For over two decades, Pareena Lawrence has held leadership positions at several institutions of higher education. Now a visiting scholar at Yale University, Pareena Lawrence has many accolades to her name, including a 4-year term served on the board of the American Conference of Academic Deans.
The American Conference of Academic Deans (ACAD) celebrates its 75th anniversary this year. Founded in January of 1945, ACAD prides itself on providing academic administrators a place to network, share resources, and learn from each other. To commemorate its 75th year, ACAD announced the ACAD 75th Anniversary Fellows Program. This program appoints up to five fellows annually to bring fresh perspectives to the organization. In return for their service, the fellows receive a year of membership to the ACAD, as well as various free registrations and stipends to attend ACAD events. Once their year of fellowship has ended, the fellows are expected to assist in appointing their successors.
Following more than two decades as an educator and senior administrator in higher education, Dr. Pareena Lawrence began her tenure at Yale University as a visiting fellow. Throughout her academic career, Dr. Pareena Lawrence has focused on student learning and success with an emphasis on inclusion and equity in outcomes. As the provost at Augustana College, Dr. Lawrence worked with the campus community and her team to increase and improve both the number of students and staff of color and their retention and success. While serving as president of Hollins University, she also established new programs dedicated to engaging and supporting students from traditionally underrepresented groups in higher education.
Students of color or ALANA students, members of the LGBTQ+ community, single parents, adult students, first-generation college students, and students from lower-income backgrounds are all considered as part of the underrepresented groups in the majority of higher education institutions. Without proper support, these students are much less likely to complete their education and earn a degree or have access to deep learning opportunities that lead to higher engagement and improved learning outcomes. For these reasons, many colleges and universities have developed outreach and support programs to meet the unique needs of these demographic groups.
For example, many campuses offer a welcoming, inclusive, identity-specific student clubs and organizations so that students from underrepresented groups can find and build a community. Additionally, early orientation programs invite students on campus before the school year begins to introduce them to the faculty and increase awareness of on-campus resources, including financial aid offices, career counseling, and academic support to reduce invisible knowledge and barriers. Connecting faculty and staff and upper-class students with incoming first-year students through a mentorship program or and advising team approach also increases feelings of belonging, probability of success and reduces the likelihood of dropping out.
Pareena Lawrence 