Empowering Students with Disabilities in Higher Education
Presenters: Ellen Broido, Wendy Harbour, Diane Wiener
Dr. Ellen M. Broido has been an associate professor of higher education and student affairs at Bowling Green State University since 2001. She teaches in the College Student Personnel program and the Higher Education Administration program and serves as an affiliated faculty member in women’s studies. Dr. Broido received a BA from Columbia University in biology (1987), an MSEd from Indiana University with a dual degree in higher education and student affairs and in counseling and guidance (1990), and an EdD from the Pennsylvania State University in counselor education (1997).
Her research focuses on diversity and social justice issues in higher education and on international perspectives on student affairs work. Dr. Broido’s publications include the books Disability in Higher Education: A Social Justice Approach (2017, co-authored with Nancy Evans, Kirsten Brown, and Autumn Wilke) and Developing Social Justice Allies (2005, co-edited with Robert Reason, Nancy Evans, and Tracey Davis).
Dr. Broido teaches courses related to student learning and development, college environments, diversity and social justice issues in higher education, qualitative methods, and the internationalization of student affairs, including leading study tours to South Africa, Scotland, and the UK. She has taught and consulted with universities in China and South Africa.
Diane Wiener is the Director of the Disability Cultural Center at Syracuse University. She joined Syracuse University’s Division of Student Affairs (now the Division of Enrollment and the Student Experience) in October of 2011. She has extensive experience in teaching, group facilitation, advising, and mentoring. She also has significant experience in program development and management, leadership, counseling, disability advocacy, assessment and supervision. Diane has worked closely with people with disabilities in non-therapeutic and therapeutic contexts, in accordance with sociocultural models of disability.
From 2005 to 2011, Diane served as an assistant professor at SUNY Binghamton in the Department of Social Work. Diane has also worked as a graduate teaching associate and instructor of record at the University of Arizona, and as an adjunct faculty member and graduate advisor for the Master of Arts programs at the Prescott College Tucson Center. She worked with the Tucson Youth Development Midtown Neighborhood Project, the Tucson LGBTIQ Youth Suicide Prevention Project, and for many agencies and organizations in the social services and activist fields in New York, New Jersey, and Arizona.
Diane earned her PhD from the University of Arizona, majoring in comparative cultural and literary studies and minoring in anthropology. She has a postgraduate certificate in medical anthropology, also from the University of Arizona. She received a BS in animal science from Rutgers University and an MSW from Yeshiva University. Diane is registered as a Licensed Master Social Worker in the State of New York.
Diane is a member of the Syracuse University Contemplative Collaborative. In 2016, she was appointed co-chair of the university-wide Council on Diversity and Inclusion. She has published widely in a variety of subjects related to diversity, social justice, inclusion, pedagogy, and empowerment, with attention paid in particular to interdisciplinarity (including feminist and queer media studies, sociolinguistic and medical anthropology, and critical theory), cross-disabilities perspectives, and the Mad Pride movement. Later that year, Diane began blogging for the Huffington Post. Diane’s blog for the Huffington Post does not necessarily reflect the views of the Syracuse University Disability Cultural Center, the Syracuse University Division of Enrollment and the Student Experience, or Syracuse University.
Also a part-time faculty member, Diane proudly and happily teaches various courses at Syracuse University.
Conflicting Conceptions of Education: Where to From Here?
Presenter: David Hursh
David Hursh is a professor in the teaching and curriculum program at the Warner School of Education at the University of Rochester. His recent research and writing reflect three specific areas of interest. First, he situates the current corporate-based education reform effort within the context of the rise and dominance of neoliberal economic policies. This includes examining the changing role of governance in society where philanthropists, corporations, non-governmental organizations, and investment fund managers increasingly influence education policy.
Second, he has worked to design and implement curricula that promote a sustainable society. This ranges from reconceptualizing educational goals to include practices that contribute to understanding the physical and social world as a holistic system. This includes not only teaching about energy and water use, but also creating an environment that supports the health of humans and other living things. He has created lessons and taught in classrooms in sub-Saharan Africa as well as in urban and suburban schools in the US. He also worked with the Earth Institute at Columbia University from 2011-2012 on the Millennium Development Project on attaining the Millennium Development Goals.
Third, he studies the way in which education policy is increasingly globalized so that the politics of education reform have similarities across different countries. Most recently, he has been speaking, teaching, and researching in New Zealand and Australia.
Hursh is responsible for teaching three courses: ED 404, Teaching, Curriculum and Change, ED 532, Action Research Methods, and EDU 428, Theory and Practice in Teaching and Learning Social Studies in Elementary School. In his Teaching, Curriculum and Change course, Hursh encourages students to conduct research on past and current issues in education, including the role of philanthropists, standardized testing, teachers unions, and inequality. His doctoral course on action research prepares students to use action research to investigate their own and others’ educational practices. Finally, his course on elementary social studies supports teachers and teacher candidates in developing curriculum and pedagogy in social studies education. Hursh supports students in raising and answering questions that are personally and politically significant. He occasionally teaches an advanced doctoral seminar, most recently on globalization and education.
Hursh’s most recent publications focus on the changing governance of public schools, including the increasing impact on education policy by philanthropists, corporations, non-governmental agencies and politicians. He has also written both theoretical and practical articles and books about education for sustainability and social studies education.
Hursh has given presentations on the above topics in the US and around the globe. He has given addresses at the United Nations, in New Zealand, Australia, Chile, and Canada, and at numerous international conferences in Europe and North America. He is the associate editor for the Americas for the Journal of Education Policy and an associate editor for the journal Policy Futures in Education. In addition to his appointment as a visiting scholar at Columbia University, Hursh has been on the faculty of Swarthmore College, a visiting professor at the University of Wisconsin-Madison, a visiting scholar at the University of Waikato and the University of Redlands, and a research fellow at Bristol University.
Support for Undocumented Youths in Secondary and Higher Education
Presenter: Dr. Fanny Lauby
Fanny Lauby is an assistant professor of political science at William Paterson University. She received her MA from the Université Sorbonne Nouvelle. In 2014, she received a PhD in political science from the City University of New York Graduate Center and a PhD in American studies from the Université Sorbonne Nouvelle. Prior to joining the faculty at William Paterson, she has taught at Baruch College – CUNY and at the Sorbonne Nouvelle. Dr. Lauby’s research focuses on the experiences and the political mobilization of immigrant youths in the US.
Counseling the Non-Traditional Student for Future Success in the Admission Process
Presenters: Jason Nevinger, Tanya Strachan, Dawn Bruner
Jason Nevinger is a nineteen-year admissions counseling professional, having begun his career at his alma mater, Westminster College (PA), in 1998. Since 2015, he has been one of six regional associate directors for the University of Rochester and is based in Raleigh, NC. His recruitment efforts include portions of the southeastern United States, New England, East Asia, and the Middle East. Additionally, he works closely training new admissions counselors in the office and serves on several admissions committees within the office. Prior to his time at the University of Rochester, Nevinger spent nine years as an associate director of admission at Carnegie Mellon University, heading up their Student Recruitment Services Team, which focused on all aspects of on-campus admission programming. While at Carnegie Mellon, he coordinated the admissions review process for the School of Art, the School of Design, the School of Architecture, the Dietrich College of Humanities and Social Sciences, and the Tepper School of Business. Previous to Carnegie Mellon, he also worked at Duquesne University as an assistant director of international admissions. Throughout his career, he has held numerous elected and appointed positions in the Pennsylvania Association for College Admission Counseling, including as chair of finance and budget, chair of conference planning, and the Association’s president from 2012–2013. Currently, he serves on the National Association of College Admission Counseling Greater Raleigh College Fair Committee and is a faculty member for the Southern ACAC Dry Run Program for new hires in admissions. Jason lives in Raleigh, NC, with his wife Emily, son Bradley and their nine-year-old Cocker Spaniel Charlie.
Tanya Strachan is the Assistant Director of Transfer Enrollment and Recruitment Programs. She started her higher education career in the Office of Admissions in 2004 and has advocated for transfer students during her tenure in Admissions. She helps students navigate admissions, develop transfer plans, and prepare for their transition to a highly selective institution. She serves as a pre-major advisor to incoming transfer students. Mrs. Strachan is a graduate of the Rochester Institute of Technology, where she obtained a BS in hospitality management with a minor in sociology. After working in the hospitality field managing and supporting international students on their work exchange, she realized that she had a passion for helping college students navigate student life. In 2009 she earned an MS in higher education with a specialization in student affairs from the Warner Graduate School of Education at the University of Rochester.
Dr. Dawn L. Bruner is dedicated to education and has worked in higher education for thirteen years. Dawn is the director of Parent and Family Relations at the University of Rochester. She works closely with parents/families to help them maintain healthy connections with students and understand the university system. Previous higher education experience includes working as a counselor in the Counseling and Testing Center at Elizabeth City State University in North Carolina and coordinating counseling, admissions, recruitment, and student services for the Higher Education Opportunity Program at Nazareth College.
She holds a BA in psychology from Nazareth College and a MSEd in counselor education from the State University of New York College at Brockport. Dawn earned an EdD in executive leadership from St. John Fisher College. Her dissertation research focused on the involvement of parents of first-generation college students. Dawn is passionate about educating students and families, while bringing organizations closer to fully addressing the needs of special populations and effectively engaging parents and families to support student success. Dr. Bruner appreciates the uniqueness of people and acknowledges that everyone has a story. As a higher education leader, she believes that it is essential to respect and value the stories and perspectives of others.
Navigating College: Gender and Sexuality Challenges and Strategies
Presenters: Rachel Remmel, Kyle Trenshaw
Rachel Remmel works at the Center for Excellence in Teaching and Learning at the University of Rochester, where she supports faculty teaching and academic honesty. She recently organized workshops on inclusive teaching strategies for Rochester faculty. She holds a PhD in art history from the University of Chicago and was formerly an American studies assistant professor. Her academic work focuses on nineteenth-century US school architecture and museum history, and it includes analysis of such gendered terms as genius, fine artist, teacher, and school administrator that inform current climate challenges in associated academic disciplines.
Kyle Trenshaw is the educational development specialist for natural sciences and engineering at the Center for Excellence in Teaching and Learning at the University of Rochester. He received a BS in chemical engineering at the University of Missouri in 2009 and both an MS (2011) and PhD (2014) in chemical engineering at the University of Illinois at Urbana-Champaign. His postdoctoral research at Brown University focused on the disproportionate benefit for community building in introductory STEM courses for women and students from historically underrepresented groups. He identifies as a pansexual trans-masculine person and is committed to improving access to and experience with STEM fields for historically underrepresented student populations. Most notably, Trenshaw is currently involved in an effort through the American Society of Engineering Education to normalize asking demographic questions about sexual orientation and genders expanded beyond the binary so that we can answer even the most fundamental question: “Are LGBTQ+ folks underrepresented in STEM fields?”
Using Financial Aid in Support of Access and Affordability
Presenter: Samantha Veeder
Samantha Veeder is the Associate Dean of College Enrollment and Director of Financial Aid at University of Rochester. Veeder has over 24 years of experience in the financial aid profession, previously serving as director of financial aid at Syracuse University, Nazareth College, Hobart & William Smith Colleges and Keuka College and as a senior consultant at Scannell & Kurz, Inc. Over the years, she has been active in state, regional, and national professional organizations. She has served as Treasurer of both NYSFAAA and EASFAA, and is currently serving as conference chair for the EASFAA 2017 conference in Burlington, VT, where she will assume the role of president-elect of the organization, and as a member of the College Board Middle States Regional Advisory Committee and National CSS Assembly. Veeder is the recipient of the NYSFAAA Sister Bernadine Hayes and Rusty Hopkins Service Award, the NYSFAAA Region III Service Award, and the EASFAA Leadership Award. Veeder is a frequent presenter at financial aid nights, workshops, and conferences particularly on technology, financial aid, and enrollment management topics. Veeder is a graduate of Ithaca College with a BS in health services administration and of Nazareth College with an MS in management.
Thinking Holistically: Supporting Native American Students
Presenter: Stephanie Waterman
Stephanie J. Waterman, Onondaga, Turtle Clan, is an associate professor at the University of Toronto in the Ontario Institute for Studies in Education, and coordinates the Student Development/Student Services in Higher Education program. Before moving to Toronto, Waterman was a faculty member at the Warner Graduate School. She acknowledges that she is a guest at the Mississauga of the Credit River, that the territory in which she works is subject to the Dish with One Spoon Wampum covenant between the Haudenosaunee and Anishnaabek peoples of the area, as well as the Huron-Wendat, Petun, and other First Peoples. She is a cisgendered female, faculty member in student affairs, mother, grandmother, auntie, and sister. She is currently a co-chair for the National Association for Student Personnel Administrators Indigenous Peoples Knowledge Community Research & Scholarship committee. Her research interests are First Nations/Native American college experiences, First Nations/Native American student affairs units, the role staff play in student retention, Indigenous methodologies/ pedagogy, college transition, and critical race theories. She is a co-editor of Beyond the Asterisk: Understanding Native Students in Higher Education (Stylus, 2013), with Dr. Heather S. Shotton and Shelly C. Lowe, and Beyond College Access: Indigenizing Programs for Student Success, expected in the 2017. She has publications in the Journal of American Indian Education, the Journal of Student Affairs Research and Practice, the Journal About Women in Higher Education, and The Urban Review.