McCuin, Deborah

• Ph.D., Educational Leadership - Renewal and Change, Colorado State University 

• M.Ed., Counseling, Arizona State University

• B.A., Liberal Arts and Elementary Education, Westmont College

Given the attention on Social Justice in America, a University campus must ensure adequate and equitable space for students of diverse backgrounds to feel they are a vibrant part of the campus environment. I question whether the experience of students identified as special populations feel the same sense of safety and belonging, equitable and authentic learning experiences, staff and faculty responsiveness, and connection to the institution as those of the majority population. At MMU, we believe that our Benedictine mission and values provide students with an equitable and inclusive experience, regardless of their diverse identification. I would like to study this truth and consider what would be required to improve the experience for students if it is missing.
Specific Aim 1: Are the elements of SEL evident on campus in the perception of special-population students? (Safety and belonging, authentic learning experiences, responsiveness of faculty/staff/student body, connection of home - school - community, reflective leadership)
Specific Aim 2: Where are the specific places that SEL are missing on campus?
Specific Aim 3: What specifics of SEL can be taught and to whom in order to improve the experience for all students, but especially for thos identified as DEI special populations?