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

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.

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

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

New England at ACPA17: Accepted Program Brian Joyce

Preferred Name: Brian Joyce

Employer: Dartmouth College

Position: Director of Greek Life

Title of your program: Practical Implications Towards a More Inclusive Fraternity Community

Recent national examples demonstrate the contentious relationship between the traditionally White fraternity system and race.  A 2014 racially and sexually suggestive email led to the suspension of a Kappa Sigma fraternity member at the University of Maryland (Associated Press, 2015, March 14). In December 2014, the Clemson University chapter of Sigma Alpha Epsilon hosted a gang-themed and racially offensive party, titled “Cripmas”, near the holiday season (WYFF, 2014, December 9). Members of Sigma Alpha Epsilon at the University of Oklahoma chanted racist songs on a bus in 2015 (Associated Press, 2015, April 3).

This session presents narratives on race from a qualitative study with eight fraternity members who recently initiated into predominantly and traditionally White fraternities at a large, public university in the southeast. The critical constructivist approach used for this study deconstructed the ways in which Whiteness was perpetuated in hegemonic White spaces. The findings from this study provide student affairs practitioners with insight into implementing practical implications for creating a more inclusive fraternity community.

What you look forward to most for ACPA 17:
I am looking forward to connecting with colleagues, particularly those from the Northeast, as this is my first time living and working in this region.

New England at ACPA17: Accepted Programs by Gavin Henning

Preferred Name: Gavin Henning

Employer: New England College

Position: Associate Professor

Title of your program: Using New CAS Cross-functional Assessment Frameworks and Multi-Standard Self-Study Processes

Responding to user demand, CAS piloted the development of frameworks for assessing issues that transcend any one functional area. These include First Year Experience, campus safety, and high risk behaviors. They also created processes for offices responsible for multiple functional area standards to effectively and efficiently engage in self-study. This session will introduce these tools and provide direction in using them.

Title of your program: Do It Yourself CAS Program Review

Twin goals of assessment are accountability and program improvement. The CAS Standards are an essential tool for performing evaluations on your campus and can help you meet both of those goals. The standards can be used for a variety of evaluations including department review or assessing how a function is implemented across your division. During this session experienced users will provide step-by- step examples regarding how to implement different CAS standards for evaluation.

Title of your program: Using CAS for Evaluating Program Effectiveness and Student Learning

As student affairs professionals we strive to meet the needs of our students. This commitment, coupled with calls of accountability urge us to evaluate those programs and services to demonstrate their impact on student learning. The standards developed by the Council for the Advancement of Standards in Higher Education (CAS) are valuable tools for these forms of assessment. In this session participants will learn how to use the standards for program review and evaluation of student learning.

Title of your program:It’s OUR Job: White Male Privilege, Positionality, and Social Justice

Shame. Guilt. Immobilization. Confusion. Frustration. Although well-intentioned, many white men fall short as allies in social l justice. How do we unlearn and unfreeze? How can white men fully contribute in ways that are necessary, welcome, and affirming? This session will explore racism, white fragility, creating a curriculum of critical self-knowledge, and concrete action steps to help white men educate themselves and fulfill our responsibility to use our power and privilege to address oppression.