cropped-NECPA-1.jpg

New England at ACPA17: Accepted Program by Lisa Landreman

Preferred Name: Lisa Landreman

Employer: Roger Williams University

Position: Assistant Vice President and Dean for Student Life

Title of your Program: Addressing Sexual Violence on Campus: Theoretical and Conceptual Framing

Description:
This session frames sexual violence in a postsecondary context by theoretically grounding it as a social justice issue, making the case for situating it within student affairs work, and providing a historical view of research, policy, legislation, and social movements related to its occurrence on campus. The presenters are authors of chapters from a forthcoming (summer 2007) book on addressing sexual violence in higher education.

What you look forward to most for ACPA 17:
Columbus is a wonderful location for convention with great restaurants and an accessible convention center and transportation. I always look forward to reconnecting with colleagues and the new ideas and energy I gain from attending the convention. As the Director of Professional Development on the Governing Board for ACPA I am most excited to engage in conversations with ACPA members about the proposal for a revised mission, bold new vision for racial justice and structure of the governing board. It is an exciting time to be an ACPA member!

cropped-NECPA-1.jpg

New England at ACPA17: Accepted Program by Staci Weber

Preferred Name:  Staci Weber

Employer or Grad School/ Position or Year of Graduation:  Dean of Student Affairs, Pine Manor College & Doctoral Candidate at Syracuse University, anticipated graduation May 2017

Title of your Program:  How First Generation Students Make Meaning of College Access programs

Description: Through qualitative methodology, this research built upon Cultural Wealth (Yosso, 2005, 2006) and Critical Theory (Kincheloe & McLaren, 2002) to understand how 47 first generation college students used non-profit and government funded college access programs to prepare for and gain access to college.  Through the students’ stories, the findings expanded Cultural Wealth to include first generation college students, demonstrated “college uplift,” and explored new ways first generation college students challenged current college choice models.

What you look forward to most for ACPA 17:  I look forward to connecting with colleagues and learning best practices.

cropped-NECPA-1.jpg

New England at ACPA17: Accepted Program By Brian Gallagher

Preferred Name: Brian Gallagher

Employer: Massachusetts College of Liberal Arts

Position: Coordinator of Student Conduct and Community Standards

Title of your Program: Check Your US-Centric First World Privilege

What you look forward to most for ACPA 17: Networking

Description:
This session will explore US-centric and first world privilege in US higher education and culture.  Data, each presenters’ work and educational experiences outside the US, and the experiences and insights of participants will be used to highlight US-centric first world privilege.  The session will cover global demographic data, as well as fundamental cultural, religious, architectural, and educational differences among nations.  Gender roles, religion, authority, personal relationships and the underlying metaphors of college will feature as the centerpiece as contrast with US cultures.

cropped-NECPA-1.jpg

New England at ACPA17: Accepted Program by Kathleen Gillon

Preferred Name: Kathleen E. Gillon, Ph.D.

Employer: University of Maine

Position: Visiting Assistant Professor, Higher Education

Title of your Program: Identifying and Challenging Urbanormativity in Student Affairs Practice

Description:
As student affairs educators engage in discussions regarding social identities, especially as they
relate to power, privilege, and oppression, less attention is often given to the role of sociogeographic identity and the ways in which space and place inform social systems and identities, especially as they relate to post-secondary educational opportunity and participation.

More so, when space is actually considered, it is often within an urban context (Khattri, Riley, & Kane, 1997), subsequently silencing the lives and experiences of rural people and places. Recent scholarship has helped to not only explain this focus on the urban experience but also to provide language to discuss the ways in which people and places with urban identities are privileged within our society while those with rural identities are often marginalized, othered, and deemed deficient.

Although rural students continue to participate in higher education at rates lower than their (sub)urban counterparts as well as below the national average, urbanormativity – the focus/privileging of urban, people, and places – has caused this population of students and their
unique experiences/needs to go largely ignored. The purpose of this program session is to engage practitioners-scholars in a critical dialogue regarding the role that space and place play in shaping identities, specifically for rural college students. Together, we will discuss ways in which our educational practices may contribute to urbanormativity and how we can work to challenge these practices at both an institutional and individual level.

What you look forward to most for ACPA17: Connecting with colleagues from across the country