Student Personnel Administrators Research Articles

Toward Indigenous Resurgence: Building Solidarities in Higher Education Through Relationality

We examine the meaning and salience of social justice and solidarity building in higher education for Indigenous peoples through the lens of Indigenous resurgence. Indigenous resurgence centers Indigenous worldviews to guide our understanding and behavior while also prioritizing relationality to determine where and how to build solidarities with others. Our piece utilizes the work of the Indigenous People’s Knowledge Community in the National Association of Student Personnel Administrators to provide a formative example of building relationality in higher education spaces.

Know your rights before you discuss your religious beliefs at work

BOSTON — Although some higher education administrators and faculty members have the desire to express their religious/spiritual beliefs in the workplace, they tend to hesitate to do so because they fear being pigeonholed or thwarted or becoming a source of controversy, and they often misunderstand their legal rights in this area. That's according to Christy Moran Craft, Ph.D., Professor, and Department Chair at Kansas State University, who gave a presentation at the annual conference for National Association of Student Personnel Administrators (NASPA) — Student Affairs Administrators in Higher Education.

Know your rights before you discuss your religious beliefs at work

BOSTON — Although some higher education administrators and faculty members have the desire to express their religious/spiritual beliefs in the workplace, they tend to hesitate to do so because they fear being pigeonholed or thwarted or becoming a source of controversy, and they often misunderstand their legal rights in this area. That's according to Christy Moran Craft, Ph.D., Professor, and Department Chair at Kansas State University, who gave a presentation at the annual conference for National Association of Student Personnel Administrators (NASPA) — Student Affairs Administrators in Higher Education.

Peer mentors can boost success of neurodiverse students

Peer mentors can help neurodiverse students integrate into the campus community while providing them with support and connecting them to resources so the students can engage and succeed academically, emotionally, and socially, while also promoting their independence, said Chestnut Hill College's Lynn Ortale, Ph.D., Vice President for Student Life, and Stephen Stunder, Ed.D., Assistant Professor of Human Services. They gave a virtual presentation as part of the National Association of Student Personnel Administrators’ Annual Conference.

Joseph Amprey, Jr., PhD: 2nd District

Joseph Amprey Jr., PhD:2nd District Judson L. Jeffries Joseph Amprey Jr. is professor emeritus, having served as dean and professor at Kutztown University for 21 years. Dr. Amprey also worked at three historically Black colleges—Philander Smith College in Arkansas, Coppin State College in Maryland, and Howard University, the pearl of HBCUs. Holding the positions of Academic Vice President and director of the counseling center at Philander and Coppin State, respectively, Brother Amprey proved to be an indispensable resource for both students, faculty, staff, and administrators alike. Also, worth noting is, during Brother Amprey's two-year stint at Howard University, he headed the master's program in Student Personnel Administration. Being a valuable resource to students is a hallmark of Brother Amprey's life as an educator and mentor, as he served as faculty advisor to the Omegas at both Philander Smith and Coppin State College. And during the mid-1970s, he founded, along with Julius Chapman, Beta Kappa, the undergraduate chapter of the Omega Psi Phi Fraternity at Frostburg State College. Brother Amprey is also a highly regarded consultant on matters of diversity, equity, and inclusion and affirmative action. Well-read in Black history, education, psychology, and sociology, Brother Amprey is intellectually versatile. One might say Brother Amprey is somewhat of a renaissance man, as he is well-traveled and fluent in both Spanish and French, two of the world's most popular Romance languages. Finally, Brother Amprey is the founding editor and owner of a newspaper, DRUM, and for 11 years was a columnist for the Reading Eagle. Last year, he and his coauthors released Understanding Psychology, an introductory text now in its 7th edition. Judson L. Jeffries: Thank you joining me today Brother Amprey, I really appreciate it. Joseph Amprey Jr.: Thank you for the opportunity to participate in this great project. [End Page 283] JLJ: You're a graduate of Morgan State College, now University, correct? JA: Yes, I am, a proud graduate of Morgan State College. JLJ: And a proud member of the Illustrious Pi chapter, correct? JA: Right again, I went on line in the Spring of 1963 and crossed in the Fall of 1963. JLJ: What year were you in when you went on line? JA: I went on line during my junior year and crossed the first semester of my senior year. JLJ: Was Morgan your first choice of college? JA: Well, I don't know if it was or not, but Morgan was the first college to offer me a scholarship so that's where I went. JLJ: What kind of scholarship are we talking about, athletic or academic? JA: I was awarded an academic scholarship. JLJ: Ok, nice, you must have done very well in high school, huh? JA: Yes, I did, I earned good grades. But wouldn't you know it, I lost the scholarship because I was unable to secure a 3.0 GPA that first year. JLJ: It was your first year, the folk at Morgan didn't cut you any slack? You had just graduated from high school for heaven's sake. JA: They cut me no slack; they snatched that scholarship away during my first year. JLJ: So, they didn't give you another semester to see if you could pull your grades up? JA: No, they just took it. JLJ: What were the requirements? JA: The scholarship required a B average, and I didn't get it. I didn't do poorly mind you, I just simply wasn't able to get that B average. JLJ: Did that first year prove to be a rocky transition for you? JA: In a way, it was rocky, but again, it wasn't like I was failing or anything like that. JLJ: I remember you telling me that you had a fair amount of academic support at home, right? JA: I did, especially from my father. He was always quizzing us children, he demanded academic excellence. JLJ: Was your father college educated? JA: Yes, he attended Kentucky State University. JLJ: Oh, Kentucky State University—you know Kentucky State is nowadays the Whitest historically Black college in America? JA: [Laughter] I had heard something like that...

A Good Job: Campus Employment as a High-Impact Practice

A Good Job:Campus Employment as a High-Impact Practice Erin Morgenstern George S. McClellan, Kristina L. Creager, & Marianna Savoca Sterling, VA: Stylus, 2018, 260 pages $35.00 (paperback) $125.00 (hardcover) Though student employment can have positive benefits, such as increased persistence and engagement, many students struggle to connect their work with their academics and future career (Hansen and Hoag, 2018). A Good Job: Campus Employment as a High-Impact Practice (2018) is a new resource for university leaders that desire theoretical knowledge and practical techniques for aiding students in making those connections while working in departments and offices across campus. Beginning with the foreword written by Dr. George Kuh, the founding director of the National Survey of Student Engagement (NSSE) and a leading expert on high-impact practices in higher education, the message that is infused throughout this book is clear. With so many undergraduates today working while pursuing their studies, it is incumbent on college and university leaders, faculty, academic advisers, student affairs professionals, and others committed to helping students to become more informed about how to harness the benefits of employment and both student engagement and education outcomes" (p. xiii) Throughout A Good Job, the authors delve thoroughly into a vast array of theories and historical frameworks associated with student, career, learning and identity development. The first few chapters are or ganized by different theoretical models and how they connect to campus employment, such a student development and campus employment. Latter chapters connect to overarching themes of retention and persistence, supervision and management and legal issues in higher education with regard to student employment. Additionally, the authors sprinkle in current trends, federal data and historical truths of student employment in higher education such as recent data from NSSE and other formidable studies and reports from higher education scholars. These facts encouraged me to think more critically and systematically about the serious influence that on-campus employment could have on the success of an undergraduate student and caused me to immediately consider addressing ways I currently run my own student employment program. In order to broaden their audience-base, the authors of A Good Job generate a seamless flow from theory to practice and then embed implications that urge readers to recognize how on-campus employment can have a broader impact on student retention, persistence and success. By connecting "retention theory and practice, focusing specifically on elements related to the retention and success of student employees throughout varying institutional types and [End Page 215] positions," the authors strategically bring a perspective that would be directly relatable to other university leaders who must think regularly about the business of higher education, as opposed to learning initiatives and outcomes (p. 102). For example, the authors note a statistic that encourages university leaders to consider the sound financial management associated with connecting on-campus employment to the success of degree completion. Knowing that a student who could be retained for four years might generate the same income as four new students who leave after one year should encourage any university leader to take a second look at on-campus employment as an easily applied practice that would help their budget bottomline, not hurt it. By connecting the essential elements of a high impact practice to student employment, A Good Job welcomes prior research offered by George Kuh (Kuh, Kinzie, Buckley, Bridges & Hayek, 2007; Kuh, 2008; Kuh, Kinzie, Schuh & Whitt, 2010; Kuh, O'Donnell & Reed, 2013). The fundamentals of a high impact practice such as time on task, authentic problem-solving, and feedback on performance are just a few applications for in and out of class experiences. Through research provided by Kuh and other colleagues, the authors persuade their audience that these tenets could easily be adopted to enhance student learning in the workplace because on-campus jobs offer students the opportunity to create knowledge and build skills, think critically and function effectively in our rapidly changing and complex world. According to a 2019 report published by the National Association of Student Personnel Administrators, 80 percent of students are currently employed in order to manage the rising tuition costs and other obligations that former generations did not face. This high percentage...

SCHOOL ADMINISTRATORS’ UTILIZATION OF MANAGEMENT INFORMATION SYSTEM FOR ADMINISTRATIVE EFFECTIVENESS IN SECONDARY SCHOOLS IN ENUGU EDUCATION ZONE

The study ascertained school administrators’ utilization of management information system for administrative effectiveness in secondary schools in Enugu Education Zone. Two specific purposes were formulated and two research questions guided the study. Descriptive survey design was adopted for the study. The population of the study comprised all the 31 principals in public secondary schools in Enugu education zone. A 14 items researcher developed instrument titled; School Administrators’ utilization Management Information System Questionnaire (SAMISQ) was used for data collection. The instrument was structured on a four rating scale of Strongly Agree (SA), Agree (A), Disagree (D) and Strongly Disagree (SD) weighted 4, 3, 2 and 1 respectively. The instrument was face validated by three research experts. The Cronbach alpha was used to determine the reliability of the instrument which yielded a high reliability coefficient value of 0.82. Data were analyzed using mean and standard deviation. The findings revealed among others that school administrators’ do not utilize management information system for students’ personnel administration in secondary schools by not; allowing students to apply for admission online, processing students results using spreadsheet software, managing students attendance using spreadsheet software, disseminating information to students and parent through the school website, encouraging teachers to issue home assignment to student using email system, and encouraging multi-media instructional delivery using PowerPoint software application. Thus, the study recommended among others that the Government through the State Ministry of Education should organize seminars and workshop for secondary school administrators in order to train them on the utilization of management information system for student personnel administration. Conclusion was drawn based on the findings.

Taking a Deep Dive into the Emergent Theory of Change

The civic learning and democratic engagement (CLDE) emergent theory of change builds on the 2012 report A Crucible Moment, asking vital questions about higher education’s role in advancing CLDE. Though it can be difficult for practitioners to dive deep into such questions once the school year begins, if they do not continuously ask how their efforts contribute to a thriving democracy, they may miss opportunities for richer student experiences and collaborative efforts across their respective campuses. As a lead consulting institution for the National Association of Student Personnel Administrators, the University of North Carolina Greensboro decided to frame its cohort conversations around this theory of change and to apply the theory to initiatives and programs at institutions across the United States. This article expands upon the presentation the authors delivered at the Civic Learning and Democratic Engagement Meeting in June 2018 in Anaheim, California, centering on the transition from theory to practice.

Linking Theory to Practice: Case Studies for Working with College Students (4th ed.) ed. by Frances K. Stage

Reviewed by: Linking Theory to Practice: Case Studies for Working with College Students (4th ed.) ed. by Frances K. Stage Christa J. Porter Linking Theory to Practice: Case Studies for Working with College Students (4th ed.) Frances K. Stage & Steven M. Hubbard (Editors) New York, NY: Routledge, 2018, 243 pages, $47.95 (softcover) Socialization into student affairs, although different for each individual, should include theoretical knowledge and practical application of competencies of the profession (American College Personnel Association & National Association of Student Personnel Administrators, 2015). For most graduate students, professional preparation programs remain a primary path into the field and typically include some form of experiential learning. In 1993, Stage and Hubbard created the first edition of Linking Theory to Practice: Case Studies for Working with College Students to help graduate students and administrators apply theoretical concepts to their work with students. Now in the fourth edition of the text, the authors argue for broader exposure to the practical work of [End Page 383] student affairs administration. Similar to its previous editions, the authors have continued to use case studies written by those in the profession to advance experiential learning for graduate students and administrators alike. Chapters 1 through 3 provide a general overview (i.e., role of theory in a practical world; theory and practice in student affairs; and case analysis in action), while chapters 4 through 9 are case studies organized by topical areas (i.e., organization and administration, admissions, advising and counseling, academic issues, identity, and campus life). Chapter 1 begins with a hypothetical example of how a researcher and administrator would develop theory based on their understanding of students' experiences. Stage asserts the researcher would identify a more abstract perspective and ignore the details, while the administrator would pinpoint specific elements related to the student's individual self. This assumption is unnecessary; there is much to gain while conducting research with and alongside our students. Both administrators and researchers must maintain a student-centered focus and the author's example can cause division. Although previous researchers and theorists have focused on particular identities, more recent college student development scholarship is representative of holistic experiences and the systems within which they exist (Patton, Renn, Guido, & Quaye, 2016). Additionally, in chapter 1, Stage eloquently highlights the following four benefits of case study analysis: (a) it challenges conventional habits of administrative thought and action, (b) it promotes consideration of multiple perspectives, (c) it promotes consideration of unique campus environments, and (d) it manipulates problems with realistic legal, institutional, and political constraints (p. 5). Stage uses Argyris's (1976) conceptual understanding of professional behavior as theory to illustrate the challenge that graduate students and administrators have while trying to solve a case. Thus, Stage emphasizes: "Case study analysis is an ideal way to begin to challenge and modify theories in action or in the absence of theories of action, to cultivate positive ones" (p. 5). Chapter 1 sheds light on the personal foundations and experiences that graduate students and administrators carry with them into their professional positions. This information becomes even more valuable when discussing effective and sustainable socialization processes and supervision of graduate students in student affairs. Chapter 2 offers a substantial summary of four subsections of formalized theory—cognitive development, psychosocial, social identity development, and typology—and theories of college environment, outcomes, organization and administration. The summary is beneficial because it serves as an introduction for graduate students and administrators whose formal training into the profession did not include college student development theory; however, the proceeding conversation on critically analyzing theory is limited. Hubbard promises: "This chapter also provides a summary of critical analysis that will give the reader new insights on how to better apply theory and ask important questions for our profession and our use of theory" (p. 13). Hubbard offered two points. First, he stressed the need to reflect on issues of diversity and multiculturalism of today's student population and campus climate (Pope, Reynolds, & Mueller, 2004; Torres, Howard-Hamilton, & Cooper, 2003). Second, practitioners must strive to understand the influence of administrators and faculty on student success, development, and the overall college experience as an important theoretical concept (Bensimon, 2007). The depth of criticality of...

Applying the ACPA/NASPA Competencies in t he Developmen t of a Student Affairs Graduate Professional Preparation Course in the UK

This research study investigated the application of the American College Personnel Association/National Association of Student Personnel Administrators (ACPA/NASPA) competencies in the development of a graduate preparation course at a large, multi-campus research university in the UK. Expert practitioner feedback was used to adapt the competency framework and construct a tool for use in a British higher education setting. One hundred and five Student Affairs professionals participated in the resulting mixed methods study. Findings from this study have implications for applying the ACPA/NASPA professional competencies in the development of postgraduate professional preparation courses outside of the continental US.

Factors Influencing Student Affairs Professionals’ Attainment of Professional Competencies

Limited research exists that examines factors influencing student affairs professionals’ attainment of the professional competencies that are expected of them. The study described in this article analyzed student affairs professionals’ survey responses to determine which demographics, pre-professional experiences, and educational experiences impact their attainment of the American College Personnel Association (ACPA) and National Association of Student Personnel Administrators (NASPA) professional competencies. Findings revealed there are disparities between the attainment of professional competencies based on certain factors, especially gender, education level, and type of degree.

Midlevel Managers’ Supervisory Learning Journeys

The Association of College Personnel Administrators (ACPA) and the National Association for Student Personnel Administrators (NASPA) note that is an important skill for student affairs professionals to learn. Supervision is key to the success of midlevel managers as they are vital to student affairs department success because they typically supervise new professionals (Mills, 2000). Midlevel managers' leadership can determine whether or not new professionals remain in the held (Harned & Murphy, 1998).Although most of the work of these midlevel manager professionals involves supervision, many midlevel managers lack basic supervisory skills (Winston & Fitch, 1993). The literature on supervisory practice in student affairs is limited (Cooper, Saunders, Howell, & Bates, 2001; Shupp & Arminio, 2012) and does not fully explore how people learn to become supervisors. Supervision is often seen as a negative reaction to poor performance when, in reality, good supervisory practices include supporting staff growth in order to build strong departments (Winston & Creamer, 1998).Effective is more important than ever before (Shupp & Arminio, 2012). Although mid-level managers need skills, many lack these skills (Winston & Fitch, 1993). The purpose of this study is to explore how midlevel managers learn supervisory skills.Literature ReviewIn this section, a brief review of the literature concerning the areas of in the context of student affairs master's programs, supervision, models of supervision, and pertinent literature related to midlevel managers and will be discussed. We will also explore learning strategies adopted by adult professionals to develop their skills.Supervision and Student Affairs and Higher Education Master's Preparation ProgramsBefore discussing the literature on supervision, it is important to review its relevance in student affairs master's preparation programs. Although is a basic aspect of a desired competency, Human and Organizational Resources (American College Personnel Association & National Association of Student Personnel Administrators, 2010, p.16), research shows that students desire more training in supervision. Results from a longitudinal study of 90 new professionals indicated they wanted additional training in practical skills such as supervision (Renn & Jessup-Anger, 2008, p. 329). Researchers also noted that graduates from student affairs preparation programs believed they were least prepared in the area of and believed that was an important skill for their positions (Cuyjet, Longwell-Grice, & Molina, 2009).When surveyed, midlevel and senior level student affairs professionals ranked 26th out of 32 competencies for new professionals but considered an important part of student professionals' job duties as it was ranked seventh out of 26 job duties (Burkard, Cole, Ott & Stohet, 2004). Faculty in master's student affairs preparation programs believe they should provide students knowledge rather than skills yet supervisory skills are needed on the job (Kuk, Cobb & Forrest, 2007). In short, there seems to be a difference of opinion on where students should learn supervision, but they need the skill.Supervision LiteratureSupervision has many dehnitions. For the purposes of this study, is dehned as the continuous process of providing guidance to an individual with the intended outcome of employee and institutional growth (Janosik & Creamer, 2003). We review literature concerning supervision, qualities affecting how people learn to become supervisors and midlevel managers and supervision.Synergistic supervision. In addition to examining the behaviors of good supervisors, much of the recent work on in student affairs has discussed Winston and Creamer's (1997) idea of synergistic supervision (p. …

Women in Student Affairs: Past, Present, and Future Leaders

In 2010, three women from the University of the Pacific came together for a panel presentation at the annual National Association of Student Personnel Administrators (NASPA) conference to discuss their diverse experiences in student affairs. All recognized leaders in NASPA, these women reflected the rich history and promising future of student affairs. The initial stories they shared were later supplemented by additional conversations and narratives from two other women in student affairs at the university. Together, these five women, from senior student affairs officers to up-and-coming new professionals, represent different generations, ethnicities, and cultures. The stories shared in this article represent the experiences of women from different generations, providing insight into common ground and emerging perspectives on leadership.

Benefits of Collegiate Recreational Sports Participation: Results from the 2013 NASPA Assessment and Knowledge Consortium Study

This study reports the results from the 2013 National Association of Student Personnel Administrators (NASPA) Assessment and Knowledge Consortium. Students ( N = 33,522) from 38 different colleges and universities across the United States completed the Recreation and Wellness Benchmark instrument. Using Astin's Theory of Student Involvement (1984), this study sought to determine if there were significant differences between different depth and breadth levels of participants' campus recreational sports involvement/participation on student retention, health and wellness, and student learning outcomes. Heavy Users placed significantly more importance on campus recreational sports facilities and programs when deciding to continue at their college/university, and felt they had increased or improved every health and wellness and student learning outcome from their participation in campus recreation significantly more when compared with Moderate, Light, and Non-Users. Findings from this nationwide study demonstrate the value of collegiate recreation to the college and university experience.

Women in Student Affairs: Past, Present, and Future Leaders

In 2010, three women from the University of the Pacific came together for a panel presentation at the annual National Association of Student Personnel Administrators (NASPA) conference to discuss their diverse experiences in student affairs. All recognized leaders in NASPA, these women reflected the rich history and promising future of student affairs. The initial stories they shared were later supplemented by additional conversations and narratives from two other women in student affairs at the university. Together, these five women, from senior student affairs officers to up-and-coming new professionals, represent different generations, ethnicities, and cultures. The stories shared in this article represent the experiences of women from different generations, providing insight into common ground and emerging perspectives on leadership.

Campus Climate

<span>The purpose of this paper is to identify current trends regarding student perceptions of diversity on campus. Comparisons of perceptions based on gender and race are also examined. Based on campus climate survey data (Profile of the College Student Experience), obtained in coordination with the National Association of Student Personnel Administrators (NASPA) and Student Voice, collected from students (N = 1,278) enrolled at a large, public, land-grant university situated in southwest Virginia, findings indicate an overall, satisfactory perception of diversity existing on campus. Results also suggest that while the university is supportive of individuals with diverse, ethnic backgrounds, the institution needs to play a more active and intentional role in facilitating an environment conducive to the learning and understanding of the different dimensions of diversity contained within its student population.</span>

Iowa Universities Join to Combat Sexual Misconduct

Iowa Universities Join to Combat Sexual Misconduct

Women Veterans: ‘Invisible Warriors’ on Your Campus

Women Veterans: ‘Invisible Warriors’ on Your Campus

Design Thinking: A Tool to Solve Challenging Problems

Design Thinking: A Tool to Solve Challenging Problems

Women's Centers: Even More Relevant and Necessary Today

The University of the Pacific opened its Women's Center in 2010, some 50 years after the University of Minnesota had originated the concept. A year earlier, the 160-year-old traditionally male-dominated university had welcomed its first woman president, Dr. Pamela A. Eibeck, an engineer. The oldest private college in California, the University of the Pacific was the first school to receive a charter from the newly formed state. “Women students at Pacific have a long and storied history of leadership and success across the disciplines, and particularly in the humanities,” said Corrie Martin, director of the Women's Resource Center. “I think our relatively small size and personalized education model promoted women student success in the past.” Martin spoke about the power of Women's Centers to transform schools at the National Association of Student Personnel Administrators (NASPA) conference held in Phoenix in March 2012. Prior to 2010, the school “addressed women's issues in an ad hoc, grassroots way,” said Martin. “Individual faculty, students and administrators would identify problems or issues and seek to investigate and rally support for institutional change or response.” Sometimes they just went ahead and did the job themselves, like the dean of women who made condoms available in the residence halls. Thanks to a new female VP for student life who's a “visionary administrator,” and because of “critical gender-based challenges” (a brutal sexual assault on campus) creating the Women's Center was put on the fast track. The center's mandate is to “provide leadership and a collaborative space for organizing campus-wide efforts to understand and improve the academic and professional success of its women students, faculty and staff.” Martin's position is funded by the liberal arts unit and student life. The center organizes groups, provides a meeting place and resource library and offers internships and service learning opportunities, as well as collaborates with local, community-based organizations. Its objective is to “remain in the ‘mainstream’ of campus culture, collaborating with everybody, while effectively leading and mobilizing the campus community to recognize and address issues that might otherwise remain marginal and under-prioritized,” she said. Some would argue that a Women's Center, especially one that was just launched, is unnecessary when the student body is more than half female. Martin firmly disagrees. “I do think that the need for campus-based Women's Centers is as great as ever and will continue to be so for decades to come,” she said. “The increase in and dominance of women students earning all degrees belie entrenched inequities and roadblocks to actual equity in higher education for women.” Women's Centers are able to uncover and address the subtle incidents of discrimination. Speaking at an annual conference promoting girls' achievement in STEM, Martin asked some 80 middle and high school girls if they had ever heard or been told they couldn't do or study something because of their gender. “Nearly every girl raised her hand,” she said. “It was a sobering reminder to me about how much work needs to be done.” At Pacific, the concept of a Women's Center was already under discussion when the two catalysts, the new VP and the sexual assault, made it a top priority. If there is no Women's Center committee, start with the women's commission of faculty, administrators and students. Focus groups will help you refine the message. Track students you've worked with and incorporate their stories. “Gender equity and justice is the responsibility and work of every sector of campus,” said Martin. “It's enormously helpful to have a catalyst like the Women's Center to be able to provide some limited resources, energy and focus to this long-term project.” Determine how you'll strategically partner with other groups so all benefit. Seek out and form deep partnerships across campus but avoid losing the historical center. This year's political rhetoric has revealed that gender discrimination is still alive and well, and the academy is not immune. Women's Centers are about change; in today's political climate, they're needed more than ever. “The day that women do not have to plan their lives and families around the inhumane limitations of their academic workplace and schools is the day we won't need Women's Centers any longer,” she said. Contact: Martin1@pacific.edu or 209.932.2815