-67). New York, NY: Peter Lang Publishing. Recent Presentations
Whitford, H., & Buckreis, S. (2019, October). How do faculty navigate community service-learning projects in an international branch campus? Paper presented at the International Association for Research in Service Learning and Community Engagement annual conference, Albuquerque, NM.
Whitford, H., Machuca, R., & Matusevich, K. (2018, July). Enhancing Student Learning Outcomes in a Graduate Level Service-Learning Course. Paper presented at the International Association for Research on Student Learning and Community Engagement annual conference, New Orleans, LA.
Whitford, H. & Lewin, R. (2017, March). Connecting ACPA/NASPA Professional Competency Areas, Student Affairs Work, and Graduate School: A Collaborative Theory-to-Practice Inquiry. Paper presented at the Student Affairs Administrators in Higher Education Annual Conference in San Antonio, TX.
Whitford, H., McCrink, C.L., & Fernandez, D.I. (2016, March). Undocumented students’ experiences of higher education access and opportunity. Paper presented at the College Student Educators International (ACPA) Annual Convention, Montreal, Canada.
In which online degree program do you teach?
Which classes do you teach online?
EDR 601: Methodology of Research; HED 646: College Student Development; HED 634: Administration of Higher Education; HED 601: Current Issues in American Higher Education; HED 648: Practicum in Higher Education; HED 630: Higher Education and the Law; HED 626: History of American Higher Education; HRD 653: Career Development and Life Work Planning; HRD 652: Diversity in the Workplace
What do you want students to take away from your courses?
Students in the Higher Education Administration MS program need to be aware of the major changes that are taking place within the higher education landscape, learn the knowledge, skills, and leadership qualities that can help them lead their higher education institutions to successfully respond to those changes. Students need to embrace change and take on an entrepreneurial mindset to tackle the challenges of contemporary higher education. I expect students to be active and enthusiastic participants in the courses, with a desire to learn from the course and each other.
Why did you start teaching?
I am passionate about higher education, particularly in examining questions of access, affordability, and equitable opportunity. I hope to bring this to my classes and students so that they, too, can explore issues of great importance to the future of higher education. My interest in teaching stems from a desire to facilitate active learning by students that will contribute to positions of leadership where students can make a positive impact in their careers.
What advice would you give to students considering this online program?Explore your passions. Where do you see yourself in two, three, or five years? Read everything you can related to your interests and stay current with technology because change happens quickly. While completing your program, examine how you can apply the theories and concepts learned in the coursework to improve your practice. Bring your knowledge and enthusiasm to the online classroom every day, and your learning will be compounded exponentially.
What is the one book you think everyone should read?
Remaking College: The Changing Ecology of Higher Education. This book provides an illuminating touchstone on the many changes that are taking place in higher education.
What qualities make someone particularly successful in the profession in which you teach?
The most important quality is passion and enthusiasm for higher education. Our students are self-selecting and have a particular interest in the field of higher education administration, and many of them already have a wealth of experience that they share in class discussions. The desire to become an agent of change within a higher education institution, while cultivating professional standards of higher education, leadership qualities, and skillful evaluation and assessment, will be a key factor that will strengthen your pursuit of a career in higher education.
What do you think is the biggest challenge that people in higher education face today?
The landscape of higher education is changing rapidly as new technologies are developed and institutions respond to external and internal pressures related to economic and societal conditions. Being adaptable to change and responding strategically are especially important skills for higher education professionals to develop.
Tell us something interesting about yourself that your students might not know about you.
I previously worked as a wilderness instructor for Outward Bound and led wilderness expeditions for at-risk middle and high school students.