Meet new UVP Network member: Dan Berman, Vice Provost for Undergraduate Studies, Temple University.
Daniel Berman is Vice Provost for Undergraduate Studies and Professor of Greek and Roman Classics at Temple University. Dan brings to his position a vision that is focused on shaping Temple’s undergraduate curriculum to cultivate the knowledge, skills and abilities that will help Temple students succeed during and subsequent to their time on campus. His breadth of experience and his ability to work across schools and colleges are integral to framing a collaborative approach to the future of undergraduate studies at Temple.
Trained as a classicist, specializing primarily in ancient Greek literature and myth, Dan is a well-respected scholar. He has published two books, the most recent with Cambridge University Press, articles in flagship American and international journals, and chapters in edited volumes. Having taught a wide variety of courses in classical languages and culture, as well as in the general education and honors programs, Dan is known for his enthusiastic nature and innovative and passionate teaching.
As a member of the provost's senior staff, Dan provides leadership on all matters related to undergraduate studies, including General Education, Honors, Career Services, student advising, retention and graduation initiatives, and academic policy and support.
Dan earned his BA from the University of Michigan and a PhD from Yale University. Prior to joining the Temple faculty in 2009, he was a tenured faculty member at Pennsylvania State University. He has also served as Andrew W. Mellon Professor-in-Charge at the Intercollegiate Center for Classical Studies in Rome. Before his appointment as Vice Provost, he was chair of the Greek and Roman Classics department and Director of the Intellectual Heritage Program, a set of humanities courses that comprise a foundational component of the General Education curriculum.
Georgia Tech Provost, Rafael Bras, addressed the Reinvention Collaborative National Conference. Background for his remarks is here:
Institute Commission report outlines commitment and new approach to lifelong engagement with learners of all ages.
Apr 25, 2018 | Atlanta, GA
The Georgia Institute of Technology announces the official release of Deliberate Innovation, Lifetime Education, a report based on input and recommendations from the Commission on Creating the Next in Education, an Institute-wide commission of more than 50 faculty, staff, and students.
Using the year 2040 as a long-term vantage point, the Commission was asked to explore and evaluate innovative approaches to higher education, and address issues facing current and future students. The group was also tasked with making recommendations on alternative educational models that reduce costs, improve the effectiveness of current methodologies, and increase opportunities and accessibility to serve the needs of the next generation and beyond.
The Commission was convened in late 2015 by Provost Rafael L. Bras and co-chaired by Richard DeMillo, executive director of Georgia Tech’s Center for 21st Century Universities; and Bonnie Ferri, vice provost for Graduate Education and Faculty Development.
“The commitment to our core mission as a public technological research institution will remain unchanged, but we must be responsive to the larger forces impacting the higher education landscape,” said Bras. “The first day of classes at Georgia Tech in 2040 will serve a much more diverse population than the traditional students who have largely defined our past. We must ready ourselves now to meet such demands.”
The report is organized into three sections:
The Georgia Tech Commitment to a Lifetime Education
The overarching recommendation of the Commission is a proposal called the Georgia Tech Commitment to a Lifetime Education. The proposed commitment is a promise to students to provide an educational experience that is highly individualized and sustainable for a lifetime.
“The university of the future will not necessarily be confined to a physical campus where one spends a few years, earns a degree, and leaves,” said DeMillo. “To be responsive to changing demographics and transformed workplaces, the university experience will begin earlier in life and continue long after graduation. Most people will benefit from technology-enhanced advances in learning science to blend in-person and digital experiences that allow students to start, stop, and start again as personal and professional needs change. The Commission’s challenge was to find ways to achieve this vision.”
The Five Initiatives
The Commission recommends five initiatives aimed at closing knowledge gaps, prototyping new products and services, and building critical technological infrastructure to achieve the vision of a lifetime education.
Educating the Whole Person.
Developing New Products and Services.
Reinventing Advising for a New Era.
Introducing Artificial Intelligence and Personalization Technologies.
Deploying a Distributed Worldwide Presence.
These initiatives will result in new models of teaching and advising; new curricular models that support episodic educational experiences attuned to the needs of 21st century workplaces; a data backbone to enable predictive analytics that improve educational decisions and outcomes; and the integration of technology-enhanced coaches, mentors, and guides to help students navigate more complex educational pathways.
The Culture of a Deliberately Innovative Organization
The Commission recommends a systems approach to growing Georgia Tech’s capacity for educational innovation, as all ideas imagined in the report are predicated on a culture change across the institution. This reshaping would fuse research and educational cultures into a single, immersive culture of innovation.
“Georgia Tech is already known as a top-tier academic institution, but this reputation won’t be enough to grow and support the global Georgia Tech community of the future,” said Ferri. “Taking immediate and lasting steps to ensure that the Institute establishes a culture of deliberate innovation will set Georgia Tech apart and bolster the lifelong academic and career success of our learners.”
Provost Bras will host a town hall discussion and moderate a panel of Commission members on April 25 at 1 p.m. in the East Architecture Auditorium. Town hall attendees will have an opportunity to ask questions of the Commission leadership and will hear next steps on the formation of implementation groups.
The formation of formal implementation groups is forthcoming and will provide the basis for working groups on topics such as business models for new educational products and services, building a deliberately innovative culture, realizing the Georgia Tech Commitment to a Lifetime Education, and initiative execution.
“Georgia Tech has a rich history of innovation, and we are encouraged by the current and ongoing projects as the Commission transitions into the implementation stage,” said Bras. “We are making strides with a new advising initiative, new credentials, exploration of mini-mesters, and other efforts around our K-12 partnerships. The momentum is building, and we look forward to engaging our colleagues in future efforts.”
Stream the town hall and read the report at gatech.edu/ed-innovation.
Meet new UVP Network member, Debra Rudder Lohe, Acting Associate Provost for Faculty Affairs and Development, Saint Louis University
Dr. Lohe first came to the Reinert Center for Transformative Teaching and Learning at Saint Louis University in September 2009, as Program Director for Teaching Enhancement; she was appointed director in July 2011. She came to SLU from Washington University in St. Louis, where she served as Director of Writing Courses and Program Administrator for first-year writing in the Department of English. In those roles, Debie designed, implemented, and assessed curriculum at the program and course level; mentored graduate student teachers and part-time faculty; consulted on academic integrity cases; and oversaw the daily operations of the program, among other things. For almost twenty years, she has taught writing, literature, Women's Studies, and education courses to undergraduate and graduate students. She also has almost ten years of experience working in information technology in a medical environment.
Debie received her Ph.D. in English and American Literature from Washington University, where her scholarship focused on concepts of surrogacy and gendered authority in Victorian novels by women authors. She has developed numerous pedagogy workshops, including invited workshops at the annual meetings of the American Society for Virology (2013) and the Society for Nuclear Medicine and Molecular Imaging (2014). In 2010, she was invited as a Visiting Scholar to McMaster University in Ontario, Canada, where she facilitated writing workshops and retreats for faculty. Debie's educational development interests include managing transition in and developing sensible strategic planning processes for centers for teaching and learning. She is co-author of "Rethinking and Unthinking the Graduate Seminar," in a January 2015 special issue of Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture (focused on doctoral education in English Studies) and of "Negotiating a Seat at the Table: Questions to Guide Institutional Involvement," in To Improve the Academy: A Journal of Educational Development (June 2015). An active member of the Professional and Organizational Development (POD) Network in Higher Education since 2009, Debie is a past member of the POD Network board of directors (Core Committee), as well as the Executive and Finance Committees.
Meet new UVP Network member, Mary Kraus, Vice Provost and Associate Vice Chancellor for Undergraduate Education, University of Colorado, Boulder.
Mary J. Kraus is Vice Provost and Associate Vice Chancellor for Undergraduate Education at the University of Colorado Boulder. She joined the faculty at the University of Colorado Boulder in 1983 after earning her PhD in geology. Prior to her current position, Kraus was Chair of the Department of Geological Sciences from 2003 to 2009 and Associate Dean for Natural Sciences in the College of Arts & Sciences from 2012 to 2016.
In her current role, Kraus oversees campus-wide academic programs, including the Special Undergraduate Enrichment Programs, the Leadership Residential Academic Program and its partner Ethnic Living and Learning Community, the Top Scholarship Advising and Campus Assessment Office, the Student Academic Success Center, the Presidents Leadership Class, the Office for Student Success, and three ROTC programs. She also leads key campus student success initiatives and is involved in the development of recruitment and student support strategies that will enable CU-Boulder to recruit and retain a highly competitive and diverse undergraduate student body.
Kraus is a sedimentary geologist whose research focuses on using sedimentary rocks to interpret ancient climates and past climate change. She is particularly interested in understanding changes to the paleohydrologic cycle in response to geologically-rapid episodes of dramatic global warming that took place 55 million years ago. Dr. Kraus served as president of the Society of Sedimentary Geology in 2007-08 and is currently a member of the governing board of the Geological Society of America.
Outside of her professional activities, Kraus relishes hiking and biking and is an avid reader of mysteries, Civil War history, and British early modern drama. She also enjoys attending the theatre including the CU summer Shakespeare Festival.
Meet new UVP Network member, Ed Taylor, Vice Provost and Dean of Undergraduate Academic Affairs, University of Washington, Seattle.
Edward Taylor is vice provost and dean of Undergraduate Academic Affairs at the University of Washington where he oversees educational opportunities that deepen and enrich the undergraduate experience including First Year Programs, experiential learning programs, academic advising and support, educational assessment, the Center for Teaching and Learning and the University Honors Program.
Dr. Taylor is a professor in the UW’s College of Education, which he joined in 1995. His research and teaching center on moral dimensions of education and integrative education, leadership in education and social justice, and he has written, taught and presented extensively on these topics. In 2013, he co-authored the book Transformative Conversations: A Guide to Mentoring Communities Among Colleagues in Higher Education. Other publications include the co-authored Inside the Undergraduate Teaching Experience: The University of Washington’s Growth in Faculty Teaching Study, as well as several journal articles.
Taylor earned his Ph.D. in educational leadership and policy studies at the University of Washington. He earned a master’s degree in psychology and bachelors’ degrees in sociology and in psychology at Gonzaga University.
Active in the community, Taylor is a trustee of Gonzaga University; founding board member of Rainier Scholars, a scholastic preparation program for high-achieving children of color; and serves on the boards of College Spark Washington, Rwanda Girls Initiative and the Seattle Foundation. Nationally, Taylor is a member of the faculty of the Academy for Contemplative and Ethical Leadership, which is part of the Mind and Life Institute. Internationally, he has worked with township schools and school leaders in South Africa to help form a coalition of schools to serve children living in township communities. In 2014, Taylor received the Distinguished Graduate Award from the UW’s College of Education.
Many thanks to Buck Goldstein for his fireside talk at the Reinvention Collaborative National Conference on his and Holden Thorp’s new book.
Our Higher Calling: Rebuilding the Partnership between America and Its Colleges and Universities
There is a growing sense of crisis and confusion about the purpose and sustainability of higher education in the United States. In the midst of this turmoil, students are frequently referred to as customers and faculty as employees, educational outcomes are increasingly measured in terms of hiring and salary metrics for graduates, and programs are assessed as profit and loss centers. Despite efforts to integrate business-oriented thinking and implement new forms of accountability in colleges and universities, Americans from all backgrounds are losing confidence in the nation's institutions of higher learning, and these institutions must increasingly confront what has proven to be an unsustainable business model. In Our Higher Calling, Holden Thorp and Buck Goldstein draw on interviews with higher education thought leaders and their own experience, inside and outside the academy, to address these problems head on, articulating the challenges facing higher education and describing in pragmatic terms what can and cannot change--and what should and should not change. They argue that those with a stake in higher education must first understand a fundamental compact that has long been at the heart of the American system: a partnership wherein colleges and universities support the development of an educated and skilled citizenry and create new knowledge in exchange for stable public investment and a strong degree of autonomy to pursue research without undue external pressure. By outlining ways to restore this partnership, Thorp and Goldstein endeavor to start a conversation that paves the way for a solution to one of the country’s most pressing problems.
The Reinvention Collaborative welcomes Kent State University!
Kent State University Freshman Class Sets Enrollment Records Following Top Year for Graduates
From snow-capped mountains in Alaska to the tropical beaches of Hawaii to the South Korean countryside and palatial modern architecture in Oman, a diverse collage of students from around the country and the world has descended on campus. Together, they make up Kent State University’s robust student body, comprising more than 38,000 students from all 50 states and 100 countries.
The 2018 freshman class arrives as the largest for the Kent Campus in university history. With 4,363 students, this class has 100 more students than a year ago and topped the previous record high from in 2016.
The academic quality of this new class also reached record highs with an average 3.4 high school grade point averages (GPA) and an average ACT score score of 23.5. Nearly half of these new freshmen arrive with more than 16 college credits -- the equivalent of a full semester -- from courses they completed in high school.
This high-achieving class follows a record year for Kent State’s graduates who earned 5,758 baccalaureate degrees for the 2017-18 academic year, surpassing the previous year’s record and nearly doubling the number of baccalaureate degrees awarded in 2000.
Freshman Katie Applequist chose Kent State for many reasons, including following in the footsteps of a special family member.
“I initially looked into Kent State because of the good reputation I’d heard and the fact that my great grandmother graduated from Kent Normal School in 1930,” Ms. Applequist said. “Once I toured a few times and saw that the reputation of a nice campus, good food, a good honors and education program, and nice people wasn’t just talk, I was excited to begin my journey as a Golden Flash.”
In addition to the growing number of freshman students, the number of out-of-state students rose nearly 10 percent this year. The number of first-generation students also rose, up nearly 7 percent compared to last year.
Elijah Kirkland-Boyce, from the Pittsburgh area, is the first in his family to attend college. Now in his junior year, Mr. Kirkland-Boyce is pursuing a degree in athletic training in Kent State’s College of Education, Health and Human Services.
“I fell in love with the campus because it is so beautiful,” Mr. Kirkland-Boyce said. “Kent State wasn’t far away from home, but it was just far enough.”
The class size for underrepresented freshmen is also setting records as one of the largest in history, and the success gap between underrepresented and non-underrepresented is closing with the help of improved retention rates, up nearly a percentage point. Kent State’s University College offers academic diversity outreach and student support programs to help students explore majors, engage in the campus community, receive academic assistance and ultimately graduate.
Jordan Wilkins took part in Academic STARS, a six-week cultural transition and retention program designed for newly admitted African-American, Latin American, Hispanic, Native American and multiracial freshmen.
“The program helped me understand the significance of being African-American and my history,” said Mr. Wilkins, who graduated in May. “I never lost sight of why I was at Kent State in the first place.”
This year’s freshman class is also seeing an increase in international students. Students on the Kent Campus come from countries such as China, Saudi Arabia, India, Oman, Nepal, South Korea, Bangladesh, Canada and Nigeria – to name a few. The number of students enrolled at Kent State Florence in Italy is also trending up, just as classes get underway at the American Academy, a new partnership between Kent State and Pontifical Catholic University of Paraná (PUCPR), a major university in Brazil, for students who want a global experience while earning their degree.
Additional areas of enrollment growth include a spike in undergraduate and graduate students in Kent State’s College of Architecture and Environmental Design and the College of Public Health.
Enrollment on the campuses of Kent State University at Ashtabula, Kent State University at Trumbull and Kent State University at Tuscara was also improved.
Meet new UVP Nework member, Bethany Usher, Associate Provost for Undergraduate Affairs, George Mason University.
For the past five years, Dr. Usher has worked as Director of OSCAR, and has gained the confidence of the faculty and the students we serve. Below you can read more from the email sent by the Provost's office to the wider community:
"Dr. Usher will work in partnership with students, faculty, staff, academic deans and senior university leaders to develop, direct and evaluate undergraduate academic initiatives and policies. Taking ideas to action will be a critical part of this role, and she will collaborate across Mason to lead strategic university itiatives and respond to evolving academic issues."
Her decision is based on her focus to be forward facing, student-oriented, and service minded.
We here in OSCAR are proud of Dr. Usher's accomplishments and are excited to be working with her to continue Mason's campus-wide promise of innovative learning.
The Reinvention Collaborative is delighted to welcome Emory University!
"I implore every member of the Emory community to dig deep, to push ourselves, and support one another as we strive for the highest order of academic eminence. Let our shared commitment to Emory bind us, recalling the words of the anthropologist Margaret Mead, who famously said, 'Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it's the only thing that ever has.'" — Provost Dwight A. McBride
Meet new UVP Network member, Beth Hume, Vice Provost, Enrollment Services and Undergraduate Studies, and Dean of Undergraduate Education, The Ohio State University.
Elizabeth (Beth) V. Hume, PhD, returned to Ohio State to serve as Vice Provost and Dean of Undergraduate Education on October 1, 2017. In June 2018, the Office of Academic Affairs announced that Enrollment Services would be merged with the Office of Undergraduate Education under Dr. Hume's leadership. Prior to her current positions, she had joined Ohio States faculty in 1991 and, from 2006-2011, she served as professor and chair of the Department of Linguistics.
Dr. Hume previously served as head of the School of Language, Social and Political Sciences, dean international of the College of Arts and professor of linguistics at the University of Canterbury in Christchurch, New Zealand.
At Ohio State, she taught undergraduate and graduate students at all levels. Dr. Humes research has focused on diverse factors that shape language sound systems from a range of disciplines including linguistics, psychology, computer science and mathematics, and her work is widely published. She is the author or co-author of five books and more than 50 papers, editor of 16 books and, since 2008, she has served as the associate editor of Phonology.
Her extensive service to the university included spearheading the creation of the Buckeye Language Network to facilitate language-related initiatives among more than 60 Ohio State faculty conducting research in the language sciences. In addition, she served on the University Senate and was a core member of the Committee on the University-Wide Review of Undergraduate Education, giving her a particular understanding of the relevance of the universitys current review of the General Education curriculum (Gen Ed) underway.
Her professional memberships include the Association for Laboratory Phonology, the Canadian Linguistic Society, the New Zealand Linguistic Society and the Linguistic Society of America.
Among her contributions to the University of Canterbury, she helped reorganize a college structure into two large schools and developed administrative systems for the schools. Dr. Hume also provided oversight to establish and maintain international partnerships, e.g., exchanges and study-abroad programs, and oversaw the development of international strategic and operational plans that fostered and supported student recruitment and retention initiatives.
She earned a BA (Hons) in French languages and literatures, Universit Laval, Quebec, Canada; an MA in French, McMaster University, Hamilton, Ontario; and an MA and PhD in linguistics from Cornell University.
The Reinvention Collaborative is delighted to welcome new member, the University of Illinois, Chicago!
Chicago's Public Research University: Located in the heart of one of the world’s great cities, the University of Illinois at Chicago is a vital part of the educational, technological and cultural fabric of the region. As Chicago’s only public research university with 30,000 students, 15 colleges, a hospital and a health sciences system, UIC provides you access to excellence and opportunity.
Meet Sandra Kelly, Vice Provost & Dean for Undergraduate Studies, University of South Carolina.
Sandra Kelly was born and raised in Sault Ste. Marie in Northern Ontario and received her Ph.D. from McGill University in neuroscience in 1985. Her postdoctoral training was at the University of Iowa and SUNY Albany prior to assuming a faculty position at the University of South Carolina in 1988 where she has been ever since. Her teaching has included a range of courses from introductory psychology to introduction to neuroscience to drug use and abuse to advanced graduate courses in neuroscience. Her research has examined the impact of alcohol exposure during development on the brain and behavior and how different drug treatments can alleviate the effects seen in Fetal Alcohol Spectrum Disorders. More recently her research focus has been on the neural bases of consciousness, happiness and meditative states. Dr. Kelly’s research has been funded by a number of federal agencies and foundations. Her extensive service to the university includes being Chair of the Faculty Senate, Undergraduate Director and Graduate Director in the Department of Psychology, serving on the University Committee on Tenure and Promotion, and serving as an Associate Dean in the South Carolina Honors College. Dr. Kelly has been the recipient of a number of teaching, mentoring and research awards including being awarded the Carolina Trustee Professorship for having strengths in teaching, research and service. She is currently serving as the Vice Provost and Dean of Undergraduate Studies at the University of South Carolina.
Meet new member, Jessica Waters, Dean of Undergraduate Education & Vice Provost for Academic Student Services, American University.
Jessica Waters is the Dean for Undergraduate Education and a faculty member in the School of Public Affairs as well as an adjunct faculty member at the Washington College of Law. Her research focuses primarily on reproductive rights law. Her recent work has explored questions related to the legal impact of women’s medical decisions during pregnancy and childbirth, employment-based conscience protections for reproductive health care providers, and the reproductive rights of employees working for religiously affiliated employers. Her work has been published in the Harvard Journal of Law and Gender, the American University Journal of Gender, Social Policy and the Law, the Yale Journal of Law and Feminism, and the Stanford Journal of Civil Rights and Civil Liberties.
Prior to joining to joining the AU faculty full-time, Professor Waters was an adjunct professor at Washington College of Law and a litigator at WilmerHale, where she specialized in criminal defense litigation, internal investigations, and reproductive rights litigation and advocacy. She also clerked for the Honorable Emmet Sullivan on the D.C. District Court. Professor Waters previously worked at a non-profit organization dedicated to protecting access to reproductive health care.
Professor Waters also previously served on the Children's Law Center Advisory Board, and as a guardian ad litem in the D.C. courts.
Welcome to new member, Paul Kreider, Vice Provost for Academic Strategies, Curriculum, and Assessment at West Virginia University.
As vice provost for academic strategies, curriculum, and assessment at West Virginia University, Dr. Paul Kreider provides the leadership and vision to create, implement and manage the strategic direction for education on all campuses of WVU, including the main campus in Morgantown, WVU Tech in Beckley and Potomac State College in Keyser.
In his previous role as dean of the WVU College of Creative Arts, Kreider enriched the college’s curriculum by adding several academic programs, including Musical Theatre, Music Industry, Music Therapy and Dance. He also significantly enhanced the college’s facilities.
Kreider worked with faculty and staff in the School of Art & Design to open the Art Museum of WVU and the Nath Sculpture Garden and oversaw the conceptual design of the ongoing expansion of college’s main facility, the Creative Arts Center. Additionally, he created a vibrant arts outreach program in the college and revitalized recruitment, resulting in a dramatic increase in enrollment. The fall 2017 entering class of CCA majors is projected to be the largest in decades.
Kreider joined West Virginia University as dean of the CCA in July 2011. He previously served as dean of the College of Fine Arts and Communication at Western Illinois University; chair of the Department of Music at Northern Kentucky University; associate dean of the College of Fine Arts at the University of Nevada, Las Vegas; chair and assistant chair, coordinator of Vocal Studies and director of Opera Theater at the School of Music at the University of Nevada, Las Vegas.
Kreider’s work as an administrator follows a very successful career as a recording artist and performer. As a professional baritone, he sang with renowned operatic companies and symphony orchestras and appeared on stages around the world.
The Reinvention Collaborative welcomes Iowa State University! Iowa State features numerous innovative programs, including ISCORE/NCORE.
Staff brings tools back from NCORE to empower students
Japannah Kellogg, director of the Student Support Services Program, is one member of Iowa State's staff who makes the trip to the National Conference on Race and Ethnicity (NCORE) every year. This year's trip was the first week of June.
"I think you can have conversations around race but not that many people are comfortable having conversations around race," Kellogg said.
Iowa State takes 20 students to the conference, and they can only attend once. Kellogg said each year is different because each group experiences it for the first time.
Part of the experience is learning about an ethnicity that is not their own. Some people questioned having students learn about someone else when they don't even know themselves, but Kellogg said students say they learn about themselves by first learning about someones else's struggles.
The point of attending the conference is to influence how leaders address race. For some students, it's implemented in current leadership, such as a Community Adviser in the dorms. Some will use it later, as educators in their own classrooms.
"It is, and is not, about these 20 [students]," Kellogg said. "It's about the 30,000 who can't go."
Iowa State also takes professional staff from across disciplines and departments to learn from the conversations at NCORE. Kellogg said it's staff participation that will make a difference to Iowa State's cultural climate.
"This is a thinktank of issues that happen on college campuses," Kellogg said.
Kellogg said staff, from the new president down, has to be aware of the campus climate and that students are hurting. They come concerned about the safety of the families they leave behind.
Kellogg said some students may have been the only English speaker in their family and were the family translator, or their parents have stopped driving out of fear and now don't have a way to get around. They come to campus to unpack those feelings and experiences.
"That's real," Kellogg said. "Staff has to recognize that and move our students from a place of trauma to a place of resiliency."
Despite coming from different regions, Kellogg said many of the conversations around race in higher education are similar because of social media. The location of the conference also brings new awareness to those attending. One example Kellogg gave was San Francisco, which has a noticeable homeless population that isn't seen in Iowa.
A college campus is where those conversations should be happening, Kellogg said.
"For the first time, students are more aware of their surroundings," Kellogg said. "And more aware of where they came from."
Iowa State is a predominantly white institution, and Kellogg said diversity comes from pockets. Kellogg works with first-generation and low income students, which is a mixed race group and is not just for racial minorities.
Iowa State gets some recognition at NCORE, particularly with the involvement of Tom Hill, former administrator, and starting a spirit day at the conference. They're also known for ISCORE, the Iowa State Conference on Race and Ethnicity.
Kellogg thinks it's the novelty of Iowa State. Other institutions attending see it as something to achieve to. Kellogg said they say, 'if they're doing it in Iowa, we should be doing better where we are.'
Because of that Kellogg has advised other institutions in starting their own campus conferences to talk about race. "A lot of people wanna have what we have," Kellogg said. Kellogg tells them to capitalize on whatever they already have to start the conversation on their campus.
Kellogg plans to propose a way for Iowa State to expand the conversation as well. Kellogg called it "Beyond ISCORE." One way to bring the conversation out the rest of the year, not just around the conference, would be to hold discussions after lecture program events.