Contact Info
Phone: 617-353-3210

Educational History

  • Ph.D. in Student Affairs Administration, The University of Georgia
  • M.S. in Christian Education, Abilene Christian University
  • B.S. in Youth & Family Ministry, Abilene Christian University


As program director, Dr. Scott provides administrative leadership, instruction,and curriculum development for the master’s concentration in higher education administration. He received his doctorate in student affairs administration from the University of Georgia and has worked in a variety of student and academic affairs positions in Texas, Georgia, and Japan, including teaching at both private and public research-extensive universities over the past decade. Dr. Scott approaches teaching from a shared-learner perspective and believes excellent pedagogy is grounded in an environment where all students contribute to learning. His research interests and current scholarship include college student learning and identity development, service-learning and university-community engagement, and institutional culture-campus ecology.

Courses Taught

  • AP 550 Perspectives & Historical Foundations of Higher Education
  • AP 801 Internship in Student-Academic Affairs Administration
  • AP551 Contemporary Issues in Higher Education
  • AP701-Doctoral Colloquium

Selected Publications

  • Scott, J.H. (2012). The intersection of moral growth & service-learning. In D.L Cooper & D. Liddel (Eds.), College student moral development (in press).
  • Scott, J. H., & Cooper, D. L. (2011). Campus stalking: Theoretical implications and responses. The College Student Affairs Journal.
  • Scott, J. H., & Cooper, D. L. (—-). Why service-learning? Qualitative insights
  • from faculty new to service-learning (in submission process).
  • Scott, J.H. (—-). A new synergistic supervision framework for addressing motivation in
  • new student affairs professionals (in submission process).
  • Scott, J. H. (2007). Factors to consider in choosing an assessment method. Georgia Journal of College Student Affairs, Art. 3.
  • Barham, J.K., & Scott, J.H. (2006). Increasing accountability through a new comprehensive model for assessment in student affairs. The College Student Affairs Journal, 25(2), 209-219.

Selected Presentations

  • Scott, J.H., Dean. S. (Spring 2011). Bridging the Gap: Building Sustainable University & Community Service-Learning Partnerships. WORKSHOP: Gulf South Summit on Civic Engagement & Higher Education, Athens, GA.
  • Tanton, C., Scott, J.H. (Spring 2010). Difficult Dialogues: A Framework for Promoting Social Responsibility and Learning. ACPA Convention, Boston, MA.
  • Scott, J.H. Shehane, M. Curtis, R. Dean, S. (2009). Building academic and student affairs partnerships in a leadership living-learning center. NASPA Convention, Seattle, WA.
  • Barham, J. K., Scott, J. H., Cooper, D. L., Atchley, L. (2008).  Division learning and development objectives: From theory to practice. ACPA Convention, Atlanta, GA.
  • Scott, J. H., & Edwards, M. (2007). Applying a comprehensive assessment model to division-wide training. Presented at the NASPA/ACPA National Joint Conference, Orlando, FL.

Select Invited Lectures/Workshops

  • Paradigms of Inquiry & Meaning Making: Understanding Qualitative Research, Baylor School of Social Work, grad course, Summer II, 2012
  • Moral Development in Higher Education, Baylor University, October 2011
  • Exploring the Landscape of Change & Growth in Higher Education, Department of Admissions & Enrollment Management, Baylor University, May 2010
  • Understanding Assessment & Evaluation in Higher Education, Texas Conference for Higher Education in Student Affairs, February 2010
  • Mobilizing a Culture for Student Civic Engagement, Baylor Student Government Association, Fall 2009 & Spring 2010
  • Why Service-Learning? Communities-in-Schools & Regional Americorp for Waco and surrounding county schools, Fall 2009
  • Assessment Planning and Design, Student Affairs Assessment Institute, American College Personnel Association (ACPA), Austin, TX, 2009

Undergraduate Students

Undergraduate students at the School of Education benefit from the community feel of a small school along with the resources of a large university. Our students are in the field in both urban and suburban schools as early as their first year at SED.

Graduate Students

Talented graduate students from around the world prepare to become teachers, counselors, administrators, and more in as little as one year at the School of Education. Our students engage in diverse aspects of education both in the classroom and the field.