Stephanie Bondi Associate Professor of Practice, Student Affairs Administration M.A. Coordinator
Ph.D., Educational Leadership, Iowa State University, 2011
M.S., Higher Education and Student Affairs, Indiana University, 2003
B.S., Accounting, Butler University, 1997
Dr. Bondi's research focuses on teaching and learning; student affairs preparation; dominance, equity and oppression. She coordinates the on-campus student affairs cohort program and was previously involved in the ACPA College Student Educators International directorate of the Commission for Professional Preparation.
Dr. Bondi works at a local and national level to create more spaces for the full breadth of diversity of college students to thrive in higher education. She has worked to bring faculty across the country to together to identify and change practices to benefit more students. She works at UNL on campus workgroups and the Executive Vice Chancellor’s faculty fellows to increase hires of underrepresented faculty, and support the retention of minoritized faculty and staff. She works within the College of Education and Human Sciences’ group Advocating for Inclusion, Respect, and Equity (AFIRE) to support, educate, and change practices and policies to create a supportive environment where students, faculty, and staff can thrive.
Areas of Expertise
- Student Affairs Preparation and Practice
- Equity and Inclusion
- Power and Privilege
- Social Justice Education
- Teaching and Learning
Dr. Bondi teaches a variety of courses including Intro to Research, Law in Higher Education, Program Evaluation & Assessment and a seminar in student affairs. She has experience working in many different college campus settings and brings those perspectives into her classroom. Dr. Bondi advises master's students in the student affairs and higher education programs. She expects advisees to treat their students and colleagues well and honor an individual's cultural values. Dr. Bondi also expects advisees to keep in contact with her with questions and updates on their academic progress.
- Bondi, S., Daher, T., Holland, A., Smith, A, & Dahm, S. (2016). Learning through personal connections shaped by cogenerative dialogues in synchronous virtual spaces. Teaching in Higher Education. 21(3), 301 – 311. doi:10.1080/13562517.2016.1141288
- Patton, L. D., & Bondi, S. (2015). Nice white men or social justice allies?: Using critical race theory to examine how white male faculty and administrators engage in ally work. Race Ethnicity and Education. 18(4), 488–514. doi:10.1080/13613324.2014.1000289
- Rumann, C., & Bondi, S. (2014). Using validation to engage student veterans inside and outside the classroom. In S. Quaye & S. Harper & (Eds.), Student engagement in higher education: Theoretical Perspectives and Practical Approaches for Diverse Populations (2nd ed).
- Bondi, S. (2013). Using cogenerative dialogues to improve teaching and learning. About Campus, 18(3), 2-6.
- Bondi, S. (2013). Book review essay: Professor Mommy. Feminist Formations, 25(2), 230-235. doi: 10.1353/ff.2013.0019
- Bondi, S. (2012). Students and institutions protecting whiteness as property: A CRT analysis of student affairs preparation. Journal of Student Affairs Research and Practice, 49(4), 397-414. doi:10.1515/jsarp-2012-6381
- Minnis, S., Bondi, S., & Rumann, C. (2012). Focused learning environments for student veterans. In F. Hamrick & C. Rumann (Eds.), Called to serve: A handbook on student veterans and higher education. (pp. 201-218). San Francisco, CA: Jossey-Bass.
- Bondi, S. (2011). Complicity with the neocolonial project: A deconstruction of student affairs preparation practice. Graduate Theses and Dissertations. Paper 10460.
- Bondi, S., Heasley, C., Kolko, V., & Young, S. (2003). White students’ attitudes and behaviors towards students of color. Indiana University Student Personnel Association Journal.
- Student Affairs Program Advisory Council
- Graduate Assistants Supervisor
- EDAD 800: Foundations of Research & Methods
- EDAD 840: College Student Development
- EDAD 879: Intro to Student Affairs