About

websitemain J’Lissabeth Faughn began her career in higher education over  15 years ago at Illinois Wesleyan University.  Her breadth of  experience includes residence life, retention assessment,  judicial affairs, student leadership, diversity and inclusion,  and as a deputy Title IX Investigator.   She has worked at a  variety of institutions including University of California  Berkeley, University of Missouri, University of Alabama  Birmingham and Sacramento State University.  She is the first male to female transsexual to serve as Director of a  Women’s Resource Center and the first open transgender  individual to be Director of a Multi-Cultural Center.

J’Lissabeth received her undergraduate degree in Speech Communication & Theatre with a minor in Dance from Murray State University in Murray, Kentucky.  Her graduate degree is in Education Leadership and Policy Studies with an emphasis in Social Justice from Iowa State University.

In 2009 University of California Berkeley named her a “Vagina Warrior” and she has been nominated, and received a variety of accolades for her work including ACPA’s (College Student Educators International) Emerging Scholar Award, Diversity Action Award from the Southeast Association of College and University Housing Officers, Faculty/Staff of the year, and back to back nominations for American University’s Richard L. Schnegal Emerging Activist Award, for her work with LGBTQ Homeless and inclusion of transgender students in college athletics.

A dynamic and engaging speaker, she uses humor, research and her own personal anecdotes in her workshops, trainings and keynotes. When she needs unfiltered feedback, she seeks it from her cats, Amale and Tanna Thomas.

my two kitties amale and tanna thomas

jliss8 jliss10

jliss6  jliss on halloween

Recognition  I Résumé I University Teaching Experience I Professional Development

Recognition

● Social Justice and Inclusion Award, Western Association of College and University Housing Officers, 2012
● Vagina Warrior, University of California Berkeley, 2010
● National Residence Hall Honorary, Golden Bear Chapter, Inducted 2009
● Research Fellow Finalist, American College Personnel Association, 2008
● Outstanding New Student Affairs Employee, nominee, University of Missouri, 2007
● Graduate Student (Master) Keynote Graduation Speaker, Iowa State University, 2006
● Richard R. Schnegal National Emerging Activist Award 2006 (Semifinalist, for work on domestic dispute in same-gender relationships)
● Richard R. Schnegal National Emerging Activist Award 2005 (Finalist, for work on LGBTQ Homeless youth)
● Outstanding Student Affairs Professional, Iowa State University, nominee 2004 & 2005
● Outstanding New Student Affairs Professional, Iowa State University, nominee 2003
● Top 5 Diversity Program, Upper-Midwest Region, Association of College and University Housing Officers
Conference, 2003 & 2004
● Outstanding Program, Diversity Action Committee, Southeastern Association of College and University Housing Officers, 2002

 

 

University Teaching Experience

Transgender Communities (Co-Instructor) – This course examines the broad range of gender variance and ambiguity, from gender queerness and transitivity to hormonally and surgically defined transsexualism. Novels, memoirs, autobiographies, and film will be supplemented by theoretical interventions by Judith Halberstam, Jay Prosser, Sandy Stone, Susan Stryker and others who have recently brought transgender identity to the forefront of LBGT and Queer Studies. We will explore the role of medical and legal authorities in the construction of trans identities and subjects challenging those constructions; issues of safety, risk, visibility, and passing; debates about whether the “proper” end of trans stories is a sense of being “at home” in a male or female body or of being “in between” or “without” genders. We will also give careful consideration to the ethics of producing and consuming trans stories.

Students in American Higher Education (Teaching Assistant) – The relationship between college students and characteristics from 1950 to the present. Traditional assumptions about the impact of higher education on students will be reviewed and challenged. Campus issues and concerns relative to commuters and residential life. Participants will analyze institutional responses to students through college missions, organizational development, structure, core curriculum and retention.

Social Justice Seminar (Instructor) – This course is designed as an introductory class to multiple identities and issues and models of oppression and how they are manifested on individual, group, and social levels. Furthermore, the class explores the effects of specific forms of oppression on individuals and communities. Students engage in multiple styles of learning experiences (ie. lecture, discussion, activities, assigned projects, and presentations) to develop an understanding of these barriers and obstacles to social justice and are invited to begin developing tools and frameworks for combating oppression and achieving social justice.

Sex and Gender in Society (Instructor) – How the biological fact of sex is transformed into a system of gender stratification. The demographics and social positions of women and men in the family, education, media, politics, and the economy. Theories of the social-psychological and sociological bases for behavior and attitudes of women and men. The relationship between gender, class, and race.

Introduction to Queer Studies (Instructor) – Interdisciplinary study of issues relating to lesbian, gay, bisexual and queer identities in the U.S. Attention to race, socioeconomic class, and intergenerational conflicts.

Gender Justice and Society (Instructor) – This course is an introduction to contemporary gender issues present in the United States and will focus upon how the socialization process impacts our perspectives, experiences, and personal and professional relationships. Students will be exposed to theories and topics necessary to create understandings of issues occurring in society as well as develop skills to enhance communication and understanding among women and men. The purpose of this course is for students to receive practical and purposeful knowledge, grounded in research and theory that can be used to develop their own interpersonal and intrapersonal communication abilities and effect social change.

Dialogues on Diversity (Instructor) – An exploration of diversity within the context of the university community through understanding human relations issues.

College Teaching (Teaching Assistant) – Educational theories, methods and strategies for the improvement of college instruction. Assist potential college instructors in developing knowledge of protocol, assessment, and the scholarship and art of teaching. Emphasis on the unique challenge of college teaching in a changing student population environment.

 

Professional Development

● American College Personnel Association
Standing Committee Men & Masculinity, Standing Committee for LGBT Awareness, Commission for Social
Justice Educators, Native American Network

● National Association of Student Personnel Administrators
NUFP Fellow Program Mentor, GLBT Knowledge Community

●  Upper Midwest Region Association of College & University Housing Officers (UMR-ACUHO)
Programming Committee & Master Planning and Evaluation Committee

●  Southeastern Association of Housing Officers (SEAHO)
Diversity Action Committee

●  The Task Force, Creating Change Conference 2005-2008

● Consortium of Higher Education LGBT Resource Professionals – Executive
Board Member/Publications and Communications Chair

● Noel-Levitz Conference on Student Retention