On Campus - with CITI Program

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. 

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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.

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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.

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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.

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Tiffany Bailey serves as the Director of Equal Opportunity and Americans with Disabilities Act (ADA) Coordinator in Equal Opportunity and Compliance (EOC) at the University of North Carolina at Chapel Hill. In this role, Tiffany is responsible for overseeing compliance efforts including policies and procedures that address the ADA, federal, and state regulations for individuals with disabilities. She facilitates the accommodation process for faculty and staff, while also coordinating ADA training. Tiffany also works with human resource partners to ensure equity and equal opportunity in the employment process and fulfilling the institution’s obligations related to equal employment opportunities (EEO) plans.

The Americans with Disabilities Act (ADA) aims to make education more accessible for individuals with disabilities in both face-to-face and online courses. Accommodations in online learning are equally as important as accommodations in traditional face-to-face courses. In online learning, accommodations can vary from accommodations in face-to-face courses. Accommodations in an online course can range from screen readers to closed captions, transcripts, and more. Currently, multiple resources are available to learn more about accommodations in higher education, including CITI Program’s A 21st Century Approach to ADA Compliance: Equity and Access webinar.

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Dr. Diana L. Brandon is a Teaching Faculty member of the Educational Psychology and Learning Systems program at Florida State University (FSU). She joined the FSU faculty in 2020. Her career includes a wide variety of teaching environments including higher education, K-12 classrooms, and museum education. Diana’s research interests include technology integration in education and professional development in a variety of environments. She has produced over 25 peer-reviewed papers and presentations. Diana has a Ph.D. from Michigan State University (Educational Psychology and Educational Technology, 2018) and a MS and BS from Virginia Tech (Curriculum & Instruction, 2011; English, 2009).

Instructional design is a fundamental component of creating any class, however; differences do exist between traditional face-to-face instruction and online instruction. Since the transition to online learning during the COVID-19 pandemic, online courses have continued to maintain their spot as a fixture within higher education in the U.S. Many students, have continued to enroll in online courses even after traditional face-to-face courses resumed at campuses across the country, due to the flexibility online learning provides. In these online courses, creating a sense of community can be a factor in ensuring a student’s success in the course. Through the principles of instructional design, administrators, faculty, and staff can create an environment in which online courses are just as engaging as traditional face-to-face courses and form an online community.

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Dr. Elizabeth Riley is a seasoned academic leader with over twenty years of higher education experience at every degree level, in both public and private institutions. Dr. Riley received her BA in Psychology from Chapman University and her MA and Ph.D. in Psychology from Southern Methodist University, where she conducted research on the impact of psychological interventions on the physical and emotional health of cancer patients. After serving as faculty for several years, she held a number of leadership positions for Capella University, including Dean of Psychology, Assistant Provost for Faculty Affairs, and Vice President for Faculty Affairs. Dr. Riley also served as Vice President of Instruction at Stanbridge University, where she functioned as the Provost. Currently, Dr. Riley is Dean of Health Occupations at Cerritos College.

Leadership is an integral part of career development for individuals across professions and disciplines. Critical areas of leadership often include communication, relationship building and conflict management, team building, change management, and problem-solving. In higher education, leadership is often viewed as a critical factor in the institution’s future. With the immense pressure facing higher education leaders today from internal and external stakeholders, being an effective leader is challenging yet doable. Currently, multiple resources exist online to further develop leadership skills, including CITI Program’s Becoming an Effective Leader course.

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Jim Siegl, CIPT, is a Senior Technologist with the Youth & Education Privacy team at the Future of Privacy Forum (FPF). For nearly two decades prior to joining FPF, Jim was a Technology Architect for the Fairfax County Public School District with a focus on privacy, security, identity management, interoperability, and learning management systems. He was a co-author of the CoSN Privacy Toolkit and the Trusted Learning Environment (TLE) seal program and holds a Master of Science in the Management of Information Technology from the University of Virginia.

Shea Swauger (he/him) is a Senior Researcher for Data Sharing and Ethics at the Future of Privacy Forum. He holds a BA in Philosophy, and a Masters of Library Science, and is currently working towards a PhD. in Education and Critical Studies.

A 2021  Educause article showed that while many believe students who have grown up with technology are not concerned with the privacy for their data, research shows otherwise. A 2018 Pew Research Center survey found that almost all Americans 18 to 24 years old utilize social media, ranging from YouTube to Twitter. A 2019 Insider Higher Ed survey found that 46% of faculty taught at least one course online. As technology within education continues to grow, and the world becomes more connected through the internet, student privacy will continue to be a topic of discussion. In the U.S., specific laws and regulations aim to protect student privacy, such as the Family Educational Rights and Privacy Act (FERPA).

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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.

Monkeypox is part of the variola virus family, the virus which causes smallpox, according to the U.S. Centers for Disease Control and Prevention (CDC). The virus often shares symptoms like those in smallpox patients, however, less clinically severe according to the World Health Organization (WHO). The WHO reports the first human case of monkeypox was recorded in 1970 and is a disease of global public health importance. The first case of monkeypox was reported in the United States in 2003. The CDC is currently tracking an outbreak of monkeypox in several countries, including the U.S., which does not normally report the virus. Colleges and universities in the U.S. have started to report cases across the country according to an August 2022 report from National Public Radio (NPR). However, higher education institutions can take steps to prevent the spread of monkeypox through testing, vaccination, preventing stigma, and educating their campus population on the virus.

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Michal Paul is an Assistant Professor of Mathematics at Tallahassee Community College and a doctoral candidate in Educational Policy and Program Evaluation at Florida State University. She researches the relationship between student success in STEMM gateway courses and educational outcomes with a focus on equity and access for students from a wide range of academic and social backgrounds. She has more than 15 years of experience teaching mathematics and AVIDS at the secondary and post-secondary level. In 2015 she was recognized with the Presidential Award for Excellence in Mathematics and Science Teaching. Michal believes “math” should be everyone’s favorite four-letter word.

The COVID-19 pandemic forced faculty, staff, and students to engage with online learning, which has continued to have a lasting impact on higher education. Online and hybrid learning has continued to increase in popularity, even after the transition to online learning during the onset of the COVID-19 pandemic. With the increase of learners online, factors such as access, equity, and fair grading practices continue to be a major topic of discussion within the field. Many faculty members might perceive their grading practices to be fair, yet those practices can often times unintentionally reinforce achievement gaps amongst students. Fair grading practices in online learning could provide students with a level playing field in an educational environment.

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