Community Chairs are elected by their Community members and provide leadership for Community activities in support of the profession by representing its members and their needs and concerns through the Division Representatives and communicating with the members. Community Chairs coordinate community activities and lead Community meetings during the Annual Conference. Community Chairs report to the Division Representatives for the Advising Communities Division (ACD).
First-Year Students Chair - (elected, term October 2019-October 2021). Prior to taking office, candidates must have completed the previous year as a member in the Community and be a current member in that group.
Darryl C Cherry
Southern Illinois University Edwardsville Edwardsville IL
Platform
Platform Statement: Part I
1. If elected to this position, what will you attempt to accomplish that will help to meet the strategic goals of the Association? (1500 characters or less)
NACADA STRATEGIC GOAL #1: Expand and communicate the scholarship of academic advising
I would charge the First-Year Students Advising Community to actively engage in research on best practices for assimilating, developing, supporting, retaining, and matriculating first-year students and to develop a minimum standards for the same. Finally, I would set a modest goal of publishing one article per year.
NACADA STRATEGIC GOAL #4: Foster inclusive practices within the Association that respect the principle of equity and the diversity of advising professionals across the vast array of intersections of identity
I would assess the demographics of the First-Year Students Advising Community to determine its composition. I would then intentionally and strategically market the advising community to potential members to expand the breadth and depth of the community’s membership to better reflect the students that are served in NACADA, including the unrepresented and marginalize students....
NACADA STRATEGIC GOAL #1: Expand and communicate the scholarship of academic advising
I would charge the First-Year Students Advising Community to actively engage in research on best practices for assimilating, developing, supporting, retaining, and matriculating first-year students and to develop a minimum standards for the same. Finally, I would set a modest goal of publishing one article per year.
NACADA STRATEGIC GOAL #4: Foster inclusive practices within the Association that respect the principle of equity and the diversity of advising professionals across the vast array of intersections of identity
I would assess the demographics of the First-Year Students Advising Community to determine its composition. I would then intentionally and strategically market the advising community to potential members to expand the breadth and depth of the community’s membership to better reflect the students that are served in NACADA, including the unrepresented and marginalize students.
NACADA STRATEGIC GOAL #7: Expand the use of innovative technology tools and resources to support the First-Year Advising Community
I would continue the use of the listserve to share information with the advising community. In addition, I would explore additional effective options for sharing information with and empowering practitioners. Finally, I would set a goal to publish a Top 10 Effective Way to Engage Students Across Generations.
Platform Statement: Part II
2. Describe an accomplishment on your own campus or within NACADA of which you are proud. What do you believe your accomplishment demonstrates about your abilities as a leader? (1500 characters or less) I am being recognized (December 2018) for my work as a Student Organization Advisor. The SIUE Collegiate 100 student organization chapter is being recognize as the Chapter of the Year for its work in the areas of mentoring, education, health & wellness, and economic empowerment. The chapter was just founded in spring 2015. In the past year alone, the members have performed 250 hours of superlative, exemplary community services both – on-campus and off-campus. My direct multi-form advising, mentoring, student development, advocacy and support of these students laid the foundation for the members’ development, growth, retention, success, and our collective recognition.
I serve as a member of the University Staff Senate. I am also the founding High School Reunion Committee Scholarship Chair and have led the raising and distribution of $5000 scholarships and well as the on-going mentoring and support of 10 college-bound students.
Platform Statement: Part III
3. Why are you interested in serving in this leadership position or what influenced you to run for this leadership position? (1500 characters or less)
I am a 14-year TRIO Upward Bound Counselor and 2-year Upward Bound Director who served in various roles in state, regional, and national TRIO organizations. After transitioning into my new role and better understanding my institution and students' needs, I have decided to expand my service to students through leadership roles in NACADA.
I currently serve on several institutional committees for student orientation, engagement, mentoring, and success as well as serve as an advisor for a student organization. Also, I am a founding member of the St. Louis area Regional Consortium of Higher Education Initiatives Supporting Black Male Success working on research, best practicing and programming to increase male recruitment, admission, retention, matriculation, and graduation.
I hope to utilize my professional development, professional experience, personal experience, relationships, natural gifts and abilities toward helping to create structures and systems to remove the barriers to...
I am a 14-year TRIO Upward Bound Counselor and 2-year Upward Bound Director who served in various roles in state, regional, and national TRIO organizations. After transitioning into my new role and better understanding my institution and students' needs, I have decided to expand my service to students through leadership roles in NACADA.
I currently serve on several institutional committees for student orientation, engagement, mentoring, and success as well as serve as an advisor for a student organization. Also, I am a founding member of the St. Louis area Regional Consortium of Higher Education Initiatives Supporting Black Male Success working on research, best practicing and programming to increase male recruitment, admission, retention, matriculation, and graduation.
I hope to utilize my professional development, professional experience, personal experience, relationships, natural gifts and abilities toward helping to create structures and systems to remove the barriers to access, retention, and graduation for all students generally, and for underrepresented and marginalize students specifically. Ideally, I want to maximize the intersections of these different groups to garner local, regional, and national input and support toward creating standards for best practices for student development, success, and graduation.
Platform Statement: Part IV
4. Please describe how you will work to promote the enhancement of inclusivity throughout (or within) the association. (1500 characters or less)
Promoting inclusivity is a practice which I have engaged since I started the University of Illinois in 1987 as a underrepresented student at a predominately white institution. Often, I had to be my own advocate (as well as for others) to be considered and included for opportunities for which I was systemically excluded, including assess to services and support. Upon graduation, I expanded that work as I served in various roles, including as a director of an after-school and summer youth program, social worker (foster care and adoption worker), TRIO counselor and director (advocating for institutional, state, and national systemic change to educational challenges for underrepresented students), and now as a university program coordinator for student retention.
I am a supporter of SIUE's Diversity and Inclusion Initiatives and a member of the Center for Student Diversity and Inclusion Professional Staff Focus-Group.
Within the Community, I would assess the demographics of the First-Year...
Promoting inclusivity is a practice which I have engaged since I started the University of Illinois in 1987 as a underrepresented student at a predominately white institution. Often, I had to be my own advocate (as well as for others) to be considered and included for opportunities for which I was systemically excluded, including assess to services and support. Upon graduation, I expanded that work as I served in various roles, including as a director of an after-school and summer youth program, social worker (foster care and adoption worker), TRIO counselor and director (advocating for institutional, state, and national systemic change to educational challenges for underrepresented students), and now as a university program coordinator for student retention.
I am a supporter of SIUE's Diversity and Inclusion Initiatives and a member of the Center for Student Diversity and Inclusion Professional Staff Focus-Group.
Within the Community, I would assess the demographics of the First-Year Students Advising Community to determine its composition. I would then intentionally and strategically market the advising community to potential members to expand the breadth and depth of the community’s membership to better reflect the students that are served in NACADA, including the unrepresented and marginalize students.
Within the Association, I would champion inclusivity and respectfully remind members of our charge and hold them accountable.
Platform Statement: Part V
5. Outline your past involvement in NACADA:
a. Years in NACADA
b. National Offices Help and Accomplishments Achieved
A. NACADA Member since 12/2015
B. None
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