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Adrienne Provost

Ph.D. Curriculum and Instruction

Adrienne Provost is an educational researcher and higher education administrator whose work centers on the historical, ideological, and policy frameworks shaping student success and pathways through postsecondary education.

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Situated in the study of community colleges and transfer pathways, her scholarship connects humanistic traditions to current questions of curriculum, transfer student experiences, cross‑institutional collaboration, STEM education, and civil discourse. She publishes in both peer‑reviewed and practitioner‑focused venues, intentionally translating historical and theoretical findings into action within contemporary programs and student‑support initiatives.

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At the University of Florida, she leads transfer‑focused initiatives, including bridge programs and articulation partnerships. She also teaches a transfer transitions course designed to support cross‑college navigation, undergraduate engagement, and the ethical use of artificial intelligence.

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Dr. Provost curates the Terry O’Banion Papers, an archive preserving the intellectual and humanistic foundations of the community college movement. Through her research, leadership, teaching, and archival work, she seeks to uphold higher education’s humanistic promise by carrying its values forward into practice.

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Research Interests

Community Colleges, Humanistic Education, Discourse Tracing, Higher Education, Teaching and Learning, and Discourse-Historical Analysis

Publications

  • McCammon, J., & Provost, A. L. (2026). Bridging the transfer pipeline: A three touch points model for cross-campus peer collaboration, belonging, and digital fluency. Insights for College Transitions, 21(2).

  • Provost, A. L., Traum, M. J., Kohnen, A. M., Cothren, T. J., Diaz, C., Garcia, J. L., & Yawn, J. (2026). Bridging the divide: Addressing barriers to cross-institutional collaboration through the TRAVE framework. League for Innovation in the Community College. 

  • Traum, M. J., Provost, A. L., Brixius, S. L., Peralta Gomez, A. E., Tran, J., Liberado, E. V., Gaikwad, D., Yawn, J., Angulo, J., Peterson, E., & Wilburt, E. (2026, January 12). iVelas unites disciplines across borders: Rocket altimeter design via US–Brazil virtual exchange in a liberal arts–infused engineering bridge for transfer students. AIAA SCITECH 2026 Forum, Orlando, FL. https://doi.org/10.2514/6.2026-0274

  • Provost, A. L. (2024). Community College Social Media Public Scholars: Reframing the Narrative from the Inside Out. Community College Journal of Research and Practice, 1–15. https://doi.org/10.1080/10668926.2024.2428270 

  • Provost, A. L. (2024). Social media public scholars: Reframing the narrative from the inside out. League for Innovation in the Community College.

  • Traum, M. J., Jones, T. J., Doher, J. A., K. R. Gurley, J. A., Provost, A. L., Mella‑Alcázar, A. A., & Angulo, L. (2024). Virtual exchange embedded in a STEM summer camp improved American high school students’ awareness of Filipino culture. Proceedings of the ASEE Southeastern Section Conference, 10–12.

  • Provost, A. (2023). Digging in the Wrong Place : Tracing Discursive Artifacts of Humanistic Education in the Community College (University of Florida). University of Florida, Gainesville, Fla.  https://ufdc.ufl.edu/UFE0059307/00001

  • Provost, A. (2023). Cooling out vs. warming up: History of the debate. NACADA Review, 4(1), 16–26.

  • Traum, M., Provost, A., Doher, J. (2022). STEMTank: Implementing an online engineering summer camp for underprivileged high school students in response to COVID-19. Opportunity Matters, 4, 86–101. 

  • Provost, A. L., Traum, M. (in press). Valuing failure: Successful experiential STEM learning projects boost self-confidence while failure improves grit. Mindset Pathways to STEM Success: A Compilation of Tools and Strategies for Higher Education to Boost Learning in STEM. 

  • Provost, A. L., Kohnen, A. M. (2022). “Why so many words?” Students’ perspectives on college access and success terminology. Journal of Student Affairs Research and Practice, 1–14. https://doi.org/10.1080/19496591.2022.2056475

  • Provost, A. L., Kohnen, A. M. (2022). A full spectrum of interpretation: A discourse-historical analysis of one community college’s mission statement, Community College Journal of Research and Practice, 46:5, 318-334.  https://doi.org/10.1080/10668926.2020.1841690

Awards and Recognition

  • Terry O’Banion Legacy Award, League for Innovation in the Community College (2024)

  • K. Patricia Cross Future Leaders Award Finalist, American Association of Colleges and Universities (2023)

  • Advocacy Leadership Award, Division of Student Affairs, Santa Fe College (2022)

  • Next Level Leadership Graduate, Association of Florida Colleges (2022)

  • Exemplary Practice Award, Student Development Commission, Association of Florida Colleges (2020)

  • Workforce, Adult and Continuing Education Commission Award, Association of Florida Colleges (2020)

  • Innovation Award, Division of Student Affairs, Santa Fe College (2020)

  • Robert B. Primack Memorial Foundations of Education Endowment, University of Florida (2017)

  • Certified College Professional, Association of Florida Colleges (2016)

  • Teacher of the Year, Williston Middle School (2012)

  • “Chappie” James Most Promising Teacher‑Scholar, University of South Florida (1992–1994)

Interactive Timeline

This timeline traces overlapping micro-, meso-, and macro- discursive themes related to community colleges and higher education across the economic, political, and social landscape of the mid-20th century. The overview details the shift from humanistic to neoliberal ideology that occurred in the late 1970s. 

Courses

IDS 3003 Transfer Success Seminar
College of Liberal Arts  & Sciences

Contact Me

© 2026 by Adrienne Provost, Ph.D. 

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