HIGHER EDUCATION Highlights 2022-2023
FROM THE
Program Coordinator Greetings, As you know, at Florida State University, the higher education program is built upon three foundational pillars: leadership, social justice, and student success. These pillars are not just abstract concepts; they are woven into the very fabric of our curriculum, driving the research pursuits of our dedicated faculty, and serving as essential learning outcomes for our students. In my role as the coordinator for our M.S. and Ph.D. programs, I am immensely proud of the significant contributions our faculty and students have made to the field in recent years, all deeply rooted in these foundational pillars. Our commitment to leadership, social justice, and student success shines through in various ways, and in this highlights, we are excited to showcase some of our program’s standout achievements. First, we would like to shine a spotlight on our exceptional students. Their dedication, passion, and commitment to making a positive impact in the realm of higher education are truly inspiring. Through their academic pursuits and engagement with our program and community, they are not only growing as scholars but also as future leaders and advocates for social justice and student success. Additionally, we are thrilled to introduce you to our new faculty member, Dr. V. Chunoo (Ph.D., 2018), a familiar face to many, who brings an innovative expertise to our undergraduate leadership studies program. His presence will undoubtedly enrich our academic community and further strengthen our commitment to our core pillars. Lastly, we want to share some of the recent accomplishments of our higher education program. Whether it is groundbreaking research, innovative teaching methods, or community outreach initiatives, our faculty and students have been making their mark. These accomplishments are a testament to our unwavering dedication to leadership, social justice, and student success. Our program’s legacy is undeniably shaped by the enduring contributions of our remarkable alumni network, fondly known as the LifeNet. Among our distinguished alumni, you will find tenure-line faculty members at prominent research universities, senior administrators holding key positions at institutions throughout the country, policymakers who play pivotal roles in shaping decisions that impact millions of students, and executive leaders at some of the field’s most prestigious professional associations. In the pages that follow, we will have the pleasure of introducing you to a selection of these accomplished alumni. However, it is essential to note that the influence of FSU’s alumni “LifeNet” extends far and wide within the realm of postsecondary education. You may encounter our alumni network members in significant roles and leadership positions throughout the field, illustrating the far-reaching impact of our program. We want to extend our heartfelt gratitude for your ongoing support of the higher education program and the broader community. Your support plays a vital role in ensuring that our program continues to thrive, fostering the development of future leaders, innovators, and advocates within the field of higher education. We look forward to sharing more stories of our outstanding alumni and the significant contributions they make to the ever-evolving landscape of postsecondary education. DR. CAMERON C. BEATTY Associate Professor and Coordinator Higher Education Program Florida State University
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Contents 04
FEATURED STORIES Programming Language: How Descriptions of Graduate Programs Affect Student Outcomes at MSIs FSU faculty receive National Science Foundation grant for STEM faculty development Faculty member to travel to the Philippines through the Fulbright Program
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STUDENT SPOTLIGHTS Lauren White Amanda Williams Darius Robinson
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ALUMNI SPOTLIGHTS Dr. Frank Cuevas Sherry Ebrahimi Dr. Chicora Martin Dr. K.C. White
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NEW FACULTY SPOTLIGHT Dr. Vivechkanand Chunoo STUDENT ACCOMPLISHMENTS Awards, Presentations, Publications & Involvement FACULTY ACCOMPLISHMENTS Publications, Grants, Awards & Leadership
FSU FSUCOLLEGE COLLEGEOF OFEDUCATION, EDUCATION, HEALTH, HEALTH, AND HUMAN SCIENCES 3
FEATURED Stories Programming Language: How Descriptions of Graduate Programs Affect Student Outcomes at MSIs By Josh Duke
From left to right: Bret Staudt Willet, Lara Perez-Felkner, Annie Wofford, and Chantra Nhien
Three faculty members at the College of Education, Health, and Human Sciences are embarking on a new project, funded by the Alfred P. Sloan Foundation, which has awarded nearly $250,000. Drs. Annie Wofford (principal investigator), Lara Perez-Felkner (co-PI), and Bret Staudt Willet (co-PI) will investigate language used to describe computing-related master’s and doctoral programs at American Minority Serving Institutions (MSIs) and why faculty members chose specific terminology. The team also wants to look at the relationship between such terminology at MSIs and the career recruitment efforts in the computing and technology workforce. This grant represents the first of its kind awarded to faculty at the FSU College of Education, Health and Human Sciences.
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Wofford believes that this project is important because “exploring how curricular language in computing-related graduate programs at MSIs and workforce terminology (mis)aligns, we will be able to identify whether and how language may serve as a barrier to racial equity in career opportunities.” Jobs in computer engineering, information technology, cyber security, and other technology and computer-related occupations are consistently ranked as some of the most in-demand jobs by the U.S. Bureau of Labor Statistics. These high-paying jobs are also competitive, so applicants need to present themselves and their experiences in the best way possible. By looking at the language
used to describe computing-related programs at MSIs, Wofford and her team hope their thorough and sequenced approach “will help us better understand how programmatic and workforce language shape opportunities for MSI graduate students to advance in the computing and technology sector.”
Higher Education Program Pillars
Wofford is an Assistant Professor in the Higher Education program. She joined the faculty in 2022 and came to FSU to continue her research in creating equitable structures of support in STEM fields, as well as looking at and analyzing typical student pathways through graduate education. Her team of investigators came together over their shared interest in creating more opportunity for students, particularly students who come from racially and ethnically diverse backgrounds. Perez-Felkner is an Associate Professor in the Higher Education program and has partnered with computing and computing-related faculty, departments, and organizations, including those interested in enhancing equitable pathways to computing careers and student success. “MSIs are strong producers of STEM graduates and settings where so many talented aspiring faculty and industry leaders train for their future careers,” says Perez-Felkner. “In turn, the successful preparation of graduate students who attend MSIs is key to sustainable innovation in the computing workforce and computing departments, where the demand for computing faculty in general is high and continuing to grow.”
SOCIAL JUSTICE
Working with the Alfred P. Sloan Foundation seemed to be a perfect fit for the team. The foundation, which was started by former President of General Motors Alfred P. Sloan, Jr., sponsors original research through grants in both the fields of higher education and technology. The Sloan Foundation specifically looks for “projects that have a high expected return to society,” which is exactly what Wofford believes will come out of this project. “Language holds a powerful role in cultivating equitable educational and career opportunities,” Wofford says. “Terminology reflects important everyday choices—choices made by faculty, staff, and human resources leaders—and the choices that these leaders make about how to name degree programs, describe curricular outcomes, or name certain skillsets as ‘desirable’ in job advertisements have a significant impact on who applies to certain programs.” Wofford adds that language used by MSIs can affect how students describe their learning and their skillsets during job interviews. “Ensuring alignment between the language used in graduate training at MSIs and that which is stated as desirable for workforce positions may enhance the ways that hiring committees recognize the many talented individuals earning their degrees at MSIs,” she says.
STUDENT SUCCESS
Staudt Willet, an Assistant Professor in the Instructional Systems and Learning Technologies program, also notes that “terminology determines whether applicants get through the initial automated filters for jobs in the tech industry.” Because of the high demand for positions in technology, many companies use algorithmic screening tools to refine the potential hiring pool. “Using expected language opens the first door,” explains Staudt Willet. By investigating the language used by MSIs, Wofford, Perez-Felkner and Staudt Willet hope to make sure that all students considering computingrelated programs and graduating from said programs have a fair chance of earning quality, high-paying jobs in the technology workforce.
LEADERSHIP
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Featured Stories Faculty Receive National Science Foundation Grant for STEM Faculty Development By Josh Duke
From left to right: Tamara Bertrand Jones (Higher Education), Sara Hart (Psychology), Lara Perez-Felkner (Higher Education and Sociology) and Roxanne Hughes (National High Magnetic Field Laboratory)
Faculty members in the College of Education, College of Arts and Sciences and at the National High Magnetic Field Laboratory have been awarded nearly $1 million in grant funding from the National Science Foundation (NSF) to recruit and support women STEM faculty.
INCREASE project continues several years of FSU initiatives and innovation to retain, recruit and develop talented STEM faculty.
The funding aims to support the development of a project known as FSU-INCREASE, which stands for Institutionalizing Normative Changes for Recruitment, Empowerment, Advancement and Systematic Equity for STEM Faculty.
“I’m thrilled for us to have the opportunity to lean in purposefully and get these teams together,” Perez-Felkner said. “FSU is at a really exciting moment to be doing this work, in part because of the internal momentum over the last several years with initiatives like APLU ASPIRE I-Change and other national consortia on best practices for inclusive excellence. We aim to become a model of how to achieve sustainable change in STEM.”
Lara Perez-Felkner, associate professor of higher education and sociology and principal investigator of this grant, said the FSU-
This new grant focuses on women STEM faculty of all backgrounds and will help scale existing initiatives to effect change for STEM
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faculty across campus while also implementing national and institutional best practices.
INCREASE will also train faculty mentors to become more effective leaders in their fields and to usher in the next generation of scholars.
Co-principal investigators include Roxanne Hughes (National High Magnetic Field Laboratory), Sara Hart (Psychology) and Tamara Bertrand Jones (Educational Leadership and Policy Studies). Each have been a part of one or more STEM or diversity-related initiatives over the years.
The FSU-INCREASE leadership team will report to the Offices of Faculty Development and Advancement, Office of Research and Office of Human Resources and an internal and external advisory council.
Perez-Felkner believes their experience will help INCREASE continue this work. Through FSU-INCREASE, these four faculty members hope to develop and implement equity-focused policy initiatives to address department- and field-specific challenges while connecting faculty to both mentorship networks and cohorts at FSU and beyond. Mentored faculty will also gain access to resources for their work to help them achieve success through rigorous processes, like tenure, promotion and advancement, and help with grant writing to enhance their own and FSU’s research excellence.
Eventually, the team hopes to join University of Florida and other prestigious research-intensive institutions in the American Association for the Advancement of Science SEA Change initiative. FSU-INCREASE is a part of the FSU ADVANCE Adaptation program, funded by NSF to adapt national, evidence-based best practices to promoting women faculty’s equity and success at their institutions and fields and to generate new knowledge and scholarship about what works at FSU.
Faculty member to travel to the Philippines through the Fulbright Program By Jenny Ralph The Fulbright Program competitively selects Americans — students, scholars, teachers, professionals, scientists and artists — to receive scholarships or grants to study, conduct research, teach or exercise their talents abroad. Citizens of other countries may qualify to do the same in the United States. Associate Professor Christine Mokher will head to the Philippines for five months where she will continue her research while working with Urdaneta City University and nearby high schools as part of the Fulbright Program. Christine Mokher will spend five months in the Phillipines conducting two studies in partnership with local high schools. She will conduct two studies related to student pathways from high school to post-secondary education and national education data system tracking through the Fulbright U.S. Scholar Program. “Since I’ve been at Florida State most of my research has focused on state policy and the evaluation of those policies within the United States in Florida, Texas and several other states,” Mokher said. “I’m interested in expanding that scope more broadly to look at international policies in a comparative aspect and this Fulbright provides an opportunity to start that new line of research.”
Christine Mokher
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STUDENTSpotlights MCKNIGHT DOCTORAL FELLOWSHIP RECIPIENTS
Lauren White
1st Year Ph.D. Student
Graduate Assistant, Higher Education Program
“Lift as you climb, representation matters” HOMETOWN: Xenia, OH What is your research interest? My research interest focuses on studying retention and success rates of Black students at primarily white institutions (PWIs). Specifically, I strive to understand how students’ sense of belonging impacts persistence and how a sense of belonging presents as a primary need for students. From this research, higher education institutions can gain a better understanding of current students’ needs. In turn, this can be used to develop high-impact practices to provide students with support to create productive environments of learning both inside and outside of the classroom leading to higher retention and graduation rates of Black students. How will you utilize the McKnight Doctoral Fellowship? I am excited to connect with the Mcknight family and learn more from other scholars across the state of Florida.
Amanda Williams
2nd Year Ph.D. Student
Coordinator of Academic Support, FAMU Undergraduate Student Success Center
“Education is the bridge to opportunity” HOMETOWN: Scotch Plains, NJ What is your research interest? My research interest focuses on the socio-economic insecurity that impacts college readiness, student success, and career readiness for African American students. This research will directly highlight how administrative intervention practices can reduce financial insecurity and change the trajectory of the next generation of at-risk student leaders. I believe it is essential for higher education administrators and students to constantly be working toward reducing the socio-economic gap that disproportionately affects minority communities. How will you utilize the McKnight Doctoral Fellowship? I plan to use the doctoral fellowship to engage in professional development opportunities and strengthen my research.
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MCKNIGHT DISSERTATION FELLOWSHIP RECIPIENT
Darius Robinson
4th Year Ph.D. Candidate
Graduate Research Assistant, Florida African American Male Experience (FAAME); Research Assistant, Leadership Learning Research Center (LLRC)
“To develop our next global leaders” HOMETOWN: Binghampton, NY What is the title of your study? Undergraduate Black Men in Leadership Roles: A Critical Phenomenological Study in Understanding Leadership to Actionize Critical Hope What is your study about? This study aims to explore how undergraduate Black college men utilize critical hope to create a better future for the communities they serve. With the state of Black men having a tumultuous relationship with U.S. societal structures, strong leadership has been imperative to advocate for their communities. Through this leadership, Black men have shown “critical hope,” moving for direct and critical action that allows them and Black communities to envision a more just, equitable, and fair future. Due to regular “hope” being situated in privileged, hegemonic, and somatic norms, Black men realize they must be active in creating this future and have enough power to do so through leadership. This is no different in higher education institutions, where undergraduate Black college men maintain this critical hope not only for their various communities on campus but as a form of persistence and retention through higher education institutions. Drawing from their rich history of Black consciousness and empowerment, Black college men become student leaders who create change in their local circles and larger institutions. Through visions of communal, collectivistbased approaches, Black college men utilize leadership roles in clubs, fraternities, student organizations, and community service opportunities to create a future for those they serve. The theoretical basis of this study pulls from asset-based, critical theories – such as critical hope and culturally relevant leadership learning – to amplify the voices of Black college men. Using a critical phenomenological study design, the study will examine how leadership roles allow Black college men to actionize critical hope. How will you use the fellowship to help you complete your Dissertation? I plan to primarily use my fellowship to support my dissertation research, including participant incentives, technology, and transcription services. I would also use the funding for professional development that assists in completing my dissertation, such as attending conferences or accessing literature relevant to my research.
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ALUMNISpotlights Dr. Frank Cuevas
Masters Class of 1993, Doctoral Class of 2010
Vice Chancellor for Student Life, The University of Tennessee, Knoxville
The higher education program provided an excellent foundation for my career in higher education. The practicum experiences provided a great opportunity for me to explore the different facets of this field and to directly apply knowledge learned in the classroom into action. The faculty and the opportunity to learn from other scholars, practitioners, and researchers afforded me a well-rounded perspective on the complexities of higher education. I have many fond memories of my time at FSU, and I am grateful to be part of the LifeNet. PUBLICATIONS Adams-Dunford, J., Cuevas, F., & Neufeldt, E. (2019). Navigating your career as a midlevel manager. New Directions for Student Services, 2019 (166), 29-40. Biddix, J.P., Cuevas, F., & Gabourel, K. (2022). Today’s U.S. college students by the numbers. In N.Y. Gulley (Ed.), Multiple perspectives on college students: Needs, challenges and opportunities. Routledge ACCOMPLISHMENTS/SERVICE • Leadership Knoxville, 2023 • Centro Hispano de East TN, Board of Directors • Knoxville Urban League, Board of Directors • Hardee Center for Leadership and Ethics in Higher Education, Board of Directors • SACSA/ NASPA Region III Mid-Managers Institute, Institute Director, 2014-2016 • NASPA ESCALERAS Institute, Co-founding member & Faculty, 2015 • The John Koldrus Award for Distinguished Service to NASPA Region III, 2017
Sherry Ebrahimi
Master’s Class of 2000
Director of Conference Services and Housing Administration at Emory University
The Master’s program at Florida state prepared me for my career in many ways. Paired with the excellent academic program were so many opportunities to learn through practicum and internship experiences. I was exposed to many offices and professionals at Florida State- I took advantage of learning from some of the best practitioners in the field. In addition to this, the LifeNet of alum are real! I am so fortunate to have a member of my cohort working 2 miles away from me now- when I needed help this summer, my colleague jumped in and came to the rescue. The people you meet while at Florida State will stay with you through your career! ACCOMPLISHMENTS/SERVICE • Board Member of the Association of Collegiate Conference and Event DirectorsInternational
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Dr. Chicora Martin
Master’s Class of 1999
Vice President for Student Affairs and Dean of Students, Agnes Scott College+
The program allowed me the flexibility to delve into a very new area at the time, LGBTQ Student Services. It was the opportunity to make my own path that encouraged me to select the FSU program, and it was the spark that set off my career to lead justice and equity initiatives at three exceptional institutions. It also centers my work as a vice president and evolved my goal of making a difference into making things different. The program was the conduit to my passion connecting to my profession. I am also incredibly thankful for the support and the challenges. The best things in life most certainly need determination and persistence. ACCOMPLISHMENTS/SERVICE • Board Chair of NASPA • ACPA Voice of Inclusion Medallion Winner • Consortium of LGBT Resource Professionals for Contribution to the Profession
Dr. K.C. White
Doctoral Class of 1999
Vice President for Student Affairs, University of North Alabama
I was very fortunate to have an excellent group of colleagues and faculty who provided a very holistic doctoral experience. Several of us had years of professional experience in the field and were pursuing our degrees for a variety of reasons. We had goals in mind that we wanted to accomplish and knew having a terminal degree was essential to assist us in meeting our dreams. There was an espirit-decorps amongst colleagues, and we supported and challenged one another in the spirit of being curious and having a desire to be our best selves personally and professionally. FSU provided the best combination of rigor and belief in each of us to be successful in our pursuits. As a result of having a graduate assistantship in an area (Student Rights and Responsibilities aka Student Conduct) I was challenged to apply higher education policy, law and current student behaviors while focusing on student and student organization development and accountability, I was never bored in my work. I also had the opportunity to be employed full time in my last two years while working on my dissertation. The colleagues and mentors in the Dean of Students office were leaders in the field and I stay in touch with many of them to this day. I am serving in my second year as the Vice President for Student Affairs at the University of North Alabama (UNA) which was founded in 1830. With over 10,000 students, it’s an excellent public regional institution and is a great enrollment size for me. Having served in various roles at SEC and ACC schools, I know UNA is the right place for me at this time. Our mission and focus and the ability to impact positive change has been exhilarating. I continue to be open to learning, know my ‘why’, I think beyond what I have been ‘hired’ to do and serve as team player who supports colleagues at all levels throughout the institution. We speak about FSU’s LifeNet and it is alive and well and a source of pride that distinguishes FSU’s higher education program from others. I know that I can contact any of my colleagues to talk through ideas, challenges and the field and realize that is a gift that many do not have.
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NEW FACULTY
Spotlight
Dr. Vivechkanand Chunoo V. Chunoo, Ph.D., is teaching faculty with the LLRC. Originally from New York City, Dr. V. has spent over 30 years in Florida; 25 of which were spent in Miami specifically. He holds a bachelor’s degree in Psychobiology and a master’s degree in Mental Health Counseling, both from the University of Miami. His professional career consists of over a decade of service, also at the University of Miami, through his roles as Academic & Career Advisor in Residence, Student Affairs Crisis Coordinator, Residence Hall Director, Assistant Resident Master, and Academic Ombudsperson. He holds a Ph.D. in Higher Education from Florida State University. Prior to his return to FSU in 2023, Dr. V. was an assistant professor of organizational and community leadership at the University of Illinois at Urbana-Champaign and Senior Research Associate for LeaderShape, Inc. His teaching and research interests center the cultural aspects of teaching and learning in leadership, as well as
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the social justice outcomes of leadership training, education, and development programs. He has taught courses in: College Student Development Theory, Leadership Theory and Practice, Leadership in Groups and Communities, Internship in Leadership, Leadership Communications, Collaborative Leadership, Leadership and Ethics, and Social Justice Leadership. Dr. V. has coedited two books on socially just leadership education, and in 2020, he led a team in developing one of the nine strategic priorities of the 2020-2025 National Leadership Education Research Agenda. He is also on the editorial board of the Journal of Student Leadership, and he serves as the associate editor for New Directions for Student Leadership. While previously at FSU, he was a Legacy Fellow, Hardee Fellow, Seminole Torchbearer, and recipient of the 2016-2017 Sherrill W. Ragans’ Leadership and Service Award.
Higher Education faculty. From left to right: Dr. Joe O’Shea, Dr. Christine Mokher, Dr. Kathy Guthrie, Dr. Tamara Bertrand Jones, Dr. Lara Perez-Felkner, Dr. Cameron Beatty, Dr. Annie Wofford, Dr. Walt Ecton, and Dr. Shouping Hu
Vaquel Junious presenting at the Higher Education Outcomes II Poster Session
Attendees at the 2022 ASHE Annual Conference in Las Vegas
Higher Education Students Abroad for London Practicum
Students in EDH 5362 Engaging in an In-Class Activity
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STUDENT
Accomplishments Scholarships, Fellowships, Grants & Awards
GABRIELLE HAGGINS, Ph.D. Student • McKnight Doctoral Fellowship • Joan and Ted Ziel Endowed Scholarship • Joseph C. Beckham Endowment for Education Policy Studies Scholarship • Marvalene Hughes Research Scholarship
LAURA VAUGHN, Ph.D. Student • Berniece Kirland Grindle Endowed Scholarship
JOHNNIE ALLEN, JR., Ph.D. Student • Florida Education Fund Certificate of Appreciation • Office of Graduate Fellowships and Awards Recognition of External Fellowships Award • Outstanding Teaching Assistant Award • Marvalene Hughes Research Scholarship • Coalition on Men and Masculinities (CMM) Registration Scholarship • Educational Leadership and Policy Studies Department Conference Travel Award • John and Clara McDonald Endowed Scholarship Fund • McKnight Doctoral Fellowship
HOLLY HENNING, Ph.D. Student • Hardee Fellow • Marvalene Hughes Research Scholarship
Conference Presentations
RAVI BHATT, Ph.D. Student • Marvalene Hughes Research Scholarship • Educational Leadership and Policy Studies Department Conference Travel Award • John and Clara McDonald Endowed Scholarship Fund • George Young Fellowship JOSHUA BURNS, M.S. Student • FSU- FAMU PURPOSE Research Fellowship • Mark DeGraff & Lula Hamilton DeGraff Research Loan Scholarship TA’LIA GORDON, M.S. Student • FSU-FAMU PURPOSE Research Fellowship
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SAM LUBY, Ph.D. Student • George Aker Scholarship Fund SYDNEY PICKETT, M.S. Student • NODA Excellence Fund (NEF) Professional Development Scholarship SAVANNA PERRY, M.S. Student • Kappa Kappa Psi AEA Honored Scholar DARIUS ROBINSON, Ph.D. Candidate • McKnight Dissertation Fellowship • Dr. Toni Jo Mason Endowment for Excellence • FSU Academic Leadership Award • Marvalene Hughes Research in Education (MARVA) Conference Grant • John F. Liseno Program for Instructional Excellence (PIE) Graduate Award • Melvene Draheim Hardee Fellowship • Donna Lou Askew Scholarship Fund • Coalition on Men & Masculinities (CMM) Harry Canon Outstanding Professional Award • Coalition on Men & Masculinities (CMM) Registration Scholarship • Joseph C. Beckham Endowment for Education Policy Studies Scholarship • Golden Key International Honour Society Graduate Scholar Award • Educational Leadership and Policy Studies Department Conference Travel Award • Council of Graduate Students (COGS) Presentation Grant
LAUREN WHITE, Ph.D. Student • McKnight Doctoral Fellowship
DANYI, M.; Beatty, C. C.; ALLEN JR., J.L.; Wellington, C., & FIELDS, D. (Presenter) (2023, November 4 -6). “A Safe Space is Not a Safe State: Graduate Student Survival Guide” [Presentation- accepted proposal]. Southern Association for College Student Affairs (SACSA) Annual Conference, Atlanta, GA. USA. ROBINSON, D. (Presenter) (2023, October 19 - 21). “Curricular approaches for engaging Black college men in leadership development” [Workshop]. NASPA Florida Drive-In Conference, Tampa, FL. USA. ALLEN JR., J.L., Perez, D., & Price, M. (Presenter) (2023, August 12). “The University Experience” [Panel—Invited panelist]. McKnight Doctoral Fellow’s 2023 Orientation, Florida Education Fund (FEF), Tampa, FL. USA. ROBINSON, D., Beatty, C.C., Ford, J., ALLEN, J.L., JR., Ingram, T. & Wallace, J. (Presenters) (2023, November 4 – 6). “Engaging Black men in college through leadership learning” [Panel]. Southern Association for College Student Affairs (SACSA) Annual Conference, Atlanta, GA. USA. ALLEN JR., J.L.; Edwards, T., & Burgess, K. (Panelist) (2023, April). “ Leaps & Bounds: Unravelling the Greatest Mysteries of the Universe!” [Panel]. Fellows Society. Florida State University (FSU), 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 ROBINSON, D.; Beatty, C.C.; ALLEN, J.L., JR.; & Simpkins, A. (Presenters) (2023, March 26 – 29). “Teaching strategies for engaging Black men in leadership development” [Workshop]. American College Student Educators International (ACPA) Annual Convention, New Orleans, LA. USA. ALLEN JR., J.L. (Panelist) (2023, January 31). In HAGGINS, G., & EDWARDS, O. “Graduate School Panel” [Panel]. Bridge to Graduate School Course. Florida State University (FSU), Tallahassee, FL. USA Beatty, C.C., ROBINSON, D., & ALLEN JR., J.L. (Presenters) (2022, December 14-16) “Using Pedagogy to Engage Black College Men in the Leadership Process” [Workshop] Leadership Educators Institute (LEI) Bi-Annual Conference, New Orleans, LA. USA
BHATT , R. (2023, March 24). (Re) Constructing the Relationship Between Supervisor and Graduate Student [Conference Presentation]. American College Personnel Association (ACPA) National Convention. BHATT , R. (2023). (Re)Constructing the Relationship Between Supervisor and Graduate Student [Conference Presentation]. Marvalene Hughes Research in Education Conference HAGGINS , G., & Bertrand Jones, T. (2023, October 6). The Research BootCamp: Implementing a Culturally Responsive Evaluation of Early Career Professional Development for Women of Color [Conference Presentation]. CREA (Culturally Responsive Evaluation and Assessment). HAGGINS , G., & Bertrand Jones, T. (2023, April 16). Advising Black Doctoral Women: Using A Professional Development Program to Explore the Systemic Disadvantages in Doctoral Advising. [Conference Presentation]. American Educational Research Association.
HAGGINS , G., & Bertrand Jones, T. (2022, November 16). Mentoring: An Innate Skills for Black Women Senior Scholar Mentors [Conference Presentation]. Association for the Study of Higher Education. Daniels, H., McCoy, K., HENNING, H., ParkGaghan, T., & Mokher, C. (2023, April). The consequential timing of policy reform: Implementing statewide reform during COVID-19 [Roundtable session]. American Educational Research Association National Conference, Chicago, IL. McCoy, K., HENNING, H., Daniels, H., Mokher, C., & Park-Gaghan, T. (2023, April). Developmental change: Strategies for scaling-up statewide corequisite education reform [Paper session]. American Educational Research Association National Conference, Chicago, IL. HENNING, H., Daniels, H., McCoy, K., Park-Gaghan, T., & Mokher, C. (2023, March). The consequential timing of policy reform: Implementing statewide reform during COVID-19 [Poster session]. Marvalene Hughes Research in Education Conference, Tallahassee, FL.
Higher Education Orientation
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Student Accomplishments VAUGHN , L. (2022, October 14). Leadership Learning During a Pandemic: Reflections in a Time of Crisis [Conference Presentation]. International Leadership Association Conference.
PICKETT, S. & Sheridan, N. (2023). Ain’t No Mountain High Enough: Navigating the Rivers and Valleys to Inclusive Language. Presented at NODA Region VI Regional Conference, Tallahassee, Florida.
VAUGHN , L. (2022, December 15). Conflict Management in Online and Hybrid Leadership Learning Environment [Conference Presentation]. Leadership Educators Institute, NASPA.
Ford, J., Gaskew, A., Bertrand Jones, T., Coker, F., ROBINSON, D., & HAGGINS, G. (Presenters) (2023, November 15 – 18). “Exploring space negotiations: Understanding advising relationships of Black men doctoral students” [Workshop]. Council of Ethnic Participation (CEP) Pre-Conference, Association for the Study of Higher Education (ASHE) Annual Conference, Minneapolis, MN. USA.
VAUGHN , L. (2022, December 15). After the Design Process: The Complexities of Implementing a New Leadership Course [Conference Presentation]. Leadership Educators Institute, NASPA. VAUGHN , L., & HENNING, H. (2023, March 28). Pursuing a Graduate Degree After Working in the Field [Conference Presentation]. ACPA 23rd Annual Conference. VAUGHN , L. (2023, March 28). Speak up! Give International Graduate Students an Advocating Voice [Conference Presentation]. ACPA 23rd Annual Conference.
Higher Education Students
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ROBINSON, D., Beatty, C.C., & Ford, J. (Presenters) (2023, March 26 – 29). “Engaging Black men in college through leadership learning” [Panel]. American College Student Educators International (ACPA) Annual Convention, New Orleans, LA. USA.
ROBINSON, D., Beatty, C.C., & Ford, J. (Presenters) (2023, March 21). “Engaging Black men in college through leadership learning” [Webinar]. American College Student Educators International (ACPA) Coalition of Men & Masculinities (CMM) Endorsed ACPA 23 Programs Preview, online. ALLEN, J., JR. & ROBINSON, D. (Presenters) (2023, February 24). “Black history month: An introductory course to spades” [Workshop]. Center for Academic Retention and Enhancement (CARE), Tallahassee, FL. USA. ROBINSON, D. (Presenter) (2023, February 9 – 10). “Breaking down barriers in leadership: Recognizing culturally relevant leadership learning in Black superheroes” [Workshop]. Beyond the Culture (BTC) II: Black Popular Culture and Social Justice Biannual Conference, Atlanta, GA. USA. ROBINSON, D. (Presenter) (2023, February 9 – 10). “Teaching mainstream black superheroes and villains in the college classroom” [Workshop]. Beyond the Culture (BTC) II: Black Popular Culture and Social Justice Biannual Conference, Atlanta, GA. USA.
VAUGHN, L. & ROBINSON, D. (Presenters) (2022, December 14 – 16). “Conflict management in the online and hybrid leadership learning environment” [Workshop]. Leadership Educators Institute (LEI) Bi-Annual Conference, New Orleans, LA. USA. Beatty, C.C. & ROBINSON, D. (Presenters) (2022, October 13 – 16).“Engaging Black college men’s leadership identity through pedagogy” [Workshop]. International Leadership Association (ILA) Annual Conference, Washington, D.C. USA.
Publications ALLEN JR, J.L., & Ford, J.R. (2023). “We’re Brother’s”: Building Positive Masculinity in Black Men’s Fraternity Leadership. In C.C. Beatty, & J.R. Ford (Eds.), Engaging Black Men in College Men Through Leadership Learning. (Ser. Contemporary Perspectives on Leadership Learning). Information Age Publishing, Inc.
Mokher, C., McCoy, K., HENNING, H., Fluker, C., & Park-Gaghan, T. (2023). Placing students for success: Florida’s statewide reform of alternative methods for college course placement. Community College Journal of Research and Practice, 1–18. https://doi.org/10.1080/10668926.2023.21 89186 Park-Gaghan, T., Mokher, C., HENNING, H., DANIELS, H., FATIMA, A., Ibrayeva, D., DANYI, M., & McCoy, K. (2023). Exploring Corequisite Developmental Education Models in the Lone Star State: A Second Report on Student Success and Corequisite Coursework (in press). Tallahassee, FL: Center for Postsecondary Success. ROBINSON, D. & Beatty, C.C. (2023). Considerations for engagement in leadership learning. In C. Beatty & J. Ford (Eds.), Engaging Black men in College through Leadership Learning. (Ser. Contemporary Perspectives on Leadership Learning). Information Age Publishing, Inc.
Beatty, C. C., Watkins, S. R., VAUGHN, L., & ROBINSON, D. (2022). Who’s in the room? Addressing representation in leadership learning research. In D. M. Rosch & L. J. Hastings (Eds.). New Directions for Student Leadership: No. 175. Research and assessment methods for leadership development in practice, pp. 51– 59. Wiley. https://doi-org.proxy.lib.fsu. edu/10.1002/yd.20519
VAUGHN, L. (2023). Who Am I? Reflecting on a Personal Journey of Self- Authorship. Journal of International Students, 14(2).
HENNING, H. (2023). How to get filthy rich in rising Asia. [Review of the book How to get filthy rich in rising Asia]. Journal of College Orientation, Transition, and Retention, 30(1). https://doi.org/10.24926/ jcotr.v30i1.5248
JOHNNIE ALLEN JR., Ph.D. Student • Program for Instructional Excellence (PIE) Teaching Associate • 2023 HESA Doctoral Chair • 2022 HESA First-Year Doctoral Representative • FSU, Office of Fraternity and Sorority LeaderShape Faculty Lead• FSU, Office of Fraternity and Sorority Life Pursuit of Excellence Judge and Reviewer
HENNING, H. (in press). Advising is leading: Academic and individual advising praxis as socially just leadership education. In K. L. Guthrie & V. S. Chunoo (Eds.). Committing to action: Socially just leadership education. Information Age.
MORGAN DANYI, Ph.D. Student • Commission on the Status of Women and Girls City Commissioner • Southern Association for College Student Affairs (SACSA) Assistant Conference Chair GABRIELLE HAGGINS, Ph.D. Student • AERA Division J Graduate CoRepresentative • 2023 HESA Administrative Chair • The Globe Partner Certificate HOLLY HENNING, Ph.D. Student • 2022 HESA Doctoral Events and Visiting Days Coordinator • 2023 Dean’s Student Leadership Council DYLAN FIELDS, M.S. Student • Association of Fraternity/Sorority Advisors (AFA) 2023 Graduate Staff • Association of Fraternal Leadership & Values (AFLV) 2023 Graduate Intern SYDNEY PICKETT, M.S. Student • 2023 NODA Southern Regional Orientation Workshop (SROW) Committee Member SAVANNA PERRY, M.S. Student • The Placement Exchange Graduate Ambassador • Southeast District Vice President for Membership, Kappa Kappa Psi • ACUHO-I Residential Life Intern
Involvement in Professional Organizations
JOSHUA BURNS, M.S. Student • FSU Congress of Graduate Students, College of Education Representative
DARIUS ROBINSON, Ph.D. Candidate • Omicron Delta Kappa Honors Society • Journal of College & University Student Housing • ACPA Research in Brief Review Board • NASPA Journal of Student Affairs Research & Practice Board • FSU Fellows Society, London School of Economics and Political Science LAURA VAUGHN, Ph.D. Student • ACPA Commission for Global Dimensions of Student Development
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FACULTY
Accomplishments
Books
BEATTY, C. C., & Ford, J. R. (Eds.). (2023). Engaging Black College Men in Leadership Learning. Information Age Publishing. Retrieved from https://www.infoagepub. com/products/Engaging-Black-Men-inCollege-Through-Leadership-Learning Patterson-Stephens, S., & BERTRAND JONES, T. (Eds.) (2023). Advancing inclusive excellence in higher education: Practical approaches to promoting diversity, equity, inclusion, and belonging. Information Age Publishing. Retrieved from https://www.infoagepub.com/ products/Advancing-Inclusive-Excellencein-Higher-Education Rosch, D. M., Kniffin, L., & GUTHRIE, K. L. (2023). Introduction to research in leadership. Information Age Publishing. Retrieved from https://www.infoagepub. com/products/Introduction-to-Researchin-Leadership
Book Chapters, Reports, Briefs & Reviews Haber-Curran, P., & BEATTY, C. C. (2023). Critical theoretical perspectives and considerations for centering gender in the study of leadership. In S. J. Tan, & L. DeFrank- Cole (Eds.), A research agenda for gender and leadership (pp. 13-28). Edward Elgar Publishing Limited. Retrieved from https://www.e-elgar.com/ shop/usd/a-research-agenda-for-genderand-leadership-9781800883819.html
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Rocco, M. L., & BEATTY, C. C. (2023). Pedagogical practices through the lens of liberatory pedagogy. In S. R. Komives, & J. E. Owen (Eds.), A Research Agenda for Leadership Learning and Development through Higher Education (pp. 189208). Edward Elgar Publishing Limited. Retrieved from http://dx.doi.org/10.4337/9 781800883826.00006 Patterson-Stephens, S., & BERTRAND JONES, T. (2023). Advancing Diversity, Equity, Inclusion, and Belonging in Higher Education: Praxis, Pedagogy, and Research. In Shawna PattersonStephens, & Tamara Bertrand Jones (Eds.), Advancing Inclusive Excellence in Higher Education: Practical Approaches to Promoting Diversity, Equity, Inclusion, and Belonging. Information Age Publishing. BERTRAND JONES, T., & PattersonStephens, S. (2023). Supporting and Advocating Inclusive Excellence: Institutional Responsibility and Commitment. In Shawna PattersonStephens, & Tamara Bertrand Jones (Eds.), Advancing Inclusive Excellence in Higher Education: Practical Approaches to Promoting Diversity, Equity, Inclusion, and Belonging (10 pages). Charlotte, NC: Information Age Publishing. Ford, J.R. & BERTRAND JONES, T. (2023). The Black Male Research BootCamp: Intentionally shaping Black men’s doctoral student socialization. In Shawna Patterson-Stephens & Tamara Bertrand Jones (Eds). Advancing Excellence in Higher Education: Practical Approaches to Promoting Diversity, Equity, Inclusion, and Belonging. Information Age Publishing. ECTON, WALTER G. (2023). The Economic Value of Career and Technical Education for Traditionally Underserved Students. Economics of Equity, (Goldy Brown & Christopher Makridis, eds).
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 GUTHRIE, K. L., & HU, P. (2023). Distinctive characteristics in interdisciplinary academic leadership programs: A multi-program case study analysis. In D. J. Fowler & M. B. Raehll (Eds.). On leadership: An interdisciplinary approach (pp. 103-117). Information Age Publishing
Dr. Kathy Guthrie
PEREZ-FELKNER, L., Ramirez Surmeier, L., & Rezaei, R. (2023). Gender and Educational Inequality. In Mark Berends, Barbara Schneider, & Stephen Lamb (Eds.), The Sage Handbook on Sociology of Education, pp. 142-158. Sage Publications. Feldon, D. F., WOFFORD, A. M., & Blaney, J. M. (2023). Ph.D. pathways to the professoriate: Affordances and constraints of institutional structures, individual agency, and social systems. In L. W. Perna (Ed.), Higher education: Handbook of theory and research (Vol. 38, pp. 325-414). Springer. https://doi.org/10.1007/978-3031-06696-2_4
WOFFORD, A. M., Blaney, J. M., Blake, D. J., & Gates, A. Q. (2023). Diversifying pathways to the computing professoriate: A deeper look into institutional practices that broaden participation. In Proceedings of the 54th ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE ’23), 1198-1199. https:// doi.org/10.1145/3545947.3569610
Articles Fuselier, N., & BEATTY, C. C. (2023). Social identities and leadership identity development. In J. E. Owen (Ed.) New Directions for Student Leadership: No. 178. Deepening leadership identity development (pp. 45–54). https://doi. org/10.1002/yd.20553 McTier, T., Jr., & BEATTY, C. C. (2023). I Want to Be a Teacher but the Profession Won’t Let Me: How a Criminal Record Alters a Black Man’s Teaching Aspirations. The Qualitative Report, 28(5), 13061328. Retrieved from https://doi. org/10.46743%2F2160-3715%2F2023.5283 DOI:10.46743/2160-3715/2023.5283 Suárez, E., & BEATTY, C. C. (2022). Advising in science education: Critiquing where we have been, moving toward an equitable and holistic advising approach. Science Education, 106(5), 1299-1317. Retrieved from https://doi.org/10.1002%2Fsce.21745 DOI:10.1002/sce.21745
Rawls, E., Roehrig, A. D., Turner, J. E., Mesa, M. P., McClarey, M., Lewis, C., ... & BERTRAND JONES, T. (2023). The Freedom School way: A model for intergenerational research training partnerships among universities and Children’s Defense Fund Freedom Schools® programs. Urban Education, DOI: 10.1177/00420859231178712 BERTRAND JONES, T., Brewster, B., & Matthews, D. Y. (2023). Shining the light: Black women thriving in graduate school. New Directions for Student Services, 2023(182), 57-68. Nix, A. N., BERTRAND JONES, T., & Hu, S. (2023). The perceptions and experiences of faculty implementing Florida’s developmental education reform. Educational Policy, 37(4), 953-979.
ECTON, WALTER G.; Heinrich, Carolyn J.; Carruthers, Celeste. (2023). Earning to Learn: Working While Enrolled in Tennessee Colleges and Universities. AERA Open. Soliz, Adela & ECTON, WALTER G. (2023). Did the American Reinvestment and Recovery Act improve and expand vocational training at community colleges? Educational Evaluation and Policy Analysis (EEPA).
ECTON, W. (2023). Framing Parents’ Attitudes Toward Career and Technical Education. Education Policy Analysis Archives (EPAA).
BEATTY, C. C., WATKINS, S. R., VAUGHN, L., & ROBINSON, D. (2022). Who’s in the Room? Addressing Representation in Leadership Learning Research. In D. Rosch & L. Hastings (Ed.), Research and Assessment Methods for Leadership Development in Practice. New Directions in Student Leadership, 175, 51-59. Retrieved from https://doi.org/10.1002/yd.20519
HU, P., MOKHER, C., Zhao, K., ParkGaghan, T., & HU, S. (in press). Has Florida’s developmental education reform affected student enrollment? SAGE Open. Zhao, K., Park-Gaghan, T., MOKHER, C., & HU, S. (2023). Self-placement in math courses: Contributing factors and association with student success. SAGE Open.
ECTON, WALTER G. & Dougherty, Shaun M. (2023). Heterogeneity in High School Career and Technical Education Outcomes. Educational Evaluation and Policy Analysis (EEPA).
Anglum, J. C., Diemer, A. R., ECTON, W. G., & Nguyen, T. D. (2023). We need to know more about CTE teachers. Phi Delta Kappan, 104(6), 18-23.
Dr. Sally Watkins
Chen, J., PEREZ-FELKNER, L., Nhien, C., HU, S., Erichsen, K., & Li, Y. (in press). Gender Differences in Motivational and Curricular Pathways Towards Postsecondary Computing Majors. Research in Higher Education. https://doi. org/10.1007/s11162-023-09751-w
HU, S. (2023). A Brave New World Demands a Brave New College. Journal of Postsecondary Student Success, 2(4), 1-4. MOKHER, C., Park-Gaghan, T., & HU, S. (in press). Can a Developmental Education Reform Promote Momentum to MidTerm and Longer-Term Student Success? Evidence from Florida. Journal of Research on Educational Effectiveness.
Dr. Walt Ecton
MOKHER, C., Park-Gaghan, T., & HU, S. (2023). Who benefits under what conditions from developmental education reform? Key takeaways from Florida’s statewide initiative. Change: The Magazine of Higher Learning. Nix, A., BERTRAND JONES, T., Daniels, H., HU, P., & HU, S. (2022). “There’s so much that we’re doing”: How Florida’s State Colleges support their students. Community College Review. MOKHER C., & HU, S. (2022). Diverging paths: Exploring the association between initial math pathways and college students’ subsequent math performance. Journal of Postsecondary Student Success, 1(3), 50-74. Hu, X., & HU, S. (2022). Do colleges perform the same following developmental education reform? The case of Florida’s Senate Bill 1720. Research in Higher Education, 63(1), 92-118.
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Faculty Accomplishments MOKHER, C., Park-Gaghan, T., & HU, S. (2022). 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.
Chen, J., PEREZ-FELKNER, L., Nhien, C., Hu, S., Erichsen, K. (2023). Gender Differences in Motivational and Curricular Pathways Towards Postsecondary Computing Majors. Research in Higher Education. https://doi.org/10.1007/s11162023-09751-w
Zhao, K., Park-Gaghan, T., MOKHER, C., & HU, S. (2022). Examining the impacts of Florida’s developmental education reform for non-exempt students: The case of firstyear English and math course enrollment and success. Community College Review, 50(2), 171-192.
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. 602607. https://doi.org/10.1080/10668926.202 2.2156633
Liu, J., HU, S., & Pascarella, E. (2022). Non-native English speakers and the development of socially responsible leadership during college. Journal of College Student Development, 63(2), 218-223.
PEREZ-FELKNER, L., Gast, M. J., & Ovink, S. M. (2022). Liberating our writing: Critical narratives and systemic changes in education and the social sciences. Multicultural Perspectives, 24(3), 162-169. https://doi.org/10.1080/15210960.2 022.2127400. PEREZ-FELKNER, L., Baker-Smith, C., & Goldrick-Rab, S. (2022). Does Rent-Free Community Housing Make a Difference in Higher Education Outcomes? Report published by the Hope Center for College, Community, and Justice.
Dr. Shouping Hu
Nix, A., BERTRAND JONES, T., & HU, S. (2022). The perceptions and experiences of faculty implementing Florida’s developmental education reform. Educational Policy. Brower, R., HU, P., Daniels, H., BERTRAND JONES, T., & HU, S. (2022). We can do this together: Intergenerational learning and academic motivation in community colleges. Community College Journal of Research and Practice, 46(12), 841-857. Zhao, K., Park-Gaghan, T., MOKHER, C., & HU, S. (2022). Who benefited more from the developmental education reform in Florida? The role of exemption status. AERA Open, 1-27.
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Fluker, C., PEREZ-FELKNER, L., & McCoy, K. (2022). Students’ Perceptions of an REU Summer Internship Program and their Engineering Identity Development: An Equity-Centered Analysis. American Society for Engineering Education, PEER Proceedings, Minneapolis, MN. https:// strategy.asee.org/40969 Zhao, T. & PEREZ-FELKNER, L. (2022). Perceived Abilities or Academic Interests? Longitudinal High School Science and Mathematics Effects on Postsecondary STEM Outcomes by Gender and Race. International Journal of STEM Education, 9(42), 1-26. DOI: 10.1186/ s40594-022-00356-w. Impact factor = 6.7. SSCI- and SCIE-indexed. PEREZ-FELKNER, L. (2022). Transforming Opportunity to Support STEM Success for All. Policy Brief published with Scholars Strategy Network (SSN) and Student Experience Research Network (SERN).
Doran, E. E., Davis, R. D., Rodriguez Vargas, L., PEREZ-FELKNER, L., Smith, M. R., & De Leon Rodriguez, N. (2022). Student success & STEM. In V. A. Sansone & M. Hernandez (Eds.), Working beyond borders to cultivate knowledge and support for Puerto Rican colleges and universities: Post-traditional student characteristics, STEM outcomes, and financial context in Puerto Rico (pp. 22-29). Association for the Study of Higher Education (ASHE). WOFFORD, A. M. (2022). Equity-minded stage-ahead mentoring: Exploring graduate students’ narratives as mentors to undergraduates in STEMM. The Review of Higher Education, 46(2), 249-279. https://doi.org/10.1353/rhe.2022.0017 WOFFORD, A. M. (2023). Inequitable interactions: A critical quantitative analysis of mentorship and psychosocial development within computing graduate school pathways. AERA Open, 9(1), 1-18. https://doi.org/10.1177/23328584221143097 WOFFORD, A. M., Smith, K. N., & Branch, B. L. (2023). “I found my home there”: Exploring women’s engineering identity in STEM student organizations. Journal of Student Affairs Research and Practice. Advance online publication. https://doi.org /10.1080/19496591.2023.2181085
Grants ECTON, W. (PI), & Harbatkin, E. (Co-PI). (2023–2024). Strengthening CTE for the 21st Century Act Perkins V (2023–2024). Funded by Florida Department of Education. Total award $200,000. ECTON, W. (PI). First Year Assistant Professor Grant. (2023). Funded by Florida State University. Total award $20,000 Harbatkin, E. (PI) & ECTON, W. (Co-PI). (2024-2025). Teacher Certification in Career and Technical Education: An Investigation of CTE Teacher Mobility and Student Outcomes in Florida. AERA-NSF Research Grant. Total award $35,000. PARK-GAGHAN, T. (PI), BEATTY, C. C. (Co-PI), & MOKHER, C. R. (Co-PI). (Apr 2023–Dec 2024). Evaluation of SPC FAAME Initiative. Funded by Helios Education Foundation. Total award $189,962.
PEREZ-FELKNER, L. (PI), BERTRAND JONES, T. (Co-PI), Hart, S. (Co-PI), & Hughes, R. (Co-PI). (2023-2026). ADVANCE Adaptation: Institutionalizing Normative Changes for Recruitment, Empowerment, Advancement, and Systematic Equity for STEM Faculty (INCREASE). Funded by National Science Foundation (NSF) Award #2305516. Total award $999,919. Patton Terry, N. (PI), PEREZ-FELKNER, L. (Co-PI), & Root, J. (Co-PI). (Jul 2022–Jun 2025). University Research Partnerships to Reduce Educational Disparity in College Towns: Building a Model Framework in Tallahassee, Florida. Funded by William T. Grant Foundation and Doris Duke Charitable Foundation (Grant No. 2022043). Total award $650,000. WOFFORD, A. M. (PI), PEREZ-FELKNER, L. (Co-PI), & Staudt Willet, B. (Co-PI). (Jan 2023–Jun 2025). Aligning Graduate Education and Workforce Opportunities: A robust, equity-focused landscape scan of computing technology. Funded by Alfred P. Sloan Foundation. Total award $250,000. WOFFORD, A. M. (PI). (May 2023–August 2023). Equity-minded M.A.P.S. (Mentoring Advancing Pathways in STEMM) within graduate education. Funded by FSU Council on Research & Creativity First Year Assistant Professor Grant. Total award $20,000.
Awards & Fellowships KATHY GUTHRIE • Senior Scholar, ACPA: College Student Educators International, 2023 • Annuit Coeptis Senior Professional Award, ACPA: College Student Educators International, 2023 WALTER ECTON • Educational Evaluation and Policy Analysis (EEPA) Outstanding Reviewer • Outstanding Beginning Scholar, Association for Career and Technical Education Research
LARA PEREZ-FELKNER • Excellence in Research Publication Reviewing: AERA Open, Outstanding Reviewer, 2023 • Sociology of Education, R&R Award, 2022 • Inclusive Teaching and Advising Award, Office of the Provost (Florida State University) - 2022 • Supervisor/Mentor Award, Hardee Center and the Higher Education Program (Florida State University) - 2022 ANNIE M. WOFFORD • Dissertation of the Year Award (2023), American Educational Research Association Special Interest Group on Graduate and Postdoctoral Education Across the Disciplines (SIG 168) • Selected as a Research Fellow (20232024), National Science Foundation Quantitative Research Methods (QRM) for STEM Education
National Professional Leadership CAMERON BEATTY • Association for the Study of Higher Education | Board of Directors • ACPA Commission for Professional Preparation (CPP) | Directorate Board Member • National Clearinghouse for Leadership Programs | Faculty Associate • Leadership Trainer Certificate Program | Board Member TAMARA BERTRAND JONES • AERA Graduate and Doctoral Students Across the Disciplines | Co-Program Chair • ASHE Early Career Faculty Workshop, Council for the Advancement of Higher Education Programs (CAHEP) | Chair
WALTER ECTON • Association for Education Finance and Policy | LGBTQ+ Scholars Community Group Co-Chair • AERA Career & Technical Education Special Interest Group (SIG) | Program Chair & Chair-Elect • Council for the Study of Community Colleges (CSCC) | Conference Section Chair
Dr. Joe O’Shea
KATHY GUTHRIE • International Leadership Association | Board Member, Committee for the Advancement of Leadership Programs Chair • Council for the Advancement of Standards | Advisory Board Member • ACPA/NASPA | Co-Chair of ACPA/ NASPA Competency Revision • ACPA | Senior Scholar • LeaderShape, Inc. | Board Member • National Clearinghouse for Leadership Programs | Faculty Associate LARA PEREZ-FELKNER • ASHE conference | Program Co-Chair, 2022-23 • CSCC conference | Section Co-Chair, 2023-24 ANNIE WOFFORD • Special Interest Group for Graduate and Postdoctoral Education Across the Disciplines (SIG 168), American Educational Research Association (AERA) | Secretary • Graduate Students and Graduate/ Professional Education Section of Annual Conference, Association for the Study of Higher Education | Program Section Co-Chair
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FSU COLLEGE OF EDUCATION, HEALTH, AND HUMAN SCIENCES
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