PDS-1 Students Informational Meeting

Date: 
Friday, September 22, 2017 - 9:00am to 10:30am

Matthews Hall 112

PDS-1 Students Informational Meeting

Date: 
Thursday, September 21, 2017 - 9:00am to 10:30am

Matthews Hall 112

PDS-1 Students Informational Meeting

Date: 
Wednesday, September 20, 2017 - 9:00am to 10:30am
Location: 
Matthews Hall 112

 

Educator Preparation Office

Educator Preparation Office

Preparing Tomorrow's Educators

Office of the Associate Dean for Educator Preparation Programs


Cliff Harbour

Professor, Counseling and Higher Education
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Contact Info
Office: 
Matthews Hall 207-H
Phone: 
940-565-2045
Email: 
Cliff.Harbour@unt.edu

Veronica Jones

Assistant Professor, Counseling and Higher Education
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Contact Info
Office: 
Matthews Hall 214-E
Phone: 
940-369-8287
Email: 
Veronica.Jones@unt.edu

I grew up in the North Dallas area and attended schools in the Richardson school district through high school. My career started in elementary education, and I taught in Richardson, Arlington, and Houston area schools for over 10 years. My bachelor’s degree is in Elementary Education from Southern University A&M College. I received my master’s degree in Administration and Supervision from the University of Houston and earned my PhD in Higher Education Administration at Texas A&M University.

At the start of my higher education career, I served as a postdoctoral research fellow at the University of Texas at Austin where I became a research team member for the Texas Education Consortium for Male Students of Color. During my time there, I had the opportunity to collaborate with centers such as the Center for Community College Student Engagement and to work with colleagues on campus-wide diversity initiatives. Through those opportunities I was asked to be a faculty affiliate for Project M.A.L.E.S. (Mentoring to Achieve Latino Success), a role in which I still currently serve.

I moved on to a Visiting Professorship at the University of Texas at San Antonio, and in fall 2017 I was ecstatic to join the Higher Education Program faculty here at the University of North Texas. My research focuses on racial identity and intersectionality, male students of color in higher education, and student engagement and activism. My main research methodology is qualitative, and I utilize frameworks such as discourse analysis and critical theories to explore structures, policies, and practices that influence underrepresented groups. I am happy to be back home in the North Texas area and am honored to work with such esteemed colleagues in our Program. I look forward to building upon my research agenda in such a supportive environment.

Research Areas

Student identity development, access and degree attainment for men of color, P-20 collaboration, student engagement and activism, discourse analysis, institutional environments and power

Honors/Awards

2015-2016 William T. Grant Foundation Officers’ Research Grant: “Programs, Policies, and Practices that Reduce Inequality”; 2014 Barbara Jackson Scholar.

Publications

Jones, V. A. (2017). Black student leaders' race-conscious engagement: Contextualizing racial ideology in the current era of resistance. Journal of Critical Scholarship on Higher Education and Student Affairs, 3(1), 78-99. (Available online at http://ecommons.luc.edu/jcshesa/vol3/iss1/7/)

Jones, V. A. (2017). The racialization of Arab panethnic identity: Exploring students’ ingroup and outgroup social positioning. Race, Ethnicity, and Education. (Available online at http://www.tandfonline.com/eprint/xfCkCrRGCyVw7EvUCipf/full)

Jones, V. A., & Reddick, R. J. (2017). The heterogeneity of resistance: How Black students utilize engagement and activism to challenge PWI inequalities. Journal of Negro Education, 86(3), 204-219.

Miller, R. A., Jones, V. A., Reddick, R. J., Lowe, T., Franks Flunder, B., Hogan, K., & Rosal, A. I. (2017). Educating through microaggressions: Self-care for diversity educators. Journal of Student Affairs Research and Practice. (Available online at http://www.tandfonline.com/eprint/78nTEs68QkQUIBSRXwPQ/full)

Ponjuan, L., Jones, V. A., Hernandez, S., & Palomin, L. (2017). Collaborative consciousness: Exploring community colleges’ awareness and commitment to the success of male students of color. Journal of Applied Research in the Community College, 24(1), 3-14.

Jones, V. A. (2016). The Black-White dichotomy of race: Influence of a predominantly White environment on multiracial identity. Higher Education in Review, 12, 1-22. (Available online at http://sites.psu.edu/higheredinreview/2016/03/04/the-black-white-dichotomy-of-race-influence-of-a-predominantly-white-environment-on-multiracial-identity/)

Jones, V. A. (2014). Centrality and circumstance: Influences of multidimensional racial identity on African American student organization involvement. Journal of Critical Thought and Praxis, 3(2), Article 2. (Available online at http://lib.dr.iastate.edu/jctp/vol3/iss2/2/)

Educational Leadership Doctorate Info Session - Dallas

Date: 
Tuesday, September 26, 2017 - 6:00pm to 7:30pm

University Centers at Dallas
1910 Pacific Ave
Dallas, TX 75201


Interested in a doctoral degree in educational leadership? Attend one of our informational sessions.

Educational Leadership Doctorate Info Session - UNT

Date: 
Monday, September 25, 2017 - 6:00pm to 7:30pm

UNT Business Leadership Building


Interested in a doctoral degree in educational leadership? Attend one of our informational sessions.

Counselors receive research grant to study Native populations in New Mexico

By Raquel Talamantes

UNT College of Education Counseling faculty members Amanda Giordano, Elizabeth Prosek and Michael Schmit recently received a research grant from the Association for Counselor Education and Supervision (ACES) to interview Native Americans and gain a better understanding of how they want their culture to be portrayed in diversity courses and how to best meet the mental health needs of this marginalized population. 

Giordano, a specialist in addictions counseling and co-facilitator of the counseling program’s Addictions Counseling Research Team (ACRT); Prosek, co-facilitator of ACRT and specialist in mental health outcomes; and Schmit, an assistant professor specializing in outcome research, aim to gather information from the Native Americans participating in the study that has not yet been presented in existing research literature..

“We hope to gain new knowledge and understanding of how Native men and women experience counseling, if at all; or how counselors could better serve them,” Prosek said.

The award will provide the opportunity to conduct a qualitative study to inform counselors on ways in which they can provide more culturally sensitive counseling services. Additionally, the interviews will highlight the participants’ opinions about how Native culture should be presented in graduate courses.  

“We will conduct a phenomenological study with Native people, both on and off reservations, in order to ascertain Native Americans’ perspectives of how counselors can best approach the mental health needs of Native clients,” said Giordano, who is leading the study. “Additionally, learning about the lived experiences of Native Americans’ access to higher education may help counselor educators recruit Native people into counselor-training programs. Specifically, we will conduct individual, semi-structured interviews and focus groups with Native Americans on or near reservations in New Mexico.”

Giordano said she believes the most useful insight and direction in studies like this one comes directly from the population being studied, and she wants to give Native Americans a chance to share their voice as it relates to their own culture.

“Statistics continue to highlight mental health and substance abuse needs among this population” Giordano said. “Specifically, alcohol-related deaths are 520 percent higher among Native people than all races in the U.S., and death by suicide is 60 percent higher. Therefore, we believe it is crucial for counselor educators to gain a thorough understanding as to what Native people believe to be the proper treatment for these issues.”

Prosek adds that conducting phenomenological studies through a qualitative approach allows for the voices of the participants to be heard.

Giordano chose Santa Fe, New Mexico, for the study because of its large and diverse Native American population.

“There are 562 distinct Indian nations in the United States,” Giordano said. “It would be erroneous to group all Native people together without considering within-group differences. Therefore, our goal is to ascertain information from individuals from different tribes and Native cultural backgrounds.”

There are eight Native pueblos in northern New Mexico near Santa Fe: Nambe, Picuris, Pojoaque, San Ildefonso, Ohkay Owingeh, Tesuque, Santa Clara and Taos. The Eight Northern Indian Pueblos Council Inc. (ENIPC Inc.) exists to provide tribal governors with a structure to collaborate and meet the needs of their communities, Giordano said.

“We feel that conducting interviews in northern New Mexico provides a unique opportunity to learn from individuals from many tribes,” she said.

Over the past five years, Giordano has dedicated time and effort to promote racial justice and to advocate for marginalized groups. Her initiative to combat oppression and to give voices to those in need led her to apply for the ACES grant and start this study.

“The idea of the grant project originated with Amanda,” Schmit said. “When she asked me to join the team, I felt honored and was excited to contribute my research knowledge to the magnitude of what this project represents — giving a voice to Native people.”

 

Pictured, left to right, Amanda Giordano, Elizabeth Prosek and Michael Schmit.

Barbara Pazey

Associate Professor, Teacher Education and Administration
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Contact Info
Office: 
Matthews Hall 218-L
Phone: 
940-565-4897
Email: 
Barbara.Pazey@unt.edu

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