Peer-Reviewed Research
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*indicates manuscript with ISU graduate student(s)
Crisp, G., Doran, E.E., Potts, C., & Carales, V.D. (2020). Disrupting the dominant discourse: Exploring the mentoring experiences of Latina/o community college students. The Journal of Postsecondary and Tertiary Education, 5, 57-78. doi: 10.28945/4510
*Doran. E.E., & Hengesteg, P.H. (2020). Ascending toward new heights: How one program builds navigational capital for Latinx community college students. The Journal of the First-Year Experience and Students in Transition, 32(1), 29-41. Acceptance rate 10%.
Doran, E.E. (2019). “What’s expected of us as we integrate the two disciplines?”: Two-year college faculty engage with basic writing reform. Teaching English in the Two-Year College, 47(2), 149-167. Acceptance rate 20%
*Doran, E.E., & Hengesteg, P.S. (2019). Advocating for Mexican American studies in whitestream community colleges: A focus on faculty efforts. The Journal of Diversity in Higher Education. Advance online publication. doi: 10.1037/dhe0000157 SJR 1.13, H-index 31, 1.294 impact factor
Doran, E.E. (2019). Building a community of practice for developmental faculty. The Journal of Developmental Education, 43(1), 12-19.
*Rodriguez, S.L., Doran, E.E., Sissel, M., & Estes, R. (2019). Becoming la ingeniera: Examining the engineering identity development of undergraduate Latinas. Journal of Latinos and Education. Advance online publication. doi: 10.1080/15348431.2019.164269 SJR 0.40, H-index 9
*Rodriguez, S.L., Jordan, A., Doran, E.E., & Sáenz, V. (2019). Latino men and community college campus environments: Understanding how belonging, validation, and resources shape experience. The Journal of Applied Research in the Community College, 26(1), 1-13.
Bradley, D.A., & Doran, E.E. (2018). Texas House Bill 51: An incognito higher education performance funding policy. Texas Education Review, 7(1), 85-101. doi: 10.26153/tsw/15
*Doran, E.E., & Singh, A. (2018). “It’s all about the ganas”: Incorporating a multicultural curriculum in developmental education. Community College Journal of Research and Practice, 42(7-8), 476-488. doi: 10.1080/10668926.2018.1429965 SJR 0.42, H-index 24, Acceptance rate 21%
Doran, E.E., & Medina, Ø. (2017). The intentional and the grassroots Hispanic-Serving Institutions: A critical history of two universities. Association of Mexican American Educators Journal, 11(3), 29-49. doi: 10.24974/amae.11.3.360 Acceptance rate 19%
Doran, E.E. (2017). An empowerment framework for Latinx students in developmental education. Association of Mexican American Educators Journal, 11(2), 133-154. doi: 10.24974/amae.11.2.353 Acceptance rate 19%
Crisp, G., Doran, E.E., & Reyes, N.A. (2017). Predicting graduation rates at 4-year broad access institutions using a Bayesian modeling approach. Research in Higher Education. doi: 10.1007/s11162-017-9459-x SJR Ranking 1.724, H-index 57, Acceptance rate 10%, 1.961 impact factor
Zerquera, D.D., & Doran, E.E. (2017). Charting ahead: Navigating threats and challenges to the urban-serving research university mission. Metropolitan Universities Journal, 28(2), 46-62. doi: 10.18060/21516
Doran, E.E. (2017). The benefits of investing in high-quality professional development for faculty in Texas. The Journal of Pedagogy and Ideas, 1(1). Retrieved from http://catchthenext.org/the-benefits-of-investing-in-high-quality-professional-development-for-community-college-faculty-in-texas/
Crisp, G., Reyes, N.A., Doran, E.E. (2017). Predicting successful mathematics remediation among Latina/o students. The Journal of Hispanic Higher Education, 16(3), 232-255. *2014 Charles F. Elton Best Paper Award. doi: 10.1177/1538192715621950 SJR 0.44, H-index 20, Acceptance rate 70%
Doran, E.E., Stortz, R., & Porter, T. (2016). “Why don’t you do something innovative?” An autoethnography on becoming multiliterate educators. Journal of College Literacy and Learning, 42, 3-19. Acceptance rate 30%
Doran, E.E. (2015). Negotiating access and tier one aspirations: The historical evolution of a striving Hispanic-serving institution. The Journal of Hispanic Higher Education, 14(4), 343-354. doi: 10.1177/1538192715570638 SJR 0.44, H-index 20, Acceptance rate 70%
Doran, E.E. (2014). Transformative college teaching through multiliteracies. Community College Moment, 14, 34-45. Retrieved from http://www.lanecc.edu/sites/default/files/ccmoment/ccm_14-final.pdf
*indicates manuscript with ISU graduate student(s)
Crisp, G., Doran, E.E., Potts, C., & Carales, V.D. (2020). Disrupting the dominant discourse: Exploring the mentoring experiences of Latina/o community college students. The Journal of Postsecondary and Tertiary Education, 5, 57-78. doi: 10.28945/4510
*Doran. E.E., & Hengesteg, P.H. (2020). Ascending toward new heights: How one program builds navigational capital for Latinx community college students. The Journal of the First-Year Experience and Students in Transition, 32(1), 29-41. Acceptance rate 10%.
Doran, E.E. (2019). “What’s expected of us as we integrate the two disciplines?”: Two-year college faculty engage with basic writing reform. Teaching English in the Two-Year College, 47(2), 149-167. Acceptance rate 20%
*Doran, E.E., & Hengesteg, P.S. (2019). Advocating for Mexican American studies in whitestream community colleges: A focus on faculty efforts. The Journal of Diversity in Higher Education. Advance online publication. doi: 10.1037/dhe0000157 SJR 1.13, H-index 31, 1.294 impact factor
Doran, E.E. (2019). Building a community of practice for developmental faculty. The Journal of Developmental Education, 43(1), 12-19.
*Rodriguez, S.L., Doran, E.E., Sissel, M., & Estes, R. (2019). Becoming la ingeniera: Examining the engineering identity development of undergraduate Latinas. Journal of Latinos and Education. Advance online publication. doi: 10.1080/15348431.2019.164269 SJR 0.40, H-index 9
*Rodriguez, S.L., Jordan, A., Doran, E.E., & Sáenz, V. (2019). Latino men and community college campus environments: Understanding how belonging, validation, and resources shape experience. The Journal of Applied Research in the Community College, 26(1), 1-13.
Bradley, D.A., & Doran, E.E. (2018). Texas House Bill 51: An incognito higher education performance funding policy. Texas Education Review, 7(1), 85-101. doi: 10.26153/tsw/15
*Doran, E.E., & Singh, A. (2018). “It’s all about the ganas”: Incorporating a multicultural curriculum in developmental education. Community College Journal of Research and Practice, 42(7-8), 476-488. doi: 10.1080/10668926.2018.1429965 SJR 0.42, H-index 24, Acceptance rate 21%
Doran, E.E., & Medina, Ø. (2017). The intentional and the grassroots Hispanic-Serving Institutions: A critical history of two universities. Association of Mexican American Educators Journal, 11(3), 29-49. doi: 10.24974/amae.11.3.360 Acceptance rate 19%
Doran, E.E. (2017). An empowerment framework for Latinx students in developmental education. Association of Mexican American Educators Journal, 11(2), 133-154. doi: 10.24974/amae.11.2.353 Acceptance rate 19%
Crisp, G., Doran, E.E., & Reyes, N.A. (2017). Predicting graduation rates at 4-year broad access institutions using a Bayesian modeling approach. Research in Higher Education. doi: 10.1007/s11162-017-9459-x SJR Ranking 1.724, H-index 57, Acceptance rate 10%, 1.961 impact factor
Zerquera, D.D., & Doran, E.E. (2017). Charting ahead: Navigating threats and challenges to the urban-serving research university mission. Metropolitan Universities Journal, 28(2), 46-62. doi: 10.18060/21516
Doran, E.E. (2017). The benefits of investing in high-quality professional development for faculty in Texas. The Journal of Pedagogy and Ideas, 1(1). Retrieved from http://catchthenext.org/the-benefits-of-investing-in-high-quality-professional-development-for-community-college-faculty-in-texas/
Crisp, G., Reyes, N.A., Doran, E.E. (2017). Predicting successful mathematics remediation among Latina/o students. The Journal of Hispanic Higher Education, 16(3), 232-255. *2014 Charles F. Elton Best Paper Award. doi: 10.1177/1538192715621950 SJR 0.44, H-index 20, Acceptance rate 70%
Doran, E.E., Stortz, R., & Porter, T. (2016). “Why don’t you do something innovative?” An autoethnography on becoming multiliterate educators. Journal of College Literacy and Learning, 42, 3-19. Acceptance rate 30%
Doran, E.E. (2015). Negotiating access and tier one aspirations: The historical evolution of a striving Hispanic-serving institution. The Journal of Hispanic Higher Education, 14(4), 343-354. doi: 10.1177/1538192715570638 SJR 0.44, H-index 20, Acceptance rate 70%
Doran, E.E. (2014). Transformative college teaching through multiliteracies. Community College Moment, 14, 34-45. Retrieved from http://www.lanecc.edu/sites/default/files/ccmoment/ccm_14-final.pdf