- Fax
- N/A
- Title
- Director, Institutional Effectiveness
- Department
- Institutional Effectiveness
- Location
- Hardin Administration Bldg
- Room
- 226
- Bio
-
Eboneigh Harris, PhD, has worked as a director in the Office of Institutional Effectiveness since September 2021. Their passion for assessment and analytics was ignited as a graduate student at the University of Texas at Austin working first for Undergraduate Studies assessing the core, and eventually transitioning to the Office of the Vice President for Student Affairs where they worked under the Director of Analytics, coordinating the annual assessment cycle and supporting programmatic assessment activities for all 19 units within the division, which included data analysis, visualization, and reporting. Eboneigh also has a strong interest in language, culture, and social justice, approaching their work in higher education from a lens of equity and inclusion. As a queer first-gen professional in Texas, they seek to be a role model and advocate for students who are often made to feel unwanted and/or unsafe in and out of institutional spaces. Eboneigh currently advises two student organizations, PRIDE and 'Stangs Gaming Club.
| Institution | Degree | Graduation Date |
|---|---|---|
| University of Texas at Austin | PhD in Educational Psychology | 2021 |
| University of California, Berkeley | BA in Anthropology and Celtic Studies | 2013 |
| Employer | Position | Start Date | End Date |
|---|
Publications and Presentations
Harris, E. (2025, October 6-8). DIY Assessment: Building a Flexible System on a Budget. [Conference session]. TxAHEA 2025 Conference, San Antonio, TX, United States.
Harris, E. (2024, October 23-25). Using what you have: An assessment transition at MSU Texas. [Conference session]. TxAHEA 2024 Conference, San Antonio, TX, United States.
Harris, E. (2023, September 25-27). Relationship-building: Laying the foundation for a culture of evidence. [Conference session]. TxAHEA 2023 Conference, San Antonio, TX, United States.
Patall, E. A., Yates, N., Lee, J., Chen, M., Bhat, B. H., Lee, K., … Hanson, D. J. (2023). A meta-analysis of teachers’ provision of structure in the classroom and students’ academic competence beliefs, engagement, and achievement. Educational Psychologist, 59(1), 42–70.
Harris, E. (2021). Making sense of the magic: Legibility, space, and play in tabletop roleplaying games. [Doctoral dissertation, University of Texas at Austin]. Texas ScholarWorks.
Harris, E. (2020, December 2-5). Legibility, space, and play in tabletop roleplaying games. [Paper presentation]. LRA Annual Conference (virtual).
Harris, E. (2018, September 28-29). Research for liberation: An extension of pedagogical theory to research practice. [Paper presentation]. GRACLS Annual Conference, Austin, TX, United States.