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/Learn more about our guest Adriana Bankston by visiting her page: https://adrianabankston.com/

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/

Amanda Kraus, PhD serves as Assistant Vice President for Campus Life and Executive Director for Disability Resources at the University of Arizona. The University of Arizona’s Disability Resource Center is one of the largest in the nation, and considered an international model of progressive service delivery, uniquely positioned to approach campus access systemically. She is also Associate Professor of Practice in Higher Education where she teaches courses on student services and disability. Dr. Kraus is Immediate Past President for the Association of Higher Education and Disability (AHEAD) and travels around the country and abroad to give talks on ableism and universal design.Universal design for learning is a framework which is often applied in educational settings to provide guidelines and accommodate individuals with different learning needs. The term universal design is also often used in architecture to ensure for inclusive design within infrastructure to accommodate all individuals. Both universal design for learning and infrastructure are important and necessary elements for higher education institutions as they incorporate elements of the Americans with Disabilities Act of 1990 (ADA). The ADA, along with universal design principles can provide an accommodating and inclusive environment for all students at an institution. CITI Program’s A 21st Century Approach to ADA Compliance: Equity and Access webinar is available to meet institutional needs.Learn more about CITI Program: https://about.citiprogram.org/

Paige Morgan is the Digital Publishing and Copyright Librarian and Head of Digital Initiatives and Preservation at the University of Delaware Library, Museums, and Press. She holds a Ph.D. in Literature and Textual Studies from the University of Washington. Within libraries, she has worked as a curriculum and community builder, focusing on digital scholarship, copyright, and scholarly communications education.As open access continues to become more prominent in the field of academic publishing, it is essential to have a foundational understanding of the topic as it continues to evolve. Recently, the Biden administration announced it instructed all U.S. federal agencies to require open access to federally funded research, starting in 2026. The U.S. is the world’s biggest research funder, according to Nature and as such, the change to require federally funded research to be open access will increase the number of scientific research articles publicly available. CITI Program’s Open Access Publishing: An Introduction webinar provides individuals with a better understanding of open-access publications. Learn more about CITI Program: https://about.citiprogram.org/

Amber Grove, an adjunct faculty member and the Director of Title IX and Clery Compliance at the University of North Carolina Wilmington spoke to On Campus with CITI Program about the overlap between Title IX and the Clery Act. Amber has served in her role at the University of North Carolina Wilmington since January 2016. She initially got her start in higher education in residence life at Duquesne University. In her role 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 oversaw conduct and served as Title IX coordinator.The Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act or Clery Act is a federal law signed in 1990 that requires institutions of higher education to disclose information regarding campus security. The Clery Act, which amended the Higher Education Act of 1965, is viewed as a consumer protection law, which seeks to provide transparency around crime, policy, and statistics on campus. The Clery Act also requires that institutions of higher education that receive federal funding report crimes that occur on or near campus and implement school safety policies. Training is a central component of Clery Act compliance for the majority of institutions across the United States, specifically for those who have a reporting responsibility under the law. CITI Program’s Clery Act Training is available to meet institutional needs. Learn more about CITI Program: https://about.citiprogram.org/

Amy Haggard is the Associate Director of Alumni and Student Engagement for the Division of Undergraduate Studies at Florida State University (FSU). She received a BS in Recreation and Sport Management from Coastal Carolina University, an MS in Student Affairs in Higher Education from Colorado State University, and is currently pursuing her Ph.D. in Higher Education at FSU. Amy has worked in higher education for 11 years working with a variety of different student groups. Her background in collegiate athletics, academic affairs, alumni relations, and student affairs education lends to her dedication to the development of student success and wellness.Student engagement is a vital part of the college and university experience, ranging from activities at the student union to international coffee hours and much more across an institution's landscape. Student engagement allows students to interact with one another and form meaningful connections and immerse themselves in experiences which will prepare them for life during and after college. Since the COVID-19 pandemic, the way in which students engage on campus has shifted, with an increase in student demand for online and hybrid activities at an institution. Administrators, faculty, and staff can support students through creating, fostering, and supporting meaningful engagement opportunities which meet students where they are at.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 is working with the Department of Health and other community organizations on several statewide initiatives related to HIV/STIs and other infectious diseases.Seasonal influenza (flu) virus is detected year-round in the United States, with the fall and winter being known as the flu season, according to the U.S. Centers for Disease Control and Prevention (CDC). While the CDC acknowledges the duration of the flu season varies, flu activity commonly begins in October and peaks in the winter between December and February. According to the CDC, since the onset of the COVID-19 pandemic, the duration and timing of flu activity has become less predictable. The World Health Organization (WHO) mentions treatments for the flu exist and range from those focused on relieving symptoms to antiviral drugs for those in a high-risk group. While colleges and universities are comprised of several shared spaces, prevention of the flu is possible through social distancing, washing your hands, and staying home when you are sick, among other steps to protect yourself and others from influenza.Learn more about CITI Program: https://about.citiprogram.org/

Jesse R. Ford, Ph.D., serves as an Assistant Professor of Higher Education at the University of North Carolina at Greensboro. His research uses culturally responsive frameworks to explore the historical and social-cultural influences of race and gender, with an emphasis on black men in the academy. Specifically, Dr. Ford employs qualitative methodologies to tackle inequity in education, particularly within the socialization experience of underrepresented students, faculty, and their pathways in higher education. He uses a multitude of research collection techniques, including individual in-depth interviews, focus groups, and observations to understand the experience of these populations.Navigating the doctoral and graduate student advising process can be beneficial and challenging for both students and faculty members. While advisors and students can share many similarities, differences still often exist within their academic relationship. The academic relationship between a student and their advisor can shape a student’s academic experience and influence future career pathways. Currently, multiple resources are available to learn more about working with academic advisors, including CITI Program’s Managing Conflict with Your Dissertation Chair webinar.Learn more about CITI Program: https://about.citiprogram.org/