diversity luminary may2016

The Division of Diversity and Inclusion at Emerson [email protected]

May 2016

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The Luminary

The Division of Diversity and Inclusion Newsletter at Emerson College

May 2016

A note from Dr. Sylvia SpearsVice President of Diversity & Inclusion

Pushing Through Resistance

The end of the spring semester is often a time of great celebration. We have survived yet another academic year. We have watched our seniors and graduate students make their way through their final exams, projects, and capstones. We have congratulated newly promoted faculty. We have thanked staff for their hard work throughout the year. And finally, we have come together at Commencement as a community to officially send our students off into the next phase of their lives. After a few days or weeks, we will settle into a leisurely period of reflection, when we have the space and time to consider what we have accomplished over the course of the spring and fall semesters.

This year, while riding the shuttle bus back to campus after a very long day at both the undergraduate and graduate Commencement ceremonies, I was unexpectedly jolted into reflection. A colleague who I greatly admire and respect asked me one very simple question in the form of a statement. “Sylvia, please tell me that we have made progress on diversity and inclusion this year,” he said, with a mixture of hope and desperation in his voice.

Those of you who know me, know it is rare for me to be at a loss for words. Yet, I was in that moment. The air seemed to thicken as my colleague waited in anticipation of my answer. Time slowed as I searched for the right words, words I could be sure were grounded in truth and not warmed by aspiration or desire. I finally responded, “We have made some progress in some areas, and not made much progress in some other areas.”

I further explained that the work many of us have been focusing on this year reaches deeply into the center of the College. Our work has not been about symbolic gestures that mask hollow actions or about the performance of the kind of diversity work that begins and ends with touristy celebrations of cultural differences. Much of our collective diversity work has raised questions about the very core of the College’s educational mission and how we fulfill that mission.

As a system, we are in the midst of a seismic organizational effort that seeks to change the culture of the College toward more inclusive practices in all areas. With any effort of this nature comes resistance. This is simply how institutional systems function.

No matter how committed members of our Community may be to the ideals of diversity and inclusion, this kind of change produces tension and anxiety. On an individual level, it can create a conflict between the desire for change and the need to maintain personal comfort. Yet without making our way through this discomfort, there will be no change.

Despite the presence of well-intended people, some members our community – just like any other community – may lean away from real change and seek comfort in smaller changes that don’t rock the boat. Another way to think about this is to “see change as valuable…as long as it doesn’t mean I have to change or do anything differently.” Embedded in this notion is a belief that change should occur around us but not by us. A commitment to Inclusive Excellence means rolling up our sleeves and facing change head on with the courage and commitment to sit through our own discomfort and still press forward. It means letting go of the very structures we may have helped to create because there may now be a better way to accomplish our goals.

In these moments, I am reminded that all systems are perfectly aligned to obtain the results that they do. Unless we change what we do, the system will continue to perpetuate the status quo. We must press through our own resistance, the resistance of others, and the resistance embedded in the very structures in which we work, learn, and live to create change. We must press forward as if our humanity depends on it because it does.

Sylvia C. Spears, Ph.D.Vice President for Diversity & Inclusion


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Spotlight

Faculty Recipient: Dr. Brenda Wrigley

Dr. Brenda Wrigley is Associate Professor and Chair of the Marketing Communication Department at Emerson College. She teaches and conducts research in the areas of gender and diversity, public relations, corporate communications, crisis communications, and management. Dr. Wrigley is particularly passionate about LGBTQIA+ issues affecting organizations. She is a big proponent of diversity training and engagement as a primary method of creating socially responsible spaces. In February, Dr. Wrigley was named to the Diversity and Inclusion Subcommittee of the Plank Center Board, part of The Plank Center for Leadership in Public Relations at the University of Alabama. Dr. Wrigley joined the Subcommittee to promote the reach of diversity and inclusion in the field of marketing and public relations. At Emerson, Dr. Wrigley has served on the Carnegie Classification Steering Committee as well as several search committees including Associate Vice President and Title IX & Clery Act Coordinator, Emerson Los Angeles Director, and faculty positions within Marketing Communication. As Chair of the Marketing Communication Department she spearheaded the pilot of a website for undergraduate Marketing Communication majors to provide resources regarding the department while ensuring diverse and inclusive representation in the online content. We deeply appreciate Brenda’s contributions to advancing Inclusive Excellence at Emerson and in her field.

Staff Recipient: Chris Daly

Chris Daly is a relatively new staff member at Emerson College, having joined as Director of the Office of Retention and Student Success two years ago. In that capacity, Daly is responsible for the coordination and support of programs and retention efforts that foster academic and personal success of undergraduate and graduate students at Emerson. In her short time at Emerson, she has already served on numerous institutional committees and working groups, including the Campus Climate Committee, the Community Coordinated Prevention and Response (CCPR) Team, Emerson’s Leading for Change Institutional Team and it’s sub-committee devoted to analyzing student success, and the Veteran’s Affairs Task Force. She is also a member of the Emerson Resource Group eQual, for staff and faculty who identify as LGBTQ and their allies. Within Enrollment Management, she has lead the emersonPATHWAYS Committee and the Enrollment Management Diversity Committee. Chris has shown extraordinary dedication to ongoing professional development related to diversity and inclusive practices. We are pleased to extend this recognition to Chris for her unwavering commitment to Inclusive Excellence.

Student Recipient: Kimberly Anderson

Kimberly Anderson is President of Women in Motion, a student-run organization dedicated to supporting women in leadership roles at both student and professional levels of filmmaking. As President of Women in Motion, she helped organize the first Emerson College Women in Film and Media Summit, where women in “behind-the-scenes” roles gathered to share their experiences and discuss how a new generation of film and media makers can effect change and open doors for women in the industry. With Anderson’s input and participation, the Summit was devoted to bringing in intersectional voices and showing political and social justice films in addition to traditional/commercial media. Anderson has only been a member of the Emerson College community for two years, but in that time has led an on-campus fundraiser for Planned Parenthood, and supported the efforts and initiatives of Emerson Peace and Social Justice and E.A.G.L.E. Kim was acknowledged at the Emerson Recognition Awards (ERA) for her extraordinary work in advancing Inclusive Excellence.

By Rebecca RozenbergOffice of Diversity and Inclusion Staff

Spotlight: 2016 Inclusive Excellence Award RecipientsEach year, the Division of Diversity and Inclusion honors community members who have demonstrated leadership in inclusion at Emerson. The Inclusive Excellence Awards recognize staff, faculty, and students who are selected based on their creativity and innovation in contributing to the College’s inclusion-related goals. This recognition reinforces Emerson’s commitment to diversity and inspires other community members to find their own ways to advance Inclusive Excellence at Emerson.

photo: emerson.edu

photo: emerson.edu

photo: linkedin


May 2016

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Features

Sitting in the faculty assembly on March 29, watching a video about last year’s student walkout, all I can think is how differently I felt back then compared to how I was feeling now. A year ago, I was frustrated, disheartened, and disillusioned.

Before coming to Emerson, I had grown up in predominantly white neighborhoods, and thought I was used to being in the minority. But never before had I been so overwhelmed by a sense of otherness. Never before had I been the only nonwhite student in a classroom. I was shocked at the number of microaggressions I witnessed on a daily basis at an institution that claimed to be so inclusive. This was not a place that loved and accepted its students of color. This was a place where white students casually used the n-word in the dining hall. This was a place where swastikas were scrawled in dorm buildings. This was a place where classrooms, stages, film sets, and other spaces were dominated by whiteness.

When I decided to come to Emerson, I’d envisioned a college experience that reflected the many vibrant cultures of the city this school calls home. But by the end of my freshman year, that vision seemed more like a fantasy. While I had made some incredible friends and loved many aspects of my life at Emerson, there was something missing that I felt I’d been promised: a sense of belonging.

Last April, when students of color left their classrooms in protest of the racism that still plagues Emerson, this is the message they gave:

“I am leaving class because I am tired of being othered by my peers. I am leaving class because cultural training of my professors must be required. I am leaving class because every space at Emerson must be a safe space.”

Many students of color felt exhausted, hurt, and voiceless, unable to find a way to be seen or heard due to our small numbers. But we were speaking up, joined by friends and allies. Together, we were taking space because it was not being given to us freely.

On April 28, 2015, there were tears among us as students of color shared story after story of the oppression they had faced here at Emerson.

One month shy of a year later, on March

29, 2016, there are words of encouragement and congratulations as members of the newly formed student organization Protesting Oppression with Educational Reform (POWER) stand in that same space to speak to the faculty assembly about the progress that has been made and what still needs to be accomplished.

This time, I feel more hopeful. This time, we have been offered this space – an improvement already. We are not here just to air grievances; we are here to do work, to make tangible progress. As POWER leaders Nathaniel Charles and Taylor Jett are given the floor, it is easy to see the shift of tone in contrast to a year ago. Microphones instead of megaphones. PowerPoints instead of posters. Optimism instead of desperate exhaustion.

POWER consists of one student representative from each department who serves as liaison between students, faculty, and administration on cultural competency and diversity issues. At the assembly, each member of POWER is given time to explain what actions, if any, have been taken by their academic department in the year since the walkout, and what still needs to be addressed. It is our chance to hold our departments accountable and encourage them to continue moving forward.

As the WLP senator for POWER, I wanted to express what kinds of changes faculty and administration can make immediately, because I am tired of waiting. I have been told time and again that change happens slowly. But I am here now, and in a mere two years’ time, I’ll be graduating. I want to be able to look back on my time at Emerson and say I witnessed change happen, and that I left an Emerson that was better and more inclusive than it was in 2014.

It is easy to say that Emerson’s diversity problems stem from our skewed demographics and that it’s difficult to teach an inclusive and culturally aware class when most of the voices and perspectives in the classroom are white ones. Initiatives such as

the Class of 2016’s proposed gift to the college, a scholarship to help students stay at Emerson who might otherwise have to leave for financial reasons, will hopefully begin to address this problem—but that’s just a start. And while it is imperative that Emerson works to raise the number of students of color who attend the college, I still implore faculty to ask themselves: what can I do to make sure that the students of color who are already here feel safe, comfortable, and accepted in my classroom?

As a student of color, I should not have to bear the burden of my college’s failure to bring in a diverse student body. I should be supported while I am still here, instead of being told it is too late for me, that progress can only happen slowly and in some distant future.

Education is what prepares us for the rest of our lives. What students are taught at Emerson will influence the ways they interact with others, the kind of art they produce, and their personal worldviews. I don’t want my Emerson education to prepare me to repeat the patterns of a system that is already in place: the system that benefits straight, white, cisgender males. I want Emerson to prepare me to challenge the status quo, to bring my own insight and ideas into all of my work, to be able to represent myself and others consciously. That is what I think of when I think “innovation in communication and the arts.” To me, innovation is bringing something new and interesting, it’s making your industry a more inclusive space by telling stories that haven’t been told before or haven’t been told enough. As future

Reflection: Faculty Assembly Student Walkout - One Year Later

Photo: Lucie Pereira


May 2016

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artists, communicators, and media-makers, Emerson students should be prepared to critically examine the industries we will be entering and become advocates for change. Emerson promised me that I would leave with the tools to do that.

From talking about how to conduct fair and unbiased crew calls to diversifying readings and film screenings to allowing journalism students to cover stories outside the U.S., members of POWER offered the faculty assembly numerous ideas for improvement. There are many ways that diversity and inclusion can be implemented, whether by adding an author of color to the syllabus or engaging in a class discussion about the best way to light a stage when working on a play with actors of different skin tones.

The March faculty assembly resulted in the passing of a motion with three parts:

1. The requirement of training related to diversity and inclusion for all faculty, the first series of which will be completed by December 2016.

2. An audit of all current curricular objectives, syllabi, case studies, course descriptions, and program requirements to be completed by November 2016.

3. The development of a training plan for faculty who have been identified multiple times through the bias incident report system and/or course evaluations.

As a student, as a member of POWER, as somebody who sat on the floor of the Bordy one year ago and listened to the powerful

and heartbreaking stories of my peers, I’m proud to see action being taken by Emerson faculty. It’s a wonderful, affirming feeling to be heard, and for real action to be taken in response. Some departments have been more responsive than others. Some changes have been effective, some haven’t. It’s a process that’s going to need a lot of hard work and cooperation, but in the end it will be worth it. To me, there is no better goal than equality and inclusion, and a better Emerson is something we should all be proud to work towards.

By Lucie PereiraOffice of Diversity and Inclusion Staff

In November 2014, the Emerson College Office of Diversity and Inclusion conducted the Emerson360: Community Climate Survey. The survey was administered in two parts: to students regarding general climate and perceptions as well as education, training, and support related to power-based interpersonal violence; and to faculty and staff seeking feedback regarding the College’s work environment. Both surveys also incorporated custom statements focused on gauging community perceptions of diversity and inclusion. Climate surveys like the one Emerson administered are considered an essential step for Colleges and Universities in developing comprehensive prevention and education programs related to power-based violence, as well as assessing the level of employee satisfaction.

Almost two years after the survey was administered The Luminary is taking a look at

how Emerson College administration has reacted to the results and what actions steps they have taken. Last summer and fall, academic and administrative departments submitted goals in response to results for their specific department addressing ways they could “move the needle.” Departments will submit an update on these goals and their progress to the Office of Diversity & Inclusion this summer.

The Campus Climate Committee, currently comprised of staff (faculty and students have previously been on the committee), was charged with assessing and discussing climate at Emerson College and the results of Emerson360. In the fall of 2015, the Committee submitted initial recommendations to President’s Council and will be following up with prioritized recommendations in May. The Climate Committee’s recommendations were grouped into four categories: internal satisfaction, human and departmental resources, communication and collaboration, and space and facilities. The President’s Council, the Council for Inclusive Excellence, and the Campus Climate Committee will oversee College-wide action plans and steps towards change resulting from the November 2014 Emerson360: Community Climate Survey.

A subcommittee of the Campus Climate Committee, the Student Survey Committee, met twice a month during the Fall 2015 semester to analyze the quantitative and qualitative results of the student survey. Dr. Melanie Matson, Director of Violence Prevention & Response, and Pam White, Associate Vice President and Title IX & Clery Act Coordinator, chaired that committee, which submitted recommendations in the following dimensions: climate and perceptions, knowledge of policies and resources, education and training, fair treatment, and incidence and prevalence. The Student Survey Committee plans to conduct several focus groups with students next fall with the goal of enhancing interpersonal violence resources, ensuring that people from diverse backgrounds are valued, and that the administration takes into account the thoughts and opinions of students.

More information on the Emerson360: Community Climate Survey can be found on the Diversity and Inclusion website: emerson.edu/diversity


Emerson360: Community Climate Survey Update


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April was Autism Awareness Month. To recognize and celebrate the many different voices of Autism, the Office of Diversity and Inclusion podcast, Common Ground, produced a three-part series on Autism. For

Features

services provided to them, and life as parents of children with autism. Part 3 features Emerson student Sean Mullaly (BFA Acting) speaking about his experience with autism from pre-diagnosis to his days as a college student.

Common Ground podcasts are available at commonground.emerson.edu and for free on the iTunes store.


Common Ground Podcast Releases Episode 5: Autism Awareness

Episode 5 of Common Ground, “Autism Awareness,” Podcast Coordinator, Beverly Bates, reached out to Emerson community members and members outside of our community to speak with them about their experience with Autism Spectrum Disorder. Part 1 features Ruth Grossman, Associate Professor of Communication Sciences & Disorders, and Matt Fisher, Assistant Director of Disability Services at Emerson College. Part 2 features Kevin Pasternak and Ali Forman, Communication Sciences & Disorders graduate students, talking about their time working with young people with autism; and Ann and John, parents with two young children on the autism spectrum, discussing their daughters’ diagnoses,

Emerson Resource Group (ERG) Updates

A contingent of Emerson employees, students, alumni, and pets – all clad in purple, gold, and rainbow – carry the Emerson banner and march alongside President Pelton in downtown Boston under a hot June sun. In the Iwasaki Library a dozen staff and faculty circle around a collection of toddlers, children, and pre-teens as they scramble for fun and fancy headwear while a librarian reads Caps for Sale for the second year in a row. And at the self-proclaimed “intersection of friends, food, and music,” staff and faculty of color gather together around dishes of southern comfort food.

In the past year, these moments of community were sponsored by eQual, EmCares, and Fusion, the three Emerson Resource Groups (ERGs) at the College. Though each was designed with a specific mission and vision, the ERGs share a common goal of improving quality of work-life and building community among all staff and faculty at Emerson.

Eric Glaskin, co-chair of eQual, highlights the Boston Pride Parade as eQual’s kick-off this past year. Consistently rated one of the top LGBTQ-friendly Colleges in the nation, Emerson faculty, staff, students, and alumni together had never before participated in this annual Boston event. Glaskin looks forward to an even larger representation of Emerson community members at this year’s Pride Parade on June 8, 2016.

Before Fusion was formed, staff and faculty of color had spontaneous affinity gatherings in various locations both on- and off-campus, but never in a regularly scheduled manner. This year, under co-chairs Tikesha Morgan and Jessica Chance, they’ve successfully held staff and faculty of color gatherings that included a reading with Professor Jabari Asim who shared his piece, “Driving While Black (While Not Even Driving)” and a social gathering at Darryl’s Corner Bar & Kitchen.

In August, EmCares held the second annual Bring Your Loved Ones to Emerson event. During this past year they’ve also increased interaction with the administration, specifically through dialogues with Human Resources regarding family medical leave, and a letter outlining recommendations to improve upon staff perceptions related to leave policy and process sent to President Pelton and Alexa Jackson, Chief Human Resource Officer of the College.

Now that the new ERGs eQual and Fusion have gone through a year of establishing ground, Robert Amelio, executive sponsor of eQual along with Alexa Jackson, executive sponsor of Fusion, hopes to see the three ERGs collaborate on new events that impact the institution as well as expanded leadership representation. One successful collaboration was “You Work Here?” an ERG networking session for nearly 20 staff and faculty in the Skybox on April 7. The event, a pilot that

included lunch and speed-networking, served as an opportunity for the ERGs to see how they can work together to develop future programs and events for all staff and faculty as a way of continuing to reduce silos at Emerson.

By Alayne FioreOperations Manager & Special Assistant

Diversity & Inclusion

For more information on starting an ERG, contact

[email protected]

eQualA group for staff and faculty who identify as LGBTQ (Lesbian, Gay, Bisexual, Transgender, Queer) and their allies.

[email protected]/eQual

FusionA group for staff and faculty of color, supporters, and allies.

[email protected]/fusion

EmCaresA group for staff and faculty parents and caregivers.

[email protected]/emcares


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Features

Tips for Studying Abroad1. Keep an open mind. Remember: you’re there to experience the culture, not change it—follow their customs with respect, and you might find your perspective changing.

“At first, when an Italian kissed me on the cheek as a greeting I immediately thought that they were being creepy, a very harsh assumption. Over time, I became used to the greeting and I took part in it as well. I realized that cultures are just different, which doesn’t make one “weirder” than another.”

Alex Shore, Italy, Arcadia University, Summer 2015

2. Be flexible. Plans have a funny way of going awry when you’re abroad.

“I swore I knew which stop to get off at, but I was very wrong. [My friend and I] looked at each other with wide, slightly nervous eyes and decided we needed to just get off at the next stop and figure out what we did wrong. We decided that we needed to just get on whatever train was going to take us back to the center of the city next. We had no idea if we were near the museum; we just decided that we would eventually find it. We wandered, got fries, went into shops, and saw more of Amsterdam that day than I did any other.”

Maddie Chricton, Kasteel Well, Spring 2015

3. Get lost! You’ll learn more about the city and your travel buddies this way.

“Sometimes it doesn’t matter where you go, but who you go with. Some of my best experiences were ones that I didn’t plan, but said “yes” to because I decided to be spontaneous and wanted to get to know someone better by taking a trip with them.”

Brianna Arrighi, Kasteel Well, Summer 2015

4. Spend time with the locals. They’re the true experts of the city and tourist spots can be very limiting.

“We decided to find a club, famous for its Carnival celebrations. We thought we found it and so we entered, only to find out in a few minutes that we had accidentally crashed a university costume party! But the host graciously accepted us in, gave us more wine, and introduced us to his friends. We had incredible conversation and danced the night away in a big courtyard, overlooking the Grand Canal and seeing people of all ages celebrating.”

Mikayla Bishop, Kasteel Well, Spring 2015

5. Learn the language. Just knowing the basics will make things much easier.

“I remember one manager at a restaurant would help us learn how to pronounce menu items, which ended up becoming very important and helpful when going to other restaurants and the grocery store.”

Alex Shore, Italy, Arcadia University, Summer 2015

6. Document everything in a scrapbook or journal—technology is awesome, but it’s better to actually experience the city, not just take a picture of it.

“Maintaining the blog I’d started got to be difficult pretty quickly, but keeping a journal of thoughts, sketches, poetry, and photos was so much better to look back on—it captured my memories much better than my photo albums can.”

Suchita Chadha, India SIT Study Abroad, Fall 2014

7. Don’t be scared to travel alone sometimes. If you’re unsure about it, start small—roam around your host city before you branch out, but definitely take the opportunity to overcome those fears.

“A lot of [my fear] had to do with the expectations I brought with me. It takes living with fears to realize they’re unwarranted.”

Carlie Silva, India, SIT Study Abroad,Fall 2014

8. Expect culture shock. More importantly, expect reverse culture shock when you return.

“Suddenly the campus [at home] felt huge, I wasn’t used to not recognizing every face I saw, and I felt like a lot of my friends from Boston didn’t really understand what I was going through. I dealt with it by spending more time with my Castle friends, having Castle dinners, and just talking about it. Having other people that understand really helps with the transition.”

Yassameen Nassiri, Kasteel Well, Spring 2015, & London, Aracadia University,

Summer 2015

By Ilse DamkoehlerAdministrative Assistant, Office of

Internationalization and Global Engagment

Want to be a Luminary?The Office of Diversity & Inclusion is looking for student, staff, and faculty writers for our newsletter.

Contributors should have an understanding of Inclusive Excellence, an appreciation for diversity and social justice, good writing skills, and a defined voice. We like originality and want to hear your ideas for articles that you think

would fit our publication. Interested wrtiers should email [email protected].

Photo: Offi

ce of Internalization

Photo: Offi

ce of Internalization


May 2016

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Features/Events

Emerson Events

Title IX and Retaliation WorkshopFriday, May 272:00 p.m. - 4:00 p.m.Human Resources Conference Room, 8 Park Plaza (Transportation Building)Emerson’s Office of Title IX invites all Emerson employees—including faculty, staff, and students—to a workshop about your status as a “responsible employee.” Learn what that means, how to handle situations of sexual misconduct, how Title IX affects you in the workplace, and more.

Cuisine & Confessions Wednesday, July 12 through Sunday, August 7Cutler Majestic TheatreTickets available through artsemerson.orgMontreal-based circus troupe Les 7 doigts de la main returns to ArtsEmerson this summer

for an exciting food-centered performance that will excite all of your senses. This unique and engaging act is not to be missed.

Boston Events

Salvador Jiménez-Flores exhibition at Urbano ProjectFriday, April 29 – Friday, June 10Urbano Gallery29 Germania StreetJamaica Plain, MA 02130Jamaica Plain’s Urbano Gallery presents an art exhibition by resident teaching artist Salvador Jiminez-Flores, entitled I Am Not Who You Think I Am. In his artwork, Jiminez-Florez examines the similarities and differences between dominant and minority ethnic groups, exploring stereotypes and biased perceptions and searching for a humanity that unites us all.

Juneteenth Commemoration Event Wednesday, June 15 5:00 p.m. - 10:00 p.m.Museum of Fine Arts Boston495 Huntington Ave.Boston, MA 02115Find more info at mfa.org/programs/special-event/juneteenth Commemorate the ending of slavery at the MFA’s Juneteenth event by seeing works by local artists, attending tours or talks, or watching films from the Roxbury International Film Festival, which showcases films focused on people of color.

Published monthly by the Division of Diversity

and Inclusion

Executive EditorsSylvia SpearsAlayne Fiore

Robert Amelio

Co-EditorsRebecca Rozenberg

Lucie Pereira

DesignKavita Shah

Edition Contributors Ilse Damkoehler

Julio Villegas

Inclusive Excellence in Action Spring 2016 Participants

During the Spring 2016 semester, a total of twelve Emerson College faculty and staff members completed the Inclusive Excellence in Action Certificate Program. Inclusive Excellence Certificate Programs are offered each semester, focusing on skills development in intercultural competence. Upon completion of this six-week professional development course, participants are presented with a certificate sharing their increased awareness in diversity, inclusion, and intercultural fluency.

The Spring 2016 Certificate Graduates are:

• Miranda Banks, Associate Professor, Visual & Media Arts

• Rhea Becker, Associate Director, Communications and Marketing

• Steve Bohrer, Network/Security Administrator, Information Technology

• Laurie Bramhall, Cutter and Draper, Performing Arts

• Lynne Butkovsky, Director, Academic Advising

• Chris Connors, Instructional Technologist, ITG

• Angela Grant, Director of Financial Aid, Enrollment Management

• Mary Harkins, Associate Professor and Acting Chair, Performing Arts

• Damon Krometis, Part-Time Faculty, Performing Arts

• Nick Manley, Part-Time Faculty, Visual & Media Arts

• Fong Tan, User Services Representative, Information Technology

• Yvonne Ting, Director, Information Technology


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