Lowery Recognized with Outstanding Contribution to Literature/Research Award

John Wesley Lowery, professor of Student Affairs in Higher Education, received the Outstanding Contribution to Literature/Research Award by NASPA: Student Affairs Administrators in Higher Education, Region II on June 9, 2021.

Mueller Publishes on Measurement of Privileged Identity Exploration

John Mueller published "Measuring Privileged Identity in Educational Environments: Development and Validation of the Privileged Identify Exploration Scale." The article focuses on how privilege is constructed and how that can be useful to training in student affairs.


Students Honored in SAHE 2021 Commencement Video

Three graduating students from the Department of Student Affairs in Higher Education were honored for exceptional accomplishments and contributions as part of the department’s commencement video for the graduating class of 2021.


SAHE Announces 2021 Distinguished Alumni Award Recipient

The Department of Student Affairs in Higher Education is pleased to announce Kristin Eicholtz as the 2021 recipient of the Ronald Lunardini Distinguished Alumni Award.

SAHE Students Host Panel Discussing Race in Higher Education

SAHE student Rachel Pettiford worked with the Multicultural Center for Student Leadership and Engagement to present “IUP Celebrates: The Power of Education,” a panel discussion featuring Veronica Watson, Mel Jenkins, and fellow SAHE student Chandler Stafford discussing race at predominantly white institutions and black activism in higher education. 


DeSoto-Jackson, Benjamin, and Alumni Co-Author Book Chapter on Teamwork

Rachel DeSoto-Jackson, Paige Matzerath ’20, Emily Ostrowski ’20, and Mimi Benjamin coauthored the chapter “Teaching Teamwork through Theater: Interdisciplinary Collaboration in a General Education Course,” included in Integrating Professional Skills into Undergraduate Chemistry Curricula.

Benjamin Publishes on Learning Community Peer Mentors

Mimi Benjamin published a study on learning community peer mentors in Learning Communities Research and Practice. The article highlights findings from a study about how peer mentors prepared and provided transition assistance to new undergraduate students in a science-based learning community, with a focus on how they address concerning behaviors.