Morgridge College of Education takes great pride in the lasting impact of our faculty whose work improves opportunities for student and community success. We are proud to share that Dr. William E. Cross, Jr. of the Counseling Psychology and Higher Education departments and Dr. Cyndy McRae of the Counseling Psychology department were each awarded a 2015 Elder Recognition Award for Distinguished Contributions by the Society of Counseling Psychology at the 2015 APA Convention in Toronto Ontario this August. The award recognizes the hard work and distinguished contributions that Counseling Psychology professionals bring to the field.
Dr. Cross, who also received the Elder Recognition Award for Distinguished Contributions in 2013, is one of America’s leading theorists and researchers on black identity development and racial-ethnic identity development. His book, Shades of Black (Temple University Press, 1991) is a classic in the field. Dr. Cross was swept up by the Black Consciousness Movement of the 1960s and 1970s. From these experiences, he constructed Nigrescence Theory to explicate the identity-change process linked to social movement dynamics. The Cross Model became “the” template for scholars fashioning similar models on Native American Identity, Women’s Identity, Gay-Lesbian Identity, and Asian American Identity. Currently, he is co-authoring an edited text with Dr. Jas M. Sullivan of Louisiana State University, incorporating empirical studies on identity meaning and forms of internalized oppression. The book will be published by SUNY Press in January of 2016. Dr. Cross earned his PhD in Psychology from Princeton University.
Dr. McRae’s research is focused on psychosocial adjustment of persons with Parkinson’s disease, caregiver issues, and chronic illness, as well as the placebo effect and the effects of “Dance for PD” on daily lives. She is a member of the American Psychological Association (APA), a Fellow of the Society of Counseling Psychology since 2013, and she was the Chair of the Counseling Health Psychology Section, Division 17 of APA from 2006 to 2007. Dr. McRae is also a member of the Movement Disorder Society and the only non-MD chosen as an investigator in the Parkinson Study Group. Over the course of her career, she has mentored more than 65 students through the dissertation process. She actively encourages the Counseling Psychology community to focus on social justice, the expansion of internationalization efforts, and the importance of Counseling Health Psychology as integrative medicine becomes more widespread. Dr. McRae is the recipient of several awards: a Fulbright Specialist Award to Uganda, a National Institute of Health (NIH) FIRST award, and several other grants from NIH and other foundations. She earned her PhD in Counseling Psychology from the University of Iowa.
Congratulations to Doctors Cross and McRae for their well-earned honor from the Society of Counseling Psychology.
13 Aug 2015
Dr. Frank Tuitt is devoted to the examination and exploration of topics related to access and equity in higher education, including issues of race, Inclusive Excellence, and diversity in and outside the classroom from the purview of both faculty and students. As Senior Advisor to the Chancellor, Provost for Diversity and Inclusion, and Associate Professor of Higher Education at the Morgridge College of Education, his studies are centered on teaching and learning in racially diverse college classrooms, diversity, and organizational transformation.
On Tuesday, July 21, 2015, the American Council on Education released the report, Race, Class, and College Access: Achieving Diversity in a Shifting Legal Landscape at a release convening in Washington, D.C. As a member of the research oversight committee for the report, Dr. Tuitt contributed to a panel discussion at the event for a conversation on the report findings. During the final session of the day, focused on the connection between admissions and student success, he commented, “ We recognize our students, faculty, and staff come to us with a variety of experiences that are assets—not something that should be checked at the door—but that are valuable resources that will help them be successful and we find ways to help them leverage those rich assets to support their overall success.”
The report fosters a much-needed dialogue on how institutions can best respond to a shifting policy and legal landscape at a time when access to postsecondary education has never been more vital and our citizenry never so diverse. The researchers examine contemporary admission practices at four-year colleges and universities across a wide range of selectivity in the context of recent legal challenges to race-conscious admissions, including the pending U.S. Supreme Court case Fisher v. University of Texas at Austin. Among other findings, the authors examine the most widely used and effective diversity strategies; changes in admissions factors after the 2013 Fisher ruling and statewide bans on race-conscious admissions; and, the most sought after research and guidance given the current legal and political landscape.