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As a result of helping students make the shift to accessing academic success resources remotely during the pandemic, Amanda Shah, Rachel Cordy, Samantha Spitak, and DeAnn Zalom published a manuscript, “Leading through change: Four perspectives, one team,” in TLAR’s special September edition Rising to the Challenge: Navigating COVID-19 in Higher Education Learning Centers.

������Ƶ International students can benefit from the expertise of Career Advisor Krittika Grau, who has recently published a book review of International Encounters: Higher Education and the International Student Experience.

Students have lots of questions about interview questions. Julie Paskiet is helping them and as a result published “How to Answer Common Interview Questions” in the 2020 American Association for Employment in Education (AAEE) Job Search Handbook.

First-Generation, Low-Income, and Underrepresented Students have on-campus advocates through Dr. Liz Piatt and Dr. Eboni Pringle. The duo published The Role of Science Identity Salience in Graduate School Enrollment for First-Generation, Low-income, Underrepresented Students in the Journal of Negro Education with two additional authors.

������Ƶ Campus is not the only place Assistant Dean Liz Piatt excels in her work. Liz has recently published with Dr. Akbar (former UC Assistant Dean), a chapter titled, Learning and Coping: The (Mis)Education of Lip Gallagher in the book, Shameless Sociology: Critical Perspectives on a Popular Television Series as well as publishing “The Segregated Gun: Racism and Representations of the Gun in Film.” Humanities and Social Sciences Communications (formerly Palgrave Communications)” with two other additional authors.

Students can enjoy Community Engaged Learning coordinated by Imani Reynolds, who co-authored and published an article entitled: “How do North American child and youth workers view cultural diversity?” in the CYC Advocate.

Dedication to academic success and racial equity for students at ������Ƶ Campus and beyond. Dr. N.J. Akbar, former Assistant Dean, recently had three book chapters accepted for publication. His chapter, Discussing Student Achievement and the Family in V. Seeburg’s Black American Students’ Achievement in the Suburbs: Academic Success through Family Engagement is expected to be published in December 2021. In May/April 2021, his two chapters of A Race-Conscious Pedagogy Future: Essays that Forge a New Path for Equitable Schools will be published, titled Fixing the System, Not the Student or Family: Dismantling Racism and Institutionalizing Equity by Leveraging Your Board’s Leadership and Underresourced, Underfunded, and COVID: Schools seeking Racial Equity during a Pandemic.

������Ƶ State students benefit from Community Engaged Learning work on civic learning and democracy led by Craig Berger. Berger is dedicated to students’ democratic engagement, recently co-authoring an article published in the eJournal of Public Affairs, “Tools for Living Democracy: Putting the CLDE Theory of Change into Practice” and a publication in a NASPA issue of the Leadership Exchange Magazine entitled “Infusing CLDE Theory of Change into Student Affairs: New Thinking about Civic Learning and Democratic Engagement”.