On behalf of the Social Justice Symposium Planning Team, we are delighted to welcome you to the 2025 Social Justice Symposium This year’s theme is "Examining the “I’s” in Social Justice: Inclusion, Interstices, and Intersections.” This year’s theme invites participants to consider the interstices and intersections of social justice. Since the last Symposium, we have witnessed a resurgence of activism and action at the interstices and intersections. Students, staff, faculty, and community members have had to navigate what it means to exercise their constitutional rights while studying, working, teaching, and doing business within and with a state institution. Amidst this climate, how can social justice actors meaningfully engage in work that honors the interstices and intersections of their identities?
IU Indianapolis acknowledges our location on the traditional and ancestral territory of the Miami, Potawatomi and Shawnee people We honor the heritage of Native peoples, what they teach us about the stewardship of the earth and their continuing efforts today to protect the planet. Founded in 1969, IU Indianapolis stands on the historic homelands of Native peoples and, more recently, that of a vibrant Black community, also displaced. As the present stewards of the land, we honor them all as we live, work and study at IU Indianapolis.
The mission of the Social Justice Education (SJEd) Program is to provide peer-to-peer educational programs for the IU Indianapolis campus community that raises awareness and promotes comprehensive civic engagement, understanding of oneself, and others. In this we hope to create a positive, supportive, and welcoming community for all Additionally, SJEd provides students with the awareness, knowledge, and skills to develop their leadership identity through a civic engagement framework in order to contribute to student success and to encourage the development of innovatiove strategies to address societal inequities.
About Our Featured Keynote
Dr.
Brittney Cooper
Brittney Cooper is Professor of Women’s, Gender, and Sexuality Studies and Africana Studies. Prof. Cooper is also the Principal Investigator and Founding Director of the Race and Gender Equity (RAGE) Lab at Rutgers Her books include Beyond Respectability: The Intellectual Thought of Race Women, winner of the 2018 Merle Curti Prize for Best Book in U.S. Intellectual History from the Organization of American Historians; the New York Times bestseller Eloquent Rage: A Black Feminist Discovers Her Superpower; Feminist AF: A Guide to Crushing Girlhood (co-authored with Susana Morris and Chanel Craft Tanner) a Kirkus top Young Adult Book of 2021 and a nominee for the Garden State Teen Book Award from the New Jersey Library Association; Stand Up!: 10 Mighty Women Who Made a Change; and The Crunk Feminist Collection (co-edited with Susana Morris and Robin Boylorn). Cooper co-founded the Crunk Feminist Collective, a Hip Hop Generation Feminist Collective of Women of Color Activists and Scholars. They ran the highly successful Crunk Feminist Collective Blog which was named a top blog by New York Magazine in 2011. Today, they co-edit The Remix, a weekly substack newsletter
Dr. Cooper has also been awarded prizes or been a named finalist for several awards related to her digital commentary She is currently a contributor at The Cut/New York Magazine and she is a former columnist at Salon.com, Cosmopolitan.com, and a former contributor at Time.com. Dr. Cooper frequently appears as a commentator on MSNBC and NPR, has appeared in several documentaries on Netflix and PBS, and her commentary has been published at the New York Times, the Washington Post, Ebony Magazine, Essence Magazine, Time Magazine, Marie Claire, PBS and many other outlets. In 2016, she gave a TED Talk for TED Women on "the Racial Politics of Time." To date, her talk has been viewed over 1 million times. She has been named to The Root.com's Root 100, an annual list of top Black influencers four times
An award-winning teacher, Professor Cooper teaches courses on race, gender, and sexuality, Hip Hop, Black Intellectual History, and Black Feminist Thought She was the 2016 recipient of the Masters Level Teaching Award from the Northeastern Association of Graduate Schools.
Social Justice & Education Session 1
Barriers to Higher Education for People Who Have Experienced Incarceration
10:30-11:30am | Kelley 137
The Inside-Out Prison Exchange Program was originally founded to provide educational opportunities for incarcerated individuals and college students to come together to openly discuss our criminal justice system through classes taught “behind the walls.” Although this remains its primary mission, the program has expanded to include other community sites where these innovative classes are held. In this session, participants will hear from both IUI students and from people who were in re-entry following a period of incarceration, about their experiences in classes that they participated in together. The classes were held at PACE, Inc., an agency that provides services to people who have been impacted by the criminal justice system. The session will feature some interactive activities about the multiple roles played by higher education in our society, along with a panel discussion, made up of students from both groups, who will share what they learned through these courses about the barriers to accessing post-secondary education that people face, both during a period of incarceration and following their release.
Presenters: Susan Hyatt, Daniel Bullman, Meghan Meadows, Cale Erwin, Ashton Berry, Angela Phelps, Zaynab Cornelius
Ashton Berry
Ashton Berry has been working for 2 years as a peer coach at PACE (Public Allies for Community Re-Entry). She has had training in case management and motivational interviewing. In Fall 2023, Ashton participated in the Inside-Out course that was held at the PACE office. In the speech she delivered at the closing ceremony, she made the following remarks: “Nothing will stop us at achieving greatness. And nothing will slow us down from gaining momentum. I implore everyone to pass the torch to those who are deserving and to give inspiration to those who need guidance. As we all depart on our separate journeys, let the mission still be one. To educate, motivate, inspire and love. So proud of this wonderful group of scholars. Let’s take it above and beyond!” The course has inspired Ashton to seek out further opportunities for additional education and training.
Meghan Meadows
Meghan Meadows currently serves as program associate at the Greater Indianapolis Multifaith Alliance (GIMA). Meghan has a background in social and behavioral sciences, urban anthropology, global maternal and child health, and customer service. She holds a Master of Arts in Applied Anthropology and a Master of Public Health from Indiana University Indianapolis.
Meghan has experience in qualitative research projects related to well-child care, access to postsecondary education for people impacted by the criminal legal system, evidence-based substance use prevention, and peer health education in carceral settings. At the Indiana Bureau of Motor Vehicles, she implemented a quality assurance program and led cross-functional project teams that supported operations initiatives. Meghan volunteers with the Marion County Reentry Coalition, the Indiana Secure Communities Coalition, and Defense of Democracy.
Cale Erwin
Cale Erwin is a Ph.D. student in American Studies at Indiana University at Indianapolis (IUI), focusing primarily on the intersection of conservatism, neoliberalism, labor & urban politics, specifically in the Midwest. His research interrogates the development of neoliberal policies alongside the burgeoning conservative social movement by focusing on the intellectual, economic, social, and cultural transformations following the post-war period that affected the urban landscape. Cale’s research positions Indianapolis within a broader effort to transform liberalism at the local level spearheaded by politicians, interest groups, and community members while also highlighting how urban programs and ideas informed broader national and transnational trends.
Cale works at Butler University in Scholarly Communications, focusing on openaccess efforts, including open-access journals and textbook publication. Cale received a B.A. in Information Technology, an M.S. in Electronic Computer Technology, and an M.A. in U.S. History, focusing on Labor and Social Movements where he was awarded the Gertrude and Theodore Debs Fellowship. During his graduate studies, Cale taught courses in Information Technology and worked on special community-engaged projects as a project manager. As project coordinator, he managed and consulted undergraduate and graduate students’ teams to design and construct a historical exhibit for the Terre Haute Historical Society. Additionally, Cale worked with the Eugene V. Debs Foundation and the Historical Museum giving tours to the public.
Currently, Cale works on a variety of projects as the Scholarly Communication Associate at Butler University working with faculty and staff on open-access journals and textbooks. Cale served as a project manager for an open-access mathematic textbook in addition to being the digital editor of the North Meridian Review.
Angela Phelps
Angela Phelps is a scholar and advocate who brings her lived experience to working in re-entry and higher education accessibility. Formerly incarcerated, Angela has devoted her post-incarceration journey to healing, dismantling systemic barriers for returning citizens, and supporting formerly incarcerated mothers. While working at a re-entry organization, she collaborated with allies who championed accessible education for justiceinvolved individuals. One such ally, Dr. Susan Hyatt, sparked Angela’s passion to pursue a graduate degree, through being a student in the Inside-Out Program. This path has led her to the final semester of her master’s program at Marian University and her acceptance into a doctoral program beginning this summer.
Angela’s graduate research examines how fear of failure influences formerly incarcerated mothers’ motivation to pursue their goals. She is particularly interested in how internal narratives shape self-worth and limit growth. Her work is deeply personal; Angela has firsthand knowledge of how selfcriticism can stifle ambition and how education can be transformative for mothers facing extraordinary challenges. She believes that when a mother achieves her potential, it creates a ripple effect—uplifting her children, strengthening her community, and contributing to broader societal change. Angela’s journey exemplifies resilience and the transformative power of education.
Daniel Bullman
Daniel Bullman is a public health researcher, 2nd year PhD student, and president of the UofL Student Opportunities for Academic and Reentry Success (SOARS), an organization supporting formerly incarcerated scholars across UofL departments. Based in Indianapolis, Indiana, his research focuses on improving reentry processes for criminal legal system-impacted individuals, emphasizing family resiliency, equitable health outcomes, and continuity of care during the transition from incarceration to community life.
Daniel integrates community-engaged approaches into his mixed methods research, including his roles in the FLASH (Flooding in Appalachian Streams and Headwaters) project and Supporting Resilience for Reentering Seniors (SRRS) program. He coaches new faculty for the Inside-Out Prison Exchange Program, and sits on the boards of the Academic Consortium on Criminal Justice Health (ACCJH) and Indianapolis Philippine Cultural Community Center, reflecting his commitment to advocacy and representation especially for the communities most vulnerable citizens.
A first-generation Filipino-American and college graduate of Vincennes University, Ball State University, and Georgia Southern University, Daniel brings over a decade of law enforcement and his own lived experience with the criminal legal system to his research.
Social Justice & Ethics Session 1
Ethical Gatekeeping
10:30-11:30am | Kelley 132
Despite overwhelming evidence in support of gender-affirming care for those that need it, this realm of health care is politically fraught. The politicization of genderaffirming care, specifically transition-related care for transgender and gender diverse people, contributes to significant barriers to the provision of this care. The increase in policies and laws prohibiting or outright banning gender-affirming care are at conflict with the science supporting the necessity of these interventions and is also at conflict with the ethical principles of the various disciplines who care for this population. This presentation will (a) provide a brief overview of gender-affirming care for transgender and gender diverse people, (b) discuss how the barriers and gatekeeping in accessing this care are in conflict with the ethical principles of health care professionals, and (c) will provide case examples as a mechanism to discuss how someone might navigate these ethical dilemmas while upholding social justice and providing ethical care to this population.
Presenters: Heather Sperry & Alicia Harding
Heather Sperry
Heather Sperry (she/her) is the LGBTQ+ Program Manager, a Staff Psychologist, and coLGBTQ+ Veteran Care Coordinator at Veteran Health Indiana. Additionally, she serves as the Director of Clinical Implementation for the PRIDE In All Who Served Program. She oversees the Clinical Implementation Team, trains staff on the implementation and provision of the PRIDE In All Who Served intervention, and provides this 10-week health intervention group at her facility. In her free time she plays and obsesses over women’s soccer, spends time with her family, and watches reality TV.
Alicia Harding
Alicia Harding (she/her) is the LGBTQ+ Social Worker and co-LGBTQ+ Veteran Care Coordinator for Veteran Health Indiana Alicia obtained her Masters of Social Work from Indiana University School of Social Work. Before VA she had a Private Practice for outpatient therapy working predominantly with LGBTQ+ youth, adults, and families. She began her career in the field of Child Welfare. She has found working with LGBTQ+ Veterans to be some of the most rewarding work of her career as they are the most brave folks she has had the privilege to serve! When she is not working, she enjoys feeding her extroverted soul by spending time with her family, friends, and pets experiencing the fulness of life. You might find her around a firepit, eating anything peanut butter related, playing a video gam, table top RPG, or doing crafts.
Social Justice & Exploitation Session 1
Breaking the Cycle: Addressing the Exploitation of Immigrant Families and Bridging Generational Ideals
10:30-11:30am | Hine Hall 216
This session explores the exploitation of immigrant families, leading to the shaping of conservative ideals that younger generations often challenge in pursuit of social justice. Participants will examine intergenerational tensions that stem from these dynamics, with a focus on the ethical and emotional complexities that come from holding family members accountable while still honoring their sacrifices. Using discussion and interactive activities, participants will develop tools to foster productive conversations, bridge generational divides, and advocate for justice within their families and communities. A goal of this session is to highlight the intersections of immigration, exploitation, and accountability, empowering participants to navigate these challenges with empathy and clarity.
Presenters: Fenix Lara & Julian Feliciano
Fenix Lara
Fenix Lara (they/them) is a third year undergraduate student at the University of Iowa, majoring in Social Work with a Music minor and a certificate in Critical Cultural Competence. Their academic focus centers on amplifying the voices of marginalized communities, fostering community resilience, and promoting equity and inclusion. As a queer, non-binary person of color, Fenix is passionate about creating spaces where individuals from marginalized backgrounds can thrive and feel empowered to challenge systemic injustices. Their commitment to social change inspires them to use their education of anti-oppressive practices and their lived experiences to help bridge the gap between advocacy and actionable transformation.
Julian Feliciano
Julian Feliciano (they/them/elle/elles) is a fourth year undergraduate social work major at the University of Iowa. Originally from Chicago, Julian moved to Iowa City three years ago to pursue their degree. With a minor in Psychology and a certificate in Critical Cultural Competence, Julian has developed a nuanced understanding of human behavior and social dynamics. As a queer, Latine, non-binary individual, Julian actively promotes social change through anti-racist and anti-oppressive framework, aiming to uplift marginalized voices. Julian’s deep awareness of the intersections of race, policy, and power drives their commitment to advancing equity and social justice through advocacy, education, and grassroots activism.
Social Justice & Evaluation Session 1
Centering Equity &Justice in Indiana University Alumni Engagement
10:30-11:30am | Hine Hall 236
This workshop will provide a detailed reflective description of the recently hired Executive Director of Outreach & Engagement’s year-long series entitled the Outreach & Engagement Institutes (OE Institutes). The OE Institutes, which consisted of a 10-month, 6 full day session customized design and facilitation of the critical collaborative inquiry process (Great Lakes Equity Center 2018; Skelton et al., 2021; Thorius; 2019; Thorius, 2023) with the 28staff IUAA Outreach & Engagement Department and IU Advancement colleagues set to center practices of equity and justice in strategic planning as a tool for evaluating IUAA’s practices via a lens of redistributing power, democratizing data, centering equity-centered strategic goal and strategy setting, developing and/or deepening staff critical consciousness, centering those alum who have historically not been engaged, and redressing practices that de-prioritize certain alumni populations based on age, race, gender, gender non-conformity, disability, class, religion, sexual orientation, veteran status, school, campus, graduation year, etc. The workshop will then conclude with key reflective insights from members of the IUAA staff who attended the full series, as well as a collaborative question/answer dialogue with attendees.
Presenters: Kay Terrell, Tiffany Kyser, Estela Kite, Jennifer Rose
Kay Terrell
Kay Terrell has been with the IUAA since January of 2019 first serving as the Intake Coordinator for Lifelong Learning and transitioning over the years to overall Program Coordinator. She has been a member of the Belonging staff advisory committee since it was relaunched in late 2022. In addition to serving on the Belonging committee, she has also served as staff advisor for the Neurodiversity Coalition at Indiana University Bloomington and is an active member of the LGBTQ+ Staff and Faculty committee at IUB. Her passion for inclusion predates her time here at IUAA. She has a bachelor’s degree in Anthropology from IU as well as several graduate level courses in Communication and Culture. After leaving IU, she spent several years working as the front desk receptionist for South Central Community Action program where she gained valuable insight to the struggles of Monroe County’s most vulnerable populations
Tiffany Keyser
Tiffany Kyser is the Executive Director of Outreach and Engagement at IUAA. She has a BS in Education, MA in English, and PhD in Urban Education Studies, with minors and concentrations that include creative writing, visual communication, design thinking, leadership, and equity in education management. Tiffany’s 20 years in K-12 and higher education include 10 years of technical assistance experience focused on systems change and optimization and nine years leading national engagement strategy portfolios. Her work has led to her twice being named a finalist for United Way of Central Indiana’s Diversity, Equity, Inclusion, and Belonging Advocate of the Year.
Tiffany cut her teeth in outreach working with Girls, Inc. and spent several years substitute teaching and teaching English to junior high students in Indianapolis Public Schools and the Metropolitan School District of Wayne Township. She honed her skills in educational oversight and policy for the Mayor of Indianapolis, working in the Office of Education Innovation, and increased her leadership and system-design skills by guiding the national engagement strategy within the Great Lakes Equity Center for the past nine years. Equity in education, at every level, is both personal and professional for her.
Estela Kite
Estela Kite is an advancement professional dedicated to fostering an inclusive and comprehensive approach to philanthropy that values diverse contributions and empowers community engagement. With over 10 years of experience in higher education, Estela has supported and later led efforts to develop inclusive practices through her various roles including student affairs, residence life, international student services, and currently alumni relations.
As Associate Director of Market Engagement for the IU Alumni Association, Estela focuses on intentional volunteer recruitment practices, ensuring alumni events are accessible, and amplifying the voices of priority populations to better serve all alumni in her regional portfolios.
Estela holds a Masters of Education in Higher Education Administration and College Student Personnel from Kent State University and a Bachelor of Arts in Criminal Justice from Mount St. Mary’s University. Grounded in a people-centered approach, she is passionate about developing leadership in others and creating spaces where individuals feel valued and empowered to share their voice and contribute meaningfully. She strives to bridge gaps between conceptual institutional values to specific decisions and actions that demonstrate genuine commitment to said values.
Jennifer Rose
Jennifer Rose joined IUF and IUAA in December 2017 as part of our combined records department in the newly created position of organization data specialist. She brought with her a wealth of electronic records management knowledge from the local government, banking, and health care industries, respectively. She was identified early in her career as someone that stood out from her peers as a challenger to the status quo. Her curiosity and thoughtful consideration of all parts of a given system help her identify gaps in processes and make her a great collaborator. Her top five strengths--Learner, Includer, Developer, Restorative, & Achiever--illustrate how innately she desires to seek understanding and educate others. During her time with IUAA, Jennifer has been involved in a few initiatives geared toward the betterment of our organization including the Green Team, Connection Council, and the first iteration of Cultivating Belonging Org 1.2. Jennifer has served as the unofficial secretary of the Belonging Staff Advisory Committee since initially joining in September 2022.
Wildcard Session 1
Building Resilient Communities: A Holistic Framework for Mental Health, Safety, and Well-Being:
A Social Justice and Trauma-Informed Care Approach
10:30-11:30am | Hine Hall 222
This interactive workshop will explore the transformative potential of integrating social justice and trauma-informed care to build resilient communities. Participants will engage in an immersive experience designed to deepen their understanding of how systemic inequities perpetuate cycles of trauma and exploitation. Guided by anti-oppressive practices, this session will demonstrate how to address these inequities through culturally responsive programming that empowers individuals and promotes holistic well-being. By the end of the session, attendees will have a clear framework for applying traumainformed, culturally humble practices in their workplaces, schools, and communities to effect meaningful change.
Presenters: Jewel Y. Mosley, Alexandria E. Edmonds, & Paul McIntosh
Jewel Mosley
Jewel Mosley is the Founder and CEO of Jewel’s Wellness Center, an organization dedicated to advancing health equity and enhancing the well-being of Marion County residents through culturally responsive and evidence-based wellness programs. As an active member of the Indiana University Black Philanthropy Circle, Jewel is steadfast in her dedication to ensuring equitable access to healthy learning and work environments for faculty, staff, students, and community partners across the state of Indiana. This commitment is at the heart of her work, driving transformative change within the communities she serves.
A distinguished professional and PhD student in Social Work, Jewel is also the BSW Student Services Coordinator and Associate Faculty at Indiana University School of Social Work. With a Master of Social Work degree from Indiana University, her career reflects a deep commitment to supporting underappreciated communities, fostering advocacy, and addressing systemic inequities. Jewel’s research focuses on youth, behavioral health equity, Social Determinants of Health (SDoH), and trauma-informed care, with an emphasis on their impact on African Americans and youth workers. Her translational research bridges clinical practice and systemic change, ensuring that her work contributes meaningfully to both local and global communities.
Alexandria Edmonds
Alexandria Edmonds is an Honors College student at Indiana University Indianapolis (IUI), where she is a junior majoring in Social Work with a minor in Philanthropic Studies. Passionate about mental health and community advocacy, Alexandria is pursuing a Substance Use Disorder Certificate to further her commitment to addressing behavioral health disparities.
As a Social Justice Scholar (SJS) at IUI, Alexandria collaborates with her peers in the SpeakOut Café program group. This initiative fosters social awareness and storytelling through spoken word, poetry, and performance art, creating a platform for diverse identities and perspectives to be explored within the IUI community.
In addition to her academic and campus leadership roles, Alexandria serves in a professional capacity at Jewel’s Wellness Center, a community-based program founded by her mother, Jewel Mosley. Together, they work to advance health equity and provide culturally responsive services that address the needs of the Black community. Alexandria’s unique perspective as both a student and a professional enables her to bridge generational and cultural gaps, promoting inclusivity and resilience.
Her dedication to mental health, social justice, and philanthropy reflects her passion for building equitable systems and empowering underrepresented communities through holistic care and advocacy.
Paul McIntosh
Paul McIntosh is the Director of the Rock Community Center for Youth and Children, a transformative youth-serving agency in the Arlington Woods community of the 46218 zip code. Under Paul’s leadership, the Rock Community Center serves as a catalyst for positive change, meeting the community's need for dynamic programming and essential services. The center provides a safe and supportive space where children, youth, and families can gather, learn, and work toward a brighter future.
In collaboration with Jewel’s Wellness Center, Paul McIntosh is dedicated to advancing the goals of inclusion, interstices, and intersections as outlined in the Symposium’s theme. Together, they implement trauma-informed practices and culturally responsive programs that address social determinants of health and foster resilience within the community. By promoting equity, inclusion, and social justice, their partnership aims to empower underrepresented populations to overcome systemic barriers.
With a deep commitment to creating sustainable change, Paul champions initiatives that uplift the 46218 community, focusing on educational success, mental health, and holistic well-being. His leadership at the Rock Community Center exemplifies his passion for building strong, resilient communities through advocacy, collaboration, and meaningful engagement.
Social Justice & Education Session 2
“Sí, se puede/Yes, we can!”
Immigrant Youth in Higher Education
1pm-2pm | Kelley 137
This session will address the intersections of legal, education, and higher education topics and how these areas aid and hurt immigrant youth in Indiana. We will discuss topics related to DACA, undocumented communities, and mixed status families. Given our current political climate, it is important for community to wrestle with how to best support our youth.
During the session, attendees will have the opportunity to ‘journey’ as a member of an immigrant family, through what may be a critical time for students: the transition from high school to college. Post the interactive activity, we will have the opportunity to discuss our experiences. Our goal will be to inspire one another as we work towards greater access to higher education for all.
Presenter: Cindy Gil
Cindy Gil
Cindy Gil is a speaker, educator, and community connector. Originally from Mexico, she currently lives in the Midwest. She has a Bachelor of Science in Biology from Butler University and a Master of Public Affairs from the Indiana University School of Public and Environmental Affairs. She currently serves as Director of Latino Affairs for the IUPUI Office of Community Engagement. Cindy works as a member of a cross-campus leadership team focused on the design and implementation of Latino outreach activities, student and faculty transition and retention services, and educational programs in an effort to empower all students to achieve success.
Social Justice & Economy Session 2
Three I's of Philanthropy
Perpetuating Inequity in the U.S. Nonprofit Sector
1pm-2pm | Hine Hall 216
This presentation examines private foundations' complex and often paradoxical role in shaping equity within the U.S. nonprofit sector. Despite their significant resources and potential for systemic change, foundations frequently grapple with the challenge of being perceived as political entities. Their hesitance to address the root causes of inequity can result in a focus on performative actions, which may obscure their actual impact.
Presenter: Catherine L. Luce, MBA, MA
Catherine L. Luce, MBA, MA
Cathy is a dedicated advocate for equity in philanthropy, bringing a wealth of experience from both the nonprofit and philanthropic sectors. Her research critically examines the influence of private foundations on equity and inequity within the nonprofit landscape. Through this work, she has identified three key factors—referred to as the “I’s” of inequity in philanthropy—that contribute to systemic inequities: the inherent nature of philanthropic foundations, their interactions with nonprofits, and their broader influence on civic life and social issues. With a strong commitment to advancing equity in grantmaking, Cathy has worked in the nonprofit sector at both private foundations and nonprofit organizations for over two decades. At the Maine Health Access Foundation (MeHAF), she was instrumental in developing a community-responsive grants program based on the belief that “the community knows what the community needs.” She also played a pivotal role in implementing more equitable practices throughout the foundation’s grantmaking activities. Cathy seamlessly combines her academic insights with her professional experiences to challenge inequitable systems in philanthropy. Her work aims to inspire meaningful conversations about justice, equity, and inclusion within the philanthropic and nonprofit sectors, driving transformative change that benefits communities.
Social Justice & Ethics Session 2
Beyond The Classroom: Legislation & Social Justice Education
1pm-2pm | Hine Hall 222
The session will examine the macro, mezzo, and micro implications that legislation has on current social justice education at the collegiate level. As we move through the levels of impact, we will discuss what strategies and tools can be implemented within and beyond the classroom to ensure that our education does not diminish or become disrupted by governing forces. By examining current legislation, attacks on social justice education, and adjacent coursework/resources being depleted in conservative states, we will assess the ways in which students and staff are experiencing this harm and what we can do to mend it. This presentation will demonstrate the strategies and tools of resistance that are essential to maintain a holistic social justice education.
Presenters: Julian Feliciano & Sara Koppy
Julian Feliciano
Julian Feliciano (they/them/elle/elles) is a fourth year undergraduate social work major at the University of Iowa. Originally from Chicago, Julian moved to Iowa City three years ago to pursue their degree. With a minor in Psychology and a certificate in Critical Cultural Competence, Julian has developed a nuanced understanding of human behavior and social dynamics. As a queer, Latine, non-binary individual, Julian actively promotes social change through anti-racist and anti-oppressive framework, aiming to uplift marginalized voices. Julian’s deep awareness of the intersections of race, policy, and power drives their commitment to advancing equity and social justice through advocacy, education, and grassroots activism
Sara Koppy
Sara Koppy (she/her) is a fourth-year Mexican-American undergraduate student majoring in Social Justice, minoring in Political Science and Latinx Studies, and obtaining a Critical Cultural Competence certificate at the University of Iowa. Originally from Portland, Oregon, Sara began building her activism toolkit in high school. She participated in many social justice related activities, such as being a student representative for her district’s Equitable Policies Task Force, Social Science Curriculum Adoption Project Team, Community Conversations Around Race, among others. Sara is deeply committed to social justice and plans to pursue a legal education to expand her toolkit in activism.
Social Justice & Exploitation Session 2
Finding Empowerment in the Margins: The Story of a Fringedweller
1pm-2pm | Hine Hall 216
This session will critically examine the ways in which academia has often exploited the contributions and labor of Black women working and studying within the Ivey Tower. Research documents the barriers faced by Black women students, staff, and faculty such as, such as isolation, invisibility, racism, sexism, and hostile work environments (Betts, 2023) Collins (2,000) coins the phrase “Outsider Within” to described how Black women are brought into spaces within the academy but not given the tools or voice to thrive. The term Fringedweller has been adopted by many critical scholars to describe the position of marginality that Black women often have in academic spaces. Despite the multiple overlapping oppression faced by Black women we have found strategies through counter spaces, reimagining leadership and defying White heteronormative expectations to showcase our brilliance and move our institutions forward. This session will use ethnographic storytelling to not only speak truth to power about lived experiences in academic spaces, but to identify strategies of resilience and success.
Presenter: Katherine Betts, Ph.D.
Katherine Betts, Ph.D.
Katherine H. Betts Ph. D is the founder and CEO of Betts Consulting LLC, an education and leadership strategy consulting company Dr. Betts is a higher education leader with over 16 years of experience in the academic enterprise. As a Black woman with a disability, Katherine has claimed her space within the Academy as a scholar and practitioner. Katherine believes in “showing up authentically” and finding empowerment in the margins of academia. As a transformational leader with a strong passion for creating equity and access to higher education, Katherine centers her work through a diversity, equity, and inclusion (DEI) lens.
Katherine holds a BA in Liberal Studies from California State University, Chico, a MS degree in Student Affairs and Higher Education Administration from Indiana State University, and a Doctor of Philosophy in Higher Education Administration from The University of Toledo. Katherine’s combination of professional experience and research interests has equipped her to serve as a content matter expert in such areas as: disability justice, organizational strategy, leadership development, human resources, and training and development.
Katherine currently serves as Assistant Vice Chancellor within the Division of Student Affairs (DOSA) at Indiana University, Indianapolis (IU Indy). In this role, Katherine leads unit- and division-wide initiatives that center the advocacy, retention, and leadership experiences of students at IU Indianapolis. Using data informed practices, Katherine works in collaboration with a range of campus partners to enhance campus climate that is a means of creating a welcoming campus community where all members thrive.
Social Justice & Media Exploration
Session 2
Silence is Not an Option: Using Storytelling as a Tool for Social Justice
1pm-2pm | Hine Hall 236
This workshop explores how storytelling can serve as a powerful tool in resisting exploitation and challenging systemic inequalities. By examining the role of dominant narratives in perpetuating exploitation, participants will learn how reclaiming their own stories can disrupt these cycles. We will discuss strategies from social justice movements that have used storytelling to empower marginalized communities and provide participants with practical tools to take control of their own story. Drawing on the concepts of Freedom Dreaming and Public Narrative, attendees will leave equipped to use storytelling as a transformative force in their activism to ground them and empower them to serve their communities.
Presenter: Khrisma McMurray
Khrisma McMurray
Khrisma is a community driven visionary, strategic storyteller, and your new favorite children's book author. In her work, she uses literature to jumpstart difficult conversations on identity and familial relationships. Khrisma's work aims to create inclusive spaces that honor diverse identities and challenge oppressive systems. In addition to her literary contributions, she is committed to using storytelling as a powerful form of resistance, to amplify marginalized voices.
Social Justice & Evaluation Session 2
Unveiling Shadows: Hauntology, Institutionalized Antiblackness in the Academy
1pm-2pm | Hine Hall 118
This presentation explores the persistent legacies of antiblackness within multicultural spaces through the lens of hauntology, a concept that examines how the past continues to shape the present and future. By interrogating institutionalized practices that perpetuate systemic inequities, this discussion seeks to illuminate the ways in which Blackness is both excluded and exploited in spaces designed to celebrate diversity.
Presenter: Idalia T. Wilmoth, Ph.D.
Idalia T. Wilmoth, Ph.D.
Idalia T. Wilmoth, Ph.D. is a proud Afro-Latin Caribbean educator, Black scholar, and three-time alumna of IUPUI. Her work critically examines culture, race, history, and the epistemologies of sites of memory. In both her research and teaching, Dr. Wilmoth specializes in the racialized histories of the African Diaspora and Black communities, employing a transdisciplinary approach that integrates narrative inquiry, empirical research, and digital tools. Her scholarly interests encompass Afro-Latin Studies, Caribbean Studies, Black geography, and Fashion Aesthetics.
As the Black Student Specialist at Indiana University Indianapolis, Dr. Wilmoth is dedicated to fostering an environment where Black students experience a profound sense of belonging. She aims to ensure that Black students see their identities authentically reflected in campus culture while feeling empowered to express their cultural heritage fully. Through her commitment to intentional programming and support, she strives to cultivate an inclusive academic environment that prioritizes the success and holistic wellbeing of Black students.
Wildcard Session 2A
Social Justice Leadership Camp-
Building Equity in Practice and Content
1pm-2pm
| Kelley 132
This workshop will demonstrate and discuss the Social Justice Leadership Camp as a fun and effective way to build understanding, analysis, social justice identity, and empowered community amongst youth ages12- 20s. The SJL Camp uses Restorative Justice practices, the 4I’s of power/oppression, and Social Emotional Learning, as well as responsive teaching to cultivate a brave and open community to address external and internal power dynamics. The workshop will use some key practices to demonstrate while giving an overview of the camps’ approaches and sharing photos and testimony. We will make time for questions and answers.
Presenters: Clare Wildhack-Nolan & Mame Keita
Clare Wildhack-Nolan
Director of Equity Learning
Clare Wildhack-Nolan, Director of Equity Learning at Peace Learning Center, brings a deep commitment to education, community, and holistic learning. With an MAT from National Louis University, Clare believes in empowering people as creative problem solvers who challenge themselves and societal structures to foster a just world. Passionate about connecting with others to combat violence and oppression, she strives to develop herself and others as catalysts for peace, equity, and justice.
Mame Keita
Facilitator - Coordinator
Mame Keita is a Facilitator-Coordinator at Peace Learning Center. With a Master's degree from McKinney School of Law, Mame is deeply inspired by PLC's mission to spread peace and justice. She believes that fostering connections and relationships is key to creating a more understanding world. Passionate about education, Mame is driven by the belief that it is the most powerful tool for change, aligning with Nelson Mandela’s words: "Education is the most powerful weapon you can use to change the world."
Wildcard Session 2B
Storying a Community of Practice in Higher Education: Collaborating Toward Disability Justice
1pm-2pm | Hine Hall Auditorium
What is required for a Disability Justice oriented community of practice? How much of what we’ve been conditioned to regard as essential is rooted in ableism, and by extension, white supremacy, and how might we begin to unearth those roots? Jay Dolmage (2017) writes,
“The steep steps of higher education will not easily be torn down or ramped over. The eugenic legacies that schools are built upon won’t easily be refuted and are more likely to be strongly reinforced in the coming years” (pg. 190). Affecting change is not easy, but if history has taught us anything it is that lasting change requires a collective. Therefore, this is a call for collaborators. As scholars actively engaged in efforts to build a disability justiceoriented community of practice within the academy, we invite colleagues to sit in community with us as we enthusiastically immerse ourselves in the creative processes necessary to scaffold such an endeavor.
In this round table session, we will begin with the stories of who we are and how we come to this work. We will then provide a brief overview of some of the guiding theories and principles of praxis that inspire us and inform our work, define and delineate community narratives and means of communication, and finally we will call pain into community by storying why it is necessary and how we “use” it to build holistic communities by subverting terrible sticky truths with a community value system built on radical love, emboldened confidence, mutual support. As stories are shared, ours and yours, we will engage participants in considering how we begin to create changes that are compassionate, impactful, and sustainable across physical and virtual higher education spaces and communities as we think about pedagogy and praxis.
Presenters: Mercédès A. Cannon, Elena H. Silverman, & Alex Nixon
About the Presenters
Mercédès A. Cannon
Mercédès A. Cannon directs Accessible Educational Services (AES) for Diversity, Equity, and Inclusion at Indiana University Indianapolis, providing strategic leadership for accommodation processes, disability services, accessibility education, and partnerships across IU Indianapolis and the Indiana University System. Dr. Cannon introduced the Accessible Educational Services Community of Practice (AESCoP) to advocate for disabled students and foster belonging at IU Indianapolis. As a Black woman and mid-level administrator with a Speech and Language Impairment (SLI) diagnosis, she navigates the intersections of personal and political identities. She has authored articles in leading journals such as the International Journal of Qualitative Studies in Education. Dr. Cannon earned three degrees at Indiana University Purdue University Indianapolis (IUPUI), completing her Ph.D. in Urban Education Studies in 2019. She received AERA’s Outstanding Dissertation Award for her research, “Because I am Human: Centering Black Women with Disabilities in Transition Planning from High School to College.”
Elena H. Silverman
Elena H. Silverman is an Accessibility Specialist with Accessible Educational Services. She earned her doctorate from the Indiana University - Indianapolis Urban Education Studies program with a concentration in Sociology. Her research has focused on issues of whiteness, teaching methods, and parental choice, examined through the lenses of post-humanism and affect theory. She was a coeditor for the 2022 collected volume from DIO Press, Critical Storytelling: Dismantling White Supremacy One Doctoral Student at a Time. She has worked with Accessible Educational Services since 2018 and serves as Accessibility Specialist for the Professional Schools located on the Indiana University – Indianapolis campus.
Alex Nixon
Alex Nixon joined AES as an Accessibility Specialist in August 2022. She also serves as the ASL Interpreter Coordinator and manages Connect 2 Achieve, a peer mentor program available to students with Autism Spectrum Disorder (ASD). Prior to transitioning to higher education, she worked as a teacher of the deaf and hard of hearing to high school and middle school students. She holds a BS in Special Education from Illinois State University and a MS in Disability Services in Higher Education from the City University of New York School of Professional Studies. She is dedicated to working with the campus community to remove barriers and ensure access and equity for disabled college students.
Social Justice & Education Session 3
Teaching Social Justice in Higher Education: Creating Brave Spaces
2:15pm-3:15pm | Kelley 137
As a Black woman professor teaching courses that bring learning about systemic inequities into the light of the classroom environment, addressing these disparities requires that I connect theory, practice, and experience into the critical consciousness of students. My knowledge of navigating academia in a HWI as a Black scholar provides a distinctive lens for understanding and addressing the complex dynamics of race, class, and power in education. As a coordinator of an undergraduate cultural competence certificate program, I am deeply invested in teaching about social justice movements while empowering students to recognize inequities, challenge oppressive systems, and become change agents. During my session, I plan to include my classroom pedagogical approach, including diverse learning opportunities with the readings I assign, guest speakers that visit, and the media resources that engage students. My courses are primarily discussion-based learning spaces to encourage students to dialogue and grapple with their peers while exploring diverse perspectives, often leading to students sharing their personal experiences and perspectives. Creating a space that frames discussions around analyzing systems and institutional policy, laws, and practices allows students to view the complexity of identity and power dynamics as members of a society where we all have a role and are complicit in many ways to our own oppression.
Presenter: Yolanda Spears, LMSW
Yolanda Spears, LMSW
Clinical Associate Professor at the University of Iowa School of Social Work & Coordinator of Critical Cultural Competence Certificate (CCCC)Program
Ms. Spears is a graduate of the University of Iowa School of Social Work bachelor’s and master's degree programs. As a Clinical Associate Professor at the University of Iowa, she currently teaches master-level social work courses and undergraduate students in the CCCC program. She has published a chapter, Managing White Fragility: Teaching While Black, in the edited volume Social Work, White Supremacy, and Racial Justice. Additionally, she coauthored an article titled Black Women Resistance to Whiteness In Social Work. Ms. Spears is passionate about teaching, mentoring, working with diverse populations, anti-racist and antioppressive pedagogy, creating community partnerships, developing programs focusing on race, social justice, cultural competence/humility, and creating spaces where marginalized voices are at the center.
Social Justice & Economy Session 3
Prioritizing People with Lived Experience (PWLE) in the Workforce
2:15pm-3:15pm | Hine Hall 216
The workshop will highlight a workforce development example: Public Health AmeriCorps. The Health Foundation of Greater Indianapolis, Inc. hosts a program that engages members who report nearly 100% lived experience on an annual basis including HIV, mental health challenges, and substance use recovery. These lived experiences make them more successful than their counterparts in engaging with community in a meaningful way both throughout their service and in the longterm. Through a reflection on case studies/lessons learned, best practices developed, and aspirations - the workshop will explore the intentional program model and have interactive activities to explore application further. Some likely components of the session would also include discussion with either a current or recent Alumni member to discuss the connection between their personal and professional lives. Use of small group discussion will help to explore common challenges to embracing more PWLE into the workplace is an important opportunity to envision impact. We will conclude by highlighting at least 25 strategies we use to support PWLE in our program that can be adapted nearly anywhere.
Presenter: Ebony C. Barney, MPH, MSW, LSW
Ebony C. Barney, MPH, MSW, LSW
Ebony has served as Program Director for the last five years of a new program inspired by the AIDS United program Caring Counts, that has fulfilled a unique purpose in the state of Indiana. As an MSW/MPH she takes a unique approach to engage with and invest in the next generation of public health leaders, primarily focused on supporting people with lived experience of various types. Over the past few years, she has developed strong relationships with community partners throughout the state and country who have validated and promoted her work including an invitation to The White House in 2024.
Social Justice & Ethics Session 3
Women, Healthcare, and Women in Healthcare
2:15pm-3:15pm | Kelley 132
During this session, the presenter will discuss reproductive health, and the impact overturning Roe v. Wade has had on women in the United States, particularly in the Midwest. The presenter, a young woman, will be addressing healthcare from her perspective as a patient, and discussing the fears experienced surrounding her reproductive health on a daily basis. This session will also address healthcare from the perspective of a pre-med student working in the healthcare field, as well as a future medical student, resident, and attending physician. The session will highlight how changes in legislation, as well as the onset of the new presidential administration, have impacted women, the healthcare system, and women in the healthcare system. Finally, participants will have the opportunity to consider ways women and allies can support each other in the face of this health crisis, and where they can organize to push for the reestablishment of basic reproductive resources and bodily autonomy.
Presenter: Avery Hand
Avery Hand
Avery Hand is a 22-year-old from Cedar Rapids, Iowa. I am a senior Biology major at the University of Iowa getting a certificate in Critical Cultural Competency. I will be graduating in May and plan to attend medical school after undergrad. I enjoy hiking, watching football, Star Wars, and cuddling with my cats Sushi and Zero.
Social Justice & Exploitation Session 3
Navigating Within:
The Political Exploitation of DEI in Academic Medicine
2:15pm-3:15pm | Hine Hall 232
Institutions of higher education in the U.S. can be defined as intellectual testing grounds that facilitate diverse interactions, promoting discovery and innovation for the benefit of a transnational populist (Dillabough, 2022). However, today’s society places these institutions in a political paradox where liberal paradigms are scrutinized as far-left ideologies, alienating conservative values. This challenge is even more pronounced in the context of academic medicine.
Given the complex mission of academic medicine (AAMC, 2024)—serving the educational needs of learners and trainees, promoting medical research, and providing quality and equitable healthcare to local communities—these institutions face a quagmire of responding to political deference from multiple contingencies.
In this session, we will explore how two faculty members and two staff leaders in academic medicine navigate this paradox as individuals connected to inclusive excellence work. These four individuals have engaged in critical collaborative ethnography to process the impacts of state-level anti-DEI legislation on the school. Specifically, we have examined the political impact on our campus climate, psychological safety, and academic freedoms, and identified themes to explore further during this session in how learners, faculty, and staff may be experiencing similar issues.
Our goal is to create a space for discussing the real implications of current fearmongering and political barriers on campus members and to strategize sustainable ways to move forward despite these challenges.
Niki Messmore, M.S.Ed, is the Director of Medical Service Learning with over 16 years of professional experience in nonprofits and higher education. Her work is centered around connecting medical students to each other and to their communities. She has oversight of service learning programs, directs the IUSM AmeriCorps program, supports student activities, manages the Common Read Experience, and much more. Niki has been recognized at a national and local level for her work in student affairs, awarded over $600,000 in grant funding during her IU tenure, and has extensively presented her work through conferences and publications.
Sacha Sharp, PhD
Sacha Sharp, PhD (she/her) is the vice chair for strategic engagement, director of medical education innovation, and an assistant professor of medicine in the department of medicine at the IU School of Medicine. She is also an adjunct assistant professor in the program of Africana Studies at IU-Indianapolis and the chair of the IUSM Diversity Council. As vice chair, she oversees the development, implementation, and sustainability of initiatives related to health equity, inclusion, and cultural humility. She also has expertise in curriculum development, program management and evaluation, and conducts research on the educational experiences of individuals historically underrepresented in medicine, specifically Black women.
Dr. Sharp earned her PhD at IU Bloomington with a higher education focus in the Department of Education, Leadership, and Policy Studies. She also earned a master’s in education and human development from the George Washington University. Additionally, Dr. Sharp has a bachelor’s in art education, which she uses to incorporate medical humanities in her instruction. Dr. Sharp is the recent recipient of the IUSM Teaching Trustee award and the 2024 Distinguished Young Alumni for her Alma Mater, Murray State University.
Amy Ribera, PhD
Amy Ribera, PhD, is an associate research professor in the department of anatomy, cell biology, and physiology for the School of Medicine. She is also the director of research and evaluation for the Center of Inclusive Excellence and Faculty Affairs and Professional Development. Amy’s research focuses on organizational learning, inclusive excellence, and faculty professional wellbeing and engagement.
Social Justice & Media Exploration
Session 3
A Children's Book Can Do That? Fostering Belonging and Advanced Equity in an Undergraduate Course
2:15pm-3:15pm | Hine Hall 236
“Regardless of where we live, our sexual identity, race, ethnicity, gender, religion, language, nationality, social class or any other differences, we share a common humanity” (https://louisville.edu/provost/ger). Importantly, this principle is one that should drive the outcomes of the course, specifically drawing connections not just to education and how children’s literature can be used in the classroom, but to the importance of multicultural children’s literature to society at large. Participants will take part in a shortened version of the Picturebook Book Club, an activity that I do with my class. Participants will read three short, diverse children's books and take part in one small group discussion. Open-ended questions will be posed to groups, and group members can ask their own questions about the text. A whole group share-out will conclude the session. The medium of a picturebook is seemingly innocent and innocuous, but when looked at with a critical lens, themes of privilege, power, race, sexuality, and identity can all emerge. This session will allow participants to step into the world of children’s literature and engage in critical conversations with colleagues about what emerges.
Presenter: Melissa Zipper
Melissa Zipper
Melissa Zipper (she/her) is a doctoral candidate at the University of Louisville in Louisville, KY. Melissa will graduate with her PhD in May in Curriculum & Instruction with a focus on Language, Literacies, Culture, and Community. She spent almost 20 years in K-12 public education as a classroom teacher and instructional coach. Melissa currently teaches pre-service teachers in literacy courses at UofL. Her research interests include racial and social justice, literacy education, linguistics and language, and the intersections of race and class.
Social Justice & Evaluation Session 3
A Year of Belonging Work with Indiana University Alumni Association Belonging Committee
2:15pm-3:15pm | Hine Hall 118
This roundtable discussion will look at a melody of projects led by IUAA’s Belonging Staff Advisory Committee. We will focus on three key projects accomplished over the past calendar year. One of the key questions that guide our work is: Who have historically benefited from the work of the IUAA and who have been excluded> Estela Kite, Associate Director of Market Engagement – Central & Northeast Indiana and previous chair of the Belonging Staff Engagement Committee, will focus on her engagement work with regional campuses and how it differs from the main campus. Jennifer Rose, Manager, Corporate and Foundation Records, Indiana University Foundation and secretary of the Belonging Staff Engagement Committee, will speak on her work in getting demographic data into the Crimson, the shared data base of both IUAA and IU Foundation. Finally, Kay Terrell, Alumni Relations Coordinator and current chair of the Belonging Staff Engagement Committee will be presenting on IU Travels newest resource: Guidance for mindful cultural interactions while traveling which aims to help alumni develop greater cultural competency while traveling.
Presenters: Kay Terrell, Tiffany Kyser, Estela Kite, Jennifer Rose
Kay Terrell
Kay Terrell has been with the IUAA since January of 2019 first serving as the Intake Coordinator for Lifelong Learning and transitioning over the years to overall Program Coordinator. She has been a member of the Belonging staff advisory committee since it was relaunched in late 2022. In addition to serving on the Belonging committee, she has also served as staff advisor for the Neurodiversity Coalition at Indiana University Bloomington and is an active member of the LGBTQ+ Staff and Faculty committee at IUB. Her passion for inclusion predates her time here at IUAA. She has a bachelor’s degree in Anthropology from IU as well as several graduate level courses in Communication and Culture. After leaving IU, she spent several years working as the front desk receptionist for South Central Community Action program where she gained valuable insight to the struggles of Monroe County’s most vulnerable populations
Tiffany Keyser
Tiffany Kyser is the Executive Director of Outreach and Engagement at IUAA. She has a BS in Education, MA in English, and PhD in Urban Education Studies, with minors and concentrations that include creative writing, visual communication, design thinking, leadership, and equity in education management. Tiffany’s 20 years in K-12 and higher education include 10 years of technical assistance experience focused on systems change and optimization and nine years leading national engagement strategy portfolios. Her work has led to her twice being named a finalist for United Way of Central Indiana’s Diversity, Equity, Inclusion, and Belonging Advocate of the Year.
Tiffany cut her teeth in outreach working with Girls, Inc. and spent several years substitute teaching and teaching English to junior high students in Indianapolis Public Schools and the Metropolitan School District of Wayne Township. She honed her skills in educational oversight and policy for the Mayor of Indianapolis, working in the Office of Education Innovation, and increased her leadership and system-design skills by guiding the national engagement strategy within the Great Lakes Equity Center for the past nine years. Equity in education, at every level, is both personal and professional for her.
Estela Kite
Estela Kite is an advancement professional dedicated to fostering an inclusive and comprehensive approach to philanthropy that values diverse contributions and empowers community engagement. With over 10 years of experience in higher education, Estela has supported and later led efforts to develop inclusive practices through her various roles including student affairs, residence life, international student services, and currently alumni relations.
As Associate Director of Market Engagement for the IU Alumni Association, Estela focuses on intentional volunteer recruitment practices, ensuring alumni events are accessible, and amplifying the voices of priority populations to better serve all alumni in her regional portfolios.
Estela holds a Masters of Education in Higher Education Administration and College Student Personnel from Kent State University and a Bachelor of Arts in Criminal Justice from Mount St. Mary’s University. Grounded in a people-centered approach, she is passionate about developing leadership in others and creating spaces where individuals feel valued and empowered to share their voice and contribute meaningfully. She strives to bridge gaps between conceptual institutional values to specific decisions and actions that demonstrate genuine commitment to said values.
Jennifer Rose
Jennifer Rose joined IUF and IUAA in December 2017 as part of our combined records department in the newly created position of organization data specialist. She brought with her a wealth of electronic records management knowledge from the local government, banking, and health care industries, respectively. She was identified early in her career as someone that stood out from her peers as a challenger to the status quo. Her curiosity and thoughtful consideration of all parts of a given system help her identify gaps in processes and make her a great collaborator. Her top five strengths--Learner, Includer, Developer, Restorative, & Achiever--illustrate how innately she desires to seek understanding and educate others. During her time with IUAA, Jennifer has been involved in a few initiatives geared toward the betterment of our organization including the Green Team, Connection Council, and the first iteration of Cultivating Belonging Org 1.2. Jennifer has served as the unofficial secretary of the Belonging Staff Advisory Committee since initially joining in September 2022.
Wildcard Session 3
Where Are the Brotherhood Circles?: The Relationship Between Brotherhood & the Experiences of Black Men
Higher Education & Student Affairs Professionals
2:15pm-3:15pm | Hine Hall 222
There is a plethora of research that focuses on the formation of "Sister Circles" for Black women professionals in higher education and student affairs and their impact on the experiences of Black women professionals. Much of the literature examines how sisterhood through these "Sister Circles" play a role in the experiences of these women. The literature on this topic related to men is scant. This interactive presentation provides a space for conversation about the experiences of Black men higher education and student affair professionals.
Presenter: Dr. Ernest C. Evans
Ernest C. Evans, Ph.D.
Ernest C. Evans, Ph.D. proudly serves as the Director of Indiana University Indianapolis TRIO Upward Bound Program. Ernest works diligently to increase the number of first generation and low-income students that are going to and completing college. As an alumnus of the program Ernest is passionate about the success of students within this demographic.
Ernest received a Bachelor of Arts in Sociology from Indiana University-Purdue University at Indianapolis (IUPUI), now Indiana University Indianapolis, in May 2012 and his Master of Science in Education with a concentration in Higher Education and Student Affairs at Indiana University Bloomington (IU) in May 2014. Ernest just recently defended his dissertation to receive his doctoral degree from the Higher Education Leadership and Policy Studies program (HELPS) at Howard University. His dissertation, titled “They Not Like Us”: A Qualitative Narrative Analysis of the Role that Race and Gender Play in the Professional Identity Development of Black Men Student Affairs Professional. Ernest also has interest in researching the experiences of Black men within the institution of higher education, Black Greek Student leadership development, and Student Affairs at Historically Black Colleges and Universities.
Ernest has over ten years of experience in Student Affairs and Higher Education working with Black Male Retention programs, First Year Experience courses, Residence Life, TRIO Programs, Student Government, Diversity Initiatives, Conduct, Student Leadership Development, and Fraternity and Sorority Life. Ernest is a proud Spring 2009 initiate of Alpha Phi Alpha Fraternity, Inc. and current chapter adviser to his chapter of initiation, the Sigma Phi Chapter. He has been active and financial in the fraternity for almost 16 years and is looking forward to a lifetime of scholarship, brotherhood, and service. Ernest has a passion for the holistic development of high school and college students and enjoys creating an excellent experience for students within the institution of higher education.
Closing Panel
Stephan Viehweg, Moderator
3:30pm-4:30pm
| Hine Hall Auditorium
This experience invites participants to reflect on the themes and discussions from the day, emphasizing the importance of partnership, intersectionality, and transformative action in advancing equity and justice. Thought leaders from the IUI Center for Translating Research Into Practice, students, and community members will share their perspectives on how to sustain momentum beyond the symposium. This closing session is not just an end but a call to action—a reminder that the work of social justice is ongoing and requires collective commitment. Together, we will envision pathways for transformative change that honor the voices of our communities while fostering hope and resilience for a more equitable future.
Panelists: Virgil L. Gregory, Jr., Ph.D., Zola Lamothe, Elizabeth A. Nelson, Ph.D., Cecilia Gomez, Lakyah Berry
There is an on the second floor on the Tower side
Should you need a quiet space to eat lunch or step away from the crowd, you are welcome to take your lunch to the designated Quiet Room located in the President’s Room.
Research Posters are available for perusal throughout the day in the Indiana Room. Please stop by to see research conducted by the IU Indianapolis Multicultural Peer Educators and Social Justice Scholars.
Room Curators: Je’Nobia Smith & Yoselin Fonseca
We truly appreciate you taking time to attend this event. Please take a moment to complete an evaluation to help us continue providing quality programming.
Scan the QR Code or visit: https://bit.ly/2025SymposiumEvaluation
Beyond Symposium
Last fall a task force composed of students, faculty, and staff was established to evaluate the mission of Democracy Plaza and its two locations on the IU Indy campus, the Campus Center and the Business/SPEA building breezeway. The task force will propose a new format or structure for both locations that are educationally informative, thought provoking, engaging, and inviting to all.
Members of the IU Indy community, as well as alumni and friends, are invited to share feedback about Democracy Plaza via the Democracy Plaza feedback form. All feedback shared will be considered by the Reimagining Democracy Plaza Task Force as it seeks to complete its work.
Scan the QR Code or visit: go.iu.edu/8sER
Stephan Viehweg
Jamie Royce
Precious Majors, III
Chloe Edwards
Tapiwa Mzumara
Dr. Shonda Nicole Gladden, Chair
Tea’s Me Indy, Center for Religion, Arts, & Culture at Broadway UMC, Ash Errichiello, Azira Fisher, Cecilia Gomez, Jakyra Litt, Morgan Williamson, Kayonna McGee, Dr. Christina Downey, Josih Hostetler, Shirley Yorger, Marina Rogozea, Dr. Shaheda Mahomed, Cara Walsh, Do Thawng, Paulette Thornton, Marj Hopper, Lauri Bickell, Kari McGrath, and Joe Hayes.
