Higher Education
College of Humanities and Social Sciences

Jeannie Brown Leonard

Jeannie Brown Leonard

Jeannie Brown Leonard

Dean of Student Academic Affairs – Advising, Retention, and Transitions (Provost Office)

Academic advising; Retention and degree completion; Student success; Academic policy; Transfer students; Integrative learning; Interdisciplinary theory

Jeannie Brown Leonard is Dean of Student Academic Affairs – Advising, Retention, and Transitions (Provost Office).  This unit houses the UNIV curriculum, Project Peak, undeclared student academic advising, as well as retention and student success initiatives. With colleagues across campus, she coordinates the integration of the Student Success Collaborative (SSC) into academic advising practice. She has 30 years of experience in higher education including teaching and administering interdisciplinary studies programs. Prior to her current role, she was a faculty member and director of an interdisciplinary adult degree-completion program at Mason.  Dr. Brown Leonard earned her PhD in College Student Personnel from the University of Maryland, College Park where she focused on college student learning and development, emphasizing student experiences with integrative learning. She completed her master’s degree in Higher Education and Student Affairs from the University of Vermont, and her bachelor’s degree in psychology is from Mount Holyoke College.

Selected Publications

  • Haynes, C., & Brown Leonard, J. (2010). From surprise parties to mapmaking: Undergraduate journeys toward interdisciplinary understanding. Journal of Higher Education, 81, 645-666.
  • Inkelas, K.K., Soldner, M., Longerbeam, S.D., & Brown Leonard, J. (2008). Differences in student outcomes by types of living-learning programs: The development of an empirical typology. Research in Higher Education, 49, 495-512.
  • Johnson, D.R., Soldner, M., Brown Leonard, J., Alvarez, P., Inkelas, K.K., Rowan-Kenyon, H., & Longerbeam, S. from different racial/ethnic groups. Journal of College Student Development, 48, 525-542.
  • Inkelas, K.K., Daver, Z., Vogt, K., & Brown Leonard, J. (2007). Living-learning programs and first-generation college students’ academic and social transition to college. Research in Higher Education, 48, 403-434.
  • Brown Leonard, J. (2006). Doctoral students’ perspectives on the dissertation. In P. Maki and N. Borkowski (Eds.). The assessment of doctoral education: Emerging criteria and new models for improving outcomes. Sterling, VA: Stylus.
  • Inkelas, K.K., Johnson, D., Lee, Z., Daver, Z., Longerbeam, S., Vogt, K., & Brown Leonard, J. (2006). The role of living-learning programs on students’ perceptions of intellectual growth at three large universities, NASPA Journal, 43, 115-143.

Recent Presentations

  • Inkelas, K.K., Longerbeam, S., Brown Leonard, J., & Soldner, M. (2005, November). Understanding differences in student outcomes by types of living-learning programs: The development of two typologies. Paper presented at the annual meeting of the Association for the Study of Higher Education, Philadelphia, PA.
  • Brown Leonard, J., & Haynes, C.A. (2005, October). Student voices: Assessing integrative learning in interdisciplinary studies. Presentation at the Integrative Learning Conference co-sponsored by the Association of american Colleges and Universities and the Association of Integrative Studies, Denver, CO.
  • Brown Leonard, J., Schmidt, L.C., Smith, P.E., and Schmidt, J.A. (2005, June). Investigating functional roles on engineering student teams: A developmental perspective. Paper presented at the American Society for Engineering Education Annual Conference and Exposition, Portland, OR. (Nominated for “best paper” in Education Research & Methods division. Four of 70 papers received this nomination.)
  • Brown Leonard, J., Schmidt, L.C., Schmidt, J.A., & Smith, P.E. (2004, June). A pilot study of functional roles on engineering student teams. Paper presented at the American Society for Engineering Education Annual Conference and Exposition, Salt Lake City, UT. (Nominated for "best paper" in Education Research & Methods division. Four out of 78 papers received this nomination.)
  • Lovitts, B., Miller, C., Cry, T., & Brown Leonard, J. (2004, June). Making the implicit explicit:assessing doctoral education. Workshop presented at the American Association for Higher Education Assessment Conference, Denver, CO.
  • Brown Leonard, J. (2003, November). Interdisciplinary capstone assessment: A reflection on critical thinking. Presentation at the 23rd Annual Lilly Conference on College Teaching, Miami University, Oxford, OH.