AABHE Breakout Sessions
Friday, March 24 @ 9:30-10:20am
Leading Across Differences
Dr. Ashley Adams
With the AABHE emphasis on social justice and the continued diversification of the profession we must prepare leaders to boldly lead across differences. This session will explore the "rocky terrain" of leading a multicultural staff, including those from multiple generations, races, sexual orientation, and ability. Through an exploration of cross cultural leadership theories in practice, the presenter will share experiences with supervisors, peers and her own staff that are now promising practices. The session will conclude with a review and discussion of case studies.
Puente to Tenure: Latina Faculty Navigating the Tenure Process
Julie Henriquez, Dr. Petra Robinson
Latinas represent a minute portion of tenured faculty, especially at Research 1 Doctoral institutions. Struggles related to involvement, unwritten expectations and cultural taxation (Padilla, 1994), play a role in the underrepresentation of Latinas in tenured positions. This presentation will unpack the experience of Latina faculty seeking tenure at R1 institutions. The presenter will discuss reported experiences, emergent themes, and practical implications for faculty of color, especially Latinas, as they navigate the tenure process.
A Critical Analysis of U.S. Supreme Court Race-Conscious Higher Education Admissions Oral Arguments
Higher education race-conscious admissions policies are often challenged in the courts. The presence of four racialized themes, colorblind rhetoric, normalcy of White privilege, rhetoric of diversity, and the myth of meritocracy are embedded in the U.S. Supreme Court oral arguments of Bakke, Grutter, Gratz, Fisher I, and Fisher II. Oral arguments are worthy of exploration because they are the first public opportunity to learn about each side in the debate. Racialized themes conveyed in legal rhetoric stymies access to higher education for people of color.
Diversifying the Doctoral to Faculty Pipeline
Marcia Gumpertz, Tracey Ray
This roundtable will provide a forum for discussing approaches to increasing diversity among doctoral students progressing to faculty careers. To start the conversation, we will present two initiatives underway at North Carolina State: (1) the Building Future Faculty program, a 2-day workshop for advanced doctoral and postdoctoral students preparing for faculty careers, and (2) the Doctoral Mentoring Fellows program, a year-long training program for faculty interested in accelerating change within their departments.
Friday, March 24 @ 10:30-11:20am
Flipping the Script: Counter-storytelling in Theory and Practice
As noted by Montecinos (1995) and SolÃ_rzano and Yosso (2002) racism rationalizes the utility of a master narrative in storytelling. Counter-storytelling is a methodological tool that is often used with critical race theory to challenge the master narrative by offering alternative interpretations. This presentation will (1) educate participants on the theoretical underpinnings of counter-storytelling, (2) review literature on the counter-stories of Blacks in higher education, and (3) empower participants to brainstorm ways that counter-storytelling can be useful in their professional practice.
Differing Dynamics: How Black Faculty Experiences Vary By Institutional Type
Danielle Alsandor, Dr. Amaris delcarmen GuzmÃ¡n
This session details findings from a qualitative research project on the lived experiences of 12 tenure-track/tenured African American/Black faculty members across institutional types (Predominantly White Institutions, Historically Black Colleges and Universities, and Hispanic-Serving Institutions). In addition to sharing information on the differences in group dynamics based on institutional context, the presenters provide recommendations on how institutions can better support Black faculty as well as how Black faculty can foster community and cultivate organizational culture for success while tenure-track/tenured.
Using Video Feedback to Prepare Future Teachers
Jacqueline Smith, Nina Roberts, Deliah Davis, Amber Adams
The objective of this proposal is to provide a blueprint for any Educator Preparation Program (EPP) interested in enhancing the instructional prowess of beginning teachers through the use of video.
Social Emotional Learning (SEL): The Cognitive, Affective, Motivational, and Physiological (CAMP) Achievement Way
Marilyn Simmons Bowe
The presentation will be a lively, interactive session that will introduce and apply an important new conceptual tool called CAMPÂ© Achievement Theory. CAMPÂ© Theory is the brainchild of the presenter, Dr. Marilyn Simmons Bowe, who is an Achievement Specialist. CAMPÂ© refers to the cognitive, affective, motivational and physiological components that impact achievement as we interact in all aspects of society. CAMP Theory is crucial for infusing social emotional learning (SEL) into all aspects of society - our homes, academic settings, and places of employment.
Mentoring Matters: Mentoring Collegians of Color as a Pathway to Success
Jack Thomas, Ron Williams, Patrick Thomas, Darius Thomas, Jeffery Lindsey
This session describes best practices for developing and implementing successful mentoring programs that focus on the success of collegians of color. Specifically, strategies such as: advocacy, building trusting relationships, and intervention will be discussed. An emphasis will be placed on activities and initiatives which guide students through the process of developing the academic and social competencies that are necessary to earn baccalaureate and graduate degrees. This session should benefit those who are genuinely interested in addressing environmental variables that may impact students’ attrition, in order to improve persistence and degree completion rates for underrepresented or underserved student populations.
Friday, March 24 @ 11:30-12:20pm
"Hungry? Why Wait": Challenges of Food Insecurity Among College Students
Aaron Slocum, Joshua Elmore , Damonta' Madden, Dr. Mary Howard-Hamilton
An overview of the growing issue of food insecurity and hunger among college students will be shared and the connection of Maslow's Hierarchy of Needs as well as social justice literature connect the theory and practice to this growing problem. The results of an assessment to measure food challenges on a college campus will be discussed as well as program and policy strategies to enhance the physiological and psycho-social well-being of students will be shared.
Leadership-Is There an APP for that?
Janette Roy, PhD, Muriel A. Hawkins, PhD
Leadership has a new face, and has taken on a different direction. In fact, in a global, 3.0 world, heavily driven by technology, leaders today, must have a combination of technical and soft skills. Technical skills are required to use social media as a primary source of communication to perform everyday tasks, such activities as shopping, traveling, and reading. Technology has even changed the face of academia, and the world of business and industry, requiring these leaders to have a social component. This presentation reviews the new age skills required in the workplace to determine . . . is there an APP for that?
Mentoring Women of Color in the Academy
Seasoned faculty and administrators within higher education possess tremendous potential to impact the growth and development of those who are professionally less experienced when they serve as engage and effective mentors. While this is true across all spectrums of society, the need to provide intentional mentoring experiences for women of color in the academy is vital to optimizing their professional development. This session is designed to encourage seasoned faculty and administrators of the academy to "stand in the gap" by providing both formal and informal mentoring opportunities for women of color.
The Power of HBCU's impacting Black Families and Communities
Leon Rouson, Dr. aretha marbley, Dr. Fred Bonner
The presentation will focus on the role of Historically Black Colleges and Universities (HBCUs), from both historical and contemporary perspectives in Black life and how HBCUs have been instrumental in education and schooling, and how it relates to the resilience and empowerment of the African American family and community.
SB 873: ACCESS TO AFFORDABLE COLLEGE OR PATHWAY TO HBCU INSOLVENCY?
I evaluate the Access to Affordable College Act, a bill proposed in the North Carolina General Assembly in 2016. SB 873, as it is commonly known, would permanently cap tuition at five of the state's 16 public universities including three of the state's historically Black colleges and universities (HBCUs). I use structural equation modeling (SEM) techniques to accurately assess SB 873 opponents' claims of HBCU tuition dependence and that the bill would render affected colleges insolvent, with implications for compliance with U.S. v. Fordice (1992).
Culture, Content, and Pedagogy Deconstructed: Early Literacy and College Success
Michelle Macchia, Jhanae Wingfield
Underperformance in literacy prevents countless students in chronically underperforming urban high schools in the United States from accessing and succeeding in college. Strong foundations in early literacy help remove this barrier. However, educators in chronically underperforming elementary schools struggle to help students acquire the necessary literacy skills and knowledge. Participants will 1) learn key findings from two qualitative studies of urban elementary teachers cultural, content, and pedagogical knowledge as they relate to literacy instruction and 2) discuss ways to improve reading outcomes for students.
STEM Majors: African American Males Collegians Persistence to Degree Attainment
The trajectory of African American male collegians to degree attainment and the need for more underrepresented minorities in science, technology, engineering, and math (STEM) are critical discourses among educational leaders and policy makers at institutions of higher education in the United States. The emphasis of this discussion will be directed towards the college experiences and non- cognitive needs of African American male collegians majoring in STEM at two and four year institutions of higher education.
Friday, March 24, @ 3:00-3:50pm
Supporting Black Students Under a Trump Administration: A 12 Month Guide to Proactive Support, Advocacy and Development
Brandi Blake, Jimez Ashby Jr.
Do you feel like you don't know where to start in supporting Black Students after the recent election and inauguration of Donald Trump? Join this general session to learn how to support and advocate for your students and how to create positive change on your campus and in your communities all year long.
Fostering Professional Identities of First Generation African American Students
This presentation's purpose is to inform mental health professionals, lay helpers and mentors that engage with African American students of factors that contribute to healthy identity and professional development of first generation Black graduate students. This presentation will highlight factors that contribute to high graduation and success rates of these students.
Power, Privilege and Oppression: Teaching Social Justice Through History and the Arts
Shelia Baldwin, Iris Outlaw
The University of Notre Dame and Columbia College Chicago offer two courses that teach students to become social justice advocates. The "Power, Privilege and Oppression: Historical Contexts and Current Effects" and the "John Singleton/Langston Hughes" courses, offered at each institution respectively, use history and the arts to introduce students to the Jim Crow/White Privilege systems then equip the students with skills to disrupt personal, institutional, and worldwide systems of oppression.
Traversing Racial Flashpoints: An Analysis of UNCC & Keith Scott
Tracey Benson, Danielle Boaz
This session will explore the circumstances that inform organizational responses of universities in and outside of North Carolina to the continued trend of police violence toward African-American citizens. Our conversation aims to forefront the racialized context in which institutions of higher education operate but often struggle to navigate successfully. We will also interrogate how institutions of higher education can use flashpoints of racial unrest to address sustained vestiges of institutional racism.
Friday, March 24, @ 4:00-4:50pm
Social Justice Epistemology: The Transformative Narratives of Black Female Academics
Cherrel Miller Dyce, Buffie Longmire Avital, Francis Ward-Johnson, Sandra Reid
Using critical race and social justice theories, this presentation will critically examine the intersectionality of how race and gender are salient in the teaching, learning, and leadership processes of Black faculty at different levels of the tenure and promotion timeline as well as in leadership roles on campus. The faculty members on this panel represent a wide array of disciplines and will share their narratives regarding preparation for faculty employment, leadership styles, administrative roles, classroom pedagogy, research, campus climate, and advocacy.
Progress and Upward Mobility: Examining African American Community College Leaders
Dr. Levy Brown
The interactive presentation is designed to focus on research that was conducted in 2015 on African American senior-level administrators in the North Carolina Community College System. The presentation will illuminate the professional experiences and leadership philosophy of ten African American senior-level administrators who have a combined total of 240 years of higher education experience. Further, the presentation will focus on some of the key literature related to African American leadership in higher education. And forge conversation as to how aspiring African American senior-executives may experience upward mobility.
A Descent Proposal of Mentoring for Black Faculty: Multi-level Scholarly Mentorship Circle
This presentation proposes the use of multi-level scholarly mentorship circles for early-career faculty of color as a way to serve other peers, students, and staff of color and to establish a sense of community and belonging within the academy. Unfortunately, most institutions view mentoring as service, oftentimes, placing little to no value on it and penalize faculty for engaging in too much of it. Yet, many faculty of color see mentorship (of themselves and to others) as a way to survive and thrive. Thus, this presentation will propose ways for faculty of color to engage in mentorship while addressing the demands for research and teaching.
Motivated to Succeed: Do I Have the GRIT to Achieve?
James Williams, Michara DeLaney, Mathias Vairez, Jerrel Moore
Factors that impact attrition rates of college students are categorized as cognitive or non-cognitive. In an attempt to understand students' non-cognitive factors; students enrolled in a summer bridge program were administered the Motivated Strategies for Learning Questionnaire and the GRIT Trigger Scale assessment at the beginning of the program. All participants of the program were denied admission to an HBCU for the Fall 2016, because they did not meet the minimum enrollment requirements. Students' Fall 2016 admission is contingent on their success in the summer bridge program. The pretest revealed interesting identifiers about this student population.
They should know 'by now'!
Are you an instructor/professor who's having a difficult time with student behavior in the classroom? Student's talking on cellphones? Texting during a lecture? Displaying disrespectful behavior? Do you think to yourself, "These are college students. They should know 'by now'?" Participants will learn evidenced-based, common sense, classroom management strategies that help them reclaim their instructional time, and command respect from their students.