Professor, Higher Education / Program Director, Doctorate of Education, MS in Higher Education Administration, and MS in Campus Public Safety Administration
PhD in Education Leadership and Policy Studies, University of New Hampshire
MA in Sociology, University of New Hampshire
MA in College and University Administration, Michigan State University
BS in Psychology and Sociology, Michigan State University
Professional Background, Scholarship Highlights
Dr. Henning is a college student educator with a reputation as an organizer, collaborator, and catalyst for educational change. His professional mission is to generate applied scholarship, bridge theory to practice, create systems and processes, and teach higher education professionals to foster college student learning, development, and success. Dr. Henning has advanced this mission during his 20+ years in higher education in positions including Professor, Assessment Practitioner, and Student Affairs Administrator.
Dr. Henning helps prepare the next generation of professionals to improve educational organizations and presents annually at the College Student Educators International (ACPA) convention and the Student Affairs Professionals in Higher Education (NASPA) conference.
Peer Reviewed Works
Henning, G. W. (Summer, 2016). Scholarship of student affairs assessment reconsidered. Journal of Student Affairs Inquiry 1(2). https://jsai.scholasticahq.com/article/735-the-scholarship-of-assessment-reconsidered
Henning, G. W., Cilente, K., Kennedy, D., & Sloane, T. (2011). Professional development needs for new residential life professionals. Journal of College and University Student Housing, 37(2), 26-37.
Henning, G. W. (2007). Is in consortio cum parentibus the new in loco parentis? NASPA Journal, 44, 538-560.
- Henning, G.W. & Roberts, D. (2016). Student affairs assessment: Theory to practice.
- Henning, G. W. (2016). Foreword. In M. Bresciani Ludvik (Ed.), The neuroscience of learning and development: Enhancing creativity, compassion, critical thinking, and peace in higher education. Sterling, VA: Stylus.
- Henning, G.W., Bentrim, E.. & Yousey-Elsenser, K. (Eds) (2015). Coordinating student affairs divisional assessment: A practical guide.
- Henning, G.W. (2015). Cultivating a culture of assessment. In K. Yousey-Elsener, E. Bentrim, & G.W. Henning (Eds.), Coordinating student affairs divisional assessment: A practical guide.
- Bentrim, E. & Henning, G.W. (2015). Roles of the assessment coordinator. In K. Yousey-Elsener, E. Bentrim, & G.W. Henning (Eds.), Coordinating student affairs divisional assessment: A practical guide.
- Henning. G.W. (2014). Review of the book Rethinking College Student Retention. Journal of College Student Development, 55(6), 635-637.
- Allen, K., Bayless, L., Elkins, B., Gordon, T., & Henning, G.W. (2013). Accreditation and the Role of the Student Affairs Practitioner. ACPA: Washington, D.C.
- Henning, G.W. (2013). Documenting learning and effectiveness. In Allen, K., Bayless, L., Elkins, B., Gordon, T., & Henning, G.W. (Eds.). Accreditation and the Role of the Student Affairs Practitioner. ACPA: Washington, D.C.
- Henning, G.W. (2013). Synergistic assessment methods. Assessment in Action, 1(2). New Brunswick, NJ: Rutgers University.
- Henning, G.W. (2012, September/October). Leveraging student engagement for student and institutional success. About Campus, 17(4),15–18. doi: 10.1002/abc.21088
- Henning, G.W. (2008). College alcohol parental notification polices: Background and predictors. Saarbrucken, Germany: VDM Publishing.
- Henning, G.W., Mitchell, A., & Maki, P. (2008, September/October). Assessment skills and knowledge standards that promote student learning and development. About Campus 13(4) 11-17.
- American College Personnel Association. (2007). ASK Standards: Assessment skills and knowledge content standards for student affairs practitioners and scholars. Contributing author. Washington, D. C.: Author.
- Henning, G.W. (2007, July/August). What happens if others find out? Knowing how to help students with hidden disabilities. About Campus, 12(3), 26-29.
- Diamond Honoree Award, American College Personnel Association (2015). Recognition for outstanding and sustained contributions to higher education and to student affairs.
- Annuit Coeptis Award, American College Personnel Association (2010). Award given for excellence in student affairs research, administration, and mentoring.
- Outstanding Research in Student Conduct and Legal Issues Award for Is In Consortio Cum Parentibus the New In Loco Parentis?, ACPA Commission for Campus Judicial Affairs and Legal Issues (2008).
Social Media and Online Outlets
- Facebook pages for the MSHEA and EdD Alumni
- Twitter (@gavinhenning)
Service to Country, Community
- President, College Student Educators International (ACPA) (2015-2016).
- President, Council for the Advancement of Standards in Higher Education (CAS) (2017-2019).
- Founder, Student Affairs Assessment Leaders (SAAL), an international organization for student affairs assessment.
- There are three key values that undergird my teaching: every learner is important, every student is different, and knowledge and understanding is mutually constructed. These values are infused into the overarching goals for learning in my course: students should acquire the knowledge and skills to be successful, they should not fear learning, and they should be lifelong learners.
- The strength of New England College is the commitment of faculty and staff to student success. Each student is valued and faculty will do whatever they can to help students succeed. This requires faculty to teach in different ways to meet the needs of each student and engage them in the learning process.
- One of my students couldn’t finish a course in the MSHEA program because his mother (whom he had been caring for) passed away. Much of the seven weeks was spent caring for his mother in the late stages of her illness, preparing for her funeral, and accommodating relatives from around the world. Instead of having him wait until the next year to take the course and wait a year to graduate, I met with him 1-2 hours a week for 10 weeks to teach the course in an independent study format.
- I was on dialysis while I was a sophomore and junior in college and received a kidney transplant in 1991 as a result of kidney disease.
- All of the courses I teach are problem-based in which students must solve problems in assignments as well as in culminating projects. This allows them to practice what they learn in the course and apply concepts to the real world problems they will be asked to solve.