On Campus - with CITI Program

Our guest is Dr. Angela Bruch. Dr. Bruch is a senior research faculty member at Capella University. She currently teaches solely in an online environment and works to make research methods and statistics feel welcoming, interesting, and even enjoyable for all students. Angela earned her Ph.D. in industrial and organizational (IO) psychology at DePaul University in Chicago. 

This episode discusses how faculty members can get out of their silos and build relationships in online environments.  
 

Additional resources: 

• CITI Program’s Navigating Online and Hybrid Teaching course: https://about.citiprogram.org/course/navigating-online-and-hybrid-teaching/ 

Our guest is Dr. Metin Eren. He is an Associate Professor of Archaeology at Kent State University and a Research Associate at the Cleveland Museum of Natural History.

He did his undergraduate degree at Harvard and his Masters and Ph.D. degrees at Southern Methodist University in Dallas, Texas. Dr. Eren has published over 200 scholarly papers and three edited books. His research, which focuses on Stone Age archaeology and the evolution of technology, has been regularly featured in international media, including PBS NOVA, the History Channel, the BBC, the Discovery Channel, NPR, and MeatEater, among many others.

This episode discusses student mentorship and Dr. Eren’s role as a faculty and research mentor to both undergraduate and graduate students.

Additional resources:

· CITI Program’s Campus Health and Wellbeing course: https://about.citiprogram.org/series/campus-health-and-wellness/

· Kent State University Experimental Archelogy Lab: https://sites.google.com/view/ksuexarchlab/home?authuser=0

Sexually transmitted infections (STIs) on college campuses pose a significant public health concern, affecting the well-being of students. The unique social dynamics of college life, characterized by increased sexual activity and a transient environment, contribute to the spread of STIs. Despite efforts to promote safe sex practices, many students engage in risky behaviors, such as unprotected intercourse and multiple sexual partners. Limited access to sexual health resources, stigma, and a lack of comprehensive sex education further exacerbate the issue. Colleges must prioritize initiatives that promote awareness, education, and easy access to testing and protection methods to mitigate the spread of STIs and safeguard the overall health of their student populations.
Our guest, Philip A. Chan, M.D., M.S., is an Associate Professor in the Department of Medicine and School of Public Health at Brown University and infectious diseases physician. Dr. Chan also serves as Consultant Medical Director for the Rhode Island Department of Health Division of Preparedness, Response, Infectious Disease and EMS (PRIDEMS). He has led statewide efforts to address the COVID-19 pandemic and other infectious diseases and has significant experience in clinical and public health policy aspects related to public health.
Learn more about CITI Program: https://about.citiprogram.org/

Philip A. Chan, M.D., M.S., is an Associate Professor in the Department of Medicine and School of Public Health at Brown University and infectious diseases physician. Dr. Chan also serves as Consultant Medical Director for the Rhode Island Department of Health Division of Preparedness, Response, Infectious Disease and EMS (PRIDEMS). He has led statewide efforts to address the COVID-19 pandemic and other infectious diseases and has significant experience in clinical and public health policy aspects related to public health.

The 2023-24 flu and COVID-19 season marks another critical juncture in public health. As we grapple with the COVID-19 pandemic, this season presents the added challenge of co-circulation with seasonal flu strains. Vigilant vaccination efforts and public health measures remain imperative in curbing the spread of both respiratory illnesses. Health authorities recommend the flu shot to reduce strain on healthcare systems, prevent co-infections, and protect vulnerable populations. The ongoing research and surveillance will guide response strategies, emphasizing the importance of personal responsibility, community cooperation, and adaptability in these interconnected public health threats.

Learn more about CITI Program: https://about.citiprogram.org/

Sarah E. Whitley serves as vice president of the Center for First-generation Student Success, an initiative of NASPA and The Suder Foundation. Prior to joining NASPA, Sarah earned a Ph.D. in higher education from the University of Virginia School of Education and Human Development before serving as director of First-Year Experience and Family Programs at Longwood University from 2007 – 2013. A proud first-generation college graduate, Sarah is the author of First-generation Student Success: A Landscape Analysis of Programs and Services at Four-year Institutions as well as other scholarship on first-generation and related topics.

First-generation college students in the United States face unique challenges. They are the first in their families to pursue higher education, often dealing with financial limitations, reliance on financial aid, and part-time jobs. They lack the guidance and support systems that students with college-educated parents have, which can make navigating the application process and campus life daunting. Imposter syndrome is a common psychological obstacle, as they may feel like they don't belong. Cultural and social adjustments can lead to feelings of isolation or a cultural gap. Despite these challenges, first-generation students demonstrate resilience and determination, often with the support of mentorship programs.

Learn more about the CITI Program: about.citiprogram.org

Sukrit Venkatagiri is an Assistant Professor in the Department of Computer Science at Swarthmore College. His research interests are in social computing and mis/disinformation studies, where he explores the ethical design of technology. At Swarthmore College, he directs the Collective Resilience Lab to help people resist strategic misinformation and other types of technologically-mediated harm, build sociotechnical systems to repair trust in each other and our institutions, and empower people to advocate for their rights while refusing harmful data and labor practices.

Generative AI is revolutionizing higher education by personalizing learning materials, automating administrative tasks, and aiding research. It adapts content to individual student needs and offers rapid feedback on assignments. However, there are challenges to address. Privacy concerns arise with the use of AI for student data analysis. Maintaining the quality of AI-generated content and avoiding biases is another concern. Moreover, implementing this technology can be costly and necessitates faculty training. Striking a balance between automation and human interaction is crucial. Despite these challenges, generative AI holds enormous potential to enhance higher education, fostering more efficient, tailored, and data-driven learning experiences.

Note: Given the topic of this podcast episode, the description was generated using AI technology.

Learn more about CITI Program: https://about.citiprogram.org/

Dave Smallen is a research psychologist who studies and communicates about relationships and human connection. He holds a PhD in Human Development and Family Studies from the University of Wisconsin-Madison, and has collaborated on research with the Social Interaction Lab at The University of Minnesota. His published research can be found in academic journals such as the Journal of Social and Personal Relationships and the Journal of Family Psychology.

Loneliness can often be a common problem amongst college students, especially for students who are leaving home for the first time. Frequently, students do not report their feelings of loneliness to mental health professionals due to the stigma around the feeling of loneliness itself. Students staying silent on their feelings of loneliness can add more mental health factors, including anxiety, depression, and others. However, administrators, faculty, staff, and even fellow students can play a role in addressing loneliness on their college campuses.

Learn more about the CITI Program: https://about.citiprogram.org/

Resources: 

• https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9922349/
• https://www.hhs.gov/about/news/2023/05/03/new-surgeon-general-advisory-raises-alarm-about-devastating-impact-epidemic-loneliness-isolation-united-states.htm

James Murphy is the Deputy Director of Higher Education Policy at Education Reform Now. His writing and research about higher education have been featured in The Atlantic, the New York Times, the New Yorker, Vanity Fair, and other publications.

In the summer of 2023, the United States Supreme Court’s decision on affirmative action sent shockwaves throughout higher education. At the center of this decision, two court cases, Students for Fair Admissions v. President and Fellows of Harvard College, and Students for Fair Admissions v. University of North Carolina, changed the admissions practice in the United States. While the implications of the recent affirmative action decision are still beginning to be felt across college campuses, what does the decision mean for diversity? Advocates nationwide have expressed concern about representation and diversity on college campuses and in all fields across the coming years. Many of these advocates also fear the implications of this decision will be felt in graduate and doctoral programs.

Learn more about the CITI Program: https://about.citiprogram.org/

Resources: 

• https://www.epi.org/blog/the-supreme-courts-ban-on-affirmative-action-means-colleges-will-struggle-to-meet-goals-of-diversity-and-equal-opportunity/ 
• https://www.ed.gov/news/press-releases/advance-diversity-and-opportunity-higher-education-justice-and-education-departments-release-resources-advance-diversity-and-opportunity-higher-education

Denise O’Neill is the Director of Enrollment Management at Penn State University (Lehigh Valley). Her primary responsibilities include admissions, financial aid, and grant-funded student success programs. With over 25 years of progressive experience in leadership, administration, teaching, and supervision in higher education, she has served as the Assistant Dean at Hofstra University and Dean of Students at Cedar Crest College. Currently, she teaches in the Higher Education graduate program at DeSales University. Denise received her BA in Criminal Justice from Moravian College, a MA from Marist College in Psychology, and her doctorate from Columbia University on Higher and Adult Education.

What does the United States Supreme Court ruling on affirmative action mean for higher education? To put it in the most basic terms possible, race is no longer a factor in admissions. At the center of this decision, were two court cases, Students for Fair Admissions v. President and Fellows of Harvard College and Students for Fair Admissions v. University of North Carolina, which have changed the direction of admissions in the United States. Advocates across the country have expressed concern about representation and diversity on college campuses and in several fields, such as STEM, in the coming years.

Learn more about CITI Program: https://about.citiprogram.org/

References: 

• https://www.usnews.com/education/best-colleges/applying/articles/how-does-affirmative-action-affect-college-admissions 
• https://www.brookings.edu/articles/how-will-the-supreme-courts-affirmative-action-ruling-affect-college-admissions/

Tiffany D. Tucker is the Deputy Director of Athletics at the University of North Carolina Wilmington (UNCW). She is the chief operations officer responsible for the department’s day-to-day operations. She is one of Sports Illustrated’s 100 Influential Black Women in Sports. Tiffany is the 2022 recipient of the NIKE Nell Jackson Executive of the Year Award, the UNCW Kathleen Berkeley Inconvenient Woman Award for her activism on behalf of others and issues of social justice and gender equality, and a nominee for the 2022 WILMA Magazine Women to Watch Award. Tiffany recently partnered with Yahoo Sports and Degree to launch the Bracket Gap Challenge and Gender Equity Initiative. She is a graduate and former women’s basketball player at the University of North Carolina, Chapel Hill, a two-time ACC Champion. She received her master’s degree from Hampton University and is a former women’s basketball coach.

Over the past several years, many collegiate athletic conferences have changed their membership structures overall. The realignment of conferences will have financial benefits and impacts for institutions, implications for student-athletes, and a new way of thinking for college administrators. More realignments between the collegiate athletic conferences will likely occur over the coming years.

Learn more about CITI Program: https://about.citiprogram.org/

References: 

• https://www.washingtonpost.com/sports/2023/08/07/college-sports-conference-realignment/
• https://www.insidehighered.com/news/students/athletics/2023/08/07/conference-reshuffling-bodes-big-time-instability-college-sports
• https://www.chronicle.com/article/conference-realignment-is-sweeping-college-sports-heres-why-it-matters

Dr. Justin A. Gutzwa (they/them) is an Assistant Professor of Higher, Adult, and Lifelong Education at Michigan State University. Shaped by their experiences as a queer, nonbinary, trans scholar, Justin employs critical theories and qualitative methods to dismantle deficit-based understandings of queer and trans communities in postsecondary education, particularly trans-Communities of Color. Justin’s research has also interrogated systemic minoritization in postsecondary STEM education spaces. Their work has been published in various prominent education and science journals, including Harvard Educational Review, the Journal of Diversity in Higher Education, and the Journal of Women & Gender in Higher Education.

While transgender and nonbinary individuals are becoming more visible across different media forms, undergraduate trans and nonbinary students are still largely an invisible minority on most college and university campuses across the United States. Adverse experiences are common for trans and nonbinary undergraduate students across campuses, and they often receive little to no support from services on campus.

Learn more about CITI Program: https://about.citiprogram.org/ 

Resources: 

• https://sahe.colostate.edu/transgender-students-experiences-in-postsecondary/#:~:text=Transgender%2C%20gender%20nonconforming%2C%20and%20gender,services%20of%20student%20affairs%20professionals.
• https://legacy.lambdalegal.org/know-your-rights/article/trans-in-college-faq

Bryce Hughes is an associate professor of education at Montana State University. He holds a Ph.D. in education from UCLA, an MA in student development administration from Seattle University, and a BS in general engineering from Gonzaga University. His work highlights the disproportionate rates at which LGBTQ students leave STEM fields. His recent NSF CAREER award focuses on understanding the experiences of LGBTQ students in STEM majors, investigating students' social networks, degree completion rates, and science and engineering identity. His research has garnered recognition from the American Society for Engineering Education and the American Society for Engineering Management.

Data suggests that LGBTQIA+ undergraduate students are less likely to continue or finish a STEM major than their counterparts. A 2016 study from Queer in STEM identified that approximately less than 60% of queer scientists are openly out. Diverse perspectives and ideas are needed within STEM fields to ensure new ideas and perspectives can contribute to the next important discovery. More data and research is needed to truly understand the impact of LGBTQIA+ individuals studying STEM undergraduate majors.

Learn more about CITI Program: https://about.citiprogram.org/

Resources: 

• https://www.stemwomen.com/lgbtq-plus-in-stem
• https://www.science.org/doi/10.1126/sciadv.abe0933

LaVena Wilkin is the Executive Dean of the College of Business and Technology at Sullivan University. She has facilitated workshops on workplace bullying, forgiveness, emotional intelligence, conflict and change, employee engagement, dealing with difficult people, and the P.E.A.C.E. © Model of Conflict Management. She has three co-edited books: 1) Organizational Conflicts: Challenges and Solutions (2009), From Discord to Harmony: Making Your Workplace Hum (2020), and the Handbook of Organizational Conflict Management (2023). Her next book, Workplace Bullying: Moving From Victim to Survivor, will be available in 2024. She is also the Co-Editor of the Journal of Conflict Management.

Administrators and faculty members deal with conflict daily. Unfortunately, most have not been taught how to deal with these inevitable situations, and as a result, their interventions may exacerbate the situation, not alleviate it. Conflict in the classroom can be cross-cutting across generations and modalities of learning. The strategies for addressing conflict within the classroom can look different for each independent situation and depend on the student, faculty member, and institution.

Learn more about CITI Program: https://about.citiprogram.org/

Resources: 

• https://about.citiprogram.org/course/conflict-management/
• https://www.sciencedirect.com/science/article/abs/pii/S0022440506000082

Kristina Cone is a Critical Infrastructure and Emergency Management consultant with over a decade of experience working with local, state, and federal governments. She has experience in domestic security and emergency management, working across sectors such as public health, higher education institutions, and law enforcement agencies. She has a Master's degree from the University of Central Florida in Emergency and Crisis Management.

Critical infrastructure is vital to the day-to-day operations of colleges and universities across the United States. In fact, education facilities are a subsector of the government facilities sector, making them one of eighteen critical infrastructure sectors established under the authority of Homeland Security Presential Directive 7 (HSPD-7). As recent as the 2010s, the U.S. Department of Homeland Security has also focused on consolidating efforts between cybersecurity and critical infrastructure by creating the Cybersecurity and Infrastructure Security Agency (CISA) in 2018. Having a focus on institutions of higher education as critical infrastructure would allow for more federal funding for training, expertise, and support to strengthen their security and protect them from potential attacks in the future, both physical and cyber in nature.

Learn more about CITI Program: https://about.citiprogram.org/ 

Resources: 

• https://www.dhs.gov/xlibrary/assets/nppd/nppd-ip-education-facilities-snapshot-2011.pdf 
• https://www.cisa.gov/news-events/directives/emergency-directive-21-04

Amber Grove is the Title IX Coordinator at the Pennsylvania State University and has served in that role since November 2022. She got her start in higher education in residence life at Duquesne University. As resident director, Amber became involved in Title IX investigations, which transitioned her focus in the field to Title IX. She went on to serve as the Director of Student Engagement and Responsibility at Bethany College, where she was also Title IX coordinator. She relocated to UNCW and served as an adjunct faculty member and the Director of Title IX and Clery Compliance.

In 2022, the Biden-Harris administration released a public notice for proposed changes to Title IX. Title IX has seen several public notice periods and rule changes over previous presidential administrations. The most recent proposed rule change to Title IX under the Biden-Harris administration received the most comments ever during the U.S. Department of Education’s public comment period, 240,000 comments. The anticipated final rule of changes to Title IX under the Biden-Harris administration is expected in October 2023.

Learn more about CITI Program: https://about.citiprogram.org/

Resources: 

• https://www.ed.gov/news/press-releases/us-department-education-releases-proposed-changes-title-ix-regulations-invites-public-comment
• https://blog.ed.gov/2023/05/a-timing-update-on-title-ix-rulemaking/#:~:text=U.S.%20Department%20of%20Education&text=The%20Title%20IX%20proposed%20regulations,protect%20LGBTQI%2B%20students%20from%20discrimination

Federick Ngo's research examines the impact of higher education policies and practices, with a focus on college access and community college students. He has active research projects on developmental education reform, undocumented students, and community college leadership and practice. Federick completed his Ph.D. at the University of Southern California and received the USC Ph.D. Achievement Award, the highest honor given to USC Ph.D. graduates. Federick also won the COE Early Career Award in 2020. He was formerly a high school math teacher in Oakland, CA.

Developmental education in the United States is aimed at developing a student’s abilities in reading, math, and writing prior to enrolling in college-level courses, often at community colleges. Reforms to developmental education date back to the 1990s and have spanned thirty years. The vast majority of reforms to developmental education have all aimed to strengthen student support and alter the content and structure of developmental education. Much debate still exists over which approach to developmental education best fits students, and research in the field is ongoing.

Learn more about CITI Program: https://about.citiprogram.org/

Resources:
1. https://postsecondaryreadiness.org/research/history-developmental-education-reform/
2. https://ccrc.tc.columbia.edu/publications/five-principles-reforming-developmental-education.html
3. https://pullias.usc.edu/blog/tatiana-melguizo-lets-make-math-equity-in-higher-education-a-reality/

Kristen Renn is a Professor of Higher, Adult, & Lifelong Education at Michigan State University with a background in student affairs administration, including inaugurating the role of LGBTQIA+ resource provider at Brown University, she has for the last 25 years focused her research on the identities, experiences, and development of minoritized students in higher education. She is co-PI of the National Study of LGBTQ Student Success, a two-phase study of LGBTQIA+ college students comprising a mixed methods survey/interview phase and a four-year longitudinal interview study conducted with LGBTQ students.

While there are more than 250 LGBTQIA+ centers across colleges and universities in the United States, there is still limited data available on LGBTQIA+ individuals on college campuses. In a 2020 survey from the Association of American Universities (AAU), which sampled more than 180,000 undergraduate and graduate students, approximately 17% of students identified as gay, lesbian, bisexual, asexual, queer, or questioning. While LGBTQIA+ individuals on campuses are becoming more visible, there is still opportunity and work which needs to be done by leaders within higher education.

Learn more about CITI Program: https://about.citiprogram.org/

AAU 2020 Survey: https://www.aau.edu/sites/default/files/AAU-Files/Key-Issues/Campus-Safety/Revised%20Aggregate%20report%20%20and%20appendices%201-7_(01-16-2020_FINAL).pdf

LGBTQ: Students on Campus: Issues and Opportunities for Higher Education Leaders: https://vtechworks.lib.vt.edu/bitstream/handle/10919/84007/LGBTQStudentsCampus.pdf?sequence=1&isAllowed=y

Jillian Sitjar is the Director of Higher Education Partnerships at SchoolHouse Connection. Jillian works to identify best practices for supporting students experiencing homelessness and works closely with SHC's policy team to remove barriers on the state and federal levels. She provides practical assistance in partnership with high schools, colleges and universities, service providers, and other community-based organizations. She holds a Bachelor's degree in Gender, Women, and Sexuality Studies from Butler University and a Master's in Higher Education and Student Affairs from the University of South Carolina.

Homelessness, food insecurity, and the need to provide students with resources is an ever-increasing issue. According to the National Center for Homeless Education, unaccompanied homeless youth, while desiring to attend college, may have barriers to enrollment. According to a 2020 Hope Center report, 14% of college students experienced homelessness in 2020. In the same 2020 Hope Center report, several students reported temporarily staying with friends and family or couch-surfing. Increasing access to financial aid tools, increasing access, and expanding resources can assist college and university students of all ages.

Learn more about CITI Program at about.citiprogram.org

Mary Haskett, Ph.D., is a professor in the Department of Psychology at North Carolina State University (NC State), where she directs the Family Studies lab. Her primary area of research is the causes and consequences of family distress on the social-emotional development of young children. Dr. Haskett co-founded the NC State Steering Committee on Student Food and Housing Security and led the development of a host-home program for local college students. She is a Fellow of the American Psychological Association.

Libby Stephens is the Program Coordinator for HOST. She brings over twenty years of non-profit experience to her role leading the program development and management of the HOST Program. Libby received a B.A. in History from Marshall University and a Master of Divinity from Baptist Theological Seminary in Richmond, VA.

Housing insecurity is impacting college and university students at increasingly high rates. In a 2022 report from the Community College Survey of Student Engagement (CCSSE), more than a quarter of respondents, approximately 27%, reported experiencing the inability to pay either rent or mortgage in full within the last year. While COVID-19 and the impacts of the pandemic played a role in heightened housing insecurity for college and university students, other factors contributed, such as rising costs across the country. While some federal, state, and local resources are available, housing insecurity is often overlooked, leaving institutions to take creative approaches to meet the needs of students.

Learn more about CITI Program at https://about.citiprogram.org/ 

Thomas J. Norman, Ph.D., teaches management at California State University- Dominguez Hills. He serves on the Board of Directors for the CSUDH Foundation, Innovation Incubator, and eSports Programs. His research focuses on the impact of globalization and technology on employment and management. As founder of the Organization Effectiveness Lab, he coaches over 20 CEOs and Executive Directors using his two decades of private-sector experience at Procter & Gamble, Cargill, Sun Microsystems, US Bancorp and Wells Fargo. He was elected to the Northwest San Pedro Neighborhood Council, where he chairs the Port, Environment & Sustainability Committee.

In several states, there has been a recent push for community colleges to offer baccalaureate degrees that prepare students for specific jobs in the regional labor market. With community colleges offering more baccalaureate degrees, gaps within higher education from the increased demand for college degrees can be met. Additionally, baccalaureate programs at community colleges can center programs around an occupational focus and or labor market demand tied to local economic needs. The increase in degree programs at community colleges can also increase racial equity within the education system through increasing access to opportunities for students in all communities.

Learn more about CITI Program at https://about.citiprogram.org/