BIOGRAPHY
Professional & Academic Overview
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Collin D. Cox is a recent Ph.D. graduate, adjunct professor, and researcher in the Askew School of Public Administration and Policy at Florida State University. His research interests include leadership, ethics, organizational theory, public management, and higher education. Prior to his doctoral studies, Collin worked as a manager in the Provost Office at the University of Kansas, where he also earned two bachelor's degrees in public administration and law & society, as well as a master's degree in public administration. In his most recent work, Collin explores the role of dissent, guerrilla government, and transgressive leadership in the public sector. For his dissertation, Collin explores the role of ethical disobedience in leadership and how dissent and transgressive behaviors shape the influence of institutional failures, such as destructive policy and leadership behaviors in organizations. Two articles from his dissertation research have been published in top-tier academic journals, including Public Administration Review and Public Management Review.
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Teaching Philosophy​
My teaching philosophy is centered on training and empowering students through experiential learning techniques. In my courses, I use a mix of new and traditional learning methods to encourage high performance in low-risk, yet high-expectation learning environment. Traditional activities include group research projects, written essays, quizzes, and exams, whereas students also engage in non-traditional course activities, including games, simulation-based activities, field assignments, videos, and other extra credit activities to stimulate learning. Providing a variety of activities helps to foster engagement (especially in online settings), encourages inclusivity among students with unique learning preferences, and breaks down barriers for students with cognitive and learning disabilities. I also work to provide experiential learning opportunities through field activities, and ensure collaborative learning activities in group work. Finally, my courses are designed to foster growth-oriented mindsets in the classroom (from mindset research in educational psychology). Particularly, by shifting from punitive grading (harsh, red ink) to constructive feedback (laddering approach with green ink), students feel more comfortable in taking risks and more empowered to learn and grow. In order for these strategies to be effective, however, it is critical that the instructor can meet students where they are.
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