Dr. Jared Cook serves as the Chair of the Leadership Studies Department in the College of Business. Since starting at Doane University in 2019, he has co-authored a book on post-traditional learning, as well as several other refereed articles related to adult learning, educational simulations, and civic engagement. In addition, he has designed Doane University’s Leadership Certificate, bridging an equity gap between residential and non-residential students. Outside of Doane, Dr. Cook assists the National Association of Student Personnel Administrators (NASPA) at the regional and national levels. Most recently, he helped design and implement changes for NASPA’s 2021 Online conference, working with a committee focused on inclusion and accessibility.
Ed.D. (Education Administration & Leadership), University of South Dakota, 2019
M.S. (Education), Fort Hays State University, 2016
B.S. (Psychology), Rochester Institute of Technology, 2013
- Introduction to Leadership Studies (LDR 101)
- Leadership Practicum Seminar (LDR 401)
- Macroeconomics and Literacy (ECO 203)
- Statistics (BUS 215)
- Ethics in a Business Environment (BUS 365)
- Managing Change (BUS 620)
Assessment Committee, Doane University, 2019
Assessment Advisor/Dissertation Support, University of South Dakota 2018-2019 NASPA Fellow, Assessment Consultant, Fort Hays State University, 2015-2016
Doane University, 2018-present
University of South Dakota, 2018-2019
Colby Community College, 2016
Fort Hays State University, 2014-2016
Technology Knowledge Community Outstanding Graduate Award, NASPA, 2016
Men of Merit Award, Fort Hays State University, 2016
- Cook, J. S. (2019). Teaching approaches in undergraduate settings with adults: A structured review of empirical literature. ProQuest Dissertations & Theses Global. (2307477701).
- Cook, J. S., & Williams, N. (2019). Rebranding nontraditional as post-traditional: Can a name change promote student success? NASPA Knowledge Community Conference Publication.
- Cook-Benjamin, L., & Cook, J. S. (2019). Redefining post-traditional learning: Emerging research and opportunities. IGI Global. Hershey, PA.
- Cook, J. S., & Card, K., (2018). The oppression of adult learners: The impact of traditional pedagogy, banking theory, and university budget constraints on international learners. AAACE Proceedings.
- Cook, J. S. (May, 2018). Adult Learners: The Single Greatest Resource You May Be Missing on Your Campus. Ideafest, University of South Dakota, Vermillion, SD.
- Bowhay, V. E., & Cook, J. S. (2016). Finding common ground: Universities and families working together. NASPA Knowledge Community Conference Publication.
- Board Member and Community Representative for the National Association of Student Personnel Administrators
Getting To Know Your Professors
Why did you become an instructor? How did you become interested in teaching?
I think one of the biggest turning points in my life and the reason I became an instructor was attending my master's program. I went from a large undergraduate university to small class sizes in my masters. Attending each day, I finally felt like a person rather than a number. The care and commitment from my instructors pushed me to work hard and commit to my goals. After meeting great mentors, I felt the drive to give back.
I started helping others by being a NASPA NUFP mentor. While the one-on-one conversations and sparse events were great, I felt like I could contribute more. After my masters, I started teaching GED courses. Again, I felt like I could do more. I decided to take the next step and pursue my doctorate, where I became an adjunct instructor for Doane. Following my doctorate, I decided to continue at Doane full time and never looked back!
Why should I take your classes? What can I expect to learn?
My doctorate is in Educational Administration and Leadership with an emphasis in Adult and Higher Education (AHED). With my background, I realize that many students have roles outside of the classroom, such as being a parent, a student athlete, part time or full-time worker. Thus, I see my students as doing their best to balance my course(s) as well as all these other roles. With this balance in mind, I focus on providing rich, intentional educational content, things that will keep students engaged even when they're drained from other life activities.
I teach a wealth of subjects (leadership, ethics, statistics, management), so you may come across me in your undergraduate or graduate career. I chose to pursue a mix of courses students seem to naturally love (i.e. leadership) and potentially courses that students may be nervous to take (i.e. statistics/ethics). I chose this for several reasons, but one core reason is my desire to help others succeed in the face of adversity. As a student, I found that many of those courses I was nervous about could be made infinitely better or worse depending on the instructor. Thus, I strive to create a course that allows for flexibility and a lot of one-on-one consultation. Considering all these different courses, you can expect to learn both the required material as well as soft skills. I believe many students who come through my class are academically competent, but perhaps not confident. They may ace a test on leadership theory, but applying leadership to difficult situations is much different!
What advice do you have for students to be successful in their coursework?
Considering my coursework, I think there are two things that define an "A" student. First, the willingness to learn and ask for help. As I explained earlier, I teach some courses that can produce frustration or anxiety for students such as statistics. Students who come in with a pre-conceived notion of their ability, as well as how they will perform in the class often spend more time fighting through the course then those who ask questions and use time effectively. By coming in with a willingness to grow, learn and communicate, I see many students who have said they "just aren't good at math" be highly successful. I think the second piece of advice is to show up, even if it's optional. One of the best indicators of success in my course is the difference in students showing up. Often, students who show up get their questions answered right away, which makes it easier to curb any missteps or misunderstandings on the content!