Professor of Criminal Justice

Warde 313
319-363-1323 ext. 1536
cloes@mtmercy.edu

BA Mount Mercy College
MA Western Illinois University
PhD The University of Iowa

Chad Loes is professor of criminal justice at Mount Mercy University. Arriving at Mount Mercy in 2001, he teaches a variety of courses such as Diversity and the Criminal Justice System, and Research Design. He held the Thomas R. Feld Endowed Chair for Teaching Excellence from 2010–2012 and served as Director of Student Outcomes Research from 2012–2017. 

Loes’s criminal justice research centers on diversity issues and citizen attitudes towards the criminal justice system, and his higher education research focuses on how college affects students. He is a faculty associate in the Center for Research on Undergraduate Education at The University of Iowa, where he continues to write on an array of college impact topics such as cognitive development/critical thinking, missing data, student persistence, academic achievement, active and collaborative learning, technology, deep approaches to learning,
binge drinking, effective instruction, and diversity.

His work appears in a variety of outlets such as The Journal of Higher Education, The Review of Higher Education, Journal of College Student Development, Higher Education, New Directions for Institutional Research, Journal of the Scholarship of Teaching and Learning, Journal for the Study of Postsecondary and Tertiary Education, and the International Journal for the Scholarship of Teaching & Learning.

His research on diversity and critical thinking was used for the landmark U.S. Supreme Court case Fisher v. University of Texas at Austin.  He is a reviewer for the Higher Learning Commission, has presented his research at numerous international and domestic conferences, and has also worked as a research consultant for the U.S. government.


Selected Scholarship:

Loes, C.N., An, B.P., & Pascarella, E.T. (In press).  Does effective classroom instruction enhance bachelor’s degree completion? Some initial evidence. The Review of Higher Education.

Loes, C.N., Culver, K.C., & Trolian, T.L. (In press). How collaborative learning influences students’ openness to diversity.  The Journal of Higher Education. doi: 10.1080/00221546.2018.1442638

Loes, C.N., & Pascarella, E.T. (2017).  Collaborative learning and critical thinking: Testing the link. The Journal of Higher Education, 88(5), 726–753. doi: 10.1080/00221546.2017.1291257

Loes, C. N., An, B.P., Saichaie, K., & Pascarella, E.T. (2017). Does collaborative learning influence persistence to the second year of college? The Journal of Higher Education, 88(1), 62–84. doi: 10.1080/00221546.2016.1243942

Loes, C.N., Pascarella, E.T., & Umbach, P.D. (2012). Effects of diversity experiences on critical thinking skills: Who benefits? The Journal of Higher Education, 83(1), 1–25. doi: 10.1353/jhe.2012.0001

Loes, C.N., Salisbury, M.H., & Pascarella, E.T. (2013). Diversity experiences and attitudes toward literacy: Is there a link?  The Journal of Higher Education, 84(6), 834–865. doi: 10.1353/jhe.2013.0039

Loes, C.N., Salisbury, M.H., & Pascarella, E.T. (2014). Student perceptions of effective instruction and the development of critical thinking: A replication and extension. Higher Education, 69(5), 823–838. doi: 10.1007/s10734-014-9807-0.

Loes, C.N., & Pascarella, E.T. (2015). The benefits of good teaching extend beyond course achievement. Journal of the Scholarship of Teaching and Learning, 15(2), 1–13. doi: 10.14434/josotl.v15i2.13167

An, B.P., Loes, C.N., & Trolian, T. L. (2017). Binge drinking on academic performance: Considering the mediating effects of academic involvement.  Journal of College Student Development, 58(4), 493–508. doi: 10.1353/csd.2017.0039 

Martin, G. L., & Loes, C. N. (2010). What incentives can teach us about missing data in longitudinal assessment.  New Directions for Institutional Research, 2010(S2), 17–28. doi: 10.1002/ir.369

Loes, C.N., Saichaie, K., Padgett, R.D., & Pascarella, E.T. (2012). The effects of teacher behaviors on students’ inclination to inquire and lifelong learning.  International Journal for the Scholarship of Teaching & Learning, 6(2), 1–20. doi: 10.20429/ijsotl.2012.060207

Loes, C. N., & Saichaie, K. (2016). Cognitive effects of technology over four years of college. Journal for the Study of Postsecondary and Tertiary Education, 1, 181–196.  doi: 10.28945/3506

Loes, C. N., & Tobin, M. B. (In press).  Interpersonal conflict and organizational commitment among Licensed Practical Nurses. The Health Care Manager, 37(2), 1–8. doi: 10.1097/HCM.0000000000000208 

Loes, C.N., Salisbury, M.H. (2013, November).  Does race moderate the cognitive impacts of good teaching?  Paper presented at the annual meeting of the Association for the Study of Higher Education, St. Louis, MO. 

An, B.P., & Loes, C.N. (2017, April).  Dual Enrollment and Persistence: Considering the Mediating Effects of Academic and Social Engagement and Academic Performance. Paper presented at the annual meeting of the American Educational Research Association, San Antonio, TX.  

Salisbury, M.H., Blaich, C.F., & Loes, C.N. (2012, May). Increasing students’ intrinsic motivation to learn: Empirical evidence from a national study.  Paper presented at the annual meeting of the Association for Institutional Research, New Orleans, LA.

Loes, C.N. (2012, April). The impact of college residence and diversity experiences on the development of critical thinking in first-year college students. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, BC.