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Louisiana State University Higher Education Administration Magazine

Louisiana State University Higher Education Administration Magazine

SPRING 2017


EXECUTIVE EDITORS DEAN DIRECTOR, SCHOOL OF EDUCATION HIGHER EDUCATION FACULTY

Joy Blanchard, Ph.D. Sydney Epps, M.S. Damon Andrew, Ph.D.

F. Neil Mathews, Ph.D.

Joy Blanchard, Ph.D. Kenneth J. Fasching-Varner, Ph.D. Margaret King, Ph.D. Roland Mitchell, Ph.D.

The LSU Higher Education Administration program prepares practitioner-scholars for rewarding careers in higher education. The program offers a traditional and online Master of Arts and doctoral degree. The curriculum helps candidates develop the leadership vision, higher education knowledge, and management skills needed to assume leadership positions across a broad spectrum of higher education fields—including (but not exclusive to) recruiting, admissions, orientation, financial aid, counseling, Greek affairs, student activities, academic support services, student athlete support services, career planning and placement, and faculty.


CONTENTS 2

4 6 8 9 10 12 14 17 19

Welcome

Dean’s Letter and a Message from the Director

HEA Faculty and Accomplishments An Inclusive Union

A Highlight of the 2016 LSU Higher Education Program Graduate Students

From There to Tigerland

The Graduate Program by the Numbers

Thinking Higher

HEA Student Views on Current Events

HEA Alumni Spotlight

HEA Alumna Rashanda Booker: From New England with Love

HEA Student Research

Doctoral Student Michael Seaberry tells GH about his publishing experience

In the Classroom: #BLM Course F. King Alexander in the Washington Post

If we want public colleges to be affordable, a federal-state partnership is key

Final Thought

facebook.com/LSUHigherEd

twitter.com/LSUHigherEd

www.lsu.edu/chse


WELCOME FROM THE DEAN

The LSU Higher Education Administration program is among the largest, most diverse, and vibrant graduate programs in the College of Human Sciences and Education. By participating in this program students will join the ranks of distinguished alumni who have gone on to be university presidents, noted administrators, policymakers, and faculty addressing critical educational, professional, and communal needs. Without a doubt our greatest strength is our people and we invite you to discover what our current students already know; the LSU Higher Education program is making an incredible impact on our state, nation, and world. Geaux Tigers, Damon Andrew Dean, College of Human Sciences

Damon Andrew

and Education

Dean, E.B. "Ted" Robert Endowed Professor Our mission is to advance cognitive, social, emotional, communicative, any physical development across the lifespan through programs in Education, Human Resource Education and Workforce Development, Kinesiology, Library and Information Science, Social Work, and the University Laboratory School. Through teaching, research, and service, the college plays a significant role in addressing the complex human issues and policy decisions facing Louisiana, the nation, and the world.

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MESSAGE FROM THE DIRECTOR The LSU School of Education’s Higher Education graduate program has been meeting students’ educational needs since the early 1990s. The program was the first in Louisiana with full enrollment, and it has increased diversity among its students and faculty as it has grown. Over the years, additional degree specializations have been developed within the M.A. and Ph.D. in Higher Education. For example, the M.A. program has expanded to include online courses and services a broader range of students who previously lacked access to a high-quality Higher Education graduate program. It caters to an increasing student population with diverse needs and varied career goals. I invite you to read the first edition of the “Geaux Higher” publication to learn more about our graduates, faculty accomplishments, sponsored events, and research currently underway. At the conclusion of your perusal of this new

F. Neil Mathews

publication, please let us know your thoughts as to how we can improve the magazine for future editions. To our alumni, please remember that we want

Director, Olinde Endowed

to continue to remain in contact with you as we serve your higher education

Professor

career needs.

We are proud of our ambitious program and believe that our students and faculty have a bright future meeting the needs of the higher education community though their teaching, research, and service. LSU’s Higher Education program is helping shape the future of higher education in Louisiana, throughout the nation, and world. I personally wish you well if you are an LSU Higher Education graduate and, if not, I hope to see you on campus soon if you are considering a career in higher education. Best regards, F. Neil Mathews Director, School of Education

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HE A FACULTY IN RESEAR Education Law Association Blanchard, J. What Clery doesn’t capture. Education Law Association Annual Conference, Orlando, FL. November 2016

ching-Varner, K.J. (Eds.) (2016). Race, population studies, and America’s public schools: A critical demography perspective of racial and educational inequity. Lanham, MD: Lexington Press. Martin, L.L., Hayward, H., Fasching-Varner, K.J. (Eds.) (2016). After the storm: Militarization, occupation, and segregation in post-Katrina America. Westport, CT: Praeger. HEA Affiliated Faculty

Joy Blanchard

Kurt Keppler, Ph.D., Vice President, Student Life and Enrollment

Assistant Professor (University of Georgia)

Areas of research: Higher education law, intercollegiate athletics, campus safety and negligence Blanchard, J. (2015). Flag on the play: A review of antitrust challenges to the NCAA. Could the new College Football Playoff be next?. Virginia Sports and Entertainment Law Journal, 15, 1-38.

Kenneth Fasching-Varner Associate Prof. / Program Leader (Ohio State University)

Areas of research: Institutional (in)equity, race and racism across the PK-20+ spectrum, neoliberalism, critical race theory

Blanchard, J. & Lugg, E.T. (2016). Students in higher education. In C. J. Russo (Ed.), The yearbook of education law 2016. Cleveland, OH: Fasching-Varner, K.J., Martin, L.L., Mitchell, R.W., Bennet-Haron, K.P., Education Law Association. Daneshzadeh, A. (Eds.) (2016). Understanding, dismantling, and Blanchard, J. (2016). Student disrupting the prison-to-school services: Supporting differences pipeline. Lanham, MD: Lexington among students. In S. G. Clark Press. (Ed.), Case studies in higher education: The law and administrative decision making. Cleveland, OH:

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Martin, L.L., Hayward, H., Fas-

S. Kim MacGregor, Ph.D., Associate Professor, Applied Research, Measurement and Evaluation Chaunda Allen Mitchell, Ph.D., Director of Drug Policy, Office of the Governor, State of Louisiana Darrell Ray, Ph.D., Assistant Vice President for Student Life and Enrollment Imre Emeric Csaszar, Ph.D., Instructor Jennifer Curry, Ph.D., Associate Dean for Programs and Services, Associate Professor


RCH Areas of research: College Teaching; Race, Class, and Gender in Education; School-To-Prison-Pipeline; Sexual Assault on College Campuses Fasching-Varner, K.J., Martin, L.L., Mitchell, R., Bennett-Haron, K., Daneshzadeh, A. (Eds.) (2016). Understanding, dismantling, and disrupting the prison-to-school pipeline. New York, NY: Lexington Books.

Roland Mitchell Jo Ellen Levy Endowed Prof. Associate Dean: Research Engagement & Graduate Studies

*Wooten, S.C., Mitchell, R. (Eds.) (in press). Preventing sexual violence on campus: Program innovation to challenge traditional approaches. New York, NY: Routledge.

(University of Alabama)

Mitchell, R., *Wooten, S.C., Landry-Thomas, K., & Mitchell, C.A. (forthcoming, 2016). Recruitment and retention of traditionally underrepresented students. In D. J. Clandinin and Jukka Husu (Ed.) International Handbook of research on teacher education. Thousand Oaks, CA: Sage Publications. Mitchell, R. (forthcoming, 2016). Learning to negotiate political, social, and cultural responsibilities. In D. J. Clandinin (Ed.) International Handbook of research on teacher education. Thousand Oaks, CA: Sage Publications. Mitchell, R. (2016). Beyond mammy, jezebel, & sapphire: Reclaiming images of Black women, Cataloging and Exhibit, Louisiana State University at Alexandria.

Welcome It is with great pleasure that the School of Education welcomes Margaret King, PhD, to the position of Professor of Professional Practice. King will oversee the online Master’s program, advise online and on-campus Master’s students, and teach various leadership and assessment courses. King has a career spanning twenty-five years in student affairs administration, concluding as Vice President for Student Affairs at the University of Alabama. King received her PhD in Educational Administration with a higher education emphasis from the University of New Orleans.

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Andrew Bell Hometown: Norfolk, Virginia Undergraduate Institution: Christopher Newport University, Bachelor’s Degree in History Before attending the HEA program, Bell worked as the Senior Leadership Consultant for Pi Kappa Phi National Fraternity.

An Inclusive

From across the states an the Higher Education pr in its graduate program

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HEA Master's students


e Union

nd from a plethora of backgrounds, rogram features unrivaled diversity ms. HEA 1st year doctoral students

Ariana Vargas Hometown: San Antonio, Texas Undergraduate Institution: Texas State University, B.S.Interdisciplinary Studies (ConcentrationElementary Education) Graduate Institution: Texas State University, Masters of Education (M.Ed.)- Student Affairs in Higher Education Before the HEA program, Vargas worked as the Student Program Coordinator in the Center for Leadership & Social Change at Florida State University. She created the FSU Social Justice Ally Training program.

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From There to Tigerland: The LSU Graduate Program by the Numbers

40% 98%

Percentage of graduate students who identify as non-white. Percentage of PhD students who are full time.

23

68%

Percentage of graduate students who are women.

16%

Percentage of graduate students who identify as Hispanic/Latino.

Number of previous institutions represented.

65%

Percentage of graduate students who are 21-30 years of age

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Number of home states represented

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In October, I conducted an interview with Dr. Norman C. Francis, the longest sitting president at any institution across the nation. One of the most remarkable parts of his life story and legacy is that in 1955 he became the first black graduate of Loyola University Law School. During the interview I realized that issues with college access still persist and perhaps have only expanded since his time as an undergraduate student at Xavier University in New Orleans [...] College access is a widespread issue that needs to continue to be addressed. Aeryel Williams, Doctoral student

GH asks students... What is the most important issue confronting higher ed? I think the most pressing issue is that many privileged people do not realize that the school systems are not equal. There are school systems in each state that if you ask someone who lived there, they can tell you it is a bad area to go to school and that they were [academically] behind. Those with privilege do not realize that this is still an issue -- or if they do, they see it as not their problem -which doesn’t help quell the issue. Tiffany M Shierling, Master's student

HEA Students Opinions on Current Events

Thinking Higher

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Achieving Higher HEA Alumni Spotlight

From New England with Love

Doctoral HEA Graduate Booker Encourages Present Students to Support and Network Within the Classroom

Rashanda Booker,'15

After

completing

the

HEA

career.”

doctoral program in 2015, Rashanda

Booker is now the Assistant Dean

highlight of her time during the LSU HEA

at Williams College, a private liberal

program. “Their support, academically

arts college located in Williamstown,

and personally, was invaluable. My

Massachusetts.

As Assistant Dean of

fondest memory is of us in my living room

the College, she helps students with all

helping each other learn various theories

aspects of their personal and academic

over finger foods, simultaneously cutting

experience, and leads collaboration

up and having a great time!”

between student affairs departments currently

oversees

an

annual

holistic program specifically designed for sophomores, titled Sophomore Year Experience.

“My

day-to-day

cohort

was

the

My day-to-day philosophies are rooted in student development and organizational management theories, learned in the classrooms of LSU.

and academic units. Booker created and

Booker's

philosophies

are rooted in student development and organizational management theories,

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learned in the classrooms of LSU. I value

When asked what she thought

practicality and believe that my ability to

was the best asset of the HEA program,

proficiently connect theory with practice

Booker stated that the program taught

has positioned me to move forward in my

her how to navigate personalities and


of higher education. Her advice to HEA

classroom,” Booker notes. “It’s easy to

Your unique vantage point is exactly what

students nearing graduation and starting

fall into silos and to get lost in the politics

is needed to propel higher education

their job hunt is to keep a positive

of it all, but keep your eyes and ears open.

forward as a progressive administrator.”

mindset through the process and to use all resources and networks established throughout the program years. “The job search can be daunting, but I was able to learn about my current position from one of the members of my cohort, and am forever grateful for his assistance.” Booker suggests utilizing fellow students who know your passions, instead of relying fully on faculty, “because those are your colleagues and future leaders of higher education.”

Booker says that the field is ripe

for creative, proficient, genuine leaders. “I encourage current students to glean all you can, inside and outside the

Williams College has 2000 students and consistently ranks as one of the top colleges in the United States.

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HEA Student Research HEA Doctoral Student Michael Seaberry talks to GH about two of his recently published works. What are your research

My research centers on racism in education, vis-a-vis the school-to-prison pipeline, student

interests?

activism on predominately white campuses, healing during times of racial unrest, and incorporating culturally relevant pedagogy into classrooms.

What motivates these

Most of my research is motivated by my own experiences. The book chapter on the school-to-

interests (experiences,

prison pipeline is a story of my own experience in elementary school when I was forced to stop

background, etc.)?

reading by a White female librarian. She told my mother that I was too far ahead of everyone else. The student activism work comes from my frustration with the lack of leadership in campus movements, and a few other studies I am working on all center on my own identity development and healing after racial unrest.

What was the focus of your

In "Do not engage," I focused on how Black student activists have a need to become better trained

published research?

as was the Student Nonviolent Coordinating Committee in the 1960s. Often times, students become angry and are not properly trained and prepared on how to channel that energy into productive activism. In "Has No Place," we discuss the impact of Brown v. Board of Education and how it has adversely affected our Black students. We discuss how they are pushed to special education classes, out of schools by the zero tolerance policies, etc. The main point that I made in this piece is that, once they reach college, we now have to address the racial battle fatigue and layers of stress added to their minds so that they can have a fruitful college experience. In "Loving to Read," I discuss the statistics of teachers that are educating our Black boys in the U.S. There is an overwhelming number of White females teaching people who do not look nor act like them. There are great implications of this in that our children start to emulate what they see at school, losing themselves. This is what happened to me. I quit reading, dancing, singing, etc. and lost my passion for arts and for betterment of myself all because I was being taught my White

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females who were not trained in culturally relevant pedagogy.


What would you do to build

If I were to build upon my own research, I would go back and conduct more interviews and

upon your research, or what

include more narrative. I think having voice is extremely important in this type of work. I

could you see others using your

have included lots of voice, but, to me, the more the merrier. I never want to speak over

research to accomplish that may

others even if I identify with the participants. If others become acquainted with my work,

be beneficial to the field in the

they could begin to liberate students. I say this because, while research is full of literature

future?

reviews and some stats on how many White females are educators, the most important part is that I write to liberate those who have not seen themselves in works. I do not aim to have the most complicated research published in the highest ranked journal. I write so that everyone can understand, connect, and see the racial injustices happening in our education system. So when someone finds my research or my writings, I [am] just hoping that at least one person can say that they experienced the same injustice and, from that, feels validated in their lived experiences.

How long did it take you to

My very first research project, which I will be editing and updating soon, happened over a

complete the research and

few months during Fall 2015. I can thank Dr. Lori L. Martin in LSU's Sociology department

publication process?

for introducing me to the research process. I conducted about five or so interviews, wrote, and collected other data within those couple months. It was stressful! I would not recommend rushing a complete project like that. When I take my time and do thorough literature reviews, interviews, etc. the work turns out far better and less stressful. The two book chapters that I have published took over six months. The writing process was around two months, then it is sent back with edit suggestions, which take another few weeks to complete, then you wait for the publishers to send their suggestions.

What is the hardest part of the

Feedback. My first research project, as

publishing process?

mentioned above, was so much fun. I thought it was perfect until I went and presented it at Duke University. While everyone loved the ideas I had and the outcome of the project, they (constructively) tore it apart. However, that makes you AND your work that much stronger.

Research Seaberry, M. J. (January 2016). “Do not engage, y’all!”: Training and preparing our Black students for battle [Special Issue]. The Journal of Critical Scholarship on Higher Education and Student Affairs, 2(2). Dean, L., Parker, V., & Seaberry, M. J. (September 2016). Has no place: the adverse effects of Brown v. Board on

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Black students in the U.S. In Horton, H.D., Martin, L., & Fasching-Varner, K.J. (Eds.), Race, population studies, and america’s public schools: a critical demography perspective. Maryland: Lexington Books.


IN THE CLASSROOM

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What inspired you to develop the course? What happened in Baton Rouge in the summer of 2016 [the death of Alton Sterling by Baton Rouge Police] is something that a lot of folks paid attention to, but I became frustrated with what seemed to be the lack of engagement with the broader historical context and what appeared to be a lack of understanding of how activism has always functioned in underrepresented communities. The idea that BLM is just a moment scares me – so I wanted an opportunity for students to see it as a manifestation of the movement that is larger than BLM but very part and parcel to BLM.

What are the challenges in teaching on a present movement? We need to keep the focus split on the old historical (pre-Civil Rights Movement), the new historical (civil rights through the election of President Obama), and the now where BLM has emerged.

Could you give a sneak peek into some of the text/theory that the course may encompass? We will look historically and contemporarily. I want the students to interact with faith leaders, protesters, law enforcement, and other community members, to gain a robust set of perspectives.

Kenneth Fasching-Varner takes a detailed and critical approach police brutality in minority By: Sydney Epps, HEA Doctoral to Student communities in his newly-minted #BlackLivesMatter course. What can students expect to take from your course? An interesting and challenging course based on discussion, mutual understanding and myriad perspectives.

Who is the course available to? All undergraduates are welcome to enroll.

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Preparing for Conferences National Association of Student Personnel Administrators (NASPA) San Antonio

March 10–15, 2017

American College Personnel Association (ACPA)

(proposals for next conference will open in June 2017) Columbus, Ohio March 26-29, 2017

American Educational Research Association (AERA)

(proposals for next conference will open in June 2017) San Antonio, TX April 27-May 1, 2017

National Conference on Race & Ethnicity in American Higher Education (NCORE)

(proposals for next conference will open in December 2017) Fort Worth May 30-June 3, 2017

American Association of University Women (AAUW) Washington, DC

June 14–17, 2017

Association of College and University Housing Officers - International (ACUHO-I) Providence, RI

June 17-20, 2017

Association for Orientation, Transition, Retention in Higher Education

(proposals for next conference will open in February 2017) Louisville, KY November 5-8, 2017

Association for the Study of Higher Education (ASHE) Houston, Texas

San Diego, CA

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November 9-11, 2017

Education Law Association

November 9-11, 2017


If we want public colleges to be affordable, a federalstate partnership is key by President F. King Alexander

LSU President F. King Alexander

Originally written and printed in The Washington Post, August 8 2016

As we head into a contentious

healthcare, highways and hospitals.

to state disinvestment. In other words,

presidential election season, most of the

Simply put, it leverages federal dollars

as states backed out of their previous

dialogue we’ve heard from candidates

to incentivize states to maintain at least

funding commitments, colleges and

regarding higher education has focused

a base level of funding for their public

universities were forced to charge more

on the concept of free college. While

colleges and universities. It has been

just to cover basic costs and maintain

I understand the sensationalism that

advocated by everyone from politicians

competitiveness. The long-term result of

comes along with the word "free," it is

and higher education leaders to D.C.-

this ongoing trend is that state tax effort

a shame that the public has heard very

based think tanks and scholars.

for higher education (which measures

little about the key element behind

Why does this matter? It matters

actual state spending by a state’s total

providing free higher education or even

because students are facing a cost crisis.

taxable resources per capita) is currently

just maintaining affordable options: a

While many hypotheses about why

down to 1965 funding levels.

federal-state partnership to incentivize

tuition

continued or enhanced state investment

bandied about, studies have shown that

states’ strategy of distancing themselves

in public colleges and universities.

more than 80 percent of public higher

from

This is a simple concept already

education tuition increases during the

maintaining affordable public colleges

used to encourage state funding for

past two decades were directly related

and universities, Colorado will become

has

increased

have

been

If nothing is done to stop our funding

responsibilities

for

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the first state not to spend a single penny

More recently, Higher Education

has for some time. It also has been

on public higher education as early as

Act reauthorization efforts in 2007

advocated for years by higher education

2025. This means that Colorado children

developed a federal leverage provision

associations, experts and policy analysts,

who are now in pre-K classes will have

that was later added into the American

not because it sounds exciting, but

no affordable public college or university

Recovery and Reinvestment Act (ARRA). It

because it works. Affordable higher

options in less than a decade. States

allowed states to use stimulus funds only

education is an American ideal supported

that will soon follow include Louisiana

if they didn’t cut their higher education

by Democrats and Republicans alike,

(2027), Iowa (2029), Michigan (2030),

budgets below 2006 state funding levels.

which is why those of us invested in the

and Arizona (2032).

Just months after Congress passed ARRA,

future of public higher education should

The federal government currently

many states cut their higher education

recommend a similar concept serve as

supplies approximately $170 billion in

budgets to the very edge of those federal

the foundation of any political platform.

higher education funding through tuition-

penalties, some within mere dollars.

and fee-based student grants, loans, and

These examples are proof that federal-

tax credits, while states provide just $75

state partnerships don’t just work, they

billion. In other words, without a federal-

work well and they work fast.

state match to incentivize state funding

decisions, the trend of "federalizing"

educational access and opportunity for

America’s higher education system will

all. But more than 200 universities charge

continue to the detriment of our public

the equivalent of the median American

current funding trajectory, the costs

colleges and universities.

annual household income — $51,000

associated with any discussion about

A federal-state partnership is

— or more. We are pricing our students

offering a free college education would be

not a new idea. The Morrill Act of 1862,

out of their futures. Among the world’s

astronomical for the federal government.

which created land-grant universities,

most economically advanced nations,

That’s why the federal-state partnership

is perhaps the greatest example of

the United States has more citizens aged

is so important. This partnership will

how federal incentives can encourage

55 to 64 with a college degree than any

ensure that quality and affordable public

progressive state policies. Territorial lands

other country, but we rank 12th in college

college and university options remain

and other federal assets were offered to

completion among 25- to 34-year-olds,

available for generations to come by

states in exchange for the creation of

and we’re falling fast.

rewarding states that maintain their

new public colleges and universities. The

investment responsibilities to public

outcomes of this partnership still benefit

that presidential candidates support

higher education.

us today — increases in college graduates,

using federal leverage to maintain public

scientific breakthroughs, improvements

higher education as a means to achieve

divisive election our country has seen

in disease prevention and treatment, and

affordable higher education. The concept

in some time, education should never

technological discoveries, all of which

already serves as the linchpin of Hillary

suffer for political affiliation.

move our society and economy forward.

Clinton’s New College Compact, and

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We are pricing our students out of their futures.

As Americans, we believe in

It is our sincere and fervent hope

If states continue on their

While this is certainly the most


Final Thought Don’t wait for good things to happen to you. If you go out and make some good things happen, you will fill the world with hope, you will fill yourself with hope.� Barack Obama

Tiffany Shierling, Jaiyi Wu, Josh Knutsen, and Jennifer Fendrich

As a part of Dr. Roland Mitchell's Foundations of Higher Education course, students took part in several community service projects to place graduate students on the ground in the Baton Rouge community.

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Geaux Give ∙ Visit www.lsufoundation.org/givetohse ∙ Designate "School of Education Development Fund" ∙ Gift Comments – for use by the Higher Education Administration Program

For more information, please contact: Wayne Miller, Senior Director of Development College of Human Sciences and Education, LSU (225) 578-6384 I miller@lsu.edu


Geaux Higher, Spring 2017