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Pre-Conference Institutes




Tuesday, May 30, 2017 - All sessions held 8:30-11:30 AM and continue from 1:00-5:30 PM

Wednesday, May 31 - Any sessions carrying over from Tuesday will be held at 8:30-11:30 AM

You will earn one Continuing Education Unit (CEU) by attending a Pre-Conference Institute. A form will be available in your session that must be signed by the presenter at the conclusion. Your CEU will be mailed to you after NCORE. It will be the discretion of your organization whether they accept the CEU for credit. 

Click Session Titles for Description

Hazel Symonette, PhD, Program Development & Assessment Specialist, Division of Student Life University of Wisconsin-Madison — Madison, Wisconsin

We increase prospects for unleashing the illuminative powers necessary for operating at our educator best when we intentionally embrace a contextually responsive action-researcher approach. Doing so requires thoughtful uses of assessment AS and FOR learning and not simply post- mortems OF learning. This involves systematic data-grounded inquiry as an evidence-framing dialogue with SELF as Educator vis a vis one's stakeholders and the requirements of the education agenda. Engaging contexts is foundational for appropriate and effective communications and social relations: the twin criteria for intercultural competence. For excellence and ethical praxis, educational processes and practices should be broadly diversity-grounded and equity-minded to be socially responsive, socially responsible, and socially just.

This institute introduces a multi-level systematic inquiry and reflective practice framework: Self-to-Self (intrapersonal), Self-to-Others (interpersonal), and Self-to-Systems (social structures and systems). It serves as a holistic developmental evaluation model that promotes mindfully scanning and tracking WHO? factors in context: who is served by whom with whom as embedded in situational, relational, temporal, and spatial/geographic contexts. This institute will explore who we are as educators, what we bring to our work---our lenses/filters/frames and our sociopolitical locations. How can we more empathically discern and engage relevant attributes to activate and support student success?
Systematically tracking and unpacking reveals pathways for more engaging the WHO? complexity—the human systems dynamics—at the heart of What? agendas.

This institute will benefit educators in the classroom and beyond who are (or want to become) more learner- and learning-centered. Participants will deepen the understandings of oneself as educator and ways to mindfully engage assessment/evaluation practices to enhance interpersonal validity: i.e., the soundness and trustworthiness of the uses of self as knower, inquirer and engager of others and systems. To responsively help learners of all ages to do their best learning, best engaging and best work, educators need to embrace this work as a lifelong pilgrimage. This institute will lay the groundwork for demystifying assessment and evaluation, for clarifying its intimate connections to effective and appropriate.

Robert M. Sellers, PhD, Vice Provost for Equity and Inclusion and Chief Diversity Officer, Provost's Office University of Michigan — Ann Arbor, Michigan

Tabbye Chavous, PhD, Executive Director of the National Center for Institutional Diversity, School of Education University of Michigan — Ann Arbor, Michigan

Leon Howard III, MA, Program Manager, Office of Multi-Ethnic Student Affairs/ Student Life University of Michigan — Ann Arbor, Michigan

Lumas J. Helaire, PhD, Associate Director, Office of Academic Multicultural Initiatives University of Michigan — Ann Arbor, Michigan

Katrina Wade-Golden, PhD, Assistant Vice Provost & Director, Office of Diversity, Equity & Inclusion University of Michigan — Ypsilanti, Michigan

Mark Allen Kamimura, PhD, Assistant Dean,     Rackham Graduate School University of Michigan — Ann Arbor, Michigan

Janice S. Reuben, BA, Senior Associate for Programs and Outreach, Center for the Education of Women University of Michigan — Ann Arbor, Michigan

Charles Gregory Ransom, MLS, Multicultural Studies Librarian, University of Michigan Library University of Michigan — Ann Arbor, Michigan

This institute will provide an overview of the development process used by University of Michigan’s senior leadership to assist units in developing diversity plans, which were incorporated into the institution’s 5-year strategic diversity plan. Participants will work in groups to develop a template that can be used to start the strategic planning process for their campus participants and will leave the institute with the framework for a campus- wide diversity plan.
During the panel discussion, the presenters representing all levels of the University (Academic Affairs, Student Life, etc.) will discuss the current climate at U-M, and review the development process for unit plans. In addition, the implementation/roll out of the plan will be discussed. This institute will benefit any institution developing a strategic plan for diversity. Participants should have a basic knowledge of the strategic planning process, and experience with developing campus-wide programs.

Michael Akeem Riley, MS, Workshop Coordinator, Center for Identity, Inclusion and Social Change DePaul University — Chicago, Illinois

Romeo Jackson, BA, Teaching Assistant, Gender Studies University of Utah — Salt Lake City, Utah

Natalie Tuyet Nguyễn, MEd, Director, LBGT Student Services Western Michigan University — Kalamazoo, Michigan

Vanessa Aviva Gonzalez-Siegel, Graduate Program Coordinator for LGBT Programming and Outreach, Office of Multicultural Affairs, Undergraduate Student Life Columbia University — New York, New York

In an ever-changing world, many institutions of higher education and beyond are being met with queer students of color. To strive for more celebratory educational spaces, previous frameworks must make room for re-imagined inclusive frameworks to best support these students.

Join five queer, higher education practitioners work in a variety of roles strive to intervene with an intersectional perspective rooted in liberation. Participants will leave this  institute with a litany of qualitative and quantitative tools to engage or establish their own frameworks including but not limited to the over-policing of LGBT students in juvenile centers, the foremothers, and future of intersectionality, a thorough examination of themes and frameworks vital for all social justice educators. The institute will close with a dialogue between five dynamic higher education practitioners and how they continue to intervene intersectionally .

This institute will benefit intermediate to advanced higher education practitioners invested in engaging examining how to take theoretical frameworks of intersectionality to practice and application.

David Scott Tharp, MSW,  Assessment Coordinator, Student Affairs DePaul University — Chicago, Illinois

Faculty and student affairs staff who teach social justice education content in curricular or co-curricular settings are often asked to demonstrate their impact on student learning to compete for attention and resources. Not only is there pressure to demonstrate what students are learning, regional accreditation associations are beginning to require universities to annually assess all curricular and co-curricular learning experiences on campus.

This institute will prepare participants in creating measurable learning outcomes and associated assessment strategies that collect data on student learning related to curricular courses or co-curricular institutes and programs. Specifically, participants will learn the basics of learning assessment, best practices for writing student learning outcomes, skills to map learning outcomes to components of educational experiences, and strategies to create qualitative and quantitative learning assessments using rubrics and learning surveys. This institute will benefit staff or faculty with little experience with learning assessment who want (or need) to assess student learning within courses, institutes, or programs, as well as professionals who want to use learning assessment to inform and improve the design and implementation of educational experiences


Zoila Airall, PhD, Associate Vice President, Student Affairs Duke University — Durham, North Carolina

Annette Henry, PhD, Professor, Language and Literacy Education University of British Columbia — Vancouver, British Columbia

Cris Cullinan, PhD, Founder,  ALiVE:  Actual Leadership in Vital Equity — Wilsonville, Oregon

Carl Everton James, PhD,  Professor, Faculty of Education York University — Toronto,  Canada

Over the past two decades, colleges and universities have developed many kinds of “diversity” programs and strategic plans, yet often there is widespread dissatisfaction with the outcomes.  There has been success in raising expectations and expending resources yet the results are often disappointing. 
This institute will examine contradictions between rhetoric and realities, including the failure to collect and/or value relevant data that could help pinpoint and shape needed changes. To this end, the presenters will reflect on the following statements:
•    While we state that we want students to become “global citizens,” we do not provide the curriculum and resources to develop the transnational education needed, including equitable opportunities for international study.
•    While we profess to understand that our colleges and universities impact local geographic, social, and cultural communities, we do not critically examine how we understand these communities in order to incorporate their needs, interests, concerns, and aspirations into our educational and research programs.
•    While we promise to prepare students for the world of work, that preparation mirrors a work world as it was 30 years earlier: white, homogeneous, and meritocratic.
•    While we encourage bringing international students to campuses to “internationalize” institutions and curriculum, we treat these students as budget enhancing commodities.
•    While we claim to want “diversity” among faculty, we continue with hiring practices that allow departments to hire those who “fit,” and whose scholarship and research won’t challenge existing paradigms.
•    While we claim to value internal and external community input in the development of the institution’s missions and plans for equity and inclusion, we do not invite and involve these communities in any meaningful way to help shape our efforts and build culturally responsive and relevant programming about race, ethnicity, color, nationality, language, gender and gender identity, socio-economic status, religion and spiritual beliefs, abilities and disabilities.
•    While all of our plans speak of “transformational change,” our action plans often comprise onetime events, celebrations of the status quo, and a collection of “feel good” statistics as a means of managing our reputation, while failing to collect and/or publicize the data measuring actual change, and ignoring or downplaying persistent structural inequalities.

This session will benefit faculty, administrators, staff, and students who are interested in participating in serious discussions with a focus on identifying new approaches to creating truly inclusive campus communities.

Kathryn Helen Obear, EdD, Founding Faculty, Social Justice Training Institute Social Justice Training Institute — New York, New York

Micia Mosely, PhD, Founder & Executive Director,  The Black Teachers’ Project — Oakland, California

Facilitating authentic, constructive dialogue is a critical core competency for creating inclusive, socially just campus communities. Meetings, institutes, and conversations about how to achieve inclusive excellence can become difficult when participants feel triggered and experience intense, unexpected emotional reactions to the comments and actions of others. If well-managed, triggering situations can result in greater understanding, communication, and team work. If mismanaged, however, reactions may shut down the conversation and result in significant misunderstanding, damaged relationships, and long lasting unresolved conflict. Effectively navigating triggering moments is a critical multicultural competency for creating sustainable campus change.

In this institute, participants will identify their common triggers and less effective reactions during discussions about creating inclusive campuses, practice tools to navigate their own triggered reactions so they can respond effectively, and explore strategies to use triggering events as teachable moments to advance learning outcomes. This institute will benefit participants who are interested in strategies to facilitate meaningful dialogue among campus constituencies and increase their capacity to respond effectively when they feel triggered. Participants will receive a comprehensive handout packet of worksheets and tools, and access to Dr. Obear’s recent book, Turn the Tide: Rise Above Toxic, Difficult Situations in the Workplace.

Diane Goodman, EdD, Diversity and Social Justice Trainer/Consultant, — Nyack, New York

Through a variety of experiential activities, presentation, and discussion, participants will gain an understanding of key concepts for social justice education. Going beyond diversity or multiculturalism, the institute will explore what it means to educate for social justice. Topics to be explored are social identities, dominant and subordinated groups, commonalities and differences among different forms of oppression, intersectionality, power and privilege, and what it means to be an ally/advocate for social justice. Since the institute will utilize participants’ own experiences, participants will gain personal awareness as well as theoretical knowledge.

This institute will provide a foundation for doing social justice education and attending more advanced trainings. This institute will benefit those who are new to doing social justice work, have not had formal training in social justice issues, want to move their diversity work to a new level, or incorporate social justice content into their work.



Samuel  Offer,  MA,  Faculty,  Washington  Consulting  Group,  Social  Justice  Training  Institute  —  Pikesville,  Maryland

Craig Elliott, PhD, Assistant Vice President, Enrollment and Student Services, Samuel Merritt University — Oakland, California

Carmen Rivera, MS, Talent Manager for Organizational Development, VP for Student Affairs, Colorado State University — Fort Collins, Colorado

Students Only

The current national and global context is centralizing identity in many ways. There is an increased focus and awareness on how race, class, gender/gender identity, sexual orientation, nationality, and more are having an impact on how people live and operate. Colleges and universities are often places where students have a strong voice and play a major role in addressing these issues. While we might be getting opportunity to learn about the issues, we don’t always have the opportunity to focus on how to apply our learnings. This institute will benefit students looking to explore how to create more inclusive and liberatory spaces on campus and/or in their communities regardless of the current experience they have.


MayKao Yangblongsua Hang, DPA, President and CEO, Amherst H. Wilder Foundation — Saint Paul, Michigan

James Francisco Bonilla, EdD, Consultant & Professor Emeritus, Organizational Leadership & Conflict Studies, Hamline University School of Business — St. Peter, Minnesota

This institute will engage participants in exploring three questions: “post-election, is there one best approach to developing cultural competence?”; “is cultural competence measurable?”; and “how does cultural competency and leadership advance organizational results?”. Presenters will introduce five distinct approaches to educating for cultural competency along with a sampling of corresponding assessment instruments. They will also provide participants an opportunity to identify their own preferred “lens (es)” on cultural competence, and explore some of the comparative strengths and limitations of each lens and discuss the implications of the institute to participants’ home organizations.

       This institute will benefit faculty, faculty developers, staff, students, administrators, trainers, and consultants interested in examining the strengths and limitations of various approaches to cultural competence, tackling resistance to diversity in a myriad of          settings, and/or designing and assessing learning outcomes for individual and/or organizational cultural competence.



Warren Anthony Scherer, MPH, Director, Inclusive Excellence Center, University of Wisconsin - Milwaukee — Milwaukee, WI

Gabe Castro Javier, MA, Assistant Dean of Students/ Interim Director, Multicultural Student Center, University of Wisconsin-Madison

Brave spaces are spaces where individuals are affirmed in their full, authentic, intersectional selves. These spaces are created and sustained where people understand intersectionality not just as a concept describing experiences, but as guidance for programming and practices that honor, celebrate, and foster the complexity of those experiences. A community of learning will be established to model the brave space that we hope to embody moving forward. Participants will co-construct definitions of interconnected “-isms” while deconstructing common, surface-level interventions that only minimally speak to experiences at the intersection of identity. A review of emerging and essential terms used within and to describe lesbian, gay, bisexual, transgender, queer, and similarly-identified communities will serve as a foundation for learning.

The focus of this institute is to interrogate the what, why, and how of intersectionality towards developing and fostering a habit of mind and of practice strongly grounded in intersectional practice. Foundational concepts of intersectionality from across disciplines (e.g. sociology, critical race theory, feminist theory, social justice education, higher education, social work) will be applied and shared. Intersectionality will be used to deconstruct, problematize, and reframe the ‘safe space’ paradigm.

Participants will leave with tools to build intersectional programming at their home institutions. Multi-modal and interactive, this institute seeks to offer a paradigm shift in how intersectional practice can indeed be more action-oriented alongside being theoretical.

This institute will benefit practitioners who have a working understanding of intersectionality and seek to engage in deeper conversations about how to activate intersectionality across areas and levels of practice.

This institute is offered with the support to the National Consortium of LGBT Resource Professionals (


Catherine Wong, MEd, Director, Urban Outreach Initiatives, Lynch School of Education, Boston College — Chestnut Hill, Massachusetts

Jacquelyn Valerie Reza, MFT,EdD, Professor & Director - Emeritus, Office of Professional Development, De Anza College — Newark, California

Patricia M Lowrie, MS, Senior Consultant and Director Emeritus, Office of the Provost, Michigan State University — Okemos, Michigan

What connects this community of women are their experiences as change agents and cultural bridge brokers within their respective roles. While in mid-career it is evident that women of color need to continue to build strategic strengthening skills and competencies, particularly amongst those who are cognizant that social justice, diversity, and equity are driving components of the work. Challenges and resistance are expected, and they can bring a personal sense of worth, accomplishment, and self-confidence to an abrupt halt. Thus, the ability to interpret environmental scans accurately is often jeopardized and the ability to focus on determining a “new normal,” and to make “appropriate adjustments” is compromised. How do we transcend the doubt? How do we provide and/or seek professional and emotional care? How do we re-stimulate and re-interpret our culture of success and excellence? How do we negotiate the fray or go through the fire, and exit on the other side renewed? What collective and supportive strategies need to be in place to feel secure, brave, and most of all, whole? How do we impact the “new normal?”

This highly interactive session will engage participants in hands on activities, as well as small and whole group dialogue that will focus on arriving at a place of clarity for managing and navigating through what can be termed the “yuckiness”. Deliberate recognition of the historical context for accessing the understandings and resources is needed and required to stay the course with courage, care, and compassion even in the face of struggle, strife, and suffering. How do we stay afloat and continue to build our credibility? How do we re-innervate resiliency? Is the assessment of ally support accurate? Are we quick at discerning events or circumstances that alter our environmental scans within our departments and/or within our institutions/organizations? Where and how do we seek newly elevated concepts for renewal? Have we intentionally attended to collaborative relationships? Does our stealth behavior include practicing innovation in all aspects of a particular assignment?

These questions represent phases of career longevity; however, in mid-stream there is predictability of changing administrations, altering policies, and shifting expectations concomitant to mid-career trajectories. These changes present a unique mandate for restructuring with agility, acuity, and new capabilities. Chapter 11 or bankruptcy of ourselves and our work is not an option!

This institute will benefit women of color and women in the academy, who are midcareer academic professionals or those desiring midcareer restructuring, as they approach advanced years as faculty, administrators, or student affairs personnel.


Michael Funk, EdD, Clinical Assistant Professor, Steinhardt School of Culture, Education, and Human Development, New York University — New York, New York

Lee Anne Bell, EdD, Professor Emerita, Barnard Education Program Barnard College, Columbia University — New York, New York

This interactive institute is designed for those who are interested in facilitating authentic cross-racial dialogue in educational and community settings. The institute invites participants to build a counter-storytelling community in which genuine dialogue about race and racism is possible and productive. This institute will benefit those who seek to effectively and creatively facilitate authentic cross-race dialogue in their campus and community.

Presenters will introduce and use the storytelling model and four story types from Storytelling for Social Justice (Bell, 2010) as a framework for naming and analyzing the kinds of stories told about race and racism in the United States. This includes stock, concealed, resistance, and emerging/transforming stories. Examples drawn from history, sociological and economic data, and contemporary art will be used to illustrate the different story types, participants will be invited to contribute their own examples using the story types as a frame. Participants will be involved in cross-racial dialogue using the documentary film,“40 Years Later: Now Can We Talk?” as a prompt for writing, reflection, dialogue, and planning future action. Through the film, participants will have the opportunity to consider cross-race dialogue from both an historical and contemporary perspective (Bell, Joshi, Funk & Valdivia, 2016). Participants will then examine factors that prevent authentic dialogue across differences, and identify skills and frameworks that can more effectively sustain honest dialogue in diverse communities (Bell, 2016). Through small groups, participants will work in a supportive community to generate ideas, problem-solve, and design future action steps they can take home with them to encourage and facilitate effective cross-race dialogue.

Because the institute focuses on cross-race dialogue, participants are encouraged to bring colleagues whose perspectives and experiences can enhance the diversity of the group.

Pua Case, Poet, Hawai'I Cultural Environmentalist, Muscian, and Activist — Kamuela, Hawaii

Priscilla A. R. Se-ah-dom Edmo, Movement Building Director, Western States Center — Portland, Oregon

Robert González, Multicultural Motivational Speaker— Bronx, New York

Roberto Rodriguez, PhD, Associate Professor, Mexican American Studies, University of Arizona —Tucson, Arizona

Native American identity is defined through a dual political/legal lens (that of citizenship in a sovereign tribal nation), and a racialized-ethnic identity as underrepresented people of color. They are the only American citizens that are fractionally defined and recognized as such through federal policy constructed by the U.S. government to determine and dilute tribal membership. Impacts of these identity politics are felt at many levels within Native communities throughout the Americas.

In recent history, Native Hawaiians, Puerto Ricans, and Mexican Americans have also asserted their place in the Native or Indigenous spectrum. The infusion of these new groups has had an impact on North American Indian communities and students. Participants will have an opportunity to examine the many facets of “Native identity” through the eyes of other groups that, through their efforts of decolonization, are asserting their place on college campuses as Native and/or Indigenous.

This institute will bring together scholars, author/poets, a sacred land activist, and tribal leaders who will explain how they define themselves as Indigenous and how they perceive to connect with other Indigenous groups in a social justice context, as well as amplify their cultural and national identity. These talented spokespersons and educators will present multidisciplinary perspectives that will shift the conversation to a more comprehensive view of Native identity. Facilitators will guide participants through the terrain of context and complexities to further appreciate racial resiliency and collectively search new pathways to advance support for students and professionals. Groups will be asked to address how they define themselves as indigenous and how they connect with each other. This institute will provide a contemporary overview and a survey of the political history and social cultural constructs of Native identity while concomitantly addressing problems, perceptions, and complexities created in the milieu of identity as it may apply or conflict with socio political status and sovereignty.

This institute will benefit those who work with indigenous students and/or those whose life experience intersects with Native identity. Participants of all levels are welcome to meet and engage in interactive dialog with Native students, educators, and student affairs professionals who will share their collective interests and experiences.


Susan R. Jones, PhD, Professor and Program Chair, Educational Studies The Ohio State University — Columbus, Ohio

Kimberly Anne Griffin Haynes, PhD, Associate Professor, Counseling, Higher Education, Special Education University of Maryland —Silver Spring, Maryland

James C. McShay, PhD, Associate Director, Office of Multicultural Involvement & Community Advocacy in the Adele H. Stamp Student Union - Center for Campus Life, University of Maryland, College Park — College Park, Maryland

Charmaine L. Wijeyesinghe, EdD, Consultant, Organizational Development and Social Justice Education — Delmar, New York

Tania DaShawn Mitchell, EdD, Assistant Professor of Higher Education, Organizational Leadership, Policy and Development, University of Minnesota — Minneapolis, Michigan

Stephen John Quaye, PhD, Associate Professor, Educational Leadership Miami University — Oxford, Ohio

Models of identity development are historically focused on race as an isolated dimension of a person’s experience. Likewise, courses and co- curricular programs often position race apart from other aspects of identity-such as gender, sexual orientation, disability, and class. The framework of intersectionality describes how individuals experience multiple social identities simultaneously, and how these identities influence and interact with each other. It places identity in the larger context of social power and privilege, and links this complex understanding of identity to the promotion of social justice. Intersectionality assists educators and practitioners to critically evaluating identity, inter-group dynamics, and the nature of power and privilege in numerous contemporary contexts.

This interactive institute offers participants opportunities to examine and evaluate core aspects of intersectionality and the strengths and struggles of integrating the framework into research, teaching, and practice. Through presentations, personal reflection, a panel program, and small and large group activities, participants contribute to, and gain a greater understanding of intersectionality and its application to several areas of academic and campus life.


Olivia Muñoz, Doctoral Student,  University of San Francisco — San Francisco, California

Kelvin Harris, MA, Director, Leadership Development Programs, Gates Millennium Scholars Program — Washington, District of Columbia

Monica M. Johnson, MEd, Director, Neal-Marshall Black Cultural Center, Indiana University — Bloomington, Indiana

Adrienne Keene, EdD, Assistant Professor, American Studies and Ethnic Studies, Brown University — Providence, Rhode Island

Dewain La Sha Lee, PhD, Vice President for Student Life and Dean of Students, Student Life Hanover College — Hanover, Indiana

Craig Elliott, PhD, Assistant Vice President, Enrollment and Student Services, Samuel Merritt University — Oakland, California

Temple Jordan, MEd, Assistant Director of Mentoring & Inclusion Programs, Office of Social Justice, Inclusion & Conflict Resolution, Rowan University — Glassboro, New Jersey

Quantá Dwayne Lamont Taylor, MA, Coordinator of Student Involvement, Office of Student Life, The Ohio State University —Columbus, Ohio

Serving as the opening session of the NCORE Student Leadership Development Program (SLDP), this institute seeks to equip undergraduate student participants with the skills to be transformative leaders within their respective higher education institutions. This institute will be presented and has been developed by the seven SLDP Mentors, whose leadership experiences span the many types of institutions and the multiple professional levels of higher education.

During the institute, participants will take part in case studies, in-depth brainstorming and discussion, leadership style assessment, and meetings with local student leaders. Students should leave this institute, and the conference with a better understanding of the complex political structures that exist within all higher education institutions and the many ways that students may strategically navigate these complex structures to create long lasting and positive change.

This institute and the Student Leadership Development Program (SLDP) were developed with the assistance of the National Advisory Council’s Student Leadership and Participation Committee.


Elizabeth Halimah, MPP, Associate Vice Provost, Diversity and Engagement, University of California — Oakland, California

Victoria Sanchez,  Associate Dean, Educational Equity, Earth and Mineral Sciences, Penn State — University Park, Pennsylvania

Becky Petitt, PhD, Vice Chancellor, Equity, Diversity, and Inclusion, University of California – San Diego — San Diego, California

David McIntosh, PhD, Associate Dean, Urban Health Innovation, University of Louisville — Louisville, Kentucky

This interactive institute is designed for aspiring, new, and seasoned Chief Diversity Officers. The institute will provide an overview of the CDO portfolio, essential competency areas and Standards of Professional Practice, the importance of strategic partnerships with Affirmative Action/EEO and compliance professionals, as well as community organizations, government, and others, and the role identity plays in our work.

Additionally, the presenters will focus on how to build a viable infrastructure for the work of the CDO and will discuss the process of developing strategic priorities, assessment metrics, and how to use various forms of data to lead broad-scale, sustainable organizational change. The importance of strategic communication to internal and external constituents will also be discussed.

This institute will also feature participant-identified small group coaching sessions led by institute facilitators who will draw from their own expertise and experiences to provide guidance on moving to the next level. Participants may bring current resumes or CV’s if they are wondering what additional knowledge, skills, and abilities they need to acquire to move up, or they may bring strategic plan drafts or ideas about which they wish to consult.

This institute is led by diversity professionals in higher education who have administrative authority across varying institutional contexts ranging from academic departments to central university diversity offices and within a system-level diversity unit.

Tanya O. Williams, EdD, Founder and Lead Coach/Consultant, Authentic Coaching and Consulting — New York, New York

Internalized racism is part of the system of chains contributing to the continuation of racism affecting racially oppressed groups and it has encouraged the physical, spiritual, and emotional self- mutilation and self-degradation of a community of people. By influencing the psychological experience of People of Color, it has enticed individuals to contribute to their own demise within a larger system of oppression. Because this is a cognitive phenomenon over which individuals can have agency, it is important to study, understand, and seek out ways that groups of Color can gain a liberatory perspective in the midst of a racially-oppressive society, just as it is important for whites to work to gain a liberatory perspective over internalized dominance.

This interactive institute, specifically designed for individuals who identify as people of color and multiracial and who have a subordinated identity in a system of racism, grounds itself in a dissertation study of Black and African American women, which explore a process of liberation from internalized racism. It will investigate the complexity of the phenomena of internalized racism and offer participants the opportunity to explore manifestations of internalized racism and consequences of internalized racism in their personal and professional lives. Additionally, participants will explore models and tools of liberation and how and why practicing a liberatory consciousness is a path to confronting internalized racism in the midst of a racially-oppressive society. This institute will benefit participants who want to explore another way to challenge a system of oppression, want to understand the psychological impacts of oppression, and work toward individual and collective healing.

Leela MadhavaRau, M.Phil,Special Advisor to the President, Campus Diversity and Inclusion, University of Redlands — Redlands,California

Rosalind Denise Conerly, EdD, Director, Center for Black Cultural and Student Affairs, University of Southern California — Los Angeles,California

Mayté Pérez-Franco, Director, United Front Multicultural Center University of San Diego — San Diego, California

Edwina Welch, Director, Cross-Cultural Center, University of California, San Diego — La Jolla, California

William Vela, Director, El Centro Chicano, University of Southern California — Los Angeles, California

This interactive Institute is designed to explore the critical role, successful establishment, and dynamic development of cultural centers on college campuses while working with, and honoring, issues of intersectionality. The Cultural Center Establishment and Growth Model, developed by the California Council of Cultural Centers in Higher Education (CaCCCHE), will be presented and utilized. The scope of this innovative model incorporates all of the critical stages necessary for the establishment and successful growth of cultural centers: assessment, development, implementation, and long-range strategic planning. Through dialogue, experiential activities, and presentation of case studies, this institute will provide participants with tools and strategies for the application of the model on their campus. A Certificate of Participation will be available with documented attendance at all Institute sessions and admission priority will be given to those who are pursuing a Certificate of Participation.

This session will benefit those who are directors and staff of cultural centers, coordinators of diversity and equity initiatives, directors of student life programs, as well as faculty and administrators interested in moving their campus forward in establishing a cultural center and those seeking to enhance existing centers.

S. Nzingha - Rene' Dugas, MA, Director, African American Girls and Young Women Achievement, Office of Equity Oakland Unified School District — San Francisco, California

This institute will explore perceptions of Blackness* and how it effects student development at a Predominantly White Institution (PWI), and society in general. Presenters will examine the historical context that Blackness is situated in, how it is informed by that context, and exploited by the media to the masses.

Participants will be guided through a historical snapshot of the creation of Black identity, both the misconceptions and appropriations. Black cultural identity and aesthetics will be considered through various lenses, but especially within the framework of the current academic and social reality on college campuses as evidenced through campus policies, police brutality incidents, racial hate crimes, and the recent spring of justice movements centered on the demands by Black students for recognition and resources. This institute will also offer a comparative analysis of the internal community dynamics (i.e. one-drop rule, who’s Black enough) and the societal obsession and misconstruction through which Black identity sits and impacts the Black experience on college campuses.

This institute will be informative, interactive, visual, and participatory. It is designed to train and support Black, multicultural, cross cultural, and ethnic-specific advisors and educators working in diverse Black communities. It is intended to be most helpful for those interested in developing skill sets, competencies, and/or learning opportunities.

* The term, Black, or any derivative of, used in this description to indicate people of African ancestry, is capitalized by the authors’ choice.


Ernest Belford Johnson II, PhD, Professor, Multicultural Studies Shoreline Community College — Shoreline, Washington

Yvonne Linette Terrell-Powell, PhD, LMHC, Associate Dean of Counseling, Equity and Engagement Shoreline Community College —Shoreline, Washington

This institute will focus specifically on hiring administrators, faculty, and staff at educational institutions and the framework presupposes that effective higher education institutions in the 21st century should include leaders and employees who possess knowledge, skills, and personal action consistent with the multicultural competency framework. Using high impact engagement strategies, participants will learn how to utilize the Multicultural Competency Interviewing Rubric (MCIR) to assess the multicultural competency of potential employees engaged in the hiring process. This performance based model will be applied to a range of employees at different stages of the interview process. It is designed to assist screening committees in evaluating the level of multicultural competency of potential leaders and other candidates in an interview process.

Participants will examine and discuss the behaviors of potential employees (leaders, faculty, and staff) as evident in their responses to supplemental, interview, and open-forum questions. The performance outcomes on this measure are correlated with the employee’s capacity to facilitate or lead the implementation of institutional change that supports multicultural organizational development. The conceptual framework of this instrument focuses on five levels of multicultural competency, each of which is correlated with a corresponding stage of the multicultural organization development (MCOD) model. Participants will have the opportunity to examine the utility of the MCIR within the context of advancing a multicultural organization. This institute will benefit constituencies at any institution interested in hiring multiculturally-competent employees who will further the institution’s commitment to promoting greater equity and inclusion.

Rebecca Ein Wei Cheung, EdD, Program Director, lll,Principal Leadership Institute University of California Berkeley — Oakland, California

Francie Kendall, PhD, Consultant, — Richmond, California

Student affairs professionals are currently facing issues and situations that are deeply challenging, both at the personal and professional levels and for which there are no simple answers. Much is riding on their abilities to address issues of heightened racism and sexism in a socially just way.

This institute will benefit student affairs professionals and others who have been and/or will likely be involved in addressing situations that involve racial incidents, conflicts, or misunderstandings. In this institute, participants will cover numerous topics including: exploring what is meant by a “socially just” student affairs professional; examining the identity lenses through which they look at the world and their effect on how a situation and the people involved are viewed; and what personal work needs to be done to be able to work through an issue most fairly. Additionally, participants can expect to look at developing teams of staff to work through problems collectively; identify tools needed to develop staff members’ understanding of themselves, their privilege, and their biases; and create scenarios based on issues on participants’ campuses and work in cross- campus groups to identify possible solutions.

Matthew R. Mock, PhD, Professor of Counseling Psychology, College of Graduate and Professional Studies, John F. Kennedy University, Pleasant Hill, California

Munn Saechao, MA, MSW, PPSC, PSYDCandidate & Faculty Assistant, The Wright Institute — Berkeley, CA 

Lou Collette S. Felipe, PhD, Assistant Professor, Counseling Psychology University of San Francisco — San Francisco, CA

Sherry Wang, PhD, Assistant Professor, Counseling Psychology Santa Clara University — Santa Clara, CA

Quang Do, BA,Coordinator of Student Leadership, Office of Student Involvement and Leadership, Division of Student Affairs, University of Alabama at Birmingham

Kayoko Yokoyama, PhD, Professor, College of Psychology, John F. Kennedy University — El Cerrito, CA

In this interpersonal and experiential institute, we will explore how social, political, media, arts, and inter-cultural depictions of Asian Americans, South Asians, Pacific Islanders and Asians internationally influence the development of self-image among Asian American and Pacific Islander (AAPI) college students. Presenters and participants will “unpack” how multiple generated images and popular media counterbalance traditional stereotypical images, and ask what are the generational implications of the most recent depictions of AAPIs, of our families and communities. These depictions and more will be used to assist the examination of the media’s role in perpetuating AAPI images in the public sphere. The national events of 2016 including the elections challenges Asian communities to think about how diverse, separate or united we are and how we will “show up” when needed. Each of the presenters will address aspects of Asian American and Pacific Islander (AAPI) identities across the life span and social, psychological, contextual and political forces that continue shape them. Presenters will then proceed to explore ways images of AAPIs impact our educational experiences, social relationships, mental and physical health and wellness, and support-seeking.

Both the presenters and participants will experientially and interactively explore the role of media, film, the internet, the arts, and music as powerful influences with positive and negative consequences. Images influence us in various ways on university and college campuses. They can create, maintain or break stereotypes, which in turn informs self-image and agency. In this dynamic institute intended to engage all attendees, the presenters will collectively generate multiple ways of perceiving to inspire, shift perceptions, develop strength-based response, and meaningful linkages within and across AAPI and other campus groups. In addition to challenges, the presenters will also underscore strengths, sources of resilience and wellness, as well as share resources. As in prior recent years this AAPI institute will dynamically engage the audience through music, film, storytelling and listening among the audience, and small and large group participation by invitation.

Each of presenters in this symposium will represent unique perspectives from different vantage points including theoretical frameworks for inquiry, methodological analysis, social and psychological critique and interpretations of the media’s role in reflecting the AAPI experience. Using these innovative and evocative presentations as foundation, there will then be discussion of the continued shaping of AAPI identities through the life span, the role of psychologists, family interactions across generations, and even our social and cultural interactions, as well as relationships with others on university and college campuses.

Edwanna A. S. Andrews, MA, Director, Social Justice and Advocacy, University of Central Florida — Orlando, Florida

Toby S. Jenkins-Henry, PhD, Assistant Professor, Educational Leadership, Georgia Southern University — Statesboro, Georgia

This institute is designed to increase the number of women of color in senior level administrative positions within higher education. The goal of the institute is to provide entry level and mid-level professionals with essential skills, strategies, and practices that will help them advance in their careers of leadership. In this way, the hope is to have an impact on the levels of participation and power by women of color in the field of higher education. Institute participants will have an opportunity to meet and interact with other women of color who possess a similar interest in administration, as well as women of color who already have administrative experience.

This institute will benefit graduate students, entry-level professionals, and mid-level professionals interested in pursuing advanced leadership roles in student affairs.

Deborah Kittredge Irving, MBA, Racial Justice Educator & Writer,  — Cambridge, Massachusetts

Ayeshah Faith English, LL.M., Consultant and Speaker, A.F.English & Associates — McCordsville, Indiana

The specific behavioral patterns between black and white women are both unique among cross-racial dynamics and crucial to the success of diversity and inclusion initiatives. Unspoken history perpetuates archaic divisions, stunting personal growth, and interfering with institutional goals. This institute will address this deeply embedded issue in a way that leaves all participants with increased sensitivity to the historical and social barriers that keep black and white women from building and maintaining meaningful relationships in their shared womanhood. Presenters will also recommend looking within to uncover how we contribute to both maintaining and eventually dismantling the conditioned rift.

The institute will explore: why we often find ourselves divided, competitive, and avoiding one another; why, despite best intentions, relationships between black and white women can be inauthentic, lacking empathy, depth, and mutual support; how this disconnection limits understanding and negotiation around shared issues; and, how we can begin to connect with each other authentically. The goal is to raise both personal and collective awareness so there may be effective unification around shared goals.

This institute will benefit women seeking connection across the black/white racial boundary as we move into and through difficult conversations about the impact of our history with one another. Personal barriers to creating authentic cross-cultural relationships will be identified and together participants will explore a common vision. Enhanced relationships between black women and white women holds the promise of creating the unity, teamwork, and reconciliation necessary for personal, professional, institutional, and social growth. This is a challenging institute designed to uncover and begin to heal unspoken tensions to move beyond them.

Kristina M. Marshall, JD, Social Science Program Official,  Baker College of Owosso, Michigan

This institute will provide faculty with unique and creative andragogical tools, strategies, and new ideas to affect more inclusive and interactive engagement in the classroom to foster positive interactions among diverse students. Faculty will examine effective strategies that promote inclusion, interaction, and engagement among diverse students in both the face-to-face and online classroom settings.

Participants will evaluate existing resources, build new resources and activities, and leave with tangible resources to take back to their classrooms. This institute will benefit faculty interested in collaborating and exploring new ideas and activities to affect positive change in the classroom as well as others who influence what happens in the classroom.

Heather W. Hackman, PhD, President, Hackman Consulting Group — Minneapolis, Minnesota

This institute is based on two key ideas: the first is that Race, Racism, and Whiteness (RRW) serve to unnaturally divide and violently disrupt inherent human connection. The second is that the 50 trillion cells in the human body already know how to live in just and supportive communities and this knowledge can serve as a powerful framework for uprooting racial oppression and achieving racial justice. Thus, the dismantling of RRW is not actually something that has to be worked toward, but rather a “coming home” to the rightful human interdependence. And, it is in the space of this interconnectivity, rooted in the bodies’ own knowledge, that deep sources of racial liberation and healing can be found.

The institute includes with small group work dedicated to the concrete application of this framework to participants’ racial justice work in higher education. This institute will benefit those who are looking for more complex ways to understand how to dismantle the dynamics of RRW on campuses. Participants can expect to leave with both cognitive and somatic tools for their racial justice work as well as resources to further their individual growth in these areas.

While there is attention given to embodiment in the institute, the primary focus is the deepening our critical race knowledge base and developing racial justice tools that can be used in any sector of a higher educational setting. Because of the complexity of its content, this interactive institute is not a good fit for folks new to racial justice content.

Genyne L. Royal, PhD, Neighborhood Student Success Director, Neighborhood Student Success Collaborative, Michigan State University — East Lansing, Michigan 

Ariana Vargas, MEd, Graduate Assistant/Doctoral Student, Educational Leadership & Research-Higher Education Administration, School of Education, Louisiana State University — Baton Rouge, Louisiana

Christopher John Weiss, MEd, MA, Senior Academic Counselor, Student Support Services, Syracuse University — Syracuse, New York

Paul M. Buckley, PhD, Assistant Vice President, Student Life & Dean of the College, Colorado College — Colorado Springs, Colorado

Mohammed I.T. Bey, MS, Director, Diversity & Inclusion/ Title IX Coordinator, Human Resources, Northeast Wisconsin Technical College — Green Bay, Wisconsin

This institute will explore how race has shaped the development of student affairs as a professional practice. Through a review of student affairs history, student activism, changes in public policy, and the development of academic disciplines, presenters will discuss the dynamic process of student-centered work and the challenges (and opportunities) it presents in today’s environment. How can professionals in residential life, fraternity and sorority affairs, student activities, student support services, community services, student conduct, wellness, and other student affairs offices engage in anti-racist practices to effect progressive change? How do professionals in cultural centers negotiate institutional priorities and tensions with underrepresented student needs and perspectives? At this important time in the United States, what is the role of student development in the American Academy?

This institute will benefit all those who work in student affairs and/or engage as scholars or professionals in higher education and student development.

Guadalupe Rodriguez Corona, EdD, Director, Office of Equity, Diversity and Inclusion, Southwestern College — Chula Vista, California

Samuel Thomas Lopez, D.P.T., Assistant Vice President for Diversity Initiatives, Division of Diversity, Equity and Inclusion, West Virginia University — Charlotte, North Carolina

Cristobal Salinas Jr., PhD,Assistant Professor, Educational Leadership & Research Methodology, Florida Atlantic University — Boca Raton, Florida

This institute explores best practices and resources through active and interactive dialogue with expert panels and keynote presenters. The focus is on making institutions more responsive and effective in advancing Latino student recruitment, retention, and graduation. The presenters will provide a wide variety of skills and experiences that enable participants to connect with and develop partnerships, mentorships, and awareness of opportunities for growth in higher education. The institute will benefit individuals who are seeking information on best practices in higher education, students who are looking for guidance, mentorship and programs that support their retention to persistence and professionals at both beginning and middle management seeking professional development insights for personal/professional growth.


  • Latinos in
  • Insight into Diversity
  • Texas A&M
  • tccd

The National Conference on Race & Ethnicity in American Higher Education (NCORE®) is a program of the Southwest Center for Human Relations Studies

For accommodations on the basis of disability, please contact the NCORE® office: (405) 325-3694