CSCC 2021 Digital Conference Folder

Digital Conference Folder

2021





Founded in 2015, Arrupe College provides a + Rigorous Academics &
bridge to bachelor’s degrees for students who Individualized Advising
are underrepresented in higher education.
+ Holistic Wrap-around Programs
Our innovative two-year associate’s degree program targets first- · Free laptop and meal program
generation, low-income students from divested communities. All · Social and emotional counseling
credits transfer to bachelor’s degree programs, allowing graduates · Career and college advising
to matriculate as juniors—saving time and money. · Leadership development

Located in downtown Chicago, Arrupe is convenient for students, all + Degrees in Liberal Arts, Social
of whom are commuters, and connected to a myriad of resources and Behavioral Sciences, and
to help students succeed. Research-driven, holistic wrap-around Business Administration
programs eliminate obstacles and equip students for success. · Pathways to nursing, education,
and more
Arrupe professors also serve as academic advisors, working closely
with students throughout the semester. Advisors form strong bonds
helping students navigate financial, social, and other challenges that
parents may be unable to assist with. Students are empowered to
create an intentional and connected community at Arrupe.

We focus on fostering belonging by celebrating our students’
achievements and building a network of trusted relationships.

THE RESULTS:

3.4x ARRUPE STUDENTS ARE 3.4 TIMES 70% OF ARRUPE GRADUATES 75% OF ON-TIME ARRUPE
MORE LIKELY TO EARN A BACHELOR’S WHO MATRICULATED TO A GRADUATES MATRICULATE
DEGREE THAN OTHER COMMUNITY FOUR-YEAR INSTITUTION TO A BACHELOR’S DEGREE
COLLEGE STUDENTS WHO TRANSFER EARNED A BACHELOR’S PROGRAM
TO FOUR-YEAR INSTUTIONS DEGREE IN FIVE YEARS

ACHIEVABLE. ACCESSIBLE. AFFORDABLE.

We believe that access to higher
education is a matter of social justice.

THE ARRUPE DIFFERENCE:

Arrupe students attend classes year-round and all 62 credits are transferrable to Illinois institutions
and many out-of-state colleges and universities. See how our innovative model breaks down:

96% STUDENTSWHO 87% ELIGIBLEFOR 100% RECEIVE
IDENTIFY AS PELL GRANTS FINANCIAL
PERSONS OF COLOR AID

21 AVERAGE 76% FIRSTYEAR 50% FACULTY
CLASS SIZE RETENTION OF COLOR

12% 45%OF COMMUNITY VS. OF ARRUPE 77% GRADUATE
COLLEGE STUDENTS STUDENTS EARN WITHOUT
EARN AN ASSOCIATES AN ASSOCIATES DEBT

DEGREE IN 2 YEARS DEGREE IN 2 YEARS

Want to learn more? Visit LUC.edu/Arrupe
Or contact Mikayla Zausch, Associate Director of Development:
[email protected] or 312.915.7961

820 N. Michigan Avenue, Maguire Hall, Chicago, IL 60611

Summer Institute on Approaches to
Participatory Action Research

July 12-16, 2021

Join us for this intensive virtual summer institute held through the
University of Wisconsin-Madison

This week long workshop is designed for a wide-range of participants –
academics, graduate students, student services professionals, K-12
teachers, and members of community-based organizations – Learn to
integrate PAR approaches into your work. This series includes readings,
short-lectures, videos, and discussions.

Participants will gain a strong foundation of PAR approaches, learn how
to design their own PAR studies, and/or incorporate PAR in their already
established work. Participants will also spend time on developing proposals
for their own work, including grant proposals to obtain external funding.
This Summer Institute includes three follow-up mentoring sessions
with instructors.

Where, when, and tuition costs? Who is leading the institute?

• The University of Wisconsin-Madison’s Dr. Bailey B. Smolarek
Center for Research on College- Associate Researcher at the Wisconsin
Workforce Transitions (CCWT) is hosting Center for Education Research
this institute; all 2021 institute activities
will be held VIRTUALLY Dr. Matthew Wolfgram
Assistant Director of the Center for
• July 12-16, 2021 from 12:00-4:00pm CT Research on College-Workforce Transitions

• Three 2-hour mentoring follow-up Mai Neng Vang
sessions will be scheduled at a later date Graduate Student in Educational Policy
Studies at the University of Wisconsin-
• Tuition is $1200; scholarships are Madison
available, see below for details
How do I apply to the institute?
What will the institute cover?
To apply, please send the following
• The history and genealogy of PAR information in a single word document to
along with seminal pieces and empirical [email protected]:
examples • Name and Contact Information

• Methodological discussions on how to • Primary Organization and Appointment
incorporate PAR Title

• Ethical and practical considerations • 300-400 word essay describing your
when building meaningful community relevant background and goals for this
partnerships institute

• Step-by-step guidance on designing • [Optional] 150-word essay describing
PAR research studies, disseminating PAR your need for partial or full scholarship
findings, and developing action plans funding for this institute
for change
For additional information please contact:
• Workshop time to create proposals for
PAR projects, and individual feedback Bailey B. Smolarek
on these proposals [email protected]

• Discussions and examples to learn how
to obtain external grant funding for PAR
projects

• Opportunities to discuss and advance
research ideas and develop partnerships
with a network of PAR scholars

The National Survey of College Internships (NSCI) is a new initiative of the Center for Research
on College-Workforce Transitions (CCWT) that will officially launch in the Fall of 2021. CCWT
will annually collect detailed information about student experiences with college internships at
participating colleges and universities, and provide detailed and customized technical reports and
searchable, secure data visualization tools.

Background

CCWT at UW-Madison is launching a new National Survey of College Internships (NSCI) in response to the
growing interest in internships and related forms of work-based learning (WBL), which are widely seen as
“high-impact practices” (HIPs) that contribute to students’ academic, social and career success. However, no
national studies on internships exist that focus on issues of access, program structure and student outcomes.
In addition, few colleges or universities have the data infrastructure to closely track and understand their
students’ experiences with internships, which is essential for supporting faculty, career services professionals,
and campus leaderships’ data-based decisions about how to improve internships.

The need for data about student experiences with internships became even more important with the Covid-19
pandemic, as internships were cancelled or moved online, and students faced unprecedented disruptions to
their academic and career goals. In addition, concerns about inequitable access to internships, particularly for
low-income, first-generation and/or minoritized students, make understanding the obstacles to internship
participation a critical issue as the nation attempts to address long-standing problems with income inequality,
structural racism and workplace discrimination.

The NSCI Survey

The survey instrument used in the NSCI was developed as part of If you and your campus are interested
CCWT’s mixed-method, longitudinal study on college internships in participating, please contact us at:
that began in early 2018. The core sections of the survey elicit
information on: (1) student demographics, (2) structure of their The Center for College-Workforce
internship (e.g., length, in-person or online), (3) internship supervision Transitions (CCWT) at WCER
and mentoring, (4) internship tasks, (5) satisfaction with their 608-265-2860 | [email protected]
internship, & (6) impact of the internship on students’ skills, career ccwt.wceruw.org
development and academic development. For students who have
not taken an internship but had wanted to, there are also questions
about the obstacles they experienced while seeking a position.

The data collected in the 58-item NSCI survey are based on a new framework for studying and evaluating
college internships on the basis of their format, quality and commitment to equitable access. This framework
is outlined in our Internship Scorecard report and will inform how we interpret your campuses’ data and
report study findings. The survey has undergone two cycles of revision and psychometric testing, and more
information is available on the CCWT website.

Why Should My College or University Participate in the NSCI?

The NSCI will provide your campus with high-quality, detailed data on your students’ experiences with internships
that can be used to assess overall participation in this HIP, establish a baseline for participation and program
quality, to support data driven decision-making for program improvement, and to identify obstacles that are
keeping your students from engaging in internships. The NSCI also follows rigorous sampling methodologies, uses
a validated survey instrument, and involves customized service and data deliverables.

Each participating institution will receive two
deliverables: (1) a customized summary report
that includes summaries of students’ survey
responses, a brief analysis of the regional
internship labor market, and recommendations
for program improvement, and (2) a password-
protected interactive data dashboard so that
you can explore the data on your own (see the
College Internship Study Data Explorer for an
example).

With these fine-grained data on internships Example of the Internship Study Data Dashboard on CCWT’s Website
in hand, your college or university can be
among the first in the nation to begin building
a dataset on internships that can guide your
planning and assessment decisions on these
critical work-based learning experiences.

Timing and Administration

Pricing for the NSCI is currently being updated in light of recent information regarding institutional policies and
costs. We aim to have a final pricing structure (based on student enrollment) finalized ASAP and will be posting
that on the CCWT website as soon as it is finalized.

We also anticipate capping participation in the first administration of the NSCI at approximately 120 institutions,
with additional capacity available in coming years, so let us know if you’re interested now! The NSCI will
be administered each year thereafter every fall, with data reports and dashboards provided to participating
institutions in early 2022, which will help inform campus decision-making just before the spring “internship
season” as well as the next academic year.

What is the Center for Research on College-Workforce
Transitions (CCWT)?

The Center for Research on College-Workforce Transitions (CCWT) is the nation’s first Center for studying
student experiences with the transition from college to the workforce in order to inform policies, programs,
and practices that promote academic and career success for all learners. CCWT is dedicated to conducting
and supporting applied research that amplifies students’ voices and experiences related to college-workforce
transitions.

For more information, please see ccwt.wceruw.org.

PROGRAM JointheCougarfamily!
HIGHLIGHTS
Ph.D.inHigherEducation
Designedforfull-or andPolicyStudies
part-timestudents
Ourprogram isgroundedinthebeliefinthetransformativepowerof
Cohortmodelallowsfor highereducationasaninstitutionofsocialchange.Ourstudents
strongstudentconnections
graduatewellpreparedtogenerateandapplyresearchthatultimately
Graduateassistantships strengthenseducationalopportunitiesandoutcomesforallstudents,
andinternshipsavailable
particularlythosefrom lessadvantagedbackgrounds.

Program Overview

Format:Face-to-face,withsomehybridclasses
Length:Threeyearsiffulltime;fouryearsifparttime
Electiveareas:researchandmeasurement;educationalpolicy;

advocacyandsocialjustice;internationalexpertise

ApplicationInformation

DeadlinetoapplyistypicallyinJanuary
GREtemporarilywaived
Fallstartdate

PartofaTierOneresearch LearnMore
andMinority-Serving
Institution

facebook.com/HiEdUH @HiEdUH uh.edu/education

Large,diversehigher
educationnetworkin

theregion

M.Ed./Ph.D. in HIGHER EDUCATION APPLY!

Department of Educational Leadership & Policy Studies

PROGRAM OVERVIEW FAST FACTS

The UH College of Education offers an M.Ed. in higher education and a Ph.D. in higher #7
education leadership and policy studies. Both programs are grounded in the belief in the
transformative power of higher education as an institution of social change. Graduates Ranked among nation’s
are well prepared to serve as change agents to improve educational outcomes for best online M.Ed.
students, particularly those from historically underserved communities. programs

(U.S. News & World Report 2021)

COURSE DELIVERY AND DURATION TOP TEN

The M.Ed. program is offered in two formats — 100% online or face-to-face — and is Located in one
designed for working professionals; students can complete the program in two years. of the nation’s
The Ph.D. program is face-to-face with mostly evening and some weekend classes and most diverse cities
can be completed in three years (full time) or four years (part time).

RESEARCH AREAS 15+

Our faculty and students collaborate on scholarship in the areas of administration and Higher education
leadership in higher education; college access and success; policy and research utilization; institutions in the region

advocacy and social justice; and international and comparative higher education. “Living in Houston “
is being able
WHY NOW? to live the future today.

With an impending leadership gap in higher education in an increasingly complex world, The privilege and
students in our graduate program gain the knowledge and skills to serve as the next responsibility of being
generation of scholars and scholar practitioners.

APPLICATION INFORMATION M.Ed. questions: [email protected] part of a bellwether
Ph.D. questions: [email protected] is why I call Houston
To apply: uh.edu/education and its University home.
Deadlines: tinyurl.com/UHCOEdeadlines

—Department Chair

Cathy Horn

PROGRAM JointheCougarfamily!
HIGHLIGHTS
M.Ed.in
Optiontotake HigherEducation
coursesonline
Ourprogram isgroundedinthebeliefinthetransformativepowerof
Cohortmodelallowsfor highereducationasaninstitutionofsocialchange.Ourstudents
strongstudentconnections
graduatewellpreparedtoserveashighereducationadministratorsand
Graduateassistantships changeagentswhosee ortsultimatelyleadtoimprovededucational
andinternshipsavailable
outcomes,particularlyforthosefrom lessadvantagedbackgrounds.We
PartofaTierOneresearch mergetheoryandpracticetohelpgraduatesthriveinthediverse,
andMinority-Serving fast-paced,criticallyimportantcontextofhighereducation.
Institution
Program Overview

Format:Twooptions(100% onlineorface-to-face)
Length:Typicallycompletedintwoyears

ApplicationInformation

DeadlinetoapplyistypicallyinJanuary
GREtemporarilywaived
Fallstartdate

LearnMore

facebook.com/HiEdUH @HiEdUH uh.edu/education

Large,diversehigher
educationnetworkin

theregion

Distinguished in Research and Practice & Committed to Student Success

Higher Education Program Faculty at the University of Houston

Vincent D. Carales Carales studies the experiences Horn’s research is focused on
and educational outcomes of first- understanding and improving policy
Assistant Professor generation, Latina/o, low-income that shapes the way all students,
and community college students. particularly those marginalized by
He also is interested in studying the education and social sectors,
how these outcomes intersect with move through the P-20 system.
federal, state and institutional
policies related to diversity, equity Catherine Horn
and college affordability.
Moores Professor and
Department Chair

Tiffany J. Davis Davis’ scholarship addresses issues Elsa Gonzalez Gonzalez’s research interests
related to diversity, equity and include underrepresented students;
Clinical Assistant inclusion within postsecondary Assistant Professor and Latina/o students; college
Professor and M.Ed. contexts and socialization and Ph.D. Program Director readiness; access, resilience,
professional pathways in higher retention and graduation in
Program Director education. Her current work STEM fields; HSI institutions;
focuses on experiences of faculty higher education leadership; and
on the margins, advancing access methodological issues in cross-
to and equity within postsecondary language qualitative data analysis.
education, and supervision and
socialization practices in higher
education administration.

A leading expert on academic McKinney studies college
affordability and degree completion,
quality, Myrick Short has particularly among community
college students. He is especially
launched numerous innovative interested in helping inform
policies and practices to improve
initiatives at UH, including Lyle McKinney educational outcomes for lower-
income students.
Houston GPS, an integrated Associate Professor

system of strategies linking

Paula Myrick Short two- and four-year colleges to
increase and accelerate student

Distinguished Professor; completion. She also leads efforts Zou’s research focuses on
Senior Vice President
for Academic Affairs and to address gender equity and cross-cultural and transnational
Provost, UH; Senior Vice diversity among faculty in STEM.
understanding and
Chancellor for Academic
Affairs, UH System communication; social, cultural

and political contexts of learning;

ethnic identity and academic

Yali Zou achievement motivation;
immigration issues; global

Professor and Asian education; and ethnographic and
American Studies Center
Director qualitative research methods.

DIVISION OF HIGHER EDUCATION

Proud to offer multiple degree options

Doctor of Education (Ed.D.) | Community College Leadership
Doctor of Philosophy (Ph.D.) | Higher Education Administration
Master's of Education (M.Ed.) | Higher Education Administration, Community

College Leadership, or Student Affairs
Consortium Leadership Development Programming for Iowa's Community Colleges

Varied program delivery Among program faculty, practitioner Program graduates are
model supports high-quality experience includes: institutional leaders across
the country, including 11 of
graduate experience for • Senior-level administration the 15 community college
both full-time students and • Community college faculty
• State-level policymaking presidents in Iowa
working professionals
• Data center research

IOWA STATE UNIVERSITY A national leader in educational theory,
SCHOOL OF EDUCATION policy, and practice within the land-
grant tradition.



OUR PROGRAMS (

The Mississippi State University Community College Leadership Programs are designed to
prepare administrators, teachers, and other professionals for leadership roles in various
educational settings, including community colleges and workforce entities.

Our faculty are dedicated to their disciplines through teaching, advising, research, service,
and outreach. Faculty members have expertise in community college leadership and are
studying some of the most significant issues in community college education today, including
ethical leadership, student success, college access, Pell Grant funding, and workforce
development. Our students have a broad array of academic and professional experiences,
and many are currently in leadership positions in community colleges throughout Mississippi
and other states. Our graduate programs include: (1) M.S. in Workforce Education
Leadership; (2) M.A.T. in Community College Education; and (3) Ph.D. in Community College
Leadership.

Our community college graduate degree programs are designed to equip individuals with
the tools necessary to acquire teaching and administrative positions in community colleges.
The curriculum provides an emphasis on learning the theory, content, and skills required for
successful community college leadership. Students will benefit from both our world-class
faculty and the other professionals from the state and region who are enrolled in the
programs. All three programs were designed with working professionals in mind and
provide the required courses in an online format to accommodate students’ busy schedules
(with the exception of teaching content courses for the MAT). In addition, the MAT is
offered in a face-to-face format at our Meridian branch campus.

MISSION, VISION, VALUES, AND GOALS

The mission of the Department of Educational Leadership is to prepare highly effective professionals to become (
leaders, scholars, administrators, and teachers in global educational environments. We provide rigorous and
responsive educational programs that focus on research, teaching, and service. We seek continual
advancement of its prominence in assisting professional educators to provide leadership to educational
organizations in teaching, learning, research, and service. We place high value on nurturing scholarship in the
study of educational leadership, and we hold in high esteem diversity, equity, advances in technology, and the
mutual support found in collegiality and collaboration. We believe that successful pursuit of higher education
requires dedication, discipline, and hard work and that a person's quality of life is improved immeasurably in
such pursuit, not only in the acquisition of knowledge and skill, but in the cultivation of concomitant intellectual
and social virtues.

The goals of the Department of Educational Leadership are to:

1. Provide graduate, programs of study in which students pursue advanced degrees in P-12 educational leadership,
community college teaching and leadership, and higher education leadership.

2. Immerse graduate students in coursework which provides a foundation for understanding the historical, social,
and philosophical contexts of education and methods of conducting research in educational settings.

3. Provide rigorous, relevant, and empirically supported instruction which engages students in acquiring knowledge
and in solving problems critically, analytically, and ethically.

4. Conduct research that is significant, driven by theory, and methodologically rigorous, in order that students and
faculty participate as active consumers and producers of knowledge.

5. Provide service to our community, our state, and the global community, as well as our department, college,
university, and profession.

COMMUNITY COLLEGE WORKFORCE EDUCATION COMMUNITY COLLEGE
EDUCATION (MAT) LEADERSHIP (MS) LEADERSHIP (PhD)

An interdisciplinary, distance learning This distance learning program is Designed to prepare professionals for (
degree program designed to prepare designed to prepare professionals for leadership positio[Js in community
professionals for teaching in a community employment in workforce education in colleges, the degree program is designed
college setting. The degree prepares postsecondary educational institutions to prepare the next generation of
educators for service in rural community and social services entities, advancing the community college leaders. The program
colleges and requires a minimum of knowledge base of workforce preparation, consists of core courses of study in
18 hours in the student's teaching field. In workforce development education, and leading and managing in the community
addition, the professional education professional development. college as well as courses in research
sequence consists of 12 hours. The and statistics.
education courses introduce students
to the philosophy and culture of the
community oollege and prepare them to
teach non-traditional and first-generation
students. Sensitivity to diversity and
adult learning theory is also included in
the curriculum.

https://www.educationalleadership.msstate.edu/

Changing Tomorrow Through Education Today

Community College Leadership Programs

Department of Educational Leadership
College of Education

edleadership@ colled.msstate.edu • 662.325.0969

MiSJissippi Stale University is an equal opporlunily inslilulion.

the department of

Educational
administration

The Department of Educational Administration offers robust, online
and hybrid master’s and doctoral degrees for higher education
scholars and leaders that serve nearly 400 graduate students in both
P-12 and higher education in Nebraska, across the USA, and globally.
Our alums serve as principals, superintendents, student affairs
professionals, admissions counselors, residence life coordinators,
academic advisors, directors, and more. They’re faculty members and
leaders in community colleges and on college and university
campuses. They serve as researchers, professors, presidents, deans,
vice chancellors, and commissioners.
They’re movers, shakers, scholars, and leaders. Huskers.

#LeadBigRed

COMMUNITY COLLEGE LEADERSHIP STARTS AT UNL

Students in the Department of Educational Administration seek our programs
because they are looking to:

Contribute to educational leadership research and practice
Increase their potential to serve important leadership roles in educational and
human service organizations.
Advance their academic and professional goals through a flexible, nationally top-
ranked online graduate degree program.

FACULTY RESEARCH EXPERTISE Online Community College Leadership
AND LEADERSHIP IN COMMUNITY Certificate

COLLEGES We believe that leadership cannot be developed
based on what can be learned in classes alone. Our
ELVIRA ABRICA community college leadership program is geared
toward working professionals in community colleges
Expertise in immigrant who are in, or aspire to, an instructional leadership
generation, race, ethnicity; appointment or a senior administrative position.
access and equity in higher The Certificate can be completed as a stand-alone
education credential or in conjunction with an Ed.D. degree.
The CCLC requires 15 credit hours of graduate-level
BRENT CEJDA coursework (5 courses). Participants are also required
to complete a professional development activity and
Former CSCC president and demonstrate institutional support for their leadership
recipient of Emerging and aspirations.
Senior Scholar Awards

DERYL HATCH - Community College Concentration in
TOCAIMAZA Educational Leadership and Higher Education

Expertise in higher education The Doctoral Specialization in Educational Leadership
environments, equity in higher and Higher Education provides academic preparation
education, quantitative research and professional development for those individuals
methods interested in the study of educational leadership and
higher education or those who aspire to leadership
KATHERINE WESLEY positions in educational organizations.
Both Ed.D. and Ph.D. degrees are offered through online
Executive Director of National coursework and in-person research seminars and
Council of Instructional dissertation development.
Administrators (NCIA) and Students and graduates work in a range of capacities
Coordinator of the Community and fields, including alumni serving as community
College Leadership Certificate college presidents.

“EDAD faculty leverage distance learning technology not just to ‘make up for’ not
being face to face, rather to create learning environments that are more interactive
than a typical on-campus course. With fellow students and alumni worldwide, the
program is accessible and the contextual learning incredibly diverse.”

- Naomi Mardock Uman, Instructor of English as a Second Language,
Metropolitan Community College, Omaha, NE

What makes the NCIA different than any other group? How do I join?

The National Council of Instructional Administrators Click Membership tab at top of the page:
(NCIA) is an affiliate council of the American cehs.unl.edu/ncia
Association of Community Colleges (AACC).
Contact Katherine Wesley,
The NCIA Board is comprised of community college NCIA Executive Director
administrators just like you. Simply put, our problems [email protected] • 402-472-3727
are your problems. We strive to help each and every
member with the tough issues that come with being a
community college administrator in the 21st century.

NCIA gives a voice to Instructional Administrators
through our partnership with AACC and other higher
education influencers

Who do we serve?
• Assistant/Associate Deans
• Deans
• Assistant/Associate VP’s
• VP’s

Why should I join NCIA?

• Rising Star Institute provides professional
development opportunity and sessions relevant to
instructional administrators.

• National recognition of exemplary academic
leadership via Emerging CAO and Established CAO
awards

• National recognition of winner of Exemplary Initiative
competition

• Access to Instructional Leader Abstracts-research
based findings focused on topics to enhance
instructional mission of member colleges

• Access to research that can help administrators
make important programmatic and policy decisions

• Access to new and emerging trends

• Access to members only email Listserv

AA/EO INSTITUTION • REV 02.19

PROGRAM NEWS

The Department of Educational
Administration has eliminated the
GRE as an admission requirement
for the EdD and PhD programs in
educational leadership and higher
education.

recent publications

Abrica, E. and *Dorsten, A. (2020). How students think about online programs
race: Exploring racial conceptions and their implications for
student success among Latino male community college Online MA in Educational LEARN MORE
students. In Doran (Ed.) (2020). Emerging Issues for Latinx Administration – Higher
Students in Community Colleges [Special issue]. New Directions Education Administration
for Community College.
Our M.A. in higher education
Cejda, B.D. (2020). Paths to the baccalaureate at a Hispanic- administration offers students who are
Serving Institution: The lived experiences of Latinos who entered currently employed at a college or
higher education at the community college. Contemporary university the opportunity to grow their
Issues in Educational Leadership, 2(1), 1-26. leadership and administrative skills
through a rigorous, entirely online degree.
Hatch-Tocaimaza, D. K., Mardock-Uman, N., Garcia, C. E., &
Rodriguez, S. (2020). Charting the design of community college Online & Hybrid EdD & LEARN MORE
student success courses: Uncovering their espoused and PhD –Educational
enacted curricula. Community College Journal of Research and Leadership & Higher
Practice. Online first. doi: 10.1080/10668926.2020.1797598 Education

Briscoe, K. L., Jones, V., Hatch-Tocaimaza, D. K., & Martinez Jr, E.
(2020). Positionality and power: The individual’s role in directing
community college Men of Color initiatives. . Journal of Student
Affairs Research and Practice, 57(5), 473-486. doi:
10.1080/19496591.2019.1699103

Abrica, E., Hatch-Tocaimaza, D. K., & Abrica, B. (2020). Sueños
de los flyover states: Narratives of Latino males in the Great
Plains. Community College Journal of Research and Practice,
44(3), 224–237. doi: 10.1080/10668926.2019.1567405

Connect With The Doctoral Specialization in Educational
Leadership and Higher Education
EDAD @NEBRASKAEDAD provides academic preparation and
CEHS.UNL.EDU/EDAD professional development for those
individuals interested in the study of
educational leadership and higher
education or those who aspire to
leadership positions in educational
organizations.

The University of Nebraska does not discriminate based upon any protected status. Please see go.unl.edu/nondiscrimination.

COMPREHENSIVE TRANSFORMATIVE
P-20 EDUCATIONAL LEADERSHIP
PATHWAYS
Building individual and
Supporting development organizational capacity
of transparent, equitable, to support rigorous and
and supportive pathways equitable educational
through the educational pathways that serve all
system for all students students

PUBLIC EQUITY-DRIVEN
ENGAGEMENT CHANGE

Bridging the gap between Facilitating systemic
research and practice changes that improve
while serving as a conduit educational equity for
for improve equity across underserved students
P-20 education

College of Education
University of Illinois at Urbana-Champaign
Phone: 217-244-9390
E-mail: [email protected]
Learn More: https://occrl.illinois.edu
Follow us at @OCCRL

COMMUNITY COLLEGE LEADERSHIP

Doctor of Philosophy

The PhD in Community College
Leadership is nationally recognized for
academic quality and rigor. Live, online
classes meet in the evenings to
accommodate working professionals.
Dissertation support begins day one.
Out-of-state tuition for ODUOnline
programs is $595 per credit hour.

Learn More:

https://www.odu.edu/efl/academics/ccl/course
5115 Hampton Blvd. Norfolk, VA 23529 | [email protected]

Committed to developing equity-minded
higher education leaders

For more information:
education.oregonstate.edu/ahe | [email protected]

OREGON STATE UNIVERSITY ECAMPUS

ADULT AND
EHDIG.MH.E, REDE.DDU.,CPAHT.DIO. N

d



LEADING CHANGE IN
HIGHER EDUCATION

As one of the most established higher education programs in the region, we
take our job seriously. We know that our students are bound for bigger things
and it is our responsibility to prepare them for the challenge. OSU’s Adult
and Higher Education degree was established over 30 years ago and we have
learned a thing or two along the way.

Our students are resilient, innovative, and eager for change. They are on the
path to becoming thought-leaders, decision-makers and implementers on
their campuses and within the field of higher education. It’s not enough that
we prepare our students for leadership, we insist on demonstrating leadership
in practice with updated curriculum. With over 100 doctoral graduates and
over 30 retired or current presidents at colleges and universities across the
country, our alumni are leading change within higher education.

Our team includes both award-winning research faculty and equity-minded,
practicing, executive-level leaders who bring research and leadership
experience into the classroom. We provide premier professional development
events for the greater public, such as our signature Charles E. Carpenter
Lecture, which had over 120 virtual attendees in 2021. Our program is
honored to welcome new College of Education Dean, Susan Gardner, and her
expertise in Higher Education.

Faculty highlights

Gloria Crisp, professor

Gloria’s scholarship seeks to identify practices and policies that can reduce
inequities in college outcomes for students enrolled at community colleges
and other accessible institutions. She is particularly interested in conducting
research that supports and uplifts Latinx students and other minoritized
students. Gloria has published over 50 articles, book chapters, and policy
reports and her scholarship has been cited over 6,500 times. Gloria
served as Editor-in-Chief of New Directions for Institutional Research from
2013-2018 and Associate Editor of The Review of Higher Education from
2009-2015. She currently serves on numerous advisory and editorial boards
including the Northwest Commission on Colleges and Universities’ (NWCCU)
Equity Council, Review of Educational Research, and the Community College
Journal of Research and Practice. Read Gloria’s story at https://beav.es/Jev:
Why Mentoring Matters: Gloria Crisp’s Award-Winning Research Helps
Develop the Best in Others.

education.oregonstate.edu/ahe

Tenisha Tevis, assistant professor

Empirically drawing on her former administrative experience, Tenisha seeks
to examine the postsecondary infrastructure in order to promote equity and
inclusion for historically disenfranchised populations and stakeholders, as
well as disrupt dominant ideologies and institutional biases. Her scholarship
has a strong P-20 pipeline focus as she explores access to and persistence
through college and the confluence of administrative leadership and identity.

Tenisha is the 2021 recipient of the Frances Dancy Hooks Award which
recognizes Oregon State students, staff or faculty who exemplify Frances
Dancy Hooks’ work: building bridges across cultures, showing courage in
promoting diversity, and proudly “Walking the Talk” (https://beav.es/Jnh).
This connects to her research focus, particularly, on the policies and practices
higher education administrators utilize to help disenfranchised students gain
access to and persist through college.

Faculty highlights continued:

Bach Mai Dolly Nguyen, assistant professor

Dolly’s research examines how social categorization shapes inequality
in education, with particular attention to racial constructions and
organizational classifications. Her current projects include a Bill & Melinda
Gates Foundation-funded exploration of how shifts in racial categorizations
across public schooling in Washington State influence reconstructions of race
by educational stakeholders and a Spencer Foundation-funded national study
of the organizational racial logics of higher education campuses designated
as Minority Serving Institutions. The Spencer Foundation has also generously
funded her study with colleagues that historically examines how universities’
responses to influenza pandemics signaled both their role as a public good
and coalesced with racialized discourses to illuminate the broader systemic
inequalities underscored during crises. Dolly has published her research in
American Educational Research Journal, Review of Research in Education and
Review of Higher Education.

Welcoming new College of Education dean

Susan Gardner

Susan Gardner is a previous higher education professor from
the University of Maine and comes with a strong focus on
equity and inclusion in education throughout her career

“I am excited to work with the phenomenal students, faculty,
staff and leaders within Oregon State University’s College of Education
in fulfilling its three major roles of excellent teaching, groundbreaking
scholarship and impactful outreach throughout the state and beyond,”
Gardner said. “The land grant mission of the university and its clear
commitment to equity and social justice are what attracted me to OSU. The
tangible sense of passion and dedication within the college, the university,
and its stakeholders have been apparent all throughout my interactions with
this wonderful community. Creating change agents through our important
work speaks to the values that the college and I share.” https://beav.es/JuU

Current Ed.D student feature

Marcus Langford

“As someone who is committed to being a scholar
practitioner, I was drawn to the Ed.D. option in the AHE
program at Oregon State because of the opportunity to
expand my knowledge, and to sharpen my skills in writing, and
critically analyzing research and information.
The program format and design was another aspect that was
critically important to me. As an intentionally present husband and father,
flexibility was a nonnegotiable requirement of mine for any program that I
would ultimately matriculate into. The mix of in-person and online classes
has allowed me to successfully balance work, school, and family life. Two
years into the program, I am confident that this program has already, and
will continue to prepare me for my next professional role in a myriad of
ways. Working with the faculty has enhanced my skills and abilities related
to critically interrogating information. The classes and learning material have
expanded my knowledge and understanding of a variety of issues and topics.
In addition to being fun and enjoyable, my interactions with those in my
cohort have created opportunities to think about work and issues that occur
in a variety of institutional environments across a number of
functional areas.”

Ed.D. in Higher Education Administration

The Doctor of Education (Ed.D.) in Higher Education Administration blends theory from
organizational theory, leadership, and educational policy with contemporary issues in higher
education to create social change leaders for the 21st century.

These transformational leaders of social change are focused on:

• Serving our campus, community, state, and stakeholders to create, expand and support
educational access and opportunity for diverse populations.

• Engaging with challenging issues to address inequitable conditions in society.
• Championing difficult decisions that are framed within a social justice paradigm to create

equity in higher education.

These individuals approach issues, solutions, and change from:

• A lens of inquiry and evidence for decision-making.
• A focus on partnerships and collaboration to create holistic solutions.
• A frame of appreciation and respect for all members of the community.

Ph.D. in Educational Leadership and Policy

Doctor of Philosophy (Ph.D.) students are expected to develop expertise in theory and research
related to educational leadership and/or policy. This program is designed especially for those
who seek careers as high-level administrators, university professors, researchers, or research and
policy analysts in educational agencies.

Students choose to specialize in either K12 or Higher Education. Coursework includes topics in
educational leadership, organizations, educational policy, or critical studies in education.
Additionally, students will enroll in courses that focus on research methods (qualitative and
quantitative) which will help support a two semester research apprenticeship with a selected
member of the faculty. Independent research in an area chosen by the student will be the basis of
the final dissertation. Assistantships are available to full-time students. Students work 20 hours a
week and receive a stipend along with a full tuition waiver.

Participating faculty in the PhD program are scholars and educators who guide students to
achieve their academic goals. The ELP department has many excellent faculty members with
expertise in both K-12 and higher education. Profiles of the faculty, along with copies of their
vitas are available on the department website elp.utah.edu.

For more information visit elp.utah.edu

Master's Degree with an Emphasis in Student Affairs

The M.Ed. with an emphasis in student affairs provides a broad base on which students may
build and advance their careers within higher education. This program is centered on core values
of social justice that anchor our teaching and curriculum design.

All courses in the M.Ed. program are offered mid-late afternoon until early evening. Full-time
students (9 credits/semester) can complete the program in two calendar years or four semester
starting in fall term. The program does admit students who will pursue part-time enrollment.
These students work closely with the advisor to develop a program of study that fits their needs.
All work for the master’s degree must be completed within four consecutive calendar years.

Students in this program complete a 75 hour internship related to their area of career focus along
with a three credit internship seminar. The final Capstone Seminar provides students a choice
between tow avenues for achieving this: scholarly practitioners or scholarly researchers/writers.
All students must receive a pass on their Capstone project to be eligible for degree completion.

Community College Leadership & Teaching Certificate

The Community College Leadership & Teaching Certificate (CCLT) is a graduate credential:

Designed to provide current and aspiring community college leaders and faculty with the
knowledge, skills, and experiences to be effective leaders and instructors in the diverse and
complex community college context;

Designed to develop leaders and faculty as social justice advocates who can effectively design
and implement policies, practices, and learning experiences that promote equitable learning
experiences and outcomes.

The CCLT Program:

• Supports professional development and career advancement
• Accommodates working professionals through evening coursework
• Integrates applied learning experiences through the coursework and practicum
• Aligns with national community college leadership and teaching competencies
• Integrates collaborative learning experiences and networking opportunities
• Supports attendance and engagement at national conferences such as the Council for the

Study of Community Colleges
• Aligns with ELP graduate programs for stackable credentials
• Engages with leaders and faculty at SLCC and community colleges around the country

For more information visit elp.utah.edu