Ryan Hudes , Ph.D.
Sr. Associate Dean
College of Human Development Culture and Media
(973) 275-4832
Email
Jubilee Hall
Room 471
Ryan Hudes, Ph.D.
Sr. Associate Dean
College of Human Development Culture and Media
Ryan Hudes, Sr. Assistant Dean, holds a Ph.D. in Higher Education Leadership, Management, and Policy, with a concentration in Research, Assessment and Program Evaluation. As a member of the Dean's Leadership Team, Dr. Hudes leads and collaborates with faculty and administrators from across the College's administrative units and Academic Departments to realize the College's integrated strategic plan. As an emissary for the Dean, functional areas of responsibility and leadership include the integration of strategy, enrollment management, communications and outreach, accreditation and assessment, and engagement.
Informing his administrative appointment, Dr. Hudes' research agenda seeks to better understand the 'student-college match' between secondary and postsecondary studies and its implications for student outcomes, particularly four-year degree completion, persistence, transfer, and system dropout. This research informs his work related to the recruitment, enrollment, and continued engagement of students seeking to pursue a baccalaureate or graduate degree from among the College's diverse academic portfolio.
Education
- Ph.D., Higher Education Leadership, Management and Policy, Seton Hall University
- M.A., Strategic Communication, Seton Hall University
- B.A., Communication, Seton Hall University
Scholarship
Book
- Aquino, K. C., & Hudes, R. P. (Eds.) (2020). Improving postsecondary choice and pathways: Student access and college match. New York, NY: Routledge.
Journal Article
- Hudes, R. P., & Aquino, K. C. (2019). Extent of student-college matching for students enrolled in special education services. Journal of Postsecondary Education and Disability, 32(2), 173-187.
Book Chapter
- Hudes, R.P., & Aquino, K. C. (2020). Marginalized access, not ability: The influence of special education and/or individualized education programs on student-college match. In K.C. Aquino, & R.P. Hudes (Eds.), Improving postsecondary choice and pathways: Student access and college match. New York, NY: Routledge.
Conference Presentations
- Aquino, K. C. & Hudes, R. P. (Accepted). The twice exceptional student: The role of disability status and GPA on student-college match patterns. Accepted for the 2020 Association for the Study of Higher Education Conference [Virtual Conference].
- Hudes, R. P., & Aquino, K. C. (2019). Student-college matching tendencies for transfer students within four-year institutions. Presented at the 2019 Association for the Study of Higher Education Conference, Portland, OR.
- Hudes, R. P., & Aquino, K. C. (2017). Exploring student-institution fit for students participating in special education services. Presented at the 2017 Association for the Study of Higher Education Conference, Houston, TX.
- Hudes, R. P., & Aquino, K. C. (2017). Students with disabilities and student-college matching. Presented at the 2017 Postsecondary Disability Training Institute, Boston, MA.
- Hudes, R. P., & Aquino, K. C. (2017). Student-college matching: Prevalence of postsecondary undermatch, overmatch, or match for students enrolled in special education. Presented at the 2017 American Educational Research Association Conference, San Antonio, TX.
- Hudes, R. P., & Aquino, K. C. (2016). Student-college matching: Prevalence of postsecondary undermatch, overmatch, or match for students with disabilities. Presented at the 2016 Northeastern Educational Research Association Conference, Trumbull, CT.
- Hudes, R. P., & Aquino, K. C. (2015). The role of individualized education program usage, special education, and demographic factors on 12th grade student postsecondary aspirations & four-year college enrollment. Presented at the 2015 Association for the Study of Higher Education Conference, Denver, CO.
Manuscript Under Review
- Aquino, K. C. & Hudes, R. P. (Under review). The role of disability status and grade point average on student-college match patterns for twice exceptional students. Submitted to the Journal of the First-Year Experience & Students in Transition.
Other Publication
- Research team and data analysis for The Faculty Factor: Reassessing the American Academy in a Turbulent Era by Finkelstein, Conley, and Schuster (2016). Baltimore, MD: John’s Hopkins University Press.