Dr. Elisa Abes

Elisa AbesElisa Abes has been teaching in the SAHE program since 2005. She primarily teaches courses related to student development theory. In doing so, she uses a critical theoretical approach to re-imagine student development theory to work against systems of inequality such as racism, heterosexism, and ableism. Her research also centers on critical approaches to student development theory, including intersectionality and critical disability theory. Elisa’s current research focuses on the experiences and identities of college students with physical and intellectual disabilities. Elisa is the co-author (with Dr. Susan R. Jones) of Identity Development of College Students: Advancing Frameworks for Multiple Dimensions of Identity (Jossey Bass, 2013); editor of Critical Perspectives on Student Development Theory (Jossey Bass, 2016); and co-editor (with Dr. Susan R. Jones and Dr. D-L Stewart) of Rethinking College Student Development Theory Using Critical Frameworks (Stylus, forthcoming). Prior to teaching at Miami, Elisa taught for two years at the University of South Florida. Elisa also practiced law as a litigator in a large law firm for four years prior to starting her career as a student affairs faculty member. Student development theory explains much of Elisa’s career transition. Elisa graduated from The Ohio State University with her bachelor’s degree (1992) and doctorate (2003). She received her law degree from Harvard Law School (1995). Elisa and her partner, Amber, are the mothers of two kind children, Shoshana and Benjamin, ages 10 and 7, who like to remind her that playing with them is “more important” than always getting her work done. Indeed, Elisa loves to be outside as much as possible, running, hiking, biking, gardening, and of course, any game her children want to play with her.

Dr. Kathleen Goodman

Dr. Kathleen GoodmanKathy Goodman is assistant professor of student affairs in higher education at Miami University. She earned her Ph.D. at the University of Iowa in May 2011. While at Iowa, she was a research assistant at the Center for Research on Undergraduate Education. Prior to that, she held an administrative position at the Association of American Colleges and Universities. Kathy’s research and teaching interests include the impact of college experiences on student development; diversity and equity in higher education; spirituality, life purpose, and atheist college students; and incorporating critical perspectives into quantitative research.  She has been published in the Journal of College Student Development, the Journal of Mixed Methods Research, The Chronicle of Higher Education, Diversity and Democracy, and Research in Higher Education. She has also served as a member of the board of directors for the Secular Student Alliance.

Dr. David Perez II

Dr. David PerezDr. David Pérez II is an Associate Professor in the Department of Educational Leadership at Miami University in Oxford, OH. Dr. Pérez’s research focuses on increasing Latino undergraduate men’s success at U.S. colleges and universities. In 2014, he launched The National Study on Latino Male Achievement in Higher Education to explore how undergraduates employ different forms of capital to thrive at twenty selective institutions. This study is supported by grants from the NASPA Foundation, National Resource Center for the First-Year Experience and Students in Transition, and ACPA Foundation. He is also conducting a longitudinal study based on EDL 696: Student Success in Higher Education, which explores how content from this course informs the practice of SAHE alumni. Recently, he co-authored an article with four students from EDL 696 that was published in Journal on Excellence in College Teaching. The American College Personnel Association and the National Association of Student Personnel Administrators recognized Dr. Pérez as an emerging scholar for his contributions to research. His most recent publications are featured in the Journal of College Student Development, Journal of Hispanic Higher Education, and a coedited book — Latinx/a/o in Higher Education: Exploring Identity, Pathways, and Success — which addresses the experiences of Latinx graduate students, faculty, and staff in student affairs and higher education. Prior to pursuing a career in academia, Dr. Pérez served as a student affairs practitioner at Syracuse University and New York University. During his tenure in the profession, he engaged undergraduate and graduate students in residential leadership, peer education, and social justice advocacy. Dr. Pérez was a Posse Scholar and earned his B.S. in Human & Organizational Development and M.Ed. in Educational Leadership & Administration at Vanderbilt University. Dr. Pérez is the proud husband of Gabriela Bermudez and father to Immanuel and Noemi.

Dr. Stephen John Quaye

Stephen J QuayeStephen John Quaye is a parent of a remarkable, inquisitive, kind kid named Sebastian. Stephen is also a believer in the power of personal storytelling and strongly sees how hearing and sharing our stories with others can foster connections and learning across differences. He values the power of dialogue as a vehicle to promote change in society. He teaches courses focused on student learning, dialogue as a form of communication, and issues of power, privilege, and oppression. He also loves bow ties, baking (he makes a pretty mean scone and key lime pie), reading, and writing poetry. Finally, he is an Associate Professor in the Student Affairs in Higher Education Program at Miami University, where he works with graduate students to help them find their passions and voices. His Ph.D. is from Penn State University, his master’s degree is from Miami University, and his bachelor’s degree is from James Madison University.

Dr. Natasha Turman

Natasha TurmanNatasha Turman is a visiting assistant professor (VAP) in the Student Affairs in Higher Education (SAHE) program. As a VAP, Natasha supports master’s students through their practicum experiences and cultivates their critical leadership lenses through the Leadership and Organizational Theory course. As a critical scholar, Natasha’s research interests cut across two distinct, yet complementary areas: gender and diversity in higher education and critical leadership education. These targeted foci allow her to examine who is excluded from the dominant narratives of leadership and post-secondary education, what systemic processes maintain this exclusion, and how institutions of higher education can better position themselves as viable environments for healthy social identity development and sustainable leadership development for social change. Natasha actively engages these research foci through various mediums including publications, international professional conferences, and professional association engagement. Natasha has worked in the field of higher education student affairs for nine years in a variety of functional areas including leadership studies, student activities, residential life, and multicultural affairs. Most recently, for the past four years, she served as the Project Manager for the Multi-Institutional Study of Leadership (MSL) an international quantitative research study measuring socially responsible leadership. She has a Ph.D. in Higher Education from Loyola University Chicago, a M.S. Ed in Educational Leadership and Policy from Old Dominion University, and a B.S. in Chemistry from Spelman College.