31st Annual
Jon C. Dalton Institute on College Student Values
Values-Based Leadership for Campuses in Crisis
January 28–29, 2021 F L O R I D A S TAT E U N I V E R S I T Y
Table of Contents Welcome
4
Institute Schedule
6
Keynote Speaker
7
Dissertation of the Year
8
Concurrent Sessions
Session I
Session II
Session III
Session IV
Session V
Session VI
Closing Session
Acknowledgements
11 12 13 14 15 16 19 22
Welcome Welcome to Florida State University and the 2021 Jon C. Dalton Institute on College Student Values. As we enter our 31st year, we continue to celebrate the Scholarship, Engagement, and Hospitality that drive our work in a changing higher education landscape. While this year looks different, we hope that our 31st annual conference will reflect the quality and camaraderie that you have come to expect. From our wonderful feature speaker, the broad range of concurrent sessions, and the conversations with fellow participants, we are quite certain that you will enjoy your time with us! This year’s theme, Reevaluating our Roots: ValuesBased Leadership for Campuses in Crisis is a timely consideration of regional, national, and global events and movements that simultaneously drive us apart and bring us together. As educators, practitioners, and scholars within higher education, what role do we play in combatting the isolation experienced
by so many students, faculty, and staff? And how can we work to build inclusive and compassionate communities during times of growing political, social, and economic division? Once again, we are pleased to present our annual Dalton Institute Dissertation of the Year Award. This honor acknowledges an exceptional contribution to research that's 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 happens only because of 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. We hope that you enjoy!
Sincerely,
Amy Hecht
Vice President for Student Affairs
4
Brandon Bowden
Associate Vice President for Student Affairs
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 at The Florida State University. He serves as Co-Editor of the Journal of College and Character and helped to found the annual Institute on College Student Values hosted by Florida State University.
Dalton is a graduate of Franklin College, Yale Divinity School, and the University of Kentucky. His research and writing focus on the impact of higher education on college student moral and civic development.
Dalton Institute Staff 2021 Amy Hecht
Vice President for Student Affairs
Brandon Bowden
Co-Director
Casey Ford
Co-Director & Graduate Assistant
5
Schedule of Events Thursday, January
28th
9:30 am Welcome, Overview
& Announcements
29th
9:30 am Welcome, Overview
& Announcements
10:00 am – 11:00 am Concurrent Session I
10:00 am – 11:00 am Concurrent Session IV
11:15 am – 12:15 pm Concurrent Session II
11:15 am – 12:15 pm Concurrent Session V
12:15 pm – 1:30 pm Break for Lunch 1:30 pm Afternoon Announcements 1:45 pm – 2:45 pm Concurrent Session III 3:00 pm Keynote Address Dr. Shea Kidd Houze 4:15 pm The Grad Chat with
Dr. Shea Kidd Houze
6
Friday, January
12:15 pm – 1:30 pm Break for Lunch 1:30 pm Afternoon Announcements
& Awards
1:45 pm – 2:45 pm Concurrent Session VI 3:00 pm Closing Reflection Session
Closing Remarks & Announcements
Keynote Speaker Shea Kidd Houze Ph.D.
Originally from Hattiesburg, Mississippi, Shea Kidd Houze earned a Bachelor of Arts degree in Speech Communication from the University of Southern Mississippi, a Master of Education in College Student Affairs Administration from the University of Georgia, and a Ph.D. in Educational Research from the University of Memphis where her scholarship focused on racial identity development in African American college students. For nearly fifteen years, Kidd Houze has enjoyed a career in college administration at a number of institutions of higher education in the southeastern region. She currently serves as associate vice chancellor for student life and dean of students at the University of Tennessee, Knoxville, and provides oversight to eight departments within the Division of Student Life. Kidd Houze serves as on the College Student Personnel faculty at UTK, is a life member of the Southern Miss Alumni Association, serves on the NODA Board of Directors, the Knoxville YMCA Board of Directors, and is a co-lead facilitator for The LeaderShape Institute. In addition to her professional roles, she is a partner to Ryan and mom to Jack Wilson (who is known on campus as "the junior dean").
Jon C. Dalton Institute
The Hardee Center
You’re invited to
The Grad Chat WITH Dr. Shea Kidd Houze January 28 | 4:15 PM
The Hardee Center and Dalton Institute are looking forward to having you join us for the Grad Chat with Dr. Shea Kidd Houze. During this virtual meet-up, you will have the opportunity to ask questions and chat with Dr. Kidd Houze, so please come ready with questions or topics of curiosity. bit.ly/HouzeGradChat Password: Hardee
7
Dissertation of the Year The Dissertation of the Year award recognizes excellence in research and contribution to the field of college student character and values development. In the Trenches: Black Men in the Academy Navigating Racialiazed Encounters Dr. Jesse R. Ford Abstract In historical and contemporary scholarship, racial microaggressions and inadequate socialization are highlighted as recurring challenges in Black men's educational experiences, leaving this population with the lowest graduate rates across all other racial and gendered groups in doctoral education. Moreover, there remains a dearth of research that critically examines the educational challenges and racialized encounters in their daily experiences. The purpose of this three-paper dissertation is to explore the influence of racialized stress on the experiences of Black men in the academy, specifically doctoral students and junior faculty who self-identify as Black men. These studies are collectively based on 60 qualitative interviews with 30 Black men from 27 four-year historically white institutions. The studies highlight three key areas across the three papers:
8
1.
The early career experiences of Black men in graduate programs and junior faculty roles.
2. The influence of race-related stress on the experiences of Black men in graduate programs. 3.
The Racially Responsive Early Career Socialization Model, a new theoretical framework for understanding the racialized experiences of Black men in the academy.
This work's findings provide recommendations for making academic spaces more inclusive, responsive, and transformative for Black men in the academy.
Concurrent Session VI Friday, January 29 1:45 – 2:45 PM
Biography Dr. Jesse R. Ford is an Assistant Professor of Higher Education in the Teacher Education and Higher Education Department at the University of North Carolina at Greensboro (UNCG). His research uses culturally responsive frameworks to explore the historical, social, and political influences of race and gender on historically marginalized populations. More specifically, he employs qualitative methodologies to tackle inequity in education, particularly within the socialization experiences of underrepresented students, faculty, and administrators across the P-20 pipeline. Dr. Ford has presented his work at state, national and international conferences and has also co-authored several articles in journals such as About Campus, Education and Urban Society, and the Journal of Black Studies. Dr. Ford’s approach to scholarship is directly linked to his pedagogy as he believes research and teaching should provide actionable steps to advance educational practices to better position historically marginalized populations to succeed in our ever-changing global society. As a professor, Dr. Ford uses a theory to practice approach to address inequities in student learning and development. In his current role, he teaches graduate courses on Leadership in Higher Education, Student Development Theory, Topics in Curriculum and Instruction, and Program Planning in Post-Secondary Education. He earned his bachelor’s degree in History with a minor in Communication at Coastal Carolina University (2010), a master’s degree in Higher Education and Student Affairs at the University of South Carolina (2012), a graduate certificate in Program Evaluation from Florida State University (2019), and most recently, a Ph.D. in Higher Education from Florida State University (2020). Prior to joining the faculty at UNCG, he served as a Research Assistant in the College of Education at Florida State University, a Research Associate in the Center for Postsecondary Success, and as an Assistant Director of Multicultural Student Affairs at the University of Miami.
9
CS
oncurrent essions The Jon C. Dalton Institute on College Student Values is proud to offer a variety of sessions.
10
Session I Thursday, January 28 | 10:00 am – 11:00 am
Systems of Oppression: Religious, Secular, & Spiritual Marginalization in Higher Education Jenny Small J. Cody Nielsen Marginalization of certain religious, secular, and spiritual identities within higher education occurs due to intersections of Christian supremacy, structural racism, and colonization. These oppressions interlock in ways that compound the marginalization of non-Christians, people of color, and nonChristian people of color. While scholars and practitioners have become experienced at utilizing critical race theories to understand systemic racism, most in higher education have not been exposed to similar theories and frameworks around white Christian privilege and white Christian supremacy. This session will introduce participants to Critical Religious Pluralism Theory (CRPT), a new critical theory with the “primary goal of acknowledging the central roles of religious privilege, oppression, hegemony, and marginalization in maintaining inequality between Christians and nonChristians in the United States.� The presenters, who include the author of CRPT, will share the seven tenets of the theory and its related guidelines for implementation.
Self Care during Crisis: Setting Boundaries in Higher Education Erin McCollum Audrey Ashburn In this program, we will be exploring the importance of setting boundaries in student affairs and higher education. We will review the eight dimensions of wellness, using boundaries as a way to promote wellness personally, socially, and professionally. We will also talk about the emotional labor involved in higher education that makes boundary setting difficult. Participants will use time management as a tool to set boundaries, as well as relying on their personal and institutional values in the process. Our goal is to remind student affairs professionals that supporting wellness in our students is impossible without supporting wellness in ourselves. Participants will leave with a tangible plan to set and maintain boundaries in their professional and personal lives.
The presenters will also share solution focused methods, in the form of policies and practices, which can work to eradicate white Christian supremacy. These methods will include ways to present to peers and supervisors the overt nature of white Christian privilege within the institutions we serve, pathways toward aligning concerns with current institutional strategic outcomes, and framing narratives of equity and inclusion.
11
Concurrent Sessions Session II Thursday, January 28 | 11:15 am – 12:15 pm
We're All Fighting: Experiences of Black Women HBCU Graduates Enrolled in HWI Doctoral Programs
UNPACKING Experiences of International Students!
Dr. Dawn Y. Matthews
The session will shed light on the larger internationalization of the higher education space. The international student experience will be contextualized by a number of factors such as the political headwinds, immigration rhetoric, and the larger recruitment for the international student around the world. Transitions are inherent to this functional area of student affairs and this presidential year along with the pandemic have only exacerbated that. Leadership is paramount in this space and we will discuss ways in which the lack thereof can be detrimental to the field. Community building best practices will be shared as they have adapted since the shift to virtual spaces and in the acknowledgment that the virtual spaces are here to stay.
Several studies have shown that Black women at HBCUs have more positive experiences with faculty and peers and greater overall satisfaction with their college experience as compared to their peers at historically white institutions (HWIs) (Alexander & Bodenhorn, 2015; Mitchell, 2018). HBCUs provide an environment that is advantageous to the development of Black women and nurture the elements of Yosso’s (2005) conceptual model of community cultural wealth. This wealth creates a counternarrative to existing research on Black women in higher education. Thus, Black women’s cultivation of cultural wealth and capital in the HBCU environment produces an array of knowledge, skills, abilities, and relationships to help them succeed. However, the transition from an HBCU to an HWI for the pursuit of a doctoral degree can challenge the value of this cultural capital and impact the doctoral socialization process. This qualitative study used a Black feminist methodology to explore the experiences of ten Black women graduate students that earned their bachelor’s degree at an HBCU and transitioned to an HWI for a doctoral program. Community cultural wealth was applied as a conceptual lens to understand their experiences. This presentation will share insights from this study and offers implications for Black women doctoral students and faculty/staff at both HBCUs and HWIs.
12
Gaurav Harshe
Emphasis will be laid on the regulatory restrictions of the federal administration and the ramifications of those on the international education field in the U.S. as it relates to international students. Advocacy efforts will also be alluded to as grassroots campaigns tend to make all the difference in the policy-making and the re-envisioning of them.
Concurrent Sessions Session III Thursday, January 28 | 1:45 pm – 2:45 am
Where are our Values? Where is Social Justice?
Finding the Rhythm between Thinking and Doing: Learning How to Reflect
Ravi Bhatt Yanira Campos
Jillian Volpe-White Kathy Guthrie Julie LeBlanc
According to Rest’s Neo-Kohlbergian Approach, we know that individuals are well along their pathways of moral and ethical development during our student’s time in undergrad and far beyond that. With this in mind, we will be discussing the importance of values and value-based decision making in multiple capacities. We will begin by looking at our values as student affairs practitioners. In doing this, we will be able to gain a better understanding of our closest values. After this, we will determine our top values and will move into a recognition of what our values mean for our work and how it aligns with institutional and student values. From here, we will recognize the social justice impacts of our work and the relation to the values that we practice. Lastly, we will discuss the important recognition of how our values dismantle systems of oppression. Overall, our goal is for our attendees to gain a better understanding of their personal values and be able to utilize them in practicing strong social justice change within their respective positions.
Experiential learning is essential for engaging students in learning about values-based leadership, and reflection is at the heart of experiential learning. Action and reflection have to coexist. If we spend too much time doing without thinking, we risk spinning our wheels or repeating mistakes. On the other hand, too much time thinking without taking action can lead to missed opportunities for using knowledge and skills. This session focuses on finding the rhythm between thinking and doing through considering how we learn to reflect. Join us for dialogue about what it means to be a reflective practitioner and supporting students in reflective leadership learning.
13
Concurrent Sessions Session IV Friday, January 29 | 10:00 am – 11:00 am
Black and Latin* Leadership Education: Cultural Empowerment in the Classroom Jennifer M. Batchelder Darius Robinson During this engaging session, we will describe the cultural challenges Black and Latin* students face in learning leadership. Taking an asset-based approach, we will share cultural approaches to leadership education in an academic setting and invite participants into reflection and discussion on the practice of these approaches in their classrooms. We will further differentiate between leadership education for a general population and for the intended Black and/or Latin* population and how both can be achieved. This session will include breakout rooms. To take part in the session, please visit fsu.zoom.us/j/94503180501
14
Hearing Campus Jews: Addressing Antisemitism as part of Diversity, Equity and Inclusion Work Rebecca Russo Dan Leshem Campus-based antisemitism and anti-Jewish bias challenge student affairs leaders to proactively adopt approaches to foster inclusive, welcoming environments for Jews and all students. The presenters will share how Jewish students experience college and university campuses in distinctive and often challenging ways -- including how anti-Israel movements often encourage othering of many campus Jews based on their religious and cultural connections to the historic land and modern state of Israel. The presenters will build participants’ understanding of antisemitism, how it impacts Jewish students, and how it relates to other forms of hate and marginalization, and provide strategies for cultivating a positive campus climate for Jewish and all students. The session will draw on learnings from Florida State University as a case study, and will also highlight examples of promising practices from campuses around the country.
Concurrent Sessions Session V Friday, January 29 | 11:15 am – 12:15 pm
Lessons from the Laboratory: Higher Education and Student Affairs Graduate Program Faculty and the future of the field J. Cody Nielsen What does it mean to return to our roots and lead in times of crisis? How does one consider a career in higher education in the midst of such a changing field? How are we preparing ourselves for the work of higher education? Come and learn alongside illustrious leaders from across the higher education and student affairs divisions in the United States as this panel brings together some of the premiere faculty of programs.
Shifting the Mindset: Socially Just Leadership Education Kathy Guthrie V. Chunoo Derrick Pacheco Brittany Devies Darren Pierre Symphony Oxedine Ben Cecil Val Luutran Social justice and leadership education are inextricably linked. In order to continue working towards a more socially just world, we need to develop leaders with knowledge, skills, and values to engage effectively in the leadership process. As we continue to change the narrative about socially just leadership education, we need to continue the conversation with focusing on shifting the mindset of how we create and provide leadership learning opportunities. In this panel, chapter authors of Shifting the Mindset: Socially Just Leadership Education (in press; publication 2021) will discuss concepts and engage in conversations around socially just leadership in different communities and for those who hold intersecting identities.
15
Concurrent Sessions Session VI Friday, January 29 | 1:45 pm – 2:45 pm
In the Trenches: Black Men in the Academy Navigating Racialized Encounters (Dissertation of the Year) Jesse Ford In historical and contemporary scholarship, racial microaggressions and inadequate socialization are highlighted as recurring challenges in Black men's educational experiences, leaving this population with the lowest graduate rates across all other racial and gendered groups in doctoral education. Moreover, there remains a dearth of research that critically examines the educational challenges and racialized encounters in their daily experiences. The purpose of this three-paper dissertation is to explore the influence of racialized stress on the experiences of Black men in the academy, specifically doctoral students and junior faculty who self-identify as Black men. These studies are collectively based on 60 qualitative interviews with 30 Black men from 27 four-year historically white institutions. The studies highlight three key areas across the three papers: 1.
The early career experiences of Black men in graduate programs and junior faculty roles.
2. The influence of race-related stress on the experiences of Black men in graduate programs. 3.
The Racially Responsive Early Career Socialization Model, a new theoretical framework for understanding the racialized experiences of Black men in the academy.
This work's findings provide recommendations for making academic spaces more inclusive, responsive, and transformative for Black men in the academy.
16
Religious, Secular, and Spiritual Identities in the Professional Associations Jacob Frankovich J. Cody Nielsen Jenny Small Ashley Staples Victor Thomas Greg Veltman Religious, secular, and spiritual identities (RSSIs) are often an afterthought in higher education, largely due to lack of focused attention, little to no training in student affairs and higher education graduate programs, and misunderstandings about the importance of this area of identity to the whole of student development. Associations often lack intentional cohorts of professionals working on this area of identity, although within some, including NASPA, ACPA, and CACUSS, groups are seeking to propel the work of RSSIs into the broader efforts of the academy. Join leaders of these organizations as they discuss the character of higher education as it pertains to RSSIs on campus and the importance of valuing and supporting these identities as we shift from campuses in crisis to campuses which thrive with equitable supports for all forms of identities. The discussion by these professionals will include their current efforts within the associations to elevate RSSIs with respect to other identity groups on campus. Specifically, leaders of each association will share how they contribute to the larger goals of RSSI equity within higher education and how individuals can get more involved in the associations.
Concurrent Sessions Closing Session Friday, January 29 | 3:00 PM
Making Time for Making Meaning: Holding Space for Reflection Jillian M. Volpe White As we "navigate the impacts of the COVID-19 pandemic, continued racial injustice, and seemingly endless uncertainty," reflection can seem like a luxury or even a waste of time. However, reflection is essential for leadership and generating adaptive solutions to complex challenges. This interactive session prioritizes time and space for the topics at the heart of the 2021 Dalton Institute: leadership in alignment with values, fostering care and connection, navigating transition, and creating a more socially just world.
17
18
Notes
Notes
Notes
A very special
Thank You! Program & Award Reviewers Dr. Shannon Staten, J. Cody Nielsen, Connor Dizor, Laura Laughlin
Supporting Departments and Organizations Division of Student Affairs, DSA Marketing & Communications, Hardee Center for Leadership & Ethics in Higher Education, Journal of College and Character
Sponsors J. Cody Nielsen, Convergence on Campus
22
Please provide your feedback on this year’s Dalton Institute! Scan the QR codes or visit the provided links to access feedback forms. Overall Feedback fla.st/2MrSqQP
Individual Sessions Feedback fla.st/3a3q5Z6
studentvalues.fsu.edu
✉
values@admin.fsu.edu
Jon C. Dalton Institute on College Student Values Florida State University 313 Westcott Building Tallahassee, FL 32306-1340 Phone: 850-644-1180 Fax: 850-644-6297
23
studentvalues.fsu.edu
Available in an alternative format.
