Delaware State University Dynamic Self Matters E-Journal Sixth Edition

Dynamic Self Matters.

Our Commitment to Affirming You Sixth Edition Fall 2025

Diversity, Equity and Inclusion Council Office of Human Resources

Dynamic Self Matters.

Our Commitment to Affirming You

Sixth Edition Fall 2025

Diversity, Equity and Inclusion Council Office of Human Resources

CONTENTS Call for Articles or Papers Greetings 7 Dr. Pamela Mosley Gresham., Managing Editor & Co-Chair, DE&I Council Dr. Francine Edwards, Editor-in-Chief & Co-Chair, DE&I Council SECTION I: NARRATIVES 8 12 14 16

Dreams Among Foreign Fields: The Journey Unfolds | Bradley Forde Plantation Vacation: A Travel Experience | Dr. Michelle Ratcliff Evolving Through Experience: How DSU Prepared Me for College and Beyond | Chloey Prichard C’est ma vie: Overcoming COVID and Comorbidity with Counseling and Creativity | Jasmine Alize Dixon

SECTION II: RESEARCH ARTICLES 20 24 28 32

The Transformation of Higher Education Institutions in a Loosely Coupled Higher Education System | Stephanie D. Mullings And Yet We Scroll: Into the Depths of Smartphone Dependency | Zavier Breedy Navigating Emotions: How Psychology Shaped My Path to Child Therapy | Shaun Simmons Equitable and Inclusive Teaching Practices | Dr. Joseph Fees

The digital artwork in the Sixth Edition was created by Teresa Rodriguez, Graphic Designer in the Department of Marketing & Communications. Produced using Photoshop and Procreate, the pieces blend original art with modified stock imagery, visually reflecting the journal’s commitment to diversity, equity, and inclusion through creative expression.

DE&I COUNCIL

E-Journal Editorial Staff & Board EDITORIAL STAFF

Pamela Mosley Gresham, JD Managing Editor & Co-Chair, DE&I Council Francine Edwards, PhD Editor-in-Chief & Co-Chair, DE&I Council

Joseph Fees, PhD Copy Editor

EDITORIAL BOARD Albee Mendoza, PhD, ACUE Member

Call for Articles or Papers Delaware State University’s Diversity, Equity & Inclusion (DE&I) Council is excited to invite faculty, staff, and students to submit articles or stories to be published in its monthly e-journal.

The e-journal’s title is: Dynamic Self Matters. Its mission is: Our commitment to affirming members of the entire campus community.

Your article or paper can be on any of the following topics: • An intercultural experience.

Note: An outstanding submission to be considered for the main feature • Community service or work • Travel experience • Academic accomplishment or interest • Sports accomplishment or interest • Activism—internal or external of DSU • Customer service at DSU • Review of a book, movie, or documentary Your article or paper must adhere to the following format and requirements: • 800 to 1,000 words.

Note: An intercultural experience article is not to exceed 1,500 words.

• Times Roman, 12 point • Double-spaced • One-inch margins • Minimum grammatical, mechanical, and spelling errors • Either MLA or APA Style of documentation: Choose one and be consistent.

Please send your article or paper for consideration to be published in our Fall 2026 semester issue no later than October 16, 2026, to: DEI@desu.edu.

NOTE: All articles must be submitted as a Word document only. No .pdf or PowerPoint, please. Failure to submit a Word document may result in a delay in processing your submission.

Dear Readers, Welcome to the sixth edition of Dynamic Self Matters, Delaware State University’s Diversity, Equity, and Inclusion journal. Each edition of this publication underscores the importance of our collective voices, scholarship, and lived experiences that shape our community, and this one is no exception.

We find ourselves in a world marked by both progress and challenge. Conversations around diversity, equity, and inclusion continue to evolve and, sadly, we are also in the midst of efforts to diminish their importance.

In this climate, our commitment at Delaware State University remains steadfast: to provide our students, faculty, and staff with a platform to share their narratives, research, and reflections that illuminate the power of agency, active engagement, and transformation.

Dynamic Self Matters is more than a journal—it is a testament to the commitment to academic freedom and excellence as well as the intentional efforts of our faculty to mentor student scholars who wish to contribute to the body of research in the humanities. This volume captures perspectives on educational research, travel, diversity and self-reflection. Each of these articles remind us why DEI is not a passing initiative but a cornerstone of education and human dignity.

As we share this sixth edition, we reaffirm our belief that the dynamic self does matter in a world where efforts to mute diverse voices persist. They matter in shaping institutions, in guiding policy, and in inspiring the next generation of leaders. In a world of shifting priorities and uncertainty, the Council remains committed to the pursuit of equity and inclusion, and this journal is just one medium that we use to engage stakeholders in that pursuit.

On behalf of the DEI Council, we thank you for carrying forward its lessons, and for joining us in ensuring that Delaware State University continues to be a place where diversity is celebrated, equity is pursued, and inclusion is lived.

With gratitude and resilience,

Pamela Mosley Gresham, JD Associate VP for Human Resources Chair, DEI Council Delaware State University

Dr. Francine Edwards Associate VP for Human Resources & Customer Service Co-Chair, DEI Council Delaware State University

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Narratives

Dreams Among Foreign Fields: The Journey Unfolds

by Bradley Forde

From Island Dreams to Foreign Soil The administrative office was abuzz with Spanish that dissolved in my ears. My hands trembled as I clutched my enrollment papers, dreading that my sweat would blur the ink. Just weeks ago, I had been a boy on the tiny Caribbean island of Barbados, and now here I stood—on the verge of becoming a man in a foreign land where even the language felt like an impossible barrier. The coordinator saw my worried face and slowed down her speech, but her comprehension still left me confused.

“Calm down,” she smiled, taking me toward the dorms with gestures of welcome that did not require interpretation, even if we could not have spoken in the same language.

Evening came, and I lay on my simple metal bed, listening to insects and hushed talk in a language that was wholly foreign to me. Sleep eventually came unwillingly, filled with doubts about having come to study at Venezuela’s Simon Bolivar Institute.

The learning barriers hit with the very first lecture.

Professor Hernandez’s soil science lecture left my notebook empty. While conducting a lab practical exercise, I mistakenly mixed the wrong chemicals, and the room filled with a black smoke puff that caused other students to burst into laughter.

Although unintentional, their laughter engulfed me with a wave of embarrassment.

By the third week, I had written a withdrawal letter. Instead of mailing it, I sat on the stairs 8

outside the dormitory in the evening, watching farm workers finish their day. Then a gray-haired man approached me.

“No es fácil, ¿verdad?” he said. Not easy, is it?

I nodded, understanding at least that much.

“Pero las cosas buenas nunca son fáciles.” But good things are never easy, he said to me.

Deep in my thinking, something shifted that evening. The next day, I took on a new habit of practicing an hour of agriscience vocabulary before class, recording lectures to listen to at half-speed in the evenings. When Carlos caught me struggling through an irrigation problem, he demonstrated the techniques for me rather than explaining them. This hands-on approach broke through the language barrier.

By the third month, Spanish was appearing in my sleep; it was blended at first, then increasingly so, and it became understandable. In a class on sustainable pest management, I found myself suddenly understanding concepts, not just individual words. When Professor Hernandez raised a question, my hand went up almost automatically. My grammatically incorrect reply earned his nod of satisfaction, releasing a sense of confidence.

By graduation time, the nervous 20-year-old who had entered campus two years earlier had transformed. The words that had initially seemed such an insurmountable barrier had become

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second nature to me. I had learned that success is not the evasion of challenges, but rather the struggle through them. The phrase “A winner is a dreamer who never gives up” has become my personal motto in life.

The Landscape of Challenge and Growth The morning fog hung low over the experimental agricultural fields of Estado Barinas, Venezuela.

The campus covers 250 hectares of crops stretching toward the horizon like a living textbook of agricultural diversity. Inside the administrative office, Spanish words came off the walls like scattered bullets, incomprehensible and intimidating. Beyond the windows, students from Colombia, Ecuador, Brazil, and the Caribbean gathered in the courtyard, their easy conversations flowing like water around stones.

The dormitory room was very simple: it had a metal bed with thin sheets, a wooden desk with one drawer, and a narrow window that showed crops moving in the surrounding wind. At night, the sounds of insects filled the air, making it hard to sleep and reminding me of home.

As months passed, the campus transformed from foreign territory to home. The once-intimidating buildings became familiar landmarks. The dining hall evolved from a place of isolation to a place where cultures were exchanged. The fields that were in the beginning overwhelming in their mystery became a playground of agricultural discovery.

By graduation day, the landscape had changed completely. The same old buildings stood against the same Venezuelan sky, but they were viewed through eyes that had learned to see opportunity in challenge. The certificate in Experimental Agricultural Sciences represented not just academic achievement but a map of personal territory conquered through You realize the most persistence.

valuable lesson wasn’t about crop rotation or irrigation systems, but it was about human capacity for adaptation and growth.

In the dining hall, there were unfamiliar Venezuelan dishes such as arepas, empanadas, and white rice with black beans and chicken, which offered little comfort against the isolation of sitting at long tables surrounded by conversations I could not understand.

The experimental fields became both battlefield and sanctuary. Under the relentless hot sun, the once-smooth hands developed calluses, physical evidence of my transformation. The corn field emerged as a personal canvas, its growth mirroring 10

internal development, each seedling representing potential despite harsh conditions.

Finding Your Path Through Foreign Fields

You stand frozen as Spanish words swirl around you like leaves in a windstorm. Your fingers grip your enrollment papers so tightly they might tear. You’ve traveled thousands of miles to study at this prestigious agricultural institute, but now you wonder: Have you made a terrible mistake? Your dorm room feels like a cell on the first night. It feels small, strange, and lonely. You look out the narrow window at unfamiliar crops under a foreign sky that provides no comfort. You can’t sleep because strange insects create a nighttime noise that makes you feel even more out of place.

You sit through lectures understanding nothing, your notebook remaining shamefully empty while others fill pages with knowledge. When you

accidentally create that puff of blue smoke during lab work, you want the ground to swallow you whole as laughter ripples through the room. You consider giving up, drafting that email that would end this experiment in failure.

But something stops you. Perhaps it’s that brief exchange with the field worker as the sun sets, or perhaps it’s simply that you’ve reached the bottom and can only move upward. Whatever the reason, you decide to stay another day, then another.

You create systems for survival: vocabulary lists, recorded lectures, strategic friendships. You find Carlos, who shows rather than tells, Maria, who trades language lessons, and Janaldo, who shares his notes. You build bridges across the chasm of difference, one plank at a time.

The moment you realize you’re dreaming in Spanish, which feels like magic, and your mind has embraced what your mind had feared. When your hand rises to answer Professor Hernandez’s question, you surprise yourself with knowledge you didn’t realize you possessed.

By the time you graduate, you barely recognize the terrified 20-year-old who arrived two years earlier. The language that once excluded you now defines you. The culture that seemed so strange now feels like a second skin. The agricultural techniques that appeared mysterious now flow naturally through your hands.

You realize the most valuable lesson wasn’t about crop rotation or irrigation systems, but it was about human capacity for adaptation and growth. You understand now that your greatest strength lies not in avoiding difficulty but in moving through it. The fog that greeted you on arrival has lifted, revealing not just a landscape of agricultural possibility but the contours of your own resilience.

Remember this when future challenges arise: You once stood in a foreign land with nothing but determination and survived. You once turned incomprehensible words into tools of expression.

You transformed isolation into connection.

Whatever comes next, you carry this truth with you: A winner is indeed a dreamer who never gives up. 

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Narratives

Plantation Vacation: A Travel Experience

by Dr. Michelle Ratcliff Assistant Professor, Department of Social Work Wesley College of Health and Behavioral Sciences More than 400 years ago, African Americans were enslaved and lived on plantations across the southern states of the US. The enslaved were forced into labor, while planting, harvesting, tilling land, digging ditches, and more. Domestics carried the burden of caring for their masters’ children, being exploited sexually, cooking, and sewing. Interestingly, the nightmares of the former plantations have been transformed into pristine reconstructions erasing the history of the enslaved, incorrectly depicting the horrors that were once present.

Just recently, my husband, a few friends, and I vacationed in Myrtle Beach, South Carolina. For our stay, we searched for an Airbnb close to the beach and from the pictures online, we found a beautiful place with several amenities. Two weeks prior to our visit, the actual address was provided.

When we googled the directions to the Airbnb, we found that the vacation home was located on a remodeled plantation. To our surprise, being from the north, we didn’t know that plantations were being remodeled for vacation and luxury homes in the south.

Initially, we were concerned about vacationing on a plantation, but were curious to visit. When we arrived at the location, it was a beautiful, gated community. It had a lovely display of stunning, old antebellum architecture and southern plantation style homes with wraparound porches, and massive lawns. The two-mile driveway into the community was landscaped meticulously, and was 12

lined with enormous, century old, moss-covered, live oak trees that stood at least 65 to 100 feet.

There was also an award- winning golf course with lush, oversized greens with natural contours on the grounds.

Aghast at the luxury and beauty of this plantation, we proceeded down the two-mile driveway to our cottage and finally parked. We entered the home and unpacked with no problems and mapped out our dinner reservations.

While we unpacked, my husband, a 250-pound, six-feet, two-inch, African American man, immediately went to the pool to relax after the long drive. A few hours later he came back from his swim and informed us of his encounters with the residents and guests in the pool.

This community has a mix of residents and guests who vacation here frequently. They all know each other, have a HOA, and pay a substantial amount each year for the membership to utilize the amenities in the community, i.e., pool, tennis, golf course, etc. My husband, as he was explaining his experience with the people of the pool, seemed a little spooked and we were instantly concerned.

He mentioned that no one really spoke to him at first. He shrugged and kept swimming. Then, there was an inquiry, more like an interrogation, from a Caucasian man who seemed like a leader in the community. He seemed to be a well-known resident, everyone spoke to him, laughed with him and it seemed as if he was well respected.

He questioned my husband in a casual conversation about our whereabouts, where we came from, why did we come there to visit, what kind of work did we do? He seemed to cross-examine my husband indirectly to gauge if we “passed the test” for the opportunity to stay in the community for a few days.

He laughed and talked to my husband about the world, violence, politics and even bought him a drink. After the interrogation and the seemingly, invisible “nod” to the other residents, my husband was invited into other conversations with the residents at the pool.

Ironically, the “gatekeepers” wanted to make sure that we fit the build of their now, luxurious place.

My husband also noted that out of all of residents and guests on this development, we were the only African Americans.

We were alarmed at this point and we all instantly went back to the scene in “Get Out” the movie, where the housekeeper belted out “GET OUT!!”

We laughed it off, remained calm, prayed, and went to sleep that night.

The next morning, it seemed as if the guy who interrogated my husband at the pool sent out a text informing the residents that we were “ok.” While we walked our dogs on the grounds, everyone waved, smiled, and greeted us. It seemed like everyone watched us, and listened for us, weirdly making small talk with us during our stay.

The misleading depiction of this former plantation perplexed me as I wrestled with knowing the

history of this land in comparison to the pristine beauty that was now being presented.

Upon my research, I discovered that this land was once the home to Native Americans before the European invasion. It became a rice plantation in which Africans, who were brought to the Carolinas, were enslaved. It is here, that ancestors were forced into labor, beaten, raped, discriminated upon, and oppressed. It is here, where those beautiful, centuries old, large oaks that we admired in the two-mile driveway, were used as props for generations of cruelty and discrimination and lynching. We also read that the rice fields were transformed into the beautiful state-of-the-art golf course that we walked across. No wonder the greens looked so amazing; it had centuries of harvest as its foundation.

Introspectively walking on the grounds in the early morning was cathartic, therapeutic, spiritual, yet solemn. The whispers of our ancestors are still there. Their pain is still there. Our ancestors’ blood, sweat and tears were paved over with the brandnew asphalt. Their homes were knocked down to build these new gorgeous, half a million-dollar homes. The ground that they tilled, nurtured, and harvested, was now a golf course.

To stand there on the land, as the sun rose in the complete quiet of the morning, you can hear the whispers of the live oaks, and feel the spirit of the people, my ancestors, who were demeaned, dehumanized, disempowered, and oppressed.

While leaving, I looked at the massive oak, still ogling at its beauty, and asked it what has it seen in these centuries, and will it tell the truth?  13

Narratives

Evolving Through Experience: How DSU Prepared Me for College and Beyond

by Chloey Prichard My experience as a teammate and captain of the Delaware State University (DSU) Equestrian Team has been one of the most transformative aspects of my college journey. Before attending DSU, all I had ever known was my small hometown in Texas.

Having ridden horses since childhood, I have always compete d in this sport individually and never as part of a team. When I first committed to the Equestrian Team during high school, I could not have anticipated the cultural shift and personal transformation that would follow. However, DSU has provided me with growth opportunities not only as a student-athlete but also as an individual. Being part of DSU has immersed me in a culturally rich environment, offered me a new perspective on being a racial minority in a different geographical context, and fostered both personal and interpersonal development.

When I arrived as a freshman at DSU, I was largely unfamiliar with the African American traditions, history, and celebrations that define this institution.

As a White female student at a historically Black college or university (HBCU), I have had the privilege of engaging with a community grounded in cultural pride and diversity.

For example, Homecoming at DSU represents more than a sporting event because it is a celebration of identity, heritage, and community.

The performances, alumni pride, and shared history reflect a deep pride in being part of something bigger than yourself. It is one of my favorite traditions at DSU because of the collective spirit it brings to campus. This experience as well as countless others over my tenure here at DSU have influenced my personal growth and given me 14

the opportunity to celebrate with individuals from diverse backgrounds in a unique context.

As David Dent noted in Inside the Lives of White Students at Historically Black Colleges (2018), attending an HBCU can provide unique insights into racial and cultural dynamics. My classmates and professors have offered me new perspectives that have expanded my understanding of inclusivity and belonging. Having graduated from a high school with few African American students, I have come to appreciate the richness of diverse learning environments. I have strengthened my cultural awareness, empathy, and communication skills through authentic engagement with peers whose experiences differ from my own. These interactions have deepened my understanding of the challenges and strengths involved in navigating diverse cultural contexts and reinforced the importance of inclusion and respect in both academic and professional settings (Dent, 2018).

Over the past four years, I have also navigated a significant geographical and emotional transition.

As Maddie Wood (2022) describes in The Harsh Reality of Leaving Home for College, such distance can be both challenging and transformative. For example, I had to take care of myself when I had COVID-19 freshman year, and swiftly learned that it is okay to be alone sometimes. This adjustment as a new adult made me quickly realize that being far from my support systems meant I had to learn to navigate life independently (Wood, 2022). I learned to maintain meaningful family connections from afar and to celebrate milestones virtually. My family now always includes me on birthdays by Facetiming me while they sing “Happy Birthday.”

Their actions make me feel included in celebrating the people I love most. Ultimately, these challenges strengthened my confidence in navigating life independently while embracing new opportunities with resilience and optimism.

Living 1,400 miles away from people who supported me at home has encouraged me to build new relationships and create my own sense of community on campus. As part of the Equestrian Team, my teammates quickly became a part of my support system and were the ones I turned to when I felt homesick. I took being far from home as an opportunity to enhance my teamwork skills by collaborating with individuals with different perspectives. I learned to support my teammates even when I was not on the roster to compete.

This made me recognize that collective success outweighs individual performance. When a teammate wins, we all win. The women on this team are constantly rooting for one another and supporting their fellow teammates through different challenges. When I ran my first marathon last spring, almost all my teammates and coaches came to cheer me on. I was in awe of the support they gave me to finish the race. I did not ask them to drive an hour away on a Saturday morning to cheer me on, but they did. That day speaks to the magnitude of having a truly supportive team.

I am proud to be the captain of a team that has provided me with the experience of working, losing, and winning as a whole. This team holds a majority of the responsibility for making me the woman I am today. Striving toward a common goal and supporting one another in becoming the best versions of ourselves is an experience I want to continue providing for others, just as my team did for me.

On that note, academically, DSU has prepared me for the rigors of graduate study through its challenging coursework, supportive faculty, and inclusive learning environment. My psychology major has deepened my fascination with human thought, emotion, and behavior. While many universities offer strong psychology programs, DSU’s emphasis on cultural context and lived experience distinguishes its approach.

At DSU, I learned that understanding the human mind requires cultural competence and awareness of how identity shapes psychological processes (American Psychological Association, 2017).

Representation and cultural sensitivity are vital to advancing psychological practice and research.

DSU showed me the value of stepping outside my comfort zone. I ultimately chose to pursue graduate school as the next step because I love learning and am working toward my career goal of becoming a forensic psychologist. I want to integrate my dual interests in criminal justice and psychology by intermixing forensic evaluations and psychological assessments.

Reflecting on my time at DSU, I believe my college experience has shaped me in ways I never imagined.

My time as a student-athlete at DSU has reinforced the values of teamwork, resilience, and leadership.

I am grateful for the people, experiences, and challenges that have pushed me outside my comfort zone and given me the confidence to embrace new opportunities. From embracing a new cultural environment to gaining independence far from home, DSU has challenged me, supported me, and helped me grow into a more well-rounded individual. The lessons I have learned here will stay with me as I move forward into graduate school and beyond. 

References American Psychological Association. (2017). Multicultural guidelines: An ecological approach to context, identity, and intersectionality.

American Psychologist, 72(9), 823–834. https://doi.org/10.1037/amp0000191 Dent, D. (2018, July 27). Inside the Lives of White Students at Historically Black Colleges.VICE Magazine.

Retrieved from: https://www.vice.com/en/article/inside-the-lives-of-white-students-at-historically-black-colleges/ Wood, M. (2022, September). The Harsh Reality of Leaving Home for College. The Butler Collegian.

Retrieved from: https://thebutlercollegian.com/2022/09/the-harsh-reality-of-leaving-home-for-college/ 15

Narratives

C’est ma vie: Overcoming COVID and Comorbidity with Counseling and Creativity

by Jasmine Alize Dixon, Class of 2027 Introduction

The Weight of Comorbidity

Approximately 1.6 billion students worldwide experienced significant disruptions to their education during the COVID-19 pandemic (World Bank Group, 2024). Among them was myself, a high school freshman just beginning to confront the onset of anxiety symptoms. Ninth grade marked the first time I began to internalize others’ opinions of me, and the weight of that self-consciousness became increasingly difficult to bear. High school felt like an entirely different world: one where expectations were higher, social pressures were magnified, and fitting in seemed impossible.

For me, anxiety and depression often occur together, a phenomenon known as comorbidity, where a person can be diagnosed with two or more mental and/or physical health illnesses at the same time (National Alliance on Mental Illness, 2024).

That first panic attack marked the beginning of a year-long depressive episode that was difficult to overcome. Over the following two years, anxiety, panic disorder, and depression became defining parts of my life. However, I gradually realized that I could not allow fear to define my future.

When the pandemic abruptly halted in-person learning in March 2020, my anxiety did not subside. Instead, the isolation of online learning compounded those feelings of uncertainty and insecurity. The emotional buildup culminated in my first panic attack during my junior year of high school in 2021.

While trying out for the basketball team, I was overwhelmed by feelings of inadequacy and lack of control. My body tensed, my breathing became shallow, and I was overcome with tears.

I left the gym feeling both defeated and ashamed.

It was not until later that I learned panic attacks affect 2.3 percent of U.S. adolescents aged 13–18 (National Institutes of Mental Health, n.d.), with the average onset between ages 15 and 19 (Baker et al., 2022). I was 15 years old—the exact age within that range.

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My first year of college in 2023 brought new challenges. Transitioning from high school to college life required an adjustment that left me feeling unprepared and out of control. Like many students, I struggled to balance academics, independence, and mental health. Unfortunately, nearly 44 percent of college students report symptoms of anxiety or depression, yet only 6 percent seek counseling (Gass-Poore’, 2024). These statistics underscore how common these struggles are and how often they remain unaddressed.

To the Delaware State University (DSU) community, I share my story so others don’t have to feel isolated. No one is truly alone, lost, or broken.

Every student deserves to feel visible, supported, and valued. The belief that “no one is watching that closely” reminds us that self-perception is often harsher than reality. Accepting oneself, rather than performing a version of “happy” for others, can be the first step toward healing.

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Narratives

The Power of Counseling and Creative Expression Accessing counseling services became the turning point in my journey toward mental wellness. At DSU’s Counseling Center, I learned strategies to identify triggers, manage panic attacks, and reduce their intensity. Research supports that therapeutic interventions such as cognitive-behavioral therapy and expressive arts approaches significantly reduce symptoms of anxiety and depression in college students (American Psychological Association, 2023).

One powerful strategy I learned was to dedicate at least one hour each day to an activity that brings joy. For me, that activity is songwriting. Music has always been a source of comfort and expression.

Since beginning therapy, I have written songs not only about love and life but also about my battle with anxiety. Songwriting serves as a therapeutic outlet—it allows me to verbalize emotions, transform them into art, and reclaim control over my narrative. Writing songs can enhance well-being by externalizing feelings, encouraging self-reflection, and fostering resilience (Starkman, 2024).

In addition to my personal growth, counseling gave me tools to understand that mental health recovery is not linear. There are good days and hard days, but what matters is the persistence to keep moving forward. As I have learned, therapy and creative self-expression are complementary, each reinforcing the other. Research from the National Alliance on Mental Illness (2024) emphasizes that recognizing patterns of comorbidity between anxiety and depression helps individuals and therapists design more targeted coping strategies.

For me, music and counseling became that combined approach.

C’est la Vie: My Creative Process I wrote one song in particular, titled “C’est la vie,” which translates to “That’s life.” The song explores my journey with anxiety from my junior 18

year of high school to the present, expressing both the struggles and gradual recovery. While the phrase “c’est la vie” may not fit everyone’s story, its essence, acceptance and perseverance, reflects the universal human experience. The message I hope to share is that life is unpredictable and imperfect, but through creativity and self-compassion, one can find healing.

Writing “C’est la vie” became part of my counseling journey because this act of writing mirrored therapeutic journaling helped me process difficult emotions. Starkman (2024) describes songwriting as a process that increases resilience by helping individuals raise awareness, verbalize feelings, and put words to experiences.

That description resonated deeply with me as I turned my anxiety into art.

Lyrics: “C’est la vie” / “It’s Just Life” C’est la vie (It’s just life) that’s what people say right?

C’est la vie (It’s just life), that’s what it is?

But when times get rough and life, really sucks, C’est la vie (It’s just life) doesn’t cut it.

C’est ma vie. (It’s my life).

Why am I always, stuck in the middle Of situations I don’t wanna be in, no?

I don’t know…. It’s just C’est la vie (It’s just life) It’s not my world barely my life and I’m not seen At this point in time But that’s C’est la vie (It’s just life) Right?

C’est la vie (It’s just life) that’s what people say right?

Wrong, life, isn’t always great But it gets better…. over time Why am I sometimes still, stuck in the middle Of situations I don’t wanna be in Why can’t I break free?

Is this C’est la vie (It’s just life) Is it my world? Is it my life and am I seen At this point in time I guess it’s C’est la vie (It’s just life)

C’est la vie (It’s just life) that’s what people say right?

Though life is always great, It’s gotten better…. over time C’est la vie (It’s just life) is starting to make sense And while I’m not always fine I’m getting better…. over time Turns out I’m not always stuck in the middle Of situations I don’t wanna be in No, I can break free and that’s C’est la vie (It’s just life)!

Cause it’s my world, it’s my life I’ll make myself seen At this point in time (yeah) Cause that’s C’est la vie (It’s just life)!

Right?

Conclusion By the end of the song, the lyrics shift from despair to empowerment, concluding with: “Turns out I’m not always stuck in the middle…

I can break free and that’s just life.

It’s my world, it’s my life, I’ll make myself seen.”

This transformation mirrors my own progress — moving from helplessness to self-agency.

Songwriting has not only been an artistic process but also a therapeutic one that symbolizes growth.

Through my experience, I have learned that mental health challenges such as anxiety, panic disorder, and depression do not define a person’s worth or capability. Counseling and creative expression can coexist as powerful tools for healing. Therapeutic support provides structure, accountability, and clinical insight, while creative outlets offer selfdirection and emotional release. Both pathways complement one another in promoting overall well-being.

My journey has taught me the importance of compassion, both for oneself and for others. As a future educator, I believe fostering environments that normalize conversations about mental health can help students feel seen and supported.

Creativity, empathy, and professional guidance can together dismantle stigma and promote holistic well-being.

Ultimately, c’est ma vie—this is my life—and while it has been marked by challenges, it is also defined by resilience, hope, and the ongoing choice to keep moving forward. 

References American Psychological Association. (2023). Anxiety and depression in college students: The role of therapy and creative coping. APA Press.

Baker, H. J., Hollywood, A., & Waite, P. (2022). Adolescents’ lived experience of panic disorder: An interpretative phenomenological analysis. BMC Psychology, 10(143). https://doi.org/10.1186/s40359-022-00849-x Gass-Poore’, J. (2024, February). As more students seek mental health services, college counseling centers struggle to hire staff. Texas Community Health News. https://texascommunityhealthnews.org/reports/2024/university_mental_health.html National Alliance on Mental Illness. (2024). The comorbidity of anxiety and depression.https://www.nami.org/education/thecomorbidity-of-anxiety-and-depression/ National Institutes of Mental Health. (n.d.). Panic disorder. https://www.nimh.nih.gov/health/statistics/panic-disorder Starkman, M. N. (2024, May). Increase coping and resilience by writing a song. Psychology Today.https://www.psychologytoday.com/us/ blog/on-call/202102/increase-coping-and-resilience-by-writing-a-song World Bank Group. (2024). Remote learning during COVID-19: Lessons from today, principles for tomorrow.https://www.worldbank.org/ en/topic/edutech/brief/how-countries-are-using-edtech-to-support-remote-learning-during-the-covid-19-pandemic 19

Narratives ARTICLES RESEARCH

The Transformation of Higher Education Institutions in a Loosely Coupled Higher Education System

by Dr. Stephanie D. Mullings Institutions of higher learning are dynamic, complex organizations with constantly changing opportunities and challenges. In an environment such as this, managing change—especially in loosely coupled systems—presents special challenges that call for customized approaches.

This changing environment does not exempt Delaware State University (DSU), which has recently set out on a revolutionary path to elevate academic offerings, better serve students, and establish itself as an authority in higher education.

This article explores the concepts and theories of change management in loosely coupled higher education systems and highlights initiatives, and challenges of change management to create an awareness of strategies DSU has undertaken to adapt to the evolving higher education landscape to ensure a brighter future for its students and the community it serves.

Cohen and March coined the term “loosely coupled” in 1974, which is cited in Ingersoll (1993) to describe the operational cultures of an institution. Departments, programs, and units in higher education systems in institutions with loosely coupled systems operate with a significant degree of autonomy. These institutions often have decentralized decision-making structures and diverse academic offerings. When implementing change, the inherent diversity and autonomy can present advantages and challenges. Change 20

management involves overseeing the development and transition of any aspect of an institution's systems, processes, or physical resources. Guiding people toward a desired outcome requires structured processes and tools (Anderson & Anderson, 2011 & Akdeniz, 2014).

Scholars proposed several theories to describe the challenges faced by academic leaders, staff, and stakeholders in higher education institutions.

Although not specific to loosely coupled institutions, these theories are applicable. The Complexity Theory asserts that organizations, despite their complexity, should be adaptable and flexible. Effective change can be achieved by organizations that understand and embody the values shared by the McKinsey 7-S Framework.

The development of this framework by Tom Peters and Robert Waterman at McKinsey & Company demonstrated the interrelation of seven factors: strategy, structure, systems, shared values, style, staff, and skills. Aligning these elements effectively can result in change (Masfi & Sukartini, 2022).

While institutions have different strategic goals and visions, successful change management requires certain key pillars. This has been exemplified by Prosci's ADKAR Model. The ADKAR model (Awareness, Desire, Knowledge, Ability, Reinforcement) is a method for goaloriented change management (Bedoya, 2018). It emphasizes change by addressing the awareness of

FIGURE 1

Challenges of Change Management in Loosely Coupled Systems

RESOURCE ALLOCATION COMMUNICATION Effective communication can be challenging in loosely coupled systems, where various units may have different priorities and communication channels. This can hinder the dissemination of change-related information.

Allocating resources for change initiatives can be complex, as resources need to be distributed across multiple departments or units with differing needs and priorities.

VARYING PACES OF CHANGE RESISTANCE TO CENTRALIZED CONTROL Loosely coupled systems resist centralization and may be wary of top-down change initiatives, as they can disrupt established departmental autonomy and identities.

Different units within a loosely coupled system may have varying levels of readiness for change. Some may be eager to adopt new practices, while others may resist or lag behind.

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the need for change, creating the desire to change, imparting knowledge, building the ability to change, and ensuring reinforcement to sustain the change. Effective change management relies on theories that support changes in higher education.

According to Speculand (2009), change management aims to create awareness and build excellence. As mentioned in Figure 1 on the previous page, a loosely coupled system often encounters challenges.

Effective Approaches to Change Management Through appreciative inquiry, leaders can effect change management in a loosely coupled institution by incorporating the following strategies.

Shared Governance: Shared governance in higher education involves collaboration among faculty and administrators from different units in decisionmaking, fostering consensus and ownership of initiatives that meet student needs.

Change Champions: Identify and empower change champions within each department or unit, individuals who drive change from within, and advocate for its benefits.

Clear Communication Channels: Create efficient and transparent communication methods to facilitate the sharing of information about change initiatives, such as schedules for meetings, and inter-unit collaboration by technology.

Tailored Change Plans: Recognize the distinct requirements and readiness levels of various units and create adaptable, personalized change plans that fit the pace and particular context of each department or unit. Evaluating the effects of change initiatives using data and analytics, enabling educated choices, and fostering trust via open data exchange.

Resource Allocation Strategy: Craft a resource allocation strategy that ensures equitable 22

distribution of resources while considering the distinct needs and impacts of change in each unit.

Transformation Initiatives at DSU DSU has undertaken a series of transformative initiatives to adapt to the evolving higher education landscape: Enhanced Academic Programs: DSU has modernized its academic offerings, introducing new degree programs in emerging fields like data science, to equip students with in-demand skills, making them more competitive in the workforce.

Diversity and Inclusion Initiatives: A cornerstone of DSU's transformation is its commitment to diversity and inclusion. The university has implemented initiatives to promote a welcoming and inclusive campus environment for students of all backgrounds. This includes expanding scholarships, hiring diverse faculty, and creating programs that celebrate cultural diversity. DSU has also maintained a Diversity, Equity, and Inclusion Council to promote our diversity and raise awareness.

Technological Advancements: DSU has embraced technology as a catalyst for change. The university has invested in modernizing its infrastructure, including upgrading classrooms with state-of-theart technology, expanding online learning options, and providing students with access to cutting-edge tools and resources. These advancements have allowed DSU to offer a more flexible and engaging learning experience.

Strategic Partnerships and Community Engagement: DSU has enhanced community engagement by partnering with local businesses and organizations, offering students internships, and creating pathways for community members to access higher education.

The university has also formed strategic partnerships with other educational institutions, industry leaders, and research organizations

to improve its academic offerings and research capabilities.

Student Support Services: DSU has established robust student support services to guarantee the success and well-being of its students. This encompasses academic advising, mental health counseling, career services, and financial assistance programs. By furnishing these resources, DSU is committed to eliminating barriers to student success and retention.

Conclusion The single most important outcome of a university is to educate and to have students complete an accredited certification. The transformation of DSU within a loosely coupled system exemplifies the institution's commitment to providing students globally with a high-quality, relevant education. DSU's adaptability, innovative spirit, and dedication to change, empower it to respond effectively to evolving demands, ultimately benefiting students, the Delaware community, and the broader field of higher education.

Critical to the sustenance of these supportive frameworks are policies for international students.

Through shared governance, all stakeholders can tailor these policies to meet the needs of international students, such as Caribbean students.

This can include flexibility adjustments to financial aid structures that align with the unique challenges faced by international students. These strategies can ensure a richer, and supportive, educational experience that contributes to student retention, satisfaction, and success.

The degree to which an organization or students in higher educational institutions benefit from loosely coupled governance hinges on their specific objectives, culture, and environment.

It is not a one-size-fits-all solution, but rather a governance approach that should be carefully considered and tailored to meet the distinct needs and circumstances of the organization.

DSU's journey is a beacon for educational leaders in Jamaica and the Caribbean navigating the complexities of higher education in a loosely coupled context. Despite challenges, educational leaders can benefit directly from this model. 

References Anderson, D., & Anderson, L. A., (2011). Conscious change leadership: Achieving breakthrough results. Leader to leader, 2011(62), 51-59.

Bedoya, E. (2018). Contributions of transformational leadership style to change management. In Proceedings of Ferenc Farkas 1st International Conference, University of Pécs, Faculty of Business and Economics (pp. 163-173).

Decker, P., Durand, R., Mayfield, C. O., McCormack, C., Skinner, D., & Perdue, G., (2012).

Predicting implementation failure in organization change. Journal of Organizational Culture, Communications and Conflict, 16(2), 29.

Ingersoll, R. (1993). Loosely coupled organizations revisited. Research in the Sociology of Organizations, 11, 81.

Masfi, A., & Sukartini, T. (2022). Effectiveness of using the Mc Kinsey 7s framework model in assessing organizational performance: A systematic review. Journal of Positive School Psychology, 6(8), 9136-9148.

Kelley, K., (2023, March 29). What is Strategic Implementation? Aspects & Key Steps What is the Strategic Implementation Process? A Complete Guide | Simplilearn Riaz, S., Morgan, D., & Kimberley, N. (2023). Managing organizational transformation (OT) using complex adaptive system (CAS) framework: future lines of inquiry. Journal of Organizational Change Management.

POSCI (n.d.)Four Tips for Building Organizational Change Capability https://www.prosci.com/resources/articles/4-tips-for-building-organizational-agility Speculand R. (2009). Six necessary mind shifts for implementing strategy. Business Strategy Series, 10(3), 167-172 23

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And Yet We Scroll: Into the Depths of Smartphone Dependency

by Zavier Breedy The persistent search for stimulation never ends.

Our constant demand for stimulation has created a cycle of fulfillment seeking habits that only deliver fleeting moments of satisfaction or entertainment, which cloud our minds to the dissatisfaction of our mundane realities. Is this true for you? You frequently use your phone as a way to escape from the worldly stresses and responsibilities that constantly plague your mind. Desperately at every opportunity, you use social media as a comforting blanket that shields you from the cold reality of the world, wrapping you in curated images and soothing notifications that create a false sense of connection and safety. It is like a soft cushion, absorbing the harsh edges of reality while providing a selected environment with a sense of familiarity where you feel like you are in control.

In this digital haven, the outside chaos fades, and the world’s noise dulls to a gentle hum, this place often offers you easier satisfaction in comparison to the complexities of our modern day lives.

But it was not always a safe place for you, it is not truly healthy for any of us. Whether we give it recognition or not, the negative effects will always be there, feeding on you and waiting to grow. I know I did not notice, so now we scroll. At first, social media feels like a sunlit meadow, a place where comfort and connection to it bloomed effortlessly. Each scroll was a gentle breeze, carrying snippets of joy, laughter, and serotonin.

The screen’s glow was inviting, a digital hearth promising warmth and belonging. Our ignorance 24

leaves us vulnerable to the invisible threads that were being spun, subtly entwining their minds.

Like a vine, social media began to creep around my thoughts, its tendrils sinking deeper into my mind with each passing day. A silent dependency grew, and the endless stream of updates, likes, and shares became an addictive current, pulling me further away from the tangible world, leaving me tethered to the digital realm, where the grander scheme was slowly fading from view, and yet I scrolled.

You did, too. For you it might have started with Instagram or TikTok. At first, you did not feel bad about yourself, most of the content you were looking at was just memes or updates from your friends. You used your phone to communicate and to keep up with what other people were doing.

You probably started following the “popular” accounts on social media because that is just what everyone did. They constantly posted pictures and highlights about their lives and successes. You realized you did not look or live like them. This exposure can lead to feelings of self-awareness and self-consciousness, making you overly aware of what you think your flaws are. You might start to feel like you are not accomplishing enough and that your life seems boring compared to others, or that you are lagging behind in your achievements and personal development and yet you keep scrolling.

This makes you feel inadequate because you compare your everyday life to the perfect lives you

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see online. You might feel unattractive or unhappy with how you look because of the unrealistic beauty standards and relationship goals that are always shown on social media. Even though you feel unhappy, the pattern keeps going, you do not really find what you were looking for, but you will find yourself scrolling again.

us to dependence and restriction (Roberts et al., 2014). In the past, you probably did not realize that you could be a part of these statistics too. I did not either.

I go on my phone for entertainment purposes. Just as a quick way of making the next few seconds go by a little faster. “I won’t be long,” I think to myself. Besides, I do not see anything interesting going on around me, so I feel better in the moment looking at something more entertaining.

This behavior is very studied, according to harmonyhit.com. “Americans spend an average of 5 hours and 16 minutes per day on their phones – a 14% increase from the 4 hours and 37 minutes people reported Before I know it, a lot spending on their phones more time than expected Social media was in 2024” (Chandler, 2025). has gone by and I end up designed to connect us, but Other articles specifically feeling mentally drained and reference the dynamic it usually ends up isolating emotionally exhausted from between cell phone usage all of the overwhelmingly us from real experiences, and university students. Like stimulating content but real conversations, real the study by Elamin et al. yet I keep scrolling. It pulls interactions, and possibly (2023), which highlights the me along on strings like a even our own thoughts importance of addressing puppet, plaguing my mind smartphone addiction and opinions. as I transition into a different among university students; activity. I hardly ever notice, deeming it a progressive you do not either. That is public health problem, because it is so normal to us, like it is supposed to specifically identifying female medical students be this way. But it is not! This is unhealthy usage as the most affected. The article goes on to state (De-Sola Gutiérrez, José et al). that for the reduction of problematic smartphone usage, limitation and early psychological support We go on our phones for entertainment, but is necessary (Elamin et al., 2023). we do not stop, we use it as an easy reason for procrastination, this habit never ends, an easy The study by Zhang and Zeng (2024) provides distraction that keeps luring us back in even when more information that alludes to smartphone addiction among college students negatively we need to do something else, ‘doom scrolling’ but predicting academic achievement. “Academic we go back for more, we even use it in bed before anxiety acts as a complete mediator in the we go to sleep. The last thing for us to see at night relationship between smartphone addiction and and the first thing for us to see in the morning. academic achievement” (Zhang & Zeng, 2024).

This is not healthy and should not be normal, this is addiction (Amirthalingam et al). The more you And lastly, I agree with the sentiment that scroll, the more you want to scroll, and the more smartphones can both be freeing and enslaving at you do not want the stimulation to stop. Therefore, the same time. It allows us the freedom to gather information and communicate, while also leading we keep scrolling.

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Essentially, my time is wasted; instead of engaging in something productive, I find myself trapped in an endless cycle of mindless scrolling. Minutes turn into hours, and what I thought was a short break becomes an overwhelming flood of information that leaves me feeling empty. Ironic, is it not? I do not truly gain the mental stimulation or satisfaction I seek, just regret and the compulsion to repeat the cycle when boredom strikes again.

Your time has been wasted, too; you have also been trapped in an endless cycle of mindless scrolling like the rest of us. Does any of this seem familiar to you? It does not have to be this way. Instead of watching your life go by, act, and make your life the way you want it to be.

Social media was designed to connect us, but it usually ends up isolating us from real experiences, real conversations, real interactions, and possibly even our own thoughts and opinions. We are ensnared by a deceptive illusion, blinded to the truth that surrounds us.

When likes and comments become a substitute for validation, it is all too simple to lose sight of our self-worth beyond the confines of social media.

We do not have to keep scrolling. Moderation is key. You possess the power to stop, to reflect, and to reclaim control over how these platforms shape your life. Remember, social media is not reality; it is merely an arranged collection of highlights.

Now, with this newfound awareness, ask yourself: will you still find yourself scrolling again? 

References Amirthalingam, Jashvini, and Anika Khera. “Understanding Social Media Addiction: A Deep Dive.”

Cureus, U.S. National Library of Medicine, 27 Oct. 2024, pmc.ncbi.nlm.nih.gov/articles/PMC11594359/. https://pmc.ncbi.nlm.nih.gov/articles/PMC11594359/ De-Sola Gutiérrez, José et al. “Cell-Phone Addiction: A Review.” Frontiers in psychiatry vol. 7 175. 24 Oct. 2016, doi:10.3389/ fpsyt.2016.00175 https://pmc.ncbi.nlm.nih.gov/articles/PMC5076301/ Chandler, K. (2025, March 10). “Are you addicted to your phone? American phone usage & screen time statistics.”

Healthcare Data Management Software & Services | Harmony Healthcare IT. https://www.harmonyhit.com/phone-screen-time-statistics/ Elamin, N. O., Almasaad, J. M., Busaeed, R. B., Aljafari, D. A., & Khan, M. A. (2023).

Smartphone addiction, stress, and depression among university students.

Clinical Epidemiology and Global Health, 25, 101487. https://doi.org/10.1016/j.cegh.2023.101487 Zhang, J., & Zeng, Y. (2024). Effect of College Students’ Smartphone Addiction on Academic Achievement: The Mediating Role of Academic Anxiety and Moderating Role of Sense of Academic Control.

Psychology research and behavior management, 17, 933–944. https://doi.org/10.2147/PRBM.S442924 Roberts, J. A., Yaya, L. H., & Manolis, C. (2014). The invisible addiction: cell-phone activities and addiction among male and female college students. Journal of behavioral addictions, 3(4), 254–265. https://doi.org/10.1556/JBA.3.2014.015

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Navigating Emotions: How Psychology Shaped My Path to Child Therapy

by Shaun Simmons, Class of 2025 As a senior in his last semester at Delaware State University (DSU), I am currently filled with a plethora of emotions such as joy, relief, and anxiety. I feel joy that all my hard work has almost paid off and I will soon have my Bachelor of Science degree in Psychology. Relief comes from knowing the long study sessions, late nights and early mornings, and experiences with Blackboard are all soon to be behind me.

If I am being honest, I also feel anxious because as much work as I have done, this is truly only the beginning and the thought of entering the unknown can be quite overwhelming. Despite these mixed emotions, I am excited to take what I have learned over the past three and a half years and make an impact on our world.

I chose to major in psychology because I have always been fascinated by the functions of the brain and its relation to human behavior. I believe this field has so much to offer in terms of treating diverse individuals as human beings and including them in important conversations.

My goal is to become a Child Therapist, and I knew this major would provide me with the necessary knowledge to help me achieve that goal.

Throughout my studies, I have explored countless theories, complex research, and complicated experiments. However, the most valuable piece of information that I have found while studying the behavioral and social sciences is how psychology applies to my life.

For example, I am a huge fan of scary movies, 28

especially slasher films and psychological horror.

During my junior year at DSU, I took a History and Systems in Psychology course in which the final assignment was a ten-page paper focused on the field of psychology in the Pre-21st Century period.

For the assignment, I chose to compare the theories of Sigmund Freud and Carl Jung on violent behavior and mental illness. Specifically, I researched their theories and applied their principles to the diagnosis and treatment of Michael Myers from the “Halloween” franchise and John Kramer from the “Saw” franchise. This experience helped me understand how psychology can apply to everyday life.

Studying at DSU has also forced me to think, both inwardly and outwardly. Through my general education courses and my major courses, I was pushed to allow my mind to remain open when learning about other populations so that I do not develop any biases toward people who behave differently than I do.

Being able to better understand what drives certain individuals to make decisions allowed me to become more empathetic. Empathy is not about agreeing with someone, rather it is about understanding them and being fine if you do happen to disagree (Rodriguez, 2021). In my final semester, I took a Health Psychology class and had an opportunity to have lunch with college-aged students with special needs in a program called “Psych Pals,” where my classmates and I were given time to sit and eat lunch with students from

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the John S. Charlton School who have different neurodevelopment and physical disabilities. With my personality, I found no problem talking with my Psych Pal while we were in the cafeteria and eating lunch.

I had a blast asking questions and learning about my Psych Pal, we discussed school experiences, hobbies, challenges, and things of that nature.

This experience broadened my perspective on special education because my Psych Pal had a similar school experience to mine; however, they just happened to be in different classes, with different teachers, with different expectations.

laugh, and a sense of curiosity and inquisitiveness (Shallcross, 2012).

As a counselor, most of my job will be listening to the thoughts of others and attempting to challenge some of their negative thoughts. During the sessions, the client will share plenty of personal information, but not everything shared will be a traumatic experience. Being able to laugh along with a client helps build rapport and demonstrate that they are in an environment where they can freely express themselves without the fear of judgment.

Lastly, as a student in the vast field of psychology, This experience gave me an opportunity to better one should constantly be seeking more knowledge. understand my Psych Pal, and more importantly, Specifically for a counselor, one should have showed me that not much a genuine interest in the separates us. We both have experiences of one’s clients. goals and aspirations for Though I learned a lot in my our lives, we are working to courses, I strive to apply my achieve these goals, and we experiences and knowledge are currently learning in an outside of the classroom.

Empathy is not about environment that best suits During my time at DSU, agreeing with someone, our needs. Through this I have had the honor of rather it is about process, I was able to bond working with the Counseling with my new friend over our Center as a member of the understanding them similar music taste and our Peer Counselor Program, and being fine if you do shared interest in sports. which trains students from happen to disagree. different majors, in active I am very thankful that I listening skills and facilitating (Rodriguez, 2021) was able to participate in psychoeducational groups this activity and by pushing (DSU, 2024). myself to see things from another point of view, I can My practical work as a Peer continue to be more inclusive and strive to better Counselor has provided me with invaluable understand the circumstances of those around experience. For example, being present during me. My studies at DSU have truly changed my different tabling events has connected me with many way of thinking for the better, and I cannot wait to students on the DSU campus as well as students continue my journey of understanding. from the Early College High School. During these events, I shared information regarding mental Because of the career I have chosen to pursue, it is health and strategies for maintaining a positive imperative that I am able to piece together many mindset, which are essential for college students. qualities that will allow me to be a successful child therapist and professional counselor. Such qualities The table events were the part of the program include exceptional listening skills, an ability to that everyone sees, but there are aspects of 30

the program that also go unseen. As a part of the program, occasionally students visiting the counseling center are assigned a mentor.

I have mentored several students, and I have seen firsthand how having meaningful conversations can significantly improve their mental health.

Specifically, understanding that many Black young men are hesitant to discuss their feelings, I appreciate the role that I play in offering my fellow students an opportunity to share experiences that I, as their peer, can directly relate.

My knowledge and application are not only demonstrated during the academic year. This past summer, I worked at America’s Keswick, a Christian Conference Center, and Addiction Recovery Center in New Jersey. Here I was given the title of “Dorm Supervisor” and throughout the entire summer I oversaw the summer staff, many of whom were navigating their first jobs.

As one could imagine, working with different personalities from many diverse backgrounds,

there was plenty of conflict. There were multiple occasions where staffers needed more than a typical supervisor-employee relationship and I was able to provide that.

Many conversations went beyond work, many shared about their home lives, school, their aspirations, and many more individual experiences.

Over the entire summer, I had to put into soft skills like critical thinking, oral communication, adaptability, leadership, and inclusivity to maintain an environment that allowed myself and the fellow staff to do their best work (Naufel et al., 2018).

Attending an HBCU, majoring in Psychology, and serving as a peer counselor has helped me develop transferable skills that enhance my roles as a friend, brother, son, and mentor. I have learned how trauma and mental health issues influence behavior, furthering my patience and empathy for others. I have mixed emotions as I embark on the next journey, but I truly feel grateful that my time at DSU has expanded my perspective on life. 

References Delaware State University. (2024). Peer Programs. Delaware State University.

Retrieved from: https://www.desu.edu/student-life/campus-health-services/counseling- services/peer-programs Naufel, K. Z., Appleby, D. C., Young, J., Van Kirk, J. F., Spencer, S. M., Rudmann, J., Richmond, A. S. (2018).

The skillful psychology student: Prepared for success in the 21st century workplace. American Psychological Association.

Retrieved from: https:// www.apa.org/careers/resources/guides/transferable-skills.pdf Rodriguez, J. (2021, January 7). How Studying Psychology Can Help You Understand Others and Yourself. UTPB. https://online.utpb.edu/about-us/articles/psychology/how-studying- psychology-can-help-you-understand-others-andyourself/ Shallcross, L. (2012, December). The recipe for truly great counseling. www.counseling.org. https://www.counseling.org/publications/counseling-today-magazine/article- archive/article/legacy/the-recipe-for-trulygreat-counseling#

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Equitable and Inclusive Teaching Practices

by Dr. Joseph Fees, Delaware State University Equitable and inclusive teaching practices have emerged as essential components of innovative teaching philosophies in recent years.

These methods are not intended to give unfair advantages to certain students but rather to ensure fairness and equity for all learners, regardless of their backgrounds, while promoting success and belonging within the university community.

Unfortunately, the principles of diversity, equity, and inclusion have faced criticism at both organizational and governmental levels, often being portrayed as radical and destructive ideologies.

Nonetheless, the progress made in these teaching practices reflects a commitment to engaging all students, helping them achieve their goals, and reducing feelings of disenfranchisement (Goering et al., 2022). Inclusive teaching practices have also been shown to decrease student attrition rates, particularly among minority and marginalized groups, with this effect being especially significant in STEM fields (Dewsbury & Brame, 2019).

The principles of equity and inclusion can significantly benefit students and enhance teaching outcomes across a university. These principles add value to the university’s strengths and must remain integral to effective teaching, student engagement, and a welcoming campus culture.

Instructors can adopt numerous strategies to promote equitable and inclusive teaching practices through their syllabi, learning assessments, course materials, and classroom activities. Key aspects include providing accessible materials, addressing ‘imposter syndrome,’ supporting inclusive learning environments, and integrating Universal Design for Learning (UDL).

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Universal Design for Learning (UDL), developed by the CAST (Center for Applied Special Technology) Institute, offers a framework for designing courses that accommodate students of all abilities and backgrounds. The three core principles are “multiple means of engagement, multiple means of representation, and multiple means of action and expression” (CAST, 2024).

The primary goal of UDL is to provide flexibility, adaptability, and accessibility, ensuring that all students’ needs are met. This approach encourages that all materials are available in various formats, reducing frustration related to accessing or processing course content.

‘Multiple means of engagement’ allows students to participate in different ways, such as using polls and discussion boards for those who may be more reserved. Additionally, course materials are diverse and reflect the students’ backgrounds, with assignments offering various completion options, thus respecting and valuing every student’s strengths and interests. ‘Multiple means of representation’ involves presenting course materials in multiple formats, showcasing a range of perspectives on topics, and building on students’ prior knowledge through scaffolding and connections. Lastly, ‘multiple means of action and expression’ incorporates assistive technologies, provides diverse feedback options, and offers tools for organizing information, concepts, and goals.

Clarity and transparency are essential from the first day of the course. The syllabus should detail all assignments and learning outcomes to give students adequate time to process and plan for

deadlines, thereby reducing anxiety. Syllabi that promote equity and inclusion should include statements on accessibility and information about academic support services offered by the university, as well as provide ample supplemental resources related to course concepts. Course materials and assessments should be made available as early as possible in the learning management system, and navigating these materials and documents should be intuitive, with accessibility as a priority.

Many students experience ‘imposter syndrome’ (Holden et al., 2021), which is characterized by self-doubt, feelings of not belonging, and the fear of being perceived as a fraud. Notably, even Albert

Einstein struggled with this as do most professionals (Nasher, 2018). Some students, particularly firstgeneration college students, may feel they do not belong in college or lack the merits to be there. It is crucial to address this issue by ensuring that all students feel a sense of belonging and understand that they possess the skills and abilities necessary for success in a college environment.

As instructors, it is important to connect with students by sharing our own educational and career struggles. All of us have felt out of place at some point in our educational journeys or careers. By discussing these challenges—whether related to a difficult concept in our discipline, a 33

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career transition, or doubts about our professional work—we can help normalize feelings of selfdoubt among students. In this context, all students should be encouraged to develop a growth mindset, understanding that with hard work and persistence, they can achieve their goals.

Another important aspect of inclusive teaching is creating a welcoming learning environment for all students. It is essential that students feel comfortable in this environment, which allows them to express diverse opinions without the fear of embarrassment for making mistakes—an inherent part of the learning process. Learning materials should reflect the diversity of the student body. Instructors should never criticize or joke about students for providing incorrect answers. To promote equity, it is crucial to cultivate a comfortable classroom atmosphere free from judgments and microaggressions. This respectful environment should appreciate diverse perspectives, encourage that errors are part of the learning process, and foster mutual respect among all participants.

ACUE (Association of College and University Educators) has resources to promote inclusive and equitable teaching. This resource sheet introduces the fundamentals of inclusive teaching and gives some suggestions to implement in the classroom: https://ced.ncsu.edu/wp-content/ uploads/2022/01/Inclusive-Teaching-PracticesSheet_071020.pdf. It is beneficial for all instructors to explore different avenues to promote these values in teaching practices.

This essay explores just the surface of the importance of incorporating equitable and inclusive teaching practices with a few suggestions for classroom practices. We have a fundamental obligation to educate all of our students—not just a select few or those who are the most prepared.

Inclusion and equity must be central to our teaching culture to promote student success, enhance retention rates, and prepare our next generation of leaders. By prioritizing these principles, we can create an educational environment where every student has the opportunity to thrive. 

References ACUE. (2020). 10 Inclusive Teaching Practices. https://ced.ncsu.edu/wp-content/uploads/2022/01/Inclusive-Teaching-PracticesSheet_071020.pdf CAST. (2024). Universal Design for Learning Guidelines version 3.0. Retrieved from https://udlguidelines.cast.org/ Dewsbury, B., & Brame, C. J. (2019). Inclusive teaching. CBE—Life Sciences Education, 18(2). https://doi.org/10.1187/cbe.19-01-0021 Goering, A. E., Resnick, C. E., Bradford, K. D., & Othus-Gault, S. M. (2022). Diversity by design: Broadening participation through inclusive teaching. New Directions for Community Colleges, 2022(199). https://doi.org/10.1002/cc.20525 Holden, C. L., Wright, L. E., & Sims, P. L. (2021). Imposter syndrome among first- and continuing-generation college students: The roles of perfectionism and stress. Journal of College Student Retention: Research, Theory & Practice, 25(4). https://doi. org/10.1177/15210251211019379 Nasher, J. (2018, December 3). The imposter phenomenon: Why the best feel like frauds. Forbes. https://www.forbes.com/sites/ jacknasher/2018/12/03/the-imposter-phenomenon-and-two-more-reasons-why-the-best-feel-like-frauds/

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Diversity, Equity and Inclusion Council Office of Human Resources