Profile for

Ryan W. Erck, Ph.D.

Assistant Vice Provost for Student Success

Educational Background

Your academic credentials include several advanced degrees, complemented by a range of professional appointments.

• Ph.D., Higher Education Studies and Leadership, Baylor University, 2020
• M.S., Educational Human Resource Development, Texas A&M University, 2014
• B.S., Agricultural Leadership and Development, Texas A&M University, 2013

Academic Experience and Appointments

Explore the academic roles and leadership positions you have held throughout your career, demonstrating a commitment to student success and educational leadership.

• Assistant Vice Provost for Academic Affairs Student Success, East Texas A&M University, 2025-Present
• Executive Director, Division of Student Success, Gardner-Webb University, 2023-2025
• Director, LEAD Residential Learning Community, Baylor University, 2019-2023
• Lecturer (full-time), School of Education, Baylor University, 2018-2019
• Doctoral Graduate Assistant/Coordinator, Student Success, Baylor University, 2017-2018
• Doctoral Graduate Assistant/Coordinator, Student-Athlete Academic Services, Baylor University, 2015-2017
• Adjunct Instructor, Department of Educational Leadership, Baylor University, 2015-2023

Selected Publications

You can explore Dr. Erck’s significant publications, showcasing their contributions to academic scholarship.

• Erck, R. W., & Strehlow, S. (2025). The dual-purpose of deeper life interactions: An opportunity to influence hearts and minds and the bottom line. New Directions in Teaching and Learning, 2025.
• Erck, R. W., & Sriram, R. (2024). Surviving in the jungle: Institutional politics and student affairs. In J.Clark, J. Smith, & Associates (Eds), Student affairs professional preparation: A scholar-practitioner guide to contemporary topics (pp. 275-292). NASPA.
• Erck, R. W., & Sriram, R. (2023). Deeper life interactions and student success. In T. Trolian & E. Parker (Eds.), Fostering sustained student-faculty engagement in undergraduate education (pp. 32-47). Routledge.
• Stoner, J. C., Erck, R. W., Sriram, R., & Peña, M. (2023). Challenge or support? Exploring academic burnout in residential learning communities. College Student Affairs Journal 41(2), 114-128.
• Erck, R. W., & Sriram, R. (2023). Thriving through interactions: Investigating how distinct relationships influence college student success. Journal of Student Affairs Research and Practice, 60(5), 608-624.
• Erck, R. W., Duncan, L., & Garrett, T. (2023). Starting with a shared approach: Fostering student affairs–academic affairs collaboration in living-learning communities. In J. Eidum & L. L. Anderson (Eds.), The faculty factor: Developing faculty engagement with living-learning communities (pp. 93-109). Stylus.
• Erck, R. W., & Sriram, R. (2022). Connecting on campus: Exploring how different interactions predict thriving for college students of color. Journal of College Student Development, 63(5), 555-571.
• Erck, R. W., & Sriram, R. (2021). Residential learning communities as coalitions: Bridging the gap between customer, consumer, and learner. In P. Fernando, H. Huijser, M. Kek (Eds.), Student support services: Exploring impact on student engagement, experience, and learning. Springer.