In The Margins

In this episode, we replay part two of the Diverse Talk Live! webcast, "Meeting the Mental Health Needs of Minority College Students." In case you missed it, tune in as the panel of experts return to look at campus climate policies after the surge of Omicron and how they relate to the mental health and health-seeking behaviors in minoritized students. Listen in as they propose supplemental resources for faculty who are on the front line and discuss what we can do at the campus and institutional level to better support student mental health and connect students to services who are disproportionately under-utilizing formal treatment avenues. Panelists include: Nahed Barakat, Psy.D., Licensed Clinical Psychologist, Interim Training Director/Coordinator of Diversity & Inclusion Initiatives, University of Denver, Health & Counseling Center Nathaan Demers, Psy.D., Licensed Clinical Psychologist, VP of Clinical Programs & Strategic Partnerships, YOU at College Amy Gatto, Senior Manager of Higher Ed & Evaluation, Active Minds Sasha Zhou, PhD., Assistant Professor, Department of Public Health, Wayne State University KEY POINTS: - What is the Healthy Minds Network? - The unique challenges of minoritized students in higher education - How to empower and encourage minoritized students to seek help - The impact of Omicron on student, faculty, and administrator health - Shifting departmental culture around mental health - Racial trauma versus post-traumatic stress disorder - Expanding the pipeline of diverse clinicians and clear resource availability - Why there is no one-size-fits-all solution QUOTABLES: "The common thread there is a lot of times students who are minoritized do not feel like a lot of interventions on campus are specifically made for them." "We are hurting people, helping hurting people." "Shifting this culture from being overwhelmed with work to talking about work-life balance and trying to bring in mental health into departmental culture is important. [We should be] finding ways to humanize mental health challenges." OTHER RESOURCES: Watch this webcast at: youtube.com/watch?v=dTeyX2fuzNQ PRODUCTS / RESOURCES: Visit the Diverse: Issues In Higher Education website: diverseeducation.com Or follow us on social media: Twitter: twitter.com/diverseissues Instagram: instagram.com/diverseissuesinhighereducation Facebook: facebook.com/DiverseJobs?_rdc=1&_rdr Linkedin: linkedin.com/company/diverse-issues-in-higher-education In The Margins is produced by Diverse: Issues In Higher Education and edited by Instapodcasts (visit at instapodcasts.com)

In this episode, Dr. Jamal Watson sits down with Dr. Kevin James, president of Morris Brown College, to discuss the school's remarkable transformation and its path toward accreditation again. Tune in as Dr. James shares his "#hardreset" plan, advancing the brand and reputation of Morris Brown College through social media. Involved in all aspects of his school, from fundraising to facilities, listen in to the extraordinary turn-around Morris Brown College has made in just three short years thanks to alumni, volunteer faculty, and Dr. James at the helm. KEY POINTS: - Dr. Kevin James' journey to Morris Brown College - The challenges facing Dr. James after being appointed president - Why is Morris Brown College building a Hilton hotel? - Restoring reputation through social media - #hardreset - Plans for strategic growth in enrollment - The path to accreditation and federal financial aid - What makes Morris Brown alumni so special QUOTABLES: "We didn't have resources. We lost our land. Morris Brown has been through so much in these last 20 years." "I use social media to say - don't listen to what I'm saying I want to do. But look at what we did today." OTHER RESOURCES: Help spread the word and learn more about Morris Brown College at: morrisbrown.edu/ PRODUCTS / RESOURCES: Visit the Diverse: Issues In Higher Education website: diverseeducation.com Or follow us on social media: Twitter: twitter.com/diverseissues Instagram: instagram.com/diverseissuesinhighereducation Facebook: facebook.com/DiverseJobs?_rdc=1&_rdr Linkedin: linkedin.com/company/diverse-issues-in-higher-education In The Margins is produced by Diverse: Issues In Higher Education and edited by Instapodcasts (visit at instapodcasts.com)

In this episode, your host David Pluviose sits down with Dr. Sandra L. Kurtinitis, president of the Community College of Baltimore County (CCBC). Tune in as they discuss CCBC's unique approach to operating and succeeding in spite of COVID-19. From employing measures to stay open and support students throughout the entire pandemic to connecting with community partners to aid at-risk students, Dr. Sandra L. Kurtinitis outlines the many initiatives she and her colleagues are employing as part of their extensive equity agenda. Listen in to the risk that paid off and how Dr. Sandra L. Kurtinitis's work in the community college sector went from job to passion to career to life's mission. KEY POINTS: - COVID-19's effect on community colleges and CCBC in particular - What is the "tuition-free" initiative? - Keys to staying open during a pandemic - The heart, spirit, and dedication of community college staff - How to combat COVID-19 malaise and incentivize enrollment - Community partners and student outreach - Considering the future of the workforce and online learning QUOTABLES: "We live our mission, and we love our mission." "If you walked on our campuses, you would see low-income and minority students. And to me, that is probably the greatest commitment that we made to our equity agenda because we were here for the people who would have been shut out of any opportunity of studying during that year." OTHER RESOURCES: From the desk of CCBC President Sandra L. Kurtinitis: http://blog.ccbcmd.edu/kurtinitis PRODUCTS / RESOURCES: Visit the Diverse: Issues In Higher Education website: diverseeducation.com Or follow us on social media: Twitter: twitter.com/diverseissues Instagram: instagram.com/diverseissuesinhighereducation Facebook: facebook.com/DiverseJobs?_rdc=1&_rdr Linkedin: linkedin.com/company/diverse-issues-in-higher-education In The Margins is produced by Diverse: Issues In Higher Education and edited by Instapodcasts (visit at instapodcasts.com)

In this episode we replay the December 7th Diverse Talk Live! webcast, "Meeting the Mental Health Needs of Minority College Students." In case you missed it, listen in as a panel of experts evaluate and advise on how higher ed institutions can best address the mental health needs of minority students — particularly as they grapple with a myriad of challenges including the ongoing COVID-19 pandemic and a nationwide flashpoint on systemic racism, punctuated by the recent guilty verdicts of the individuals charged with the murder of Ahmaud Arbery. Panelists include: Nahed Barakat, Psy.D., Licensed Clinical Psychologist, Interim Training Director/Coordinator of Diversity & Inclusion Initiatives, University of Denver, Health & Counseling Center Nathaan Demers, Psy.D., Licensed Clinical Psychologist, VP of Clinical Programs & Strategic Partnerships Amy Gatto, Senior Manager of Higher Ed & Evaluation, Active Minds KEY POINTS: - Where does the responsibility start and end for higher ed institutions when it comes to the mental health needs of students? - How investing in student mental health increases retention and persistence - What range of support should institutions aim to provide? - The unique challenges facing students today - How is mental illness manifested differently in minority students? - Ensuring appropriate responses to mental health crises - How to overcome cultural stigmas and barriers around mental health care QUOTABLES: "We're talking and teaching people how to think, how to interact, how to support others, how to be global citizens, and maintaining mental health and well-being is essential in that mission." "We need to elevate well-being and mental health to being a topic that's just as important as your grades and getting a diploma." OTHER RESOURCES: Watch this as a webcast at: diverseeducation.com/webinar­s/webinar/15282037/meeting-the-mental-he­alth-needs-of-minority-college-students?utm_campaign=&utm_medium=email&utm_source=Eloqua Panel Proposes Ways to Meet the Mental Health Needs of Minority Students: diverseeducation.com/student­s/article/15286117/panel-proposes-ways-t­o-meet-the-mental-health-needs-of-minori­ty-students?utm_campaign=&utm_medium=email&utm_source=Eloqua PRODUCTS / RESOURCES: Visit the Diverse: Issues In Higher Education website: diverseeducation.com Or follow us on social media: Twitter: twitter.com/diverseissues Instagram: instagram.com/diverseissuesinhighereducation Facebook: facebook.com/DiverseJobs?_rdc=1&_rdr Linkedin: linkedin.com/company/diverse-issues-in-higher-education In The Margins is produced by Diverse: Issues In Higher Education and edited by Instapodcasts (visit at instapodcasts.com)

In this episode, your host David Pluviose goes one-on-one with Dean Clarence Lang of Penn State University. Drawing on Dean Lang's decades of experience, they discuss several issues related to the recruitment and retention of diverse faculty. From creating structures of accountability to why a more representative leadership is essential to higher education, listen in as Dean Lang shares his mission, program development, and advice for all institutions looking for sustained progress. KEY POINTS: - Dr. Clarence Lang's journey to Penn State - How do we sustain the kinds of changes that need to occur? - Will a diverse administration translate into universities functioning differently? - The challenge of diverse faculty retention - Mentorship standardization and uniformity - Helping students navigate the current climate of diversity and COVID-19 QUOTABLES: "A more representative leadership is essential to higher education functioning differently, but by itself, is not sufficient." "These issues that we're dealing with, there are no quick solutions. There's no switch that you can flip. This is about planting seeds, building for the longer term. And that really is about constructing pipelines of success from students through faculty." GUEST RESOURCES: Learn more about Dr. Clarence Lang and his work at: la.psu.edu/people/czl5859 PRODUCTS / RESOURCES: Visit the Diverse: Issues In Higher Education website: diverseeducation.com Or follow us on social media: Twitter: twitter.com/diverseissues Instagram: instagram.com/diverseissuesinhighereducation Facebook: facebook.com/DiverseJobs?_rdc=1&_rdr Linkedin: linkedin.com/company/diverse-issues-in-higher-education In The Margins is produced by Diverse: Issues In Higher Education and edited by Instapodcasts (visit at instapodcasts.com)

In this episode, we're bringing you a second installment from the University of Alaska Southeast's fall lecture series Evening at Egan. In this discussion, you'll learn about the Alaska Native Success Initiative (ANSI), led by Dr. Pearl Brower and Ronalda Cadiente Brown - UA Senior Advisor for Alaska Native Success, Institutional Diversity, and Student Engagement and UAS Associate Vice Chancellor for Alaska Native Programs, respectively. Tune in as Dr. Brower and Ms. Cadiente Brown illustrate the principal priorities of ANSI, seeking to improve the participation and success of Alaska Natives through educational achievement statewide, as well as Alaska Native representation and success throughout the University of Alaska system. Working with leaders from Alaska Native corporations, tribal entities, and other southeast organizations, Pearl and Ronalda strive to create spaces where Alaska Native and indigenous students, faculty, and staff feel welcome and heard. KEY POINTS: - Pearl and Ronalda's road to higher education - The drive behind the Alaska Native Success Initiative (ANSI) - ANSI's five priorities and strategies for the future - The need for increased indigenous visual representation - Recruitment and retention of Alaska Native students and faculty - Connecting and engaging with the community QUOTABLES: "The whole system saw a need to put some focus on why Alaska Native students, faculty, and staff were not succeeding within the university system." "When we talk about Alaska Native student success, or we just talk about Alaska Native success in general, it really translates to success for everyone. The work that we're doing will contribute overall to a healthier university and a healthier Alaska." GUEST RESOURCES: Alaska Native Success Initiative (YouTube): youtube.com/watch?v=b2-kR92-Hco University of Alaska Southeast, Evening at Egan Fall 2021: uas.alaska.edu/eganlecture/index.html PRODUCTS / RESOURCES: Visit the Diverse: Issues In Higher Education website: diverseeducation.com Or follow us on social media: Twitter: twitter.com/diverseissues Instagram: instagram.com/diverseissuesinhighereducation Facebook: facebook.com/DiverseJobs?_rdc=1&_rdr Linkedin: linkedin.com/company/diverse-issues-in-higher-education In The Margins is produced by Diverse: Issues In Higher Education and edited by Instapodcasts (visit at instapodcasts.com)

In this episode of In The Margins, host Ralph Newell welcomes American College Personnel Association (ACPA) Executive Director Chris Moody. Tune in as they discuss the origin of the ACPA and its ever-evolving work in diversity and inclusion, highlighting ACPA's partnership with Diverse in identifying The Most Promising Places to Work in Student Affairs annually. Join the conversation and learn more about Chris Moody and ACPA's transformative diversity work. KEY POINTS: Who is the ACPA? Focusing on the staff experience within a university setting The strategic imperative for racial justice and decolonization Providing members safe spaces to heal and come together, both virtually and physically Intent does not equal impact - awareness and accountability Does systemic oppression still exist in higher education? QUOTABLES: "In the work of higher education, we're supporting student success. You don't talk about supporting staff success a lot. And I think between students and faculty and staff, administrators and professionals sort of get left behind in the conversation." "The world doesn't need white saviors. Right? Higher Education does not need white people to save the work. What needs to happen, in my opinion, is amplifying the hard work and the labor that's already happened, that's been happening within professionals and communities of color." GUEST RESOURCES: Racial and Social Justice Is the Work of College Student Educators diverseeducation.com/student­s/article/15107744/racial-and-social-jus­tice-is-the-work-of-college-student-educ­ators Most Promising Places to Work: Student Affairs diverseeducation.com/awards-honors/mppwsa PRODUCTS / RESOURCES: Visit the Diverse: Issues In Higher Education website: diverseeducation.com Or follow us on social media: Twitter: twitter.com/diverseissues Instagram: instagram.com/diverseissuesinhighereducation Facebook: facebook.com/DiverseJobs?_rdc=1&_rdr Linkedin: linkedin.com/company/diverse-issues-in-higher-education In The Margins is produced by Diverse: Issues In Higher Education and edited by Instapodcasts (visit at instapodcasts.com)

In this episode of In The Margins, we feature a lecture from the University of Alaska Southeast's (UAS) fall 2021 lecture series—Evening at Egan. Tune in as geoscientist Dr. Wendy Smythe, a Haida woman, speaks about her personal journey in STEM and the importance of traditional knowledge systems in the development of K-12 curriculum. KEY POINTS: Dr. Wendy F. Smythe's academic journey How Dr. Smythe's experiences as a Haida woman impact her work Tying culture to curriculum - connecting traditional knowledge with science How diversity in both ethnicity and discipline increases innovation Turning the focus from recruitment to retention of diverse students Reimagining science education - what is working and what is not Engaging native students in science learning opportunities QUOTABLES: "I am the first generation removed from boarding schools. I did not have the experiences of those in my family. So, to them, education is trauma and pain and fear and the loss of culture and language. To me, it's something very different. And we have to acknowledge that when we work with our native students and with our native communities, that trauma is there. We have to acknowledge it, and we have to respect it." "That's how we all learn. If we can connect to it, we understand why we're learning it. So we started tying that to cultural and traditional use practices within the community." GUEST RESOURCES: Science in Our Stories: Connection To Place, Belonging, & Security For Native Students In STEM Ed.: youtube.com/watch?v=z0Lzs-7nAlc Learn more about Dr. Wendy F. Smythe at cahss.d.umn.edu/faculty-staff/wendy-smythe University of Alaska Southeast, Evening at Egan Fall 2021: uas.alaska.edu/eganlecture/index.html PRODUCTS / RESOURCES: Visit the Diverse: Issues In Higher Education website: diverseeducation.com Or follow us on social media: Twitter: twitter.com/diverseissues Instagram: instagram.com/diverseissuesinhighereducation Facebook: facebook.com/DiverseJobs?_rdc=1&_rdr Linkedin: linkedin.com/company/diverse-issues-in-higher-education In The Margins is produced by Diverse: Issues In Higher Education and edited by Instapodcasts (visit at instapodcasts.com)

In this episode of In The Margins, we talk with Jackson State University (JSU) president Thomas K. Hudson about his university's new strategic plan and the critical need for HBCUs in the academic landscape. Tune in as Hudson shares his unconventional path to the presidency and how he plans to elevate JSU not only in research prominence but in academic distinction, excellence, and student success as well. Continuing the historic mission of HBCUs, he propels JSU to become part of the solution to the problems facing society today. KEY POINTS: Thomas Hudson's journey from JSU student to president Leadership stability as the key to success Reaching R1 status - the highest designation of research in universities The JSU recruitment process and who they are attracting Historical underfunding, deferred maintenance, and the need for investment in HBCUs Balancing JSU's current mission with the historical mission of HBCUs Finding opportunity in crisis during the Covid-19 pandemic QUOTABLES: "What gets measured gets done, right, and you have to have a measurable goal that you're looking to achieve in order to continue to elevate and get pushed to that successful level." "Jackson State is a place that can take you from where you are and make you who you are meant to be. And we want to continue that journey even to today. That's been our story for 144 years and continues to be that." GUEST RESOURCES: To view President Hudson's full video message on the JSU Elevate strategic plan, click here. To view Jackson State University's strategic plan visit: jsums.edu/strategicplan/ Thomas K. Hudson J.D., twelfth president, Jackson State University: jsums.edu/inauguration/president.htm PRODUCTS / RESOURCES: Visit the Diverse: Issues In Higher Education website: diverseeducation.com Or follow us on social media: Twitter: twitter.com/diverseissues Instagram: instagram.com/diverseissuesinhighereducation Facebook: facebook.com/DiverseJobs?_rdc=1&_rdr Linkedin: linkedin.com/company/diverse-issues-in-higher-education In The Margins is produced by Diverse: Issues In Higher Education and edited by Instapodcasts (visit at instapodcasts.com)

In this episode of In The Margins, Drs. Donna Y. Ford and James L. Moore III discuss their October 11, 2021 Diverse Op-ed column, "When the 'Gates' are Literally and Figuratively Closed to Gifted and Talented Education for Black Students." Amid the recent changes to gifted education in New York City, our guests, led by moderator Dr. Jamal Watson, break down what these changes mean, or don't mean, for marginalized students. KEY POINTS: The history of "Gifted and Talented Education" (GATE) Exclusionary admission practices - what are they and how are they employed? Who are the "gatekeepers"? Why eliminating GATE is not the solution Reimagining GATE and steps for reform QUOTABLES: "You will find in almost every state, that almost every school district, no matter how black and brown it is, no matter how affluent or low income it is, it does not matter. Black students will almost always be the most underrepresented in gifted education." "The education will change, but the system is still the same. The people are still the same. The racist mindsets are still the same. The classism is still the same. So whatever is put in the place of gifted programs will still be corrupt and it will contribute to inequitable under-representation for mainly black students." "When you see teachers who look like you, or administrators who look like you, it gives you hope and aspiration. And when we have these minoritized professionals, they are cultural brokers, who are able to identify the strength, the gifts, the assets, the talents in children that white teachers thus far do not see." GUEST RESOURCES: When the 'Gates' are Literally and Figuratively Closed to Gifted and Talented Education for Black Students: https://www.diverseeducation.com/opinion­/article/15279732/when-the-gates-are-lit­erally-and-figuratively-closed-to-gifted­-and-talented-education-for-black-studen­ts PRODUCTS / RESOURCES: Visit the Diverse: Issues In Higher Education website: diverseeducation.com Or follow us on social media: Twitter: twitter.com/diverseissues Instagram: instagram.com/diverseissuesinhighereducation Facebook: facebook.com/DiverseJobs?_rdc=1&_rdr Linkedin: linkedin.com/company/diverse-issues-in-higher-education In The Margins is produced by Diverse: Issues In Higher Education and edited by Instapodcasts (visit at instapodcasts.com)