Jarrett Warshaw, PhD, serves as Assistant Director for Research and Grants in the National Resource Center for the First-Year Experience and Students in Transition. He leads large-scale survey projects, research efforts and partnerships, external funding initiatives, and the Paul P. Fidler Grant program, advancing the NRC’s scholarly agenda. Additionally, he engages on NRC’s leadership team while also mentoring a research analyst and working with affiliate scholars in the field. He also oversees key research reports and briefs.

Jarrett’s research interests include postsecondary organization, finance, and policy, with a focus on examining innovative changes that enable diverse institutions and students to succeed. He has received grant funding from sponsors such as the TIAA Institute and the Center for Innovative Higher Education at the University of Minnesota to support his work. Publications from his research have appeared in peer-reviewed journals, including Higher Education Quarterly, International Journal of Leadership in Education, The Journal of Higher Education, and Teachers College Record, and in edited volumes. He is co-editor of Regional Public Universities: Addressing Misconceptions and Analyzing Contributions, which has been published through Wiley’s New Directions for Higher Education series.

Prior to joining the NRC, Jarrett served as a tenured associate professor of higher education at Florida Atlantic University where he taught graduate courses on leadership, organization and governance, finance and philanthropy, and history and philosophy. He received—as assistant professor—the Scholar of the Year Award in the College of Education.

Jarrett has served as a research consultant on projects with the Office of Appreciative Education at Florida Atlantic University, the Office of Strategy and Policy at The University of Texas at Austin, and the Council of Independent Colleges. He has also worked in undergraduate admissions and enrollment management.

Outside of work, Jarrett enjoys spending time with his family, hiking and running, supporting the local music scene, and playing guitar loudly.

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Educational Background

• Doctor of Philosophy, Higher Education, The University of Georgia
  • Presidential Fellow, Louise McBee Institute of Higher Education
• Master of Science in Education, College Student Personnel, Bucknell University
• Bachelor of Arts, English (with Honor), summa cum laude, Skidmore College

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Selected Publications

Cuevas, A.P., Bloom, J.L., & Warshaw, J.B. (In Press). The appreciative campus: Rehumanizing higher education through the appreciative education theory-to-practice framework. In L. Harrison & P. Mather (Eds.), Rehumanizing higher Education: New directions in teaching and learning. Hoboken, NJ: Wiley Periodicals, Inc. https://doi.org/10.1002/tl.20646

Warshaw, J.B., DeMonbrun, M., McNaughtan, J. (2024). Reaching for excellence through equity or prestige? US Private master’s comprehensive institutions and low-income students. Higher Education Quarterly. https://doi.org/10.1111/hequ.12573

Warshaw, J.B., & Ciarimboli, E.B. (2024). Shaping innovative change through concentrated, distributed, or hybrid leadership? Organizational resilience in women’s liberal arts colleges. International Journal of Leadership in Education. https://doi.org/10.1080/13603124.2024.2407778

Hearn, J.C., & Warshaw, J.B. (2022). The pandemic and access-oriented private nonprofit colleges: Research report. New York, NY: TIAA Institute. Report available at: https://www.tiaa.org/public/institute/publication/2022/pandemic-and-access-oriented-private-nonprofit-colleges

Warshaw, J.B., DeMonbrun, M., & McNaughtan, J. (2022). Suppressing racial diversity for prestige? The conflicting imperatives of public master’s institutions. Journal of Diversity in Higher Education. https://doi.org/10.1037/dhe0000394

Warshaw, J.B., McNaughtan, J., & DeMonbrun, M. (2021). Between two fields: US public master’s institutions—Striving for prestige or equity? Higher Education Policy, 34, 344-369.

Warshaw, J.B., & Ciarimboli, E.B. (2020). Structural or cultural pathways to innovative change? Faculty and shared governance in the liberal arts college. Teachers College Record, 122(8), 1-46.

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Selected Presentations

Barringer, S.N., Warshaw, J.B., & Hearn, J.C. (2023). Deconstructing the liberal arts college: Examining the stability of an “eroding” organizational form. Paper presented at the annual meeting of the Association for the Study of Higher Education, Minneapolis, MN.

Warshaw, J.B. (2023). Doing the work of innovative change: Professional staff at private liberal arts colleges. Paper presented at the annual meeting of the Association for the Study of Higher Education, Minneapolis, MN.

McNaughtan, J., DeMonbrun, M., Warshaw, J.B., & Singer, P. (2021, November). Supporting those in need? Dissecting the manifest and latent functions of CARES Act disbursements to higher education institutions. Paper presented at the annual meeting of the Association for the Study of Higher Education, San Juan, Puerto Rico.

Warshaw, J.B., & Swingle, E.C. (2020, November). Why do faculty become administrative leaders? Academic capitalism in STEM-centered units. Paper presented at the annual meeting of the Association for the Study of Higher Education, New Orleans, LA.

DeMonbrun, M., Harnisch, T., McClure, K., McNaughtan, J., Morphew, C.C., Orphan, C., & Warshaw, J.B. (2020, April). Recasting the study of legitimacy, equity, and resilience through regional comprehensive universities. Symposium for the annual meeting of the American Educational Research Association, San Francisco, CA. [Contributors listed alphabetically]