Ellen M. Broido
HESA Faculty since 2001
Affiliated Faculty, Women's Studies, since 2004; American Culture Studies, since 2019
Visiting Professor, Shandong University (China)
What's New...
Ellen is part of a team working on an NSF grant to promote gender equity for faculty in STEM fields, including training faculty allies and advocates. She is working with a former HESA faculty member and current HESA doctoral student to develop a quantitative instrument measuring faculty allyship in the areas of racism and sexism. Ellen also is working on several disability-related research and writing projects, including studies on students doing disability activism and leadership; the influence of disability on student involvement; and differences in students' university experiences by impairment type. Additionally, she is studying the influence of gender on faculty service, and wrapping up the writing on several pieces arising from a study of the experiences of women who have worked for BGSU for 25 or more years.
Education
D.Ed. The Pennsylvania State University, 1997
M.S.Ed. Indiana University, 1990
B.A. Columbia College of Columbia University, 1987
Research Interests
Social justice in higher education, including disability, gender, class, and LGBT issues; ally development; and social justice education. Internationalization of student affairs.
Teaching at BGSU
CSP 6020: Theory & Assessment of College Student Development
CSP 6030: Theory & Assessment of Educational Environments
CSP 6035: Multicultural Competencies in Higher Education
CSP 6040: Educational Outcomes of American Colleges and Universities
CSP 6050: Capstone Seminar
CSP 6500/6800/WS680: Social Justice Education and Training
CSP 680(0): United Kingdom Study Tour
CSP 680: Advanced Student Development Theory (w/ Dr. Maureen Wilson)
HIED 7000: Pro-seminar in Higher Education
HIED 7310: Postsecondary Students in the U.S.
HIED 7330/WS 782: Women and Gender in Higher Education
HIED 7510: Qualitative Problems and Methods in Higher Education
HIED 7530: Advanced Qualitative Problems and Methods in Higher Education
HIED 7800: Dissertation Seminar
HIED 7800: South Africa Study Tour
WS 786: Research Capstone
Grants
A theoretical study of Chinese college students' self-authorship development (中国大学生自主能力发展理论模型研究). Submitted to the Science Department of the Ministry of China, People’s Republic of China (co-PI, 80,000 RMB, not awarded).
NSF ADVANCE-IT Adaptation grant: Allies and Advocates, 2018. (senior personnel, $984,484, awarded)
William T. Grant Foundation: 2018 State of Post-Secondary Education for Queer-Spectrum and Trans-Spectrum Students, senior personnel, $298,445, not awarded)
*ACUHO-I: Access and Integration: On-campus Living as an Important Aspect of Success for Students with Disabilities, 2016 (co-PI, awarded, $7,000)
ACPA Educational Leadership Foundation grant, Disability Leadership and Activism in College Students 2013. (PI, awarded, $2000)
Forthcoming and Recent Publications
(* indicate publications written with current and former HIED doctoral students)
*Broido, E. M., Erwin, V. M., Stygles, K., Fraley, L., & Najdak, R. (under review). “Disability is a part of me”: College student activists claiming disability identities and creating cross-disability communities.
*Erwin, V. E., Broido, E. M., Uno, A. K. (under review). Centering disabled survivors of sexual assault through trauma-informed Disability Justice research design.
*Ro, H. K., Campbell-Jacobs, B., Broido, E. M., O’Neil, D., Hanasono, L.K., Root, K. V. & Yaccobucci, M. M. (under review). When discussing microaggressions is not enough: A critical examination of a faculty allyship training program at a U.S. predominately white institution.
*Evans, N. J., Broido, E. M., Kunk-Czaplicki, J., Erwin, V., & Varland, C. (under review). Environmental influences on disabled students’ cocurricular involvement.
*Wilke, A. W., Brown, K. B., Broido, E. M., & Evans, N. J. (under review). Doing my best, being healthy, and creating connections: Disabled students’ narratives of success.
*Broido, E. M., Evans, N. J., & Brown, K. R. (in press). A social justice perspective on disability in higher education In J. W. Madus & L. L. Dukes III (Eds.), Handbook of Higher Education and Disability. Elgar.
*Li, Y. & Broido, E. M. (in press). Relationships among epistemological, interpersonal, and intrapersonal development: A self-authorship perspective on Chinese college students’ development. Journal of College Student Development.
Hanasono, L. K., Ro, H. K., O’Neil, D., Broido, E. M., Yaccobucci, M. M., Peña, S., & Root, K. V. (2022). Communicating privilege and faculty allyship. Communication Quarterly. https://doi.org/10.1080/01463373.2022.2099294
*Li, Y. & Broido, E. M. (2021). Self-authorship development in Chinese college students: A grounded theory approach. Asia Pacific Education Review, 22, 729-742. https://doi.org/10.1007/s12564-021-09713-w
Broido, E. M. (2020). Making disability research useful [practice brief]. In A. Vaccaro, R. Millar, & M. Lee (Eds.), Special issue: Challenges and opportunities for assessing, evaluating, and researching disability in higher education. Journal of Postsecondary Education and Disability, 33(3), 273-279. https://files.eric.ed.gov/fulltext/EJ1280979.pdf
Ro, H. K., & Broido, E. M. (Eds.) (2020). Voices from the margins: Conducting inclusive assessment for minoritized students in higher education. (New Directions for Student Services, no. 169). San Francisco, CA: Jossey-Bass. https://onlinelibrary.wiley.com/toc/15360695/2020/2020/169
Broido, E. M. &. Ro, H. K. (2020). Listening to marginalized voices: Paradigmatic, philosophical, and ethical bases of inclusive inquiry practice in student affairs. In H. K. Ro & E. M Broido, (Eds)., Voices from the margins: Conducting inclusive assessment for minoritized students in higher education. (New Directions for Student Services, no. 169, pp. 9-17). Jossey-Bass. https://onlinelibrary.wiley.com/doi/10.1002/ss.20340
Ro, H. K. &. Broido, E. M. (2020). Hearing marginalized voices: Tangible guidance for comprehensive inclusive assessment. In H. K. Ro & E. M Broido, (Eds)., Voices from the margins: Conducting inclusive assessment for minoritized students in higher education. (New Directions for Student Services, no. 169, pp. 99-109). Jossey-Bass. https://onlinelibrary.wiley.com/doi/10.1002/ss.20340
Ro, H. K. &. Broido, E. M. (2020). Editors’ notes. In H. K. Ro & E. M Broido, (Eds)., Voices from the margins: Conducting inclusive assessment for minoritized students in higher education. (New Directions for Student Services, no. 169, pp. 5-7). Jossey-Bass. https://onlinelibrary.wiley.com/doi/10.1002/ss.20339
* Brown, K. R. & Broido, E. M. (2020). Ableism and assessment: Including students with disabilities. In H. R. Ro & E. M. Broido (Eds.), Voices from the margins: Conducting inclusive assessment for minoritized students in higher education. (New Directions for Student Services, no. 169, pp. 31-41). Jossey-Bass. https://onlinelibrary.wiley.com/doi/10.1002/ss.20342
*Broido, E. M. (2020). Persons with disabilities: Personnel. In M. E. David & M. J. Amey (Eds.), SAGE Encyclopedia of Higher Education (pp. 1166-1168). Sage. https://us.sagepub.com/en-us/nam/the-sage-encyclopedia-of-higher-education/book245423#contents
*Brown, K. & Broido, E. M. (2020). Engagement of students with disabilities. In S. Quaye & S. Harper (Eds.), Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations (3rdded., pp. 237-255). Routledge.
*Brown, K. R., Peña, E. V., Broido, E. M., Stapleton, L. D., & Evans., N. J. (2019) Understanding disability frameworks in higher education research. In J. Huisman & M. Tight (Eds.), Research in higher education. International perspectives on theory, policy, and practice (v. 5, pp. 19-36). London, UK: Routledge.
*Wilke, A. K., Evans, N. J., Varland, C. E., Brown, K. B., & Broido, E. M. (2019). Access and integration: Perspectives of disabled students living on campus. Journal of College and University Housing, 46(1), 46-61. https://www.nxtbook.com/nxtbooks/acuho/journal_vol46no1/index.php - /46
Hanasono, L. K., Broido, E. M., Yacobucci, M. M., Root, K. V., Peña, S., & O'Neil, D. A. (2019). Secret service: Revealing gender biases in the visibility and value of faculty service. Journal of Diversity in Higher Education, 12(1), 85-98. http://dx.doi.org/10.1037/dhe0000081
*Peña, E. V., Stapleton, L., Brown, K. R., Broido, E. M., Stygles, K., & Rankin, S. (2018). A Universal Research Design for student affairs scholars and practitioners. College Student Affairs Journal, 36(2), 1-14. doi: 10.1353/csj.2018.0012
Service to the Profession
ACPA: College Student Educators International
· Co-chair, Universal Accessibility Taskforce (2020-2022)
· Annuit Coeptis advisory board member (2019-)
· Global Student Leadership Summit Planning Committee (2017-2018)
· International Channel (ACPA on Demand) coordinating committee (2017-2018)
· Faculty-at large representative to Governing Board, (2016-2018, elect 2015-2016)
· Internalization Working Group (Chair, 2016-2018; Member, 2015)
· Social Justice Competency Rubric Development committee (Member, 2015)
· Editor and Chair, ACPA Books and Media Board (2003-2010)
· Editorial Review Board Member, Journal of College Student Development (2001-2008; Ad-hoc Member, 2008 -present)
· Core Council for the Generation and Dissemination of Knowledge (ACPA) (2008-2010)
Association on Higher Education and Disability
· Editorial review board member, Journal of Post-secondary Education and Disability (2018-present)
Awards and Honors
•ACPA Senior Scholar, 2022-2026
•Top Four Paper, National Communication Association, Interpersonal Communication Division, 2021
•Woman of Distinction award, Bowling Green State University, 2020
•Invited participant, Spencer Foundation Making Disability Visible conference, June, 2018
•Disability Leadership Award, Standing Committee for Disability, American College Personnel Association (2013)
•President's Award for Collaborative Research and Creative Work, Bowling Green State University (2012)
•Annuit Coeptis for Emerging Professionals, American College Personnel Association (2000)
•Emerging Scholar, American College Personnel Association (1999-2000)
Professional Memberships
• American College Personnel Association (ACPA)
• Association for the Study of Higher Education (ASHE)
• Association on Higher Education and Disability (AHEAD)
• Association of American Colleges and Universities (AAC&U)
• International Association of Student Affairs and Services (IASAS)
Related Experience
• Assistant Professor of University Studies, Portland State University
• Coordinator of University Studies/Student Affairs Partnerships, Portland State University
• Residence Director and Judicial Coordinator, University of Massachusetts at Amherst
• Assistant Coordinator, Residence Life, Indiana University at Bloomington
Older Publications
Broido, E. M. & Schreiber, B. (2016). Promoting student learning and development. In D. C. Roberts & S. R. Komives (Eds.)., Enhancing Student Learning and Development in Cross-Border Higher Education. (New Directions for Higher Education, no. 175, pp. 65-74). San Francisco, CA: Jossey-Bass.
Reason, R. D., & Broido, E. M. (2016). Philosophies and values. In J. H. Schuh, S. R. Jones, & V. Torres (Eds.), Student services: A handbook for the profession, (6th ed. pp. 39-55). San Francisco, CA: Jossey-Bass.
Broido, E. M., (2016). Student development theory for academic affairs administrators (pp. 37-60). In T. L. Hogan (Ed.), Student affairs for academic administrators. Sterling, VA: ACPA Books and Media
*Blanchard, J., Broido, E. M., Stygles, K., & Rojas, F. (2016). Graduate student intern exchange: Increasing competencies and awareness through professional development. Journal of Student Affairs Research and Practice, 53(2), 1-14.
*Broido, E. M., Brown, K., Stygles, K., & Bronkema, R. (2015). Responding to gendered dynamics: Experiences of women working over 25 years at one university. Journal of Higher Education, 86, 595-627.
*Brown, K. & Broido, E. M. (2014). Engagement of students with disabilities. In S. Quaye & S. Harper (Eds.), Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations (2nd ed., pp. 187-207). New York, NY: Routledge.
Mueller, J., & Broido, E. M. (2012). Historical perspectives. In V. Torres, J. Arminio & R. Pope (Eds.),Difficult conversations: Enacting the core values of inclusion in student affairs. Washington, D. C.: ACPA Books and Media.
Broido, E. M. (2011). Moving beyond dichotomies: Integrating theory, scholarship, experience, and practice. In M. Baxter-Magolda & P. Magolda (Eds.), Contested issues in student affairs. Stylus.
Reason, R. D., & Broido, E. M. (2011). Philosophies and values. In J. H. Schuh, S. R. Jones, & S. R. Harper (Eds.), Student services: A handbook for the profession, (5th ed., pp. 80-95). San Francisco, CA: Jossey-Bass. Broido, E. M. (2009). Teaching student development theory in China. Proceedings of the US-China Symposium on Higher Education Research. University of Toledo.
Broido, E. M., & Palmer, C. (2009). The development of student affairs in China. Proceedings of the US-China Symposium on Higher Education Research. University of Toledo.
Palmer, C., Broido, E. M., & Campbell, J. (2008). A commentary on The Educational Role in College Student Housing. Journal of College and University Student Housing, 35(2), 86-99.
Reason, R. D., Broido, E. M., Davis, T. L., & Evans, N. J., (Eds.). (2005). Increasing students’ development of social justice attitudes and actions. (New Directions for Student Services, no. 110). San Francisco: Jossey-Bass.
Broido, E. M., & Reason. R. D. (2005) The development of social justice attitudes and actions: An overview of current understandings. In R. D. Reason, E. M. Broido, T. L. Davis, & N. J. Evans, (Eds.), Developing social justice and allies (New Directions for Student Services, no. 110) (pp. 17-28). San Francisco: Jossey-Bass.
Evans, N. J., & Broido, E. M. (2005) Encouraging the development of social justice attitudes and actions in heterosexual students. In R. D. Reason, E. M. Broido, T. L. Davis, & N. J. Evans, (Eds.), Developing social justice and allies (New Directions for Student Services, no. 110) (pp. 43-54). San Francisco: Jossey-Bass.
Reason. R. D., & Broido, E. M. (2005) Issues and strategies for social justice allies (and the student affairs professionals who hope to encourage them). In R. D. Reason, E. M. Broido, T. L. Davis, & N. J. Evans, (Eds.), Developing social justice and allies (New Directions for Student Services, no. 110) (pp. 81-89). San Francisco: Jossey-Bass.
Evans, N. J., Broido, E. M. & Wall, V. (2004). Educating student affairs professionals about gay, lesbian, and bisexual issues: An evaluation of an intervention. College Student Affairs Journal, 24, 22-32.
Broido, E. M. (2004). Social justice issues for the next greatest generation. In R. DeBard & M. Coomes (Eds.), Serving the Millennial Generation No. 106 (New Directions for Student Services), pp. 73-82. San Francisco: Jossey-Bass.
MacKinnon, F., Broido, E. M., & Wilson, M. E. (2004). Issues in student affairs. In F. MacKinnon (Ed.),Rentz’s student affairs practice in higher education (3rd ed., pp. 387-402). Springfield, IL: Charles C. Thomas.
Broido, E. M., & Dannells, M. (2004). Savage differences. In L. A. Flowers (Ed.), Diversity issues in American colleges and universities: Case studies for higher education and student affairs professionals (pp. 110-113). Springfield, IL: Charles C. Thomas.
Evans, N. J., & Broido, E. M (2003). The experiences of lesbian and bisexual women in college residence halls: Implications for addressing homophobia and heterosexism. In E. P. Cramer (Ed.),Addressing homophobia and heterosexism on college campuses (pp. 29-42). Binghamton, NY: Harrington Park Press.
Broido, E. M. (2003). Women, service learning, and community service. In A. M. Martinez Aleman & K. A. Renn (Eds.), Encyclopedia of women in higher education (pp. 347-349). Santa Barbara, CA : ABC-CLIO.
Broido, E. M. (2003). Becoming a reflective educator: Peer diversity educators’ understanding and use of their own social identities. Inquiry, 22(2), 57-63.
Evans, N. J., & Broido, E. M. (2002). The experiences of lesbian and bisexual women in college residence halls: Implications for addressing homophobia and heterosexism. Journal of Lesbian Studies, 6, (3/4), 29-42.
Jones, S. R., Arminio, J., Broido, E. M., & Torres, V. (Eds.) (2002). Special Issue on Qualitative Research, Journal of College Student Development, 43(4).
Broido, E. M. & Manning, K. (2002). Contemporary philosophical and paradigmatic shifts in qualitative research. Journal of College Student Development, 43(4), 434-445.
Evans, N. J., Reason, R., & Broido, E. M. (2001). Lesbian, gay, and bisexual students’ perceptions of resident assistants: Implications for resident assistant selection and training. College Student Affairs Journal, 21, 82-91.
Broido, E. M. (2000). The development of social justice allies during college: A phenomenological investigation. Journal of College Student Development, 41, 3-18.
Broido, E. M. (2000). Ways of being an ally to lesbian, gay, and bisexual students. In V. A. Wall & N. J. Evans (Eds.), Toward acceptance: Sexual orientation issues on campus (pp. 345-369). Lanham, MD: University Press of America.
Broido, E. M. (1999). Constructing identity: The nature and meaning of lesbian, gay, and bisexual identity development. In R. M. Perez, K. A. DeBord, & K. J. Beischke (Eds.), Handbook of counseling and therapy with lesbians, gays, and bisexuals (pp. 13-33). Washington: American Psychological Association.
Evans, N. J., & Broido, E. M. (1999). Coming out in college residence halls: Negotiation, meaning making, challenges, and supports. Journal of College Student Development, 40, 658-668.
Updated: 03/28/2024 05:16PM