2011 TC Research
Teachers College, Columbia University
Teachers College Columbia University

Research

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Kenny Nienhusser

Professional Background

Educational Background

Ed.D., Higher and Postsecondary Education, May 2011
Teachers College, Columbia University
Dissertation: Implementation of In-State Tuition Legislation for Undocumented
Students in New York

M.S.W, Student Community Development, May 2001
Stony Brook University
Masters Project: Students Becoming Undergraduates (SBU) Summer Camp

B.A., Economics; Business Minor, May 1998 (Cum Laude)
Stony Brook University

Scholarly Interests

Undocumented immigrants
Higher education policy
State policymaking
Educational access of underserved populations 
Policy implementation 
Education policy
Community colleges
Diversity in higher education

Selected Publications

Dougherty, Nienhusser & Vega, (2010). Undocumented immigrants and state higher education
policy: The politics of in-state tuition eligibility in Texas and Arizona. The Review of Higher
Education (34)1, 123-173.

Nienhusser & Dougherty (2010). Implementation of College In-state Tuition for Undocumented
Immigrants in New York. New York: New York Latino Research and Resources Network
(NYLARNet).

Dougherty, Reid & Nienhusser (2006). Helping Students Enter and Succeed: Access, Success,
and Accountability Policies in the “Achieving the Dream” States. Community College Journal
(Oct.-Nov. 2006), 42-47.

Dougherty, Reid & Nienhusser (2006). State Policies to Achieve the Dream in Five States: An
Audit of State Policies to Aid Student Access to and Success in Community Colleges in the
First Five Achieving the Dream States. New York: Community College Research Center.

professional presentations

Nienhusser, H. K. (November 2011). Undocumented immigrants and state higher education policy: A case study from New York. Association for the Study of Higher Education Annual Conference.

Nienhusser, H. K. (November 2011). The role of high schools in undocumented students' college access: A case study from New York City. Association for the Study of Higher Education Annual Conference.

Nienhusser, H. K., & Dougherty, K. (April 2010). Undocumented immigrants and higher education policy. Teachers College Policy Student Network.

Dougherty, K., Nienhusser, H. K., & Vega, B. E. (November 2008). Why Texas but not Arizona? The political factors behind the success and failure of state legislation to make undocumented immigrants eligible for in-state tuition. Association for the Study of Higher Education Annual Conference.

Dougherty, K., Reid, M., & Nienhusser, H. K. (April 2006). The racial politics of community college policymaking. American Educational Research Association Annual Conference.  
 
Dougherty, K., Reid, M., & Nienhusser, H. K. (April 2006). States of community college policymaking: Explaining state differences in extent and foci of policymaking. American Educational Research Association Annual Conference. 

Nienhusser, H. K. & Spitaleri, L. (March 2002). Career exploration in underrepresented groups. American College Personnel Association Annual Conference.

professional experiences

Director of Academic Administration December 2005 - Present
Teachers College, Columbia University- Department of Mathematics, Science, and Technology

Research Assistant January 2004 - May 2005
Teachers College, Columbia University- Community College Research Center

Assistant Director of Housing July 2001 - January 2006
Teachers College, Columbia University- Office of Housing and Residence Life

Residence Hall Director May 1998 - July 2001
Stony Brook University- Division of Campus Residences

grants

Implementation of College In-State Tuition for Undocumented Immigrants in New York. $7,290.
New York Latino Research and Resources Network (NYLARNet). September 2008 -
February 2010.

ORLH 5044: Theories of diversity in higher education

Critical analysis of cultural diversity in American higher education with respect to the curriculum, co-curriculum, and institutional structure. Presents new paradigms with which to understand the complexities of response that are necessary to adequately meet the needs of all students.