School of Education faculty and students present at the 43rd annual conference of the Association for the Study of Higher Education (ASHE) in Tampa, Florida, November 15-17.
ASHE brings together "faculty, scholars, administrators, and students who work in higher education, public policy, or a related field; those who work within and across such disciplines as education, public policy, economics, history, philosophy, political science, psychology, and sociology; and those in state and federal agencies, philanthropic organizations, higher education associations, and other entities that use research to inform policy and practice."
The 2018 conference theme is "Envisioning the “Woke” Academy: Past, Present & Future."
Presentations (presented alphabetically by title)
Title: A New Model of College "Choice" for a 21st Century Context
Paper Session Event: (Re) Conceptualizing College Choice
Presenter: Constance Iloh
Abstract: The most commonly used college choice frameworks still focus on the decisions of students who fit a stereotypical profile and are entering traditional institutions of higher learning for the first time. This scholarly paper argues for the necessity of a new conceptual approach and puts forth an alternative ecological model.
Title: Revisiting Diversity: On-Campus Inclusion Projects and the Seeds of Organized Resistance
Paper Session Event: “There were no beds given to slaves...”: Disrupting Plantation Politics in Search of the Woke Academy
Presenters: Cam Owen, Miguel Abad
Abstract: Researchers have highlighted the ways in which diversity-driven initiatives incorporate minoritized communities into the university through a process that appropriates and commodifies difference. Scholars argue that these efforts thus obfuscate and sustain systemic oppression. However, common critiques of these initiatives overlook the microprocesses of resistance performed by students, faculty, administrators, and others. Through 30 interviews with 30 left-wing activists who had at one point passed through higher education, the authors illustrate how diversity-driven initiatives (i.e, ethnic studies departments, multi-cultural centers, and non-white student groups) afforded students of color and other minoritized groups opportunities to cultivate a critical understanding of structural inequality and engage in organized resistance for the first time. Rather than discarding the concept of diversity wholesale, the authors argue that engaging with the contradictions concomitant in diversity discourse and initiatives provides scholar activists a theoretical tool to understand how non-dominant groups resist, engage, and imagine possible futurities.
Title: Role of Student Affairs in Supporting Post-traditional Students and Adult Learners
Roundtable Event: Faculty & Students Affairs Engaging Students as Learners
Author: Constance Iloh
Abstract: The student affairs profession must adapt to the growing adult learner population in higher education. This scholarly paper highlights the necessity of institutional research and non-deficit language and practices in cultivating supportive and thriving educational spaces for adult learners.
Title: Using Life History to Understand the Experiences and Trajectories of the "Some College Experience, No Degree" Returning Student Population
Paper Session Event: Understanding Adult Learner Students’ Experiences in College
Author: Constance Iloh
Abstract: This study sought to understand the growing "some college experience, no degree" student population seeking to return to postsecondary education to earn a credential. The author conducted a year-long life history of a 32-year-old low-income single mother, exploring her prior life circumstances and previous college experiences all while she attempts reentry.
Title: Using Multiple Correspondence Analysis to Understand the Implementation of Promising Practices across Instructor Characteristics in Large Undergraduate STEM Lecture Courses
Roundtable Event: Assessing Undergraduate Success through Multiple Methodologies
Authors: Gabe Avakian Orona, Rachel Baker, Kameryn Denaro
Abstract: In this study, we extend an underutilized data-reduction technique, multiple correspondence analysis (MCA), to classroom observations for the purpose of exploring patterns among STEM teaching practices across instructor characteristics. This method maintains the unique advantage over other approaches not only by uncovering groupings of promising practices, but also in its ability to examine associations with variables not included (supplementary) in the computation of dimensions. Our results reveal how this method proved useful for describing patterns of teaching practices. The substantive findings from this descriptive analysis reveal that the implementation of promising practices varies according to instructor rank classification, gender, and school. Implications for the hiring of faculty dedicated to teaching are also considered, as our results speak to how job incentive structures may be important to the implementation of these instructional methods
Constance Iloh also participated in the Presidential Session: 40 Years After Bakke: Emerging Policy Conversations on Race and Inclusion in Higher Education.