Dr. Bradley E. Cox


(Get CV in PDF format here)

My research on college student success has earned over $550,000 in grant funding from the National Science Foundation (NSF), NASPA Foundation, TG Public Benefit Program, and Spencer Foundation. My work has been published in many of the field’s top-tier journals, including Educational Researcher, Journal of Higher Education, Review of Higher Education, and the Journal of College Student Development.

The College Autism Network (CAN) family of projects examine the systemic, institutional, and personal conditions that shape college access, experiences, and outcomes for students on the autism spectrum.

The Linking Institutional Policies to Student Success (LIPSS) project sought to identify specific institution-wide policies that can be leveraged to increase college student engagement – a key predictor of student grades and persistence that is especially beneficial to underrepresented and academically under-prepared students.

I have been the recipient of the 2011 Outstanding Faculty Research Award from the FSU College of Education and have twice won the Robert M. Gagne Outstanding Research Award (in 2014 and 2017). I was also named an Emerging Scholar by ACPA: College Educators International for the 2013-14 school year.

Major Projects

College Autism Network (CAN)

is a national nonprofit organization linking varied stakeholders engaged in evidence-based efforts to improve access, experiences, and outcomes for college students with autism.


LIPSS logo

Linking Institutional Policies to Student Success (LIPSS)

seeks to identify specific institution-wide policies that might be leveraged to increase college student engagement.


Key Publications & Presentations

Changing The Default

This essay explores factors underlying the underutilization of Open Access (OA) to make education research literature freely available online, where it can benefit a global audience of researchers, students, teachers, and policymakers. Situating this autobiographical self-study in the context of the broader global and scholarly context, we use Bullough and Pinnegar’s (2001) setting-convocation-resolution approach to present our stories as points of departure for reflection, conversation, research, and action. We do so to raise awareness and enhance understanding of the complex and rapidly evolving legal, ethical, and practical issues surrounding public accessibility to scholarship. We also issue a call to action by outlining concrete, stakeholder-specific steps that would help OA become the new default for publication of education research.

Lip Service or Actionable Insights?: Linking Student Experiences to Institutional Assessment and Data-Driven Decision Making in Higher Education

The current study uses empirical data from 114 senior administrators and 8,847 students at 57 institutions in five states to examine the extent to which institutional assessment and data-driven decision making shape the experiences of first-year students. Nearly all these schools regularly collect some form of assessment data, and more than half report using assessment data to inform decision making. However, the institutional adoption of policies related to the collection of assessment data or the application of data-driven decision making appears to have no relationship with student experiences or outcomes in the first year of college.

College Experiences for Students With Autism Spectrum Disorder: Personal Identity, Public Disclosure, and Institutional Support

Drawing from personal interviews with a diverse group of students with autism, the current study (1) amplifies these students’ voices, (2) describes tensions between their public and private identities, (3) outlines the academic, social, emotional, self-advocacy, and communication challenges they face in college, and (4) proposes both general principles and specific practices that could be leveraged to facilitate postsecondary success for students with autism.