From left to right: Dr. Yang Li, Dr. Lara Perez-Felkner, Dr. Annie Wofford, and Dr. Chantra Nhien at ASHE Conference
Higher Education Faculty at the ASHE Conference
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FEATURED STORIES
Equity in Graduate Education
Lara Perez-Felkner’s Pioneering Work: ‘Latin* Students in Engineering’ Highlights and Analyzes a Key Growing Demographic
Cameron Beatty Named 2024 ACPA
Diamond Honoree
STUDENT SPOTLIGHTS
India J. Woods
Kyra Freeman
Derrick Raphael Pacheco
ALUMNI SPOTLIGHTS
Dr. Benjamin Perlman
Dr. Ben Cecil
Dr. Jhenai W. Chandler
Dr. Tadarrayl M. Starke
NEW FACULTY SPOTLIGHT
Dr. Sophie McGuinness
STUDENT ACCOMPLISHMENTS
Awards, Presentations, Publications & Involvement
FACULTY ACCOMPLISHMENTS
Publications, Grants, Awards & Leadership
FEATURED Stories
Equity in Graduate Education
The Equity in Graduate Education (EGE) Consortium builds a learning community of change-ready universities, graduate programs, and leaders who aim to align institutional policies and practices with their commitments to equity and inclusion. Currently partnering with 24 institutions nationwide, EGE leaders make research findings accessible and translate research into sustainable infrastructure for equity-focused change. Specifically, the EGE Consortium provides professional development, coaching, planning, and other resources across three curriculum tracks: Admissions and Recruitment, Mentoring and Wellbeing, and Equitable Selection Systems. These curriculum tracks and their associated resources provide tools to partnering universities who wish to enact systemic approaches
toward increasing diversity, fostering inclusion, and closing equity gaps.
Annie Wofford, Assistant Professor of Higher Education, has recently been appointed as Associate Director of the Equity in Graduate Education Consortium. In this role, Wofford serves the EGE community by leading Consortium activities for partnering universities in the Mentoring and Wellbeing curriculum track. As a faculty member who centers her research on equity in graduate education and mentoring relationships, this leadership opportunity provides Wofford with a unique opportunity to engage in a national research-practice partnership network and leverage research findings toward action and advocacy.
EGE Consortium Members at May 2024 Meeting
The recent expansion of the EGE Consortium, directed by Julie Posselt (University of Southern California) was made possible through a $1.2 million grant from the Alfred P. Sloan Foundation. This grant provides continuation funding and expansion of Consortium efforts through 2026, taking EGE Consortium partners from 12 to 24 universities and adding 96 new graduate programs, departments, and colleges.
Beginning as a pilot project in 2018, the California Consortium for Inclusive Doctoral Education (C-CIDE) received support from the National Science Foundation to focus on improving equitable outcomes from graduate-level admissions and recruitment practices at six universities. The success of C-CIDE led to its replication by a group of six universities in England and expanded
curriculum tracks for a broader U.S. learning community—now entitled the Equity in Graduate Education Consortium—in 2022. Equity in graduate education is a systemic challenge that requires an equity-minded, systems-minded strategy. With this goal in mind, Wofford is thrilled to lead collaborative opportunities for EGE partners to improve equitable change at individual, organizational, and systemic levels in the graduate education community.
For more information on the EGE Consortium, please visit https://equitygraded.org/
Lara Perez-Felkner’s Pioneering Work: ‘Latin* Students in Engineering’ Highlights and Analyzes a Key Growing Demographic
The growing population of engineering students who identify as Latin* are underrepresented in the field of engineering. Latin* refers to an individual of Latin American origin or descent, without restricting to a specific gender. The asterisk (*) includes related identity terms such as Latina/é/o/u/x. There is, however, a rising need to train U.S. students in engineering skills to meet the demands of our increasingly technological workforce. Structurally excluding Latin* students hinders their economic and educational opportunities in engineering.
Latin* Students in Engineering examines the state of Latin* engineering education at present as well as considerations for policy and practice regarding engineering education aimed at enhancing opportunity and better serving Latin* students. The essays in this volume first consider, theoretically and empirically, the experiences of Latin* students in engineering education and then expand beyond the student level to focus on institutional and social structures that challenge Latin* students’ success and retention. Finally, it illuminates emergent work and considers future research, policy, and practice.
Link to purchase the book: https://bit.ly/latin-students-in-engineering
Book Cover for Latin* Students in Engineering
Cameron Beatty Named 2024 ACPA Diamond Honoree
Dr. Cameron Beatty, an associate professor of higher education at the FSU College of Education, Health, and Human Sciences, has been named a 2024 Diamond Honoree by the American College Personnel Association (ACPA). The Diamond Honoree program recognizes individuals who have made significant contributions to the field of student affairs and higher education.
The ACPA Diamond Honoree program was established in 1999 to honor individuals who have made lasting contributions to the higher education profession. Honorees are nominated by their peers and selected by the ACPA Foundation Board of Trustees. Each honoree receives a commemorative plaque and a $2,500 donation to support ACPA programs, scholarships, or grants. On top of serving as an associate professor and program coordinator in the higher education program, Dr. Beatty is also the associate director of the Leadership Learning Research Center at Florida State, where he oversees research projects and initiatives related to leadership education and development. He also teaches courses on leadership theory, social topics in higher education, and qualitative research. He has published more than 20 peer-reviewed articles and book chapters and received several awards for his scholarship and teaching, including being recognized as a 2018 ACPA Emerging Scholar designee.
In the higher education program, Dr. Beatty uses qualitative methods to explore how social identities such as race, gender, and sexuality, influence leadership development and practice. He also examines how leadership educators can create inclusive and equitable learning environments that foster critical consciousness and social change.
Dr. Beatty’s colleagues praised his achievement and impact on the field. “Dr. Beatty is an outstanding scholar with a proven commitment to higher education,” wrote Dr. Kathy Guthrie, a professor of higher education and the director of the Leadership Learning Research Center, in her nomination letter. “His research is situated in the intersection of applied work on higher education and undergraduate leadership education and presents his findings in a way that is accessible for both researchers and practitioners.”
In addition to his scholarly and teaching excellence, Dr. Beatty has also been a dedicated and effective leader in ACPA and other professional associations. He has served as the Chair of ACPA’s Coalition on Men and Masculinities, Directorate Board member for the Commission for Faculty and Graduate Programs, and a member of several committees and task forces. He has also been an active presenter, facilitator, and mentor at ACPA events,
Dr. Cameron Beatty
Dr. Beatty with Dr. Jesse Ford (left) and Johnnie Allen Jr. (right)
sharing his expertise and passion with colleagues and students. Dr. Beatty’s involvement in ACPA demonstrates his commitment to advancing the field of student affairs and leadership education through collaboration and innovation.
Dr. Beatty is not only an accomplished scholar and teacher, but also a generous and supportive colleague and mentor. He has established strong relationships with faculty, staff, and students
across the higher education community, both at FSU and beyond. He has offered guidance, encouragement, and feedback to many emerging and established scholars, especially those from underrepresented groups. He has also created spaces for dialogue and learning on important topics. His collegiality and mentorship reflect his values and vision for a more inclusive and equitable higher education profession.
Dr. Beatty was recognized with the FSU Inclusive Teaching and Mentoring Award in 2020. This award honors faculty who teach courses in which the learning environment is explicitly designed to be inclusive so that all students can flourish. One of the most distinctive aspects of Dr. Beatty’s work is his ability to bridge theory and practice in higher education and leadership education. He has developed and implemented innovative curricula, programs, and initiatives that enhance student learning and development, especially for racially minoritized students. He has also partnered with various campus and community stakeholders to address issues and challenges facing higher education institutions and society. Dr. Beatty’s praxis-oriented approach exemplifies his dedication to making a positive difference in the lives of students and the broader public.
Dr. Beatty gives a presentation
Group Photo featuring Dr. Beatty at the ACPA Conference
STUDENTSpotlights
MCKNIGHT
DOCTORAL FELLOWSHIP RECIPIENTS
India J. Woods 1st Year Ph.D. Student
Graduate Assistant, Center for Academic Retention & Enhancement
“Specialization, Expertise, Career Advancement, Higher Earning Potential, Intellectual Growth, Networking”
What is your research interest?
I am interested in studying the experiences of underrepresented minority students. My research will focus on barriers that underrepresented minorities have to overcome when gaining admission into Research 1 Universities.
How will you utilize the McKnight Doctoral Fellowship?
I will utilize the McKnight Doctoral Fellowship to significantly advance my academic and professional development. I plan to carefully align my research with the fellowship’s objectives and create a structured plan to maximize the fellowship’s resources, such as funding, mentorship, and networking opportunities.
Kyra Freeman
1st Year Ph.D.
Student
Coordinator of Academic Support, FAMU Undergraduate Student Success Center
“Passion, growth, expertise, career advancement, fulfillment”
What is your research interest?
I am interested in studying the transition process of first-generation students and their access to resources when completing their undergraduate degree.
How will you utilize the McKnight Doctoral Fellowship?
I will utilize this fellowship to connect with other doctoral students and seek networking opportunities for research exposure and mentorship.
Derrick Raphael Pacheco
4th Year Ph.D. Candidate
Graduate Assistant, Leadership Learning Research Center
“Pursuing an education leads to liberation”
HOMETOWN: Binghampton, NY
What is the title of your study?
El poder de la Ñ: A narrative inquiry approach to Caribbean student leader identity development
What is your study about?
My study is looking to examine the ways that cultural experiences influence the leader identity development of Caribbean student leaders at historically White institutions. By utilizing the culturally relevant leadership learning model (Bertrand Jones et al., 2016), the cycle of socialization (Harro, 2000), and the ecological systems theory (Bronfenbrenner, 1979, I hope to explore the ways that the actors of culture socialize Caribbean individuals in their understanding of what leadership is. Additionally, this study will explore the dissonance (if any) between initial conceptualizations of leadership and the enact of one’s leader identity development at a historically white institutions in the state of Florida.
How do you plan to use the fellowship to support your Dissertation?
I plan on using McKnight Dissertation Fellowship for professional development opportunities and to engage in job searching.
Higher Education Students with Dr. Cameron Beatty at NASPA 2024
ALUMNI Spotlights
ACCOMPLISHMENTS/SERVICE
Dr. Benjamin Perlman
Master’s Class of 2005
Assistant Vice President, Student Engagement at Saint Louis University
FSU’s mixture of theoretical foundations and real-world experiences are what I’ve come to value most in setting a foundation for success. Working in four different areas of the university by day and receiving instruction from leading faculty at night allowed me to quickly apply what I was learning. Starting out as a new professional, I was able to pull from a wide variety of experiences to inform my decision-making. As I’ve progressed in the field, I’ve also come to value the strong LifeNet and my cohort members who have become my closest professional confidants and friends. They are who I rely on for support when times get tough and who I celebrate the wins with.
• Conference Program Team, Association of College Unions International, 2023
• Certified Auxiliary Service Professional (CASP) Commission Chair, National Association of Auxiliary Services. 2021
Dr. Ben Cecil
Master’s Class of 2015
Senior Education Policy Advisor, Third Way
If you had asked me ten years ago as a master’s student what my career would look like today, I wouldn’t have guessed that I’d work in federal education policy. The master’s program at FSU planted the seed for my interest in policy work and laid the foundation on which I pursued my PhD and moved away from campus-level work to federal policy and advocacy. The value of FSU’s program is unmatched as it prepared me to be not only a student affairs professional but also a scholar-practitioner and now an advocate at the national level for higher education.
PUBLICATIONS
Cecil, B.G. (15 August 2024). How High School Students Are Thinking About Higher Ed. Third Way: Washington, D.C. (Policy Memo/Public Opinion Research)
Cecil, B.G., Dimino, M., and Navarro, E. (10 July 2024). Pell Grant Funding 101. Third Way: Washington, D.C. (Video/Multimedia)
Cecil, B.G. (9 May 2024). Voters Want Less Talk and More Action on Higher Ed Value. Third Way: Washington, D.C. (Policy Memo/Public Opinion Research)
Cecil, B.G. (11 January 2024). Transparency Is the Name of the Game for Graduate Students. Third Way: Washington, D.C. (Policy Memo/ Public Opinion Research)
Cecil, B.G. (22 December 2023). Talking about Student Experience and Belonging with Right-of-Center Audiences. Third Way: Washington, D.C. (Policy Memo/Public Opinion Research)
Cecil, B.G. & Shepard, M. (27 September 2023). Protecting the Pell Surplus. Third Way: Washington, D.C. (Blog Post)
Dr. Jhenai W. Chandler
Doctoral Class of 2020
Vice President for Research & Policy, NASPA - Student Affairs Administrators in Higher Education
I started my doctoral journey with years of professional experience across various educational institutions, all while managing the responsibilities of motherhood and full-time studies. My professors truly valued my real-world insights, allowing me to apply theoretical lessons into practical scenarios. This experience equipped me with the skills to connect research, policy, and practice effectively. I am now adept at developing equity-centered strategies to enhance college access and success for all students. Grateful to Drs. Tamara Bertrand Jones, Brad Cox, and Toby Park-Gaghan for recognizing my multifaceted and intersectional identity as a student, mother, wife, and practitioner. Their unwavering support, alongside the “Cocoa Scholars,” has been instrumental in my journey. Being part of a diverse cohort in the higher education doctoral program fostered a tight-knit community known as the “Cocoa Scholars.” This group provided a safe space for challenging discussions and mutual encouragement. Together, we seized the opportunities offered by FSU, stood by each other, and successfully navigated the program. Today, we are all actively contributing to the field, a testament to the power of community, collaboration, and support in achieving our goals.
ACCOMPLISHMENTS/SERVICE
• Dr. Chandler’s policy work can be found in outlets such as Diverse Issues in Higher Education, Inside Higher Education and other higher education news platforms.
Dr. Tadarrayl M. Starke
Master’s Class of 2010, Doctoral Class of 2019
Vice Provost for Student Success at University of Connecticut
I was working in higher education for five years prior to starting my FSU Higher Education program journey. The program, at both the Masters and Doctoral levels, was a good fit for me as a working student affairs professional and fulltime student. I saw in real-time the practicality and relevance of the coursework and research assignments and was able to apply things I learned when engaging with my students and colleagues. The relationships with program faculty were valuable, as they helped me negotiate my professional and academic lives. Coursework was able to be tailored to my interests. One of the most valuable elements of the FSU Higher Education program is the LifeNet. The network of alumni and professionals is a remarkable component. While completing my doctoral program, members of the LifeNet gave me advice on how to navigate my academic journey and motivated me to continue and complete my degree. Overall, the program provided a great foundation for my career development and progression, helped me build relationships with amazing faculty who cared about my development as a student and professional, and connected me to remarkable colleagues and friends beyond FSU.
ACCOMPLISHMENTS/SERVICE
• Starke, T. (PI). (July 2023-June 2028). Equity-Focused Student Success. Philanthropic Support through the UConn Foundation. Total award $3,000,000.
• Starke, T. (PI). (July 2023-June 2026). Development of La Comunidad Intelectual Learning Community at the University of Connecticut-Stamford. Funded by Dominion Energy. Total award $150,000.
• Starke, T. (PI). (Sep 2023-Aug 2028). Upward Bound Program at Norwich & Naugatuck, CT. Funded by the U.S. Department of Education. Total awards $2,990,380.
• Starke, T. (PI), McTigue, C., & Ochs, J. (Oct 2023-Sep 2028). Ronald E. McNair Postbaccalaureate Achievement Program at the University of Connecticut. Funded by the U.S. Department of Education. Total award $1,319,916.
NEW FACULTYSpotlight
Dr. Sophie McGuinness
Sophie McGuinness, Ph.D. is an Assistant Professor in the Higher Education program in ELPS. Originally from the San Francsico Bay Area, Sophie started her career in education research in New York City and later moved to Nashville, Tennessee where she completed her Ph.D. in Education Policy at Vanderbilt University. She holds bachelor’s degrees in Economics and Statistics, and a master’s degree in Education Policy and Management. Her research uses tools in quantitative policy analysis to study community college students and workforce-aligned education.
Sophie most recently spent two years as a Higher Education Research Fellow with U.S. Department of Education. In this role, she worked for the inaugural Office of the Chief Economist to bring more data and evidencebased decision making to federal policy around student aid.
Students in Lara Perez-Felkner’s Class
2024 Doctoral Commencement
Faculty and Students at 2024 Doctoral Hooding Ceremony
Visiting Days 2024 Student Social
STUDENT Accomplishments
Scholarships, Fellowships, Grants & Awards
JOHNNIE ALLEN, JR , Ph.D. Student
• The Center for HBCU Research, Leadership, and Policy at Howard University 2024-2025: Graduate Research Fellow
• Leon Watts Endowed Scholarship Fund
• Mark DeGraff and Lula Hamilton DeGraff Scholarship
• Terrance and Loyal S. Leas Endowed Scholarship in Higher Education
• Professional Recognition - Inquiry Award, NASPA NOW
• McKnight Dissertation Fellowship
TRINITY DAVIS, M.S. Student
• 2nd Place Educational Session AwardGraduate Student, NODA
JACEQULINE HARE, Ph.D. Student
• 2024 Thomas Wesley Byrun Endowed Scholarship
• Ten Years of Service Award, DSA Florida State University
AMBER HOLTON-THOMAS, Ph.D. Graduate
• Quantitative Research Methods Scholars Program, University of Maryland, NSF Grant
• Assistant Professor, College of Education | Pacific University
HOLLY HENNING, Ph.D. Candidate
• CEHHS Robert M. Gagné Research Prize Student Finalist
XAVIEN JOHNS, M.S. Student
• Jim Rhatigan Fellow, NASPA
SAM LUBY, Ph.D. Student
• Joan and Ted Ziel Endowed Scholarship
• George Aker Scholarship
DA’SHAY TEMPLETON, Ph.D. Graduate
• Helping Hands Social Justice Fund Grant
LAURA VAUGHN, Ph.D. Candidate
• Carrie G. Hall Award
• Hardee Fellow
Conference
Presentations
LAURA VAUGHN, Ph.D. Candidate
VAUGHN, L., Bodine Al-Sharif, M.A., & McLagan, K. (presented March 2024). Finding your Footing on the Journey to International Education. Research in Progress Paper at the ACPA 24 Annual Conference.
Manning-Ouellette, A., Beatty, C.C., Cockrell, P., Ford, J.R., & VAUGHN, L. (presented March 2024). Moving Toward Action: Centering Anti-Racism in Leadership Learning. Panel Session at the ACPA 24 Annual Conference.
VAUGHN, L. (presented November 2023). Investigating the Leadership Motivations of International Graduate Students. Work in Progress Presentation at the ASHE 2023 Annual Conference.
Johnnie Allen Jr. gives a presentation
HOLLY HENNING, Ph.D. Candidate
HENNING H. (2024, April). What does organizational culture tell us about developmental education reform? Corequisite implementation in Texas [Paper Presentation]. American Educational Research Association National Conference, Philadelphia, PA.
HENNING, H., DANYI, M., ParkGaghan, T., & Mokher, C. (2024, April). Same policy, different needs: Corequisite variation and placement following statewide developmental education reform [Roundtable session]. American Educational Research Association National Conference, Philadelphia, PA.
Wofford, A. M., & HENNING, H. (2024, April). “We can change the culture through those individual engagements”: Social exchange and equity-mindedness in STEMM graduate-undergraduate mentorship [Paper session]. American Educational Research Association National Conference, Philadelphia, PA.
HENNING, H., Danyi, M., Park-Gaghan, T., & Mokher, C. (2024, April). What does organizational culture tell us about developmental education reform? Corequisite Implementation in Texas [Invited session]. Florida State University Fellows Forum, Tallahassee, FL.
HENNING, H. (2024, April). Using tables for qualitative data visualization [Conference presentation]. LEARN and HESA Data Visualization Bootcamp, Tallahassee, FL.
HENNING, H., Burtch, T., DANYI, M., Park-Gaghan, T., & Mokher, C. (2024, March). How do colleges decide the best way to support academically underprepared students? Lessons from corequisite reform implementation in Texas [Paper session]. Association of Education Finance and Policy National Conference, Baltimore, MD.
HENNING, H., DANYI, M., ParkGaghan, T., & Mokher, C. (2024, March). What does organizational culture tell us about developmental education reform? Corequisite implementation in Texas [Conference Presentation]. CEHHS Research Showcase, Tallahassee, FL.
TRINITY DAVIS, M.S. Student
Collins, Z., DAVIS, T. (2024, March 8-10) OL 2 HE: Starting Your Journey to Graduate School [Conference presentation]. NODA Southern Regional Orientation Workshop, Charlotte, NC, United States.
DAVIS, T., Hiatt, C. (2024, March 8-10) Spotting Stars and Stripes: Identifying Red Flags in Orientation Groups [Conference presentation]. NODA Southern Regional Orientation Workshop, Charlotte, NC, United States
DERRICK PACHECO, Ph.D. Candidate
Wilkinson, K., Chapa, S., Chavez, M., Perez, C., Ponce, A., Noli Peschiera, A., & PACHECO, D. R. (2024, April). Doctoral student perspectives and peer advising [Conference Panel Presentation].
Submitted to the biannual meeting of the Association of Latino Media, Markets, and Communications Research (ALMMACR), East Lansing, Michigan, USA (International)
Noli Peschiera, A., PACHECO, D. R., & Bonilla, S. (2024, April). Rhythm and resonance: An analysis of female representation in reggaeton music [Conference Presentation]. Submitted to the biannual meeting of the Association of Latino Media, Markets, and Communications Research (ALMMACR), East Lansing, Michigan, USA (International)
PACHECO, D. R. (2024, March). De la playa a las palmas: Caribbean American student leadership in American higher education [Conference Presentation].
Submitted to the annual meeting of the National Association of Student Personnel Administrators (NASPA), Seattle, Washington, USA (International)
PACHECO, D. R. & Devies, B. (2024, March). Beyond instruction: Developing online culturally relevant leadership classrooms. [Constituent Group Sponsored Session]. Submitted to the annual meeting of the National Association of Student Personnel Administrators (NASPA), Seattle, Washington, USA (International).
PACHECO, D. R. (2023, December). Engaging campus student leaders through socially just leadership [Conference Presentation]. Submitted to the Racial Equity and Social Change Conference (RESC-NASPA), Washington D. C.. (National)
RAVI BHATT, Ph.D. Student
BHATT, R., H. (2024, March 10 - 13). Coordinated and Collected: Using the NASPA Compass Report to Steer Higher Education Academic Programs [Conference Presentation]. 2024
JOHNNIE ALLEN JR., Ph.D. Student
ALLEN JR., J.L. (Panelist) (2024, July 11). “ Four Part-Fellowship Application Workshop Series” [Panel]. Office of Graduate Fellowships and Awards Florida State University (FSU), Tallahassee, FL. USA.
ALLEN JR., J.L. (Presenter) (2024, April 10 – 14). “Engaging Black College Men’s Leadership Identity, Capacity, and Efficacy Through Liberatory Pedagogy” [Workshop]. American Educational Research Association (AERA) Annual Convention. Philadelphia, PA. USA.
ALLEN JR., J.L., Robinson, D., Ryder, C., Simpkins, A., & Beatty, C.C. (Presenters) (2024, March 18 - 21). “Pedagogical strategies for engaging Black college men in leadership development” [Workshop – accepted proposal]. American College Student Educators International (ACPA) Annual Convention, Chicago, IL. USA.
Lemus Jr., G.R., Hutchings, Q., Wallace, J., Campbell, J., & ALLEN JR., J.L (Presenter) (2024, March 18 -21). “Emerging Critical Masculinities of Color in Higher Education” [Presentationaccepted proposal]. American College Student Educators International (ACPA) Annual Conference, Chicago, IL. USA.
DANYI, M.; Beatty, C. C.; ALLEN JR., J.L.; Wellington, C., & Fields, D. (Presenter) (2024, March 18 -21). “Grads Perspectives from Florida: Navigating Hostile Spaces and Maintaining Wellbeing” [Presentation- accepted proposal]. American College Student Educators International (ACPA) Annual Conference, Chicago, IL. USA.
Student Accomplishments
ALLEN JR., J.L., Robinson, D., Ryder, C., Simpkins, A., & Beatty, C.C. (Presenters) (2024, March 9 – 13). “Pedagogical strategies for engaging Black college men in leadership development” [Workshop – accepted proposal]. National Association of Student Personnel Administrators International (NASPA) Annual Conference, Seattle, WA. USA
McClendon, T.D, & ALLEN JR., J.L. (Presenters) (2024, March 9 –13). “What’s Your Special Sauce? Uncovering the Power of CommunityBased Mentoring Initiatives for African American Males in Higher Education” [Workshop – accepted proposal]. National Association of Student Personnel Administrators International (NASPA) Annual Conference, Seattle, WA. USA
Wofford, A.M., & ALLEN JR. J.L. (Presenters) (2024, April 10-14).“Mentor in the Mirror: How Possibility Models and Anti-Mentors Shape STEMM Graduate-Undergraduate Mentorship” [Poster Roundtable Presentation]. American Education Research Association (AERA) Annual Convention, Philadelphia, PA. USA
Wofford, A.M., & ALLEN JR. J.L. (Presenters) (2024, March 22).“Mentor in the Mirror: How Possibility Models and Anti-Mentors Shape STEMM Graduate-Undergraduate Mentorship” [Presentation]. College of Education, Health, and Human Sciences Research Showcase, Tallahassee, FL. USA
ROBINSON, D., Beatty, C.C., & ALLEN JR., J.L. (Presenters) (2024, March 22). “Engaging Black college men’s leadership identity, capacity, & efficacy through liberatory pedagogy” [Poster]. College of Education, Health, and Human Science Research Showcase, Tallahassee, FL. USA.
ALLEN JR. J.L.; Simpkins, A.; Robinson, D.; & Beatty, C.C. (Presenters) (2023, March 31).“Teaching strategies for engaging Black men in leadership development” [Poster]. Marvalene Hughes Research in Education Conference, Tallahassee, FL. USA
XAVIEN JOHNS, M.S. Student Chu, Z., & JOHNS, X. (2024, June 20-23). Building tomorrow’s leaders: A closer look into FSU’s NASPA and NOLES (N2UFP) program for aspiring undergraduate student affairs professionals [Conference presentation]. 2024 NASPA Region III Summer Symposium, Orlando, United States. https://www.naspa.org/ events/2024-naspa-region-iii-summersymposium
Publications
ALLEN JR, J. L., & JUAREZ, F. (2024). (Re) designing leadership engagement to center learners. New Directions for Student Leadership.
Bell, J. S., Nieder, A., SHORE, C., Blankenship, A., Dolgoff, E., Gibson, M., Alnashri, Y., Markham, B., Murphy, D., Singer, A., & Vest, N. (2024). Recovery resources for college students: Leveraging web scraping to unveil current estimates. Psychology of Addictive Behaviors. Advance online publication. https://doi.org/10.1037/ adb0001028
BHATT, R. H., & Burns, J. R. (2024). Leading with well-being: Introducing a model for well-being informed leadership. New Directions for Student Leadership, 182. 23 - 35. https://doi. org/10.1002/yd.20599
Burns, J. R., BHATT, R. H. (2024). The intersection of leadership and wellbeing cultivating student leadership abilities. Leadership Exchange, 22 (2), 43. https://lnkd.in/gSaxhzcS
BHATT, R. (in press). Aya ana Thya: Desi Leadership Here & There. In K. L. Guthrie, & V. S. Chunoo (Eds.), Committing to Action: Socially Just Leadership Education. Information Age Publishing Inc. 5.
BHATT, R. H., & Brown, O. (in press). Disassociated and Disconnected: Sai’s and Kylie’s Graduate Student Experience. In K. L. Guthrie, & D. Pacheco (Eds), Culturally Relevant Leadership Learning Case Studies. Information Age Publishing Inc.
FLUKER, C. (2023) Countering the Latin* monolith: The experiences of AfroLatin* engineering undergraduate students (In Press) [Doctoral dissertation, Florida State University]. ProQuest Dissertations & Theses Global.
HOLTON-THOMAS, A., Perez-Felkner, L., & Portis Templeton, D. (2023). How do institutional type and transfer affect contemporary college students’ degree attainment?, Community College Journal of Research and Practice.
Jenkins, L., Marks, L.R., Perez-Felkner, L., Verma, K., TEMPLETON, D., Thomas, J. (2024). Applying the Bystander Intervention Model to Racial Microaggressions in College Students. International Journal of Bullying Prevention. https://doi.org/10.1007/ s42380-024-00216-x
Marks, L., Jenkins, L., Perez-Felkner, L., TEMPLETON, D., & Verma, K. (2024). Social Cognitive Predictors of Bystander Intervention in Racial Microaggressions among College Students. Race and Social Problems. https://doi. org/10.1007/s12552-024-09412-2
Mrowka, K.A., Rodriguez, R., Baker-Meno, E., BHATT, R. H., Godowski, J. P., Perkins, K. (2024). Using Restorative Practices to Build Stronger and More Inclusive Communities. The Journal of College and University Student Housing, 50(3), 70-83. https://www.nxtbook.com/ acuho-i/acuho/journal_vol50no3/index. php#/p/87
PACHECO, D. R. & Devies, B. (2024). Beyond instruction: Developing online culturally relevant learning environments. In L. Kyle-Blankson, J. Keengwe, & E. Ntuli. Developing Equitable and Accessible Online Learning Environments. IGI Global.
PACHECO, D.R., & DEMARSE, A.R. (2024). Leadership and bisexuality: Dually occurring processes of identity development. New Directions for Student Leadership, Vol. 2024(182), p. 143-153
Perez-Felkner, L., Erichsen, K., Li, Y., Chen, J., Hu, S., Ramirez Surmeier, L., & SHORE, C. (2024). Computing Education Interventions to Increase Gender Equity from 2000 to 2020: A Systematic Literature Review. Review of Educational Research, 0(0). https://doi. org/10.3102/00346543241241536
Spencer, D., Beatty, C. C., ALLEN JR., J.L., & ROBINSON, D. (2024). Unicorn Paradox: Understanding Undergraduate Black Men’s Leader Identity, Capacity, and Efficacy. New Directions for Student Leadership
TEMPLETON, D. (2024). The Immovable Veil of Black disability: An introduction to Black disability racial threat theory and its application to school criminalization. Journal of Race Ethnicity, and Education. https://doi.org/10.1080/ 13613324.2024.2398474
TEMPLETON, D. & Korchagin, R. (2024) [Forthcoming]. Exercising Educational Equity Using California’s Physical Fitness Data: A call for more school physical fitness programs, data, and research. Frontiers of Education. DOI: 10.3389/ feduc.2024.1433466
VAUGHN, L., Beatty, C. C., & Ostermeyer, E. (2024). Leadership learning during a pandemic: reflections in a time of crisis. Journal of Leadership Education, 23(1), 66-77. https://doi.org/10.1108/jole-012024-0010
VAUGHN, L. (2023). Who Am I? Reflecting on a Personal Journey of Self-Authorship. Journal of International Students, 13(4), 195-201. https://doi. org/10.32674/jis.v14i2.5276
Involvement in Professional Organizations
RAVI BHATT, Ph.D. Student
• Committee Member, ACPA @100
• Student Leadership Council Chair, FSU CEHHS College
ASHTON DEMARSE, M.S. Student
• Administrative Chair, Higher Education Student Association (HESA)
• New Professionals and Graduate Student Editorial Board MemberJournal of Student Affars Research and Practice
• Editorial Board Member-Journal of Sorority and Fraternity Life Research and Practice
• Communicatons Team Lead, NASPA Student Leadership Programs Knowledge Community
LAURA VAUGHN, Ph.D. Candidate
• Board Member, ACPA Commission for Global Dimensions of Student Development
• Deputy Speaker of Communications, FSU Congress of Graduate Students
LAUREN STRICKLAND, M.S. Student
• Student Leadership Council, FSU CEHHS College
• Garnet and Gold Voting Commission, Congress of Graduate Students
CHELSEA SHORE, Ph.D. Graduate
• Program Manager, Colorado Region 10 Opioid Abatement Council
LAUREN WHITE, Ph.D. Student
• President, FSU Black Graduate Student Association (BGSA)
Lara Perez-Felkner and Students
FACULTY Accomplishments
Books
BEATTY, C. C., & Ford, J. R. (Eds.). (2023). Engaging Black college men in leadership learning. Information Age Publishing. https://www.infoagepub.com/products/ Engaging-Black-Men-in-CollegeThrough-Leadership-Learning
BEATTY, C. C., & Manning-Ouellette, A. (Eds.). (2024). Moving towards action: Centering anti-racism in leadership learning https://www.infoagepub.com/ products/Moving-Towards-Action
GUTHRIE, K. L., & Devies, B. (2024). Foundations of leadership: Principles, practice, and progress. Information Age Publishing.
PEREZ-FELKNER, L., Rodriguez, S., & Fluker, C. (Eds.) (2024). Latin* students in engineering: An intentional focus on a growing population. Rutgers University Press. https://perezfelkner.com/latinengineering-students/
Rosch, D. M., Kniffin, L., & GUTHRIE, K. L. (2023). Introduction to research in leadership. Information Age Publishing.
Book Chapters, Reports, Briefs & Reviews
BEATTY, C. C. (2024). “When I think of home...”: Building community and support for faculty of color at Historically White Institutions. In Shalka, Tricia R., McGuire, Keon M., Parker, Eugene T., García-Louis, Claudia, & Ardoin, Sonja (Eds.), Creating space for ourselves as minoritized and marginalized faculty (pp. 103-112). Routledge. https://doi. org/10.4324/9781003398783-13
CHUNOO, V. S., & GUTHRIE, K. L. (2023). Social justice as the heart of leadership education. In S. R. Komives & J. E. Owen (Eds.). A research agenda for leadership learning and development through higher education (39-58). Edward Elgar Publishing
Perez-Felkner, L., Rodriguez, S., & Fluker, C. (2024). Updating the narrative on Latin* engineering students and the institutions that could better serve them. In L. Perez-Felkner, S.L. Rodriguez, & C. Fluker (Eds.), Latin* students in engineering: An intentional focus on a growing population. Rutgers University Press. https://perezfelkner. com/latin-engineering-students/
PEREZ-FELKNER, L., Fluker, C., & Templeton, D. S. (2024). A critical mixed methods analysis of Latin* students in diverse contexts. In L. Perez-Felkner, S.L. Rodriguez, & C. Fluker (Eds.), Latin* students in engineering: An intentional focus on a growing population. Rutgers University Press. https://perezfelkner. com/latin-engineering-students/
PEREZ-FELKNER, L., Fluker, C., & Rodriguez, S. (2024). Future directions and implications for Latin* engineering. In L. Perez-Felkner, S.L. Rodriguez, & C. Fluker (Eds.), Latin* students in engineering: An intentional focus on a growing population. Rutgers University Press. https://perezfelkner.com/latinengineering-students/
PEREZ-FELKNER, L., Ramirez Surmeier, L., & Rezaei, R. (2024). Gender and educational inequality. In M. Berends, B. Schneider, & S. Lamb (Eds.), The Sage handbook on sociology of education, pp. 142-158. Sage Publications. https://doi. org/10.4135/9781529783506
Articles
Allan, E. J., Gillon, K. E., BEATTY, C. C., Salinas Jr, C., & Kerschner, D. J. (2024). Unsettling tradition: exploring intersections of campus hazing and white supremacy. International Journal of Qualitative Studies in Education, 1-19. https://doi.org/10.1080/09518398.202 4.2318275
BEATTY, C. C., & Guthrie, K. L. (2024). Developing culturally relevant student leadership educators. New Directions for Student Leadership, online first, 1-12. https://doi.org/10.1002/yd.20598
BEATTY, C. C., & GUTHRIE, K. L. (2024). Developing culturally relevant leadership educators. New Directions for Student Leadership, 182, 11-22. https:// doi.org/10.1002/yd.20598
Blaney, J. M., Hernandez, T. E., Feldon, D. F., & WOFFORD, A. M. (2024). Transfer student receptivity in patriarchal STEM contexts: Evidence of gendered transfer student stigma in computer science from a mixed methods study. Community College Review. Advance online publication. https://doi. org/10.1177/00915521231218233
Blaney, J. M., Hernandez, T. E., WOFFORD, A. M., & Feldon, D. F. (2024). “That sounds like something geniuses do”: Exploring how vertical transfer computing students conceptualize PhD pathways. The Review of Higher Education. Advance online publication. https://doi.org/10.1353/rhe.0.a926783
Blaney, J. M., & WOFFORD, A. M. (2023). Upward transfer student pathways in computing: Examining degree and career outcomes through structural equation modeling. Community College Journal of Research and Practice Advance online publication. https://doi. org/10.1080/10668926.2023.2284218
Burns, J., Volpe-White, J., WATKINS, S., (in press). Foundations of Reflection in Leadership Training. New Directions for Student Leadership
Chen, J., PEREZ-FELKNER, L., Nhien, C., Hu, S., Erichsen, K., Li, Y. (2023). Gender differences in motivational and curricular pathways towards postsecondary computing majors. Research in Higher Education https:// doi.org/10.1007/s11162-023-09751-w
Devies, B., & GUTHRIE, K. L. (2024). Emerging from the fog: Reimaging leadership and generativity. Journal of Leadership Studies, 18(1), 60-64. https:// doi.org/10.1002/jls.21892
Devies, B., & GUTHRIE, K. L. (2024). Engaging, observing, and reflecting: Utilizing the leadership learning framework as an instructional tool. New Directions for Student Leadership, 182, online first. https://doi.org/10.1002/ yd.20619
Devies, B., & GUTHRIE, K. L. (2024). Reconceptualizing generativity for a new generation. Journal of Leadership Studies, 18(1), 33-35. https://doi. org/10.1002/jls.21888
Erichsen, K., Šaras, E., & PEREZ-FELKNER, L. (2024). Towards institutional transformation: Warming the chilly climate for women in STEM through macrostructural change. Frontiers in Education https://doi.org/10.3389/ feduc.2024.1328574
GUTHRIE, K. L., & Devies, B. (2024). The complexity of social justice and leadership on campuses: An analysis of institutional mission statements. Journal of Higher Education Policy and Leadership Studies, 5(2), 53-68. https:// dx.doi.org/10.61186/johepal.5.2
GUTHRIE, K. L., & Jenkins, D. M. (2024). Shifting from education to learning: Leadership learning framework. New Directions for Student Leadership, 182, online first. https://doi.org/10.1002/ yd.20619
Holton-Thomas, A., PEREZ-FELKNER, L., & Portis Templeton, D. (2023). How do institutional type and transfer affect contemporary college students’ degree attainment? Community College Journal of Research and Practice, 47(9), p. 602-607. https://doi. org/10.1080/10668926.2022.2156633
HU, S. (2023). A brave new world demands a brave new college. Journal of Postsecondary Student Success, 2(4), 1-4.
HU, P., MOKHER, C. G., Zhao, K., ParkGaghan, T. J., & HU, S. (2023). Has a U.S. developmental education reform for academically underprepared students affected college enrollment? SAGE Open, 1-11. https://doi. org/10.1177/21582440231207164
Jenkins, L., Marks, L., PEREZ-FELKNER, L., Verma, K., Templeton, D., Thomas, J. (2024). Applying the bystander intervention model to racial microaggressions in college students. International Journal of Bullying Prevention https://doi.org/10.1007/ s42380-024-00216-x
Marks, L., Jenkins, L., PEREZ-FELKNER, L., Templeton, D., Verma, K. (2024). Social cognitive predictors of bystander intervention in racial microaggressions among college students. Race and Social Problems, 16, 249–262. https://doi. org/10.1007/s12552-024-09412-2
Marshall, D. M., & GUTHRIE, K. L. (2024). On-campus student employment as a form of leadership development. New Directions for Student Leadership, 182, 107-118. https://doi.org/10.1002/ yd.20606.
MCGUINNESS, S., & Wellborn, C. P. (2024). Quantitative research and inequality narratives: A systematic review. Journal of Research on Educational Effectiveness, 1-28.
MOKHER, C. G., & Alcazar, A. A. A. (2024). Identifying determinants in the context of a national education reform: The case of Urdaneta City in the Philippines’ adoption of secondary vocational pathway. The Asia-Pacific Education Researcher, 1-11. https://doi. org/10.1007/s40299-024-00845-2
MOKHER, C. G., & Alcazar, A. A. A. (2024). Improving education pathways: Collaboration supporting transitions from K-12 to postsecondary education in the Philippines. International Journal of Educational Development, 106(2024), 1-11. https://doi.org/10.1016/j. ijedudev.2024.103003
Dr. Yang Li, Dr. Lara Perez-Felkner, and Dr. Annie Wofford at the ASHE Conference
Faculty Accomplishments
MOKHER, C. G., MCCOY, K., HENNING, H., FLUKER, C., & Park-Gaghan, T. J. (2024). Placing students for success: Florida’s statewide reform of alternative methods for college course placement. Community College Journal of Research and Practice, 48(3), 146-163. https://doiorg/10.1080/10668926.2023.2189
MOKHER, C. G., Park-Gagan, T. J., & HU, S. (2023). Can a developmental education reform promote momentum to mid-term and longer-term student success? Evidence from Florida. Journal of Research on Educational Effectiveness, 1-30. https://doi.org/10.1080/19345747 .2023.2269924
MOKHER, C. G., Park-Gaghan, T. J., & HU, S. (2023). Does developmental education reform help or hinder the success of language minority students? An exploration by language minority, ESOL, and foreign-born status. Education Finance and Policy, 18(3), 467-497. https://doi.org/10.1162/ edfp_a_00364
Newhouse, K. N. S., Lehman, K. J., WOFFORD, A. M., & Sendowski, M. (2024). Doing and defining interdisciplinarity in undergraduate computing. ACM Transactions on Computing Education (TOCE), 24(3), Article 29. https://doi. org/10.1145/3654676
PEREZ-FELKNER, L., Erichsen, K., Li, Y., Chen, J., HU, S., Ramirez Surmeier, L., Shore, C. (2024). Computing education interventions to increase gender equity from 2000 to 2020: A systematic literature review. Review of Educational Research https://doi. org/10.3102/00346543241241536
PEREZ-FELKNER, L., Fluker, C., Armbrister, C. & Dickens, T. (2024). Manufacturing inclusive excellence: An intersectional, mixed methods study of engineering identity among undergraduate research students at a Historically Black University. American Society for Engineering Education, PEER Proceedings, Portland, OR. https:// sftp.asee.org/47758 doi: 10.18260/12–47758
Smith, K. N., Pincus, B., WOFFORD, A. M., & Branch, B. L. (2023). “Do I even belong?”: Internships as gendered career socialization experiences in engineering. Journal of Diversity in Higher Education. Advance online publication. https://doi.org/10.1037/dhe0000532
Spencer, D., BEATTY, C. C., Allen, J., Jr., & Robinson, D. (2024). Unicorn paradox: understanding undergraduate Black men’s leader identity, capacity, and efficacy. New Directions for Student Leadership, online first, 1-11. https://doi. org/10.1002/yd.20610
Teig, T., Devies, B., & GUTHRIE, K. L. (2024). Teaching leadership through the lens of gender as a practice of transformative learning. Journal of Transformative Learning, 10(2), 12-29. Teig, T., Devies, B., & GUTHRIE, K. L. (2024). Knowing, being, and doing gender and leadership: A critical feminist exploration of college students’ gender and leadership identity development. Journal of Women and Gender in Higher Education, 17(1), 26-45. https://doi.org/10.1080/26379112.202 4.2306863
Teig, T. Devies, B., & GUTHRIE, K. L. (2023). “As authentically me as I can be”: Transgender, gender nonconforming, and gender fluid student’s leadership development. NASPA Gender and Sexuality Knowledge Community Lavender Papers, 11(1), 57-67.
Vaughn, L., BEATTY, C. C., & Ostermeyer, E. (2024). Leadership learning during a pandemic: Reflections in a time of crisis. Journal of Leadership Education, online first, 10. https://doi.org/10.1108/JOLE01-2024-0010
Winkler, C. E., & WOFFORD, A. M. (2024). Trends and motivations in critical quantitative educational research: A multimethod examination across higher education scholarship and author perspectives. Research in Higher Education. Advance online publication. https://doi.org/10.0.3.239/s11162-02409802-w
WOFFORD, A. M. (2024). They say goodbye, we say hello: Understanding the relational phases of equity-minded STEMM graduate-undergraduate mentorship. Mentoring & Tutoring: Partnership in Learning, 32(2), 184-205. https://doi.org/10.1080/13611267.202 4.2323476
Zhao, K., Park-Gaghan, T. J., MOKHER, C. G., & HU, S. (2023). Self-placement in math courses: Contributing factors and impacts on student success. SAGE Open, 13(2), 1-12. https://doi. org/10.1177/21582440231173660
Higher Education Faculty at Commencement
Zhao, T., PEREZ-FELKNER, L., & Hu, S. (2024). The impact of merit aid on STEM major choices: A propensity score approach. Educational Evaluation and Policy Analysis https://doi. org/10.3102/01623737241254842
Grants
CHRISTINE MOKHER
Ecton, W., MOKHER, C. G., Rutledge, S., & Harbatkin, E. (Sep 2024–Aug 2028). Exploring career development opportunities in a midsize Florida school district. Funded by Institute of Education Sciences, U.S. Department of Education. Total award $3,104,462.
Park-Gaghan, T. J., BEATTY, C., & MOKHER, C. G. (Oct 2023–May 2025). Understanding the Postsecondary Experiences of Accelerated High School Graduates. Funded by Helios Foundation. Total award $200,000.
LARA PEREZ-FELKNER
PEREZ-FELKNER, LARA (PI) , Bertrand Jones, Tamara (Co-PI), Hughes, Roxanne (Co-PI), & Hart, Sara (CoPI). (Sep 2023–Aug 2026). ADVANCE Adaptation: Institutionalizing Normative Changes for Recruitment, Empowerment, Advancement, and Systematic Equity for STEM Faculty (INCREASE). Funded by National Science Foundation. (2305516). Total award $999,919.
Jones, Faye R (PI), Randeree, Ebrahim (Co-PI), Mardis, Marcia A. (Co-PI), & PEREZ-FELKNER, LARA (Co-PI). (Jan 2024). BPC-DP: HSI (R)evolution: Building Authenticity at Institutions Emerging to Serve Latine’ Students. National Science Foundation. Total award $299,659.
ANNIE M. WOFFORD
WOFFORD, A. M., Hughes, R., & Johnson, K. (Jan 2024 – Dec 2025). Centering mentoring: Developing, validating, and piloting two surveys on equity-minded mentoring in STEMM graduate education. Funded by the FSU Council on Research + Creativity. Total award $55,618.
WOFFORD, A. M. (Jan 2024 – June 2026). Equity in graduate education. Funded by the Alfred P. Sloan Foundation in partnership with the University of Southern California. Total award $62,500.
Awards & Fellowships
CAMERON C. BEATTY
• 2024-2025 UC National Center for Free Speech and Civic Engagement Fellow
• Diamond Honoree, ACPA (American College Educators International) (2024).
CHRISTINE MOKHER
• Fulbright Scholar to the Philippines, Fulbright Commission; U.S. Department of State, Bureau of Educational and Cultural Affairs (20232024).
• Robert M. Gagné research prize, finalist, FSU College of Education, Health & Human Sciences (2024).
LARA PEREZ-FELKNER
• Faculty Fellow (2024-25), Office of Faculty Development and Advancement, Florida State University
• Principal Member of the Scientific Review Panel, Education Systems and Broad Reform Research for the Institute of Education Sciences, U.S. Department of Education (2019-2024).
• Member, Board of Directors, International Leadership Association (2022-2026)
• Chair, Committee for the Advancement of Leadership Programs, International Leadership Association (2022-2026)
• Member, Board of Directors, LeaderShape (2021-2027)
LARA PEREZ-FELKNER
• Co-Chair on Diversity and Equity, Program Committee, Council for the Study of Community Colleges (202324)
• Program Committee, Special Interest Group on Computer Science Education (2024-25)
ANNIE M. WOFFORD
• Co-Chair, Strategic Workgroup on Doctoral Student Recruitment, Association for the Study of Higher Education (2024-2025)
• Secretary, Special Interest Group for Graduate and Postdoctoral Education Across the Disciplines (SIG 168), American Educational Research Association (2023-2025)
• Editorial Board, NASPA Journal of Women and Gender in Higher Education (2022-2025)
• Editorial Board, Studies in Graduate and Postdoctoral Education (20232025)
CAMERON C. BEATTY
• Member at Large, Board of Directors, Association for the Study of Higher Education (2023-2025).
FSU COLLEGE OF EDUCATION, HEALTH, AND HUMAN SCIENCES
