Jason Mastrogiovanni
Assistant Provost | University of Florida
Gainesville, FL, UNITED STATES
Jason Mastrogiovanni's research interest is higher education collaboration in service of students’ success and institutional improvement.
Biography
Jason Mastrogiovanni serves as the first assistant provost for UF's Student Success. As a first-generation student himself, he is a passionate advocate for supporting students in large complex university environments. He has published several articles and presented nationally on student success, design thinking, and collaboration in higher education. Jason also serves as the current editor for the Journal of College Orientation, Transition, and Retention.
Areas of Expertise (14)
Design Thinking
Qualitative Research
Collaboration
Predictive Analytics
Student Transition
Graduation
Academic Success
Student Success
Retention
Student Experience
Academic Advising
Early Alert
Collaboration in Higher Education
Cultural Historical Activity Theory
Media Appearances (2)
What's it like to transition from high school to college during a pandemic?
KAGS tv
2022-05-06
Transitioning from high school to college is already a stressful moment, but what about doing it during the pandemic? Students, these past couple of years have had to adapt on the spot to many changes during the pandemic. Changes that can make taking that next step in life feel like a leap of faith.
UNG News Attendance record set at NISTS conference reimagining transfer experience
University of North Georgia online
2020-02-12
At the 2020 NISTS conference, 12 higher education faculty, staff and students were honored with awards. Four received the Bonita C. Jacobs Transfer Champion Catalyst Award, three were named Bonita C. Jacobs Transfer Champion Rising Stars, four were tapped as Transfer Student Ambassadors, and one earned the Research Grant Award.
Articles (1)
Ah...I'm a Designer
A new focus for learning: Educational technology beyond contentLisa C. Yamagata-Lynch, et. al
2020-04-16
This book is the outcome of a research symposium sponsored by the Association for Educational Communications and Technology [AECT]. Consisting of twenty-four chapters, including an introduction and conclusion, it argues that informational content should not be the main element of education, and that to provide more for learners, it is necessary to go beyond content and address other skills and capabilities.
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