- General Education Curriculum – Nana Osei-Kofi
- Faculty Development
- Faculty Diversity – Kimberly Griffin
- Governance and Accountability – Rusty Barceló
- Vice President/Chief Diversity Officer – Norm Jones
- Student Affairs (admissions, community building, code of conduct) – Alma Clayton-Pedersen
Nana Osei-Kofi is director of the Difference, Power, and Discrimination Program (Office of Academic Affairs) and associate professor of Women, Gender, and Sexuality Studies at Oregon State University. Prior to her appointment at OSU, Osei-Kofi was associate professor and director of the Social Justice Studies Certificate Program in the School of Education at Iowa State University. Her scholarship focuses on critical and feminist social theories and pedagogies, the politics of American higher education, and visual cultural studies/arts-based inquiry. Osei-Kofi holds an M.A. in Applied Women’s Studies and Ph.D. in Education from Claremont Graduate University.
Christine A. Stanley is professor of higher education in the Department of Educational Administration and Human Resource Development in the College of Education and Human Development at Texas A&M University. She is also vice president and associate provost for diversity emerita.
She served as acting vice provost for academic affairs from 2014-2015, interim associate provost for undergraduate studies in 2011, executive associate dean for faculty affairs in the College of Education and Human Development from 2006-2009, and associate dean of faculties from 2003-2006.
She has served the university in a variety of key leadership capacities, which included co-chair of the Texas A&M National Science Foundation ADVANCE Scholar Program (2011-present), chair of the Task Force on the Graduate Experience (2009-2010), and co-chair of the Teaching and Learning Roadmap Committee, one of three committees of the TAMU Academic Master Plan (2008-2009). Stanley served on the presidential task force to develop and write the first standards of professional practice for chief diversity officers, commissioned by the National Association of Diversity Officers in Higher Education. This was published in the Journal of Diversity in Higher Education in 2014. Stanley is a past president of the Professional and Organizational Development Network in Higher Education. Prior to joining the faculty at Texas A&M University, she was associate director of the Office of Faculty and TA Development at The Ohio State University, where she received the Distinguished Staff Award in 1999. Stanley has edited three books (“Faculty of Color: Teaching in Predominantly White Colleges and Universities,” “Engaging Large Classes,” and “Conflict Management and Dialogue in Higher Education”), has over 50 publications, 51 refereed national conference presentations, and has consulted nationally and internationally with faculty and administrators on faculty development issues in the United States, Armenia, Canada, China, Mexico, and South Africa.
Her research interests are in faculty professional development, instructional development, multicultural organizational development, and college teaching.
Libby Roderick is the associate director for the Center for Advancing Faculty Excellence at the University of Alaska at Anchorage, focusing especially on issues related to difficult dialogues, sustainability and climate change, and effective teaching to diverse student populations. She is the editor of “Alaska Native Cultures and Issues;” associate editor of “Start Talking: A Handbook for Engaging Difficult Dialogues in Higher Education;” and co-author of “Stop Talking: Indigenous Ways of Teaching and Learning in Higher Education.” She is also an internationally recognized singer/songwriter and recording artist.
Kimberly Griffin is an associate professor in the Higher Education, Student Affairs, and International Education Policy Program (Student Affairs Area of Specialization). She also serves as the editor of the Journal of Diversity in Higher Education. Griffin earned her doctoral degree in Higher Education and Organizational Change from UCLA, her master's degree in Education Policy and Leadership at the University of Maryland, and her bachelor’s degree from Stanford University in Psychology. Prior to completing her doctoral work, Griffin worked in higher education administration, primarily focusing in the areas of diversity recruitment, admissions, and retention in undergraduate and graduate education.
Griffin's research interests are primarily focused in three areas: diversity and equity in graduate education and the professoriate; diversity within the black higher education community; and mentoring and career development. These interests have led her to conduct work on a variety of topics, including: career development of Ph.D. completers in science, black professors and their engagement in student interaction, the experiences of black immigrant college students, diversity recruitment in graduate education, and campus racial climate.
Griffin is an active scholar and researcher, engaged widely in efforts to promote diversity and equity in higher education.
Nancy "Rusty" Barceló is the immediate past president of Northern New Mexico College. Prior to her appointment as president of NNMC, she served as vice president and vice provost for equity and diversity at the University of Minnesota. From 2001 to 2006, Barceló served as vice president and vice provost for minority affairs and diversity at the University of Washington and from 1996 to 2001 she served as associate vice president for multicultural and academic affairs at the University of Minnesota. Barceló held various positions at the University of Iowa from 1975 to 1996 including assistant provost and assistant dean with the Office of the Provost.
Barceló brings a national reputation and a 30-year career in higher education at the university level. Barceló’s teaching experience is extensive; she has served as an affiliate faculty, affiliate assistant professor, adjunct faculty, and adjunct assistant professor.
While at the University of Minnesota, Barceló developed the infrastructure of a newly formed vice president and vice provost office; developed and implemented a strategic diversity statement; enhanced the perception of the university’s commitment to diversity via development initiatives; and developed and implemented the Faculty Diversity Research Institute. When Barceló was at the University of Washington she established alumni development efforts and provided leadership in a capital campaign which raised $22 million (goal was $10 million) and secured federal and state grants for K-12 pipeline efforts. These are just a few of her accomplishments and contributions while at the University of Minnesota and the University of Washington. Barceló has served on numerous campus committees and boards; national and regional committees and boards; and community committees and boards.
Norm Jones serves as chief diversity and inclusion officer at Amherst College. In this role, he works with campus partners to advance practices and programs that foster diversity, inclusivity, and accessibility. He oversees the Office of Diversity and Inclusion, which includes: faculty diversity and inclusion officers, Office of Inclusive Leadership, Queer Resource Center, Women’s and Gender Center, Multicultural Resource Center, Center for International Student Engagement, and Office of Campus Diversity & Student Leadership. Working with the dean of the faculty and the chief human resources officer, he plays a key role in recruiting and retaining diverse faculty and staff. He ensures that the college is an active participant in national and international conversations around inclusive excellence.
Alma Clayton-Pedersen is the chief executive officer of Emeritus Consulting Group, a Chicago-based firm that uses organizational development principles to assist nonprofit, public, and education entities in enhancing their efficacy for the public good. She is a former Association of American Colleges and Universities senior scholar who directed the work of a three-year (2010-2013) project, “Preparing Critical Faculty for the Future,” funded by the National Science Foundation.
From 2001 until June 2010 she was AAC&U’s vice president for education and institutional renewal. Her portfolio included three of AAC&U's ongoing programs and several grant-funded projects. Clayton-Pedersen also directed AAC&U’s partnership with the Pathways to College Network, which focuses on college access and success for underserved students. She served 18 months as senior policy director and special assistant to AAC&U’s president prior to becoming vice president. She established AAC&U’s national initiative “Inclusive Excellence,” which advanced the association’s strategic priority: “Aim High and Make Excellence Inclusive.”
Clayton-Pedersen joined AAC&U after more than 15 years at Vanderbilt University where she served in senior administrative roles within student affairs, academic affairs, athletics affairs, and Vanderbilt’s public policy center. While at Vanderbilt she conducted more than 20 studies of student retention, campus climate for diversity, and student use and impact of campus student programming and services. She has co-authored many publications including “Making a Real Difference with Diversity: A Guide for Institutional Change,” which focuses on changing the diversity paradigm from an add-on to an essential dimension of 21st century learning and on how to monitor progress in achieving institutional goals for diversity. “Enacting Diverse Learning Environments: Improving the Climate for Racial/Ethnic Diversity in Higher Education” provides a framework of the dimensions of campus climate. Both illustrate promising practices to enhance the climate for diversity. “The Revolving Door for Underrepresented Minority Faculty” underscores that institutions need to be as conscientious about retaining as recruiting faculty of color, and provides critical guidance about how to monitor efforts.
She holds a B.S. from the University of Wisconsin-Milwaukee, and both an M.Ed. and Ph.D. from Vanderbilt University.