LEAD California, IARSLCE and GivePulse are proud to announce our next speaker:
Dr. Laura Wilmarth Tyna, Director of Community Engagement and Experiential Learning and the Lewis University Community Schools Consortium (LUCSC) at Lewis University
Moderator: Dr. Tania Mitchell, Associate Provost for Community Engagement, Professor in Counseling, Higher Education and Special Education at University of Maryland
About our Next Speaker:
Dr. Laura Wilmarth Tyna serves as Director of Community Engagement and Experiential Learning and the Lewis University Community Schools Consortium (LUCSC) at Lewis University in the Chicagoland area. In this capacity, she works with local schools and community-based organizations to support community thriving by facilitating collaborative partnerships and resource sharing. She has served as a higher education community engagement professional for over 20 years.
Laura received a doctorate of education in student affairs administration and leadership from the University of Wisconsin-LaCrosse in May 2025. Previously, she earned a master of arts degree in students affairs administration from the University of Maryland, College Park. Laura’s professional interests focus on anti-racist community engagement and P-12/ higher education partnerships.
Dissertation Topic: Anti-Racist Community Engagement Among White Faculty: An Emergent Model
Abstract: In an era when acknowledging race and diversity is viewed with hostility, researching and understanding more about that which fosters anti-racist practice and racial justice in community engagement is critical. Despite growing interest in anti-racist practices in service-learning and community engagement (SLCE), little is understood about why white faculty adopt anti-racist community-engaged pedagogy (ARCEP) and how they implement it effectively. The purpose of this grounded theory study was to explore the experiences of white-bodied anti-racist community engagement (ARCE) practitioners and how they came to understand and practice ARCEP. Findings suggest an emergent theory of ARCE among white faculty that can be used to combat the harm caused by racism and white supremacy perpetrated through SLCE. The theory underscores the significance of community and fostering ways of being which contribute to authentic relationships - between higher education and communities, between faculty and students, and among white colleagues holding each other accountable.