ASHE 2020: Guide to ODU Faculty and Student Presentations

It’s ASHE season! Come join ODU faculty and students as we share our latest research and insights. Current students: ASHE is meeting all financial need related to conference attendance fees. See https://www.ashe.ws/donate2020 for more details.

Monday, November 9

11:45 AM – 1:00 PM EST

Natalie Cruz, Chair, Comparative and International Perspectives on Engagement and Inclusiveness
Room: Atakapa-Ishak Room

Wednesday, November 18

4:30 – 5:45 PM EST

Julie Marlatt, Chair, College Admissions and Recruiting Policies and Practices
Room: Caddo Room

Thursday, November 19

11:00 – 11:45 AM EST

Natalie Cruz, La Isla del Encanto: Unpacking the Experiences of International Students in Puerto Rico
Room: Tunica-Biloxi Room

This qualitative exploratory study investigates the experiences of 24 international students studying in Puerto Rico. The focus marks a deliberate effort to highlight accessible study abroad opportunities, showcase new voices within the international student literature, and advance full participation in international education.

Raquel M. Rall, Demetri L. Morgan, and Felecia Commodore, Boards (Un)Bound: Advancing Full Participation in Higher Education Board Research
Room: Ida B. Wells Room

Finite literature on higher education governance exists, yet few works have alluded to why our understanding of boards is so limited. The authors highlight political, logistical, legal, moral, and philosophical rationale that has prevented boards from being studied in a manner, depth, and scope aligned with their import.

12:00 – 12:45 PM EST

Natalie Cruz, Minghui Hou, Kimberley Cossey, and Chris Glass, Nationalist Politics, Immigration Policy, and University Prestige: New Geographies of Educational Mobilities
Room: Utah Room

Despite widespread speculation and empirical studies of specific indicators, there is limited post-Brexit empirical analysis of the relative influence of multiple factors simultaneously shaping new patterns of tertiary-level migratory flows. We use a large dataset to examine factors used to explain shifts in inflows and outflows of internationally mobile students.

1:00 – 2:15 PM EST

Laura Smithers, The Production of Alter-Competence: Wonder in Graduate Preparation Program Coursework
Room: Choctaw Room

This paper explores the following research question: How can we influence the development of next generation higher education and student affairs (HESA) practitioners outside of the reproduction of the present? It does this through exploring the practicalities of Eaton and Smithers’s (2020) call for poetical thinking within GPP programs in the age of the Competencies (ACPA & NASPA, 2015; 2016). Specifically, this paper explores the potentialities of a practice of poetical thinking in a HESA GPP to produce alter-competence, or ways of being that open possibilities for new worlds.

2:45 – 4:00 PM EST

Demetri L. Morgan, Lucy LePeau, and Felecia Commodore, Examining the Governing Board’s Responsibilities in Diversity, Equity, & Inclusion Work: A Content Analysis
Room: Equitable Engagement Room

This study investigates the role and capacity of Governing Boards (GBs) as partners in diversity, equity, and inclusion (DEI) work. Using qualitative content analysis, the researchers examined documents of 22 institutions (e.g., minutes, agendas) from 2015-2019 to ascertain how GBs partner to focus on DEI or not.

Friday, November 20

1:00 – 2:15 PM EST

Mauriell Amechi, An Analysis of the Intersectional College-Going Experiences of BIPOC Students with Different Abilities and Foster Care Experience
Room: Choctaw Room

Although children of all races are equally as likely to suffer from abuse and neglect, children from racially minoritized backgrounds make up over half of this nation’s foster care population (55%) (Adoption and Foster Care Analysis and Reporting System, 2019). Extant research also suggests the overrepresentation of youth with dis/abilities in foster care (Center for Advanced Studies in Child Welfare, 2012; Cheatham, Randolph, & Boltz, 2020; Lightfoot, Hill, & LaLiberte, 2011), including the prevalence of dis/ability diagnosis among youth of color (61%) (Slayter, 2016). Although disproportionately labeled with dis/abilities, the nuanced, intersectional experiences of youth of color are less documented and understood (Children’s Bureau, 2016; Johnson, 2019); and fewer insights exist on their postsecondary participation. Therefore, this study seeks to gain a better understanding of students of color with dis/abilities in foster care and their journeys to and through college. 

Laura Smithers, Discussant, Rethinking Space and Place: A Theoretical and Virtual Examination
Room: Michigan State Room

2:45 – 4:00 PM EST

Laura Smithers, Affect in a Learning Community Classroom: A Posthuman Ethnographic Installation
Room: Tunica-Biloxi Room

This session introduces the importance of affect when linking learning communities, student engagement, and impact. Affect here is operationalized through affect theory as developed in the humanities. An artist/researcher statement contextualizing affect theory will bookend the posthuman ethnographic installation of one affect experienced in the learning community under study, buzz.

Saturday, November 21

2:30 – 3:45 EST

Mauriell Amechi, Chair, Critical Factors Influencing College Choice for Underrepresented Students
Room: Atakapa-Ishak Room