APRIL 1-2, 2020
20 Quincy St
The conference was canceled due to COVID-19. All registrations were refunded. We will let you know as soon as we have information on the next conference!
Please stay safe!
2 DAYS - 2 TRACKS - 22 SESSIONS
Grab your badge, say hello, and help yourself to a hot buffet breakfast
Opening welcome and audience introductions
Global Inclusion: Lessons from Around the World
Generation Z, and the Alphas are presenting us in higher education, and in the work force, with new opportunities and new ideas about definitions of diversity, work, identity, culture, ability, gender, race, just to name a few areas. The changes are seemingly rapid and influenced by emergent technologies and innovations. This presentation will focus on the how emerging technologies and changing ideas of identity formation is already re-shaping concepts of work, higher education, and institutional and organizational development.
NYU has rapidly transformed its organizational and institutional profile over the last twenty years. In the last ten years, NYU has become one of the most globally networked higher education institutions in the world, and has degree-granting campuses in Shanghai and Abu Dhabi. The student body (Generation Z and Alphas) across all of NYUs schools is globally diverse with no majority population over 20-22%. Additionally, our Tandon School of Engineering is not only one of the most diverse in the country in terms of gender, but also in terms of LGBTQ+, and racial and ethnic diversity, and as a result, we are able to explore the identifications of these “new global students.”
In 2017-21018, we conducted a survey of our climate -- Being@NYU. Through these efforts we collected data from over twenty-five thousand NYU community members. These quantitative and qualitative data provide us a glimpse into forthcoming shifts with new constituency groups such as Generation Z, and the Alphas, as well as how changes might affect the future of work, and the future of higher education. Engaging the Being@NYU data sample, and ongoing research across our 15+ global academic sites, this session will engage participants in examining the shifting landscapes of “identity” and “identification”, changes in the categories and definitions of “diversity”, and the impact on higher education over the next 20 years.
Dr. Lisa M. Coleman is New York University’s (NYU) inaugural Senior VP for Global Inclusion and Strategic Innovation. Reporting to the President, Dr. Coleman works with Senior Leaders, internal stakeholders, external partners, and constituents to advance, promote and build capacity for strategic global inclusion, diversity, equity, belonging and innovation initiatives across NYU globally and this includes New York, Shanghai and Abu Dhabi, and NYU’s other thirteen sites, and numerous global centers. Prior to NYU, Dr. Coleman served as the first Chief Diversity Officer and Special Assistant to the President at Harvard University, 2010-2017. Dr. Coleman’s scholarly work was sparked by early professional and research work with the Association of American Medical Colleges, Merrill Lynch Inc., and working as an independent computer consultant with various for-profit organizations. Dr. Coleman has spent over 20 years working with numerous colleges and universities, for-profit, and non-profit organizations on leadership, global inclusion and diversity, innovation and technology. Prior to NYU and Harvard, she directed the Africana program at Tufts University, and was later appointed to serve as that institution’s first senior inclusion executive reporting to the President.
Dr. Coleman continues to advise and consult with C-Suite leaders globally. She sits on various national and international boards and her current work focuses on the inter and transdisciplinary intersections of innovation and inclusion within and across cultures globally. Dr. Coleman is the recipient of numerous awards, recognitions, and honors for excellence in teaching and leadership, and for her work on diversity, inclusion, belonging, equity, and innovation globally. Dr. Coleman earned her doctorate in Social and Cultural Analysis, American Studies from NYU and three master’s degrees from the Ohio State University in African and African American Studies; Women’s, Gender, and Sexuality Studies; and Communication Studies. Her undergraduate foci included sociology/anthropology and computer science.
I’d Like You to Meet my Husband: Breaking the Queer Ceiling of Leadership
On July 1, 2019 I became the seventh president of Christian Theological Seminary (CTS). CTS is one of seven theological institutions related to the Christian Church (Disciples of Christ) and one of over 280 theological schools accredited by the Association of Theological Schools (ATS). Less than five out, queer people have led an ATS school.
When I began my journey in theological education, I was a Roman Catholic priest, teaching in a Roman Catholic seminary. As a gay man, I struggled to learn the importance of my sexual orientation while remaining celibate and mentoring closeted gay seminarians. After a significant disagreement with my religious superiors over the ways the church and seminary were contributing to the sexual problems in the church, I was dismissed from service. My heart was broken. I had spent ten years preparing to be a priest and ten years serving as a priest. As a high school student, I decided to attend seminary because I wanted a vocation that would take all of me: my mind, body, and spirit. Looking back, I now see that God wanted all of me, even if the Roman church didn’t.
In 2004, I attended a conference meeting for PhD candidates who were on the job market. We queried our speaker, Dr. Patricia O’Connell Killen, about when we should tell our potential employer about being gay. She advised us to find a way to mention it, without turning it into a problem. “Don’t make your sexual orientation a problem for your potential employer. If you do, then they will see it as a problem.” Her advice was wise and helpful. As I pondered it, I realized that I had to believe that my sexual orientation wasn’t a problem. Secondly, I had to find a way to come out, without turning myself into a problem. I started doing what I still do today. I introduce the audience to my husband.
In a field and position that is rarely occupied by a gay person, it is still challenging not to see myself as some sort of problem. As I look around the leadership of ATS schools at this point, the number of out LGBTQ leaders is shrinking, not growing. In addition to continuing my own internal work, I want to support and cultivate more queer leaders to join me. We need them to know that their sexual orientation isn’t a problem, it is a gift. And we need to claim that first for ourselves.
The Rev. Dr. David M. Mellott became President of Christian Theological Seminary and was appointed to the faculty as Professor of Theological Formation on July 1 2019. Previously he was on the faculty of Lancaster Theological Seminary from 2005 until 2019. He served as Vice President of Academic Affairs and Dean of the Seminary from 2011 until coming to Indianapolis. He holds a PhD from Emory University, an MA in Religious Studies and a Licentiate in Sacred Theology from the Catholic University of Leuven, Belgium, and a BA in English Literature and Latin American Studies from The Pontifical College Josephinum. Prior to his doctoral studies, David was a residential faculty member and coordinator of worship at St. Mary’s Seminary & University in Baltimore, MD from 1994-1997.
Theologian, teacher, administrator, and spiritual director, he is committed to supporting and nurturing Christians and Christian communities as they seek to love God, neighbor, and themselves more deeply. Reimagining theological education and spiritual formation have been the focus of his teaching and writing. He is the author of two books: I Was and I Am Dust: Penitente Practices as a Way of Knowing and Finding Your Way in Seminary: What to Expect, How to Thrive. He is currently directing a grant from the Henry Luce Foundation, “Current and Future Directions in Theological Education.
Courses that David has taught include, Listening to the Faithful, Ministerial Formation Seminars, Introduction to Christian Worship, Queer Theologizing, Introduction to Philosophy, The Table and the Font, Sustaining a Spiritual Life in the 21st Century, and Where Theology and Strategic Planning Meet. Dr. Mellott and his husband, the Rev. Lance F. Mullins, are ordained ministers of the United Church of Christ.
Advancing Leaders of Color: The Strategies
Fatiah Touray, a born and raised New Yorker and first-generation college graduate, comes to Sarah Lawrence from positions of increasing responsibility at New York University, where she currently serves as Assistant Dean for Diversity and International Students. As the senior diversity officer for 7,500 students in NYU’s College of Arts and Science, she led initiatives to increase underrepresented student retention as well as participation in research opportunities. She has had exceptional success working directly with students as well as across institutions to create systems and programs to support all members of the community in reaching their full potential. Under her leadership, underrepresented student enrollment tripled within NYU’s Academic Achievement Program and their participation in research grants, travel, and projects grew by 55%. In addition to her programmatic leadership, she advised more than 200 students, guiding them in major selection and helping to connect their passions with their aspirations for the future. Fatiah has also been an ardent supporter and partner for faculty. At NYU she served on the Faculty of Arts and Science Faculty Diversity Initiative and authored the college’s “Pedagogies of Inclusion” faculty modules, which were implemented across academic departments.
Fatiah’s focus on mentorship and direct engagement with students has been on display at every turn in her career. Fatiah received her B.A., with Honors, in Journalism and Africana Studies from NYU. Fatiah received her M.S. in Education from The City University of New York - Brooklyn College. Fatiah also received her JD from the Howard University School of Law. Fatiah was also a Judicial Law Clerk for the Honorable James Jackson, at the Superior Court of New Jersey. Prior to law school, she taught Math at Bushwick Community High School, where she was one of 15 teachers chosen as a National Endowment for the Humanities Scholar.
Dr. Charlene Aaron has been a leader in healthcare administration in long-term care and nursing education for the last thirty years. Currently Dr. Aaron serves as the Chancellor of St. John's College of Nursing, the oldest Catholic College of Nursing in the United States. Dr. Aaron describes herself as a nurse, educator, researcher and leader of the next generation of registered nurses. Dr. Aaron serves as a role model for nursing students of color to excel in their pursuit of a nursing career, and as future leaders in healthcare and educational administration. Dr. Aaron's area a research is caregivers of person's with dementia, stigma surrounding the disease of Alzheimer's, African Americans and Diabetes, and vulnerable populations.
Dr. Aaron has recently received a grant to develop a mobile simulation laboratory for to enhance safety in care for practicing nurses and to educate nurses in Associate Degree programs, as many of the Community College programs do not have a simulation laboratory. Feedback has been positive in both environments. Most recently, Dr. Aaron has developed a Nursing Pipeline Preparatory Program (NP3) which is an early start into a career in nursing for high school freshmen. Deliberate attention is given to including a percentage of students representing under- represented groups. This is to facilitate the success of students of color and all students in the pipeline program. The students are involved in active learning exercises that bridge STEM with nursing content with application. The students will remain in the program all through high school. Each fall a new group of Freshmen will be inducted into the nursing pipeline. The goal is to build capacity in these students, so that as they go off to college they will be well prepared for success, to complete their nursing degrees. This program is one intervention for the nursing shortage. More nurses of color are needed in order to have nurses who are representative of the communities they live in. More nurses of color are needed in higher education leadership, to encourage more academic leaders, educators researchers and caregivers, as they are needed to teach the next generation about the art and science of nursing."
José A. Villalba
José A. Villalba is Vice President for Diversity and Inclusion and Chief Diversity Office at Wake Forest University, as well as a Professor of Counseling in the Department of Counseling. His most previous appointment was Senior Associate Dean for Faculty, Evaluation, and Inclusivity for Wake Forest College. He earned a Ph.D. in Counseling and Counselor Education from the University of Florida. He has worked as a school counselor in elementary and high school settings, as well as a community counselor in both private practice and hospital settings. In addition, he’s been a faculty member at Indiana State University and UNC – Greensboro. His research agenda includes examining the college access and college-going practices of Latina/o students and families. He’s a licensed school counselor and licensed professional counselor in North Carolina.
In his current role at Wake Forest University, he oversees the institution’s strategic plan for creating a more inclusive campus environment. His vision for diversity and inclusion work is one in which all institutional stakeholders are aware of the lived, learning, and working experiences of underrepresented members of the community. This increase in awareness leads to sustained levels of understanding, which serve as the foundation for robust programming, inclusive practice, and equitable policy efforts that benefit the entire campus community. This vision has already started to take shape at Wake Forest, and will serve the community’s students, staff, and faculty into the future.
Dr. Nkenge Friday a diversity and inclusion strategist with a background leading organizational-wide diversity and inclusion operations, serves as the Assistant Vice Chancellor for Strategic Initiatives in the Office of Diversity and Inclusion at the University of Nebraska-Lincoln.
Focusing her efforts on equity, inclusion, and diversity as an institutional wide strategy, Friday works to engage all constituents in understanding and supporting inclusive excellence through structured collaboration and community building. Her current research includes the impact of global nationalism on institutions of higher learning, the role of higher education for reconciliation in conflict ridden societies and leveraging diversity and inclusion for global leadership and learning.
Enjoy a gourmet buffet lunch while getting to know your fellow attendees
Communication Cures All?: The Plight of Women of Color in Higher Education
Persistent challenges of systemic racism and sexism in the academy continue to create barriers for women of color in the tenure process and for those interested in administrative roles. At the center of these biased systems, and often a justification for their perpetuation, is the manner in which women of color communicate. For example, African American women have long fought the angry Black woman stereotype that, in some instances, threatens career advancement.
As the first African American and female President, and once the first Chief Diversity Officer, of a 164-year old college, I walked into an environment where 100 percent of President’s cabinet and other senior leaders were white men and a Board that was 75 percent male and over 80 percent white. As a communication scholar, I often reflect on the varied theoretical and strategic approaches that women of color are compelled to embrace or reject to succeed and climb the higher education leadership ladder in predominately white, patriarchal environments.
This session will introduce attendees to Mark Orbe’s co-cultural theory of communication as an intentional and strategic framework to successfully navigate this challenging higher education environment. During this interactive discussion, we will use Co-cultural theory to analyze specific examples and identify the ways in which this lens may be used by women of color to advance their careers and lead transformational change.
Dr. Jamel Wright arrived at Eureka College in 2014 as the Special Assistant to the President and later as Vice President of Strategic & Diversity Initiatives. In the fall of 2015 the Eureka College Board of Trustees announced Dr. Wright’s appointment as interim president, which began on July 1, 2016 and ended on June 30, 2017 when the Board announced that she would be become the 27th president. She is the first woman and African American to serve as president of this 165-year-old institution.
Dr. Wright is a visible, prominent and highly-respected professional with over 20 years experience in higher education. She is a skilled communicator, author and scholar whose training and expertise is in public relations/strategic communication, media studies and intercultural communication and competence. In addition to being a well-published scholar and author, Dr. Wright is a respected trainer and consultant on current issues related to communication, leadership development, and diversity & inclusion. Her expertise is sought out regularly to facilitate dialogues and development workshops, and to assist in the creation of training modules that focus on these issues. She was one of several experts called upon to serve in Ferguson, Mo. as part of the Ferguson Commission’s Citizen Law Enforcement Working Group on community policing, racial profiling, use of force, and mass demonstrations.
It Starts with Policy: How Policy Makers Can Drive Change Towards Greater Inclusion
Dr. Latasha Wade joined the University of Maryland Eastern Shore in July 2014. Since that time, she has held a number of positions in the School of Pharmacy and the Office of the Provost and Vice President for Academic Affairs. Currently, Dr. Wade serves as the Interim Associate Vice President for Academic Operations and Strategic Initiatives in the Office of the Provost. In this role, she provides leadership and has administrative oversight of all curriculum and program matters, articulation agreement and academic MOU development, promotion/tenure and post-tenure review processes, and faculty professional development. She also serves as the university’s Accreditation Liaison Officer (ALO) with the Middle States Commission on Higher Education. Dr. Wade maintains a faculty appointment in the School of Pharmacy.
A proud alumna of two University System of Maryland institutions, Dr. Wade was a double major at the University of Maryland College Park, earning both a Bachelor of Arts degree in Economics and a Bachelor of Science degree in Microbiology. After earning a Doctor of Pharmacy degree from the University of Maryland School of Pharmacy in Baltimore, she completed post-graduate residency training at the University of North Carolina Chapel Hill Eshelman School of Pharmacy and Kerr Drug.
Dr. Emese Ivan completed her PhD in Kinesiology at the University of Western Ontario (Canada) with specialization in Sport Management in 2006. She received her MS in International Management from Purdue University and an Executive MBA from Tilburg University (The Netherlands) in 2000. Dr. Ivan was born and raised in Hungary. Since 2006 she has been teaching at Ball State University (IN) and St John's University (NY). Her research and teaching interest includes cross- and socio-cultural studies of sport, diversity and inclusion in organizations, and implementation of social justice and development projects. She has been a Research Fellow at the Center to Study Sport in Society at Northeastern University. Dr. Ivan served as Graduate Program Director and the Director of Interdisciplinary Sport Research at SJU. Recently, she is the Associate Dean of External Affairs and Graduate Programs at the Collins College of Professional Studies at SJU.
Laura H. Jack is vice president for communications at Colgate University in Hamilton, N.Y. At Colgate, Jack leads all internal and external communications efforts to steward Colgate’s reputation and identity; build awareness of the University, the excellence of its faculty, and its strong academic programs; and support the University’s core mission, goals, and priorities. Prior to arriving at Colgate, Jack was vice president at Howard University in Washington, D.C., where she oversaw all fundraising, alumni relations, communications, and university events operations. Outside of higher education, Jack spent nearly 10 years managing marketing and advertising initiatives and multimillion-dollar campaigns with international marketing and advertising firms, such as JCDecaux and Ogilvy & Mather.
Beyond Jack’s professional responsibilities, she is an active member in the community and serves on the board of directors for Community Memorial Hospital and A Better Chance Clinton. Jack earned a Bachelor of Business Administration from Pace University, a Master of Business Administration and a Master of Science in Education from Baruch College. She is currently pursuing a PhD in Higher Education at Syracuse University.
Carla C. Moreira
Dr. Carla C. Moreira is a vascular and endovascular surgeon who specializes in treating all forms of vascular conditions including cerebrovascular diseases, peripheral arterial disease, abdominal and thoracic aortic aneurysms, hemodialysis access, venous insufficiency, and chronic wounds. Her research interests include developing methods for addressing health disparities through Quality Improvement (QI) interventions and characterizing the impact of social determinants of health (SDoH) on the care and outcome of patients with atherosclerotic disease.
She graduated with Honors from Rhode Island College in 2003 with B.A. in Biology and Chemistry. In 2008, she received her M.D. from Alpert Medical School of Brown University, Providence, RI, and completed residency in General Surgery at the University of Chicago, Chicago, IL in 2013. This was followed by 2-year fellowship training in vascular and endovascular surgery at Boston Medical Center, Boston, MA.
In 2015, she joined the Department of Surgery at Alpert Medical School of Brown University where she is currently an Assistant Professor of Surgery. She holds attending privileges at Rhode Island Hospital, The Miriam Hospital, Women & Infants Hospital, Fatima Hospital, and Roger Williams Hospital. In 2018, she was appointed Chief of Vascular & Endovascular Surgery at the Providence VA Medical Center.
In addition to her busy clinical practice, Dr. Moreira has prioritized her role as a clinician educator and advocate for increasing diversity and inclusiveness in healthcare. She is the Diversity Officer for the Department of Surgery and sits on many regional and academic committees with special focus on improving the recruitment, retention, mentoring and career development of underrepresented minority students and faculty in academic medicine.
Dr. Moreira is a native of Cape Verde and is fluent in Kriolo, Portuguese, and Spanish. She is married to Mr. Larry D. Mannings, Jr, and they have 2 small boys.
Let’s Talk About Privilege
Dr. Fatima Alleyne currently serves as the Director of Faculty Engagement for Equity and Inclusion in the College of Engineering at the University of California, Berkeley (Cal). As Director she is responsible for developing and directing programs that engage faculty from the College of Engineering (CoE) in diversity, equity, and inclusion (DEI) efforts, establishing and directing new programs in strategic partnership with faculty, leading the annual strategic planning process to guide programs and priorities to advance E&I, and evaluating and assessing the effectiveness of faculty search processes. Dr. Alleyne is also founder of FAConsulting, which supports educational institutions in the development of inclusive and culturally responsive learning environments. She serves in a myriad of leadership roles, including but not limited to, UC Berkeley’s TRiO Programs Advisory Board, Student Conduct Hearing Panel, Graduate Student Diversity Task Force, and Disability Accessibility Review Team, as well as the Healthy Richmond Steering Committee and trustee on the Contra Costa County Board of Education.
Prior to this appointment, Dr. Alleyne was employed as an Education Outreach Coordinator for an NSF-funded STEM Center at Cal, Research Specialist in the Materials Science and Engineering Department at Cal, Education Advisor for the Center for Restorative Solutions, and General Research Engineer in the Healthy Processed Foods Research unit for the United States Department of Agriculture (USDA). While at the USDA, Alleyne investigated thermal storage and renewable energy sources for agricultural purposes and served as member and chair of the Outreach, Diversity, and Equal Opportunity Committee. Her other research interests included protective clothing apparel for farmworker communities, microstructural analysis of prophylaxis for HIV/AIDS prevention applications and aluminum nitride resonators for energy scavenging devices. Dr. Alleyne earned her BA in Chemistry from City University of New York, Hunter College and MS and PhD in Materials Science and Engineering from the University of California, Berkeley.
Deborah D. Hazzard
Deborah Hazzard serves as associate dean of diversity and inclusion at the Darla Moore School of Business. A native of Columbia, South Carolina, Hazzard holds a professional doctorate from Georgia State University, an Executive MBA from Winthrop University and a bachelor’s degree in business management from North Carolina State University. She also earned a Diversity and Inclusion Professionals certificate from Cornell University. Hazzard transitioned into academia after a rich career in business and industry where she spent more than 20 years building and nurturing strategic business relationships, alliances and collaborations in both the public and private sectors. She is passionate about business ethics, corporate responsibility and diversity and inclusion and actively seeks opportunities to engage others in meaningful conversations about these important topics.
Hazzard currently serves as a clinical assistant professor of management at the Moore School and teaches upper division courses in strategic management, corporate responsibility and stakeholder management (with a heavy emphasis on business ethics), and principles of management. She was also instrumental in curriculum development that led to the creation and launch of the Moore School's first diversity and inclusion course, MGMT 408, offered by her in spring 2019. Hazzard is also principal consultant at 2 Higher Heights, LLC, a global management consulting and training firm specializing in diversity and inclusion training and leadership development training. When asked what inspires her about her current work, Hazzard says: “I want to make a difference in the lives of others and inspire them to make a difference in the lives of those who come behind them. As Maya Angelou eloquently penned, 'When you get, give. When you learn, teach.'”
Dr. Felicia R. Stewart is a Professor of Communication Studies and Chair of the Division of Social and Cultural Studies at Morehouse College. As a seasoned professional, Dr. Stewart has years of experience in educating and training students, faculty, executives, trial attorneys, business teams and more in the art of effective communication. Dr. Stewart has several publications including articles on public speaking, nonverbal communication and mock trial and is an author in books on African American rhetoric, organizational culture, and political oratory. Dr. Stewart received her B.A. in Legal Communication and Ph.D. in Rhetoric and Intercultural Communication from Howard University in Washington, D.C. A licensed attorney, Dr. Stewart received her J.D. from Emory University in Atlanta, Ga.
Krystal Parker is a former executive for a Fortune 200 publicly traded oil and gas company. Parker experienced the power and challenges of diversity as a psychology major, she ascended from temp worker to the youngest executive in a sea of male engineers. Krystal has over 20 years of experience in organizational management leading hundreds of union, non-union and contract employees, in order to provide J.D. Powers, award winning customer service to more than 2.1 million customers in the U.S. Parker advanced her education at Harvard Business School for senior executive leaders with a focus on innovation, globalization and leadership diversity. She earned an undergrad in psychology from the University of Kansas and a masters in marketing from Ottawa University.
Krystal is a certified John Maxwell DISC behavioral specialist, trainer, speaker and coach. She is a professor at Ottawa University, teaching graduate and undergraduate level courses in developing leaders and leadership capabilities, entrepreneurial vision and strategies, leadership, management, marketing, women in management, managing cultural diversity and business ethics. With years of experience and an aptitude for business, Parker created a boutique consulting company called Intent and Impact, specializing in creating executive and board level strategies as well as developing organizational leadership programs.
Commonality of Humanity: A Personal Perspective on Physical and Mental Disabilities in Higher Education
As a professor of psychology and a quadriplegic for over 30 years, higher education afforded me the opportunity to live beyond my disability. I spent many years working with individuals with disabilities and mental health challenges both inside and outside the classroom. Personally having to overcome many obstacles as I navigated through the different levels of my education has led me to be more sensitive to, and aware of, the multiple facets of accommodations that students with disabilities require. Regardless whether the disability or challenge presents as physical or mental, there is a systematic process that must be understood by others who are able bodied.
My perspective may be unique given I am an individual who suffered a significant surfing accident at the age of 19. Although rendering me quadriplegic, I found a fulfilling career in higher education. Having to accommodate my own personal requirements while adapting to the needs of our diverse undergraduate student population has made me “expert” in my own field.
It was 30 years ago when I returned to college as the first disabled student in the college’s history. With no automatic doors, wheelchair ramps, office with disabilities, or even personal caregivers available, I persevered. It was a college chaplain with an enormous heart that said, “Give this individual another opportunity to succeed. We at least owe him that.” After an initial refusal, the college allowed me to return for my sophomore year with significant hesitation. Prior to voice dictation and technology, the fundamentals of a two page paper would take me two days to type by using my pencil weaved through my fingers hitting the keyboard one letter at a time. Many unique challenges continued to plague me; however, with the use of many freight elevators, classes rerouted to the first floor, and the support of several optimistic individuals, I was able to complete my college education. Being elected class and student body president, and graduating from the college with honors, provided the foundation for me to succeed beyond even my own expectations.
Thirty years ago it was predominantly hard work, dedication and perseverance that saw me through my education. Today, we know that each individual comes with their own set of unique challenges and significant differences within each of those challenges. However, let us instead focus on the commonality of the humanity, and our common desires. Focusing specifically on achieving a better life through academics, I will discuss the daunting task of accommodating each and every individual with greater ease and proficiency.
Dr. Jyh-Hann Chang is a Professor of Psychology at East Stroudsburg University. He is a Clinical- Neuro Psychologist and is Board-Certified in Rehabilitation Psychology and Sports Psychology. Dr. Chang completed his Postdoctoral Fellowship at Gainesville, FL Veterans Administration in Gerontology. He earned his Doctorate degree at the University of Connecticut in Clinical Psychology. Along with teaching, he also sees clients at Good Shepherd Rehabilitation Hospital. In his sports psychology practice, Dr. Chang has consulted with athletes who have entered the professional leagues, Division I, and worked with the Para-Olympic team for the 2008 Summer Olympics. He was the Chair of the Advisory Board for People with Disabilities for Northeast Pennsylvania and Chair of the Diversity Committee for Division II Society of Teaching of Psychology. He created The Compassion of Others’ Lives Scale was replicated internationally and has been translated to Spanish and Turkish.
At age 19, Dr. Chang suffered a surfing accident that rendered him a tetraplegic. He is a recipient of multiple National Science Foundation grants, Christopher Reeve grants, and an American Psychological Association’s CEMRRAT (Center for Ethnic Minority Recruitment and Retention Task Force) grant. He combines his expertise as a clinical psychologist and his own personal experience to enhance his academic and professional careers. His students have identified him multiple times as one of ESU’s Most Inspirational Teacher.
Loving Large at Lawrence: The Impact of Promoting A Campus Culture of Compassion in a Time of Contempt
In society today derision seems to have become the coin of the realm. Consequently, it can be difficult to empathize and find common cause with others, especially those who we perceive to be different from us in some fundamental way. At the same time our campuses are rapidly becoming more diverse. The demographic changes occurring in the U.S. related to race and ethnicity are well known. In addition, greater openness about what can at time be less obvious aspects of identity such as sexual orientation, faith traditions and gender expression is also increasing cultural diversity on campus. With this diversity comes an increased opportunity to experience a greater sense of belonging as well as the challenge of navigating increased conflict. At Lawrence University, helping members of our community show greater compassion for themselves and others has been a critical part of creating significant, measurable change related to achieving inclusive excellence, particularly in these complex and volatile times.
Since the 2016-2017 academic year we have seen a 64% decrease in bias incident reports (at the same time people indicated increased awareness of how to report this type of misconduct). Over the past five years, we have seen 52% increase in full-time faculty of color as well as a significant increase in the number of female faculty. We also saw a substantial increase in the proportion of applications for faculty positions from both women and people of color. Overall numbers of staff of color (and other underrepresented groups) continue to grow. For example, the number of staff of color has grown by 156% over the past five years. The President’s leadership cabinet, which is the most diverse in the history of the university, is currently 25% people of color and 33% each female and LGBTQ+ identifying.
In this talk I will discuss the science related to the importance of compassion to human society, our survival as a species and our individual thriving. I will also briefly discuss our current call-out culture of contempt and factors that contribute to it on our campuses and in the larger global community. Finally I will focus the talk on the strategic framework, messaging and policies that help us to be “Loving Large at Lawrence”, providing evidence that love might actually be able to change the world or at least a campus.
Dr. Kimberly Barrett is the Vice President for Diversity and Inclusion and Associate Dean of the Faculty at Lawrence University. Dr. Barrett has more than 30 years of experience working with students, faculty, governing boards, and community members to promote learning, student development, social justice and diversity. Prior to joining Lawrence, Dr. Barrett held a number of administrative and faculty positions. Most recently, before coming to Lawrence, she served as Vice President for Multicultural Affairs & Community Engagement at Wright State University.
Throughout her career Dr. Barrett has been active in a variety of community organizations in a number of states and Canada whose goals relate to achieving social and economic justice. Currently, in addition to being active in several professional organizations, she serves on a number of local boards including the Fox Cities Chamber of Commerce, Harbor House Domestic Abuse Programs, the Bergstrom Mahler Museum of Glass and a regional visioning initiative, Imagine Fox Cities. She obtained her Ph.D. in Higher Education Administration from Southern Illinois University- Carbondale, her master’s degree in Clinical Psychology from Murray State University, and her bachelor’s degree in Psychology from Pfeiffer College.
Superficial Diversity vs Effective Diversity
Dr. Brian L. Matthews is a 1997 graduate of Ashdown High School in Ashdown, Arkansas. He attended Harding University in Searcy, Arkansas where he, as a freshman, was inducted into the national honor society, Phi Eta Sigma. In 2001, Dr. Matthews graduated cum laude with a Bachelor of Business Administration in Marketing. In 2002, he graduated summa cum laude with a Master of Business Administration in Management from Harding University and was inducted into Phi Beta Lambda-Future Business Leaders of America. In 2012, Dr. Matthews successfully defended his dissertation and received a Doctor of Business Administration in Marketing from Argosy University, graduating magna cum laude with a 4.0 GPA. As a doctoral student, he was also inducted into the National Society of Collegiate Scholars (NSCS) for academic excellence. Dr. Matthews is a tenured-track Assistant Professor of Management at Texas A&M University-Texarkana.
For his work in the community and concern for people, Dr. Matthews was awarded the Dr. G. W. Thompson Professional Award by the NAACP, The Distinguished Gentleman’s Award by Alpha Phi Alpha Fraternity, the Community Service Award from Bethel Seventh-Day Adventist Church, and a community service award by the Transformation Apostolic Global Connection. He was also nominated and a Leadership Texarkana Wilbur Award and awarded a Teaching Excellence Award in Mentoring at Texas A&M University-Texarkana continues to be a proponent of education by mentoring and speaking at a different middle school and high school campuses in the area.
Ann Fruhling, Ph.D., MBA is a Charles W. and Margre H. Durham Distinguished Professor of Information Science and Technology and the founding Director of the School of Interdisciplinary Informatics at the University of Nebraska at Omaha. The School provides opportunities for collaboration with other disciplines through sharing curriculum and collaborative applied research. The seven degrees offered by the School-- Cybersecurity (BS,MS), Bioinformatics (BS), Biomedical Informatics (MS,PhD) and IT Innovation (BS, MS)-- all have two very important common characteristics. First, they each have interdisciplinary technology components in their curriculum. Second, they rely on working collaboratively with other disciplines and the community. One of the main goals of the School is to be an "IT solution innovator" resource for our community partners in the areas of cybersecurity, healthcare, bioinformatics, public health informatics, business and government. In addition, Dr. Fruhling teaches undergraduate/graduate courses in information technology, health informatics and human computer interaction. Her field of research is analyzing and solving information systems development problems that span the spectrum from efficient requirements elicitation processes and best practices in user interface design and agile systems development methods to post-implementation evaluation of user acceptance. Her specialty niche is public/clinical health informatics.
Dr. Fruhling's research focuses on evaluating and improving human - computer interaction efficiency and effectiveness. Since 2002, she has been the Principal Investigator of an emergency response system and bioterrorism surveillance system for public health laboratories called STATPack™ which is deployed in over 40 health laboratories across the Midwest. During her time at the University of Nebraska at Omaha, Dr. Fruhling has authored 100+ publications, including 25 manuscripts in top peer-reviewed journals, 3 book chapters, 11 technical/workshop papers, 60+ conference proceedings. She has received over $8.3M in research-related funding for 100+ research projects that have supported over 90 students and 2 full-time employees.
Tam Huynh is the senior associate director of Prospect Research and Analysis at Colby College and in her role, she works with a team to identify major gifts prospects among college alumni, parents and friends utilizing wealth indicator tools. The research ascertained supports the frontline fundraisers' efforts to align prospects whom want to give back to the Colby community in meaningful ways. Prior to this, she supported the vice president of College Advancement and the director of Development. Before joining the Colby community, Tam was a conflict management consultant for four years. During that time, she worked with Queens College overseeing evaluation and analytics for the launch and programmatic success of the Center for Ethnic, Racial and Religious Understanding as a program evaluator, in the most ethnically diverse city in the nation. She also was a mediator for housing and civil disputes in Boston. Prior to this, she conducted extensive academic social science research and statistical analysis.
In addition to her work at Colby, Tam chairs the Diversity and Inclusion Committee for Apra, the Association of Professional Researchers for Advancement, the first in the national organization's history, as well as co-chairs Colby Advancement's Diversity, Equity and Inclusion workgroup and serves as vice president for the Holocaust and Human Rights Center.
Dr. Wilkistar Otieno is an Associate Professor of Industrial and Manufacturing Engineering at the University of Wisconsin-Milwaukee. She received her PhD in Industrial and Systems Engineering and MA in Statistics from the University of South Florida, and a Bachelors in Mechanical Engineering from Moi University in Kenya. Her research work is in sustainable manufacturing, particularly remanufacturing to enable a circular economy. She is also working on Industry 4.0 driven engineering analytics and is passionate about how Industry 4.0 is driving change in engineering education. She is a recent recipient of the NSF STEM grant and a faculty mentor in the NSF Wisconsin Louis Stokes Alliance for Minority Participation. The latter two opportunities have enabled her be an academic mentor to numerous undergraduate students in STEM fields. She serves as the Chair of the Industrial and Manufacturing Engineering Department, the Chair of IEEE-Milwaukee, the VP of INFORMS (Institute for Operations Research and Management Sciences) Diversity Equity and Inclusion Committee and has been the faculty advisor for the Society for Women Engineers (SWE) UWM Chapter.
Creating Models of Inclusive Excellence Within Academic Departments
A major challenge facing chief diversity officers is conceptualizing how to effectively enhance notions of diversity, inclusion and equity within a university community on a myriad of levels. Some CDOs may boast about increased racial diversity within the student population, or a small percentage increase in faculty diversity. Others may proudly discuss their campus actions to collect LGBTQI+ data, while others may discuss provocative speakers who visited their campus over the past year. CDOs typically report these small gains at the end of the year in an annual report along with other data-filled graphs and charts in order to demonstrate to stakeholders the diversity impacts of the past year.
Some efforts of CDOs, however, might appear too insignificant unless they can effectively demonstrate achievement in areas beyond race and gender statistics. Assessment of additional efforts such as reflection of the climate, immersion of diversity and inclusion within curriculum, prominently stated commitments to diversity by campus leadership, in-depth diversity training and dialoging, greater minority access to restricted academic programs, and faculty research on diversity and inclusion issues.
Although it is almost impossible to effectively promote a full inclusive excellence program on a university campus, one might find greater success in promoting it on a small-scale basis by working with individual academic departments, with a prescribed set of criteria.
The Model of Excellence contemplates that individual academic departments would operate at high levels of diversity and inclusion in at least ten categories, which together should demonstrate inclusive excellence. Those areas are: Leadership Prioritization, Training, Dialoging, Teaching, Access (Students), Hiring (Faculty/Staff), Retention (Students and Faculty/Staff), Research, Community & Engagement, and Oversight.
Once the CDO selects an academic department as a cohort participant, an assessment is made regarding what that department has done in each of the aforementioned categories, and the degree of assistance needed in order for that department to meet success within all of the categories. A memorandum of understanding is then established between the CDO and the specific department acknowledging the partnership, which includes the department’s commitment to assign a faculty fellow to work exclusively with the CDO for the purpose of preparing a strategy on how the department will attain success with each category, thereby acknowledging it as a Model of Excellence, complete with plaque recognition at an Annual Inclusive Excellence Luncheon.
Cecil Howard is a licensed attorney, and has 35 years of civil rights, diversity, and social equity experience through governmental, non-profit, associational and higher educational settings.
Mr. Howard serves as the Associate Vice President for Diversity, Inclusion & Equal Opportunity and Chief Diversity Officer for the University of South Florida System in Tampa, Florida. He has also served as Chief Diversity Officer for the University of South Florida, St. Petersburg, as well as at Shippensburg University. Prior to going into higher education, Mr. Howard served as Chief Legal Counsel for the Florida Commission on Human Relations as well as Chief Diversity Officer for the City of Gainesville, Florida.
Mr. Howard earned his bachelor’s degree in Government from Florida State University and law degree from Texas Southern University’s Thurgood Marshall School of Law. He is frequently sought out to address or speak on equity, diversity and inclusion matters within organizational environments.
Disabled Accessibility: Surprising Considerations
Sequoyah Adebayo serves as Director of Veterans Affairs at the University of the District of Columbia. Her desire for veteran and other military connected students to achieve their educational goals drives her to provide white glove service and world class treatment with every interaction. Her office motto, “Service member’s to Scholars” serves as a reminder that these students have put their lives on the line for our country and we should do everything within our power to support them during their time in school. Under her leadership, the office is becoming a powerhouse of veteran support within the D.C. Metro area. Her connections with local and federal government agencies as well as non-profits, provides many of our student veterans with the additional external support needed. Her seat on the Mayor’s Veteran’s Advisory Board as Secretary ensures that UDC student veterans are the first to know about supplemental education opportunities, career fairs, internships, fellowships and support services offered through the district and community organizations.
Paul Aravich, Ph.D., is a Professor of Pathology and Anatomy, Geriatrics, and Physical Medicine & Rehabilitation at Eastern Virginia Medical School (EVMS). He received the EVMS President's Champion of Diversity and Inclusion Award for promoting a climate of diversity and inclusion and for “being a living example of our core values.” He also received one of the highest awards for medical education in the US and Canada; Virginia’s highest faculty award for research, teaching and service; and five Virginia gubernatorial citations for public education and public guardianship. He presents on the epidemic of fatal behavioral and neurological health disorders to programs sponsored by various Congressional Caucuses, and to several State entities. He sits on the Interagency Executive Strategy Committee for Virginia’s Veterans and has a particular interest in Veteran and Military suicide; and on the Advisory Board for the Virginia Center on Aging and its dementia research study section. He is the former head of the Virginia Brain Injury Council and headed its first statewide position paper on treatment options for challenging behaviors for persons with brain injury; the former head of the Virginia Public Guardian and Conservator Advisory Board; and a current board member on various regional positive youth development, behavioral health, brain injury, and art-and-medicine foundations. Dr. Aravich is on the web at, e.g., the TEDx YouTube channel, the WETA BrainLine and BrainLine Military site, and the Richmond, Va., NPR site.
Steven H. Kenney, Jr.
S. H. Kenney, Jr. serves as the AVP for Human Resources and Chief Diversity and Inclusion Officer at Nicholls State University, having joined the Nicholls State team in July 2017. Academically Kenney has matriculated at universities around the globe. Professionally, Kenney is a certified Senior Professional in Human Resources and has worked in corporate America, owned and operated restaurants, and has now found his calling in higher education. Civically, Kenney serves as a Board Member for several non-profit organizations. Socially, Kenney is a re-charter member of Howard University’s chapter of Alpha Phi Omega National Service Fraternity, a member of Sigma Alpha Pi (The National Society of Leadership and Success), and a Life Member of Kappa Alpha Psi Fraternity, Inc. Personally, Kenney serves as an advisor, mentor and tutor for many youth and youth organizations, finding the greatest joy in seeing our youth at the point in which they realize for themselves the talents and skills they possess.
Professional education and mentorship are Dr. Parks’ passions as she enjoys working with students to craft their career strategies and create individual development plans helping them become more competitive in the employment market upon graduation. Dr. Parks herself has multiple certifications in healthcare and public health including the Master Certified Health Education Specialist (MCHES), Certification in Public Health (CPH), Certified Professional in Healthcare Quality (CPHQ), Certified Professional Patient Safety (CPPS), Certified Lean Six Sigma Black Belt (CLSSBB), Project Management Professional (PMP) and more. If you have questions about specific continuing education opportunities, certifications, or advanced education, she would love to share her experiences and learn about your interests as a student or prospective student. Dr. Parks looks forward to getting to know each student and their unique career interests and personalities as part of our learning community.
Ashley Parks, DrPH, MPH, MBA, MTech, CPH, CPHQ, MCHES, CHTS-IM, PMP, CLSSBB, CPHRM
After dropping out of school at 13 years old, Noah's classroom became music, writing, spiritual enlightenment and any other avenue of artistic expression he could find. As a teenager Noah road-tripped the US, driving 6 friends across 33 States in a 1970 Bay Window VW Bus. Over the next few years he'd travel to India, Scotland, the Netherlands and England and through these adventures realized his affinity for learning about cultures, politics and history. Noah enrolled at Antelope Valley College (AVC) at 19 with a 7th grade education and went on to earn a B.A. in history graduating Summa Cum Laude from Cal State Channel Islands. He spent the following summer backpacking solo across Europe and then returned to the States and obtained a Master's of Divinity from Fuller Theological Seminary. In 2011 Noah was hired at his alma mater, AVC, where he continues to teach a variety of American History courses. That same year he founded Kairos Community, a nonprofit committed to the integration of art and spirituality. He has hosted neighborhood information groups, organized philosophical discussion nights in pubs and café's, and led mentoring cohorts. At 36 Noah was diagnosed with Asperger's/Autism Spectrum Disorder, a process that while challenging, also provided validation and greater understanding of self and others. Noah spent last summer teaching American History at the California State Prison, Los Angeles County (LAC). He is an effective communicator and frequently speaks at conferences and retreats as well as AVC's collegiate events where he recently co-presented on Woodstock. Noah has served on multiple boards of directors including Cherished L.A. (an anti-sex-trafficking organization that houses and mentors’ women fleeing sexual exploitation), as well as AVC's Interdisciplinary Learning Consortium (co-teaching hybrid courses of Gender, Image, Film, Rhetoric and Literature). In 2019 he published the first edition of The Darkest Timeline, an American history textbook following a uniquely chronological pedagogy. Noah married Jaimie in 2006, they have 5 beautiful children, and too many pets.
Managing Up: What It Means and How to Do It?
Dr. Rodriguez-Farrar is Chief of Staff to President Brian W. Casey at Colgate University. Working with faculty, administrators, and the Board of Trustees, she supports the president in the planning and development of strategic initiatives across the university. Prior to Colgate, she had numerous senior administrative roles at Dominican University of California: Senior Assistant to the President, Senior Advisor for Strategy and Planning, and Vice President for Public Affairs and University Relations. During her time at Dominican, she was the senior officer responsible for coordinating the planning process and directing its strategic initiatives; oversaw Student Life, Athletics, Information Technology Services, and Institutional Research; and managed Marketing, Communications, Government Relations, and External Relations.
Previously, she was Assistant to President at Brown University, working closely with President Ruth Simmons and serving on her Cabinet. She was a Research Associate at Harvard Business School, and co-authored a number of business school case studies. She has worked as a researcher at Harvard Business School, Harvard Graduate School of Education, and the National Bureau of Economic Research. Finally, she served as President of the Brown Alumni Association from 2005 to 2007 and on Brown’s Board of Trustees from 2005-2009.
Dr. Rodriguez-Farrar is a graduate of Brown University where she also received a master’s degree and Ph.D. Additionally, she earned an Ed.M. and Ed.D. from Harvard University Graduate School of Education.
Joy E. Brathwaite
Joy E. Brathwaite currently serves as the VP Finance/CFO at Minneapolis College for Art and Design (MCAD), a design school in downtown Minneapolis. Brathwaite has 30 years experience in business and finance, of those, 13 years in higher education senior administration and 9 years in health care. She completed a BSc in Economics and Management (University of the West Indies (Barbados)), a MSA (Central Michigan University) and a MBA (Kent State University (Ohio)). She has also taught as an adjunct professor at two colleges, and as a visiting faculty with Higher Education Resource Services. Her greatest accomplishment has been seeing my proteges take my position after I move and thrive. As a black Caribbean immigrant, her journey has included navigating the process of moving from the position of an educated black female in a country where I was part of a majority, to a minority in America. I have been 'the first 'fill in the blank'' in different colleges and campuses. Her dream is to be a leader that inspires minority females to believe it is worth the pain of dealing with discrimination to embrace and push towards embracing senior roles in every field and does this for those who cannot and those who come behind.
Dr. Mill Etienne is associate dean for student affairs and associate professor of neurology and medicine at New York Medical College (NYMC). He is also the course director for the Multiculturalism in Medicine fourth year elective at NYMC. Dr. Etienne is Vice President and President-Elect of the New York State Neurological Society and is a fellow in the American Academy of Neurology and the American Epilepsy Society. He has presented at both their annual meetings, has published numerous book chapters and has numerous publications in peer-reviewed journals. He earned his medical degree from Yale University and his medical degree from NYMC. He completed his neurology residency as well as his fellowships in clinical neurophysiology, neuroepidemiology, and epilepsy at Columbia University where he also got his Masters in Public Health.
Dr. Etienne is the founding director of the Comprehensive Epilepsy Center at Walter Reed National Military Medical Center, where he also served as the associate program director of the neurology residency program. Dr. Etienne was also on the clinical neurophysiology teaching faculty at the National Institute of Neurological Disorders and Stroke at the National Institutes of Health. He served as Chief ethicist on Board the USNS Comfort during Operation Unified Response, which was the US response to the earthquake that took place in Haiti in January 2010.
Dr. Ann Toler Hilliard is an associate professor who teaches in the Department of Educational Studies and Leadership at Bowie State University, U.S.A. The author teaches courses in educational leadership: policy studies for school leaders, school law, strategic planning and evaluation, management of human resources and dissertation one/two. The author’s research interests are international studies, professional development, instructional and responsive leadership and learning/leading in global communities, and blended learning. She has published over twenty-eight research articles in peer-reviewed refereed international journals. Dr. Hilliard's research publications and awards have been recognized by (AERA) American Educational Research Association, 2014/2015/2017. Beyond teaching, the author has experience as a college and school leader in administration. The author/associate professor currently works to instruct and coordinate activities within the classroom environment that provide professional experiences for graduate candidates who are seeking the opportunity to serve as school administrators at the building and district level. She also serves as reviewer and editor on several international peer reviewed refereed journals. Education includes: Ed.D. degree, George Washington University; M.S. degree The Johns Hopkins University; M.A.T. degree, Trinity University-Washington; B.S. degree, Elizabeth City State University, and Certificate for Consulting from Harvard University.
Developing an Equity-Minded Institution through Diverse Hiring Practices
While the shifting demographics of the United States are increasingly apparent in many sectors, diversity is not consistently represented in classrooms across the country: approximately 78 percent of college faculty is white, while students of color compose around 42 percent of the student population. Yet diverse and equity-minded faculty employ different ways of thinking and analyses based on their individual backgrounds and life experiences, providing countless benefits for all students.
During this session, participants will discuss effective practices that led to increased diversity in classrooms at Cerritos College, a California community college where the student population is comprised of 55 percent first-generation students, and 88 percent are students of color. Jose Fierro, President/Superintendent will share the challenges the college faced while developing an enhanced hiring process based on equity and access—a process that required participation from all constituencies on campus, including the board of trustees. He will also discuss potential solutions to the most common challenges faced by administrators, presidents and trustees as they diversify their academic institutions.
There are correlations between same-race teachers and student performance and achievement. At Cerritos College, a combination of highly qualified diverse applicant pools and an equity-minded approach during the selection process has led to increased diversity hiring; it served as a catalyst for developing an equity-minded educational institution that is experiencing increased student performance and achievement. Racial representation in the classroom causes stereotype boost, which occurs when a group performs better due to the exposure of positive examples of perceived stereotypes. In other words, minority students who are exposed to positive role models in the classroom perform at a higher level than their peers who do not have the opportunity to be exposed to someone in that role.
Learning is a social process and social processes are built out of trust and mutual respect. The nation is at a juncture where leaders must make an effort to close the student achievement gap among the various underrepresented groups. Education leaders should analyze the impact of racial representation in classrooms across the country, and consider it as one of the most effective tools to increase students’ academic performance. At the end of this session, participants will understand the importance of developing and implementing a campus diversity plan, and will become familiar with inclusive processes that lead to the development of campus diversity and equal opportunity employment.
Dr. Jose Fierro began his tenure as President/Superintendent of Cerritos College in July 2015. He is committed to increasing access to education, thereby lifting the community’s underserved population from personal hardship to success. Dr. Fierro helped launch Cerritos Complete in 2016, which increases graduation rates and velocity of completion through wraparound student services and a merit-based scholarship component. Cerritos Complete won the 2018 Examples of Excelencia Award in the Associate Level category, which is the only national effort to identify and promote evidence-based practices that help accelerate Latino student success in higher education.
Dr. Fierro’s extensive instructional background stems from both face-to-face and online environments, having taught undergraduate and graduate courses in multiple institutions. He has developed curriculum for several online and hybrid courses in the natural sciences and authored a number of journal articles. Dr. Fierro earned his D.V.M. from the University of Applied Sciences in Bogotá, Colombia and his Ph.D. in Higher Education Leadership from Northcentral University in Prescott, Arizona. He also holds an M.S. in Leadership and Management of Educational Programs from Nova Southeastern University.
The Role of Sponsorship in Increasing the Number of Women High-level Leadership Positions
Research shows that, when an organization embeds sponsorship into its ethos and norms, it is a highly effective way for that organization to accelerate the success of its new and emerging leaders. Too often, sponsorship gets confused with mentoring yet the two roles have important differences. While mentors share lessons gained through lived experiences, sponsors take mentoring further by using their network and resources to pull the protégé to the next several success levels.
According to a recent report published by Payscale, a person with a Sponsor earns 11.6 percent more on average. However, the number of men who have Sponsors (as compared to women with Sponsors) is two to one. The presentation will delve into why this is the case and some effective strategies for closing the gap in women leaders at the highest organizational levels.
Sandra St Fleur is a subject-matter expert in the field of organizational development, talent management, and leadership development. Sandra brings nearly 20 years of experience in performance improvement, business transformation, and executive coaching in health care, managed care, technology and life sciences. Sandra has led talent management and organizational development departments for Massachusetts General Hospital, Sasaki, and Massachusetts Institute of Technology.
At UCLA Health, Sandra oversees the Center for Organizational Readiness and Education (CORE), the training and organizational development arm of Human Resources that provides UCLA Health leaders with strategic and technical assistance on organizational interventions, performance management, and learnings that enhance UCLA Health’s effectiveness and sustained success. This includes leading systematic, enterprise-wide change through the creation and reinforcement of organizational development initiatives and talent development programs, such as employee engagement, leadership development, diversity and inclusion, and employee learning.
Mental Health in Higher Education: What We’re Not Discussing?
Gretchel Hathaway, Ph.D. currently serves as the Dean of Diversity and Inclusion and Chief Diversity Officer as well as the Americans with Disabilities Act (ADA) Compliance Officer at Union College (NY). Dr. Hathaway leads the college’s strategic plan on diversity initiatives with the board of trustees, faculty, administrators and staff. The College has been recognized nationally for their diversity and inclusion initiatives including offering a semester long course on Diversity, Equity and Inclusion for all employees to receive certification, hosting Constructive Engagement Forums and the #Unioncollegechallenge where one focuses on finding a personal goal that is uncomfortable or difficult and achieving that goal. She received her Bachelor degree in psychology from Manhattanville College (NY) her Masters degree in psychology from Yeshiva University (NY) and her Doctorate in Social Work from the University of Pittsburgh (PA). Dr. Hathaway enjoys writing poetry and has recently published a historical fiction titled ‘A Bonded Friendship: Moses and Eliphalet’ which is based on the true story of the relationship between an escaped slave and a college president set in the 1850’s.
Ellen A. Black
Ellen A. Black is Associate Dean for Academic Affairs and Associate Professor of Law. Prior to joining the Belmont faculty, Dean Black was an associate at Chadbourne & Parke LLP in New York City where she practiced in the areas of products liability and commercial litigation. While at Chadbourne, she served on the recruiting committee and was actively engaged in pro bono projects, including counseling incarcerated women on their child visitation and custodial rights, representing a criminal defendant in a pro bono appeal, and assisting New York Interfaith Disaster Services on various legal issues. Prior to practicing at Chadbourne, Dean Black worked as an associate at the firm Gholson, Hicks & Nichols in Columbus, Mississippi, where she focused on litigation involving medical malpractice, toxic tort, and construction cases. She also taught as an adjunct instructor at Mississippi University for Women.
Dean Black serves on the Tennessee Alliance for Legal Services Board. She is admitted to the New York, Tennessee, and Mississippi bars. She teaches Medical Malpractice, Products Liability and Family Law and serves as Director of the Field Placements Program. She is also the faculty adviser for the Women’s Law Student Association and the Family Law Society. Dean Black earned her Bachelor of Arts degree summa cum laude from Mississippi University for Women and her Juris Doctor degree magna cum laude from Texas Tech University School of Law, where she held the position of articles editor on the Texas Tech Law Review.
Dr. Tiko Hardy is a Licensed Clinical Social Worker who serves as an Assistant Professor for Newman University and Pikes Peak Community College. Dr. Hardy currently serves as the Director of Diversity Global Learning where she partners with faculty to integrate culturally inclusive practices in the classroom. In addition, Dr. Hardy served as the Professional Development and Adjunct Advancement Program Coordinator for the Center for Excellence in Teaching and Learning.
Dr. Hardy is passionate about policy, student engagement and educational justice. She grew up in generational poverty, a journey that has taken her from GED to earning a doctorate degree. Her personal journey has helped to steer her commitment to the social work profession which emboldens her core values: service to others, social justice, dignity and self-worth of individuals, the importance of human relationships, integrity and competence. As a Scholar/Practitioner, she is known among leaders within the community for her objective leadership approach to facilitating training and dialogue on diversity, equity and inclusion and topics pertaining to social injustice.
Brittany C. Slatton
Dr. Brittany C. Slatton is an Associate Professor of Sociology at Texas Southern University. She earned her doctorate from Texas A&M University, College Station with a specialization in race and gender studies. Dr. Slatton’s research focuses on the sociology of black women, institutional racism, and the intersection of race, gender, and sexuality. She has published several books on race, gender, and sexuality, including: Women and Inequality in the 21st Century (2019), Mythologizing Black Women (2014), and Hyper Sexual Hyper Masculine? Gender, Race, and Class in the Identities of Contemporary Black Men (2014).
Enjoy complimentary cocktails and hors d'oeuvres and meet the speakers and your fellow attendees at the networking reception
Grab your badge, say hello, and help yourself to a hot buffet breakfast
The Challenges of Changing a Community College Culture: Making the Shift from a Predominantly White Faculty to Reflect the Reality of a Diverse, Multicultural World, and Student Body
Community colleges are oftentimes the gateway to higher education for a diverse student population. Like many of California’s 115 Community Colleges, Santa Monica College faces the challenge of diversifying its faculty to better reflect our student population of 40% Hispanic. Located along the western edge of Los Angeles County, a county that has a projected population of 10.5 million, 50% of whom identify as Hispanic in 2020 - Santa Monica College’s faculty with 17.19% identifying as Hispanic does not reflect the ethnically diverse world of Los Angeles County. Beyond the Hispanic group, all ethnicities of color are under-represented within the faculty and academic administer employee groups, and are the focus of recruitment outreach.
How do we increase underrepresented groups (with a focus on ethnicity) in the faculty and leadership positions when there is little personnel turnover?
We have addressed this inequity in a variety of ways, starting with our Mission Statement, which has identified inclusivity and diversity in the social, cultural, political, economic, technological, and natural environment as important to providing, and supporting stated Institutional Learning Outcomes and goals. Equity-mindedness is foundational not only to recruitment but to all initiatives at the College. Collaboration with the Academic Senate, Management Association and Classified staff to further trainings and workshops focused on equity, communication, diversity, and inclusivity are ongoing. In an effort to expand the applicant pool, advertising has increased substantially, job bulletins have been redesigned, and brochures include EEO, equity and equivalency statements, which also appear on all online job postings. EEO training is mandatory for all search committees, and Skype is offered for out-of-area interview candidates. Professional development and leadership training spotlighting diversity, equity, collaboration, and communication for faculty and staff are offered year round. An annual Faculty Job Fair & Open House is held to attract new applicants for full and part-time pools, and speakers focusing on equity, unlawful discrimination, and unconscious bias have been spotlighted in every professional development day for the past several years.
Starting in 2009 we have tracked ethnic identification of all employees and since 2010, academic applicants, allowing us to gauge whether our efforts have been successful. Just looking through the Hispanic lens between 2012 and 2019 shows very limited improvement of ethnic diversity within the SMC employee groups, and nothing close to the level of Hispanic identification within the county population.
However, change is happening. The drumbeat of diversity, inclusivity, and equity is growing louder and coming from all areas of the SMC community. Perhaps it is not the color of one’s skin that is important, but the lens of equity through which one sees the world. Our students benefit from the equity infused education that assists with enabling them to be open minded and forward thinking students. We have pledged to collaborate with our faculty to change the culture and to communicate our commitment to building equity and diversity for our students in hiring.
The work of diversity is not finished. The work continues.
Dr. Kathryn E. Jeffery has served as Superintendent and President of Santa Monica College (SMC) since February 2016. With over four decades of diverse higher education experience, Dr. Jeffery has successfully served roles as college professor, academic and career counselor, and superintendent/president. She is highly regarded and respected by her peers and colleagues for her knowledge and experience in educational leadership, and especially for her strong background in student services, transfer curriculum and Career Technical Education (CTE). She is a passionate advocate for higher education, courageous and innovative, and takes pride in using a student-centered approach to face the challenges and opportunities that are part of the emerging landscape of higher education.
As Vice President of Human Resources, Sherri Lee-Lewis serves as SMC’s Chief Human Resources and Equal Employment Opportunity Officer and is responsible for leadership and administration of all aspects of personnel matters including employment, diversity, staff development and training, benefits, compensation, employee and labor relations, contract administration, and legal and regulatory compliance regarding personnel services. As part of her primary duties, she serves as a negotiator during collective bargaining with the college's exclusive representative groups; serves as liaison with the Santa Monica College Personnel Commission; and plans and directs the actions and services of the Human Resources Office staff to include effective integration of the college management information system with Los Angeles County Office of Education personnel/payroll services, among others.
Sherri has over 25 years of human resources experience in the public and private sector. Most recently, she has served as Interim Vice-President of Human Resources at Santa Monica College since January 2018. She began her HR career at SMC in January 1990 as a Personnel Specialist, and moved on to progressive roles within the HR department as Personnel Manager, Associate Director, Assistant Dean, Dean, and Acting Associate Vice-President. Prior to that, she worked as an HR Representative for U.S. Administrators, Inc. and taught Human Resources Management and Human Relations in Business as a Business Instructor here at SMC from Fall 1991 – Spring 1994.
She holds a Bachelor of Arts in English and Communications from the University of Southern California and a Master of Arts in Educational Administration (Business Specialization) from California State University, Los Angeles.
Dr. Tre'Shawn Hall-Baker is Interim Dean of Human Resources for Santa Monica Community College. She has worked in California public schools for more than 18 years, holding positions in the Los Angeles Unified School District, Classified School Employees Association, and the Los Angeles Community College District- three of the largest institutions in California public education.
Tre’Shawn’s experience in diverse educational environments prepared her for the opportunity to contribute to Santa Monica College’s efforts towards building equity, diversity, and inclusion in hiring by leading presentations and cross-functional teams in these vital areas. She has worked collaboratively with the organizational leaders to explore and build new knowledge that was timely and intentional for organizational change.
Tre’Shawn also has a passion for positive conflict and recognizes how differences in thoughts, worldviews, and perception fosters an environment of creativity and provides the best experience and visions for success to a diverse student population.
Changing the Face of Academia by Expecting More: Broadening the Definition of Success in the Research 1 Space
The ability to train and retain underrepresented minority (URM) students is key to diversifying academia. The graduation and retention of undergraduate students in the science, technology, engineering, and math (STEM) fields in the United States has been widely discussed, in part owing to the call to increase the size of the STEM workforce, and the U.S. Department of Labor has predicted a gap of approximately 1.6 million workers with degrees in computing sciences between the available employee pool and national demand. The 2012 report of the President’s Council of Advisors on Science and Technology emphasized the need for a STEM-educated workforce prepared to enhance the country’s competitiveness in the global marketplace. A recent report from the National Academy of Medicine describes the dire situation in medicine and what the lack of full participation by underrepresented minorities portends for the nation.
More than half of first-year URM students report that they intend to major in a science or engineering field, together they earn only about 17 percent of the bachelor’s degrees granted in those fields. Transfer students, especially those who are transferring from two-year colleges to four-year institutions, are indispensable in this issue. Yet there are few if any studies that examine the factors that specifically influence URM transfer students’ retention and graduation in STEM majors. There is much work to be done both in terms of research and practice or engagement. However, often stated values pertaining to diversity do not align with the incentives available to tenure-stream faculty in R1 universities.
The purpose of this work/talk is threefold: (1) to show how these misalignments are not just ineffective but truly counterproductive; (2) to provide examples of the success that is possible when incentives are aligned with the stated values around diversity and inclusion; and (3) to provide what academia may look like when we change our working definitions of success. Part 1 will be achieved via the use of qualitative data. Part 2 utilizes data from a research study at the University of Minnesota examining significant effects on the likelihood of graduation and the length of retention for URM STEM transfer students within three years. Part 3 will describe efforts underway at the University of Illinois to increase the recruitment and retention of women and underrepresented faculty.
Dr. Sean C. Garrick became the inaugural Vice Chancellor for Diversity, Equity and Inclusion in July 2019. Dr. Garrick leads the Office of the Vice Chancellor for Diversity, Equity and Inclusion unit and his purview extends over the Office for Access and Equity, the Title IX and Disability office, Academic Inclusive Excellence and the Office for Business Community Economic Development. In addition, Garrick serves on the Chancellor’s leadership team, providing vision and advice on diversity and social justice issues.
Prior to Illinois, Dr. Garrick was Professor of Mechanical Engineering at the University of Minnesota – Twin Cities where his scholarship focused the modeling and simulation of turbulent, reacting, multiphase flows. Garrick earned his Ph.D. in mechanical engineering in 1998 from the State University of New York at Buffalo.
Intersectionality in Higher-Education Leadership: How You Can Help?
Dr. Sheila Caldwell currently serves as the inaugural Chief Intercultural Engagement Officer for Wheaton College. She collaborated across the college to create the first Christ-Centered Diversity Commitment Statement. Her responsibilities include driving excellence and effective classroom practices by professionally developing deans, department chairs, and faculty members. Furthermore, she ensures all search committees are aware of unconscious bias and high-impact inclusive hiring strategies. Her aim is to fortify work and classroom spaces to create a sense of belonging, and to make certain all members feel love, respected, and valued. She is a diversity and student success champion with two decades of experience in higher education.
Caldwell earned a Doctorate in Education from the University of Georgia. Her dissertation was centered on economically disadvantaged women utilizing STEM education as a pathway to success. She completed Harvard Kennedy School Strategies for Building and Leading Diverse Organizations Executive Education program. Her professional affiliations include memberships with National Association for Diversity Officers in Higher Education, Council for Christian Colleges and Universities, and Complete College America.
Rochelle Bornett Lee
Rochelle Bornett Lee, Ed.D., M.B.A., RT (N) is a certified Nuclear Medicine technologist by the ARRT since 1981. She is an Assistant Professor and Program Director of Nuclear Medicine at Georgia Southern University-Armstrong Campus located in Savannah, Georgia. She has served Georgia Southern University in these capacities since 2004. Dr. Lee completed a doctoral degree in Higher Education Leadership in August 2018. She continues to serve the Nuclear Medicine profession as well as other pursuits in higher education. Dr. Lee has spoken at local imaging meetings (CSITS), state meetings for educators (GEARMI), and national meetings on race and education (CRSEA). Her research and scholarship interests include Critical Race Theory, Womanism, Portraiture, and issues diversity in Higher Education.
Nancy Molina was born in Central American and immigrated to the United States as a child. She is the first person in her family to graduate college and certainly the first person in her family to hold a professional degree. Her unique perspective and experiences help shape her day-to-day management style. Nancy received her Juris Doctorate from the University of Houston Law Center, and received her Bachelor of Arts in Journalism from the University of Houston, with highest honors.
Anne Nelson is the assistant dean of student services of the Monte Ahuja College of Business at Cleveland State University. In her role, she is responsible for generating and maintaining enrollment, working with faculty to enhance the business education curriculum, overseeing the College’s student engagement services, leading the Academic Advising teams (undergraduate and graduate), creating career development/exploration programs and administering the College’s Scholarship Program. In addition, she supports and develops funding opportunities to enhance student engagement programs and scholarship needs.
Anne has developed many initiatives including proposing and developing the General Business BBA Online Degree Completion Program for adult students (the program launched in Fall 2013); creation of the Business Professional Mentorship Program, the Diversity and Inclusion Business Week, and the Diverse Professors: From the Boardroom to the Classroom Program. Also, the creation of corporate partnerships for student programs such as the first Business Internship and Co-Op Expo in Fall 2014 (financial sponsorship from KeyBank for the last five years); KeyBank Day, Women in Business, and the Banking Industry and Workforce Symposium. Currently, Nelson is leading a team of faculty with the development of a new undergraduate degree that she begin to explore and complete research for over the last five years.
Best Practices to Promote Diverse and Inclusive Faculty Searches
While universities have become more diverse and yielded more women in STEM and people of color as graduates from master's and doctoral level programs, faculty roles have remained relatively stagnant. The purpose of this presentation is to highlight best practices which cultivate a healthy recruitment, selection, and retention process for faculty of color and women in STEM.
Often outreach and recruitment methods utilize traditional and standard means to attract a diverse talent pool. As a result, the pools many search committees have to select a candidate from do not have the type of diversity that is needed to produce a diverse and inclusive outcome. In addition, recruiting a critical mass of candidates is a healthy way to build a diverse and inclusive cohort, but often departments do not have the means or capacity for multiple hires.
In this session, we will highlight how biases play a critical role in the ongoing underrepresentation of faculty of color and women in STEM and ways to develop healthy frameworks which provide search committees with diverse faculty candidates.
Dr. Karen Jackson-Weaver is the Associate Vice President of Global Faculty Engagement and Innovation Advancement at NYU. She is an expert on educational policy and a former dean-in-residence at the Blavatnik School of Government at Oxford University. Dr. Jackson-Weaver is a historian specializing in religion, ethics, and political affairs. She has also served as an academic dean at Princeton University as well as Harvard University’s Kennedy School of Government.
Prior to her leadership roles in higher education, Dr. Jackson-Weaver served under three gubernatorial administrations as the Executive Director of the New Jersey Amistad Commission where she reported to the Commissioner of Education and the Secretary of State. In this role, she facilitated and led institutes throughout the country and edited two volumes of primary source documents which culminated in the publications "Reconstruction Reconsidered: The African-American Presence in American History" and "The Amistad Curricular Guide to American History." She earned her bachelor’s degree at Princeton University, a master’s degree at Harvard University, and a PhD in American History from Columbia University, where she was a Kluge Scholar Fellow, Merit Dissertation fellowship winner, and nominee for the university-wide teaching award.
As Deep as Mauna Kea Stands Tall: Healing Divides at the University of Hawaii at Manoa
The plans to build the Thirty Meter Telescope at the top of Mauna Kea continues to provide an opportunity for important discussions of respect for Native Hawaiian rights and values, the role of Hawaii in advancing science and technology, and the rule of law and role of government. The University of Hawaii is at the heart of these discussions, serving as a fulcrum to try and resolve competing interests and needs. One of the first challenges is to move from the various dichotomous pulls/opinions/stances to creating a space for meaningful discussions. The University continues to work on our mission to become a “Hawaiian Place of Learning”. As we work to define our role as an indigenous serving institution with a mission to embody a "Hawaiian Place of Learning" we also strive to fully achieve/meet our mission as the states’ R1 flagship University.
In acknowledging this tension, administration's central focus and challenge has been how to bring together our divided campus community. There is often a pull to false dichotomies that stop conversations and create further divides. The strong feelings on both sides of the debate over how, or even whether, to move forward with the TMT construction indicate that the issues at play run as deep as Mauna Kea stands tall. The conversations reveal that at the core of these tensions are issues of institutional racism, the legacy of colonialism, and our current mission to strive for equity and fairness. Our students, faculty and staff are looking to University administration to address their varied concerns and to bring some form of resolution. How we respond will shape the University of Hawaii at Manoa for years to come.
This is a real challenge, unfolding in real time. As administrators within Academic Affairs and the University President's Office, we are currently working to develop ways to address this deep divide. We acknowledge that this goes beyond Mauna Kea. As such, we see this as an opportunity for University administration to take courageous action to begin to address these deep-seated issues in an inclusive way that supports all members of our campus community and honors multiple voices and opinions. We are currently in the initial ideation stages: identifying the problem(s) and formulating institutional responses. This has involved bringing in multiple stakeholders and working across traditionally siloed offices to create multi-pronged approaches to address tensions on campus. It has also involved creative thinking about how the new leadership structure and recent creation of a Provost's Office could be helpful in formulating a robust and meaningful response. We are also looking to what our peer institutions have done to grapple with challenges of institutional racism and tailoring their initiatives to the uniquely diverse demographics of Hawaii.
Dr. Beverly McCreary has been employed as the Assistant Vice Chancellor for Academic Personnel since 2009. In this capacity she is responsible assisting individuals in understanding the intersection between the University Policies/Procedures and the Collective Bargaining Agreement, as well as for overseeing the tenure and promotion process for the Mānoa campus. She has her Bachelor’s degree in Psychology from the University of Southern California, and her M.S. and Ph.D. in Counseling Psychology from the University of Oregon.
Amrita Mallik currently serves as the Campus Climate Program Officer for the University of Hawaiʻi at Mānoa where she focuses on initiatives to foster and support a diverse, inclusive and engaged campus environment. She previously worked as a program officer in Academic Personnel with OVCAA. Prior to joining the UH Mānoa team, Amrita worked as a Senior Trial Attorney for the United States Equal Employment Opportunity Commission, serving as the lead attorney for the Honolulu Local Office. She is also a trained mediator and arbitrator with a successful workplace mediation practice, and is the current President of the Association for Conflict Resolution, Hawaiʻi Chapter. Amrita received her J.D. cum laude from the University of Michigan Law School, and her B.A. in comparative literature from Brown University.
Building Your Personal Board of Allies, Mentors, and Sponsors
I am a high school drop out, teen mom, first generation college students, domestic and sexual assault survivor. I am now a Psychology professor, Department Chair, Senate Flex Coordinator, and active faculty member and ally at my college advocating for the diverse needs of our students. I have endured various traumas over my lifetime, and thankfully have experienced Post Traumatic Growth as a result, all of which have fueled my passion to inspire, educate, and support students who may be facing similar barriers in their lives and still finding the self love, self compassion, and self confidence to aspire toward their own academic and career goals.
Myoung Joo Chun
Myoung Joo is director of graduate interior architecture program at Endicott College. She has been practicing and teaching in Boston, New York, Yanbian in China and Seoul in Korea.
Josephina Encarnacion is currently The Director of the Latino Business Resource Center at Kutztown University’s Small Business Development Center. Encarnacion received a Marketing degree at the Pontificia Universidad Catolica Madre y Maestra in the Dominican Republic. She also obtained a Master of Science degree in Human Resources Management from Capella University and a Masters of Business Administration from Alvernia University. Encarnacion is fluent in both English and Spanish.
As the Director of The Kutztown University Latino Business Resource Center (LBRC), Encarnacion assists with hosting an eight-week seminar for small business owners. During the eight-week seminar, the LBRC utilizes an innovative blended learning model for education. She was the Director of Administrative Services for the City of Reading. In this leadership role she managed seven departments. Josephina owns her small business coaching firm called My Source Entrepreneur (Mis Recursos Empresariales) to service entrepreneurs who speak Spanish. This creates entrepreneurs who are confident in making decisions that help them to be leaders in their market. Through this approach, Mrs. Encarnacion has helped entrepreneurs to acquire and improve skills that will keep them competitive in their industries. She has been a speaker at events held at the Latino Chamber of Commerce , Small Business Development Center and Reading Alliance Chamber of Commerce in Berks County, PA. Her topics range from business entrepreneurship, diversity, and inclusion to levels of awareness and self-esteem.
Sophie Feng, PhD, MD, is a graduate of Bengbu Medical School. She was trained in cardiology at Shanghai Hongkou District Hospital, and also earned a PhD in Spots Medicine at Shanghai Institute of Physical Education. Dr. Feng practiced cardiology for eight years, and then completed post-doctoral training at Boys Town Research hospital and Creighton University, Omaha, NE in the United Stated. Dr. Feng worked at couple of companies such as Mutual of Omaha and Alphabet, InC before she started to teach at Nebraska Methodist College, and Clarkson College at Omaha. She currently teaches anatomy, physiology, pathology, pharmacology, imaging anatomy, complementary and alternative medicine from undergraduate to graduate programs in both colleges. Dr. Feng recently received advancement in rank to Professor, and currently hold five research and teaching grants based on classroom innovation and clinical practice. Dr. Feng became a physician supervisor of ACLS training program in 2017. She is also a panel reviewer for “Urologic Nursing”, and have published over thirty manuscripts in prestigious journals.
Nhora Lucía Serrano
Dr. Nhora Lucía Serrano is the Associate Director for Digital Learning & research at Hamilton College. Originally from Colombia, Dr. Serrano is a trained Early Modern Comparative Literature scholar whose areas of focus include: Technology Enhanced Learning & Educational Innovation, Digital Humanities, History of Book History/Print Culture, Visual Studies (Graphic Narratives and Editorial Cartoons & Comics), Latin America/Latinx, and Medieval And Renaissance Studies.
In 2018 Dr. Serrano was selected to be a Mellon Press Diversity Fellow at the MIT Press/MIT. In 2017 she was selected as a 2018 Eisner Industry Awards judge. During the summer 2017, she was awarded a summer NEH Institute fellowship to participate in a 4-week seminar at the Newberry Library where she researched early 20th century Chicago Tribune cartoons. In 2014 she was awarded a Smithsonian National Postal Museum fellowship for her project on the 1893 Chicago World’s Fair postal cards and postage stamps and its relationship to editorial cartoons. Dr. Serrano is a founding member and currently the Treasurer of the Comics Studies Society, and presently serves on the MLA Executive Forum on Book History, Print Cultures, Lexicography. Previously, she was a Visiting Assistant Professor of Comparative Literature at Hamilton College, and a Visiting Scholar of Comparative Literature at Harvard University. From 2014-2018, she served on the MLA Executive Forum on Comics and Graphic Narratives.
An Embedded Triad Approach to Diversity and Inclusion at a Selective Liberal Arts College in the Midwest
This talk explores the use of an embedded triad approach to organizing diversity planning and implementation at Grinnell College, a small, selective liberal arts college in Iowa. Drawing on the work of scholar Lucy LePeau ‘s A Grounded Theory of Academic Affairs and Student Affairs Partnerships for Diversity and Inclusion Aims and Sara Ahmed’s On Being Included: Racism and Diversity in Institutional Life, this talk explores the successes, challenges, and opportunities for a systemic campus culture shift when seasoned diversity professionals with field-based expertise are simultaneously embedded in academic affairs, student affairs, and human resources.
Presenters will explore how strategic planning, cross-disciplinary sharing, and trust-building work to build a collaborative process for moving daily diversity and inclusion work forward throughout an institution of higher education. The talk will explore navigating committees, governance structures, professional staff and faculty networks, student organizations, and alumni to dismantle institutional barriers and build strong structures that support ongoing diversity and inclusion work.
This interactive workshop will ask participants to grapple with the following important questions: How can you move beyond the planning and development stage of diversity and inclusion work? How might you best utilize campus resources (monetary, professional networks, and staff/faculty/students/alumni) to support diversity and inclusion aims? Are your current organizational structures and governance practices supporting and/or hindering the daily work of diversity professionals on your campus? Is your institution prepared to identify and remove potential barriers to the successful implementation of diversity and inclusion initiatives? How can senior administrators manage and navigate competing claims on diversity professionals’ time from different parts of the campus, as well as manage the timeliness and overall pace of systemic change?
Lakesia Johnson is Associate Professor of Gender, Women’s, & Sexuality Studies and English at Grinnell College, where she is currently serving as Assistant Vice-President of Diversity & Inclusion and Chief Diversity Officer. Dr. Johnson has over 25 years of teaching and 10 years of diversity and inclusion administration experience in higher education. Johnson received her bachelor’s from Smith College and she earned her J.D., M.A., and Ph.D. in Women Studies from The Ohio State University. Her areas of teaching and research include Black Women’s Studies, Feminism and Popular Culture, Feminist Legal Theory, and Chicana Feminist Thought. She is author of Iconic: Decoding Images of the Revolutionary Black Woman published by Baylor University Press.
Maure Smith-Benanti is the Dean for Diversity, Equity, and Inclusion at Grinnell College where she is passionate about engaging, empowering, and encouraging students from traditionally marginalized backgrounds. She has eight years of teaching experience and over 12 years of experience in Student Affairs. She has served on thousands of panels and presented widely on diverse topics, including LGBTQIA+ students, faculty, and staff. She has assisted two institutions of higher education in developing and implementing policies regarding All-Gender restrooms and names-in-use. She co-authored a book chapter “Why We Can't Wait: Gender Inclusive Residence Hall Spaces at the University of Oregon.” in Trans* Policies and Experiences in Housing & Residence Life. Jason Garvey, editor During her time at the University of Oregon, she had the privilege of working with the Higher Education Coordinating Committee to assist the state in implementing Oregon Senate Bill 473, which required all each public university to allow students, faculty, and staff to identify sexual orientation on forms used to collect demographic data. Maure grew up in Provo, Utah and completed her formal education at Utah State University. She is a life-long learner and educator who enjoys good poetry, equity, justice, and digging around in the dirt.
Marc Reed is currently the Diversity Recruiting Manager at Grinnell College where he is responsible for developing and implementing diversity recruitment and retention strategies for staff employment at the college. As a native of Gary Indiana, the grandson of a sharecropper, and a product of the Great Migration, Marc developed a unique and intimate lens of inequality that resulted in a passion for diversity and inclusion. Marc is a firm believer in servant leadership, which is reflected in his founding of Breakthrough Career Development and Leadership Institute, an organization designed to assist youth from marginalized communities with identifying their passions and goals and developing a tangible plan to achieve them. He holds a Bachelor of Science Degree in Management and has worked in the Human Resources field for 11 years, primarily in the financial sector, where he designed recruitment strategies that increased diversity.
The Role of Culturally Responsive Mentoring in Advancing Women of Color in Leadership
Mentoring is an important mechanism for fostering the growth of faculty careers. Studies have found that mentoring is associated with workplace performance, positive work attitudes (e.g., job satisfaction, career satisfaction), greater intentions to stay and fewer work withdrawal behaviors, and career success (e.g., greater compensation and promotions; Allen, Eby, Poteet, Lentz, & Lima, 2004). However, in many organizational settings, racial minority individuals and women report receiving different types or amounts of mentoring (e.g.,Allen & Eby, 2004). Thus, understanding mentoring experiences of faculty of color can allow for the development of successful activities that enhance and improve their mentoring and positive career outcomes, including formal leadership roles in organizations.
This session will describe the mentoring experiences and perceptions about effective mentoring and mentoring challenges, of faculty of color who participated in a qualitative research study at a large, research intensive institution.
Case studies will provide session participants an opportunity to discuss strategies and interventions that address the issues identified by the study participants, with an emphasis on the ways in which women of color, as compared to men of color viewed their mentoring experiences. The presenters will also share the various recommendations for mentoring that resulted from the study.
Paulette Granberry Russell is Michigan State University's senior diversity officer responsible for facilitating MSU’s efforts to advance a diverse and inclusive university environment. Areas of responsibility includes cross-cultural education and development programs, including an implicit bias certificate series, Dialogues on Race and Gender for undergraduate and graduate students, and faculty and staff, and a Diversity and Inclusion Co-Curricular Certificate Program for undergraduate students. The office engages in community outreach (campus and surrounding community), workforce diversity initiative, campus climate assessments, and provides professional and social support for faculty of color and diversity scholars through the office’s Diversity Research Network.
Granberry Russell was an integral part of the National Science Foundation ADVANCE grant—Advancing Diversity through the Alignment of Policies and Practices—at MSU, designed to increase the participation of women in science, technology, and engineering and math careers in higher education. She is also an officer, on the Board of Directors for the National Association of Diversity Officers in Higher Education.
Cynthia Jackson-Elmoore is dean of Michigan State University (MSU) Honors College and professor with affiliations in Social Work and the Global Urban Studies Program. She is a Michigan American Council on Education (MI-ACE) Women’s Network Institutional Representative, peer reviewer for the Higher Learning Commission (a regional institutional accreditor), and Senior Associate Editor of the Journal of Urban Affairs. Dr. Jackson-Elmoore is on the University of Kentucky Lewis Honors College External Advisory Board, and MSU Community Economic Development Program Faculty Board of Advisors. She has served as Acting Assistant Dean of the Urban Affairs Programs, Director of the Urban Studies Graduate Program, and Co-Director of the Program in Urban Politics and Policy at MSU. She was a Lilly Endowed Teaching Fellow, Big Ten Academic Alliance Academic Leadership Program Fellow and Executive Leadership Academy Program Fellow. She received a Ph.D. and Masters in Public Administration (University of Southern California) and a Bachelor’s Degree in Chemical Engineering (University of Delaware).
LGBTQIA+ Inclusion in Higher-Education Leadership: Ways Forward
Lance E. Poston, Ph.D., is Executive Director for Inclusive Health and Campus Partnerships at the University of Kentucky. In this capacity, Dr. Poston leads inclusion and belonging focused initiatives across the University that support students, faculty, staff, alumni, and visitors. His daily work is informed by his training as an interdisciplinary scholar of US race, sexuality, and gender (Ph.D. in US History, Ohio University). Dr. Poston directs the University’s Office of LGBTQ* Resources, the Center for Graduate and Professional Diversity Initiatives, and UK’s Inclusive Health Partnerships. He also supports strategic community outreach efforts for the Vice President for Institutional Diversity, including collaborations with public relations and the alumni association. Dr. Poston holds a faculty appointment in the UK Department of Gender and Women’s Studies (College of Arts and Sciences) and is a faculty affiliate in UK's Center for Health Equity Transformations (College of Medicine)..
Samuel L. Bradley, Jr.
Dr. Samuel L. Bradley, Jr. has joined the Boston College School of Social Work as Assistant Professor of Macro Practice focused on equity, justice, and inclusion. He is an accomplished musician, community activist, and administrator with extensive experience in fundraising and communications. Dr. Bradley has expertise in diversity and inclusion, public health, and program innovation. He is particularly passionate about utilizing design thinking as a strategy for developing innovation in higher education as well as leveraging higher education programs to support community outcomes in marginalized communities.
As a professional fundraiser for the College of Music and Media at Loyola University New Orleans, Dr. Bradley worked with individual donors, business partners, and foundations to help create opportunities for philanthropy for gifts between $25,000 and $1,000,000. In addition to his work, Dr. Bradley is proud to have served as a member of the board for the Music and Culture Coalition of New Orleans—an organization dedicated to supporting and empowering the culture bearers of New Orleans. Prior to joining BCSSW, Dr. Bradley was Chair of the Forum for Equality, Louisiana’s Lesbian, Gay, Bisexual, and Transgender human rights organization dedicated to creating a society free from discrimination. Among Dr. Bradley projects, he has led undergraduate immersion programs to Kingston, Jamaica; organized to enhance educational outcomes in New Orleans public school system; and worked with the Obama administration’s Office of Faith Based and Neighborhood Partnerships on creating interfaith community service projects. Dr. Bradley has achieved the status of Fellow for Life with the Albert Schweitzer Fellowship.
Dr. Brown is President and Chief Executive Officer of the Michigan School of Psychology. She is an alumna of MSP’s Master and Doctoral Programs and received her degrees in 2004 and 2008, respectively. In addition, Dr. Brown received a Bachelor of Science in Administration from Central Michigan University. Before becoming President, Dr. Brown served as the Michigan School’s Program Director and as Director of Clinical Training. She played a key role in the institution’s achievement of accreditation by the American Psychological Association (APA).
As a fully-licensed psychologist, Dr. Brown maintains a private practice and has worked in the behavioral health division of a large hospital system and in community mental health. Her areas of special interest include writing and communication, working with marginalized populations, and the implications of parentification in children and adults. She is a member of the American Psychological Association (APA), APA Division 32 (Society for Humanistic Psychology), and APA Division 44 (Society for the Psychology of Sexual Orientation and Gender Diversity). Dr. Brown served as Vice Chair of the Sexual Orientation & Gender Diversity Committee of the National Council of Schools and Programs of Professional Psychology (NCSPP), and has received awards for her clinical excellence, academic writing, and diversity efforts.
Ashley R. Grice (she/her) is a member of the Carnegie Mellon University community, working as a staff member on the Engagement Strategies team within the Alumni Association . She graduated with a Bachelor of Arts in Exercise Science and a Master of Science in Student Affairs Administration in 2009 and 2011 respectively.
Within her engagement strategies role, she serves as the primary contact for several regional Alumni Networks across the U.S. and oversee the development of several Alumni Identity Networks (including but not limited to LGBTQ+, Black, Latinx, & Womxn) to encourage their continued engagement with the university from a meaningful and intersectional lens. She helps to strategically develop, recruit, retain, support and manage volunteers in the many aspects of network management, including event planning and serves as the Carnegie Mellon University Alumni Association's liaison to offices that center their work around diversity and inclusion for the current student population.
Ashley is currently in her 3rd year of the Doctor of Education program at the University of Pittsburgh, concentrating on Social & Comparative Analysis in Education. Ashley will be seeking to conduct research at Carnegie Mellon this upcoming winter/spring, centering her work around the lived experiences of current students and alumni who identify as members of the Transgender and Gender Non-conforming communities.
Dr. Hickson-Martin is a five year member of the Diversity and Inclusion Committee at Bay Path University and has a wealth of experience in the public and private education settings. She is an advocate for LGBTQIA+ students, faculty and staff, as well, for administrators who are interested in creating a more inclusive environment. Dr. Hickson-Martin is a sought after speaker on LGBTQIA+ inclusion with a reputation for directly addressing matters of relevance and of importance in an accessible and non-threatening manner. She worked in urban education for over a decade and a half in Holyoke and Springfield, Massachusetts. She has been recognized as an Intel Teach to the Future Master Teacher, a Master Teacher with the NASA Living with a Star program, and Grinspoon Teacher of Excellence award winner. Dr. Hickson-Martin is on the Board of Directors for Square One, a non-profit organization serving thousands of children and families every year. She resides in West Springfield, Ma with her wife, Dr. Kathy Martin and their therapy dog, Piper.
The Minority Faculty Development Program at the University of Nebraska Omaha 1989 and 2019: “Honestly, It’s Not for Everyone”
Nebraska, Heartland of America with a new state slogan - “Honestly, it’s not for everyone” may be a questionable and quizzical statement to many people unfamiliar with the state, but in 1989, the University of Nebraska at Omaha (UNO) specifically the College of Public Affairs and Community Service (CPACS) created a program that provided opportunities for racial and ethnic underrepresented students to pursue a doctoral degree while teaching in their discipline. Gratefully, that wasn’t the ‘tag’ line when this innovative program started. Other colleges soon followed the CPACS’ lead and created similar programs. Now, in 2019 every college at UNO has an MFD program that is now called “Special Faculty Development Program” that extends opportunities to include more inclusion and diversity. Why is this program so special after 30 years? Initially, two deans in CPACS observed that it was difficult to recruit and retain people of color in higher education, namely professors in Omaha, Nebraska, so the idea emerged to take advantage of high achieving master level students of color and convince them to continue their education toward a doctoral degree while teaching. Students were more apt to remain in the area if they had ‘roots’ in the Omaha area.
In the beginning (1989) there were 10 faculty of color who began the academic journey through this unique program (3 College of Education students, 5 College of Public Affairs and Community Service students, 1 Fine Arts student, and 1 Business Administration student). The MFD candidates were able to take up to 15 credit hours of University of Nebraska classes a year at $1 per credit hour and taught an average of two course sections each semester. The salary was comparable to about 75 percent of what a new full-time faculty member at UNO would be paid. Eligibility included being a member of a minority group who was underrepresented on the UNO faculty, possessed a master’s degree and be accepted into a doctoral program. After receiving their doctorate degrees, participants would be eligible to be hired full-time and on the tenure-track system (The UNO Alum, Fall 1994, p. 12-14). If the candidate did not want to join UNO, there was no obligation to stay, candidates were not indentured servants to UNO.
This case study presentation will include a discussion of the original Minority Faculty Development Program in 1989, its’ current evolutions over the past 30 years at UNO, demographic data regarding persons who identify as racial and ethnic doctoral candidates at the national level and what are the current conditions at UNO for faculty of color. Also, the author interviewed an African female who identifies as an LGBTQIA+ and is a student in the Master of Social Work program at UNO. She gave her perspective on what is needed in the current Special Faculty Development Program in order for her to be successful if she joins this program. The Minority Faculty Development Program was a creative program that supported faculty of color at UNO early in their academic careers with the hope that they would remain at UNO and become leaders for the institution. Some of us accomplished that goal, and now it is up to us to support the next generation of scholars, can we do that, or is the state tag line, “Honestly, its’ not for everyone”, unfortunately true?
Theresa Barron-McKeagney, Ph.D., LCSW, MSW is the Associate Dean for the College of Public Affairs and Community Service at the University of Nebraska Omaha (UNO). Previously, she was the Director of the Grace Abbott School of Social Work (GASSW) at UNO. She earned her Bachelor of Social Work degree at the University of Iowa and Master of Social Work degree at UNO. Shortly after graduating with her MSW degree, Dr. Barron-McKeagney was recruited to participate in an innovative program created to respond to the lack of underrepresented faculty of color at UNO in 1989. She successfully completed her doctoral studies at the University of Nebraska- Lincoln and her dissertation was published by Routledge Press (Diciendo Nuestras Cuentos: Las Vidas de Mujeres Latinas-Telling Our Stories: The Lives of Latina Women). Her mentors throughout this process were Dr. Robert Brown (advisor) and Dr. John Creswell (Professor for Qualitative Research Methods). Dr. Barron-McKeagney continued successfully through the ranks of tenure and promotion and is now a full professor at UNO (only one of three Latinos who have this status).
Dr. Barron-McKeagney was selected by the University of Nebraska President (L. Dennis Smith) as an Administrative Fellow for an academic year, selected as a “Nebraska Pioneer”, and then participated in the Bryn Mawr’ program for Women in Higher Education (HERS) Summer Institute. While Director of the GASSW, she was selected to join 11 other national leaders in social work education in an inaugural class for the “Leadership in Aging Academy” sponsored by the New York Academy of Medicine and the John A. Hartford Foundation. She serves on several boards and a national board “Futuro Media” founded by Maria Hinojosa. She spent one year on sabbatical at Our Lady of the Lake University in San Antonio that was transformational. Dr. Barron-McKeagney is the recipient of many awards over her career to which she is very grateful. Dr. Barron-McKeagney received one of the highest honors at the campus level the “Excellence in Teaching Award”, and most recently received the “Chancellor’s Medal.” Her research interests include qualitative research, issues affecting Latino populations, especially mental health, social policy and administration. Her passion is her family, four grandchildren and teaching.
The Role of Higher-Education Leadership in LGBTQ Financial Aid and Scholarships
Over the past decade, leaders in higher education have done much to promote the well-being of LGBTQ students on campus. According to the Postsecondary National Policy Institute of the Gates Foundation (2019), approximately a quarter of the nation's colleges/universities prohibited discrimination based on sexual orientation by 2017--and, currently, 200 campuses have dedicated/separate offices and/or centers for LGBTQ students. Nevertheless, campus leaders continue to face challenges in recruiting LGBTQ students, which--in many cases--is due to the fact that there are few, if any, financial resources targeted specifically for sexual minority groups.
This presentation will offer a case study that involves the presenter's institution, Furman University, an independent liberal arts college in the Deep South. The presenter (a self-identified gay male) performs mid-level administrative duties as Furman's Director of National/International Scholarships and as chair of the university's LGBTQ Affairs Committee. In these roles, the presenter--in collaboration with other administrators and colleagues--has been involved in helping to create/coordinate financial resources for LGBTQ students and greater awareness about their economic needs at Furman, needs that are typically greater than other populations on campus. This presentation will summarize the successes, frustrations, and failures that Furman's campus leaders have faced during the aforementioned undertakings, as well as the conflicts/tensions that can exist between/among an affinity group, directors of financial aid, and senior development officers.
Attendees will benefit from a firsthand account of how one institution's efforts to create greater LGBTQ diversity and inclusion have fared. This will include a discussion of the mistakes that the institution and/or campus leaders have made, attempts to rectify those mistakes, and what other institutions can potentially learn from those mistakes. The presentation will also suggest how ongoing efforts by higher-education leaders to increase LGBTQ diversity and inclusion may or may not be applicable to other institutions, depending on variables such as campus size, location, and mission.
Dr. A. Scott Henderson has worked at Furman University in Greenville, South Carolina, for twenty-two years, where he is the Director of National/International Scholarships and the William R. Kenan Jr. Professor of Education. He holds a Ph.D. in history, with a specialization in U.S. social and political movements during the mid-twentieth century. Scott has published articles and book chapters on the history of American schooling and the challenges faced by LGBTQ students, as well as books on U.S. housing and energy policy. In addition to having been on the board of the National Association of Fellowships Advisers from 2007-2011, he also served as South Carolina President of the American Association of University Professors from 2005-2007.
Hiring & Promoting Past Unconscious Bias
Charlotte Chun Williams
Professor Charlotte Chun Williams is currently an Associate Dean for Engaged and Global Learning and Professor/Program Coordinator for the Human and Community Service Program at Lenoir-Rhyne University. She also has an extensive Civic Engagement background, having served as the Assistant Commission of Planning for the City of Chicago, and Assistant Deputy Mayor for Health and Human Services in the Chicago Mayor's Office. Professor Williams is currently serving as an appointed City Councilwoman on the Hickory City Council and was just elected to a 4 year term on the Hickory City Council. Prior to that she was elected and served two 4 year terms on the Hickory Public School Board.
In addition to her public service she served and serves on numerous University Committees and community boards. She was the chair of the Lenoir-Rhyne Multicultural Task Force which resulted in the development of the Office of Multicultural Affairs and a Cabinet level Director. In her current role, she oversees one of the University's largest endowments for International Education. With over 20 years experience at Lenoir-Rhyne University in a variety of roles, she has a unique perspective on growing diversity and inclusion at a historical Lutheran Private liberal arts University.
Dr. Jeanean Davis-Street joined Bridgewater State University as an Assistant Professor in September 2009 and assumed the role of chairperson of the Accounting & Finance (ACFI) Department the following semester. After serving as the ACFI Chairperson for three years, Dr. Davis-Street was named as the Founding Associate Dean of the Ricciardi College of Business at Bridgewater State University. Dr. Davis-Street currently serves as the Dean of the Ricciardi College of Business, which has over 2,000 students, 40 faculty/staff members and 15 degree/certificate programs at both the undergraduate and graduate level in 3 departments: Accounting & Finance, Aviation Science, and Management & Marketing.
Dr. Davis-Street attended Florida State University, where she received dual bachelor’s degrees in Finance and Multinational Business within four years. After receiving her undergraduate degrees, she then received one out of twenty annual awards from the McKnight Doctoral Fellowship/Florida Endowment Fund, where she went straight into the doctoral program at the University of South Florida. Prior to completion of her Ph.D., Dr. Davis-Street worked in private industry as a Benefits Analyst overseeing executive compensation plans for several Fortune 500 companies. She later began teaching as an Assistant Professor at Huston-Tillotson University, a small HBCU located in Austin, Texas. Upon moving to Massachusetts and after the completion of her doctorate degree, Dr. Davis-Street served as a Visiting Professor at Bentley University for three years before coming to BSU. Her research interests include: corporate downsizing, employee stock ownership, principal/agent relationships and socially responsible investing. Her community service interests include: financial literacy for youth, tax preparation assistance for elderly and investment strategies for non-profit/charitable organizations.
Dr. Emma Gordon, Ph.D., MBA is an influential and results-oriented with higher education HR leadership experience at Stanford University. She skillfully integrates HR and business strategy to create leadership programs that drive sustainable human systems performance. Her areas of expertise & passion include designing learning programs that integrate Unconscious Bias, Cultural Sensitivity, Intercultural Awareness & Valuing Diversity and Inclusion concepts and practices that create workplace positivity and where employees have voice and can thrive to be their best. Recently, she designed and implemented an innovative program that leverage on "Restorative Justice"concepts as a way to help employees have voice to eliminate negative behaviors (e.g., stereotypes, prejudice and racism) while building a community of professionalism and respect for the individual. As an Asian American women in leadership, she is interested in sharing her many stories and experiences on this relevant, yet elusive organizational topic.
Michael Nixon is the Vice President for Diversity & Inclusion at Andrews University. He became the first person to hold this position in June of 2017 at the age of 29. Michael is also as an Associate Professor in the History & Political Science Department where he teaches Pre-Law Courses. Prior to this work, Michael served as the Legal Coordinator for the Fair Housing Justice Center in New York City. He has a law degree from the University of Illinois at Chicago John Marshall Law School (UIC-JMLS) in Chicago, Illinois, and a Bachelor’s degree in Political Science from Andrews University in Berrien Springs, Michigan. He became a member of the New York State Bar in 2014.
His previous experience has included the establishment of an Office of Service and Social Action at the University of Saint Francis (Fort Wayne, IN) while serving as an AmeriCorps VISTA volunteer, working with the Council on American Islamic Relations (CAIR - Chicago), and in The JMLS Fair Housing Legal Clinic while attending law school. Michael co-founded “Against The Wall” which focuses on speaking with passionate clarity against walls of racial separation and injustice across the globe – both inside and outside of the Seventh-day Adventist Church, of which he is a member. Michael and his wife Pastor Tacyana Nixon have a little girl, Noa Elise Nixon who is 4.
Daniel A. Wubah
Dr. Daniel A. Wubah is the current president of Millersville University. Prior to that, he served as Provost at Washington and Lee University. His previous positions include deputy provost and vice president for undergraduate education at Virginia Tech; associate provost and professor of zoology at University of Florida; associate dean, professor of biology and special assistant to the president at James Madison University and associate professor and department chair at Towson University. He is a microbiologist with a passion for excellence in liberal arts education and has published more than 60 peer-reviewed articles, conference proceedings and technical reports. His research has been supported by The National Science Foundation (NSF), National Institutes of Health (NIH), US Department of Agriculture (USDA) and Howard Hughes Medical Institutes (HHMI). He was a member of a National Academy of Sciences panel that studied the scientific basis for estimating air emission from animal feeding operations. He is an elected Fellow of the American Association for the Advancement of Science and testified before the U.S. Congress on how to prepare the science workforce for the 21st century. While at James Madison University, he established the Centennial Scholars Program to provide access to students from under-represented groups. He has also been involved in programs that integrate international experiences in undergraduate education and research, especially for first generation students. He served as the principal investigator for international NSF-Research Experience for Undergraduate (REU) sites program in Ghana, which was the longest continuously funded REU site in Africa from 2002 to 2016. He is a member of the Lancaster Chamber of Commerce and Industry Board of Directors and the Penn Medicine Lancaster General Hospital Board of Trustees. In private life, Dr. Wubah is a tribal king (Nana Ofosu Peko III) of Breman Asikuma in the Central Region of Ghana.
Enjoy a gourmet buffet lunch while getting to know your fellow attendees
The Invisible and Increasing Minority of Higher Education: Single Mothers Pursuing Degrees and Professional Advancement
The invisible and increasing minority of higher education: Single mothers pursuing degrees and professional advancement. As institutions of higher learning struggle to survive due to increased profit and non-profit competitors and declining enrollment numbers, one often ignored population of students is increasing and can offer an answer to the struggle to maintain student credit hour production numbers. This session will address the reasons why single mothers pursuing degrees and administrative advancement are not viewed as viable recruitment targets.
This session will include a brief simulation exercise followed by a presentation of topic research and conclude with a solution based brainstorming activity.
Participants will participate in a brief simulation activity “A Day in the Life of a Single Mother at an institution of higher learning” Each group (based upon registered participants) will need to make the best of the resources they are given in each scenario and be asked to answer to answer a number of questions related to their simulation experience. After the exercise, we will discuss the challenges associated with being a single mother in the space of higher education academics and administration. Statistics will be presented to show the representation of single mothers in higher education has reached a level that demands attention and support. Lastly, we will collectively brainstorm solutions that can be proposed by female administrators and implemented by universities to create an inclusive atmosphere for single mothers to thrive in higher education institutions, as students or administrators.
Caroline Sanders has advocated for girls, women and specifically single mother student parents (SMSP’s) for more than twenty years. She founded the first and only, Students with Children organization at Eastern Michigan University in response to her struggle to obtain a graduate degree while being a primary care providing parent for her daughter. She has created and delivered mentoring programs for middle school girls and boys, as well as conducting parent engagement sessions for Detroit Public Schools. Her conference presentations have been delivered at Detroit Public Schools, Michigan Charter School Association, Hawaii International Conference on Education, MI-ACE, and the National Student Parent Success Symposium.
Her doctoral research has centered around parental engagement and single mother student parents. Most recently, Caroline created a collaborative, multi-partner sponsored, pioneering pilot program that will increase the number of child care workers who will earn a credit bearing child development certification at no cost to the participant, in response to a shortage of qualified child care workers in Washtenaw county. She enjoys coupon clipping and thrift shopping, word searches, spending time with her family and friends and her passion is baking.
Bia Hamed is an advocate for Girls in STEM. During her time at Eastern Michigan University, she has helped to build and continually develop programming for middle school and high school students and STEM, such as camps and conferences. One of her programs, Digital Divas, has served middle and high school girls from SE Michigan for almost 10 years. She has single-handedly managed the Digital Divas program while serving students at Eastern Michigan University in her role as coordinator of student services for the College of Engineering & Technology. Bia is working on her doctorate degree in Educational Leadership, researching better ways higher education can serve minority women in STEM majors.In her spare time, she enjoys reading, traveling and gardening. Bia lives in Canton, Michigan with her son Yacoub, who is a senior at Canton High School.
Borders, Bridges, and Bad Hombres: The Stereotypes and Realities of Being LatinX in 2020
As the largest and fastest growing demographic in the United States, the LatinX community has experienced marginalization through stereotypes in the media that cause concern for families and university administrators. Through the implementation of mentorship programs in higher education, students have benefitted academically and professionally.
This presentation will discuss the implementation of, and highlight the successes of, the Latino-American Mentorship Program (LAMP) at Texas A&M University-Commerce. The nationally recognized program has become a reflection of success for student programming and leads the university diversity and inclusion efforts. Join the LAMP leaders for a discussion about empowering students, navigating the conversations of stereotypes and successful programming on higher education campuses.
Fernando “Fred” Fuentes Jr., began his professional career as a U.S. Army soldier with Military Police Battalions on bases in the United States and in Latin America. He was the first in his family to graduate high school, community college and graduate school. Fred is a former Director of Health Services, and a Global Health Fellow with Mercy Corps in Guatemala, Panama and Honduras. He served as the Lead Diversity & Inclusion Officer for USAID/GHFP-II in Washington DC before returning to Texas A&M University-Commerce in 2015 to serve in his current role as the Executive Director of Enrollment Management - Transfer Student Initiatives and Student Diversity & Inclusion. Fred is a former foster parent to more than 15 children and adopted his twins in 2014.
Cultivating Inclusive Excellence: How Efforts to Improve Diversity and Access in the College of Science and Mathematics at James Madison University Are Leading to Changes in Campus Culture
In higher education, it sometimes appears as if there’s always a new trend or crisis – for example, the death knell of the traditional textbook, the role of the liberal arts, or the competition for shifting and shrinking pools of applicants – to which university leadership teams, especially those at regional public universities, must respond. Still, some issues recur regularly, requiring deliberate interventions that are informed by both researched best practices and feedback from the constituencies involved. One such issue is the need for improved diversity and accessibility in science, technology, engineering, and mathematics education.
While higher education administrators might want to celebrate the moderate advancements made in STEM inclusion for women and underrepresented minority (URM) groups in recent years, the National Science Foundation reports that
Although women have reached parity with men among S&E bachelor’s degree recipients—half of S&E [science and engineering] bachelor’s degrees were awarded to women in 2016—they are still underrepresented in S&E occupations. Blacks or African Americans, Hispanics or Latinos, and American Indians or Alaska Natives have gradually increased their share of S&E degrees, but they remain underrepresented in S&E educational attainment and in the S&E workforce. By contrast, Asians are overrepresented among S&E degree recipients and among employed scientists and engineers.
As administrators dig deeper into the data, certain patterns emerge. Women are generally earning more S&E degrees, but the rates at which they’re earning those degrees vary widely from field to field, and on the whole, the percentage of women earning credentials declines as the degrees become more advanced. Thanks in large part to historically black colleges and universities and high-Hispanic-enrollment institutions, underrepresented minorities have seen significant gains in the percentage of S&E degrees awarded at all levels; however, URM students are still disproportionately represented relative to their representation in the overall population. The study also indicates that women and URM degree recipients are finding consistent representation in the social and biological sciences, but not in mathematics, statistics, or the physical sciences.
The College of Science and Mathematics (CSM) at James Madison University (JMU) is challenging these trends, actively increasing diversity and access across all academic units in the college, which includes Biology, Chemistry and Biochemistry, Geology and Environmental Science, Mathematics and Statistics, and Physics and Astronomy. One way CSM has approached the challenge is through the implementation of a multi-faceted approach that minimizes implicit bias while actively recruiting and retaining faculty who identify as female, URM, and/or person of color; across all units, approximately 62% of full-time instructional hires identify as female, 21% identify as URM, and 29% identify as faculty of color. To better support the CSM community, all college faculty and staff will complete bystander intervention training this fall to raise awareness and build capacity to identify and interrupt interpersonal violence, including sexual violence.
By providing more role models and a more secure community environment, the college has identified additional ways to address the challenge from a student-centered perspective. Some examples include:
- Students were empowered to take on projects like the newly established CSM Student Council, which includes 22 representatives from all units in the college. The students in this group enthusiastically exercised agency, hosting a STEM in Diversity lecture with a visiting scholar, as well as conducting ongoing research to learn more about their peers’ attitudes toward active teaching methodologies.
- A student-led task force in Chemistry guided their peers through a multi-step conversation about access, which was attended by 50 students and no faculty, leading to a series of recommendations to the department about classroom inclusion practices for both learners and teachers.
- The Biology department completed SafeZone training last year, raising faculty awareness about the issues LGBTQIA students face at JMU and educating them about campus resources available.
- Geology faculty are nationally recognized for their efforts in producing innovative strategies to make fieldwork, a core activity in the discipline, accessible to all students regardless of physical ability. They have advanced the use of virtual reality and 3-D printing in the classroom to simulate field environments.
- The Physics and Mathematics departments, representing disciplines that are notoriously lacking in gender diversity, have active support organizations for women in these fields. Math hosts the annual Expanding Your Horizons STEM conference for middle-school girls and their families.
In this talk, we’ll outline what CSM is doing to cultivate inclusive excellence at the college and the department level. CSM and JMU understand that “most creative discoveries happen when people with different perspectives work together, [which is why] the college is committed to supporting a diverse community of learners. Our faculty and staff work to ensure that every student enrolled in CSM courses experiences a welcoming and supportive learning environment.”
Dr. Heather J. Coltman is the Provost and Senior Vice President for Academic Affairs at James Madison University. In this position, she leads the Division of Academic Affairs and is the institution's Chief Academic Officer, directing the development and delivery of all undergraduate and graduate academic programs at JMU. Dr. Coltman works with faculty to promote scholarship, outreach and inclusive education for all students. In collaboration with other campus leaders, she establishes JMU’s scholastic priorities, ensuring that the university has the necessary resources to build and sustain those objectives.
A solo and collaborative concert pianist, Dr. Coltman has performed, taught and lectured across five continents. Dr. Coltman holds a Doctor of Musical Arts from the University of Texas, a Master of Music from the Mannes College of Music in New York and a Bachelor of Music from the College-Conservatory of Music in Cincinnati.
Cynthia Bauerle is Dean of the College of Science and Mathematics at James Madison University. They serve as senior editor for CBE-Life Sciences Education, and on advisory boards for various national science education reform initiatives. Bauerle was a member of the writing team for the 2011 AAAS Vision and Change in Undergraduate Biology Education report, and co-chaired the steering committee for the NSF/NIH/HHMI national PULSE initiative. They were elected AAAS Fellow in 2014 and currently serves as a AAAS Council Delegate for the Education Section.
Bauerle is a molecular biologist by training, publishing widely in both scientific and science education journals. Their career interweaves scientific expertise, passion for inclusive teaching, and a commitment to improving STEM education nationally. They held a joint appointment in Biology and Women’s Studies at Hamline University and served as Biology department chair Spelman College. From 2009-16, they served in the Science Education division at the Howard Hughes Medical Institute, coordinating national activities related to undergraduate science education grants. In 1999-2000, Bauerle was a Fulbright Senior Scholar at the University of Dar es Salaam, Tanzania consulting on the development of a national biotechnology training program.
Bauerle earned a B.A. in Biology from the University of Virginia and Ph.D. in Molecular Biology from the University of Wisconsin-Madison.
Shutting Down Microaggressions
Dr. Shaun Fletcher is an Assistant Professor of Public Relations and Communications at San José State University. He also serves on the Academic Advisory Board for The Institute for the Study of Sport, Society and Social Change at SJSU, as well as the a board member on Diversity and Inclusion for the Public Relations Society of America - Silicon Valley. Prior to joining San José State, Shaun served as the Manager of Internal Communications at Apple for the Retail Learning and Development organization, connecting the departments mission to its 65,000+ retail employees globally. Shaun also served as a consultant and mentor to Apple’s multimillion dollar partnership with the Thurgood Marshall College Fund, bringing students from Historically Black Colleges and Universities (HBCU) to Apple for an immersive apprenticeship experience. Dr. Fletcher also established a private consultancy aimed at advancing the diversity and cultural competency challenges in the corporate sector.
Dr. Fletcher holds a Bachelor of Science from San José State University, a Master of Arts from the University of Central Florida, and a Doctorate of Philosophy from Howard University.
Dr. Leticia Hahn is an Associate Professor in the Leadership Department at Niagara University and works in close collaboration with the National Center for Research on Gifted Education. After earning her Ph.D. in Educational Psychology from the University of Connecticut, she taught courses in Educational Research, Educational Psychology, and Bilingual/Bicultural Education at universities in the US and Mexico. She then moved to Germany, where she served as a core faculty member and academic advisor in the Psychology of Excellence program of the Ludwig-Maximilians-Universität München, focusing on gifted education and differential psychology. In Europe, she collaborated with the Pädagogische Akademie Graz, Austria, and the Hochschule Basel, Switzerland, to design an international Master’s program in Gifted/Talented Education, which represented a great foundational step for regions that are more fully delving into this field of education. Her research interests include talent development in sustainability fields, gender differences in mathematical problem solving, gifted underachievers, cross-cultural studies in gifted education, enrichment clusters, and knowledge organizers. She has conducted numerous workshops on the Schoolwide Enrichment Model in Europe, North and South America, has published several articles and book chapters related to talent development and gifted education, and has made numerous presentations at national and international conferences.
LaTonya M. Turner
Dr. LaTonya M. Turner is a highly respected educator. Dr. Turner’s professional background includes serving in every role from an administrator, counselor, and classroom educator. As a former principal, counselor, and teacher, Dr. Turner has been recognized for her ability to design and implement rigorously relevant curriculum. She is also known for the skillful manner in which she constructs K-12 and postsecondary educational programs with favorable measurable results at both the private and public institutional levels. At present, Dr. Turner is the Associate Dean of Academic Quality for the Fred S. Klipsch Educators College at Marian University in Indianapolis, Indiana.
Dr. Turner holds a Bachelors of Arts degree in Mass Communication and English from Missouri Valley College, a Master’s of Science Degree in Counselor Education Indiana University and a Doctorate in Educational Leadership from Indiana State University.
Sarah Kate Wilson
Sarah Kate Wilson earned her A.B. in Mathemathics from Bryn Mawr College and her Ph.D. in Electrial Engineering at Stanford University. She has worked in both academia and industry and is currently a Professor of Electrical Engineering at Santa Clara University. Her research area includes wireless radio frequency communications, visible light communications and underwater acoustic communications. She served as the Editor-in-Chief of IEEE Communications Letters from 2009-2011, and has been an associate editor for IEEE Transactions on Wireless Communications, IEEE Communications Letters, IEEE Transactions on Communications and the Journal of Communications and Networks. She was the IEEE Communications Society Director of Journals for the term 2012-2013, overseeing four society journals and their Editors-in-Chief. She was the elected Vice-President for Publications for the IEEE Communications Society for the term 2014-2015, overseeing all journals, magazines and online content.
She has received the IEEE Education Society Harriett Rigas Award, the IEEE Women in Communications Engineering Service Award, the IEEE Communications Society Joseph LoCicero Award for Exemplary Service to Publications and is a Fellow of the IEEE for "contributions to Orthogonal Frequency Division Multiplexing." She was the co-general chair (with Andrea Goldsmith) of the IEEE Wireless Communications and Networking Conference (WCNC) in 2017 http://wcnc2017.ieee-wcnc.org/ in San Francisco which was awarded the IEEE iCon award for the best IEEE Conference of 2017.
Challenges: Peer-to-Peer Round Table Discussion
Join your colleagues from colleges and universities from across the nation to complete challenging group-oriented discussions and tasks
Plan for Action and Post Mortem
In a candid group discussion, share your thoughts on what you learned, changes you hope to see and actions to be implemented
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