Dalton Institute Program 2014 by Dalton Institute on College Student Values

JON C. DALTON INSTITUTE

ON COLLEGE STUDENT VALUES Annual No.

Values Promoting an Ethic of Care: Student Well-Being as a Priority for Higher Education

February 6 - 8, 2014 Florida State University Tallahassee, FL

JON C. DALTON INSTITUTE

ON COLLEGE STUDENT VALUES Annual No.

Welcome “We welcome you to Florida State University and the 2014 Jon C. Dalton Institute on College Student Values. We hope our 24th conference will reflect the quality and camaraderie you have come to expect.” We welcome you to Florida State University and the 2014 Jon C. Dalton Institute on College Student Values. We hope our 24th conference will reflect the quality and camaraderie you have come to expect. From our wonderful group of keynote speakers, the list of concurrent sessions, and the conversations with fellow participants, we are quite certain you will enjoy your time in Tallahassee! This year’s theme, Promoting an Ethic of Care: Student Well-being as a Priority for Higher Education provides an opportunity to consider how institutions of higher education utilize an ethic of care with students that foster success and a healthy well-being. Consistent with prior years’ themes, we will continue to focus on issues related to values, ethics, and character in college student development.

This year we are once again pleased to present our two annual Dalton Institute awards. These honors acknowledge an exceptional doctoral dissertation and a best practice relevant to the field of college student character and values development. Finally, thank you to the Dalton Institute Committee and all our wonderful volunteers for the hard work and dedication they have provided to plan the Institute. This event could not happen without the assistance of the students and staff members who give freely of their time and energy. Our volunteers are here to make this event both welcoming and educational! Thank you for attending the Jon C. Dalton Institute on College Student Values and we hope that you enjoy your visit to Florida State.

Sincerely,

Mary B. Coburn

Vice President for Student Affairs Co-Director, Dalton Institute

Courtney L. Barry

Chief of Staff , Office of the Vice President for Student Affairs Co-Director, Dalton Institute

Table of Contents Schedule of Events

Faculty in Residence

Featured Speakers

7 , 8-9

Annual Award Winners

10-11

Concurrent Sessions

SESSION I

SESSION II

SESSION III

SESSION IV

SESSION V

SESSION VI

SESSION VII

Special Thank You

Campus Map

chedule vents of

Thursday - February 9:30 am– 4:30 pm

...Continued 9:00 am – 10:00 am

11:30 am – 12:30 pm

Lunch

12:45 pm – 1:45 pm

3:15 pm – 4:15 pm

Concurrent Sessions I Concurrent Sessions II

5:00 pm – 6:00 pm 6:45 pm

Registration

8:00 am

9:00 am– 10:00 am

Reception Dinner on Your Own

Registration SSB

Keynote Lecture

Concurrent Sessions VI SSB, Globe

11:30 am – 12:30 pm

Concurrent Sessions VII SSB, Globe

12:45 pm

Closing Lunch & Student Panel Moderated by: Shermin Murji SSB 203

Coffee & Light Snacks SSB

KL 6

Coffee & Light Snacks

Dr. Gage Paine, SSB 203 10:15 am – 11:15 am

8:00 am

Keynote Lecture

SSB

Keynote Lecture Dr. Richard Keeling DoubleTree

8:00 am – 5:00 pm

Campus Tours & Networking Hour

Saturday - February

Welcome Reception

Friday - February

Lunch & Awards Presentation

DoubleTree

Concurrent Sessions III

DoubleTree 7:00 pm – 8:00 pm

Concurrent Sessions V

Dr. Arthur Chickering SSB 203

DoubleTree 5:30 pm – 7:00 pm

Concurrent Sessions IV

SSB 203

SSB, Globe, Askew SLC 5:30 pm – 8:00 pm

SSB 203 2:00 pm – 3:00 pm

SSB, Globe 3:30 pm – 4:30 pm

Keynote Lecture

SSB, Globe, Askew SLC

Registration

SSB, Globe 2:15 pm – 3:15 pm

SSB, Globe, Askew SLC

SSB 203 1:00 pm – 2:00 pm

Dr. John Ratey Askew SLC 10:15 am – 11:15 am

Student Services Building, 2nd Floor (SSB) 12:00 pm – 12:45 pm

Friday - February

- denotes a Keynote Lecture

F R

aculty in esidence

Jon C. Dalton

Institute Founder & Faculty in Residence

Jon C. Dalton is Emeritus Professor of Higher Education and former Vice President for Student Affairs of Florida State University. He serves as Co-Editor of the Journal of College and Character and helped found the annual Institute on College Student Values hosted by Florida

eatured peakers

State University. Dalton is a graduate of Franklin College, Yale Divinity School, and the University of Kentucky. His research and writing focuses on the impact of higher education on college student moral and civic development.

The Dalton Institute on College Student Values prides itself on the variety and scholastic excellence of its speakers and is proud to present this yearâ&#x20AC;&#x2122;s schedule.

Dr. Arthur Chickering

Dr. Gage Paine

Author of several publications and researcher on the impact on human development.

Vice President for Student Affairs at The University of Texas at Austin.

Dr. Richard Keeling

Dr. John Ratey

Higher Education consultant, author and past faculty member.

Associate Clinical Professor of Psychiatry, Harvard Medical School, Author of Spark: The Revolutionary New Science of Exercise and the Brain.

Jon C. Dalton Institute

Staff 2014

Mary B. Coburn Dalton Institute Co-Director

Karina Balaoro Dalton Institute Marketing Intern

Courtney L. Barry Dalton Institute Co-Director

Jake Frasier Dalton Institute Volunteer Intern

Dr. Richard Keeling

eatured peakers

...Continued from page 6

Dr. Arthur Chickering

Arthur Chickering began his career in higher education as a psychology teacher and coordinator of evaluation at Goddard College from 1959 to 1965. From 1965 to 1969, he directed the Project on Student Development in Small Colleges. In 1969-70, he was a visiting scholar in the Office of Research at the American Council on Education. From 1970 to 1977, as founding vice president for academic affairs, Chickering played a major role in creating Empire State College. He was Distinguished Professor and Director of the Center for the Study of Higher Education at Memphis State University from 1977-1986 and from 1986-1996, University Professor at George Mason University. From 1996-2004 he was Visiting Distinguished Professor at Vermont College. Chickering is the author of many publications including: Education and Identity (1969, 1993), Commuting Versus Resident Students: Overcoming the Educational Inequities of Living Off Campus (1974), The Modern American College: Responding to the New Realities of Diverse Students and a Changing Society (1981), Improving Higher Education Environments for Adults: Responsive Programs and Services from Entry to Departure (1989 with N.K. Schlossberg and A.Q. Lynch), Getting the Most Out of College, (1995 with N. K. Schlossberg), Encouraging Authenticity and Spirituality in Higher Education (2005 with J. C. Dalton and L. Stamm), and How to Talk About Hot Topics on Campus: From Polarization to Moral Conversation (2008 with R. Nash and D. Bradley). He has received the E.F. Lindquist Award from the American Educational Research Association for his studies of college impacts on student development, the Outstanding Service Award from the National Association of Student Personnel Administrators, the Distinguished Contribution to Knowledge Award from the American College Personnel Association, and the Distinguished Service Award from the Council for Independent Colleges. Chickering has been board member and chair of the American Association for Higher Education, the Association for the Study of Higher Education, the Council for Adult and Experiential Learning, and the National Society for Experiential Education. He has served on the editorial boards of the Journal of Higher Education, the Journal of Higher Education Administration, and About Campus.

Richard P. Keeling, M.D., leads Keeling & Associates, LLC (K&A)—a comprehensive higher education consulting practice based in New York City. K&A’s mission is improving outcomes in higher education by creating change for learning. At the heart of his leadership of K&A are these beliefs and commitments: learning should be transformative, learning must be at the core of the mission of colleges and universities, students must be ready to learn, and sound processes of institutional renewal can enable campuses to improve learning in its broadest sense. Since founding K&A, Dr. Keeling has worked with more than 500 institutions and organizations in the United States and Canada. Dr. Keeling serves on the Board of Directors of the Council for the Advancement of Standards in Higher Education (CAS) and has been president of four professional organizations in higher education. He edited three sequential publications that focus on improving learning: Learning Reconsidered, Learning Reconsidered II, and Assessment Reconsidered. He has published more than 125 articles, monographs, and books, and served as Editor, for two terms, of the Journal of American College Health. Both the American College Health Association (ACHA) and NASPA-Student Affairs Administrators in Higher Education have honored him with their highest awards. In 2012, Dr. Keeling and Dr. Richard Hersh published We’re Losing Our Minds: Rethinking American Higher Education (Palgrave Macmillan), which argues for substantial change in the culture of higher education to support higher quality and better value in undergraduate education in the United States. Before creating K&A, Dr. Keeling was both a tenured faculty member and a senior student affairs administrator at the University of Virginia and the University of Wisconsin-Madison. During more than 20 years on campus, Dr. Keeling taught and practiced medicine; directed comprehensive health programs and services; developed collaborative programs in undergraduate education with academic departments and faculty; and explored innovative, cross-institutional approaches to advancing student learning. His background and on-campus experience led to a strong emphasis in his work on the importance of health and wellbeing to learning and student success. Dr. Keeling took his bachelor’s degree in English with highest honors from the University of Virginia and received his M.D. from Tufts University School of Medicine; he completed residency in internal medicine and fellowship in hematology. He is the proud father of three liberally educated children and the grandfather of five future college students.

Dr. Gage Paine Dr. Gage E. Paine was named the Vice President for Student Affairs at The University of Texas at Austin in August 2012. She provides leadership to a diverse staff of 775 higher education professionals who support students throughout their university experience by providing the best and most innovative programs, facilities and services. Dr. Paine manages a diverse portfolio comprised of some of the university’s largest non-academic units. They include departments overseeing 14 on-campus residence halls and their dining facilities, medical and mental health services, recreational sports, student media, student activities (including 1,000+ student organizations), leadership development and the two university unions. Throughout her 30-year career, Dr. Paine has been a leader in student affairs, from starting out as a resident assistant while an undergraduate to being appointed to student affairs leadership positions at four other Texas universities. Previously, Dr. Paine served as Vice President for Student Affairs at The University of Texas at San Antonio (UTSA). Prior to UTSA, she was Vice President for Student Affairs at Trinity University, and an Associate Vice President for Student Affairs and Dean of Student Life at Southern Methodist University (SMU). Dr. Paine also served as Associate Dean of Students at The University of Texas at Austin and Associate Dean of Students at McMurry University. She has taught at the graduate and undergraduate level throughout her career. Dr. Paine has presented at numerous conferences, including the Student Affairs Administrators in Higher Education (NASPA) national and Region III conferences. In March 2012, NASPA honored her with the Scott Goodnight Award for Outstanding Performance as a Dean and The NASPA Foundation recognized her as a Pillar of the Profession. In addition, she was appointed to a three-year position on the NASPA Foundation Board of Directors. In June 2011, NASPA Region III awarded Dr. Paine the John Jones Award for Outstanding Performance as a Senior Student Affairs Officer. In 2008 and 2009, she served as the director of the New Professionals Institute for Southern Association for College Student Affairs (SACSA)/NASPA Region III after serving as a faculty member for four years. Dr. Paine has also held leadership roles with the Texas Association of College and University Student Personnel Administrators (TACUSPA), including serving as president in 1992-93. In 2009, TACUSPA honored Dr. Paine with the Dr. James (Jim) E. Caswell Distinguished Service Award for Excellence in Leadership.

Dr. John Ratey John J. Ratey, M.D., is an Associate Clinical Professor of Psychiatry at Harvard Medical School, Research Synthesizer, Speaker, and best selling Author. He has published over 60 peer-reviewed articles on the topics of Aggression, Autism, ADHD, and other issues in Neuropsychiatry, and written 8 books published in 14 languages. Dr. Ratey is the co-author of the ground breaking ADD-ADHD series of books, “Driven to Distraction,” “Answers to Distraction,” and Delivered from Distraction,” with Edward Hallowell, M.D. First published in 1994, “Driven to Distraction” is still considered the seminal book on ADD-ADHD, and to this day remains a best seller in the field. In addition, Dr. Ratey is the author of “A Users Guide to the Brain” (2000) and co-author of “Shadow Syndromes” (1997) with Catherine Johnson, Ph.D., both published by Pantheon/Random House. He has edited several academic publications, including “The Neuropsychiatry of Personality Disorders”(1994), published by Blackwell Scientific. With the publication of his latest book, “Spark: The Revolutionary New Science of Exercise and The Brain,”(2008), Dr. Ratey has established himself as a leading expert in the brain-fitness connection. A highly sought after speaker, he has embarked on a world-wide mission to re-engineer schools, corporations, and individual lifestyle practices by incorporating exercise to achieve peak performance and optimum mental health. Dr. Ratey has lectured extensively throughout the US, Canada, Japan, Korea, Taiwan, Australia and Europe. He serves as an advisor to the President of Taiwan, The Alberta, Canada legislature and the Utah Government. He’s been named Reebok’s Ambassador for Active Kids, Advisor to the California Governor’s Council on Physical Fitness Activity and Sport, and Adjunct Professor at Taiwan National Sports University. Consistently named one of the Best Doctors in America by his peers, Dr. Ratey and his work are frequently profiled in the media, where he’s been featured on ABC, CBS, NBC, PBS and NPR, as well as The New York Times, Newsweek, The Washington Post, US News and World Report, Forbes, Men’s Health, Fitness Magazine, and other national publications.

Dr. Paine earned her Ph.D. in Educational Administration from the University of Texas at Austin, a doctor of jurisprudence from Texas Tech University and a Bachelor of Arts in Letters from the University of Oklahoma.

Award inners

The Jon C. Dalton Institute on College Student Values is excited to present two awards for the 24th annual institute. *Dissertation of the Year:

Winner, Dr. Tiffani Riggers-Piehl

The Dalton Institute once again recognizes an exceptional dissertation relevant to the field of college student character and values development.

Dissertation Title: Enhancing Classrooms and Conversation: How Interactions with Faculty Predict Change in Students’ Spirituality in College

Dissertation in Brief: Inclusion of spirituality and spiritual practice in higher education has been suggested as a way to improve the affective development of college students. This study examined how students’ spiritual development in college is influenced by student-faculty interactions, both in and out of the classroom. Using a set of national longitudinal surveys administered by the Higher Education Research Institute (HERI) and the Spirituality in Higher Education project, the study investigated the relationship between student-faculty interactions and spirituality outcomes. The conclusions from this study suggest that faculty members’ spiritual interactions with students are positively related to students’ spiritual growth in college.

Biography: Having recently completed her Ph.D. in Education at UCLA, Tiffani Riggers-Piehl, is an assessment and research analyst for the Student Affairs Information and Research Office (SAIRO) at UCLA. Her research interests include gender differences in college student development and experience and college student spiritual and moral development. Prior to her graduate work at UCLA, Tiffani completed a Master’s degree in Education at Baylor University, where she discovered her interest in scholarly pursuits and worked in the Office of Spiritual Life. She currently serves as the “Spirituality on Campus” Column Editor for the Journal of College and Character, and has had her writing featured in the Teachers College Record. Her professional passions include teaching and training current and future student affairs professionals and investigating the college student experience.

Session Info: February, 7th Concurrent Session V 11:30am - 12:30pm 218 SSB

*Best Practices Award: Winner, Mosaic Coaching

This year, the Dalton Institute once again recognizes an outstanding practice relevant to the field of college student character and values development.

MOSAIC COACHING: Mosaic Coaching is an enterprise within the U. S. Air Force Academy’s “Center for Character & Leadership Development.” The mission of Mosaic Coaching is “developing Leaders of Character through engaging professional coaching relationships.” Further, the mission of the Center is to “advance the understanding, practice and integration of character & leadership development in preparation for service to the nation in the profession of arms.” The Center (and subordinately, Mosaic Coaching) services the students and staff within the Academy, Air Force units abroad, and non-military organizations globally.

Session Info: February, 8th Concurrent Session VI 10:15am - 11:15am 208 SSB

*The recipients of the Dissertation of the Year and the Best Practices Award are honored with a complimentary Dalton Institute registration, publication opportunities, and a cash award.

oncurrent essions The Jon C. Dalton Institute on College Student Values is proud to offer a variety of sessions.

February 201

SSB

Employing an Ethic of Care Through an Interdisciplinary, Vocation-focused Approach to Career Services

Jessica Fankhauser, Taylor University Dr. Drew Moser, Taylor University This session seeks to encourage dialogue among participants on new and innovative ways student affairs professionals can continue to develop an ethic of care in their work with students. Presenters will share how their institution has transitioned from a traditional career services model to a developmental and interdisciplinary model of vocation and career services with the intent of preparing students not only for jobs but also to live lives faithfully attuned to personal values.

208

SSB

Won’t You Be My Neighbor?: The Rogers Model & Student Affairs Practice

Tyler Bradshaw, Miami University (Middletown) Dr. Bob Rusbosin, Miami University Shan Qureshi, Miami University (Hamilton) Kofi Ansah, Miami University (Hamilton) College campuses across the country are facing a difficult crisis: a lack of civility. Applying lessons learned from TV’s favorite neighbor, “Mister” Fred Rogers, the presenters will discuss the need for civility, or “neighborliness”, in the campus culture and in the work of student affairs professionals. The presenters will also showcase a practical civility movement, “Project Civility”, that is improving the campus culture at Miami University.

214

SSB

Approaching Student Care by Cultivating Meaning and Deep Learning Through Thematic Programming

Jennifer Moeschberger, Taylor University Hannah Schundler, Taylor University Dr. Jeff Cramer, Taylor University

1:00PM - 2:00PM

develop their sense of character, belief, and values through intellectual engagement, cross-cultural experiences, community, and interaction with scholars. This session will reflect on the past four years of thematic programming and offer recommendations for a holistic approach to student care.

218 SSB

Finding Your Balance: A Holistic Approach to Student Well-being

Rob Jech, The Ohio State University Dr. Don Stenta, The Ohio State University Beth Johnson, The Ohio State University The Ohio State University – Office of Student Life implemented a pilot program during the 2012-2103 academic year geared at providing students with a perspective related to finding balance in their lives. The Balanced Buckeye Program focuses on a holistic approach to student well-being and uses the 9 dimensions of wellness as outlined by our Student Wellness Center. Utilizing peer facilitators and hands-on learning has led to significant growth and popularity on campus.

Caring Expressed by Faculty and Staff Toward Identity Development GLOBE in the College Years

2600

Lisa M. Corry, John Brown University Spirituality is included as an aspect of identity development by theorists Erikson, Marcia, Chickering, and Parks. The question explored is: Regarding college student identity development, what is known about personal integrative spirituality and relational Christian spirituality, with a particular focus on gender differences? In addition to theory, relevant research findings will be overviewed followed by implications for practice for faculty and staff. From both theory and research, well-being for students will be shown as connected to identity development.

In recent years, the Taylor University Honors Guild has focused on themes or “big ideas” that are worked out across the curriculum and co-curriculum to foster deeper learning and meaning-making. These themes allow students to

February 201

SSB

Creating a Welcoming Campus for Students from Diverse Backgrounds

218 SSB

Student Employees are People Too! Prioritizing an Ethic of Care with Student Staff and Worker Well-being

Jeff Stein, Elon University Brooke Barnett, Elon University

Beth Paris, University of North Florida Shane Cadden

The keys to fostering success for non-majority students are institutional commitment and a coordinated agenda. As a model for attending to needs of specific demographic groups, we will review the process of creating a welcoming campus for Elon’s 450 Jewish students and discuss how current national debates and local community challenges impact the process of supporting and responding to communities on our campuses. Participants will think through their own campus contexts and specific demographic foci.

The status of the student employee’s well-being in the college environment is disconcerting. Lingering questions about the implementation of philosophy, policy, and practice continue to challenge student employment structures such as training, workload, responsibilities, vacations, and days off. In particular, Residence Life live-in staff (RA/GA) are leaders in unique roles as employees and students. This group will be used as a model to discuss philosophies, policies, and practices in need of examination and re-imagination.

208

SSB

If You are Not Good for You, You are Not Good for Anyone Else: The Importance of Self Care

Aaron Reistad, Florida State University Self-care is important for both the individual practicing, and for those they interact with. The majority of higher education professionals, aspiring professionals, and other staff members interact with students daily, and genuine care for the student’s well being is often emphasized; but how effective are these interactions if the practitioner is not practicing and modeling self care? Various wellness theories will be discussed along with methods to incorporate higher levels of self-care.

214

SSB

Bullying/Harassment and Selfperceptions of College Students: Effects and Preventive Mechanisms

Urska Dobersek, Florida State University Negative self- and body-image are most prominent during adolescence and may also continue throughout adulthood. It is essential that students recognize their own psychological and physical reactions to bullying and harassment through self-reflection, mindfulness, and journaling. From a teacher perspective, it is important to be mindful of signs and potential consequences of harassment in the classroom environment.

2:15PM - 3:15PM

“It is essential that students recognize their own psychological and physical reactions to bullying...” Using Spiritual Reflection to Develop Authentic and Ethical Student GLOBE Leaders

2600

Paul Stonecipher, Florida State University Jeff Strietzel, Houston Baptist University This presentation relates to reflection and leadership development, especially the relationship of spiritual journeys to reflection. Using a theoretical model of authentic leadership, reflection will be demonstrated to be a critical component of converting significant life events into authentic leadership. A model of reflection employing critical thinking will be established to explore leadership values and perspectives. Ultimately, this presentation will demonstrate spiritual journeys lead the development of authentic leaders through the engagement of critical thinking in reflection.

February 208

SSB

Hope Within Reach: Ethic of Care In Suicide Prevention Education

Dr. Lynn Ortale, Chestnut Hill College Dr. Charles Jacob, Chestnut Hill College With suicide being the second leading cause of death for college students, there are growing concerns for higher education and parents. National statistics record 1100 completed suicides by college student annually, translating into approximately three student deaths by suicide per day. There are more than 100 suicide attempts by students for each documented death. The stigma associated with mental health issue, particularly suicide, requires intentional campus education in order to support student well-being.

214

SSB

Moral Complexities & Leadership: Investigating the Link Between Moral Development and Leadership Development

Brian Jensen, Geneva College Our campus administered the Defining Issues Test-2 (DIT-2) to measure the moral development of student leaders in the spring of 2010 and again in the spring of 2012. This workshop will explore the comparison of these two sets of data, discuss the leadership development initiatives that have been put in place as an outcome of this research, and discuss implications for future campus initiatives in the area of linking together moral development and leadership development.

218 SSB

Imagining a Restful Campus: Enlivening Students Through the Practices of Mindfulness and Sleep

Brandon Jacob, Calvin College Laura (Rodeheaver) Van Gelder, Calvin College The critical concept of mindfulness has received attention lately in relation to college student health and wellness. This concept has yet to be contextualized at length, however, in relation to college student sleep practices: a habit of the body. This presentation applies the principle of liturgical habits of body, as proposed by James K.A. Smith’s Imagining the Kingdom (2013), in order to explore the

3:30PM - 4:30PM

III

manifestation of mindfulness and spirituality in relation to meditation, body awareness, and sleep to promote student health and wellness.

Unpacking the Intercultural Suitcase: Developing a Meaningful Re-Entry GLOBE Program for Students Returning from Study Abroad

2600

Seth Weil, Juniata College Emil Nagengast, Juniata College Dave Witkovsky Juniata College The Juniata College mission to prepare students for a “fulfilling life of service and ethical leadership in the global community” and tag line “Think, Evolve, Act” are being operationalized through a program which promotes reflection among students on how experiences in college have developed or altered their sense of calling. The project, supported by NetVUE, promotes an ethic of care for students through intensive reintegration after study abroad and exploration of vocation towards meaningful careers.

“With suicide being the second leading cause of death for college students, there are growing concerns for higher education and parents. ”

101A ASLC

To Lift the Leaden-Eyed: Ernest Boyer’s Vision for an Ethic of Care in Higher Education

Dr. Drew Moser, Taylor University This session will provide a historical exploration of Boyer’s vision and inform implications for present challenges facing higher education and an ethic of care. Through utilizing qualitative, life history, critical event, and educational historiography methodologies, research of Boyer’s life and career will inform the vision of an ethic of care offered in this workshop.

February 201

SSB

Digital Well-being: Assisting Students Integrate Social Media Into A Holistic View of Self

Jake Frasier, Florida State University Nicolas Babarskis, Florida State University Social media and technology usage is shifting students understanding of community, social support, and social self-actualization. This presentation will use the concept of wellbeing to examine how social media use may or may not affect a student’s view of their psychological health. We will focus on the current academic literature that examines how social media plays into an individual’s sense of health in both a personal and social framework.

208

SSB

Grief in Three Forms: Personal Stories and Strategies for Coping

Three #sapros will tell personal accounts about traumatic events that impacted them, their students, and their campuses. They will focus on ways their institutions and colleagues responded to the events and whether that impacted them or their students in negative or positive ways. Presenters will describe their personal strategies for promoting an ethic of care in their workplace and it’s impact on the wellness of themselves and others.

SSB

Creating Space: Student Care Through the Lens of Hospitality

Sara Hightower, Taylor University Lisa Barber, Taylor University Sara James, Taylor University Unfortunately, hospitality is often shallowly associated with hosting and the hotel and restaurant industries. Rather, hospitality is about creating space for others to flourish and thrive. In this session we will provide a richer and deeper understanding of hospitality that can impact our campuses, our students and us as educators in both philosophical and practical ways.

218 SSB

Professional Well-being: Applying Meaning-Making Skills to Professional Practice

Andrew Nash, Florida State University Brian Hoffman, Florida State University Finding perspective. Making meaning from experiences. Learning from your environment. Burning out? This program will focus on various ways that student affairs professionals can improve their own personal wellness and develop self-congruence in and out of the workplace as a way to increase retention within the field. Using a unique blend of theory and reflective practices, participants will be challenged to identify their own meaning-making techniques for working in student affairs.

2600 GLOBE

Jessa Carpenter, University of Florida Amma Marfo, Emmanuel College Sue Caulfield, Hofstra North Shore-LIJ School of Medicine

214

10:15AM - 11:15AM

The ‘Stressed Out’ Generation: What You Should Know

Nicole Kazanecki, Florida State University William Coleman, Florida State University The topic of stress among college students is a very relevant aspect to student well-being in the United States. Higher education institutions should place focus on wellness and positive mental health in order to help students be successful. Yet, students are often referring to themselves as ‘stressed out.’ This program will describe some characteristics of the millennial generation of college students and some of the factors that are leading them to feel overwhelmed. The presentation will also touch on what individuals can do in order to improve stress tolerance, stress management and coping skills among this generation of students.

Who Cares: How the Humanities Nurture the Capacity and ASLC Disposition to Care

101A

Tim Herrmann, Taylor University The educational community and its stakeholders have shifted toward a utilitarian understanding of higher education which assumes that its purpose is primarily material or economic. This shift holds incredible consequence for our students and our world. If a college education is intended to teach students how to think, educators must both teach their students how to effectively use their intellectual faculties and help them gain an understanding of what truly matters in life.

February 201

SSB

Black Atheist: A Modest Proposal Reconsidered

11:30AM - 12:30PM

Enhancing Classrooms and Conversation: How Interactions with Faculty Predict SSB Change in Students’ Spirituality in College

218

J.T. Snipes, Indiana University

Dr. Riggers-Piehl, University of California at Los Angeles

In this session, participants will engage in an open dialogue concerning the well being of African American non-religious non-theistic students on college campuses. This population of students is increasing on college campuses; and this session will inform participants about the empirical research that has been and is currently being conducted within this population.

Inclusion of spirituality and spiritual practice in higher education has been suggested as a way to improve the affective development of college students. This study examined how students’ spiritual development in college is influenced by student-faculty interactions, both in and out of the classroom. Using a set of national longitudinal surveys administered by the Higher Education Research Institute (HERI) and the Spirituality in Higher Education project, the study investigated the relationship between student-faculty interactions and spirituality outcomes. The conclusions from this study suggest that faculty members’ spiritual interactions with students are positively related to students’ spiritual growth in college. This presentation will highlight implications for faculty and student affairs staff and offer suggestions for future research.

208

SSB

Choosing Academic Integrity Over Academic Misconduct: What We Can Do to Foster the Right Decision in these Challenging and Stressful Times

Dr. Mark Seldine, Nova Southeastern University Dr. Robert Hill, Nova Southeastern University Stress among students is prevalent throughout higher education. Where success is measured by academic achievement, the never-ending quest for grades and pressure to achieve, combined with other, external demands, can create stress that leads students down a path of academic misconduct. This session will examine these stressors and academic misconduct, and explore measures that faculty and administrators can take to mitigate this all too-common occurrence, and by doing so, enhance students’ well-being. The doctrine of in loco parentis will also be applied in examining the extent of the institution’s responsibility in fostering the right decision.

214

SSB

Justice vs. Care: Confidentiality in the Context of Sexual Violence Response

Ann J. Cahill, Elon University Brooke Barnett, Elon University Leigh-Anne Royster, Elon University This session will focus on the tension between an ethics of care and an ethics of justice in the context of responding to sexual violence survivors in the context of higher education. It will provide the participants with a brief but substantial introduction to care ethics and justice ethics; share a dramatic case study of how these different approaches can inspire strikingly different responses; and demonstrate how policies regarding sexual violence must utilize both perspectives.

2600 GLOBE

We Provide Care To Students... But Who Takes Care of Us?

Gavin Roark, Florida State University In reflecting on student well-being it is imperative that we consider our own professional and personal well-being. During the busyness of our days we can easily get caught up in what we “have to get done” that we forget about taking care of ourselves. During this program we will process a variety of stress management techniques that we as student affairs professionals can use on a daily basis. You might want to bring a pillow for a truly relaxing conference experience.

Creating an Ethic of Care for the Developing World: an Ethnographic ASLC Study

101A

Dr. David Howell, Milwaukee School of Engineering The office of Servant-Leadership at Milwaukee School of Engineering engenders student leadership and service skills by coordinating service projects in the developing world. This year, the office of Servant-Leadership teamed up with the school’s student chapter of Engineers Without Borders (EWB) to find out how a targeted service initiative engendered an ethic of care for students who set out to develop their leadership and service skills.

February 201

SSB

In Pursuit of Purpose: The Effects of Involvement on the Development of Calling in College Students

Jeff Aupperle, Taylor University Results from the 2012 CIRP Freshman survey indicate more freshmen than ever choose college to get better jobs. Promoting involvement toward students’ vocational development advocates for an ethic of care in pursuing purpose, not just placement. Using national HERI data – 14,407 respondents –this study tests the impact of involvement on longitudinal changes in students’ selfratings and goals. The program’s aspiration is to explore research-based principles to provide students with resolute answers to questions of calling.

208

Mosaic Coaching

SSB

Tina Erzen, Taylor University “Mosaic Coaching” is the professional coaching enterprise that has helped strengthen the character of students and staff at the U. S. Air Force Academy. Research has revealed that students who have received such coaching significantly strengthened virtuous behaviors, while avoiding cheating and social misconduct. This presentation will describe the essential “pieces” of Mosaic Coaching, provide a live demonstration of the coaching technique, and explain how (quite simply) you can provide something similar at your setting.

214

SSB

Positive Psychology Strategies for Promoting Student Well-being

Peter Mather, Ohio University The field of positive psychology focuses on flourishing human beings. This session will include a discussion of some of the essential ideas generated in this new sub-discipline, and will provide specific interventions and programs that can be used to build foundations for life-long happiness and well-being.

10:15AM - 11:15AM 218 SSB

Breaking Down Barriers to Participation in Student Wellness

Suzanne Berkey, Florida State University Kellie Gerbers, Florida State University Darryl Lovett, Florida State Univeristy April Moore, Florida State University Participating in collegiate recreation programming, whether it is fitness classes, intramural sports, outdoor trips or other activities provide students with numerous benefits including decreased stress levels, improved social integration, and enhanced self-esteem. However, only 70% of students participate in at least one of many offered recreational activities. This session will explore the real and perceived barriers to recreation participation that students report, as well as examine possible solutions to those barriers.

“How are we promoting safe and nurturing environments that foster student well-being outside the classroom?

2600

Leading with a Learning Disability

GLOBE

Dr. Lynn Ortale, Chestnut Hill College Mary Katherine Ortale, Chestnut Hill College Students are attending college with learning differences. The focus is often on accommodations and learning strategies inside the classroom. How are we promoting safe and nurturing environments that foster student wellbeing outside the classroom? We have a responsibility to create cultures of inclusion so students excel outside of the classroom as well. Participants engaging in this interactive program will heighten awareness of learning differences and examine positive opportunities for inclusion.

February 201

SSB

The Faceless Student: The Importance of Establishing an Ethic of Care with Online Students

11:30AM - 12:30PM

VII

Fostering Student Well-being Through Healthy Campus 2020 GLOBE

2600

Tyeesha Wesley, Valdosta State University Michelle Leeper, Valdosta State University

Amy Magnuson, Florida State University April Moore, Florida State University

Higher Education is seeing a trend in the amount of students who are enrolling in online classes. These online courses have created an invisible barrier that hinders the instructor of providing the same ethic of care they would for a student who was in a face-to-face class. This session will focus on why online students need to feel that they still matter to instructors and how to combat the issues that online students deal with.

Healthy Campus 2020 provides a framework for improving the overall health status on campuses nationwide and extends beyond the traditional approaches of education and treatment. This interactive session will discuss Healthy Campus 2020 initiatives at one university as presenters share ways to create an environment that facilitates a healthy lifestyle, provides students with the tools to make their own healthy decisions, and challenges them to become active participants in their health and wellness.

“Higher Education is seeing a trend in the amount of students who are enrolling in online classes.”

214

SSB

Individuals, Institutions, and Well-being: Higher Education’s Role

Timm Thorsen, Alma College This presentation reviews relevant research identifying the current state of student well-being and the larger institutional/structural environment. They interact. While the news is not good, Gladwell’s David and Goliath provides hope—adversity is not destiny. A framework for an ethic of care is explored via an institutional “tool kit” and the positive role of character and wisdom is identified in increasing well-being.

Thank You A very special

The 2014 Dalton Institute Award Reviewers Jon Dalton, Jake Grohs, Kyle Hickman, Matt Johnson, Marcia Kennard-Kiessling, Richard Kirk, Lisa Liseno, Eric Lovik, Dustin Rollins, Tim Sheill, Katrina Weizer, Chris Wilcox-Elliot, Beth Wrinkle-Nahlik

FSU Departments & Organizations Aramark Classic Fare Catering, Campus Recreation, Center for Global Engagement, The Center for Leadership and Social Change, College of Education, Dean of Students, Division of Student Affairs, Hardee Center for Leadership & Ethics in Higher Education, DSA Marketing, FSU Sustainable Campus, Office of the President, Oglesby Union, University Counseling Center

Institute Volunteers

Institute Volunteers continued... Brian Hoffman

Stephanie Rewitzer

Justina Jones

Lauren Richards

Nicole Kazanecki

Kari Roberts

Andrew La Haie

Amanda Saxton

Frank Lopez

Sarah Shields

Marlyn Lopez

Sydney Torres

Arianna Maggard

Austin Townsend

April Moore

Matthew Tripsas

Brian McDermot

Katy Tufts

Andrew Nash

Katie Turman

Kaitlyn Oâ&#x20AC;&#x2122;Keefe

Sally Watkins

Roberto Orozco

Jillian White

Nicole Ramos

Casie Winland

Aaron Reistad

Kristen Zernick

* Bold indicates committee chair