Publications & Presentations | Rankin & Associates Consulting

Sue Speaking at Ithaca College - photo by Fernando Ferraz

Jason Garvey

Rockenbach, A. N., Riggers-Piehl, T. A., Garvey, J. C., Lo, M. A., & Mayhew, M. J. (2016). The influence of campus climate and interfaith engagement on self-authored worldview commitment and pluralism orientation among LGBT, heterosexual, and cisgender students. Research in Higher Education, 57(4), 497-517.

Drezner, N. D., & Garvey, J. C. (2016). LGBTQ alumni philanthropy: Exploring (un)conscious motivations for giving related to identity and experiences. Nonprofit and Voluntary Sector Quarterly, 45(1S), 52S-71S.

Garvey, J. C., & Drezner, N. D. (2016). Lesbian, gay, bisexual, transgender, and queer alumni financial giving to and participation with undergraduate alma maters. College Student Affairs Journal, 34(2), 29-42.

Johnson, S., Drezner, N. D., Garvey, J. C., & Bumbry, M. (2016). Social media use for survey distribution. In M. Gasman (Ed.), Academic going public: How to write and speak beyond academe (pp. 87-104). New York, NY: Taylor & Francis/Routledge.

Garvey, J. C. (2016). Conceptualization and validation of factors for LGBTQ alumni philanthropy. Journal of College Student Development, 57(6), 748-754.

Garvey, J. C., Pryor, J. T., & Johnson, S. (2015). ACPA and NASPA annual conferences: A 30 year retrospective on LGBTQ presentations. Developments, 13(1).

Garvey, J. C., & Rankin, S. R. (2015). Making the grade? Classroom climate for LGBTQ students across gender conformity. Journal of Student Affairs Research and Practice, 52(2), 190-203.

Garvey, J. C., Shedd, L., McDonald, E., Taylor, K., & Tilley, J. (2015). Digital storytelling in graduate curricula: Innovation in student affairs preparatory programs. Developments, 13(2).

Rankin, S., & Garvey, J. C. (2015). Identifying, quantifying, and operationalizing queer spectrum and trans-spectrum students: Assessment and research in student affairs. In D. Stewart, K. A. Renn, & G. B. Brazelton (Eds.), Lesbian, gay, bisexual, trans*, and queer students in higher education: An appreciative inquiry (New Directions for Student Services No. 152, pp. 73-84). San Francisco, CA: Jossey-Bass.

Eagan, M. K., & Garvey, J. C. (2015). Stressing out: Connecting race, gender, and stress with faculty productivity. The Journal of Higher Education, 86(6), 923-954.

I highly recommend campuses engage Rankin & Associates for campus climate studies. Dr. Rankin brings the experience and insights needed to successfully guide a campus through a critical institutional process. She understands how to best engage campus stakeholders and how to help a campus identify and speak to their unique needs during survey development and in post-survey communications. Sue was a true partner in this process – while it was clear this was our process, we always felt that Sue proactively offered the support and knowledge needed for our campus committee to conduct this study and she was incredibly communicative throughout all phases of the project.

Nariah Broadus
Director, Innovation and Growth
Tuck School of Business
Dartmouth College

It was a pleasure to work with Dr. Sue Rankin and her associate Dr. Genevieve Weber. They worked closely with our dedicated College committee and took great care to ensure the climate study accurately reflected our institution and its needs. We trusted the Rankin & Associates process and thousands of College community members participated in the survey. We now have extensive and valuable data with which we will shape the future of our campus.

Danielle Dimitrov, Esq.
Director, Diversity and Compliance/Chief Diversity Officer
The College of Staten Island

Celebration of diversity and inclusivity are treasured values at West Chester University, but we hadn't taken the opportunity to assess our success and challenges until we committed to conducting a campus-wide survey of climate. Dr. Rankin's approach to the survey development and implementation, bringing all concerned constituencies to the table, was the perfect approach to ensuring wide participation in the survey. ...It is obvious that the campus is engaged; there are conversations everywhere, and the ideas for action are pouring in.

Darla Spence Coffey, PhD, MSW
Associate Provost
West Chester University (PA)

I have appreciated very much my opportunities to work with Dr. Rankin as a consultant. Her commitment to research-based campus climate assessment produces sound and usable results. At the same time she is willing to accommodate client suggestions and respond to client questions promptly and appropriately. Her enthusiasm for improving the campus climate provides clients with positive energy - in addition to consultant expertise - for their campus-based efforts to create inclusive environments.

Sandra Holbrook, Ph.D.
Director Emerita
North Dakota State University

Sue Rankin is not only an expert researcher, she is a passionate one, whose commitment to diversity has led her to not only ask the tough questions but to answer them. Her survey on LGBT issues on our campus was the match that fueled the fire. Within two years we moved from essentially no LGBT resources on campus to the administration funding a LGBT Office.

Sue Rankin has perfected the art of assessing campus climates through her nationally recognized consulting firm. A skilled researcher in her own right, Dr. Rankin and her associates are a full service firm from questionnaire construction to data analysis.

Linda A. Mooney, Ph.D.
Department of Sociology
East Carolina University

When the Texas A&M School of Law decided to conduct its first-ever climate survey, we thought we could do it ourselves. Then we came to our senses and sought expert help. Dr. Rankin's step-by-step guidance through the months-long process of designing and implementing the survey and interpreting the results has been invaluable. She brought to the table the experience, insight, and know-how derived from hundreds of surveys and years of studying and writing the relevant literature. When I say we could not have done it without her, I mean it in the most literal sense.

John F. Murphy
Associate Instructional Professor of Law
Texas A&M School of Law