Matthew Holsapple

Matthew Holsapple

Matthew Holsapple

Associate Program Officer, Spencer Foundation
Instructor, Higher Education Administration and Policy


Matthew Holsapple is an associate program officer at the Spencer Foundation. At the Foundation, he contributes to grant-making in higher education, STEM education, research-practice partnerships, and education journalism, among other areas of education research. Prior to that, he worked as a senior research analyst at the University of Chicago's Consortium on School Research and School for Social Services Administration. His research focuses on the relationship between student experiences and institutional practices and characteristics in predicting college outcomes; the effects of college choice on outcomes; college student learning and development; and moral and ethical education in colleges and universities. He also has professional experience in journalism and university-based media relations and strategic communication. In addition to teaching at Northwestern, he also teaches courses on data use and analysis in the University of Chicago's Master's of Social Work Program. 



Year Degree Institution
2014 PhD, Higher Education University of Michigan
2011 MA, Education Research Methods University of Michigan
2007 MSEd, College Student Affairs Purdue University
2001 BS, Public Relations Purdue University

Selected Publications

Nagaoka, J., Holsapple, M.A., & Roderick, M. (2016). The College Match Indicator: Linking Theory to Practice in A.P. Kelly, J.S. Howell, and C. Sattin-Bajaj, Matching Students to Opportunity: Expanding College Choice, Access, and Quality Harvard Education Press: Cambridge, MA.

Johnson, D.W., Moeller, E., & Holsapple, M.A. (2014). Research into Practice: Postsecondary Success in the Chicago Public Schools. New Directions for Youth Development: 31-53.

Burt, B.A., Carpenter, D.D., Holsapple, M.A., Finelli, C.J., Bielby, R.M., Sutkus, J.A., & Harding, T.S. (2013). Out-of-classroom experiences: Bridging the disconnect between the classroom, the engineering workforce, and ethical development. International Journal of Engineering Education: 714-725.

Holsapple, M.A., Carpenter, D.D., Finelli, C.J., Harding, T.S., & Sutkus, J.A. (2012). Too much noise: Using a communication framework to understand discrepancies in engineering ethics education delivery. Journal of Engineering Education.

Holsapple, M.A. (2012). Service-learning to encourage openness to diversity: A meta-analysis of current support. Michigan Journal of Community and Service Learning.

Holsapple, M.A. (2012). What ethical role models?. ASEE Prism: 47.

Finelli, C.J., Holsapple, M.A., Ra, E., Burt, B.A., Bielby, R., Carpenter, D.D., Harding, T.S., & Sutkus, J.A. (2012). A nationwide holistic assessment of engineering students’ curricular and cocurricular experiences and their ethical development. Journal of Engineering Education.