DASLP's Dr. Michael Sparrow Publishes Four New Articles on Student Success and Equity in Community Colleges

The Department of Advanced Studies, Leadership and Policy (DASLP) proudly recognizes Dr. Michael Sparrow, Assistant Professor in the Community College Leadership Program, for his remarkable scholarly productivity in Fall 2025. In just a few months, Dr. Sparrow has published four peer-reviewed journal articles that collectively contribute important insights into how community colleges and first-year experience programs can better support students—particularly those from low-income backgrounds.

Dr. Sparrow’s research focuses on institutional equity, student success, and practitioner-informed innovation. His recent work explores how design thinking, cultural strengths, and practitioner voices can inform meaningful educational practice and policy change.

1. Creating Tools with Students in Mind

Harrington, C., Sparrow, M., & Irving, K. (2025). Using Design-Thinking to Create a First-Year Seminar Self-Assessment Tool to Support Students from Low-Income Backgrounds. Peabody Journal of Education.
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This article details the development of a self-assessment tool for first-year seminars using a design-thinking approach. The tool, revised through multiple rounds of practitioner feedback, aims to help students from low-income backgrounds better navigate college life. The final version of the tool is included in the article and designed for use across institutional settings.

2. Practitioner Voices on Supporting Low-Income Students

Sparrow, M., Harrington, C., & Irving, K. (2025). Exploring the Needs of Students from Low-Income Backgrounds Through First-Year Experience Practitioner Perspectives. Peabody Journal of Education.
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Drawing from focus groups with First-Year Experience (FYE) professionals, this qualitative study highlights the need for stronger focus on financial literacy, demystifying academic processes, and early connection to support services. Practitioners emphasized that first-year seminars can be critical intervention points when tailored intentionally.

Note: These two Peabody articles were co-authored with DASLP alumna Dr. Karen Irving and supported by funding from the Aspen Institute, Bloomberg Philanthropies, and Ithaka S+R.

3. Synthesizing the Literature on Low-Income Student Success

Sparrow, M. (2025). Students from Low-Income Backgrounds: Characteristics, Common Barriers, and Initiatives to Better Support Student Success. New York Journal of Student Affairs.
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This literature review synthesizes research on the strengths and challenges of students from low-income backgrounds, identifying evidence-based practices that institutions can implement—such as peer mentoring, orientation redesign, and equity-focused first-year seminars—to improve retention and graduation.

4. Faculty Development Through a Cultural Strengths Lens

Wasserman, E., Sparrow, M., & Harrington, C. (2025). Improved Outcomes With Increased Attendance at a Cultural Strengths Webinar Series for Community College Faculty. New Directions for Community Colleges.
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In this program evaluation, the authors assessed the impact of a four-part webinar series on cultural strengths. The study found that faculty who attended more sessions reported greater learning and were more likely to modify their teaching to better support diverse student populations. Note: Lead author Dr. Ellen Wasserman is a researcher with the Community College Research Center at Columbia University.

These four publications reflect Dr. Sparrow’s deep commitment to equity-minded research, community college teaching, and actionable tools for practitioners. We’re proud to celebrate his contributions to the field and his impact on students, faculty, and institutions across the country.