The Kelvin Smith Library provides the campus community with access to world-class research collections, technology-equipped classrooms and meeting spaces, state-of-the-art digital resources and even a café. In support of the CWRU Power of Diversity lecture series, the library offers a selection of resources accessible in this “Research Guide”.
This guide was prepared for the CWRU Office for Inclusion, Diversity and Equal Opportunity.
Tuesday, February 5, 2019
4:30 P.M., Ballroom A,
Tinkham Veale University Center
Estela Mara Bensimon, PhD
Dean's Professor in Educational Equity,
and Director, Center for Urban Education
University of Southern California
“Reclaiming Racial Justice in Equity” Register Here
Estela Mara Bensimon is a professor of higher education at the University of South Carolina Rossier School of Education and Director of the Center for Urban Education (CUE), which she founded in 1999.
With a singular focus on increasing racial equity in higher education outcomes for students of color, she developed the Equity Scorecard—a process for using inquiry to drive changes in institutional practice and culture. Since its founding, CUE has worked with thousands of college professionals—from presidents to faculty to academic counselors, helping them take steps in their daily work to reverse the impact of the historical and structural disadvantages that prevent many students of color from excelling in higher education. The innovative Equity Scorecard process takes a strengths-based approach starting from the premise that faculty and administrators are committed to doing “the good.” CUE builds upon this premise by developing tools and processes that empower these professionals as “researchers” into their own practices, with the ultimate goal of not just marginal changes in policy or practice, but shifts on those campuses towards cultures of inclusion and broad ownership over racial equity.
Professor Bensimon’s critical action research agenda has been supported by grants from the Ford Foundation, Bill &Melinda Gates Foundation, Lumina Foundation, Teagle Foundation, The William and Flora Hewlett Foundation, and The James Irvine Foundation.
Dr. Bensimon has published extensively about equity, organizational learning, practitioner inquiry and change; and her articles have appeared in journals such as the Review of Higher Education, Journal of Higher Education, Liberal Education, and Harvard Educational Review. Her most recent books include Critical Approaches to the Study of Higher Education (co-edited with Ana Martinez-Aleman and Brian Pusser) which was selected as the 2016 Outstanding Publication by the American Education Research Association, Division of Postsecondary Education; Engaging the Race Question: Accountability and Equity in US Higher Education (with Alicia C. Dowd), and Confronting Equity Issues on Campus: Implementing the Equity Scorecard in Theory and Practice (co-edited with Lindsey Malcom-Piqueux).
Tuesday, February 19, 2019
3 p.m., Senior Classroom,
Tinkham Veale University Center
Adrianne M. Crawford Fletcher, PhD
CWRU Assistant Dean, Diversity and Inclusion and Assistant Professor, Jack, Joseph and Morton Mandel School of Applied Social Sciences
“Postsecondary Education in the Current Social and Political Climate: What it Means to be Socially Just, Anti-Oppressive and Woke Irrespective of Your Scholastic Hub” Register Here
Dr. Fletcher holds a PhD, from Loyola University Chicago, and a Master’s degree in Social Sciences Administration from the Jack, Joseph and Morton Mandel School of Applied Social Sciences at Case Western Reserve University. Her research focus has been on the influence of implicit attitude on decision-making within the child welfare system and the phenomena of disproportionality.
She has been a practicing social work professional for the past two decades with work experience in child welfare, foster care, psychotherapy, Indian Child Welfare, Court Appointed Special Advocates, and Veterans.
Tuesday, March 26, 2019
3 p.m., Senior Classroom,
Tinkham Veale University Center
Edwin Mayes
Director, CWRU First Year Experience and Family Programs
“Psychological Capital and the Transitional Needs of Underrepresented First-Year Students” Register Here
Edwin B. Mayes has served as director of First-Year Experience and Family Programs at Case Western Reserve University since May 2012.
He has served in roles in student service and community relations in higher education for more than 20 years at institutions around the country, including Wright State University in Dayton, Ohio; Earlham College in Richmond, Ind.; and the University of Michigan in Ann Arbor, Mich.
Edwin has been a featured presenter at national conferences such as the National First-Year Experience Conference, the IUPUI National Assessment Conference and the NASPA National Assessment Conference. He regularly speaks on topics including the development and implementation of programs to improve student retention, the importance of meeting the needs of students in transition and the assessment of program success.
Mayes holds a Bachelor of Science in operations management and a Master of Arts in higher education administration from Wright State University. He is a doctoral candidate in the higher education administration program at Ohio University in Athens, Ohio.
Wednesday, April 3, 2019
3 p.m., Senior Classroom,
Tinkham Veale University Center
John Paul Stephens, PhD
CWRU Associate Professor of Organizational Behavior, Weatherhead School of Management
“Muddying Up the Works: Transferring Lessons Learned About Functional Diversity at Work to Manage Diversity in Life” Register Here
Stephens received his master’s and doctoral degrees in organizational psychology from the University of Michigan. Since joining the faculty at Weatherhead School of Management in 2010, Stephens’ teaching focuses on organizational psychology/behavior, positive organizational scholarship, qualitative research methods, and negotiations and bargaining behavior.
The research of John Paul Stephens, PhD, focuses on the roles of individual-level perception and knowledge, and relationship quality in the collective performance of groups and organizations. These research interests fall under the umbrella of positive organizational scholarship, which addresses how our knowledge and behavior in organizations are shaped in inherently positive or virtuous ways.