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Audience: All Conference Attendees

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Teresa Marie Kelly, Sheryl Bone, Galia Fussell, and Barbara Green 

Educators know the English language continually evolves as it has from Chaucer and Shakespeare to modern English. Instructors also understand that field-specific language changes with increased understanding and knowledge. Alder-Kassner (2019) concludes when instructors share professional knowledge of writing, then teaching and learning become more effective and inclusive. However, some students maintain that inclusive writing caters to “political correctness.” Instructors must communicate and model that appropriate and effective written and verbal expression and even rules of grammar and punctuation will always change and evolve. Johnson, et. al. (2020) conclude that even informal interactions with faculty influence how students understand diversity, equity, and inclusion topics, including the use of language. This session will examine and model how all instructors regardless of their subject area can leverage their professional understanding of the dynamic nature of English to help students become more inclusive writers and develop skills to adapt to lifelong linguistic changes. 

Audience: Higher Education Administrators, Faculty, Staff, Students/Alumni, Employers

Track: Student Focus

Diversity, Equity, and Inclusion Session

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Jennifer Harrison and Kate Scarpena

The concept of “rightful presence” developed due to academic research surrounding reciprocal relationships and the need to do more than “provide a hand,” but rather to provide an opportunity to share power. In American history, the experiences of women of color in politics between the late 19th century and present provide a critical opportunity to explore the concept of “rightful presence” (Barton & Tan, 2020). The challenges of racism in the suffrage movement often overshadowed the powerful voices of women of color (Jones, 2020); however, their resilience forged a path leading to the office of vice president in the 21st century.  This presentation, through connections to American women’s history, will address steps faculty can take to reorient the power narrative, expand our views, and flip the experience to one where the focus is on a right to be present rather than one focused on creating inclusion.

Audience: Higher Education Administrators, Faculty, Staff

Track: Scholarship  

Diversity, Equity, and Inclusion Session

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Michael Keathley  

Many postsecondary institutions struggle to find ways to improve student retention and persistence. Universities are aware that often students lack confidence and/or the skills needed to be solid writers and learners (Ruecker, 2021). Studies have shown that apprehension about writing and engagement with courses may have an impact on the very groups institutions seek to support, such as women in engineering (Mallette, 2017). Although writing and learning skills are not the only causes for attrition, changing the way feedback is traditionally provided to a “feedforward” approach is one possible way to improve student outcomes. 

This presentation will provide a clear delineation between traditional ‘feedback’ which tends to offer corrections on what has been done and ‘feedforward’ which focuses on involving students in conversations about existing strengths and how to develop their skills in the future. By focusing on feedforward, faculty, tutors, and others who work with students can help them avoid mistakes while improving engagement and outcomes (Dulama & Ilovan, 2016).

Audience: Higher Education Administrators, Faculty

Track: Classroom Foundations

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Ryan Eikmeier  

Many higher education administrators, especially department chairs, do not receive adequate training to succeed in virtual leadership (Gmelch et al., 2017). This lack of training, combined with the exponential increase in online students and faculty, suggests that some academic administrators are unprepared to manage virtual leadership's tensions. Purvanova & Kenda (2018) have recently focused on paradox to explain the contradictory yet interrelated tensions that managers of teleworkers must address. Building on this research, Eikmeier (2021) conducted a qualitative study to explore how higher education administrators at a large online American university perceived and managed paradoxical tensions while practicing virtual leadership. Eikmeier (2021) found that department chairs experienced five paradoxical tensions: impersonality/objectivity, isolation/connectivity, freedom/control, data overload/richness, and cultural barriers/diversity. The findings were used to develop a toolkit of "both/and" strategies that virtual leaders can use to manage the paradoxical tensions they may experience when supervising teleworkers. 

Audience: Higher Education Administrators, Faculty, Staff

Track: Leadership and Organization 

Diversity, Equity, and Inclusion Session

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Kathleen Bishop   

Develop a consistent meditation practice for enhanced resilience, compassion, and empathy to increase focus, reduce stress, and build positive relationships with colleagues and students. 

Audience: All Conference Attendees

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