Kathleen Neville
Kathleen Neville
- Doctor of Education, Higher Education Administration, University of Massachusetts at Boston, 2011
- Master of Education, Student Development in Higher Education, University of Maine, Orono, Maine, 1991
- Bachelor of Arts, Speech Communication with a concentration in Organizational Behavior, University of Maine, Orono, Maine, 1986
Kathleen Neville, EdD, brings nearly 30 years of higher education leadership and graduate teaching experience to Springfield College. Her work has focused on developing cohesive teams, designing strategic plans for success, and facilitating professional development on diversity, equity, and inclusion. Her teaching has focused on advancing social justice and equity in education, preparing leaders to develop inclusive communities in higher education, and fostering classroom environments that support student engagement and learning.
- College Student Success
- Experiences of Students of Color
- Student - Faculty Interactions
- The Influence of Racial Identity on the Students' Experience
- ACPA Foundation Trustee - 2023 to 2026
- Qualified to administer the Intercultural Development Inventory (IDI) and the Myers Briggs Typology Inventory (MBTI)
- Executive Coach, William James College, 2021
- Association for the Study of Higher Education (ASHE)
- American Educational Research Association (AERA)
- Student Affairs Administrators in Higher Education (NASPA)
- College Students Educators International (ACPA)
- PSY 603 Student Affairs Across the Spectrum, Spring 2023
- PSYC 602 Higher Education Finance, Resource Management, and Administration, Fall 2022
- EDUC 699 Special Topics: Teachers as Leaders, Spring 2022
- EDUC 626 Educational Research Project, Fall 2022, Spring 2023, 2022
- EDUC 625 Independent Study Proposal Design, Fall 2022, Fall 2021,
- EDUC 619 Contemporary Issues in Education, Summer 2021
Selected Works
Presentations
Neville, K.M. & Taylor, K., (2023). Recognizing and Dismantling Inequity in Organizational Policies and Practices. Presentation at the National Association of Student Personnel Administrators (NASPA) conference, April 2023. Neville, K.M., & Witkowicki, C., (November 2022).
Using Assessment to Develop New Strategies for Student Success and Retention. Presentation at the European Conference for Student Affairs and NASPA. Madrid, Spain. (November 2022).
Cyr, E., & Neville, K, M., (2022) Utilizing the National PTA Standards for Family and Community Engagement to guide practicing teachers along a journey from exploration and reflection to action. NEERO Conference, Portsmouth, NH April 7, 2022.
Neville, K. M., & Estrella-Luna, N., (2021). Assets-based assessment of success factors for high achieving African American and Latinx students at Salem State University.
In Gentlewarrior, S. & Paredes, L (Eds). The Leading for Change Racial Equity and Justice Institute Practitioner Handbook. Bridgewater State on behalf of the Racial Equity and Justice Institute.
Knaust, D., Wiegers, C., & Neville, K. M., (November, 2020). Leading through change. Presentation at the European Conference for Student Affairs and NASPA. Brussels, Belgium.
Neville, K. M., (November, 2020). Students’ of color perceptions on “how” and “who” at a predominantly White institution support their academic success. Presentation at the European Conference for Student Affairs and NASPA. Brussels, Belgium.
Brossoit, L., & Neville, K. M., (October, 2020). High achieving students of color perceptions of support at a PWI. Diversity Challenge: 20th Anniversary: Goodbye “isms”, Hello Future.
Neville, K. M., & Brochu, K. Managing Up. presentation at the All of the Above Conference, Boston College, Newton, MA, February 2019
Leisey, M., & Neville, K. M., Microaggressions. Salem State University Professional Development. May 23, 2018
Brochu, K., & Neville, K. M., Generational Divide: Defining work ethic between professionals in higher education in student affairs, presentation at NASPA Region I, Springfield, MA, November 2017
Parker, T. L. & Neville, K. M. (April 2016). Re-Centering Race in Understanding the Challenges Confronting Faculty of Color. Keeping Our Faculty Symposium, The University of Minnesota, Minneapolis, MN.
Panelist, Brave Spaces: Microaggressions on the college campus. Center for Multicultural Affairs, Salem State University, Fall 2015
Neville, K. M. and Parker, T. (2014). The Influence of students’ racial and ethnic identity development on their perceptions of African American faculty. A paper presented at the annual Association for the Study of Higher Education Conference, Washington D.C. November 2014
Peck, L. & Neville, K. M. (2011). Examining the Effectiveness of Inclusivity Training on Student Staff. ACPA National Convention, Baltimore, MD, March 2011
Publications
Acosta, D. M., Arroyo, L., Moody, C., Neville, K. M., Sparks, C., & Tabacchi, JW., (2023). Campus Racial Justice and Decolonization Expectations Project. ACPA, College Student Educators International
Neville, K. M., & Estrella-Luna, N., (2021). Assets-based assessment of success factors for high achieving African American and Latinx students at Salem State University. In Gentlewarrior, S. & Paredes, L (Eds). The Leading for Change Racial Equity and Justice Institute Practitioner Handbook. Bridgewater State on behalf of the Racial Equity and Justice Institute.
Neville, K. M., & Brochu, K., (2019). Work life balance: The generational divide. About Campus.
Neville, K.M., & Parker, T.L., (2019) The influence of “accessibility cues” on students’ engagement and interactions with African American faculty. The International Journal of Teaching and Learning. 31(2) p.249-260.
Parker, T. L., & Neville, K. M. (2019). The influence of racial identity development on White students’ perceptions of African America faculty. Review of Higher Education. 42(3) p. 879-901.
Neville, K. M., & Parker, T. L., (2017). A breath of fresh air: Students’ perceptions of interactions with African American faculty. Journal of College Student Development. 58(3) p. 349-364.
Museus, S. D., & Neville, K. M., (2012). Delineating the characteristics of institutional agents who provide racial minority students with access to social capital in college, Journal of College Student Development
