Dr. Henderson holds a PhD in Curriculum, Instruction and Evaluation from the University of Illinois at Chicago. He has over 30 years of experience in Higher Education and has held positions in both Academic Development (i.e. Academic Affairs) and Student Affairs (i.e. Counselling Center) as an associate professor. He has been a hands-on contributor on a wide array campus projects; ranging from training Peer Counselors to facilitate study skills workshop to working on large scale initiatives that included institutional self-study for re-accreditation, institutional task forces on student retention, strategic planning and improving workforce communication (creating a better service-oriented climate on campus). He has been instrumental in designing Campus Climate, Advising, Withdrawal, and other institutional assessment instruments to facilitate campus-wide improvement. Dr. Henderson has presented at National Conferences such as AERA (American Education Research Association) and AEA (American Evaluation Association). He was awarded the Freshman Year Experience Fellowship by the Association of Institutional Researcher (AIR). He has served on the AHE Advisory Council (Avid for Higher Education), as a consultant and advisory council member. The council was formed by the AVID organization to guide the organization in continuing their successful K through 12 programs by designing and realigning research-based strategies to help postsecondary students. Along with his various consulting projects and activities, Dr. Henderson also serves as an Event Facilitator and Institutional Peer Mentor for the Higher Learning Commission's Persistence and Completion Academy. He has served as a Peer Reviewer for this regional accrediting agency for over fourteen years and has been on teams for re-accreditation and specialized focused visits.
Dr. Henderson has published posts on subjects such as student retention, persistence, student learning and engagement and assessment. Some of the post entries include the following: What Many Institutions Can Learn from Minority Ones Regarding Student Success; Examining Which Factors Are Really Important to Student Success; The Role Governing Boards Can Play in Student Success; How Does Assessment and Feedback Factor into Persistence and Completion; And Support as a Necessary Condition to Help Student Succeed.