The 33rd Annual Secondary School Issues Conference (SSIC)

University of Rochester
Rochester, NY
300 Wilson Blvd
May 30–June 1, 2018

 

What is SSIC?
SSIC is a professional conference for our secondary school colleagues who support college-bound high school students. You will see the spirit and activity of Rochester’s campus and have opportunities to share ideas and relevant issues with higher education colleagues from all over the US and the world through a series of educational sessions, panels, and group discussions.

2018 Theme
The 33rd SSIC theme is “Taking its Toll: Exploring and addressing causes of stress and anxiety among college-bound youth.”

SSIC 2018 Keynote and Workshop Presenters

Keynote Speaker

Keynote Speaker: Dr. Stella M. Flores

Dr. Stella M. Flores is Associate Dean for Faculty Development and Diversity and Associate Professor of Higher Education at the Steinhardt School of Culture, Education, and Human Development at New York University. She is also Director of Access and Equity at the Steinhardt Institute for Higher Education Policy at NYU. Dr. Flores holds an EdD in administration, planning, and social policy from Harvard University, an EdM from Harvard University, an MPAff from The University of Texas at Austin, and a BA from Rice University.

In her research she employs quantitative methods to examine large-scale databases, grades K through 20, to investigate the effects of state and federal policies on college access and completion rates for low-income and underrepresented populations. Dr. Flores has written about demographic changes in U.S. education, the role of alternative admissions plans and financial aid programs in college admissions in the U.S and abroad, Minority Serving Institutions, Latino and immigrant students, English Language Learners, and community colleges. Her publications include various peer-reviewed articles in The ANNALS of the American Academy of Political and Social Science, Educational Researcher, Educational Evaluation and Policy Analysis, American Journal of Education, The Review of Higher Education, Research in Higher Education, The Journal of Mixed Methods, The Journal of College Admission, The Future of Children, and The Journal of Hispanics in Higher Education, as well as three co-edited volumesHer coauthored work (with Catherine L. Horn) has been cited in the 2003 U.S. Supreme Court Gratz v. Bollinger decision (dissenting opinion) and in various amicus briefs submitted to the Supreme Court on affirmative action cases in higher education admissions. Professor Flores serves on the editorial boards of Educational Evaluation and Policy Analysis, The Review of Higher EducationSociology of Education, and the Journal of Research on Educational Effectiveness and AERA Open.

In 2017 she was named “One of the Top 25 Women in Higher Education and Beyond” by Diverse Issues Magazine and has also been recognized as one of the top 200 scholars in Education Week’s RHSU Edu-Scholar Public Influence Rankings from 2015-2017 as well as a National Academy of Education/Spencer Postdoctoral Fellow in 2010. She currently serves as a member of the Committee on Developing Indicators of Educational Equity from The National Academies of Sciences, Engineering and Medicine, Division of Behavioral and Social Sciences and Education, a board member of The Institute for Higher Education Policy and the American Association for Hispanics in Higher Education, and was recently elected as an at-large member of the American Educational Research Association (AERA). Her research has been funded by the Bill & Melinda Gates Foundation, the National Academy of Education, the Spencer Foundation and the Educational Testing Service. Prior appointments before NYU include Associate Professor at Vanderbilt University as well as positions as a program evaluator for the U.S. General Accountability Office and a program specialist for the U.S. Economic Development Administration.

Secondary School Issues Conference Workshops

Shafiqa Ahmadi, JD, is an Associate Professor of Clinical Education at the Rossier School of Education (Rossier) and the Co-Director for the Center for Education, Identity, and Social Justice. She is an expert on diversity and legal protection of underrepresented students, including Muslims, bias and hate crimes, and sexual assault survivors. Prior to joining the Rossier faculty, she taught at the Gould School of Law and was a Visiting Researcher at the Center for Urban Education, at Rossier. She has also served as a Research Associate at the Research Institute at Rossier where she assisted with grant proposals and worked on a grant awarded by the Department of Education (DOE) designed to prevent and reduce on-campus sexual assault. Prior to joining USC, she worked for the Hawaii Civil Rights Commission, where she investigated alleged violations of civil rights and discrimination in areas such as employment, housing, and access to state and state funded services.

 

Ahmadi received her Doctor of Jurisprudence from Indiana University Maurer School of Law, at Bloomington, Indiana. While in law school and graduate school she focused on Employment Law, Corporate International Law, Middle Eastern Languages and Cultures, and Islamic law (Shari ‘a). She is fluent in five languages. She is a native speaker of Persian (Dari & Farsi) and her second language is English.

Selected Publications

  • Theory vs. Practice: Women’s Rights and Gender Equity in Afghanistan. (2016, The Journal of Gender Race & Justice and Transnational Law & Contemporary Problems Journal at the University of Iowa College of Law).
  • The Erosion of Civil Rights: Exploring the Effects of the Patriot Act on Muslims in American Higher Education, (2011, Rutgers Race and the Law Review).
  • Reconsidering Campus Diversity: An Examination of Muslim Students’ Experiences (collaborative work, 2010, Journal of Higher Education)
  • Perceptions and Experiences of Muslim Women Who Veil on College Campuses, (collaborative work, 2003, Journal of College Student Development)

Hugh Burnam (Mohawk Nation, wolf clan) is a Ph.D. Candidate in Cultural Foundations of Education at Syracuse University.  He holds a B.S. in Individualized: Ethnic and Minority Studies (2010) and an M.A. in Adult Education (2011) from Buffalo State College.  His research interests include social justice in education, community engagement efforts, narrative/ oral histories, and Indigenous gender studies. Hugh’s dissertation explores Indigenous student experiences in higher education, nation-building, and Indigenous masculinities. Examining Haudenosaunee worldview, Hugh considers Native identity as paramount for students’ sense of belonging and persistence in education.  Therefore, secondary and post-secondary education leadership, administration, staff, and faculty must research Native identity, as it is a critical component for Native student success, development, and self-determination.  

Clary, Shalena

Shalena Clary is a Senior Associate Director of Financial Aid at the University of Rochester.  She has worked in financial aid for 16 years, the last 4 of which have been with the University of Rochester.  Prior to her time here, she held

various roles in enrollment operations at a community college, including at various times responsibility for the oversight of Enrollment, Financial Aid, Alumni, and Veterans’ Affairs. 

Throughout her professional career, she also has served on the Executive Council and as Vice President for SUNYFAP- the organization for State University of New York Financial Aid Professionals.  She is currently serving on the Executive Council for the New York State Financial Aid Administrators Association (NYSFAAA).  She has presented at several SUNYFAP and NYSFAAA Conferences as well as High School Guidance Counselor workshops and NYSACAC Round Table Discussions. 

She received her Master’s in Business Administration from SUNY Institute of Technology.  Her undergraduate majors were secondary education and economics, so she has found that her financial aid career allows her to utilize all of her degrees in an unconventional way.  With a passion for financial literacy she aims to explain financial aid to students and families in a manner that helps them plan and pay for their college degree, while simultaneously preparing them for a successful financial future after postsecondary education.

Douglas Guiffrida is a Professor of Counseling and Human Development and the Warner Graduate School of Education, University of Rochester. He is a Nationally Certified Counselor (NCC), an Approved Clinical Supervisor (ACS), and a Licensed Mental Health Counselor (LMHC) in New York State. His primary research focus is to understand the experiences of College Students of Color in order to more effectively support their college success. He also explores the use of constructivist pedagogical practices in counselor training and supervision and mind/body approaches to healing chronic pain. He is the author of over 30 articles and book chapters that have appeared in leading counseling and higher education publications and his book, Constructive Clinical Supervision in Counseling and Psychotherapy (Routledge), was the winner of the Association of Counselor Education and Supervision’s 2015 “Publication of the Year Award.”  Guiffrida was also awarded the 2007 American Counseling Association’s Ralph F. Berdie Memorial Research Award, which recognizes innovative college student affairs research. He has served as associate editor for Best Practices for the Journal of Counseling Development, senior associate editor for the Journal of College Counseling, and as a reviewer and editorial board member for several other scholarly publications. He also has a small private practice that uses mind/body approaches to heal people in chronic pain. 

Wendy Harbour is the director of the National Center for College Students with Disabilities, based at the Association on Higher Education And Disability (AHEAD).  She is an Obama appointee to the National Council on Disability and a lecturer in policy and communication equity at Saint Catherine University.  Her publications include chapters in How Did You Get Here? Students with Disabilities and their Journeys to Harvard and Righting Education Wrongs: Disability Studies in Law and Education, as well as articles on disability and higher education in the Journal on Postsecondary Education and Disability, Review of Disability Studies, and Innovative Higher Education.  Her primary scholarly interests are disability in higher education, race and disability, disability studies, and universal design.  She holds a bachelor’s and Master’s degree from the University of Minnesota, and a Master’s degree and doctorate from Harvard University.  She is active in the Deaf community and lives with her wife and family in Minnesota.

Roystone J. Martinez, Med, MA hails from East Harlem, NY and his mantra is, “I change lives!”  He takes pride in helping first generation college students and students from marginalized backgrounds self-actualize and realize their true potential.  Ever the educator, he currently serves as the College Counselor and College Prep Instructor at Harlem Village Academies HS in New York City. Prior to his work as a teacher, he worked for a series of non-profit organizations whose mission focused on closing the access gap to prestigious institutions for underserved and underprivileged students. Before that, he worked as Associate Director of Admissions and Founding Director of the R.I.S.E. program at Emmanuel College in Boston. MA.  He was instrumental in helping Emmanuel College with their diversity recruitment and persistence needs.  A graduate of Boston College, he received a B.A. in Human Development with a theater minor and a concentration in Black Studies.  He received his first Master’s degree from Harvard University’s Graduate School of Education in Administration, Planning & Social Policy.  His research interest at the time was identifying the variables which help low-income students of color persist at predominantly white institutions. He received his second Master’s degree from Columbia University’s Teachers College with a double focus in Human Development and Developmental Psychology.  His research focus while at Columbia was focused around Hip-Hop music and culture and the perpetuation of the “Down-Low” phenomena among urban, black and Latino LGBTQ identifying people.  A self-professed gender bender, Roystone’s passion lies in advocacy, education, the arts, and international travel.

 

 

Conference Schedule

Please note that this schedule is subject to change.  

Wednesday, May 30

 

Throughout the day

Arrival in Rochester, shuttle to Hilton Garden Inn in College Town

5:00 pm

Gather in hotel lobby

5:15 pm

Leave hotel for Welcome/Cocktail Reception

5:30–6:30 pm

Welcome remarks and cocktails

6:30 pm

Dinner

8:30 pm

Leave dinner for hotel

Thursday, May 31

 

7:30 am

Breakfast at hotel

8:30 am

Shuttle departs from hotel to Wallis Hall (participants may walk, if desired)

9:00–10:15 am

Keynote address – Dr. Stella Flores

10:15–10:30 am

BREAK

10:30–11:30 am

Session I – Roystone Martinez

11:45 am–12:00 pm

BREAK

12:00–1:15 pm

LUNCH

1:15–2:15 pm

Session II – Dr. Doug Guiffrida

2:15–2:30 pm

BREAK

2:30–3:30 pm

Session III – Dr. Wendy Harbour 

3:45–4:00 pm

BREAK

4:00–5:00 pm

Session IV – Hugh Burnam

5:00–6:30 pm

FREE TIME

6:30 pm

Dinner

Friday, June 1

 

7:30 am

Breakfast at hotel

8:30 am

Shuttle departs from hotel to Wallis Hall (Those departing directly from Wallis Hall at 2:15 should bring their luggage)

9:00–10:00 am

Session V – Dr. Shafiqa Ahmadi

10:00–10:15 am

BREAK

10:15–11:15 am

Session VI – Shalena Clary

11:30 am–12:30 pm

LUNCH

12:45–1:45 pm

Campus tour

2:00 pm

Conference ends

2:15 pm

Shuttle departs from Wallis Hall to the Greater Rochester International Airport or to hotel

2:30–4:30 pm

Shuttle to airport provided by hotel

Travel and Reimbursement Information for Participants

Hotel information: SSIC guests will be staying at the Hilton Garden Inn at College Town. The hotel address is 30 Celebration Drive, Rochester, NY 14620. Parking for hotel guests is complimentary.  Guests will be able to take a shuttle to and from campus throughout the conference. University of Rochester will cover the cost of guests’ hotel rooms on May 30 and 31.  Please note that, though the cost of your room is covered, you may be asked to provide a credit card for incidentals upon check in. 

Travel reimbursement: All SSIC participants may be reimbursed for their travel costs to and from Rochester, NY at the conclusion of the conference.  We ask that participants book their travel no later than 14 days prior to the conference. Please note that, unless you have recieved advance approval from conference organizers, your travel itinerary must depart from and conclude at the same location.  For those driving to campus, mileage is reimbursed at $0.20/mile.  Please send your travel receipts or starting address (if driving) to adm.travel@ur.rochester.edu.

University Visitor Parking: All guests staying overnight during the conference should plan to park at the hotel (this is complimentary).  A shuttle will be available to transport guests to and from the conference. For guests not staying overnight and planning to park on campus, you will need to stop at the Visitor Information Booth (500 Wilson Blvd., Rochester, NY 14627) each day to pick up a one-day parking permit.  There will be no cost to you for these permits. 

Driving Directions to campus: From The East Motorists coming to Rochester via the New York State Thruway, Rt. 90, should use Exit 46; take I-390 North to Exit 17. Turn left onto Scottsville Road. At the second light, bear right onto Elmwood Avenue. Cross the Genesee River Bridge and take a left onto Wilson Blvd.

From The West Use Thruway Exit 47, take I-490 East to I-390 South to Exit 17. Take a left onto Scottsville Road. At the third light, bear right onto Elmwood Avenue. Cross the Genesee River Bridge and take a left onto Wilson Blvd.

From The South Take I-390 North to Exit 17. Turn left onto Scottsville Road. At the second light, bear right onto Elmwood Avenue. Cross the Genesee River Bridge and take a left onto Wilson Blvd.


Stay tuned for more information and updates on our break-out sessions and guest presenters!


SSIC 2017

Take a look back at what topics were covered at the 32nd Annual Secondary Schools Issues Conference!

2017 Theme
The 32nd SSIC theme was “Breaking the Mold: Empowering and Supporting Underrepresented Students in Higher Education.”

Keynote: Breaking the Mold of Who Goes to and Succeeds in College

Recognized in Education Week as one of the 10 most influential professors in the field of education, Shaun R. Harper is an expert on race, campus climates, and student success in higher education. He is a professor at the University of Pennsylvania, where he founded and serves as executive director of the Center for the Study of Race & Equity in Education. He also is president of the Association for the Study of Higher Education, the leading scholarly organization in his field. Professor Harper has published over 100 peer-reviewed journal articles and other academic publications, and received more than $12 million in research grants. Johns Hopkins University Press is publishing his 13th book, Race Matters in College. His research has been cited in more than 5,000 published studies. The New York Times, Washington Post, Wall Street Journal, Chronicle of Higher Education, and over 11,000 newspapers have quoted Dr. Harper and featured his research. He has interviewed on CNN, ESPN, and NPR. This summer, he is joining the University of Southern California faculty as the Clifford and Betty Allen Professor of Education, and founding executive Director of the USC Race & Equity Center.

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.