Challenge-Transform-Change: An Introduction to the Culturally Relevant Leadership Learning Model
Maritza Torres, Dr. Laura Osteen, Dr. Tamara Bertrand Jones, & Dr. Kathy Guthrie, Florida State University
The concept of culturally relevant leadership learning is a framework for transforming leadership programs to address the advantages and disadvantages difference creates. This new model incorporates efficacy and contextual dimensions of campus climate into our original ideas of individuals ‘capacity and identity to engage in the leadership process. Together, these ideas embody the critical domains of the Culturally Relevant Leadership Learning (CRLL) model. This model seeks to compel leadership educators to challenge old paradigms of leadership and learning, in order to consider new ways to educate students and develop leaders capable of challenging inequity to create social change. (Bertrand Jones, Guthrie, & Osteen, 2016).
(Re)Building Community Beyond Campus
Zach Mills, The Council for Christian Colleges & Universities
Universities exist as a microcosm of larger society. Often, especially in student affairs, we have the opportunity to break down trends happening in larger culture and to help prepare students to engage and even shape society in more inclusive ways. Frequently though, this formative experience becomes insular and students’ engagement with society becomes a post-graduation activity. Out of this trend terms like “the college bubble” and “town & gown” emerge, where on campus learning is segregated from the surrounding community. In this session we will explore a Washington, DC, based study program that seeks to break down these divisions by meaningfully engaging students in the surrounding community and building the muscles of inclusion and consideration of those not like themselves. Washington, DC, itself has its own analog of the “town & gown” in the “power & poverty” that exist side by side and provides a rich and fruitful context for engaging students in the surrounding community.
Don’t Talk About It, Be About It: Shifting Inclusion from Dialogue to Demonstration
Sachet Watson, University of Dayton
Inclusion is a hot topic of conversation on our college campuses these days. As aspiring and practicing professionals, we often have dialogue and discourse around inclusion as a goal to be achieved, or a checkpoint to reach. We talk about what it is, and what it looks like without taking the time to understand it at its root. Inclusion at the most basic level is a perpetual state of being included which inherently implies active, on-going and intentional including. This presentation aims to shift participants from viewing Inclusion as a topic of discourse, to viewing inclusion as a sincere demonstration of personal, professional, and institutional commitment and values.
Policy and Practice Pillars: Religious, Secular, and Spiritual markers to a more inclusive campus
J. Cody Nielsen, NASPA
Janett C. Ramos, Northeastern Illinois University
What are the policies and practices needed by a university to address holistically the lives of religious, secular, and spiritual students on campus? In what ways need the university bring chaplains and campus ministry professionals into the life of campus? This workshop focuses on national research related to just how, where, and in which ways policy and practice initiatives can change the overall campus climate related to this area of diversity. Participants will be offered a research based four pillar approach, case studies regarding each pillar, and clear solutions for working on their campuses to incorporate these policy pillars will be discussed.
Practical Wisdom: Lessons Learned from Life and Leadership in Student Affairs and Higher Education
Dr. Jon C. Dalton, Florida State University
Dr. Kathryn Cavins-Tull, Texas Christian University
Dr. Mary Coburn, Florida State University
Dr. Pam Crosby, NASPA Journal of College & Character
Dr. Peter Mather, Ohio University
The term “wisdom” suggests something deeper than just knowledge or intelligence, something more enduring and essential. Each of us has a narrative, a story to tell about the journeys we have taken in higher education and some of the practical wisdom we have gained along the way and how it has mattered in our work and lives. Sponsored by the NASPA Journal of College & Character.
Fitting Out: Including Evangelical Students in Interfaith
J.T. Snipes & Megan Lane, Interfaith Youth Core
Evangelicals are one of largest Christian movements in the United States, representing over half of American Protestants. Because of the size and composition of this group, evangelical students are often perceived as a privileged group on many college campuses. However evangelical students themselves often perceive a disrespect and dismissal of their beliefs on college campuses. This session will explore the challenges and benefits of including evangelical students in interfaith work, and the effects that work can have on their attitudes toward religious diversity overall.
Restoring Trust & Rebuilding Community Through Cultural Competency Pursuit
Tarah Trueblood & Cody Lewin, University of North Florida
College campuses across the country are coming alive in reaction to violence and intolerance. Actions from Concerned Student 1950, mattress-carrying Emma Sulkowicz, anti-Islamophobia campaigns, and the #BlackLivesMatter movement all demonstrate that campus activism is gaining momentum. As evidence emerges about how race and higher education intersected in the 2016 presidential election, students now wrestle with identity politics, political correctness, and how to affect change. Millennial and Gen-Z students embody a set of unique cultural shifts, expectations, and motivations that must be addressed. Could a lack of cultural competency among educators be contributing to a campus culture that is distrusting and unconnected? A University of North Florida (UNF) team present a case study of Cultural Competency Pursuit (CCP), a professional development curriculum that introduces social justice as both a goal and a process for restoring trust and rebuilding a campus community with the capacity to support today’s students. CCP, piloted three years ago within UNF’s Division of Student Affairs, currently accommodates 250+ faculty and staff members and is being scaled to train every member of campus within two years. Following the presentation, facilitators will engage participants in a discussion about how this and similar curricula might need adapting in the wake of the presidential election.
Digital Leadership: TEaCHing tools for restoring trust and building community
Dr. Josie Ahlquist & Vivechkanand S. Chunoo, Florida State University
While much attention has been paid to the in-person communities that exist on college campuses, the digital communities in which college students participate have been given relatively little consideration in recent research and practice. The session aims to challenge participants to be reflective of their perspectives, usage, and knowledge of social media tools through session activities and small group conversations with implications related to how social media can be leveraged in building and rebuilding campus digital communities. Additionally, this presentation will provide attendees the six digital student leadership education pillars in order to empower students and student leaders to promote diversity and inclusion in their usage of social media.
So You Want to Be a Bunny Cop?: Examining Zootopia and Its Use of Consciousness of Self to Create a More Inclusive Campus Culture
Darrell Deas, Jr. & Connor Jones, Florida State University
This past year, Disney’s Zootopia became a massive global hit with its focus on diversity and consciousness of self in an animated movie. This session will use the film Zootopia as a framework to analyze how we can help our students take steps towards being more conscious of self. As a group we will then discuss how achieving this goal helps create and sustain a positive, inclusive campus culture.
Considering Class & Capital in Student Engagement Opportunities
Sonja Ardoin, Boston University
Class identity is more than just socioeconomic status. Some poor and working class students can be limited in their engagement because they feel unwelcome based on various types of capital – financial, cultural, social, linguistic, and/or navigational. Our institutional structures and policies can also create barriers to engagement based on social class. Join this session to explore class identity (Yosso, 2005) and learn how your office or department can be more inclusive in its engagement opportunities.
A Narrative in Black Lives Matter: Research, Teaching, and Contemporary Discord
Susan Jans-Thomas & John E. Woods, University of West Florida
Narrative Inquiry is a qualitative research strategy that allows researchers to tell the story of people, places, or events using the experiences and words of others. It allows the blending of personal life events with historical events to create narrative based upon memory and experience. This program tells the story of doctoral students enrolled in a Narrative Inquiry class during the summer of 2015 while rioting broke out across the nation as they attempted to answer the question: ‘Why do Black lives matter’? Inclusiveness of history, ideas, race, and socio-economic status filtered discussions and research findings. Instructional strategies used to teach Narrative Inquiry using active participation in the process will be discussed.
Building Trust and Encouraging Persistence: A Strengths-Based Team Approach to Analyze, Support, and Improve Student Success in High-Challenge Gateway Courses
Amy Chasteen Miller, Brooklyn Mills, Kaitlyn Hall, Stina Jacobs, & Max McPherson, The University of Southern Mississippi
Increasing undergraduate student success in high-challenge courses has become a growing priority for University leadership at many institutions, including ours. In this presentation, we focus on one of our retention initiatives, the “Gateway GA” project, which utilizes a strengths-based team approach for outreach to undergraduate students in four courses. Students in these specific “gateway” classes frequently face difficulty with completion. The institution needs more insight into these students’ perceptions and experiences, and the students need guidance in framing their difficulties as opportunities for growth. Through the Gateway GA program, we provided a mechanism for direct outreach to students that built trust and facilitated connection to key resources and information. Simultaneously, through their work, the GAs also gained insight into their own values, vocations, and skills. This presentation will overview the program, discuss successes and challenges, and explore the impact on those involved.
Can I be “Woke” and Still Laugh?: Exploring Popular Culture Humor as a Social Corrective
Juan Mendizabal & Bailey Albrecht, Florida State University
The slang term “woke” has come to represent a person’s knowledge of social justice and liberation pedagogy. In a growing culture of progressive mainstream media satire, the line between intellectually woke and bigotry can be as fine as one failed joke. This dialogue-based session explores the tension many socially-conscious people experience when enjoying controversial media—television, film, Twitter hashtags, memes, and more—and asking themselves, “Am I allowed to laugh at this?” Participants will learn the different types and aims of humor in popular culture and the extent to which they may alleviate or magnify pain. They will also consider what it means to be an advocate of social justice while honoring their genuine responses to humor. Participants should be prepared to reflect on their own values system and behavioral criteria by contemplating where “the line” exists for them. Is “woke” contextual, or is it a way of being?
Rebuilding Higher Education through Hope
Alan Acosta, Florida State University
In recent years, higher education’s focus has shifted from curriculums focused on student learning to curriculums intended to procure funding priorities and national rankings. Shifting attention from students’ learning to students’ performance has left many students, faculty, and staff within higher education feeling isolated and disconnected. What can higher education do to rebuild these connections and enhance their experience? One is to use hope as defined by Snyder (1995). This session will focus on how institutions can use hope to restore trust, rebuild communities, and increase student learning.
Promoting ACTivism or ACTing Out?
Erin Satterwhite & Marshall Anthony, Jr., Florida State University
College student activism is inevitable and has a long, and often, complicated tradition throughout the history of American higher education. From the Free Speech Movement of the 1960s that catapulted campuses such as Berkeley into the national spotlight to the current protests and die-ins around #BlackLivesMatter and mattress demonstrations at Columbia University to speak out against sexual assault, student activism is still shaping the narratives of contemporary history. This program will discuss effective strategies for institutions to promote an activist-friendly and inclusive environment for students to address imminent controversial issues of today and tomorrow.
(Re)building Community Through Leadership and Involvement
Sally Watkins & Vivechkanand S. Chunoo, Florida State University
“Community” on college campuses can be defined in myriad ways. According to Astin and Astin (1984, 1999) college students and university personnel each reciprocally determine the quality and nature of their environments, thereby affecting the campus climate and community. Furthermore, when campus communities are constructed with the values associated with the Social Change Model of Leadership Development (HERI, 1996) in mind, students should experience gains in community values (among others) such as citizenship. The present study attempts to uncover the relationship between student involvement on campus and the development of citizenship as measured by the Socially Responsible Leadership Scale, substantiating the hypothesis that campus community can be (re)built through leadership and involvement.
Dialogue-based, community-learning as a curriculum model for LGBTQ+ allyship programs
Josh Kinchen, Florida State University
This session will discuss the creation and evolution of the Allies & Safe Zones program at Florida State University. This is an LGBTQ+ allyship program whose curriculum is based in small and large group discussion, interactive activities, and lecture is used sparsely to reinforce large topics. Highlights shared: employing every learning style, engaging every level of LGBTQ+ competency, and building a foundation of how to best understand and how to interact with the current LGBTQ+ community.
Going Digital in Student Leadership and Building Communities
Dr. Josie Ahlquist & Dr. Kathy Guthrie, Florida State University
Following a student’s path from high school to college, technology impacts all stages of the educational journey, influencing students’ leadership development and the evolving leadership competency of faculty and staff. As we have seen, technology has the power to both include and isolate users. This session will feature the New Directions in Student Leadership upcoming volume called Going Digital in Student Leadership, which will explore the changing landscape of leadership education in the 21st century, which has the potential to build community on campuses and create space for leadership exploration, discernment, and growth for both professionals and students.
*Award Winner: Campus Best Practice*
Residence Hall Community Partnerships
Andrew Haggerty, Johnson Cochran, & Abby Kroon, Calvin College
Sue Garza, Cook Library Center
Restoring Trust and (Re)Building Community: Designing a Course to Understand Privilege and Develop Positive Racial Identity
Kelly Yordy, Jeff Aupperle, Michael Dixon, Andrew Buckle, & Jesse Brown, Indiana State University
While a variety of approaches could be utilized to teach White students about their privilege and developing a positive racial identity, we have created a one credit hour course to engage college student leaders on this critical and often-overlooked topic. To effectively explain the course, the relevant literature that guided and developed the theoretical framework will be presented. We will outline how we applied the theoretical framework to the design of a one semester course, comprised of fifteen lessons that could also be delivered in individual modules. The session will conclude with implications for how the elements of this course can be applied to other areas within higher education as well as beyond academia.
Build ‘Em Up or Tear ‘Em Down: How Administrators’ Response Influences Students’ Trust in Student Activism Movements
Trisha Teig & Maritza Torres, Florida State University
David Kenton, Florida International University
History. Dissent. Activism. The energy and power of student voice for change has been an integral piece of campus communities throughout the history of the university (Horowitz, 1987; Pasque & Vargas, 2014; Rudolf, 1991; Thelin, 2011; Wilder, 2013). It is incumbent on administrators at the institution to appropriately acknowledge and respond to student activism in order to maintain an educational environment which thrives on experiential learning, open dialogue, inclusive communities, foundations of trust, and positive change (Komives & Wagner, 2011; Malaney, 2006; Quaye, 2007). The concept of responding to student activism is not simply a factor at United States institutions. Rather, institutions of higher education at an international level face similar instances of learning to navigate the ability to challenge and support students in finding their voice and meeting their needs; while balancing the needs of a multitude of stakeholders. This presentation employs a critical paradigm in comparative case study analysis to explore administrative responses to cases of student activism at Harvard University and Oxford University (Cohen & Crabtree, 2008; Goodrick, 2014). Through an analysis of the administration’s response, we can learn how trust can be further broken down or restored between students and administrators.
Universally Espoused Greek Values on College and University Campuses: Promoters of Inclusion or Insolation?
Ashley Tull, Southern Methodist University
Collegiate Greek organizations espouse a variety of values to their membership. The degree to which these values are in line with a well-defined and universally recognized system of values is unknown. Schwartz’s Theoretical Model of Relations Among Ten Motivational Types of Values (2012) served as a theoretical framework for the present study to examine the espoused values of 137 national social fraternities and sororities. Universal classification types included self-enhancement, openness to change, self-transcendence, and conservation. This study reports their classification along a well-defined and recognized continuum of universal values and contributes new knowledge on Greek values and their importance on postsecondary campuses and beyond.
*Award Winner: Dissertation of the Year*
Cool, Calm, and Competitive: An Exploration of Student-Athlete Equanimity and its Role in Academic and Psychological Well-Being
Dr. Rebecca E. Crandall, The Ohio State University
Scholarly Paper Session
Dr. Robert A. Schwartz, Florida State University (Discussant)
The inaugural Dalton Institute scholarly paper session will present emerging and in-progress research relevant to our work. Authors will provide 12-minute presentations followed by discussant feedback and audience Q&A. Participants are encouraged to attend to engage with authors about emerging research topics and methodologies in the field of higher education. Three papers will be presented:
African American Males in Higher Education: Where Do We Go from Here?, Jamaal Harrison & Marshall Anthony, Jr., Florida State University
Found My Place: The Importance of Faculty Relationships for Seniors’ Sense of Belonging, Angie L. Miller, Indiana University Bloomington
Exploring Mattering among Second-Year Students Who Participated in a Mentoring Program, David Adams, Taylor University
Perceptions and Manifestations of Faith-Work Integration in Graduates from a U.S. Faith-Based University
Emilie Hoffman, Taylor University
The presenter will describe how emerging adults integrate faith and work, specifically Christian college graduates and their perceptions of if and how faith-based education uniquely impacts this integration. The integration of faith and work refers to the manner in which individuals reconcile meaning sets and worldviews with their work. In recent decades, the involvement of religion, faith, and spirituality in the workplace is increasingly being addressed in the United States, and even promoted, among major companies, academia, publishing, ministries, and churches. While recent studies better describe the characteristics and influences on an individual’s integration of faith and work, research measuring the extent or trends of integration is lacking. Further, most studies focus on congregation, religious attendance, or workplaces’ impact, however, a gap exists in the literature on the impact of higher education on the integration of faith and work. Christian higher education promotes the incorporation of faith into various aspects of life, especially one’s future work. The results obtained by identifying trends and perceptions of faith-work integration will provide insight to inform and guide the role of Christian higher education in preparing college graduates for a meaningful and thoughtful life. Further, the findings and implications will be relevant to public and non-faith based institutions in holistically addressing the spiritual needs of students or employees who desire to integrate faith and work.
Exploring Campus Traditions through the Lens of a Culturally Engaging Campus Environment
Vicki Dobiyanski, Florida State University
Higher education institutions often have campus traditions that are honored and repeated by generations of students, faculty, staff, and alumni (Manning, 2000). It is important to understand these traditions, the purpose and history behind the traditions, especially as the demographics of student bodies evolve (Cheng, 2004). This presentation will share information about viewing campus traditions through the lens of a Culturally Engaging Campus Environment (Museus, 2014) for a diverse student population in higher education.
Solving Wicked Problems: Campus-Community Partnerships as Opportunities for Student Engagement
Jeff Bouman & Anna Selles, Calvin College
This session will address the rationale for developing and nurturing reciprocal campus-community partnerships that allow shared decision-making and goals between institutions of higher education and external partners. In particular, the session will be driven by an acknowledgement that such partnerships are complex to both develop and maintain. Particular lessons from the literature, along with institutional lessons learned, will be discussed.
At its best, service-learning is something of a panacea toward reciprocal campus-community partnerships, allowing the community to experience the benefits of the expertise and human resources of the university, allowing students to learn more deeply and to develop skills and vocational affirmation, all the while enabling the university to participate in the civic process inherent to its identity. The proposed session will explore the literature of campus-community partnerships, present one college’s efforts to share decision-making power with partners, and discuss ways that students benefit when campus-community partnerships flourish.
Dilemmas & Decisions
Joshua Sprague, Debra Jones, & Rich Eisenauer, Principia College
Principia College has long had a graduation requirement related to character education. Until recently, however, it resided completely within the auspices of our Student Life Department. During the process of reaffirmation of accreditation with the Higher Learning Commission, we discovered that all graduation requirements needed to be taught by masters-level faculty or staff. Most of the staff within Student Life had only B.A.-level credentials. In order to continue this non-credit graduation requirement, we had to reimagine this program in terms who would be teaching it and what would be taught. The result is Dilemmas & Decisions, a 4-year program in which students spend 30 hours, or an average of 7.5 hours per year. One third of this is presentation format taught by our faculty, with the balance spent in peer group discussions led by a Residential Community Educator (full-time staff who live in student housing).
Blame the Media: Misogyny in Popular Culture and Collegiate Relationships
Estee Hernández & Erica A. Elizondo, Florida State University
A content analysis of news media between 1980-2015 revealed a sharp increase of the sociological term “misogyny,” likely attributable to the increased sociological awakening of the public at large. However, this study also revealed that rhetoric on misogyny has primarily targeted Black people, placing blame on hip-hop music and using controlling images of minorities. This session will highlight additional findings of this study, as well as discuss implications for college student relationships. To what extent does media shape student conceptions of misogyny, and how is race used as a scapegoat? How can we, as educators, productively intervene? Participants can expect to dialogue on the nature of physical and romantic relationships in college and the role of media in influencing the dynamics therein.
Moral and Civic Education: A Historical Look at Baylor University’s 1950s Annual Conference on American Ideals Compared to Universities Today
Britney Graber, Baylor University
The 1950s was a compelling decade of American history, particularly in higher education. Fear ran rampant through the United States, particularly that of Communism. Institutions had to navigate these treacherous waters, determining whether or not to aggressively confront these issues and fears, or to passively sit back and watch it evolve. As a Baptist university, Baylor decided to promote the American ideal of nationalism and Christian values, simultaneously combatting fears of Communism. Therefore, Baylor University established a series of annual conferences in the 1950s, believing religion and nationalism would be America’s savior from Communism. Today, amidst the currently strained political and religious climate, moral and civic education has not exhibited as a priority among colleges and universities. Moreover, many administrators and faculty believe moral education, particularly, is not higher education’s duty or obligation (Fish, 2008). But at what cost (or even benefit) do we neglect moral and civic education? Thus, this session will wrestle with both the past and present efforts regarding instilling values of morality and civic duty into students.
International Student Engagement in the United States and United Kingdom
Molly Buckley, Katelyn Hayworth, Lauren Haynes, & Kristen Lemaster, Florida State University
This program examines the efforts of universities to help international students integrate into campus life in the United States and the United Kingdom. Professionals at five institutions of higher education in England and four institutions in Florida were interviewed about the needs, challenges, and resources for international students on campus. The program will include strategies to create greater on-campus support throughout the year and opportunities for more interaction with domestic students.