Texas Tech University

Irene Arellano, Ph.D.

Assistant Professor of Practice
Educational Psychology, Leadership, & Counseling

Email: irene.arellano@ttu.edu

Dr. Irene Arellano is an Assistant Professor of Practice for the Higher Education Program at Texas Tech University. She has years of experience in various aspects of higher education within academic and student affairs. Dr. Arellano has extensive experience in experiential learning pedagogies and other engagement initiatives throughout various disciplines and academic programs at both private and public universities. Her research interests include academic engagement, higher education administration and leadership, and the scholarship of teaching and learning. Dr. Arellano has presented at national conferences on service-learning, community engagement, and engaged scholarship.

Irene Arellano

Education

  • Ph.D. in Higher Education Research, Texas Tech University
  • M.Ed. in Higher Education Administration, Texas Tech University
  • B.B.A. in Management, St. Mary's University-San Antonio

Areas of Expertise

  • Academic and Student Engagement
  • Engaged scholarship (Scholarship of Teaching and Learning)
  • Experiential Learning Pedagogies
  • Community Engagement

Selected Publications

Matteson, S. M., Arellano, I., & Sherrod, S. E. (2022). Benefits of engaging doctoral students in community-based research projects. In M. Khosrow-Pour (Ed.), Research Anthology on Service Learning and Community Engagement Teaching Practices, (pp. 1122-1143). IGI Global. (Reprinted from Preparing students for community-engaged scholarship in higher education, pp. 149-170, by A.S. Zimmerman, Ed., 2019, IGI Global).

Matteson, S. M., Arellano, I., & Sherrod, S. E. (2019). Administrative perspectives on implementing a mandatory engaged scholarship project. In A. S. Zimmerman (Ed.), Preparing students for community-engaged scholarship in higher education (pp. 105- 129). Hershey, PA: IGI Global.

Arellano, I. & Jones, S. J. (2018). Exploration of university faculty perceptions and experiences of service-learning as engaged scholarship of teaching and learning. Journal of Scholarship of Teaching and Learning, 18(4), 111-129. doi:10.14434/josotl.v18i4.23178