Jillian Ives

• Higher Education Teaching and Learning
• Diversity, Equity, and Inclusion in STEM Education
• Racial equity in postsecondary institutions, systemic reform
• Faculty communities of practice and professional development

Jillian Ives is a Senior Research Associate at TERC. Jillian’s research focuses on teaching and learning in diverse college classrooms, with a focus on equity-based practices. She has a particular interest in how communities of practice can support faculty in transforming teaching conceptions and practices to create more equitable learning environments and improve content learning for students with minoritized identities. Jillian also examines how organizational policies and practices influence teaching and learning, with particular attention to how leaders can support transformational, equity-based change for racially minoritized faculty.

Jillian began her career studying intercultural communication at Ithaca College before attending the University of Connecticut for a master’s in Higher Education and Student Affairs and a PhD in Learning, Leadership, and Education Policy. Jillian has professional experience in several functional areas of higher education, including working as a dean’s level advisor in applied sciences, supporting STEM faculty and students on academic matters and running a student leadership program.

• PhD, Learning, Leadership, and Education Policy (2022) – University of Connecticut
• MA, Higher Education and Student Affairs (2014) – University of Connecticut
• BA, Culture and Communication (2011) – Ithaca College

• Association for the Study of Higher Education (ASHE)
• American Educational Research Association (AERA)

Castillo-Montoya, M., & Ives, J. (2021). Transformative Practices to Support First-Generation College Students as Academic Learners: Findings from a Systematic Literature Review. Journal of First-Generation Student Success, 1(1), 20-31. https://doi.org/10.1080/26906015.2021.1890948

Castillo-Montoya, M., & Ives, J. (2021). Instructors’ conceptions of minoritized college students’ prior knowledge and their related teaching practices. The Journal of Higher Education, 92(5), 735-759. https://doi.org/10.1080/00221546.2020.1870850

Ives, J., & Castillo-Montoya, M. (2020). First-generation college students as academic learners: A systematic review of the literature. Review of Educational Research, 90(2), 139-178. https://doi.org/10.3102/0034654319899707