2020 NASPA Annual Conference March 28–April 1, 2020 Austn, TX

produced by 2020 NASPA Annual Conference March 28–April 1, 2020 Austn, TX

The Annual Knowledge Community Conference Publicaton

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NASPA–Student Afairs Administrators in Higher Educaton 111 K Street, NE 10th Floor Washington, DC 20002

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NASPA does not discriminate on the basis of race, color, natonal origin, religion, sex, age, gender identty, gender expression, afectonal or sexual orientaton, or disability in any of its policies, programs, and services. TABLE OF CONTENTS by Knowledge Community

5 | Knowledge Community Publicaton Welcome 62 | Of-Campus and Commuter Student Services

7 | Public Policy Feature 65 | Orientaton, Transiton, and Retenton

10 | Administrators in Graduate and 69 | Parent and Family Relatons Professional Student Services 72 | Sexual and Relatonship Violence Preventon, 13 | Adult Learners and Students with Children Educaton, and Response

35 | Enrollment Management 88 | Student Career Development

38 | Fraternity and Sorority 91 | Student Government

41 | Gender and Sexuality 94 | Student Leadership Programs

44 | Indigenous Peoples 97 | Student-Athlete

47 | Internatonal Educaton 100 | Sustainability

50 | Latnx/a/o 103 | Technology

53 | Men and Masculinites 106 | Veterans

56 | MultRacial 109 | Wellness and Health Promoton

59 | New Professionals and Graduate Students 112 | Women in Student Afairs

www.naspa.org – RETURN TO TABLE OF CONTENTS – 3 TABLE OF CONTENTS by Professional Competency

Advising and Supportng Social Justce and Inclusion

35 | Enrollment Management 13 | Adult Learners and Students with Children

69 | Parent and Family Relatons 16 | African American

Assessment, Evaluaton, and Research 56 | MultRacial

25 | Assessment, Evaluaton, and Research 72 | Sexual and Relatonship Violence Preventon, Educaton, and Response 65 | Orientaton, Transiton, and Retenton 79 | Spirituality and Religion in Higher Educaton Law, Policy, and Governance 88 | Student Career Development 41 | Gender and Sexuality Student Learning and Development 59 | New Professionals and Graduate Students 10 | Administrators in Graduate and 62 | Of-Campus and Commuter Student Services Professional Student Services 7 | Public Policy Feature 53 | Men and Masculinites

Leadership 91 | Student Government

19 | Alcohol and Other Drugs 103 | Technology

94 | Student Leadership Programs

www.naspa.org – RETURN TO TABLE OF CONTENTS – 4 NASPA KNOWLEDGE COMMUNITIES

Welcome from the National Knowledge Community Director Dear NASPA Colleagues,

We are delighted to share with you the 2020 NASPA way for our members to fnd their place in NASPA. Please Knowledge Community (KC) Publicaton. The artcles make tme to engage with the KC program, by atending a gathered here highlight the wonderful work of our NASPA sponsored session, visitng the Communites Fair, or joining colleagues and the KCs they lead. One of the central goals an open KC business meetng. We encourage and welcome for the KC program is the creaton and disseminaton of your involvement. valuable and tmely knowledge with our membership. This And in the spirit of creatng and sharing knowledge, we publicaton will likely expose you to a KC with which you hope you enjoy this publicaton. are not afliated. We encourage you to see what they have to ofer – and then to join the KC, follow them on social media, or contact their leadership to fnd out more. Sincerely,

Our sincere grattude goes to the 2020 NASPA KC Mat Cliford, EdD Publicaton Commitee for their eforts in making this (he/him/his)

publicaton come to life. We deeply appreciate the many Natonal Director of Knowledge Communites authors who shared their labor, insights, and practces NASPA on behalf of their respectve Knowledge Communites. Assistant Vice President of Campus Life and Dean of Residence Life and Housing Additonally, we would like to thank the Natonal KC Wake Forest University Chairs for partnering with us through this process. Their commitment to contributng to the body of knowledge in Amy J. Hauenstein, PhD (she/her/hers) higher educaton is what makes this publicaton possible. NASPA KC Publicaton Chair At the Annual Conference in Austn and the Connected NASPA Conference in San Jose, we will gather in fellowship and Director of Curriculum & Non-Degree Programs to refect on and live our Associaton values: Integrity, Northwestern University, Innovaton, Inclusion, and Inquiry. KCs provide a wonderful School of Communicaton www.naspa.org – RETURN TO TABLE OF CONTENTS – 5 NASPA KNOWLEDGE COMMUNITIES

2019–2020 NASPA Knowledge Communites Publicaton Commitee

Amy J. Hauenstein, Commitee Chair Monica Nixon Director of Curriculum and Non-Degree Programs Assistant Vice President for Equity, Inclusion, Northwestern University and Social Justce Initatve NASPA Patrick Bussiere Student Senate Graduate Advisor Kelly Schaefer University of Northern Colorado Assistant Vice President for Student Engagement Northwestern University Mathew Cliford Assistant Vice President of Campus Life and Valerie Shepard Dean of Residence Life and Housing Student Afairs Grant Support and Writer Wake Forest University University of California-Los Angeles

Jill Dunlap Jordana Taylor Director of Research and Practce Associate Director, Recruitment, NASPA Engagement, and Volunteerism NASPA Antonio Duran Assistant Professor Alexa Wesley Auburn University Main Campus Associate Director for Research and Policy NASPA Jessica Hopp Data Analyst Ben Williams NASPA Assistant Director Georgia State University Stephanie King Director of Civic Engagement and Cobret Williams Knowledge Community Initatves Doctoral Research Assistant NASPA Loyola University Chicago

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Public Policy Feature 2020 PUTS HIGHER EDUCATION FRONT AND CENTER

Denny Bubrig Assistant Vice President for Student Afairs University of Southern Mississippi Law, Policy and NASPA Knowledge Community Liaison to the Public Policy Division Governance

As we approach the 2020 presidental electon in this era Free College Tuiton and College Financing of increasingly partsan and extreme politcal leanings, for Students higher educaton fnds itself front and center as a topic Several candidates are toutng variatons on plans to of discussion for the general public and the various reduce student fnancial burdens; examples include communicaton platorms of the politcal candidates. Pell Grant increases, more resources to Historically What we know for certain is that Americans of all politcal Black Colleges or Universites (HBCU), and increasing backgrounds are fnding signifcant lines of debate loan forgiveness consideratons for specifc feld work regarding the future profle of higher educaton itself postcollege (Berman, 2019). The plans largely depend on (Jaschik, 2018; Kasriel, 2018). Understanding these topics the perspectve of the candidates—whether they support will be important for most student afairs professionals the “free tuiton” approach or generatng additonal as we seek ways to support students of all demographics. resources for students to use (i.e., increased grants or Also, depending on roles and insttutons, electon season forgiveness opportunites). Generally, there is a consensus may open opportunites for higher educaton staf to be belief that student loan debt is a substantal drag on the more engaged in the public policy debate on federal and natonal economy that should be addressed by atemptng state levels. This artcle will highlight several key higher to help students reduce their debt. A study conducted by educaton policy issues looming large presently and into the Levy Insttute has indicated that a one-tme student the foreseeable future. debt cancellaton policy would add almost a dollar-for- www.naspa.org – RETURN TO TABLE OF CONTENTS – 7 dollar positve impact on the natonal economy (Fullwiler enacted. Weaving their way through the courts are several et al., 2018; Berman, 2018). It’s hard to speculate what, if questons on topics ranging from due process to sexual anything, will be done moving forward, as no plan to date misconduct. Hazing concerns are potental fash points in has cited a serious resoluton regarding debt forgiveness. any dialogue regarding higher educaton and public policy. The common belief, though, is that the federal government For example, the outcomes of the cases related to the should take the lead; however, at this juncture litle to no death of Max Gruver in 2017, the Phi Delta Theta pledge discussion has occurred on ramifcatons to the overall at Louisiana State University (LSU), were some of the debt of the country. strongest hazing penaltes in recent years.

Insttutonal Funding Structures Food Insecurites and DACA As many states struggle to adequately fund all agencies The sheer increase in the number of food pantries at and operatons, the state share of spending in higher our insttutons across the country suggests that college educaton contnues to decline (Brownstein, 2018). student food insecurity could be a prominent issue in Despite state budget cuts, calls for increased accountability upcoming policy discussions. Researchers have found remain a focal point on a state-by-state basis, along with that a perceived stgma has created discrepancies with interest in workforce credentaling, skill preparaton, reportng numbers. These sensitvites tend to skew and other functonal needs to support state economies numbers lower; as a result, it is challenging to get accurate and labor markets. With public services growing at numbers on such topics (Smith, 2019). exponental rates, the odds of further decline in state- The debate surrounding support for Deferred Acton for level postsecondary investment are high (Finney, 2014). Childhood Arrivals (DACA) students contnues on both Insttutonal assessment will become even more critcal state and federal levels since President Trump announced than before, as insttutons of higher educaton will be an Executve Order rescinding the protectons aforded expected to have frm justfcaton for everything they these students (Edelman, 2017). Since the announcement, do in most phases of operatons. (While assessment either the courts have blocked the Presidental Memoranda connected to funding primarily afects public insttutons, directve to stop DACA directly via court order or all insttutons must increasingly focus on assessment insttutons have ofered more substantve services to eforts due to increasing accreditaton expectatons.) It is these students to sustain their enrollment (Homeland not a far stretch to believe that frm lines will be drawn Security, 2018). It is likely that DACA will remain on the in the budget book as states negotate tuiton charges, public radar at least through the 2020 electon cycle. appropriatons, and other means of state support. The summer 2019 budget reducton debate and negotaton, These policy topics represent just a few of the higher which saw a 40% overall budget cut become $70 million educaton concerns that have surfaced—and more will over three years within the University of Alaska system emerge as the electon becomes more defned and (Anderson, 2019), is quite possibly a precursor to future imminent. Here are a few thoughts for you to consider, funding discussions. both as a voter and as a resource for your students.

Student Health and Safety Being informed helps your students. To the extent that The reauthorizaton of the Higher Educaton Act of your tme or role allows, learn as much as you can about 1965 has created signifcant debate on topics of student the individual issues and the candidates’ stances on health and safety in conjuncton with recently proposed them. You can use the Public Policy Division resources; revisions to Title IX guidance from the U.S. Department sign up for Google alerts on specifc topics; and receive of Educaton. Ninety-fve bills related to student health informaton from your specifc state and federal and safety concerns have been introduced in over half the representatves. Most, if not all, representatves have some states and Washington D.C. to date, and 16 have been form of electronic communicaton that you can register for www.naspa.org – RETURN TO TABLE OF CONTENTS – 8 on their websites, or you can reach out to their consttuent representatve and ask to be added to a mailing list. References To the extent your role allows, let your opinion be Anderson, N. (2019, August 13). University of Alaska crisis eases as heard. Guidelines on advocacy and how staf can governor backs a smaller funding cut. Retrieved from htps://www. appropriately engage on issues with representatves vary washingtonpost.com/educaton/2019/08/13/university-alaska- across insttutons. To the extent possible, engage your crisis-eases-governor-backs-smaller-funding-cut representatves and those who speak on your behalf. Give them as much up-to-date informaton as you can and Berman, J. (2018, February 8). Cancelling $1.4 trillion in student debt could encourage them to reciprocate by sharing with you what have major benefts for the economy. Retrieved from htps://www. they know and learn. marketwatch.com/story/canceling-14-trillion-in-student-debt-could- have-major-benefts-for-the-economy-2018-02-07 Exercise your right to vote and encourage your students to vote as well. Every 2 to 4 years, we can show our Berman, J. (2019, July 30). Where the 2020 candidates stand on student representatves our thoughts on public policy in the debt and college afordability. Retrieved from htps://www. United States. Partner with student organizatons on voter marketwatch.com/story/where-the-2020-candidates-stand-on- registraton drives, encourage transportaton to and from student-debt-and-college-afordability-2019-02-20 votng statons, and facilitate absentee votng for students Brownstein, R. (2018, May 3). American higher educaton hits a dangerous who leave their residency in their home state/district. All milestone. Retrieved from htps://www.theatlantc.com/politcs/ such optons are nonpartsan and advance the ideas of archive/2018/05/american-higher-educaton-hits-a-dangerous- student civic engagement. milestone/559457 Our campuses are all diferent. Choosing approaches that ft your campus and your abilites are key. Good luck and know that you have resources through the Public Policy Division that are available to answer questons and help you along the way.

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Administrators in Graduate and Professional Student Services PREPARING THE NEXT GENERATION: A CALL FOR MORE GRADUATE STUDENT COMMUNITY ENGAGEMENT

Lane Perry Executve Director of Community Engagement & Service Learning Western Carolina University

April Perry Student Learning Program Director & Assistant Professor, HESA Graduate Program Western Carolina University and Development

Adam Ray Assistant Director of Freshman Admissions Western Carolina University

Community engagement is defned as “the collaboraton Historical Context between insttutons of higher educaton and their larger Welch and Saltmarsh (2013) studied the evoluton communites (local, regional/state, natonal, and global) of operatonalizing civic and community engagement for the mutually benefcial exchange of knowledge and in higher educaton. Programs in the 1980s primarily resources in the context of partnership and reciprocity” centered on cocurricular volunteering, while the 1990s (Carnegie Foundaton, n.d.). Its benefts for undergraduate brought a sharper curricular, academic focus to the service student populatons are widely researched and published, experience (Stanton, Giles, & Cruz, 1999). In the early but the research for graduate students is lacking. There is a 2000s, this mission saw new insttutonal infrastructures need to foster more community engagement opportunites (ofces, centers, new hires, etc.) to support these pan- for graduate students, to research the efectveness of insttuton eforts. The next decade (2010s), known these opportunites, and to provide more preparaton for as the second generaton of community engagement graduate students who study higher educaton to be future development, has led to the recent work of Dostlio (2017), community engagement professionals. www.naspa.org – RETURN TO TABLE OF CONTENTS – 10 which focuses on the development of the Community Furthermore, the partcipants’ positve feedback led to the Engagement Professional (CEP): “a professional staf inclusion of similar practces within other graduate courses. [member] whose primary job is to support and administer Graduate students may be partcipatng in community community-campus engagement” (Dostlio & Perry, 2017, engagement eforts, but research about them is not being p. 1). conducted and then disseminated. So, there is both a gap Community Engagement and Associated in the research about existng community engagement Student Benefts opportunites for graduate students and a need to foster A wide array of community engagement programs for more of these efectve opportunites in the frst place. undergraduates exist, from frst-year learning communites devoted to connectng community service to academic Training Graduate Students as Community Engagement Professionals learning (Bringle & Hatcher, 1996; Perry, Lahm, Schauer, The proliferaton of insttutonal infrastructure and & Rumble, 2016), to assistng in the development of resources supportng the community engagement mission reciprocal partnerships between external campus of insttutons has brought with it the demand for qualifed stakeholders (Bringle & Hatcher, 2009). Kuh’s (2008) and competent individuals (CEPs) to operatonalize seminal work on service learning also outlined high- this into practce. As such, competency development impact practces within higher educaton that promote in CEPs has become a pertnent issue within the feld increased retenton and engagement rates among learners. of community engagement. Across the United States, As a whole, students who partcipate in community only a few known insttutons (Portland State University, engagement practces not only contribute meaningfully to Michigan State University, and University of Notre Dame) their communites but also gain such benefts as personal provide development opportunites for graduate students growth (Gallini & Moely, 2003), moral development who are interested in cultvatng skills that can help (Bernacki & Jaeger, 2008; Boss, 1994; Strain, 2005), prepare and inform community engagement practce. engagement (Perry, 2011), and enhancement of academic For example, the University Outreach and Engagement content (Markus, Howard, & King, 1993). Additonally, Ofce at Michigan State University ofers a graduate Ehrlich (2005) noted that learners who partcipate in certfcaton in community engagement. This certfcaton community engagement initatves practce skills needed serves as a preparatory resource for graduate students for efectve leadership, further develop their sense of from any discipline to learn skills to “develop systemic, civic responsibility, and contnue the development of an respectul, and scholarly approaches to their community inquiring and imaginatve mind. engaged work” (Michigan State University, n.d.). Western Almost all past studies investgatng the impacts of service- Carolina University’s Higher Educaton Student Afairs learning have focused on undergraduate students. Fehr, master’s program piloted a one-credit-hour course focused Minty, Racey, Betger, and Newton (2014) conducted specifcally on the CEP in higher educaton. In January one of the few studies that addressed the educatonal 2018, Campus Compact launched a credentaling program and practcal benefts of graduate student community focused on the professional development of CEPs and the engagement. The researchers described an initatve competencies identfed in Dostlio’s (2017) research: Lead related to the FoodUCaton program, which educated change within higher educaton, insttutonalize community children about healthy eatng habits. This program engagement on campus, facilitate students’ civic learning was designed as a for-credit graduate course and was and development, administer community engagement implemented within a local elementary school that was a programs, facilitate faculty development and support, community partner for the university. Graduate students cultvate high-quality partnerships, and commit to a critcal who partcipated in this project were able to practce and and change-oriented approach. These competencies make further develop skills vital for their intended vocatons. up the preliminary competency model for CEPs. Further

www.naspa.org – RETURN TO TABLE OF CONTENTS – 11 investgaton and critque are necessary to clarify, align, Dostlio, L. D., & Perry, L. (2017). An explanaton of community and understand these competencies and their relatonship engagement professionals as professionals and leaders. In L. D. Dostlio (Ed.), Community engagement professionals project: to graduate preparaton. Establishing a preliminary competency model for second generaton CEPs (pp. 3–21). Boston, MA: Campus Compact. Conclusion This artcle is a call to acton to address graduate student– Ehrlich, T. (2005) Service-learning in undergraduate educaton: Where focused learning initatves with an evidence-based is it going? Carnegie Foundaton for the Advancement of Teaching. Retrieved from htp://eric.ed.gov/PDFS/ED498997.pdf approach to their development. Dostlio (2017) created

competencies for CEPs, but these competencies must be Fehr, A., Minty, L., Racey, M., Betger, W., & Newton, G. N. (2014). critcally analyzed and should also complement the ACPA/ FoodUCaton: A graduate level community engaged learning project. NASPA competencies. We must, frst, facilitate community Transformatve Dialogues: Teaching & Learning Journal, 7(2), 1–9.

engagement opportunites for all graduate students Gallini, S., & Moely, B. (2003). Service-learning and engagement, academic and, second, prepare graduate students, who are future challenge and retenton. Michigan Journal of Community Service practtoners, to lead these initatves in higher educaton. Learning, 10(1), 5–14. Finally, the nature of the responsibilites and approaches Kuh, G. D. (2008). High-impact educatonal practces: What they are, associated with CEPs, as codifed in the CEP preliminary who has access to them, and why they mater. Washington D.C.: competency model, is useful for all people working in Associaton of American Colleges and Universites. higher educaton to consider. Like the ACPA/NASPA Markus, B., Howard, J., & King, D. (1993). Integratng community service Professional Competency Areas, the CEP competencies and classroom instructon enhances learning: Results from an are good practces and dispositons that can support our experiment. In C. Sullivan, R. Myers, C. Bradfeld, & D. Street (Eds.), students, faculty, community, and insttuton. Service-learning: Educatng students for life (pp. 59–76). Harrisonburg, VA: James Madison University.

Michigan State University. (n.d.). Graduate certfcaton in community References engagement. Retrieved from htps://gradcert.engage.msu.edu

Bernacki, M. L., & Jaeger, E. (2008). Exploring the impact of service-learning Perry, L. (2011). A naturalistc Inquiry of service-learning in New Zealand on moral development and moral orientaton. Michigan Journal of university classrooms: Determining and illuminatng the infuence on Community Service Learning, 14(Spring), 5–15. student engagement. (Unpublished doctoral dissertaton). University

Boss, J. (1994). The efect of community service on the moral development of Canterbury, New Zealand. of college ethics students. Journal of Moral Development, 23(2), Perry, L., Lahm, B., Schauer, A., & Rumble, Z. (2016). The crossroads of 183–198. social entrepreneurship, community engagement, and learning

Bringle, R. G., & Hatcher, J. A. (1996). Implementng service-learning in communites. American Journal of Entrepreneurship, 9(2), 1–22. higher educaton. The Journal of Higher Educaton, 2(67), 221–239. Stanton, T., Giles, D., & Cruz, N. I. (1999). Service-learning: A movement’s

Bringle, R. G., & Hatcher, J. A. (2009). Innovatve practces in service- pioneers refect on its origins, practce, and future. San Francisco, CA: learning and curricular engagement. New Directons for Higher Jossey-Bass. Educaton, 147, 37–46. doi:10.1002/he.356 Strain, C. R. (2005). Pedagogy and practce: Service-learning and students’

Carnegie Foundaton. (n.d.). Community engaged electve classifcaton. moral development. New Directons for Teaching and Learning, Retrieved from htp://classifcatons.carnegiefoundaton.org/ 103(Fall), 61–72. descriptons/community_engagement.php Welch, M., & Saltmarsh, J. (2013). Current practces and infrastructures

Dostlio, L. D. (Ed.). (2017). Community engagement professionals project: for campus centers of community engagement. Journal of Higher Establishing a preliminary competency model for second generaton Educaton Outreach and Engagement, 17(4), 25–56. CEPs. Boston, MA: Campus Compact.

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Adult Learners and Students with Children SUPPORTING PREGNANT AND PARENTING STUDENTS IN HIGHER EDUCATION

Stephanie R. Fahey Graduate Student Social Justce West Virginia University and Inclusion

Pregnant and parentng students consttute a signifcant are parents and are more likely to be unmarried than their proporton of the total undergraduate student populaton. White counterparts (Brown & Nichols, 2012; Noll, et According to the Insttute for Women’s Policy Research al., 2017). Carpenter, Kaka, Tygret, and Cathcart (2018) (IWPR; Noll, Reichlin, & Gault, 2017), more than a quarter reported that half of all low-income undergraduates are of undergraduates are raising children, and most of these single parents. Single mothers in partcular recounted students are female, single mothers. As higher educaton “feeling stgmatzed by the larger campus populaton, insttutons seek to atract and retain more students which resulted in experiences of isolaton” (Brown & and produce more graduates, they will increasingly have Nichols, 2012, p. 501). Intersectonality theory compels to consider the support systems in place for this large insttutonal stakeholders to consider that belonging to populaton. Ensuring desired outcomes for pregnant and this nontraditonal subset of students combined with parentng students involves two imperatve practces: (a) the struggles of oppressed identtes—whether in terms Insttutons must identfy faws in current procedures and of class, race, gender, marital status, and so on—can policies that discriminate against these students, and (b) have implicatons for student success. In this vein, it is insttutons must acknowledge diferences in social identty imperatve to consider individual profles when discussing among pregnant and parentng students to understand and campus policy and programming changes, and even when address individual student needs. Many insttutons have conductng educatonal research in general. Carpenter implemented various successful programs and services et al. (2018) asserted that as this populaton of students that promote success for this populaton, and these grows, more research will be required to best understand programs and services can serve as models to guide other how to determine needs and provide adequate support. insttutons in the creaton or improvement of their own Although research on the undergraduate pregnant services. and parentng populaton is limited, a few studies have Although pregnant and parentng students come from described the many challenges these students face in all walks of life, research shows that this group is higher educaton. Pregnant students can encounter disproportonately made up of Black and low-income infexible professors and program requirements, unhelpful students. Close to half of all undergraduate Black women administrators, and policies that do not clearly guide

www.naspa.org – RETURN TO TABLE OF CONTENTS – 13 educators to protect students’ rights (McNee, 2013). use the informaton provided as a tool to implement their Microaggressions from campus leaders, and even peers, own encouraging, supportve services for pregnant and perceived by pregnant students can negatvely afect parentng students. That said, it’s important to emphasize students’ self-esteem and persistence. McNee (2013) that the IWPR report found that only 47.8% of public pointed out, for example, that 61% of female community insttutons ofer on-campus care (Boressof, 2012). It is college students who become mothers afer enrolling in also noteworthy that less than 10% of private insttutons school do not graduate. Indeed, parentng students also provide care, a fgure that takes the total percentage have many struggles including limited or no access to of insttutons with on-campus care down to 16.8% child care, lack of adequate housing, infexible professors, (Boressof, 2012). scheduling difcultes, lack of transportaton or sufcient Stll, there are insttutons that serve as exemplars in the parking, and lack of knowledge about resources even when feld, assistng pregnant and parentng students with such resources are available (Brown & Nichols, 2012; fnancial and other support resources. Although providing Carpenter et al., 2018). students with fnancial funding is crucial, programs are Child care is a partcularly difcult challenge for most benefcial when they include a fnancial component undergraduate parentng students. Carpenter et al. (2018) along with additonal supportve services specifcally indicated the need for child care that is available outside designed to support student parents (Carpenter et al., of traditonal hours. In their study, Brown and Nichols 2018). Parentng students desire such benefts as drop-in (2012) found that students desired fexible types of child day care, on-campus housing, afordable transportaton, care rather than the rigid, full-tme model ofered on most fexible work study, and priority scheduling among others campuses. Students also reported that even when they (Brown & Nichols, 2012). Carpenter et al. (2018) suggest atempted to utlize traditonal child-care services, the that expanding current comprehensive programs may waitng lists were extensive—sometmes more than a year be especially benefcial to frst-year parentng students, long (Brown & Nichols, 2012). Further, students reported as “the freshman transiton ofen proves partcularly that private day care is overbearingly expensive and that challenging” (p. 127). in-home care providers are not as reliable as child-care Providing adequate on-campus services for student centers (Brown & Nichols, 2012). Students at tmes resort parents helps them to graduate and earn more money to taking their children to class or to mandated out-of-class in their lives. An IWPR report (Boressof, 2012) stressed actvites because they lack other viable child care optons. that the positve implicatons linked with support for the Campus environments and insttutonal policies that pregnant and parentng student demographic “strengthen support pregnant students and student parents are our naton through lastng economic and social benefts” key to promotng persistence and graduaton for this (p. 17). Further, support for pregnant students and demographic. Insttutonally promoted child-care resources student parents, who are mostly women (Noll et al., 2017), play a role in this supportve environment. A recent report becomes a measure of gender equity on campus—an by the Insttute for Women’s Policy Research (Sykes, important venture that aligns with many insttutons’ Reichlin, & Gault, 2016) found that partcipants in the Child mission of diversity, equity and inclusion. Finally, it is Care Access Means Parents in School (CCAMPIS) program, important to proceed with an understanding that we which provides funding for child care to low-income cannot lump all pregnant and parentng students together. students, achieved higher graduaton rates than the These students are unique in their experiences and thus overall student parent demographic. Another IWPR report need diferent tools for success. Ofering supportve (Boressof, 2012) showcased various forms of campus services, with contnued consideraton for these diferent child-care programs across the United States; the report experiences, is vital in enabling pregnant and parentng highlighted the fact that these services enable the success students to achieve their educatonal goals. of student parents, and it advised other insttutons to www.naspa.org – RETURN TO TABLE OF CONTENTS – 14 References

Boressof, T. (2012). Varietes of campus child care. Washington, DC: Insttute for Women’s Policy Research.

Brown, V., & Nichols, T. (2012). Pregnant and parentng students on campus: Policy and program implicatons for a growing populaton. Educatonal Policy, 27(3), 499–530.

Carpenter, D., Kaka, S., Tygret, J., & Cathcart, K. (2018). Testng the efcacy of a scholarship program for single parent, post-freshman, full tme undergraduates. Research in Higher Educaton. 59: 108–131. htps://doi.org/10.1007/s11162-017-9456-0

McNee, E. (2013). Pregnancy discriminaton in higher educaton: Accommodatng student pregnancy. Cardozo Journal of Law & Gender. 20: 63–88.

Noll, E. Reichlin, L., & Gault, B. (2017). (2017). College students with children: Natonal and regional profles. Washington, DC: Insttute for Women’s Policy Research.

Sykes, M., Reichlin, L., & Gault, B. (2016). (2016). The role of the federal Child Care Cccess Means Parents in School (CCAMPIS) program in supportng student parent success. Washington, DC: Insttute for Women’s Policy Research.

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African American COALITIONS AS A POLITICAL TOOL FOR WORKING TOWARDS SOCIAL JUSTICE AND INCLUSION

Natasha N. Croom Assistant Professor of Higher Educaton and Student Afairs Clemson University Social Justce

Melanie F. Harris and Inclusion Doctoral Candidate Clemson University

Introducton critcal race feminism, critcal race theory, and coaliton The Social Justce and Inclusion competency area calls us theory, we assert that a framework for coaliton building to develop skills, dispositons, and knowledge “to create in student afairs practce can support our work toward learning environments that foster equitable partcipaton building sustainable cross-cultural alliances and promotng of all groups and seeks to address issues of oppression, social change rooted in equity and ant-oppression. privilege, and power” (ACPA & NASPA, 2015). It does so, however, without explicitly asking us to (learn to) build On Building Coalitons coalitons. We argue that we need the politcal tool of A coaliton can be understood simply as an alliance formed coalitons to engage in the politcal environments of higher by a variety of consttuencies who are working toward educaton writ large and student afairs specifcally. Social specifc goals via joint resources (Feighery & Rogers, 1990; justce, whether process or goal, is politcal—we seek to Gamson, 1961; Mizrahi & Rosenthal, 2001; Stevenson, enact change in a system that is fundamentally structured Pearce, & Porter, 1985; Van Dyke & McCammon, 2010). to exclude and marginalize communites. Drawing on Coaliton theory has been employed in many setngs and

www.naspa.org – RETURN TO TABLE OF CONTENTS – 16 contexts (e.g., community organizing, health professions, Critcal Race Feminism (CRF) and Critcal Race politcal science, organizatonal studies, gaming, and social Theory (CRT) in Coaliton Building psychology). Croom and Kortegast (2018) called for student afairs educators to engage more critcal theories and frameworks There are multple types of coalitons; three we discuss to address diferences that mater in our work, such as here are the intraorganizatonal, interorganizatonal, and interlocking systems of privilege and oppression based grassroots coalitons. Intraorganizatonal coalitons are on social identtes and positonalites. We turn to tenets groups from the same organizaton that exist outside of CRF and CRT as critcal theories that can support our of the insttutonal structure and without an internal practces toward engaging social justce as a process and structure of their own (Stevenson et al., 1985, p. 261). goal. The ultmate goal of both CRF and CRT is to eliminate Interorganizatonal coalitons are groups from diferent social oppression. We draw atenton to three tenets from independent organizatons working to atain desired goals CRF and CRT to consider alongside coaliton building: (Buterfoss, Goodman, & Wandersman, 1993). Grassroots coalitons are those created to infuence policy in tmes Systems of oppression are endemic. The frst tenet is of crisis (McKay & Hewlet, 2009). Regardless of which that systems of oppression (e.g., racism, sexism, classism, version individuals form, contexts (e.g., campus culture and ableism) are the norm because they are embedded in our politcs) and resources (e.g., human, economic, politcal) social structures and practces (Delgado & Stefancic, 2017; must be considered. Ladson-Billings & Tate, 1995).

Mizrahi and Rosenthal (2001) ofered a framework for Systems of oppression are interlocking. A second tenet interorganizatonal coaliton building, in which “coalitons, is that systems of oppression and privilege, connected as forms of politcal behavior, can be categorized as to social identtes, are interlocking and that they create social movement organizatons” (p. 64). Coaliton building specifc experiences for individuals and groups of requires four key components: conditons, commitment, people (Crenshaw, 1991; Wing, 2003). Namely, politcal contributons, and competence. Economic, community, and intersectonality suggests that people and communites politcal conditons must be ideal to foster collaboraton. with multple minoritzed identtes (i.e., Black womyn, Coalitons require commitment from groups to remain d/Deaf Black people, frst-gen Black students, LGB and dedicated untl the goal is achieved and recogniton that the Trans* Black people) are ofen situated in groups pursuing diversity of member organizatons might cause the type and confictng politcal agendas. Structural intersectonality intensity of commitment to be displayed diferently. illuminates how interlocking systems of privilege and oppression converge, creatng diferent dimensions of Coalitons allow diferent partes to provide diferent disempowerment. contributons to the joint goal, such as resources (i.e., expertse, fnancial support, politcal infuence), ideologies Horizontal hostlites maintain systems (i.e., vision, frameworks, values), and power (i.e., authority, of oppression. The third tenet is that horizontal infuence, control). Last, coalitons must have the competence hostlites—biases, divisions, and prejudices within and to move productvely toward accomplishing the goals while across minority groups—are reinforced by dominant sustaining the group leadership and membership. ideologies within and across interlocking systems of oppression (Alcof, 2003). As professionals atempt to Coalitons recognize that “power is the currency of politcs” address power, privilege, and oppression, they must (Gamson, 1961, p. 374) and that partcipatng individuals or grapple with their own understandings of how, for groups may have varying and sometmes incompatble or example, racism shapes our racialized experiences and competng goals. As such, constructng coalitons without beliefs as well as those of other groups. atending to the roles of power and diference would be insufcient and inefectve in addressing oppression.

www.naspa.org – RETURN TO TABLE OF CONTENTS – 17 Working Toward a Coaliton-Building Framework in Student Afairs Practce References To our knowledge, there are no “ofcial” frameworks for coaliton building in student afairs; here we ofer practcal ACPA & NASPA. (2015). Professional competency areas for student afairs consideratons for constructng a student afairs coaliton- educators. Washington, DC: Author. building framework. Alcof, L. M. (2003). Latno/as, Asian Americans, and the Black-White binary. The Journal of Ethics, 7(1), 5–27.

• Determine the types of coalitons needed to Buterfoss, F. D., Goodman, R. M., & Wandersman, A. (1993). Community move toward your social justce process and coalitons for preventon and health promoton. Health Educaton goals, and consider the benefts and limitatons of Research Theory and Practce, 8(3), 315–330. such groups in your own context. Crenshaw, K. (1991). Mapping the margins: Intersectonality, identty politcs, and violence against women of color. Stanford Law Review, • Identfy, understand, and address the competng 43(6), 1241–1299. politcal agendas of Communites of Color and White allies in coalitons. Croom, N. N., & Kortegast, C. (2018). When ignoring diference fails: Using critcal professional praxis. About Campus, 23(1), 27–31.

• Integrate liberatory and transformatonal Delgado, R., & Stefancic, J. (2017). Critcal race theory: An introducton (3rd theoretcal frameworks into your coaliton- ed.). New York, NY: New York University Press. building eforts. Gamson, W. A. (1961). A theory of coaliton formaton. American Sociological Review, 26(3), 373–382. • Antcipate and atend to the role of intersectonality and horizontal hostlites within Feighery, E., & Rogers, T. (1990). Building and maintaining efectve and across a variety of communites engaged in coalitons. Palo Alto, CA: Stanford Health Promoton Resource justce-oriented coalitons. Center.

Ladson-Billings, G., & Tate, W. F. (1995). Towards a critcal race theory of Addressing issues of oppression, privilege, and power are educaton. Teachers College Record, 97(1), 47–68. not easy. If we all take seriously the process and outcomes McKay, M. L., & Hewlet, P. O. (2009). Grassroots coaliton building: of social justce in the feld, then we all need to train Lessons from the feld. Journal of Professional Nursing, 25(6), ourselves and our students to build sustainable coalitons. 352–357. We can’t get there without them! Mizrahi, T., & Rosenthal, B. B. (2001). Complexites of coaliton building: Leaders’ successes, strategies, struggles, and solutons. Social Work, 46(1), 63–78.

Stevenson, W. B., Pearce, J. L., & Porter, L. W. (1985). The concept of “coaliton” in organizaton theory and research. Academy of Management Review, 10, 256–268.

Van Dyke, N., & McCammon, H. J. (Eds.). (2010). Strategic alliances: Coaliton building and social movements. Minneapolis, MN: The University of Minnesota.

Wing, A. K. (Ed.). (2003). Critcal race feminism (2nd ed.). New York, NY: New York University Press.

www.naspa.org – RETURN TO TABLE OF CONTENTS – 18 NASPA KNOWLEDGE COMMUNITIES

Alcohol and Other Drugs VIOLENCE PREVENTION AND ALCOHOL PREVENTION: A CONTINUING COLLABORATION PREVENTION

Kacie Oto Violence Preventon Specialist Marquete University Leadership

When I started as a victm advocate, I had the false take advantage when most people are intoxicated, and it idea that violence preventon staf or victm advocates is easier to facilitate sexual violence when bystanders are should never assist with programming related to alcohol drunk. preventon. This is the reason we’ve combined alcohol and other drug I wanted to stay far from anything that could be read as preventon with violence preventon at our insttuton; our victm blaming, including the rape myth that a victm of team also hosts educatonal programming for students violence is responsible for their assault if they had too on other areas of holistc wellness, including mindfulness, much to drink. meditaton, nutriton, stress reducton, and healthy sleep habits. “She was so drunk; she was giving permission.” While the Student Wellness Center, which houses alcohol “She was so wasted; she was asking for it.” and other drug preventon, and Violence Preventon But the reality is that high-risk alcohol use and sexual and Victm Advocacy are separate ofces with separate violence are intertwined on our campuses. To consider reportng lines, the two have a contnuing collaboratve them separately hinders our preventon eforts. partnership. We combined our peer educators, implemented acute intoxicaton and bystander interventon While under no circumstance should victms of violence training to 4,000 undergraduate students, performed a ever be blamed for their assault because of what they’ve study on a new interventon training program, and focused had to drink, coercive individuals who perpetrate violence on holistc well-being. www.naspa.org – RETURN TO TABLE OF CONTENTS – 19 This partnership didn’t happen overnight—over several reportng lines, it’s important to frst build relatonships. years, my supervisor and colleagues in wellness and alcohol It takes tme to build trust and fully understand another and other drug preventon developed a relatonship based professional’s goals. I fully believe that when my colleagues on mutual support, common goals, and trust. developed a trustng friendship before a working partnership, they learned how to help each other succeed. At frst sign of this collaboraton, my supervisor and colleague in wellness and preventon began ofering each Once you have developed a relatonship, you can work on other’s peer educators to support programs. Because data bigger goals. I suggest startng with strategic planning. supports peer educaton for its efectveness in changing In our collaboraton, we met during summers to discuss student behavior, we worked to maintain the importance goals for our ofce and how to meet them. Strategic of the peer educator role in our collaboraton. Violence planning was useful in our efort to join teams across preventon peer educators signed up to be trained on reportng lines. We had to weigh benefts and challenges presentng Red Watch Band curriculum, and vice versa. surrounding divisional politcs—and we had to ensure that Next, they held combined fall trainings to onboard the this move would be best for students. team. The year afer that, the stafs were fully united into one Wellness and Preventon Peer Educator staf. In our strategic planning, we used the socioecological model from public health. This model helped us to be more We are halfway into our second year and it’s been efectve implementng programs that lead to healthier a success. Our 15 students present evidence-based behaviors of students. By focusing our programming on preventon programming to frst- and second-year the individual, their relatonships, and their communites, students; partcipate in professional development, we are able to send students the messages of preventon including building cultural competency; provide wellness and wellness in many ways. coaching; and hold wellness and preventon events for their peers. For example, one of my favorite synergies to come out of our partnership is that our team of 15 peer educators We give more students evidence-based preventon leads bystander interventon training for both violence programming than ever before, share resources, and interventon and interventon in situatons of acute present a case to administraton about the importance of intoxicaton. Bringing in the Bystander and Red Watch holistc well-being for iGen students (Twenge, 2018). Band are two natonally recognized programs that give We make this partnership work by stcking to a few key students the tools to intervene in situatons that may rules and strategies. We meet quarterly to develop plans lead to violence and instances of acute intoxicaton for next steps. We consider if what we’re doing is working, respectvely. assess what could change, and if any administrators need If you are considering combining your ofces or staf, to know about our plans. Our staf meets weekly to give it is also benefcial to have allies in your leadership or updates as well as to present a unifed message to our supervision. Strategic planning and open discussions with student staf. our leadership has helped our team leaders understand Our collaboraton is key to many of our successes. the benefts of the collaboraton, instead of feeling like the However, our frst year was not without stumbling blocks. collaboraton was done without their permission. Returning graduate students struggled with the new ofce Overall, this partnership has helped our campus realign culture, and questons about “who does what” remain a student support and development with student wellness. contnual discussion. While these things are challenging, We have been able to increase student engagement with they do not outweigh the benefts. and understanding of preventon and wellness topics; If you are considering a strategic partnership across reach a larger audience of students within a socioecological

www.naspa.org – RETURN TO TABLE OF CONTENTS – 20 model; increase our collaboraton opportunites; and help students understand and strive for holistc wellness. References On campuses, we ofen bemoan the fact that we get siloed Anderson, J., Powers, P. (2016) Alcohol-facilitated sexual assault: Who despite our best intentons. In our case, I believe this needs force when you have alcohol? PARTS I & II. (n.d.). Retrieved from collaboraton serves students in a way that is best for their htps://www.nsvrc.org/elearning/alcohol-facilitated-sexual-assault- development. who-needs-force-when-you-have-alcohol-parts-i-ii

Klein, N. A., Sondag, K. A., & Drolet, J. C. (1994). Understanding volunteer peer health educators’ motvatons: Applying social learning theory. Journal of American College Health, 43(3), 126–130. doi:10.1080/074 48481.1994.9939096

Twenge, J. M. (2018). iGen: Why today’s super-connected kids are growing up less rebellious, more tolerant, less happy—and completely unprepared for adulthood—and what that means for the rest of us. New York, NY: Atria Internatonal.

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Asian Pacifc Islanders FAITH AND CHAI: HOW DESI AMERICAN STUDENTS NAVIGATE CULTURAL AND SPIRITUAL IDENTITIES

Justn T. Samuel Assistant Director for Residence Life Social Justce The University of Texas at Austn and Inclusion

There are currently 4.9 million South Asian Americans, and other religions; they also identfy as agnostc and and this populaton has grown rapidly in the past 50 atheist (Fenton, 1995). Recently, issues of invisibility years (South Asian Americans Leading Together [SAALT], and discriminaton related to spiritual identtes of Desi 2012). Desi—meaning “from the land” in Sanskrit—is used Americans have highlighted the need to enhance college as a term for South Asians to connect with one another support structures; understanding Desi Americans and in American public spheres. In collegiate setngs, Desi their spiritual identtes is critcal in designing these Americans, or Desis, have bonded over this collectve initatves. identty as they partcipate in cocurricular actvites (Accapadi, 2005). Invisibility and Discriminaton My study explored how Desi Americans navigate their Desi Americans trace their ancestry to countries such spiritual identtes and cultvate a sense of belonging in as India, Pakistan, Bangladesh, Sri Lanka, and Nepal. college. Although Desi Americans are a growing populaton, Spiritually, Desis identfy as Hindu, Muslim, Sikh, Christan, they are understudied, underserved, and largely absent www.naspa.org – RETURN TO TABLE OF CONTENTS – 22 from higher educaton policy recommendatons (Accapadi, the sacrifce they made in leaving their homeland and for 2005; Ruzicka, 2011). Asian Americans as a whole are the creatng a new life in a strange land—and named grattude most ethnically varied racial group in the United States; as an important factor in remaining connected. While however, data describing the experiences and highlightng some partcipants indicated a need to honor their parents, the challenges of Asian American college students tend not and a few others shared added expectatons, most shared to be disaggregated (Wang & Teranishi, 2012). that remaining connected to family was more than just a community obligaton; it was a cultural and spiritual value. Discriminaton targetng Desis ramped up afer September 11, 2001, and the racializaton of religion contnues to the Finding #2: Student Organizatons for present day. Desi are ofen not distnguished from each Identty Navigaton other; they are lumped together and labeled as “radical” Research shows that involvement in student organizatons and “threatening” in mainstream American society (Mishra, aligns with an increased sense of ethnic awareness and 2013). The intersectons of race, religion, and violence took belonging, especially for Asian Americans (Inkelas, 2004). center stage in incidents post-9/11. Six Sikh Americans For the Desi American students in this study, spiritually were murdered by a white supremacist at a Wisconsin based student organizatons were found to be partcularly temple in 2012 (Mishra, 2013); more recently, 302 hate- impactul, serving ostensibly as places of worship. This fueled violent incidents targetng Desis were documented was especially true for those who did not have access to from November 2016 to November 2017 (SAALT, 2018). a place of worship in the surrounding area. Partcipatng with peers in these organizatons, with weekly meetngs This natonal climate has had detrimental efects on that incorporated prayer and other forms of worship, Desi Americans’ mental and physical health (Iwamoto, was spiritually fulflling. Joining organizatons facilitated Negi, Partali, & Creswell, 2013). This racial oppression— authentc friendships, which allowed students to build manifestng as microaggressions, discriminaton, violence, competencies and skills to step outside their comfort zone. and bullying—creates psychological challenges for Desis, leading to negatve associatons with cultural identty and Finding #3: Desi Solidarity for Advocacy sense of self (Birman, 1994). Study partcipants acknowledged that while there were disparate groups within the Desi community, they face Methodology similar hurdles. For example, partcipants noted the To explore the lived experiences of Desi American rise in mental health concerns. Although colleges are collegians, I employed a qualitatve, phenomenological seeing growing mental health concerns for students of research design. I used semistructured interviews to all backgrounds, Desi Americans face two additonal provide partcipants the opportunity to refect on their barriers: (a) stgma within the community about mental collegiate experiences and propose new ideas. The sample health help-seeking behaviors, and (b) the lack of Desi- consisted of 12 Desi American undergraduate students, identfed or culturally competent counselors in counseling all identfying with a spiritual traditon, from a large, public centers. Afer acknowledging Desi factons on campus university. Open and in vivo coding, along with codes and identfying common challenges, the partcipants in based on the research questons, were used to draw out the study postulated that having a justce-centered Desi themes from the data gathered. collectve organizaton would be essental for amplifed visibility as well as for community advocacy and actvism. Finding #1: Family for Primary Support Family members were found to be emotonally and Recommendatons spiritually present for Desi students. For partcipants, Based on the fndings, proposed recommendatons address family was consistently stated as their primary source of categorically (a) how insttutons can beter support Desi support. Partcipants revered their immigrant parents—for Americans, and (b) how Desi Americans can connect with www.naspa.org – RETURN TO TABLE OF CONTENTS – 23 each other in solidarity. The following is a summary of these recommendatons: References

Accapadi, M. M. (2005). Afrmatons of identty: The story of a South Asian Insttutonal Support Desi Connectons American sorority (Doctoral dissertaton). Retrieved from lib.utexas.edu Disaggregate data in the Asian, Pacifc Islander, and Desi Design interfaith dialogues Birman, D. (1994). Acculturaton and human diversity in a multcultural American (APIDA) community society. In E. J. Tricket, R. J. Wats, & D. Birman (Eds.), Human diversity: Perspectves on people in context (pp. 261–284). San Financially support spiritually Promote a Desi collectve Francisco, CA: Jossey-Bass. based Desi student organizatons organizaton

Fenton, J. (1995). South Asian religions in the Americas: An annotated Collect a list of all Desi-afliated bibliography of immigrant religious traditons. Westport, CT: Build in afnity groups within student organizatons and parent and family programs Greenwood. provide as a resource

Inkelas, K. (2004). Does partcipaton in ethnic co-curricular actvites Connect Desi students with local Design and implement refecton facilitate a sense of ethnic awareness and understanding? A study Desi civic groups and interfaith spaces on campus groups of Asian Pacifc American undergraduates. Journal of College Student Development, 45(3), 285–302. Decentralize counseling centers Leverage afnity groups on to provide visibility in academic Iwamoto, D., Negi, N., Partali, R., & Creswell, J. (2013). The racial and social networking websites spaces ethnic identty formaton process of second-generaton Asian Indian Americans: A phenomenological study. Journal of Multcultural Acknowledge religious holidays Build connectons between Desi and host spiritually based events students and Desi faculty and Counseling and Development, 41(4), 224–239. on campus staf Mishra, S. (2013). Race, religion, and politcal mobilizaton: South Asians in the post-9/11 United States. Studies in Ethnicity and Natonalism, These recommendatons point to administrators leveraging 13(2), 115–137. novel resources, such as parents and families, to support Ruzicka, S. (2011). Desi women on the forty acres: Exploring intergeneratonal students. From using academic spaces as afnity spaces to issues and identty development of South Asian American college celebratng religious functons on campus, Desi Americans students (Doctoral dissertaton). Retrieved from lib.utexas.edu have already acquired many resources on their own—and have plans to keep pushing forward. Desis will contnue to South Asian Americans Leading Together. (2012). A demographic snapshot of South Asians living in the United States. Retrieved from htp://saalt. atend American colleges in increasing numbers. Colleges org/wp-content/uploads/2012/09/Demographic-Snapshot-Asian- can use the fndings and recommendatons highlighted American-Foundaton-2012.pdf here to partner with Desis in their advocacy and actvism. South Asian Americans Leading Together. (2018). Communites on fre: Confrontng hate violence and xenophobic politcal rhetoric. Retrieved from htps://saalt.org/report-communites-on-fre-confrontng-hate- violence-and-xenophobic-politcal-rhetoric

Wang, H., & Teranishi, R. (2012). AAPI background and statstcs: Perspectves on the representaton and inclusion of AAPI faculty, staf, and student afairs professionals. In D. Ching & A. Agbayani (Eds.), Asian Americans and Pacifc Islanders in higher educaton: Research and perspectves on identty, leadership, and success (pp. 3–28). Washington, DC: NASPA.

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Assessment, Evaluaton, and Research THE INTERSECTION OF ASSESSMENT AND EQUITY, INCLUSION, AND DECOLONIZATION: A MODEL (OF TRANSFORMATION AND LIBERATION)

Gavin Henning Professor of Higher Educaton and Director of the Doctorate of Educaton and Master of Science in Higher Educaton Administraton Programs New England College Assessment, Evaluaton, and Research Anne E. Lundquist Assistant Vice President for Campus Strategy Campus Labs

Traditonally, the felds of assessment and equity, inclusion, or a group; cultures infuences actons and behaviors and decolonizaton have been worlds apart; the scholarship that form systems of power and oppression, including and insttutonal structures on campuses ofen reside in patriarchy, misogyny, white supremacy, transphobia, and distnct silos. cisgenderism. These systems, in turn, shape how colleges and universites implement assessment. NASPA – Student Afairs Professionals in Higher Educaton, ACPA – College Student Educators Internatonal, and In student afairs, the term assessment is ofen used the Canadian Associaton of College and University broadly to include the entre assessment cycle and includes Student Services (CACUSS) have established professional evaluaton of student learning, programs, operatons, and competencies for assessment as well as for equity, services. When implementng assessment, insttutonal inclusion, diversity, and decolonizaton. Although they are power holders ofen use “non-justce-based paradigms” separated into distnct categories, we, as higher educaton that further marginalize underserved students (Zequera, professionals, must embed them into practce holistcally if Hernandez, & Berumen, 2018, p. 7). we are to be efectve in our work. The Intersecton of Assessment and Equity, Culture and Unexamined Paradigms Inclusion, and Decolonizaton: A Model (of Transformaton and Liberaton) Defning culture and culturally responsive assessment Inspired by a paper on culturally responsive assessment is complex. Culture includes the values, assumptons, by Erick Montenegro and Natasha Jankowski (2017), language, symbols, and behavior of an organizaton www.naspa.org – RETURN TO TABLE OF CONTENTS – 25 Figure 1 Contnuum of Socially Just Assessment

the authors proposed a fve-step conceptual contnuum Seven Tips that outlines the intersecton of assessment and equity, inclusion, and decolonizaton, moving from less to more 1. Start with yourself. socially just as outlined in Figure 1 above. Assessment practtoners must think of new ways to uncover their own biases, expand The foremost goal is to not cause harm via assessment, their thinking about methodology, and include the goal in bias-free assessment is to remove cultural and stakeholders (especially students) throughout contextual biases from the process. the entre assessment cycle. We can consider Montenegro and Jankowski (2017) outlined the how our own culture, positonality, privilege, and characteristcs of culturally responsive assessment, which agency afect our assessment practce (Heiser, takes students’ cultural backgrounds into account. Mindful Prince, & Levy, 2017). of the populaton our insttutons serve, these authors urged us, as a feld, to expand our view of what consttutes 2. Examine language with an equity, inclusion, learning, employing language, assessment methods, and and decolonizaton lens. tools appropriate for a diverse body of students. We must be more vigilant about examining how the language we use in assessment can signal At the middle of the contnuum is socially just assessment. priority, “normalcy,” and implicit or explicit bias. Just as social justce is both a process and a goal (Bell, 2007), this approach aligns with critcal theory and 3. Examine how—and why—demographic acknowledges power dynamics in higher educaton. questons are asked. Assessment should be implemented in a socially just We must use disaggregated data to inform manner so that assessment practce does not reinforce beter practce by putng inequites in power dynamics. context. Prefgured demographic choices on a survey instrument can be fraught with bias, Deconstructed assessment, consistent with a including language or categories that ignore poststructuralist paradigm, acknowledges that systems students’ identtes and what we know about of power and oppression are created and perpetuated by intersectonality. social structures (Henning, 2019). Through inquiry, we can both understand and infuence a phenomenon. Refecton 4. Include students in the assessment process. is key. Include students in the design of learning The fnal step in the model is assessment for social justce outcomes statements, in artculatng what and decolonizaton. In this approach, assessment is a form learning looks like for them, in results analysis of actvism and should be viewed as transformatonal, not to get their feedback and interpretaton, and in transactonal. Assessment dismantles systems of power sharing fndings. and oppression through deconstructng colonial ideologies of the superiority of Western and White archetypes. 5. Use multple methods of assessment. Quanttatve methods, framed in a positvist paradigm, can exclude individual student or

www.naspa.org – RETURN TO TABLE OF CONTENTS – 26 marginalized group experiences. Qualitatve methods, such as interviews, focus groups, References documents, student refectons, photos, or videos, provide a lens into the lived student Bell, L. A. (2007). Theoretcal foundatons for social justce educaton. In experience (Heiser, Prince, & Levy, 2017). M. Adams, L. A. Bell, & P. Grifn (Eds.), Teaching for diversity and social justce (2nd ed., pp. 1–14). New York, NY: Routledge.

6. Learn about indigenous models of learning Heiser, C. A., Prince, K., & Levy, J. D. (2017). Examining critcal theory as and methods. a framework to advance equity through student afairs assessment. Shawn Wilson (2009) shared his model for The Journal of Student Afairs Inquiry, 2(1). an indigenous research paradigm, notng that Henning, G. W. (2019). Using deconstructed assessment to address issues rather than thinking of ontology, epistemology, of equity, civility, and safety on college campuses. In P. Magolda, M. methodology, and axiology as four separate B. Magolda, & R. Carducci (Eds.), Contested issues in troubled tmes: enttes, we should consider them an Student afairs dialogues on equity, civility, and safety (pp. 377-387). interconnected circle. Marcella LeFever (2016) Sterling, VA: Stylus. outlined what it looks like to shif from a Lefever, M. (2016). Switching from Bloom’s to the Medicine Wheel: hierarchical learning outcomes taxonomy to Creatng learning outcomes that support indigenous ways of a circular four-domain framework (physical, knowing in post-secondary educaton. Intercultural Educaton, 27(5). spiritual, emotonal, intellectual) based on the doi:10.1080/14675986.2016.1240496 Medicine Wheel. Familiarizing ourselves with Montenegro, E., & Jankowski, N. A. (2017, January). Equity and assessment: an indigenous worldview that views things and Moving towards culturally responsive assessment (Occasional Paper No. people in relatonship to one another and to the 29). Urbana, IL: University of Illinois and Indiana University, Natonal land can shif our perspectve. Insttute for Learning Outcomes Assessment (NILOA). Retrieved from htps://learningoutcomesassessment.org/documents/ 7. Partner across silos. OccasionalPaper29.pdf. How can we partner with diversity, equity, Wilson, S. (2008). Research is ceremony: Indigenous Research Methods. inclusion, and identty centers to collaborate on Ferndale Publishing, Black Point, Nova Scota, Canada. assessment design, administraton, analysis, and sharing of results? What opportunites do you Zerquera, D., Hernandez, I., & Berumen, J. (2018). Editor’s notes: Introducton to the special issue: assessment and social justce: have to be more transparent? What positonal pushing through paradox. In D. Zerquera, I. Hernandez, & J. Berumen authority do you have that you can leverage to (Eds.), Special Issue: Assessment and Social Justce: Pushing Through advance socially just assessment practce? What Paradox. New Directons for Insttutonal Research, Number 177, pp. power do we hold that we may need to let go 7 – 14). of? To get started, you can access the resources in this artcle as well as the webinars and podcast series on the Campus Labs Socially Just Assessment webpage: htps://www.campuslabs. com/socially-just-assessment.

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Kent State students paint panels during the constructon of The Welcome Project’s community garden in Cincinnat, OH. Immigrants and refugees in the community run the garden, working with volunteers to grow and harvest food for all area residents.

Civic Learning and Democratc Engagement REIMAGINING STUDENT AFFAIRS PRACTICE BY ENACTING THE CLDE THEORY OF CHANGE

Craig Berger Romy Hübler Assistant Director for Assistant Director of the Center Community Engaged Learning for Democracy and Civic Life Kent State University University of Maryland, Baltmore County (UMBC) Jennifer Domagal- Goldman Stephanie King Executve Director, ALL IN Director, Strategic Values, Philosophy, Campus Democracy Challenge Initatves, ALL IN Campus Civic Naton Democracy Challenge and History Civic Naton David Hofman Director of the Center for Democracy and Civic Life University of Maryland, Baltmore County (UMBC)

Developed by ACPA and NASPA, the Professional about approaches to supportng students’ deep, lifelong Competency Areas for Student Afairs Educators allude community engagement, provides a useful way to think to the responsibilites of educators to contribute to the about and enact these competencies. common good. Specifcally mentoned in the Values, The CLDE Theory of Change posits that student life Philosophy, and History (VPH) student afairs competency programs and functons focused on advancing civic (ACPA & NASPA, 2015) is the importance of student learning and democratc engagement need to move from afairs educators to be able to explain to staf the public marginal, episodic, and celebratory (e.g., Consttuton Day, responsibilites of a student afairs professional and the MLK Day of Service, service-learning courses, Natonal resultng benefts to society. Further, the VPH competency Voter Registraton Day) to eforts that are integral, area “includes knowledge, skills, and dispositons that relatonal, organic, and generatve. To do so, the CLDE connect the history, philosophy, and values of the Theory of Change builds from four questons related to student afairs profession to one’s current professional vision, learning outcomes, pedagogy, and strategy (see practce” (p. 18). The Civic Learning and Democratc Figure 2). Engagement (CLDE) Theory of Change, a set of insights www.naspa.org – RETURN TO TABLE OF CONTENTS – 28 The Vision Queston: What are the key features of The Pedagogy Queston: How can we best foster 1. the thriving democracy we aspire to enact 3. the acquisiton and development of the knowledge, and support through our work? skills, and dispositons necessary for a thriving democracy? Premise: We haven’t experienced a truly thriving democracy yet. Premise: The environments in which we foster these qualites must refect our intended learning outcomes. At present, they Emergent Answer: In a thriving democracy, the following ofen do not. interrelated values would be enacted collectvely in our lives and insttutons: Emergent Answer: To foster the development of the necessary civic capacites, we can embrace the following pedagogical • Dignity • Courage strategies: • Humanity • Community • Decency • Partcipaton • Sharing Responsibility and Control • Choosing Empowering Language • Honesty • Stewardship • Enabling Spontaneity • Providing Support for Learning from • Curiosity • Resourcefulness • Embracing Vulnerability Everyday Interactons • Imaginaton • Hope • Fostering Relatonships • Transcending Categories and • Wisdom • Building Collectve Capacittes Boundaries

The Learning Outcomes Queston: What The Strategy Queston: How can we build 2. knowledge, skills, and dispositons do people need 4. the insttutonal culture, infrastructure, and in order to help createn and contribute to a thriving relatonships needed to support learning that democracy? enables a thriving democracy?

Premise: These learning outcomes include both individual and Premise: People and insttutons do not change easily. Changes collectve capacites. In part because we have not achieved in everyday practces and relatonships can be the hardest to clarity in our answer to the frst queston, it is likely that we have achieve. devoted insufcient atenton to some importnt knowledge, skills, and dispostons. Emergent Answer: To build the needed insttutonal culture, infrastructure and relatonships, we can recognize, cultvate and Emergent Answer: In a thriving democracy, people need the leverage the following assets, among others: following civic capacites: • Civic work that is not (yet) named • The widely felt yearning for • Civic Literacy and Discernment • Critcal Solidarity as such, and the people who do that consequentality and connectedness • Civic Agency • Civic Courage work • Real Communicaton • Integrity and Congruence • Democratc threads in insttutons’ stories

Figure 2 CLDE Theory of Change Framework (Hofman, Domagal-Goldman, King, & Robinson, 2018)

In responding to these questons, the CLDE Theory of • Community • Resourcefulness Change envisions a thriving democracy foregrounding interrelated values we have yet to fully enact collectvely • Partcipaton • Hope in our lives and at higher educaton insttutons. The collecton of essays, Higher Educaton’s Role in Enactng a • Stewardship Thriving Democracy, describes these values as including the following: (Hofman et al., 2018, p. 9)

The learning outcomes • Dignity • Curiosity identfed in the CLDE Theory of Change stem from a natonal • Humanity • Imaginaton report, A Crucible Moment (Natonal Task Force on Civic Learning and Democratc • Decency • Wisdom Engagement, 2012), that spurred renewed commitment to civic learning and democratc engagement eforts in higher • Honesty • Courage educaton. The report asked, “What would a civic-minded

www.naspa.org – RETURN TO TABLE OF CONTENTS – 29 campus look like?” (p. 15). In posing this queston, the • Civic Literacy and Skill Building as a goal for authors were appealing to long-standing commitments by every student: The cultvaton of foundatonal student afairs professionals and higher educaton knowledge of fundamental principles and debates insttutons to cultvate environments that foster informed about democracy expressed over tme, both within the United States and in other countries; student engagement on and of campus in accordance with familiarity with several key historical struggles, ethical and community standards. The report identfed campaigns, and social movements undertaken to important gaps in the ways that higher educaton had achieve the full promise of democracy; and the enacted those commitments, and recommended important ability to think critcally about complex issues and reforms. to seek and evaluate informaton about issues

The authors of A Crucible Moment responded to the that have public consequences. challenge to envision a civic-minded campus, by assertng • Civic Inquiry integrated within the majors and that higher educaton has a responsibility to cultvate general educaton: The practce of inquiring about campus environments with the following atributes and the civic dimensions and public consequences values: of a subject of study; the exploraton of the impact of choices on diferent consttuencies

• CIVIC ETHOS governing campus life; and enttes, including the planet; the deliberate consideraton of difering points of view; and the • CIVIC LITERACY as a goal for every student; ability to describe and analyze civic intellectual debates within one’s major or areas of study. • CIVIC INQUIRY integrated within the majors and general educaton; and • Civic Acton as lifelong practce: The capacity and commitment both to partcipate constructvely • CIVIC ACTION as lifelong practce (p. 15). with diverse others and to work collectvely to address common problems; the practce of working in a pluralistc society and world to The cocreators of the CLDE Theory of Change added improve the quality of people’s lives and the CIVIC AGENCY as a dispositon necessary to a thriving sustainability of the planet; the ability to analyze democracy, and provided defnitons for all of these systems in order to plan and engage in public learning outcomes: acton; and the moral and politcal courage to take risks to achieve a greater public good. • Civic Ethos of campus: The infusion of • Civic Agency: The capacites of citzens to work democratc values into the customs and habits of collaboratvely across diferences such as partsan everyday practces, structures, and interactons; ideology, faith traditons, income, geography, race, the defning character of the insttuton and those and ethnicity to address common challenges, in it that emphasizes open-mindedness, civility, solve problems, and establish common ground; the worth of each person, ethical behavior, and requires a set of individual skills, knowledge, concern for the well-being of others; and a spirit and predispositons; and involves questons of of public-mindedness that infuences the goals of insttutonal design, partcularly how to consttute the insttuton and its engagement with local and groups and insttutons for sustainable collectve global communites. acton. (Hofman et al., 2018, p. 5)

www.naspa.org – RETURN TO TABLE OF CONTENTS – 30 For student afairs educators, these values and learning outcomes imply the following professional responsibilites References in connecton with the “beneft to society” provision of the VPH student afairs competency (ACPA & NASPA, 2015): American College Personnel Associaton (ACPA) & Student Afairs Administrators in Higher Educaton (NASPA). (2015). Professional competency areas for student afairs educators. Retrieved from • Treat students as capable cocreators, as opposed htps://www.naspa.org/images/uploads/main/ACPA_NASPA_ to consumers or customers, by empowering Professional_Competencies_FINAL.pdf them as agents and partners in the design and Hofman, D., Domagal-Goldman, J., King, S., & Robinson, V. (2018). Higher facilitaton of actvites. educaton’s role in enactng a thriving democracy: Civic learning and democratc engagement theory of change. Washington, DC: American • Create rich and organic learning environments, Associaton of State Colleges and Universites’ American Democracy rather than constricted and scripted Project, NASPA, and the Democracy Commitment. Retrieved from environments that constrain real interactons htp://apps.naspa.org/fles/CLDE-Theory-of-Change.pdf and opportunites to respond to experiences of Natonal Task Force on Civic Learning and Democratc Engagement. students in the room, by creatng opportunites (2012). A crucible moment: College learning and democracy’s future. for story sharing, genuine collaboraton, and Washington, DC: Associaton of American Colleges and Universites. refecton on group dynamics.

• Walk their talk, rather than teaching content through approaches and practces that undermine the content being conveyed, by treatng students as agents rather than objects in every context.

• Understand the campus as a civic community, rather than preparing students for the “real” world “out there,” by positoning students to make meaningful contributons to their insttutons right now.

Taken together, these steps for renewed emphasis on creatng civic-minded campus environments can provide opportunites to imagine and cocreate the thriving democracy we have yet to actualize. As stewards of the CLDE Theory of Change, we invite you to join us in thinking about how to do this important work within our insttutons. The CLDE Theory of Change is an evolving body of work that has been proliferated through the annual CLDE meetng, co-organized by American Associaton of State Colleges and Universites’ (AASCU) American Democracy Project and the NASPA LEAD Initatve, and through publicatons, webinars, and workshops. Please plan to partcipate in the 2020 CLDE Meetng in Minneapolis, Minnesota, June 3–6, 2020, and feel free to reach out to any of us to inquire about how to join this efort. www.naspa.org – RETURN TO TABLE OF CONTENTS – 31 NASPA KNOWLEDGE COMMUNITIES

Disability HOW STUDENT AFFAIRS PROFESSIONALS ACROSS FUNCTIONAL AREAS CAN INCREASE ACCESS AND INCLUSION FOR DISABLED STUDENTS

Gerardo Altamirano Assistant Dean & Director University of Florida

Cindy Poore-Pariseau Social Justce Director Rutgers Biomedical and Health Sciences and Inclusion

Alex Mazzeo Graduate Community Coordinator University of Florida

Colleges and universites across the United States have (Re)Framing Disability seen an increase in disabled students seeking access The disability experience is vast and varied; it is complex support from Disability Services ofces. This rise in and shaped by the individual as well as their unique requests for access support indicates that disabled embodiment. Just as diverse as the disability experience students contnue to experience barriers to partcipaton are the disability theories that inform how practtoners in university programs. Although Disability Services is approach their work. The word disability means diferent the primary unit tasked with ensuring campus access, all things to diferent people. Likewise, organizatons that student afairs areas can enhance disability access and support people who self-identfy or are identfed in legal inclusion by adoptng universal design principles. Here we terms as people with disabilites subscribe to varying aim to educate student afairs professionals about barriers meanings of the term disability. Nine models of disability that limit the partcipaton of disabled students and tools are detailed in Models of Disability: A Brief Overview (Retef to address accessibility and inclusion. & Letšosa, 2018), and they can be grouped into two main www.naspa.org – RETURN TO TABLE OF CONTENTS – 32 categories: the person as a victm or the person as a . . . UD can promote inclusion in student organizatons and person. These models are not exclusionary nor are they leadership positons, which have been shown to have a exhaustve. positve correlaton with psychological well-being, student retenton, and academic success (Bowman, 2010; Kuh & This artcle focuses on the social model of disability, which Pike, 2005). Despite a lack of research on rates of campus highlights society’s role in creatng inaccessible structures involvement for disabled students, partcipaton in campus that limit disability communites’ partcipaton. Although organizatons was a factor in predictng social integraton other disability models that honor the physiological (Shepler & Woosley, 2012). By incorporatng UD into elements of the disability experience exist, the social practce, student afairs professionals can beter facilitate model is most commonly leveraged to underscore society’s the inclusion of disabled students on college and university responsibility to address physical access barriers (Gleeson, campuses. Examples of UD in practce include: 2006, pp. 16–22). According to Adams, Reiss, and Serlin (2015, pp. 5–9), the interacton of an individual with environmental barriers constructs the disabling efects • Adaptve Sports and Recreaton and thus the disability itself. This approach to disability is a stark departure from the traditonal models, which • Disability Inclusive Wellness Strategies fail to recognize society’s role in creatng and maintaining • Virtual Community Gatherings and Online barriers that perpetually marginalize disability communites Dialogue Opportunites (Loewen & Pollard, 2010).

• Multple Means for Connectng with a Universal Design: An Approach to Access and Inclusion Department One way to work toward creatng accessible opportunites • Providing Live Captoning for inclusion on college and university campuses is through incorporatng universal design (UD). The Center for Student afairs professionals play an important role in Universal Design created principles to guide the design ensuring that the organizatons and actvites they establish of products and environments to be usable by all people, are universally accessible. One charge of Disability to the greatest extent possible, without the need for Services is to address access barriers on college campuses; adaptaton or a specialized layout. Students who may not however, as a larger profession, student afairs is called have otherwise been able to partcipate via one singular to be more intentonal in how it proactvely creates format can select the most accessible UD opton that spaces that include disabled students. As student afairs aligns with their strengths. professionals contnue to make social justce a priority, we Leading theories in higher educaton highlight the need to also center disability in our vision for equity and importance of campus involvement as a key indicator of seek ways to ensure access and partcipaton of disabled academic persistence and student wellness (Belch, 2004; students. Our shared vision for inclusion must consider UD DaDeppo, 2009; Paul, 2000). For disabled college students, as an approach for enhancing the collegiate experience partcipaton in cocurricular actvites and involvement of all students and for providing access and inclusion of opportunites remains partcularly low. In a study of 1,910 disabled students specifcally. Access is no longer just the disabled college students, 57.6% had never partcipated responsibility of those who work in the Disability Services in any social actvites, fne arts actvites, or college ofce; access must be a priority for all. sports (Mamiseishvili & Koch, 2011). This situaton can be

atributed to several factors, including attudinal barriers, inaccessible programs and actvites, or lack of reliable and accessible public transportaton (Johnson, 2000). www.naspa.org – RETURN TO TABLE OF CONTENTS – 33 References

Adams, R., Reiss, B., & Serlin, D. (2015). Keywords for disability studies. New York, NY: New York University Press.

Belch, H. A. (2004). Retenton and students with disabilites. Journal of College Student Retenton: Research, Theory and Practce, 6(1), 3–22.

Bowman, N. A. (2010). The development of psychological well-being among frst-year college students. Journal of College Student Development 51(2), 180-200.

DaDeppo, L. M. (2009). Integraton factors related to the academic success and intent to persist of college students with learning disabilites. Learning Disabilites Research & Practce, 24(3), 122–131.

Gleeson, B. (2006). Geographies of disability. London, England: Routledge.

Johnson, D. (2000). Enhancing out-of-class opportunites for students with disabilites. In Belch, H. A. (Ed.), Serving students with disabilites (pp. 41–53). New directons for student services, No. 91. San Francisco, CA: Jossey-Bass.

Kuh, G. D., & Pike, G. R. (2005). A typology of student engagement for American colleges and universites. Research in Higher Educaton, 46(2), 185–209.

Loewen, G., & Pollard, W. (2010). The social justce perspectve. Journal of Postsecondary Educaton and Disability, 23(1), 5–18. Retrieved from htp://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,ui d&db=eric&AN=EJ888640&site=eds-live.

Mamiseishvili, K., & Koch, L. C. (2011). First-to-second-year persistence of students with disabilites in postsecondary insttutons in the United States. Rehabilitaton Counseling Bulletn, 54, 93–105.

Oliver, M. (2013). The social model of disability: Thirty years on. Disability & Society, 28(7), 1024–1026. doi:10.1080/09687599.2013.818773

Paul, S. (2000). Students with disabilites in higher educaton: A review of the literature. College Student Journal, 34(2), 200–211.

Retef, M., & Letšosa, R. (2018). Models of disability: A brief overview. HTS Teologiese Studies / Theological Studies, 74(1). doi:10.4102/hts. v74i1.4738

Shepler, D. K., & Woosley, S. A. (2012). Understanding the early integraton experiences of college students with disabilites. Journal of Postsecondary Educaton and Disability, 25(1), 37–50.

www.naspa.org – RETURN TO TABLE OF CONTENTS – 34 NASPA KNOWLEDGE COMMUNITIES

Enrollment Management ENROLLMENT MANAGEMENT IN THE FUTURE: A REFLECTION 25 YEARS LATER

David A. Taylor Director, Housing Operatons Kent State University Advising and Robert Bachini Supportng Senior Director of Undergraduate Student Services Shidler College of Business, University of Hawaiʻi at Mānoa

Introducton Commentary on Existng Artcle Published late in the fall of 1995, the 71st editon of New Dixon (1995b) astutely identfed several challenges and Directons for Students Services focused on the theme “Making opportunites that colleges and universites would face in the Enrollment Management Work.” At that tme, enrollment future. She gave specifc atenton to (a) educaton cost and management was relatvely new in higher educaton (Dixon, fnancing; (b) government oversight of higher educaton; (c) 1995a). Previous scholarship on enrollment management demographic changes; (d) curricular and academic changes that centered on student fnancial aid issues (Hossler, 2000). afect enrollment; (e) measuring outcomes of higher educaton; (f) measuring outcomes of secondary educaton; (g) efects of The feld has grown signifcantly since that 1995 publicaton, technology; and (h) stafng. with a sprawling body of knowledge it can now call its own. The following is a refecton on that soon-to-be 25-year-old Educaton Cost and Financing piece, specifcally on the concluding chapter with its thought- Tuiton and fees have increased steadily since 1995. The chart provoking ttle “Enrollment Management in the Future.” below provides an incremental look at the summed cost of tuiton, fees, and room/board, adjusted for infaton in today’s dollars (Sauter, 2019). Although Dixon expected that costs would contnue to increase, it is unlikely that she imagined an increase of nearly 50%. www.naspa.org – RETURN TO TABLE OF CONTENTS – 35 Figure 3

1995 2000 2005 2010 2015 2018

Public Four-Year $11,140 $12,310 $15,630 $18,700 $20,660 $21,370

Private Four-Year $28,720 $32,430 $37,070 $42,160 $46,330 $48,510

Because tuiton dollars provide the bulk of budget funding 2005). A 2019 U.S. News & World Report artcle (Smith-Barrow (Goldstein, 2005), it is a dangerous gambit to contnually & Moody) identfed colleges where undergraduates are most increase the stcker price. As budgets are discussed and likely to encounter students from a diferent racial or ethnic price increases are internally debated, the elastcity of tuiton background by examining the proporton of minority students (i.e., students’ willingness to contnue to enroll in the face of (excluding internatonal students) at a school.. As an example, increasing costs) is a real concern for senior leadership. For the University of Hawaiʻi at Mānoa ranks as one of the naton’s private insttutons, tuiton discountng has increased to record most diverse colleges and universites in the naton. levels in order to help mask these increases (NACUBO, 2019). The value propositon of atending college becomes less clear Efects of Technology The original artcle was vague about the future of technology as students and their families struggle to pay for tuiton and but recognized that changes were on the horizon for fees. Twenty-fve years later, this fact remains. Moreover, enrollment management. Mainframes that store student data as insttutons become more transparent and comparatve are now an antquated approach and miss leveraging the value data are widely available, the college-bound populaton is their data can provide. Enterprise resource planning systems increasingly savvy about how discountng works and is taking a are the norm for higher educaton insttutons, with multple closer look at net price as it relates to the overall cost of higher associated systems such as customer relatonship management educaton. platorms.

Demographic Changes How insttutons now interact with prospectve students was Within New Directons for Students Services, the following not imagined 25 years ago. Today’s traditonal-age, frst-tme, sentence stands out: “Soaring birthrates in the 1980s and full-tme college students have never known a world in which 1990s will result in dramatc increases of high school graduates the internet, email, and cell phones did not exist. Social media through the turn of the century” (Quoted in, “Western engagement with schools is now expected, as are 3D virtual Interstate Commission for Higher Educaton,” 1993, p. 1). tours and applying to more than one school at the same tme Today, birth rate projectons estmate that in 2026, the number via a common applicaton. of high school graduates will begin a drop that will last for several years (Grawe, 2018). This change will put greater Final Thoughts pressure on many insttutons to diversify their academic It is a fascinatng exercise to review predictve thoughts that portolio by adding new majors, evaluatng the efectveness are nearly 25 years old, and the future has brought additonal of current programs, and increasing services. Failure to adapt challenges that can only be solved with contemporary to these changes may put an insttuton at risk of losing strategies. Enrollment management is an organizatonal functon (Coomes, 2000). Accordingly, this new paradigm enrollment. shifs the responsibility for enrollment management across the Colleges today are also considerably more diverse than insttuton, requiring the ofces of admissions, fnancial aid, they were 25 years ago. Immigrant and domestc children advising, housing, and career placement to develop seamless of immigrants are the fastest growing segment of the U.S. admission and support programs for a positve student populaton of children under age 18 (Portes & Rumbaut, experience. www.naspa.org – RETURN TO TABLE OF CONTENTS – 36 Student recruitment, primarily the responsibility of admissions, must now leverage colleagues in housing, fnancial aid, References multcultural centers, career counseling, disability services, academic advising, retenton programs, and numerous Coomes, M. D. (2000). The historical roots of enrollment management. In others to engage prospectve students. Forming insttutonal M. Coomes (Ed.), The role student aid plays in enrollment management, partnerships beyond student afairs is, and will contnue to be, New Directons for Student Services, no. 89 (pp. 5–18). San Francisco, CA: Jossey-Bass. crucial to enrollment and student success.

Dixon, R. R. (1995a). Editor’s notes. In R. R. Dixon (Ed.), Making enrollment management work, New Directons for Student Services, no. 71 (pp. 1–3). San Francisco, CA: Jossey-Bass.

Dixon, R. R. (1995b). Enrollment management in the future. In R. R. Dixon (Ed.), Making enrollment management work, New Directons for Student Services, no. 71 (pp. 89–98). San Francisco, CA: Jossey-Bass.

Goldstein, L. (2005). College & university budgetng: An introducton for faculty and academic administrators. Washington, DC: Natonal Associaton of College and University Business Ofcers.

Grawe, N. D. (2018). Demographics and the demand for higher educaton. Baltmore, MD: Johns Hopkins University Press.

Hossler, D. (2000). The role of fnancial aid in enrollment management. New Directons for Student Services, no. 89, 77–90.

Porterfeld, K. T., & Whit, E. J. (2016). Past, present, and future: Contexts for current challenges and opportunites for student afairs leadership. In E. J. Whit, L. D. Roper, K. T. Porterfeld, & J. E. Carnaghi (Eds.), Angst and hope: Current issues in student afairs leadership, New Directons for Student Services, no. 153 (pp. 9–17). San Francisco, CA: Jossey-Bass.

Portes, A., & Rumbaut, G. (2005). Introducton: The second generaton and the children of immigrants longitudinal study. Ethnic and Racial Studies, 28(6), 983–999.

Sauter, M. B. (2019, May 18). Here’s the average cost of college tuiton every year since 1971. Retrieved from htps://www.usatoday.com/ story/money/2019/05/18/cost-of-college-the-year-you-were- born/39479153

Smith-Barrow, D., & Moody, J. (2019, May 10). See the most diverse natonal universites. U.S. News & World Report. Retrieved from htps://www.usnews.com/educaton/best-colleges/slideshows/see- the-most-diverse-natonal-universites

Western Interstate Commission for Higher Educaton, Teachers Insurance and Annuity Associaton, The College Board. (1993). High school graduates: Projectons by state 1992–2009. Boulder, CO: Western Interstate Commission for Higher Educaton.

www.naspa.org – RETURN TO TABLE OF CONTENTS – 37 NASPA KNOWLEDGE COMMUNITIES

Fraternity and Sorority LEADING A FRATERNITY AND SORORITY OFFICE IN AN ERA OF CHANGE: A FRAMEWORK FOR ORGANIZATIONAL ALIGNMENT

Dan Wrona CEO RISE Partnerships

Stevan J. Veldkamp Special Assistant to the Vice President of Student Afairs and Executve Director of the Piazza Center Leadership for Fraternity and Sorority Research and Reform The Pennsylvania State University

Paul J. Mintner Senior Learning & Organizatonal Development Consultant University of Missouri System

In recent years many fraternity/sorority life (FSL) units of an FSL ofce—which adds to the confusion and chaos have expanded in size, responsibility, and complexity experienced by FSL staf while compounding issues of (Barnes Deeg, Wrona, & Deeg, 2019). Further, in a staf morale and retenton. recent artcle Jenkins (2019) revealed concerns that FSL As student afairs leaders navigate these current and staf are overworked and underpaid. A variety of tragic complex challenges, they will need to ask important hazing incidents have put student afairs and FSL units questons about the focus of and intentons for the in the spotlight. Student afairs leaders have responded FSL unit. Leaders can evaluate their FSL ofces using by taking steps to control problems in fraternites a model for organizatonal alignment adapted from and sororites through a variety of reactve measures, Nadler and Tushman (1980), which examines four including suspending fraternity/sorority actvity, interconnected areas of an organizaton: outcomes, expanding the scope of the FSL unit, or restructuring the strategy, work, and stafng. stafng model. These measures suggest administrators may be changing their perspectve on what is expected www.naspa.org – RETURN TO TABLE OF CONTENTS – 38 Outcomes Work Each student afairs leader has their own ideas about Many FSL ofces have accumulated a variety of the objectves of the FSL ofce, but these ideas are roles over tme, including advising, programming, not always clear, shared, and agreed-upon. Without compliance, conduct, and educaton. This expansion clear objectves, staf are less equipped to make good of responsibilites refects a ratchetng of the choices about where to spend their tme (Cohen, March, administratve and staf latce (Zemsky & Massy, & Olsen, 1972). To achieve clarity on the insttuton’s 1990), the bureaucratc tendency to add more work outcomes for FSL, ask the following questons: rather than thinking about what responsibilites to remove. Without evaluatng which tasks are most important, FSL staf members may duplicate the work • How can the FSL ofce align its measures of of other ofces, take on work that is not an efcient success with the priorites of student afairs? use of their tme, or contnue eforts that may not be • What is the end product of the tme, energy, and achieving their intended outcomes. Student afairs money invested in the FSL ofce? leaders must examine and align the work of the FSL ofce, including ensuring the formal systems (decision- • Should the priorites of the FSL ofce be chapter making, communicaton plans, incentves, and operatng focused, insttutonally focused, or both? For practces) and informal systems (relatonships, norms, example, should the goals be to improve member and mindsets) support the work of FSL (Nielson, retenton, increase chapter size, reduce chapter Estupiñan, & Sethi, 2015). To evaluate the work misconduct, monitor social functons, or enhance expected of your insttuton’s FSL ofce, ask the member learning outcomes? following questons:

Strategy • How are leaders making choices about what to do A strategy is a set of guiding ideas that help leaders flter and how much tme each efort deserves? out unnecessary work, prioritze what is most important, • When new responsibilites are added, is the and align eforts within and beyond the ofce (Walker, FSL ofce best positoned to deliver on them, 2004). Lacking the focus that a strategy provides, an or should they be assigned to a diferent FSL ofce can become a catchall, absorbing roles and department? responsibilites that may not align with its resources, capabilites, or priorites and that could be assigned to • How do leaders eliminate or reallocate work that other areas. To clarify the strategy for your insttuton’s does not ft the capacity, strategies, outcomes, or FSL ofce, ask the following questons: stafng of the ofce?

• What guiding ideas should leaders use to flter, • What work does not deliver a sufcient return on prioritze, and align their work? investment? For example, should leaders replace the tme invested in advising with tme spent • Given the resources, capabilites, and priorites aligning systems, policies, and environments? of the FSL ofce, how should it be structured? For example, should the ofce develop a broad Stafng network of support among alumni and campus FSL ofces have seen a rise in specialized positons (e.g., partners? Should it rely on policies, systems, and supervisor, risk management, compliance, instructonal environments to achieve results? Or should it design) and the emergence of managerial-level positons invest in direct, personal coaching and advising? (Barnes Deeg et al., 2019). Staf in these positons were www.naspa.org – RETURN TO TABLE OF CONTENTS – 39 likely recruited through the traditonal FSL pipeline, Creatng Organizatonal Alignment but some positons may require specialized training or Crisis, chaos, and change in FSL present opportunites certfcatons that are rare among FSL professionals. As for student afairs leaders to reexamine and redefne a result, the stafng systems in an FSL ofce may be the focus and intentons of the FSL ofce. Rather than unable to support its strategy or intended objectves. simply changing course or adding more responsibilites, student afairs leaders should align the strategy, Student afairs leaders should create a stafng model outcomes, stafng, and work of the FSL ofce according with clear roles that lead to intended outcomes. The to the Nadler and Tushman (1980) framework. It is alignment that is created through this process will also important to remember that this is an ongoing inform the responsibilites, requisite number of staf, and process of alignment, and changes will not take staf structure needed to accomplish the work. Student efect immediately. The next crisis may not indicate afairs leaders can then look at positon competencies that the ofce’s strategy is insufcient, but it can be to recruit, train, and develop staf. To align the stafng an opportunity to revisit this evaluaton process to model of your FSL ofce with its strategy, ask the determine whether the strategy is stll appropriate—and following questons: either adjust it or stay the course.

• Given the outcomes, strategy, and work of the FSL ofce, does it have the right structure? Does it have the right amount of people? And are those people assigned to the right work? References

Barnes Deeg, B., Wrona, D., & Deeg, M. (2019). A framework for the • Do staf with specialized positons have fraternity/sorority labor market. Perspectves, 1, 11–15. specialized training? To what extent can training and development equip FSL professionals to fll Cohen, M. D., March, J. G., & Olsen, J. P. (1972). A garbage can model of organizatonal choice. Administratve Science Quarterly, 17(1), 1–25. specialized positons?

Jenkins, W. (2019, September 13). “Constant frefghtng”: Greek-life • Does the FSL leader have the training to manage stafs are underpaid and overworked; here’s what some colleges a complex department? are doing about it. The Chronicle of Higher Educaton. Retrieved from htps://www.chronicle.com/artcle/Constant-Firefghtng-/247137 • Should the department add a new specialist Nadler, D. A., & Tushman, M. L. (1980). A model for diagnosing positon within the FSL ofce, or should the organizatonal behavior. Organizatonal Dynamics, 9(2), 35–51. staf simply be fostering a stronger working relatonship with another functonal area that Nielson, G. L., Estupiñan, J., & Sethi, B. (2015, March 23). 10 principles of organizaton design. Strategy + Business. Retrieved from already does this work? htps://www.strategy-business.com/artcle/00318

• At what point does the insttuton begin Walker, G. (2004). Modern compettve strategy (2nd ed.). Boston, MA: recruitng from outside the traditonal FSL McGraw-Hill/Irwin. professional pipeline to fll specialized or Zemsky, R., & Massy, W. (1990). Cost containment: Commitng to a new managerial positons? reality. Change, 22(6), 16–22.

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Gender and Sexuality GENDER IDENTITY/EXPRESSION NONDISCRIMINATION: FEDERAL LEGAL MINIMUMS AND FURTHERING CAMPUS INCLUSION

Mathew L. P. Ricke Assistant Director and Title IX Coordinator Law, Policy, and Ofce of Insttutonal Equity University of Central Florida Governance

In 1972, Title IX of the Educaton Amendments mandated Employment Opportunity Commission (EEOC) has taken nondiscriminaton on the basis of sex in federally funded a stance that sexual orientaton and gender identty educatonal programs. Public discourse on the legal discriminaton are subsets of sex discriminaton (EEOC, construct of sex has evolved, and some federal circuits n.d.). In October 2019, the Supreme Court heard two have held that sex includes gender identty and expression cases—Harris Funeral Homes v. EEOC and Bostock v. Clayton (Shults, 2005; Turner, 2007). However, to date, no County—testng Title VII’s applicaton to gender identty federal civil rights laws include gender identty or gender and sexual orientaton (decisions antcipated Summer expression in their defnitons of protected groups.1 2020).

The sex construct has been legally and socially contested Trans2 students’ rights were acknowledged in two Ofce under Title VII of the Civil Rights Act of 1964, a of Civil Rights guidance documents under the Obama predecessor of Title IX that bars, among other things, administraton. The frst acknowledged that the prohibiton sex-based discriminaton in employment. The Equal of sexual misconduct applied to all students regardless of

1 The author acknowledges that there are many states and local jurisdictons that have implemented inclusive nondiscriminaton statutes. 2 Throughout this artcle, trans will be used to include transgender, gender nonconforming, and genderqueer identtes; see Nicolazzo (2016). www.naspa.org – RETURN TO TABLE OF CONTENTS – 41 their gender identty or sexual orientaton. In December Establishment of Policies and Procedures 2014’s Q&A (Lhamon, 2014), the Department of Educaton Insttutons can and should determine if there are classes declared: that are not protected by applicable state and/or federal laws that are nonetheless in need of protecton from discriminaton. Campus climates free from discriminaton All students, including transgender students have a positve return on persistence, learning, and and students who do not conform to sex overall well-being (Tovar, Simon, & Lee, 2009); however, insttutons contnue to uphold cissexist norms and fail to stereotypes, are protected from sex-based dedicate resources to foster a sense of inclusion among discriminaton under Title IX. Under Title IX, trans students and employees (McKinney, 2005; Nicolazzo, a recipient generally must treat transgender 2016). Additonally, college administrators remain confused students consistent with their gender about ever-evolving requirements regarding Title IX identty in all aspects of the planning, (DeWulf, 2016). Colleges and universites should establish implementaton, enrollment, operaton, and policies and insttute practces that counter discriminaton evaluaton of single-sex classes. (Lhamon, on the basis of gender identty/expression.

2014, p. 25) Any policy that prohibits discriminaton must be posted online and in print in a format accessible to all members of the community. Clear grievance procedures should In February 2017 the Trump administraton revoked be implemented, as should protectons from retaliaton. this gender identty–inclusive reading of Title IX, citng Investgators who are charged with investgatng claims of administratve overreach, which lef many confused about gender-identty discriminaton should have robust training how trans students were or were not protected under on gender-identty concerns, transgender issues, and forms Title IX (Mytelka, 2017). Simultaneously, Gavin Grimm, a of discriminaton that afect relevant communites. Finally, high school student in Virginia, fled a lawsuit against his as with all other complaints, reportng partes should be school board afer it created a discriminatory bathroom notfed of the outcome of any investgaton and advised segregaton policy that adversely afected trans students. of the acton steps that the insttuton is taking to address Grimm’s case was eventually heard by the Supreme Court, the efects and prevent the recurrence of discriminatory which remanded the case to the lower court, citng the misconduct. Trump administraton’s revocaton of the Obama-era guidance document (ACLU, 2019). On August 9, 2019, the Climate Assessment U.S. District Court for the Eastern District of Virginia ruled Robust nondiscriminaton policies alone serve litle the district had violated Grimm’s rights under both Title IX purpose if the quality of life is not improved for trans and the 14th Amendment’s equal protecton clause (ACLU, students on campus (Nicolazzo, 2016). The factors 2019). discussed above all contribute to a potentally inequitable, Title IX’s protectons against sex discriminaton should and potentally violent, environment on campus for those extend to transgender students because discriminaton in the trans community. Thus, any nondiscriminaton work against these populatons is, at its core, discriminaton on campus must be informed by meaningful, thoughtul based on sex stereotypes (Buzuvis, 2013; Weiss, 2013). assessment practces. A research team implementng any In the meantme, it is important to remember that all civil campus climate assessment must bring trans researchers rights laws, Title IX included, set only the legal minimum and students to the table. A grassroots approach to for what insttutons must do to remain compliant. developing an assessment will be more authentc to the campus culture if it includes measures of climate that take into account trans identtes and perspectves. Results of www.naspa.org – RETURN TO TABLE OF CONTENTS – 42 any such assessment should be transparent, and efectve DeWulf, K. (2016, October 17). An unintended consequence of Title IX: actons to address any issues should be presented and Lack of clarity in the ant-sex discriminaton statute is being used to censor student media. Southern Poverty Law Center. Retrieved from implemented. htp://www.splc.org/artcle/2016/10/an-unintended-consequence- of-ttle-ix Advocacy Insttutons must make trans access to higher educaton Equal Employment Opportunity Commission. (n.d.). What you should a policy priority. Universites’ collectve lobbying power know about EEOC and the enforcement protectons for LGBT workers. Retrieved from htps://www.eeoc.gov/eeoc/newsroom/wysk/ can not only infuence policy and regulatons regarding enforcement_protectons_lgbt_workers.cfm Title IX but also engage the state and federal legislatures in developing new policies regarding gender identty/ Lhamon, C. E. (2014, April 29). Questons and answers on Title IX and expression protectons in educaton. If campuses already sexual violence. Washington, DC: U.S. Department of Educaton, have an efectve nondiscriminaton policy that addresses Ofce of Civil Rights. Retrieved from htps://www2.ed.gov/about/ ofces/list/ocr/docs/qa-201404-ttle-ix.pdf gender identty/expression discriminaton, they can use their own policy language as a startng point for McKinney, J. S. (2005). On the margins: A study of the experiences of legislatve acton. Similarly, student afairs practtoners transgender college students. Journal of Gay & Lesbian Issues in can and should connect with their local government Educaton, 3(1), 63–76.

representatves to discuss issues they observe in their Mytelka, A. (2017, February 22). Trump administraton rescinds Obama- practce. Although practtoners may not be able to lobby era guidance on transgender students. Chronicle of Higher Educaton. on behalf of their insttutons, they are free to comment Retrieved from htps://www.chronicle.com/blogs/tcker/trump- as private citzens on the policy issues most concerning to administraton-rescinds-obama-era-guidance-on-transgender- them. students/117025

Nicolazzo, Z. (2016). Trans* in college: Transgender students’ strategies for It takes tme for legal issues such as the applicaton of navigatng campus life and the insttutonal politcs of inclusion. Sterling, Title IX to trans discriminaton to run the gauntlet of the VA: Stylus Publishing, LLC. courts. Instead of waitng for the courts to setle this issue, colleges and universites can and should take proactve Shults, E. Q. (2005). Sharply drawn lines: An examinaton of Title IX, intersex, and transgender. Cardozo Journal of Law & Gender, 12, 337. steps to implement robust nondiscriminaton policies that

transcend the minimum bar of compliance; assess their Tovar, E., Simon, M. A., & Lee, H. B. (2009). Development and validaton of climate eforts; and advocate for efectve change. the College Matering Inventory with diverse urban college students. Measurement and Evaluaton in Counseling and Development, 42, 154–178.

Turner, I. M. (2007). Sex stereotyping per se: Transgender employees and Title VII. California Law Review, 95(2), 561–596. References Weiss, J. T. (2013). Protectng transgender students: Applicaton of Title American Civil Libertes Union. (2019, November 5). Grimm v. Gloucester IX to gender identty or expression and the consttutonal right to County School Board. Retrieved from htps://www.aclu.org/cases/ gender autonomy. Wisconsin Journal of Law, Gender & Society, 28, grimm-v-gloucester-county-school-board 331–346. Retrieved from htps://hosted.law.wisc.edu/wordpress/ wjlgs/fles/2014/07/Weiss-artcle.pdf Buzuvis, E. (2013). “On the basis of sex”: Using Title IX to protect transgender students from discriminaton in educaton. Wisconsin Journal of Law, Gender & Society, 28(14-6), 219–245. Retrieved from htps://papers.ssrn.com/sol3/papers.cfm?abstract_id=2446695

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PHOTO CREDIT: Judith Estrada, Director, El Centro: Chicanx Latnx Resource Center, University of California Santa Cruz. The photo is from an area considered part of the traditonal homelands of the Amah Mutsun, a locaton known today as Natural Bridges, Santa Cruz, California.

Indigenous Peoples EMPLOYING LAND ACKNOWLEDGEMENTS TO EXPLORE THE EPISTEMOLOGY OF ABSENT KNOWLEDGES: REFLECTION OF AN INDIGENOUS PEOPLES KNOWLEDGE COMMUNITY LEADER

Charlote E. Davidson Diné/Three Afliated Tribes (Mandan, Hidatsa, & Arikara) Social Justce Independent Scholar Teejop (Madison, WI) and Inclusion

The Ho-Chunk naton maintains linguistc, historical, and Given that land acknowledgments are gaining a presence politcal contnuity with Teejop, a locaton known today as in the producton of social landscapes, such as campus Madison, Wisconsin. I, therefore, recognize these umbilical and commencements and annual meetngs of professional sovereign links as an immutable part of this locale. As a person organizatons, it seems tmely to explore—albeit briefy— not ancestrally of these lands and waters, I carry deep regard this phenomenon. These epistemological proclamatons for the enduring presence of these relatonships. Further, as mark not only the presence of relatonships that an Indigenous higher educaton scholar, I understand that Indigenous peoples have with place but also how a lack of this place serves as the original context of teaching and critcal practces may unwitngly perpetuate what Giroux learning for the Ho-Chunk. I ofer this recogniton as a way to (2014) termed the Violence of Organized Forgetng—a book aptly ttled for its critque of conditons that give preface how I situate my positonality as the natonal cochair rise to sites of violence. Phenomena viewed through this of the Indigenous Peoples Knowledge Community and my partcular lens are wedded to the ways in which America’s subjectvity as a Diné, Mandan, Hidatsa, and Arikara woman historical amnesia afect the everyday life of oppressed in the writng of this artcle. populatons; this is to say that the lived histories and cultural realites of Indigenous peoples are ofen not given www.naspa.org – RETURN TO TABLE OF CONTENTS – 44 a home within the colonizing matrices of meaning making characterizes conscientzaton, in theory and practce, is or within the material structures of insttutons (Tuck & the development of a critcal and dialogical understanding McKenzie, 2015). Remembering in a public way, thus, can of who people are in relaton to the world (Darder, prompt a more substantve engagement with what Santos 2011). Alternatvely, “Can you write this script for us?” (2014) defned as an “epistemology of absent knowledges” unintentonally promotes a disartculated sense of (p. 157). This framing is a signifcant point of departure in place, because such solicitatons result in an untoward understanding how the oppression of Indigenous peoples transformaton of consciousness. This is to say that “Can partly emanates from such voids. you write this script for us?” keeps one’s consciousness anchored to a place of forgetng. A Radical Co-Presence: Land Acknowledgments and Opening Sessions Constructng a Way Forward: Implicatons Using NASPA as a frame of reference, land An important implicaton of this work is that recognitons acknowledgments and opening sessions epitomize a of place, when engaged systematcally, challenge “radical co-presence” (Santos, 2014, p. 191) in that the forthrightly the disempowering conditons and everyday epistemological union of these acts represents a shared practces that keep Indigenous peoples—and their atempt by an associaton and Indigenous peoples to knowledges—silent, suppressed, and marginalized. As enact a spato temporal proclamaton that re-maps the such, Stephanie Waterman (Onondaga, Turtle Clan) (2019) cartographies of conference spaces. Designed to critcally poses the following critcal questons to move us toward promote a refecton of experience, recognitons of place developing greater sensibilites about not only who we should, then, stmulate an extended and decolonizing are, but who we are in relaton to where we are: “Do you analysis of locales. For many Indigenous peoples, this is and your staf know whose land your insttuton occupies? ofen achieved through an inward exploraton, culturally Have you made connectons with Natve communites near mediated by a set of questons. Some include: What and at your insttuton? Have you helped your insttuton tribe(s) are you? Who are your relatves? What are your to understand and confront how it has oppressed and clans? Where is your umbilical cord buried? In response marginalized communites?” (pp. 45-46). Central to to this ontological logic, Indigenous peoples distnguish answering these questons is the producton of sustainable themselves as either being from or of a locaton. These social practces that deepen our comprehension of relatonal understandings give conceptual and unequivocal our identtes and the ways in which historical and meaning to land acknowledgments. contemporary conditons shape our social locatons. Some of these practces can be briefy expressed in the following At this juncture, it is crucial to menton that a subdued ways: inclusion outlook and approach can inadvertently undermine the “stay woke” potental of land acknowledgments. For example, well-intentoned • Understanding place is a communal colleagues who seek to cultvate place-based sensibilites— epistemological quest and, thus, requires through the integraton of land acknowledgments— collectve social acton between Indigenous in both insttutonal and professional development and non-Indigenous groups. The vision here setngs regularly request of NASPA’s Indigenous is to atend to the wounding that dialectcal Peoples Knowledge Community, “Can you write this tensions produce and to connect its healing to script for us?” Recognitons of place functon as an decolonizing place-making practces. act of “conscientzaton” (Freire, 2014), purposeful refecton and acton that addresses, in this case, how • Recognitons of place are never neutral afairs; colonizing epistemologies violently disrupt Indigenous as such, they prompt the opportunity for ways of experiencing place. What most fundamentally student afairs professionals to become critcal

www.naspa.org – RETURN TO TABLE OF CONTENTS – 45 accomplices who labor with Indigenous peoples to challenge the social exclusions that prevent References them from restoring and re-storying their lived experiences in relaton to land and water Darder, A. (2011). A dissident voice: Essays on culture, pedagogy, and power. geographies. New York, NY: Peter Lang.

Freire, P. (2014). Pedagogy of the oppressed. New York, NY: Bloomsbury. • Stories—those we have been taught to recite to ourselves, narrate to others, and circulate Giroux, H. A. (2014). The violence of organized forgetng: Thinking beyond and privilege in the profession—structure America’s disimaginaton machine. San Francisco, CA: City Lights how communites, partcularly those deemed Books.

as belonging to subordinate cultural groups, Santos, B. D. (2014). Epistemologies of the south: Justce against experience place. More concerted eforts in the epistemicide. New York, NY: Routledge. profession need to be made so all peoples can Tachine, A., Yellow Bird, E., & Cabrera, N. (2016). Sharing circles: An become beter at honing and unapologetcally Indigenous methodological approach for researching with groups of assertng their narratves. Indigenous peoples. Internatonal Review of Qualitatve Research, 9(3), 277-295. • “Sharing circles” (Tachine, Yellow Bird, & Cabrera, Tuck, E., & McKenzie, M. (2015). Place in research: Theory, methodology, 2016)—dialogical engagements comprised of and methods. New York, NY: Routledge. Indigenous storytelling practces and protocols— serve as one example of creatng space for Waterman, S. J. (2019). Natve Americans in higher educaton: A historical critcal narratves. What most fundamentally overview and implicatons for the future. NASPA Knowledge characterizes sharing circles are enactments of Community Publicaton. Retrieved from htp://apps.naspa.org/fles/2019-naspa-fnal.pdf relatonality, a decolonizing capacity that employs principles of recogniton, responsibility, and relatonships as a means to collectvely cocreate knowledge.

Conclusion With all this in mind, land acknowledgments must be profoundly understood as an efort to cultvate place-based conscientzaton. Such a process entails a shared vigilance among higher educaton and student afairs relatons to contend, dialectcally, with how an epistemology of absent knowledges is mediated by the depth of one’s lived, politcal, and historical coherence of the world. A deep recogniton of our umbilical connectons consttutes a signifcant dimension to place- based conscientzaton for it acts in oppositon to the colonizaton of humanity. Whether stated to be so or not, these conclusions must provide the grounding for humanizing protocols; the absence of such will only reify the epistemology of absent knowledges within the landscapes in which we work, live, and learn.

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Internatonal Educaton INTERNATIONAL HIGHER EDUCATION AMID THE U.S.–CHINA TRADE WAR

Yuqian Zhang Western Michigan University

Eric Archer Leadership Assistant Professor Western Michigan University

A key challenge for internatonalizing today’s higher educaton is well known in China, Chinese higher educaton educaton is the shif away from an actvity-based approach remains largely unknown within the mainstream of American toward one that is more strategic and comprehensive higher educaton (Marginson, 2016), and ongoing relatons (Olson, Green, & Hill, 2005). As Mestenhauser and Ellingboe between the West and China contnue to “verge on the (2005) pointed out, “the success of internatonal educaton neocolonial” (p. 114). One factor is the small number depends not on a few projects and programs, but on its of Americans studying abroad in China. Between 2016 insttutonalizaton and mainstreaming throughout and and 2017, 350,755 Chinese were enrolled in American across the entre insttuton” (p. 37). In fact, however, the universites, while the number of Americans studying in focus of internatonal educaton has been on student China was only 11,910 (Insttute of Internatonal Educaton, mobility and the lack of atenton to basic tenets such 2018). Another aspect is the considerable gap in language as internatonal knowledge, intercultural competence, learning: Chinese students learn to read and write in English, and global citzenship (Fischer, 2019a). Compounding and many are profcient with some conversatonal English. this situaton is the trade war between the United States Of the 1,417,921 students studying a language other than and China; because China is the largest source of foreign students in the United States, this trade war has contributed English in the United States in 2016, only 53,069 (3.7%) to two years of declines in new internatonal enrollments were learning Mandarin a drop of 13.1% since 2013 (ICEF (Fischer, 2019b). On a larger scale, the rise of natonalism Monitor, 2018). A third factor is that contact with China and populism has produced considerable uncertaintes remains largely peripheral to the core business of American about contnued global integraton of higher educaton universites; an excepton is Yale University, which nurtures (Altbach & Reisberg, 2018). Although American higher a centuries-old traditon of deep engagement. www.naspa.org – RETURN TO TABLE OF CONTENTS – 47 Peter Salovey (2019), Yale’s president, wrote in an open 1. Leadership: The task of leadership is to create leter: “We pair our unequivocal commitment to careful a collectve vision and common values for research stewardship with another: Internatonal students internatonalizaton, by convincing the university and scholars are welcome and respected on our campus.” and external communites of the importance of His message, translated into Mandarin has been well internatonal educaton. received on Chinese social media. Yung Wing, the frst Chinese graduate of a Western university, graduated from 2. Faculty/Staf Engagement: Leaders need to Yale with a bachelor of arts in 1854 (Bevis, 2013). He later be more invested in welcoming change and initated the Chinese Educatonal Mission (CEM) to the identfying key change agents within their United States (1872–81), the frst group of Chinese students insttutons. These change agents should be to study abroad. able to drive a new vision of internatonalizaton forward. A signifcant trend in Chinese higher educaton is the advent of programs that are considered “excellence initatves.” This 3. Policy Support: This shared vision must be is demonstrated by successful programs where the (Altbach, supported by clearly artculated insttutonal Reisberg, Salmi, & Froumin, 2018), returnees and diaspora strategies that set out key objectves, supportng from Western universites are seen as a source of brain gain structures, and realistc implementaton and innovaton (Welch & Hao, 2013). On the contrary, the tmelines. United States has engaged in what may be considered “un- excellence initatves” by systematcally cutng funding for 4. Financial Support: Leaders create incentves public higher educaton (Altbach et al., 2018) and potentally and provide resources for change eforts that restrictng scholars and students of Chinese descent due support the prioritzaton of internatonal to concerns afer an email had circulated with inaccurate educaton within the insttuton. informaton about the academic integrity of Chinese At the core of successful insttutonal change is scholars (Ellis & Gluckman, 2019). organizatonal culture (Schein, 2010).

Richard C. Levin (2013), former Yale University president, What makes a university internatonal is “the presence argued that the rise of Asia and competton in higher of an obvious insttuton-wide positve attude toward educaton is a positve-sum game. Consider the following understanding beter other cultures and societes . . . a examples: One of the most distnguished genetcists at Yale, genuine desire in interactng with representatves of these Tian Xu, and his team split their tme between laboratories other cultures and societes, a genuine desire . . . to learn in New Haven, Connectcut, and Fudan University in how to cooperate with others across natonal and cultural Shanghai. The Chinese support the eforts of Yale scientsts boundaries in seeking solutons to world problems” (Harari, by providing abundant space and research staf, while 1989, p. 8). For educators in China and the United States, collaboraton with Yale scholars enhances the skills of the internatonalizaton strategy of higher educaton Chinese professors and graduate students. Leaders of entails building “a broad highway for two-way exchange” China’s top universites and Yale faculty and administrators (Marginson, 2016, p. 114). The key is “integraton of meet annually in a weeklong workshop to share practces knowledge about leadership, culture, and internatonal and experiences with the goal of reforming curriculum, educaton” (Mestenhauser & Ellingboe, 2005, p. 37). faculty recruitment, and pedagogy.

To foster strategic, long-term, and sustainable insttutonalizaton within American higher educaton, practtoners should consider a set of “essental enablers” in their work (Nolan & Hunter, 2012): www.naspa.org – RETURN TO TABLE OF CONTENTS – 48 References

Altbach, P., & Reisberg, L. (2018). Global trends and future uncertaintes. Salovey, P. (2019, May 23). Yale’s steadfast commitment to our internatonal Change: The Magazine of Higher Learning, 50(3–4), 63–67. students and scholars. New Haven, CT: Ofce of the President, Yale University. Altbach, P., Reisberg, L., Salmi, J., & Froumin, I. (Eds). (2018). Accelerated universites: Ideas and money combine to build academic excellence. Schein, E. H. (2010). Organizatonal culture and leadership (4th ed.). San Leiden, Netherlands: Brill. Francisco, CA: Jossey-Bass.

Bevis, T. B. (2013). A history of higher educaton exchange: China and America. Welch, A., & Hao, J. (2013). Returnees and diaspora as source of innovaton New York, NY: Routledge. in Chinese higher educaton. Fronters of Educaton in China, 8(2), 214–238. Ellis, L., & Gluckman, N. (2019, May 31). How university labs landed on the front lines of the fght with China. Retrieved from htps://www.chronicle.com/interactves/20190531ChinaResearch.

Fischer, K. (2019, March 28). How internatonal educaton’s golden age lost its sheen. Retrieved from htps://www.chronicle.com/interactves/2019-03-28-golden-age.

Fischer, K. (2019b, September 12). Internatonal students bailed out colleges in the last recession. They won’t this tme. Retrieved from htps://www.chronicle.com/artcle/Internatonal-Students- Bailed/247130.

Foreign Language enrollment in the US trending downward (2018, March 7), ICEF Monitor. Retrieved from htps://montor.icef.com/2018/03/ foreign-language-enrollment-us-trending-downward.

Harari, M. (1989). Internatonalizaton of higher educaton: Efectng insttutonal change in the curriculum and campus ethos. Long Beach, CA: Center for Internatonal Educaton, California State University.

Internatonal Students. (201). Retrieved from htps://www.iie.org/en/ Research-and-Insights/Open-Doors/Data/Internatonal-Students.

Levin, R. C. (2013). The worth of the university. New Haven, CT: Yale University Press.

Marginson, S. (2016). The dream is over: The crisis of Clark Kerr’s California idea of higher educaton. Oakland, CA: University of California Press.

Mestenhauser, J. A., & Ellingboe, B. J. (2005). Leadership knowledge and internatonal educaton. Internatonal Educator, 14(6), 36.

Nolan, R., & Hunter, F. (2012). Insttutonal strategies and internatonal programs: Learning from experiences of change. In D. K. Deardorf, H. de Wit, J. D. Heyl, & T. Adams (Eds.), The SAGE handbook of internatonal higher educaton (pp. 131–145). Thousand Oaks, CA: Sage.

Olson, C. L., Green, M. F., & Hill, B. A. (2005). Building a strategic framework for comprehensive internatonalizaton. Washington, DC: American Council on Educaton.

Rhoads, E. J. M. (2011). Stepping forth into the world. Hong Kong, China: Hong Kong University Press.

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Latnx/a/o SHOULDERING THE WORK: LATINAS BALANCING EMOTIONAL LABOR WITHIN HIGHER EDUCATION

Berenice Sánchez Social Justce Doctoral Candidate Indiana University and Inclusion

Over the past two decades, the percentage of enrolled with Latna student afairs professionals during annual college students who identfy as Latnx/a/o has grown conferences and with Latna faculty who partcipated in from 10% to 19%, with women accountng for close to my dissertaton study, which explored the experiences of 60% of all Latnx/a/o college students (Musu-Gillete et al., tenure-track Latna faculty. 2017). Despite this increased representaton of Latnx/a/o undergraduate students, especially Latna students, the Literature on Emotonal Labor numbers of Latna staf and faculty are extremely lacking. Hochschild (2012) described jobs requiring emotonal labor As of fall 2017, Latnas account for merely 6% of full- as having three characteristcs: tme student services staf (Natonal Center for Educaton Statstcs [NCES], 2017) and 2.2% of full-tme faculty First, they require face-to-face or voice-to- (NCES, 2016). In additon to the challenges they face being voice contact with the public. Second, they underrepresented within higher educaton, these women require the worker to produce an emotonal confront racial and gender expectatons that place on them state in another person—grattude or fear, the emotonal labor associated with teaching, mentoring, and supportng students on campus—on top of their for example. Third, they allow the employer, assigned responsibilites (Pérez, 2019). This research brief through training and supervision, to exercise will give an overview of the literature on emotonal labor a degree of control over the emotonal and how this afects the experiences of Latnas in higher actvites of employees. (p. 102) educaton. I end by refectng on conversatons I have had www.naspa.org – RETURN TO TABLE OF CONTENTS – 50 Because of the teaching and service load required of the Refecton positon, the professoriate is an example of a job that As a former student afairs professional and aspiring entails a substantal amount of emotonal labor, but that student afairs faculty member, I have talked with Latna emotonal labor is not equally distributed among all faculty staf and faculty about the constant managing of emotonal members (Bellas, 1999). A study comparing the emotonal labor placed on us because we are expected to be caring labor of professors, by gender, found that women and motherly toward students. These stereotypes are performed signifcantly more emotonal labor (Mahoney, assigned to us because of the racist and patriarchal Bubolk Jr., Buckner V, & Doverspike, 2011). Increased systems present within higher educaton. Many of these loads of emotonal labor are strikingly higher for women of talks have occurred in hotel rooms during natonal color faculty (Peña, 2019). For many Latnas, this emotonal conferences. Those rooms have become safe spaces where labor comes from their work and commitment supportng we share our experiences, vent about the challenges marginalized students, which ofen goes unrecognized and we face balancing it all, and brainstorm how to ask for is undervalued (Quijada Cerecer, Ek, Alanis, & Murakami- support from our colleagues to help shoulder some of the Ramalho, 2011). emotonal labor we carry.

Literature on Latnas in Higher Educaton In my dissertaton study, a group of tenure-track Latna Scholarship that explores the experiences of Latnas in faculty detailed the difcultes of teaching courses to higher educaton details the challenges they encounter; mostly White students and of being overwhelmed by the added expectatons they face is one of them. Medina requests from students of color and expectatons to and Luna (2000) described how Latnas in higher educaton serve as the catchall person for anything diversity/ struggle balancing the requests that come from students inclusion related. Recognizing that added emotonal labor and communites of color. Although many Latna faculty is a regular occurrence for Latnas in higher educaton, I are commited to working with underrepresented students am encouraged that we have spaces like the Latnx/a/o and students of color, serving as a main source of support Knowledge Community, where we can talk candidly about for all students of color in a program/department can the issue, support Latnas with balancing expectatons, become overwhelming. Furthermore, these added and learn how to ask for help when we are on the verge of expectatons and the emotonal labor that they create burnout (Peña, 2019; Pérez, 2019).

can become frustratng for Latnas as they realize that the same demands are not made of their male or White female colleagues (Gonzales, Murakami, & Núñez, 2013).

In her chapter on tenure-track Latna faculty, Peña (2019) refected on her own experiences and feelings of burnout that resulted from extra loads of uncompensated work— work that she took on but that the men or White women in her department did not. She went on to speak about these extra pressures as a cultural taxaton that she had to manage. Being emotonally taxed, overburdened, and undervalued make it challenging for Latnas to succeed within higher educaton (Pérez, 2019).

www.naspa.org – RETURN TO TABLE OF CONTENTS – 51 References

Bellas, M. L. (1999). Emotonal labor in academia: The case of professors. The Annals of the American Academy, 561(1), 96–110.

Gonzales, L. D., Murakami, E., & Núñez, A.-M. (2013). Latna faculty in the labyrinth: Constructng and contestng legitmacy in Hispanic serving insttutons. Journal of Educatonal Foundatons, 27(1–2), 65–89.

Hochschild, A. R. (2012). The managed heart: Commercializaton of human feeling. Berkeley, CA: University of California Press.

Mahoney, K. T., Bubolz, W. C., Jr., Buckner J. E., V, & Doverspike, D. (2011). Emotonal labor in American professors. Journal of Occupatonal Health Psychology, 16(4), 406–423.

Medina, C., & Luna, G. (2000). Narratves from Latna professors in higher educaton. Anthropology & Educaton Quarterly, 31(1), 47–66.

Musu-Gillete, L., de Brey, C., McFarland, J., Hussar, W., Sonnenberg, W., & Wilkonson-Flicker, S. (2017). Status and trends in the educaton of racial and ethnic groups 2017 (NCES 2017–051). Washington, DC: U.S. Department of Educaton, Natonal Center for Educaton Statstcs.

Natonal Center for Educaton Statstcs. (2016). Table 315.20: Full-tme faculty in degree-grantng postsecondary insttutons, by race/ethnicity, sex, and academic rank: Fall 2011, fall 2013, and fall 2015. Retrieved from U.S. Department of Educaton website: htps://nces.ed.gov/ programs/digest/d16/tables/dt16_315.20.asp?current=yes

Natonal Center for Educaton Statstcs. (2017). Table 314.40. Employees in degree-grantng postsecondary insttutons, by race/ethnicity, sex, employment status, control and level of insttuton, and primary occupaton: Fall 2016. Retrieved from U.S. Department of Educaton website: htps://nces.ed.gov/programs/digest/d17/tables/dt17_314.40.asp

Peña, E. (2019). Developing intentonality: How postsecondary insttutons can nurture Latna faculty members to achieve tenure and promoton. In P. A. Pérez (Ed.), The tenure-track process for Chicana and Latna faculty: Experiences of resistng and persistng in the academy (pp. 44–55). New York, NY: Routledge.

Pérez, P. A. (2019). Introducton and overview: Chicana and Latna warriors in academia. In P. A. Pérez (Ed.), The tenure-track process for Chicana and Latna faculty: Experiences of resistng and persistng in the academy (pp. 1–10). New York, NY: Routledge.

Quijada Cerecer, P. D., Ek, L. D., Alanis, I., & Murakami-Ramalho, E. (2011). Transformatve resistance as agency: Chicanas/Latnas (re)creatng academic spaces. Journal of the Professoriate, 5(1), 70–98.

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Men and Masculinites RE (DEFINING) THE SUCCESS OF MEN AT A RESEARCH-INTENSIVE EMERGING HISPANIC-SERVING INSTITUTION

Jesse Enriquez Doctoral Student University of California, San Diego Student Learning Frances Contreras Associate Vice Chancellor Faculty Recruitment and Development & Retenton Equity, Diversity & Inclusion Associate Professor, Educaton Studies University of California, San Diego

Historically, the bulk of the research on Latno/x3 men in college environment and provide a seamless transiton college has focused on their underachievement during, from high school to college (Sablan, 2014). Findings from underrepresentaton in, or departure from higher educaton our study support previous research that concluded that (Gloria, Castellanos, Scull, & Villegas, 2009; Sáenz & low-income students of color who partcipated in an SBP Ponjuán, 2009). In their seminal artcle, Sáenz and Ponjuán experienced statstcally signifcant increases in academic (2009) proclaimed that “Latno males are vanishing from the self-efcacy and perceived academic skills (Sablan, 2014; higher educaton pipeline” (p. 2). More recently, scholars Strayhorn, 2011). have intentonally moved away from defcit-oriented Data for this study were captured from a larger research perspectves and have documented the factors that lead project that sought to beter understand the college to resilience, college persistence, and success for these transiton experiences of students of color who partcipated students (e.g., Lopez, 2005; Pérez & Sáenz, 2017). in an SBP in the Southwest. This artcle focuses on the In this artcle we highlight one approach—summer bridge experiences of 10 high-achieving Latno/x men who gained programs (SBPs)—that has the potental to support admission to a selectve research-intensive insttuton, Latno/x men to academically thrive at a research-intensive partcipated in the SBP, and persisted through their frst insttuton as well as provide them with strong peer and year of college. Like Pérez and Taylor (2015), we challenge social networks. SBPs introduce college students to the dominant narratves that portray Latno/x students as not

3 Unless directly citng other research, we use the term Latno/x to be inclusive of these multple identtes. The term Latnx aims to be inclusive of people who do not identfy with the gender binary of masculinity (Latno) and femininity (Latna; Salinas & Lozano, 2017). www.naspa.org – RETURN TO TABLE OF CONTENTS – 53 invested in their higher educaton aspiratons, academically “brotherhood tes.” They stated that experiencing “dorm underprepared for the rigor of college, and more likely life” with peers as well as partcipatng in social bonding to drop out. We employ an asset-based perspectve that and network opportunites were critcal building blocks to focuses on the successful enrollment, transiton, and establishing a brotherhood, sense of familia. persistence of Latno/x college students at an emerging Partcipants reinforced the importance of incorporatng both Hispanic Serving Insttuton (HSI). academic and nonacademic actvites that cultvate peer College Readiness and Transiton of Latno/x Men networks, which are sustained into the school year. Partcipants had an opportunity to build community, It is well documented that Latno/x men are more likely friendships, and social networks that enhanced their to forgo college to join the unskilled workforce (Sáenz & confdence and comfort level upon entering college. In Ponjuan, 2009), enlist in the military (Huerta, 2015), and additon, when Latno/x students were asked if the SBP become tracked into the school-to-prison pipeline. Even improved their sense of belonging on campus, more than 75% when Latno/x students have high aspiratons to atend of them responded with either “Always” or “Most of the Time.” college, school educators categorize them as “noncollege material,” and they ofen enroll in less selectve insttutons Recommendatons for Practce (Swail, Cabrera, & Lee, 2004). Contrary to these fndings, our Student afairs practtoners may consider the following research found that Latno/x collegians were well informed practces when developing comprehensive transiton about their college choices, strategically planned for college, programs that serve Latno/x men and other historically and had high postsecondary educatonal goals. They also underserved student populatons at selectve research- partcipated in rigorous academic programs in high school intensive HSIs or emerging HSIs: (e.g., honors, advanced placement) that prepared them to apply to highly selectve colleges and universites. 1. Ofer credit-bearing courses over the summer with Bolstering Academic Self-Efcacy in appropriate academic supports and resources. Summer Bridge The Latno/x men in our study were academically prepared 2. Develop cocurricular actvites that give students for the rigor of a research-intensive university, countering the an opportunity to develop strong friendships and defcit framing that non-diverse faculty use when describing support networks beyond the classroom. students of color (Turner, 2015). Enrolling in credit-bearing courses during the summer exposed students to college- 3. Collaborate with campus-wide stakeholders (e.g., level coursework and the academic rigor of a selectve fnancial aid, tutoring services, community cultural insttuton. Providing academic supports further enhanced centers) during summer programming to create a their confdence and sense of academic belonging. network of support for frst-year students.

Summer Bridge: Investng in Students to 4. Infuse SBPs with culturally relevant curricula, Thrive at a Research-Intensive University programs, and faculty mentors, which will Although the primary goal of SBPs is to increase the connect students to their cultures and identtes retenton rates, persistence, and graduaton rates of program early in their college careers. partcipants, they should not be an academic endeavor alone. Transformatve SBPs address both academic and 5. Contnue the support and structure of SBPs nonacademic components of college preparaton (Slade, beyond the frst two years, so students have Eatmon, Staley, & Dixon, 2015). According to our partcipants, academic and social support throughout the the fve-week intensive SBP created opportunites to duraton of their college experience. support meaningful and authentc interacton, and Latno

www.naspa.org – RETURN TO TABLE OF CONTENTS – 54 Summer Bridge Programs Advance Asset-Based Frameworks References Summer Bridge Programs have the potental to advance asset-based frameworks and approaches, modeling Contreras, F. (2018). Cultvatng the next generaton of Latnx leadership promising practces that yield academic success and positve at the University of California. Report prepared for the UC Chicanx/ Latnx Leadership Summit, UC Ofce of the President. experiences for Latno/x men. In states such as California, public research insttutons, partcularly those designated as Contreras, F. (2019). Becoming “Latnx responsive”: Raising insttutonal an HSI, must be responsive to the needs of their Latno/x and systemic sonsciousness in California’s HSIs. Publicaton of the American Council on Educaton and The Andrew Mellon Foundaton. student bodies (Contreras, 2018; 2019) as well as create infrastructures for them to thrive in college and beyond. Gloria, A. M., Castellanos, J., Scull, N. C., & Villegas, F. J. (2009). Psychological coping and well-being of male Latno undergraduates: Sobreviviendo la universidad. Hispanic Journal of Behavioral Sciences, 31(3), 317–339.

Huerta, A. H. (2015). “I didn’t want my life to be like that”: Gangs, college, or the military for Latno male high school students. Journal of Latno/ Latn American Studies, 7(2), 156–167.

Lopez, J. D. (2005). Race-related stress and sociocultural orientaton among Latno students during their transiton into a predominately White, highly selectve insttuton. Journal of Hispanic Higher Educaton, 4(4), 354–365.

Pérez, D., II, & Sáenz, V. B. (2017). Thriving Latno males in selectve predominantly White insttutons. Journal of Hispanic Higher Educaton, 16(2), 162–186.

Pérez D., II, & Taylor, K. B. (2015). Cultvando logradores: Nurturing and sustaining Latno male success in higher educaton. Journal of Diversity in Higher Educaton, 9(1), 1–19.

Sablan, J. R. (2014). The challenge of summer bridge programs. American Behavioral Scientst, 58(8), 1035–1050.

Sáenz, V. B., Ponjuán, L. (2009). The vanishing Latno male in higher educaton. Journal of Hispanic Higher Educaton, 8(1), 54–89.

Salinas, S., S S., &and Lozano, A. (2017). Mapping and recontextualizing the evoluton of the term Latnx: And environmental scanning in higher educaton. Journal of Latnos and Educaton, 1-14.

Slade, J., Eatmon, D., Staley, K., & Dixon, K. G. (2015). Getng into the pipeline: Summer bridge as a pathway to college success. Journal of Negro Educaton, 84(2), 125–138.

Strayhorn, T. L. (2011). Bridging the pipeline: Underrepresented students’ preparaton for college through a summer bridge program. American Behavioral Scientst, 55(2), 142–159.

Swail, W. S., Cabrera, A. F., & Lee, C. (2004). Latno youth and the pathway to college. Washington, DC: Educatonal Policy Insttute.

Turner, C. (Ed.). (2015). Mentoring as transformatve practce: Supportng student and faculty diversity. New Directons for Higher Educaton, no. 171. San Francisco, CA: Jossey-Bass.

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MultRacial DIFFERENT LIKE ME: BUILDING EMPATHY WITHIN MULTIRACIAL AND TRANSRACIAL ADOPTEE COMMUNITIES THROUGH IDENTITY ANALOGIES

Lisa Combs Program Coordinator in Student Diversity and Multcultural Afairs Ofce Loyola University Chicago Social Justce Aeriel A. Ashlee and Inclusion Assistant Professor of College Counseling and Student Development St. Cloud State University

Our Story As we began to explore our identtes more deeply, we This piece explores similarites and diferences between a found a shared experience between being multracial and transracial adoptee’s and a multracial person’s racialized being a transracial adoptee. It felt like pieces of our story experiences through an identty analogies lens, which has were interwoven when we talked about what it was like the potental to create kinship across these identty groups. to be raised by parents with racial identtes diferent According to Tran and Johnston-Guerrero (2016), identty than our own. Lisa learned what it meant to be biracial analogies involve “analogizing one’s identty or one’s group Filipina and White from two parents who did not share experience to help individuals understand each other” (p. that multracial identty—let alone have the language to describe it. Whereas Aeriel learned what it meant to be 134). When we frst met, Aeriel was a doctoral student in Asian American from two White parents neither of whom the Student Afairs in Higher Educaton program at Miami shared her racialized experience as a Person of Color. University in Ohio, and Lisa was a frst-year master’s student. Early in the semester, we got together for cofee This cup of cofee was one of the frst tmes that Lisa had to get to know one another, and we quickly realized that felt seen, heard, and validated. It was like she had gone her we had many similar experiences; namely, that we ofen whole life with a blank piece of paper and Aeriel had fnally felt that our racialized experiences did not neatly ft within given her a pen that empowered her to write her story. For dominant, monoracial depictons of what it means to be Aeriel, this cup of cofee was healing and insightul. Talking Asian American. with Lisa about struggling with feeling like racial imposters www.naspa.org – RETURN TO TABLE OF CONTENTS – 56 given our families’ racial makeups (Aeriel with White Lisa’s access to Filipino/a cultural knowledge through her adoptve parents and Lisa with a White father and Filipina mom or Aeriel’s monoracial phenotypic privilege. By taking mother) enabled Aeriel to feel less like a racial anomaly an expansive approach to our respectve racial identtes, and propelled her to explore the assets of racialized exploring both similarites and diferences, we have been experiences that transgress monoracial norms. As we able to forge a greater understanding of our respectve commiserated over stories about not meetng others’ racial experiences and of each other. expectatons (Aeriel culturally and Lisa phenotypically), we also discussed the complexites of learning about our Implicatons for Practce transracial adoptee and multracial identtes from our This act of exchanging stories—what we now refer to as monoracial parents. an exploraton of identty analogies—of comparing our diferent yet similar identty experiences, brought new Our co-creaton of knowledge and the connecton forged insights about our own identtes and enabled us to build through this story-sharing helped both of us to understand empathy across our diferences through our commonalites. our racialized experience through a diferent lens and When relatng identty analogies to student afairs, it built empathy and mutual mentorship. We acknowledged is important to remember that in our framing of this that our identtes as a multracial person and a transracial concept, analogizing identtes does not signify sameness. adoptee were not exactly the same, and we found It is partcularly important to remember this when using empowerment through our similarites, which served as a identty analogies as a pedagogical tool with students. pedagogical tool for learning about our identtes. Identty analogies are a way into allyship and coaliton building. Comparing experiences across identty groups can Exploring Our Similarites and Diferences be an empowering exercise for students (and practtoners In the exploraton of our identty analogy we have alike) to understand a piece of their own and others’ social discovered profound points of similarity as well as poignant identtes. Similarly, examining parallels between identty points of diference, both of which have enabled us to experiences can facilitate connecton and foster solidarity more intmately understand and authentcally empathize between diferent identty groups. The stories that we with each other. For example, as a transracial Asian shared demonstrate how, through identty analogies, both American adoptee raised in and by a White adoptve of us came to understand our racialized experiences in new family, Aeriel has long batled with the rigidity of racial ways. borders—never feeling like she fully belongs to either White or Asian racial communites. Although Lisa is not Beyond our personal story, identty analogies have a transracial adoptee, her multracial experience has also facilitated empathy and solidarity between multracial lef her feeling racially isolated and misunderstood by both and transracial adoptee communites in academic White and Asian communites. This shared experience does contexts (Ashlee, 2018; Jefries & Dimmet, 2016) as well not imply that our racial identtes are synonymous; rather, as in student afairs practce. For example, the NASPA it has facilitated an emotonal connectedness that serves MultRacial Knowledge Community seeks to “stmulate as the foundaton for our close friendship. Additonally, educaton, develop knowledge, and promote resources it contributed to our growth and commitment as allies to and networking opportunites related to multracial and one another and to our respectve adoptee and multracial transracial adoptee identty” (MultRacial Knowledge communites. By sharing experiences about our analogized Community, n.d.). Additonally, the Mixed Heritage Union identtes (such as growing up in homes ruled by a culture at Loyola University in Chicago is a multracial student of silence when it came to race), we realized that there organizaton that is purposefully inclusive of transracial is a lot in common between our racialized experiences. adoptees seeking to forge organic kinship around the This common ground served as a springboard for us to shared experience of not ftng within monoracial norms thoughtully and mutually examine our diferences, such as on campus. These conversatons of connecton can also www.naspa.org – RETURN TO TABLE OF CONTENTS – 57 happen in authentc ways during one-on-one advising conversatons with students or even in the classroom, such References as assigning a joint identty exploraton paper between two students. Ashlee, A. A. (2018, March). Exploring transracial Asian American adoptee racial identty through a multracial lens: Kinship between racial border When applying identty analogies to practce it is important crossers. Paper presented at the annual Critcal Mixed Race Studies to consider that these experiences are not the exact same, meetng, College Park, MD. yet exploring similarites and diferences provides profound Jefries, M., & Dimmet, M. (Eds.). (2016). Family, family, family, family: opportunity for empathy and solidarity. Identty analogies An iBook devoted to stories about multracial/transracial families. are not shortcuts to connecton; they are pathways to Washington, DC: NASPA. empathy. MultRacial Knowledge Community (n.d.). Retrieved from htps://www.naspa.org/division/multracial

Tran, V., & Johnston-Guerrero, M. (2016). Is transracial the same as transgender? The utlity and limitatons of identty analogies in multcultural educaton. Multcultural Perspectves, 18(3), 134–139.

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New Professionals and Graduate Students TITLE IX COMPLIANCE: AFFORDABLE BEST PRACTICES

Britney N. Graber Law, Policy, and Director of Insttutonal Efectveness Trevecca Nazarene University Governance

Title IX has changed the landscape of American higher This current trajectory is going to become cost-prohibitve educaton, and insttutons are spending millions annually to many colleges, if it has not already. For example, on Title IX compliance (Hartocollis, 2016). The benefts of Hartocollis (2016) reported in March 2016 that the Title IX do not negate the fact that implementng it in full University of California, Berkeley had increased Title IX compliance is costly (Bolger, 2016). New professionals and spending by at least $2 million since 2013. Colleges and graduate students must be educated about Title IX and universites have gone from spending thousands of dollars afordable best practces, as these issues are at the forefront in Title IX annually to millions. For UC Berkeley, the biggest of student afairs’ concerns. expenditures came from litgaton, and hiring Title IX In recent years, the federal government has expanded the and counseling personnel (Hartocollis, 2016). Amidst the defniton of Title IX (Ali, 2011). The “Dear Colleague” leter contnued rise in media atenton and lawsuits, insttutons that changed the Title IX landscape within higher educaton must begin to think of creatve ways to make Title IX (Ali, 2011) as well as subsequent guidance (Lhamon, 2015) compliance fnancially feasible while utlizing best practces. set forth requirements for insttutons that were not previously considered within their annual budget. With the natonal media atenton around campus sexual assault Analysis of Afordable Practces and insttutonal mishandling of Title IX cases snowballing, To reduce Title IX–related spending while maintaining care insttutons contnue to increase their Title IX expenditures for students, some insttutons have implemented innovatve to stay in compliance. ideas to cut compliance costs. www.naspa.org – RETURN TO TABLE OF CONTENTS – 59 Stafng academic services. These organizatons share the expense Many insttutons that lack the fnancial resources or of services related to the library, counseling, health, human the caseload to warrant a full-tme Title IX coordinator resources, informaton technology and sofware, and create a positon with a dual role—thus, an employee, insurance (Gose, 2017a). such as the dean of students, also serves as the Title IX coordinator (Hartocollis, 2016). However, the Department Discussion of Afordable Practces of Educaton (Lhamon, 2015) advised against this practce. Collaboraton Other insttutons are employing a Title IX expert, law The frst area of fnancial margin that rises to the forefront frm, or equity consultant to advise them on processes is the idea of collaboraton between insttutons when it and policies that need revision (Symplicity, n.d.); however, comes to resources, professional development, and staf. Symplicity (n.d.) noted that free online resources do exist for The insttutons that are already integratng this idea of insttutons to conduct self-evaluatons of Title IX policies, sharing resources are undoubtedly saving their insttutons practces, and processes. money. Insttutons that have a small staf could partner with other small-stafed insttutons to host a training event in Investgatons order to reduce the cost for each insttuton to provide high- Investgatons are not only tme-consuming but also the quality, best practce training for all staf (Gose, 2017a). primary component of Title IX practce that comes under legal scrutny. For example, insttutons that use a hearing- Preventon panel model for adjudicaton have been critcized for the Another area of margin is this idea of proactve versus possibility that a professor of either the complainant or reactve Title IX work. The literature and media highlight the respondent will be on the panel. Therefore, some the expenses related to reactve Title IX work, such as insttutons have opted to outsource their investgatons, investgatons and litgaton. Although best practce partcularly those that are more egregious, to legal literature discusses preventon programming as an important professionals. In this case, due process is ensured and any part of Title IX expenditure, perhaps if more resources were barriers or conficts of interest are reduced (Bauer-Wolf, devoted to preventon programming, less would be required 2017). of reactve Title IX work (CDCP, 2014). Moreover, there is a moral implicaton: Instead of insttutons reactng to sexual Collaboraton assault, they could put forth more efort and resources to Some colleges and universites in close proximity have preventng it altogether. turned to collaboratve cross-insttutonal approaches to save on expenses; however, due to the increasing scrutny, Assessment some insttutons found this approach unsustainable: “A few Finally, litle has been discussed about assessment in the years ago, several member insttutons shared a coordinator literature. Symplicity (n.d.) supported the noton that regular for Title IX, the gender-equity law, but the colleges recently assessment should be conducted, yet litle detail was ofered moved to hire their own coordinators, considering increased about what should be included in that assessment. Data- enforcement of the law as it applies to campus sexual driven decisions, as a result of strong assessment practces, violence” (Gose, 2017b, para. 14). Rather than sharing staf, can aid in reducing superfuous expenses and can help to some opt to share resources. focus on areas where the most is achieved for the money. The Associaton for Collaboratve Leadership has atempted Thus, the capabilites of the Title IX staf and fnancial to provide such a space where individuals can collaborate resources available are maximized. to save on various types of professional development, resources, and so forth (Gose, 2017b). Other insttutons have formed consortums to save on campus support and

www.naspa.org – RETURN TO TABLE OF CONTENTS – 60 Recommendatons Thus, from these margins, three direct recommendatons References can be made to help insttutons more efciently use their tme, staf, and fnancial resources to provide highly Ali, R. (2011, April 4). Dear colleague leter: Sexual violence. Retrieved efectve Title IX best practces: from U.S. Department of Educaton, Ofce for Civil Rights website: htps://www2.ed.gov/about/ofces/list/ocr/leters/ colleague-201104.pdf 1. Regularly assess and evaluate Title IX procedures Bauer-Wolf, J. (2017, October 9). Outsourcing rape investgatons. and practces. Inside Higher Ed. Retrieved from htps://www.insidehighered. com/news/2017/10/09/some-colleges-opt-outsource-ttle-ix- 2. Collaborate with other insttutons to ofer high- investgatons-hearings quality professional development and training for Title IX staf. Bolger, D. (2016). Gender violence costs: Schools’ fnancial obligatons under Title IX. Yale Law Journal, 125(7), 2106–2130.

3. Focus more on insttutng preventon eforts and Centers for Disease Control and Preventon. (2014). Preventng sexual creatng a campus culture of safety, respect, and violence on college campuses: Lessons from research and practce. healthy relatonships. Retrieved from htps://www.justce.gov/archives/ovw/page/ fle/909811/download

These principles can be adapted to every insttutonal type Gose, B. (2017a, March 26). 4 consorta and their advice for colleges. The and setng, regardless of fnancial resources. Chronicle of Higher Educaton. Retrieved from htps://www.chronicle. com/artcle/4-ConsortaTheir-Advice/239581 The fnancial resources saved can be devoted to other programs, services, or facilites for students; however, Gose, B. (2017b, March 26). How colleges cut costs by embracing an increase in Title IX expenditures most likely means collaboraton. The Chronicle of Higher Educaton. Retrieved from htps://www.chronicle.com/artcle/How-Colleges-Cut-Costs- a reducton in expenditures elsewhere within the by/239580 insttuton, which can afect faculty, staf, and students. By implementng the aforementoned recommendatons, Hartocollis, A. (2016, March 29). Colleges spending millions to deal colleges and universites can reduce excess Title with sexual misconduct complaints. The New York Times. Retrieved from htps://www.nytmes.com/2016/03/30/us/colleges-beef-up- IX spending, implement more efectve preventon bureaucracies-to-deal-with-sexual-misconduct.html programming, and create a healthy campus climate for all stakeholders. Lhamon, C. E. (2015, April 24). Dear colleague leter on Title IX coordinators. Retrieved from U.S. Department of Educaton, Ofce for Civil Rights website: htps://www2.ed.gov/about/ofces/list/ocr/leters/ colleague-201504-ttle-ix-coordinators.pdf

Symplicity. (n.d.). Understanding the implicatons of Title IX in higher educaton. Retrieved from htps://www.symplicity.com/wp-content/ uploads/symplicity_advocate_ttle_ix_white_paper.pdf

www.naspa.org – RETURN TO TABLE OF CONTENTS – 61 NASPA KNOWLEDGE COMMUNITIES

Of-Campus and Commuter Student Services EVALUATING INCONSISTENT DEFINITIONS OF THE COMMUTER AND OFF-CAMPUS STUDENT POPULATIONS

Marissa Weiss Associate Dean of Student Life Rhode Island College Law, Policy, and Kevin Wright Governance Interim Assistant Director Student Diversity & Social Justce University of Nevada-Las Vegas

Introducton Guiding Research Commuter and of-campus students face challenges that Weiss (2014), drawing on the theoretcal frames of critcal deter them from developing a connecton to their campus theory and campus ecology, utlizes phenomenologically community. Although these student populatons may based interviewing and partcipant-driven photo-elicitaton seem similar, they are distnct and have separate needs. to explore how commuter students make meaning of The purpose of this artcle is to artculate the confusion their college experience. A key implicaton of this research in defning commuter and of-campus students; it will build centers on identty. Beyond the dichotomy of living on upon dissertaton work by one of the coauthors (Weiss, campus or commutng, the partcipants explore other 2014). To move the narratve forward for these student demarcatons of identty; they discuss subgroups based populatons, the authors will also incorporate components on mode of transportaton, length of commute, and living of intersectonality (Crenshaw, 1989) to focus on students’ arrangement. The students’ search for clarifcaton of identtes. their identty mirrors the inconsistency in insttutonal defnitons of commuter students. www.naspa.org – RETURN TO TABLE OF CONTENTS – 62 Tabe 1 Defnitons of Commuter Students

Sources Defnitons

Dugan, Garland, Jacoby, and Gasiorski (2008) Not living in college-owned housing

Jacoby (2000) Not living in college-owned housing

“Commutng students are considered to be living outside Newbold, Mehta, and Forbus (2011) of the county where the school operates and have not relocated to atend the school” (p. 147).

Not living in university residence halls (excluding students Inman and Pascarella (1997) who live in of-campus apartments and sorority and fraternity houses)

Of-Campus and Commuter Student A review of the amenites ofered by commuter student Populaton Defnitons services at various insttutons demonstrates that the Jacoby (2015) indicated that insttutons need to root defnitons of their target populatons vary. For example, their work on the basis of equity if they are to meet the Commuter Student Services at the University of California, needs of, and create an optmum educatonal environment San Diego views commuter students predominantly as for of-campus and commuter students. By having clear those who live in of-campus apartments. Their programs and succinct defnitons of these student populatons, center on fnding housing and working with landlords insttutons can create a more streamlined and centralized (Commuter Resources, 2019.). Bryan University’s process to beter serve them. Currently, there is Commuter Student Services (2020) does not menton disagreement over the defnitons of commuter students any resources related to fnding an apartment; the and of-campus students. As illustrated in Table 1, not informaton focuses on getng involved on campus living in college-owned housing appears to be the main and fnding comfortable places in which to spend tme. defniton of commuter students used in the literature; The disagreement over which students are considered however, there is no consensus about whether students commuters has important implicatons for how these who live in temporary of-campus residences for the students are perceived and served. Clearer defnitons can purposes of atending college are considered commuter allow for the development of evolving practces, which can students. inform the work of professionals who support commuter students. To assist in establishing best practces, the This lack of agreement can create consistency issues in Knowledge Community is undertaking a benchmarking terms of policies, practces, services, and resources related study to gather informaton on populatons served, stafng to commuter students. The newly formed Of-Campus structure, programs, and other related features. and Commuter Student Services Knowledge Community intentonally included the two distnct groups of of- Including Student Identtes campus students and commuter students, but these When referring to of-campus and commuter students, groups are ofen combined into the overarching category many defnitons, programs, and services are solely of commuter students within the literature (Dugan et al, informed by the students’ environment. It is necessary for 2008; Jacoby, 2000) and refected in the names of student scholar–practtoners to assess and evaluate other factors support ofces (Commuter Resources, 2019; Commuter that may afect these students. In additon to no unifed Services, 2020; Commuter Student Services, 2020). defniton for of-campus and commuter students, there is also a lack of consideraton for honoring the breadth of www.naspa.org – RETURN TO TABLE OF CONTENTS – 63 identtes these students may possess. Kimberlé Crenshaw commuters, and ensure that services ft the needs of the (1989) coined the term intersectonality to address populaton. Furthermore, the responses can help to inform the systemic barriers that deter certain access from a natonal conversaton on standardizing defnitons and individuals who possess historically marginalized identtes. including commuter student data in natonal data sets and Insttutons need to incorporate an intersectonal established frameworks (Natonal Center on Educatonal framework that considers identty to ensure equitable Statstcs, CAS Standards, etc.). success for its students. Cookie-cuter programs and services are not going to solve all issues, and it is crucial to understand that identty can inform the praxis of our work (e.g., a trans*, frst-generaton commuter student of color or an of-campus student who is genderqueer and has a References

hidden disability). Commuter Resources. (2019). Retrieved January 9, 2020, from htps://students.ucsd.edu/campus-services/parking-transportaton/ Conclusion commuter/index.html. Upon reviewing diferent defnitons of of-campus and Commuter Services. (2020). Retrieved January 9, 2020, from htp://www. commuter students, we acknowledge the dearth of ucdenver.edu/life/services/CommuterServices/Pages/default.aspx. literature that exists to defne this student populaton—and how it may inconsistently inform a scholar–practtoner’s Commuter Student Services. (2020). Retrieved January 9, 2020, from htps://www.bryant.edu/campus-and-community/student-related- work. We recommend creatng a unifed defniton with ofces/commuter-student-services. an intersectonal framework and approach that considers students’ multple identtes. By doing so, these principles Crenshaw, K. Demarginalizing the Intersecton of Race and Sex: A Black can create a stable foundaton toward informing growing Feminist Critque of Antdiscriminaton Doctrine, Feminist Theory and Antracist Policies. University of Chicago Legal Forum 1989, no. 1 practces in the feld of student afairs and higher (1989): 139-167. educaton. Dugan, J. P., Garland, J. L., Jacoby, B., & Gasiorski, A. (2008). To aid practtoners in atending to the needs of both Understanding commuter student self-efcacy for leadership: A commuter and of-campus students and their intersectonal within-group analysis. NASPA Journal, 45(2), 282–310. identtes, consider the following refectve questons: Inman, P., & Pascarella, E. (1997). The impact of college residence on the development of critcal thinking skills in college freshmen. Presented • How does your campus refer to students who at ASHE ’97: The Annual Meetng of the Associaton for the Study of reside of campus? What specifc programs and Higher Educaton, Albuquerque, NM.

services does your campus ofer? Jacoby, B. (2015). Enhancing commuter student success: What’s theory got to do with it? New Directons for Student Services, 2015(150), • Does your campus collect data on commuter 3–12. htps://doi.org/10.1002/ss.20122 and of-campus students in terms of living Jacoby, B. (2000, Spring). Why involve commuter students in learning? arrangements, distance from campus, mode of New Directons for Higher Educaton, 109, 3–12. transportaton, and other variables? Newbold, J. J., Mehta, S. S., & Forbus, P. (2011). Commuter students: • How might your insttuton’s programs and Involvement and identfcaton with an insttuton of higher departments atend to commutng students’ educaton. Academy of Educatonal Leadership Journal, 15(2), intersectng identtes? 141–153.

Weiss, M. (2014). The commuter student experience and the concepts of The answers to these questons can provide guidance on space and place (Unpublished doctoral dissertaton). University of how to intentonally consider how the campus defnes Rhode Island, Kingston, RI. www.naspa.org – RETURN TO TABLE OF CONTENTS – 64 NASPA KNOWLEDGE COMMUNITIES

Orientaton, Transiton, and Retenton NOT DONE RECRUITING: REFRAMING ORIENTATION WITHIN THE COLLEGE RECRUITMENT CYCLE

Julia Stanton Director of Orientaton Programs, Enrollment Management Loyola Marymount University Assessment, Evaluaton, Keith Frazee and Research Assistant Vice President and Chief of Staf Student Services and Enrollment Management University of Oregon

Historically, orientaton served as an event at the The Enrollment Landscape conclusion of the recruitment process, a moment when Every year, American high school students submit students’ college decisions become reality by registering a steadily increasing number of college applicatons for courses and completng necessary matriculaton tasks (Clinedinst, Koranteng, & Nicola, 2015). NACAC suggested (Mack, 2010). However, a recent change to the Code of that applicatons from frst-tme frst-year students Ethics and Professional Practces, administered by the increased 4% from fall 2016 to fall 2017 (Clinedinst & Natonal Associaton for College Admission Counseling Patel, 2018). Notably, the increase represents applicatons, (NACAC), lifs certain guidelines for insttutonal not applicants. In 1990, just 9% of high school seniors recruitment and enrollment practces, creatng uncertainty applied to seven or more colleges; by 2015, that fgure in the college enrollment landscape (Hoover, 2019; Jaschik, had risen to 36% (Eagan et al., 2016). This increase in 2019). Even before this recent change, many insttutons applicatons weakens enrollment predictability and may reorganized orientaton programs underneath enrollment be providing a false sense of security for insttutons as management, signaling that orientaton programs are providing services as part of the recruitment cycle as markets shif. In a detailed economic analysis, Grawe opposed to providing a fnal, celebratory conclusion to the (2018) predicted that due to a recent decline in U.S. birth recruitment process (Hossler, 2004; Hossler, Kalsbeek, & rates, the populaton of traditonal-aged college students Bontrager, 2015). This artcle describes emergent changes in the country could shrink by 15% in 2026, which could in higher educaton that require orientaton, transiton, and mean fnancial trouble for insttutons unable to meet their retenton professionals to reframe their work. enrollment goals. Higher educaton professionals managing www.naspa.org – RETURN TO TABLE OF CONTENTS – 65 orientaton, transiton, and retenton programs face Orientaton programs, therefore, are no longer one of the mountng pressure to yield admited students and retain last events in the recruitment cycle. matriculated students in order to meet critcal insttutonal and student success goals (Barshay, 2018). Implicatons Professionals administering orientaton and transiton The College Choice Process programs must take careful note of student enrollment Research related to the college choice process has decisions and behaviors in the next few years, identfying expanded over tme as scholars atempt to document how paterns to predict which students are more likely to be students make decisions in the college recruitment cycle. recruited away and providing interventons that efectvely Many early college choice models (e.g., Chapman, 1981; “seal the deal” if students are being actvely recruited Hossler & Gallagher, 1987; Liten, 1982) have informed by another insttuton prior to atending their frst class. collegiate recruitment practces; however, critques of Strategically leveraging analytcs—including data from these models reveal limitatons in how such frameworks admission platorms, student informaton systems, fnancial account for systemic equity and access issues that underlie aid databases, and informaton technology services—could college choice. For example, scholars have produced provide a more comprehensive picture of interactons research showing that the infuence of socioeconomic that positvely infuence college choice and of barriers status and race, in partcular, are not accurately captured that hinder enrollment and matriculaton. Increasingly, in early college choice models (Cabrera & LaNasa, 2001; orientaton and transiton professionals will need to Freeman, 1999; Hurtado, Inkelas, Briggs, & Rhee, 1997; implement more sophistcated data tracking and reportng McDonough, 1997; Teranishi, Ceja, Antonio, Allen, & processes to accurately capture student engagement with McDonough, 2004; Terenzini, Cabrera, & Bernal, 2001). pre-arrival content and administratve student tasks, such Further, Hamilton, Roksa, and Nielsen (2018) and Rondini as “pre-registraton” or “pre-orientaton” measures, that (2016) expanded college choice theories by comparing the are ofen not tracked in ways that inform decision-making diferent ways in which families are involved in the process and drive acton. The pressure will be on orientaton staf based on social class. to generate insttutonal compettve advantage in a more volatle enrollment market. To address persistent inequites based on race and class, college choice researchers now study state and federal Additonally, orientaton and transiton programs may policy implicatons in relaton to equity and access “with a beneft from a critcal reexaminaton of their programmatc clear goal of increasing the college enrollment of students calendars and engagement eforts. The tming of new from populatons traditonally underrepresented in higher yields may alter when and how insttutons should ideally educaton” (Bergerson, 2009, p. 106). Changes to NACAC’s design and host their orientaton initatves. For example, if Code of Ethics and Professional Practces raise signifcant an insttuton fnds that a higher percentage of applicants questons about whether new dynamics will emerge melt in a specifc tme frame, orientaton professionals in students’ developmental college choice process and may be tasked with engaging these students immediately whether new recruitment techniques will have any long- preceding and during this tme frame. Strategic program term efect on equity and access. Because some students calendaring and deployment may bolster an insttuton’s may be courted by multple insttutons on an extended yield, helping colleges and universites retain the students recruitment tmeline, students may delay or moderate their they have invested in recruitng. college choice and insttutonal commitment during the Last, higher educaton scholars and practtoners should orientaton process, and higher educaton professionals design studies that critcally explore the construct of “ft” may encounter more students “shopping” as consumers and provide recommendatons for how insttutons can during the onboarding process, atending orientaton at best foster a sense of belonging for students partcipatng several insttutons prior to making their ultmate selecton.

www.naspa.org – RETURN TO TABLE OF CONTENTS – 66 in orientaton and transiton initatves. Bergerson (2009) notably explained, “We know that individual and References insttutonal characteristcs play into students’ enrollment decisions, but we do not understand how they play against Barshay, J. (2018, September 10). College students predicted to fall by and with each other to create a sense of ft for individual more than 15% afer the year 2025. The Hechinger Report. Retrieved students” (p. 116). Rendon’s (1994) theory of validaton, from htps://hechingerreport.org/college-students-predicted-to-fall- by-more-than-15-afer-the-year-2025 Strayhorn’s (2012) studies on sense of belonging, and

Museus’ (2014) research on culturally engaging campus Bergerson, A. A. (2009). College choice and access to college: Moving environments are all relevant to this pressing mater. policy, research, and practce to the 21st century. ASHE Higher Research related to “ft” within the critcal college decision Educaton Report, 35(4), 1–141.

tmeline merits special consideraton, provided the context Cabrera, A. F., & LaNasa, S. M. (2001). On the path to college: Three of burgeoning uncertainty and looming fnancial concerns critcal tasks facing America’s disadvantaged. Research in Higher for many American postsecondary insttutons. This Educaton, 42(2), 119–149. research would fll a gap in the literature that could inform Chapman, D. W. (1981). A model of student college choice. The Journal of orientaton and transiton initatves and afect budgetary Higher Educaton, 52, 490–505. htps://doi.org/10.2307/1981837 allocatons for such endeavors if studies demonstrate a favorable return on investment. Clinedinst, M. E., & Patel, P. (2018). State of college admission. Retrieved from htps://www.nacacnet.org/globalassets/documents/ It is no surprise that orientaton plays an important publicatons/research/2018_soca/soca18.pdf role in the new student experience, and its importance Clinedinst, M. E., Koranteng, A. M., & Nicola, T. (2015). State of college is heightened in light of forthcoming recruitment and admission. Retrieved from htps://www.nacacnet.org/globalassets/ enrollment challenges. Faculty, staf, and administrators documents/publicatons/research/2015soca.pdf with infuence should closely consider the role that Eagan, M. K., Stolzenberg, E. B., Ramirez, J. J., Aragon, M. C., Suchard, M. professionals in orientaton and transiton programs will R., & Rios-Aguilar, C. (2016). The American freshman: Fify-year trends, play in the changing landscape of college enrollment. 1966–2015. Los Angeles, CA: UCLA Higher Educaton Research Insttute.

Freeman, K. (1999). The race factor in African Americans’ college choice. Urban Educaton, 34(1), 4–25.

Grawe, N. D. (2018). Demographics and the demand for higher educaton. Baltmore, MD: Johns Hopkins Press.

Hamilton, L., Roksa, J., & Nielsen, K. (2018). Providing a “leg up”: Parental involvement and opportunity hoarding in college. Sociology of Educaton, 91(2), 111–131.

Hoover, E. (2019, September 29). “Welcome to the Wild West”: The competton for college applicants just intensifed. The Chronicle of Higher Educaton. Retrieved from htps://www.chronicle.com/artcle/ Welcome-to-the-Wild/247253

Hossler, D. (2004, April 30). How enrollment management transformed- -or ruined--higher educaton. The Chronicle of Higher Educaton. Retrieved from htps://www.chronicle.com/artcle/How-Enrollment- Management-Has/29115

www.naspa.org – RETURN TO TABLE OF CONTENTS – 67 Hossler, D., & Gallagher, K. S. (1987). Studying college student choice: A Teranishi, R. T., Ceja, M., Antonio, A. L., Allen, W. R., & McDonough, P. three-phase model and implicatons for policymakers. College and M. (2004). The college-choice process for Asian Pacifc Americans: University, 62(3), 207–221. Ethnicity and socioeconomic class in context. Review of Higher Educaton, 27(4), 427–551. Hossler, D., Kalsbeek, D. H., & Bontrager, B. (2015). Successful strategic enrollment organizatons. In D. Hossler, B. Bontrager, & Associates Terenzini, P. T., Cabrera, A. F., & Bernal, E. M. (2001). Swimming across the (Eds.), Handbook of strategic enrollment management (pp. 31–46). San tde: The poor in American higher educaton. College Board Research Francisco, CA: Jossey-Bass. Report No. 1. New York, NY: College Entrance Examinaton Board.

Hurtado, S., Inkelas, K. K., Briggs, C., & Rhee B. S. (1997). Diferences in college access and choice among racial/ethnic groups: Identfying contnuing barriers. Research in Higher Educaton, 38(1), 43–75.

Jaschik, S. (2019, September 30). NACAC agrees to change its code of ethics. Inside Higher Educaton. Retrieved from htps://www. insidehighered.com/admissions/artcle/2019/09/30/nacac-agrees- change-its-code-ethics

Liten, L. H. (1982). Diferent strokes in the applicant pool: Some refnements in a model of student college choice. Journal of Higher Educaton, 53(4), 383–402.

Mack, C. E. (2010). A brief overview of the orientaton, transiton, and retenton feld. In J. A. Ward-Roof (Ed.), Designing successful transitons: A guide for orientng students to college (Monograph No. 13, 3rd ed., pp. 3–10). Columbia, SC: University of South Carolina, Natonal Resource Center for The First Year Experience and Students in Transiton.

McDonough, P. M. (1997). Choosing colleges: How much social class and schools structure opportunity. Albany, NY: SUNY Press.

Museus, S. D. (2014). The culturally engaging campus environments (CECE) model: A new theory of success among racially diverse college student populatons. In M. B. Paulsen (Ed.), Higher educaton: Handbook of theory and research. New York, NY: Springer.

Rendon, L. I. (1994). Validatng culturally diverse students: Toward a new model of student learning and development. Innovaton Higher Educaton, 19(1), 33–51.

Rondini, A. C. (2016). Healing the hidden injuries of class? Redempton narratves, aspiratonal proxies, and parents of low-income, frst- generaton college students. Sociological Forum, 31(1), 96–116.

Strayhorn, T. L. (2012). College students’ sense of belonging. New York, NY: Routledge.

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Parent and Family Relatons PARENTS AND FAMILIES AS PARTNERS IN CAREER SUCCESS

Vincent Bowhay Vice President for Student Afairs Advising and Supportng Independence Community College

“What do you want to be when you grow up?”

From an early age, children are asked this important and job roles; urging students to explore cocurricular queston; in adulthood, the answer becomes a career. opportunites; and encouraging positve academic There are many factors to consider when choosing a achievement (Hall, Dickerson, Bats, Kaufmann, & Bosse, career. Career choices can shape an identty and may 2011). These family support relatonships contnue when provide insight into one’s personality, habits, values, and students atend college—students have reported that they lifestyle. Parents and family members are some of the sought vocatonal advice regarding potental jobs, careers, many people who play a role in guiding students through courses, and majors more frequently from their parents their career exploraton. than from professors and friends (Milward, Houston,

Parents and families ofen support students as they Brown, & Barret, 2006). As students contnue to rely on consider career optons, develop personal expectatons, their parents and families for career advice, it is necessary and begin their job search. Parents and families can play for university administrators to equip parents and family an important part in infuencing positve gender typing members with tools to help their student. www.naspa.org – RETURN TO TABLE OF CONTENTS – 69 Why should universites work closely with parents and student (DeAngelis & Kerschner, 2019). The podcast also families to discuss career outcomes? Understanding connected parents and families to important websites with career choices and knowing what resources are available career development resources. for students are ways that parents and families can be Providing parents and families with conversaton prompts more knowledgeable about their student’s career choices. and reminders throughout the year could also prove to Parents and families can prepare students to make sound be a useful tactc for encouraging career development. career choices by staying informed about potental careers These actons could happen at move-in, at the end of the and sharing that informaton with their student. With these frst semester, or near graduaton. Conversaton prompts resources, parents and families can help students make could include important topics, such as how to choose sense of the implicatons of career and course decisions majors, fnd on- or of-campus employment, select courses, (Lukas, 2015). An example of the positve efects of familial prepare résumés, fnd internships, and transiton from infuence can be found by looking at students entering campus life to the working world. the felds of science, technology, engineering, and math (STEM): A recent study found a 12% increase on the It is important to encourage parents and families to be part math and science sectons of the ACT for students whose of the career development process, but it is equally vital to parents were given informaton on how to efectvely educate them on how to be encouraging without making speak to their children about the importance of STEM decisions for their student. Finding a healthy balance (Rozek, Svoboda, Harackiewicz, Hulleman, & Hyde, 2017). between showing genuine interest and support for their The same students were later also found to have a more student’s career plans and allowing their student to fnd his favorable impression of the STEM feld, enrolling in more or her own way is key. STEM courses, exploring STEM majors, and seeking STEM careers afer college (Rozek et al., 2017). Conclusion Student afairs departments are perfectly situated to Parents and Families Are the Untapped reframe how insttutons work with parents and families. Resource Universites Need Higher educaton professionals, such as those working in It takes a team to help a student reach his or her full career services or similar areas on campus, should shif potental. Career services professionals who work in their focus by empowering parents and families to help partnership with parents and families are in a positon to their students develop the career competencies they need create a network of support and vocatonal infuence that to live a successful and fulflling life afer college. Staf who extends from the kitchen table at home to the dining hall work directly with parents and families should identfy on campus. Studies have shown that young adults who feel areas of communicaton and collaboraton with career competent in their career decision-making skills tend to development professionals. There are many opportunites make more satsfying career choices throughout their life throughout the academic year to share updates and (Keller, 2004). provide conversaton startng points to parents and There are many ways in which universites can tailor families. As partners in their student’s educaton, parents communicaton strategies to empower parents and and families could be the key collaborators that universites families as partners in their student’s career development. need to ensure career success. The Career Services Department at the University of Pennsylvania is a great example of how to use campus services to connect with parents. In conjuncton with Family Weekend, the department dedicated an episode of its weekly podcast to providing parents with the resources needed to successfully discuss career searches with their

www.naspa.org – RETURN TO TABLE OF CONTENTS – 70 References

DeAngelis, J. M., & Kerschner, A. M. (2019, October 20). CS radio–episode 97: Helping your Penn student. Retrieved from htps://cs-radio.simplecast.com/episodes/cs-radio-episode-97- helping-your-penn-student

Hall, C., Dickerson, J., Bats, D., Kaufmann, P., & Bosse, M. (2011). Are we missing opportunites to encourage interest in STEM felds? Journal of Technology Educaton, 23(1), 32–46.

Hulleman, C. S., Kosovich, J. J., Barron, K. E., & Daniel, D. B. (2017). Making connectons: Replicatng and extending the utlity value interventon in the classroom. Journal of Educatonal Psychology, 109(3), 387–404. doi:10.1037/edu0000146Keller, B. K. (2004, September 1). Parental behaviors that infuence adolescents’ career development. Retrieved from htps://www.ncda.org/aws/NCDA/ page_template/show_detail/4911?model_name=news_artcle

Lukas M. (2015). Parental involvement in occupatonal educaton of their children. Paper presented at the Internatonal Multdisciplinary Scientfc Conference on Social Sciences and Arts, Albena, Bulgaria.

Millward, L., Houston, D., Brown, D., & Barret, M. (2006). Young people’s job perceptons and preferences. London, England: University of Surrey.

www.naspa.org – RETURN TO TABLE OF CONTENTS – 71 NASPA KNOWLEDGE COMMUNITIES

Sexual and Relatonship Violence Preventon, Educaton, and Response SURVIVORSHIP AS AN IDENTITY: EXAMINING APPROACHES TO SURVIVOR SUPPORT

Wanda Swan Director, The Ofce of Respect Emory University Social Justce Shana M. Ware Survivor Resource Specialist and Inclusion Ofce of RESPECT/Center for Student Success Programs & Services Division of Student Life Emory University

At the tme of this writng, the newly revised amendments same reason that the Brock Turners of the world escape of Title IX are imminent, and everyone from administrators accountability for their perpetraton: The impact of sexual to advocates are poised to ofer critque, think pieces, violence on survivors is, at best, negotable and, at worst, and strategies for maintaining equitable structures for ignored.

survivors and alleged ofenders. Some of these oferings, Other pieces will miss the mark entrely, in an atempt in an efort to promote neutrality, will lack trauma- to praise administratve leadership for fnally “fxing” a informed approaches and may, in fact, be dangerous in problem that has long plagued campus communites: clear their atempts to convey victmhood on both sides. Such guidance that creates more uniform meet-points between atempts at neutrality may also be highly praised for the law and practce (New, 2016). As New pointed out, this www.naspa.org – RETURN TO TABLE OF CONTENTS – 72 need for congruence places higher ed professionals on “the social constructon of identty examines social, opposite ends of an argument that seems to minimize historical, politcal, and cultural constructs at both the prioritzing the rights of those afected by violence. insttutonal and individual level” (Omni & Winant, 1994; Weber, as cited in Abes et al., 2007). Survivorship is Last, the authors hypothesize there may also be an identty that coexists alongside other identtes and publicatons that atempt to present a strategy that is not to be examined singularly, because it connects reduces further harm to survivors while increasing the marginalized existences to the impact of oppression. “To accountability of insttutons and encouraging them to see fully embrace individual experiences, it is necessary to Title IX legislaton as simply the foor. These pieces will explore diferences within each aspect of identty as each urge insttutons to understand the diference between is infuenced by the simultaneous experience of the other equity and equality and to provide adequate support dimensions” (McCann & Kim, as cited in Abes et al., 2007). streams that allow for a safer existence for survivors on In applying this theory to understanding survivorship, campuses. This artcle atempts to fnd home in this later the authors have hypothesized the defniton as being a category and ofer a perspectve that has already found socially constructed identty in which one’s existence is the success within higher educaton communites. This paper result of one’s intersectonal interplay of lived experiences argues that commonly known tensions that exist between and how those concurrently running identtes, infuenced rights to survivor-centered spaces and administratve by oppression and violence, are marginalized by larger mandates happen because of a lack of understanding of society. survivorship as an identty. It serves to critque failures of systems that do not acknowledge the collectve Another way to fathom what the identty of survivorship macro-identty of survivorship outside of surface-level encompasses is by gaining a deeper understanding of programmatc initatves, such as those that allow for identty work on campus and examining the need for and communal speak-outs or recruitment for student-led peer result of identty-based centers on college campuses. advocate partcipaton. We argue that limited provisions These centers ofer sanctuary for persons who belong and opportunites for this identty group to collectvely to historically disenfranchised populatons (Jennrich & exist, demand resources, and be recognized in an ofcial Kowalski-Braun, 2014). These spaces are not just safe capacity result in a lack of accountability by university havens for students to be their authentc selves; they systems to validate this group’s trauma and experiences also allow for kinship to be found with others. With a with navigatng support in a system that historically focus on providing student-centered services, leadership upholds rape culture and oppression. Last, this artcle will development, learning opportunites, and an understanding suggest ways for insttutons to recognize survivorship of historical contexts through which student identty is as an identty, relying on best practces for marginalized situated, these spaces foster resilience and persistence for groups existng in collegiate communites and feminist some of our most vulnerable students. literature aimed at examining insttutonal betrayal of survivors. In this same vein, survivors of interpersonal violence are similarly navigatng multple identtes in additon to Validatng Survivorship reckoning with the impact that trauma has had on their In examining the identty of survivorship, one can look life. Trauma is an underlying component that may infuence to the social constructon of identty as a foundatonal how the survivor self-identfes, regardless of other framework. In understanding this theory, the intersectons identtes that he or she may hold. Ironically, experiencing of interpersonal, intrapersonal, and cognitve domains are trauma may serve as way for individuals to establish interrogated with the belief that (e.g., Baxter Magolda, kinship through a shared experience outside of just having 2001; King & Baxter Magolda, 2005; Torres & Baxter a connecton to others’ outward identfying characteristcs Magolda, 2004 as cited in Abes, Jones, McEwen, 2007) such as race, ethnicity, or gender. A growing body of work www.naspa.org – RETURN TO TABLE OF CONTENTS – 73 on the intersectons of survivorship and social identty Recognizing Survivorship examines the issue by interrogatng cancer survivorship Refectng on the 2016 Stanford rape case, feminist scholar and how that identty afects an individual’s social roles Brooke Mascagni provided a startng point for those and overall survivor trajectory (Zebrack, 2000). This artcle insttutons brave enough to fnd value in the humanity of hopes to aid in expanding this topic to include violence survivors. In one concise sentence, Mascagni argued that survivorship. survivorship validaton includes the following points:

In additon to multple identtes being navigated in tandem to trauma, persons who have experienced trauma are most 1. Recognize that sexual assault has been ofen caught in the furry of nuisanced politcal schemes normalized on their campuses, partcularly in and gendered discourse that distract from examining college athletcs and fraternites; survivors’ lived experiences (Mascagni, 2017). Centers such as Vanderbilt University’s Project Safe Center and 2. acknowledge the dignity of student survivors Emory University’s Ofce of Respect (through its peer-led of sexual violence by ofering an insttutonal initatves) have found success in creatng opportunites apology; and that validate those students who carry the social identty 3. initate substantve cultural reforms that extend of survivor and seek safe space to authentcally delve into beyond Title IX legal compliance. (Mascagni, the nuances of their lived experience. 2017, p. 182) Insttutonal Accountability to Survivors of Violence While her frst two points present with an air of specifcity Although sexual and interpersonal violence are not new that is difcult to misinterpret, Mascagni’s third point is phenomenological occurrences on college campuses, one that invites clarifcaton. When working to synthesize insttutonal strategic initatves to address violence are “substantve cultural reforms that extend beyond” mediocre, at best, because they have yet to embrace compliance, insttutons should elevate support systems survivorship as an identty. Many insttutons are failing to already present, having them serve as complementary address the core roots of violence and are simply reactng structures to compliance in order to maintain a checks- to the symptoms from a clinically informed, crisis-specifc and-balances structure that minimizes compliance viewpoint. In doing so, the authors fear that insttutons are overreach. Though the authors found agreement with failing to take holistc approaches to support the community Mascagni’s points, they also believe that these suggestons of survivors that has developed as a result of larger systemic lack a connecton to the responsibility of contnued issues that contnue to perpetuate a culture of violence. trauma-informed, survivor support afer a crisis.

For colleges and universites to acknowledge survivorship The conversaton of survivorship should expand beyond as an identty also requires a transparent recogniton crisis and connect individuals at the core of their survived that insttutonal eforts are inadequate. Obviously, no experience. Insttutons can adopt trauma-informed insttuton wants to come under scrutny by admitng frameworks (Reeves, 2015) across their enterprise to failure; however, such insttutonal failure results in the demonstrate collectve accountability in interfacing with contnued producton of students who hold an identty of those who have been touched by some form of violence survivorship that is not solely in connecton to not only the either during or prior to atending college. This invites inital trauma experience, but ongoing re-traumatzaton a new culture that seeks to show how insttutons are associated with existng in a community that does involved in the postraumatc growth process of those not prioritze this identty. One can argue that this re- within their communites. victmizaton that is consistent with similar narratves derived from oppression-based violence. www.naspa.org – RETURN TO TABLE OF CONTENTS – 74 References

Abes, E. S., Jones, S. R., & McEwen, M. K. (2007). Reconceptualizing the model of multple dimensions of identty: The role of meaning- making capacity in the constructon of multple identtes. Journal of College Student Development, 48(1), 1–22. doi:10.1353/ csd.2007.0000

Jennrich, J., & Kowalski-Braun, M. (2014). “My head is spinning”: Doing authentc intersectonal work in identty centers. Journal of Progressive Policy & Practce, 2, 199–211.

Mascagni, B. (2017). Rape, apology, and the business of Title IX compliance. Politcs, Groups, and Identtes, 5(1), 182–196. doi:10.1080/21565503.2016.1273123

New, J. (2016). Must vs. should: College frustrated by lack of clarifcaton on Title IX guidance. Inside Higher Ed. Retrieved from htps://www.insidehighered.com/news/2016/02/25/colleges- frustrated-lack-clarifcaton-ttle-ix-guidance

Reeves, E. (2015). A synthesis of the literature on trauma-informed care. Issues in Mental Health Nursing, 36(9), 698–709. doi:10.3109/01612 840.2015.1025319

Zebrack, B. J. (2000). Cancer survivor identty and quality of life. Cancer Practce, 8(5), 238–242. doi:10.1046/j.1523-5394.2000.85004.x

Zraly, M. (2008). Bearing: Resilience among genocide-rape survivors in Rwanda (Electronic thesis or dissertaton). Retrieved from htps://etd.ohiolink.edu

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Socioeconomic and Class Issues in Higher Educaton USING ASSET-BASED FRAMEWORKS TO SUPPORT STUDENTS: CELEBRATING THE WORK IN WORKING CLASS

Genia M. Betencourt Postdoctoral Research Associate University of Massachusets Amherst Advising & Supportng

Social class inequality in higher educaton results in stgma defne the term working-class using parental educaton and stereotypes directed at working-class students at (i.e., neither parent has a four-year degree) and occupaton many postsecondary insttutons (Hurst, 2010; Stuber, (i.e., blue-collar jobs), which aligns with the defniton used 2011). However, many working-class students view their by other scholars (Hurst, 2010; Stuber, 2011). Although my social class and work ethic as strengths that they can research focused students’ social class meaning-making, draw upon to succeed in college (Stuber, 2011). Work can perceptons of class-based allyship, and sense of belonging, support student identty, promote belonging, and facilitate the role of employment spanned all three studies as a skill development (Nuñez & Sansone, 2016). Furthermore, central fnding in terms of how students spoke about their research has shown that even part-tme work is more working-class backgrounds. Regardless of how partcipants benefcial for student persistence than not working at identfed with a specifc categorizaton of their social all (Levin, Montero-Hernandez, & Cerven, 2010; Pusser, class (e.g., working-class, frst-generaton, low-income), 2010). they recognized the value of work as a key atribute they derived from their backgrounds. During the 2017–18 academic year, I interviewed 24 working-class students at two fagship public research Working-class families passed on a strong work ethic to insttutons in order to learn more about the experiences their children. My partcipants remarked, “[my parents] of working-class students in higher educaton. Here, I work really hard for all the money that they get,” “all of my www.naspa.org – RETURN TO TABLE OF CONTENTS – 76 life, my family has worked,” and “we work hard for what we 2. Refect on transferrable skills acquired through have.” One sophomore student described the commitment all types of work. Although working-class of working-class individuals, notng “how much energy students may be unable to aford the unpaid or they put into their daily lives . . . to balance working, low-paying internships or jobs of afuent peers supportng [their] family, and stll being part of the family.” (Jack, 2019; Stuber, 2011), diverse forms of For some partcipants, work ethic was ted to resilience employment stll provide valuable experience, and derived from perseverance. One senior partcipant demonstrate work history, and foster skill shared that a working-class individual is “someone who development. Student employment can be a just works through it—they’re struggling, but they’re valuable learning opportunity for students to persistent.” Several partcipants took jobs as soon as they apply classroom concepts to real-world issues could, ofen assuming responsibilites at home before (Pusser, 2010). Simple exercises such as creatng being legally able to seek employment. Many students inventories of relevant skills and refectng worked to lessen the fnancial obligatons of their families on individual skills and experiences may help or to establish their independence by paying for their own working-class students connect their current expenses. Work was central to partcipants’ identtes, to work experience with career aspiratons. the way they approached higher educaton, and to their connectons with peers. For example, students described 3. Engage a wide range of employers as partners in using employment to connect with others: They sought student learning. If working-class students spend out friends who also worked or explored cocurricular many hours at work each week, they may have involvement that also paid students. less tme to connect with resources and staf on campus. Instead, places of employment may My fndings suggest that working-class students may provide new opportunites to support students beneft when insttutons recognize and provide support in their pursuit of higher educaton. For example, to work. In the recommendatons that follow, I draw upon insttutons can reach out to supervisors both my research and my background working in student afairs on and of campus to make them aware of across residental life, precollege programs, and student various resources (e.g., food pantries or supply leadership over the past decade. I propose the following closets, contact informaton for diferent ofces recommendatons for student afairs practtoners to on campus like the dean of students or mental support working-class students: health services), helping them to disseminate informaton or triage concerns related to 1. Recognize the contributons of working-class student employees. Alternatvely, recognizing students to insttutons. Such recogniton the contributons of employers by spotlightng may include highlightng numbers of student diferent positve work environments might workers on campus broadly or recognizing work help promote sharing of best practces and performed within specifc departments (e.g., collaboraton. Such changes can shif dynamics “employee of the month” types of programs). in which employment and academics are These eforts would recognize not only the positoned at odds to a mutually benefcial contributons of working-class students but also collaboraton (McCormick, Moore, & Kuh, 2010). the increasing numbers of middle- and upper- class students who juggle work responsibilites 4. Promote conversatons about work as a part in college (Carnevale & Smith, 2018; Goldrick- of holistc advising. While a focus on work Rab, 2016). can celebrate working-class values, too much work can be detrimental to students’ academic

www.naspa.org – RETURN TO TABLE OF CONTENTS – 77 success. Although evidence is mixed, research shows that working more than 15 or 20 hours References can result in a decline in grades and retenton (Carnevale & Smith, 2018; Levin et al., 2010). Burnside, O., Wesley, A., Wesaw, A., & Parnell, A. (2019). Employing Working-class students need to be aware of the student success: A comprehensive examinaton of on-campus costs and benefts of their work and understand employment. Retrieved from htps://www.naspa.org/images/uploads/ main/NASPA_EmploymentStudentSuccess_FINAL_April1_LOWRES_ other optons available to them—fnancial REVISED.pdf aid, housing programs, and other forms of assistance— if they need to reduce hours. Carnevale, A., & Smith, N. (2018). Balancing work and learning: Implicatons for low-income students. Washington, DC: Georgetown University Center on Educaton and the Workforce. These recommendatons build upon other eforts within NASPA that focus on student employment as a Goldrick-Rab, S. (2016). Paying the price: College costs, fnancial aid, and the way to support meaningful learning and engagement betrayal of the American Dream. Chicago, IL: University of Chicago opportunites (Burnside, Wesley, Wesaw, & Parnell, Press.

2019). By celebratng work, insttutons can both support Hurst, A. L. (2010). The burden of academic success: Managing working-class working-class students and acknowledge the work of identtes in college. Lanham, MD: Lexington Books. diverse stakeholders across insttutons in shaping higher Jack, A. A. (2019). The privileged poor: How elite colleges are failing educaton. disadvantaged students. Cambridge, MA: Harvard University Press.

Levin, J. S., Montero-Hernandez, V., & Cerven, C. (2010). Overcoming adversity: Community college students and work. In L. W. Perna (Ed.), Understanding the working college student: New research and its implicatons for policy and practce (pp. 43–66). Sterling, VA: Stylus.

McCormick, A. C., Moore, J. V., III, & Kuh, G. D. (2010). Working during college: Its relatonship to student engagement and educaton outcomes. In L. W. Perna (Ed.), Understanding the working college student: New research and its implicatons for policy and practce (pp. 179–212). Sterling, VA: Stylus.

Nuñez, A. M., & Sansone, V. A. (2016). Earning and learning: Exploring the meaning of work in the experience of frst-generaton Latno college students. The Review of Higher Educaton, 40(1), 91–116. htps://doi.org/10.1353/rhe.2016.0039

Pusser, B. (2010). Of a mind to labor: Reconceptualizing student work and higher educaton. In L. W. Perna (Ed.), Understanding the working college student: New research and its implicatons for policy and practce (pp. 134–154). Sterling, VA: Stylus.

Stuber, J. M. (2011). Inside the college gates: How class and culture mater in higher educaton. Lanham, MD: Lexington Books.

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Spirituality and Religion in Higher Educaton EXPLORING TRANS/NONBINARY STUDENT SPIRITUALITY: A PROFILE OF DR. KATE CURLEY

Kate Curley Dennis McCunney Eastern Michigan University Director, Intercultural Afairs East Carolina University Social Justce Kevin Singer Doctoral Student, Aidan Williams and Inclusion Higher Educaton TRIO Graduate Assistant North Carolina State University Missouri State University

Introducton Professional Overview Research on the religious, spiritual, and secular (RSS) Research conducted by Kate Curley, PhD (they/them/ identtes and experiences of college students has grown theirs), is shedding light on the RSS experiences of trans/ steadily since Alexander Astn, Helen Astn, and Jennifer NB students. With more than 10 years of experience Lindholm’s groundbreaking research at the University in educaton administraton–student afairs work, they of California at Los Angeles in the 2000s (Astn, Astn, currently work as a learning and development consultant & Lindholm, 2010). However, research into the RSS at HealthPartners, a healthcare nonproft, and teach experiences of minoritzed groups has been slow coming student afairs courses at St. Cloud State University. and seldom receives atenton in mainstream RSS research. They study critcal methods and theories in applied This erasure leaves RSS scholars and practtoners with educatonal contexts with a specifc focus on RSS an incomplete understanding of how minoritzed campus identtes and the experiences of trans/NB people. As groups such as trans/nonbinary (trans/NB) students an interdisciplinary scholar, their research agenda aims experience RSS spaces. to re-center marginalized stories in educaton through critcal quanttatve inquiry and to engage trans ways of knowing in the study of RSS study. Dr. Curley identfes as a queer, genderqueer, Unitarian Universalist, Pagan, White, neurodiverse scholar, educator, and practtoner whose positonality is incredibly important to their work. www.naspa.org – RETURN TO TABLE OF CONTENTS – 79 An Interview with Dr. Curley moments of incredible joy and pain. In any case, I fnd the intersecton transformatve and in need of partcular What are the current trends in trans/ consideraton. NB students and their RSS identtes and experiences? It does not take long to fnd examples of trans/NB bashing What are some lingering research/practce questons that you stll have, even afer in the name of some RSS traditon or belief system; completng your dissertaton? however, the integraton of trans/NB and RSS identtes I have so many questons to explore! I think ofen when and experiences is not new; I say this because although we complete a study, the primary outcome is that we the integraton may seem like a new trend, I am far from have beter questons. I explore this more fully in my the frst person who thought of this integraton. I give a dissertaton (Curley, 2019), but there are two big areas of tremendous amount of credence and space to indigenous research I hope to contnue to explore at this intersecton: ways of knowing that embraced two-spirited trans/NB people as important components of their RSS identtes and practces (e.g., Jacobs, Thomas, & Lang, 1997). The 1. What would “trans-ing” the study of RSS current trend, however, is making trans/NB experiences identtes and experiences in higher educaton not only visible but voiced in higher educaton contexts look like? How can we challenge the way we and within the research traditon of RSS identtes and quantfy and measure RSS engagement to be experiences. more inclusive of trans/NB experiences?

What have been your personal experiences 2. How can healing spaces form and transform navigatng RSS research and practce? trans/NB engagement with RSS parts of In many ways, studying trans/NB students and their themselves? What might these spaces look like RSS identtes and experiences has been fraught with at college and university campuses—and if it is both boundary crossing and unending justfcaton for virtual, how can we leverage these spaces? importance. In research, I fnd myself marginal in both the trans/NB scholar community and the RSS in higher What are some best practces that colleges/ educaton scholar community, and have found my chosen universites can do to ensure that trans/NB academic family much more with people who consider students feel supported and empowered in their themselves self-proclaimed misfts in the feld of higher spiritual quests? educaton. The consequence of this is that my work College and university agents and infuencers must is necessarily and gladly interdisciplinary. I draw from acknowledge the disparate efects that a provocatve RSS colleagues studying Palestnian women’s movements in engagement experience—one that leads one to refect the early 1900s and food justce using archaeology in rural on one’s own RSS identty in a new way (e.g., a formal Mexico. Doing trans research, I believe, means that one interfaith dialogue)—can have on trans/NB students and must “trans,” or move outside, the boundaries of previously non-trans/NB students (Curley, 2019). Without intentonal designated or assigned boundaries. engagement and actve recogniton of these diferences, we can—ofen inadvertently—fracture our communites In practce, I fnd myself contnuously having to justfy the even more. These experiences can positvely afect validity of exploring trans/NB students’ RSS experiences. cisgender students’ attudes toward trans/NB people Due to the monolithic portrayal of transness in mainstream while not improving and perhaps even negatvely afectng media and society, trans/NB people are ofen thought trans/NB students’ sense of feeling welcome and safe to be singularly trans/NB and possess no other salient on campus (Curley, 2019). Another signifcant fnding is identtes ever. Engaging RSS identtes and experiences that although it is important to foster safe spaces, we with my trans/NB kin and in my own life has included should not shy away from confict. Perceptons of campus www.naspa.org – RETURN TO TABLE OF CONTENTS – 80 divisiveness or campus confict between RSS groups can actually positvely impact one’s attudes toward trans/NB References people (Curley, 2019). This fnding suggests that cognitve dissonance and being made to feel uncomfortable around Astn, A. W., Astn, H. S., & Lindholm, J. A. (2010). Cultvatng the spirit: one’s RSS identty can help foster a beter psychological How college can enhance students’ inner lives. Hoboken, NJ: John campus climate for trans/NB students. This may be Wiley & Sons.

because having a student refect on their RSS identty Bryant, A. N., Wicklife, K., Mayhew, M. J., & Behringer, L. B. (2009). when faced with diference forces one to challenge their Developing an assessment of college students’ spiritual experiences: own assumptons and their RSS group assumptons about The Collegiate Religious and Spiritual Climate Survey. Journal of others. Rather than shying away from RSS confict in and College and Character, 10(6).

outside the classroom, I encourage college and university Curley, K. (2019). Debunking the false dichotomy: Developing and applying staf, faculty, and administrators to intentonally lean in and Trans QuantCrit at the intersecton of trans/non-binary identtes and recognize how people may experience RSS engagement religious, secular, and spiritual engagement in college (Unpublished experiences diferently, by giving trans/NB students spaces doctoral dissertaton). Eastern Michigan University, Ypsilant, MI. to heal and build a sense of resilience (Curley, 2019). Jacobs, S.-E., Thomas, W., & Lang, S. (Eds.). (1997). Two-spirit people: Natve American gender identty, sexuality, and spirituality. Urbana: Summary/Closing University of Illinois Press. Trans/NB students are at a greater risk of experiencing Rockenbach, A. N., Mayhew, M. J., Kinarsky, A., & Interfaith Youth Core. religiously motvated discriminaton than their cisgender (2014). Engaging worldview: A snapshot of religious and spiritual peers. The Campus Religious and Spiritual Climate Survey climate. Part I: Dimensions of climate and student engagement. Chicago, of 2011–2015 revealed that 53% of students identfying IL: Interfaith Youth Core. as trans/NB reported moderate/high levels of insensitvity on campus, compared with 28% of respondents who self-identfed as female and 26% of respondents who self-identfed as male. Moreover, 62% of those identfying with “another gender identty” reported someone using their religious worldview to justfy treatng them in a discriminatory manner because of their gender identty, compared with 10% of self-identfed females and 10% of self-identfed males (Bryant, Wicklife, Mayhew, & Behringer, 2009; Rockenbach, Mayhew, Kinarsky, & Interfaith Youth Core, 2014). These fgures reinforce the importance of Curley’s research as well as the need for additonal inquiry into how RSS spaces and experiences can contribute to the spiritual well-being—rather than harm—of trans/NB students. Student afairs professionals have an important role to play as well; as they design spaces for engagement across worldview diferences, they should consider utlizing Dr. Curley’s research to ensure that spaces are truly welcoming and constructve to students across diverse gender identtes.

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Student Afairs Fundraising and External Relatons COMMUNICATING IMPACT THROUGH STORIES THAT CONNECT WITH NEXT-GENERATION DONORS

Mike Piacentno Manager for Marketng, Communicatons and Development University of Miami Leadership

Millennial donors, skeptcal of the impact that donatons answer: Tell stories about your programs and initatves in a have on the organizatons receiving their hard-earned way that connects your insttuton’s programs and services money, overwhelmingly prefer to support local with the causes these donors care about. organizatons and smaller charites over larger ones, including their alma maters (Martn et al., 2017). Similarly, In doing so, you will build meaningful relatonships with Generaton Z adults—who are now traditonal-aged college your donors, demonstrate the impact of fnancial support, students—have grown up in an era of fnancial downturns, and engage with your current students all at the same tme. politcal unrest, and other insttutonal failures, causing Whether sharing highlights with campuswide stakeholders, this generaton to become increasingly distrustul of large, engaging current students, or connectng with prospectve powerful insttutons (Morning Consult, 2019). Generaton students and their families, storytelling is a powerful means Z is also “on track to be the largest, most ethnically- by which to communicate informaton. diverse, best-educated, and most fnancially-powerful generaton ever” (Morning Consult, 2019, p. 1). “There are two ways to share knowledge. As these younger generatons mature and contnue to You can push informaton out, or you can thoughtully select which organizatons to support, how can student afairs fundraisers tasked with engaging these pull them in with a story.” impact-driven donors garner their fnancial support? The —Anonymous

www.naspa.org – RETURN TO TABLE OF CONTENTS – 82 What Makes a Good Story? Cutng Through the Noise According to Simon Sinek, all good organizatons have a It is not enough to have a compelling story that connects clear purpose and directon, but excellent ones efectvely your prospectve donors to causes they care about. With share this purpose with their target audiences (Sinek, the rise of social media, email marketng, and other direct- 2012). Sinek diferentated an organizaton’s purpose to-donor communicaton methods, it is becoming harder (known as its “Why”) with the many ways in which it enacts and harder to get donors’ atenton through all the noise its purpose (“How”) as well as the organizaton’s products in the marketplace (Martn et al., 2017). Thus, stories and or services (“What”). To use this framework with student other materials sent to donors must stand out from the afairs, a unit’s Why could be based on its mission and rest. In a similar vein, 160over90’s book Three and a Tree vision or derived from outcomes set forth in a strategic encouraged marketng teams in college and university plan. A How involves the organizatonal structures in place admissions to set themselves apart from the many other that allow the unit to do its work. Some examples might insttutons that high school seniors may encounter. The include having highly trained staf, a set of core values that agency implored marketng departments to break the guide the unit’s work, or a student advisory commitee. mold of using a photo with three students sitng under a Last, a What is made up of the many programs or services tree on a college quad (termed “three and a tree”) as the the unit ofers to the campus community. cover of their admissions brochures (160over90, 2012). Instead, colleges and universites should communicate to Sinek argued that many organizatons fail to connect prospectve students using plain language and imagery that with their target audiences because they place too much captures the authentc vibe on campus. emphasis on What they do but not on Why they do it. More specifcally, a company that only promotes its Student afairs fundraisers should follow suit. Share products but fails to communicate a purpose or vision with your donors those stories that are unique to your may fall fat with consumers. In Sinek’s book, he compared insttuton, program, or service. Work with communicaton the brand strategies of Apple and Dell. Dell promotes its professionals as well as your insttuton’s student afairs computers and other products; Apple promotes a lifestyle. leadership to uncover authentc stories that not only detail It is easy to see which brand is more efectve at reaching the unit’s purpose (its Why) but also set it apart from the today’s consumer. Sinek’s advice: “People don’t buy what many other causes vying for your audience’s atenton. you do; they buy why you do it [emphasis added].” This While you may be the only college or university asking a maxim can easily be applied to the work of fundraisers by potental donor for philanthropic support (apart from a substtutng the word buy with donate to. prospect’s graduate school), rest assured that you are not the only organizaton asking for their atenton or money. Development staf members should work closely with Find ways to illustrate to your potental supporters how student afairs professionals as well as communicaton your initatve is uniquely aligned with their interests specialists to ensure that fundraising-focused stories and how a donaton would make a signifcant and lastng demonstrate the purpose of an initatve and not just impact on not only students and the insttuton but, more on what the initatve does. Because next-generaton importantly, the world. donors want to know that their money is going toward a cause they support, be sure that your stories connect to Where to Find Story Ideas these causes in a clear and authentc way. For example, Once you have determined your initatve’s purpose and Generaton Z adults care deeply about social justce and how to diferentate it from other eforts worthy of donor inclusiveness, the environment, and educaton (Morning support, it is tme to write the stories themselves. Again, Consult, 2019). Demonstratng how your insttuton’s development staf and communicaton professionals programs, services, and facilites make a positve diference should work together to tell stories that demonstrate in these areas will build a stronger case for these donors’ the impact of monetary support on a program or service. fnancial support (Martn et al., 2017). www.naspa.org – RETURN TO TABLE OF CONTENTS – 83 More specifcally, stories should make a direct connecton between a donor’s dollar and the initatve’s stated goals/ References purpose. Speak to student organizaton leaders about how fundraising dollars have aided their group in making a 160over90. (2012). Three and a tree. Philadelphia, PA. diference on campus or in the community. Find out from Martn, J., Gfeller, H., Navarrete, J., Badger, H., et al. (2017). Winning donor unit leaders how much their programs have been able to mindshare in the atenton economy. Retrieved from make a larger impact as a result of donors’ support. You htps://eab.com/research/advancement/study/winning-donor- can event analyze data from departmental annual reports mindshare-in-the-atenton-economy to uncover trends that show how philanthropic support is Morning Consult. (2019). Understanding Gen Z. Retrieved from fueling a program’s success. htps://morningconsult.com/wp-content/uploads/2019/06/ Morning-Consult-Understanding-Gen-Z.pdf Conclusion Gone are the days of donors who write checks at the end Sinek, S. (2011). Start with why: How great leaders inspire everyone to take acton. London, England: Penguin Business. of each year before fling taxes. Additonally, it is becoming increasingly rare to fnd donors who are content with simply donatng to a college or university and getng their name on a building in return. As development ofcers look to the next generaton for philanthropic support, these trends will only contnue. To atract intrinsically motvated donors, student afairs fundraising eforts must tell unique and authentc stories that demonstrate to donors the impact their money will have on improving the world of today and tomorrow.

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Student Afairs Partnering With Academic Afairs FACULTY PERCEPTIONS OF SERVICE-LEARNING INSTITUTIONALIZED IN STUDENT AFFAIRS

Jabari Bodrick Associate Director, Leadership and Service Center Leadership University of South Carolina

INTRODUCTION Insttutonalizaton is seen as the pinnacle indicator of Student afairs educators and faculty members regularly insttutonal importance for relatvely new programs and practces such as service-learning (Holland, 2009). collaborate to foster educatonal environments where Traditonally, service-learning has been insttutonalized in every ofce, program, and initatve presents students academic afairs. Berman and McLaughlin (1974) defned with opportunites to learn (NASPA & ACPA, 2004). The insttutonalizaton as “the point when an innovatve purpose of this qualitatve multple-case study was to practce, having been implemented, loses its ‘special explore faculty perceptons of insttutonalized student project’ status and becomes part of a routnized behavior afairs service-learning ofces. In this study, service- of the insttutonal system” (p. 16). The commonly held learning is defned as “a course-based, credit-bearing stance in the service-learning literature that an academic educatonal experience in which students partcipate afairs division is a more appropriate organizatonal in an organized service actvity that meets identfed home for service-learning than a student afairs division community needs, refect on the service actvity in perpetuates the false narratve that student afairs such a way as to gain further understanding of course educators cannot contribute to student learning. This content, a broader appreciaton of the discipline, narratve may exist, in part, because student afairs and an enhanced sense of personal values and civic educators have not historically focused on student learning responsibility” (Bringle & Hatcher, 1995, p. 112). or published service-learning research in abundance. www.naspa.org – RETURN TO TABLE OF CONTENTS – 85 METHODOLOGY The ACFM’s statement confrms that student afairs A qualitatve multple-case study methodology was professionals can have the knowledge and skillset used in this study. Purposeful and snowball sampling needed to contribute to an area typically reserved for was employed to select three total full-tme faculty faculty. members from three Campus Compact insttutons to partcipate in this study. Campus Compact is a Echo University Echo University is a four-year public university with natonal organizaton of college presidents commited 32,900 undergraduate students. The Echo University to promotng civic and community engagement through faculty member (EUFM) believed that the student higher educaton (Campus Compact, 2013). To ensure afairs educators responsible for service-learning at confdentality, each partcipant represented in this the university did an exceptonal job coordinatng study was given a pseudonym. The data were gathered service-learning eforts. The EUFM appreciated student through semistructured interviews and analyzed with a afairs educators for always being willing and able to social constructvist philosophical worldview. Each case assist with anything related to service-learning course study’s data were analyzed individually and followed by development. The EUFM added that service-learning a cross-case analysis. could be faculty led and insttutonalized in academic Alpha College afairs at Echo University; however, the EUFM did not Alpha College is a four-year private insttuton with think service-learning needed to be moved to academic 1,300 undergraduate students. The Alpha College afairs, as student afairs educators were exceedingly faculty member (ACFM) approved of the service- profcient service-learning administrators. learning ofce’s shared insttutonalizaton in student afairs and academic afairs. The ACFM explained that Foxtrot University Foxtrot University is a four-year public insttuton with student afairs educators can meaningfully connect with an undergraduate enrollment of 5,300 students. The students in ways many faculty members cannot. The Foxtrot University faculty member (FUFM) said the ACFM had the following to say about those instances student afairs/academic afairs organizatonal structure when service-learning workshops were led by student was best for its university. The FUFM acknowledged, afairs educators: however, that service-learning could be organizatonally housed in diferent places at other insttutons, and added the following: They [student afairs educators] have ofered workshop kinds of things, which I think . . . can be really useful because it Well, I think [service-learning] requires both [service-learning] can be such a diferent [student afairs and academic afairs]. I experience in the classroom, that I think think, and again, this is where every campus having somebody sort of work through it defnes it diferently, but I think we have a with you and having an opportunity just very academic defniton of service-learning to get together with colleagues who are and I think that if there is going to be this also trying to come up with similar kinds of academic defniton for it, there needs to be assignments or similar kinds of approaches faculty involvement in its implementaton. At can be really, really productve. the same tme, I think that on the staf side

www.naspa.org – RETURN TO TABLE OF CONTENTS – 86 of it, you know, they bring all of their student Student afairs educators can support faculty members afairs expertse and they bring students. teaching service-learning courses by developing We look at things like alternatve break refecton actvites, service-learning workshops, and service-learning briefs that are informed by student and some of the volunteerism that goes on development theories and the knowledge student afairs as sort of an entry point into service and educators have of the contemporary student experience. one day hope that students that do those things will take a service-learning course. It is a total, total partnership between us, and that goes all the way up to the dean of References students and our provost down to me and my codirector. I would say that if given the Berman, P., & McLaughlin, M. W. (1974). Federal programs supporting educational change, vol. I: A model for educational change. Santa chance to move this ofce strictly to faculty Monica, CA: Rand. afairs or strictly to student afairs, for our campus, that would be a big mistake. Bringle, R. G., & Hatcher, J. A. (1995). A service-learning curriculum for faculty. Michigan Journal of Community Service Learning, 2, 112–122.

The FUFM’s remarks show that student afairs Campus Compact. (2013). Creating a culture of assessment: 2012 professionals can be meaningful partners in the service- Campus Compact annual member survey. Retrieved from htps://kdp0l43vw6z2dlw631iffc5-wpengine.netdna-ssl.com/ learning insttutonalizaton process. wp-content/uploads/large/2013/04/Campus-Compact-2012- Statstcs.pdf IMPLICATIONS Holland, B. A. (2009). Will it last? Evidence of insttutonalizaton at This study’s fndings yielded two implicatons for student Carnegie classifed community engagement insttutons. New afairs practce. First, student afairs educators should Directions for Higher Education, 147, 85–98. San Francisco, CA: actvely seek opportunites to advance student learning Jossey-Bass. through student afairs/academic afairs collaboratons. The fndings also confrm that service-learning is a NASPA & ACPA. (2004). Learning reconsidered: A campus-wide focus on the student experience. Washington, DC: Authors. compelling vehicle for student afairs/academic afairs collaboratons. Having service-learning expertse and tangible resources allows student afairs educators to collaborate with faculty members in a context in which there is no discernable power diferental. Second, student afairs educators bring a student-centered approach to service-learning that may be absent from faculty-led service-learning eforts. Although students typically spend more tme with faculty members than they do with student afairs educators, students ofen view student afairs educators as more approachable than faculty members. The student-centered approach that student afairs educators employ afords them the opportunity to get an understanding of student needs and trends that faculty members may not be able to acquire in a traditonal classroom setng. www.naspa.org – RETURN TO TABLE OF CONTENTS – 87 NASPA KNOWLEDGE COMMUNITIES

Student Career Development WHY BECOMING “CAREER READY” ALSO MEANS BECOMING “COMMUNITY READY”

Lorrie A. Brown Director of Student Engagement Indiana University Purdue University Indianapolis (IUPUI) Social Justce Morgan L. Studer and Inclusion Director of Faculty and Community Resources Indiana University Purdue University Indianapolis (IUPUI)

Language maters. The words we choose reveal a set of More specifcally, we want to learn how being civic-minded values and conveys meaning about what is included or helps to develop 21st century workplace skills. excluded, whether we want it to or not. Working in a university unit focused on all things “civic,” we concern Career Readiness Competencies ourselves with recognizing the language of civic learning and The Natonal Associaton of Colleges and Employers community engagement across our insttuton’s programs. (NACE) defnes career readiness as “the atainment and Sometmes we fnd that the language of the university is so demonstraton of requisite competencies that broadly centered on students and faculty that the consideraton of prepare college graduates for a successful transiton into the community as stakeholders is overlooked, and this has the workplace” (NACE, 2019a). To provide a framework implicatons for how programs are framed. for relevant professionals to use in ensuring that students

Career readiness has long been a key priority for colleges and meet the goals of 21st century career readiness, NACE universites. As the natonal conversaton has changed about has outlined a set of eight demonstrable career-readiness the role of higher educaton, many functonal areas at the competencies. These competencies include such concepts university are being asked to take a role in preparing students as critcal thinking and problem-solving, teamwork and for their lives post-graduaton, and civic and community collaboraton, and global and intercultural fuency. The engagement centers are no excepton. Given this reality, our competencies are closely ted to the widely publicized center is exploring, through the lens of civic and community annual NACE Job Outlook Survey that outlines the skills and engagement, what it means for a student to be “career ready.” dispositons most highly prized by employers (NACE, 2019). www.naspa.org – RETURN TO TABLE OF CONTENTS – 88 Individual vs. Community Orientaton Transforming Career Competencies to Include Wantng to integrate the concept of career readiness Civic-Mindedness into our community work-study and service scholarship The Indiana University-Purdue University Indianapolis programs, we decided to dig deeper into the defnitons (IUPUI) Center for Service and Learning has created a of the career readiness competencies. We found that the foundatonal construct, the Civic-Minded Graduate (CMG), language primarily focuses on what the individual has to guide programming goals, learning outcomes, and learned and can demonstrate for the sake of their own curriculum (Steinberg, Hatcher, & Bringle, 2011). The CMG personal development. Although some of the statements construct includes a set of tools: a self-report scale, a rubric, refect aspects of working with others (e.g., teamwork and and a narratve prompt. Domains of a civic-minded graduate collaboraton), the defnitons are stll phrased in a way include concepts such as an orientaton to social change, that focuses on individuals’ demonstratons of their skills understanding how issues are addressed in society, and or knowledge in that area; the idea of a community-based developing a sense of civic identty. (Weiss, Hahn, & Norris, perspectve is largely absent. 2017). Using the domains and characteristcs of the CMG, we have added language to increase the civic orientaton In response to this individualist orientaton, we are of the NACE competencies while also making them more proposing a new set of career competencies that integrate inclusive to those from diverse backgrounds. civic learning and civic-minded development as core aspects of becoming “career ready,” knowing that integratng The following is an example of reframing a NACE civic learning across multple spaces produces powerful competency through the lens of civic-mindedness. outcomes in the development of civic-minded graduates. NACE Critcal Thinking/Problem-Solving: Exercise sound Best practce is already occurring in career development reasoning to analyze issues, make decisions, and overcome programming as well, such as with the eforts to encourage problems. The individual is able to obtain, interpret, and students to connect their work experience with their use knowledge, facts, and data in this process, and may classroom learning (e.g., the Iowa GROW refecton model). demonstrate originality and inventveness (NACE, 2019a). As educators, we can enhance these current models by assistng students to make a broader, civic-minded Civic-Minded Critcal Thinking/Problem-Solving: Exercise connecton between their work and community. sound reasoning to analyze civic issues, make ethical decisions, and overcome problems. The individual is able The amplifcaton of civic-mindedness in career to ask deeper questons about specifc issues and obtain, development competencies also serves to more interpret, and use knowledge, facts, and data to artculate efectvely include perspectves brought by our students how various societal systems and processes address from a diversity of cultural and ethnic backgrounds. By these issues. This framing draws on the CMG Domains of transforming the current NACE competencies from their Understanding how civic issues are addressed in society and individualized stances and making them more community Working with others. oriented in nature, we beter address the collectvistc orientaton possessed by many of our students, especially We have reframed the competencies with a civic lens to those who are frst generaton. For example, in a study encourage students to think beyond self, consider ethics examining the efects of the culture of independence in decision-making, ask questons about specifc issues, in American higher educaton, frst-generaton college and artculate systems and processes for addressing issues. students, many of whom are from underrepresented groups, Students not only can think critcally but also do so in the were more likely to endorse motves of interdependence, context of the society at large. They can make connectons such as giving back to their community, than students and beter understand systems and how systems perpetuate who were not frst generaton (Stephens, Fryberg, Markus, issues. Johnson, & Covarrubias, 2012).

www.naspa.org – RETURN TO TABLE OF CONTENTS – 89 Why Does This Mater? The Business Roundtable, an associaton of some of References America’s leading company CEOs, recently released a statement redefning the “purpose of a corporaton” to Brown and Studer. (in progress). Civic-Minded Career Competencies. include the key principle that corporatons are about The Business Roundtable. (2019). The Business Roundtable Redefnes more than serving their shareholders; this new statement the Purpose of a Corporaton to Promote an Economy that Serves All boldly proposes a paradigm shif in defning the purpose Americans. Retrieved from htps://www.businessroundtable.org/ of a corporaton as one that “afrms the essental role business-roundtable-redefnes-the-purpose-of-a-corporaton-to- corporatons can play in improving our society when promote-an-economy-that-serves-all-americans

CEOs are truly commited to meetng the needs of all Hurtado, S., & DeAngelo, L. (2012). Linking diversity and civic-minded stakeholders,” which includes investng in “customers, practces with student outcomes. Retrieved from employees, suppliers, communites, and shareholders” (The htps://www.aacu.org/publicatons-research/periodicals/linking- Business Roundtable, 2019). As corporatons recognize their diversity-and-civic-minded-practces-student-outcomes-new role in investng in society, it will become essental for future Brown, L. A., & Studer, M. L. (2020). Civic-Minded Career Readiness employees to take this global perspectve too. This recent Competencies. Retrieved from htp://hdl.handle.net/1805/21856 statement further aligns with colleges contnuously seeing NACE. (2019a). Career Readiness for the New College Graduate: A the need to prepare students not just for their next job or Defniton and Competencies (2019). Retrieved from career but for contributng toward a “more equitable, just, htps://www.naceweb.org/uploadedfles/pages/knowledge/artcles/ democratc, and sustainable” world (Hurtado & DeAngelo, career-readiness-fact-sheet-jan-2019.pdf 2012). NACE. (2019b) Job Outlook 2019. Retrieved from As employers seek graduates with 21st century skills, we htps://www.odu.edu/content/dam/odu/ofces/cmc/docs/ are confdent that civic-mindedness assists and positons nace/2019-nace-job-outlook-survey.pdf our graduates to be successful in a global workforce. Our Steinberg, K. S., Hatcher, J. A., & Bringle, R. G. (2011). Civic-minded framework will take these 21st century career-readiness graduate: A north star. Michigan Journal of Community Service competencies and name civic-mindedness as core to Learning, 18(1), 19-33. career development. In order to be career ready, we argue, Stephens, N. M., Fryberg, S. A., Markus, H. R., Johnson, C. S., & students need to be “community ready” as well. Covarrubias, R. (2012). Unseen disadvantage: How American universites’ focus on independence undermines the academic performance of frst-generaton college students. Journal of Personality and Social Psychology, 102(6), 1178.

Weiss, H. A., Hahn, T. W., & Norris, K. E. (2017). Civic-Minded Rubric 2.0. Retrieved from htps://scholarworks.iupui.edu/handle/1805/13367

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Student Government PROVIDING SUPPORT TO CANDIDATES IN STUDENT GOVERNMENT ELECTIONS

Jennifer Fox Taylor Assistant Director of Student Governance Student Learning The University of Texas at Arlington and Development

Student government electons are seen as a means to an likely to politcally engage in some manner. Craig, Niemi, end—the process to determine student leaders for the and Silver (1990) describe two types of politcal efcacy: next year. However, partcipaton in student government external and internal. External politcal efcacy refers to electons—as a candidate or a voter—has been shown the belief that the politcal system is responsive to citzen to support students’ learning, infuence perceptons of demands, while internal politcal efcacy refers to how politcal efcacy, and inspire future politcal engagement. personally competent citzens feel regarding their ability Student government electons have the potental to be a to partcipate in politcs (Craig et al., 1990). In additon, frst taste of a politcal process for many students, and it research shows that positve experiences gained from will either positvely or negatvely infuence their sense of partcipatng in a democratc process psychologically politcal efcacy. prepare individuals to partcipate again in the future (Pateman, 1970). Politcal efcacy, as defned by Campbell, Gurin, and Miller (1954), is the “feeling that individual politcal acton does A primary way to encourage college students to engage have, or can have, an impact upon the politcal process— civically is through partcipaton in student government, i.e., that it is worthwhile to perform one’s civic dutes” (p. as it gives them an opportunity to learn about the 187). If individuals believe that their partcipaton in the democratc process (Saha & Print, 2010). Research democratc process is worthwhile, then they are more shows that students who run for politcal ofce in school www.naspa.org – RETURN TO TABLE OF CONTENTS – 91 electons feel empowered to make decisions and begin to understand their power to efect change within their own 1. Candidate Workshops politcal environments (Saha & Print, 2010). By supportng The Electon Supervisory Board hosts workshops candidates through the electon process, student afairs to provide candidates with tps on how to professionals can nurture an environment of learning campaign, how to develop a campaign team, and and growth that will increase students’ sense of politcal how to create a marketng plan/strategy leading efcacy and, one hopes, encourage future politcal up to the electon. partcipaton. 2. Required Candidate Meetngs There is litle research on student government electons All candidates are required to atend an in- at the collegiate level, as most studies have focused on person meetng to review the electon code. the benefts of partcipaton once membership in student Emphasis is also placed on learning outcomes government is atained (Cress, Astn, Zimmerman, Oster, for the candidates, to help them understand and & Burkhardt, 2001; Kuh, 1994). Thus, for my doctoral artculate the skills they can gain through the research (Fox, 2017), I chose to explore the experiences electon process. of 10 students who had run for student government president or vice president at four-year public insttutons 3. Campaign Resources in Texas. Findings from the study included the physical The Electon Supervisory Board shares free and emotonal toll the candidates experienced during or inexpensive resources to create marketng their campaigns, the learning and self-growth achieved materials in order to help defray costs for the throughout the electon process, and how the students’ candidates. Local businesses are asked to ofer candidacy infuenced their perceptons of future politcal discounts specifcally for fyers, handouts, or involvement. giveaways.

One of the largest takeaways from the study was the In additon, regular emails are sent to the students’ descriptons of how demanding the electon candidates to remind them to utlize campus process was on their physical and emotonal well-being. resources (such as counseling and psychological Many students sacrifced their health—sleeping very litle— services, on-campus dining optons, and group and skipped meals to keep campaigning. The vulnerability exercise classes) to support their physical and the candidates felt by being in the spotlight lef them mental health. feeling “emotonally exhausted,” and several became physically ill from pushing themselves beyond their limits. 4. “Goodie Bags” on Electon Days The students also expressed that there was no insttutonal The Electon Supervisory Board provides support for them during their campaigns; this perceived goodie bags (including granola bars, water lack of guidance resulted in even more stress for the botles, etc.) and handwriten thank-you notes candidates. to each candidate to serve as a small piece of encouragement during polling days. From the fndings of this study and through my role as the student government advisor at the University of Texas at 5. Electon Results Afer-Party Arlington, I was able to work with the Electon Supervisory Instead of postng the results online, results are Board to take steps to modify the student government announced at a local restaurant near campus to electons process at the university to beter support recognize the winners and celebrate everyone student candidates. Strategies that were implemented who partcipated as a candidate. included the following:

www.naspa.org – RETURN TO TABLE OF CONTENTS – 92 6. Candidate Survey/Refecton A survey is sent out to all candidates afer the References electon to solicit feedback on how to improve the electon experience in the future. This survey Campbell, A., Gurin, G., & Miller, W. (1954). The voter decides. Evanston, IL: gives candidates an opportunity to refect on Peterson Row. any skills developed through the campaigning Craig, S. C., Niemi, R. G., & Silver, G. E. (1990). Politcal efcacy and process. trust: A report on the NES pilot study items. Politcal Behavior, 12(3), 289–314. 7. “Where Do I Go From Here?” Individuals who lost their electon are personally Cress, C. M., Astn, H. S., Zimmerman, B., Oster, K., & Burkhardt, J. C. (2001). Developmental outcomes of college students’ involvement contacted by the student government advisor in leadership actvites. Journal of College Student Development, 42(1), to inform them of other campus involvement 15–29. opportunites. The advisor ofers to meet to discuss potental pathways to contnue being Fox, J. (2017). Student government electons: The experiences of candidates and their perceptons of politcal efcacy (Unpublished doctoral engaged as a student leader. dissertaton). The University of Texas at Arlington, Arlington, Texas.

Once elected, student government leaders ofen receive Kuh, G. D. (1994). Student learning outside the classroom: Transcending guidance and support from a faculty or staf advisor artfcial boundaries. Washington, DC: Ofce of Educatonal Research and Improvement. and have resources made available to them; however, the students I interviewed wished that the same level Pateman, C. (1970). Partcipaton and democratc theory. New York, NY: of support could be provided to candidates during the Cambridge University Press. electon process. While I understand that university Saha, L. J., & Print, M. (2010). Student school electons and politcal staf must remain unbiased during student government engagement: A cradle of democracy? Internatonal Journal of electons, there are ways, such as the strategies listed Educatonal Research, 49(1), 22–32. above, to imbed insttutonal stafng and resources into the electon process to beter support candidates’ physical and emotonal well-being during campaigns.

The student government electon process has the potental to be a hands-on laboratory for learning and to positvely infuence students’ sense of politcal efcacy; however, for this to occur, student afairs professionals must understand the experiences of candidates partcipatng in their electon processes, and these professionals must be able to ofer the guidance and resources students need to meet the challenges of the electon.

www.naspa.org – RETURN TO TABLE OF CONTENTS – 93 NASPA KNOWLEDGE COMMUNITIES

Student Leadership Programs ACTIVISM AS STUDENT LEADERSHIP

Sarah Vilardo Residence Coordinator Leadership University of Wyoming

Student actvism in the United States has been a defning Posner (2014) stated that student leadership is a means aspect of higher educaton, datng back to as early as the of students developing positvely as leaders and people. 1930s (Stewart & Quaye, 2019). The movements of this Leadership is a critcal skill that students must possess tme paved the way for the prominent actvist work of the afer graduaton, as many careers will require students civil rights movement of the 1960s and beyond (Cohen, to exhibit traits associated with leadership (Marcket & 2013; Stewart & Quaye, 2019). At many insttutons, Kadolph, 2010). Higher educaton professionals have a student actvists were the frst to fght for social vested interest in ensuring that students learn the skills progress, inclusion, and greater opportunity. For example, and competencies deemed necessary for “a successful students in the 1970s and 1980s created the frst “gay transiton into the workplace,” such as leadership (Career organizatons” on campus (Rhoads, 2016, p. 194). In a more Readiness Defned, n.d.). Students who are engaged modern context, the #BlackLivesMater and DREAMers on campus in cocurricular actvites, such as leadership movements also found followings on college campuses and roles, are more likely to have a stronger support system helped to underscore how societal issues afect students and social connectons with peers as well as beter tme (Rhoads, 2016, p. 197). According to Lucey (2002), the management skills, emotonal health, and well-being; they college campus serves as a microcosm where societal and also have higher GPAs and are more likely to graduate global issues play out. Within this setng, students are and pursue advanced degrees (Astn, 1984; Kuh, 2001, ofen at the forefront of changes that have long-lastng 2003; Pascarella & Terenzini, 1991). Campus leadership and wide-reaching implicatons. Further, the consciousness roles are paramount in student development: Connectng that arises with coming-of-age in higher educaton creates to a campus community in a meaningful way has been a space conducive to actvism (Broadhurst, 2014). In a proven to be a factor contributng to overall student college setng, students are ofen encouraged to critcally success (Astn, 1984), and campuses that emphasize analyze society and consider their roles within it; this “empowerment, service, leadership, and actvism” are more increased introspecton can lead students to engage in likely to be efectve in engaging their students (Kezar & actvism. Kinzie, 2006). www.naspa.org – RETURN TO TABLE OF CONTENTS – 94 Kodama and Laylo (2017) stated that perceptons students staf and faculty members were more likely to become hold about leadership and their leadership efcacy can involved in student actvism when they believed that the ofen be based on identty, which can prohibit marginalized cause was “legitmate” (Kezar, 2010). Therefore, faculty students from being involved as ofen as their more and staf members should take a more actve approach privileged peers. Marginalized students may choose to in guiding students in their actvism in order to create a engage in leadership positons that focus on actvism legitmizing presence. eforts pertaining to their identtes and communites. Such By guiding student actvists, student afairs professionals roles take into consideraton intersectonal identtes and can show their solidarity with marginalized communites cultural and racial backgrounds (Owen, Hassell-Goodman, and work to empower students. Even when student & Yamanaka, 2017). Further, “student actvists have a movements rise outside of insttuton-sanctoned clubs deep understanding of oppression and provide rich and and organizatons, they are working to provide students thoughtul descriptons of marginalizaton and oppression” with valuable skills and the opportunity to create lastng (Linder & Rodriguez, 2012, p. 397). These students may change. Chambers and Phelps (1993) stated that changing show more of an interest in leadership roles that help insttutonal perceptons about student actvism as them to challenge oppression and marginalizaton. Student positvely contributng to the campus could help create actvists “are trying to change their world. That world may a more invitng environment for actvism and help be as small as their campus or as large as humanity itself” student actvists feel more supported. Actvism can be (Broadhurst, 2014, p. 12). viewed as a legitmate method for students to develop Although traditonal student leadership roles are as leaders. Campus actvists should be valued for their worthwhile opportunites for campus engagement, unique perspectves, passions, and contributons to the many optons exist for students to become involved. campus community. Student afairs administrators can Leadership opportunites within insttuton-sponsored help to provide spaces for students to engage in actvism, clubs and organizatons may not always resonate with advocate for themselves and others, and learn from actvist or be accessible to all students. Running for electons, movements of the past. Whether advocatng for their holding an ofcial positon of authority, and operatng residence hall community, presentng their demands to from a bureaucratc insttutonal perspectve are typically campus leaders, or protestng global crises, students have associated with student leadership roles. These practces much to gain from engaging with and responding to the can be reminiscent of the oppressive and hegemonic world around them. When student afairs practtoners structures that many student actvists actvely work to support students in their actvist eforts, they recognize the dismantle. Kezar, Avilez, Drivalas, and Wheaton (2017) passion that students have and empower them to be more analyzed and critqued traditonal campus-sanctoned authentc leaders. By encouraging students to engage in student leadership roles and provided insight for how actvism and providing spaces for this to occur, staf and student actvism and politcal initatves could help faculty can show that they are student centered and that students to develop as leaders. Practtoners need to they value multple approaches to learning. create space for these students as well as more explicitly acknowledge and validate other modes of leadership, such as actvism.

Regardless of ideology, student afairs professionals can serve a unique role in advising student actvists. They can help students to navigate campus infrastructure and mediate concerns between students and insttuton leadership (Kezar, 2010); however, one study showed that

www.naspa.org – RETURN TO TABLE OF CONTENTS – 95 References

Astn, A. W. (1984). Student involvement: A developmental theory Lucey, C. A. (2002). Civic engagement, shared governance, and for higher educaton. Journal of College Student Personnel, 25(4), community colleges. Academe, 88(4), 27–31. 297–308. Marcket, S. B., & Kadolph, S. J. (2010). Empowering student leadership Broadhurst, C. J. (2014). Campus actvism in the 21st century: A historical beliefs: An exploratory study. Internatonal Journal of Teaching and framing. In C. J. Broadhurst & G. L. Martn (Eds.), “Radical academia?” Learning in Higher Educaton, 22(2), 131–139. Understanding the climate for campus actvists (New Directons for Owen, J. E., Hassell-Goodman, S., & Yamanaka, A. (2017). Culturally Higher Educaton, no. 167, pp. 3–15). San Francisco, CA: Jossey- relevant leadership learning: Identty, capacity, and efcacy. Journal Bass. of Leadership Studies, 11(3), 48–54. Natonal Associaton of Colleges and Employers. (n.d.). Career readiness Pascarella, E. T., & Terenzini, P. T. (1991). How college afects students: defned. Retrieved from htps://www.naceweb.org/career-readiness/ Findings and insights afer twenty years. San Francisco, CA: Jossey- competencies/career-readiness-defned. Bass. Chambers, T., & Phelps, C. E. (1993). Student actvism as a form of Posner, B. Z. (2014). The impact of gender, ethnicity, school setng, and leadership and student development. NASPA Journal, 31(1), 19–29. experience on student leadership: Does it really mater? Management Cohen, R. (2013). Rebellion in black and white: Southern student actvism and Organizatonal Studies, 1(1), 21–31. in the 1960s. Baltmore, MD: Johns Hopkins University Press. Rhoads, R. A. (2016). Student actvism, diversity, and the struggle for a Kezar, A. (2010). Faculty and staf partnering with student actvists: just society. Journal of Diversity in Higher Educaton, 9(3), 189. Unexplored terrains of interacton and development. Journal of Schroeder, C., & Kuh, G. (2003). How are we doing at engaging students? College Student Development, 51(5), 451–480. About Campus, 8(1), 9–16. Kezar, A., Avilez, A. A., Drivalas, Y., & Wheaton, M. M. (2017). Building Stewart, T. J., & Quaye, S. J. (2019). Building bridges: Rethinking student social change oriented leadership capacity among student actvist leadership. New Directons for Student Leadership. 2019(161), organizatons: Developing students and campuses simultaneously. 51–63. In D. M. Rosch (Ed.), The role of student organizatons in developing leadership (New Directons for Student Leadership, no. 155, pp. 45–57). San Francisco, CA: Jossey-Bass.

Kezar, A. J., & Kinzie, J. (2006). Examining the ways insttutons create student engagement: The role of mission. Journal of College Student Development, 47(2), 149–172.

Kodama, C. M., & Laylo, R. (2017). The unique context of identty- based student organizatons in developing leadership. In D. M. Rosch (Ed.), The role of student organizatons in developing leadership (New Directons for Student Leadership, no. 155, pp. 71–81). San Francisco, CA: Jossey-Bass.

Kuh, G. (2001). Assessing what really maters to student learning: Inside the Natonal Survey of Student Engagement. Change, May/June, 10–18.

Linder, C., & Rodriguez, K. L. (2012). Learning from the experiences of self-identfed women of color actvists. Journal of College Student Development, 53(3), 383–398.

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Student-Athlete BLACK FOOTBALL STUDENT-ATHLETES WITH EDUCATION-IMPACTING DISABILITIES

Sarah Stokowski Assistant Professor Sport Management University of Arkansas Advising and Supportng Tomika Ferguson Assistant Professor and EdD Co-Coordinator Educatonal Leadership Virginia Commonwealth University

Federal legislaton stpulates that racial and cultural that has a substantal educatonal impact on a student’s dynamics should not be considered when identfying academic performance and requires accommodaton” students with learning disabilites (IDEA, 2004); however, (NCAA, 2018a, p. 160). Although the number of student- race, gender, and socioeconomic status afect diagnosis athletes with EIDs is unknown, given that nearly 85% of (e.g., Shifrer, 2018). Black male students have a higher Division I membership insttutons have programming for prevalence of being identfed as having a learning disability at-risk student-athletes (Stokowski, Ditmore, Stne, & Li, (e.g., Shifrer, 2018). 2017), it can be inferred that a high percentage of student- athletes are diagnosed with EIDs (Stokowski, Blunt-Vint, Literature Summary Hardin, Goss, & Turk, 2017). Upon entering higher educaton, individuals with Nearly half (48%) of Division I football student-athletes disabilites are protected by the Americans with are Black (NCAA, 2018b). Ofen Black athletes competng Disabilites Act. To comply with federal law, the Natonal at historically White Insttutons face stereotypes that Collegiate Athletc Associaton (NCAA) instlled policies to queston their intellectual capability (e.g., Comeaux, 2011). accommodate student-athletes with disabilites. The NCAA Moreover, individuals with EIDs are labeled, leading to classifes learning disabilites as an “educaton-impactng social and academic disadvantages (e.g., Smith-D’Arezzo disability” (EID), which consists of a “current impairment www.naspa.org – RETURN TO TABLE OF CONTENTS – 97 & Moore-Thomas, 2010). Stereotype threat theory (STT) the Stokowski and Hardin (2014) study, in which student- believes that stereotypes exists and an individual from a athletes with EIDs used their diagnosis as motvaton, partcular social group may believe such stgmas and in the partcipants in the present study were ashamed of essence begin to enact the stereotype (Steele & Aronson, their disability. Gill and Farrington (2014) suggested that 1995). According to STT, student-athletes with EIDs may collaboratve support from student afairs, social workers, believe themselves academically incapable because of their and athletc administrators challenge the barriers Black disability status. male athletes face in the classroom. The present study supports aligning advanced outcomes for the Social Justce Current Study and Inclusion and Student Learning and Development Informed by STT (Steele & Aronson, 1995), the purpose of Professional Competencies to further enhance the this study was to examine instances of stereotype threat experiences of Black football student-athletes with EIDs. among Black football student-athletes with EIDs. A total of 14 Black Division I football student-athletes partcipated Thoughts for Student Afairs Administrators in this study, which utlized purposeful sampling and Collaboraton between athletc, academic, and student interviews. Inductve and narratve analysis was used to afairs administrators is an understudied area within higher gather and analyze the data (Creswell, 2007). “Intellectual educaton literature (Comeaux, 2018). Transiton programs capabilites” was the major theme that appeared (e.g., precollege) and increasing self-advocacy skills may throughout the data. yield success for Black male student-athletes with EIDs (Harris, Mayes, Vega, & Hines, 2016). Banks and Gibson Nearly every partcipant (92.9%) reported that their (2016) suggested accessible administrators (i.e., disability intellectual capabilites were questoned due to their support specialist) to afrm students’ abilites and to create status as an athlete with an EID. All partcipants (100%) support networks. Further, Black male student-athletes felt that their diagnosis led them to queston their can develop self-advocacy skills acquired from a network intellectual capabilites. For Jonathan, being diagnosed of faculty, administrators, and peers who can teach this with an EID made him “feel diferent.” He explained, populaton how to appropriately communicate their needs “Diferent, like, in school everybody was the same, but to others (Council & Gardner, 2019). I had something diferent about me.” Darius described that he was given a “hard tme” and treated diferently Competency-Based Practce than his peers. Jordan was told that because of his EID he Negatve stereotypes lead to a decreased sense of “couldn’t do it.” Similarly, Johnathan stated, “Reading out belonging, racial discriminaton, and struggles with load is stll one of my biggest fears.” He did not want to be integraton (e.g., Cooper, 2016). The intersecton of race, “embarrassed.” Ezekiel was teased by his peers: “They used athletc status, and disability for Black men is understudied to say I couldn’t read.” Due to difculty comprehending and unfamiliar to most higher educaton professionals. assignments, Kelvin isolated himself from his peers. For We recommend the creaton of collaboratve learning Martn, even going to class was difcult; he explained opportunites, such as multcultural workshops (Cooper, that he did not like having to atend “class and be around 2016). Topics included within these workshops may people,” describing his animosity toward school as a discuss implicit bias, sense of belonging, culturally relevant “phobia.” pedagogy, antdefcit frameworks, and mentorship opportunites. Practces (e.g., social support networks) that Discussion reduce self-isolaton are also encouraged (Banks & Gibson, This study demonstrated that stereotypes about Black 2016). Last, collaboratve strategies that include various male student-athletes’ intellectual ability served as (a) a campus consttuents are an appropriate response to source of diferental treatment within social and learning enhance the college experiences of Black football student- environments and (b) a catalyst for self-isolaton. Unlike athletes with EIDs. www.naspa.org – RETURN TO TABLE OF CONTENTS – 98 References

Banks, J., & Gibson, S. (2016). The voices of African American male Smith-D’Arezzo, W. M., & Moore-Thomas, C. (2010). Children’s students with disabilites atending historically Black universites. perceptons of peers with disabilites. Teaching Exceptonal Children Journal of African American Males in Educaton, 7(1), 70-86. Plus, 6(3), 2–16.

Comeaux, E. (2011). Examinaton of faculty attudes toward Division I Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual college student athletes. College Student Afairs Journal, 30(1), 75–87. test performance of African Americans. Journal of Personality and Social Psychology, 69, 797–811. Comeaux, E. (2018). Stereotypes, Control, Hyper-Surveillance, and Disposability of NCAA Division I Black Male Athletes. New Directons Stokowski, S., Blunt-Vint, H., Hardin, R., Goss, B. D., & Turk, M. (2017). I for Student Services, 2018(163), 33-42. know I can learn: The perceptons of NCAA Division I football college athletes with learning disabilites. Journal of Issues in Intercollegiate Council III, M. R., & Gardner III, R. (2019). Developing efectve self- Athletcs, (Special Issue), 95–118. advocacy skills for student-athletes with disabilites. In M. R. Council III, S. R. Hodge, & R. A. Bennet III, The Collegiate Athlete at Risk: Stokowski, S. E., & Hardin, R. (2014). Stereotype threat in academic Strategies for Academic Support and Success (pp. 37 - 52). Charlote, experiences of student-athletes with learning disabilites. Research North Carolina: Informaton Age Publishing. Quarterly for Exercise and Sport, 85(S1), A102.

Cooper, J. N. (2016). Excellence beyond athletcs: Best practces for Stokowski, S. E., Ditmore, S. W., Stne, G., & Li, B. (2017). Resource enhancing Black male student athletes’ educatonal experiences and decisions in academic services: Which factors predict positve APR outcomes. Equity & Excellence in Educaton, 49(3), 267–283. scores at NCAA Division I insttutons? The Journal of Contemporary Athletcs, 11(3), 173–188. Creswell, J. W. (2007). Qualitatve inquiry and research design: Choosing among fve traditons (2nd ed.). Thousand Oaks, CA: Sage.

Gill, E. L., Jr., & Farrington, K. (2014). The impact of an Intensive Learning Program (ILP) on Black male football student-athlete academic achievement. Journal of College Student Development, 55(4), 413–418.

Harris, P. C., Mayes, R. D., Vega, D., & Hines, E. M. (2016). Reaching higher: College and career readiness for African American males with learning disabilites. Journal of African American Males in Educaton, 7(1), 52-69.

Individuals with Disabilites Educaton Act, 20 U.S.C. § 1400 (2004).

Natonal Collegiate Athletc Associaton. (2018a). 2018–2019 NCAA Division I Manual. Indianapolis, IN: Natonal Collegiate Athletc Associaton.

———. (2018b). NCAA demographics database. Retrieved from htp://www.ncaa.org/about/resources/research/ncaa-demographics- database

Shifrer, D. (2018). Clarifying the social roots of the disproportonate classifcaton of racial minorites and males with learning disabilites. The Sociological Quarterly, 59(3), 384–406.

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Sustainability SUSTAINABILITY AS CONTEXT: CONSIDERATIONS FOR VALUES ALIGNMENT WITH THE STUDENT AFFAIRS PROFESSION

Kate Sheridan Director of Career Development and Career Associate for Values, Philosophy, the Falk School of Sustainability and Environment Chatham University and History

We live in an era of rapid change and unfolding, In the most recent NASPA Knowledge Community interwoven challenges: Democratc norms are shifing, publicaton, McGrath (2019) made a compelling case for our social and politcal insttutons are vulnerable, and framing sustainability as more than just an environmental our environment is facing catastrophic degradaton. issue, statng that given “the ever-changing complexites of The student afairs profession is not immune to these our global climate and our current campuses, it is essental signifcant challenges, and our practce of preparing future to consider sustainability as a subject that addresses generatons to confront challenges they will face must multple interconnected human issues such as racial contnue to evolve to meet the demands of these wicked injustce, gender equality, distributon of wealth, integrity, challenges—those that, while familiar, are in some way food security, holistc wellness, and community service” new and have no prescribed solutons (Grint, 2010). The (p. 93). The United Natons (UN) defnes sustainability as ways in which we prepare students in the student afairs “meetng the needs of the present without compromising profession—through leadership development, identty the ability of future generatons to meet their own needs” exploraton, career preparaton, civic and democratc (United Natons, 2015, para. 1) and identfes signifcant engagement, and countless other approaches—are apt threats to global sustainability, which include poverty, for integratng a lens of sustainability that acknowledges inequality, climate change, environmental degradaton, the complexity of the unfolding future our students face. prosperity, and peace and justce. This encompassing Sustainability will contnue to shape the very context in defniton speaks to a tapestry of concerns that are which our students’ lives will unfold: the communites they refected in the student afairs profession and, in turn, by will live in and shape, the professions they will enter, and the students we serve. The causes and consequences of the lives they will lead (Saterwhite, McIntyre Miller, & climate change are deeply interwoven with global paterns Sheridan, 2015). of inequality, with climate change actng as a multplier www.naspa.org – RETURN TO TABLE OF CONTENTS – 100 of existng vulnerabilites. A 2007 UN report on climate an understanding and practce of human development that change stated that it is the poor who will sufer the prepares people to become citzen leaders” (Parks, 2011, most as the efects of climate change contnue: “People p. 15) within a complex moral conscience. As educators who are socially, economically, culturally, politcally, who are concerned with the whole student it is incumbent insttutonally, or otherwise marginalized are especially upon us to engage in our professional practce with greater vulnerable to climate change” (Hansel, 2018, para. 2). Race consciousness of the present and unfolding global context and socioeconomic status are the greatest indicators of that our students—and indeed all of us—face. how burdened a community might be with environmental There are existng organizatons within higher educaton stressors. that may serve as both models and resources for Higher educaton, and the student afairs profession how we can move to beter integrate sustainability specifcally, have historically sought to beter understand into our practces and perspectves as student afairs and reduce these burdens on marginalized communites professionals. The Associaton for the Advancement and to elevate voices that ofen go unheard. One example of Sustainability in Higher Educaton (AASHE) aims to of this is the increase in recent years of identty-based integrate an interdisciplinary lens of sustainability in all student organizatons in which students fnd connecton aspects of higher educaton by operatonalizing “this with peers and afrmaton from peers with a shared commitment through sustainable practces that address identty. Two signifcant outcomes of these types of the organizaton’s environmental, social and economic organizatons are student leadership self-efcacy and impacts” (AASHE, 2019, para. 2). These eforts recognize civic and community engagement. Kodma & Laylo (2017) the importance of a sustainability lens in everything from observed that “many identty-based organizatons develop operatons and governance to diversity and afordability, programs, services and issue-campaigns in order to public engagement, and well-being. Although student address needs of their communites” (p. 74), within both afairs is not explicitly named as a contributor to AASHE’s the insttutonal setng and the broader community. As mission, our work in equipping students to engage their overburdened communites become more overburdened university and broader communites can have a signifcant with environmental stressors, these student organizatons impact on how sustainability eforts can be integrated will be well positoned to advocate for environmental across campuses and thus higher educaton overall. justce across their communites. While deeply rooted Another signifcant source of inspiraton comes from in evidence-based research and theory, student afairs the American College Personnel Associaton monograph is also responsive to larger social issues and is formed (2008) outlining the role of the student afairs profession by “the mutual infuence exercised between insttutons in creatng healthy environments, social justce, and strong of higher educaton and the broader society” (About economies. This document makes the case not only for the Student Afairs, n.d., para. 3). Additonally, social context impact of student afairs on future leaders and citzens to is as critcal to student development as are the academic create change, but also for how the profession itself can and insttutonal contexts that infuence student learning drive change through practces and insttutonal infuence. (Keeling, 2004). Regardless of the disciplines they study or As our profession contnues to evolve and integrate the professions they enter, the students we serve will be new ways of engaging, educatng, and equipping college called upon to address the growing challenges that come students for lives of meaning and purpose, our ability to with issues that are as encompassing and interconnected prepare the next generaton to navigate persistent global as sustainability. In an unfolding future characterized by challenges of sustainability—balancing the needs of people, global challenges that impact individual lives, “society the planet, and equitable prosperity—may just be the next has become yet more complex, diverse, and morally most critcal adaptaton of the feld. ambiguous” (Daloz Parks, 2011, p. 15). Preparing students to navigate this complexity refects “an enormous need for www.naspa.org – RETURN TO TABLE OF CONTENTS – 101 References

About Student Afairs. (n.d.) Retrieved from htps://www.naspa.org/about/student-afairs

American College Personnel Associaton (2008). Toward a sustainable future: The role of student afairs in creatng healthy environments, social justce, and strong economies. Retrieved from htp://www. myacpa.org/sites/default/fles/ACPA_Sustainability_Monograph.pdf

Associaton for the Advancement of Sustainability in Higher Educaton (2019). Sustainability policy. Retrieved from htp://www.aashe.org/sustainability-policy

Daloz Parks, S. (2011). Big questons, worthy dreams. San Francisco, CA: Jossey-Bass.

Grint, K. (2010). Leadership: A very short introducton. Oxford, England: Oxford Press.

Hansel, H. (2018, January). How social justce and environmental justce are intrinsically interconnected. Pachamama Alliance. Retrieved from htps://blog.pachamama.org/how-social-justce-and-environmental- justce-are-intrinsically-interconnected

Keeling, R. P. (Ed.). (2004). Learning reconsidered: A campus-wide focus on student experience. Washington, DC: American College Personnel Associaton and Natonal Associaton of Student Personnel Administrators.

Kodama, C., & Laylo, R. (2017). The unique context of identty-based student organizatons in developing leadership. New Directons for Student Leadership, 2017, 71–81.

McGrath, B. (2019). NASPA. Beyond recycling: Reframing sustainability as a social justce issue. In NASPA Knowledge Community Publicaton (pp. 93-94). Retrieved September 24 from htp://apps.naspa.org/fles/2019-naspa-fnal.pdf

Saterwhite, R., McIntyre Miller, W., & Sheridan, K. (2015). Leadership for sustainability and peace: Responding to the wicked challenges of the future. In M. Sowcik, A. Andenoro, M. McNut, & S. E. Murphy (Eds.), Leadership 2050: Critcal challenges, key contexts, and emerging trends (pp. 59–74). Bingley, England: Emerald.

United Natons. (2015). Sustainable development goals: 2030 agenda for sustainable development. Retrieved from htps://www.un.org/sustainabledevelopment

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Technology #BEYONDMARKETING: COLLEGE STUDENT DEVELOPMENT ON SOCIAL MEDIA

Liam Rice Student Learning Assistant Director of Student Conduct/Resident Director Emmanuel College (Boston) and Development

Imagine these images: a sunrise over the college #What’sYour@ administraton building, students studying diligently in the Social media seems omnipresent. Whether the ofce of library during fnals season, graduates tossing their caps student actvites advertsing an event on Instagram or into the cloudless sky. Images of college culture permeate a student snapchatng friends during a lecture, a vast social media, as students, staf, and faculty share their majority of 18- to 29-year-old students are utlizing experiences and connect to others in their communites. social media (Perrin & Anderson, 2019). Every college As the Technology Knowledge Community detailed in the department that seeks to connect with its students has 2017 NASPA Annual Knowledge Community Conference a Twiter account and a hashtag, atemptng to keep up Publicaton, technology is “a resource to be leveraged in all with the deluge of roughly 350,000 new tweets a minute areas of student services and programs” (Cabellon, Dare, (Internet Live Statstcs, 2019). Social media, by its design, moves rapidly, with new meme formats and inside trends Miller, & Payne-Kirchmeier, 2017); a tool deeply based in every 24 hours. technology, social media is a vital aspect of the holistc educaton of students. To truly educate students in all If social media transforms and updates each day, then aspects of their growth, higher educaton professionals higher educaton stands in oppositon as a largely lethargic must move beyond marketng online and into intenton monolith, with its structures and traditons. Social media student development structures. waits for no annual college review, no board of trustees www.naspa.org – RETURN TO TABLE OF CONTENTS – 103 quarterly meetng; in the tme roughly needed to read shaped by people, technology, and actons, is integral in this artcle, Twiter has shifed through four new meme considering the diferent avenues for student learning. formats, Instagram has experienced 12 new brands of ft- Student afairs professionals encourage students to get teas, and Facebook has been stormed by 100 new clickbait involved on their campuses, to fnd their communites, “news” artcles. Overall, higher educaton has slowly and to explore who they are and could be. Users on social adopted the use of social media: Departments seem to media sites engage in these same identty-exploraton have just mastered Facebook pages—from which students practces (Miller, 2017) and then present a digital image of emigrated several years ago. Even stll, these online themselves online, one that is constantly refected upon operatons are ofen ancillary to core job descriptons, by self and others through retweets and likes (Orsat & simply tacked on as an “other dutes as assigned” endnote. Reimer, 2015).

Colleges that have made it a focus to keep pace with online Student afairs professionals consider interactons outside platorm changes have narrowed in on seemingly a win– of the classroom vital to learning; entre functonal areas win situaton for their departments: marketng. Showcase have developed around working in physical residence halls the college to students online to convince them to enter and student unions. Where students gather and interact, the admission ofce website and you’ve had a successful there is an opportunity for learning. With their community online post. The thought is: A resident director sharing at their fngertps online, students fnd that the transacton out their staf’s weekly programming on the department cost of interacton is lower than moving to physical Twiter page surely reaches students through a medium spaces (boyd, 2014), so they take advantage of these diferent than emails and door fyers. Understandably, an opportunites to view what their classmates are postng Instagram feed of beautfully curated panoramas of smiling and engage with those ideas. As with residental educaton students on the campus quad and dynamic portraits of programs and student organizaton–advisor meetngs, the scholars presentng research is an easy sell to insttutonal profession can help shape how students learn through administrators already stretched for tme. Through a noble interactons on social media sites. To merely market to lens, the core mission of an insttuton of higher educaton students with picturesque campus views is a disservice to is to educate; student afairs professions want to support the educatonal possibilites students face and the impact students through their challenges and successes as they possible for student afairs professionals online. grow into ethically minded, adept community members. These opportunites for engaging students in an Marketng does not engage students beyond a surface- educatonal experience on social media come with level acknowledgement of the lived experiences of the limitatons—no diferent than a physical classroom or campus body. To further higher educaton’s mission, residence hall. Too ofen, professionals fear interactng student afairs professionals must begin to shif the with students online for what they may see on student understanding of social media past marketng and towards accounts. This “context collapse” (Marwick & boyd, online student development practces. 2011) can create awkward challenges for professionals #ReConsideringSocialMedia and students alike, as social media collapses audiences into one domain. People act diferently with diferent Social media is “forms of electronic communicaton groups; your social performance becomes jilted when through which users create online communites” (Merriam- your normally separate audiences collapse into one, like Webster, 2019); in a way, the complex networks formed running into your great-aunt at the bar during a night-out online by students can be thought of as a digital student with college friends. This concept manifests online for union, where peers communicate with each other and the students postng for their friends while also being viewed surrounding world to share ideas, refect on concepts, and by staf and faculty. For professionals online, a student’s build connectons. This concept of “networked publics” tweet for their friends may confuse or frustrate—or violate from danah boyd (2014), of imagined communites

www.naspa.org – RETURN TO TABLE OF CONTENTS – 104 the student code of conduct. How do educators mitgate this audience combinaton and provide students the space References to explore their identty expression? Best practces on social media inatentveness for college administrators boyd, d. (2014). It’s complicated: the social lives of networked teens. New must be developed if educators are to balance various Haven, CT: Yale University Press. professional and personal contexts in the online arena. Cabellon, E., Dare, L., Miller, M., & Payne-Kirchmeier, J. (2017). Embracing Many professionals have a personal social media account technology throughout the profession. NASPA Annual Knowledge and a “work” account. Are separate accounts for personal Community Conference Publicaton, 72–74. and professional use enough for professionals to separate Internet Live Statstcs. (2019). Twiter usage statstcs. Retrieved from work from life, or do they mislay a false authentcity that htps://www.internetlivestats.com/twiter-statstcs limits our true connectvity to students? Marwick A. E., & boyd d. (2011). New Media Society 13:114-133. I tweet Platorm engagement also changes; in the past few years, honestly, I tweet passionately: Twiter users, context collapse, and the 18- to 29-year-olds have moved away from Twiter, once a imagined audience kingmaker in the college content world, and instead opt for Merriam-Webster. (2019). Social media. Retrieved from Instagram and Snapchat use. The rise of “fnstas,” or fake htps://www.merriam-webster.com/dictonary/social media Instagram accounts meant to supplement public-facing main accounts for a select group of friends, showcases Miller, R. A. (2017). “My voice is defnitely strongest in online communites”: Students using social media for queer and disability how student practces on social media sites can change identty-making. Journal of College Student Development, 58(4), to limit interacton with others. TikTok has experienced a 509–525. doi:10.1353/csd.2017.0040 meteoric rise into the popular zeitgeist, but for how long? If professions are going to commit to engaging with students Orsat, J., & Reimer, K. (2015). Identty-making: A multmodal approach online intentonally, to put in the work to craf learning for researching identty in social media. ECIS 2015 Completed Research Papers. Paper 140. outcomes and engagement opportunites, how do we grapple with the semi-constant shif of college-age users to Perrin, A., & Anderson, M. (2019). Share of U.S. adults using social media, a new site every year? including Facebook, is mostly unchanged since 2018. Retrieved from htps://www.pewresearch.org/fact-tank/2019/04/10/share-of-u-s- #Conclusion adults-using-social-media-including-facebook-is-mostly-unchanged- since-2018 If student afairs is “everything outside the classroom,” as it is so ofen called, then it is the duty of the profession to push forward an educatonal identty for social media. It must make room for students to interact and fail, to confict and connect. We must rework our understanding of the educatonal power of community online to contnue our mission to develop students holistcally. As Generaton Z contnues to move into the halls of our campuses with their meme accounts and sardonic humor—remember, this is the cohort who made a picture of an egg the most liked post on Instagram for no reason more than it disrupted expectatons of the site—it is vital that educatonal plans include the networked-publics students discover and create themselves through.

www.naspa.org – RETURN TO TABLE OF CONTENTS – 105 NASPA KNOWLEDGE COMMUNITIES

Veterans CAMPUS SUPPORT FOR MILITARY-CONNECTED STUDENTS

Julie Shank Doctoral Candidate – Educaton George Mason University

Kim Bullington Sibson Chief Departmental Undergraduate Advisor and Programs Manager Advising and Engineering Management and Systems Engineering Old Dominion University Supportng

Aynsley Diamond Director of Faculty Development Programs Center for Excellence in Teaching and Learning University of Connectcut

Introducton Many colleges and universites have created or are in the Since the enactment of the Post-9/11 Veterans process of creatng specialized positons or organizatonal Educatonal Assistance Act of 2008 (Pub. L. 110-252, units, which are referred to as Military Services Ofces H.R. 2642) and the more recent passage of the Harry (MSOs) for the purposes of this publicaton, that support W. Colmery Veterans Educaton Assistance Act of 2017 the retenton and graduaton of MCSs (McBain, Kim, (Pub. L. 115-48), also known as the Forever GI Bill, Cook, & Snead, 2012). Jake Frasier, NASPA associate military-connected students (MCSs)—which includes director of professional development, reported that veterans as well as actve-duty, reserve, and Natonal the Symposium on Military Connected Students, which Guard members and their families—have become an has been hosted by the NASPA Veterans Knowledge increasing populaton on college campuses. Although only Community since 2015 (NASPA, 2016), contnues to 0.5% of all US citzens serve in the armed forces (Pew atract new practtoners with experience in serving MCSs (J. Frasier, personal communicaton, September 12, 2019). Research Center, 2011), MCSs comprised almost 5% of For the past several years, a preconference workshop the college populaton in 2017–18 (Natonal Center for for partcipants new to the military-connected space Educaton Statstcs, 2019). Some campus populatons has been held. It is dedicated to helping practtoners boast as much as 20% MCSs (Kalmbach, Love, & Delgado, provide support to the military-connected populaton on Jr., 2017). These students are a part of life on 96% of campuses (NASPA, 2016, 2017, 2018, 2019). This artcle campuses natonwide (Queen & Lewis, 2014). gives an overview of how organizatons provide support to MCSs that can be implemented on college campuses. www.naspa.org – RETURN TO TABLE OF CONTENTS – 106 Support to MCSs and staf on military culture (Grifn & Gilbert, 2015; Although research on MCSs has been around for decades, Nichols-Casebolt, 2012); provide spaces for MCSs to there remains a lack of empirical work that examines how gather and network or study (Olsen, Badger, & McCuddy, MCSs are supported on campuses. Some MSOs were 2014); and deliver services or connectons with other created by directon from senior leadership, while others service units or partcular staf members in the insttuton, arose from grass-roots movements (Cook & Kim, 2009). in areas such as disability services and fnancial aid (Ford Most ofces are located within student afairs areas et al., 2009). Regardless of whether an MSO exists, MCSs (McBain, 2018); however, they can also be found in other desire connecton with other MCSs and services (Olsen et organizatonal areas, such as academic afairs and the al., 2014). president’s or provost’s ofce (Craig & McMenamin, 2017; Ford, Northrup, & Wiley, 2009), which may be confusing Recommendatons for Practtoners for MCSs who transfer between insttutons or are Variaton in MSO models may be due to the number of looking at insttutons before applying. Having centralized MCSs in need of support, or it may be driven by the staf and easy-to-access MSOs helps to alleviate an already and administraton. Runco and Del Signore (2017) found stressful transiton to academia (Cruise & Misawa, 2019). diferences in the numbers of MCSs that SCOs support, although the reason why is not known. A large caseload At some insttutons, the School Certfying Ofcial (SCO) may also afect other services for MCSs if the SCO is the may be the only dedicated individual, as this positon is single point of contact for them. required by the Veterans Administraton for all schools that process veterans’ benefts. Sometmes SCOs are To determine the best model to support MCSs, program part-tme employees, or their SCO responsibilites may assessment should be conducted internally and on a be only a porton of their dutes. SCOs may be found in regular basis as currently there is no peer-reviewed, various departments in diferent areas of the campus. published evaluaton of tInIhe models or services Additonally, there is great variaton in the number of provided by each type of MSO. Because campus culture caseloads that SCOs handle, which can range from a few difers greatly from military culture, additonal support/ to thousands of students (Runco & Del Signore, 2017). programming could be used to ease transitons for MCSs. Finding ways to connect these students with each other In a survey of 239 NASPA member insttutons, 75% is also important and can be accomplished through of respondents indicated a specifc person or ofce to designated spaces or through student veteran groups. support MCSs (NASPA Research and Policy Insttute & Insidetrack, 2013). MCSs ofen come with a ready source Conclusion of revenue for the insttuton, so 64% of colleges and As sizable populatons of MCSs enter colleges and universites specifcally target the recruitment of MCSs universites now and for the foreseeable future, (McBain et al., 2012). Students are ofen recruited by organizatons that support them should be assessed and or recommended to MSO staf, and this may be what evaluated. MSOs, depending on the size and needs of students look for in a prospectve insttuton (McBain et the populaton supported, can exist in diference areas al., 2012). MCSs are diverse and ofen nontraditonal; of the insttuton or may be a one-person ofce, such as they can be parents, commuters, frst-generaton an SCO, or may be an ofce with multple staf. Social, students, and sometmes transfer students (Cate, 2014) cultural, and academic needs of the populaton should be who may need additonal support (Kuh, 2010). considered, as well as the size of the populaton and the resources available. Many MSOs are like cultural centers that provide space, cultural learning opportunites, and services to members they support (Sanlo, 2000). MSOs ofen ofer programming specifc to veterans and training to faculty www.naspa.org – RETURN TO TABLE OF CONTENTS – 107 References

Cate, C. A. (2014). Million Records Project. Retrieved from NASPA. (2016). 2016 NASPA Symposium on Military-Connected Students. htps://studentveterans.org/images/Reingold_Materials/mrp/download- Retrieved from htp://apps.naspa.org/fles/Military-Connected%20 materials/mrp_Full_report.pdf Program%20Book.pdf

Cook, B. J., & Kim, Y. (2009). From soldier to student: Easing the transiton of ———. (2017). 2017 NASPA Symposium on Military-Connected Students. service members on campus. Retrieved from Retrieved from htp://www.acenet.edu/news-room/Documents/From-Soldier-to- htp://apps.naspa.org/fles/SMCS%20Program%20Book_Final.pdf Student-Easing-the-Transiton-of-Service-Members-on-Campus.pdf ———. (2018). 2018 NASPA Symposium on Military-Connected Students. Craig, J., & McMenamin, R. (2017, February). Veteran services in an academic Retrieved htp://apps.naspa.org/fles/SMCS%20Program%20 department: Faculty & staf working together to promote veteran-student Book%202018%20Final.pdf success. Concurrent session presented at the 2017 NASPA Symposium ———. (2019). 2019 NASPA Symposium on Military-Connected Students. on Military-Connected Students, Washington, DC. Retrieved from htps://cultureofrespect.naspa.org/events/2019SMCS Cruise, T. R., & Misawa, M. (2019). Resources for military veterans in NASPA Research and Policy Insttute, & Insidetrack. (2013). Measuring the higher educaton: A web-based content analysis. Proceedings from success of student veterans and actve duty military students. Retrieved the 2019 Adult Educaton Research Conference, Bufalo, NY. from htps://www.naspa.org/images/uploads/main/NASPA_vets_13(1).pdf Retrieved from htps://newprairiepress.org/cgi/viewcontent.

cgi?artcle=4106&context=aerc Natonal Center for Educaton Statstcs. (2019, March). Digest of educaton statstcs, 2018. Retrieved from Ford, D., Northrup, P., & Wiley, L. (2009). Connectons, partnerships, htps://nces.ed.gov/programs/digest/d18/tables/dt18_303.10.asp opportunites, and programs to enhance success for military students

(New Directons for Student Services, No. 126, pp. 61-69). htps://doi. Nichols-Casebolt, A. (2012). In practce: The Green Zone: A program to org/10.1002/ss.317 support military students on campus. About Campus, 17(1), 26–29. htps://doi.org/10.1002/abc.21070 Grifn, K. A., & Gilbert, C. K. (2015). Beter transitons for troops: An

applicaton of Schlossberg’s transiton framework to analyses of barriers Olsen, T., Badger, K., & McCuddy, M. D. (2014). Understanding the student and insttutonal support structures for student veterans. The Journal of veterans’ college experience: An exploratory study. U.S. Army Medical Higher Educaton, 86(1), 71–97. Department Journal, October-December 2014, 101–108. htps://doi.org/10.1080/00221546.2015.11777357 Pew Research Center. (2011). Chapter 6: A profle of the modern military. In Harry W. Colmery Veterans Educaton Assistance Act of 2017, Pub. L. No. P. Taylor (Ed.), The military-civilian gap: War and sacrifce in the Post 115-48 (2017). 9/11 era (73-86), Washington, DC: Pew Social & Demographic Trends. Retrieved from htp://www.pewsocialtrends.org/2011/10/05/chapter- Kalmbach, K. C., Love, S. J., & Delgado, R., Jr. (2017, February). Military cultural 6-a-profle-of-the-modern-military competence training for faculty and staf. Concurrent session presented

at the 2017 NASPA Symposium on Military-Connected Students, Post-9/11 Veterans Educatonal Assistance Act of 2008, Pub. L. No. 110-252, Washington, DC. H.R. 2642 (2008).

Kuh, G. D. (2010). Student success in college: Creatng conditons that mater. Queen, B., & Lewis, L. (2014). Services and support programs for military service Hoboken, NJ: John Wiley & Sons, Incorporated. members and veterans, 2012–13 (No. NCES 2014–017). Washington, DC: Natonal Center for Educaton Statstcs. Retrieved from McBain, L. (2018). Exploring power dynamics in veterans’ educaton policy. htps://nces.ed.gov/pubs2014/2014017.pdf MCU Journal, 9(1), 171-190.

htps://doi.org/10.21140/mcuj.201809010 Runco, L., & Signore, J. (2017, October). The impact of processing the post 9/11 GI Bill on school certfying ofcials. Presentaton at NAVPA Annual McBain, L., Kim, Y. M., Cook, B. J., & Snead, K. M. (2012). From soldier to Conference, Atlantc City, NJ. student II: Assessing campus programs for veterans and service members.

Retrieved from htp://www.voced.edu.au/content/ngv:60574 Sanlo, R. L. (2000). The LGBT campus resource center director: The new profession in student afairs. Journal of Student Afairs Research and Practce, 37(3), 485–495. htps://doi.org/10.2202/1949-6605.1113 www.naspa.org – RETURN TO TABLE OF CONTENTS – 108 NASPA KNOWLEDGE COMMUNITIES

Wellness and Health Promoton USING A COLLECTIVE IMPACT FRAMEWORK TO CREATE INFRASTRUCTURE FOR HEALTH PROMOTION

C. Oliver Tacto Associate Director, Ofce for Health Promoton Strategy Student Learning Clinical Instructor, Keck School of Medicine of USC University of Southern California and Development

Public Good vs. Private Right health issues documented in a campus setng include Approaching health and well-being as a public good rather alcohol use disorder, sexual assault, anxiety/depression, than simply as a private right creates an opportunity for and discriminaton. Paterns developed in college may insttutons to leverage the physical and social environment form the foundaton for health-related risk behaviors such for scalable populaton-level outcomes. These outcomes as alcohol and substance use in adulthood (Weter et al., will require methods beyond the health care process; these 2004; Timberlake et al., 2007), and these issues lead to outcomes will require a setngs-based approach to the adverse learning outcomes, such as poor class atendance, health promoton process. Rooted in the Otawa Charter lower grade point averages, social detachment, litle desire for Health Promoton (WHO, 1986), the health promoton for creatvity, or withdrawal from the insttuton (Meda process encourages all sectors to reorient toward et al., 2017). This intersecton creates a pressing need for preventon, strengthen personal skills and community student afairs professionals to maximize students’ ability development, build healthy policies, and create supportve to learn and at the same tme enhance personal health built environments. Populaton-level outcomes require an and communal well-being using the Otawa Charter’s fve investment in infrastructure. areas of acton. Student experience, university policy, and Public Health and Higher Educaton the interacton between the university, work, and home College marks the frst tme an individual takes full environments contribute positvely to student resilience responsibility for their well-being. Populaton-level public (Turner, Scot-Young, & Holdsworth, 2017). www.naspa.org – RETURN TO TABLE OF CONTENTS – 109 Planned Campus Design 4. Create a system for contnuous communicaton According to Newton, Dooris, and Willis (2016), there in order to build trust, assure mutual objectves, is strong evidence that creatng health-promotng and create common motvaton. environments using a healthy setngs approach can lead to positve outcomes. The healthy setngs approach, termed 5. Establish a dedicated organizaton, known as the by Doherty and Dooris (2006), supports the idea that all backbone support, necessary to provide support and key functons for the sustained operatons. sectors hold a responsibility for creatng well-being, not just the historically accountable student health centers, recreatonal centers, or student centers. Additonally, the Collectve Impact in Acton Okanagan Charter suggests that learning environments are Brenda Whiteside, former associate vice president of student an important setng for creatng health (Charter, 2015). afairs at the University of Guelph, has shared, “You can get There is an opportunity to design campuses to actually into a trap when you talk about mental health, only focusing enhance the health and well-being of future generatons; on counseling services . . . and lose the whole piece about therefore, university administrators should aim to create the importance of a healthy community” (Pavia, 2018). Such physical environments and an infrastructure for cross- statements sparked discussions with various stakeholders and campus collaboraton that supports both learning and led to new procedures that created populaton-level change health. in students’ mental health. These procedures include guides on how to promote positve messaging before handing back The Collectve Impact Framework exams and exploring how exam schedules can be improved. The systematc approach of a collectve impact framework engages organizatons and individuals afected by a The University of Southern California (USC) has been working with a collectve impact framework as its given issue of concern and mobilizes them to infuence infrastructure for health promoton since August 2018. The that common issue (Wolf et al., 2017). For example, USC Well-Being Collectve developed a common agenda when applied to address the overconsumpton of alcohol of strengthening a campus culture driven by student well- among college students, the collectve impact framework being. The backbone responsibilites for the collectve are gathers all stakeholder organizatons and then, with managed by the Ofce for Health Promoton Strategy. The signifcant engagement of diverse populatons within the following lists the four roles for the backbone: student community, the framework would guide them to address this issue systemically, not just programmatcally. To empower such community development within the • Community Engagement insttuton, the collaboraton will most likely be successful □ Support partners with alignment of with these fve conditons: organizatonal plans, policies, practces, and department decision-making toward the common agenda. 1. Establish a common agenda of key focal points for improving student well-being. □ Consult with students regarding all aspects of the eforts (e.g., “nothing about us without us”). 2. Establish systems for shared measurement and • Capacity Building progress reportng. □ Provide capacity-building opportunites to

3. Coordinate existng and new initatves among campus partners. campus stakeholders in an efort to create □ Empower siloed units to collectvely address mutually reinforcing actvites and reduce student well-being and strategically embed duplicaton of eforts and resources. wise practces into their spheres of infuence.

www.naspa.org – RETURN TO TABLE OF CONTENTS – 110 • Data and Metrics □ Collect data and measure key performance References indicators at the student populaton, organizatonal, and collectve levels. Charter, O. (2015). Okanagan charter: An Internatonal charter for health promotng Universites and Colleges. Kelowna: CA. □ Infuse data-driven decisions using highly

disaggregated data at all levels. Doherty, S., & Dooris, M. (2006). The healthy setngs approach: The growing interest within colleges and universites. Educaton and • Communicaton Health, 24(3), 42–43. □ Engage partners by creatng a common language, shared objectves, and cross- Meda, S. A., Gueorguieva, R. V., Pitman, B., Rosen, R. R., Aslanzadeh, F., Tennen, H., . . . Austad, C. S. (2017). Longitudinal infuence of alcohol campus alignment. and marijuana use on academic performance in college students. □ Create formal and informal messages for PloS One, 12(3), e0172213. informing all community members and Newton, J., Dooris, M., & Willis, J. (2016). Healthy universites: An partcipatng units (aka partners) of example of a whole-system health-promotng setng. Global Health well-being eforts. Promoton, 23(Suppl 1), 57–65.

Pavia, J. (2018, March 25). More than just counseling, Okanagan Charter Conclusion guides U of G to create healthy campus [CBC News]. Retrieved from There is a pressing need to develop innovatve strategies htps://cbc.ca for addressing major public health concerns and creatng Timberlake, D. S., Hopfer, C. J., Rhee, S. H., Friedman, N. P., Haberstck, B. student well-being on college campuses. The literature C., Lessem, J. M., & Hewit, J. K. (2007). College atendance and its supports innovaton in the university-built environment efect on drinking behaviors in a longitudinal study of adolescents. and campus-wide systems as well as in the approach Alcoholism: Clinical and Experimental Research, 31, 1020–1030. to collaboratons with campus partners. Addressing complex issues requires high-level commitments from Turner, M., Scot-Young, C. M., & Holdsworth, S. (2017). Promotng wellbeing at university: The role of resilience for students of the built university senior leadership, campus partners, and environment. Constructon Management and Economics, 35(11–12), students. The Collectve Impact framework serves as a 707–718. unique infrastructure that allows senior leadership to create collaboratons with university stakeholders. This Weter, D. W., Kenford, S. L., Welsch, S. K., Smith, S. S., Fouladi, R. T., Fiore, M. C., & Baker, T. B. (2004). Prevalence and predictors of artcle should serve as a platorm to inform, educate, transiton in smoking behavior among college students. Health and drive members of the higher educaton community Psychology, 23, 168–177. to challenge themselves and create infrastructure for a campus designed to promote the health and well-being of Wolf, T., Minkler, M., Wolfe, S., Berkowitz, B., Bowen, L., Dunn Buterfoss, all students. F. D., & Lee, K. (2017). Collaboratng for equity and justce: Moving beyond collectve impact. Nonproft Quarterly, 9, 42–53.

World Health Organizaton. (1986). Otawa charter for health promoton. Copenhagen, Denmark: WHO Regional Ofce for Europe.

www.naspa.org – RETURN TO TABLE OF CONTENTS – 111 NASPA KNOWLEDGE COMMUNITIES

Women in Student Afairs WHAT HAPPENS WHEN WOMXN CAN’T “MOVE OUT TO MOVE UP?” VOICES OF GEOGRAPHICALLY BOUND WOMXN IN STUDENT AFFAIRS

Corinne M. Kodama Research Specialist Asian American and Natve American Pacifc Islander (AANAPISI) Initatve University of Illinois at Chicago

Mitsu Narui Values, Philosophy, Director of Research Crane Center for Early Childhood Research and Policy and History The Ohio State University

Tracey Walterbusch Compact Project Manager for Grants Ofce Columbus State Community College

“I kind of had to let go of the external expectatons of me and where success was found in my identty, as in what my ttle was, in what my positon and what my advanced educaton was . . . and there’s so many other values that give me opportunites to stay connected to my family . . . and that was important to me and . . . just let go of that and . . . know that was enough and that doesn’t mean that I’m less of a professional or that I don’t have as much ambiton.” —Jacqueline

The above quote comes from a recent qualitatve study (Kodama, Narui, & Walterbusch, 2019). We interviewed on geographically bound professionals in student afairs both men and women who described pervasive messaging and refects the challenges womxn4 ofen face in living about the need to relocate for career advancement; up to the mantra that “you have to move out to move up” however, we found women partcipants were both more 4 This term is being used to be gender inclusive. www.naspa.org – RETURN TO TABLE OF CONTENTS – 112 specifc and critcal of the ways in which this messaging geographically bound—but wondered why it was never (what we call the “norm of mobility”) disproportonately addressed as such. Because womxn are more ofen the afected them and made them doubt their professional “trailing spouse” in a relatonship, they thus have less identtes as student afairs professionals. agency in relocatng. Mothers mentoned childrearing or extended family responsibilites and the resultant The womxn in our study (referred to by pseudonyms) ofen direct confict with relocaton; this confict is felt in more felt “less than” due to messages that geographically mobile concrete ways by them than it is by the fathers. Finally, professionals and their quick-ascending trajectories were womxn described how this norm of mobility challenged most valued. Larissa noted the “student afairs celebrites” their professional identtes, and questoned why it (her term) in professional associatons: “You can watch the contnues to be the dominant narratve given that many trajectory of [celebrity’s] career as [celebrity] has been able practtoners have successful careers without relocatng. to traverse the entre coast.” Partcipants questoned their life choices and were constantly negotatng their own self- These perspectves support fndings from research by worth and value professionally, even if they were thriving Kaufman and Perry (1989) on womxn faculty, who personally outside of work. described academia’s career process as refectng patriarchal professional values based on outdated notons This idea that “you have to move out to move up” as of gender roles and considered the disproportonate an underlying norm in our feld is ofen addressed in impact of the “moving ethic” (p. 644) as insttutonalized professional preparaton programs and conventons (Higher sexism. Rhoades and colleagues (2008) came to similar Ed Live, 2016; Magolda & Carnaghi, 2014; Rhoades, conclusion that professionals of color who have family and Kiyama, McCormick, & Quiroz, 2008). This perspectve community tes and also may lack the social and/or cultural is reinforced by natonal placement exchanges for even capital to relocate. entry-level positons and numerous blogs and social media posts about relocaton (e.g., Boertgens, 2016; Student Our Own Perspectves Afairs Collectve, 2015). As geographically bound womxn ourselves, we found that However, we found only one study that explored what partcipants shared was not completely unexpected. geographic mobility specifcally in student afairs (Rhoades We have had our own self-doubts about our career et al., 2008) plus another about faculty (Kaufman & Perry, trajectories and life choices despite having a work–life 1989). Both demonstrated how this norm of mobility balance that we greatly value. We have felt judged by peers is limitng for professionals of color and women, due to who wonder what we are doing with our advanced degrees family responsibilites and cultural values, and should be or who doubt our commitment to the feld because we reexamined if higher educaton is to be truly inclusive. cannot relocate. We were impressed by how clearly the Building on this research, we believe it is tme to disrupt womxn artculated the impact of gender roles on their academe by interrogatng this norm and its impact on ability to relocate and thus considered it a social justce womxn, partcularly since our partcipants felt as though issue. The decision process felt more emotonally taxing for there was no space to discuss the issue in our feld. the womxn in our study than for the men, which we have found to be true in our careers as well. Although it was The Norm of Mobility as a Social Justce Issue validatng to hear from womxn with similar experiences, The feld of student afairs prides itself on being social it made us wonder why student afairs contnues to justce–oriented, espousing values of diversity, inclusion, romantcize the ideal career as one of frequent relocaton and equity in supportng professionals (www.naspa.org/ for advancement, especially if, as Candice shared, “No about). Our womxn partcipants described the norm of one person that I have ever interacted with has had this mobility as a social justce issue, as they were very clear straight line progression.” about how their gender identty intersected with being www.naspa.org – RETURN TO TABLE OF CONTENTS – 113 How We Can Challenge the Norm of Geographic Mobility References Our conversatons with geographically bound womxn

challenged us to think diferently about ourselves, our Boertgens, A. (2016, January 5). Relocaton 101: Three things to consider work, and the feld of student afairs. We heard the when job searching natonally. Retrieved from htps://scotmhelfrich. impact that the norm of mobility had on professional com/2016/01/05/relocaton-101-three-things-to-consider-when- self-worth, which led us to queston “you have to move job-searching-natonally-guest-post-by-adrienne-boertjens

out to move up” as an underlying assumpton of our feld. Higher Ed Live. (2016). Move up or move out: D. Desawal vs. Z. We ask readers to be honest in thinking about this ofen- Davenport. Contested issues in Student Afairs Debate Live from unquestoned “norm.” Montreal. Retrieved from htp://higheredlive.com/contested-issues-debate16

• What views do you/your department/your Kaufman, D. R., & Perry, F. J. (1989). Insttutonalized sexism in insttuton have about hiring from within, and are universites: The case of geographically bound academic women. NWSA Journal, 1(4), 644–659. those views justfed? Kodama, C., Narui, M., & Walterbusch, T. (2019). “I’m just over here • How was your own career trajectory enabled or foatng around”: Non-linear career paths, quality of life, and questoning hindered by geographic mobility, and how does professional identty of geographically bound professionals in student that infuence the way you value other womxn’s afairs. Manuscript submited for publicaton.

career paths or judge their choices? Magolda, P. M., & Carnaghi, J. E. (Eds.). (2014). Job one 2.0: Understanding the next generaton of student afairs professionals. Lanham, MD: • How have you seen the ability to relocate afect University Press of America. men and womxn diferently in their careers? NASPA: Student Afairs Administrators in Higher Educaton (2019). About NASPA. Retrieved from htps://naspa.org/about • How does your insttuton perceive and value long-term student afairs professionals? Rhoades, G., Kiyama, J. M., McCormick, R., & Quiroz, M. (2008). Local cosmopolitans and cosmopolitan locals: New models of professionals • How can you support the professional in the academy. The Review of Higher Educaton, 31(2), 209–235. development of geographically bound womxn? Student Afairs Collectve (2015, December 7). Trust the journey: When and how to move for your student afairs career. Retrieved from Womxn in our study were very commited to student htps://studentafairscollectve.org/product/trust-the-journey-when- afairs work despite facing advancement challenges and and-how-to-move-for-your-student-afairs-career self-doubt due to their lack of geographic mobility. As a feld grounded in social justce principles, student afairs has an obligaton to do beter in truly valuing a diversity of professionals and their life choices. We need to disrupt academe by interrogatng this norm of mobility as a frst step in validatng diferent career trajectories and broadening the idea of what a successful career looks like.