Conference concurrent Sessions
Monday - 11:30 A.M. | Monday - 2:00 P.M. | Monday - Igniter Talks, 3:30 P.M. | Tuesday - 10:00 A.M. | Tuesday - 11:30 A.M.
concurrent Session Two
Monday | 2:00 p.m. to 3:00 p.m.
Monday, Nov 14
2:00 p.m. to 3:00 p.m.
McKenna Hall
Room 204
Conference Track(s):
Coalition
Unpacking FGLI Resilience
We appreciate the resilience of our FGLI students, but how does this narrative of resiliency affect FGLI students' experiences at colleges and universities? How does it affect administrative efforts to create institutional and systemic change to support FGLI students? This guided group conversation will unpack how this narrative of resilience may have unseen effects on students, faculty, and administrators that impact the development of FGLI support and community.
Karin Gosselink | Yale University
Director of Academic Strategies and Academic Opportunity at the Yale Poorvu Center for Teaching and Learning
Karin Gosselink is the Director of Academic Strategies and Academic Opportunity at the Yale Poorvu Center for Teaching and Learning. In this position she provides peer-led and community-focused hidden curriculum and academic success programing for undergraduates, serves as one of the administrative leaders of the undergraduate Yale FGLI Community Initiative, and coordinates peer mentoring and academic support programs for students with disabilities.
Lynda Paul | Yale University
Assistant Director, Academic Strategies Program
Lynda Paul (PhD) is Assistant Director of the Academic Strategies Program at Yale, where she helps students from every background and identity navigate the hidden curriculum of higher education at a historically white and socioeconomically elite institution. She holds degrees from the Eastman School of Music, University of Rochester, University of Chicago, Yale School of Drama, and Yale’s Graduate School of Arts and Sciences, where she received distinction on her PhD in music history/ethnomusicology.
Jorge Anaya | Yale University
Assistant Director of Student Engagement, Yale College Dean's Office
Jorge Anaya is the Assistant Director of Student Engagement for the Yale College Dean's Office, where he coordinates the Yale undergraduate FGLI Community Initiative. Jorge, born and raised in Los Angeles, CA, is a 2019 Yale graduate (B.A., History of Science, Medicine, and Public Health). As an undergraduate, Jorge served as Chief Aide for his Head of College Office. He also mentored Latinx high school students in MEChA de Yale’s Conexiones program. Prior to his current role, Jorge served as the Woodbridge Fellow for the Yale College Dean’s Office & Poorvu Center for Teaching and Learning for two years.
Monday, Nov 14
2:00 p.m. to 3:00 p.m.
McKenna Hall
Room 206
Conference Track(s):
Collaboration
Coalition
Developing partnerships and coordination for effective academic advising of FGLI students
In this session we will present the experience at Northwestern as a case study of how one advising unit worked to make changes to meet the needs of FGLI students while working closely with other units. The aim is to seed a discussion of experiences and effective practices at other institutions. Particularly, we would like attendees to share and learn about how academic advising units can connect with offices, programs and initiatives to best meet the needs of FGLI students, how meaningful connections and partnerships with cross-campus colleagues can be built and nurtured, and how resources and supports can be best leveraged between advising and across other units.
Marcelo Vinces | Northwestern University
Academic Adviser and Assistant Professor of instruction in Biology
Marcelo Vinces is an academic adviser and assistant professor of instruction in biology at Northwestern University. Previous to Northwestern, which he joined in 2018, Marcelo served as director of the Center for Learning, Education and Research in the Sciences at Oberlin College. He is the faculty adviser of several undergraduate and graduate student groups, including Advancing the Undocumented Community, NU-SACNAS, and GoSTEM. He comes from an immigrant family, was formerly undocumented, and navigated university as a low-income student.
Monday, Nov 14
2:00 p.m. to 3:00 p.m.
McKenna Hall
Room 207
Conference Track(s):
Community
Unpacking the Model Minority Discourse and Helping Asian American and Pacific Islander First-Generation, Low-Income Students Thrive
This session aims to engage participants in unpacking the harmful model minority discourse and provide framing on how to help Asian American and Pacific Islander first-generation, low-income students thrive in higher education. In order to achieve this, we will delve into the data (both aggregated and disaggregated) on the rates of education attainment by race and ethnicity, theoretical and historical framing, and nuances of the Asian American and Pacific Islander experience.
Marvin Baclig | Harvard University
Assistant Director for Student Programming at the Harvard Foundation for Intercultural and Race Relations
Marvin Baclig, Ed.M. is the Assistant Director for Student Programming at the Harvard Foundation for Intercultural and Race Relations, where he oversees the execution of programming and initiatives for first-generation, low-income undergraduate students at Harvard. He is also the Director of the First-Year Retreat & Experience (FYRE), Harvard College’s pre-orientation program for first-generation and/or low-incine students. Marvin immigrated to the United States from the Philippines and is a proud first-generation, low-income college graduate of the University of California, Berkeley. He also earned a Master of Education in Higher Education from the Harvard Graduate School of Education.