Candidate for President-Elect (One Position Open)
President Responsibilities
- Serve in accordance with applicable sections of the all governance documents of the Association
- Serve as Chair of the Board of Directors and the presiding officer at all meetings of the Association and the Board of Directors
- Chair the Executive Committee (which considers business operations that arise outside of normal Board meetings).
- Together with the Treasurer and Executive Director, and upon approval by a majority vote of the Board of Directors in accordance with the Operating Policy and Procedures, be authorized to enter into contractual obligations on behalf of the Association.
- Together with the Executive Director, serve as a liaison to the Gehring Academy Chair.
- Represent ASCA at annual meetings for the Council of Higher Education Management Association (CHEMA) and/or other association-sponsored events.
To review full position description, click here.
Why do you want to serve as the President of ASCA Board of Directors?
Serving as the President-Elect of the ASCA Board of Directors would continue my longtime service to the Association and profession, apply my unique strengths, and be personally and professionally meaningful. In my volunteer service and leadership with ASCA over the past several years, I have played a role in some of the Association’s important moments of progress. I have developed deep relationships and deep context, both of which are necessary to lead the Association, and I regularly listen to our membership to develop insights into where ASCA should grow. The next few years, during which ASCA is anticipated to participate in its next cycle of strategic planning, excite me about their potential. Serving as ASCA President-Elect would also hold special meaning, as I have been mentored by past ASCA leaders who dearly shaped my development. One of those mentors often speaks about the importance of having a “reasonable person on speed dial” (a la reasonable person standard), and ASCA colleagues are that for me. I’d be honored to serve you as a representative, leader, and ambassador for the Association and our profession.
The role of the President requires experience, an inclusive mindset, decision-making ability, and strategic thinking. What skills do you have that will enable you to accomplish the Association’s goals?
Through my campus-based experiences and professional service, I have developed a unique skillset that is necessary to lead the Association. Conduct practitioners tend to be uniquely diplomatic, efficient, thoughtful decision makers, compassionate, resourceful, and skilled communicators, and I consider these as particular personal strengths. I care about peace and justice, and I care about people. An inclusive mindset in this role also means making sure structures empower members to share their needs, and determining which combination of listening, advocating, and working collaboratively is best to meet those needs. My super strength is strategic organization; I regularly train on strategic planning and assessment, and as ASCA enters its next cycle of strategic planning, these skills will be important for the President-Elect.
During my previous service on the Board of Directors, I spoke to new Board members about keeping a lens of strategy and opportunity to advance the Association and meet members’ needs. One of my own moments came when I had a casual taxi conversation with a friend that grew into ASCA’s professional relationship with the Higher Education Case Managers Association! It is important for leaders to synthesize and connect for the Association outside of the board room; I’ve referred new non-member expert presenters and vendors to exhibit at ASCA events as small examples of this strategic connection-making. As a volunteer leader, I also frequently emphasized the importance of data. ASCA has a massive opportunity with our new software and member information to optimize data to understand the needs of members and better understand the ways members grow through ASCA’s professional education, especially important at this time.
I first became involved in the Association as a graduate student, where I first attended and volunteered at ASCA events. That participation grew to regularly presenting at the annual conference and being involved with communities of practice. My knowledge of ASCA’s governance deepened significantly when I served on the ASCA Board of Directors as a Director-at-Large from 2022-2024. During that time, I participated in ASCA’s most recent strategic planning process, liaised with several groups - including with the Assessment Committee as they transitioned from being a Community of Practice - and on a presidential task force related to resource development for members.
On a parallel timeline, after attending the Gehring Academy, I grew with the Academy as a Faculty Fellow, Faculty, and Track Coordinator, then served as Assistant Chair in 2024 and as the 2025 Chair. The Gehring Academy is the first point of ASCA engagement for many members (nearly 50% of Academy participants last year!) and the Association’s biggest source of revenue, which allows ASCA to provide resources to members. The best part of the Academy are the relationships I’ve formed with participants and facilitators, giving me a cherished network of good thinkers with good humor.
As a senior student affairs officer, I now have a professional vantage point that rounds out the roles I’ve held over the past two decades. My professional experiences represent those of many ASCA members: I’ve served in residence life roles, fraternity and sorority life, student conduct from early career to director and mentor, in equity resolution, and now with professional oversight and mentorship of colleagues growing in those areas. In these roles, I’ve cultivated expertise and experienced some of the major challenges known in our profession, from misunderstanding of the work we do or higher-level deviation from a legally and morally sound process to resource shortages and flagging morale. I know the association and profession well and feel strongly about contributing to a sustainable future for both – a sustainable future that is also sustainably healthy for its workforce.
As President-Elect, ASCA’s core values carry extra significance, and this is part of why many of the core values have come up in my response to the other ballot prompts. It is the role of the President-Elect and executive committee to create a professional “home” by serving as advocates, addressing concerns that affect our profession, and by ensuring that ASCA is inclusive of members’ varied voices and needs. One way we achieve this is through providing education of exceptional quality and variety and by caring not only about the professional development of our members, but also about our well-being and community connections.
One recent example of how I’ve supported education and growth with personal care is through the addition of a new facilitator evaluation in the Gehring Academy in which Academy facilitators receive feedback about their facilitation, knowledge and skills, and connection with participants. This allows ASCA to understand how we deliver on our commitments to participants, allows facilitators to reflect, celebrate, and grow, and allows future leadership to differently build teams. It is a small example of education, inclusion, and belonging converging in a less obvious micro-experience.
Candidate for Director of Equity & Inclusion (One Position Open)
Director of Equity & Inclusion Responsibilities
- Serve in accordance with applicable sections of the all governance documents of the Association.
- Infuse equity and intentional inclusion principles into all aspects of the Association, including but not limited to: the Annual Conference, Gehring Academy, elections process, Association leadership appointments, and other Association initiatives.
- Collaborate with Central Office and Conference, Gehring, and other signature Association event leadership to adhere to expectations of the 2022 Proclamations and other relevant ASCA Proclamations.
- Serve as the Board Liaison for the Equity & Inclusion Committee, including meeting regularly with the committee leadership.
- Assist the Equity & Inclusion Committee in the awarding of ASCA’s Diversity scholarships as needed, with assistance from the Central Office.
- Collaborate with Directors-at-Large of designated constituency groups to meet their needs.
- Collaborate with the Director-at-Large for Historically Underrepresented Institutions to support outreach to the underrepresented populations within the Association.
- In consultation with the President, assess the need for and conduct equity and inclusion education and/or training for ASCA Board of Directors and/or other Association Leadership.
- Collaborate with Central Office and Board volunteers to update Volunteer Leader Orientation materials.
- Serve on the Executive Committee (which considers business operations that arise outside of normal Board meetings).
To review full position description, click here.
When you receive your ballot, there will be the ability to write in a candidate name for this Board of Directors' position.
Before writing in a nomination, members are encouraged to review the position description and ensure the potential Director is interested in and able to fulfill the expectations of the position. The Director will also be asked to attend a transition meeting from December 5 - 6 in Washington, DC.
If the write-in process results in a tie between two or more interested and eligible candidates, a run-off election will be put to the membership in early October. The run-off election will follow ASCA's election process, including a ballot with candidate statements and a 10-day voting period.
Candidates for Director-at-Large, Community Colleges (One Position Open)
Director At-Large Responsibilities
- Serve in accordance with applicable sections of the all governance documents of the Association.
- The Directors At-Large shall serve on the Board of Directors and perform such duties as are recommended by the President and approved by a majority vote of the Board of Directors, including working as a liaison with the regional, communities of practice,
and/or committee representatives. - Collaborate with the Director of Equity and Inclusion to meet the needs of their designated constituency groups, if applicable.
- Advocate the needs and concerns of members to Association leadership.
- Serve as the Board Liaison to assigned Communities of Practice, Committees, or other designated entities.
To review full position description, click here.
Wesley Bolton
Wesley BoltonCommunity Colleges and technical colleges are rooted in accessible, community-based education. These colleges are designed to lower barriers that people face as they seek higher education by providing local and affordable education that is focused on both academic excellence and development of workforce pathways. Community colleges are uniquely positioned to respond to changes in local workforce needs and ensure the work and goals of the institution are meeting community needs.
In addition to workforce development, Community colleges also provide a space that allows for life-long learning for the surrounding community. Students who attend do so for a vast variety of reasons such as training for a new career, preparing to transfer to a four-year institution, or to pursue education for personal growth and are often balancing school with work, family, and other responsibilities. Community colleges are built to support students facing these complex situations. Community colleges represent the idea that education can really benefit a person and be applicable to their daily life. This aspirational, community driven approach to higher education is what has inspired my interest and commitment to Community Colleges.
Advocating for community colleges begins with making sure their voices are heard, and their priorities are represented. As a member of ASCA’s Board of Directors, I would plan to advocate by listening closely to colleagues and learning from their experiences. The most effective solutions come from understanding what members face on their campuses and what they need from the association. By encouraging participation from community college members and actively engaging in spaces such as the Community College CoP, I can ensure the needs of practitioners at community colleges are considered in ASCA’s work, including in the strategic plan.
One tool I would use as well in my advocacy is the data collected through ASCA Analytics to identify nationwide trends. Data from two-year institutions can illustrate the distinct nature of conduct work in these settings and help guide the Association in developing resources and professional development that meet our needs.
One of my primary goals would be to support the creation of resources specifically designed for community colleges and to encourage membership and engagement in spaces such as the Community College CoP. While ASCA provides many valuable tools, there is an opportunity to develop additional materials that reflect the realities of two-year campuses, such as commuter student populations, smaller teams, and limited budgets. By combining targeted resources with peer connection and mentoring opportunities, we can strengthen the professional network and support the success of community college practitioners.
Why do you want to serve on the ASCA Board of Directors?
I want to serve on the ASCA Board of Directors because I believe deeply in the mission of the Association and the role it plays in supporting student conduct professionals. ASCA has been crucial to my own professional journey and has given me the tools, training, and connections to be an effective and informed student conduct professional. Serving on the Board of Directors would allow me to give back to the Association and its members by helping to create opportunities for growth and by contributing to the continued evolution of student conduct as a profession.
I am also especially motivated to represent community colleges, and provide them with a voice on the Board, since community colleges are a vital part of higher education and often have unique needs. I want to ensure that the realities facing student conduct professionals at 2-year and 4-year institutions are reflected in the work ASCA does and that the Association continues to provide resources and initiatives that help conduct professionals succeed.
I first joined ASCA in 2019 after encouragement from my mentor. I wanted to continue to grow as a conduct professional, both for my role at the time and to develop a strong network of conduct professionals beyond my workplace. After one ASCA event I attended, a colleague mentioned ASCA as a “professional home” which has stuck with me, because ASCA really is a place where I can develop my knowledge and skills in the student conduct profession so that I can better serve my students and the institutions I work at.
Over time, my involvement has continued to grow to include membership in several Communities of Practice and participation in multiple professional development opportunities, including the Gehring Academy. More recently, I have expanded my engagement by serving on the Public Policy and Legislative Issues Committee. I have also had the privilege of serving as faculty for the Gehring Academy’s Student Organization Conduct Track in 2024, the Gehring Academy’s Training Conduct Boards Mini-Track in 2025, and the Fall 2024 Student Organization Conduct 201 module.
Through my work both currently at Chattanooga State Community College and in my previous roles, I have led offices and committees, guided strategic planning, supervised full-time staff, and managed departmental budgets. My experiences have often required me to set long-term goals and ensure that short-term priorities align with the broader mission and goals of the institution. These experiences have prepared me to serve effectively on the ASCA Board of Directors.
Throughout my career, I have built experience in strategic planning and policy development. A critical part of this work has been anticipating future needs and designing initiatives from the start with clear goals and measures of success. These skills directly translate into the work of the ASCA Board of Directors, where thoughtful planning and collaboration are essential to guiding the Association.
Please describe how you will work to advance ASCA’s core values.
ASCA’s Core Values of Advocacy, Belonging, Education, Equity & Intentional Inclusion, and Wellness are integral to the work of the Association and should serve as a starting point for the Association’s initiatives. By serving on the Board, these values will be at the center of my decision making. My goal is to ensure that ASCA continues to be a place that not only educates and supports its members but also leads the student conduct profession forward.
When serving on teams, I often bring a balance of both idea generation and practical application. On the Board of Directors, this balance will help play a crucial role, because I can both help brainstorm possibilities and then help find grounded, actionable outcomes. This adaptability allows me to shift as needed, moving between vision and execution depending on the situation. With this combination, I can help the Board advance ASCA’s mission by staying flexible while ensuring we are meeting the needs of our members.
The ASCA Knowledge and Skills document is a crucial tool that highlights the value of the Association’s programs and resources through a consistent, established framework. Members can use it to identify the knowledge and skills they gained from a training or resource and demonstrate those benefits to others, both within and outside of their institutions.
On the Board, I would continue the work the Association has done to integrate the Knowledge & Skills ASCA’s events and resources. This includes encouraging clear connections between Knowledge and Skill areas members develop and the conference sessions, webinars, publications, or other materials hosted by the association that they members with. By keeping the Knowledge and Skills at the center of ASCA’s work, we can help members clearly articulate their professional growth and ensure the Association’s efforts consistently provide meaningful benefits to its membership.
Dr. Robert Braswell
Dr. Robert BraswellWhat do you understand the community college philosophy to be?
The community college philosophy is centered on providing equitable, accessible, and affordable education to the local community. It aims to remove the traditional barriers to higher education, such as high cost and restrictive admission standards.
Community colleges also offer a wide variety of programs, including career and technical education, associate degrees, and transfer programs, allowing students to pursue many different academic and career paths. By providing job-ready skills and training for in-demand fields, community colleges help strengthen the local economy and workforce.
As open-access institutions, community colleges welcome all community members regardless of their background, offering programs and education that serve a diverse population. They are a pillar in the community, often partnering with local businesses to provide skill development and promote economic growth. Ultimately, the community college philosophy is to be a dynamic, responsive institution that empowers individuals and strengthens the social and economic fabric of the community it serves.
How do you plan on advocating for the unique needs of community colleges on the Board and within the Association?
My advocacy for the unique needs of community colleges as a board member would primarily focus on education and collaboration. As a liaison to the Community Colleges Community of Practice, I would continue to nurture this network of professionals to better inform the association about the distinctiveness and importance of community college work. By creating more dedicated spaces at conferences and within the association, we can empower community college professionals to build their professional network, share challenges, and exchange best practices.
It would be crucial to actively educate our members about the unique characteristics of community college students. My goal would be to ensure that the unique mission and student demographics of community colleges are always considered in conversations about policies, best practices, and professional development.
Finally, I would work with the Community Colleges Community of Practice to host webinars and workshops in partnership with other associations and subject matter experts. These sessions would address topics particularly relevant to community colleges and approach for conduct violations and integrating support for basic needs support into the conduct process. Overall, my goal is to ensure the association’s work is not only relevant to community colleges but also empowers community college professionals and institutions to effectively serve their students and communities.
Why do you want to serve on the ASCA Board of Directors?
I'm ready to move from being a silent observer at conferences to an active contributor to the ASCA community. My diverse background, having worked at a variety of institutions, has given me a unique perspective on student conduct. I'm excited to bring this experience to the ASCA Board, ensuring that the voices of all members, including those from underrepresented institutions, are heard.
Joining the board would be a chance for me to be a thought leader and a change agent, helping ASCA navigate the ever-changing landscape of higher education. It would also be a meaningful way to give back to the profession and invest in the future of student conduct.
Why did you become involved in the Association, and what has your involvement looked like over time?
I first became involved with ASCA to connect with like-minded student conduct professionals and people who truly understood the unique day-to-day work of this field. It was also critical for me to stay current on best practices and trending topics. Over the years, my engagement deepened through my participation in the Gehring Academy, annual conferences, and numerous webinars. After attending the identity-based summits and seeing the professionals of color in leadership positions and on the board, I knew I had found my professional home.
Please share any relevant professional or lived experiences that may speak to your ability to lead within the Association.
My professional experience has prepared me to lead within the association by focusing on member engagement and collaboration. As the Membership Chair for my alma mater's alumni association, my primary role is to connect with members to understand their needs and determine what keeps them engaged.
I gather feedback through surveys, meetings, and events. I then use this information to develop new initiatives and improve our existing programs. This process involves close collaboration with our board and various committees to ensure our efforts align with the organization's mission and goals.
This work directly relates to the needs of the ASCA. I am committed to being a liaison for the community college community of practice, ensuring their voices are heard and they feel valued within the association.
Please describe how you will work to advance ASCA’s core values.
I will advance ASCA’s core values by championing integrity, inclusion, and equity in all my work on the Board. My diverse experience across various institution types has prepared me to critically evaluate issues and make impartial decisions that serve the best interests of ASCA and its members.
I am committed to advocating for all student conduct practitioners, with a specific focus on ensuring the voices of underrepresented professionals and institutions, such as community colleges, are heard. As a Black male, I believe it's vital to foster a professional home that values belonging and intentional inclusion. I will actively work to ensure all members feel comfortable and safe to bring their full selves to the profession while advancing their professional toolboxes.
What role do you think you will play on the Board, and how will it contribute to the Association’s mission and values?
I see my role on the ASCA Board as a strategic advocate and a collaborator. I'll advocate for all members, especially those from institution types often underrepresented in national conversations, like community colleges. My professional experience across various institutions gives me a comprehensive view of the profession’s challenges and opportunities, which I will leverage to ensure the Board's decisions are well-informed and impartial.
As a natural connector, I'll help facilitate collaboration among board members, working to ensure we meet the needs of our members and successfully complete our initiatives. This opportunity to learn and grow within the association will also prepare me to take on greater leadership roles in the future, providing a long-term return on investment for ASCA.
The ASCA Board of Directors recently released professional guidance via the Student Conduct Knowledge and Skills. How would you, in your position on the ASCA Board of Directors, contribute to the infusion of the priorities outlined in this project throughout the Association?
In my role, I would use the Student Conduct Knowledge and Skills guidance as a cornerstone for developing resources for community college professionals. I would begin by identifying the specific needs and focus areas for the year, then use the framework to guide the creation and distribution of relevant materials. By serving as a resource and a connector, I'll ensure that the valuable insights from this document are made accessible and applicable to professionals across all functional areas.
Jill Childress, Ed.D.
Jill Childress, Ed.D.Further, the nature and design of a community college requires that affordability is central to the open access mission. That means that many practitioners are generalists who are working to be creative and resourceful within rising costs and diminishing budgets. Community colleges meet individuals where they are, provide space for mistakes and growth, and work to make entry and reentry as accessible as possible for students seeking to better themselves, their families, and their lives.
It is important to understand the dynamic and contemporary issues impacting community colleges and technical institutions so that I can accurately represent them to the Board and within the Association; however, it is equally as important to be able to advocate meaningfully and effectively. My personal and professional values and approach begins by building relationships with others, by first seeking to understand others’ perspectives. I believe it’s important to create and maintain relationships that are not transactional. This includes looking for common purpose, values, and goals, and opportunities to collaborate and collectively address concerns. This also means being a trusted colleague and teammate. To that end, I would work to build credibility for a community college perspective by following through with obligations, showing up, being present, and serving with integrity. Finally, being open to feedback and being a place where others feel like they can provide honest and authentic input is critical to developing relationships and deeply understanding needs so that I can be an effective advocate.
I believe a hallmark of the Association is access to high-quality training, development, and information about best and promising practices, through a legislative, legal, and student development lens. The Association is responsive to contemporary issues and events that impact the day-to-day functions of conduct professionals, which makes it an invaluable resource for members. The quality of Association offerings is a direct result of the commitment and participation by members who bring their own understanding and expertise to bear on real challenges in practice. The culture of the Association is to create multiple pathways for involvement and opportunity, no matter what someone’s level of experience is. That means that the Association has seasoned professionals giving back through their own knowledge, experience, teaching, and mentorship, and newer professionals or those who are learning a new functional area also have access to participation and networking in a way that benefits their professional practice. I would enjoy the opportunity to continue to learn and grow through the Director at Large for Community Colleges position; to collaborate with brilliant colleagues on the Board and in other volunteer roles in ASCA for the betterment of the Association and the profession, and to give back to an organization that has served as a professional home and incubator for my own growth and development over the course of my career.
Over time, I have participated with the Association in a variety of ways. I have benefitted from the mentorship of seasoned professionals in the Association as a new- and mid-career professional. I have attended the Gehring Academy as a participant twice, and have also served as faculty for the Foundations Track and for a few different Mini-Tracks. I have presented many times at the annual conference. I benefit from the state of Oregon bi-annual meet ups with my conduct colleagues from across the state, where I learn a lot and get important information to improve my practice. I have co-presented a pre-conference session, helped plan a regional Sexual Misconduct Institute, and have served on the Regions and States Presidential Task Force and on a review group for the last CAS standards revision for conduct programs. I served for two years as a co-chair for the Women in Conduct Community of Practice. All of these experiences were invaluable for my own learning, growth, and development, and I am excited for the possibility to continue to serve in this way.
The entirety of my professional career has had me in roles where I have had some level of direct responsibility for the administration of conduct or a conduct program, as well as with conduct-adjacent work like other grievance procedures, compliance, behavioral intervention, conflict resolution, and more, as well as training others on these topics. I believe my experience of increasing responsibilities for conduct- and conduct-adjacent functions over the course of my career has prepared me with an understanding of both broad contemporary issues and dynamics and the day-to-day details that impact practitioners.
From a training and professional development perspective, several experiences have equipped me to lead, including training around trauma informed perspectives and approaches, understanding the unique experiences of students living in poverty, motivational interviewing and appreciative advising approaches, and specific training on facilitating group dialogue, particularly around difficult topics. My educational experience and background have also taught me to use research and data to identify gaps and challenges and to inform the problem-solving process, a strategy that I use regularly in my work.
ASCA lists the following core values: advocacy, belonging, education, equity and intentional inclusion, and wellness. Advocacy is a core function of the Member at Large for Community Colleges. As previously addressed, if elected, the key way I would advocate would be to facilitate opportunities for discussion, conversation, and feedback on issues and concerns that impact professionals at community colleges. This includes staying abreast of emerging, contemporary concerns, connecting colleagues to resources and supports, advocating for the development of new resources and supports as needed, and bringing a community college perspective to projects and initiatives of the Board, among others.
Sense of belonging and equity and intentional inclusion are already present and key aspects of the Association culture that I believe are critical to maintain, promote, and enhance. I would do so by seeking to build relationships, serving as a sounding board, connecting folks to resources and supports, and encouraging the participation of members in the Association in ways that feel accessible and reasonable to them. Often, participation and belonging starts with small steps, so that could include putting in a conference proposal, serving on a conference committee (such as program review, awards/recognition, or volunteering at the conference), attending a training, submitting a webinar proposal, getting involved in a community of practice to name a few. I reflect on the role that mentors in the field have had on me, and how I can continue to build up others. That includes creating spaces where multiple perspectives are valued, sought out, and incorporated; critically examining our assumptions and shared beliefs and considering what may be missing; and contributing to the creation of spaces and opportunities where members are seen, valued, and appreciated through inclusion, participation, and celebration. I would also seek feedback about opportunities and continuously seek out perspectives that are different from my own to deepen my own understanding. The work of equity and intentional inclusion are lifelong, and continually seeking resources to learn and educate myself is important for ongoing growth, as are being open and responsive to feedback.
I would advance the value of education through keeping ASCA’s Knowledge and Skills forefront in training, education, and initiatives that I am participating in or responsible for. That would include using the document as a guide for identifying gaps and looking for opportunities to help address those gaps with expertise and support of Association members. Finally, I would work to support and promote the wellness of practitioners by continuing to infuse trauma-informed approaches in my role, and seeking to support meaningful connection and collaboration so members know they are not alone as they navigate challenges at their institutions. Affiliation and community is a protective factor when it comes to workforce and employee wellness, and helping support a positive, inclusive, vibrant community is a core value in my professional practice as well.
Beyond that, I also believe I can bring a unique perspective related to community colleges and technical programs. The majority of my career has been in the Pacific Northwest, and I believe I could bring an important regional perspective as well.
A critical responsibility for a Director-at-Large is to be a liaison with various committees and groups. Effective communication and collaboration, along with meaningful relationship building, would be a central tenet to my approach. I would contribute to the mission and values through being a trustworthy and reliable colleague, remaining open to different perspectives and seeking information to enhance my ability to fulfill my responsibilities, and bringing my natural inclination to encourage and uplift others and contribute to a shared vision, mission, and goals of the Board to be a positive force for change.
* understand and apply the context and philosophy that informed the development of the Knowledge and Skills to other trainings, meetings, initiatives, and programs I am supporting, including recognizing that the process of growth and learning is lifelong; our field is broad and complex; and there are multiple paths to student conduct work;
*using the Knowledge and Skills document to help identify areas for development and growth broadly as it applies to community colleagues; and
*utilize the Knowledge and Skills in the development of learning outcomes and content in any areas of program development where I have leadership, responsibility, or influence.
Candidates for Director-at-Large General (Two Positions Open)
Director At-Large Responsibilities
- Serve in accordance with applicable sections of the all governance documents of the Association.
- The Directors At-Large shall serve on the Board of Directors and perform such duties as are recommended by the President and approved by a majority vote of the Board of Directors, including working as a liaison with the regional, communities of practice,
and/or committee representatives. - Collaborate with the Director of Equity and Inclusion to meet the needs of their designated constituency groups, if applicable.
- Advocate the needs and concerns of members to Association leadership.
- Serve as the Board Liaison to assigned Communities of Practice, Committees, or other designated entities.
To review full position description, click here.
Mr. Ron A. Alexander
Mr. Ron A. AlexanderServing as ASCA’s Parliamentarian this past year has been one of the most impactful professional experiences of my career in student affairs and student conduct. In this role, I have gained a deeper understanding of ASCA’s governance, values, and strategic priorities, while also strengthening my ability to lead with fairness, integrity, and intentionality. It has reaffirmed for me that ASCA is not just an association I belong to, but a professional home that continues to shape the way I serve students, colleagues, and the broader field.
ASCA has been central to my professional development from the beginning. Through conferences, institutes, committees, and networking, I have consistently found mentorship, community, and resources that have elevated my practice as a conduct professional. Over the past decade, ASCA has pushed me to think more critically about equity in policy development, creativity in conflict resolution, and compassion in holding students accountable. These lessons have made me a stronger leader on my campus and in my community, and I feel a responsibility to give back to the association that has invested so much in me.
As Parliamentarian, I had the privilege of supporting the Board in ensuring that our processes were inclusive, transparent, and consistent with our bylaws and standard operating procedures. This vantage point gave me unique insight into the importance of clear governance in building member trust and sustaining organizational health. More importantly, it allowed me to engage with diverse perspectives across the association, witnessing firsthand how ASCA’s collective leadership navigates challenges, celebrates successes, and sets direction for the future. This experience has only deepened my desire to continue serving ASCA at the highest level.
I want to serve on the Board of Directors again because I believe I can continue to contribute both vision and pragmatism to our work. I bring over a decade of student conduct and student affairs leadership, coupled with my current training as a mental health counselor, which positions me to help ASCA explore intersections between conduct, care, and student well-being. I understand the complexity of today’s higher education landscape: balancing accountability with restorative practices, addressing political and legislative pressures, and preparing new professionals, particularly Gen Z staff, for a rapidly changing environment. These are areas where I can lend both experience and creativity.
Equally important, I am committed to ensuring that ASCA remains a welcoming space where all members see themselves reflected and valued. As a Black man in student affairs, I know the importance of representation and equity in leadership. My service on the Board would continue to prioritize building inclusive pathways for emerging leaders, fostering dialogue across differences, and amplifying voices that have historically been underrepresented in our field.
Ultimately, I want to continue serving on the ASCA Board of Directors because I believe in this association’s mission and its members. ASCA has shaped my career, provided me with lifelong colleagues and mentors, and challenged me to lead with courage and compassion. I want to pay that forward by helping guide ASCA’s future, ensuring that it remains responsive to the needs of our members and the students we serve. My time as Parliamentarian has prepared me to step into this role with humility, perspective, and a strong commitment to advancing our shared vision.
In this next chapter, I hope to continue building on ASCA’s legacy while helping chart new directions that reflect the realities of higher education today. Serving on the Board is not only an honor, but also a responsibility I embrace wholeheartedly.
I first became involved in the Association for Student Conduct Administration because I wanted to be part of a professional community that not only supported me in navigating the complex work of student conduct but also challenged me to grow as a leader. Early in my career, I recognized that student conduct work required more than simply enforcing policies; it demanded a commitment to equity, care, education, and accountability. ASCA was the one organization that consistently provided the space, resources, and professional development opportunities that aligned with these values. From my very first conference, I knew I had found a professional home.
Over time, my involvement with ASCA has grown in both depth and responsibility. What began with conference attendance and committee participation evolved into leadership roles where I could contribute more directly to the Association’s mission. I have served as a volunteer, mentor, and presenter, each time finding new ways to engage and give back. These experiences have sharpened my skills as a conduct professional and expanded my understanding of how conduct administration intersects with larger issues of student success, equity, and well-being.
This past year, I had the honor of serving as ASCA’s Parliamentarian. In that role, I worked closely with the Board of Directors to ensure our processes and governance were clear, fair, and consistent with the Association’s bylaws. Serving in this position gave me a unique perspective on how ASCA functions at its highest levels and deepened my appreciation for the commitment of our leadership. More than simply interpreting procedure, my work as Parliamentarian was about helping foster transparency, accountability, and trust—values that are foundational to ASCA and to my own professional practice. It was also an opportunity for me to contribute to the overall health of the Association and to support colleagues in making decisions that would positively shape our members’ experience.
ASCA has had a profound impact on my professional development. Through conferences, institutes, and leadership opportunities, I have gained knowledge and skills that I bring back to my campus to support students and colleagues. Just as importantly, ASCA has given me a network of peers and mentors who have guided me through challenges and celebrated milestones in my career. The Association has been a constant source of inspiration, reinforcing my belief that student conduct work is not only about resolving violations but also about creating environments where students can learn, grow, and belong.
Most recently, I have expanded my involvement by joining the 2026 Conference Committee. This role excites me because it allows me to contribute to the planning of our flagship event returning to DC and ensure that the conference continues to be a space where members feel engaged, challenged, and supported. The conference has always been one of the most impactful professional development experiences in my year, and I am honored to now help shape it for others. This work reflects my ongoing commitment to building meaningful spaces for professional learning, dialogue, and community within ASCA.
When I look back on my journey with ASCA, what stands out is how the Association has continually grown with me as a professional. Each new role and opportunity has both stretched me and reaffirmed why I became involved in the first place: to be part of a community dedicated to advancing the field of student conduct through education, equity, and care. My involvement has been a two-way relationship, I have given my time and energy to the Association, and in return, ASCA has given me the tools, connections, and perspective that have shaped my professional identity.
Today, as I continue my work in student affairs and pursue advanced training as a mental health counselor, I see ASCA as more essential than ever. It remains the professional home where I can both contribute my experiences and learn from others. My service as Parliamentarian and now as part of the 2026 Conference Committee are extensions of a long-standing commitment to this Association and a reflection of my gratitude for everything ASCA has meant to me as a professional.
Leadership is most often forged in moments of pressure, challenge, and transformation. One of the most defining experiences of my career came during the height of the COVID-19 pandemic, when I was tasked with leading student conduct and crisis response while also navigating the realities of social unrest and racial reckoning in America. As a Black man in student affairs, I was not only supporting students through their trauma, fear, and frustration, but I was also carrying my own.
There was one evening I will never forget. A student had been documented for violating COVID-19 policies and hosting a gathering in violation of public health guidelines. When I sat down with this student, I quickly realized the case was about more than a policy violation. The student shared that they felt isolated, depressed, and disconnected from campus life. They admitted the gathering was a desperate attempt to feel normal again. In that moment, I had a choice: I could approach the case strictly through a punitive lens, or I could see the humanity in the student sitting across from me. I chose the latter, and together we built a resolution plan that balanced accountability with compassion, connecting the student to counseling, peer support, and leadership opportunities.
This was not just one case, it was emblematic of a season where every decision required me to lead with empathy, creativity, and resilience. It taught me that real leadership, especially in conduct, means being able to pivot, to balance multiple truths, and to find pathways that honor both community safety and individual dignity. Many of my colleagues later told me that the way I navigated those moments, holding students accountable while also advocating for care, was something they admired and learned from.
That experience was personal, too. As protests for racial justice swept across the country, I was serving in a predominantly white institution, often the only Black man in decision-making rooms. I was called on to explain, to contextualize, and to represent perspectives that weren’t always understood. I remember facilitating a difficult dialogue with senior leaders about equity in disciplinary processes. When I presented the data that students of color were disproportionately represented in our conduct system, the silence in the room was deafening. And then I spoke, honestly, and vulnerably, about how my own lived experience paralleled what the data showed. It was uncomfortable for many in the room, but it sparked a shift. That moment reinforced my belief that leadership is not about avoiding discomfort but about leaning into it for the sake of justice and growth.
Within ASCA, I have brought that same lens to my service. As Parliamentarian, I worked to ensure that our processes were not just technically correct, but also fair, transparent, and inclusive. I knew from my lived experience that governance is not just about rules, it’s about trust. And when members trust their leadership, they engage more fully, contribute more openly, and feel a deeper sense of belonging. That is what I tried to foster in every decision, every interpretation, and every conversation I had in that role.
I believe what positions me to lead within ASCA is this combination of professional expertise and lived experience: the ability to navigate high-pressure situations with grace, the courage to name inequities and push for change, and the empathy to center the humanity of our members and the students we serve. My leadership style is not performative—it is grounded in authenticity, vulnerability, and a deep commitment to equity.
One of my colleagues once told me, “Ron, you have the kind of leadership that makes people sit up straighter when you walk into the room, not because you demand authority, but because you carry it with integrity and light.” That is the kind of leadership I want to continue bringing to ASCA.
My journey has not been easy. I’ve had to navigate being underestimated, being the “only one,” and carrying the dual weight of professional responsibility and personal identity. But those very experiences are what fuel my ability to lead. They are what allow me to connect, to inspire, and to advocate. They are what have made me not only a conduct professional, but a leader ready to continue serving this Association.
ASCA has given me a professional home, but more importantly, it has given me a platform to transform challenge into leadership. That is why I want to continue leading within the Association: to ensure that all members, regardless of their lived experiences, can see themselves reflected, supported, and empowered within ASCA.
ASCA’s core values: Advocacy, Belonging, Education, Equity & Intentional Inclusion, and Wellness, are more than aspirational principles. They reflect the reality of what our students and members need in higher education today, and they serve as a roadmap for how our Association can lead the field of student conduct forward. If I am elected to serve as a Director at Large on the Board of Directors, I will intentionally advance each of these values through both my leadership and my lived commitment to this profession.
Advocacy
Advocacy is at the heart of student conduct work. Every case, policy, and program presents an opportunity to advocate for students’ rights, their development, and their ability to thrive in higher education. I see advocacy as both individual and systemic. Individually, it means ensuring students are heard, supported, and treated with dignity in our processes. Systemically, it means shaping policies, practices, and structures that advance fairness and justice.
Within ASCA, I will work to advance advocacy by amplifying member voices in conversations that shape the future of our field. This includes ensuring ASCA continues to speak boldly on national issues that affect student conduct, such as legislation on due process, free speech, and Title IX. It also means advocating for the professional needs of our members, ensuring that student conduct professionals have the resources, training, and recognition they need to succeed.
Belonging
Belonging is what transforms ASCA from an organization into a community. My own professional journey is a testament to the power of belonging. As a Black man in student affairs, I know how isolating it can feel to be “the only one” in certain spaces. ASCA has been a place where I not only developed professionally, but also found mentors, colleagues, and friends who affirmed me and pushed me to grow.
On the Board, I will prioritize fostering a culture of belonging across all ASCA spaces. This includes making sure that our conferences, institutes, and committees reflect the diversity of our membership and provide spaces where members at every career stage feel valued and connected. Belonging also means ensuring transparency in leadership decisions so members feel invested in and informed about the direction of their Association.
Education
Education is the foundation of student conduct and of ASCA’s mission. Our work is not punitive at its core, it is educational, focused on helping students learn from their experiences and equipping professionals to create environments that support growth.
To advance this value, I will advocate for innovative professional development opportunities within ASCA that meet members where they are. This includes promoting more interdisciplinary programming that connects conduct to areas such as mental health, restorative justice, and equity-based practice. I am especially committed to preparing Gen Z professionals, who are entering the field with fresh perspectives and new challenges. Through case studies, mentorship, and collaborative learning, I want ASCA to be the place where new professionals find the education they need to thrive.
Equity & Intentional Inclusion
Equity and intentional inclusion require more than representation—they require action. In my own work, I have challenged institutions to look critically at how policies and practices may disproportionately impact students from marginalized backgrounds. I have used both data and my lived experience to push for systemic change, even when those conversations were uncomfortable.
As an ASCA leader, I will continue to ask hard questions: Who is missing from this table? Whose voices are being amplified, and whose are being overlooked? I will work to ensure that our committees, leadership pathways, and conference programming intentionally create space for historically underrepresented voices. This also means supporting members at all institution types, from large research universities to community colleges and minority-serving institutions, so that ASCA truly reflects the breadth of our field.
Wellness
Wellness is an essential, yet often overlooked, core value in our profession. Conduct professionals carry heavy caseloads, manage crises, and often serve as first responders to students in distress. The emotional labor of this work is significant, and burnout is a real risk. I know this not only from colleagues’ experiences, but from my own. There have been moments in my career when the weight of supporting students in crisis, while also managing institutional pressures, has felt overwhelming. What sustained me was community, mentorship, and intentional self-care.
Within ASCA, I will work to advance wellness by promoting spaces where members can openly discuss the realities of this work and access tools to support their well-being. This includes building wellness practices into our professional development programming, highlighting strategies for resilience, and ensuring ASCA models work-life balance in how we structure events and expectations. By prioritizing wellness, we affirm that caring for ourselves is just as critical as caring for our students.
Conclusion
ASCA’s core values are not abstract, they are the living, breathing practices that define who we are and who we want to be as an Association. Advocacy ensures we speak for both students and professionals. Belonging ensures every member sees themselves reflected in our community. Education ensures we continue to learn and lead as a field. Equity & Intentional Inclusion ensure that our work advances justice, not just access. And Wellness ensures that the people doing this work are sustained and supported.
If elected, I will commit to advancing these values not only through words, but through action. I will bring my experiences as a conduct professional, a counselor-in-training, and a Black leader in higher education to ensure ASCA continues to thrive as a place where we advocate, belong, learn, include, and sustain. In doing so, I hope to help ASCA remain the professional home that has shaped me, and that I know can shape the next generation of conduct leaders.
The role I envision myself playing on the ASCA Board of Directors is that of a bridge-builder: someone who connects people, perspectives, and priorities to advance the Association’s mission and core values. I see my contributions centering around three key areas: governance and accountability, equity and belonging, and professional development and wellness.
Governance and Accountability
My service as Parliamentarian over the past year gave me firsthand experience in how strong governance is the foundation of member trust. In that role, I ensured that our processes were not only consistent with ASCA’s bylaws, but also fair, transparent, and accessible to our members. On the Board, I will continue to be a voice for accountability, not only in upholding our governance structures, but also in ensuring the Association delivers on its commitments to members.
I bring to the Board a skillset in navigating complex decision-making with clarity and fairness. I will ask the necessary questions, challenge assumptions when appropriate, and ensure that our work aligns with the Association’s mission. In doing so, I aim to strengthen the integrity of ASCA’s leadership and build confidence among our membership that their voices and investments are being stewarded responsibly.
Equity and Belonging
As a Black man in student affairs, I have lived the reality of what it means to be both a leader and an underrepresented voice in higher education. This perspective informs the role I will play on the Board: consistently centering equity and belonging in our decision-making. I will push the Association to move beyond representation toward intentional inclusion, ensuring that ASCA’s programs, leadership pathways, and professional development opportunities reflect the diversity of our membership and the students we serve.
My role on the Board will also be to create spaces where members feel they truly belong. Belonging is about more than having a seat at the table, it is about having your contributions valued and your identity affirmed. I will advocate for transparency in communication, accessibility in programming, and a culture of openness where all members, regardless of institution type, background, or career stage, feel welcome.
Professional Development and Wellness
ASCA has been instrumental in my own professional growth, and I want to ensure that it remains a hub for education and development across the field. My role on the Board will be to contribute vision and strategy for how ASCA can equip members for the realities of student conduct today: balancing accountability with restorative practices, supporting students in crisis, and managing the increasing intersections between conduct and mental health.
I will also prioritize wellness, not only for students, but for the professionals who support them. Conduct professionals carry heavy emotional and institutional burdens, and burnout is common. On the Board, I will be a voice for embedding wellness into the fabric of our Association. This includes advocating for programming that equips members with resilience strategies, ensuring our events model sustainable practices, and creating opportunities for members to connect in ways that restore their energy and sense of purpose.
Advancing ASCA’s Mission and Values
The role I see myself playing will directly contribute to advancing ASCA’s mission and its five core values—Advocacy, Belonging, Education, Equity & Intentional Inclusion, and Wellness.
By focusing on governance and accountability, I will strengthen advocacy for both members and students, ensuring the Association remains credible and impactful.
By centering equity and belonging, I will help create an inclusive community where members are empowered to lead and thrive.
By prioritizing education and wellness, I will ensure that members not only gain the skills they need to serve students effectively, but also have the support they need to sustain themselves in this challenging work.
In short, my role will be to balance vision with pragmatism, to think strategically about where ASCA needs to go, while also ensuring the day-to-day work is grounded in our values and responsive to our members’ needs.
Conclusion
If elected as Director at Large, I will bring to the Board the perspective of a seasoned student conduct professional, a counselor-in-training, and a leader who has navigated both institutional challenges and personal lived experiences that mirror the complexities of our field. My role will be to serve as a bridge: between governance and community, between equity and belonging, between professional development and wellness.
In fulfilling this role, I believe I can help ASCA continue to be the professional home that has shaped me and so many others, a place where advocacy, belonging, education, equity, and wellness are not just words on a page, but lived realities that define our work and our community.
The Student Conduct Knowledge and Skills document represents a critical milestone for ASCA. It codifies the competencies, priorities, and guiding principles that define excellence in our profession. More importantly, it provides a shared language for how we develop professionals, support students, and advance the mission of higher education. As a current conduct administrator, counselor-in-training, and recent Parliamentarian, I see this framework as both a roadmap and a call to action. If elected to the ASCA Board of Directors, I would work intentionally to ensure the priorities of this project are infused throughout the Association’s structures, programming, and culture.
Integration into Professional Development
One of the most effective ways to infuse the Knowledge and Skills framework is through professional development. As a Board member, I would advocate for aligning conference programming, webinars, and institutes directly with the outlined competencies. This would help members connect their learning experiences to the broader priorities of the profession.
For example, we could explicitly link each conference session to one or more competencies from the Knowledge and Skills document, making it easier for participants to track their growth across the framework. This would not only elevate the quality of sessions but also give members a practical way to map their development. Additionally, I would support expanding institute curricula to ensure emerging and mid-level professionals can use the framework as a tool for career planning, mentorship, and supervision.
Application in Mentorship and Leadership Pathways
The Knowledge and Skills framework should also guide how ASCA supports its members in leadership roles. On the Board, I would encourage committees and working groups to use the competencies as benchmarks for leadership development. This could include incorporating the framework into committee orientation materials, evaluating committee work through the lens of the priorities, and encouraging chairs to reflect on how their projects advance these competencies.
As someone who has mentored new conduct professionals, I know how important it is to have concrete models for growth. The Knowledge and Skills document can serve as a living tool for supervisors, mentors, and colleagues to use in guiding conversations about professional strengths, growth areas, and future goals. I would champion efforts to embed this framework into ASCA’s mentorship programs, ensuring members are intentionally supported in building these competencies.
Embedding into Equity, Belonging, and Inclusion Efforts
The framework also provides an opportunity to center equity and belonging as core to our professional practice, not add-ons. On the Board, I would emphasize how the competencies can guide ASCA’s intentional inclusion initiatives. For instance, when evaluating programming proposals or resource development, we can ask: How does this reflect the competencies of equity, fairness, and cultural humility outlined in the Knowledge and Skills?
I believe the Board has a responsibility to not just highlight the importance of equity, but to hold ourselves accountable to it in measurable ways. The framework offers a structure to do that. By tying equity-driven goals to specific competencies, we can ensure they remain embedded across ASCA’s work, from conference sessions to publications to Board decision-making.
Linking to Wellness and Sustainability
One of the priorities outlined in the Knowledge and Skills is professional resilience and wellness. This resonates deeply with me as someone who has seen colleagues, and myself, struggle under the emotional weight of conduct work. On the Board, I would champion integrating wellness into the way we use and apply the framework. This could mean building wellness competencies into performance evaluation tools for conduct offices, or modeling self-care practices within ASCA’s own operations.
By linking wellness to professional competency, we send a clear message: sustaining ourselves is not optional, it is a professional expectation. The Knowledge and Skills framework provides us with the structure to infuse this message throughout the Association.
Operationalizing the Framework Across ASCA
To ensure the Knowledge and Skills document becomes a living framework, not a static resource, I would work with the Board to operationalize it across all areas of the Association. This could include:
Strategic Planning: Aligning ASCA’s strategic goals directly with the Knowledge and Skills priorities, so the framework becomes the foundation of organizational planning.
Member Resources: Creating practical tools (e.g., self-assessment checklists, supervisor evaluation rubrics, and reflection guides) that help members apply the framework in their daily work.
Assessment: Using the framework as a lens for evaluating ASCA programs, asking how each initiative advances specific competencies and priorities.
Visibility: Ensuring the Knowledge and Skills are consistently highlighted in communications, from newsletters to social media, reinforcing their central role in ASCA’s mission.
Conclusion
The release of the Student Conduct Knowledge and Skills document is both a reflection of ASCA’s leadership and a challenge to all of us: to live these competencies out in practice, not just on paper. As a Board member, I would bring my experience as a conduct administrator, Parliamentarian, mentor, and counselor-in-training to ensure the framework becomes the foundation for how ASCA educates, supports, and leads.
I will work to embed the Knowledge and Skills into professional development, mentorship, equity initiatives, wellness programming, and strategic planning. In doing so, I believe we can ensure that ASCA continues to not only reflect the best of our profession, but also to shape its future.
Jessi Benveniste
Jessi BenvenisteI first connected with ASCA as a graduate student and early professional when I discovered that there was an entire community dedicated to the field of student conduct. I remember feeling energized by the people I met and inspired by those who had given so much of their time and energy to building this Association. Back then, many of my peers would ask me, “Why would you want to do conduct work?” That question stuck with me, and I often wrestled with it. Finding ASCA and being surrounded by others who shared the same passion was such a relief. Through this community, I discovered the connections, resources, and opportunities that helped me articulate what draws me to this work and why it matters.
Please share any relevant professional or lived experiences that may speak to your ability to lead within the Association.
Throughout my career, I have led in spaces that require both courage and care. In my current role, I manage complex conduct processes that demand balancing due process, equity, and the well-being of the broader community. I work closely with various processing partners, aligning practices with policy, and supporting colleagues as they navigate sensitive and often high-stakes cases. These experiences have required me to design and strengthen systems, exercise discernment in moments of uncertainty, and hold space for multiple perspectives at once. And I believe these experiences are transferable to the Director at Large role on the Board.
I also bring experience working through complex organizational challenges, times when policies were unclear, processes were fragmented, or decisions carried significant weight for students, faculty, and the institution. In those moments, I have leaned on my ability to stay grounded, to bring people together, and to focus on fairness and clarity.
My involvement in ASCA has been another important part of my journey. I served on the 2023 ASCA Conference Committee, where I oversaw the pre-conference program approval process, onboarded presenters, and managed concurrent sessions. I also led a team of conference volunteers and helped ensure the event ran smoothly and meaningfully. Additionally, I worked to rebuild and revive the Conflict Resolution Community of Practice (CoP), creating a space where members can connect, share ideas, and strengthen restorative approaches to their work. I also helped bring practitioners together to develop restorative justice materials for higher education, work that continues to energize me because of the way it bridges theory and practice.
These experiences have shaped me into a practitioner who values transparency, collaboration, and intentionality. I strive to create spaces where people feel comfortable challenging assumptions and contributing their ideas, while also ensuring we remain focused on equity, fairness, and consistency. These are the skills and commitments I would bring to the ASCA Board. I hope I have demonstrated the ability to convene and connect people, to think critically about systems and processes, to push for clarity where it is needed, and to hold space for both innovation and tradition in the work of our Association.
Please describe how you will work to advance ASCA’s core values.
ASCA has served as a central hub for student conduct practitioners, a place where people can share their work, connect with colleagues, engage in critical conversations, find resources, and feel part of a larger community. In a Board role, I would build on that foundation by centering equity, nurturing connections, and encouraging innovation in how we support one another and our field.
I also recognize how challenging this work can be. Our roles continue to evolve, and in today’s climate, we are faced with difficult decisions that test our judgment, values, and resilience. Part of advancing ASCA’s core values means creating spaces where members can find not only clarity and resources, but also meaning and joy in their work. I want to help ensure ASCA remains a community that grounds practitioners in their purpose, provides support during difficult times, and continues to be innovative in how we approach student conduct work.
On the Board, I see myself as a connector, someone who brings people, ideas, and practices together in ways that move the Association forward. I would focus on accessibility and inclusivity. I hope to offer perspectives to ensure ASCA continues to serve the diverse range of professionals and create opportunities and moments that resonate with the larger community.
In this role, I would bring energy, intentionality, and a commitment to connection. My goal is to help to contribute to the foundation and create space for inspirational moments. I appreciate ASCA as an organization that nurtures community, supports growth, and equips practitioners to carry out challenging work with confidence and care.
The ASCA Board of Directors recently released professional guidance via the Student Conduct Knowledge and Skills. How would you, in your position on the ASCA Board of Directors, contribute to the infusion of the priorities outlined in this project throughout the Association?
I resonate with and appreciate the creation of the Student Conduct Knowledge and Skills document. I have shared it with my own team and spent time reflecting on it myself. To me, this resource tells the story of our field. It affirms the breadth of what we do as student conduct practitioners. It provides a framework and trajectory for professional growth.
On our campuses, we wear many hats. We are investigators, problem-solvers, case managers, adjudicators, facilitators, threat assessors, educators, coaches, trainers, and more. Every year at the conference, I am in awe of the incredible range of work being done across our field and the dynamic nature of our membership. The Knowledge and Skills document helps capture some of this scope while also providing both newer and seasoned professionals with a guide for reflection, growth, and goal-setting. Additionally, it provides supervisors with guidance and language to use with their staff and serves as a resource for the ASCA community to share with leadership when their institutions are examining student disciplinary programs and processes.
As a Board member, I would work to ensure that the Knowledge and Skills document is not just a publication, but a living framework that shapes our professional development opportunities. This means tying it directly to the design of CoPs, events, conference programs, podcasts, and resources so members can see the alignment between their daily practice and the skills outlined in the framework. I also would advocate for mentorship and peer-learning opportunities where practitioners can use the framework to reflect on their growth and chart their professional trajectories. Ultimately, I would utilize my background in policy and process improvement to help operationalize the framework in a way that is both accessible and sustainable, ensuring it continues to guide and inspire members long after its release.
In short, I view Knowledge and Skills as both a mirror and a map. It reflects the incredible scope of our field while also guiding us on where we can grow. My goal would be to help infuse it into the everyday life of ASCA, everything from email correspondences to live events, so it remains an anchor for learning, connection, and growth.
James Bond, J.D.
James Bond, J.D.I have a strong connection to the membership and continue to look for ways to be of service to the Association. Returning to the Board will allow me to be conduit for concerns from the membership, our Committees and Communities of Practice to the executive leadership.
I transitioned from the conference committee to serving two terms on the Board of Directors as the first Director of Diversity and Inclusion from 2012-2016 and during that time helped to create and advance a Diversity Strategic Plan for the Association. I have served on the Raymond Goldstone Foundation Board and as a Donald Gehring Academy faculty member for four years between 2019 and 2025. In that time, I have served on the search committee for the Executive Director. Over the years, I have also served as a mentor to several young professionals within the Association.
I have presented and consulted on all of these and in other areas, as my resume reflects. I have been through challenging times as a professional when it comes to public and legal scrutiny and I want to share my wisdom with the leadership and membership to help ensure the obstacles others may face will not be so daunting. I have served as a Board member and President of a non-profit in my home town for several years. I am an active campus citizen, having volunteered for several committees, work groups, and campus events.
Education: This value is the most important in my opinion. ASCA is in the business of educating educators. I think finding the ways to build the knowledge space of the profession is vitally important so that we can put our membership in the best position to advocate for themselves on their campuses and in their organizations. I will work to elicit the expertise from within and outside the membership so that we have a more sustainable library of resources to utilize in ways that the membership find most palatable.
Belonging: My first memories in the association were from my first conference where I was first counseled by a member who later became a conference keynote speaker and then greeted by a jovial human who I later learned was a founding member of the Association. First impressions mean a lot. I have made it my aim to continue promoting that ethos in providing a sense of belonging to others in ASCA.
Equity and Intentional Inclusion: Our Association embodies the creed of E Pluribus Unum. We are stronger because of our diversity in the types of educational spaces in which we practice, the intellectual paths we’ve taken, and the lived experiences that have shaped our world views. There is no progress without conflict and I see the Board as a space where we can embrace conflict as an opportunity to advance our organization by personifying the values of equity and intentional inclusion.
Wellness: As I have gotten older, I see how vital maintaining a healthy lifestyle is to doing good work and more importantly to having a fulfilling life. I plan to model good wellness practices and to find ways to promote them with the membership.
What role do you think you will play on the Board, and how will it contribute to the Association’s mission and values?
My Enneagram style is a 2, the Considerate Helper. I live my life in service to others and so I look forward to doing this for the Association. I look forward to helping others feel like this can be their professional home. Despite our differences, we find a common purpose in this work, so I want to find a way for the Association to be a vehicle where everyone can bring their gifts to help the collective progress in this challenging work. At my fullest integration, I lean in to the creativity of the 4, and with that, I want to find how I can find creative ways to advance our programs and endeavors of the association.
I think ASCA is thriving in this area between the different course offerings, webinars, conferences, academies, and written materials, there are a host of places to find new knowledge. I look forward to help find other pathways to share the knowledge. I also hope to promote discussion on different knowledge areas that could join the list already in existence.
Rev. Dr. André Clanton
Rev. Dr. André ClantonI want to serve on the ASCA Board of Directors for a few reasons. First, it provides me with an opportunity to give back to the Association and the membership. ASCA has given me so much, both professionally and personally, that I am compelled to give back to the Association that has nurtured and supported my professional development. Secondly, serving on the Board will allow me to continue to develop professionally in leadership, communication, and organizational management. Serving on committees, serving as a liaison to COPs, and developing policies for the Association provides me with experiences I can add to my administrative toolkit when seeking other leadership roles. Finally, serving on the Board will allow me to be on the cutting edge of student conduct administration. There have been so many changes in higher education over the past year, and I am sure there are more to come. I want to be in the know and possibly affect how those changes impact student conduct administration in the future.
Why did you become involved in the Association, and what has your involvement looked like over time?
I became involved in the Association as a graduate student. I was pursuing my masters in education administration and worked in the student conduct office. I attend an ASJA conference in 1998 which was my first exposure to the Association. Then in 2008, after transitioning from housing and residence life to student conduct administration, I joined the Association and have been an active member ever since. I joined the Association because I heard it was the only organization that supported student conduct work in higher education. I have served as a volunteer on numerous occasions in varying capacities, served on the conference committee, served as a COP co-chair, and ultimately served as a Board member representing small institutions.
Please share any relevant professional or lived experiences that may speak to your ability to lead within the Association.
I have worked in higher education for over 25 years. I have served in various departments including housing and residence life, student conduct, orientation, admissions, campus life, Title IX and the department formerly known as multicultural affairs. I have been part of other professional associations that support student development work like ACSD, ATIXA, NABITA and ACUHO-I. I believe I have gained enough experience to speak to most student conduct issues on any type of campus as I have served in both public and private universities, large and small, on both rural and urban campuses. I view student conduct administration as a ministry which is a philosophy that has helped shape and guide my interactions with students and in the development of disciplinary processes.
Please describe how you will work to advance ASCA’s core values.
I will work to advance ASCA’s core values by upholding said values and incorporating them into my professional work life. I will endeavor to be an advocate for my fellow student conduct practitioners as we work to advance the Association. I will ensure that ASCA is a place where members feel a sense of belonging where they know there are others that are dealing with similar concerns and issues and that ASCA is a safe place to discuss topics related to student conduct administration. I will contribute to the education and professional development of our members by participating in webinars, workshops, and in-services. As a member of the Board, I will be deliberate in my efforts to promote equity and inclusion in every aspect of the Association. Not only will our members feel welcomed and embraced, but they will be celebrated and honored for the unique perspectives they provide and human awareness they bring. Finally, I will be an advocate for mental, emotional, physical, and spiritual wellness for all our members.
What role do you think you will play on the Board, and how will it contribute to the Association’s mission and values?
The role I will play on the Board truly depends on the situation and circumstances as it relates to our mission and values. I am the strategist. In a general sense, I am one who asks the questions. I want to see the big picture to make sure the details fall in line with our overarching goal. I’m like the chess player that thinks several moves ahead. I try to determine the outcome of each decision and process information before moving. Then once that’s completed, my moves are deliberate and intentional. I am also the motivator. Sometimes the work before us can be difficult and daunting. But then I remind myself and others that the work we do is important and worthwhile and the struggle we are engaged in now will open the doors to the progress we will attain in the future. Finally, I see myself as the “go to” guy. If something needs to be done and you can’t find anyone to do it, I’ll be the guy you can go to and ask to step in and step up. I will do all I can to ensure the success of the Association and our members.
The ASCA Board of Directors recently released professional guidance via the Student Conduct Knowledge and Skills. How would you, in your position on the ASCA Board of Directors, contribute to the infusion of the priorities outlined in this project throughout the Association?
As a Board member, I will work to support the Knowledge and Skills guidance by contributing to various uses of the K & S publication which include creating educational content, developing collaborative partnerships, and communicating the value of student conduct work among other things. Furthermore, I will promote the K & S guidance in venues outside of the Association whether in other organizational conferences or on various campuses.
Dr. Tessa McLain
Dr. Tessa McLainThe Director At-Large position focuses on amplifying the voices of our members, in addition to supporting the Board of Directors. I hope to listen and engage with our membership constituency, enabling me to continually improve as our association strives to reflect the values of our members and meet their needs. We are in a particularly tumultuous time in our nation, which has had a direct impact on our student affairs field. Having the guidance and support of ASCA has been critical to my professional work, especially in recent times. I hope to continue to share the support I have received from our community of practitioners by serving in a leadership capacity via the Board.
I was admittedly more engaged in ASCA before the arrival of my first child in early 2022. I attended every ASCA conference from 2014 to 2020, and was on the conference committee in 2020. I presented at the majority of years I attended, and presented a pre-conference in 2020. I volunteered for several years to be a program reviewer for the annual conference and have also volunteered as a resume reviewer at the conference. Every year that I attended, I volunteered in some small capacity, whether it be assisting with check-in or another role. I have participated in the Gehring Academy twice and attended regional student conduct meetings and local conferences. In past years, I have been on the assessment committee and the public and legislative issues committee. I have also been involved in the following communities of practice: academic integrity, sexual misconduct and Title IX, and women and student conduct.
For a few years, I became “just a member” when I grew my family, which also coincided with work changes. However, with recent life transitions (described in the answer to the question below), I have more time now to re-engage professionally with the association. Accordingly, this fall I will be teaching the ASCA Student Conduct 201 course “Assessment in Student Conduct.” I hope to continue my increased engagement through continued volunteer work, regardless of the outcome of this election for the Board.
I am now fully with my small children for a little while longer, as our family continues to navigate significant life changes and transitions. The good news is that I now have the time to commit to this nomination. Had I been nominated in my previous position, I would have needed to decline due to my bandwidth capacity. With my recent life changes, I have worked to stay meaningfully connected to our field during a transitional chapter of my life, and will return full time to the field soon.
While the above speaks to my personal ability to commit to the role, I also have extensive leadership experience and previous board experience. I understand the importance of listening to members and collaborating with communities of practice to amplify the voice of members within the association's leadership. Having served in a senior leadership role at my previous institution, I also understand how to engage in creative problem-solving to work towards meeting the needs of those we serve. I have chaired committees, served on task forces, worked to launch new initiatives, and through those experiences, I know how important it is to gain critical buy-in from the stakeholders involved and to be inclusive in how we engage in solving problems. I hope to take my leadership skills that I have gained throughout my career and apply them to this Board position.
What role do you think you will play on the Board, and how will it contribute to the Association’s mission and values?
Joseph (Joe) Peltzer, JD
Joseph (Joe) Peltzer, JDWhat role do you think you will play on the Board, and how will it contribute to the Association’s mission and values?
Dr. Alyssa Reddy
Dr. Alyssa ReddyI started my involvement in ASCA during my graduate school years after completing two semesters in a conduct internship. I was lucky enough to attend my first annual conference in 2012 after my first year in a conduct role and then I attended the Gehring Academy in 2014. These experiences motivated me to get involved, initially to build connections and to learn. I honestly first got involved in a “leadership role” making the newsletter for the state of Virginia at the time and was so thankful for the state leadership at the time to cultivating an opportunity for me. For the next five years of my career, I worked at two institutions where we did not have the money to always send staff to annual conferences and trainings and I started having children so I remained involved through virtual opportunities. Then in 2019, I landed back in Virginia was able to go to the annual conference in Virginia that year which motivated me to get involved as a Region Coordinator from 2020-2022 during the pandemic years. In 2022 I served as a Gehring Academy Faculty member for the Foundations track which was virtual and took place in both the Summer of 2022 and the Fall of 2022. In 2024, I started as the Region 9 co-coordinator again, presented my first pre-conference full-day session with colleagues I met as a Gehring Faculty and then in 2025 I have served as a Gehring Academy Faculty member for the Foundations track again and worked as an ASCA co-consultant.
While I may not be the loudest in every room, I thrive in building strong and authentic relationships and that has truly helped open the door for this opportunity. I like to think strategically especially around how to tell the story of work by building and leverage partnerships and experiences and I think that has helped lead to my success as a Region Coordinator and Gehring Faculty. Finally, I have worked in opportunities "behind the scenes" in ASCA and think those opportunities will help prepare me to engage in productive work on the board.
Dr. Matthew Scruggs
Dr. Matthew ScruggsWhat role do you think you will play on the Board, and how will it contribute to the Association’s mission and values?
Dr. Harry L. Titus
Dr. Harry L. TitusMy professional journey has consistently centered on student advocacy, equity, and holistic wellbeing, which I believe directly aligns with ASCA’s mission and prepares me to lead effectively within the Association. In my current role as Assistant Vice President for Student Affairs and Dean of Students at Lenoir-Rhyne University, I oversee a comprehensive portfolio that includes student conduct and academic integrity, crisis response, wellness, and student support services. This role requires balancing compliance and policy enforcement with compassion and advocacy, a skill set that I have refined throughout my career.
My leadership within ASCA also reflects my readiness to contribute at the Board level. I have served as Equity and Inclusion Chair, Assistant Conference Chair, and most recently Co-Conference Chair, positions that required vision, collaboration, and the ability to represent diverse voices within the Association. These roles allowed me to shape conference content, guide important equity conversations, and mentor colleagues across the field. Beyond ASCA, my service on university-wide committees related to assessment, bias response, and community engagement has reinforced my ability to lead collaboratively, build consensus, and move strategic initiatives forward.
Equally important are the lived experiences that inform my leadership philosophy. As a first-generation college graduate and someone deeply committed to expanding access and belonging, I understand the importance of creating inclusive spaces where all voices are heard. This perspective has shaped my work with student conduct, case management, and advocacy, as well as my approach to mentoring new professionals who are entering the field. Taken together, my professional experiences, my leadership within ASCA, and my lived experiences equip me with the perspective, skills, and passion necessary to contribute meaningfully to the Association at the Board level.
Proposed Change of Residence of ASCA to Washington, DC
For over two years, the ASCA Board of Directors (Board) has considered changing the Association's legal state of residence from Texas to another location. After careful deliberation and research, including consultation with legal counsel, the ASCA Board of Directors adopted a Resolution, and is recommending to the membership, to change ASCA's incorporation and transfer ASCA's assets from Texas to a new Washington, DC corporation. There were a number of factors considered during this extended review process, summarized below.
Operational Challenges due to No Staff in Texas
ASJA/ASCA originally incorporated in Texas in 2014 when our operational memorandum of understanding (MOU) with Texas A&M University ended. At that time, ASJA/ASCA staff lived in Texas and were able to maintain the necessary legal and operational activities locally. Although many administrative tasks can now be done from anywhere with an internet connection, Texas requires ASCA to maintain a legal presence in Texas, such as our legal mailing address, post office box, and a registered agent. These requirements have created administrative challenges as no current Central Office staff reside in Texas.
Rather than focus on the states where ASCA staff currently reside, the Board considered what was best for ASCA long-term, regardless of who might be in the Central Office. Washington, DC was preferred due to the regularity of meetings that ASCA staff attend there. In addition, there are available services in Washington, DC to support non-profits such as ASCA, when local administrative support is needed due to having remote staff.
Alignment with Association Values
The Association has made decisions and adopted recommendations regarding the location of our in person meetings and events. One recommendation was to align the locations where we spend Association funds with our Association values, which include Equity & Intentional Inclusion and Advocacy. These values informed the recommendation to move out of Texas, as well as the selection of Washington, DC.
Moving to Washington, DC will allow ASCA to better partner and collaborate with other higher education associations and organizations in support of our Advocacy value. This includes the potential to engage with collaboratives which specifically require a Washington, DC presence.
Financial and Tax Implications
The Board has considered the financial and tax implications of changing our legal residence. Washington, DC offers modest tax savings compared to Texas. Although some other states may have yielded a slightly higher tax savings, those states did not offer the added benefits around advocacy, frequency of staff travel there, or the potential to strategically support ASCA values.
By law, a supportive vote of the membership is required to move forward. As such, the following initiative is on the ballot:
Do you support the change of ASCA's legal incorporation from Texas to Washington, DC and grant the ASCA Board of Directors the necessary authority to wind up, dissolve, and to distribute and transfer the assets from the Texas ASCA corporation to the new ASCA corporation in Washington, DC.
Members will be given three options for their response:
Support
Against
Abstain