ÍÃ×ÓÏÈÉú

Session Block 1 (11:15 a.m. - 12:15 p.m.)

An Incomplete Anthology of Disability Design

Jessica Miller

An Incomplete Anthology of Disability Design came out of a desire to uncover and uplift the stories of disabled designers as they have played a key part in the design industry, despite erasure attempting to cast them as users or participants or altogether remove them. I interviewed current working designers who identified as disabled and inquired about their work, their process, and their educational background. By utilizing the lens of Lived Experience, Discard Studies, Emancipatory Research, and Art & Design research I was able to document patterns of inaccessibility in education and in work, the role of social media, the importance of community, the influence of lived experience on design, and the importance of intersectionality.

Reflecting Teams in the Classroom: A Student-Centered Practice

Amanda Cole

Reflecting teams provide educators with an opportunity to facilitate learner-centered classroom experiences (Moate & Cox, 2015) through a series of three structured phases of supervisory conversations (Andersen, 1991; Reichelt & Skjerve, 2013). Use of reflecting teams in undergraduate and graduate courses help to enhance students' active listening skills, practice reflexive questioning, build empathy, practice use of technical language, improve content conceptualization, and strengthen supportive peer interactions (Losey & Norman, 2016; Korcuska & Olson, 2010). This roundtable session will explore use of reflecting teams in the classroom through thoughtful dialogue, drawing from participants' experiences using student-centered teaching practices, and provide suggestions for best practice to use reflecting teams in future classes.

Session Block 2 (2:30 pm - 3:30 pm)

Can You R.E.L.A.T.E? Recognize Experienced Learners as Assets in Transforming Education

Chiquita M. Hughes and Angela Eagle

Most university efforts for diversity, equity, and inclusion center race, gender, sexuality, religion, and ethnicity. Less efforts are engaged to address ageism, a class of discrimination that intersects race, gender, sexuality, religion and ethnicity. In this request, we propose that experienced learners are essential to transforming education at ÍÃ×ÓÏÈÉú University. We refer to the the ÍÃ×ÓÏÈÉú University student body as Redhawks. We have entitled this proposal Redhawks R.E.L.A.T.E. and is called RedHawks Recognizing Experienced Learners. As Assets Research has found that generational diversity is an area that most universities have yet to address.

Incorporating Wellness in the Higher Education Classroom

Amanda Cole

The demands of higher education can significantly impact student well-being. The Health Minds Network reports 81% of postsecondary students surveyed within the past year (N=76,406) have felt their emotional difficulties have negatively impacted their academic performance. This presentation will explore the integration of evidence-based wellness practices into diverse classroom settings. A roundtable discussion will highlight the positive impacts of mindfulness, stress management techniques, and social-emotional learning can have on student well-being, academic performance, and classroom climate. Practical strategies will be presented, equipping both educators and students with tools to create learning environments that nurture wellness across seven domains. Through fostering a culture of wellness, instructors can empower students to navigate academic challenges, cultivate resilience, and thrive in their learning communities.

Session Block 3 (3:45 pm - 4:45 pm)

Interrogating our Barriers to Supporting LGBTQIA+ Students in Times of Political Uncertainty

Mathew Hall

As of 5/30/24, 12 anti-LGBTQIA+ bills are making their way through Ohio's legislature. These bills will, if passed, radically reshape the lives of LGBTQIA+ students, faculty, and staff on college campuses. Furthermore, the bills will fundamentally shift how the field of higher education can and will serve LGBTQIA+ students, already among the most targeted and marginalized, furthering perceptions that widen the distance between students and the desired safety they seek while in college. This presentation first examines the deleterious effect the legislative agenda will have on the physical and mental health outcomes of our LGBTQIA+ students. This will be further tied to the comparatively limited research on the retention and persistence outcomes of LGBTQIA+ students. As such, this presentation/workshops space seeks to discuss and create possibilities for queer futurities where university communities can step outside of immediate, compliance-based responses, reimagine the "business" of student support, and consider how traditions, systems, and policy betray those we passionately hope to serve.

Wellness Warriors: Building Resilient Communities Through Collective Care

Ryan Ivory

In a world often besieged by turmoil and uncertainty, the concept of wellness transcends individual health and ventures into the realm of community resilience. "Wellness Warriors: Building Resilient Communities Through Collective Care" explores the transformative power of communal support, empathy, and proactive care in fostering robust, interconnected societies. At its core, this presentation delves into the notion of "Wellness Warriors" as catalysts for change, individuals committed to championing holistic well-being within their communities. By weaving together personal anecdotes, scientific research, and social analysis, this talk unveils the pivotal role that collective care plays in fortifying communities against adversity. Through examples ranging from indigenous traditions to modern grassroots movements, participants will discover how communities across cultures have cultivated resilience through mutual support and solidarity. From fostering inclusive spaces for dialogue and support to implementing community-driven initiatives that prioritize mental health and social cohesion, attendees will gain actionable insights into building resilient ecosystems of care. By highlighting successful case studies and best practices, this presentation equips participants with the tools and inspiration needed to initiate positive change within their own communities.

Session Block 4 (10:00 a.m. - 11:00 a.m.)

Multilingualism as a Tool for Cultural Diplomacy

Shelby Exline

Although being bilingual or multilingual is not an uncommon trait worldwide, the ability to connect, communicate, and bridge cultural gaps among different nationalities and beliefs has yet to be fully utilized. The objective of this presentation is to enlighten the audience on the significance of multilingualism in fostering positive cultural diplomacy throughout the globe. Cultural Diplomacy is a huge aspect of not only connecting multiple countries but also can be used to connect those of different cultures and backgrounds in everyday life. Furthermore, this presentation aims to inspire individuals to embark on a journey of learning new languages and cultures while equipping educators with the skills necessary to promote multilingualism as a valuable skill among the youth of the world.

myaamia nahi meehtohseeniwinki 'myaamia living well': A case for culturally grounded wellness models

Haley Shea

In the early 1990s the ÍÃ×ÓÏÈÉú Tribe of Oklahoma (MTO), one of over 500 federally recognized tribes, experienced an eemamwiciki ‘awakening’ due to the revitalization of a sleeping language. This work was accomplished by tribal citizens, and formalized through the creation of the Myaamia Center at ÍÃ×ÓÏÈÉú University (OH) in 2001. The Nipwaayoni ‘Knowledge’ Acquisition and Assessment Team (NAATeam) of the Myaamia Center is tasked with understanding tribal benefits of culture and language revitalization, including those related to health. The team however identified two issues before initiating any work. This panel will present our work using community-engaged research to translate nahi-mihtohseeniwinki to an instrument that will be utilized by the MTO to make health-based decisions about policies and interventions that support multiple levels of health within the tribal community. Specifically, we will discuss the contribution archival materials had in developing the nahi-mihtohseeniwinki framework, which uncovered the three pillars: Myaamia knowledge (i.e. historical and cultural knowledge), values (i.e. we care for each other), and intentional interactions (i.e. physical and spiritual aspects).

Session Block 5 (11:15 a.m. - 12:15 p.m.)

Centering Student Voices: Supporting Disabled Students in Higher Education

Ali Martin Scoufield

More disabled college students are entering colleges and universities annually (Francis, et al, 2019). However, disabled students remain underrepresented in overall enrollment and have lower graduation rates than their non-disabled peers (Eissenstat, et al, 2023). As educators committed to equity and excellence, we can do better to support disabled students. This engaging session will blend theory, research, and practice to center the experiences of disabled students in higher education. Sharing information garnered through doctoral research, the presenter will examine barriers students with disabilities are experiencing when entering college and highlight meaningful policies and pedagogies that offer support for disabled students as they navigate higher education. This presentation will also include proven strategies for prioritizing care and concern while supporting disabled student retention, persistence, and graduation, through institutional partnerships. This session is intended to inform while providing operational guides, adaptable to various institutional models. The goal is to promote inclusive excellence, institutional collaboration, and student-centered approaches as we ensure disabled students have positive and productive experiences in higher education.

Cultural Coalitions: A KIA Case Study

Rekha Sharma, Sonia Karkare, and Eric Evans

Kent State University has reported that students from India make up the largest international student population on campus. The Kent Indian Association (KIA) is a student organization that is well-placed to build coalitions in that regard. This roundtable discussion centers on KIA as an exemplar of how formal/informal coalition-building can take place in higher education and extend to organizational and professional contexts. Discussants will first address coalition-building within the Indian student community. Indian culture is diverse, and Indian identity is complex. KIA representatives will discuss how their organization balances diversity with inclusivity and negotiates the parameters of cultural identity to promote collective representation and advocacy. The roundtable will also address coalition-building between KIA and other groups across campus, along with highlighting areas for faculty and staff engagement. Discussants will also underscore the importance of such partnerships in enhancing campus culture and address opportunities for institutional coalition-building, informed by KSU faculty/staff and KIA alumni.

Session Block 6 (2:30 p.m. - 3:30 p.m.)

The Way We Want to Know: The Exclusive Approach to Inclusive Pedagogical Belonging

Genesis Ross and Deorajhee Mahabir

This interactive workshop is organized around inclusive pedagogies and critical consciousness. We believe inclusive pedagogy should be a space for all social identities to participate in, grapple with, and work towards a more equitable society. This workshop invites participants to reflect on, call out, and share memories that concentrate exclusively on individuals’ marginalized social identities. Participants will be invited to identify and reimagine how their ways of knowing, valuing, and treating social identities have come to exist in their lives. This workshop highlights the importance of taking time to fully concentrate on various social identities in order to honor what needs to materialize from inclusive efforts. Inclusive efforts should bring together different identities that are already nuanced within their distinctive social groups without perpetuating any aspect of their marginality.

Reimagining Equity-Minded Professional Learning Communities through Playful Praxis

Ali Watts

This interactive workshop brings together two disparate threads—the first focused on the power of professional learning communities (PLCs) in advancing racial equity work on college campuses, and the second drawn to the emerging scholarship of radical play and speculation as an antidote to hyper-compliance and managerialism in higher education pedagogy and praxis. Participants will be invited to engage the empirical and practical scholarship related to campus-based coalitional learning spaces, while also encouraged to participate in radical “dream-storming” not just about what the university is, but what it has to potential to become. These coalitions of faculty, administrators, and staff work to develop trust, critical consciousness, and a sense of empowerment that encourages them to become racial equity change agents within their own spheres of influence. The workshop will share strategies for overcoming barriers in the development of successful PLCs while also offering participants opportunities to practice trust-building and inquiry methods.

Location: Armstrong Student Center Pavilion

Presentations:

"Belong Together" - Creative Collaborations for Building An Inclusive and Welcoming Campus

Ye Hong and Holton Watson

This presentation will offer perspectives around the specific topic centered on utilizing the power of creative collaborations in advancing belonging, inclusion, and diversity on campus. This presentation will introduce the Belonging, Inclusion, and Diversity (BID) Model of Praxis that has been adopted by the current Chief Belonging, Inclusion, and Diversity Officer (CBIDO) at the institution, who chairs the institution’s BID ÍÃ×ÓÏÈÉúhip Council in developing and implementing the BID strategic plan - “Belong Together”. This model of praxis is instrumental in structuring and guiding cross-campus collaborations for advancing belonging, inclusion, and diversity on campus. This presentation will provide an overview and highlight some specific projects and programs that resulted from campus-wide initiatives and cross-campus collaborations.

Protecting the HUMANities

Lea Johnson

Humanities are the first departments to go. Universities across America are facing low enrolment, so they are cutting down on spending. They are slowly eliminating what society views as unnecessary: the humanity departments. This means less education focusing on intercultural identities, less discussion on sociocultural factors, and less opportunities for students to learn 'soft skills.' This presentation intends to reimagine how society and universities should view the humanities. It will demonstrate how university leaders can showcase the importance of these departments. Highlighting how humanities are beneficial to all career types, while presenting alternative plans on how to safeguard essential majors and minors.

Listening to Silenced Voices

As institutions of higher education witness the advocacy, activism, and vocalization of students across the world, we must hear their voices and perform self-reflection and reflection of our policies, practices, and pedagogies. This poster aims to disseminate the findings of the presenter's dissertation. The presenter explored the experiences of Black women earning a doctorate in education at California State University. Through the use of Max van Manen's thematic analysis, three common themes emerged: support, discrimination/racism, and self-doubt. Through the use of direct quotes, the participants tell their stories. This poster illustrates important research that explores and elevates the voices of Black women who have been silenced. By understanding that Black women experience racism, discrimination, self-doubt, and a lack of support, academics and scholars must do better to heal such a traumatic and divided world.

Explanations Students Provide for Social Distancing when Collaborating with an Autistic Individual

Camilla McMahon, Kellie Rice, and Savannah Wells

Non-autistic individuals can form negative first impressions of autistic individuals and can engage in social distancing, wherein they express a reluctance to interact with a person with autism (e.g., Sasson et al., 2017). However, little is known about why non-autistic individuals engage in social distancing. This project used a modified version of the Social Distance Scale, which contains six questions, and participants used a 5-point Likert scale to indicate how willing they would be to start a collaborative project with an autistic person. Participants gave several different reasons for hesitancy in starting a collaborative project with an autistic person, with some reasons focused on the autistic person (e.g., social communication challenges) and other reasons focused on themselves (e.g., their own personality attributes). Potential strategies for decreasing social distancing will be discussed, such as increasing autism knowledge for non-autistic individuals.

Redefining Academic Assessment: Valuing Collaboration in Tenure and Promotion Evaluations

Marty Maxwell Lane

The design discipline is inherently collaborative with designers working with issues that are often too complex to tackle alone and that require knowledge, skill, and diverse input from others, often outside of the design discipline (Davis, 2017). Furthermore, this contemporary need to collaborate is seen across many disciplines, with the number of solo-authored manuscripts greatly declining across the board (Woods, 2010). This poster will investigate how our various disciplines value collaboration in the tenure and promotion evaluative process and will ask a series of questions that conference participants can address through participatory tools. The aim is to understand the experiences of educators from a diverse range of institutions as a step in moving this research forward to build more credibility and justification for collaborative scholarly work.

Location: Armstrong Student Center Pavilion

Featured Session: 

Vice President Panel on Coalition-Building Across Ohio Institutions

Panelists:

• Bleuzette Marshall, Ph.D.
  • VP for Equity, Inclusion & Community Impact, University of Cincinnati
• Naomi Sigg
  • Vice President for Student Experience and Campus Belonging, John Carroll University
• Wendy Smooth, Ph.D.
  • Senior Vice Provost for Inclusive Excellence, The Ohio State University
• Tiffany R. Taylor, Ph.D.
  • Vice President for Diversity & Inclusion, University of Dayton

Sessions: 

Learning by doing through research for diversity and inclusion

Tela Bayamna

Research on diversity and inclusion has provided many frameworks that highlight the necessity of learning by doing and the emphasis is on using research to promote coalition building. This article reports results from different studies and a mini course that espoused the learning by doing principle. Researchers suggest that regular faculty contact with students provided an engaging, one-on-one, relationship to foster competency and academic integration. Students’ involvement in investigation extended their intellectual challenges in a way that the classroom does not. Lastly, the article reports on a blended learning mini business course requiring students to learn by doing the assigned activities of the course. Students were to collaborate and generate knowledge from the tools they were given.

Barriers Impeding the Progression from High School to College for First-Generation College Students

Bernard Caldwell

A qualitative case study that identifies the systemic and explicit barriers that impede the progression from high school to college for first-generation college students (FGCS) at a Small Catholic Secondary School in Cincinnati, Ohio. Evidence indicates that FGCS experience more barriers in progressing from high school to college than their non-FGCS peers. The systemic barriers include the non-cognitive class, culture, race, and ethnicity variables. The explicit barriers are a lower rate of self-confidence, higher rates of unpreparedness, social stress, the lack of institutionalized cultural capital, and the lack of familial emotional and financial support that impact the FGCS. Findings from the FGCS survey and the post-survey interviews indicate that understanding what these barriers are and the impact of these barriers will assist in developing programs to increase the progression rates from high school to college for the FGCS.

Music Education as a Tool for Social Justice Transformation

G. Preston Wilson

Social Justice is a lofty idea with little or ineffective action, and can have a few meanings in music and music education. For example, singing music from other cultures that highlight cultures outside the western classical canon. It could also mean proporting a notion of inclusivity: that music is not some exclusive activity for a privileged few, but for everyone. It is often about singing songs that center on unity and hope and perseverance. Or it can be using music as a vehicle to have courageous conversations. These are nice notions and are generally harmless, but nothing about this is incredibly transformative. This presentation delves into the complex intersection of musical education and social justice. In order to move forward, there must be a collective commitment to transformation and true inclusivity from educators, institutions, and the broader music community.

An Incomplete Anthology of Disability Design

Jessica Miller

An Incomplete Anthology of Disability Design came out of a desire to uncover and uplift the stories of disabled designers as they have played a key part in the design industry, despite erasure attempting to cast them as users or participants or altogether remove them. I interviewed current working designers who identified as disabled and inquired about their work, their process, and their educational background. By utilizing the lens of Lived Experience, Discard Studies, Emancipatory Research, and Art & Design research I was able to document patterns of inaccessibility in education and in work, the role of social media, the importance of community, the influence of lived experience on design, and the importance of intersectionality.

Reflecting Teams in the Classroom: A Student-Centered Practice

Amanda Cole

Reflecting teams provide educators with an opportunity to facilitate learner-centered classroom experiences (Moate & Cox, 2015) through a series of three structured phases of supervisory conversations (Andersen, 1991; Reichelt & Skjerve, 2013). Use of reflecting teams in undergraduate and graduate courses help to enhance students' active listening skills, practice reflexive questioning, build empathy, practice use of technical language, improve content conceptualization, and strengthen supportive peer interactions (Losey & Norman, 2016; Korcuska & Olson, 2010). This roundtable session will explore use of reflecting teams in the classroom through thoughtful dialogue, drawing from participants' experiences using student-centered teaching practices, and provide suggestions for best practice to use reflecting teams in future classes.

Facilitating Community Building and Solving Problems while Crafting Jewelry

Amy Shaiman

Creativity carries the potential to build community and inspire new approaches in problem-solving. This session will explore creativity as a tool for community building amongst a team and the potentiality within creativity to facilitate problem-solving. This session contains didactic information about building community and connections as well as solving problems. In addition to that content, participants will engage in community building, problem-solving, and creative expression through a hands-on jewelry project. Participants in this hands-on session will explore approaches and participate in a brief jewelry creation exercise that is accessible to both a beginner and experienced crafter. The project will be achievable in the room as well as after the session. Materials, directions, and resources for assistance will be provided. No jewelry-making experience is required to participate

 Conference Wellness Space Available in Armstrong Student Center, Room 1086

Self-Care, Collective Care, and Soul Care for Academic Thriving

Friday, September 20th | 12:30 - 2:00 pm | Armstrong Student Center, Pavilion 

The demanding nature of academic life can leave faculty and staff feeling depleted. This session explores a holistic approach to developing a care praxis, weaving together the threads of self-care, collective care, and soul care to cultivate academic thriving. Academic thriving is the intersection of success, satisfaction, and wellness. By nurturing these interconnected dimensions of care, faculty and staff can build resilience, enhance job satisfaction, and ultimately thrive within the academic institution.

Candice Hargons, Ph.D., Associate Professor, Rollins School of Public Health, Emory University 

Dr. Candice Nicole Hargons is an award-winning associate professor at Emory University's Rollins School of Public Health, where she studies sexual wellness and liberation. She has published over 70 research articles and has been featured in the Huffington Post, Essence, Good Housekeeping, Women's Health, Blavity, Cosmopolitan, and the New York Times. Her debut book, Good Sex, will be published by RowHouse February 2025.

Conference Wellness Space Available in Armstrong Student Center, Room 1086

Featured Session: 

Music of the Civil Rights: Freedom Singers at ÍÃ×ÓÏÈÉú University and the Bravery of Western College for Women.

Facilitators:

• Jacqueline Johnson, MLIS
  • University Archivist, ÍÃ×ÓÏÈÉú University 
• Alia Levar Wegner, M.S. 
  • Digital Collections Librarian, ÍÃ×ÓÏÈÉú University

“In some ways people had this idea that that invisible Mason Dixon line meant significant differences, but there was very little difference at the heart of it, at the core of what people felt in terms of integration and equality and this whole question of rights and progression of rights.” Dr. Tammy Kernodle, University Distinguished Professor, Department of Music, ÍÃ×ÓÏÈÉú University from Songs of Freedom, Interstitial Comedian and activist and the Freedom Singers visited ÍÃ×ÓÏÈÉú University performing on the campus on April 9, 1964 to raise funds for the Student Nonviolent Coordinating Committee campaign and to stir interest in the civil rights movement. An archivist and digital librarian will discuss the important role that music played in the civil rights movement and how music used music to motivate protestors. They will discuss a project that features music and images from the April 9, 1964 appearance of comedian Dick Gregory and the Freedom Singers who performed at ÍÃ×ÓÏÈÉú University’s Withrow Court. They will use primary documents, music and images from the April 9, 1964, performance. In addition they will discuss how they collected new materials for the Freedom Summer Collection and how the project was created.

Sessions: 

ACEing a Cross-Disciplinary, Coalition-Building Approach to Full Inclusion in a Divided World

Janice Collins

This workshop will demonstrate how we can reimagine, revise, and enhance the learning community as a coalition of forward thinkers and movers towards Full Inclusion. Participants will learn of strategies and tools that encompass effective teaching methods, experiences, and core values that lead to better understanding, communication, and collaboration. By leveraging the strengths of diverse individuals and fostering inclusive pedagogies and storytelling, this A.C.E. workshop aims to share strategies, tools, research, and results that can be used to help create a more just and equitable world, uniting individuals, units, and communities through storytelling can build trust and effective partnerships. At the end of the workshop, participants will have learned practical and advanced strategies and tools to foster full inclusion that they can use in their own educational contexts using A.C.E., Active Voice, Agency, and Storytelling in ways that are appropriate for their lessons and location.

Coalition-Building for Change: Developing Inclusive Content Strategies

Courtney O'Banion, Abbie Proeschel, and Kaylah Oliver

An important goal for transformation and inclusive excellence is building awareness and engagement around key times of year, and telling authentic stories that have an impact. By doing so, this supports a stronger understanding of how we develop future action plans. To ensure that messages are getting to the right audience at the right time, it’s important to build key relationships with your communication and marketing team members. The presentation, “Coalition-Building for Change: Developing Inclusive Content Strategies” provides audience members with insights and resources for building meaningful, inclusive relationships with the marketing team at your organization. Get inspired by learning how ÍÃ×ÓÏÈÉú University’s transformational and inclusive excellence and marketing team members came together to collaborate on shared goals, and developing effective communication and marketing strategies that elevate the many voices across the organization.

Examining the role of belonging and inclusion among graduate students.

Samuel Van Vleet, Amanda L. Meyer, Dormetria Robinson Thompson, Emmanuel Acheampong, and Runcie Chidebe

Our roundtable aims to provide key insight into how graduate students feel about their graduate experience at a predominantly undergraduate institution. Drawing from extensive focus group interviews with graduate students, our research illuminates the intricate web of structural issues that often obscure pathways to community development and belonging. Our roundtable aims to transform these insights into actionable strategies, fostering dialogue and collaboration across disciplinary and professional boundaries. By centering on the themes of wellness and community care, we aim to coalesce around a vision of inclusivity and solidarity, charting a course towards a more just and equitable academic landscape. Our team embarks on a journey of collective empowerment by leveraging the power of coalition-building as a catalyst for transformative change. In the spirit of radical hope, we unite in our resolve to dismantle barriers and nurture communities where every graduate student thrives.

Can You R.E.L.A.T.E? Recognize Experienced Learners as Assets in Transforming Education

Chiquita M. Hughes and Angela Eagle

Most university efforts for diversity, equity, and inclusion center race, gender, sexuality, religion, and ethnicity. Less efforts are engaged to address ageism, a class of discrimination that intersects race, gender, sexuality, religion, and ethnicity. In this request, we propose that experienced learners are essential to transforming education at ÍÃ×ÓÏÈÉú University. We refer to the ÍÃ×ÓÏÈÉú University student body as Redhawks. We have entitled this proposal Redhawks R.E.L.A.T.E. and is called RedHawks Recognizing Experienced Learners as Assets in Transforming Education. Research has found that generational diversity is an area that most universities have yet to address.

Campus2Commerce

VaLanDria Smith-Lash

Campus2Commerce is an innovative initiative designed to bridge the gap between academic learning and real-world business experience. Spearheaded by visionary entrepreneur ValanDria Smith-Lash, this program integrates university students into entrepreneurial projects, allowing them to apply their classroom education to practical, hands-on scenarios. Participants gain invaluable insights into the dynamics of starting and scaling a business, covering key areas such as marketing, finance, operations, and strategic planning. Campus2Commerce provides a collaborative platform where students can work alongside seasoned entrepreneurs and industry professionals, fostering a dynamic learning environment that encourages creativity, problem-solving, and leadership. By directly engaging in the entrepreneurial process, students enhance their academic knowledge with real-world skills, preparing them for successful careers in business and beyond. The initiative underscores the importance of experiential learning in higher education, aiming to produce well-rounded graduates who are not only academically proficient but also equipped with the practical expertise needed to thrive in today's competitive marketplace.

The Unprecedented Collaboration Project

Marquis Davis

Throughout this presentation, individuals will learn how The Social Change Model was used in The Unprecedented Collaboration Project. The Social Change Model discusses how ÍÃ×ÓÏÈÉúhip is collaborative; ÍÃ×ÓÏÈÉúhip is a process, not a position; ÍÃ×ÓÏÈÉúhip is inclusive and accessible to all people; ÍÃ×ÓÏÈÉúhip is values-based; ÍÃ×ÓÏÈÉúhip is socially responsible; it impacts change on behalf of others; and Community Involvement/service is a powerful vehicle for leadership. By using this model, in less than the Prentice Art Studio experienced an unprecedented renovation to the space due to the collaboration with the University Housing Facilities and the Coordinator of the Living Learning Community Living in the Arts (LITA), located in Prentice Hall.

Advancement Work is for Everyone: Building an Inclusive Campus Partner Program

Emily Berry and Michelle Rosecrans

ÍÃ×ÓÏÈÉú University's Certified Advancement Partner Program (CAPP) is a pioneering initiative designed to enhance knowledge of and access to university advancement. Established to demystify the often complex processes of advancement, CAPP ensures that a diverse array of campus community members can actively engage and benefit from university advancement efforts. The program's inclusive approach encourages broad participation across various university sectors, providing essential knowledge and resources. By educating participants from diverse backgrounds and roles, CAPP dismantles traditional barriers to access and fosters a broader, more cooperative environment. CAPP’s curriculum covers key topics in advancement, tailored to meet the needs of all participants to ensure they develop a foundational understanding, regardless of their previous exposure to such concepts. We will explore practical implementation strategies, methods for assessing the program's impact, and solutions for overcoming common challenges. Attendees will leave with actionable steps to create a more inclusive advancement environment that leverages the diverse talents and perspectives within their institutions.

Conference Wellness Space Available in Armstrong Student Center, Room 1086

Featured Session: 

Dismantling Academic Ableism: Building Inclusive Coalitions in Higher Education

Facilitators:

• Annastashia Blesi, M.S.
  • Assistant Director of the Miller Center for Student Disability Services, ÍÃ×ÓÏÈÉú University
• Dan Darkow, M.S. '17
  • Director of the Miller Center for Student Disability Services, ÍÃ×ÓÏÈÉú University 

In contemporary higher education, academic ableism remains a pervasive issue, marginalizing students with disabilities and creating barriers to equitable access and inclusion. This presentation seeks to address the critical need for building a coalition against academic ableism within college settings, outlining strategies and frameworks that foster a more inclusive academic environment. The presentation will cover the systemic nature of academic ableism, the impacts on disabled students, and actionable steps towards coalition-building. Academic ableism refers to the practices and attitudes in educational institutions that devalue and exclude people with disabilities. These practices are often ingrained in institutional policies, curricular design, and classroom dynamics, leading to unequal opportunities for students with disabilities. The negative impacts of academic ableism are multifaceted, affecting academic performance, mental health, and overall well-being of disabled students. It also perpetuates stereotypes and social stigma, hindering the creation of a truly inclusive educational community.

Sessions: 

Clean Water for Everyone: Creating an Equitable and Just World Through Creative Movement and Poetry

Ambre Emory-Maier and Amy Burcyzk Williams, MA

Dance is a dynamic medium for coalition building, epitomizing inclusive pedagogy by nurturing bonds within communities and promoting shared understanding. In 2023, through a partnership between the Global Water Dances Columbus Project, Kent State University, and Indianola Informal K8 School, we embarked on a two-month-long journey exploring the essence of water and eco-justice, using dance, language exploration, and poetic reflection. In this presentation, we will explore the findings of our yearlong study. Participants are invited to explore water through movement, wordplay, and poetry to discover how we may expand our understanding of ourselves, others, the community, and the world.

Cultural Connections for Student Life Professionals 

Yvonna Washington-Greer and Stepahnie Evans

Join us to explore the transformative journey undertaken by the Cultural Competency Committee (C3) in advancing its mission to foster inclusivity and cultural awareness within the Division of Student Life. We will delve into the development of an innovative, self-paced training module designed to enhance colleagues' understanding of diverse cultures, behaviors, and the pervasive inequities related to race, gender, disability, sexual orientation, and religion. This voluntary program empowers staff to explore varied perspectives, acquire practical strategies, and experience profound personal growth. Our goal is to enrich working relationships and cultivate a more inclusive and supportive environment within the Division of Student Life.  We will share early assessment data and the lessons we have learned thus far. We will advise on the factors to consider when developing such an initiative.

Interrogating our Barriers to Supporting LGBTQIA+ Students in Times of Political Uncertainty

Mathew Hall

As of 5/30/24, 12 anti-LGBTQIA+ bills are making their way through Ohio's legislature. These bills will, if passed, radically reshape the lives of LGBTQIA+ students, faculty, and staff on college campuses. Furthermore, the bills will fundamentally shift how the field of higher education can and will serve LGBTQIA+ students, already among the most targeted and marginalized, furthering perceptions that widen the distance between students and the desired safety they seek while in college. This presentation first examines the deleterious effect the legislative agenda will have on the physical and mental health outcomes of our LGBTQIA+ students. This will be further tied to the comparatively limited research on the retention and persistence outcomes of LGBTQIA+ students. As such, this presentation/workshops space seeks to discuss and create possibilities for queer futurities where university communities can step outside of immediate, compliance-based responses, reimagine the "business" of student support, and consider how traditions, systems, and policy betray those we passionately hope to serve.

Crowning Glory: The Intersection of Black Hair Traditions, Wellness, and Allyship

Marlisha Marcellin, Kalyn Johnson, and Hannah Adams Ingram

The beauty salon is a site of literacy for Black women in which they go to learn, engage, understand, and connect with other women who not only understand their struggles but live them too. This session explores the themes of care, rest, and restoration as it relates particularly to Black women but extends these concepts to encompass all women. It also examines how allyship is mandatory for flourishment and restoration to take place, while also identifying what is allyship and how it can look in workplace wellness. Participants will leave the session with tools and strategies that they can implement to maintain their care within and beyond the workplace and academia. By utilizing the metaphoric ideals of the Black beauty salon and Black hair care practices, this session investigates the diverse ways in which we care for ourselves and one another.

ÍÃ×ÓÏÈÉú Co-Teaching: Bridging the gap between Internationalization, DEIB and the classroom

Phokeng Dailey and Dawn Chisebe

This roundtable proposal underscores the impact of interdisciplinary co-teaching, exemplified by the collaboration of two professors in Communication and Black Studies over the course of five years. Beyond its academic merits, this partnership has extended the boundaries of classroom discourse, transcending borders to create an inclusive space where international students feel a sense of belonging. Through our joint efforts, we have developed and delivered four courses covering diverse topics such as (1) Health, Hip-hop Music & Black Activism, (2) Black Feminisms & Health Communication, (3) Capitalism: Intersection of Sport & Black Activism, and (4) Black Women & Cinema. By actively seeking to avoid extractive practices, we aim to transform these experiences into platforms for meaningful cultural exchange and personal growth. These pedagogical strategies are not confined by disciplinary boundaries but rather aim to create a transformative educational experience. They reflect our innovative and conscientious approach to teaching, one that centers on Blackness while prioritizing ethical engagement, anti-racist pedagogy, and the cultivation of responsible global citizens.

Neepwaankiaki: Teaching Art and Culture in the Context of a Reciprocal Tribe-University Partnership

Stephanie Danker, Kristina Fox, and Luke Meeken

In this presentation, the authors discuss a curricular collaboration between the art education program at ÍÃ×ÓÏÈÉú University and scholars from the Myaamia Center, a research and education center affiliated with the ÍÃ×ÓÏÈÉú Tribe of Oklahoma, the Indigenous nation whose people originally inhabited the land where the university sits. One presenter is a Myaamia citizen employee of the Center, and two presenters are settler professors of art education. In this collaboration majority-settler preservice art educators collaborate with Myaamia scholars to develop curriculum which is then taught in area elementary schools serving majority-settler populations. The presentation examines this collaboration, and the teaching that has emerged from it, through a community-engaged methodological lens, examining complications related to positionality, appropriation, and serving multiple community partners who have diverse positionalities, needs, and goals.

Mental Wellness while Working with and for Others

Melanie Uy

In this session, participants will first learn about mental wellness, including ideas for reflections and strategies to enhance one own’s mental wellness. This workshop will also cover the concept of self care and coping skills. Participants will hear about how helping and connection relates to mental wellness, and ways to support and communicate with others while still remembering to take care of oneself.

Leveraging Student ÍÃ×ÓÏÈÉúhip to Address Equity Issues on Campus

Jessica Roshak and Gianna Jessup

Presenters will discuss how to leverage student leadership to address equity challenges on campus. This presentation will focus on identifying individual strengths, building coalitions with others who have a common vision, and developing strategies to positively impact your community. Additionally, they will briefly share their experience facilitating a half-day institute with student leaders to help them recognize their collective voice and power for the same purpose. Attendees at all experience levels are encouraged to attend because, no matter your position, it is critical we all contribute to a more equitable environment for future generations.

Conference Wellness Space Available in Armstrong Student Center, Room 1086

Location: Armstrong Student Center Pavilion

Location: Armstrong Student Center Pavilion

Featured Session: 

Collaborating to Support Student Success: Promoting Inclusion, Belonging, & Academic Momentum in the First Two Weeks

Facilitators:

• Chelsea Chandler, Ph.D.
  • Director of the Center for Faculty Excellence, Bowling Green State University
• Emily Anzicek, Ph.D.
  • Teaching Professor, Bowling Green State University 
• Sherona Garrett-Ruffin, Ph.D.
  • Teaching Professor and Vice Chair of Undergraduate Instruction, Bowling Green State University 
• Sally Thelen, M.Ed., M.A.
  • Program Coordinator of the Center for Faculty Excellence, Bowling Green State University 

This session will highlight a partnership between the Center for Faculty Excellence (CFE), faculty members, and the Division of Student Engagement and Success at Bowling Green State University to develop and facilitate an interactive workshop series focused on the crucial first two weeks of the semester. To do this, the team collaboratively developed a workshop titled, “Setting a Course for Student Success in the First Two Weeks”, which provided faculty with information and tools to foster a sense of belonging, purpose, and an understanding of how their course is important to students’ academic and professional development. The workshop series invited faculty participants to create plans to implement inclusive evidence-based syllabus design, teaching strategies, and low-stakes formative assessments in weeks one and two. During this session, we will share the story of the partnership, provide an overview of the workshop curriculum and strategies shared with faculty, discuss the outcomes of the series, and invite participants to explore opportunities to support student success and address opportunity gaps.

Cross-Campus Partners Launch Accessibility Training Academy

Alison Haynes

Deciding how (and with what materials) to teach accessibility compliance and concepts to your enterprise’s employees is a daunting prospect. Evaluating the worth and compatibility of existing trainings can seem to take as long as starting from scratch. Free, open-source trainings are rarely available for all employee roles in your specific industry. Accessibility training is a key example of an initial outlay of time and energy paying off dividends in the future; and it’s possible when you collaborate with others at your company or school who are already communicating with and training their teams and clients. We’ll present how the Digital Accessibility team and Student Accessibility Services at Kent State University sought out campus partners and launched 12 reimagined or new trainings in one semester, with 22 current offerings. We’ll share our strategy on how and with whom we made those connections and wrote those trainings. Learn to create quality trainings and deliverables based on quality information at a scale that is possible at your workplace.

Sessions: 

Multilingualism as a Tool for Cultural Diplomacy

Shelby Exline

Although being bilingual or multilingual is not an uncommon trait worldwide, the ability to connect, communicate, and bridge cultural gaps among different nationalities and beliefs has yet to be fully utilized. The objective of this presentation is to enlighten the audience on the significance of multilingualism in fostering positive cultural diplomacy throughout the globe. Cultural Diplomacy is a huge aspect of not only connecting multiple countries but also can be used to connect those of different cultures and backgrounds in everyday life. Furthermore, this presentation aims to inspire individuals to embark on a journey of learning new languages and cultures while equipping educators with the skills necessary to promote multilingualism as a valuable skill among the youth of the world.

Nourishing Collective Wellness: A Counterspace Approach

Tyaira Smith, Shawnieka Pope, Philip Thomas, and LaKisha Zyyon

Traditional spaces within higher education at PWIs often alienate and depreciate the academic and social experiences of its Black graduate students. It is imperative that educational leadership graduate programs consider how they support and create space for minoritized students; not only to survive but to flourish. This workshop will explore how Black graduate students curated a counterspace, engage participants in critical dialogue, and identify strategies to curate counterspaces at their prospective institutions. The counterspace serves as a haven where we as Black doctoral students find solace, support, and validation. This sense of belonging is vital for overall well-being, as it has provided emotional support, encouragement, and space and breadth to navigate the challenges of academia as minoritized individuals.

Co-optation or Understanding? Exploring Power in Calls for Dialogue

Ashley Nickels, Francisco Torres, Cassie Pegg-Kirby, Lauren Vachon, Carla Goar, and Craig Berger

A core tenet of coalition-building is dialogue. Coalition-building requires trust and an ability to communicate across differences. It requires, at a foundational level, that all members (whether it is a coalition of organizations/departments or individuals) are committed to the strategic aims of the coalition, and thus requires effective communication– and the ability to engage in meaningful dialogue. However, calls for “dialogue” are often strategically leveraged by powerful actors to maintain the status quo and/or to avoid structural change. Our roundtable seeks to critically examine the potential and the pitfalls of dialogue. We aim to explore the complexities surrounding the use of dialogue as both a tool for fostering collaboration and a strategy employed by powerful entities to maintain the status quo. Drawing on our collective research and practice, our panel will shed light on the potential and limitations of dialogue in advancing social justice goals.

Community Engaged Scholarship with the Tribal Nations of the Great Lakes and Ohio Valley

Stephen Warren, George Ironstack, Dr. Sandra Garner, and Dr. Cameron Shriver

Panelists offer models of community engagement that encourage scholars in Native American & Indigenous Studies to design research projects based on principles of respect, reciprocity, and collaboration. We are frustrated by single-authored scholarship that is written exclusively for academic audiences. Alternatively, panelists committed to community-engaged scholarship hope to inspire future scholars to seek out zones of engagement with the indigenous communities that have been the subject of their research.

Healthcare Resources for Diverse Communities: Lessons Learned from Library ÍÃ×ÓÏÈÉú

Krista McDonald and Megan Jaskowiak

In this session we will discuss the programs hosted by our university’s library that focused on health in diverse communities. In each of these sessions, our intended audience was students and faculty in healthcare-related disciplines in particular Nursing and Physican’s Associate Studies. The first session focused on rural health, which was especially beneficial as our institution is surrounded by rural communities, and many of our students complete clinical hours in this setting. The second set of programs highlighted Black Maternal Health Week (BMHW) and the healthcare disparities that contribute to Black pregnant people being three times more likely to die from a pregnancy related cause than White ones. We will share information about the resources we used and the partnerships we developed in planning for the programs. Finally, we will review things that did not go as planned and provide suggestions for improving future offerings of similar programs.

Reshaping Crisis and Conflict into Building Community: Verder Hall Heat Initiative Case Study

Samuel Thomas and Anna Spagnola

This presentation examines a crisis management case study regarding the “Verder Hall Heat Initiative” at Kent State University Housing during the fall of 2023. The initiative sought to address the concerns of students residing within Verder Hall on the lack of air conditioning in student rooms during a heat wave. The ‘Verder Hall Heat Initiative’ strengthened the community and built trust between students and administration at a time that tested these relationships. This initiative laid the groundwork for a strong community as evidenced by continued student advocacy in the building’s hall council and a minimal number of conduct cases from Verder residents. The case of the Verder Hall Heat Initiative can serve as an example of caring for a burgeoning community in crisis and learning how to leverage university resources to form coalitions to satisfy student needs.

Beyond One Story: Embracing the Diversity of African International Students in Higher Education

Christiana Taylor and Darling Boateng

Since 2001, the United States has seen a significant increase in international students seeking higher education, including those from Africa. These students often grapple with isolation and alienation, common experiences when adapting to a new culture. African international students face unique adjustment concerns, often encountering prejudice and discrimination, leading to acculturative stress. This workshop aims to challenge and alter the perception of African international students in the USA by showcasing the rich diversity of cultures, languages, and experiences represented in Africa. Drawing from personal experiences and practical examples, this session seeks to educate and inspire educators, promoting the recognition and celebration of diverse backgrounds within African student communities. Understanding the diversity within the African international student population is crucial for creating inclusive educational environments. This workshop will empower educators to move beyond stereotypes and embrace the rich cultural backgrounds of African students, fostering a more supportive and inclusive academic community.

myaamia nahi meehtohseeniwinki 'myaamia living well': A case for culturally grounded wellness models

Haley Shea

In the early 1990s the ÍÃ×ÓÏÈÉú Tribe of Oklahoma (MTO), one of over 500 federally recognized tribes, experienced an eemamwiciki ‘awakening’ due to the revitalization of a sleeping language. This work was accomplished by tribal citizens, and formalized through the creation of the Myaamia Center at ÍÃ×ÓÏÈÉú University (OH) in 2001. The Nipwaayoni ‘Knowledge’ Acquisition and Assessment Team (NAATeam) of the Myaamia Center is tasked with understanding tribal benefits of culture and language revitalization, including those related to health. The team however identified two issues before initiating any work. This panel will present our work using community-engaged research to translate nahi-mihtohseeniwinki to an instrument that will be utilized by the MTO to make health-based decisions about policies and interventions that support multiple levels of health within the tribal community. Specifically, we will discuss the contribution archival materials had in developing the nahi-mihtohseeniwinki framework, which uncovered the three pillars: Myaamia knowledge (i.e. historical and cultural knowledge), values (i.e. we care for each other), and intentional interactions (i.e. physical and spiritual aspects).

 Conference Wellness Space Available in Armstrong Student Center, Room 1086

Conference Wellness Space Available in Armstrong Student Center, Room 1086

Featured Session:

Creating Safe Spaces: ERGs and the Development of Support Networks

Nzinga Hart and Kelsey Tomlinson

Focusing on the role of ERGs in creating supportive environments, this session will delve into the development and sustenance of safe spaces for staff and faculty within academia. It will highlight how ERGs can provide critical support networks and inclusive communities, share best practices for establishing these spaces, and discuss their impact on individual and collective well-being. This session explores how ERGs have historically been an initiative at Kent State that creates safe spaces for diverse communities. In this presentation, we leave room for connecting with other ERGs at other universities and look for ways to think collaboratively about ERGs at Kent State (and beyond) in the future.

Shifting the Culture: Combating Sexual Violence Through Coalition-Building

Kacee Ferrell Snyder, Ph.D. and Kori Koschalk-Newmister

“No one has to do everything. Everyone has to do something.” This philosophy rings true at Bowling Green State University where members of our on campus and our off-campus community have come together to create a coalition combating sexual violence. Staff from BGSU’s Gender Violence Prevention and Education Services will not only share how they have created institutional transformation through collaboration but will also engage the audience in a discussion about how they can replicate it at their institutions. We will share specific examples of active and passive programming and at various budget points. We will also show how we have gotten buy-in from expected and not-so-expected partners both on and off campus.

Sessions: 

Strategic Partnerships: The Key to Inclusivity

Dawn Mayes

As the climate of diversity equity and inclusion are slowly diminishing, its importance and validity is not. This workshop will focus on ways to create viable and sustainable pipelines of underserved communities into stem fields. This workshop connects to the conference theme by sharing the importance of having multiple networks of support to continue and expand initiatives when necessary. It is also connecting to the focus area of Strategic planning through partnerships. The workshop takes a deep dive in understanding the impacts of successful partnerships and how we can sustain them over time.

Faculty As Allies To Their Students

Darryl Rice

Allyship is an essential component of coalition building and it also connects directly to wellness and community care. In this session, presenters will focus on how professors improve student well-being by becoming allies to their students. The coalition building that takes place between the allies and intended beneficiaries is a key force in enhancing student well-being. Allyship has a positive impact on the intended beneficiary's psychological safety, which relates to wellness and care. The session will address five key pillars of effective allyship that faculty can demonstrate to show that they care and enhance student well-being.

Cultural Coalitions: A KIA Case Study

Rekha Sharma, Sonia Karkare, and Eric Evans

Kent State University has reported that students from India make up the largest international student population on campus. The Kent Indian Association (KIA) is a student organization that is well-placed to build coalitions in that regard. This roundtable discussion centers on KIA as an exemplar of how formal/informal coalition-building can take place in higher education and extend to organizational and professional contexts. Discussants will first address coalition-building within the Indian student community. Indian culture is diverse, and Indian identity is complex. KIA representatives will discuss how their organization balances diversity with inclusivity and negotiates the parameters of cultural identity to promote collective representation and advocacy. The roundtable will also address coalition-building between KIA and other groups across campus, along with highlighting areas for faculty and staff engagement. Discussants will also underscore the importance of such partnerships in enhancing campus culture and address opportunities for institutional coalition-building, informed by KSU faculty/staff and KIA alumni.

Centering Student Voices: Supporting Disabled Students in Higher Education

Ali Martin Scoufield

More disabled college students are entering colleges and universities annually (Francis, et al, 2019). However, disabled students remain underrepresented in overall enrollment and have lower graduation rates than their non-disabled peers (Eissenstat, et al, 2023). As educators committed to equity and excellence, we can do better to support disabled students. This engaging session will blend theory, research, and practice to center the experiences of disabled students in higher education. Sharing information garnered through doctoral research, the presenter will examine barriers students with disabilities are experiencing when entering college and highlight meaningful policies and pedagogies that offer support for disabled students as they navigate higher education. This presentation will also include proven strategies for prioritizing care and concern while supporting disabled student retention, persistence, and graduation, through institutional partnerships. This session is intended to inform while providing operational guides, adaptable to various institutional models. The goal is to promote inclusive excellence, institutional collaboration, and student-centered approaches as we ensure disabled students have positive and productive experiences in higher education.

Why Scholarship on Diversity Matters? Perspectives from American Studies

Babacar M'Baye

Drawing from my background in American Studies and my research on African and Black diaspora studies, this paper demonstrates scholarly inquiries on diversity remain important. Engaging in academic studies about diversity is crucial to a better understanding of American society's complexity which is apparent in this nation’s enduring and difficult attempts to test itself through ideological tensions and debates that define it. Rather than seeing diversity as a symbol of a liberal, leftist, “Woke,” or other reductive concepts, it may be more beneficial to see it as a dialectic notion that engages with central ideas of what it means to be an American. These concepts include American exceptionalism, pluralism, multiculturalism, and other notions that celebrate diversity while refusing to settle for one united conception of self and others.

Walking a Mile in Their Shoes: building empathy through training as a standardized patient

Julia Guichard and Elizabeth Zwilling

Four guest speakers present on how language, race, gender, and religion can influence health inequities. Mezirow’s Transformative Learning Theory (1991) guides the learning about health inequities and the subsequent research project in the course, the Case Re-write. In this project, students choose an identity with "less power" from the ADDRESSING framework (Hays, 2001). The ADDRESSING framework outlines ten cultural characteristics that address which groups have more and less power in the United States and Canada (Hays, 2001). The goal of this innovative course is to encourage students to not only analyze but also to INHABIT cultural spaces different from their own. Encountering their own biases, they develop consciousness around the practice of empathy and its importance in healthcare, especially as it relates to intersectional identities.

A System Approach to Reimagining Belonging for First Year Students

Melanie Jones and Morgan Robinson

Kent State's First Year Experience course (FYE) redesign, led by a small group of university leaders, was developed as a result of the university's 2016 Climate Study. The redesign aimed to cultivate a campus environment where all community members, particularly incoming first-year students, feel a sense of belonging. Throughout this process, the committee learned that students conceptualize a "sense of belonging" as feeling included and understood as if they "matter" and their thoughts are valued, as feeling safe and secure and able to live authentically, and as feeling welcomed. With this understanding, the radical redesign of the FYE course was centered on student belonging. This central focus led to a system-wide recruitment effort for instructors and a reimagined common curriculum with lesson plans and syllabi steeped in the belonging language, which is examined and outlined in this session.

Academic Counseling: A Musical with Structure and Score, Building Bonds through Art's Authenticity

Jacqlyn Schott

In the symphony of higher education, academic counseling plays a pivotal role akin to orchestrating a musical. This presentation proposes a reimagined pedagogical approach drawing parallels between academic counseling and the composition of a musical. By centering the protagonist's/student's journey, understanding the artistry behind motivation, and fostering a craft of guidance with radical care, this framework offers a transformative lens to student support. Just as composers meticulously arrange notes to create harmony, educators can tailor interventions to address individual needs, amplifying student engagement and critical agency. This presentation aims to share one artist-scholar-practitioner's strategies for integrating the musical framework into academic counseling practices as part of our coalition ensemble discovering new ways of thinking about what standing ovation-worthy support can look like. Together, we can inspire and uplift our students through intentionally breaking down barriers with more inclusive, authentic pedagogical approaches so we thrive throughout their academic journeys and beyond.

Bridging beyond the binary: moving toward gender inclusivity in university systems

Anya Galli Robertson, Kristen Altenau Keen, and Tiffany Taylor

This workshop will explore how binary gender is embedded within campus systems and identify strategies for developing and improving politics and practices related to gender identity and expression. After a basic explanation of the most current terminology related to gender identity and expression, including pronouns and chosen names, we will discuss how power operates through bureaucratic systems to enforce binary gender norms. Routine practices carried out by various offices have the unintentional effect of marginalizing transgender and nonbinary people on our campuses, so change requires that we build bridges across our institutions. Drawing from our experiences in our professional roles, we will give examples of how collaboration and dialogue have been central to our efforts toward gender inclusivity on our campus.

 Conference Wellness Space Available in Armstrong Student Center, Room 1086

“Healing is our Right”

Saturday, September 21st |12:30 - 2:00 pm | Armstrong Student Center, Pavilion 

This session aims to convey certain sobering realities that affect the well-being of BIPOC individuals both within and beyond the academy. Our intention is to make space for discussions on how we envision ourselves and how we interact with others with compassion, empathy, and respect. Using sections of the Wellness Wheel, we will draw historical parallels between the past to facilitate a process of self-reflection that encourages participants to move away from a practice of deriving strength from a place of trauma, and to being a practice of deriving power from a source of healing and abundance—in order to chart a path to pleasure, ‘Trading Baggage for Abundance.’ 

Facilitators:

Danyelle Valentine, Ph.D., Senior Lecturer in the Department of Gender and Sexuality Studies & American Studies, Vanderbilt University

Dr. Danyelle Valentine is a Senior Lecturer in the Department of Gender and Sexuality Studies and the Program in American Studies. She received her Bachelors in Latin American Studies from Scripps College and her PhD in History from Vanderbilt. Her current book project is “From Here, Through There: Black Migration from the United States to the British West Indies, 1834-1862." 

Shevonne Nelson Dillingham, DEIA consultant

Shevonne Nelson Dillingham is a seasoned Diversity, Equity, Inclusion, and Belonging (DEIB) professional with extensive experience in creating inclusive environments and driving cultural transformation. Certified as a diversity executive, Shevonne has successfully led DEIB initiatives across various public and private organizations. Shevonne is proudly from the Great State of Utah where she earned a Bachelor of Integrated Studies, she later earned her Master's Degree in College Student Personnel from Bowling Green State University.

Conference Wellness Space Available in Armstrong Student Center, Room 1086

Featured Session: 

A System-Level Approach to Student Success at BGSU

Facilitators:

• Glenn Davis
  • Vice President for Student Engagement and Success, Bowling Green State University
• Sarah Jurden
  • Director of Student Success Strategies and Initiatives, Bowling Green State University 

In July 2023, BGSU established the Division of Student Engagement and Success to ensure that work to improve student success outcomes occurs in a strategic, evidence-based, and aligned manner. The new division is responsible for designing, implementing, and assessing efforts to increase the completion rate of BGSU students, which includes the alignment of student success strategy across three distinct but interconnected levels: individual students (e.g., advising, mentoring, and counseling), populations of students (e.g., categorized by identity and affinity, by scholarship program, or by major), and systems that impact most or all students (e.g., academic advising, reenrollment communication and outreach, and early intervention). This presentation provides an overview of the structure, mission, and values of the new division and explores the principles and questions that guide its work. Presenters will examine how two system-level strategies – early intervention and reenrollment communication and outreach – have successfully empowered partners from outside the division to contribute meaningfully to student success outcomes that include retention and reduction of equity gaps.

Sessions: 

Murmurs of A People

Ambre Emory-Maier

Dance can be used as a form of protest, activism and remembrance. Drawing upon principles of inclusive pedagogy, we will examine how dance serves as a conduit for social change, amplifying marginalized voices and challenging oppression. Central to this exploration is Chilean American choreographer Michael Uthoff's ballet, Murmurs of A Stream, a poignant reflection on the tumultuous landscape Chile. This ballet, in which some of the music was once banned by the Chilean government, was implicitly created in response to the 1973 Chilean Coup D'etat. This work serves as a powerful testament to the resilience of the human spirit in the face of tyranny. Throughout our session, we will not only watch excerpts from this evocative work but also engage in reflective movement and discussion that unravels its layers of meaning.

While I Am Healing Others Who Will Heal Me?: Black Women, Academia, and Self-Care

Courtney Johnson-Benson

Utilizing theoretical frameworks of intersectionality, the Black superwoman schema, and Black Feminist Thought, the session explores the compounded impacts of these challenges on mental and emotional well-being. Participants will engage in discussions and activities to foster individual and collective wellness. The session highlights self-care strategies, including mindfulness, meditation, and reflective practices, as essential tools for managing stress and maintaining mental health. Emphasis is placed on the importance of setting boundaries, seeking mentorship, and building supportive coalitions with other Black women and Black femmes and allies. The session also addresses the critical question of "who heals the healer," exploring ways Black women can activate self-care while simultaneously disrupting oppressive systems. Through professional support systems, advocacy, and activism, participants will learn to leverage their positions to influence policy and promote equity within their workplaces and communities. By integrating practical self-care techniques with systemic advocacy, this session aims to empower Black women to navigate their professional roles while prioritizing their well-being and contributing to broader social change.

Replace Your Textbook: Practical Approaches to Pursue Affordability and Inclusive Excellence

John Burke, Jill Gomez, Jennifer Mysona, and Krista McDonald

Many college students are negatively impacted by the cost of textbooks and other course materials. This workshop will provide attendees methods for assessing the impact of course material costs on their own campuses and then approaches for evaluating their current textbooks and finding alternative resources that save students money, time, and worry. The session will outline approaches, resources, and support services for faculty to adapt for in their own institutions and courses in order to increase affordability and remove barriers to student learning. The group will also share the results and methodology of a student textbook survey. Participants will leave with practical advice and suggested steps for starting on a path to textbook affordability in their own courses and institutions. We will also have time for participants to raise questions during the workshop.

Moving at the Speed of Trust: Building Coalitions through Training and Research 

Katy Abbott, Dr. Amy Elliot, Oksana Dikhtyar, and Robert Graham

The Scripps Gerontology Center at ÍÃ×ÓÏÈÉú University has been engaged in applied work that makes a positive difference in the lives of older adults, their families, and communities for over 100 years. Because of the Center’s longevity and commitment to collaboration, we have cultivated robust partnerships at the local, state, and national levels. Research relationships are built on a foundation of trust and mutual respect for the expertise and perspectives of a diverse range of voices. To highlight strategies and methods utilized to build partnerships, this panel presentation will highlight three signature initiatives that engage the community, policy makers, and professionals across disciplines. This work has resulted in community and state coalitions in which practitioners, researchers, and policy makers collaborate to implement project activities and evaluate their impacts. The discussant will close the session by connecting central themes related to engagement in shared goals across various disciplines and organizations.

Allyship Actions of Academics: Exploring the Actions taken by Faculty Members to Support LGBTQ+ St

Ellison Brennan

This presentation explores the actions taken by faculty members at ÍÃ×ÓÏÈÉú University to demonstrate their allyship towards LGBTQ+ students. Utilizing a survey distributed to ÍÃ×ÓÏÈÉú University faculty, the study identifies key allyship actions commonly taken by allies of the LGBTQ+ community. Faculty members answered questions regarding which of these actions they took and received scores based on the number of positive actions they took towards allyship. Additionally, faculty members were asked qualitative questions regarding personal growth and support needed for enhancing allyship. Our findings indicate that while most faculty members identify as allies, there are many areas for improvement. The study concludes by offering implications for teaching that benefit both faculty members and the university, derived from these findings. Our presentation will explore this research and engage participants in delving into their allyship actions and identities.

The Way We Want to Know: The Exclusive Approach to Inclusive Pedagogical Belonging

Genesis Ross and Deorajhee Mahabir

This interactive workshop is organized around inclusive pedagogies and critical consciousness. We believe inclusive pedagogy should be a space for all social identities to participate in, grapple with, and work towards a more equitable society. This workshop invites participants to reflect on, call out, and share memories that concentrate exclusively on individuals’ marginalized social identities. Participants will be invited to identify and reimagine how their ways of knowing, valuing, and treating social identities have come to exist in their lives. This workshop highlights the importance of taking time to fully concentrate on various social identities in order to honor what needs to materialize from inclusive efforts. Inclusive efforts should bring together different identities that are already nuanced within their distinctive social groups without perpetuating any aspect of their marginality.

Embracing Diversity through Marketing and Inclusive Communications

Christian Ponce

As state politics continue influencing public universities, a well-integrated marketing and DEI approach with strong multicultural elements is essential. This session aims to demonstrate how a Hispanic marketing strategy and a DEI-inclusive communications plan can be seamlessly woven into universities' overall marketing strategy, ensuring it complements broader objectives. My presentation will explore four key objectives within this integrated approach: enhancing multicultural communications, maximizing tuition revenue through multicultural marketing and understanding inclusive communications, developing community partnerships, and preparing the student body for a diverse global workforce. Each of these goals will be addressed as crucial, interconnected elements of the university's comprehensive marketing plan. By aligning efforts to engage with Hispanic and other multicultural organizations and local leaders, universities can create a cohesive community outreach effort that bolsters the brand and reinforces its commitment to diversity.

Advancing a University Land Acknowledgment Statement into Action Through Long-Term Partnerships

Jenn Stucker and Heidi Nees

One of the ways BGSU and two faculty members advance meaningful action is through IN THE ROUND (ITR), a multi-year speaker series featuring Native/Indigenous creatives from music, theatre, film, art, graphic design, and creative writing. By developing and sustaining internal and external strategic partnerships, this series seeks to render visible—to the BGSU and local communities—the artistry, activism, and presence of contemporary Native/Indigenous creatives. The series contributes to indigenizing curriculum by offering opportunities to incorporate engagements into their course syllabi and build a network of partnerships to broaden impact and sustain a long-term commitment to realizing the words of a university’s Land Acknowledgement statement. We will share our process and outcomes for building internal and external partnerships, which help us address critical challenges facing higher education, along with the challenges and tenets for producing high-impact projects, and the plans for sustaining strategic long-term partnerships.

 Conference Wellness Space Available in Armstrong Student Center, Room 1086