Infusing Cultural Humility in Student Conduct Administration
Room #2101 (2 hour session 9:30 – 11:45 a.m.)
In this session, participants will discuss the concept of colonization, the history of our profession and the lasting impact on institutional culture and our professional practice. Participants will have an opportunity to examine their own awareness, as it relates to culture, bias, and the connection between trauma and socioemotional development. Participants will also explore the concept of cultural humility through the lens of student conduct administration as a method for advancing student belonging and success both in and outside of the conduct process.
District Title IX Compliance Officer with Human Resources Department at Tarrant County College District
Kateeka J. Harris currently serves as the District Title IX Compliance Officer in the Office of Human Resources at Tarrant County College District in Fort Worth, Texas. Her previous higher education professional experiences includes serving as: Director of Student Conduct, Director of Multicultural Programs, and Assistant Director of Undergraduate Admissions. Before transitioning into higher education, Ms. Harris worked in the Juvenile Justice System at Mahoning County Juvenile Court in Youngstown, Ohio. She began her career in the Probation department then was promoted to County Intake Supervisor. It was during that time at the Juvenile Court that she implemented the county’s first Victim Offender, Truancy, and Family mediation programs. Ms. Harris took her Bachelor of Science Degree in Criminal Justice from Youngstown State University in Youngstown, Ohio and her Master of Arts Degree in Student Personnel from Slippery Rock University of Pennsylvania (SRU). Ms. Harris is currently pursuing a doctorate degree in Educational Leadership at Texas Wesleyan University and anticipates graduation later this year. Ms. Harris has over 20 years of experience establishing conduct programs, revising policy, establishing fair and impartial procedures, resolving conflict, and successfully building coalition among students, staff, faculty, and communities.
Secondary Trauma and Self Care in Student Conduct Administration
Student Conduct administrators and Title IX/civil rights investigators regularly work with those who have experienced traumatic incidents. This session will discuss the signs, symptoms, and management of secondary/vicarious trauma experienced by helping professionals in the scope of their work.
Corey J. Benson
Associate Dean of Students at The University of Texas of the Permian Basin
Corey James Benson (He/Him/His) is Associate Dean of Students at The University of Texas of the Permian Basin. Corey previously served as Title IX Coordinator at University of Houston-Clear Lake, Title IX Investigator in the Office of the Dean of Students at The University of Texas at Austin, and Student Development Specialist in the Office of Student Diversity and Inclusion at Texas State University. He previously served as Public Policy Core Member for the NASPA Gender and Sexuality Knowledge Community and has presented on issues related to student development, student conduct, and diversity and inclusion at Creating Change, the National Conference on LGBT Equality; Leadership Educators Institute; NASPA Multicultural Institute; and the annual conferences of NASPA and the Texas Association of College and University Student Personnel Administrators. Corey earned a bachelor’s degree in communication from University of Houston-Clear Lake and a master’s degree in educational leadership and policy studies from The University of Texas at San Antonio. Corey is pursuing a doctoral degree in higher education from Southern Methodist University.
Director of Community Standards at The University of Texas at Arlington
Dayna Ford is Director of Community Standards at The University of Texas at Arlington. Ms. Ford obtained her Bachelor’s and Master’s degrees from the University of Nebraska-Lincoln. Ms. Ford began her career in Student Conduct through an assistantship in the Dean of Student’s Office at the University of Nebraska-Lincoln with, what was then, Student Judicial Affairs. Ms. Ford then worked in Residence Life at Texas A&M University for 4 years, doing student conduct conferences in her respective residence halls, supervising/assisting graduate students with conduct-related issues, and presenting numerous trainings on conduct-related issues. During that time, Ms. Ford also partnered with the Student Conduct Office to co-adjudicate cases, work on various initiatives such as the Alcohol and Other Drug Sanctioning Task Force and Hazing Task Force, and serve as a University Investigator. Ms. Ford then became the Program Coordinator of the Student Conduct Office (and subsequently Assistant Director of Student Life) at Texas A&M University, where she managed the conduct process and adjudicated high-level cases. Ms. Ford is a member of the Association for Student Conduct Administration (ASCA) and has completed the Association of Title IX Administrators (ATIXA) Investigator Training. Ms. Ford is the ASCA State Coordinator for Texas.
Mikiba W. Morehead
Director of Student Disability Services and Title IX Coordinator at Baylor College of Medicine
Mikiba W. Morehead is Director of Student Disability Services and Title IX Coordinator at Baylor College of Medicine. Mikiba is the previous State Coordinator for Texas for the Association for Student Conduct Administration and was the recipient of the 2019 ASCA State Coordinator of the Year Award. Prior to her role at Baylor College of Medicine, Mikiba served as Director of Community Standards at The University of Texas at Arlington and Program Coordinator for Student Conduct at Texas A&M University. She earned a bachelor’s degree in communication and a master’s degree in higher education administration from the University of Louisville. Mikiba is currently pursuing doctorate of education in ethical leadership from the University of St. Thomas, where here research focuses on sexual exploitation in the educational environment and the impact of revenge porn on victims in higher education environments.
Evaluating and Investigating Reports of Student and/or Student Organization Misconduct
Hear about practical strategies, tools and solutions to help you identify cases that require the collection of additional information or a full investigation. Together you will:
- Identify and describe various incidents that may lend themselves to being investigated
- Outline the role that investigations and investigators have within the overall student conduct process
- Identify and discuss methods in which to prepare for conducting a student conduct investigation
- Articulate interviewing methods and strategies that will be beneficial in conducting a student conduct investigation
- Describe the key components and information that should be contained in an investigation report and file
- Identify documentation and record keeping requirements as they relate to student conduct investigations
Dr. Ann C. Goodman
Associate Director Department of Student Activities at Texas A&M University
High School Students, Student Conduct, and the Challenges of Consistent Application of Policy
As institutions continue to add opportunities for high school students to take college level courses, the consistent implementation of standards of conduct may be challenging. Issues with location, jurisdiction, and definitions often conflict with the goals of conduct administrators at both the high school and the college. This workshop will offer perspectives on how best to address conflicting goals to find solutions in the best interest of both institutions and the student(s).
Dr. Michael Acosta
Dean of Student Affairs – Highland Campus Austin Community College
Michael Acosta serves as the Dean of Student Affairs for the Highland Campus of Austin Community College. Mike has over 18 years of experience in Higher Education Student Services, having worked at numerous institutions across the State of Texas. In addition to his work in student conduct, Mike’s research interests include quantitative methods in student retention, first-generation student success, and higher education admissions policy.