On Campus - with CITI Program

Ever wondered how to turn your career challenges into opportunities? Do you see better opportunities in adjacent career fields, yet feel stuck? In this episode, we talk to career coach Julie Hamilton, who shares powerful insights on reframing your experiences beyond your title, identifying roles that align with your values and strengths, developing a plan to further your skill set, and evolving as a professional.  Julie is the Owner and CEO of Core Rising which she launched in 2021 to help individuals, leaders and organizations do their best work by providing individualized and team coaching services. Drawing on 25 years' experience working with executive and management teams in the healthcare industry, Julie works with clients to identify their own core values and align their lives in ways that bring joy and inner peace.  Additional Resources  Julie Hamilton's LinkedIn profile: https://www.linkedin.com/in/julie-hamilton-fl555/ CITI Program's Health and Safety Solution: https://about.citiprogram.org/solutions/health-safety/ CITI Program's Biomanufacturing Solution: https://about.citiprogram.org/solutions/biomanufacturing/ CITI Program's Healthcare Solution: https://about.citiprogram.org/solutions/healthcare/ 

What makes a residence hall more than just a place to sleep? In this episode, we explore how residence halls can become powerful hubs for belonging, connection, and student growth. Our guest, Dr. Amy Lorenz, shares insights on designing inclusive residential communities, the vital role of RAs and other student leaders, and the intentional programs that help students feel seen, supported, and engaged from day one. Dr. Lorenz serves as the Director of Residence Life at the University of North Florida. Amy's research focuses on student, faculty, and staff experiences in living-learning communities. Amy's professional interests are in student learning and development, peer mentoring, and co-curricular learning experiences.  Additional Resources CITI Program's Higher Education Solution: https://about.citiprogram.org/solutions/higher-education/  

What does it really mean for a university to be engaged? In this episode, we explore the power of community-engaged learning and civic engagement with Craig Berger, a leader in civic and community engagement in higher education. From transformative student experiences to deep partnerships with local organizations, we dive into how learning beyond the classroom fosters critical thinking, empathy, and real-world impact. Craig Berger is the Associate Director of Community-Engaged Learning at Kent State University. He collaborates with faculty, staff, students, and community partners to design and facilitate learning experiences that strengthen the greater Kent community and foster students' belonging and agency. Craig resides in Kent, Ohio, with his wife and son. Additional Resources CITI Program's Higher Education Solution: https://about.citiprogram.org/solutions/higher-education/  Kent State's Community Engaged Learning Office: https://www.kent.edu/community  

In this episode, we explore the power of design thinking in shaping the future of universities. Our guest, Laura McBain, shares insights on how this human-centered, iterative approach to problem-solving is transforming higher education—making it more innovative, inclusive, and community-driven. From enhancing teaching and research to forging stronger connections with local communities, design thinking is redefining how universities address real-world challenges. Laura is a designer, adjunct professor, and Managing Director at the Stanford d.school. She specializes in professional education and strategic partnerships, working with companies, nonprofits, and philanthropic institutions to harness design as a catalyst for innovative transformation. Additional Resources Stanford d.school: https://dschool.stanford.edu/  

Welcome to season 3 of On Campus! This season, we're diving into the engaged university, exploring how campuses create meaningful connections—between students, faculty, alumni, and the community. In this kickoff episode, we sit down with Elliot Felix, author of How to Get the Most Out of College and host of The Connected College podcast. Elliot shares insights from his book and his work helping universities foster stronger, more connected campuses. We'll discuss the changing landscape of higher education, the critical role of engagement in student success, and ways institutions can create a more inclusive, supportive, and connected college experience. Join us as we set the stage for a season filled with stories, strategies, and conversations about what it truly means to build an engaged university.  Additional Resources Elliot Felix's website: https://www.elliotfelix.com/connectedcollege 

As 2024 comes to a close, we're reflecting on the biggest stories that shaped the world of higher education this year. From declining enrollment and the aftermath of the Supreme Court's affirmative action ruling to the rise of generative AI and free community college initiatives. Join us as we break down the top 10 trends, controversies, and innovations that defined the year. Whether you're an educator, student, or policy enthusiast, this wrap-up will give you insights into where higher ed is headed in 2025 and beyond. Don't miss it! 

In this episode, we tackle the complex factors that contribute to undergraduate student success and retention. Our guest, Dr. Lua Hancock, shares insights on the most pressing challenges students face, from financial strains to balancing academic and personal responsibilities. We explore how mentorship, peer support, and university programs can make a difference, especially for first-generation and underrepresented students. Tune in for a deep dive into effective strategies and what universities—and faculty—can do to create a more supportive environment for every student. Dr. Hancock has more than 25 years of experience in progressive student and academic affairs.  Most recently, she served as the Vice President of Campus Life and Student Success at Stetson University.  Dr. Hancock now specializes in providing consulting and coaching to industry leaders, assisting them with mindful, equitable, and impactful leadership. Lua has a Bachelor of Science in Psychology and African/African American Studies from Rollins College, a master's degree in Alternative Dispute Resolution from Nova Southeastern University, and an EdD in Higher Education Leadership.  Additional Resources CITI Program's Health and Wellness Series: https://about.citiprogram.org/series/campus-health-and-wellness/ CITI Program's International Student Success Series: https://about.citiprogram.org/series/international-student-success/  

In this episode, we dive into the shifting landscape of undergraduate enrollment with our guest, Dr. Aaron Berger. We explore the factors currently influencing enrollment, from the lingering effects of the pandemic to the rise of online courses and their growing impact. Are certain fields of study becoming more popular? How are universities adapting to the challenges of rising tuition costs, FAFSA changes, and the growing demand for international education? Tune in to get an insider's perspective on the biggest challenges and innovations shaping the future of higher education. Aaron Berger, PhD, is the interim director of national recruitment at Kent State University. He has over 15 years of experience in college admissions at multiple types of institutions. 

In this episode, we dive deep into the Free Application for Federal Student Aid (FAFSA), exploring its history and the significant developments over the past two years that have impacted both students and universities. From the origins of FAFSA as a tool to make higher education more accessible, to recent changes aimed at simplifying the process, we cover the key reforms and challenges that have emerged. We'll also discuss how these changes affect student eligibility, the distribution of aid, and how universities are adapting to these shifts. Join us as we unpack the evolving landscape of FAFSA and its critical role in shaping the future of financial aid in higher education. Our guest for this episode is W. Kent Barnds, the Executive Vice President for Strategy and Innovation at Augustana College. He also serves as the Vice President of Admissions, Financial Aid, and Communications and Marketing.  Additional resources: FAFSA Website https://studentaid.gov/h/apply-for-aid/fafsa  

In this episode, Justin Osborne, Associate Vice President at HRP Consulting Group, shares his 17-year journey in clinical research, focusing on his roles in Institutional Review Boards (IRBs) and HRP's consulting services for universities. Justin also highlights the value of networking and resources for universities. The episode concludes with insights into Justin's experience as a podcast host and his goals for expanding the "On Research" podcast.Justin Osborne is the Associate Vice President of the HRP Consulting Group. He has over 15 years of experience in the human subject research field. He began his research career on the commercial IRB side before shifting to the local IRB world. Justin served as a non-scientific board member at the University of Cincinnati's IRB for several years before returning to the commercial IRB arena. Additional resources: HRP Consulting Group  https://thehrpconsultinggroup.com/  CITI Program's Series – Institutional Review Board (IRB) Administration  https://about.citiprogram.org/series/irb-administration/  CITI Program's Series – Human Subjects Research  https://about.citiprogram.org/series/human-subjects-research-hsr/  

As enrollment levels for traditional-aged college students decline, credit for prior learning has become a vital topic of conversation within higher education. Awarding credit for previous work or certifications offers a promising strategy to boost enrollment numbers. In this episode, Dr. Sara Cunningham explores how organizations like the American Council on Education (ACE) can collaborate with universities to standardize prior learning.  Dr. Cunningham is the Executive Director of One Dupont Ventures, leading initiatives to improve learner mobility and success as part of ACE's Education Futures. She joined ACE's Learning Evaluations team in 2018 to help develop digital learner records and promote credit for prior learning. She previously served as the Chief Student Success Officer at Unity College in Maine after teaching in their Captive Wildlife Care and Education program.  She received her PhD in Integrative Biology from the University of California, Berkeley, and continues to use her understanding of animal behavior in a surprising number of endeavors.  Additional resources: CITI Program's "Higher Education Accelerated Credit" Webinar - https://about.citiprogram.org/course/higher-education-accelerated-credit/ Institutional Best Practices Guide by ACE - https://www.acenet.edu/Programs-Services/Pages/Credit-Transcripts/Institutional-CPL-Best-Practices.aspx 

Title IX regulations have been modified and updated throughout the years, with the most recent updates being released in April 2024 and set to take effect on August 1, 2024. In this episode we sit down with Dr. Adrienne Lyles to delve into the intricacies of Title IX, exploring the impact on educational institutions and the lives of students. Dr. Lyles shares her expertise on the legal and social dimensions of Title IX, offering practical advice for navigating and understanding this critical aspect of academic life. Dr. Lyles is the Executive Director for Equal Opportunity and Title IX Coordinator at the University of Cincinnati. She holds a PhD and MA in philosophy from the University of Colorado and a JD from Notre Dame Law School.   Additional resources: CITI Program's Title IX Series https://about.citiprogram.org/series/title-ix/ The Final Rule, which was published in the Federal Register on April 29 of this year -  https://www.federalregister.gov/documents/2024/04/29/2024-07915/nondiscrimination-on-the-basis-of-sex-in-education-programs-or-activities-receiving-federalThe Final Rule's accompanying Fact Sheet - https://www2.ed.gov/about/offices/list/ocr/docs/t9-final-rule-factsheet.pdfThe Office for Civil Rights resource for drafting Title IX policies and grievance procedures - https://www2.ed.gov/about/offices/list/ocr/docs/resource-nondiscrimination-policies.pdf Title IX Administrators should also review the Title IX Athletics NPRM on Sex-Related Eligibility Criteria for Male and Female Athletic Teams, which was published on April 13, 2023 but has not yet moved forward at this time. -  https://www.federalregister.gov/documents/2023/04/13/2023-07601/nondiscrimination-on-the-basis-of-sex-in-education-programs-or-activities-receiving-federal

This episode is part 2 of our conversation about AI in the Classroom with guests Dr. Mohammad Hosseini and Dr. Michał Wieczorek. Dr. Hosseini is an assistant professor at the Feinberg School of Medicine at Northwestern University. And Dr. Wieczorek is an IRC Government and Ireland Fellow at Dublin City University.  The discussion continues with Drs. Hosseini and Wieczorek as they examine AI's ethical and bias implications and consider what the future might look like in the classroom and in research.  Additional resources: CITI Program's courses and webinars on AI:https://about.citiprogram.org/course/essentials-of-responsible-ai/ https://about.citiprogram.org/course/artificial-intelligence-the-impact-on-academic-and-research-integrity/ https://about.citiprogram.org/course/ai-in-higher-education-an-overview/  Dr. Hosseini's blog post on AI in the Classroom: https://blogs.lse.ac.uk/impactofsocialsciences/2023/03/01/moving-slowly-and-fixing-things-we-should-not-rush-headlong-into-using-generative-ai-in-classrooms/   

This episode is Part 1 of 2 of our conversation about AI in the Classroom. Guests include Dr. Mohammad Hosseini and Dr. Michał Wieczorek. Dr. Hosseini is an assistant professor at the Feinberg School of Medicine at Northwestern University. Dr. Wieczorek is an IRC Government of Ireland Postdoctoral Fellow at Dublin City University.  Part 1 discusses the definition of artificial intelligence in an educational context, current utilization, and the opportunities and challenges for educators. Be sure to tune in next month as Drs. Hosseini and Wieczorek discuss the ethical implications of AI and what the future might look like in the classroom and research.   Additional resources: CITI Program's courses and webinars on AI: - https://about.citiprogram.org/course/essentials-of-responsible-ai/ - https://about.citiprogram.org/course/artificial-intelligence-the-impact-on-academic-and-research-integrity/ - https://about.citiprogram.org/course/ai-in-higher-education-an-overview/  Dr. Hosseini's blog post on AI in the Classroom:  https://blogs.lse.ac.uk/impactofsocialsciences/2023/03/01/moving-slowly-and-fixing-things-we-should-not-rush-headlong-into-using-generative-ai-in-classrooms/   

On this episode, we feature David Chadwick – Founder and CEO of RealResponse. David founded RealResponse in 2015 following graduation from Valparaiso University where he was a basketball student-athlete.  RealResponse is committed to elevating voices by offering a safe, anonymous platform for two-way communications, ensuring everyone has a chance to be heard on topics like mental health, hazing, and sports betting.  The episode discusses how an anonymous platform like RealResponse can improve communication for students, faculty, and staff. Though started to focus on the student-athlete experience, RealResponse hopes to expand its use across entire campuses.  Additional resources:·         On Tech Ethics RealResponse Episode: https://www.buzzsprout.com/2120643/14720234·         CITI Program's Title IX series: https://about.citiprogram.org/series/title-ix/ ·         CITI Program's Campus Health and Wellness series: https://about.citiprogram.org/series/campus-health-and-wellness/ 

Our guest is Dr. Angela Bruch. Dr. Bruch is a senior research faculty member at Capella University. She currently teaches solely in an online environment and works to make research methods and statistics feel welcoming, interesting, and even enjoyable for all students. Angela earned her Ph.D. in industrial and organizational (IO) psychology at DePaul University in Chicago. This episode discusses how faculty members can get out of their silos and build relationships in online environments.   Additional resources: CITI Program's Navigating Online and Hybrid Teaching course: https://about.citiprogram.org/course/navigating-online-and-hybrid-teaching/ 

Our guest is Dr. Metin Eren. He is an Associate Professor of Archaeology at Kent State University and a Research Associate at the Cleveland Museum of Natural History.He did his undergraduate degree at Harvard and his Masters and Ph.D. degrees at Southern Methodist University in Dallas, Texas. Dr. Eren has published over 200 scholarly papers and three edited books. His research, which focuses on Stone Age archaeology and the evolution of technology, has been regularly featured in international media, including PBS NOVA, the History Channel, the BBC, the Discovery Channel, NPR, and MeatEater, among many others.This episode discusses student mentorship and Dr. Eren's role as a faculty and research mentor to both undergraduate and graduate students.Additional resources:· CITI Program's Campus Health and Wellbeing course: https://about.citiprogram.org/series/campus-health-and-wellness/· Kent State University Experimental Archelogy Lab: https://sites.google.com/view/ksuexarchlab/home?authuser=0

Sexually transmitted infections (STIs) on college campuses pose a significant public health concern, affecting the well-being of students. The unique social dynamics of college life, characterized by increased sexual activity and a transient environment, contribute to the spread of STIs. Despite efforts to promote safe sex practices, many students engage in risky behaviors, such as unprotected intercourse and multiple sexual partners. Limited access to sexual health resources, stigma, and a lack of comprehensive sex education further exacerbate the issue. Colleges must prioritize initiatives that promote awareness, education, and easy access to testing and protection methods to mitigate the spread of STIs and safeguard the overall health of their student populations. Our guest, Philip A. Chan, M.D., M.S., is an Associate Professor in the Department of Medicine and School of Public Health at Brown University and infectious diseases physician. Dr. Chan also serves as Consultant Medical Director for the Rhode Island Department of Health Division of Preparedness, Response, Infectious Disease and EMS (PRIDEMS). He has led statewide efforts to address the COVID-19 pandemic and other infectious diseases and has significant experience in clinical and public health policy aspects related to public health.Learn more about CITI Program: https://about.citiprogram.org/

Philip A. Chan, M.D., M.S., is an Associate Professor in the Department of Medicine and School of Public Health at Brown University and infectious diseases physician. Dr. Chan also serves as Consultant Medical Director for the Rhode Island Department of Health Division of Preparedness, Response, Infectious Disease and EMS (PRIDEMS). He has led statewide efforts to address the COVID-19 pandemic and other infectious diseases and has significant experience in clinical and public health policy aspects related to public health.The 2023-24 flu and COVID-19 season marks another critical juncture in public health. As we grapple with the COVID-19 pandemic, this season presents the added challenge of co-circulation with seasonal flu strains. Vigilant vaccination efforts and public health measures remain imperative in curbing the spread of both respiratory illnesses. Health authorities recommend the flu shot to reduce strain on healthcare systems, prevent co-infections, and protect vulnerable populations. The ongoing research and surveillance will guide response strategies, emphasizing the importance of personal responsibility, community cooperation, and adaptability in these interconnected public health threats.Learn more about CITI Program: https://about.citiprogram.org/

Sarah E. Whitley serves as vice president of the Center for First-generation Student Success, an initiative of NASPA and The Suder Foundation. Prior to joining NASPA, Sarah earned a Ph.D. in higher education from the University of Virginia School of Education and Human Development before serving as director of First-Year Experience and Family Programs at Longwood University from 2007 – 2013. A proud first-generation college graduate, Sarah is the author of First-generation Student Success: A Landscape Analysis of Programs and Services at Four-year Institutions as well as other scholarship on first-generation and related topics.First-generation college students in the United States face unique challenges. They are the first in their families to pursue higher education, often dealing with financial limitations, reliance on financial aid, and part-time jobs. They lack the guidance and support systems that students with college-educated parents have, which can make navigating the application process and campus life daunting. Imposter syndrome is a common psychological obstacle, as they may feel like they don't belong. Cultural and social adjustments can lead to feelings of isolation or a cultural gap. Despite these challenges, first-generation students demonstrate resilience and determination, often with the support of mentorship programs.Learn more about the CITI Program: about.citiprogram.org

Sukrit Venkatagiri is an Assistant Professor in the Department of Computer Science at Swarthmore College. His research interests are in social computing and mis/disinformation studies, where he explores the ethical design of technology. At Swarthmore College, he directs the Collective Resilience Lab to help people resist strategic misinformation and other types of technologically-mediated harm, build sociotechnical systems to repair trust in each other and our institutions, and empower people to advocate for their rights while refusing harmful data and labor practices.Generative AI is revolutionizing higher education by personalizing learning materials, automating administrative tasks, and aiding research. It adapts content to individual student needs and offers rapid feedback on assignments. However, there are challenges to address. Privacy concerns arise with the use of AI for student data analysis. Maintaining the quality of AI-generated content and avoiding biases is another concern. Moreover, implementing this technology can be costly and necessitates faculty training. Striking a balance between automation and human interaction is crucial. Despite these challenges, generative AI holds enormous potential to enhance higher education, fostering more efficient, tailored, and data-driven learning experiences.Note: Given the topic of this podcast episode, the description was generated using AI technology.Learn more about CITI Program: https://about.citiprogram.org/

Dave Smallen is a research psychologist who studies and communicates about relationships and human connection. He holds a PhD in Human Development and Family Studies from the University of Wisconsin-Madison, and has collaborated on research with the Social Interaction Lab at The University of Minnesota. His published research can be found in academic journals such as the Journal of Social and Personal Relationships and the Journal of Family Psychology.Loneliness can often be a common problem amongst college students, especially for students who are leaving home for the first time. Frequently, students do not report their feelings of loneliness to mental health professionals due to the stigma around the feeling of loneliness itself. Students staying silent on their feelings of loneliness can add more mental health factors, including anxiety, depression, and others. However, administrators, faculty, staff, and even fellow students can play a role in addressing loneliness on their college campuses.Learn more about the CITI Program: https://about.citiprogram.org/Resources: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9922349/https://www.hhs.gov/about/news/2023/05/03/new-surgeon-general-advisory-raises-alarm-about-devastating-impact-epidemic-loneliness-isolation-united-states.htm

James Murphy is the Deputy Director of Higher Education Policy at Education Reform Now. His writing and research about higher education have been featured in The Atlantic, the New York Times, the New Yorker, Vanity Fair, and other publications.In the summer of 2023, the United States Supreme Court's decision on affirmative action sent shockwaves throughout higher education. At the center of this decision, two court cases, Students for Fair Admissions v. President and Fellows of Harvard College, and Students for Fair Admissions v. University of North Carolina, changed the admissions practice in the United States. While the implications of the recent affirmative action decision are still beginning to be felt across college campuses, what does the decision mean for diversity? Advocates nationwide have expressed concern about representation and diversity on college campuses and in all fields across the coming years. Many of these advocates also fear the implications of this decision will be felt in graduate and doctoral programs.Learn more about the CITI Program: https://about.citiprogram.org/Resources: https://www.epi.org/blog/the-supreme-courts-ban-on-affirmative-action-means-colleges-will-struggle-to-meet-goals-of-diversity-and-equal-opportunity/ https://www.ed.gov/news/press-releases/advance-diversity-and-opportunity-higher-education-justice-and-education-departments-release-resources-advance-diversity-and-opportunity-higher-education

Denise O'Neill is the Director of Enrollment Management at Penn State University (Lehigh Valley). Her primary responsibilities include admissions, financial aid, and grant-funded student success programs. With over 25 years of progressive experience in leadership, administration, teaching, and supervision in higher education, she has served as the Assistant Dean at Hofstra University and Dean of Students at Cedar Crest College. Currently, she teaches in the Higher Education graduate program at DeSales University. Denise received her BA in Criminal Justice from Moravian College, a MA from Marist College in Psychology, and her doctorate from Columbia University on Higher and Adult Education.What does the United States Supreme Court ruling on affirmative action mean for higher education? To put it in the most basic terms possible, race is no longer a factor in admissions. At the center of this decision, were two court cases, Students for Fair Admissions v. President and Fellows of Harvard College and Students for Fair Admissions v. University of North Carolina, which have changed the direction of admissions in the United States. Advocates across the country have expressed concern about representation and diversity on college campuses and in several fields, such as STEM, in the coming years.Learn more about CITI Program: https://about.citiprogram.org/References: https://www.usnews.com/education/best-colleges/applying/articles/how-does-affirmative-action-affect-college-admissions https://www.brookings.edu/articles/how-will-the-supreme-courts-affirmative-action-ruling-affect-college-admissions/

Tiffany D. Tucker is the Deputy Director of Athletics at the University of North Carolina Wilmington (UNCW). She is the chief operations officer responsible for the department's day-to-day operations. She is one of Sports Illustrated's 100 Influential Black Women in Sports. Tiffany is the 2022 recipient of the NIKE Nell Jackson Executive of the Year Award, the UNCW Kathleen Berkeley Inconvenient Woman Award for her activism on behalf of others and issues of social justice and gender equality, and a nominee for the 2022 WILMA Magazine Women to Watch Award. Tiffany recently partnered with Yahoo Sports and Degree to launch the Bracket Gap Challenge and Gender Equity Initiative. She is a graduate and former women's basketball player at the University of North Carolina, Chapel Hill, a two-time ACC Champion. She received her master's degree from Hampton University and is a former women's basketball coach.Over the past several years, many collegiate athletic conferences have changed their membership structures overall. The realignment of conferences will have financial benefits and impacts for institutions, implications for student-athletes, and a new way of thinking for college administrators. More realignments between the collegiate athletic conferences will likely occur over the coming years.Learn more about CITI Program: https://about.citiprogram.org/References: https://www.washingtonpost.com/sports/2023/08/07/college-sports-conference-realignment/https://www.insidehighered.com/news/students/athletics/2023/08/07/conference-reshuffling-bodes-big-time-instability-college-sportshttps://www.chronicle.com/article/conference-realignment-is-sweeping-college-sports-heres-why-it-matters

Dr. Justin A. Gutzwa (they/them) is an Assistant Professor of Higher, Adult, and Lifelong Education at Michigan State University. Shaped by their experiences as a queer, nonbinary, trans scholar, Justin employs critical theories and qualitative methods to dismantle deficit-based understandings of queer and trans communities in postsecondary education, particularly trans-Communities of Color. Justin's research has also interrogated systemic minoritization in postsecondary STEM education spaces. Their work has been published in various prominent education and science journals, including Harvard Educational Review, the Journal of Diversity in Higher Education, and the Journal of Women & Gender in Higher Education.While transgender and nonbinary individuals are becoming more visible across different media forms, undergraduate trans and nonbinary students are still largely an invisible minority on most college and university campuses across the United States. Adverse experiences are common for trans and nonbinary undergraduate students across campuses, and they often receive little to no support from services on campus.Learn more about CITI Program: https://about.citiprogram.org/ Resources: https://sahe.colostate.edu/transgender-students-experiences-in-postsecondary/#:~:text=Transgender%2C%20gender%20nonconforming%2C%20and%20gender,services%20of%20student%20affairs%20professionals.https://legacy.lambdalegal.org/know-your-rights/article/trans-in-college-faq

Bryce Hughes is an associate professor of education at Montana State University. He holds a Ph.D. in education from UCLA, an MA in student development administration from Seattle University, and a BS in general engineering from Gonzaga University. His work highlights the disproportionate rates at which LGBTQ students leave STEM fields. His recent NSF CAREER award focuses on understanding the experiences of LGBTQ students in STEM majors, investigating students' social networks, degree completion rates, and science and engineering identity. His research has garnered recognition from the American Society for Engineering Education and the American Society for Engineering Management.Data suggests that LGBTQIA+ undergraduate students are less likely to continue or finish a STEM major than their counterparts. A 2016 study from Queer in STEM identified that approximately less than 60% of queer scientists are openly out. Diverse perspectives and ideas are needed within STEM fields to ensure new ideas and perspectives can contribute to the next important discovery. More data and research is needed to truly understand the impact of LGBTQIA+ individuals studying STEM undergraduate majors.Learn more about CITI Program: https://about.citiprogram.org/Resources: https://www.stemwomen.com/lgbtq-plus-in-stemhttps://www.science.org/doi/10.1126/sciadv.abe0933

LaVena Wilkin is the Executive Dean of the College of Business and Technology at Sullivan University. She has facilitated workshops on workplace bullying, forgiveness, emotional intelligence, conflict and change, employee engagement, dealing with difficult people, and the P.E.A.C.E. © Model of Conflict Management. She has three co-edited books: 1) Organizational Conflicts: Challenges and Solutions (2009), From Discord to Harmony: Making Your Workplace Hum (2020), and the Handbook of Organizational Conflict Management (2023). Her next book, Workplace Bullying: Moving From Victim to Survivor, will be available in 2024. She is also the Co-Editor of the Journal of Conflict Management.Administrators and faculty members deal with conflict daily. Unfortunately, most have not been taught how to deal with these inevitable situations, and as a result, their interventions may exacerbate the situation, not alleviate it. Conflict in the classroom can be cross-cutting across generations and modalities of learning. The strategies for addressing conflict within the classroom can look different for each independent situation and depend on the student, faculty member, and institution.Learn more about CITI Program: https://about.citiprogram.org/Resources: https://about.citiprogram.org/course/conflict-management/https://www.sciencedirect.com/science/article/abs/pii/S0022440506000082

Kristina Cone is a Critical Infrastructure and Emergency Management consultant with over a decade of experience working with local, state, and federal governments. She has experience in domestic security and emergency management, working across sectors such as public health, higher education institutions, and law enforcement agencies. She has a Master's degree from the University of Central Florida in Emergency and Crisis Management.Critical infrastructure is vital to the day-to-day operations of colleges and universities across the United States. In fact, education facilities are a subsector of the government facilities sector, making them one of eighteen critical infrastructure sectors established under the authority of Homeland Security Presential Directive 7 (HSPD-7). As recent as the 2010s, the U.S. Department of Homeland Security has also focused on consolidating efforts between cybersecurity and critical infrastructure by creating the Cybersecurity and Infrastructure Security Agency (CISA) in 2018. Having a focus on institutions of higher education as critical infrastructure would allow for more federal funding for training, expertise, and support to strengthen their security and protect them from potential attacks in the future, both physical and cyber in nature.Learn more about CITI Program: https://about.citiprogram.org/ Resources: https://www.dhs.gov/xlibrary/assets/nppd/nppd-ip-education-facilities-snapshot-2011.pdf https://www.cisa.gov/news-events/directives/emergency-directive-21-04

Amber Grove is the Title IX Coordinator at the Pennsylvania State University and has served in that role since November 2022. She got her start in higher education in residence life at Duquesne University. As resident director, Amber became involved in Title IX investigations, which transitioned her focus in the field to Title IX. She went on to serve as the Director of Student Engagement and Responsibility at Bethany College, where she was also Title IX coordinator. She relocated to UNCW and served as an adjunct faculty member and the Director of Title IX and Clery Compliance.In 2022, the Biden-Harris administration released a public notice for proposed changes to Title IX. Title IX has seen several public notice periods and rule changes over previous presidential administrations. The most recent proposed rule change to Title IX under the Biden-Harris administration received the most comments ever during the U.S. Department of Education's public comment period, 240,000 comments. The anticipated final rule of changes to Title IX under the Biden-Harris administration is expected in October 2023.Learn more about CITI Program: https://about.citiprogram.org/Resources: https://www.ed.gov/news/press-releases/us-department-education-releases-proposed-changes-title-ix-regulations-invites-public-commenthttps://blog.ed.gov/2023/05/a-timing-update-on-title-ix-rulemaking/#:~:text=U.S.%20Department%20of%20Education&text=The%20Title%20IX%20proposed%20regulations,protect%20LGBTQI%2B%20students%20from%20discrimination

Federick Ngo's research examines the impact of higher education policies and practices, with a focus on college access and community college students. He has active research projects on developmental education reform, undocumented students, and community college leadership and practice. Federick completed his Ph.D. at the University of Southern California and received the USC Ph.D. Achievement Award, the highest honor given to USC Ph.D. graduates. Federick also won the COE Early Career Award in 2020. He was formerly a high school math teacher in Oakland, CA.Developmental education in the United States is aimed at developing a student's abilities in reading, math, and writing prior to enrolling in college-level courses, often at community colleges. Reforms to developmental education date back to the 1990s and have spanned thirty years. The vast majority of reforms to developmental education have all aimed to strengthen student support and alter the content and structure of developmental education. Much debate still exists over which approach to developmental education best fits students, and research in the field is ongoing.Learn more about CITI Program: https://about.citiprogram.org/Resources: 1. https://postsecondaryreadiness.org/research/history-developmental-education-reform/ 2. https://ccrc.tc.columbia.edu/publications/five-principles-reforming-developmental-education.html 3. https://pullias.usc.edu/blog/tatiana-melguizo-lets-make-math-equity-in-higher-education-a-reality/

Kristen Renn is a Professor of Higher, Adult, & Lifelong Education at Michigan State University with a background in student affairs administration, including inaugurating the role of LGBTQIA+ resource provider at Brown University, she has for the last 25 years focused her research on the identities, experiences, and development of minoritized students in higher education. She is co-PI of the National Study of LGBTQ Student Success, a two-phase study of LGBTQIA+ college students comprising a mixed methods survey/interview phase and a four-year longitudinal interview study conducted with LGBTQ students.While there are more than 250 LGBTQIA+ centers across colleges and universities in the United States, there is still limited data available on LGBTQIA+ individuals on college campuses. In a 2020 survey from the Association of American Universities (AAU), which sampled more than 180,000 undergraduate and graduate students, approximately 17% of students identified as gay, lesbian, bisexual, asexual, queer, or questioning. While LGBTQIA+ individuals on campuses are becoming more visible, there is still opportunity and work which needs to be done by leaders within higher education.Learn more about CITI Program: https://about.citiprogram.org/AAU 2020 Survey: https://www.aau.edu/sites/default/files/AAU-Files/Key-Issues/Campus-Safety/Revised%20Aggregate%20report%20%20and%20appendices%201-7_(01-16-2020_FINAL).pdfLGBTQ: Students on Campus: Issues and Opportunities for Higher Education Leaders: https://vtechworks.lib.vt.edu/bitstream/handle/10919/84007/LGBTQStudentsCampus.pdf?sequence=1&isAllowed=y

Jillian Sitjar is the Director of Higher Education Partnerships at SchoolHouse Connection. Jillian works to identify best practices for supporting students experiencing homelessness and works closely with SHC's policy team to remove barriers on the state and federal levels. She provides practical assistance in partnership with high schools, colleges and universities, service providers, and other community-based organizations. She holds a Bachelor's degree in Gender, Women, and Sexuality Studies from Butler University and a Master's in Higher Education and Student Affairs from the University of South Carolina.Homelessness, food insecurity, and the need to provide students with resources is an ever-increasing issue. According to the National Center for Homeless Education, unaccompanied homeless youth, while desiring to attend college, may have barriers to enrollment. According to a 2020 Hope Center report, 14% of college students experienced homelessness in 2020. In the same 2020 Hope Center report, several students reported temporarily staying with friends and family or couch-surfing. Increasing access to financial aid tools, increasing access, and expanding resources can assist college and university students of all ages.Learn more about CITI Program at about.citiprogram.org

Mary Haskett, Ph.D., is a professor in the Department of Psychology at North Carolina State University (NC State), where she directs the Family Studies lab. Her primary area of research is the causes and consequences of family distress on the social-emotional development of young children. Dr. Haskett co-founded the NC State Steering Committee on Student Food and Housing Security and led the development of a host-home program for local college students. She is a Fellow of the American Psychological Association.Libby Stephens is the Program Coordinator for HOST. She brings over twenty years of non-profit experience to her role leading the program development and management of the HOST Program. Libby received a B.A. in History from Marshall University and a Master of Divinity from Baptist Theological Seminary in Richmond, VA.Housing insecurity is impacting college and university students at increasingly high rates. In a 2022 report from the Community College Survey of Student Engagement (CCSSE), more than a quarter of respondents, approximately 27%, reported experiencing the inability to pay either rent or mortgage in full within the last year. While COVID-19 and the impacts of the pandemic played a role in heightened housing insecurity for college and university students, other factors contributed, such as rising costs across the country. While some federal, state, and local resources are available, housing insecurity is often overlooked, leaving institutions to take creative approaches to meet the needs of students.Learn more about CITI Program at https://about.citiprogram.org/ 

Thomas J. Norman, Ph.D., teaches management at California State University- Dominguez Hills. He serves on the Board of Directors for the CSUDH Foundation, Innovation Incubator, and eSports Programs. His research focuses on the impact of globalization and technology on employment and management. As founder of the Organization Effectiveness Lab, he coaches over 20 CEOs and Executive Directors using his two decades of private-sector experience at Procter & Gamble, Cargill, Sun Microsystems, US Bancorp and Wells Fargo. He was elected to the Northwest San Pedro Neighborhood Council, where he chairs the Port, Environment & Sustainability Committee.In several states, there has been a recent push for community colleges to offer baccalaureate degrees that prepare students for specific jobs in the regional labor market. With community colleges offering more baccalaureate degrees, gaps within higher education from the increased demand for college degrees can be met. Additionally, baccalaureate programs at community colleges can center programs around an occupational focus and or labor market demand tied to local economic needs. The increase in degree programs at community colleges can also increase racial equity within the education system through increasing access to opportunities for students in all communities.Learn more about CITI Program at https://about.citiprogram.org/

As Associate Dean, Fred Martin supports faculty and students in the Kennedy College of Sciences at the University of Massachusetts Lowell, focusing on experiential learning and student success. Dr. Martin invents and studies new technologies to enable teaching and learning in computer science, data science, and artificial intelligence. He creates partnerships for bringing these technologies to learners in-school and out-of-school. Focusing on K-12 teachers and students, he collaborates with researchers in other fields, particularly in education and psychology.As artificial intelligence (AI), within higher education, continues to grow, so does the debate about bias, accuracy, and grading within the technology. While AI is often seen as providing end-users with pre-written information, the text which mimics human behavior, and advanced chatbots, it can come with positives and negatives within higher education. The newest AI technologies can answer academic questions, grade assignments, and detect plagiarism. However, room still exists for faculty members to be trained on the proper usage of these tools and how to grade on the application of the technology.Learn more about CITI Program at about.citiprogram.org

Sarah Chenworth is the Director of International Affairs at Nova Southeastern University. In this role, she oversees International Student and Scholar Services, and Education Abroad programs and coordinates the Global Scholars program. Sarah also serves as an adjunct faculty member, teaching courses in the Global Engagement minor. Sarah has an MS in Student Affairs from Nova Southeastern University and a BS in Elementary Education with a TESOL endorsement from the University of Tampa.Study abroad programs in the United States have been transformed since the onset of the COVID-19 pandemic in March 2020. According to NASFA, higher education institutions in the United States have lost nearly $1 billion due to the shortened or canceled programs. Study abroad programs are important for students as they provide critical competencies and experiences in an ever-expanding global workforce. While almost all institutions re-engaged in their study abroad initiatives following the onset of COVID-19 in March 2020, more investments in international programs are needed to ensure the United States remains competitive globally.Learn more about CITI Program at https://about.citiprogram.org/

Tamara Bertrand Jones, Ph.D., is an Associate Professor of Higher Education and Associate Director for the Center for Postsecondary Success at Florida State University. She uses qualitative methods and critical and feminist theories to examine the educational and professional experiences of underrepresented populations in academia. Her previous work as a higher education administrator and program evaluator has influenced her research interests in culturally responsive evaluation and leadership. She is a founder and past president of Sisters of the Academy Institute, which promotes collaborative scholarship and networking among Black women in academia.Advising at the graduate and doctoral levels at many institutions differs from advising at the undergraduate level. As the landscape of higher education continues to become more inclusive, so does advising at the graduate and doctoral levels, requiring faculty members to include more diversity, equity, and inclusion principles within their advising practices. While many aspects of the advising climate can be unique to individual institutions, graduate and doctoral faculty advisers should foster an environment that is accessible, communicative, and representative of inclusion.Learn more about CITI Program: https://about.citiprogram.org/

Sarah Ketchen Lipson is an assistant professor at the Boston University School of Public Health. Her research focuses on understanding and addressing mental health and disparities therein within higher education. She is the Principal Investigator of the Healthy Minds Network. This includes the Network's national Healthy Minds Study, an annual student mental health survey conducted at hundreds of colleges and universities. Sarah's research has been funded by the National Institute of Mental Health and the William T. Grant Foundation, among others.Student mental health remains a top priority for college and university administrators, faculty, and staff. Before the COVID-19 pandemic, many administrators, faculty, and staff members sought to identify ways to better support students at their institutions. A May 2022 survey by Gallup and Lumina Foundation found that nearly three-fourths of students in a bachelor's degree program considered taking a break from their academic studies due to emotional distress. Oftentimes, access to health services, including mental health, is better at colleges and universities for students compared to available options outside of higher education institutions. During the COVID-19 pandemic, mental health services have been expanded to include telehealth options for those who need these services. Multiple resources are available to learn more about student mental health, including CITI Program's Understanding and Addressing Mental Health on Campus: Opportunities and Challenges in Higher Education webinar.Learn more about CITI Program: https://about.citiprogram.org/

With over 20 years of experience in higher education administration, Mariette Marsh has a skill set that focuses on research ethics, flexible application of regulatory requirements, and organizational improvements. As the Assistant Vice President, Regulatory Affairs & Safety, at the University of Arizona, she has oversight for the IRB, IACUC, HIPPA Privacy Program, Quality Program, Embryonic Stem Cell Research Oversight (ESCRO), Radiation Laboratory Safety Services and Occupational Health. She has a broad range of experience in health care and social-behavioral research activities, is a reviewer for AAAHRPP, and has consulted on process improvements and regulatory applications.Data management refers to the practice of collecting, organizing, protecting, securing, managing, and securing data for the purposes of analysis. Within higher education, data management plays a wide range of roles and impacts almost every individual on campus in one way or another. Specifically, data management is of great concern to graduate and doctoral students, faculty members, and administrators on campus. As our research practices become ever more connected with the internet and data because more enriched overtime, the need for data management practices to secure, manage, and protect data also increases.Learn more about CITI Program: https://about.citiprogram.org/ 

Kimberly A. Hamlin is the James and Beth Lewis Professor of History at Miami University (OH), where she teaches and writes about the history of women, sex, and gender in the U.S. Her most recent book, Free Thinker: Sex, Suffrage, and the Extraordinary Life of Helen Hamilton Gardener tells the remarkable story of the "fallen woman" who negotiated Congressional passage of the 19th Amendment. She is also the author of From Eve to Evolution: Darwin, Science, and Women's Rights in Gilded Age America and several academic articles. Hamlin regularly contributes to the Washington Post and other media.According to a 2020 American Association of University Professors report, women in academia continue to have stubborn challenges inside the academy. In the same report, the American Association of University Professors reported that while women comprise 46.7% of full-time tenure and tenure-track faculty members at higher education institutions, the higher the rank, the lower the percentage of women. Available IPEDS data from 2020 shows the salaries for full-time female faculty members are about 81.2% of their male counterparts. Impacts from the COVID-19 pandemic continue to impact women faculty members disproportionately more than their counterparts. A Nature Medicine article from 2022 identifies how women in academia have been impacted by the pandemic, from falling behind in research publications to grant funding.Learn more about CITI Program: https://about.citiprogram.org/ 

Kristen L. Becker has a Bachelor of Arts in History and a Master's in Business Administration from Kansas Wesleyan University, a Master's of Library Science from Emporia State University, and a Doctorate in Educational Leadership from the University of the Cumberlands. Focusing her career on library services as both a public and academic library director, Dr. Becker now serves as an Asst. Professor in the School of Library and Information Studies at Texas Woman's University. Her research focuses on the impact of administration, leadership, and policy on stakeholders.According to the National Center for Education Statistics, adult learners are students who are 25 years of age or older and currently represent approximately half of all college and university students. A report from the Lumina Foundation found more than 25% of undergraduate students are raising a child and approximately 58% are working while enrolled in college or university. Adult learners often enroll in college or university in order to change careers or earn new skills to further their established careers. Often adult learners will have to balance multiple competing priorities while navigating the learning process, such as a career, family, military service, and other circumstances.Learn more about CITI Program: https://about.citiprogram.org/

On Tech Ethics is a new podcast from CITI Program focused on all things related to technology ethics, including topics such as artificial intelligence, autonomous technology, and much more. In this episode of On Campus, Daniel provides us with an overview of what to expect from On Tech Ethics, how listeners can become more involved with the podcast, and a preview of the first episode of On Tech Ethics. Be sure to subscribe to On Tech Ethics wherever you listen to your podcasts.Daniel Smith (podcast host of On Tech Ethics) is the Associate Director of Content and Education for CITI Program. Daniel manages the development, maintenance, and growth of educational content across various subject areas, such as technology ethics, animal care & use, and environmental health and safety. Daniel received a Bachelor of Arts in Journalism and Technical Communication from Colorado State University.Learn more about CITI Program: https://about.citiprogram.org/

Adriana Streifer is an Assistant Professor and an Assistant Director in the Center for Teaching Excellence (CTE) at the University of Virginia. She runs the CTE's course design institute, graduate student teaching certificate program, and teaching consultations. Adriana conducts research on effective course design, alternative and equitable grading practices, and students' perceptions of instructor race and gender. Her publications can be found in College Teaching, To Improve the Academy, and the Journal of Faculty Development. With a background in English literature, Adriana teaches undergraduate courses in writing and Renaissance drama, and graduate seminars on teaching and learning in higher education.Grading practices in higher education vary a great deal between colleges, departments, and universities. The grading practices of a professor often reflect the instructor's beliefs regarding a student and their motivation and success within an academic discipline. While faculty members might strive for equitable and fair grading practices, they can often perpetuate unfair policies that disadvantage their students. Faculty members can struggle with evaluating their own grading practices, communicating their practices, and assessing their practices as it relates to grading. While grades can serve as a motivator for some students, traditional grading practices can disproportionally advantages students from a privileged background and disadvantage underserved students. It is necessary and important for faculty members to assess and review their grading practices to ensure they are equitable and fair.Learn more about CITI Program: https://about.citiprogram.org/

Adriana Streifer is an Assistant Professor and an Assistant Director in the Center for Teaching Excellence (CTE) at the University of Virginia. She runs the CTE's course design institute, graduate student teaching certificate program, and teaching consultations. Adriana conducts research on effective course design, alternative and equitable grading practices, and students' perceptions of instructor race and gender. Her publications can be found in College Teaching, To Improve the Academy, and the Journal of Faculty Development. With a background in English literature, Adriana teaches undergraduate courses in writing and Renaissance drama, and graduate seminars on teaching and learning in higher education.Grading practices in higher education vary a great deal between colleges, departments, and universities. The grading practices of a professor often reflect the instructor's beliefs regarding a student and their motivation and success within an academic discipline. While faculty members might strive for equitable and fair grading practices, they can often perpetuate unfair policies that disadvantage their students. Faculty members can struggle with evaluating their own grading practices, communicating their practices, and assessing their practices as it relates to grading.Learn more about CITI Program: https://about.citiprogram.org/

Mary Haskett, Ph.D. is a professor in the Department of Psychology at North Carolina State University (NC State) where she directs the Family Studies lab. Her primary area of research is the causes and consequences of family distress on young children's social-emotional development. She also examines college student food and housing insecurity. Dr. Haskett co-founded the NC State Steering Committee on Student Food and Housing Security and led the development of a host home program for local college students. She is a Fellow of the American Psychological Association.Food and housing insecurity are impacting college and university students at increasingly high rates. According to a 2022 study from the Hope Center for College, Community, and Justice, 38% of students at a two-year college and 29% of students at a four-year college reported experiencing food insecurity in the last 30 days. In a 2022 report from the Community College Survey of Student Engagement (CCSSE), more than a quarter of respondents, approximately 27%, reported experiencing the inability to pay either rent or mortgage in full within the last year. While COVID-19 and the impacts of the pandemic played a role in heightened food and housing insecurity for college and university students, other factors contributed, such as rising costs across the country. While some federal, state, and local resources are available, food and housing insecurity are often overlooked, leaving institutions to take creative approaches to meet the needs of students.Learn more about CITI Program: https://about.citiprogram.org/

Denise O'Neill is currently the Director of Enrollment Management at Penn State University (Lehigh Valley). Her primary responsibilities include admissions, financial aid, and grant-funded student success program. With over 25 years of progressive experience in leadership, administration, teaching, and supervision in higher education, she has served as the Assistant Dean at Hofstra University and Dean of Students at Cedar Crest College. Currently, she teaches in the Higher Education graduate program at DeSales University. Denise received her BA in Criminal Justice from Moravian College, a MA from Marist College in Psychology, and her doctorate from Columbia University on Higher and Adult Education.University admission is an integral part of the overall college experience. An admissions department at an institution provides support to students who are applying to enroll at an institution. While the admissions system might differ from institution to institution, an admissions department can support incoming freshmen, transfer students, and graduate students navigate the application process. Since the onset of COVID-19, the admissions landscape has changed to a degree, with students opting to stay in closer proximity to their homes and with many institutions changing admissions requirements into different degree programs.Learn more about CITI Program: https://about.citiprogram.org/

Adriana Bankston is a Principal Legislative Analyst at the University of California Office of Federal Governmental Relations in Washington, DC. Prior to this position, Adriana was a Policy & Advocacy Fellow at the Society for Neuroscience. In addition to working at the University of California, Adriana is the CEO & Managing Publisher of the Journal of Science Policy & Governance, a Fellow with Advancing Research Impact in Society, and a Biomedical Workforce & Policy Research Investigator at the STEM Advocacy Institute. Adriana earned her Ph.D. in Biochemistry, Cell and Developmental Biology from Emory University. The views expressed in this episode do not represent the views of the University of California.In higher education, workforce development is a term used to define a people-centered approach to providing workers with resources to upskill them for long-term success. The workforce development approach is utilized in several fields, from agriculture to manufacturing to STEM. The core aim of workforce development is to cultivate prosperity for individuals, communities, and businesses. In turn, investments in workforce development programs often stem from communities, businesses, and governments at all levels. These investments provide individuals with education, development, and training opportunities to continue learning and maximizing their skills.Learn more about CITI Program: https://about.citiprogram.org/

Sarah Melton is a Product Education Strategist at Sprout Social, where she creates educational content and training materials. She previously worked in academic libraries and digital scholarship centers. Most recently as the former Head of Digital Scholarship at Boston College, Sarah led a group that teaches technical topics to learners of all levels. Her team facilitated data-driven research, digital project creation, and digital publishing. Sarah received her Ph.D. from Emory University in 2017.The COVID-19 pandemic changed many individuals' outlooks on their professional and personal life choices, which lead to the ‘Great Resignation' in 2021 and 2022. Additionally, market trends in both academia and the private sector have changed since the beginning of the COVID-19 pandemic. While individuals might decide to stay in academia or leave, their skill sets are transferable between both sectors. These transferable skills can include writing instructional materials, researching specific topics, and communicating with a wide audience. While academic and non-academic careers both have tradeoffs, starting a career in one pathway does not mean an individual cannot transfer to a different pathway later in their career. The choice to decide between an academic and non-academic career is often personal and difficult.Learn more about CITI Program: https://about.citiprogram.org/

Sarah Melton is a Product Education Strategist at Sprout Social, where she creates educational content and training materials. She previously worked in academic libraries and digital scholarship centers. Most recently as the former Head of Digital Scholarship at Boston College, Sarah led a group that teaches technical topics to learners of all levels. Her team facilitated data-driven research, digital project creation, and digital publishing. Sarah received her Ph.D. from Emory University in 2017.For many graduate students, both academic and non-academic careers are possibilities, which can differ greatly. Those graduate students who decide to pursue an academic career often work within an academic department or function at an institution, such as a professor, librarian, or administrator. Graduate students who work in a non-academic career might work as a consultant, within an industry, or in a variety of other functions. The choice for a graduate student to decide between an academic and non-academic career is often personal and difficult. While academic and non-academic careers both have tradeoffs, starting a career in one pathway does not mean an individual cannot transfer to a different pathway later in their career.Learn more about CITI Program: https://about.citiprogram.org/

Tiffany D. Tucker is the Deputy Director of Athletics at the University of North Carolina Wilmington (UNCW) and serves as the chief operations officer and is responsible for the department's day-to-day operations. She is one of Sports Illustrated's 100 Influential Black Women in Sports. Tiffany is the 2022 recipient of the NIKE Nell Jackson Executive of the Year Award, the UNCW Kathleen Berkeley Inconvenient Woman Award for her activism on behalf of others and issues of social justice and gender equality, and a nominee for the 2022 WILMA Magazine Women to Watch Award. Tiffany recently partnered with Yahoo Sports and Degree to launch the Bracket Gap Challenge and Gender Equity Initiative. She is a graduate and former women's basketball player at the University of North Carolina, Chapel Hill, and a two-time ACC Champion. She received her master's degree from Hampton University and is a former women's basketball coach.The Education Amendments of 1972 banned sex discrimination in federally funded educational programs and introduced the landmark law known as Title IX. The landmark law, Title IX, paved the way for gender equity in higher education, notably increasing the participation of girls and women in athletics. As athletic programs are considered educational programs and activities, the penalty for non-compliance with Title IX is the loss of federal funding for an institution. While it has been 50 years since the introduction of Title IX and girls and women have made progress in equity, representation, and access to athletics, barriers continue to exist. CITI Program's Title IX: 50 Years and Modern Challenges webinar is available to meet institutional needs.Learn more about CITI Program: https://about.citiprogram.org/