Interrogating Ways of Knowing & Production as Forms of Healing: The Intersection(s) between la Tierra, Comunidad, y Educación

Interrogating Way of Knowing & Production as Forms of Healing: The Intersection(s) between the Land, Community, and Education

Theme Description and Rationale

The 2024 AAHHE National Conference theme Interrogating Ways of Knowing & Production as Forms of Healing prioritizes the idea of questioning what counts and what does not count as knowledge in academic spaces (Camacho). An extension from last year’s conference theme, La Lucha Sigue: Refusal, Resistance, and Praxis at Critical Junctures, this year's theme incites proposals to question the systems that cement the positional superiority of one way of knowing over another (Baca Lopez; Garcia). We invite interrogation of these systems (Baca Lopez). 

The theme speaks to the reality that some of our comunidad are working in spaces where we have to interrogate existing systems. At the same time, we are interrogated because of our work/lens; we have to find a way forward to still create community, connection, and spaces to feel whole (Silva Tovar). It allows us to push back against colonizing practices of knowledge production and burnout, and create space to heal from the historical traumas through different ways of knowing (Baca Lopez; Posadas). 

As members of the AAHHE community, we recognize different ways of knowing. We call upon the community to critically examine the knowledge canon and the impact of traditional white ways of knowing has had on knowledge production in the Latinx/a/o/e community (Burgos-Lopez). We intentionally invite decolonizing ways of knowing into our space. Our intention is to “overturn the knowledge-power relations currently operational” within the Latinx/a/o/e community to “usher genuine liberation” (Dussel, 2002, Grosfoguel, 2013, Masak, 2021, p. 259). The use of interrogation is a call to question the need for constant Eurocentric knowledge production. Interrogating is a way to center ourselves amidst the “requirement” to produce (as a student, staff, faculty, and administration); we inquire, “How can we remain whole as we rethink notions of production?” (Silva Tovar).

AAHHE invites proposals from various ways of knowing that seek to explore and question the intersection(s) between la tierra (the land), comunidad (the community), y educación (and education). Particularly, we acknowledge the numerous diasporas of our different communities as well as their displacement from their different homelands as a result of colonization, financial (in)stabilities, climate change, and other reasons (Baca Lopez; Oropeza Fujimoto). We welcome proposals that address these issues from multiple perspectives and various intersections and definitions of community. We hope to inspire decolonizing ways of knowing that redefine what we consider education.

We are deeply intentional in centering the term “interrogating” within the title to demonstrate our commitment to questioning our values and practices within ourselves, within our organizations, and within systems (Baca Lopez). We cannot deny our history, our current realities, or the continued lucha (fight) of our communities who keep interrogating for change (Campos). 

In comunidad,

The 2024 Conference Planning Committee

The 2024 AAHHE conference is particularly important because AAHHE and the Latinx/a/o/e community are faced with intersectional injustices and political oppression that continues to impact our realities.

As an organization, AAHHE continues to evolve, imperfectly, toward being an inclusive, diverse, and equitable community. We invite you to submit your proposal based on your own way of knowing, whether you are a student, staff member, administrator, faculty member, or community member. We invite you as learner, practitioner, educator, facilitator, scholar, or any combination of these to share your knowledge. We invite proposals from individuals and coalitions who represent diverse intersectional identities and communities (such as LGBTQIA+, various ethnic and multi-ethnic identities, and abilities). We welcome conceptual, methodological, empirical, and practice-based types of knowledge production. How we share knowledge and how we define knowledge is critical to contesting and interrogating traditional colonizing forms of knowledge production. All funds and forms of knowledge matter in this space as a form of healing.^[1]

AAHHE invites proposals that:

• Define and (re)introduce decolonizing ways of knowing that promote justice oriented praxis and healing.
• Transform the landscape of higher education and demonstrate efforts for the empowerment of Latinx/a/o/e communities.
• Exhibit asset-based perspectives.
• Reveal various intersections of land (including the diaspora), community, and education.
• Exemplify action-oriented policies and practices that prioritize the progress of Latinx/a/o/e students, staff, faculty, administration, and organizations.

Conference Strands

Proposals for the 2024 AAHHE Conference can be submitted across the following four conference strands anchored on the 2024 conference theme Interrogating Ways of Knowing & Production as Forms of Healing: The Intersection(s) between la Tierra, Comunidad, y Educación. Proposals can be submitted as one of four concurrent session types (i.e., Innovations in Practice and Scholarship, Interactive Workshops, Works in Progress, and Poster/Art as Activism) described below. 

1. Healing as Resistance: Intergenerational Wisdom as a Pathway to Collective Justice
2. Beyond Unity and the Monolith: Disrupting Intersectional, Anti-Black, and Anti-Indigenous Harm
3. Exploring Land and Space: Relationships of Belonging and Identity of Latinx/a/o/e in Higher Education
4. Humanizing Education: Critical Approaches to Policies, Practices, and Leadership During Contentious Times 

Strand 1
Healing as Resistance: Intergenerational Wisdom as a Pathway to Collective Justice 

This strand celebrates the everyday acts of resistance that foster healing within our Latinx/a/o/e communities. Sessions that align with this strand recognize the power of care, communal care, and intergenerational wisdom in the face of systemic challenges. Participants are encouraged to share personal narratives, lived experiences, and grassroots initiatives that exemplify healing as a form of resistance. Through storytelling, art, and interactive sessions, presentations in this strand seek to uplift and amplify voices often marginalized in mainstream discourses.

Sessions in this strand welcome diverse forms of knowing, including Indigenous knowledge, oral traditions, embodied practices, and community-based wisdom. This strand embraces interdisciplinary approaches, bridging academic research, lived experiences, and artistic expressions. By honoring and integrating multiple ways of knowing, sessions in this strand aim to create a vibrant and inclusive space where participants can collectively envision and nurture healing practices that challenge oppressive systems and foster transformative change.

From a scholarly lens, this strand delves into the critical analysis of healing as an act of resistance within social, cultural, and political contexts. Sessions should examine the intersections of wellness and justice, interrogating how systems of power impact marginalized communities' well-being. Scholars/practitioners will present research on transformative healing practices, exploring the ways in which cultural traditions, ancestral wisdom, and alternative modalities contribute to individual and collective resilience and empowerment.

Examples of presentations that would fall under this strand:

Storytelling Circles: Facilitate intimate and inclusive spaces where participants can share personal narratives of healing as resistance. These circles can be organized based on themes such as intergenerational healing, community care, or decolonizing practices, allowing for deep connections and the exchange of wisdom.

Artistic Expressions: Offer workshops that explore the intersection of healing and artistic practices. Participants can engage in activities like poetry writing, visual arts, movement, or music to express their experiences of resistance and healing. This allows for the integration of different forms of expression and the exploration of how creativity can be a tool for transformation.

Community Healing Initiatives: Showcase grassroots initiatives that exemplify healing as a form of resistance within communities. These workshops can feature panel discussions or case studies highlighting local projects focused on mental health, restorative justice, cultural revitalization, or environmental stewardship. Participants can learn from these initiatives and explore ways to adapt and implement similar practices in their own contexts.

Decolonizing Healing Modalities: Host workshops that critically examine the impact of colonization on healing practices and explore alternative approaches rooted in indigenous knowledge and traditions. This can include sessions on traditional medicine, land-based healing, ancestral rituals, and other cultural practices. Participants can engage in discussions on decolonization and explore how to incorporate these modalities into their own lives and communities.

Embodied Healing Practices: Offer workshops centered on embodied practices such as meditation, breathwork, somatic experiencing, or movement therapy. Participants can learn and experience these practices firsthand, exploring how somatic awareness and embodiment can be a form of resistance and healing in the face of systemic challenges.

Intersectionality and Healing Justice: Facilitate workshops that explore the intersections of overlapping systems of marginalization and how they shape healing and resistance. These sessions can address the unique challenges faced by marginalized communities and explore the power of intersectional healing justice frameworks. Participants can engage in dialogue, reflection, and action planning to foster more inclusive and equitable healing practices.

Strand 2
Beyond Unity and the Monolith: Disrupting Intersectional, Anti-Black, and Anti-Indigenous Harm

To heal and persist in higher education, we as Latinx/a/o/e educators must first identify the harm that has occurred, and continues to occur, as well as how we have perpetuated harm and exclusionary practices. Educators must understand how this harm has been perpetuated by systemic dynamics external to the individual. Only in this way can we move to a place of healing, both individually and as a community.

This strand asks the AAHHE community to utilize an intersectional framing to explore and interrogate systems of oppression and privilege to name how historical, contemporary, and systemic discrimination has continued to shape the well-being of historically marginalized and minoritized peoples. Sessions in this strand embrace an interdisciplinary approach to naming existing forms of harm and providing direction for healing.

Presentations must acknowledge how systems of oppression (e.g., racism, heterosexism, anti-Blackness, settler colonialism, ableism, trans oppression) overlap and co-constitute one another to shape the lives of various Latinx/a/o/e communities. We invite presentations that describe how structural realities in education have harmed Latinx/a/o/e communities, but also how members of our own communities have been in the proximity of privilege (e.g., whiteness, heteronormativity). Taking this external and internal look allows our AAHHE community to push back on notions of racial innocence (Hernandez, 2013), moving beyond the belief that we must employ a belief in unity that renders difference invisible.

Examples of presentations that would fall under this strand include those that:

• Think about intersectionality in terms of the systems vs the individual. Structures include:
• Mass Media
• Politics/Political Rhetoric
• Carceral System
• Hate Legislation
• Ideological tensions
• Take a power analysis of the oppressive systems that influence intersectional knowledge. Examples include systems of:
• Anti-Blackness
• Anti-Indigeneity
• Anti-Asian
• Anti-LGBTQIA+
• Showcase examples of questioning:
• Disrupting the perpetuation of whiteness
• What does disruption look like in action?
• How can we reflect on an understanding of success through norms of whiteness?
• Explorating our dependence on/perpetuation of neoliberal capitalist norms?
• How can multiple stakeholders utilize/support power conscious framings?
• Include knowledge production and approaches
• How do we produce knowledge/pathways for knowledge from the perspective of liberation through agency?
• What does a decolonial approach look like in practice?
• Explore the question, Am I the oppressor?
• Examination of power analyses that embrace the standpoint that we ourselves are complicit and perpetuate oppression.

Strand 3
Exploring Land and Space: Relationships of Belonging and Identity of Latinx/a/o/e in Higher Education

Ways of knowing and concepts of belonging have been historically Eurocentric, often framing our communities in deficit ways and requiring more from those with systemically marginalized identities to be deemed worthy of “belonging.” This strand invites presentations that explore ideas of land, space, and relationships between belonging and identity from an asset-based approach to reclaim spaces. We encourage the use of anti-colonial practices and ways of knowing to challenge anti-Blackness, anti-Indigeneity, transphobia, and other systems of oppression.

This strand allows for proposals that (1) contest and question colonial practices and policies that inhibit Latinx/a/o/e education and experiences; (2) celebrate decolonial ways of knowing related to land and space; (3) propose new research and ways of knowing to heal in spaces that have not been designed for multiply minoritized Latinx/a/o/e communities.

Examples of presentations and topics that would fall under this strand:

• Ways of knowing and responding to policies of hate legislation in states (and nationally) that are targeting women’s rights, LGBTQIA+, DEI, Indigenous, and others.
• Exploring borderlands from a place of intersecting educational spaces/educational partnerships/knowledge production throughout the community beyond just geography, but centered in the micro, meso, and macro spaces of intersections of places (inclusive of historical influence).
• Developing a critical understanding of belongingness for multiply minoritized Latinx/a/o/e communities.
• LGBTQIA+
• Intersections with race/ethnicities/ability/language
• Taking ownership of spaces authentically.
• Navigating White spaces in a Brown moment: Centering the experiences of the unique challenges for individuals, from non-White or marginalized backgrounds, who find themselves in predominantly White environments during a time when issues of racial equity, representation, or social justice for marginalized communities, mainly Brown or racially diverse communities, are receiving significant attention. Highlighting challenges, such as navigating cultural differences, facing stereotypes or microaggressions, feeling marginalized or excluded, or advocating for their perspectives and experiences within these White-dominated spaces.
• Navigating spaces not historically made for Latinx/a/o/e people: Latinx/a/o/e people may encounter barriers, discrimination, limited representation, or cultural insensitivity within educational spaces. They might face challenges related to language, identity, access to resources, cultural inclusion, and recognition of their unique experiences. It highlights the importance of recognizing and addressing these historical disparities, advocating for greater inclusivity, and actively working to create more welcoming, respectful, and accommodating spaces for Latinx/a/o/e and other underrepresented groups.
• Contesting whiteness within the system and contest/reconcile with the whiteness within ourselves.

Strand 4
Humanizing Education: Critical Approaches to Policies, Practices, and Leadership During Contentious Times

Education has seldom prioritized humanizing people. Rather education, policies, and practices have primarily served to perpetuate systems of power and privilege. As such, education has historically served as a way of cultural erasure for non-mainstream populations. What might humanizing education look like? How can new policies and practices shift the intentional dehumanizing of education? It is well understood that outcomes are shaped by multiple intersecting factors, including race, ethnicity, structural, institutional, economic, and political forces. While educational outcomes for Latinx/a/o/e people have shifted throughout the decades, contentious times further underscore the necessity to interrogate systems that shape and inform educational opportunities, barriers, and challenges. We are in a critical era where there are dramatic repercussions for policy and legislation implementations. This strand creates an opportunity to share practices, policies, and leadership approaches that center our humanity.

Examples of presentations and topics that would fall under this strand:

• Critical leadership, mentoring, advocates, and coalitions in education;
• What does humanizing educational equity and access policy look like in practice;
• How can culturally responsive pedagogy be integrated into PreK-16 classrooms and beyond; 
• Are there examples of policies that humanize those within higher education and can serve as a form of advocacy;
• Evaluating institutional supports and/or responses to the need for assessment of mental health and wellness resources;
• Exploring how new technology and innovation serve to open and restrict access to Latinx/a/o/e students;
• Understanding how policymakers' ways of knowing inform educational trajectories, outcomes, and life pathways.

Concurrent Session Types

The 2024 AAHHE National Conference showcases four concurrent session types: Innovations in Practice and Scholarship, Interactive Workshops, Poster/Art as Activism Sessions, and Works in Progress.

Flexibility in submission types is encouraged. If you are interested in submitting artwork, you might have a discussion in a Works in Progress session, even though it is a finished piece of art.

• Innovations in Practice and Scholarship present findings, conceptual innovations and/or practice-based advancements that address current issues in the area of Latinx/a/o/e communities in higher education. Findings and/or innovations should aim to increase participants’ understanding of best practices for Latinx/a/o/e communities in higher education. Presenters should be prepared to engage audiences in activities, discussion, and in other interactive ways. Presenters will not be expected to submit or provide a completed conference paper to participants, but individuals should plan to present their findings and recommendations in some way (e.g., Handout, PowerPoint presentation, etc.). Presenters may discuss unpublished works or on published works as long as they maintain relevance within the context of the theme. In 750 – 1,000 words, Innovations in Practice and Scholarship proposals should describe as many of the following as are applicable, preferably in this order:
• Significance and objectives and their alignment with Interrogating Ways of Knowing & Production as Forms of Healing: The Intersection(s) between la Tierra, Comunidad, y Educación.
• Research questions and/or problems of practice addressed.
• Theoretical, conceptual framework, and/or knowledge base, as appropriate.
• Connection to literature. 
• Major findings, contributions, and/or recommendations of practice-based initiative.

Access the Innovations in Practice and Scholarship Rubric for additional guidance.

• Interactive Workshops are focused sessions in which multiple authors/presenters share their perspectives about a common theme, problem of practice, issue or question, and engage the audience in interactive practices/discussion. For an interactive workshop, the session format usually consists of an introduction to the topic by the chairperson to provide the audience with a background for the ensuing discussion. Authors/presenters then share their viewpoints, followed by discussion and engagement with the broader audience. Often, the workshop will end with an overview of the session and key takeaways, potentially shared by a chairperson. Alternatively, this includes sessions that engage the conference theme, strand/s, and participants through a performance and/or creative expression space by individual/s in formats included but not limited to spoken word/poetry, art creation, and/or theater and dance workshops. Performance and creative expression sessions provide opportunities for the audience to connect with the land, their bodies, healing practices, ways of knowing, and each other in transformative ways.
• Space considerations:
• Sessions are usually held in classroom spaces so we ask that proposals take this into consideration when thinking about space layout for the workshop.  Please limit presenters to no more than five total.   
• In 750 – 1,000 words, proposals for interactive workshops should describe as many of the following as are applicable, preferably in this order:
• Objective(s) and purpose of the session and their alignment with the conference theme - Interrogating Ways of Knowing & Production as Forms of Healing: The Intersection(s) between la Tierra, Comunidad, y Educación.
• Theoretical or conceptual frameworks, if applicable.
• Presenters’ backgrounds and expertise as it relates to the session’s topic, performance and/or creative expression space, and facilitation.
• Structure and format of the session. For instance, this would include the designation of a moderator and/or strategies to facilitate audience discussion and learning. For workshops that utilize a performance and/or creative expression, please also include how you plan to format the space for the audience.

Access the Interactive Workshops Rubric for additional guidance.

• Poster/Art as Activism Sessions highlight critical questioning, research ideas, innovations, decolonizing approaches and advances for Latina/o/x/e communities. This session can also include original works of art/graphic design of art as activism. Activist art is a “term used to describe art that is grounded in the act of ‘doing’ and addresses political or social issues” (Bruguera, n.d., para. 1). If submitting artwork, it should include language to support the imagery (i.e: QR video explanation or written description complement). Presenter(s) allow the audience and attendees to engage in extended and meaningful discussion regarding the author’s presentation that is in illustrated format on a poster board. Posters should be 3’ x 4’ (36” x 48”) and will be placed on a board in a large hall. Presenter(s) are expected to be at their assigned presentation during the entire duration of the poster session.
• In 750 – 1,000 words, the poster session proposal (for text-based submissions) should describe as many of the following as are applicable, preferably in this order:
• Study significance and objectives in alignment with Interrogating Ways of Knowing & Production as Forms of Healing: The Intersection(s) between la Tierra, Comunidad, y Educación.
• Research questions addressed.
• Theoretical or conceptual framework, if applicable. 
• Connection to literature.
• Anticipated or preliminary findings. 

• Artwork alignment with Interrogating Ways of Knowing & Production as Forms of Healing: The Intersection(s) between la Tierra, Comunidad, y Educación.
• Activism-focused and addresses social issues.
• Theoretical or conceptual framework, if applicable. 
• Please submit a digital copy of the original work. Security for original work can     not be guaranteed.  
• Artwork should be no larger than 3’ x 4’ (36” x 48”). 

Access the Poster/Art as Activism Rubric for additional guidance.

• Works in Progress are roundtable discussions that showcase informal exchange of ideas between participants (up to three presenters) on current practices and/or research in education—especially in alignment with the conference theme and issues of social justice. Whereas the Innovations in Scholarship and Practice Papers are intended to be finished projects by the time of the conference, these works in progress represent evolving ideas that would benefit from conversations with attendees. Presenters are encouraged to utilize a variety of mediums to present their topic and/or study and open up the floor for conversation. No more than 10 minutes should be allocated for the presentation in order to leave time for discussion. The roundtable participants may ask questions and discuss relevant issues in more detail than what is typical in other types of sessions.
• In 750 – 1,000 words, roundtable proposals should describe as many of the following as are applicable, preferably in this order:
• Objectives or purposes of the discussion and their alignment with Interrogating Ways of Knowing & Production as Forms of Healing: The Intersection(s) between la Tierra, Comunidad, y Educación.
• Significance of the roundtable.
• Perspectives, knowledge base, and/or theoretical/conceptual frameworks that will guide the discussion.
• Proposed research plan, study methods, or modes of inquiry; if applicable.
• Data sources or evidence, if applicable.
• Analytical/Strategic plan/approach, if applicable.
• Practice, policy, and/or research implications.

Access the Works in Progress Rubric for additional guidance.

How to Submit a Conference Proposal

A submission form must be completed via the AAHHE submissions portal no later than September 29, 2023, by 11:59 pm EST. If you are an active AAHHE member, you will be able to login and also reset your password if needed. If you are not a member, you can login by creating a new account. 

• The submission form will prompt for the proposal description to be uploaded as a MS Word (.doc or .docx) or Portable Document File (.pdf). Additional supporting documents such as a list of references and additional attachment to include tables, figures, images and/or appendices should be included at the end of the proposal description.
• All presenters' information needs to be accurately submitted for full consideration.
• I/when your proposal is accepted, each presenter will be asked to commit to attending the conference and presenting in person. Conference sessions will be live-streamed for maximum audience engagement.

The conference proposal shall consist of:

1. Selection of a conference strand
2. Selection of a submission type
3. The following information to be submitted directly via the online submission form:
1. Presentation Title (15-word maximum)
2. Abstract (75-word maximum)
3. Three to five (3-5) learning objectives (or intended outcomes) for conference participants.
4. A proposal description (750 words – 1,000 words) to be uploaded, as an MS Word (.doc or .docx) or Portable Document File (.pdf), and to include the following information in conjunction with the provided session type rubric aligned to your submission type.
1. Purpose of presentation. Be sure to draw connections to the conference theme and/or strand.
2. Philosophical, theoretical, conceptual or practical arguments related to the stated purpose of presentation.
3. Review of literature relevant to the topic, issue or problem within the field of education. References should be listed separately.
4. If appropriate, methodological underpinnings and findings (i.e., preliminary, partial, or full). Note: Tables, figures, images, and/or appendices can be included as a separate attachment.
5. Method(s) for engaging attendees (e.g., polling small-group discussion, case study analysis, written reflection, etc.).
6. Outline of how time will be allocated to various activities (e.g., Introduction = 5 min.; Literature Review = 10 min.; Findings = 20 min.; Discussion = 20 min.; Closing = 5 min.). Each session is one hour.
7. At the end of the document, include a list of references cited in the proposal description relevant to the topic, issue or problem within the field of higher education. The references should follow APA Style. Do not include the list of references in the word count of the proposal description
8. After the references are listed, you can add additional information to include tables, figures, images and/or appendices.
9. Include 3-5 keywords that help describe the main topic of your research.
10. Please include the last name of the primary contact and abbreviated title in "file name" (e.g. Baca--AfroLatinxStudents) of the proposal description.

Proposal Review Process

All proposals will be evaluated through a peer-review process led by the AAHHE Conference Planning Committee. Any inquiries or questions related to your proposal should be directed to the 2024 AAHHE Conference Chair Dr. Audrey Baca Lopez (Mt. San Jacinto College) and Co-Chair Dr. Antonio Duran (Arizona State University) at [email protected]. 

All proposals will be assessed based on the following general guidelines:

• Ability to align with the conference theme and/or the selected strand.
• Importance of the study, topic, issue or problem to the field of education (contributions to expand knowledge, practice, and/or theory).
• Overall quality of the proposal (e.g., quality of writing, organization of ideas, clarity of assumptions, logic of arguments, etc.).
• Clarity of focus or findings, whether partially or fully reported.
• Addresses or shows sensitivity towards issues within the Latinx/a/o/e community and our intersecting identities.

In addition, the following specific guidelines for each concurrent session type will be evaluated as follows:

The following criteria will be used to evaluate proposals:

• Exceeds Expectations = Information is very clear and readily comprehensible to 3 or more audiences (e.g., students, faculty, administrators, community members, etc.). Content advances new understandings and/or innovation for Latino/a/x/e communities. Attendees will achieve all stated learning outcomes/objectives. Proposal is in direct alignment with the conference theme.
• Meets Expectations = Information is clear and comprehensible to at least 2 audiences (e.g., students, faculty, etc.). Content aligns with current understandings and practices for working with Latino/a/x/e communities. Attendees will achieve most stated learning outcomes/objectives based on information provided. Proposal is aligned to the conference theme.
• Needs Improvement = Information needs to be clarified and is only understood by 1 audience. Content needs to be explained in greater detail in order to understand connection to higher education. It is unclear if/how attendees will achieve the stated learning outcomes/objectives. Proposal is only loosely aligned or is not in alignment with the conference theme.
• Does Not Meet Expectations = Information is unclear and incomprehensible. Content does not align with higher education. Attendees will not achieve stated learning outcomes/objectives. Proposal does not align with the conference theme.

Additional Information:

• Conference participants will be able to register to attend the conference in-person.
• All program presenters will be required to register for the conference and pay the in-person conference registration fee.
• AAHHE and our host campus will provide a screen and LCD projector.
• Conference presenters will be required to bring their laptops for their presentations.
• Neither honoraria nor expenses, including registration fees, will be paid by AAHHE to program presenters.
• Every effort is made to offer a quality program for conference participants.  Once accepted, presenters will be asked to sign, and honor, a commitment to present.
• AAHHE reserves the right to recommend changes in a proposal, and to encourage joint presentations if multiple proposals are submitted on similar topics.
• Information printed in the conference program is based on the proposal application. Please ensure the information submitted is accurate since that is how it will appear in the program.

Conference (attendance/presenter) Funding Suggestions:

AAHHE does not guarantee funding to attend this conference if selected to present; however, some educational institutions may provide funding to attend events that align with their organizations mission. If your campus is a Hispanic Serving Institution, there may be funding available to attend this conference if your organization allocates money for professional development through Title V grant funding. In some cases, one of the grant components is to provide additional professional development for faculty in the area of equity and culturally responsive teaching and learning.

You are encouraged to consult with your organization's diversity office, if available, to see if there is funding for staff or administrative professional development. If you are a graduate/undergraduate student, you may want to check with your campus’ student government or doctoral program (if in a doctoral program) to see if there is funding for conference travel and registration fees.

If you are interested in reviewing an example request for professional development funding from a college and some example language for the written response section of the application. Please see this Example Professional Development Application.