Plenary Speakers

6th Annual Conference on Teaching and Learning at CNM

Alicia Chavez Photo

Alicia Fedelina Chávez, Ph.D. 

Alicia Fedelina Chávez is Associate Professor in Teacher Education, Educational Leadership and Policy at the University of New Mexico. She served as a collegiate leader, student affairs professional, and faculty member in universities around the country, including leading a campus in Northern New Mexico, serving as Dean of Students at the University of Wisconsin – Madison, and serving as the diversity development officer at Iowa State University. She holds a Ph.D. in Higher Education - Policy Studies from the University of Arizona, a masters in Student Affairs/Higher Education Administration from Iowa State University, and a bachelors in psychology from New Mexico State University. She regularly works with faculty, student affairs professionals, and central administrators in the area of transforming colleges and universities to more effectively teach and serve diverse populations. Her current consulting, faculty development, leadership development, teaching, and scholarship are centered in facilitating understanding and balance between cultural epistemologies and ways of being in professional practice. She works from a belief that higher education institutions and societies benefit from garnering the strengths of many Peoples, cultures, and nations.

Dr. Chávez is published in areas of culture and college teaching as well as identity and collegiate leadership. Her publications include three co-authored books on culture and college teaching, Teaching Across Cultural Strengths: Balancing Integrated and Individuated Cultural Frameworks in College Teaching (Stylus, 2016), Going Inward: The Role of Cultural Introspection on College Teaching (Peter Lang, 2016), and Web Based Teaching across Culture and Age (Springer, 2013), as well as two co-edited books on identity and leadership in higher education, Identity & Leadership: Informing our Lives, Informing our Practice (NASPA, 2013) and, Indigenous Leadership in Higher Education (Routledge, in press). Her academic journal articles include: Clan, Sage, and Sky: Indigenous, Hispano and Mestizo Narratives of Learning in New Mexico Context; Leading in the Borderlands: Negotiating Ethnic Patriarchy for the Benefit of Students; Spirit of Place: Crafting a College in Northern New Mexico Rhythm; Spirit and Nature: Reflections of a Mestiza in Higher Education; Toward a Multicultural Ecology of Teaching and Learning; and Learning to Value the “Other”: A Model of Diversity Development


Susan Longerbeam Photo

Susan Diana Longerbeam, Ph.D. 

Susan Diana Longerbeam is Associate Professor in the Department of Counseling and Human Development at the University of Louisville. She has taught in student affairs preparation programs at four public universities. She has served on the ACPA Commission on Professional Preparation, and the NASPA Faculty Fellows and Faculty Council.

Dr. Longerbeam's scholarship focuses on culture, campus climate, and student success in higher education. She desires to contribute to higher education climates of inclusive excellence, where all students, staff, and faculty experience opportunities to lead and to see their cultural strengths reflected.

Her publications include a co-authored book on culture and college teaching, Teaching Across Cultural Strengths: Balancing Integrated and Individuated Cultural Frameworks in College Teaching (Stylus, 2016) and a co-edited book, Going Inward: The Role of Cultural Introspection in College Teaching (Peter Lang, 2016). Her work is published in a variety of academic journals. Recent publications include: Challenge and support for the 21st Century (2016); We cannot reach them: Chinese undergraduate student perceptions of the U.S. campus climate (2013); Putting old tensions to rest: Integrating multicultural education and global learning to advance student development (2013); Developing openness to diversity in living-learning program participants (2010); and Contemporary college contexts: College environments for student learning and retention at a southwestern U.S. university (2010). Reflective autobiographical publications include: Encounters with angels: A struggle to return home from study abroad (2015); One journey of compassion: My search for inspiriting leadership (2013); “You home? Meet me on the stairway:” Lessons of living together (2009).

Morning Keynote Handouts

Handout TAC Full
Handout TAC 4-Page

Robin Minthorn Photo
Robin Minthorn, Ph.D.

Robin Minthorn is an enrolled citizen of the Kiowa tribe of Oklahoma.  She is an Assistant Professor at the University of New Mexico in Educational Leadership and Native American Studies and teaches courses surrounding Indigenous leadership, leadership and organizations in educational settings, and conflict resolution. Prior to becoming a faculty member at the University of New Mexico, she served as coordinator of Native American affairs at Oklahoma State University, an adjunct faculty at Pawnee Nation College, and preceding that, academic advisor at Comanche Nation College, Oklahoma’s 1st tribal college.  She is also a co-founder of Gamma Delta Pi, American Indian Sisterhood, RAIN (Retaining American Indians Now) as an undergraduate at the University of Oklahoma, and as a professional she co-founded ONASHE (Oklahoma Native American Students in Higher Education) Conference. Her research interests include areas around Indigenous leadership in higher education, inter-generational leadership perspectives in tribal communities, supporting Native American college students, and campus climate for Native American college students.  Robin recently served as a Board of Director for the National Indian Education Association (NIEA), is the past President of the National Indian Youth Council (NIYC), and a Board of Director for the National Coalition for the Advancement of Natives in Higher Education (NCANHE).  She is also a former NASPA IPKC (Indigenous Peoples Knowledge Community) Chair.  Dr. Minthorn is also the co-editor of Indigenous Leadership in Higher Education, published by Routledge Educational Leadership Research Series, and Reclaiming Indigenous Research in Higher Education, published by Rutgers University Press.