Emily Creamer, Ph.D.
Dr. Emily T. Creamer is an Assistant Professor in the Department of Educational Studies of the Judith College of Arts, Social Sciences and Education at The University of Toledo.
Education
Ph.D., Higher Education Administration, Bowling Green State University
M.A., Clinical Mental Health Counseling, The University of Toledo
M.Ed., Higher Education Administration, The University of Toledo
B.A., Psychology and Sociology, Mount Union College
Research Interests
- Broad-access institutions and community colleges
- College impact, student development, and holistic student success
- Student belonging, mental well-being, and institutional climate
- Mixed-methods research and applied research
- Grant-funded, multi-institutional research and program evaluation
Teaches
- University governance
- Outcomes and assessment
Selected Publications
Creamer, E. T. (2026). The Democratic Mission: Community Colleges as Engines of Social Mobility and Civic Engagement. Innovative Higher Education. https://doi.org/10.1007/s10755-026-09911-7
Clark-Taylor, A., Creamer, E. T., & Iverson, S. (2026). Navigating the Intersection: Imposter Phenomenon and Trauma Among Women Staff in Higher Education. Journal of Trauma Studies in Education, 5(1), 38-60. https://doi.org/10.70085/jtse.v5i1.353
Hind, H., Gill-Morris, A., Creamer, E. T., & Mayhew, M. (2026). INSPIRES as a Way to Address Institutional Efforts to Decrease Polarization. Journal of College and Character, 27(2). https://doi.org/10.1080/2194587X.2025.2612361
Bieklicki, J., Weng, Y., Creamer, E. T., & Mayhew, M. (2024). Fostering a sustainable energy future through interconnected curricular and co-curricular pedagogies. American Society for Engineering Education [ASEE]. https://doi.org/10.18260/1-2--47241
Roberts, A. C., Booth, M. Z., & Creamer, E. (2023). The adolescent self-system and academic achievement: Youth predictors of college enrollment. Youth and the Self-System. https://doi.org/10.1177/0044118X231201678
Creamer, E. T., Ferrell-Snyder, K., & Trolian, T. (2022). The scholarly writing process. In C. M. McGill, S. Gizeria, P. Hagen, W. Troxel, & A. Thomas (Eds.), Scholarly inquiry in academic advising. Stylus Publishing.
Clark-Taylor, A., Creamer, E. T., LeSavoy, B., & Cerulli, K. (2021). Feminist attitudes, behaviors, and culture shaping women’s center practice. Seneca Falls Dialogues Journal. 4, 110-131. https://fisherpub.sjf.edu/sfd/vol4/iss1/9
Grant Development and Sponsored Research
Dr. Creamer has extensive experience developing competitive grant proposals and managing grant-funded research in higher education. Her grant development experience includes federal and foundation funding, with projects supported by organizations such as the National Science Foundation, ECMC Foundation, Templeton Religion Trust, and PEW Trust Foundation. She has contributed to all stages of proposal development, including conceptualizing research projects, developing research designs and evaluation plans, building interdisciplinary and institutional partnerships, preparing budgets and budget narratives, and translating research ideas into compelling proposals for external funders.
Her grant work emphasizes collaborative, applied research that addresses pressing issues in higher education and creates opportunities for research-practice partnerships. She also brings experience managing large, multi-institutional funded projects, coordinating research teams, and supporting the development of new grant proposals and research initiatives.
Selected Grant-Funded Research
Drive to Thrive: Student Success in Career and Technical STEM Education
Sponsor: ECMC Foundation
Role: Co-PI
Years: 2024-2027
Award: $975,054
A multi-institutional mixed-methods study conducted in partnership with Ford Motor Company examining students participating in automotive and career and technical education pathways at community colleges. The project investigates students’ educational experiences, development, and outcomes across participating institutions.
ELEVATE: Supporting Parenting Students in Ohio Community Colleges
Sponsor: Council for the Study of Community Colleges
Role: PI
Years: 2026–2027
Award: $2,000
A statewide study examining how Ohio community colleges identify and support parenting students. Using a multiple-case study approach, the project explores institutional policies, programs, referral practices, and barriers to support while documenting the experiences of parenting students and the faculty, staff, and administrators who serve them. Findings will inform future research and practical recommendations for strengthening institutional support for parenting students at broad-access institutions
