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O. GILBERT BROWN

EDUCATION

Bachelor of General Studies, University of Kansas, Lawrence, Kansas (1977). Major: Political Science. Master of Science, Emporia State University, Emporia, Kansas (1984). Major: Counselor Education. Master of Science, Miami University, Oxford, Ohio (1986). Major: College Student Personnel Administration. Doctor of Education, Indiana University, Bloomington, Indiana (1992). Major: Higher Education Administration and Student Affairs.

ADMINISTRATIVE EXPERIENCE

Associate Dean for Student Affairs, College of Education, Missouri State University, Springfield, Missouri. August 2013 to present. This position included all responsibility to supervise and manage all Student Services units and programs within the College of Education. Manage an overall Student Services $322,435.00 budget. This budget includes subunit budgets for Student Services $62,859.00, Field Experiences $74, 800.00, Advisement $64, 225.00, and Certification $120,551.00. My specific job duties include: supervising the professional advising unit, recruitment/marketing, field services office, student service/certification officer, secondary education, and the Missouri Department of Elementary and Secondary Education’s (state board of education) Southwest Regional Professional Development Center. Serve as the Dean's representative on matters involving academic progress of students within the college. Other administrative duties include serving on the College’s Leadership Team, functioning as College liaison for MSU's partnership agreement with the University of Arkansas-Pine Bluff, operating as COE's liaison with different campus- wide committees like the Vice President for Communication and Marketing Search Committee, Bookstore Advisory Committee, and representing the college on Community Agency Affordable Homes subcommittee. Highlights of Accomplishments

Developing a plan to re-organize academic advising services within COE. Maintain College’s partnership with the University of Arkansas-Pine Bluff

Provost Fellow for Public Affairs at Missouri State University, Springfield, Missouri, 2012-2013 The Provost Fellow for Public Affairs role is to serve as the chairperson of the campus-wide (faculty, students, and staff) Public Affairs Conference Committee. MSU’s Public Affairs mission defines the primary way in which the institution is unique from other institutions of higher education, and it fosters pedagogical approaches that support our students to imagine the future. The Committee’s major task is to organize the annual Public Affairs Conference. The Committee’s major task is to develop a seamless web of keynote presentations, panel discussions, and special events that seek to inform and connect the university community to the conference theme.

2 Highlights of Accomplishments: Development of Public Affairs Conference that attracted keynote speakers/concurrent sessions focused on Inclusive Excellence Associate Dean, Division of Student Affairs / Associate Adjunct Professor of Higher Education Admin-

istration, Indiana University, Bloomington, Indiana, 2002- 2007.

The Student Affairs Division is comprised of offices designed to augment students’ co-curricular experiences with the academic mission of the campus. Primary job functions were coordinating program reviews, advocating student involvement and student retention, serving as an Alternate Judicial Hearing Officer, serving as Division Liaison with the Department of Residential Services and Programs, the University Division, Student Development and Diversity, and International Services, and serving as the Dean’s representative or designate on campus committees.

Highlights of Accomplishments:

Chaired campus-wide Veteran Affairs Review Committee. Served on the Bookstore & Service Centers Advisory Committee. Adapted Council for the Advancement of Standards in Higher Education (CAS) to guide unit assessment

process. Revised Management Communication Inventory. Served on the Men of Color Leadership Task Force. Principal author of National Pan-Hellenic Council (NPHC) and Multi-Cultural Greek Council (MCGC)

$75,000 social programming grant application. Principal author of $10,000 Parents Fund Grant awarded by Chancellor. Principal author of $1500.00 Lumina Foundation service learning grant which developed leadership course

U495 Our University: Inclusive Leadership and Multicultural Student Engagement. American Council on Education (ACE) Fellow, Office of the Provost, Miami University, Oxford, OH, 2001-2002. The ACE fellowship program is the major senior administrative leadership program. I was hosted by Miami University Office of the Provost. The Office of the Provost’s mission is to concern itself with the curriculum, faculty appointments, and faculty and student interactions inside the classroom. My primary fellowship goal was to observe how senior leaders used benchmark data from peer and exemplary institutions to develop a strategic plan to transform the institution into a more distinctive selective public university. Accomplishing the primary goal required that I observe and participate in the following campus-wide committees and meetings: Board of Trustees’ public sessions, Council of Academic Deans (COAD), Fiscal Priority Committee, University Senate, First Year Seminar Committee, Enrollment Management Council (EMC), EMC’s subcommittees, Recruiting High Ability Students, Recruiting and Retention of Underrepresented Students of Color and the Student Affairs Council. Additionally, I attended national and regional meetings/seminars focusing on fiscal management, technology and learning, and leadership for the twenty-first century.

Highlights of Accomplishments:

Developed a strategic enrollment management plan for Miami, participated in First Year Committee’s visit/report writing at the University of North Carolina, Chapel Hill.

Completed benchmarking studies that facilitated Miami to evaluate its analogous programs and units with our peer and aspirational institutions.

The benchmarking studies were: core curriculum requirements, Emeritus faculty teaching loads, continuing education programs, selective admission policies, and enrollment management models.

3 Assistant Dean, University Division/Associate Adjunct Professor, School of Education, Indiana University,

Bloomington, Indiana, 1999- 2002. University Division (UD) enrolled 11,809 students (over 44% of IU Bloomington's total undergraduate population). This number included 95% of each entering freshman class, 49% of the sophomore class, and several hundred members of the junior and senior classes. UD provided both academic advising and academic support to its students as they explored majors and worked to meet certification requirements for degree-granting units. Internal Functions:

Direct responsibilities: direct supervision of all individuals heading up the academic advising departments included in that branch; periodic review and assessment of programming/services provided by those departments; facilitation of cross-department and/or cross-branch initiatives within the Division. Served as the first office of appeal for students seeking exceptions to UD policies and procedures. External Functions:

In addition, I represented the Division on the Student Affairs Council and the Student Advocates Office. Highlights of Accomplishments:

Developed coherent late withdrawal guidelines and process. Established norms and guidelines to foster students’ progression from non-degree granting units to degree

granting schools. Fostered regular communication with student advocacy units. Conducted student retention-related research.

Assistant Dean for Student Services/Adjunct Assistant Professor, School of Education, Indiana University/Purdue

University, Indianapolis, IN, 1995- 1999.

Student Services Functions:

Consulted with faculty on policy and administrative issues relating to academic programs. Adjudicated students’ academic and personal misconduct cases within the school. Collaborated with area schools and Professional Development Schools on staff development and school improvement activities. Served as State Certification Officer for all Teacher Education programs on the IUPUI campus. Coordinated management and quality controls for student records system and the maintenance of a comprehensive student database. Supervised three professional staff members, two graduate assistants, and six clerical staff. School of Education Functions:

Conceptualized and developed School of Education’s Plan for the Recruitment and Retention of Under-represented Students. Served as member of School Coordinating Team. Indianapolis Campus Functions:

Represented the School on the campus-wide University College’s Academic Advising Committee and Academic Policies and Procedures Committee (APPC). Served as Coordinator of the First Year Experience Curriculum and instructor. Served as member of IUPUI’s Personal Completion Compact Commission and the Student Recruitment Committee.

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Bloomington Core Campus Functions:

Represented the Indianapolis campus on the Indiana University Graduate Admissions Committee. Participated on the Search and Screening Committee for the School of Education Professional Development Coordinator. Highlights of Accomplishments:

Created School of Education’s First Year Studies Curriculum. Maintained regular communication with program chairs. Developed coherent late withdrawal guidelines and processes. Fostered regular communication with student advocacy units. Developed a program to recruit and retain underrepresented Latinos and African Americans into the Teacher

Education program Director of Residence Life, Indiana University/Purdue University, Indianapolis, IN, 1993-1995.

Coordinated all phases of a residence life program at a university located in an urban setting. Managed a $100,000 annual budget. Selected and supervised head resident, eight resident assistants, and an administrative assistant. Served as the Judicial Affairs Officer for student misconduct cases. Highlights of accomplishments:

Established a collegial working relationship between International Programs, Housing and Residence Life Departments.

Revised the Head Resident and RA recruitment and selection process. Associate Dean for Student Development, Earlham College, Richmond, IN, 1992-1993.

Provided overall management of a residence life program at a selective liberal arts college. Developed and managed departmental budget. Selected and supervised six professional and 45 student staff members. Implemented a student development-based programming system. Served as convener of the Residence Life Committee. Participated in Law and Higher Education Forum at the University of Georgia, Athens. Coordinator for Residence Life, Indiana University, Bloomington, Indiana, 1986-1991.

Responsible for the overall management of the residence life program at the John W. Ashton Center, which housed 1,100 students in thirteen residence halls. Outlined the development philosophy and model for community development. Selected and supervised four graduate and 17 undergraduate staff members. Served as Judicial Affairs Officer for center residents as well as instructor and principal advisor to the Freshman Orientation Program. Served as the Appointed Dean of Students Judicial Designee for the University Hearing and Disciplinary Review Boards. Served as the Alternate Judicial Hearing Officer for the Office of Student Ethics. Highlights of accomplishments:

Conceptualized and developed the Wellness Living and Residence Hall Proposal for Briscoe Quad. Established consistent enforcement of the Residence Hall Escort Policy. Established uniform guidelines for campus organizations’ social activities in the residential dining halls.

5 Freshman Advisor, Miami University, Oxford, Ohio, 1984-1985.

Dual academic advisor and residence hall administrator for a small male residence hall. Academic advising tasks included assisting students with course selection and degree planning. Residence Life functions encompassed undergraduate and graduate staff selection, serving as the judicial affairs officer, advising student government, and interfacing with auxiliary services.

FACULTY APPOINTMENTS

Associate Professor/, Program Director, Student Affairs in Higher Education (SAHE), Missouri State University, Springfield, MO, 2007 to present.

Adjunct Graduate Faculty, Cooperative Ed.D. Program, University of Missouri, Columbia, MO, 2007 to present.

TEACHING, CURRICULUM DEVELOPMENT, AND PROGRAM DEVELOPMENT

Graduate Teaching

SAE 726 History of American Higher Education Fall 2007 through Fall, 2011 This course provides students a comprehensive examination of the foundations of higher education in the United States. The examination focuses on the philosophical assumptions that guide higher education, the unfolding of its history, and the manners that philosophy and history have shaped the higher education curriculum. Examination of how current issues often have historical roots in the development of higher education, and that increasingly, assessment and evaluation has become a greater expectation by multiple stakeholders inside and outside of higher education. SAE 729 Foundations of Research Spring 2008 through 2010, and Spring 2012. Exploration of the foundations of research in the setting of higher education, with a particular emphasis on social science research; assumptions, philosophies, and power dynamics behind research; “messiness” and complexity of designing and conducting research; various standards for evaluating research; what makes “good” research good and what makes research, research. Outcome: personal acquisition of tools to enable the graduate student to better understand research and, when necessary, critique and challenge it. SAE 747 Supervised Practice Spring 2008 through 2011, and Spring 2012. Practical development of a new generation of reflective practitioners in Student Affairs Administration. Student Affairs is an applied field that is informed by research. Successfully completion entails fulfillment of the requirements of the practicum site supervisor, completion of course readings, and journals. SAE 770 E-Portfolio in Student Affairs/Higher Education (in 2nd level of governance process) The major purpose of this blended class (seated and on-line) is to provide graduate students and faculty a virtual learning process that will allow graduate students in Student Affairs in Higher Education (SAHE) to begin developing their E-Portfolio from the beginning of their first semester in the program until they submit the portfolio in SAHE 771. Students will complete one credit hour of this program requirement, to be repeated for a total of 3 credit hours, during their proceeding semesters, before they register for SAE 771 Capstone Seminar.

SAE 771 Capstone Seminar Spring 2012 The primary goal of our course is to contribute to the student’s socialization into the field of Student Affairs in Higher Education. Socialization is a concept that describes how a person learns about, and enters into, a profession. Within Student Affairs, socialization describes how emerging professionals learn what is important to their specific

6 future work space within a particular institutional context. Student Affairs is an applied field that is informed by research.

Graduate Curriculum Development

Significantly revised the Master Degree in Student Affairs Program at Missouri State University (MSU) to meet several important objectives:

Higher Education Administration and Policy Studies, Master of Science Degree, Spring, 2014 Higher Education Administration and Policy Studies, Leadership Certificate Program, Spring, 2014

(currently, the above two new initiatives are being reviewed in the faculty governance process). Aligned MSU’s program in depth and breadth with the Council for Professional Standards in Higher

Education (CAS) and the ACPA/NASPA Joint Competencies. Introduced and guided the revised program through the faculty governance process. Developed a new name for the program in order to align the curriculum in the current context with

higher education and student affairs. CAS’s recommended curriculum is organized around Professional Studies, Foundational Studies, and Supervised Practice. Pursuant to the revision protocol, the highlights of the curricular changes include:

Expanded MSU’s program from 36 to 42 credit hours to align with CAS’s minimum degree requirements. Added six new courses, and revised four courses.

Submitted and advocated programmatic changes through all levels of MSU’s faculty governance process. This included obtaining departmental support from the College of Education, Graduate College, Faculty Senate, Provost, and President. Specific new courses and revised courses are organized according to the preceding CAS program of studies areas.

New Courses

SAE 748 Reflective Moments in Student Affairs SAE 770 E-Portfolio in Student Affairs/Higher Education SAE 771 Capstone Seminar

Revised Courses

SAE 726 History of American Education SAE 729 Foundations of Research in Higher Education SAE 747 Supervised Practice SAE 749 Student Outcomes in Higher Education SAE 756 Quantitative Methods in Higher Education SAE 757 Qualitative Methods in Higher Education COU 710/711 Helping Skills and Lab

Portfolio Review

The portfolio is SAHE’s culminating degree requirement. Since the spring of 2008, I have evaluated 70 first-time submitted portfolios for our five graduating classes. My related portfolio tasks include:

• Developing and offering portfolio orientation workshops for each graduating task. This task required some preliminary work with students throughout the year including: meeting individually with students to explain the task; presenting portfolio preparation tips and answering questions during review sessions; facilitating and co-facilitating portfolio review sessions with affiliated faculty; and coordinating the development of two portfolio preparation videos.

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• Reviewed tasks include reading, evaluating, and commenting on students’ portfolios based on existing rubrics.

• Reviewed products of portfolio evaluations with another affiliated faculty member in the program. Coordinated the scheduling of oral discussions of the portfolio with students who passed the portfolio written component.

• Scheduled revision meetings with students who did not pass the written component of the requirements for the portfolio. I then offered students timely and corrective feedback on how to re-write their portfolios to ensure a successful product/experience.

• Re-read and evaluated the twelve resubmitted portfolios from our graduating classes. • Identified five exemplary student portfolios to serve as models for future students’ portfolio preparation. • Aligned portfolio requirement with ACPA/NASPA Joint Competencies.

Academic Advisement/Mentoring

Since August 2007, my advising tasks have consisted of: • Assisting 54 students (full-time and part-time) to schedule academic and practicum course work • Collaborating with 54 students to establish academic internships. • Advising/mentoring students’ participation in professional organizations and professional development. • Organize, train, and prepare several graduate case study competition teams to participate in regional and

national competitions for Student Affairs Administrators in Higher Education conferences. • Served as the faculty advisor for Justin Poindexter and Aleigha Ford, national champions of Student Affairs

Administrators in Higher Education graduate student case study competition in March 2009. • Functioning as the faculty advisor for three champion teams of graduate students at Student Affairs

Administrators in Higher Education regional conference, Region IV-West graduate student case study competition from November 2007-November 2009.

Supervised Practice

• Coordinated all phases of 54 students who completed SAE 747 and SAE 870, supervised practice courses in the program.

• Established SAE 747, Supervised Practice, as a monthly reflection seminar for students completing the first practicum class.

• Facilitated students’ reflections about their practicum through reflective journal assignments in SAE 747 and SAE 870.

• Created SAE 870, Reflective Experiences, as an additional supervised practice class for students seeking to complete a second practicum.

• Scheduled monthly individual twenty-minute reflective discussions with 54 students completing first and second practicum requirements.

• Reviewed and approved 54 students’ supervised learning contracts. • Served as a liaison between SAHE and practicum site supervisors. • Determined 54 students’ final grades based on mid-term and final practicum site supervisor evaluations.

PROGRAM DIRECTOR

Program administration structures teaching and learning in a graduate degree program. My program administration tasks include:

Developing program periodicity schedules for three types of students. Selecting and monitoring clinical (affiliated) faculty. Creating, implementing, and assessing a marketing strategy for the program. Functioning as the principal liaison with prospective students who contact the program through phone, email,

or in personal visits. Representing the program at national and regional prospective graduate student recruitment fairs.

8 Highlights of Accomplishments:

Expanded the full-time graduate student enrollment from 14 students in fall 2007 to 49 students in fall 2012. Collaborated with Graduate Assistant (GA) providers to improve available GA positions for SAHE students. In 2008, established SAHE’s annual spring Graduate Recruitment Weekend (GRW) as our signature

recruitment activity. Coordinated the listing of the SAHE program in ACPA/NASPA’s graduate preparation program directories. Re-organized SAHE’s program advisory board. Served as executive producer for the development of graduate student recruitment videos. Established SAHE’s web page, coordinated identification of web page’s content, and provided oversight to

the graduate student web master.

Dissertation Committees

Ed.D.

Robert Hornberger, Rural First Generation Students’ Perceptions of Their Collegiate Experiences at Metropolitan Universities, University of Missouri-Columbia, Ed.D., (2010).

Thomas Lane, Synergistic Supervision in Student Affairs Administration, University of Missouri-Columbia, Ed.D., (2010).

Margaret Janell Andrews, A Case Study of Leadership in a High Poverty School, University of Missouri-Columbia, Ed.D., (2008).

Masters Theses

Camille Famous, Racial Micro-aggressions at Metropolitan Campuses in the Midwest, Missouri State University, M.S., 2011.

SERVICE

Professional Service Awards and Recognition Committee Member, NASPA Region IV-W, Summer 2010. Faculty judge of the graduate student case study competition at the Missouri College Student Personnel Association

Conference, Lake of the Ozarks, MO, October 2008. Invited Presenter, Future Directions of Student Affairs, Presentation to Student Affairs Forum, Division of Student

Affairs, Missouri State University, and October 2007. Invited Panelist, Academic Opportunities and Challenges of National Pan-Hellenic Council Fraternities and

Sororities, Division of Student Affairs, Missouri State University, October 2007. Invited Presenter, Unleashing Suppressed Voices: Diversity Issues on College Campus, University of Kansas,

November 2007. Faculty Advisor, Graduate students in Student Affairs Organization, Missouri State University, January 2008-

Present.

9 University Service Committees and Special Projects

Chair, University of Arkansas-Pine Bluff/MSU Work Group, Fall 2013 to present. Committee member, the Graduate College’s Ad Hoc Recruitment Committee, August 2010. Reviewer, Students of color transitional program proposal, Office of Multicultural Affairs, June 2010. Committee Member, Provost’s Academic Priorities Subcommittee: Education Programs and Services, summer 2010. Committee Member, Education Programs and Services Subcommittee: Enrollment Management, summer 2010. Committee Member, University Hearing Commission, spring 2010-present. Invited presenter, “Multicultural Greek-letter organizations at Missouri State University,” fall 2009. Search Committees

Search committee member, Vice President for Marketing and Communications, Office of the President, Spring 2014. Search committee member, Assistant Director for Recreation Sports, spring 2010. Search committee member, Education Student Services Counselor position, summer 2009. Search committee member, Associate Provost for Student Development and Public Affairs, summer 2008. Homecoming Judge, Division of Student Affairs, fall 2009. Panelist, Kappa Alpha Psi (Mu Epsilon) Black Men’s Think Tank, Missouri State University, April 25, 2010.

College Service Dissertation Committees Missouri State University, Springfield, MO, Appointment to the Graduate faculty, October 2007. Graduate Council Committee, 2007 to Present. Evaluator, Doctoral students oral exams, fall 2007. Search committee member, Academic Advisor for Student Services, College of Education, summer, 2009. Invited Presenter, “Boundary Spanning: Reflections on Highly Effective Teachers and Mentors,” Childhood Studies

Department and Special Education Programs, January 2009. Departmental Service Search committee member, Assistant Professor for Special Education, July 2010. Search committee member, Assistant Professor for Counselor Education, spring 2008. CLSE’s representative to the College of Education Council, fall 2008-present.

Community Service Participant, College of Education’s Supplementary Education Outreach program with the Springfield Community

Center, spring 2009-present. External Reviewer, Rosland Thomas’s dissertation proposal, Student Outcomes from Attending a Historically Black

College and University in Missouri, spring 2009-fall 2009.

10 Associate Adjunct Professor in Higher Education, School of Education, Indiana University - Bloomington, 2003-

2007.

Graduate Teaching Courses:

C750/U550 Latina/Latino and African American College Students. Indiana University- Indianapolis Fall 2003 Doctoral and Master Level Courses. Examination of the issues, concepts, and problems that inform the conversation on Latina/o and African American college students. Attention on the multiple factors (precollege academic preparation, socializing agents, campus climate, student financial aid) that impact Latina/o and African American students’ matriculation to college, academic achievement after admission, social involvement, persistence, and graduation from institutions of higher education. Examination of the two groups’ experiences at selective public universities. The topics in this course can be integrated with those covered in other HESA courses as the issues are relevant to all aspects of higher education. This course is useful for students who (1) intend to continue the study of underrepresented groups, especially Latina/o and African American college students, or (2) expect to deal with policies and practices that affect these populations on college campuses, and (3) anticipate addressing issues that impact the campus climate. C565 Introduction to Higher Ed. Administration. Indiana University- Indianapolis Fall 2002 Doctoral Level Course. Introduction to administrative roles and functions in institutions of higher education (IHEs) from both historical and contemporary perspectives. Administrative work is performed in the midst of complicated interactions among people, events, and activities that are shaped in part by an institution's mission, history and traditions, current exigencies, faculty interests, student characteristics, and an administrator's experience and aspirations. These factors influence what one does, how one does it, and the meaning people make of various settings, actions, and exchanges. One immediate implication is that an administrator's effectiveness depends, in part, on the extent to which one understands and appreciates these and other contextual factors. C750/U550 Improving Underrepresented Students’ Access/Graduation From College. Indiana University- Indianapolis. Fall 1999. “Access to Higher Education: Catching One Fish at Time”. Doctoral and Master Level Students Underrepresented students is a concept that describes the reality that Latino (Mexican/Latin American/Puerto Rican), African Americans, and low income whites relative to upper middle class white students are not attending and graduating from college according to their proportion of the national high school graduating cohort. Examination of basic assumptions about the multiple interactive causes that impact underrepresented students’ low attendance and graduation from college. Designing structured experiences that help underrepresented students attend and graduate from college.

U546 Diverse Students on the College Campus Indiana University - Indianapolis Spring 1996 Examination of the issues, concepts, and problems that inform the discourse on diverse college student groups in the U.S. Observers will see different configurations of diversity across the 5,000 or more institutions of higher education, learn current and historical constraints impacting policymakers at different campuses. College and universities’ primary aim is to create and sustain a learning environment for students that culminate in undergraduates’ attainment of their two -year or four- year degree. The institution’s academic mission is primary and the out of classroom experience is secondary. We will focus on professors (in class) and educators’ (out of class) contributions with special attention to the Student Affairs role.

U544 Introduction to Student Affairs Work in Higher Ed., Indiana University- Bloomington Fall 1995-Fall 1998 This course, an Introduction to Student Affairs, addresses the history, theory, origins, and practice related to student affairs. Additional study upon current issues within higher education with a focus specifically related to student affairs and functional areas within the profession. Historical evolution of the practice; student affairs organizational structures and functions; backgrounds and operating information related to various areas of practice; issues facing the profession; and essential competencies and administrative techniques.

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Graduate Curriculum Development

Graduate: Innovative courses: EDUC U550/C750 Latina/African American College Students, Fall 2003 EDUC U550 Graduating Underrepresented Students, Spring 2000 Revised courses: EDUC C565 Introduction to Higher Education Administration, Fall 2002 EDUC U546 Diverse College Students, Spring 1996 EDUC U544 Introduction to Student Affairs, Fall 1995 Textbook Development Developed custom books for three higher education courses: U565 Introduction to Higher Education Administration, Fall 2002 U544 Introduction to Student Affairs Administration, Fall 1996-1998 U546 Diverse College Students, Spring 1996-1999 Undergraduate Teaching Experience

Undergraduate Courses: U495 Multicultural Student Engagement, Indiana University-Bloomington Spring 2004 LLC 101 Our Community: Holistic Service. Indiana University-Bloomington Spring 2004 S287 Diverse Undergraduates. Franklin College-Franklin Winter 1998 U206 First Year Experience Seminar. Indiana University-Indianapolis Fall 1997-Spring 2003 M300 Multicultural Education. Indiana University- Indianapolis Spring 1997

H340 Education/American Culture Through Different Eyes. Indiana U.-Indianap. Spring 1995 S373 Education/American Culture Through Different Eyes. Franklin College, Franklin, Ind. Spring 1995

U450 Freshmen Orientation Course. Indiana University-Bloomington Spring 1987-1991

X150 Master Student Course. Indiana University-Richmond Spring 1993

Dissertation Committees

Indiana University

Sandy Marchand-Stenhoff, The Factors Associated with Effectiveness in Reducing Classroom Incivility, Ph.D., 2008

Amanda Cecil, Recreational Leisure and Student Retention, Ph.D, 2004

Lori Patton, Black Cultural Centers and Student Retention, Ph.D., 2004

Erin Davis, Fostering Intellectual Leadership, Ph.D., Spring 2001

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Claudette Garland-Lands, At Risk College Students at an Urban Campus, Ed.D., Fall 1999

Jackie Green, Factors Affecting African American Social Worker Students’ Success, Ph.D.,

Fall 1998

1995-2002- Assistant Adjunct Professor in Higher Education, School of Education, Indiana University. 1998-Associate Faculty Member, Indiana University’s Graduate School, Indiana University. 1998-Adjunct Assistant Professor, School of Social Work, Indiana University, Indianapolis, IN.

Master Degree Committees

Anna Melodia, Community, Church, and Institutional Linkages for Success (Spring 1997)

Carol McBride, Characteristics of Effective Resident Assistants (Spring 1997)

Erin Davis, Impact of the Learning Community on the Mentor (Spring 1999)

Undergraduate Curriculum Development: Conceptualized and developed:

Proposal for Educ U495 Our University: Inclusive Leadership and Multicultural Student Engagement. Course is linked to service leaning class LLC1091 Our Community: Holistic Service. Awarded $1,500 Course Lumina Foundation Development Grant through the Office of Community Development and Partnerships.

Proposal EDUC U206 First Year Experience Seminar for the Indianapolis campus, Fall 1996. Continued

development of the First Year Experience Curriculum through linkages with other content courses in School of Education. Funded by Eli Lilly Campus Climate grant, $5,000

Wellness Residence Hall, a living and learning residence hall in IU-Bloomington’s Briscoe Residence Center,

Fall 1988.

AREAS OF SCHOLARLY SPECIALIZATION:

Fostering Reflective Practitioners in Student Affairs African American Undergraduates’ Experiences at Traditional White Universities

SCHOLARSHIP

Books Brown, O.G., Hinton, K., & Howard-Hamilton, M.F. (Ed) (2007). Unleashing Suppressed Voices on College

Campuses: Diversity Issues in Higher Education. New York, NY: Peter Lang Publishing. Brown, O. Gilbert. (1994) Debunking the Myth: Stories About African American Students. Bloomington, IN: Phi Delta Kappa Educational Foundation.

13 Chapters in Edited Books Carmack, A. & Brown, O.G. (2013). In memoria. In B. McCoy (Ed.), Decisions Matter: Using a decision-making

framework with contemporary student affairs case studies. Washington D.C.: NASPA. Brown, O. G. (2007). Organizational constraints: The impact on facilities usage. In O. G. Brown, K. Hinton, & M.

F. Howard-Hamilton, (Ed.), Unleashing suppressed voices on college campuses: Diversity issues in higher

education. New York, NY: Peter Lang Publishing. Brown, O. G. & Riddick, C. (2007). Student affairs unit’s stepchildren: Black Greek letter organizations receive

unsatisfactory advising. In O. G. Brown, K. Hinton, and M. F. Howard-Hamilton, (Ed). Unleashing suppressed voices on college campuses: Diversity issues in higher education. New York, NY: Peter Lang Publishing.

Brown, O. G., Hinton, K., & Hamilton-Howard, M. F. (2007). Preface. In O.G. Brown, K. Hinton, & M. F. Howard-Hamilton, (Ed). Unleashing suppressed voices on college campuses: Diversity issues in higher education. New York, NY: Peter Lang Publishing.

Refereed Journal Publications Elam, C. L. & Brown, O. G. (2005). The inclusive university: Helping underrepresented students choose a college

and identify institutions that value diversity. Journal of College Admissions (187) 14-17. Brown, O. G. (2011). The jar is half-full and the jar is half-empty: Challenges and opportunities in graduating first-

generation African American undergraduates from traditional majority white institutions. Critical Issues in

Education Journal 3 (1), 13-26. In Progress Brown, O. G., Mitchell, D. W., Marriott, D., Williams, E., Heeter, A., & Ingram, T. (In-review). The little train that

could: Historically black fraternities and sororities’ navigational experiences at public flagship universities. Oracle: The Research Journal of the Association of Fraternity and Sorority Advisors.

Other Publications

Brown, O. Gilbert. (1997). Helping African American Students Attend College. Bloomington, IN: Phi Delta Kappa

Educational Foundation. Brown, O. G. (1999, February). Teaching: Unfolds Numerous Career Options for African American College

Graduates. Black Collegian, 29, (2), 120-125. Brown, O.G. (2000, October). The Role of the African-American Teacher: Why it’s Essential in the School System?

Black Collegian, 31, (1), 88-96.

Works in Progress

Brown, O.G. (2014) (Book Proposal Submitted) Fostering the Development of Reflective Practitioners in Student

Affairs: A Constructionism Pedagogical Approach.

Refereed Presentations

Brown, O.G., Donovan, J. (2013). “Faculty and students’ reflections: E-Portfolio provides flexible competencies Based framework.” Paper presented at NASPA Region IV-W & ArCPA, Hot Springs, Arkansas. Garrett, D., Brown, G., Ciesielski, M., McKnight, B., & Hamilton, R. (2013). “The bigger picture: enhancing Internships for students and institutions.” Paper presented at NASPA IV-W & ArCPA, Hot Springs, AR. Garrett, D., Brown, G., Ciesielski, M., McKnight, B., & Hamilton, R. (2013. “The bigger picture: enhancing Internships for students and institutions.” Paper will be presented at ACPA Nat’l. Conf., Indianapolis, IN. Welch, L., & Brown, O.G. (November 2012). “Through their own eyes: Undergraduates’ perceptions of inclusive

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excellence at a Midwestern comprehensive university.” Paper presented at NASPA IV W. Conference, Rapid City, South Dakota.

Arthaud, T., Goodwin, D., & Brown, O. G. (November, 2010). “Tutoring inner-city minority students increases P-12 student achievement and pre-service education skills.” Paper presented at the Teacher Education Division (TED) of the Council for Exceptional Children, St. Louis, MO.

Brown, O. G., Heeter, A., & Williams, E. (2007). “Guests in their own house: African American undergraduates’ views about their engagement experiences at a majority white research institution.” Paper presented at the American College Personnel Association and Student Affairs Administrators in Higher Education, Orlando, FL.

Editorial and Organizational Responsibilities

Manuscript Reviewer Peer Reviewer, Critical Issues in Education, December 2009-to Present. Peer Reviewer, Journal of College and University Housing, December 2009-2012 Organizational Faculty reviewer, Emerging Researcher Forum, College Student Educators International (ACPA), 2011-2012. Program Reviewer, Student Affairs Administrators in Higher Education (NASPA), National Preconference

Programs, August 2010. Program Reviewer, Student Affairs Administrators in Higher Education (NASPA, National General Programs,

August 2010. Program Reviewer, Student Affairs Administrators in Higher Education (NASPA), Region IV-W., August 2010.

GRANTS AND RESEARCH PROJECTS

Graduate College Research Summer Scholarship, summer 2008. Research focus on African American

undergraduates’ views of their academic experiences at public flagship universities. Outcome of the award was the creation of survey instrument The Insider Perspective.

Provost’s Futures Initiative Grant for $65,000 to address literacy concerns in the inner-city community, fall 2007-

Present.

AWARDS RECOGNITION

2009 Outstanding Faculty Member, NASPA (Student Affairs Administrators in Higher Education), Region IV-West.

2001-2002 ACE, American Council on Education Fellowship. 1998 MDP, Management Development Program, Harvard University, Cambridge, Mass. 1997 Glen W. Irwin, M. D. Experience Excellence Award, Indiana University and Purdue University,

Indianapolis, IN.

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PROFESSIONAL AND ACADEMIC MEMBERSHIPS

American Council Education (ACE), fall 2001-present. Association for the Study of Higher Education (ASHE), fall 2011. Student Affairs Administrators in Higher Education (NASPA), 1981-present. American College Student Personnel Association (ACPA), College Educators International, 2008-present.

SERVICE ORGANIZATIONS

University of Kansas Alumni Association Life Member Indiana University Alumni Association Life Member Kappa Alpha Psi, Fraternity Inc. Life member