Title: Associate Professor of Higher Education
College / University / Organization: Syracuse University
Position for which you are applying: Member at Large Faculty
In the space below, please describe your involvement with ACPA, including any leadership positions you have held.
I have been involved with ACPA in a variety of ways. I have been a member of the Commission on Professional Preparation, serving on the directorate from 2009 to 2013. I have also co-coordinated the Commission's sponsored program process, and served as a program and research awards reviewer. In 2012-2013 I was a member of the Research and Scholarship Leadership Team, and currently serve on the review committee for the Marylu McEwen Dissertation of the Year award. I previously served on the directorate for the Standing Committee for Women, and was a mentor in the Women Writing for Publication workshop. I am a recipient of the Emerging Scholar and Annuit Coeptis awards, and was nominated this year as a Diamond Honoree. I have presented at many Annual Conventions in the past ten years.
Please describe how you will work to advance ACPA’s Core Values if elected/appointed to this position.
Through this position, I would work to advance ACPA’s Core Values by connecting with faculty in a variety of channels to encourage their involvement with the Association, particularly as relates to sharing their research and grappling with curricular and other issues faced by graduate preparation programs. Such efforts would be purposeful in including perspectives from faculty from diverse backgrounds and experiences. Additionally, I would work to involve faculty in the advocacy efforts of the Association, tapping into the expertise of many on important policy issues and discussions, thereby enhancing the positions taken by the Association.
After reviewing the qualifications of the position for which you are applying, please describe briefly below how you believe you meet each qualification.
I am a full-time, tenured faculty member in the Higher Education at Syracuse University. I have been a member of ACPA for over 15 years, and am active with the Professional Preparation Commission, serving on the directorate from 2009 to 2013. I was recently named to the editorial board for the Journal of College Student Development, and present regularly at Annual Conventions on issues related to teaching in student affairs graduate preparation programs.
As a leader, how will you contribute to the work of the Association?
I would contribute my expertise as someone in touch with the emerging group of student affairs educators – the graduate students. These are important voices, and while my position represents faculty, I cannot be successful as a faculty member if I ignore the concerns and struggles of graduate students as they make entry into the profession. I also bring my relationships with faculty colleagues across the country who come from various preparation programs (e.g. small private; large public; online and hybrid models of instruction) and span a range of positions (e.g. tenured; tenure-track; instructors; and contingent). I would strive to seek out the needs and concerns of this variety of faculty, with the philosophy that there are many voices of faculty in preparation programs. Finally, I bring my years of student affairs practice prior to my faculty role, with the understanding that theory to practice application is an important dimension of effective work with student development and learning.
After reading the introductory statement about the ACPA Leader Selection Process, take a moment to reflect on your own experiences at the intersections of equity, inclusion and diversity. How will your experiences help you in our work to champion equity, inclusion and diversity within and outside the ACPA community?
My work in student affairs, both as practitioner and faculty is centered on principles of equity, inclusion, and diversity. My scholarship concerning undergraduate women of color in science and engineering fields, previous experience developing and implementing recruitment and retention programs for students of color at predominantly White institutions, and the infusion of multicultural perspectives and social justice principles in my teaching are evidence of this commitment to equity, inclusion, and diversity. Over the many years, I have learned the most from my students, who have been critical to the development of my cultural competence, the understanding of the complexity of identities, and the ability to find value and meaning in our different perspectives. As a Black woman, I am excited to participate in a leadership position that often remains elusive in spite of our expertise. I would work to bring others into the fold of the Governing Board who may be well represented in the entry-levels of our profession and institutions, but whose presence in leadership is often missing. As an educator who helps graduate students in their journeys of integrating equity, inclusion and diversity within their emerging practice, I would bring this same commitment to working with colleagues on the Governing Board and in ACPA at large, and expect that I will advance my cultural competence through many discussions and interactions with those charged with leading the Association.