Office of Diversity Equity and Inclusion

Students present research on therapeutic alliances, neurodivergent voices, and immigrant parental support groups

Lauren Reuscher — Wed, 27 Mar 2024 17:38:48 +0000

Students present research on therapeutic alliances, neurodivergent voices, and immigrant parental support groups Lauren Reuscher Wed, 03/27/2024 - 13:38

��AV student researchers were among those that gathered on the Fairfax Campus last week for the Access to Research and Inclusive Excellence (ARIE) National Conference. In addition to speakers and breakout sessions on various topics, the two-day conference opened with a poster session with 49 groups presenting their research. These were three of the poster sessions presented.

A total of 49 poster sessions were presented at the Access to Research and Inclusive Excellence (ARIE) National Conference on the Fairfax Campus. Photo by Evan Cantwell/��AV

“Addressing Power Imbalance in the Therapeutic Alliance” centers youth client, caregiver, and clinician voices to understand what contributes to a culturally responsive therapeutic alliance and tackles the implications for an imbalance of power in achieving desired outcomes. Clinicians, youth clients, and caregivers were recruited from a specialty anxiety community youth clinic. Researchers are in the process of identifying additional themes represented in participant transcripts and writing up their findings into a manuscript for publication.

Researchers include Sasha Flowers, doctoral student in clinical psychology; Amanda Sanchez, assistant professor of clinical psychology and primary investigator, ACCESS Lab; and MacKenzie Feeken, program coordinator, Center for Evidence-Based Behavioral Health, all from Mason’s College of Humanities and Social Sciences; and Michal Weiss, clinical research coordinator, and Emily M. Becker-Haimes, clinical director, Perelman School of Medicine, University of Pennsylvania.

“It feels very meaningful to present my research to audiences that recognize the importance of inclusive excellence and action through research. In my work, action through research means that the effects of my study should extend beyond the walls of the research lab to address mental health inequities.” –Sasha Flowers

Mason President Gregory Washington (center) attends poster presentations at the ARIE National Conference. Photo by Evan Cantwell/��AV

“Including Neurodivergent Voices through Probing Interviews: A Methodological Approach to Enhance Hiring Practices” focuses on the unique skills and perspectives of neurodivergent individuals, who face disproportionately high unemployment rates. Traditional hiring practices often exacerbate this issue, overlooking the diverse information-gathering and processing needs of neurodivergent individuals. In this study, researchers used the probing interview as an innovative methodological approach to actively engage participants through structured, hands-on activities. The researchers plan to test the validity and effectiveness of probing interviews and recommend further studies applying these methods.

Researchers include Niloofar Kalantari, doctoral student in information technology, School of Computing, College of Engineering and Computing; JeongJin Kim, doctoral student in industrial-organizational psychology, College of Humanities and Social Sciences; Sarah Marie Wittman, assistant professor of management, Costello College of Business; Vivian Genaro Motti, associate professor, information sciences and technology, School of Computing, College of Engineering and Computing.

“At the ARIE conference, we networked with industry representatives who are interested in advancing the lives of neurodivergent individuals at work, and this opportunity opened up doors to future research collaboration with them.” —Niloofar Kalantari and JeongJin Kim

“Building a Support Group for Immigrant Parents with Immigrant Parents: A Community Based Participatory Action Research (CBPAR) Project” focuses on parent support groups, which often fail to be culturally responsive, strengths-focused, and socio-politically relevant because educators and social service providers do not address the real parenting challenges and contexts of the target population. This project involved 15 meetings with the partner organization, Amigas de la Comunidad, in Alexandria, Virginia, to collaboratively develop a support group through identifying needs/topics for parenting support, culturally relevant strengths and considerations, resources for immigrant families, and supports for parents’ and children’s mental health. The research team will pilot the parent support group this fall, collect data to explore the effectiveness of the intervention, and develop a proposal for future funding.

Researchers include Maribel Tohara Nakamatsu, doctoral student in education, and Rachael Goodman, associate professor, College of Education and Human Development.

“Presenting at the ARIE conference allowed me to showcase the hard work we have been doing in partnership with Amigas de la Comunidad. Additionally, it provided a good opportunity to meet people who share similar interests with us." —Maribel Tohara Nakamatsu

The conference, held on Mason’s Fairfax Campus, included scholars, researchers, and practitioners from higher education, K-12, community organizations, nonprofits, government, foundations, and businesses.

One of the keynotes, educator and priest associate Rev. Nontombi Naomi Tutu, the daughter of Nobel Peace Prize winner Archbishop Desmond Tutu, shared her ideas about seeking common ground in times of conflict and the value of engaging everyone, including those with different perspectives and different cultural and economic backgrounds.

Rev. Nontombi Naomi Tutu (center) was one of the keynote speakers at the ARIE National Conference. Photo by Ron Aira/��AV

Other speakers included Nolan L. Cabrera, professor of educational policy studies and practice at the University of Arizona, and a panel discussion with industry leaders with experience at organizations including LMI, ManTech, Peraton, Everyone Matters, Inc., and more.

Mason President Gregory Washington emphasized the limited diversity in positions of leadership in the United States, including key roles in business, government, education, media, and entertainment. Washington said, Mason’s inclusive approach to education and learning as the largest public university in the commonwealth can address gaps in access to opportunity and prepare graduates to lead successful careers.

Mason was recently awarded the Institutional Excellence Award from the National Association of Diversity Officers in Higher Education (NADOHE).

Learn more about the ARIE National Conference

Read about the keynote speakers

Topics

ARIE

Office of Diversity Equity and Inclusion

Research

diversity equity and inclusion DEI

Announcing the 2022 ARIE Seed Funding Awardees

Natalie Bui — Mon, 06 Feb 2023 20:56:10 +0000

Announcing the 2022 ARIE Seed Funding Awardees Natalie Bui Mon, 02/06/2023 - 15:56

The Office of Research Innovation and Economic Impact and the Office for Diversity, Equity, and Inclusion, is delighted to announce the results of the 2022 ARIE Seed Funding Initiative. The ARIE seed funding emerged as one of the recommendations from the ARIE Task Force’s Research Committee to support research, scholarship and creative activities addressing the myriad issues on the theme of anti-racism and inclusive excellence. Such research, scholarship and creative activities continue to drive our commitment to be a national leader in anti-racism and inclusive excellence.

In April, 2022, Call for Proposals was posted for the ARIE Seed Funding. We received 29 applications which were externally reviewed by over 20 reviewers. A total of 7 applications were selected for funding.

The awarded teams PIs and Co-PIs (in no particular order), and their project titles, are noted below:

Anti-Racism and Inclusive Excellence: A Proposal to Improving the Hiring Process: Co-PI: Michael Fauntroy, Schar School of Policy and Government; Co-PI: Judith Wilde, Schar School of Policy and Government
Reducing Inequalities in Domestic and Sexual Violence Services in Fairfax County: A Mixed Methods Evaluation to Inform Antiracist Community Engagement through Exploring Unique Barriers to Access and Service Use Among Diverse At-risk Community Members: PI: Michelle D. Hand, College of Public Health; Co-PI: Denise A. Hines, College of Public Health; Co-PI: Jeanne Booth, College of Public Health
IndigenoUs Northern Virginia: Activating Local and Diasporic Native Identities at Mason: Co-PI: Gabrielle Tayac, College of Humanities and Social Sciences; Co-PI: T. Mills Kelly, College of Humanities and Social Sciences; Co-PI: Alison Landsberg, College of Humanities and Social Sciences;
Building a Diverse Pipeline of Anti-Racist Social Scientists: A Three-Pronged Approach: Co-PI: Meagan Call-Cummings, College of Education and Human Development; Co-PI: Amy L. Best, College of Humanities and Social Sciences; Co-PI: Khaseem Davis, Early Identification Program; Co-I: Sharrell Hassell-Goodman, College of Humanities and Social Sciences
Integrating Art and Research to Advance Social Equity: Co-PI: Janani Umamaheswar, College of Humanities and Social Sciences; Co-PI: Robert Norris, College of Humanities and Social Sciences
Anti-Racist Collaborative Arts At Mason: Co-PI: Matthew Dievendorf, College of Visual and Performing Arts; Co-PI: Michael Nickens, College of Visual and Performing Arts; Co-PI: Wendi N. Manuel-Scott, College of Humanities and Social Sciences; Co-PI: Cynthia Fuchs, College of Visual and Performing Arts and College of Humanities and Social Sciences; Co-PI: Thomas Stanley, College of Visual and Performing Arts; Co-PI: William Lake, College of Visual and Performing Arts; Co-PI: Adrienne Bryant Godwin, College of Visual and Performing Arts
Collective Organizing En La CASA: Empowering Health Equity And Healing In The Face Of Structural Racism And Illegality: Co-PI: Jhumka Gupta, College of Public Health; Co-PI: Bethany Letiecq, College of Education and Human Development

We want to thank all the teams that participated in the competition and congratulations to the teams selected for funding.

Be on the lookout for the 2023 ARIE Seed Funding Call for Proposals later this Spring. Those who are interested in last year’s Call for Proposal can find it at https://resdev.gmu.edu/funding-opportunities/2022-anti-racism-inclusive-excellence-seed-funding/

Andre Marshall, Vice President, Research Innovation and Economic Impact

Sharnnia Artis, Vice President, Diversity, Equity, and Inclusion & Chief Diversity Officer

Topics

Office of Diversity Equity and Inclusion

President's Task Force on Anti-Racism and Inclusive Excellence

Office of Research Innovation and Economic Impact

Strategic Direction

Dr. Candace Parham Lacayo Named ARIE Faculty Fellow

Natalie Bui — Wed, 09 Mar 2022 18:27:07 +0000

Dr. Candace Parham Lacayo Named ARIE Faculty Fellow Natalie Bui Wed, 03/09/2022 - 13:27

The Provost's Newsletter announced today that Dr. Candace Parham Lacayo has been selected as the ARIE Faculty Fellow for the Office of Graduate Education. In this position she will work on the development and implementation of a graduate-level mentored research, scholarship, and creative activity. She will also ensure the commercialization program provides more funded opportunities for graduate students with a demonstrated commitment to increasing accessibility, diversity, equity, and inclusion within their discipline.

“As an alumna of two Mason graduate programs, this is a full circle moment for me. I’m looking forward to developing opportunities for our graduate students that deliver impact,” Dr. Lacayo said.

Learn more about the Office of Graduate Education.

Topics

President's Task Force on Anti-Racism and Inclusive Excellence

Office of Diversity Equity and Inclusion

Graduate Education

faculty fellows

Student Voice Interview with Sharrell Hassell-Goodman

Natalie Bui — Wed, 16 Feb 2022 15:34:53 +0000

Student Voice Interview with Sharrell Hassell-Goodman Natalie Bui Wed, 02/16/2022 - 10:34

Earlier this month, Dr. Wendi Manuel-Scott had a virtual chat with Sharrell Hassell-Goodman, a doctoral student in the Higher Education program and co-chair of ARIE's Student Voice committee. Hassell-Goodman discusses her hopes and expectations for ARIE since it was formed and how Mason can keep students at the center of these initiatives.

Dr. Wendi Manuel-Scott:

Sharrell, you've been involved in ARIE since the beginning. Now that we're almost at the two-year mark, have your hopes and expectations of ARIE shifted? If so, how?

Sharrell Hassell-Goodman:

I'm in an interesting place. I've been a student, I've worked for university, I went back as a student again, and had the opportunity to teach. Right now, I'm working on my own research. and I'm back in full-time mode as a student. Being connected to ARIE’s work, it’s been so important and so refreshing to see that the university was willing and bold enough to take these initiatives on.

Coming from a student perspective, it's exciting. But I’m also still wondering how Mason will maintain ARIE's commitment at its core, considering the changing landscape and the new priorities of the state. Since change takes a while, students might question if ARIE’s work will actually come to fruition. This is especially true because students aren’t always aware of what goes on behind the scenes before something is made into a tangible action item. So, I am in between being hopeful but also realistic. So, to be honest, I'm at a crossroads as I start to see changing dynamics, particularly when ARIE first started in July 2020. Students, including myself, had expressed a lot of confusion, hurt, and disappointment around racist, homophobic, or sexist experiences in academic spaces. In response, ARIE began to unpack how to maintain an environment of inclusion and ensure we're not doing any harm to students because of identities that they hold. ARIE started to give a lot of students hope for creating a place that allowed us to question racism, homophobia, and sexism in our space, particularly at Mason. The university is reflective of a diverse community. So how does that reflection permeate throughout all aspects of the academic experience?

The student voice committee had many discussions about how to create change. We knew there were students experiencing harassment in the classroom and felt like they couldn’t do anything about it because they were not getting the support that they needed. Experiencing discrimination as a student is kind of a precarious place to be, particularly when you're seeing things change and policies created in which it feels like equity is not a priority. I think Mason was on its way and is still on its way. I think some students are just nervous about whether they will see tangible changes. So, that's where I'm at. I’m questioning if this is really going to be a reality, but I’m also hopeful for the plans that have been articulated thus far.

Dr. Wendi Manuel-Scott:

I appreciate that. I appreciate the very nuanced and careful way that you express that as well. Do you think students would want or appreciate reassurance regarding the university’s commitment to ARIE? What would that look like to you?

Sharrell Hassell-Goodman:

Yes, I do think that would be helpful, particularly because some of the things that students are asking are reasonable, tangible, and easily obtainable. Students have the simple recommendation of making sure that faculty and staff are trained around issues of diversity, equity, and inclusion. Students also ask that there's a space they can give feedback if they're experiencing discrimination in the classroom or another campus environment. These are both reasonable expectations. For years many students have asked that their peers be educated through a course on diversity, equity, and inclusion. This should be a main priority. If ARIE doesn't adhere to this commitment, then they're not only disregarding the current student population, but they're not paying attention to the prior students who've tried to make those changes to no avail. I think the ARIE initiatives should really think about and prioritize how we adhere to students’ requests and how we implement changes in the near future. This way, students can be reassured that ARIE is taking their concerns seriously.

The other thing is, I think sometimes students don't understand why requiring training is so difficult when education is a space of higher learning where everyone is supposed to advance their knowledge, skills, and awareness. If you are committed to this idea of learning, as an institution, then why shouldn't that be an expectation for our faculty, staff, and anyone who interfaces with students? It’s beyond just language and terminology, it's about creating climates where students feel safe, heard, respected, and valued. And if we don't follow through on those basic institutional commitments, then we fall short in creating the Mason that we want and proclaim to be.

Dr. Wendi Manuel-Scott:

If we added an undergrad to this conversation, do you have a sense of one area they would want to really underline or emphasize that we haven't mentioned yet?

Sharrell Hassell-Goodman:

Their interface with community engagement looks different. I'm not an undergrad living on campus, so my concern around community policing versus a traditional approach to policing looks different. I don’t want to speak for students, but I know there was concern and distrust around traditional policing tactics and about committees being created where things go to die rather than change. One of the ways that community policing came up for students is they feel targeted or over-surveilled because of their identities. So how do we think about the ways in which police show up in times of danger? How do we move beyond simply language changing? We also need to think about the impact of systemic racism.

I think students are very excited about some of the initiatives around renaming buildings and prioritizing Mason's landscape, which is a start. Students also talked about going through the “Mason shuffle” instead of receiving the services that they need, which involves being directed to four and five offices instead of being able to easily go to one person at times. This is particularly challenging for those students who are working full time and commuting. They have to go to four or five offices within a day to get an answer. Since Mason has taken on some of the most historically marginalized populations, we have a lot of students that are children of immigrants, who are commuters, who are caregivers for loved ones who are working full time jobs. In addition to being students and are trying to matriculate, and maybe have matriculated from a community college to a four-year institution, one of their most precious resources they have is time. If we exploit their time going to different offices, then we’re not really thinking about ways that we can support these students who need support. And what about student retention? We’ve created this space that has attracted diverse groups of students, so how do we show that we care and honor them in ways that other institutions might not be set up for? I think that Mason is set up for it in a lot of ways. But how do we take it to the next to the next level and really show that we see them, hear them, understand them, and want to encourage their success?

Dr. Wendi Manuel-Scott:

I think you're spot on. It's one thing to say you care about students. That you value who they are, and all the identities that they bring with them. But that needs to be embodied right through policies and practices, and it needs to be apparent through the very structures of the institution. When that falls short, in a sense, that reveals a perceived lack of care and respect for students. So, I appreciate you sharing that.

Your response also makes me think about another identity that you've been very transparent about. I recall that you shared during one of the town halls that you are a student with a disability, sometimes seen as an invisible disability. I wonder if you have thoughts about Mason’s responsibility to students with disabilities.

Sharrell Hassell-Goodman:

Yeah, absolutely. I do think the Office of Disability Services is doing a wonderful job trying to meet demands and expectations, but how do we think about larger infrastructures that could be made more accessible? I think that we're starting to make progress. But how do we go to that next phase of acknowledging students with disabilities in terms of the way that the physical campus structure is laid out? As we think about future construction, as we think about accessibility beyond being able-bodied. So how do we think about long term plans and being more supportive as we've gone online?

Moving forward, I think it’s important that we realize the long-term impact or how some policies make things more challenging for certain communities. I think that's where we really start to see the impact of policies, procedures, and structures. As we make these changes, we should consider how it would affect all end users of all identities. That’s something we don't always think about or put at the forefront, but rather something that we respond to once we see it as an issue after the fact.

Dr. Wendi Manuel-Scott:

I think that's so right. We want to be intentional about making sure that we understand those Nexus points in terms of their identities, and we're providing services that speak to the whole student population.

Okay, final question. One day, you will look back on your magnificent time at ��AV, and your contribution to Mason. What will you be most proud of?

Sharrell Hassell-Goodman:

I mean, I'm giggling at that. I guess I'm giggling because I don't necessarily stop and reflect on that and say, “Oh, I'm so proud. I did XYZ” because I also don't feel like I've done anything. I’ve just tried to connect with different communities that are interested in making changes, being a part of collectives, and seeing what is something that I can leverage my abilities towards making Mason a better place. I am so incredibly proud to be a Mason student. I am so blessed to be here and to have these opportunities. The fact that we're having this difficult conversation and Mason is willing to do it is a reason I'm so proud. No, there's other places that wouldn't dare gauge or create an ARIE initiative and would make changes only by student demand. So, I think it's very brave that Mason has even chosen to move forward on this initiative. But it's even more inspiring that there's so many faculty, staff and students that are committed to doing the work.

As much as I'm kicking back or giving feedback, I would be remiss if I didn’t say that I'm honored to be in a space where I can do that. I don't fear retaliation for being honest about where Mason stands. If we can continue to respect, honor, and center students and make Mason better, then Mason will be here for the long-term and be a space that even more students want to be at. Mason is such a unique campus and with unique students, I get that. But if we're not doing anything about that uniqueness, then we're just saying it. And eventually, we're no longer going to be unique for that, because we're not really keeping up with the changing dynamics of the environment, to continue to pay attention to the uniqueness of student needs.

I think that is the difference. We can't just be happy that they're here by circumstance. Instead, we should make the most of this amazing opportunity with such special students. Mason is an amazing place that has amazing possibilities and potentials… and now is our time to do it. Even though it's going to be tough because we can't control contextual factors. How do we make sure that this campus, this space with ARIE, is still safe for students?

Topics

President's Task Force on Anti-Racism and Inclusive Excellence

Office of Diversity Equity and Inclusion

Meet Sharnnia Artis, Mason’s new chief diversity officer

Colleen Rich — Fri, 17 Sep 2021 13:28:05 +0000

Meet Sharnnia Artis, Mason’s new chief diversity officer Colleen Rich Fri, 09/17/2021 - 09:28

Sharnnia Artis. Photo provided

Sharnnia Artis joined ��AV on Sept. 1 as the new vice president for diversity, equity, and inclusion and chief diversity officer. Before coming to Mason, Artis served as assistant dean of access and inclusion in the Donald Bren School of Information and Computer Sciences and the Samueli School of Engineering at the University of California, Irvine, one of the most diverse engineering programs in the nation. Artis has been creating programs to improve diversity and inclusion in the engineering and computing fields for most of her career.

What attracted you to this position at Mason?

I believe in Mason’s mission—we are an innovative and inclusive academic community committed to creating a more just, free, and prosperous world. I was attracted to Mason because of our university’s core institutional characteristics—innovative, diverse, entrepreneurial, and accessible. These characteristics are also personal guiding principles, which are essential to growing and strengthening a culture of inclusion, integrity, and fairness so that every member of our Mason community has the opportunity to thrive.

How did you get interested in engineering?

Growing up, I loved math and science and was good at both. In high school, I learned about a summer residential program called C-Tech² at Virginia Tech, which is designed for high school girls who have an interest in computers and technology and want to explore what college is like. During C-Tech², we took apart a camera and a computer—and had to put it back together. And it worked! I think that's what hooked me. Not just the hands-on component of it, but the instant gratification of being able to solve a problem.

As a Black woman who was also a first-generation college student, having access to the summer program showed me what was possible regardless of my gender, ethnicity, race, or socioeconomic status. It was also my first exposure to the field of engineering and people who looked like me as engineers. C-Tech² changed my life in so many ways and the lasting impact has served as a motivation for creating inclusive environments where everyone is welcomed and supported to achieve to their fullest potential.

Prior to coming to Mason, my responsibilities as an administrator in computing and engineering, especially with a focus on diversity, equity and inclusion, had been about creating pathways for individuals from underrepresented groups. One pathway is giving them access to the university, including the campus, our students, faculty, and staff, technology, and resources. I was able to do that through summer and year-round enrichment programs. I realized how important that summer program was for me. If I had not participated in C-Tech², I probably would not be an engineer today.

You have bachelor’s, master’s, and doctoral degrees in industrial and systems engineering, all from Virginia Tech. What made you choose Virginia?

I grew up in Portsmouth and Chesapeake, Virginia. I played basketball, volleyball, and ran track in high school. I was being recruited by colleges for an athletic scholarship, so I had plans to fund my way through college as a student-athlete. However, my plans changed when C-Tech² exposed me to other scholarships for college. I had no idea that there was this world of academic scholarships. I wanted to focus on being a full-time student, and I received an academic scholarship to do that. While I did not play sports in college, being an athlete will always be part of my foundation. Sports have taught me quite a bit, especially when it comes to being a team player, a leader, my work ethic, and depending on different types of people to achieve goals.

Speaking of Virginia Tech, how does it feel to be returning to Virginia and not to be with your alma mater?

The commonwealth is where I was born and raised. To go away to different institutions, to see how things are done at other places, and to be able to bring those experiences to my home state is exciting. To be able to work here at Mason—the most diverse university in Virginia—and build on the excellent work already being done here in the [diversity, equity, and inclusion (DEI)] space, while joining forces with students, faculty, and staff who are passionate about DEI is a real privilege. It is an honor to have the opportunity to do this work for the Commonwealth of Virginia.

With respect to not being at my alma mater, there were quite a few Hokies on the West Coast. There were also watch parties for football games on Saturdays at local restaurants, so it was always fun to connect with some Hokies. Since we do not have a football team at Mason, I'm looking forward to doing the same thing here and going to Blacksburg for a football game. I'm also looking forward to Mason basketball games. I have a three-year-old daughter, and she seems to have an interest in basketball. She's never been to a college basketball game because of the pandemic, so I think it would be nice for her first basketball game to be a Mason basketball game. Cheering for our Patriots would be an awesome memory for us.

What most excites you about beginning your new role at Mason?

I am excited about Mason’s vision to become a national exemplar of anti-racism and inclusive excellence in action. Mason has a history of being a leader in inclusivity and access in higher education and is committed to building systems of equity to remove bias from the university’s culture. This vision energizes me and gives me the drive to be a tireless champion working with our students, faculty, staff, alumni, partners, and community. Together, we will thrive and transform lives by leading with inclusive excellence.

What do you do for fun?

I love spending time with my family and friends. While COVID-19 has slowed things down for us a bit, you can typically find me at a sporting event, traveling to some fun destination, and going out to eat on the weekends. My partner, Aric, and I are always adventuring out to try new things that interest our daughter as well. Life is quite an adventure, full of fun and exciting moments!

Topics

Campus News

Faculty and Staff News

Office of Diversity Equity and Inclusion

inclusive excellence

President's Task Force on Anti-Racism and Inclusive Excellence

Mason’s compliance office gets interim Title IX coordinator and new name

Colleen Rich — Thu, 19 Aug 2021 12:40:21 +0000

Mason’s compliance office gets interim Title IX coordinator and new name Colleen Rich Thu, 08/19/2021 - 08:40

Crystal Coombes

As ��AV strives to be a national leader in anti-racism and inclusive excellence, a few changes in line with that goal have been implemented for the fall semester.

Formerly known as the Office of Compliance, Diversity and Ethics, CDE has changed its name to the Office for Diversity, Equity and Inclusion (DEI) to better reflect the university’s vision.

Crystal C. Coombes, recently hired as Mason’s American with Disabilities Act (ADA) coordinator, is now serving as interim Title IX coordinator. Both positions are based in the DEI office.

Coombes replaces Title IX coordinator Angela Nastase, who left Mason this month to take a position at the University of Maryland.

Coombes brings extensive experience in ADA and Title IX positions, most recently at Virginia Commonwealth University and at the University of South Florida. As interim Title IX coordinator at Mason, she will lead the university’s commitment to provide a learning and working environment free of sexual discrimination, sexual misconduct and sexual harassment.

Coombes served as ADA coordinator and in related capacities at VCU from June 2018 until her arrival at Mason. Prior to that, she served for three years as director of Title IX/ADA in the University of South Florida system. She was responsible for Title IX vision, leadership and compliance efforts for 52,000 students and 18,000 employees.

“We are fortunate to have someone with Crystal’s vast experience to step into this role while we embark on a national search for a permanent Title IX coordinator,” said Dietra Trent, interim vice president for DEI. “Mason is committed to establishing and maintaining a culture of integrity and shared responsibility that holds each of us to the highest standard, and Crystal will lead these efforts.”

Coombes earned a bachelor’s degree in social work from VCU in 1983, a master’s degree in education from the University of Virginia in 1987, and a master’s in English from National University in 2011.

As announced last month, Sharnnia Artis steps into the DEI vice president and chief diversity officer role Sept. 1. She currently is assistant dean of access and inclusion in the Donald Bren School of Information and Computer Sciences and Samueli School of Engineering, both at the University of California, Irvine.