GraduateResearchColloquium
February11,2017Higher,Adult,andLifelongEducation
MichiganStateUniversity
BuildingaCommunityofScholars#MSUGRC2017
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HALEFacultyBiographiesMarilynAmey,professorandchairpersonoftheDepartmentofEducationalAdministration,studieseducationalpartnerships,particularlythoseofcommunitycolleges,leadership,includinghowleaderslearn,post-secondarygovernanceandadministration,andfacultyconcerns,includinginterdisciplinaryacademicwork.WilliamArnold,assistantprofessorandHALEMAcoordinator,groundshisworkfrom14yearsasapractitionerinavarietyofstudentaffairsfunctionalareasatsmallprivatecolleges,amid-sizepublicuniversity,andanindependentlawschool.Hisinterestsincludeleadership,organizationaldevelopmentandculture,firstgenerationstudents,andteachingandlearning.AnnE.Austin,professor,focusesonfacultycareersandprofessionaldevelopment,teachingandlearninginhighereducation,theacademicworkplace,organizationalchange,anddoctoraleducation,andorganizationalchangestrategiesthatsupportthesuccessofwomenscholarsinSTEMfields.RogerBaldwin,professor,interestsincludeinstructionalstrategiesandcurriculumplanning,facultycareerdevelopment,conditionsintheacademicworkplace,andtransformationinhighereducationsystems.Hisworkfocusesonchangingfacultyappointmentpatterns,contingentfaculty,facultyinthelaterstagesofacademiclife,andevolvingfacultyrolesandprofessionalactivities.GinnyBoss,assistantprofessor,interestsincludethescholarshipofteachingandlearning,scholarshipengagementandcriticaldiscourseamonghighereducationandstudentaffairsfacultyandadministrators,graduatestudentlearninganddevelopment,andwomenandgenderinhighereducation.BrendanCantwell,assistantprofessor,interestsareinthepoliticaleconomyofhighereducationandaddressestopicsincludingorganizationandgovernance,policy,andacademiclabor.Muchofhisworktakesaninternationalandcomparativeperspective.JohnM.Dirkx,professor,focusesonteachingandlearninginhigherandadulteducationcontextsandshort-term,faculty-lededucationabroadprogramsforgraduatestudents;professionaldevelopmentforhighereducationteachersindevelopingcountries;theroleofhighereducationcapacitybuildingininternationaldevelopment;andthespiritualandtransformativedimensionsofadult,work-relatedlearning.LeslieGonzales,assistantprofessor,examinestheacademicprofessionbyaskingquestionsrelatedto:(1)legitimizationwithinacademia;(2)relationsofpowerconcerningtheproductionofknowledge,and(3)theagency-structuredilemmathatfacultyfaceinthecurrentculturalandpolitical-economicmomentDongbinKim,associateprofessorfocusesonissuesofequityandsocialjusticeinthefieldofhighereducation.Thisfocusisappliedtothreeinterrelatedtopicalareas:(1)financialaidpolicy;(2)collegeaccessanddiversity;and(3)internationalandcomparativehighereducationissues.PatriciaMarin,assistantprofessor,focusesonhighereducationpolicyandissuesofinclusionandequityforunderrepresentedstudents.Herworkexaminesissuesofdiversity,affirmativeaction,andcollegeaccess.SheisstudyingthechangingnatureofHispanicServingInstitutionsandresearchusewithinthelaw.ChristaPorter,assistantprofessorandStudentAffairsAdministrationMAprogramcoordinator,workedadministrativelyinvariousstudentaffairsfunctionalareasatmultipleinstitutionaltypes.Herinterestsconsistofthesocializationprocesses,achievement,andidentitydevelopmentofBlacksthroughouttheP-16educationalpipeline.KristenRenn,professorandassociatedeanofundergraduatestudies/directorforstudentsuccessinitiativescentersherresearchoncollegestudentlearning,development,andsuccessinhighereducation,withprojectsfocusingonlow-income,first-generationstudentsandlesbian,gay,bisexual,andtransgendercollegestudents.Otherinterestsincludecollegestudentidentitydevelopment,studentaffairsadministration,andwomen’shighereducationininternationalcontexts.RiyadA.Shahjahan,assistantprofessor,hasexpertiseinglobalizationandhighereducation,teachingandlearninginhighereducation(focusingonanti-oppressiveandembodiedpedagogy),equityandsocialjustice,andanti/postcolonialtheory.Hisworkfocuseson(a)theroleofinternationalorganizations(IOs)inglobalizinghighereducationpolicyand(b)rethinkingthetraditionalobjectsofstudy/practiceinhighereducationfromglobalandnon-westerncriticalperspectives.MatthewWawrzynski,associateprofessorandHALEprogramcoordinator,exploresnon-cognitivemeasuresandthecollegiateenvironmentwithcollegestudentoutcomes.CurrentprojectsincludestudentengagementandlearninginSouthAfrica,learningoutcomesforpeereducators,andtheeffectsofpsychosocialinterventionsoncollegestudentsuccessandpersistence. StevenWeiland,professor,interestsareintheintersectionsofthehumanitiesandthesocialandbehavioralsciencesinthesubjectsofadultandcareerdevelopment,technologyandhighereducation,biographyandotherformsofnarrativeinquiry,andinresearchmethods,rhetoric,andwriting.
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10:30 am to 11:30 am Room228:TeachingandLearning Moderator:RachaelVettese
• DevelopingScienceCommunicationSkillsinSummerUndergraduateResearchExperiences,Margo
Cousins(HALEMA):Undergraduateengineeringprogramsacrossthecountryaredevelopingtheirstudent’scommunicationskillsthroughnovelapproaches.Weexaminedtheeffectivenessofauniquecommunicationintervention,whichaimedtoimproveengineeringpresentationskillsthroughdeliberatepractice.InaNationalScienceFoundationfundedstudy,weexamined11first-yearstudentswhogaveavideo-recordedpresentationoftheirsummerresearchproject.Participantswatchedvideorecordingsoftheirpresentationsandevaluatedthemselvesonseveraldimensionsofcommunicationeffectiveness.Studentself-evaluationscoresshowedsignificantimprovementoverthecourseoftheprogram.(M,$)
• ConstructingCompetencyinStudentAffairsGraduatePreparation,GrahamHunter(HALEPhD):Graduatepreparationservesasacriticaljunctureinpreparingskillededucatorsfordynamicandcomplexstudentaffairswork.However,scholarshavenotfullyexploredhowgraduatestudentsbuildprofessionalcompetenciesandtheenvironmentsmostconducivetocompetencybuilding.ThispaperpresentsfindingsfromacasestudyofstudentsenrolledinagraduatepreparationprogramataMidwestuniversity.Findingsdetailhowstudentsdescribetheirprocessofbuildingprofessionalcompetenciesandthespecificpracticesthatsupportorhinderthisprocess.(I,QL,$)
• TenYearsofStudyingPeerEducators:TrendsandInsights,JacobLemon(HALEPhD),JoelleBrown,Emily
Pearson(SAA):Howdoweeffectivelytrackthelearninganddevelopmentofourstudents?Forover10years,theNationalPeerEducatorSurveyhascollecteddataonpeereducatorlearning,demographics,motivations,andtraining.AfterintegratingresearchintoaTenYearTrendsReport,membersoftheNPESresearchteamwillreviewtrendsthathaveoccurredwithpeereducatorsandsuggestinsightsintotrackingthegrowthanddevelopmentofthesestudents.Sessionparticipantswilllearnaboutkeyfindingsandrecommendationsgleanedfromover10yearsofstudyingpeereducators.(O,QN)
Room222:StudentAdvising Moderator:MichaelDellaFave
• WorkingtheAdvisingTable:ThePoliticalProcessofHelpingStudentsChooseaMajor,MarcHunsaker,
RobHill(HALEPhD),RachelMarias(HALEMA):Inthispresentation,wewilldrawuponoriginalresearchthatdescribeswhyundergraduatestudentschange/chooseamajor.WeuseCerveroandWilson’s(1994,1998)planningtheorytohighlighthowstudents’majorchoiceisa“political”processinfluencedbyarangeofstakeholders(e.g.,parents,students,advisors)whooftenholdconflictinginterestswithinasymmetricpowerrelations.Wefocusonhowconscientiousacademicandcareeradvisorsstrategicallypromotestudentdevelopmentandnurtureamoreequitableplanningprocessbyboth“actingin”and“actingon”asymmetricpowerrelationswhenadvisingstudents.(C,QL)
• UnderstandingCareerDevelopmentofStudentswithAutismSpectrumDisorder,ChristineRoman(HALEMA):TheOrganizationforAutismResearch(OAR)estimates700,000to800,000teenagerswithautismwilltransitionintoadulthoodinthenearfuture.AutismSpectrumDisorder(ASD)isalifelongdiagnosisandbecausethespectrumincludesmultipledisorders,thosediagnosedwithautismhaveawiderangeofabilities.Asasociety,weneedtothinkcreativelyabouthowwehelpthispopulationfindsatisfying,sustainablework.ThispresentationisasummaryofanindependentstudyofcareerdevelopmentforthosediagnosedwithASD.(I,QL)
• BenefitsofOne-on-OneResumeAdvisingforUndergraduateEngineeringStudents,CandyceHill(SAA):To
supportstudentsincreatingstrongresumes,aone-on-oneadvisingopportunitywasofferedtoaselectgroupofundergraduatesparticipatingina10weekengineeringsummerresearchprogram.Allstudentshadtheopportunitytopartakeina90-minuteprofessionaldevelopmentseminarfocusedoncreatingeffectiveacademicresumes.Followingtheseminar,studentswereaskedtosubmitacopyoftheirnewlyrevisedresumes.Resumesfromstudentswhoengagedinindividualadvisingandtheseminarwerecomparedwithresumesfromthosewhoonlyattendedtheprofessionaldevelopmentseminar.(O,M)
PresentationCodes(locatedattheendofeachabstract)
I-IndependentStudyProjectC-CourseProjectRA-ResearchAsst.$-ReceivedFunding
D-DissertationO–OtherProjectQL–QualitativeQN–QuantitativeM-MixedMethods
ScheduleofEvents 8:30-8:50am Checkin,ContinentalBreakfast,EricksonLobby
9:00-9:20am WelcomeandIntroductionswithHALEFaculty,EricksonKiva
9:30-11:30am GraduateResearchColloquium,Erickson222,224,226,228,252
11:40-12:30pm IndividualProgramSessions,Erickson HALEPhD:133F HALEMA:133E SAAMA:252
12:40-1:30pm LunchErickson222,224,226,228(pleasecheckyournametagforyourlunchroomassignment)
PosterPresentations(locatedinthe2ndfloorhallway)
BlackWomenFacultyinPredominantlyWhiteSpaces:AnAnalysisfromCriticalRaceTheoryandBlackFeministThoughtPerspectives,AliyaBeavers(HALEPhD)ReligiousStudentOrganizationsAsAgentsofSpiritualandMoralDevelopmentAmongSouthAfricanUndergraduates,NateCradit(HALEPhD)NavigatingRoughWaters:ReflectionandResilienceofReturningandAdultLearners,MichaelDellaFave,AddisonKeegan-Harris,AniBinishi(SAA)TrackingMigrantStudents'Experiences:TheTractorIdentityDevelopmentModel,CristianLambarenSanchez(SAA)WhiteStudentsAbilitytoDevelopRacialConsciousnessThroughCollegiateInvolvement,BlakelyCalhoun,WilliamAlexander(SAA)AModelofNativeandIndigenousStudentDevelopment,SeraRadovich(SAA)Intercepted:TheRoleofStudent-AthleteIdentityonRacialDevelopment,JanayeColeman,JalesaLewis(SAA)
2017GRCCoordinatingCommittee
LeviShanks(HALEPhD) KayonHall(HALEPhD)StephanieAguilar-Smith(HALEPhD)HannahBrodhead(HALEMA)RachaelVettese(SAA) MichaelDellaFave(SAA)ErinCarter(HALEPhD) GRCVolunteers
10:30 am to 11:30 am 9:30 am to 10:20 am Room222:LGBTQIIdentityDevelopment Moderator:NabihHaddad
BuildMeUp:AStudyofSexualIdentityNavigationinCollegiateContext,MatthewPhister,BrittnieDaugherty,ChristopherHanhan(SAA):OurresearchanalyzedandcomparedthetransitionalandsupportiveexperiencesofmembersoftheLGB+communityinacollegiateenvironment.Utilizinganinitialsurveytogatherparticipantsandasemi-structuredinterviewmethod,westudiedtheexperiencesof9students.Basedontheirinterviewresponses,wecreatedareversepyramidmodelwith4levelsoftransitionandsupport:IndividualIdentityFormation,IdentityEducation&ExplorationonCampus,DiscoveringResourcesandSupportinCommunity,andAdvocacy&Activism.Wedesignedthemodel’sframeworkutilizingexistingstudentdevelopmenttheoriesofLBG+identitydevelopment,includingDillonetal.,D'Augelli,andBaxterMagolda.(C,M)
• SLGBIdentityDevelopmentatReligiouslyAffiliatedInstitutions,MatthewKulju(SAA):WhilethereisanamplebodyofstudentaffairsliteraturedocumentingtheexperienceofLGBstudentsoncollegecampuses,limitedliteraturestudyingtheeffectsofattendingareligiouslyaffiliatedinstitutiononLGBidentitydevelopmentexist.Developedfromaliteraturereviewofthisissue,thispresentationreviewstheoriesofLGBsexualidentitydevelopment,andexamineresearchontheexperiencesanddevelopmentofLGBindividualsatRAIs.Basedonthisresearch,thissessionoutlineschallengesandbarrierstoLGBidentitydevelopmentatRAIsandsuggestsbestpracticesforstudentaffairsprofessionalsservingatRAIstosupportstudentssexualandreligiousidentities.(C)
AdvancingaQueerPhenomenologyofthePerformingArts,RobHill(HALEPhD):Theperformingartsareimportant,ifnotintegral,tohumanlives.Inthecollegesetting,performingartistscangrowasmultidisciplinarylearners.Additionally,theperformingartsasafieldhelpstudentsbuildawiderangeofessentialskills.Yetlittlehighereducationresearchfocusesontheperformingarts.Inthispresentation,Isharetheoreticalworkandinitialfindingsfromanongoingphenomenologicalstudyoftheperformingarts.IshowhowSaraAhmedqueerphenomenologycanguidescholarshipandpracticeintheperformingartsandsuggestsomepreliminaryimplicationsforhighereducationscholarsandpractitioners.(C,QL)
Room224:InternationalExperiences Moderator:CristianLambarenSanchez
• CultureCompetenciesandIdentityDevelopment:AnAutoethnographicPerspectiveofBlackDoctoral
Students’StudyAbroadExperience,ChastityGaither,AliyaBeavers,TerranceRange(HALEPhD):ThereisasparseamountofliteraturedocumentingBlackgraduatestudents’studyabroadexperiences.Thisgapintheliteraturehasleftavoidinourunderstandingofwhatimplicationsthisexperiencehasontheirpersonal,professional,andgraduatestudentidentities.Inadditiontomanagingsystemic,political,andinstitutionalbarriersonthedomesticlandscape,Blackstudentsareoftenconfrontedwithracism,discrimination,andbiasininternationalenvironments.(O,QL)StudentStories:AnAnalysisofPakistaniStudentIdentityDevelopment,ShytanceWren,KarimahShabazz,MichaelCarroll,RachaelVettese(SAA):ThereislimitedresearchoninternationalPakistanistudentexperienceswithinAmericaninstitutions,bothontheundergraduateandgraduatelevel.Thus,itisimportanttocreateaninformalidentitydevelopmentmodel,whichspecificallyaddressesPakistanistudentidentity.InterviewingMSUgraduatestudents,andutilizingcurrentstudentaffairsresearchoncollegestudentidentitydevelopment,allowedustoformulateastudentidentitymodelentitledtheMichiganStateUniversityPakistaniStudentIdentityDevelopmentmodel.(C,QL)
ExploringtheSocializationExperiencesofInternationalDoctoralStudents,JenniferMarcy(HALEPhD):ThisresearchstudyexploresthesocializationexperiencesofinternationalprofessionalswhoarereceivingscholarshipsunderaUSfederalgovernmentparticipanttrainingprogramtoattendUSuniversitiesfortheiradvanceddegreecompletion.Thisstudyaimstogainabetterunderstandingofhowinternationalstudentssocializewithintheirdoctoralprograms.Further,thestudylooksatthewaysinwhichpoliciesofthestudents’USAID-fundedscholarshipprogramareimpactingtheirexperiencesintheUS.Despitethebenefitstotheparticipants,littleisactuallyknownaboutthesocializationexperiencesoftheseinternationalgraduatestudentswhiletheyareobtainingtheirdegreesintheUS.(D,QL,$)
Room226:StudentSupport Moderator:StephanieAguilar-SmithACloserLookatCollegeStudentandSleep,AnnabelleEstera(HALEPhD):ThisquantitativestudyoncollegestudentsandsleepwaspartofalargerstudyofMSU’sNeighborhoodStudentSuccessCollaborative.Theresearchquestionswere:(1)Towhatdegreedostudentsfeeltheyaresleepingenough?,(2)Howmuchsleeponaveragearestudentsgettingonnightsbeforeclassesonaverage?,and(3)Areperceptionsofenoughsleepandamountofsleeprelatedtofirst-semesterGPA?4)Doanswerstoperceptionofenoughsleepandamountofsleepdifferbyraceand/orgender?ResultssuggestsleepqualityandquantityareissuesforMSUstudents,withpossiblecorrelationswithGPA,race,andgender.(QN,C)
• BridgingtheGap:AComprehensiveSupportProgramCaseStudy,AliyaBeavers(HALEPhD):MorestudentsfromunderrepresentedpopulationsarecomingtocollegesintheUnitedStatesyet,thesestudentsaregraduatingatlesserratesthantheirmajoritycounterparts.Researchshowsthatcohortscanhelpstudentsacademicallyandsocially.OnesuchcohortinterventionisthePosseProgram,whichhasa90%graduationrate.UtilizingHarper’santi-deficitachievementframeworkandSedlacek’snon-cognitivevariablesinadmissionandretentioninhighereducation,thisstudygatheredqualitativedataontheexperienceofstudentswhoparticipatedinthePosseProgram.(I,QL,$)
FirstYearStudentPersistence:EvaluatingtheRoleofSelf-Efficacy,InstitutionalCommitment,andGoalAttainment,AlexGardner(HALEPhD):Postsecondaryinstitutionsoperateinanenvironmentwithmoredemandsforaccountabilityfromparents,students,policymakers,fundingsources,andtheeconomyatlarge.Thus,itisimperativeforinstitutionstoidentifypredictorsandfactorsthatinfluencestudentsuccessandfirstyearpersistence.Whilestudentretentionhasimprovedslightlyoverthepastdecade,four-yearpublicinstitutionshaveanaverageattritionrateofapproximately64%fromfirsttosecondyear(ACT,2015).Thisstudyusesagoalsettingtheoreticalframeworktoexaminetheimpactofself-efficacy,institutionalcommitment,andcommitmenttogoal(i.e.,degree)onfirstyearstudentpersistence.(C,QN)
Room224:InternationalPerspectives Moderator:NickPalmer
TheUnitedStatesColonizationofMexicanHigherEducation,GuadalupeSaldivar(SAA):Duringa10-daytrip,IhadtheopportunitytovisitfivedifferenthighereducationinstitutionsinMexicoCity,Mexico.Throughpersonalreflectionandwrittenanalyses,Idevelopedadeeperlevelofunderstandingonhowlocal,national,andglobalforcesinteract.ThispresentationencouragestheaudiencetoreflectonhowhighereducationintheUnitedStatesinfluencesMexico’shighereducation.Isharemyinsightsonthefollowing:(1)mediascapes,(2)language,(3)accreditation,and(4)rankingsasformsofpowerinfluencingMexicanhighereducation.(C)TheInfluenceofParticipationinCo-CurricularActivitiesonSenseofBelongingofBlackWomeninSTEM,YeukaiMlambo(HALEPhD):Blackwomenremainmarginalizedinscience,engineering,andtechnology(SET)fieldsinSouthAfrica.Thisstudyexaminestherelationshipbetweenstudentparticipationinco-curricularactivitiesandsenseofbelongingamongBlackfemalestudentsinSETdisciplinesatoneSouthAfricanuniversity.Resultsindicatethatwhileco-curricularparticipationislesslikelytopredictsenseofbelonging,studentsex,beingAfrican/Black,andanengineeringstudentinparticularpredictssenseofbelonging.(I,QL,$)OpeningtheBlackBox:ExperiencesofChineseGraduateStudentsinVisitingScholarsPrograms,SaraBano(HALEPhD):SinceChina’sreopeningtotheworldinthelate1970s,thenumberofChinesestudentsandscholarshasincreasedmanyfoldsonU.S.campuses.ThisstudyexploreshowChinesevisitingscholarsmakesenseofU.S.exchangeexperiencesandhowtheseexperiencesimpacttheirlivesandtheirhostandhomeinstitutions.Thefocusofthiscasestudywasaneight-monthvisitingscholarsprogramhostedbyamajorresearch-intensiveAmericanuniversity.Theparticipantsincluded12scholarsandonefacultyleaderfromaregionalChineseUniversity.Participantssawthisprogramprimarilyasanopportunitytoobtainaninternationalcredentialthatwillfurthertheirownpersonalandcareergoals.(O,QL)
9:30 am to 10:20 am Room226:StudentSupport&Advocacy Moderator:JohnVasquez
SupportingStudentVeteransCareerDevelopment,KrystleForbes(SAA):Since2005thepopulationofveteranstudentsinhighereducationhasdramaticallyrisen.Despitethisincrease,theservicesofferedfortheveteranpopulationhasnotkeptpacemeetingthestudentdemands.In2008,lessthan25%ofinstitutionsreportedhavingadequateservicestomeetveteranneeds.In2016ateamofthreeindividualscollaboratedtocreateatargetedcurriculumtosupportthestudentveterans'careerdevelopmentprocess.Thissessionfocusesontheinformationlearnedthroughtheinterventionandsharestheoutcomestobetterserveveteransonourcampuses.(O,QL)
• WhatDoesitMeantobeanAdvocate?APhenomenologicalExaminationofSexualAssaultAdvocacy,TomFritz(HALEPhD):Inrecentyears,theissueofsexualassaultresponseoncollegecampuseshasbecomemoreprevalent.Currentliteraturefocusesprimarilyonpreventionandpolicyimplications.Thisstudyusesphenomenologicalmethodologytodeterminethelivedexperienceoftwostudentsexualassaultadvocates.Basedoninterviews,theseadvocatesdiscusspressuretoeffectivelyaidsurvivors,differencesbetweentrainingsandadvocacyinpractice,andinternalmonologuesduringsurvivorinteractions.Implicationsforfutureresearchandpracticeincludeexploringsurvivor’sconceptsofinteractionswithadvocatesanddifferencesinlivedexperienceofvariedtypesofadvocacy.(C,QL)
TheConstructionofaSaferPlace:AHistoryofWomen’sSafetyatMichiganStateUniversity(1970-1999),SapnaNaik(HALEPhD):Ananalysisofthecomplexhistoryofwomen’ssafetyatMichiganStateUniversityfrom1970to1999helpsuncovertherelationshipbetweentheinstitutionandsocietalchange.Iarguethatchangestowomen’ssafetyatMichiganStateUniversityreflectedconcreteandattitudinalchangesinsociety.Duringtheperiodof1970to1999,threemajorthemesofwomen’ssafetyattheuniversityemerge:sexdiscrimination,sexualharassment,anddomesticviolence.ThehistoryofMSUandwomen’ssafetycanhelpcreateamorenuancedpictureabouthighereducation,society,andchange,andinturn,informMSU’spresenteffortstoaddresscampussexualviolence.(C,QL)
Room228:OrganizationalPerspectives Moderator:SarahOwocki
• CentralityofCurriculainResearchonInternationalBranchCampusFormation,JayLarson(HALEPhD):A
2016Cross-BorderEducationTeam(C-Bert)reportrecognized232internationalbranchcampusesoperatinggloballybutalsoreported27IBCclosures.ThesenumbershighlightIBCsasprizedassetsfraughtwithrisks.Throughcontentanddiscourseanalysisof47articlespublishedfrom2011-2016,IarguethebodyofliteraturepositionscurriculardesignasthedefiningprocessofIBCformation,resultingfromtheinterplaybetweenfourfactors;(a)homeenvironment,(b)hostenvironment,(c)students,(d)faculty,and(e)administration.Iconcludeacurriculum-centeredperspectiveonIBCformationandoperationcaninformresearchandpractice.(I,QL)ItWillNeverHappenHere:HowOrganizationsLearnfromActiveShooters,LeviShanks(HALEPhD):Giventhatover90%ofactiveshootersonuniversitycampusesexhibitviolentorpremeditatedbehaviors,thisresearchseekstounderstandwhatactionscollegesanduniversitiestaketorecognize,organize,andlearnfrommassshootings.Despitetheprevalenceofgunviolenceinthemediaandtheriseofdomesticterror,littleisempiricallyknownabouthowinstitutionsaltertheirpoliciesandprocedurestopresentgunviolenceon-campus.Moreover,evenlessliteratureaddresseshowcollegesanduniversitiesevaluatetheirpolicieswhenmassshootingsoccuratdifferentcampuses.(QL,C)PursuingLegitimacyThroughAccreditation:TheCaseofNonprofitEducationprograms,EmikoBlalock(HALEPhD):Formany,legitimacyisasignifierofcertainlevelsofstatusandprestigewithintheacademy.Therefore,manyinprofessionaleducationprogramsseektoestablishorimprovelevelsoflegitimacyfortheirfield.Thispresentationisacasestudyofhowoneprofessionaleducationprogram,nonprofitmanagementeducation,pursuesacademicandfieldlegitimacythroughtheprocessofaccreditation.Usinganorganizationaltheoryframework,threestrategiestoachievefieldlegitimacyarepresented:changingtheparadigm,establishingthreats,andprotectingthespace.(I,QL,$)
9:30 am to 10:20 am Room252:TeachingandLearning Moderator:HannahBrodhead
FeelingAboutThinking:ConceptualizingtheRoleofEmotionsinTransformativeLearning,BenEspinoza(HalePhD):Whileemotionalintelligencehasbecomeahottopicinavarietyofdisparatefields,whatscholarsmeanby“emotions”varieswidely.Thefieldoftransformativelearning(TL)providesarichcontextforprobingthevariousmeaningsandusagesofemotions.ThispresentationdescribesthewaysinwhichtheTLliteraturehasinteractedwiththetopicofemotionswhileproposingawayforwardthatengagesemotionsinformallearningcontexts.Basedonacriticalreviewoftheliterature,thispresentationintroducesataxonomybywhichtounderstandandinterrogatetheroleofemotionsinTL.(O,$)
EducationAbroadandCurriculumIntegration,JoelleBrown,LaurenAdams,LeeXiong,SamWaters(SAA):Curriculumintegrationhelpsstudentstoembraceeducationabroadasanormativepartofcollege,andthereforeimprovestheaccessibilityofeducationabroadexperiences.Ifstudentsseeaneducationabroadopportunitymappedintotheircollegemajor,theylikelywillseetheopportunitylessasanextraexperience,butinsteadasafoundationalcomponentoftheireducationalcareer.Basedonathoroughliteraturereview,astudyofpeerinstitutions'curriculumintegrationeffortsandmeetingswithacademicdepartmentsandtheOfficeofStudyAbroadatMSU,alistofbestpracticesforcurriculumintegrationwascompiled.(C,M)FindingtheGoldenMean:CriticalRealismasanAlternativeResearchParadigm,MarcHunsaker,BenEspinoza(HALEPhD):Researchparadigmshavesignificantlyproliferatedoverthepast30yearsineducationalresearch.ThispresentationdescribesCriticalRealism(CR)asanovelandrefreshingperspectiveintotheoldpositivist-interpretivistacademicdebates.CRhasbeencalleda“goldenmeanepistemology”(Naugle,2002)becauseitacknowledgesarealandknowableworldwhilealsoacknowledginghumansubjectivityandresearcherbias.Asaparadigmforeducationalresearch,CRcouldappealtocriticalscholarswhoseresearchfocusesonjustice,andforresearcherswhootherwiseassumearealistperspectiveoftheworld.(C)
Room252:FacultyIssues Moderator:MakenaSchultz
AreWeBuyingOurSafety?FacultyWork-LifeNarrativesDuringTexasCampus-CarryPolicyEnactment,NateCradit(HALEPhD):InAugust2016,TexasbecametheeighthstateintheU.S.toallowconcealedfirearmsoncollegeanduniversitycampuses(or“campuscarry”inthepopularlexicon),despitesignificant,sustained,butunsuccessfulprotestfrommanyinacademia.Buildinguponnotionsofthesensemakingprocessafterdifficultexperiences(Weick,Sutcliffe,&Obstfeld,2005),thisnarrativestudyprovidedanopportunitytore-surfacethevoicesoffaculty,nowinrealtime,astheygrappledwithacompulsorytransitiontoapotentiallyviolentinstitutionalworkenvironment.(D,QL)
TenuringTeachersinHigherEducation,StevenSchlegel(HALEPhD):Atatimewhenfulltimetenuretrackappointmentshavebeentrendingdown,publicattentiononstudentlearningandthevalueofadegreehasgreatlyincreased.Despitethisattention,thetenurereviewprocesscontinuestofocusalmostexclusivelyonresearch.ThisstudylooksatthecreationandimplementationofaprofessorofteachingpositionattheUniversityofBritishColumbia.Suchapositionmayprovidethepossibilityforhighereducationtomeetthelearningneedsofstudentswithoutrelyingonadjunctfacultyaswellastoavoidthefraughttaskoffundamentallyalteringthetenurereviewprocess.(C,QL)
CommunityEngagedScholarsandthePursuitofTenure,TrinaVanSchyndel(HALEPhD):Althoughnationaltrendsshowincreasesinnon-tenuretrackfacultyhires,tenuretrackconcernsstillremainabarriertocommunityengagedscholarship.Therefore,critiquesandrecommendationsregardingthereappointment,promotion,andtenure(RPT)processarenecessary.Thisqualitativeresearchexaminedcommunityengagedscholarshipthroughcontentanalysisoftheessayportionof16reappointment,promotion,andtenurereviewformsfromsuccessfullytenured.FindingshaveimplicationsforhowinstitutionscansupportcommunityengagedfacultythroughouttheRPTprocessandhowtheycanpreparegraduatestudentsforcommunityengagedcareers.(I,QL,$)
10:30 am to 11:30 am
