Travis York

APLU

Travis T. York, Ph.D., is the Director of Academic & Student Affairs at the Association of Public & Land-grant Universities (APLU). His research centers on issues of college student access, success, and educational equity and Dr. York’s work has focused on examining pathways into and through postsecondary environments for low-income, first-generation, minority students. Dr. York serves as APLU's liaison to the Council on Student Affairs which is composed of the Senior Student Affairs Officers at each of APLU's member institutions and meets twice a year at CSA's Summer Forum and APLU's Annual Meeting. In addition to serving as one of APLU's primary researchers, Dr. York also provides policy analysis and deep expertise on institutional change and transformation. Currently, Dr. York is the Project Director and Co-PI of APLU’s INCLUDES Project–a National Science Foundation-funded effort to diversify STEM faculty; and serves as a Co-PI on a U.S. Department of Education IES Assessment Grant titled, Affording Degree Completion: A Study of Completion Grants at Accessible Public Universities. Dr. York is also Project Director of APLU's Degree Completion Award–a collaborative effort to track and highlight institutional evidence-based efforts to increase student persistence across. Dr. York has authored numerous peer-reviewed articles and book chapters, and most recently served as lead editor for the 2018 volume of Advances in Service-Learning Research, Service-Learning to Advance Access & Success: Bridging Institutional and Community Capacity. Dr. York earned his B.A. and M.A. in Higher Education from Geneva College and his doctorate in Higher Education Administration from The Pennsylvania State University. Dr. York is active within several professional associations and serves on the editorial review board of the Journal of Diversity in Higher Education.

Workshop Participant, Website Contributor

Website Content Contributions

Other Contributions (12)

Learning Environment and Academic Research Network (L.E.A.R.N.) part of Network of STEM Education Centers:Program Descriptions
A program that invites science, technology, engineering, and mathematics students to become a part of a supportive learning community. F-L.E.A.R.N. is for students entering UCF from high school. T-L.E.A.R.N. is for students entering UCF from a state/community college. L.E.A.R.N is for , students must be incoming freshman or transferring from a state college, who will start in summer or fall and major in one of the following disciplines: -Engineering and Computer Science -Science (Biology, Chemistry, Biomedical Sciences, Biotechnology, Math, Physics, Forensic Science, Psychology, and Statistics) -Optics and Photonics.

show 11 more Other Contributions

NM EPSCoR Early Career Leadership Workshop part of Network of STEM Education Centers:Program Descriptions
The New Mexico EPSCoR Post Doc Leadership Workshop is an innovative 3-day intensive, residential program designed to enhance the professional skills of post-doctoral scholars in science, technology, engineering and mathematics (STEM) disciplines. The workshop uses interactive approaches to develop leadership skills that contribute to post doc career development and success.

CCHF Chemistry Summer Undergraduate Research Program (CSURP) part of Network of STEM Education Centers:Program Descriptions
CSURP is a program for undergraduate students, majoring in chemistry or chemical engineering, interested in conducting supervised summer research. The program is supported by the Center for Selective C-H Functionalization (CCHF), which is a network of 23 academic and industrial research laboratories at 15 partner institutions throughout the country. The CCHF is one of eight National Science Foundation (NSF) funded Centers for Chemical Innovation.

STEM-R: Modeling STEM Retention and Departure across Physics, Mathematics, and Engineering part of Network of STEM Education Centers:Program Descriptions
Researchers at West Virginia University will develop a new theoretical framework for STEM departure that will detail the reasons why students leave STEM majors. The research extends Tinto's university departure model to include the career exploration process where a student leaves STEM but remains in college. The framework will be developed and tested by extensive measurement of demographic, social, academic, affective (self-efficacy, self-esteem, belonging), career exploration/aspirations and psychological variables at four longitudinal points in physics and mathematics introductory class sequences required for many STEM majors.

UC Davis Bridge to the Doctorate Program part of Network of STEM Education Centers:Program Descriptions
The UC Davis Bridge to the Doctorate program is funded by the National Science Foundation's Louis Stokes Alliances for Minority Participation (LSAMP). The LSAMP program assists universities and colleges in their efforts to significantly increase the numbers of students matriculating into and successfully completing high quality degree programs in science, technology, engineering and mathematics (STEM) disciplines in order to diversify the STEM workforce. Particular emphasis is placed on transforming STEM education through innovative, evidence-based recruitment and retention strategies, and relevant educational experiences in support of racial and ethnic groups historically underrepresented in STEM disciplines: African Americans, Hispanic Americans, American Indians, Alaska Natives, Native Hawaiians, and Native Pacific Islanders.

Health Sciences and Technology Academy (HSTA) part of Network of STEM Education Centers:Program Descriptions
The Health Sciences & Technology Academy increases the number of African American and other underrepresented students in West Virginia who pursue degrees in health sciences and science, technology, engineering, and mathematics (STEM) majors, thereby increasing the number of health practitioners and advocates in the medically undeserved communities of West Virginia. HSTA helps West Virginia high school students succeed in health care and other STEM-based undergraduate and graduate degree programs. We marshal the efforts of hundreds of mentors―teachers, community members, and higher-education faculty, staff, and students―to create a framework that supports children facing social and financial challenges in obtaining a diploma and furthering their education.

Water Network for Team STEM (WaNTS) part of Network of STEM Education Centers:Program Descriptions
Pacific Resources for Education and Learning (PREL), working with multiple partner agencies in the Republic of the Marshall Islands (RMI) and in Pohnpei (PNI) State of the Federated States of Micronesia, two rural and remote jurisdictions of the U.S.-Affiliated Pacific Islands (USAPI), proposes a two-year Design and Development Launch Pilot, Water Network for Team STEM, (WaNTS). WaNTS will nurture greater participation of Indigenous Pacific Islanders in STEM fields, facilitated by a collective impact model that employs the locally meaningful topic of clean drinking water as a vehicle for both K–12 engagement and broader community organization and action. Intergenerational and cross-jurisdiction networking will meld Western STEM with local ecological knowledge, empowering Inclusive Informal Science Learning Teams (IISLTs), Advisory Groups, and multiple, local, school-based Water Quality Management Teams (WQMTs), impacting thousands of residents. A repository of locally applicable educational materials will be created, maintained, and disseminated.

Unconscious Bias Faculty Training part of Network of STEM Education Centers:Program Descriptions
The Office of Faculty Development and Diversity and The Cornell Interactive Theatre Ensemble (CITE) offer a workshop focused on establishing an effective search and addressing issues such as unconscious bias in active recruitment.

Purpose + Reach = Individuals Measured for Excellence (PRIME) STEM Project part of Network of STEM Education Centers:Program Descriptions
PRIME STEM/Student Support Services is a federally-funded TRiO program (U.S. Department of Education). The program supports college students pursuing STEM majors (Science, Technology, Engineering, and Mathematics) who are first-generation, demonstrate a financial need, and/or have a documented disability.

LAUNCH: Undergraduate Research part of Network of STEM Education Centers:Program Descriptions
LAUNCH is an acronym that stands for Learning Communities (L), Academic Excellence (A), Undergraduate Research (U), National Fellowships (N), Capstones (C), and Honors (H). LAUNCH is a unit of Undergraduate Studies housed in Academic Affairs under the Provost at Texas A&M University. LAUNCH: UGR promotes, coordinates, creates, and assesses undergraduate programs involving creative scholarship, inquiry, and research in all academic disciplines at Texas A&M. The programs serves as an introduction for first generation, low income, and/or under-represented students in STEM research through first year research teams, summer research programs, research presentations, and research and graduate program informationals.

LAUNCH: Learning Communities part of Network of STEM Education Centers:Program Descriptions
Learning communities (LCs) are opportunities for students to actively participate in their education. Learning communities connect students with others of similar interests or backgrounds, enrich the learning process and promote greater student success. Creating a rich learning environment, learning communities emphasize relationships and community building among students, faculty and staff. LCs usually feature small group interaction, common intellectual experiences, and mentorship from peers and/or faculty. Students gain insight into the context for course material, develop a social network and support, are exposed to new experiences and develop their critical thinking skills.

Engineering Career Awareness Program (ECAP) part of Network of STEM Education Centers:Program Descriptions

Communities

2019 Transforming Institutions Conference
April 2019 ASCN Member

Workshop Participant

Using the Change Dashboard to Conceptualize Change Projects for Campus Reforms
April 2019