1210G Stone Building
Dr. Bradley E. Cox is an Associate Professor of Higher Education in Florida State University’s Department of Educational Leadership and Policy Studies, where he is also a Senior Research Associate with the Center for Postsecondary Success (CPS). Dr. Cox is also the Founder and Executive Director of the College Autism Network (CAN), a national non-profit organization dedicated to using evidence-based advocacy to improve experiences and outcomes for college students with autism.
Dr. Cox’s research on college student success has been featured in many of the field’s top-tier journals including the Journal of Higher Education, Research in Higher Education, the Review of Higher Education, and the Journal of College Student Development. He has also earned over $500,000 in total grant funding as Principal Investigator for two major projects. The College Autism Network (CAN) family of projects began in late 2013 and has received support from the National Science Foundation (Award #1612090) and other sources totaling more than $318,000. The Linking Institutional Policies to Student Success (LIPSS) project seeks to identify specific institution-wide policies that can be leveraged to increase college student engagement. Dr. Cox was the recipient of the 2011 Outstanding Faculty Research Award from the FSU College of Education and won the Robert M. Gagné Outstanding Research Award in 2014. He was also named an Emerging Scholar by ACPA: College Educators International for the 2013-14 school year.
Dr. Cox’s work as a teacher and mentor has been consistently recognized by FSU. A recipient (in 2012; nominated twice more since) of FSU’s Transformation Through Teaching award for “promoting meaning, purpose and authenticity within the Florida State community,” Dr. Cox was also nominated by students and faculty for FSU’s Graduate Student Mentoring Award in 2015 and 2017. He received the Supervisor/Mentor Award from the Hardee Center and FSU’s Higher Education Program in 2016.
Dr. Cox’s commitment to service is evident both locally and nationally. Within FSU, Dr. Cox has served as a member of the University’s Faculty Senate, the College of Education’s Faculty Advisory Board, Strategic Planning Committee, and the Departmental Advisory Committee. Nationally, Dr. Cox has reviewed manuscripts for many of the field’s top journals and is a member of the Journal of College Student Development’s Editorial Board. In 2016, he founded the College Autism Network, a national non-profit organization.
Dr. Cox teaches courses related to college student populations and student development theory. Previously, he served as The Coordinator of Research and Public Information at the University of South Carolina’s National Resource Center for The First-Year Experience and Students in Transition. He prefers to be called “Brad” by colleagues and students alike.
Dr. Cox received his Ph.D. in Higher Education from the Pennsylvania State University in 2010.
Recent Publications (Complete CV)
† Indicates work with graduate students
Cox, B. E. (2012). A developmental typology of faculty-student interaction outside of the classroom. In Understanding College Student Experiences and Outcomes: A Typological Approach (S. Hu and S. Li, Editors). New Directions for Institutional Research. (p., 49-66). doi: 10.1002/ir
Tobolowsky, B. T. & Cox, B. E. (2012). Rationalizing neglect: An Institutional Response to Transfer Students.Journal of Higher Education, 83(3), 389-410. doi: 10.1353/jhe.2012.0021.
†Cox, B. E., McIntosh, K. L., Reason, R. D., & Terenzini, P. T. (2011). A culture of teaching: Policy, perception, and practice in higher education. Research in Higher Education, 52(8), 808-829. doi: 10.1007/s11162-011-9223-6.
†Cox, B. E., McIntosh, K. L., Terenzini, P. T., Reason, R. D., & Lutovsky Quaye, B. R. (2010).Pedagogical signals of faculty approachability: Factors shaping faculty-student interaction outside the classroom. Research in Higher Education, 51(8), 767-788. doi: 10.1007/s11162-010-9178-z.
†Reason, R. D., Cox, B. E., Lutovsky Quaye, B. R., & Terenzini, P. T. (2010). Faculty and institutional factors that promote student encounters with difference in first-year courses. Review of Higher Education, 33(3), 391-414. doi:10.1353/rhe.0.0137.