Meet Dr. Ethan Swingle

Dr. Swingle graduated from the Higher Education Leadership doctoral program at Florida Atlantic University in December of 2019. After a brief stint at the University of Memphis, Dr. Swingle currently works as an athletic academic counselor for the men's basketball, men's and women's soccer teams, and the men's and women's golf teams at Missouri State University. Dr. Swingle also serves as an adjunct professor at Missouri State University and teaches leadership courses at Florida Atlantic University. Dr. Swingle's research interests are on the student athletes' experiences, transfer students, and leadership within organizations. You can follow him on Twitter: @Swingle_ethan

Favorite Quote: "Once you know what failure feels like, determination chases success." -Kobe Bryant

What advice would you give other graduate students?

First, be proactive in creating opportunities. For example, if you want to work in a field but do not have experience yet, ask if you could do volunteer hours. If you want to publish scholarly work, ask a faculty member if you can assist in any research projects. Second, embrace the journey. Grad school is difficult, but remember that you are building your future by your actions today.

Dissertation

Up, down, and all-around: The swirling-transfer student athlete experience at Athletic State University

Intercollegiate athletics have become an integral part of campus life (Shulman & Bowen, 2001), and have grown exponentially in the resources universities put forth to participate in this extracurricular activity (Clotfelter, 2011). Additionally, one of the biggest evolutions of intercollegiate athletics has been student athlete transfer (Cooper & Hawkins, 2014). However, little research has been conducted on the transfer student athletes, or the transfer student athlete experience (Cooper & Hawkins, 2014). As such, the purpose of this instrumental case study was to discover and describe the experiences and perceptions of swirling-transfer student athletes at Athletic State University. A purposive sample included nine student athletes, four coaches, and six athletic department staff interviewed and observed to gain a holistic experience of the swirling-transfer phenomenon, with multiple supporting documents also collected and analyzed. Three findings emerged from the data analysis; 1) “the roller coaster experience”, 2) “alternating support”, and 3) “the bigger picture”. The results of this study resonate with other findings within the literature but bring forward a new transfer experience within intercollegiate athletics. Recommendations to intercollegiate athletic governing associations, athletic departments, and scholars are included, with an emphasis of creating a database to track this subpopulation of transfer student athletes, as well as educating practitioners who support these student athletes every day.

Selected Publications

Floyd, D. L., Salinas, C., Swingle, E. C., Zeledon-Perez, M. J., Barhoum, S., & Ramdin, G. (Eds.). (2021). Graduate students’ research about community colleges: A guide for publishing. Routledge. https://www.routledge.com/Graduate-Students-Research-about-Community-Colleges-A-Guide-for-Publishing/Floyd-Jr-Swingle-Zeledon-Perez-Barhoum-Ramdin/p/book/9780367437107

Swingle, E. & Salinas, C. (2020). Up, down, and all-around: The swirling-transfer collegiate athlete experience. Journal of Athlete Development and Experience, 2(3), 162- 181. https://doi.org/10.25035/jade.02.03.02

Salinas, C., Doran, E., & Swingle. E. C. (2020). The usage of the term Latinx in Community Colleges. New Directions for Community Colleges, 1-17. https://doi.org/10.1002/cc.20383

Swingle, E. (2019). Military community colleges: An introductory examination. Community College Journal of Research and Practice, 44(4) 293-297. https://doi.org/10.1080/10668926.2019.1574685

Salinas, C., Malave, R., Torrens, O., & Swingle, E. (2019). It is who we are. We are undocumented: The narrative of undocumented Latino male students in a community college. Community College Review, 47(3), 295-317. https://doi.org/10.1177/0091552119850888

Swingle, E., & Salinas, C. (2018). Hazing in intercollegiate athletics. In C. Salinas, & M. Boettcher (Eds.), Critical perspectives on hazing in colleges and universities: A guide to disrupting hazing culture. Routledge.

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As an associate professor in the Educational Leadership and Research Methodology Department at Florida Atlantic University (FAU), I have had the opportunity to develop curriculum for, and teach undergraduate, master, and doctoral students. In these courses, I center on fostering co-learning environments where students engage in collaborative learning. I draw from critical pedagogy, which challenges students to explore personal and systemic assumptions. In these classes, I seek to provide an education that will allow them to figure out the more complex problems, issues, and dilemmas that exist within the macro system to which they belong. Part of this process is to help students create an understanding of the complexity of higher education, and to discover the many areas that are understudied. All students can and should be inventors of their own theories, critics of other people’s ideas, analyzers of evidence, and makers of their own personal marks on this most complex world. Therefore, I encourage all students to do research, present at conferences and publish their work in academic journals. And I hope that in this blog I can highlight students’ critical thinking and scholarship.

I created this spot in my blog to highlight doctoral students I worked with during their graduate school experience. In particular, in my blog, I highlight postgraduate students for whom I served as a dissertation chair or co-chair.

I believe that it is crucial to highlight their work on this platform as another form of promoting and elevating them and their work, and as a simple way of saying THANK YOU for trusting me in your academic journey. Again, thank you, Dr. Ethan Swingle, for allowing me to learn with you and from you.

bell hook reminds us that critical thinking “requires teachers to show by example that learning in action means that not all of us can be right all the time, and that the shape of knowledge is constantly changing.” Through my teaching, research, and mentorship, I hope that I was a good real-role model to you, Dr. Swingle. Your scholarship and critical thinking are a reminder that knowledge is constantly changing. Thank you for your contributions to higher education.

In Fall 2019, Dr. Swingle graduated, and I had the honor to serve as his dissertation chair.

My Ph.D. Personal Statement

Every year I get asked to review and give feedback to people who apply for doctoral admissions. In addition, as a faculty, I get to read multiple personal statements for doctoral degree program's admissions.

Given that many of us do not get training on how to write a personal statement for graduate school, I decided to reshare my personal statement for Ph.D. admissions into the Educational Leadership and Policy Studies program at Iowa State University. I wrote my Ph.D. personal statement in 2011.

I hope this is helpful to many people who are interested in applying to a graduate program.

Photo from 2013 when I was at Iowa State University

Personal Statement 

My goal is to work at the university level to educate and influence students to pursue a higher education through an understanding of multiculturalism and issues of social justice. The College of Human Science and Department of Educational Leadership and Policy Studies (ELPS) at Iowa State University (ISU) has and will hopefully continue to help me attain the necessary tools to develop a better understanding of the field of higher education in the world of academics. The social justice emphasis will help me acquire knowledge, attitudes, and skills needed to recognize, value, and promote the differences among individuals and communities. I believe individuals need to learn from the best to become the best, in an educational setting where theory is translated to practice. Earning my Doctorate of Philosophy (Ph.D.) degree in higher education will serve as a tool to allow me to better serve my community, my people, and to realize my goal as a professional, educator and scholar.

I migrated from Mexico to the U.S. at a young age. This experience was challenging; I had to make friends, adapt to a different culture, and learn a new language. Mrs. Moyer, my first English as a Second Language teacher, helped me to surpass those challenges. Teachers along with my parents provided me with the support system to become successful despite these challenges. Although my parents only possess a seventh grade education, they have always given me sound direction and inspiration to further my studies. My parents inspired me to choose a career where I can make a difference. Support systems are not the only tool that I have utilized in furthering my goals. I have also sought opportunities to challenge myself to provide knowledge and understanding outside of the academic curriculum.

Before pursuing my Master Degree in student affairs from ELPS, I had the opportunity to teach at Elsik High School in Houston, Texas, and work as an intern in Congressional Hispanic Caucus Institute (CHCI) and the United States Senate in Washington, D.C. for Senator Michael Bennet of Colorado. While pursuing my master’s degree, I completed a student affairs practicum experience at the State University of New York: The College of Brockport.

My experiences as an undergraduate and graduate student have helped me dig into seemingly endless opportunities. Graduating with a Bachelor of Arts in Spanish Education, English as a Second Language, and a minor in Dance from the University of Nebraska at Kearney, and continuing my journey at ISU has helped me solidify a long-time love of mine: helping students to succeed in an increasingly multicultural environment.

During my master’s journey and as a graduate student in the Office of Multicultural Students Affairs (MSA) Office at ISU, I worked with a team to implement the George Washington Carver Scholarship Program by teaching two courses each semester, University Studies 105 and 106, including developing class content and delivery. Due to my passion, creativity, and sensibility for the improvement and development of curriculum, research and pedagogy inside the classroom I have been nominated for the 2012 Iowa State Teaching Excellence Award. The student affairs program has given me the opportunity to grow as a scholar, leader, and person. I have had the opportunity to present at different local and national conferences including: Student Affairs Administrator in Higher Education – NASPA Region-IV, ISU Latino Leadership Retreat, University of Nebraska Greek Retreat, Risky Business Conference, Association for the Study of Higher Education Conference (ASHE), at American College Personnel Association (ACPA), among other conferences.

Currently, as the Multicultural Liaison Officer for the College of Design I have the opportunity to work with talented students, staff, and faculty. I chair the Design Diversity Board, and serve on various committees with in the college and ISU. I also help the college, MSA, and other campus departments with scholarship, student recruitment, and retention. In addition to fulfilling the requirements of my position, I continue to make myself an available resource to students, both professionally and personally, by creating meaningful relationships, critical conversations, and developing a safe environment.

The demographics in this country are continuously changing. The New York Times released an article that stated that Whites make up less than 50% of the three year-olds in the United States and that Latinos/as compose one-fifth of all enrollments from preschool to college (Tavernise, S., February 7, 2011). Although Latinos/as are a largely growing population, we take on leadership roles and engage in educational opportunities in our communities or on a national level at a lower rate than other groups. Through a wide variety of venues, institutions can recognize and address the need to encourage Latino/a education and leadership in our educational system. I strongly believe in the pervasive power of the public education system in doing this. If students can see early in their schooling experiences Latino/a teachers and leaders in their own communities and schools, than they begin to believe that they too can achieve monumental things. Therefore, this country needs a greater Latino/a presence within the education system.

Social justice, leadership development and Latino/a education is something I am passionate about, I believe in the power that education can have in changing a student’s life. Through multicultural education, Latinos/as can bring to the forefront issues that we believe need to be changed to improve the lives of our people and culture and continue to promote equity and diversity. As a Latino scholar I want to add literature to the world of academics and research the experience of Latino/a faculty in higher education. I want to learn about the Latino/a experience, promote education and opportunities for other Latinos/as. In the future I see more Latinos/as being represented in the government as well as business, and in higher education settings.

Currently, an educational revolution is going on, and I want to be one of the leaders of this revolution by educating and building a better world through accurate and culturally responsive knowledge and pedagogy. Obtaining a Ph.D. in higher education will prepare me to pursue a career as a scholar and faculty member at a college or university. I can then provide an opportunity to engage future educators in coursework and practical applications that will challenge their critical thinking skills through the lens of social justice.

The ELPS Department at ISU has challenged me to think critically through all facets of the academic experience, especially around issues of equity and diversity. My experiences as a Latino gay male in the student affairs program has provided me with the tools to better understand the value of equity and diversity in a continually changing educational environment.

I am committed to equity and diversity, and admittance into the doctoral program in ELPS will allow me to blend my passion for social justice and research. After talking with ISU faculty members about the Higher Education Program and my knowledge of the ELPS & ISU Community, I am confident this program can enhance my ability to provide equity and justice through education inside and outside the classroom environment. I believe my strong desire to work at an institution that promotes social justice through teaching and service to society, and my current and past work practice are predictive of my ultimate success in the College of Human Science and Educational Leadership and Policy Studies Department of the Iowa State University.

How has the Pandemic Outbreak impacted the Higher Education Sector in the United States

By: Cynthia N. Cortez, Deputy Chief Diversity Officer, University of California Merced, & Cristobal Salinas Jr., Associate Professor, Florida Atlantic University

Through world-renowned research and history-changing discoveries, colleges and universities of the United States (U.S.) have attracted scholars of different identities and lived experiences worldwide. While this reputation has had a gravitational pull on scholars and students, 2020’s unprecedented COVID19 pandemic and intensified visibility of racism in the country have reinvigorated conversations in the academy about its true commitment to diversity.

The racial protests and tumultuous political landscape in the U.S. have pressured postsecondary leaders to come face-to-face with a long festering racial equity tension: is it finally time to reckon with historically exclusionary practices of higher education? Are we ready to honor the intellectual and operational innovation crafted by historically excluded faculty, students, and staff? Or will efforts continue to circumvent calls towards equity, diversity, and inclusion? In 2021, answers will be guided by what we have witnessed around institutional willpower within a context created by the global pandemic.

In a powerful display of collective willpower, colleges and universities in the U.S. nimbly moved postsecondary operations to remote settings. However, the events of 2020 have also pushed them to the pinnacle of racial reckoning for how does one produce world-class research and ensure individuals with diverse racial, gender, sexual orientation, income, disabilities, religious, immigration status, linguistics, and political identities among other identities are included in decision making?

We have witnessed technological savviness to overcome what could have been a disastrous outcome. However, this willpower has a bittersweet undertone: what realities could be attained if institutions replicated this innovation to create inclusively excellent institutions?

In 2021 and beyond, postsecondary institutions will continue to witness their students, staff, and faculty from all walks of life move worldwide connecting to their college and university via technology. The growing consciousness that equity is a global issue for the very constituencies of colleges and universities all over the world cannot be overlooked by administrators.

When the World Health Organization (WHO) announced the mysterious and novel coronavirus-19, scholars and practitioners advancing equity, diversity, and inclusion acknowledged how it would disproportionately affect racially and ethnically minoritized communities. These underrepresented faculty, staff, and students have shifted to remote learning while also weathering the compounding impact of structural inequities, historical practices which chillingly show that their identities correlate with undesirable outcomes in education, healthcare, income and livelihood, and mental wellness.

As a person of color and other marginalized identities, it is already a profound experience to muster the strength to work on campus pursuing one’s professional aspirations while dealing with microaggressions, cultural taxation, lack of professional development pathways, and exclusive campus climates. It is another reality to log in to work with the intensifying psychosocial impact of isolation, lack of income, inequitable COVID-19 related deaths, and family responsibilities.

Perhaps the most critical point in higher education’s grapple with diversity, equity, and inclusion occurred on May 25th, 2020. A little over three months into the pandemic and the global shut down, George Floyd – a Black man – was murdered by White Minnesotan police officer Derek Chauvin. The disturbing video of the incident quickly spread online and ignited protests urging a consciousness shift at the commitment level equal to or beyond what was seen with technological nimbleness.

The murders of Ahmaud Arbery (RIP), Tony McDade (RIP), Breonna Taylor (RIP), George Floyd (RIP), and many more Black Americans at the hands of white police officers and people remind the Black community of how much systemic racism impacts wellness and success in the U.S. Calls for justice for Black Americans also inspired protests from the Latin*, Asian, Native Americans, disability, Trans, and so many more communities in the U.S. to stop the violence, dismantle inequity, and redesign our social institutions, including higher education. The outpouring of unapologetic social activism during the pandemic is a collective call for a radical vision of a more inclusive academy. It serves as a reminder that to eradicate the many forms of racism, all communities (re)claim, (re)create, and (re)imagine equity, justice, freedom, and liberation.

In higher education, removing an analytical lens that can support this radical imagination is paradoxical given the mission of knowledge that transforms the world. And, it is embarrassing that the call for equity and justice has elicited a knee-jerked movement to ban Critical Race Theory (CRT). CRT is a framework that aims to equip people with the language and analytical lens necessary to dissect how race, racism, and power cultivates historically underinvested communities and how laws and policies serve as critical tools to keep this marginalization strong and well. Educators have turned to CRT to find tangible ways to guide colleagues and universities to rethink institutional excellence through an inclusive lens. Effectively, this consciousness building movement across identities and lived experiences has been met with the proliferation of legislation in several U.S. to ban the teaching of CRT. In essence, censor a way of thinking, a way of knowing.

This attack on intellectual freedom does not go invisible to the international community. In our history, the United States responded to racial inequity through 1954’s Brown vs. the Board of Education but the decades following have yet to yield racial equity in the country. In fact, efforts to bury the history of racism are quite robust. But until we acknowledge how racist ideology has comfortably produced discrimination and oppression across social identities and lived experience, colleges and universities will willingly dilute their global reputation of cultivating leaders of thought and practice.

Global communities are aware of violent systems of colonialism, imperialism, racism, oppression, and marginalization and so we offer the following words of guidance: if we wish to emerge out of this pandemic with a robust and respected global presence, U.S. colleges and universities must integrate equity, diversity, and inclusion into their daily operations. In a post-pandemic world, the lack of equity-focused actions will situate colleges and universities under the analytic lens of whether or not they are truly cultivating the next generation of 21st-century global leaders.

Published August 3, 2021, Higher Education Digest

https://www.highereducationdigest.com/how-has-the-pandemic-outbreak-impacted-the-higher-education-sector-in-the-united-states/?fbclid=IwAR2K_bqsdlLojKABTcFotAWNoPMTM5ZZljT_TEibsvkD1Y9FtyQGixwwl38

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Cynthia N. Cortez, MA, serves as the Deputy Chief Diversity Officer at the University of California Merced. Cynthia’s research and practice focuses on how program design, implementation, and evaluation concepts influence how people think about, collect, and use mixed methods derived data. At large, her priority is to drive equitable outcomes and craft vibrant workplaces.

Cristobal Salinas Jr., Ph.D., is an associate professor in the Educational Leadership and Research Methodology Department at Florida Atlantic University. His research promotes access and equality in higher education and explores the social and political context of education opportunities for historically marginalized communities.