Tiffani Riggers-Piehl

Tiffani Riggers-Piehl serves as Associate Professor of Higher Education and Program Coordinator for the Higher Education Masters and Doctorate (EDD) programs at the University of Missouri Kansas City's School of Education, Social Work and Psychological Sciences. She advises doctoral and masters students while leading the Higher Education Student Association (HESA).

• University: University of Missouri Kansas City
• School: School of Education, Social Work and Psychological Sciences
• Department: Higher Education
• Position: Associate Professor & Program Coordinator

Dr. Riggers-Piehl's research centers on holistic student development in higher education, with particular emphasis on how students develop meaning and purpose across multiple identity dimensions. Her work investigates campus climate effects on religious students, gender differences in educational experiences, and faculty-student interactions that foster spiritual development. She employs interdisciplinary and collaborative approaches to examine how religious identity intersects with other social identities in shaping college experiences. Her scholarship aims to create more inclusive classroom and co-curricular environments that improve student outcomes through evidence-based practices.

Analysis of Dr. Riggers-Piehl's publication record reveals consistent focus on religious identity in higher education, particularly examining how campus climate affects evangelical Christian students, religious minorities, and STEM students. Her research demonstrates how faculty interactions can enhance spiritual development while navigating political and social complexities. The longitudinal nature of her work shows evolving methodology from single-institution studies to national multi-institutional collaborations examining interfaith experiences.

• Associate Editor, Journal of College and Character
• Secretary/Treasurer, Religion and Education SIG (AERA)

Dr. Riggers-Piehl actively mentors graduate students while securing significant research funding. Her grant portfolio includes a $43,000 National Coalition for Girl's Schools award investigating single-sex education effects on university transition, a $7,500 Andrew W. Mellon Foundation grant examining STEM students' worldview development, and a $3,000 NACADA grant studying academic advisor belonging. Her research methodology combines quantitative analysis with qualitative insights to address practical challenges in higher education administration.

Her scholarly contributions extend to developing frameworks for understanding religious pluralism on campus and creating inclusive spaces that honor diverse worldview commitments while fostering intellectual growth across identity dimensions.