KeyNote Speakers
Dr. Larry Roper is a Professor in the School of Language, Culture and Society and Coordinator of the College Student Services Administration program and the undergraduate Social Justice Minor at Oregon State University. Previously he served as Vice Provost for Student Affairs from 1995-2014. He has degrees from Heidelberg University, Bowling Green State University, and the University of Maryland. He has held numerous positions in student affairs, including Director of Housing; Associate Dean of Students; Coordinator of Multicultural Affairs; and Vice President for Student Affairs/Dean of Students.
Larry currently serves as a Commissioner with the State of Oregon’s Higher Education Coordinating Commission and as Chair of the NASPA Faculty Fellows. He served a 4-year term as Editor of the NASPA Journal, and 6 years as a Commissioner with the Northwest Commission on Colleges and Universities.
Larry has more than 50 publications in the form of book chapters, journal articles, magazine articles, book reviews and monographs. He is co-editor of the book, Teaching For Change: The Difference, Power and Discrimination Model (2007) and Supporting and Supervising Mid-Level Professionals: Charting a Path to Success (2011). He has also served on more than 65 thesis or dissertation committees, having chaired more than 25.
Larry currently serves as a Commissioner with the State of Oregon’s Higher Education Coordinating Commission and as Chair of the NASPA Faculty Fellows. He served a 4-year term as Editor of the NASPA Journal, and 6 years as a Commissioner with the Northwest Commission on Colleges and Universities.
Larry has more than 50 publications in the form of book chapters, journal articles, magazine articles, book reviews and monographs. He is co-editor of the book, Teaching For Change: The Difference, Power and Discrimination Model (2007) and Supporting and Supervising Mid-Level Professionals: Charting a Path to Success (2011). He has also served on more than 65 thesis or dissertation committees, having chaired more than 25.
Dr. Doneka Scott is the University of Oregon’s inaugural associate vice provost for student success and faculty in the College of Education. In her administrative role, she develops and implements strategies to increase four-year graduation rates with an overarching goal of eliminating institutional barriers which impede students timely progressing to graduation.
Dr. Scott came to the UO from the University of Minnesota, where she served as a professor in the Department of Pharmaceutical Care and Health Systems in the College of Pharmacy and a senior administrator for academic partnerships, retention, and diversity efforts. With a background in student success, access and retention initiatives, educational research and clinical practice, she has concomitantly held administrative and faculty appointments throughout her career. Her overarching scholarly agenda focused on student success into two distinct, but complementary foci: 1) understanding student experiences and success indicators, spanning the continuum from pre-pharmacy to graduation with a particular emphasis on access, retention, and progression of underrepresented students, and 2) uncovering the role practitioner implicit and explicit biases may contribute to ongoing disparate health care outcomes. A toxicologist by training, she has published peer reviewed articles, abstracts, and papers, as well as presented nationally on topics spanning from toxicology, cultural competence and health disparities to student access, retention, progression and development.
Dr. Scott came to the UO from the University of Minnesota, where she served as a professor in the Department of Pharmaceutical Care and Health Systems in the College of Pharmacy and a senior administrator for academic partnerships, retention, and diversity efforts. With a background in student success, access and retention initiatives, educational research and clinical practice, she has concomitantly held administrative and faculty appointments throughout her career. Her overarching scholarly agenda focused on student success into two distinct, but complementary foci: 1) understanding student experiences and success indicators, spanning the continuum from pre-pharmacy to graduation with a particular emphasis on access, retention, and progression of underrepresented students, and 2) uncovering the role practitioner implicit and explicit biases may contribute to ongoing disparate health care outcomes. A toxicologist by training, she has published peer reviewed articles, abstracts, and papers, as well as presented nationally on topics spanning from toxicology, cultural competence and health disparities to student access, retention, progression and development.